20030902 THE CASE FOR ASSESSMENT

Slide1: 

“When therefore you despise or depreciate reason, you must not imagine you are doing God service: Least of all are you promoting the cause of God when you are endeavouring to exclude reason out of religion….Do we not glory in this, that the whole of our religion is a ‘reasonable service?’ Yea, and that every part of it, when it is duly performed, is the highest exercise of our understanding?” - John Wesley

Slide2: 

“To believe is nothing other than to think with assent….Believers are also thinkers; in believing, they think and in thinking they believe….If faith does not think, it is nothing.” St. Augustine

Slide3: 

“Whatever God hath revealed is certainly true: no doubt can be made of it. This is the proper object of faith: but whether it be a divine revelation or no, reason must judge.” John Locke

Slide4: 

“No human authority is set over the reason of the purified soul, for it is able to arrive at clear truth.” St. Augustine

Slide5: 

The lesson of history in this millennium … shows that this is the path to follow: it is necessary not to abandon the passion for ultimate truth, the eagerness to search for it or the audacity to forge new paths in the search. It is faith which stirs reason to move beyond all isolation and willingly run risks so that it may attain whatever is beautiful, good, and true. Faith thus becomes the convinced and convincing advocate of reason.” John Paul II

Slide6: 

Faith and reason both come from the same source; therefore there can be no contradiction. St. Thomas Aquinas

Slide7: 

“I do not mean that we must consult reason, and examine whether a proposition revealed from God can be made out by natural principles, and if it cannot, that then we may reject it: but consult it we must, and by it examine whether it be a revelation from God or no: and if reason finds it to be revealed from God, reason then declares it as much as for any other truth, and makes it one of her dictates.” John Locke

Slide8: 

“…the Church cannot but set great value upon reason’s drive to attain goals which render people’s lives ever more worthy.” John Paul II

Slide9: 

“When John Wesley told a group of ministers to become proficient in logic as part of their calling, he was expressing a deep understanding of the Christian faith as that faith is depicted in the Bible and throughout church history.” J.P. Moreland

Slide10: 

“Faith believes what God says and then seeks to understand it; for its duty, its goal and its reward is to know the God who thus reveals Himself.” St. Augustine

Slide11: 

“Faith asks that its object be understood with the help of reason, and at the summit of its searching reason acknowledges that it cannot do without what faith presents.” John Paul II

Slide12: 

“Augustine saw that in order for any person to know anything, he must begin by believing something. Credo ut intelligam; I believe in order that I may understand. Augustine saw that this meant that faith is not simply a religious activity; nor is it optional. Faith is operative in every person’s life. If it weren’t we would not know anything.” Ronald Nash

Slide13: 

“A wise life of virtue and knowledge comes to those who, with humility of heart and reverence for God,work hard at using their minds to study, to seek understanding, to capture truth.” J.P.Moreland

Slide14: 

“The Scandal of the Evangelical Mind” Mark Noll

Slide15: 

“Religion is the sign of the oppressed creature….It is the opium of the people. The abolition of religion as the illusory happiness of the people is required for their real happiness. The demand to give up the illusions about its condition is the demand to give up a condition that depends on illusions.” Karl Marx

Slide16: 

“Marx suggests that religion arises from a perverted world consciousness-prevented from a correct, or right, or natural condition. Religion involves a cognitive dysfunction, a disorder or perversion that is apparently brought about, somehow, by an unhealthy or perverted social order. Religious belief, according to Marx…is a lack of mental and emotional health. The believer is therefore in an etymological sense insane.” Alvin Plantinga

Slide17: 

“If ever there was a case of a lame excuse we have it here. Ignorance is ignorance; no right to believe anything can be derived from it. In other matters no sensible person will behave so irresponsibly or rest content with such feeble grounds for his opinions and for the line he takes….Where questions of religion are concerned, people are guilty of every possible sort of dishonesty and intellectual misdemeanor.” Sigmund Freud

Slide18: 

“Freud’s critique…is that theistic belief arises from a psychological mechanism he calls ‘wish-fulfillment…Beliefs produced by wish-fulfillment aren’t oriented toward reality; their function is not to produce true belief, but belief with some other property (psychological comfort, for example.)” Alvin Plantinga

Slide19: 

