I don’t spend a great deal of time talking about it, but following my MA in Biblical and cognate languages, I took one quarter in a MA in Theoretical Linguistics program. I had a full ride fellowship with a stipend, but after one quarter I resigned the fellowship and headed for more interesting places and activities.
In my introduction to linguistics course, the midterm test was made up of a short set of essay questions. I believe we had to answer three of four, though I can’t remember precisely. One of them had to do with comparative linguistics—right up my alley! So I filled it with examples from multiple languages and just plain had fun. More fun, in fact, than I’d had in the class up to then.
I hadn’t realized that the professor would choose to read what he thought were the best answers to the questions to the entire class. He chose mine. I wasn’t embarrassed by my content, but the context was totally wrong. The university had a strong TESOL program, and the vast majority of the students were in that. They were not pursuing theoretical linguistics. As a general rule, they probably had at most a minor in one foreign language.
One student responded immediately afterward with a question: “How are we supposed to write something like that when we don’t know all those languages?”
Her question was absolutely valid. My particular skill set was not that relevant to them. One can be superior at TESOL without knowing, say, Ugaritic. By presenting something not relevant, the professor had actually done something to discourage other students. If they had to do that, well, they couldn’t.
It wasn’t because I was superior to them. It was because my skill set was different.
Now let’s make a completely bogus argument. Why not? People do it all the time. Here it is. Knowing more is better. If those students learned more languages, they would have more sources of examples. Why should they not be required to learn all those languages? They’re probably just too lazy.
A parallel argument might be made about my high school education. Why not require him to take more credits in science and math? Why not require Algebra II, Trigonometry, maybe some Calculus? After all, he will know more!
Well, in response. I’ll go ahead an be lazy. In fact, I’m a high school dropout. It wasn’t for the normal reasons. I was overseas and enjoying running around the country. But the thing is that I was able to succeed without all those credits, including not having the credits normally required in English. In fact, I have just 2.5 high school credits, and one of those is in typing.
Yet we make this kind of argument all the time. For the things I find easy, it’s also easy to suggest that others should have to fulfill those requirements. Why not? It’s good knowledge and they might need it. I recall the surprise of some people trying to develop a two year ministry program when I suggested that requiring Greek was not a good idea. There are many reasons for this, including the fact that in a two year program you can’t learn enough Greek to be that useful unless you steal time from other necessary activities.
But let’s look at the church. We often operate on the same basis. Why not suggest people do it? Why not make the standard higher? We even talk this way in churches that hardly have any standards at all, because as members we want some.
Whether it’s modest dress, giving, mission work, church activities, or other moral issues in our lives, the solution is generally to suggest doing more. And yes, again, I realize that we rarely enforce those standards, but that makes it even worse. We push people to higher performance and assume they won’t make it, but we figure if we just push a bit harder—you’re giving one percent, how about two?—we’ll get a bit more out of people. When they don’t live up to the implied standard, well, we tried!
And they may have tried and failed, and added to whatever else they may have been dealing with, they now feel that they are not living up to what their pastor, Sunday School teacher, small group leader, deacon, elder, or generally picky person round the church expects of them.
It’s like telling (or rather, implying that) those people who were learning how to teach English to speakers of other languages ought to get down to it and learn a few more languages like the theoretical linguist down the row. (Or rather, the guy who had learned a number of ancient languages. I never did get a degree in linguistics!) It won’t help them do their job, but one can hope it will make them feel smarter.
Actually it won’t. Setting up higher standards doesn’t help one to fulfill those standards, whether or not they’re relevant.
But there’s another problem in church. When we require those “higher” standards, we also imply that the standards are what church is about, and we can suggest that other people, those who don’t accomplish those standards are not good enough.
I think this is a good part of what Paul is talking about in Romans 12-14, especially 14. It’s possible to read Paul’s toleration as an acceptance of just anything. I think Paul’s focus is on the message of the gospel. He’s giving up disagreements and minor points of behavior in favor of the message of the gospel.
I’m not going to do this verse by verse, but try reading those three chapters with this in mind. No, that’s not the only theme, but I think it is uppermost in Paul’s mind. How are we going to witness best to the message of the gospel? So then, “Don’t destroy God’s work over food” (Romans 14:20) the point is to put one’s focus back on the gospel. Forcing one’s detailed rules doesn’t make people better. It detracts from the gospel.
Being stricter, always trying to be better, will not necessarily make you better. It is often, instead, the road to more complete failure.
(Please check out the article FROM DOBE TO BEDO by Pat Badstibner on Energion Direct’s From Our Authors.
