2014 Summer Reading List

I have discovered a chronic problem in my life: Difficulty making time to read. During the fall and spring terms, I'm overrun with grading, advising, committee work, meetings, managing up, fits and spurts of research & writing---and oh yeah, that whole teaching thing forms the center of it all. Today I discovered that I had ~3 months worth of articles and journal TOCs piled up in my task list.

I'd like to think this problem is localized to the fall and spring terms, but the spring term ended a month ago. The problem is, if I view fall and spring as burdens and summer as reprieves, I won't make time for important things, like reading articles outside of my immediate needs.

So, I'm going to try something different: I'm going to blog about what I read this summer. Perhaps by turning my desire to read into a project, I'll actually schedule it instead of letting it fill in the gaps. Here are the 13 papers currently on my list, and a brief explanation of why I'm interested in them.

• The Advanced Lab: Hallmark of an Outstanding Undergraduate Program (Reichert, AJP 82 3, 2014). JU Physics currently has no advanced lab, and I'm looking to better incorporate research skills into our curriculum.
• Thermodynamics of bread baking: A two-state model (Zurcher, AJP 82 224, 2014). Mmm... whole wheat physics...
• A model for incorporating computation without changing the course: An example from middle-division classical mechanics (Caballero & Pollock, AJP 82 231, 2014). Computational physics from the department that brought us the CLASS? #SignMeUp.
• Advantages of using a logarithmic scale in pressure-volume diagrams for Carnot and other heat engine cycles (AJP Shieh & Kan, AJP 82 306, 2014). We don't use log scales enough in undergraduate physics & engineering education, and we don't show where the Carnot efficiency comes from clearly enough. 
• Matrix Mechanics of the infinite square well and the equivalence proofs of Schrodinger and von Neumann (Prentis & Ty, AJP 82 6 2014). I'm hoping to better develop students' understanding of the relationship between the two formulations of quantum mechanics. If I can do so with the first problem we solve, hooray!
• A guide to hunting periodic three-body orbits (Suvakov & Dmitrasinovi, AJP 82 609 2014). A promising computational physics application for my students to work through.
• Writing Science Fiction Stories to Motivate Analysis of Journal Articles (Kontur, http://arxiv.org/ftp/arxiv/papers/1403/1403.2435.pdf). Sounds promising!
• How physics instruction impacts students' beliefs about learning physics (Madsen, McKagan, & Sayre, http://arxiv.org/ftp/arxiv/papers/1403/1403.6522.pdf). This paper is a meta-analysis of many studies using the CLASS.
• Teaching and physics education research: Bridging the gap (Fraser et al, Rep. Prog. Phys. 77, 2014). I'd like to learn more about encouraging faculty to adopt engaged learning practices.
• A Guided Inquiry on Hubble Plots and the Big Bang (Forringer, TPT 52 199, 2014). I'm hoping to use this in class, and in my discussions with YECists at church.
• The Confirmation of the Inverse Square Law Using Diffraction Gratings (Papacosta & Linscheid, TPT 52 243, 2014). I'll be teaching an intro-level optics course this fall, and currently don't do anything experimental with the inverse square law.
• Motivating Students to Do Homework (Kontur & Terry, TPT 52 295, 2014). Who doesn't have this problem?
• Teaching labs the Compass Way (Gandhi et al, http://arxiv.org/pdf/1404.6831v1.pdf). I'd like to learn how to make my labs into more authentic research experiences.

So, I have 11 weeks of summer left, so if I post my thoughts about 1-2 articles each week, I'll be through my entire list (just in time to start another...).

Encouragement Mistiming

It's Week 8 of the semester - The week when...

• ...my students have learned all the skills they need to learn, but have to be reminded daily that they still apply.
• ...I have to lay down the law with some students and challenge them to manage their time better.
• ...I have to tell some students that they should consider withdrawing from a course.
• ...any special projects I wanted to start but haven't will have to wail until another semester.

This is the point in the semester when I have the greatest need of encouragement...

...and yet it's when encouragement is at its lowest. The irony is that those outside the educational world tend to think of offering encouragement at the very beginning of the semester (when we're running on the steam of excitement) or at the very end (when we've given up steam on the present semester and are hoping for a better run next time).