“According to Freud, theistic belief is produced by cognitive faculties that are functioning properly, but the process that produces it – wishful thinking – does not have the production of true belief as its purpose; it is aimed, instead, at something like enabling us to carry on in the grim and threatening world in which we find ourselves.” Alvin Plantinga

Slide20: 

“Still further, Freud thinks, once we see that theistic and religious belief has its origin in wishful thinking, we will also see that it is false.” Alvin Plantinga

Slide21: 

“So the fundamental thrust of Hume’s suggestion, as of Freud’s, is that religious belief doesn’t emerge from the segment of our whole cognitive economy that is, as we might put it, aimed at the production of true belief; it comes, instead, from a desire for security, or a fear of death or whatever. Of course what underlies Hume’s ironic jape is the idea that Christian belief goes directly contrary to the deliverances of reason and experience.” Alvin Plantinga

Slide22: 

“The frustration resulting from the human inability to ultimately satisfy all desires is just one manifestation of the tension between the finite and infinite poles of our being. Note the tendency of many individuals to seek escape from reality through flights of fantasy. Rather than confront the truth about the closed frontiers of their existence, many people prefer to live in a world of dreams and illusions.” Ronald Nash

Slide23: 

“Both Descartes and Locke were impressed by the enormous disagreement in religious and philosophical matters; this means, of course, that error pervades our belief in these areas.” Alvin Plantinga

Slide24: 

“…such belief [in the Bible] is really a voluntarily induced schizophrenia, and probably a fruitful source of infantilism and hysterical anxieties about belief which are so frequently found in the area of religion, at least in its more uncritical areas.” (Emphasis mine) Northrup Frye

Slide25: 

“Even in early Christian times there were not wanting well-meaning men who, not having much reason themselves, imagined that reason was of no use in religion; yea, rather that it was a hinderance to it. And there has not been wanting a succession of men who have believed and asserted the same thing. But never was there a greater number of these in the Christian Church, at least in Britain, than at this day.” John Wesley

Slide26: 

“Naturalism asserts, first of all, that the primary constituents of reality are material entities. I am not denying the reality – the real existence – of such things as hopes, plans, behavior, language, logical inferences and so on. What I am asserting, however, is that anything that is real is, in the last analysis, explicable as a material entity or as a form or function or action of a material entity.” William Halverson

Slide27: 

W.K. Clifford argues that it is always wrong, everywhere, to believe something without sufficient evidence. He further argues that there is not sufficient evidence to support religious beliefs, therefore it is irrational to hold religious beliefs. Ronald Nash

Slide28: 

The empiricist believes that all knowledge begins with sense experience.

Slide29: 

“…a major cause of our current cultural crisis consists of a world view shift from a Judeo-Christian understanding of reality to a post-Christian one. Moreover, this shift itself expresses a growing anti-intellectualism in the church resulting in a marginalization of Christianity in society and the emergence of the most secular culture the world has seen. That secular culture is now playing out the implications of ideas that have come to be widely accepted in a social context in which the church is no longer a major participant in the world of ideas.” J.P.Moreland

Slide30: 

“…there are signs of a widespread mistrust of universal or absolute statements, especially among those who think that truth is born of consensus and not of a consonance between intellect and objective reality.” John Paul II

Slide31: 

“Our modern post-Christian society is perilously close to regarding Christian claims as mere figments in the minds of the faithful.” J.P.Moreland

Slide32: 

Once people stop believing in God, the problem is not that they will believe nothing; rather the problem is that they will believe anything. G.K.Chesterton

Slide33: 

“Sundered from truth, individuals are at the mercy of caprice, and their state as persons ends up being judged by pragmatic criteria based essentially upon experimental data….It has happened, therefore, that reason, rather than voicing the human orientation toward the truth, has wilted under the weight of so much [information] and little by little has lost the capacity to lift its gaze to the heights, not daring to rise to the truth of being.” John Paul II

Slide34: 

“God is not honored when His people use bad arguments for what may actually be correct conclusions. Proportionality involves distinguishing a conclusion from arguments used to reach it and recognizing that rejecting certain arguments is the same as rejecting a conclusion.” J.P.Moreland

Slide35: 

Now it’s time to get to meddling…

Slide36: 

How is it that many faculty will not accept anecdotal reasoning for even the most inconsequential issues (which they shouldn’t), but will take a couple of “thank you” notes from students in a class as evidence that students learned a lot in that course? Remember, God is not honored by bad arguments for what may be correct conclusions. The poor argument may lead us to reject the conclusion.

