What is ‘Worldliness’? How to Form Personal Convictions (#3)

Nature and culture both abhor a vacuum.

Conviction3-vacuum

Conviction3-villageThe Village M. Night Shyamalan’s 2004 film asks the question, “Can we escape the world by creating a world of our own?”  We enter The Village to find ourselves watching what seems to be some early American settlement.  We are drawn to the gentle ambiance of an idyllic country setting. We are introduced to a community whose life seems simple. We then confront a foreboding.  A group of adults, horrified in multiple ways by earthly experience, have established this outpost, a terrestrial utopia. The question that haunts us all is the point of The Village, “If I retreat away from the world, who in the world will help when I need to return?”

We may want to retreat from the world but none of us can leave it. In one way or another our world Conviction3-worldlinessimpacts how we think, how we live. Every prophet, every apostle gives biblical warning: we are all susceptible to the world’s thinking. But what is “worldly thinking”?  Scripture teaches  “worldliness” is unthinkingly adopting the perspectives, ethics, or attitudes of cultural systems without bringing them under the judgment of God’s Word.[i] Preparation for battle with views antithetic to God’s Word should be expected since the Christian life is “warfare” against an enemy.[ii] Preparation to think Christianly in life includes training to know whether to enter or avoid the movie theatre.

conviction3-errorTraining includes knowing the cultural systems. The suffix “ism” on a word indicates cultural belief; a systemic, systematic view of life. “Individualism,” for instance, cries “Me! Me!” focusing full attention on self. Relativism (“Let me!”), hedonism (“Please me!”), and materialism (“Give me!”) also exemplify perennial cultural attitudes.[iii] Movies can embody those viewpoints. Individualism is nowhere better portrayed in films such as About a Boy or Into the Wild. Hedonism’s focus on pleasure is fully portrayed in all its debauchery in Hangover or American Pie. [iv] The impossibility of utopia is explored in The Beach. Materialism is skewered in Wall Street. Relativism is defended in The Invention of Lying. Naturalism, the world is all that we have, is trumpeted in The Day After Tomorrow. Aware of different views helps the Christian to properly view true Truth from cultural error.

“Culture” (L. colere) comes from a word which means a field or garden needing cultivation from a farmer (L. colonus) on an estateconviction3-culture (L. colonia) in a colony creating a culture or civilization which gives honor or veneration to its beliefs or institutions (L. cultus) creating a way of life. Every individual and institution has a point of view. Questions can help the individual movie viewer to be well armed, thoughtfully engaging cultural institutions.

conviction3-questionsBased on the definition for “worldliness” above, Christians can ask of each movie, book, idea, or activity:

  1. What cultural perspectives, ethics, or attitudes motivate the story or characters?
  2. Why does the story maintain these cultural perspectives or ethics?
  3. How can Christians think counter-culturally confronted by these beliefs?
  4. Can we adopt the movies’ beliefs? Why or why not?
  5. Have we been shaped by the cultural attitudes in the film? How do we respond?
  6. How could God’s Word judge the cultural perspectives seen on the screen?
  7. How do we avoid becoming a recluse who refuses and recuses himself from involvement on the earth God gave and the culture in which we were placed for this time and space?

Take, for example, three beliefs impacted by culture: success, power, and compassion. Is success material and external or is it conviction3-familyimmaterial and internal?[v] A movie that might suggest success is not always what we see is The Family Man, starring Nicholas Cage and Tia Leoni. Given a glimpse of how his life might have been different, a rich, powerful man must decide if he should give up fame and fortune for the love of family and friends. Is power usurping control or is it use of authority for others’ good? A movie which questions the domination of others is Sweet Smell of Success, starring Burt Lancaster and Tony Curtis. A tabloid journalist commandeers celebrities’ lives by what he writes about them in his paper. One man finally stands up to the tyranny for the sake of those he loves. Is compassion meeting the needs of people or working with people who have needs? A movie whose storyline incorporates a young man into a loving family is The Blind Side, starring Sandra Bullock. Compassion can change one life, and by it, the lives of many others not by meeting needs but by meeting people.

The Treasure of Sierra Madre should warn us all to avoid adopting cultural attitudes. “I know what gold can do to men’s souls” conviction3-treasurepoints to our penchant for greed. The movie warns us about our character, the internal barometer which regulates our choice of good or evil. Humphrey Bogart plays Fred C. Dobbs whose avarice creates his malevolent meltdown. One famous line suggests a warning about our character, adopting ethics which will tear lives and dreams in two.

Conscience. What a thing! If you believe you got a conscience, it’ll pester you to death. But if you don’t believe you got one, what could it do to ya?”

