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We Need a Reckoning on the 1619 Project By Peter Wood
February 04, 2025

We Need a Reckoning on the 1619 Project

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Editor's Note

Like all revolutionary movements, the destructive Left cannot achieve its goals without convincing enough people that the old order is so evil it can only be destroyed. This is the purpose served by Critical Race Theory and, more specifically, by the New York Times’ 1619 Project, which cast slavery as the foundational principle of the United States. The project’s educational component has been hugely influential but, as Peter Wood points out, the actual numbers on its reach are unclear and even conflicting. Wood argues that a clear accounting of the propaganda’s reach in American schools will be a necessary, if difficult, step in any course correction.

The New York Times launched its torpedo at American history on August 18, 2019. I speak, of course, of “The 1619 Project,” which first emerged as a special edition of the newspaper’s Sunday magazine. In the ensuing five years and five months, the 1619 Project outgrew its original 100 pages of newsprint. It became a somber 50 second television commercial on February 9, 2020, that aired during the Academy Awards and featured the singer, song-writer, and actress Janelle Monáe. In 2021, it ballooned into a 590-page hardback book, supertitled “A New Origin Story.” In 2023, Hulu turned it into a six-part “docu-series” with Oprah Winfrey as executive producer.  

During those five-plus years, the New York Times ran thousands of print advertisements for the “project.” It substantively revised the magazine text without any public acknowledgment, which means unless you saved the original copy, you can’t know exactly what it said. 

One thing it said, on the inside back cover, was that the 1619 Project was on its way to the nation’s schools as a curriculum, including “a lesson plan that introduces this issue [of the magazine], summaries of the articles, an index of historical terms used, suggested activities that engage students creatively and intellectually and opportunities to connect with New York Times journalists featured in this issue.” 

That declaration came from the Pulitzer Center, a nonprofit founded in 2006 that attempts to amplify journalism that it judges to have broad public importance. It describes itself as “the venue for the world’s most innovative and consequential reporting, with journalism as the key element for mobilizing society through audience engagement strategies.” In other words, the Pulitzer Center is an activist organization that eschews the old journalistic ideal of providing the information people need to decide for themselves. It instead seeks to “mobilize” the public. And, as it happens, the reporting it selects for this mobilization is entirely of a progressive character.

Before the New York Times unleashed the 1619 Project, it entered into an agreement with the Pulitzer Center, in which the center became the Times’ “educational partner” for the project.  The center assumed the task of translating the 1619 Project into “programs for K-12 Classrooms, out-of-school time programs, and higher education programs.”  

Most of what we now know about how the 1619 Project has entered into the nation’s schools comes from the Pulitzer Center’s reports on its success. These have to be read judiciously. The Pulitzer Center doesn’t want to disappoint the New York Times, but it also has to guard against playing into the hands of critics, including elected officials who oppose the use of the 1619 Project in public schools. In that light, the Pulitzer Center takes care to report only the facts and figures that come directly from its own efforts to market the project. The readiness of teachers and schools to adopt the project on their own goes unrecorded.

The most recent report from the Pulitzer Center comes from an October 2024 “learning webinar,” but it is mostly anecdotal — though richly informative nonetheless. One of the participants oversaw the implementation of the 1619 curriculum in Buffalo as part of the Buffalo School District’s “Emancipation Curriculum.” She brought the 1619 Project to “60 school buildings, reaching over 30,000 students.” 

Another speaker, Theresa Maughan, was New Jersey’s 2022 Teacher of the Year, and the leading figure in the East Orange STEM Academy’s 1619 Project program called “Teaching to Transgress.” She takes pride in having brought science teachers into the fold by focusing on “race, medicine, and health equity.” Those were indeed part of the original 1619 Project. 

Shamia Truitt-Martin, a social studies teacher in the Carrington Middle School in Durham, North Carolina, “partners with North Carolina State University on the iScholar initiative where she develops culturally-informed STEM lesson plans with an interdisciplinary focus.” Her focus was on developing lessons on “Durham’s Black Wall Street and its place in American history.” Her testimonial began, “It all started because of our wonderful 1619 Project book that we love immensely. Right? We basically read it inside and out and knew everything about it.”

The focus of these participants was on the success of the 1619 Project in their own schools and districts, which appears considerable, but this tells us nothing about the national picture. The Pulitzer Center’s third quarter report offers one clue: It claims that its efforts to promote the 1619 Project “directly impacted 28,000+ teachers and students and created curricular resources that reached over 1.5 million people.” This appears under a headline “Reaching more than 2,800 students and teachers,” which I trust is a typo. But there is something else odd about the claim: Fatima Morrell says that she reached 30,000 students in Buffalo alone. Does the Pulitzer Center mean that it recruited 28,000 teachers?

Elsewhere, the Pulitzer Center throws up other numbers. In “Five Years of Teaching The 1619 Project,” we learn that the Center has built a “network of 541 educator partners” and has “reached 25,000 students in pre-K-12th Grade and 2,500 adult learners.” And: “We have facilitated 203 events and workshops attended by over 15,000 people, and published over 100 curricular materials on our award-winning 1619education.org website, which has been viewed over 400,000 times by people in all 50 states and Washington, D.C.” Back in 2020, the Pulitzer Center claimed that the Project was being used in more than 4,500 schools across the nation — that is, roughly 1 out of every 25 U.S. schools. 