When have you experienced an encouragement mistiming?

Emotional Flashcards

I've posted a couple times about my emotional flashcards project. Here are some pictures of the cards in action...

I see this card more often than I'd like--but at least they're not frustrated!

This student often has trouble making up her mind how she feels... At least she's not bored or anxious!

Emotional Flashcards, Take 1!

Here's a picture of my first batch of emotional flashcards:

The front side lists the emotion; the back lists a short definition, a three-letter summary (e.g., "Grr!" for frustration). The students hold up the appropriate card when they feel its emotion.

The students used them in class on Tuesday. A few observations...

1. I cannot describe how deeply my heart sank when I got my first white card ("BORED")!
2. I cannot describe how high my heart jumped when I got my first purple card ("CURIOUS")!
3. Some students try to hold up three at a time! The use of clickers will alleviate that possibility...

Trying a second round on Thursday...

[Back after a while] An exciting new project!

Wow--what a whirlwind few months I've had. I'm glad to finally have some time to post again, and I'm hoping to post more regularly this semester.

I'm very excited for tomorrow: I'm going to try out a new in-class strategy that came to me last week during the American Association of Physics Teachers meeting. I'll post pictures later, but I've created a set of emotional/affect flashcards (or "emoticards" as I'm calling them for now) that depict the top 6 emotions that students seem to experience while studying physics. The students will be able to hold up these cards during class discussion to indicate to me how they're feeling about the material. (Fans of The Big Bang Theory will find this idea strikingly familiar.)

I'm looking forward to seeing how it goes!

Are Introductory Physics Problem Dehumanizing?

In my alphabetical album iPod listen-through, I'm currently in the middle of "The Eclipse and Reappearance of the Human in Higher Education," a series of talks hosted by the Christian Study Center of Gainesville in 2008. (Apparently, I need to clean out my podcasts.) It's been refreshing to relisten to these conversations (especially hearing the voices of people from Gainesville I haven't seen in some time).

But for the fist time, I turned the question of whether higher education is dehumanizing on my own field of interest: physics education. The first thought that came to my mind was the classic argument between physics professors and their introductory students about all these problems in our textbooks that ask students to ignore friction and air resistance. (Consider the comic above and the classic "spherical cow in a vacuum" joke.)

Students constantly complain that these problems are useless; physics professors insist that anything that takes place in the real world is too difficult for introductory physics.

While I make this argument every semester (Once, I tried to circumvent the argument by asking the students to consider an experiment on the airless moon; I then had to spend half an hour convincing my students that there is no air on the moon...), it occurs to me that one could consider the imposition of these artificial conditions to have a dehumanizing effect on the student.

Think of just a couple implications of a frictionless airless world: First of all, we couldn't live in this world, so our idealized experiments have no humans to operate or watch them. Second, we couldn't walk in this world, because friction is necessary for walking.

If you couple these implications with the stripped-down nature of the objects under consideration in physics problems (purposeless blocks on inclined planes that lead nowhere, spheres and triangles suspended from pulleys for no reason), you quickly find yourself immersed in a human-less (perhaps human-stifling) world.

I think I need to go revise the problems in my own textbook...

The Moral Dimension of the Mind, a la Sire

I've been rereading Sire's Habits of the Mind, and just finished his challenging Chapter 5: The Moral Dimension of the Mind. In it, he lays down the truth that should haunt all Christians:


We only know/believe what we obey. Or, we are responsible for living based on what we know.


Thus, Christian intellectuals bear a great deal of responsibility.

Here is the great dichotomy that I found on this reread:


We fail in our responsibility as Christian intellectuals, and so Christian intellectualism needs the gospel. But living out the gospel (the actions he describes as aspiration--setting our minds on what is good--and mortification--denying our flesh) requires Christian thinking (and therefore Christian intellectualism). Each necessitates the other.


In general, in fact, the only way to respond to the gospel is in obedience, and the only way to obey is to believe the gospel.


But what does all of this have to do with being a Christian physicist? I came up with a few answers...

