Beauty in Science.
The American Physicist Richard Feynman wrote, “You can recognize truth by its beauty and simplicity.” But what is a serious scientist doing writing about cold, objective facts and emotionally compelling beauty in the same sentence? Is there beauty beyond sight, sound and smell? Is there beauty in a simple mathematical equation or a profound idea? And if so, does that beauty communicate anything deeper? At the end of his video essay, “Change”, MIT Physicist Phillip Morrison is discussing the significance of Einstein’s equation E = mc2. He asks what it means and then becomes animated and declares, “What it means is wonderful.” He goes on to explain what it means and because the equation is so simple and profound he marvels at its beauty. So wonder at beauty comes in many ways and at many levels.
More Questions That Beauty Raises.
But what is beauty? Is it “in the eye of the beholder”, that is, subjective, or is it an objective fact about an object or process? Does it have any purpose or is it only random? What is the source of beauty?
Beauty Defined.
In his book “The Evidential Power of Beauty”, Thomas Dubay writes, “The objective evidence for the truth of the tulip flows from its form and not simply from the fact it satisfies a person’s needs or desires.” The tulip is beautiful whether anyone is there to see it or not and even if anyone who sees it is incapable of recognizing its beauty. The eye of the beholder neither makes the tulip beautiful nor denies it of its beauty. Beauty is objective.
Beauty Elicits Response.
But I do not want to rob the beholder of beauty or of his or her pleasure in beholding it. Beauty is compelling; it “elicits a response.” It affects us. Why? John Piper responds to the question this way, “Why do we get near bigness and beauty and magnificence and excellence? It’s because that is what we were made for. We were not made for mirrors. We were made for standing in front of what is infinitely beautiful and having it so satisfy us…” Hans Urs von Balthasar says, that in fact, “every experience of beauty points to infinity.” King David knew this, for he said, “One thing I have asked from the Lord, that I shall seek; that I may dwell in the house of the Lord all the days of my life, to behold the beauty of the Lord and to meditate in His temple.” Psalm 27:4.
Answer to the skeptic.
As a student of science have I not jumped to conclusions by attributing beauty to God as implied by these quotes? Could not beauty be merely the product of a happy convergence of random processes as demanded by the Naturalist’s evolution? Dubay points out that we know better. “People know that chance can explain neither beauty nor intricate complexity.” Chance and time result in chaos. Therefore, “beauty is a powerful pointer to truth because common sense immediately perceives design and intellect.” So then, God has made His creation so that “The heavens are telling of the glory of God” (Psalm 19:1) and in every detail there was beauty for “God saw all that He had made, and behold, it was very good.” (Genesis 1:31)
Beautiful Conclusion.
So the purpose of beauty is to point us to God and His work. For that reason I will not be embarrassed to tell you that one of my favorite moments of relaxation is to lie under a tree and observe all of the various ways that it exhibits beautiful form. My knowledge of xylem and phloem, photosynthesis, forces and equilibrium, symmetry, wood grain and heat content of firewood only increase my enjoyment of tree beauty. On the part of the tree, its beauty points to heaven in a greater way than by the simple fact of standing upright with upturned branches. And Creation is only a dim reflection compared to the sight every believer will see one day. They “will see the King in His beauty” (Isaiah 33:17), and “splendor and majesty are before Him, strength and beauty are in His sanctuary” (Psalm 96:6), because He is there.






















































































































Passionate Learning
July 16, 2021 by creatorworship
When I reveal that I am a retired teacher, many folks will begin a discussion about the challenges of being a teacher and the problems with education. After 28 years in the classroom, I could profundicate and philosophize all the day long on the subject. A few days ago the subject came up and several well worn paths were traversed until the other party referred to a story I told about students really learning as “incidental learning”. That got me fired up because the term means that the learning was “accidental / indirect / additional / unplanned”. (1) The learning that I described was quite intentional, direct, central, and planned. What was actually different about it was that it was intended to solicit interest and passion for the learning process and the subject matter. I referred to these lessons as Affective Biology.
I will not be able to pronounce the solution for all educational woes in this short article, and many of them are moral rather than educational anyway, but one thing that my experience assures me of is that students only learn well what they are interested in. Teach them what they want to learn about, what they are curious about. Teach them concepts relevant to their life and useful to their pursuits. Entice them to learn about things they don’t think they are interested in by showing them the need of it to understand and do they things they are interested in.
Now those who develop and command curriculum will wring their hands at this point because “the student needs a well rounded education” and besides, they don’t know what they are interested in. Both of these ideas are true, but “because I said so” or “it looks good on your college resume” or “we want you to be a well rounded individual” do not cut it with the blissfully or belligerently ignorant.
Instead, explore and promote curiosity. Answer seemingly random questions and facilitate research of interests and unexplored rabbit trails. Go deep enough that the students have to want the seemingly “boring” rote learning to have the tools to understand. Make deals with them so that they can explore while agreeing to give you full attention on developing tools for their tool box that they don’t think they even need. Be honest enough to tell the student that not every moment or concept of learning is exciting, but much is needful to understand the real interests of the learner.
Be a passionate learner yourself and your students will catch the fire of passionate learning. Tell them stories of how you learned and what interests you have and how learning deepens their experience of life as it has deepened yours.
By the way, none of this will work with straight jacket curriculum and mind numbing standard testing. I’m done. I’ll put that back in the box. I’m a retired teacher. (2)
Posted in Cultural commentary, Education, Experience, General, Influence, Learning, Teachers | Tagged Curiosity, Education, Interests, Learning, Relevance, Teaching | Leave a Comment »