Given the massive investments made in promoting the project, these seem like paltry numbers.  The hardback book version of the 1619 Project sold 45,000 copies in the second week after it was released in December 2021. The TV mini-series attracted more than 1.6 million viewers on May 31, 2023. These are cultural footprints much larger than the Pulitzer Center’s shoes. 

Of course, adult readers and television audiences may reflect dynamics that differ sharply from what happens in school districts and among teachers. But the 1619 Project also comes with the significant propulsion of the nation’s leading teachers union, the National Education Association, which has touted it from the start and continues to promote it as a resource “to support racial justice in the classroom.” This just doesn’t compute with only 541 “education partners” reaching 25,000 students over five years. Those numbers must represent the Pulitzer Center’s focus on a narrow count. Tens of thousands of teachers could be teaching 1619 Project-derived lesson plans without having registered with the Pulitzer Center as “education partners.”

But apparently no one knows, and there is no easy way to find out. I would say that there are abundant indications that the 1619 Project has greater traction in the nation’s schools than the Pulitzer Center’s data suggest. In fall 2020, the education journalist Naomi Schaefer Riley asked around at schools in Chicago, Baltimore, and Concord, Massachusetts, where she found teachers enthusiastically embracing it. I have had similar experiences whenever I’ve talked to teachers. Not every teacher endorses it, but almost every teacher knows about it and feels free to draw on it.

So we are left with a yawning question about how deeply the 1619 Project has penetrated our schools. When it comes to colleges and universities, however, there is much less room for doubt.  The membership of the American Historical Associations rose up in fury in 2022 when its president, James Sweet, offered some timid criticism of the project for trying too hard to read the past through the prism of the present. Sweet issued a groveling apology.

I am writing in this essay about how deeply the 1619 Project has penetrated schools, not colleges, and I have paid the barest attention to the project’s many critics. At least four books have been published that aim at discrediting the 1619 Project: in order of publication, Phillip W. Magness’s The 1619 Project: A Critique; my 1620: A Critical Response to the 1619 Project; David North and Thomas Mackaman’s The New York Times’ 1619 Project and the Racialist Falsification of History; and Mary Grabar’s Debunking the 1619 Project: Exposing the Plan to Divide America. North and Mackaman’s book collects a series of essays that first appeared on The World Socialist website in fall 2020, rewritten by a variety of eminent historians.

So the 1619 Project has not gone unattended by people who have paid serious attention to the facts. Nor has it gone unnoticed by state and national political leaders. Perhaps most noteworthy was President Trump’s response in September 2020, when he announced he was forming a “1776 Commission” to produce a better curriculum. That venture came to a meagre result because time ran out before President Biden took office, and Biden promptly abolished the Commission. Still, the sense that the 1619 Project posed a serious danger to the quality of American history and social studies education remained in the public mind, at least among conservatives.

The faults in the 1619 Project are many and egregious. The shortest summary is that it collapses all of American history into a tale of racial oppression. Some of its claims are factually correct; many are not. But the overall claim is egregiously false, and the alarm it has occasioned arises principally from the authors’ aim of teaching this false narrative to American school-age children.

Critics of all races,  from Trumpian conservatives to Trotskyite socialists, have raised their voices, but seemingly to little effect. In 2021, legislators in Arkansas, Iowa, South Dakota, Texas, Missouri, Florida, and Mississippi introduced bills to ban the teaching of the 1619 Project in public schools. The Arkansas bill failed. Iowa passed a bill banning the teaching of “divisive concepts,” which did not explicitly mention the 1619 Project. South Dakota’s governor issued an executive order banning the state’s department of education from applying for federal grants tied to critical race theory. The Texas bill, which more broadly attacked “critical race theory,” passed. It said, “A teacher may not require an understanding of the 1619 Project.” The Missouri bill stalled and continues to be debated. In Florida, the state board of education banned the 1619 Project in 2021, and the legislature passed the Stop WOKE Act in 2022, effectively banning the 1619 Project. In Mississippi the bill failed.

This is to say that public opposition to teaching the 1619 Project in schools has so far not yielded much in the way of results. Perhaps it has been eclipsed by concern over the active promotion of transgenderism in the schools. But repairing schools is a terribly difficult problem for those bent on reform. The unions stand in the way. The traditional autonomy of teachers stands in the way. School boards, usually aligned with the teachers unions, stand in the way. The progressive ideology, driven by schools of education, stands in the way. Above all, the opacity of American schools stands in the way. It is very difficult for parents, citizens, or political leaders to find out just what teachers are teaching.

The Covid epidemic briefly poked a hole in the screen that hides the curriculum from the outside world. That fed the initial rebellion against the 1619 Project. But with the return to in-person instruction, the curtain has once again descended.  

One thing the U.S. Department of Education could do is impose strict reporting requirements on schools to report what texts and teaching materials they use to teach history and social studies. As it is, no one knows how deeply institutionalized the 1619 Project has become. 

But we should find out. In some sense, the future of our nation may depend on it.

Authors

Peter Wood

Peter Wood is the president of the National Association of Scholars. A former professor of anthropology and college provost, he is the author of several books about American culture, including Diversity: The Invention of a Concept (2003) and Wrath: America Enraged (2021). He is the editor in chief of the journal Academic

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John Vervaeke and the meaning crisis.
Rod Dreher's Substack
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John Vervaeke & The Meaning Crisis

What I'm Learning From Engaging The Thought Of The Cognitive Scientist

Jul 11
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John Vervaeke

I’m in Germany at a conference. On the plane here, I started reading a terrific book, Awakening From The Meaning Crisis, by John Vervaeke and Christopher Mastropietro. I’ve been wanting for a long time to get into Vervaeke (pron. “ver-VAY-kee”), a University of Toronto cognitive scientist who is part of Jordan Peterson World, but I just don’t have time to listen to podcasts, which is how he presents most of his public work.