Slide37: 

Most faculty know that a common (the dominant?) mode of student study for exams is to cram for two days before the test and then remember little of that information two weeks after the test is over. How is it that they still think course grades are a valid source of assessment data?

Slide38: 

What are we doing to reduce the likelihood that students can produce evidence of learning without really trying? (I.e., manageable class sizes, classroom assessment techniques, spot checks on student learning, use of multiple drafts of written documents, research on what really produces student learning, etc.)

Slide39: 

Why use wishful thinking as a means of arriving at a conclusion that effective student learning has occurred in a classroom and leave the impression that Freud was right? Is this the mode of thinking Christian faculty members and administrators use to document that they have been good stewards of the truth the Lord has shared with them? If it is, then perhaps this is the mode of thinking they use in all aspects of their spiritual lives.

Slide40: 

Are we really passionate for the truth? Do we really want to know how much student learning has occurred in our classrooms? Let’s not perpetuate the scandal of the evangelical mind by weak, sloppy arguments about the nature of student learning.

Slide41: 

If the evidence shows that students have not engaged in an educational process that is rightly aimed at the production of true belief, how open are we to changing the process to increase the likelihood that this will happen? What changes have we made in our educational processes that were really driven by the desire to improve student learning? What documentation do we have as to whether in fact it succeeded?

Slide42: 

What significant budget decisions have been driven by a desire to improve the quality of student learning? What priority does this matter have in building the overall institutional budget?

Slide43: 

What discussions have been conducted with the Board of Trustees regarding the quality of student learning? What decisions have been made by the Board of Trustees that have a direct impact on the quality of student learning?

KNOWLEDGE, BELIEF AND STUDENT LEARNING: 

KNOWLEDGE, BELIEF AND STUDENT LEARNING

TERMS DEFINED: 

TERMS DEFINED Acquaintance knowledge – knowledge attained by direct experience Belief – propositions accepted based on the testimony of another True beliefs – Propositions accepted on the testimony of another that are in fact true. False beliefs - Propositions accepted on the testimony of another that are in fact false.

BELIEF AND KNOWLEDGE: 

BELIEF AND KNOWLEDGE These concepts are obviously very important when we think of the spiritual life of the Christian. They are also, however, important for understanding what happens in student learning. We need to demonstrate that we highly value the role of reason in both of these processes.

FROM BELIEF TO KNOWLEDGE: 

FROM BELIEF TO KNOWLEDGE Do you remember when something you accepted on the word of a teacher (belief) you later encountered by personal experience (acquaintance knowledge)? What was it? What were the conditions that provided you with the acquaintance knowledge? What changes occurred when your belief turned to knowledge?

FROM BELIEF TO KNOWLEDGE: 

FROM BELIEF TO KNOWLEDGE I remember learning from a teacher that evaluative, rather than descriptive, language tends to make the other person defensive and reduces the quality of communication. I distinctly remember later witnessing a conversation where one person used very evaluative language toward another person and seeing how defensive the listener became. It certainly reduced the quality of their communication! My belief turned into acquaintance knowledge and I became much more sensitive about the use of evaluative language.

FROM BELIEF TO KNOWLEDGE IN THE DISCIPLINES: 

FROM BELIEF TO KNOWLEDGE IN THE DISCIPLINES Within each discipline, what understandings do you want students to have based on acquaintance knowledge rather than belief, based on experience rather than on the testimony of the faculty member? What is your plan for facilitating that learning? What process do you have for evaluating whether the learning occurred and then improving the process for future students?

FROM BELIEF TO KNOWLEDGE IN STUDENT DEVELOPMENT: 

FROM BELIEF TO KNOWLEDGE IN STUDENT DEVELOPMENT What understandings do you want your students to have based on acquaintance knowledge as a result of participating the student development program at your institution? What impact is your student development program having on the academic knowledge formation process? How is the academic program facilitating the learning of students outside the classroom? What is your assessment strategy?

FROM BELIEF TO KNOWLEDGE IN SPIRITUAL LIFE: 

FROM BELIEF TO KNOWLEDGE IN SPIRITUAL LIFE What understandings do you want your students to have based on acquaintance knowledge as a result of participating in the spiritual life program at your institution? What impact is your spiritual life program having on the academic knowledge formation process? How is the academic program facilitating the spiritual development of your students? What is your assessment strategy?

