I’ve been thinking about Catholicism’s celebration of suffering. Despite the strange and disturbing nature of this perspective, it is rarely discussed or questioned. This is unfortunate. A celebration of suffering lies at the heart of, and, in the minds of many Catholics, justifies emotionally abusive childhood religious indoctrination, and acknowledging and questioning this rhetoric of suffering is, I’d argue, one way to assist in removing the taboo that often prevents open discussion of the negative after-effects of Catholic childhood religious indoctrination. I’ll offer a few brief thoughts here and I encourage you to offer your own, in the comments section or elsewhere.
Posts from the ‘Rhetoric’ Category
Tonight, as I started to ponder what to write about in my next post for the JREF‘s Swift Blog, I realized that I’d forgotten to share my previous Swift post here. It’s called “Idealism as Intrinsic Motivation“.
A brief excerpt:
However, although idealism is a powerful intrinsic motivator for educators and skeptical activists alike, it is not enough. If we wish to be successful in our attempts to inform, educate, persuade, and promote critical thinking and evidence-based decision making (inside or outside of the classroom) we first need to accept that our passionate idealism is only a start. Idealism is a valuable, admirable, and useful personality trait, one that indicates a principled refusal to succumb to the apathy and cynicism that pervades much of contemporary society. That being said, though, we must also acknowledge that while our idealism motivates us to inform, enlighten, and promote evidence-based decision making (in the classroom or otherwise), in order to turn motivation into action, we must be willing to be both idealists and pragmatists. Idealism alone doesn’t accomplish anything. Although this may not be something we often consider when analyzing our own contributions to skeptical activism, the professional educators and/or skeptical activists who we admire and respect the most are almost certainly the ones who acknowledge (through their words and/or their actions) that pragmatism, discipline, and hard work are just as important as idealism.
The rest of the post is available here.
Thanks for reading!
Below, I’ll paste a comment that I originally intended for YouTube. I wrote it out in a text editor, and when I went back to the video’s comments section to post it, I realized that YouTube comments are limited to 500 characters. So, instead of finding a way to cut out 2,500 characters, I’ll post it here instead. Just pretend that you’re reading it in the comments section on YouTube, okay? ;) It will make more sense that way. Thanks!:
Thanks so much for posting this! I really enjoyed being on the panel (I’m the girl in the middle) & am so grateful for the opportunity.
I do think that there should have been two separate panels, though. In the months leading up to this, I’d been (based on conversations with a few of the others) envisioning and preparing for a discussion of how the skills that we (active skeptics who are also teachers/scholars of various humanities disciplines (rhetoric/composition, in my case)) study and/or teach (i.e. the importance of thinking critically, of research, of supporting our assertions with legitimate (i.e. not anecdotal or personal) evidence from quality sources, of expressing ourselves in the clearest possible manner, of analyzing and critiquing all assertions, including our own, of practicing the principle of charity, etc.) can and should become a part of every skeptical activist’s “skeptic’s toolkit” (for lack of a better phrase). That kind of discussion would have been much more relevant to TAM, as it would have stayed focused on scientific skepticism/skeptical inquiry, skepticism as a methodology, and skills-based skepticism. The humanities fall within the scope of scientific skepticism and are relevant to the methodology of skepticism *only* when the humanities can provide pragmatic tools, thought processes, and skills that all skeptics can put to use. That’s the only justification for including the humanities in a conference like TAM, and I think that a humanities-only panel would have been able to have the kind of productive, pragmatic, and interesting discussion that I outlined above.
Honestly, when I found out that it was going to be an arts *and* humanities panel (this was a few months after initial planning and discussion began), I was a bit frustrated/disappointed, as I knew that the type of panel I’d been envisioning and preparing for wasn’t going to be happening, and I had no clue as to how we were going to include two very different fields/subjects in one discussion, let alone keep that discussion relevant to skeptical activism and within the scope of scientific skepticism/skeptical inquiry. The arts are relevant to skepticism in their own way, and a separate panel on that topic would have been interesting, I’m sure. But meshing the arts and the humanities together like this just didn’t work all that well. I still think that the panel was good, and that some valuable points were made and that some important discussion occurred, but I kept wanting to return the focus to the pragmatic skills and topics that I mentioned above, and that didn’t happen nearly enough, unfortunately. Nevertheless, I am *so* grateful to have had the opportunity to take part in a panel, I loved being a part of TAM (it was seriously amazing and wonderful and so lovely ♥), and would love to be involved again next year. And, again, thanks so much to the JREF for filming and posting these talks and panels. They’re a great resource for both educators and for the skeptical community as a whole.
More soon! Thanks for reading.