Thinking

What If Tackling Multiple Tasks at Once Hinders Our Ability to Be Good Stewards in the Workplace?

"In a nutshell, the cognitive detriments associated with [task-switching] keep us from accomplishing all that we are capable of accomplishing. Thus, our minds are not being stewarded well. We are wasting our valuable, God-given cognitive abilities."

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What Is the Biblical Worldview?

Human beings are hardwired to behave on the basis of what they believe. We dream and plan, will and act, emote and communicate according to our perception of reality. Each of us possesses a conceptual filter by which we interpret the world around us and that interpretation fuels our decisions.

At first, this conceptual filter is largely innate. I observed a newborn baby girl recently who capably communicated to everyone in the room that life was good in her mother’s arms and torture anywhere else. But as we mature, we gain the capacity to develop rationally the contours of our filter. Emotions (one’s fear of heights, for instance), affections (such as one’s love for family) and life experiences (say, suffering) will continue to play a large role in determining how we interpret life. Yet we can refine and even reform our perceptions by deliberately constructing a worldview that orders our beliefs and transforms our behavior.

The Bible is predicated on the counter-cultural premise that the establishment of one’s worldview is not a matter of individual freedom. Rather, the Bible insists that God speaks and that it is our responsibility and joy to conform our worldview to what the Creator has revealed. We are called to submit to God’s counsel such that our perceptions of reality are filtered through the framework of revelation and then to ethically respond to the implications.

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Faith and Reason in Christian Perspective: Revelation and Reason

Read the series so far.

Having brought into the discussion the necessity of divine revelation as the presupposition of faith, we are faced with the question of how reason relates to this revelation. My answer to this question will have to be provisional for now. I hope to post separately on this subject in the future.

If faith truly appropriates the truth about God then it is clear that it can have no proper function apart from divine revelation. As “faith is the substance of things hoped for; the evidence of things not seen” (Heb. 11:1), it responds to matters above the reach of the inductive sciences (1 Cor. 2:10, etc). Hence, from a Christian point of view, it is essential for man to have proper faith if he is to know his creational environment fully.

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Faith and Reason in Christian Perspective: Definitions

It appears to me that one of the first things a faithful theologian needs to do is to straighten out the confusion brought about by the world’s separation of faith and reason. This relationship is so vital to a biblically fastened worldview that to neglect it will involve the believer in a host of conflicting beliefs and practices. For it is just here that the negligent Christian theologue will be attacked.1 To the average man in the street, “faith” is that “I really hope so” attitude that many people employ when their circumstances get tough. It is that blind trust that things will turn out all right in the end. Faith thus defined is the opposite of reason. “Reason” deals with the cold hard facts, so it goes, and is what we have to use in the “real world”—in business, in science, in education.

One Christian writer has put the matter in the form of a question: “Is it rational for us to believe in God? Is it rational for us to place our confidence in Him and his revelation to man? Can a person believe in God without performing a sacrifice of his intellect?”2

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How to Blast an Innocent Christian Brother...and Have at Least Some Think You're a Hero

Got a case of “certain Christian brother must be a cad, but I just can’t find any real evidence of that”? The good news is that despite that minor inconvenience you can blast him and build yourself a following at the same time—all without breaking a sweat. Here’s ten easy steps.

  1. Start by declaring that your assertion is obvious and indisputable. That way you don’t have to actually provide any evidence. People will either believe it or keep silent because nobody wants to risk being the dolt who can’t see the obvious. (By the way, that Emperor’s New Clothes tale—it’s rubbish. There’s no way people would have believed that kid!)
  2. Point out that nobody has disproved your claim. Most of the people you want to reel in are not aware of the argumentum ad ignorantiam fallacy. To these, it makes perfect sense to say, “That sap at Duller Lead is obviously trichophobic. I’ve dared him to prove otherwise, and he hasn’t provided a scrap of proof.”
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Toward Arguing Better: A Trusty Tool

Read Part 1.

Teachers are supposed to discover things ahead of time and then share them with students. But sometimes the discoveries come during the teaching. It’s part of the compensation package.

A month or so ago, I experienced one of these moments of discovery during the 9th grade class I teach three days a week—a class in formal logic. (Yes, logic. I dare you to read a short essay about formal logic. What are you afraid of?)

My light bulb moment was not the discovery that evangelical and fundamentalist Christianity are desperate for more constituents capable of thinking clearly about hard questions. That reality struck home a couple of years ago, and I’m reminded almost daily. (Often enough, the guy in the mirror is the evidence.) Nor was my light bulb moment the realization that if we start teaching kids logic again, as in the good old days, we might see a generation of better Christian thinkers succeed the “this feels true to me” generations we’ve raised up in America over the last century or so. I already believed that. It’s why I’m teaching the class.

The light bulb came on when an idea I’d accepted as true in theory became “real” by experience. The students and I were working through some exercises sixteen chapters or so into our textbook1 when we arrived at this question:

Smith said, “Pro-lifers don’t care about children who are already born. All they care about is their stupid political agenda.” Jones disagreed by saying, “No, there are many pro-lifers who are involved in caring for children.”

The assigned task was to analyze the paragraph, “isolate the related statements, and put them into categorical form. Assign abbreviations to the terms, place them on the square of opposition, and determine their relationship.” In this case, the available relationships were contradiction, contrariety or subcontrariety.

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