BELIEF FORMATION: 

BELIEF FORMATION Obviously, not all student learning can happen by acquaintance knowledge. If we insisted on that, we would wipe out all the history departments! [:<( Belief formation is very important in the educational process.

BELIEF FORMATION: 

BELIEF FORMATION Belief is always based on trusting the testimony of the person on whose report the belief is based. “The clarity or completeness of a person’s knowledge or belief can be no better than that of the person’s on whose report that person’s belief depends.” Dewey Hoitenga, Jr.

Slide54: 

“It is sometimes said that Augustine’s great contribution to epistemology [was] to rescue the cognitive status of belief.” Dewey Hoitenga, Jr.

Slide55: 

“Beliefs are the rails upon which our lives run. We almost always act according to what we really believe. It doesn’t matter much what we say we believe or what we want others to think we believe.” J.P.Moreland

Slide56: 

“For Plato, true belief is knowledge only when those who have it can give an account of it by combining hypothetical reasoning with a dialectical vision of the real.” Dewey Hoitenga, Jr.

Slide57: 

“You can have true belief without knowledge. If you are a continual pessimist, believing that the stock market will go down tomorrow, which it does, that is true belief, but not knowledge.” Alvin Plantinga

Slide58: 

A belief that is not supported by an accurate and believable account on the basis of which that belief is held may be a false belief and the person holding that belief may or may not know it. Dewey Hoitenga, Jr.

Slide59: 

“It is unproductive to try to believe something beyond your grounds for believing it and dishonest to act as if you believe something more strongly than you do. Over belief is no virtue.” J.P.Moreland

Slide60: 

“Proportionality is the measure of the degree to which one ought to accept a belief or the degree to which a specific argument actually supports a belief. We ought to proportion our degree of belief to the degree for which we have grounds for accepting it.” J.P.Moreland

Slide61: 

Are our belief statements about the quality of student learning on our campuses warranted?

CONDITIONS FORWARRANTED BELIEF: 

CONDITIONS FOR WARRANTED BELIEF Produced by cognitive faculties functioning properly; In a cognitive environment that is appropriate for the learner’s cognitive faculties; According to an effective design plan; Successfully aimed at truth. Alvin Plantinga

THE NATURE OF BELIEFS: 

THE NATURE OF BELIEFS Beliefs can be characterized by their content, centrality and strength. 1. What is the content of your belief about the quality of student learning on your campus? How accurate is that content? 2. How central is that belief compared to other beliefs about what happens on the campus? 3. How strong is your belief about the quality of student learning? How dependable is the testimony on which your belief is based?

Slide64: 

“Human perfection, then, consists not simply in acquiring an abstract knowledge of the truth, but in a self-giving [in which] that person finds fullness of certainty and security. At the same time, however, knowledge through belief, grounded as it is on trust between persons, is linked to truth:in the act of believing, men and women entrust themselves to the truth which the other declares to them.” John Paul II

BELIEF AND TRUST: 

BELIEF AND TRUST The trust between persons is linked to a person’s access to the truth. Wouldn’t it be a shame if a person’s access to truth was blocked by the inability to trust the report of the other person? What determines whether a person can be trusted?

ARISTOTLE AND TRUST: 

ARISTOTLE AND TRUST Aristotle suggested that trust depended on three judgments about the source of the information. 1. The intelligence or competence of the source; 2. The integrity or truthfulness of the source; 3. The source’s active pursuit of good will toward others.

TRUST AND LEARNING: 

TRUST AND LEARNING Are we being smart in the approach we are using to determine the effectiveness of student learning on our campuses? Are we demonstrating competence in the ways in which we use assessment results to improve the quality of student learning? Do we have assessment plans that show we have clear objectives along with an effective method for achieivng those objectives?

TRUST AND LEARNING: 

TRUST AND LEARNING Can we be trusted to provide learning environments which are effectively aimed at truth? Can we be trusted to assess the degree to which students have been in touch with the truth? Can we be trusted to use assessment techniques that are aimed at truth rather than at personal convenience, ease of administration, minimal budget impact, etc.?