We watch the answer to Dobbs’ question in a movie which makes us think, careful not to adopt the attitudes of our culture. “Can we escape culture by making a world of our own?” Shyamalan’s question in The Village is answered every time we watch a movie. We cannot escape the world because the “world” is us.

Mark believes that everyone has a point of view and our POV comes through in everything we do. Dr. Mark Eckel has been teaching teenagers how to establish their own convictions since the 1980’s. 

[i] “World” in Greek can mean a human society, corrupted by sin, identified by the systems, principles, or beliefs which are anti-God [John 12:31; 15:19; 16:33; 17:14; 1 Cor 2:12; 3:19; 11:32; Eph 2:2; 6:12; Col 1:13-14; 2:20; James 1:27; 4:4; 1 John 2:15-17; 3:1, 13; 5:4-5, 19.]

[ii] Ephesians 6; 2 Corinthians 11.

[iii] By “perennial” I mean these ideas are ubiquitous, seminal, universal. The ideas are not limited to our time but are identical throughout all time.

[iv] Movies such as these I have not personally seen and base my comments on reviews of others.

[v] For a full explanation of the concept see https://warpandwoof.org/rewards/

Making Ethical Choices: The S.P.U.D. Test

It happens to every teacher:

my materials for a class did not come on time. 

S.P.U.D

I explained to the students that I would make adjustments to the course schedule.  We would use other methods than the backordered computer disks from the educational company for the next week or two.  One young college student interjected, “Dr. Eckel, just give me the CD and I’ll make copies for everyone.”

I turned to the board and wrote one word: “ethics.”  Looking back at the class I asked how they might respond if someone took their property without paying for it.  “But when it comes to electronic data, it’s so easy to reproduce, and . . .” is as much as the young man got out of his mouth.  “Does that matter,” was my serious reply, “If property belongs to another, no matter in what form it is transmitted, isn’t stealing, stealing?”  My freshmen students, new to a Christian college, did not believe copying CDs without paying for them was a problem.  I had my work cut out for me.

Is stealing wrong?  How do we know?  By what standard will we assess the question?  Where is the measure found?  In essence, “Who says?” I should do this or that?  Genesis begins by answering that query.  Based on the first seven installments in the Genesis series I would like to offer a four-fold standard for wisely addressing ethical issues from a Christian point of view.[1] I call it “The S.P.U.D. Test.”

ONE: Is the belief sensible to what is?  Is it prudent and logical?  Or is the worldview based on emotion, experience, or the desire of the moment?  Is the thinking true to life or do you respond, “Oh, come on!”?

TWO: Is the belief practical and workable in everyday life?  Can people live this way?  Or when applied to reality is the worldview useless and unbeneficial?

THREE: Is the belief universal—for all people in all places at all times?  Does the worldview produce a helpful impact for people today and throughout history?  Or are people hurt by the ethics of the viewpoint?

FOUR: Is the belief dependable and consistent?  Are the ideas based on a changeless set of standards?  Or are they based on the whim of human decision?

Sensibility maintains that standards are embedded in God’s world.  The Chris Atkins film “Starsuckers” takes aim at celebrity journalism.  Atkins believes that society’s obsession with fame — gaining it and being near it — has distorted everything from the way news is reported to our children’s aspirations.  “It’s the same journalists who write about celebrity hairstyles who write about weapons of mass destruction.”[2] Does it make sense to subscribe to celebrities’ beliefs from global warming to health care simply because they are celebrities?  Does “reality TV” do anything other than distract us from real life?  Do talk show hosts carry any moral weight for human problems outside of their own voices?  Sensibility teaches that “in the multitude of counselors there is safety”[3] when these counselors speak true Truth.

Practicality mandates that life should be intertwined with God’s Truth.  Steven Pinker, an evolutionary biologist, admits that believing right and wrong is nothing more than an impersonal computer program which is hard to practice with his family when he gets home at night.[4] Pinker’s impracticality shows itself when he rejects God as the source of Truth, trusting instead in the goodness of human nature.[5] Leon Kass gets closer to workable ethics when he says “In this age in which everything is held to be permissible so long as it is freely done . . . repugnance may be the only voice left that speaks up to defend the central core of our humanity.  Shallow are the souls that have forgotten how to shudder.”[6] Practicality teaches that Jesus’ comment “what comes out of a person makes him unclean”[7] gets to the Center of Truth.

