Harvard University, founded in 1636, is arguably the first university in what is now the United States. Like many other early colleges and universities, Harvard was founded to train clergymen. This was not a new phenomenon. Throughout medieval Europe, education was predominantly handled by churches with the most well-educated members of society typically being clergymen. During the same period, the middle east flourished under what is now known as the Islamic Golden age. Inspired by words of the prophet Muhammed, and scholars like Al-Zarnuji, Muslims prized education, teaching children from the Quran and sending them to schools that were associated with mosques (Berkey, 2004). During this time Muslim scholars made enormous strides in mathematics, science, philosophy and medicine.
In contrast to this expected partnership between education and religion are the studies found today with titles such as “Why Education Corrodes Religious Faith” (Zucherman, 2014) or “Does Higher Education Experience Undermine Faith -- or Enhance it?” (White, 2012). These studies are inconclusive with individuals backed by statistics coming down on both sides of the issue. As shown by history, however, education does not inherently undermine faith, previously it was an assumed partnership. However, in the modern era college campuses are rarely associated with a specific denomination and their purpose has moved beyond educating clergymen. Instead, because of the diversity among students and faculty, students are often confronted with ideas that challenge their paradigms, and experiences that broaden their knowledge of cultures and beliefs. These types of ideas and experiences bring up questions and sometimes doubts that have the potential to shake the foundations of seedling faith that is blind, dogmatic or untried. However, in my experience, when individual’s faith is based on their personal experiences with divinity and seeking for truth wherever it can be found, then questions become stepping stones for faith.
The broadening questions and the very topics explored in higher education experiences can increase faith, if approached with a mind open to revelation. Historically, one of the reasons early American colonists valued literacy was because they could read the Bible and religious tracts (Miletich), and thus learn about and become closer to their God. Higher education can be valued for the same reason. Learning about science and mathematics is learning about God’s creations and His laws. The study of human nature, God’s own children, using psychology, and anthropology is a way to better understand ourselves and learn to serve those around us. The creation of music, art, and literature celebrates God’s own creative power by practicing the same quality. These topics can impact religious faith for good, but the challenge of learning can also be beneficial.
Two years ago, I started a Master’s program in geology, after studying anthropology as an undergraduate. While taking advanced classes without the extensive geology background of my peers and working with my advisor on my thesis project my own inadequacies have become woefully apparent, making it necessary to lean on the experience and knowledge of others. Learning to ask questions and accept answers, and sometimes the lack thereof, has been crucial to my learning. Working consistently day by day on classwork and my thesis has also been essential to my progress.
These values; humility, patience and diligence, that I have honed in a secular setting are the same values that nourish my faith as I rely on God and His timing, and in the meantime, do the little things to keep Him in my life. However, these and other values can be cultivated in many circumstances including participating in manual labor, missionary work, or being part of a family. No matter the circumstances, working with integrity to achieve something better helps me develop values that when applied to my spiritual life helps to increase my faith in God.
The questions I have explored and the doubts I have overcome, plus the amazing facts, theories, and anecdotes I have learned combined with the values that have become an integral part of my life because of education have brought me closer to God. Understanding that God is not only just, merciful and all-powerful but also all-knowing, is it any wonder that striving for knowledge—becoming like Him—brings me closer to Him as well?
References
Berkey, Jonathan. “Education.” Encyclopedia of Islam and the Muslim World, edited by Richard C Martin, MacMillan Reference USA, 2006.
Miletich, Patricia. “Religion and Literacy in Colonial New England” The Gilder Lehrman Institute of American History, www.gilderlehrman.org/history-by-era/religion-and-eighteenth-century-revivalism/resources/religion-and-literacy-colonial-n.
White, Mercedes. “Does Higher Education Experience Undermine Faith -- or Enhance it?” Deseret News, 11 March 2012: www.deseretnews.com/article/765558804/Does-higher-education-experience-undermine-faith-2-or-enhance-it.html.
Zucherman, Phil. “Why Education Corrodes Religious Faith.” Psychology Today. 3 November 2014, www.psychologytoday.com/blog/the-secular-life/201411/why-education-corrodes-religious-faith.
In contrast to this expected partnership between education and religion are the studies found today with titles such as “Why Education Corrodes Religious Faith” (Zucherman, 2014) or “Does Higher Education Experience Undermine Faith -- or Enhance it?” (White, 2012). These studies are inconclusive with individuals backed by statistics coming down on both sides of the issue. As shown by history, however, education does not inherently undermine faith, previously it was an assumed partnership. However, in the modern era college campuses are rarely associated with a specific denomination and their purpose has moved beyond educating clergymen. Instead, because of the diversity among students and faculty, students are often confronted with ideas that challenge their paradigms, and experiences that broaden their knowledge of cultures and beliefs. These types of ideas and experiences bring up questions and sometimes doubts that have the potential to shake the foundations of seedling faith that is blind, dogmatic or untried. However, in my experience, when individual’s faith is based on their personal experiences with divinity and seeking for truth wherever it can be found, then questions become stepping stones for faith.
The broadening questions and the very topics explored in higher education experiences can increase faith, if approached with a mind open to revelation. Historically, one of the reasons early American colonists valued literacy was because they could read the Bible and religious tracts (Miletich), and thus learn about and become closer to their God. Higher education can be valued for the same reason. Learning about science and mathematics is learning about God’s creations and His laws. The study of human nature, God’s own children, using psychology, and anthropology is a way to better understand ourselves and learn to serve those around us. The creation of music, art, and literature celebrates God’s own creative power by practicing the same quality. These topics can impact religious faith for good, but the challenge of learning can also be beneficial.
Two years ago, I started a Master’s program in geology, after studying anthropology as an undergraduate. While taking advanced classes without the extensive geology background of my peers and working with my advisor on my thesis project my own inadequacies have become woefully apparent, making it necessary to lean on the experience and knowledge of others. Learning to ask questions and accept answers, and sometimes the lack thereof, has been crucial to my learning. Working consistently day by day on classwork and my thesis has also been essential to my progress.
These values; humility, patience and diligence, that I have honed in a secular setting are the same values that nourish my faith as I rely on God and His timing, and in the meantime, do the little things to keep Him in my life. However, these and other values can be cultivated in many circumstances including participating in manual labor, missionary work, or being part of a family. No matter the circumstances, working with integrity to achieve something better helps me develop values that when applied to my spiritual life helps to increase my faith in God.
The questions I have explored and the doubts I have overcome, plus the amazing facts, theories, and anecdotes I have learned combined with the values that have become an integral part of my life because of education have brought me closer to God. Understanding that God is not only just, merciful and all-powerful but also all-knowing, is it any wonder that striving for knowledge—becoming like Him—brings me closer to Him as well?
References
Berkey, Jonathan. “Education.” Encyclopedia of Islam and the Muslim World, edited by Richard C Martin, MacMillan Reference USA, 2006.
Miletich, Patricia. “Religion and Literacy in Colonial New England” The Gilder Lehrman Institute of American History, www.gilderlehrman.org/history-by-era/religion-and-eighteenth-century-revivalism/resources/religion-and-literacy-colonial-n.
White, Mercedes. “Does Higher Education Experience Undermine Faith -- or Enhance it?” Deseret News, 11 March 2012: www.deseretnews.com/article/765558804/Does-higher-education-experience-undermine-faith-2-or-enhance-it.html.
Zucherman, Phil. “Why Education Corrodes Religious Faith.” Psychology Today. 3 November 2014, www.psychologytoday.com/blog/the-secular-life/201411/why-education-corrodes-religious-faith.
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