TRUST AND LEARNING: 

TRUST AND LEARNING Can we be trusted to make changes in our teaching/learning environments when assessment results show that the learning we advertise in our publicity materials is not occurring? If we cannot be trusted to do these things, we are potentially blocking our students from access to truth.

Slide70: 

Assessment is so important for the Christian faculty member or administrator, based on the faith and reason literature, because it demonstrates that we are willing to engage in a rigorous and candid search for truth. We do not make claims about student learning based on wishful thinking or weak arguments supported by flimsy evidence.

ASSESSMENT AND THE TEACHING/LEARNING PROCESS: 

ASSESSMENT AND THE TEACHING/LEARNING PROCESS Connect with the student; Draw out the student’s current beliefs/knowledge; Set your objectives for what you want the student to believe/know; Implement a plan to challenge the student to achieve new beliefs/knowledge; Affirm student learning; Assess student learning; Improve the process.

REVIEW: 

REVIEW “There can be no conflict between the best in education and the best in the Christian faith.” -Bertha Munro What drives our educational process is a commitment to a rigorous and candid search for truth.

REVIEW: 

REVIEW Based on our commitment to truth, we have an obligation to determine whether the truth the Lord has shared with us is getting through to our students. Based on what we learn in the assessment process, we have a duty to continually improve the quality of student learning.

CELEBRATION: 

CELEBRATION As we move into the glorious fourth movement of Mendelssohn’s “Reformation Symphony”, let’s celebrate what a mighty fortress we have in a God who is the source of all Truth.

Slide75: 

“There is within the human mind, and indeed by natural instinct, an awareness of divinity. This we take to be beyond controversy. To prevent anyone from taking refuge in the pretense of ignorance, God himself has planted in all men a certain understanding of his divine majesty.” John Calvin

Slide76: 

To find truth is to know God.

Slide77: 

It is necessary not only to seek truth, but to possess it. St. Augustine

Slide78: 

“I have met many who wanted to deceive, but none who wanted to be deceived. St. Augustine

Slide79: 

The aim of forming beliefs is that of getting in right relation to the truth. Alvin Plantinga

Slide80: 

:…to be sure, not all human beings follow this natural leading of the light of truth in their minds to God who is its source; however, that is not because he is not there, with them in their minds, but because they are not with him, in his truth.” Dewey Hoitenga, Jr.

Slide81: 

“Christian theism must insist that there are universal moral laws. In other words, the laws must apply to all humans, regardless of when or where they have lived. They must also be objective in the sense that their truth is independent of human preference and desire.” Ronald Nash

Slide82: 

“The desire for knowledge…is planted in every human soul for excellent purposes. It is intended to hinder our taking up our rest in anything here below; to raise our thoughts to higher and higher objects, more and more worthy our consideration, till we ascend to the Source of all knowledge and all excellence, the all-wise and all-gracious creator.” John Wesley

Slide83: 

“I ask everyone to look more deeply at human beings and their unceasing search for truth and meaning. Different philosophical systems have lured people into believing that they are their own absolute master, able to decide their own destiny and future in complete autonomy, trusting only in themselves and their own powers. But this can never be the grandeur of the human being, who can find fulfillment only in choosing to enter the truth, to make a home under the shade of Wisdom and dwell there.” John Paul II

Slide84: 

“I am the way, the truth and the life; no one comes to the Father, but by me.” Jesus Christ

CREDITS: 

CREDITS Dewey J.Hoitenga, Faith and Reason from Plato to Plantinga J.P.Moreland, Love Your God With All Your Mind Ronald Nash, Faith and Reason John Paul II, Fides et Ratio John Paul II, Veritatis Splendor Alvin Plantinga, Warranted Christian Belief John Wesley, “The Case of Reason Impartially Considered’ John Wesley, “The Imperfection of Human Knowledge”

CREDITS: 

CREDITS This presentation was produced and edited, flaws and all, by David Kale with the very able assistance of Felix Mendelssohn. Many thanks to Dr. David Liles, Professor of Music at Mount Vernon Nazarene University, for recommending the “Reformation Symphony” as the music for this presentation. Thanks also to Mr. Chuck Shirey of the Academic Computing Office of MVNU for his very able production assistance.

Slide87: 

Now let’s have a worship interlude in our workshop as we allow the music to fill our hearts with praise and adoration to our God who is the source of all truth.