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This morning I read an op-ed piece by a local freelance journalist entitled “Finding Their Religion”. In the column the journalist writes rather disparagingly about “organized religion,” likening it, as Nietzsche did, to “herd mentality.” The writer tells us how she vowed that her children would never be part of the religious herd. Instead, her children will be left to “find their own path” so that they might possess “beliefs they can wholly claim.”
Yes, authenticity is the order of the day.
And tradition, so soundly critiqued by modernity, is passé.
(Of course it remains to be seen if Enlightenment modernity can survive the trial of postmodernity holding up the mirror and revealing [to its horror!] that it too is a tradition—the tradition of critiquing and rejecting all others traditions. The evidence seems to suggest that modernity cannot not survive this withering self-revelation.)
In her column our interlocutor writes—
It’s not necessarily a certain God that I want my children to embrace. I can’t say that I believe in the father figure sold by Christian religions. Or the beautiful, gauzy tales of Hellenic gods and goddesses. But I believe in beauty. I believe in awe. I believe that the world is bigger than the tiny chasm of my existence. I want my children to find spirituality in themselves and their surroundings. The wonder of a brightly colored butterfly and a dip in tepid ocean waters should always be reason to celebrate. The Grand Canyon should make them feel small. The suffering of others should bring tears to their eyes…[But] there are so many people, rushing about spouting off their certainties…My voice should be there. It doesn’t matter that my beliefs don’t come prepackaged in ancient text.
Well, I believe in beauty too. I’ve written a book on the subject of redemptive beauty and I have been a relentless critic of confusing faith with certitude. But one wonders if this critic of organized religion will take the same approach to her children’s mathematical, literary, and scientific education? Read more