Universality moves all humans because we are all made in God’s image.  Why are all cultures obsessed by other-world creatures invading our world?  What do haunted houses suggest about peoples’ beliefs in spirits and ghosts?  Why is the movie Paranormal Activity sweeping the country as an instant cult-classic?  Every supernatural thriller film, every scary Halloween costume, every ghost story is evidence of a world-wide belief that there is another world.  Guillermo del Toro, creator of the bizarrely horrific Pan’s Labyrinth, believes fairy tales from every culture add to one’s “spiritual formation.”[8] Universality teaches that “we wrestle against . . . the cosmic powers over this present darkness, against the spiritual forces of evil in heavenly places.”[9] Truth in this world comes from Another World.

Dependability motivates people toward God’s changelessness.  When we watch an athletic contest all we ask of referees is to treat both teams equally.  When students turn in essays all they ask is that teachers be consistent in their grading.  When the public listens to a news broadcast all they ask is that all points of view are heard.  When MSNBC’s Keith Olbermann refers to Michelle Malkin—a conservative commentator, a Christian, mother of two children—as a “mashed up bag of meat with lipstick,” hateful comments display that his point of view is unreliable.[10] Dependability teaches that we need “God who does not lie,”[11] an Immovable Standard Outside of ourselves.

It was 10 p.m., two hours before bass season opened.  A young boy and his dad were practice-casting in anticipation of the next day.  The lure flashed in the full moon light as the child learned under his father’s tutelage.  Without warning, the next cast hooked a fish.  Reeling it in, two generations gazed on a beautiful bass, the largest either had ever seen.  “Can we keep it Dad?” came the plaintiff cry.  The father lit a match and noted the time on his wristwatch.  “No son.  The season begins tomorrow.”  The boy glanced around the lake.  They were alone.  “But, Dad!  No one will know!  The season begins in two hours!  Please, can we keep it?!”  The father’s insistence was resolute.  Lowering the big bass into the lake the two watched as the animal swam away.  Neither saw a fish that size ever again.  But the boy now sees that same fish every time he is asked to cut corners, fudge numbers, or submit half-truths in his job as an architect.

Adhering to a standard outside of ourselves suggests a Heavenly origin.  Right and wrong is a result of Genesis law: whether we obey fishing rules or property rights.  The S.P.U.D. Test keeps our earthly eyes on Heaven.

Dr. Mark Eckel has been using the S.P.U.D. test for 30 years employing it with students everywhere. [Originally written and posted at WarpandWoof.org in October 2009.]


[1] See Genesis: Lost in the Forest, Part 5. https://warpandwoof.org/biblical-theological/lost-in-the-forest/

[2] Jill Lawless, “New Movie Takes Aims At Celebrity Journalism.” 27 October 09 retrieved from https://www.google.com/hostednews/ap/article/ALeqM5gSlGatp55XanTtYu0m-30MVUcfOQD9BJDON81

[3] Proverbs 11:14; 24:6.

[4] Discussed in some detail by Nancy Pearcey in The Total Truth (Crossway, 2004), pp. 107-09.

[5] https://www.nytimes.com/2008/01/13/magazine/13Psychology-t.html?_r=2&pagewanted=print

[6] Leon Kass and James Q. Wilson. 1998. The Ethics of Human Cloning. (AEI Press): 19.

[7] Mark 7:21-23.

[8] https://movies.about.com/od/panslabyrinth/a/pansgt122206.htm

[9] Ephesians 6:12 (ESV).

[10] https://newsbusters.org/blogs/brad-wilmouth/2009/10/13/olbermann-without-fascistic-hatred-malkin-just-mashed-bag-meat-lipsti

[11] Titus 1:2; see the whole of chapter one which shows the difference between trustworthiness and liars.

Movies: Thinking as a Christian #3

“My parents had a HUGE fight and it’s all your fault.” I had given a Christian convictions assignment.  I had wanted to include the parents in the discussion.  That turned out to be a mistake. Students had to address WHY they had accepted certain convictions. They had to substantiate their positions from Scripture. And parental...

Hands-On Learning: Project Based Curriculum

How something is taught is as important as what is taught.

project based learning

Humans are created as whole people. People learn linguistically, logically, aesthetically, spatially, socially, intrapersonally, interpersonally, and kinesthetically. Kinesthetic or physical movement is important since humans are corporeal. Teaching-learning is concerned with every aspect of the human person including physical engagement. Project-based learning is an essential component to any Christian’s education.

Biblical Theology of Project-Based Learning

God created a physical world (Gen. 1) including physical humans (Gen. 2:5-7). God uses His creation to physically proclaim His own message (Pss. 19, 148). God actively participates in fulfilling the needs of His creation (Pss. 102, 147). In fact, God declares that the physical world is His (Lev. 25:23; 1 Chr. 29:11; Ps. 50:9-12; 89:11).

