“Those who are fair-minded earnestly want to know the truth and thus are willing to listen in an even handed way to differing opinions, even if they already have strong views on the subject…they attempt to view the issue from the perspective of their opponents, believing they do not always have the most accurate or complete vantage point on a given issue….. they have chosen to put the truth above allegiance to their ego or cherished opinions…..” (p50)
There is something deeply satisfying about completing a task, especially when that task included significant obstacles or hardships. (p44)
Intellectual tenacity is simply dogged determination. It is this determination that in both our actions and our thinking habits often makes the difference between success and failure, fulfilment and frustration (p39).
"It is more from carelessness about truth than from intentionally lying that there is so much falsehood in the world." (p33)
The fact that we fail to be adequately careful in our thinking is usually not the fault of our intentions but simply the result of our being out of practice (p35). We are quick to defend our sloppiness with excuses like lack of time or overload of tasks and responsibilities. We may even come to believe that there is not enough time to be deliberately careful in our thinking. After all, in the everyday of life it doesn’t seem to make that much difference to the outcomes.
CS Lewis once wrote “you cannot practice any of the other virtues without bringing this one into play…it is the form of every virtue at the testing point. Honest thinking …. the courage to challenge frightening ideas and the courage to stick to your guns when you become convinced of the truth.”
Dow explains that “those who are intellectually courageous earnestly want to know the truth, and so they take risks in the pursuit of truth. They are willing to reconsider their own beliefs even if this scares them.” (p28)
“Our intellectual character influences our lives just as moral character does, and with at least as much force…… In a very real sense the quality of our intellectual character even trumps moral character in terms of its power to direct the course of our lives” (Virtuous Minds* p22.)
Making choices and decisions are fundamental to everyday life. These decisions range from the relatively insignificant to life altering decisions about career, family, school choices for our children or where to live. In the ebb and flow of daily life large numbers of these decisions are made almost automatically without deep thought or discussion, and many of our decisions are driven by emotion, which is often subconscious (p123).
“concern with truth is the heart of virtuous intellectual character. It is what gives rise to intellectual virtues like reflectiveness, attentiveness, fairmindedness, intellectual carefulness and courage” (Virtuous Minds*, p13 )
Can you imagine what our world would be like if everyone accepted that ‘all truth is relative’ and that it is okay for ‘my truth’ and ‘your truth’ to be diametrically opposed? Doesn’t this idea contradict the actual definition of truth?
Have you ever given serious thought to what sort of people you hope your school will produce? Whether you are a school leader, a teacher or a parent, do you have an expectation that the school you are working in or sending your children to will do more than teach their students to read and write and pass exams? Are schools just places to prepare students for their life in the workforce and community or should they contribute to the formation of character? If schools have a broader function than exam preparation what might this look like?
“After that generation died, another generation grew up who did not acknowledge the Lord or remember the mighty things He had done…” Judges 2:10
Who are the history keepers in your family? My great Aunt Jess (1887- 1973) was the custodian of a small wooden cylinder, containing two smaller gold nuggets, to which she...
Good teachers make the strange familiar and the familiar strange. Some of the things we are thinking about this morning are very familiar to us as Christian teachers but, as I attempt to set forth a biblical basis for relational pedagogy, I hope that I can make the familiar strange so that they may come to you as if thinking about them for the first time.