Pinker on Reason and Faith

Steven Pinker's "Less Faith, More Reason" piece was a treasure-trove of important points and distinctions (thanks to Stephen Hicks for the link). While he says there is much to praise in Harvard's Report of the Committee on General Education, he has a few criticisms. His first concern is with how the "Science and Technology" requirement is described. I liked this passage in particular:

The report introduces scientific knowledge as follows: “Science and technology directly affect our students in many ways, both positive and negative: they have led to life-saving medicines, the internet, more efficient energy storage, and digital entertainment; they also have shepherded nuclear weapons, biological warfare agents, electronic eavesdropping, and damage to the environment.”

Well, yes, and I suppose one could say that architecture has produced both museums and gas chambers, that opera has both uplifted audiences and inspired the Nazis, and so on. It makes it sound as if the choice between science and technology on the one hand, and superstition and ignorance on the other, is a moral toss-up! Of course students should know about both the bad and good effects of technology. But this hardly seems like the best way for a great university to justify the teaching of science.

Then he also rightly objects to the requirement called "Reason and Faith". Here is his excellent list of concerns on that one:

First, the word “faith” in this and many other contexts, is a euphemism for “religion.” An egregious example is the current administration’s “faith-based initiatives,” so-named because it is more palatable than “religion-based initiatives.” A university should not try to hide what it is studying in warm-and-fuzzy code words.

Second, the juxtaposition of the two words makes it sound like “faith” and “reason” are parallel and equivalent ways of knowing, and we have to help students navigate between them. But universities are about reason, pure and simple. Faith—believing something without good reasons to do so—has no place in anything but a religious institution, and our society has no shortage of these. Imagine if we had a requirement for “Astronomy and Astrology” or “Psychology and Parapsychology.” It may be true that more people are knowledgeable about astrology than about astronomy, and it may be true that astrology deserves study as a significant historical and sociological phenomenon. But it would be a terrible mistake to juxtapose it with astronomy, if only for the false appearance of symmetry.

Third, if this is meant to educate students about the role of religion in history and current affairs, why isn’t it just a part of the “U.S. and the World” requirement? Religion is an important force, to be sure, but so are nationalism, ethnicity, socialism, markets, nepotism, class, and globalization. Why single religion out among all the major forces in history?

There is also considerable disagreement over whether religion really is the driving force behind the conflicts that are commonly attributed to it. Many people in Ireland insist that the Ulster conflict is about British rule versus Irish unification, not about Protestantism versus Catholicism. And among the Islam-aligned forces with which our country is currently entangled, Saddam Hussein’s Baathism is more secular and nationalist than it is religious. Whether or not religion is a major force is a question best left to our colleagues in history, government, and area studies, in the context of the broadest possible study of world affairs. This empirical issue should not be prejudged in the categories of a general education requirement.

Fourth, if the requirement is supposed to be about the clash in the history of ideas between religion and reason in Western thought, here again it seems far too arbitrary and specific a choice for a general education requirement. Why not rationalism and empiricism, or idealism and materialism, or the subjective and the objective?

Finally, if the requirement is meant to be the union of all or any of these (some students concentrate on Islamic jihad, others on the Reformation, still others on the argument from design or the ontological argument for God’s existence, still others on biblical history), it just doesn’t hang together as a coherent requirement.

Again, we have to keep in mind that the requirement will attract attention from far and wide, and for a long time. For us to magnify the significance of religion as a topic equivalent in scope to all of science, all of culture, or all of world history and current affairs, is to give it far too much prominence. It is an American anachronism, I think, in an era in which the rest of the West is moving beyond it.