Seeking Purpose and Understanding

This week’s topic of spirituality on the secular campus was incredibly interesting to research. The article that struck me the most was one by Peter Laurence entitled, “Can Religion and Spirituality Find a Place in Higher Education?” Although somewhat dated (1999), it really spoke to my thoughts and feelings about this concept in the life of a secular campus.

First of all, I want to express that I am a Christian. I believe that Jesus Christ was the Son of God and that only through Him can one achieve eternal life. I respect the right of others to have their beliefs and do not believe it is right to judge those who do not share my beliefs. Having said that, there is an obvious difference between religion and spirituality. While religion generally refers to a set of beliefs and practices designed to guide the believer into a particular lifestyle, spirituality relates more to a search for a connectedness and purpose.

Peter Laurence expressed three patterns of expression as it relates to spirituality:
Spirituality as it relates more to an “inner” rather than and “outer” experience

“Whole” and “holistic” thoughts, such as seeing oneself as a part of the bigger picture, and

Having a relationship with the entire universe.

Truly, the number of definitions and concepts of spirituality you can gather will depend on how many people you survey. But once compiled, they all lead to one central theme: Going beyond a search for academic knowledge and into a quest for the meaning and purpose of life.

Parker Palmer wrote a book that anyone interested in how religion and spirituality relate to the educational setting should consider reading. The book entitled, The Courage to Teach, deals with the manner and reason why academia feels threatened by concept of spirituality and education. The answer is simple. Academia is primarily empirically based, while spirituality is completely subjective. Others fear that mixing spirituality with education will lead to curriculum skewed toward specific religious views. The reality is that spirituality (or connectedness) on the secular campus can be a very positive force in breaking down the fragmentation associated with our educational structure.

Stepping out into another area, I would like to address the concept of spirituality as it relates to religion on the secular campus. As an instructor, I am always very cautious to not to make religious references when dealing with my students. However, I hear more and more students referencing their religion to me. I believe the “diversity” concept has actually served to strengthen the Christian beliefs on the secular campus. For so many years it seemed almost taboo to even mention the word “Christian” in the academic setting. I believe the move in recent years towards a more accepting attitude of other religious beliefs, such as Muslim and Buddhism, has lead to an awakening of Christian values and expression on the secular campus. Although they have been around as long as I can remember, Christian groups are finding a rebirth on the college campus. I personally, feel this is a positive move.

When "Free Speech" Turns Violent

Citizens of the United States are guaranteed many freedoms that people in many other parts of the world can only dream of. Unfortunately, there are those who take advantage of these freedoms and protections by thinking they can exercise them without regard for the rights of others.

One of the most cherished freedoms we hold as Americans is the freedom of speech. Recently, students at the University of California Berkeley took advantage of this freedom by turning free speech into a riot. Incitement to violence is not protected as free speech. And this is exactly what happened on the UC Berkeley campus on February 26, 2010. Footage of the protest can be see at the following link:

http://www.youtube.com/watch?v=zPW9YU9z5gg

What began as students attending an event leading up to the planned March 4th protest concerning recent tuition hikes, lead to a dance party, and eventually to a riotous event where university buildings were damaged. Problems began when students broke into an area closed for renovations and hung a banner advertising the upcoming March 4th protest. Damage to the building included broken windows and graffiti sprayed on the walls. The crowd continued to grow and confrontations with the police included students and former students throwing bottles, setting trash cans on fire, and breaking store front plate-glass windows. Police attempting to quell the crowd were pelted with rocks, bottles, a fire extinguisher, and other items.

What could have been the planning of a peaceful demonstration of freedom of speech was transformed into the arrest of several students and former students with charges ranging from assaulting a peace officer to inciting a riot.

And exactly what was accomplished by this action?

Whether or not the students have a legitimate argument concerning the recent tuition hikes, their voices are now tarnished by these riotous actions. Protests that are organized and for the right reasons and are carried out in a lawful manner do not destroy property and put people’s safety in danger. Instead, they bring awareness to the issue at hand. It really makes me wonder if these people realize just how precious freedom really is. I am outraged and saddened when I see citizens of this great country taking for granted what many in the history of our nation have fought and died to protect. Perhaps they would appreciate it more if they experienced life in a part of the world where simply speaking your mind can get you imprisoned or even executed.

Incitement to violence is not protected as free speech.

Building Accountability and Respect

Having a background in criminal justice, I am familiar with the concept of Restorative Justice. Although there are many variances, the basics of Restorative Justice focus on repairing the harm done and providing a method of “healing.” Some consider it as being too easy on the offender. Others view Restorative Justice as simply a way for the offender to get away with his/her offense without “paying a price.” Nothing could be further from the truth.

Restorative Justice is not a specific program, but rather a set of values and principles that become a guide on how a community or, in our case, an institution of higher learning approaches its response to policy infractions and student misconduct. Additionally, Restorative Justice focuses on the future, or the outcome of the process. This differs from “traditional” justice where the focus is on the present – the offender and the punishment. In one of the articles I read, the author, Eric Gilman, did an excellent job of explaining this. Mr. Gilman explained that in order to truly recover from a crime, all parties must be involved in the outcome or “healing” – the victim(s), the community, and the offender.

The outcomes for the offended include:
§ Having the opportunity to be heard
§ Having input in the “restoration” process and making sure his/her harms are actually addressed
§ Receiving the support needed for healing

The community focus for outcomes should address:
§ Insuring a safe community environment
§ Partnering with the justice system to assist the victim and the offender in becoming positive members of the community

As for the offender, the primary focus of Restorative Justice involves:
§ Accountability for the harm done
§ Being active in determining how the harms are addressed
§ Re-entry into the community as a productive and caring citizen

All of these principles are very applicable to the college campus environment. I will say that there are certain offenses that I do not feel should fall completely under the umbrella of Restorative Justice. By this I am referring to violent offenses that are better served with a combination approach of traditional and restorative.

Mr. Gilman’s entire article can be found at http://www.sfu.ca/cfrj/fulltext/gilman.pdf

Another source I found interesting was the Restorative Solutions website: http://www.restorativesolutions.us/colleges.html

Bearing in mind that this site is in the business of selling training workshops, they did have some interesting ideas worth sharing.

I am sure that most will agree that a lasting solution to any problem is one in which those affected have some sense of ownership. Following the principles of participation found in the concept of Restorative Justice – the students, the university officials, and the offender, all have a voice in the restoration process. Allowing the offender to be an active participant in this process will lead to a more long lasting and meaningful outcome for all parties involved.

Secondly, the Restorative Justice system requires the offender (which in this case would be a student) be held accountable to all parties. Students who violate campus policy or are involved in misconduct are actually offending everyone associated with the school. Even those who are not “direct” victims are affected by the mark on the reputation of the institution. Restorative Justice requires that the offender be held accountable to everyone. In return, the university can also play an active role in helping the offending student continue as a productive and responsible member of the university community.

Lastly, I believe that Restorative Justice facilitates a culture of caring. It has long been my philosophy that most crimes are the result of a lack of respect – both civilly and personally. Implementing Restorative Justice provides for an opportunity for others to share what respect means in their lives and how it has shaped their values. Who knows, it might be contagious.