If you do, here’s a treasure trove: a link to video presentations of Vervaeke’s lectures on the Meaning Crisis. The book I bought seems to be a distillation of the first twenty-five episodes (a second volume is coming). Vervaeke is not a Christian, by the way. He is interested in Buddhism, not as a religion, it seems, but as an approach to cognition. His work is filled with useful insights — so much so that I don’t think I’ll be able to wait for the final book, presenting his Meaning Crisis lectures in written form (the form in which I best learn). Looks like I have my next thing to listen to on my daily walks. Here’s what I’m getting from the book so far:

The Meaning Crisis, in Vervaeke’s view, amounts to this:

… the decentering of human life from its cosmic significance, a decline in our sense of purpose, and a sensation of having lost the soul that gave earlier human societies their adaptiveness and vitality. It seems we are left with a feeling of having lost our place in the world along with a sense of who we are and what we ought to do with ourselves.

People today — those without dead souls — are grasping for meaning, trying to find their way out of the dark wood of despair.

There is a pattern to all of these efforts, a certain hunger in the human spirit, a depth of need that has not been fully understood. When we begin to recognize this need as a feature of our spiritual condition, we can begin to piece together a unifying account for why all of this is happening. Each of these movements is responding to a crisis of meaning, a disorienting sense that we have forgotten some essential dimension to reality and lost our relationship to what is good, true, and beautiful. This crisis has deprived us of something essential at the center of our lives. It has been described in many ways by many thoughtful people across time, but we might think of it quite simply as a famine of the spirit, an existential illness that has taken shape in the human brain, body, culture, and soul.

Vervaeke describes the search for meaning as the search for wisdom:

Wisdom is ultimately about how to generate and enhance this meaning. Wisdom is about realizing. This means that cultivating wisdom generates realization in both senses of the word: becoming aware and making real. Wisdom is about realizing meaning in life in a profound way.

Now, here’s where it gets interesting for me. My next book is (broadly) going to be about pilgrimage as a journey for meaning — specifically, a journey to recover God, and, in the narrative I plan, a way of seeing our civilizational inheritance as a material bearer and mediator of meaning and divinity. (Note: not divinity itself — that would be idol-worship — but as a mediator of God’s presence.) Vervaeke:

It may sound high-minded and mystical, but self-transcendence is an essential need for human beings. It performs core functions for our cognition. For instance, deep connections exist between meaning, wisdom and altered states of consciousness (ASC). Throughout our history, human beings have consistently sought ways to alter the quality of our conscious experience by manipulating our physiology and behavior.

Prayer, then — and not just petitions to God, but deeper, more mystical ways of prayer, like the Jesus Prayer in the Orthodox tradition. And pilgrimage: those 20,000 young people walking for sixty miles across the plains of Beauce to Chartres this past June were “praying with their bodies” — seeking to know the Lord through participation in Him.

Vervaeke says a true mystical experience is transformative. After you’ve had one — and you accept it as real — you know you can’t be the same person.

These are awakening experiences, wherein people return from the mystical experience feeling it was somehow more real than reality. They feel a compelling need to change their world and themselves to fit that new reality.

… When people use this word “meaning,” it is a metaphor. They mean that the way life becomes significant is somehow analogous to the way a sentence has semantic meaning. The pieces fit together in some way that impacts our cognition and connects us to the real world.

He goes on:

When words become a sentence, we no longer see the words, but see through them. They become transparent and give us access to participate in reality, allowing us a chance to grasp it, to have contact with it. We have to unpack this metaphor. Why do we use it, and what does it reveal when we talk about the meaning of our lives? How is it that some of the most meaningful experiences people have are precisely the ones that are completely ineffable to them, that they cannot put into words?

For Christians, the material manifestations of the experience of Christ — liturgies, prayers, hymns, church buildings, pilgrimages, and so forth — are metaphors, of a sort. A “metaphor” is an analogy, a kind of bridge. It comes from the Greek word meaning “transference.” The culture we create from our common experience of God serves as a bridge that allows us to have access, however imperfectly, to the “real world” of the divine. It is what allows transcendence — again, imperfectly — to be immanent. Vervaeke says that “metaphor is a way of reaching into the world so it seems to reach back.”

For the cognitive scientist Vervaeke, culture is necessary for knowing:

Your cognition is very participatory; you partake in large, distributed networks of cognition. Before the internet networked computers together, culture networked brains together to provide some of our most powerful problem-solving abilities. This is how human beings responded to an impossible predicament. They formed a social network. These networks were managed with a form of pattern-oriented activity that became so fundamental to human culture that its influence pervades nearly all of our behavior. We call it ritual.

Ritual is guiding your interaction without you noticing. It is the groundwater beneath these cultural forms. If you dig into your own behavior, social or otherwise, you will find it. Even when our interactions seem empty, they continue to convey—and convey us through—these patterns of meaning. In the minutest of gestures, in the smallest of small talk, ancient rituals are at work.

… Ritual trains your ability to regulate your emotion and to undertake a process called decentering: adopting a non-egoic perspective by redirecting your attention to something real outside of you.

It all began in the distant past, with shamans as the bridge between the transcendent and the immanent.