• I need to connect physics to worship.
• I am a teacher, and not just a physicist. (This thought also led me to consider the differences between the terms "physics teacher," "physicist teacher," and "teacher physicist." I'll tease out those differences in another post some day...) I need to value my students, their learning, and their future.
• Physics is applied to help creation. (I normally say, "help humanity," but with all the thoughts of the oil spill floating around in my head, and my multi-year-long fascination with the Cultural Mandate in Genesis 1, it occurred to me that I needed to expand my understanding of my own sphere of responsibility. Again, probably more about this in a future post...)

Summertime

...and the bloggin is easy. Apparently not, since I haven't posted most of this month! I think I'll post sporadically over the summer. It's been a good year but my brain is tired...

A few personal updates:

• My five year anniversary with Amy Lane is this Friday!
• I started teaching Aviation Physics as a hybrid course last week. I've never taught (or seen) a hybrid introductory physics course. So far it's going well. (Of course, we haven't hit free-body diagrams yet...)
• I'm listening through Beethoven's Symphonies, as conducted by Leonard Bernstein. I'm halfway through #5, and find it sad that the second movement is so often upstaged by the first.
• I'm trying something very different in my Electromagnetic Theory I course in the Fall; more on that later...
• I'm re-reading Sire's Habits of the Mind. As always, when I re-read a book, I find myself wondering why I highlighted some of the things I did, and why I didn't highlight others. Sire & Newman are right: The mind is like a mountain climber...

See you around!

It's Weird Being on This Side

My Quantum Mechanics students are struggling through what is quite possibly one of the most challenging homework assignments of the semester. It's not necessarily the most difficult (we haven't even gotten to linear algebra yet), but it is probably the one that requires the most amount of work and thoughtfulness.

One of the problems is a scaled-down version of an assignment we wrestled with in graduate school to create plots to compare the behavior of a mass on a spring in classical mechanics with its behavior in quantum mechanics. (Plotting the classical and quantum probability densities for successively higher energy levels, for those familiar with the material.) The results are very illuminating, but it takes quite a bit of work to reach the satisfying conclusion... especially since a single mistake along the way can ruin the end product!

I spent some time after class with them in the library computer lab as they worked on the assignment. I saw in their eyes the same level of concentration & consternation that my classmates and I had displayed when completing this assignment... and I have to say, it was weird being on this side of it.

I know what the final results are supposed to look like, and I know what steps they need to take, and I know what they're supposed to learn along the way. (Granted, I will probably make mistakes as I finish my own solutions to the assignment.) And I am setting them on this task that will take a good number of hours.

It makes me think of how Jesus is described in Hebrews as a sympathetic high priest. I was reminded of the importance of that feature of His relationship to His people. I hope I can mimic it well in my relationships with my students and with others.

Additional (possibly irrelevenat) comment: I looked up "weird" in the dictionary to make sure I had spelled it correctly, and learned that it has the same origin as the word "worth." Do we think of "weird" things as having unique "worth?"

Undergraduate Corner: "Who Told You That?"

On this blog, the first and third Tuesday of each month are dedicated to presenting discussion geared toward undergraduate students, in a series called, "Undergraduate Corner."

I think one of the most underutilized verses in the Bible is right at the beginning: "Who told you you were naked?"

I had a similar question arise last week in my Quantum Mechanics class.

One of my students was growing frustrated with his halting success and many intellectual roadblocks to completing the first round of homework problems. "How can I calculate this thing [the expectation value of x]?" he asked. "I've never even seen this kind of formula!"

I spent the better part of this week thinking over how to help him overcome his frustrations. It is, at first glance, an intimidating formula

but there was something odd about his frustration.

Then, I realized what it was: He was expecting to be able to complete this course using only concepts he already knew.

"Who told him that?" I asked myself. "Who told him he needed to know everything before taking a course?"

I realized, then, that this was a cognitive hurdle that many of my students were troubled by, at all levels of physics.

I brought this up with the student during class on Friday, as the students began to work another set of problems. "Somewhere along the way," I said, "someone told you---and many of your classmates---that you had to know everything before coming into a course. I don't know who did, or when or why, but that's what keeps you from succeeding."

His jaw hit the floor. He realized that it was true---and went on to best a rather lengthy Quantum Mechanics problem, involving many formulas more scary than that for <x> quoted above.