God tells His prophets to communicate in unique ways: parading naked while preaching (Isa. 20), wearing an oxen’s yoke (Jer. 28), or marrying prostitutes (Hosea). God’s revelation took the form of physical writing (Ex 20; Jer. 36; Dan. 5), employed the speech of animals (Num. 22) and the physical presence of His Son (John 1:14-18). Jesus’ miracles were physical, impacting creation (Lu. 8) as well as healing humans (Lu. 5-7). The teaching of Jesus’ incarnation—literally “in-fleshness”—is dependent upon real, physical, historical space-time events: birth, life, death, resurrection, ascension, and consummation.

Repetition and memory was fostered through activity. The Sabbath was a “sign” (Eze. 20:12, 20) practiced through community celebration of Jesus’ resurrection (1 Cor. 15:54-16:2).  Feasts (Est. 9:27-28), stones (Josh. 4:7), tassels (Num. 15:39-40), table tops (Num.16:36-40), and repositories for Scripture (Deut. 11:18) were the premise for active reminders through monuments, holidays, and medallions.

Israel built and maintained a physical place of worship (Ex. 35-40) focusing attention on the physical aspects of worship. God’s people were to actively participate in sacrifices (Lev. 1-7) as well as annual festivals (Lev. 23-25). Worship is focused on participatory performance (1 Chr. 15-16). Communion, baptism, foot washing, and love feasts are used as participatory acts of worship by believers (Mat. 28:29; Jn. 13; 1 Cor. 11). Paul made it clear that the Christian use of the body was a physical act of worship (Rom. 6:13; 12:1).

Biblical teaching is concerned with a change in physical behavior (Eph. 4; Col. 3). God is concerned about the body’s sinful misuse (1 Cor. 5, 6), including verbal attacks on others (Jas. 3:5-8). The physical needs of widows arise early in The Church’s history (Acts 6). Good works were to be the result of the Christian life (Gal. 6:9-10; Eph. 2:10; Ti. 3:1, 8, 14). The gospel is to be lived out in front of others (2 Co. 3:3; 1 The. 4:11-12; Ti. 2:1-10). Seeing needs of others without physically acting upon them called into question Christian transformation (Jas. 2:14-17; 1 Jn. 3:16-18).

Biblical Philosophy of Project-Based Learning

Creation, revelation, worship, and biblical teaching all teach that the physical component of life must not be ignored.  Teaching curriculum is content-centered and teacher-directed yet also student-discovered.  Transfer of ideas can be gained through an incarnational, active, practical process which engages the full person of the student, intellectually embodied.  Students bear the load of learning, accountable before The Lordship of Jesus for their efforts.  Instructors should be committed to both content and communication.  How something is taught is as important as what is taught. Effective teaching necessarily includes active engagement with truth.

Christian Practice of Project-Based Learning

The human person is multi-faceted, yet whole; so Christian teaching will follow different tactics to engage students in the fullness of who they are.  Jesus’ incarnation teaches that students should be met where they are, with the opportunity to conform to Heaven’s standard. Application of truth to life is no where better stated than in Micah 6:8 where humility, justice, and mercy are standards of conduct in community. In this way, learning could be “sweet” (Eze. 3:3; Ps. 119:103; Pro. 24:13-14).

A Christian lifeview can transform the mindsets of individuals and the public policies of institutions. An interdisciplinary framework will mesh belief with practice. Christian living can be demonstrated in practical ways. Teachers seeking to implement project-based learning should enact certain guidelines. First, foundational lessons should build up to the project, cementing the content needed to understand an assignment. Second, the students or groups should be chosen on the basis of their giftedness, the teacher aware of all student activity. Third, the project should be linked to specific activities: dressing like a character, character development, the setting of a play, singing, map creation, problem-solution, etc. Fourth, specific rubrics should be created to properly assess student learning. Students should have access to the rubrics from the beginning of the project so they know exactly how they will be assessed.

Students enjoy active learning because by it, they own their learning (Acts 17:11). Teacher preparation makes project-based learning possible. Creativity is an important component of teaching-learning for both teachers and students. Project-based learning allows teachers individual attention with students. In turn, active learning encourages differentiation in learning.

If the creation belongs to God, then all aspects of His world are potentially open for investigation. Each subject sphere should be investigated and established in the same general pattern: laying a biblical groundwork, creating a Christian philosophy statement, engaging cultural ideas, countering errant thinking, specifying relevant application to the Christian life, and suggesting methodological cues. Educational arenas may include but are not limited to, fine arts, business, cultural apologetics, athletics, government, math, science, history, psychology, technology, politics, journalism, health, economics, literature, and administration.

