On Jan. 23, Eastern University’s Philosophical Society partnered with the Perspectives series to bring in guest speaker Roy Clouser. Dr. Clouser currently holds the position of professor emeritus at the College of New Jersey, where he teaches courses in philosophy and religion. Prior to his teaching position, Clouser completed studies at the Reformed Episcopal Seminary for Theological Studies, Gordon College, Harvard University, the University of Pennsylvania and the Free University of Amsterdam. In Amsterdam, he had the honor of studying under the tutelage of renowned philosopher Herman Dooyeweerd, something Clouser marks as crucial in the development of his own philosophical works.

     Clouser spoke on “The Myth of Religious Neutrality in Theories.” In the course of this talk, Clouser undertook to demonstrate the impossibility of a religiously-neutral theory, based upon the understandings he established as to what religious beliefs and theories consist of. He defined a religious belief as a first principle, meaning a belief on which all other beliefs are contingent. The ultimate point he made in his lecture was that we are steeped, always, in religion (first principles), even in the circumstances when we would like to think we maintain neutrality, including mathematics. As an example, he  explored how as soon as we attempt to say what 2+2=4 means, we are dependent on first principles: Do these symbols correspond to numbers that exist as Platonic Forms, or are these numbers shorthand for logical axioms, or does the equation simply record a general observation of what has empirically held true thus far in our experience, or is the equation simply a reflection of socially-constructed understanding that we are conditioned to think of as explaining our world? Answering this question requires an appeal to first principles, and thus any theory that we compose is rooted in religious belief and is not neutral.

     The students in attendance seemed to find Dr. Clouser’s talk thought-provoking and were inspired to many questions, both to do with technicalities of the theory and the implications innate to it. The question raised which I found most striking asked: “How do you dialogue between these theories if nothing is shared?” This is to say, how can we put these theories into conversation with one another when they are built upon different first principles? It seems a difficult question to answer and one which appears to me to point to an even greater query: How can those of different faiths have meaningful dialogue with one another? Perhaps this is to do, at least in part, with the same things that make up good conversation: humility, patience, going into a conversation willing to leave it thinking at least a little differently than the way you entered it, listening more than we speak and the like. These are the places in which we must start for any good dialogue. But with such a particular topic, there seems to be more to it than just these things.

     Perhaps when dialoguing between faiths we must not just accept at face value the claim that “nothing is shared” but rather must seek out that which we have in common. At the very least, there is some conception of what is good. Maybe this conception looks different, even drastically so, from religion to religion, but still we have the shared claim that there is some standard of good, apart from and higher than humanity. There is inevitably something which gives value. Perhaps this is a place to begin. We share in common the belief that there is something—perhaps the conversation will help us to determine just what that is as we all work humbly together to seek and to learn more, for we have nothing to fear from the truth.

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     This past weekend, Eastern’s dance department put on their annual Senior Showcase. Each year, the senior dancers choreograph pieces for the show. Each senior composes several distinct pieces, typically telling a story or sharing a theme. This year’s showcase, Hope Rising, was split into two programs (A and B), each of which were performed twice during the weekend.

     Program A, performed on Friday evening and Saturday afternoon, featured pieces choreographed by senior dance majors Jordan Bonney, Alexandra Roberts and Dominique Ridley. Show A began with Bonney’s pieces, a collection she titled “The Fight to Float.” Bonney’s pieces focus on water, something which she has always felt drawn to and captivated by. She uses her choreography and the skill of her dancers to carry the audience through sensations of drowning, fighting to swim and finally reaching shore and breathing easily, an allegory for the struggle that life can sometimes be.

     Bonney’s pieces were followed by Roberts’ choreography, a moving collection entitled “Bring Her Home,” which she dedicated to victims of sexual abuse and sex trafficking. Roberts’ pieces featured music from the soundtrack of “Les Misérables” and choreography that was both raw and impactful, bringing the audience face to face with the harsh realities of victims of sexual abuse and sex trafficking.*

     Show A ended with the choreography of Dominique Ridley. Ridley’s collection, entitled “My Doxology: A Hymn of Praise,” sought to highlight the multiplicity of modes of worship we witness in the Church today. Her second piece, “Proper,” spotlighted the vocal talent of senior music major Alanna Piper, who sang “As the Deer.” Ridley’s pieces ended the show on a lively note, concluding with a piece to Michelle Williams’ “Say Yes” that had the whole crowd on their feet and dancing down the aisles.

     Program B, performed on Saturday evening and Sunday afternoon, featured choreography by senior dance majors Samantha Ambrico, Hannah Brumbach and Megan Schultz, as well as a performance by senior dance minor Maddie Ridgeway.

