*** I wrote this post a few years ago, when it was inspired by the conversation between C. Thi Nguyen and Ezra Klein from the Feb. 25, 2022 Ezra Klein show podcast***
Philosopher C. Thi Nguyen, associate professor of philosophy at the University of Utah, works on games. Because of his focus on games and their functions/structures, he provides an interesting view on things like social media, conspiracy theories, and even exercise in our contemporary world. He invites us to explore how games with their point systems offer “a distillation of reality” showing us clearly what the values are within the constrained system a game offers. This allows for us to view both the game itself, its objectives, its framework, its incentives, and also for us to view ourselves as we interact with the game and are shaped/formed by it.
This entire structure opens up some new avenues for me in a conversation I regularly have with my colleagues in the Department of Bible, Missions, and Ministry. As a department we teach every student at the university five required classes within the “Bible” curriculum. (I put “Bible” in quotes because this is the university word for the broad theological disciplines including classes like theology, ethics, history, missiology, and ministry, on top of biblical text classes and biblical languages classes.) Good resources and conversations exist around the formative and deformative power of grades in education, though I would very much like to see more, but here I am particularly interested in how that might play out in the context of a required class for a general undergraduate student. Let’s take the required first semester course as our example.
In their first semester, every student must enroll in and cannot drop the course titled “Jesus: His Life and Teachings”. The course generally covers the four canonical Gospels and, in the rhetoric of accrediting bodies and higher ed big data, has as its objectives educating students on the “basic message of the biblical texts” and on “historical, literary, and theological interpretations of a particular topic”. In other words, the course claims to value and assess student progress on understanding these two broad areas. One set of questions Nguyen invites us to consider is whether the “point system” of the courses actually measure those things (and closely connected, are those things what one actually wants to measure) and the second set of questions invites us to consider, if they do measure those things, what that kind of point system does to a student. By way of framing those two questions further, let me state clearly that the context here is a faith-based university that claims in its mission statement to bolster the faith of its students.
Let’s begin with the first question. Can a point system measure a student’ understanding of the “basic message of the biblical texts” and the “historical, literary, and theological interpretations of a particular topic”? Well, I suppose it depends. It depends on what one thinks the “basic message” of sacred texts means. Should one suppose that the basic message is some kind of discrete piece of knowledge and is, therefore, not only understandable, but reproduceable, then yes, a point system can measure whether or not a student has apprehended that discrete knowledge. However, if the basic message of sacred texts is instead some kind of an encounter with divinity and human ancestors who have also encountered that divinity, then perhaps a point system is inadequate to the task. How does one measure encounter with the utterly other and mysterious? Should such a thing even be measured? The same line of thinking could apply to the second objective. I wonder, therefore, whether our own learning objectives limit not only our imaginations and faith as instructors, but also whether they limit the possibilities for our students in the classroom.
This worry for our students leads me naturally into the next consideration: how does such a point system impact those who labor underneath its tutelage? To me, this is the much more pressing question and one that haunts my mind on those late nights and early mornings when sleep eludes me. Several years ago, one distressed student came to me shortly after an exam. The cause of the distress? “Dr. Boyles, I’ve been in church my whole life! How am I going to fail Bible?” Now, this is neither the time nor do I have the space to address this phenomenon where a “C” or a “B” somehow becomes equivalent to failing in a student’s mind, which was the situation for this student; an “F” was a remote possibility, probable only should the student cease doing anything in the class or should they skip an exam or fail to submit the paper. What is of greater interest, though, is the experience of cognitive dissonance that reveals a major effect of this point system: the student’s self-identity was one of faithful Christian life, and yet the point system communicated to them that this was not an accurate self-image to hold. I suspect a variety of sources play into this narrative, but the one I wish to highlight here is the fact that the boundaries between academic success/capability at a Christian college and the understanding of one’s faithfulness to Christ have been eroded, if they ever existed at all. This is one in a long line of markers of “success” that have been substituted for Christian faith and one which I suggest we must work to erase in our student’s lives. It is not the case that the 4.0 student is more faithful to Christ anymore than it is the case that the rich are more blessed by God than the poor. In fact, Jesus has something to say about this in Luke 16, where he tells a provocative story about a rich man and a poor beggar named Lazarus who sits at his gate day after day. In one of those customary Jesus moments of irony, the rich man receives torment after death simply by virtue of being rich while alive and Lazarus receives comfort with Abraham simply because he was poor in life (see Abraham’s words in Luke 16:25). I wonder how many of us at Christian universities and in Christian churches are working alongside Jesus to overturn this false structure inherent to the game we play in higher education classrooms and in our broader society. How many of us are even aware of this power acting on us from all around? Perhaps the games we play are not really games at all, but the tools of idols and false gods.