How one engages multiple disciplines are as varied as the number of disciplines themselves. Ideas for project-based learning could include: retreat for discussion; professional lectures, film reviews, reflective questionnaires, problem solving, interdisciplinarity, site visits (i.e., museums), expert interviews, story-telling, community events, and co-curricular activities.

“Projects” (c) was published in the 3 volume Christian Education Encyclopedia with Roman & Littlefield. 

Hope: We Can’t Live Without It

Looking upward, in expectation.

It was midnight when she called.  I heard the crashing of Lake Michigan waves mixed with Chelsea’s emotions smashing against the shoreline.  My daughter recounted a conversation she had had with a young atheist, for whom her heart ached.  She cried explaining the fellow classmate’s desire for something or someone to meet his expectation.  For all her college years Chelsea referred to herself as a “female Apollos” using the “apologetic of hope” with her peers.  My daughter knows hope, lives hope, and gives hope to others.

In her Mystery and Manners, a writer’s self-description, Flannery O’Connor explains the core of any good story, storyteller, and story-reader:

“…people without hope do not write novels…I’m always highly irritated by people who imply that writing fiction is an escape from reality.  It is a plunge into reality and it’s very shocking to the system.  If the novelist is not sustained by a hope of money, then he must be sustained by a hope of salvation, or he simply won’t survive the ordeal.  People without hope not only don’t write novels, but what is more to the point, they don’t read them.”[1]

Simply said, reality demands hope in a supernatural world.  “A Good Man is Hard to Find,” for example, causes one to gasp aloud in response to the depth of human sin and the necessity of divine grace.  Hope to overcome the first is impossible without the second.

Hope is at the core of reflection.  The Old Testament words for “hope” mean to look forward to with eager expectation.[2] Often translated “wait,” Christians base their anticipation of the future in whom they wait.  “Hope in God”[3] is the command based on the fact that Yahweh is “the hope of Israel.”[4] Even Job in his agony declared, “Though He slay me, I will hope in Him.”[5] “Wait for The Lord” the Psalmist says twice in Psalm 27:14, overloading the sentence in Psalm 130:5, “I wait for Yahweh, my whole person waits, I wait in His Word.”

Why would we reflect if we have no hope, no expectation of Someone or something beyond ourselves?  Glenn Tinder masterfully exposes the bankrupt nature of human hope as so-called “progress” in his essay The Fabric of Hope. Likening our experience to an actor in a play, he says we know that there is a world outside ourselves on stage.  That life transcends the drama.  There is a world outside the theatre, so our hope is

“an orientation toward eternity, presupposes a degree of detachment—the detachment inherent in the consciousness of belonging not only to an earthly city but to a heavenly city as well. . . .”[6]

Our troubles in this world cannot be overcome by empty political promises of “hope” which have no certainty, separated from history and transcendence.  Micah 7:7 says what we mean, “I will wait for the God of my salvation; my God will hear me.”

Hope can come in many forms, but always outside ourselves.  Luke Wilson stars in a movie to ponder just such an idea: Henry Poole Lives Here. Sometimes the inexplicable occurs to give hope to the hopeless.  Full of Christian imagery and truly caring believers, Henry is altered when he is forced to confront that which he cannot explain.  After suffering his own devastating loss, Mark Pellington created a film to reflect upon the realities of life lived after loss.[7] Henry Poole Lives Here is an example of reflection leading to hope.

My preaching days began when I was 13.  The first sermon I ever wrote began this way: “A person can live 40 days without food, 3 days without water, 5 minutes without air, but not one second without hope.”  Here is to Flannery O’Connor, my daughter, and all those other “apologists of hope.”  May their stories, their poems, their films cause many to reflect and so, to hope.

 


[1] Flannery O’Connor. 1957, 1997. Mystery and Manners. (Noonday, reprint):77-78.

[2] John E. Hartley. 1980. qawa. Theological Wordbook of the Old Testament. (Moody): 2:791-92 and Paul R. Gilcrist. 1980. yachal. Theological Wordbook of the Old Testament. (Moody): 1: 373-74.

[3] Psalm 42:5, 11; 43:5; 130:7

[4] Jeremiah 14:8; 17:13; 50:7.

[5] Job 13:15.

[6] Glenn Tinder. 1999. The Fabric of Hope: An Essay. (Emory University): 123.  Tinder’s philosophical commentary should be read by all interested Christians intending to invest their life in political life.

[7] John Anderson.  “After a Devastating Loss, A New Subtext.” New York Times 10 August 08: AR9. https://www.nytimes.com/2008/08/10/movies/10ande.html retrieved 27 January 09.