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Arrogant climate for students of faith
In “The Devoted Student” (Off the Tower, March/April), Mark Taylor laments the seeming increase of religious students on campus and their unwillingness “to engage in critical reflection about their faith.” When I encounter a Christian student, I try to encourage them by asserting that their faith may well be challenged by the preponderance of non-Christian professors on campus, but that when all the facts are in and all the arguments made, the Christian has by far the best and most satisfying answers. Thus, if the student could take the time to challenge the assertions made, he/she would gain further justification for the validity of their faith.
But it is understandably an intimidating proposition for an 18- or 19-year-old to take on an instructor who has spent perhaps decades in the subject area. Further, the picture accompanying the article plus the following statement contained in the article excellently exemplify the pompous arrogance that the student so often encounters: “Until recently, many influential analysts argued that religion, a vestige of an earlier stage of human development, would wither away as people became more sophisticated and rational.” Whoa, does this all mean our so-called progressive evolution is now turning into a regression—how will we ever survive? The so-called open mind that teachers are so fond of calling students to, often comes across as: “If you are rational, you will give up this antiquated faith and think more like me.”
But campuses are not so open minded as they like to project. There is a body of politically correct material that seems to be sacred and cannot be challenged—it has already been determined. One example is intelligent design versus evolution, where there are many scholars and arguments in support of the former. The bottom line is that campuses have created a climate where it is difficult for the average student of faith to feel comfortable in responding to the challenges to their faith.
—Glenn Michael
Vancouver, Wash.
Feeling steamed
I seldom get really angry with righteous indignation and want to write a letter to the editor; however, I take umbrage with Phil Umbach (“With contingent faculty, less isn’t more,” March/April, Campus Clips). Who did he ask for the opinions he garnered in our March/April issue?I have been adjunct faculty for years while working full-time as a public school teacher. This year I retired and am full-time at Northern Illinois University. My prospective teacher students in the College of Education tell me that their classes with me are REAL and wonderful preparation for their profession because I have been there and done that and because I do NOT lecture and use only PowerPoint, but involve them in interactive work.
I am very respectful and appreciative of the tenured faculty with whom I work and of the research they do, which backs up what K-12 people do in the classroom; however, I have NEVER understood the groans and gripes about so much work when public school teachers in Illinois work many, many more hours and have longer calendar school “years” than their university counterparts.
My college students are very important to me. I know each one of my 90-120 students each semester, and I write references for them, help them find the proper network for job opportunities, and so on….
At NIU we “contingent” faculty are able to attend all the faculty development workshops, some even given on days when part-timers can attend. My knowledge base and my teaching skills have been enriched by attending these wonderful activities at NIU.
We are not paid as well as some professors, of course, but we have wonderful health benefits and are treated as equals in and out of the classroom.
So where is this Phil Umbach getting his information?
—Sammy Gay Vavroch
DeKalb, Ill.