    The show opened with Ambrico’s choreography, a collection which she titled “The Journey Unseen.” These pieces highlighted the struggles of Ambrico’s journey through life as a blind person, revealing the strength that life  has cultivated in her and the glory it brings, constantly, to God. Her choreography struck the audience to the core, bringing them to tears.  This culminated in Ambrico’s final piece, “Blind,” in which she danced a solo to the spoken word “A Dance for Sam,” written and spoken by her friend and first-year roommate, Blake Plimpton.

     Next on stage was the choreography of Hannah Brumbach, titled, simply, “Hymn Study.” Brumbach describes her collection: “Humanity possesses a universal need to feel connected to each other. Familiar traditions like hymns provide this. They serve to mend together recollection, the feelings attached with our pasts, with the promise that the future brings; they help us make sense of where we have been in order to stand forthright and simply to go where we are going. ‘Hymn Study’ is a memorial of this reflective phenomenon.” Her precise choreography, woven together with ancient and beloved hymns, communicated this message to the audience in a powerful way.

     Brumbach’s work was followed by a solo piece, choreographed and performed by senior youth ministries major Maddie Ridgeway.  Ridgeway’s piece, “Complacency,” was inspired by her work with the homeless in Philadelphia. Her choreography communicated the deep need for us as humans, when we witness injustice, to allow ourselves to process it for what it is, and then not just to sit still, complacent, but to act in loving response to that injustice.

     Show B concluded with Megan Schultz’s collection, “Promise Through the Shadows.” Her pieces featured a powerful spoken word by Jon Jorgenson and posed the question, “What place can fear have, in the light of the Gospel?”

     Each piece was distinctive and beautiful, carrying both the thumbprint of each choreographer and of Christ. It was truly an honor to witness the product of a lifetime’s hard work in each of these pieces.

     *If you are a victim of sexual abuse, this is not your fault, and you can get help. Call the National Sexual Assault Hotline at (800)656-4673.

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     More than three years deep in college, texts and tests, one of the only things I’m certain of is that to be a good student, we must be capable of good conversation.

     Every time we step foot in a classroom, every time we crack open a text, scrawl notes into our binders, open our mouths in class or begin typing that much-dreaded essay, we enter into a conversation. We are conversing with a whole host of persons—with the entire history of the field, with every professor, student and expert who has ever considered the subject at hand. And what an honor it is to converse with Newton, Plato, Liebniz, Shakespeare, Durkheim, Luther or any number of other great scholars on a near daily basis! We must do our utmost to do right by that honor. The question at hand, then, seems to be just how we go about having a good conversation.

     To me, the key seems to be in listening. Listening well, and listening more than we speak. Listening not to respond, but to hear, and to understand. Whoever we converse with—be they professor, text, peer or friend—we ought to enter into conversation always with the assumption that they have something to teach us, that we can learn from them. Apart from this, it seems impossible that we could truly learn anything. After all, it is impossible to learn when we are only half-listening, waiting only for the chance to respond, asking questions only so we can correct and tell the other why they’re not quite right. A person cannot learn what they think they already know.

     This seems almost obvious, and yet good listening is one of the rarest things to find in a person and possibly one of the hardest to achieve in ourselves. It requires great patience, great humility and great dedication in sticking with it—none of which are traits that come naturally to anyone. After all, everyone’s been there—when you’re talking and you know that the person you’re speaking to has stopped listening. You could just see a light go off in their eyes, probably because they decided how to respond and are just waiting for you to finish. And for every time this has happened to you, there have probably been at least two times you’ve done it to someone else.

     It seems that if we truly desire to learn, we must strive together towards good conversation. We must all take up humility and patience, questioning always. We must be willing to change our minds, to let our opinions shift and to allow our horizons to broaden. We must consider knowledge a goal which cannot be achieved apart from the help of one another. As Theodore Zeldin once put it, “The kind of conversation I am interested in is one in which you start with a willingness to emerge a slightly different person.”

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In February of 2013, the Eastern University Board of Trustees tasked a sub-committee with the selection of a new home for Palmer Theological Seminary. Members included Tom Ridington (Chair), Paul Alexander, Willette Burgie-Bryant, Jeffrey Gromis, Pernell Jones, Loida Martell-Otero, Tiffany Murphy, and Stella Orbina. These members carefully researched and considered several crucial factors through the processes of community engagement, market research, scenario modeling, site-option analysis, surveys, and interviews. They sought a path for Palmer that would most benefit its students, and considered factors ranging from tuition to commute time, and from engagement with the Eastern University CCAS student body to housing options.

Having considered these factors for more than two years, and having received affirmation from both the Board and the President’s office, the committee has reached a decision. Two weeks ago, academic provost Keith Iddings made public this impending change: the hub of Palmer operations will be relocated to the Saint David’s campus at Eastern University. However, Palmer still plans to offer classes and degrees outside St. Davids in urban, rural, and online settings.   

Pending approval from the Middle States Commission on Higher Education, changes will take place during the summer of 2016. Until then, Eastern University prayerfully looks forward to the greater integration of its programs and students, and the growth that will occur therein.

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