The shamanic integration of flow with altered states of consciousness (ASC), the insight and refinement of intuition, the capacity for metaphorical thought—all of these expanded human cognition by making it much more creative, capable of reading patterns and generating connections between different scales and categories of the world. This allowed our ancestors to gather the world together and unite different parts of experience to create working models of reality as well as the structures that seemed to exist beneath us, around us, and within us. These symbolic unities, or mythologies, gave us a new kind of agency in the world and an idea of who we were within it. This was the beginning of what we would later call a worldview.

You can see where he’s going with this — and where I, the Christian writer with a newfound, post-Chartres interest in the power of Christian culture, am going with this.

“Myth,” as Vervaeke uses it, is not something untrue, but rather a story, a metaphor that allows us to grasp transcendent realities, and order our lives according to those truths. Tolkien famously told C.S. Lewis that Christianity is “the myth that is true.” I believe that, certainly — but the point to take is that myths themselves, even if not true in the most literal sense, are crucial to human cognition and the forming of culture. Without building a sacred canopy (the term is Peter Berger’s) over ourselves and our societies, a canopy woven from myth, we are lost.

The Axial Age (from the 8th to the 3rd centuries, BC) was a period of profound shift in human consciousness, across many different civilizations. It was the period of the Greek philosophers, the Hebrew prophets, and the advent in the Far East of Buddha, Confucius, Lao-tzu, and Zarathustra. This caused what Vervaeke calls the “great disembedding,” in which humanity became conscious of itself as somehow separate from the cosmos. He became aware of a transcendent world beyond this one.

In the great disembedding, one world became two. The everyday world was that of the untrained mind, a world beset by self-deception, self-destruction, illusion, violence, and chaos. To live in this world was to be out of touch with reality. The real world lay behind this world of illusion. This was how the trained mind, the wise mind, saw the world.

In the two-worlds mythology, wisdom is not the acquisition of power or prosperity. It is the emancipation from a lesser reality. The axial hero did not want to conquer the everyday world. He wanted to be transformed out of it.

In the two-worlds mythology, meaning was not just about connectedness as it was in the continuous cosmos but specifically connectedness to the real world. This also changed the idea of the self. In the continuous cosmos, you were defined largely by how you fit into the world. In the two-worlds mythology, you were defined more by self-transcendence, how you transformed and grew as a person.

More:

The two-worlds Mythology is a mythological form of thinking that allows us to articulate and train the psychotechnologies of the Axial Revolution, the projects of self-transcendence and wisdom. It took the meaning-making of the shaman and refined it into a more precise way of cultivating human cognition. However, this mythology is failing us now. The scientific worldview, with its materialist and physicalist metaphysics, is gradually eroding the Axial project.

This is one of the great problems of the Meaning Crisis. Since the shaman, human beings have depended on mythology for meaning-making. It has become inseparable from humanness itself. The Axial worldview still holds up our idea of the sovereign person, the individual who has agency, freedom, and responsibility. However, a mythology must be livable in order to perform its function.

The scientific-materialist worldview makes it impossible for the Axial Age way of thinking — obviously, Christianity is part of this — to be sustained. This, says Vervaeke, is why we are having a Meaning Crisis: being human, as we have understood it for over 2,000 years, requires living by myths that connect us to a world of transcendence that we intuit is really there. The Axial Age way of thinking is deeply embedded in our psyches. But the modern way of thinking denies flat-out that there is anything transcending this world.

In 2015, the formerly Christian writer Damon Linker wrote a powerful essay challenging the complacent optimism of the New Atheists, saying that Nietzsche understood better than them the terror implied by the death of God. Linker wrote:

If atheism is true, it is far from being good news. Learning that we're alone in the universe, that no one hears or answers our prayers, that humanity is entirely the product of random events, that we have no more intrinsic dignity than non-human and even non-animate clumps of matter, that we face certain annihilation in death, that our sufferings are ultimately pointless, that our lives and loves do not at all matter in a larger sense, that those who commit horrific evils and elude human punishment get away with their crimes scot free — all of this (and much more) is utterly tragic.

Back to Vervaeke:

The meaning of a mythology is like an atmosphere, and it gives oxygen to our idea of humanness. This atmospheric property of meaning—symbolized by the shaman’s soulfight—refers to human “spirit,” the idea that something about human beings is not confined to body and world but also extends beyond it.

When this symbolic reality begins to decline, it is like the thinning or pollution of that atmosphere. Our meaning-making is asphyxiated, and we are barred from accessing the spirit of soulflight. Human beings become homeless in the universe, as though the soil from which we have grown meaning, and grown ourselves, is no longer fertile.

As Nietzsche famously observed, if we live only for the next world, and the next world is taken from us, precious little is left for the project of meaning, and the consequences are nihilism and profound self-destruction⁠. We do not want to lose all that we gained through the great disembedding, but how do we live with this legacy when we can no longer inhabit its worldview? To begin answering this question, we must gain a fuller understanding of what this world bequeathed us.

(My next book is going to take up in part that highlighted line.)

Vervaeke continues:

To retrace the steps of the Axial Revolution, I will begin in ancient Israel. It is difficult for many modern people to fathom the scope of influence of the Bible—not just for practicing Jews and Christians but for all who grew up and live in the West. Biblical illiteracy has been steadily rising in tandem with our secularization, and this a thwarting problem for our culture—not because people should be Christians or Jews but because failure to grasp the grammar of the Bible is also the failure to grasp the grammar of your own cognition.

