Word: belief
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Dates: during 1950-1959
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...teaching Phil. 1 reflects the divorce of believing and teaching which characterizes much of the faculty's approach. Demos admits frankly that he is "a believer," and he says furthermore, "Everybody who believes something should try to convert everybody else. I don't believe you should try to dissociate belief from the missionary spirit...
...role as expositor. This tension becomes evident in courses such as History 130, "Renaissance and Reformation," in which the problems of historical interpretation are augmented by those of divergent religious claims. Myron P. Gilmore, professor of History, admits that "It is not the business of the historian to inculcate belief." Gilmore does admit in History 130 that he has sympathies, chiefly with More and Erasmus, but he is sure to indicate that he is speaking "extra-historically." Gilmore probably speaks for the vast majority of the Faculty when he says, "I don't think anyone should give a course...
...book, Religion, Politics and the Higher Learning, Morton G. White, professor of Philosophy, emphasizes the differences between inculcating any type of belief and discussing religion in the same critical spirit with which philosophy is taught. White claims that teaching religion in any meaningful manner involves teaching a particular religion. Since the non-sectarian college is not prepared to do this, he argues that it must confine its instruction to teaching about religion, which "no more constitutes teaching people to be religious...than teaching about Communism amounts to propagating...
...states that "a university is for understanding. Our concern is not to say whether you should believe or not believe." Buttrick thus provides another example of the split that exists in the University teacher who is a committed man--the instructor who does believe and is convinced that his belief is one which is tremendously meaningful, but who must demur from advocating...
Moreover, there is not even a simple dichotomy between secular and religious forces in the University. For Harvard itself is based on a faith--summed up by the term Liberal Education--which is in potential conflict with other faiths. Perhaps at Harvard more than any other school the belief in liberal education is inculcated; however, its tenets are seldom recognized as the credo of a faith, which rests on assumptions as unprovable as any other faith. Knowledge through scholarship is justified and constant questioning become the chief paths to this summum bonum. There are of course all the institutional trappings...