John Haught, Jesuit education, and the real-life consequences of Catholic teachings
When an educational institution prioritizes adherence to a religious ideology over rigorous academic inquiry and intellectual development, students suffer. They are not only deprived of the opportunity to develop and utilize critical thinking skills, they are also, to varying degrees, actively discouraged from doing so. True academic and intellectual growth cannot occur in an educational institution in which a specific ideology and its associated tenets are actively protected from questioning and scrutiny.
These arguments are widely-known and widely-accepted. There’s another important aspect of this issue that is rarely discussed, though, and a recent event made me realize that it’s also worth consideration. Like students, some members of the faculty of religious schools, particularly religious universities, are also deprived of the opportunity to engage in legitimate and rigorous academic inquiry and intellectual growth. However, while I feel a great deal of sympathy and empathy for the students who attend these schools, I feel no such compassion for the faculty, particularly those who actively and vociferously discourage both their students and their colleagues from questioning, critiquing, scrutinizing, or applying their critical thinking skills to the ideology in question.
Through their actions, these faculty members create a comfortable, insular, and safe little bubble for themselves, one in which both their religious beliefs and their pedagogical/andragogical/scholarly actions are protected from scrutiny. Jesuit educational institutions are a textbook example of this. Jesuits believe that they are called to educate. And, to be fair, their educational institutions often do a wonderful job of educating students on the subjects that pose no threat to Catholicism. My first-hand experience with Jesuit education was at the high school level. The school I attended is a “preparatory school” for a Jesuit university (most Jesuit universities have one or more affiliated “preparatory” high schools). In many ways, this school provided me with an outstanding education, offering academic opportunities unavailable to students at most public high schools. However, the critical thinking skills and intellectual abilities that I developed in certain courses and areas of study were not welcomed in the (mandatory) courses that focused on Church history, doctrine, tenets, or teachings. This was extremely jarring. It forced me to develop of a particular form of cognitive dissonance and it further reinforced what I had been taught from a very early age: Catholicism must never be questioned.
While the actions of these high school teachers is motivated by a desire to indoctrinate children, professors and other educators at Jesuit universities aren’t as concerned with indoctrination. They don’t have to be: their students are adults who have, most likely, attended Catholic schools and/or participated in Catholic religious activities since they were small children. The indoctrination is done. Free from that responsibility, these professors can instead focus on creating and maintaining that insular academic bubble, one in which they can express their opinions and beliefs without facing scrutiny or rigorous academic inquiry. This bubble is an echo chamber, filled with “yes-men” who are fully committed to a religious ideology that is not only their personal belief system, but also their livelihood. And there is no better example of this phenomenon than a professional theologian, for they are the ones who have the most to lose. A theologian’s primary job is to produce faux-sophisticated nonsensical apologetics intended to distract from the actual teachings and practices of the Catholic Church. Their work is so utterly and transparently meaningless that it cannot stand up to even the mildest of scrutiny.
As long as these theologians remain within their echo chambers, they are safe from criticism. Within their protected bubbles, they never have to acknowledge the true harm done by the Catholic Church. They are coddled, surrounded by yes-men who ensure that they will never have to face true academic scrutiny.
But when they step outside of that comfort zone and are confronted with the teachings of the Catholic Church and the real-world consequences of those teachings, all bets are off. The bubble bursts and their “sophisticated theology” is quickly exposed for the obfuscatory nonsense that it is.
Enter Catholic theologian John Haught of Georgetown University (a Jesuit institution). Long story short: recently, at the University of Kentucky, he debated Jerry Coyne on the question of whether or not science and religion are compatible, a debate in which Haught performed poorly. Then, a few days ago, Dr. Robert Rabel, the head of the institution that sponsored the debate, the Gaines Center for the Humanities, informed Jerry that Haught had demanded that the video recording of the debate not be posted online (Jerry had been eager to post the video on his site). Rabel, for whatever reason, decided to give in to Haught’s demand. Further, Rabel refused Jerry’s request for a copy of the video with Haught’s parts edited out, and, together with Haught, proceeded to deny Jerry’s other reasonable requests. Haught’s reason for refusing to release the video? The debate: “failed to meet what [he] consider[s] to be reasonable standards of fruitful academic exchange”. Back to that in a minute.
Yesterday, Jerry posted about Haught’s refusal and Rabel’s enabling of that refusal. This post received a great deal of attention, put Haught and Rabel under scrutiny, and gave both men a crash-course in “Streisand effect“-ology. After engaging in blackmail of a sort, Haught has apparently now agreed to release the video. Anyway, be sure to read Jerry’s two posts (1, 2) on this for a more detailed explanation of the whole mess.
Haught’s claim that the debate wasn’t a “fruitful academic exchange” is very telling. Although I imagine that it’s primarily an attempt to “save face”, it’s also indicative of Haught’s warped notions of academic standards. Haught’s experiences in the echo chamber of Jesuit higher education have led him to conclude that rigorous academic inquiry is acceptable and “fruitful” if and only if it presents no real challenge to his beliefs or to the career that he has built around those beliefs. Remember, theologians have the most to lose.
He wasn’t prepared. He didn’t realize that Jerry was going to confront him with examples of the real-life harm that the Catholic Church causes. Haught was forced to acknowledge the fact that all Catholics must eventually face: whether or not they personally adhere to the most damaging dogmas and practices of the Catholic Church, their support of the institution makes them at least somewhat complicit in the harm that it causes. And Haught has a lot more to answer for than the average Catholic, for he supports and defends the institution much more publicly and vociferously than most of his fellow laypeople. Haught is angry because Jerry provided a clear explanation of the horrible consequences of various Catholic beliefs and actions. In other words, when Haught claims that the debate “failed to meet what [he] consider[s] to be reasonable standards of fruitful academic exchange”, what he’s really saying is that “Coyne dared to question me. He had the gall to question my Church. I didn’t want to be challenged. I shouldn’t have to be challenged. Such scrutiny is unacceptable”.
Haught’s warped view of what constitutes “fruitful academic exchange” is the direct result of the Jesuit echo chamber in which he and so many other educators reside. The Jesuit motto is Ad maiorem Dei gloriam, “all for the greater glory of God”. And it’s more than just a maxim, for when academic inquiry and Catholicism come into conflict, Catholicism wins every time. In the Jesuit world, God trumps all. Over the past few weeks, Haught has learned the hard way that when he ventures too far outside of his protective bubble, he will be confronted with the dangerous beliefs and actions of the Catholic Church, the institution that he has dedicated his life to promoting and defending. Many of the Church’s actions aren’t pretty, and, until Haught is willing to acknowledge that, he shouldn’t be surprised or angered when he gets thoroughly trounced in a debate.