You may well profess to be an atheist and disbelieve the doctrines of these traditions. However, this kind of belief—in other words, the propositional belief—is irrelevant in this context. I am not referring to what you profess but how you think and behave. Defining belief only by creed and proposition is analogous to defining the democratic sensibility by whether or not you cast a ballot on voting day; you still participate, however unconsciously, in the ethics, rituals and institutions that structure this form of society.

… The mythology of the Judeo-Christian heritage, for instance, has become an invisible architecture for our thinking, a meaning we live in, furnish, and refurnish over time. One of the psychotechnological inventions that undergirds this architecture appears so obvious that we do not stop to consider its novelty: the understanding of time as a cosmic narrative, as a story. All cultures tell stories, and we will unpack the cognitive science of story in later chapters.

Yet the Continuous Cosmos [of the pre-Axial Age] was not a story. It was a cycle. The story has a beginning, a crucial turning point that forces a crisis and leads the protagonist to act, and a resolution. There is a direction to a story. There is a purpose to it.

Yes. I believe it was MacIntyre who said that we cannot know what to do until we understand what story in which we are a part. The scientific-materialist worldview denies that there is a story at all. Here, according to Vervaeke, is the breakthrough that came to us through Hebraic monotheism:

As with most historical transitions, the cross-fade from continuous cosmos to Axial mythology was gradual rather than immediate. You can detect many aspects of a Bronze Age god in the Old Testament, but He becomes more Axial as He becomes the force of progress, the idea that history, when directed to its proper course, is moving closer to its purpose, gathering together across time, perfecting and refining, becoming more real.

This gathering is happening on a cosmic scale but also on an individual scale, and God becomes the correspondence between these scales, whose revelations collapse together— like the character and the world of a narrative—when the narrative reaches a pivotal turning point. The turning point of the story is called kairos.

In common parlance, kairos refers to a critical or opportune moment, an opening in time that allows us to see, access or intervene in something that was once invisible or obscure. In the two-worlds mythology, kairos is a revelation of the real world from within the mirage.

Kairos requires a shamanic synonymy of knowing and participating. This synonymy is captured in the idea of Da’ath, an ancient term for knowing, used in the Bible to refer to sexual intercourse (e.g., Adam knew his wife Eve). Modern Westerners may find this confusing; we do not often use sex as a metaphor for knowledge. Yet many cultures do.

Moses receiving the Law on Sinai was a kairos moment. For Christians, the Incarnation was the kairos moment of all kairos moments.

The sexual metaphor is a rich one, and we should not shrink from it out of prudery. When one has sex — or, I should say, unites with someone one loves, as distinct from merely mating like animals — one opens a bridge in the most intimate way possible with another soul. One ceases to be oneself, but unites with another, knows the other through unsurpassably intimate participation in the other, and is changed by it. One might even produce new life from it.

When the Christian scripture calls Christ the Bridegroom and the Church the Bride, this is the way of knowing implied by that metaphor.

Vervaeke:

The identity relationship between knowing and participating is a fundamental Axial idea, and it is central to understanding the religious nature of the ancients and their symbolic way of experiencing the world. “Knowing” is not the apprehension of facts, seen dispassionately from the outside. It is nothing you could acquire from a distance. You know something by assuming its identity, by becoming it. Your becoming it somehow changes it, reveals it, makes it real.

When you are making love with someone, you are participating in them, identifying with them, empathizing and resonating with them. You are changing them as they are changing you, and this process of change rises—forgive me the pun—to a climax, after a turning point and before the resolution. You may begin to see why, in so many religious traditions, sexuality is a perennial symbol for our sacred union with reality. Da’ath describes our participatory knowing in the course of its unfolding.

This idea of knowing is critical for our project because it changes the way we interpret religious ideas of faith and belief. In ancient Israel, faith did not mean having incredible beliefs without evidence. That is a recent, very modern idea. Faith was Da’ath. It described this symbolic relationship you had with the world and with your existence. It was your sense of living in this reciprocal realization.

Do you see the Chartres pilgrimage with different eyes now? Do you see all the various manifestations of Christian culture, beginning with the early Church, and extending through history to our own time, in a different way? You should. The idea that faith is about nothing more than assenting to propositions is a modern one, and one that leads to disenchantment.

In the Orthodox Christian faith, “sin” is understood not as the breaking of the moral law, in a legal sense, but rather more as “missing the mark” — of living in disharmony with what is Really Real. Vervaeke thinks something similar:

This kind of language returns us to the idea of sin, but our biblical illiteracy inhibits us; we are tempted to understand sin as doing something immoral, committing a particular act of transgression. This is much more a symptom than a definition. Sin is better understood as being in a distorted relationship with reality. It is the misdirection of love and attention.

Recall the archery analogy that sources the term’s meaning; you cannot shoot for where your eye tells you to look. If you do, you will miss the bull’s-eye. The true arrow is guided by Da’ath, the kind of knowing that conforms the attention of the archer with the proper target. The archer and her target seem to share the same body, the same identity. Their craft is a movement toward connectedness and participation. When she lands the target, it becomes real to her. She stakes herself in its reality. She is binding herself to the world and the world to herself. One way of understanding sin is as the failure to effect that binding.

In 2022, when I visited the medieval Orthodox monasteries in northern Romania, I noticed at the base of one of the painted churches images of kings. The monk guiding me told me that those are the pre-Christian Greek philosophers who opened the way, conceptually, for Christ.

