Interesting idea of philosopher kings establishing a rule of goodness, but where along the line did goodness come from if nothing can be definitively proven, it is ascribed to intuitive thought, and base human nature needs to learn goodness?
If I'm following that line of thought correctly, then the outcome is that we cannot prove ultimate truths through scientific evidence, and thus any belief system based on this leads to a paucity of knowledge to base any mega beliefs upon. Vain philosophies.
If this is so, then any philosopher king's belief system using only what can be measured or physically sensed, to determine what is good, can be faulty at best. Where does goodness come from or even the idea of it? What of the adage that power corrupts and absolute power corrupts absolutely? Kings weild great power. Every powerful nation (a.k.a. kingdom) in the past has failed. Is it because corruption has crept into the powerful even where goodness was the original intent? Does that corruption come because of human nature which is selfish at its core? Unless children learn to ascribe to a higher good as they mature into adulthood, then selfishness reigns (note a 2 year olds' temper tantrum).
If it follows that when self interest reigns, any means to an end is valid, such as violence (electrocution, shooting, stoning) or devaluing others (genocide or making second class citizens of people who are unlike those who rule [different races/religions/cultures]). If we do not ascribe to goodness, which is outside of mere scientific knowledge, then self gratification reigns and mankind is damned to a living hell.
Where does goodness come from if humans must learn to consider others'? It takes until the early 20s for the brain's limbic system to fully mature (where the seat of emotions lies). At this point the lessons on goodness we have learned (or not)take deeper root [maturation].
This brings me to what we cannot measure, taste, smell, see, hear or touch; the spiritual. Phenomena existing outside of what can be physically sensed or measured is outside of the realm of what science can prove, pointing to a power beyond science, suggesting God. In ancient writings, He has many names and one of them is Goodness (Psalm 144:2).
Looking to history, mankind has failed repeatedly to rule itself well, and has failed through selfish ambition and corruption; a lack of goodness prevailed. Civilizations rise and fall. I believe that a good God who exists outside of what can be measured, yet creates unmeasurable phenomena, who provides guidance into what is good, is more powerful than man and is worthy of following. In order to have peace and justice we need to ascribe to something above and beyond scientific evidence and speculation.
The value of pursuing goodness through the application of loving kindness versus base selfishness and corruption is worthwhile for mankind to pursue; for me life is not worth living if there is no good.
Vain philosophies lend emptiness to life. Following a person who epitomizes the Good God is the only philospher king I want to follow. Science does not provide the goodness we need to value in order to have a decent world to live in.
Historical writings point to a man without such corruption who only did good and is known as the sinless one. He epitomized the good God on earth. He never drew a sword, never devalued the weak, never took land or belongings from others, He only did good. His goodness is what I know underlies my teaching and is a growing part of me, thus I at least attempt to knowingly bring that unannounced curriculum into my 'classroom'. Base on the teachings on goodness of Yashua, I have determined that my hidden curriculum includes living what I believe:
- Love is a powerful choice / action
- Sanctity of Life
- Property rights
- Safety rights
- Freedom to choose if it does not harm others
- Preserving dignity
- Listening is a gift we should all share
- Authority must be upheld where it is not corrupt
- Unjust/unfit rules must be challenged
- The weak / vulnerables’ rights must be protected
- Be ready to forgive a person (not a corrupt act)
- Pursue peace but not at all costs
- Preserve confidentiality if it does not harm
- Right to hear truth
- Use the environment to advantage without destroying it
Some interesting thoughts and arguments in your "Extra Post", Brenda! I needed to go away for a couple of hours to think before coming back to it, which pleases me. :)
ReplyDeleteIf you're arguing against the Platonic argument regarding goodness (which you seem to be), then the question, "Where does goodness come from?" is, "Goodness has always existed". In Plato's view, human beings must refine their minds until they are able to perceive the Good in its eternal Form. Before souls are embodied, they are able to perceive the Good, and they have perfect knowledge. But the combination of spirit with matter distorts our understanding. The education of the philosopher kings is meant to help them overcome the limitations of matter so they can get closer to the perfect perception they had before they were born.
