I agree the model is impractical, if you simply want to reproduce current educational structures. If you are working for a change of direction in theory and policy, I think the participatory model is well worth consideration. I think engaging whole-school conversations around these questions (the shaping of school ethos) will impact policy making in the short run, ie. organized voices in unison influencing policy makers and administration. In the long run, as the children who are raised in these participatory models grow up and take leadership roles in their communities. Frankly, I think there is a great deal that is profoundly impractical about the status quo public school system...so I think any suggestion requires an ingredient of substantial change.
MA: Saying that public education should take an active role in determining the meaning disseminated to the student sounds a great deal like arguing that we should be striving to indoctrinate them to something, even if we suspend the decision as to what that something should be.
Leaving questions of meaning out of the equation is taking an active role: actively silencing concerns of meaning and purpose. I think the stronger indoctrination occurs when students are told "Don't ask why you're learning this, to what end, or for what purpose and value...don't bother with what meaning it has for your life or the world around you." I think the inquisitive spark of existential concern is paramount to keeping students, and teachers, interested in the sacrifice of time and effort that school requires. I also think if students are not actively engaging these concerns, they will be consuming the answers deemed appropriate by the dominant cultural/economic forces of the day...answers that may or may not be in the students' or society's best interest.
MA:Compulsory education should make sure, first and foremost, that students can read, write and perform basic math skills, since that's what is necessary to function in society (although some people are clever enough to get by without one or more of those skills); for its own good, society should also make sure that its students know what is expected of them as citizens.
What should they read, and what kinds of questions should they ask of their authors, and what kinds of concerns should the authors raise for their lives, and what issues should they write about, and to whom should they write...our answers to these questions are drenched with values and meaning and purpose. What kind of Citizen are they expected to be: simply reinforce the status quo desires of the dominant classes; dissident activists challenging structures of domination....for what good and what kind of society? We do our youth no favor by denying them the skills and opportunities to explore these questions. Again, I think these kinds of questions inspire minds to think and challenge and critique...all worthy goals for any educational process.
MA: To say that a scientist should participate in religious phenomenon is to say that he should cease, for whatever duration, to operate from scientific method. Which is fine, so far as the suggestion goes, but it has almost nothing to do with Dennett's argument or my reply to it.
In some cases yes, but not all. And I don't know how a scientist could determine in advance, apriori, that all religious experiments must be illegitimate. And, the fact that both you and Dennett leave out the simple challenge (i.e., actually attempting the activity in question) portrays a striking deficiency. Your claim that science cannot address religion and his that science must, both leave out the eminently practical issue: have you tried it yet?
MA: I'd say that scientific method leaves no room for that sort of experience as an epistemological method. The chosen tools of scientific method simply cannot operate on that sort of holistic experience.
I'd say that some scientists will interpret the scientific method that way, others won't. I suggest the latter are far more attuned to the spirit of experiment and wonder that make science worthy of its sacrifices. I think a great deal of its strength lies in its willingness to attempt and explore, to see for oneself if a claim is worthy of the adjective "true".
MA: And yet you keep making the suggestion, as though the only alternative were to keep plugging away at the dance until the metaphysical naturalists let their guard down. Why not try something new?
No, another alternative would be to actually pursue the suggestion and see for oneself if engaging these practices confirm or deny the claims of those who adhere to them...or to admit that one knows nothing about what they are from the inside, as one who actually employs them- which is to admit how little one knows about the phenomena. It's like saying "Let's try to understand music, but you cannot pick up an instrument and play it, or hum a tune, or do anything that actually requires performing music...we can only look at from a distance and describe how others do it."
MA: Would you say that those traditions leave much purchase for scientific method?
As far as these traditions recognize a demand members seek to know and understand Creation: to utilize all facets of intelligence and will to explore the depths and reaches of all that God has made (and I think these traditions can be shown to do just that)...then I think they are great fuel for the scientific effort.
MA: Even if the Judeo-Christian tradition allows for a this-wordly experience of the divine, is that experience measurable and quantifiable? That, after all, is the reason I brought up the topic of the sacred.
Quote:
Luke 20-22: When the men came to Jesus, they said, "John the Baptist sent us to you to ask, 'Are you the one who was to come, or should we expect someone else?' " At that very time Jesus cured many who had diseases, sicknesses and evil spirits, and gave sight to many who were blind. So he replied to the messengers, "Go back and report to John what you have seen and heard : The blind receive sight, the lame walk, those who have leprosy are cured, the deaf hear, the dead are raised, and the good news is preached to the poor.