  

Vervaeke writes about them at length, saying at one point, “If you were to put Western Civilization on two feet, one foot would be the Bible, and the other would be the works of Plato.” Here’s an excerpt.

Pythagoras’s cosmos anticipated the relationship between beauty, order, and realness that would become essential to the Greek philosophical tradition. When people report awakening experiences, they often rediscover these Pythagorean affinities. They suddenly perceive the world as a cosmos, and their perception of order and coherence is suffused with beauty.

The notion of cosmos created a powerful model for how we understood meaning and wisdom—what a self was, how it perceived and grew, how we fit into the universe, and how we made contact with reality. It draws a striking contrast with the modern worldview.

A cosmos is not the same thing as a universe. A cosmos is a universe suffused with order, pattern, and meaning — with logos. I didn’t fully understand the meaning of the opening of the Gospel of John (“"In the beginning was the Word, and the Word was with God, and the Word was God... And the Word became flesh and dwelt among us."). What does it mean to say that God was the word, and that Jesus of Nazareth was the incarnate Word? Finally someone explained to me that translating the Greek word “logos,” which John used, as “word” is limiting. Yes, “logos” means “word,” but it means far more than that. It means “reason.” It means “ordering principle.” To call God the Logos means that one of His properties is that He is the ordering principle of all of reality. To call Jesus the Logos is to say that the ordering principle of all reality manifested as a man.

Back to Vervaeke’s discussion of Plato:

Notice the role of participatory knowing in the “virtuous circle” above. Contact with reality is dependent on my self-transformation. I am not a passive observer forming true beliefs. I am implicated in my observations. The appearance of the world is a consequence of my framing, and I have to change myself to see the world more clearly. When I do, the world itself seems to change, and it places a demand on me to change myself. As I transform, the world discloses more of itself. This is the dynamic of participatory knowing. It is a reciprocal opening between me and my environment. I am not just changing my mind or knowing with my mind. I am knowing with my whole self, my whole identity, and all the machinery of my cognition.

The related quests for reality, inner harmony, self-knowledge, and transformation are explored deeply in Plato’s Republic. The quest is dramatized in the Myth of the Cave, perhaps the most famous passage in the history of Western philosophy.

I’m running out of the allotted space in this newsletter, so I won’t retell the Myth of the Cave, which most of you no doubt know — but if not, or if you need a refresher, follow the link. More Vervaeke:

Remember: these myths remain popular because they are not stories from the past. They are dramatic recreations of the perennial patterns we face as human beings, like the disharmony we experience in the parts of our psyche, the problem of being trapped in illusion and being out of touch with reality.

In this vision, reason and spirituality are not opposed. They are inseparably bound together. Plato paired the Socratic project (ordering the psyche to overcome self-deception) with the Pythagorean one (the soulflight of self-transcendence and transformation of consciousness). From this marriage, he discovered a way to depict this radical transformation. His depiction is so entrancing that it became a constant refrain throughout the West.

This is why the truest Christianity is a journey towards what we Orthodox call theosis, or unity with God, in which we achieve perfect harmony with Him, while remaining ourselves. Dante writes about this process in the Paradiso. He invented a word, transumanar, to describe the process — but he very much does not mean what Silicon Valley means by transhuman. He means that we become most fully human by becoming transhuman — that is, gradually changed and perfected by radical, ongoing communion with the Holy Spirit.

Vervaeke on logos:

As I mentioned in previous chapters, this word is among the most translated—and mistranslated—words in all of philosophy. It has to do with the order and arrangement of these real patterns, the concentering formula that fits everything together, integrates it with mind, and makes it intelligible to our comprehension. The research shows that our grasp of logos is intuitive, but not something we can define or express. We know it by conforming to it, by becoming like it, by matching the pattern of our cognition to the pattern of its disclosure, and entering into that reciprocal realization with it.

You see here why in the Christian view, conforming to the Logos — Christ — requires creating patterns of meaning through which the Logos is disclosed. We have to build a Christian culture so that our lifelong journey, both individually and collectively, to theosis can be effected. Rieff said that in the Christian era, Christians knew generally how to live because the answer to “What am I to do?” was “Do as the Saviour did.” We created all the structures and artefacts of Christian culture in an effort to order the material world to Christlikeness, and to create for ourselves immanent patterns of cognition that help us flesh-and-blood humans to do as St. Paul commanded: to put on the mind of Christ.

This aligns with Vervaeke here:

Plato provided us with the paradigm-changing insight that a connection exists between our conformity to reality and the necessity of self-transformation. As we track patterns in the world, we can reflectively internalize these patterns to better understand and harmonize ourselves. The inward transformation allows us to refine our grasp on reality, to awaken from illusion, and draw ourselves closer to what is most real.

That is as far as I got in the Vervaeke book yesterday. It is incredibly helpful to me as a plot out my next book (again, I will tell you all about it once I have a publisher’s agreement). But I think you can see where I’m going with it. Going to that Chartres pilgrimage really changed me. I hope I can publish this book inspired by it. You know, sometimes people ask me how I get ideas for my books. The honest answer is I just wait for them, and they appear. Well, this one appeared in a big way at Chartres, through the young people who walked that walk, and, of course, through the glorious cathedral itself. The second time in my life!

If you like all the stuff in today’s newsletter, please come to the Midwestuary Conference in Chicago on August 22-24! Vervaeke will be there, as will Jonathan Pageau (his frequent online conversation partner), Paul VanderKlay, and my fine self.