Now, Plato predates science, so his position doesn't deal explicitly with where scientific knowledge would fit in. But his conception of knowledge would allow for scientific knowledge of some sort, even if it couldn't be "perfect" (certain). Later philosophers would argue that there may not be any way of achieving certainty, so it may be best to settle for something a little more approximate.
The idea that power corrupts (which comes from Lord Acton and Machiavelli, among others) was meant to apply to ethical conduct, but it could be applied to knowledge as well. On the one hand, those with more epistemic power will be able to know more, but perhaps they would also be more tempted to abuse that power to make others believe things that favoured their views, even if they are false! Some philosophers have applied the "power corrupts" ideas to gods, too -- if gods are the most powerful beings, they will also be the most corrupt. Plato would have disagreed with that because he (or Socrates, his main character) believed that knowledge and goodness were intimately tied together. The more you know, the better you behave; if you act wrongly, you act out of ignorance.
It wouldn't follow that "if self-interest reigns, any means to an end is valid" because there's no necessary connection between those ideas. If nothing else, many of the means you list would turn out to be detrimental to oneself in the end, so they would be prohibited by self-interest anyway. That kind of self-interest would have to be quite narrow and short-sighted. It wouldn't get people very far.
Where does goodness come from? The Platonic answer has fallen out of favour (which doesn't mean it's incorrect, of course!). Moral psychology now focuses on empathy, and the role empathy plays in the development of conscience. Empathy and conscience seem to play an important role in how we develop our ideas of goodness, but not the only role. Customs, laws, trends, religions, etc. all play a role as well. The answer seems to be complex -- more complex than Plato could have known two and a half millennia ago!
It's certainly possible that some of our ideas about goodness come from a realm we cannot know or sense, such as a spiritual realm. It's hard to say. If something spiritual -- gods, or some other force -- play a role, we would still need to figure out precisely what that role might be.
ReplyDeleteThe principles of your hidden curriculum are worth surfacing -- and I think I would be happy to accept most of them. I expect many people would! It would be interesting to figure out where they could take you in your teaching, assessment, course design etc. once you truly own up to them and try to intentionally put them into practice. What would change for you? What would be the difference when your hidden curriculum is no longer hidden?
It would be unwise to set the matter up as a dichotomy between science and spirituality, for that presupposes three assumptions that are probably (I would lean toward "definitely") false: that science and spirituality are necessarily opposed to each other; that science and spirituality are the only two options; and that "science" and "spirituality" each represent a unified point of view.
If nothing else, both science and spirituality must account for their own assumptions -- and that's where philosophy comes in. :)
Hi Brenda,
ReplyDeleteWhat I appreciated about your post most was how far you have come in your position from the beginning of the course. I understood you to begin by wanting to scientifically measure outcomes within the nursing profession, identified at times as competencies. I now read you to be saying there are things in this life that cannot be scientifically measured and that's OK and does not mean those things are not valid or real or truth. I don't know if I interpreted you correctly, but for me, this is pretty exciting!
Beth
Hi Brenda,
ReplyDeleteI like the honesty of your post. You deal with the spiritual aspects which are neglected and even ignored in today's world. i agree with Beth that just because is not measurable on scientific graph does not mean it does not exist or needs to be trivialized. But I do have a question, how do you pass on this "faith" in a secular setting as a classroom?
Thanks for the supportive comments!
ReplyDeleteBecause society and most belief systems ascribe to goodness, application of my beliefs is not difficult. Because we address spiritual health directly in nursing, the discussion of supporting cients' spiritual beliefs comes easily. In the clinical setting, if clients are distressed, I will directly ask what their belief system is, in order to assist the individual and model spiritual care for the students' benefit. Sometimes it leads to psychological support if the client can identify nothing specific. If the client needs spiritual assistance I will offer pastoral care. If clients have a Christ based faith I will ask directly if they wish prayer and use scripture to build them up. The students sometimes witness the use of my faith in conjunction with the clients'. I encourage the students to confirm their beliefs and either share with clients of like beliefs or to ensure they offer pastoral care-givers where needed.
It was so interesting that a Muslim student was so pleased that I did this, that she came to get me the next time a client expressed a spiritual need because I was "so good at it". I had to encourage her to step out and offer what she was certain of (she shared a common belief in a creator God with the client) or to make a pastoral care referral, so she could become "good at it".