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Inaugural Mass homily of Pope Leo the XIV with some commentary by yours truly
Signs of Hope

Good day all,

      My thoughts on the Holy Father's homily in bold print.  I see many signs of hopefulness in his homily and I am praying greater clarity and unity from Pope Leo.  The world will reject his clarity since it likes spiritual ambiguity and moral relativism, but I am hoping for a less divisive Pope than Francis.  - Fr. Tom

Dear Brother Cardinals, Brother Bishops and Priests, Distinguished Authorities and Members of the Diplomatic Corps, and those who traveled here for the Jubilee of Confraternities, Brothers and Sisters:

I greet all of you with a heart full of gratitude at the beginning of the ministry that has been entrusted to me. St. Augustine wrote: “Lord, you have made us for yourself, and our heart is restless until it rests in you” (Confessions, I: 1,1).

In these days, we have experienced intense emotions. The death of Pope Francis filled our hearts with sadness. In those difficult hours, we felt like the crowds that the Gospel says were “like sheep without a shepherd” (Matthew 9:36). Yet on Easter Sunday, we received his final blessing and, in the light of the Resurrection, we experienced the days that followed in the certainty that the Lord never abandons his people, but gathers them when they are scattered and guards them “as a shepherd guards his flock” (Jeremiah 31:10).

In this spirit of faith, the College of Cardinals met for the conclave. Coming from different backgrounds and experiences, we placed in God’s hands our desire to elect the new Successor of Peter, the Bishop of Rome, a shepherd capable of preserving the rich heritage of the Christian faith and, at the same time, looking to the future, in order to confront the questions, concerns and challenges of today’s world.   I never got the impression that Pope Francis considered it a rich heritage, but often just an interpretation and exposition of the faith for a given time and culture.  I am probably too harsh on the past Pope, but he was not one known for clarity.  I am hoping that the use of the word heritage indicates a more positive few of the past as a treasury of faith to be preserved rather than a liability to be dismissed.

Accompanied by your prayers, we could feel the working of the Holy Spirit, who was able to bring us into harmony, like musical instruments, so that our heartstrings could vibrate in a single melody. I was chosen, without any merit of my own, and now, with fear and trembling, I come to you as a brother, who desires to be the servant of your faith and your joy, walking with you on the path of God’s love, for he wants us all to be united in one family. The Holy Father uses phrase from St. Clement of Rome (Pope #3) and seems to borrow some additional imagery from St. Augustine like he did in his opening remarks.

Love and unity: These are the two dimensions of the mission entrusted to Peter by Jesus. We see this in today’s Gospel, which takes us to the Sea of Galilee, where Jesus began the mission he received from the Father: to be a “fisher” of humanity in order to draw it up from the waters of evil and death. Walking along the shore, he had called Peter and the other first disciples to be, like him, “fishers of men.” 

Now, after the Resurrection, it is up to them to carry on this mission, to cast their nets again and again, to bring the hope of the Gospel into the “waters” of the world, to sail the seas of life so that all may experience God’s embrace. Pope Benedict used the image of sailing the seas of life at the dawn of the digital age after his election as Pope.  I suspect Pope Francis might have as well, but when you stop paying too much attention you miss little details.  I prayed for Pope Francis his entire pontificate, but I didn’t give him much active attention.

How can Peter carry out this task? The Gospel tells us that it is possible only because his own life was touched by the infinite and unconditional love of God, even in the hour of his failure and denial. For this reason, when Jesus addresses Peter, the Gospel uses the Greek verb agapáo, which refers to the love that God has for us, to the offering of himself without reserve and without calculation. Whereas the verb used in Peter’s response describes the love of friendship that we have for one another.

Consequently, when Jesus asks Peter, “Simon, son of John, do you love me more than these?” (John 21:16), he is referring to the love of the Father. It is as if Jesus said to him, “Only if you have known and experienced this love of God, which never fails, will you be able to feed my lambs. Only in the love of God the Father will you be able to love your brothers and sisters with that same ‘more,’ that is, by offering your life for your brothers and sisters.”

Peter is thus entrusted with the task of “loving more” and giving his life for the flock. The ministry of Peter is distinguished precisely by this self-sacrificing love, because the Church of Rome presides in charity, and its true authority is the charity of Christ. It is never a question of capturing others by force, by religious propaganda, or by means of power. Instead, it is always and only a question of loving as Jesus did.  The 21st chapter of John is so rich. It is one of my favorite passages to reflect upon.  It is how God heals us of our sins.  It is both a healing moment and a recommissioning of sorts.  Jesus can’t have Peter moping through life as a the denier, Jesus is calling him to shepherd the flock.

The Apostle Peter himself tells us that Jesus “is the stone that was rejected by you, the builders, and has become the cornerstone” (Acts 4:11). Moreover, if the rock is Christ, Peter must shepherd the flock without ever yielding to the temptation to be an autocrat, lording it over those entrusted to him (cf. 1 Peter 5:3). On the contrary, he is called to serve the faith of his brothers and sisters and to walk alongside them, for all of us are “living stones” (1 Peter 2:5), called through our baptism to build God’s house in fraternal communion, in the harmony of the Spirit, in the coexistence of diversity. In the words of St. Augustine: “The Church consists of all those who are in harmony with their
brothers and sisters and who love their neighbour” (Sermons 359, 9).

Brothers and sisters, I would like that our first great desire be for a united Church, a sign of unity and communion, which becomes a leaven for a reconciled world. In our time, we still see too much discord, too many wounds caused by hatred, violence, prejudice, the fear of difference, and an economic paradigm that exploits the Earth’s resources and marginalizes the poorest. 

For our part, we want to be a small leaven of unity, communion and fraternity within the world. We want to say to the world, with humility and joy: Look to Christ! Come closer to him! Welcome his word that enlightens and consoles! Listen to his offer of love and become his one family: In the one Christ, we are one. This is the path to follow together, among ourselves, but also with our sister Christian churches, with those who follow other religious paths, with those who are searching for God, with all women and men of goodwill, in order to build a new world where peace reigns! Look to Christ! Pope Leo goes right into the invitation to listen and reflect upon the word of God. The invitation is unity through conversion.

This is the missionary spirit that must animate us; not closing ourselves off in our small groups, nor feeling superior to the world. We are called to offer God’s love to everyone, in order to achieve that unity that does not cancel out differences but values the personal history of each person and the social and religious culture of every people. The church is always missionary. Conversion to Christ does not annihilate all differences, but rather is a process of refinement, keeping what can be of service to the Gospel and losing what is opposed to it or hinders it. Getting rid of sin is just the beginning, putting on the mind and heart of Christ is the challenge.  I pray for our new Holy Father that he may be faithful, courageous and genuinely kind.

Brothers and sisters, this is the hour for love! The heart of the Gospel is the love of God that makes us brothers and sisters. With my predecessor Leo XIII, we can ask ourselves today: If this criterion “were to prevail in the world, would not every conflict cease and peace return?” (Rerum Novarum, 21).

With the light and the strength of the Holy Spirit, let us build a Church founded on God’s love, a sign of unity, a missionary Church that opens its arms to the world, proclaims the word, allows itself to be made “restless” by history, and becomes a leaven of harmony for humanity. Together, as one people, as brothers and sisters, let us walk towards God and love one another. Surprisingly short homily, bishops can often go on forever.

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Practice Gratitude - A reprint and expanded post
Gratitude changes everything

Good Morning Digital Neighbors! Happy Wednesday Friends & Refugees, Early Birds and Later Dayers, Conversants and Lurkers, Phamily & Misfits, ADD Irregulars, WSN Curators, and Curmudgeons!  Today's reflection is one of my favorite ones from the past.  David Whyte's wonderful book Consolations - The Solace, Nourishment and Underlying Meaning of Everyday Words.  It is a treasure trove of reflection on the gift of language and the power of words.  His reflection on gratitude is outstanding.

GRATITUDE is not a passive response to something we have been given; gratitude arises from paying attention, from being awake in the presence of everything that lives within and without us. Gratitude is not necessarily something that is shown after the event; it is the deep, a priori state of attention that shows we understand and are equal to the gifted nature of life.

Gratitude is the understanding that many millions of things come together and live together and mesh together and breathe together in order for us to take even one more breath of air, that the underlying gift of life and incarnation as a living, participating human being is a privilege, that we are miraculously part of something, rather than nothing. Even if that something is temporarily pain or despair, we inhabit a living world, with real faces, real voices, laughter, the colour blue, the green of the fields, the freshness of a cold wind, or the tawny hue of a winter landscape.

To see the full, miraculous essentiality of the colour blue is to be grateful with no necessity for a word of thanks. To see fully the beauty of a daughter’s face is to be fully grateful without having to seek a God to thank. To sit among friends and strangers, hearing many voices, strange opinions; to intuit inner lives beneath surface lives, to inhabit many worlds at once in this world, to be a someone amongst all other someones, and therefore to make a conversation without saying a word, is to deepen our sense of presence and therefore our natural sense of thankfulness that everything happens both with us and without us, that we are participant and witness all at once.

Thankfulness finds its full measure in generosity of presence, both through participation and witness. We sit at the table as part of every other person’s world while making our own world without will or effort; this is what is extraordinary and gifted, this is the essence of gratefulness, seeing to the heart of privilege. Thanksgiving happens when our sense of presence meets all other presences. Being unappreciative might mean we are simply not paying attention.

Paying attention- LOVE IT. One of my most frequent reminders in my preaching. We get more out of life by paying attention and not simply existing. a priori state of attention that shows we understand and are equal to the gifted nature of life. The gifted nature of life- hold on to that thought, the gifted nature of life makes all the difference in what we think about our story.

that the underlying gift of life and incarnation as a living, participating human being is a privilege - EVERY SINGLE PERSON IS PRIVILEGED - some more than others, but every single one of us. A personal philosophy built on the dialectic of privilege & victimology will lead to legions of unhappy and resentful souls, and not because they lack privilege, but because they lack the appreciation of the gift of living. To focus on what you lack will never help you discover what you possess and what is unique about you. To be a someone amongst all other someones - welcome to LIFE, Digital Neighbor. 😁 The people I love the most and care for the least are still someone amongst someones. It is not always easy to remember that when thinking ill of those you care for the least.

We sit at the table as part of every other person’s world while making our own world without will or effort; this is what is extraordinary and gifted, this is the essence of gratefulness, seeing to the heart of privilege. Thanksgiving happens when our sense of presence meets all other presences. Amen.

Thank you all for allowing me to sit and share at your table.  I have been so blessed by the people God or fate has placed on my life path and I have been delighted that these digital paths have opened up my horizon so wonderfully.  I greatly appreciate the personal sharing, the cultural commentary, the political ranting and wrangling, and above all the shared laughter and memes.

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