Where did these students get this idea? Who told them they did not---and could not ever---have what it takes?

Pascal-esque Experiment, Part II

I think my Pascal-inspired group problem-solving session went well. The students were very quiet at first, seeming to not know who should speak first as they read over the first problem. A couple of groups didn't even stand up to use the whiteboard for the first five minutes.

But after only a short time, the room was filled with discussion, and the boards were filled with writing.

A few interesting observations:

1. As always, I find that students think more clearly and write more neatly when they are standing at a markerboard. I think the blood flows to the brain better because the body is more active. Also, seeing your handwriting on a whiteboard makes it all look so much more "official."
2. As always, I also find that students think more clearly and write more neatly when they are working out a problem with others watching them. You can't simply gloss over an assumption or a math step with other students---especially an assigned Skeptic---watching you.
3. Speaking of the skeptic role, I heard a lot of chatter between Skeptics and Leaders! What I noticed, though, was that the Skeptic always countered the Leader's statement with another piece of information: "Yes, but we also know that..." or "Perhaps, but the textbook says that..." were typical beginnings of their sentences. They were never skeptical for skepticism's sake, but always challenged the Leader's statement with a purpose and a counterbalancing idea.
4. Lastly, one student (assigned the role of Scribe) asked what the Scribe was to contribute to the discussion. I hadn't considered this, but quickly realized that part of the Scribe's role was to ask the Leader and Skeptic to clarify their ideas so that the Scribe could write them on the board. This is a crucial role that we often miss in the classroom.

So, did the session work? I think so, but we'll see when I get their homework scores in...

A Very Pascal-esque Experiment

Pascal said,

One must know when it is right to doubt, to affirm, to submit. Anyone who does otherwise does not understand the force of reason. Some men run counter to these three principles, either affirming that everything can be proved, because they know nothing about proof, or doubting everything, because they do not know when to submit, or always submitting, because they do not know when judgement is called for. (Pensees, 170)

This morning, I'm going to be putting this into action in a new group problem-solving system I'm introducing in my classes, which I read about in Just-in Time Teaching. The students will be randomly sorted into groups of three. Each student is assigned a different role: the Leader, the Scribe, and the Skeptic. Each of these reflects Pascal's actions of affirming, submitting, and doubting, respetively. Each group will receive one or two physics problems and given the majority of the class time to solve.


The Leader is to direct the group's conversation, putting forth ideas and looking things up in the textbook. Only the Scribe is allowed to write anything down. The Skeptic is to ask questions of and poke holes in what the Leader says.


This makes me excited, because it is, quite literally, Pascal in action! I'm excited to see how it works out. Tomorrow, I'll post a synopsis of how it went.

Augustine & Setting up for Success

Augustine made a great statement about the dichotomy between God's sovereignty & man's responsibility, in the form of a prayer:

Command what Thou will, and grant what Thou commandest.

Paul said it another way:

It is God who is at work in you, both to will and to work according to His good pleasure.

In a very small, but very scary way, professors & teachers imitate God in this way. We set up the requirements for a course---never entirely on our own authority, but usually with a lot more freedom than we recognize---and our preparation of our students is a necessary requisite for their success in meeting those requirements.

It makes me appreciate how perfectly God fits together His particular requirements of my life and His preparation of me to meet those requirements. He always sets me up for success, which makes it even more hurtful to me & others when I don't live out that success.

Are we setting up our students (or employees, or children) for success? Are we spelling out our requirements clearly? Are we providing them with the tools & time they need to meet those requirements? If we're not, what does that say (to us and to them) about our view of God? If we were to set them up for success, how might that set us apart from our colleagues, and give our students a glimpse of the gospel?

Undergraduate Corner: Praying for First Impressions

On this blog, the first and third Tuesday of each month are dedicated to presenting discussion geared toward undergraduate students, in a series called, "Undergraduate Corner."


As you've probably guessed from the time of year and the lateness of this blog post, the Spring semester is about to begin! Mine begins tomorrow morning at 9:00 am.

And that means that I and other Christian professors get another chance to make a good first impression for the sake of the gospel. We know that a student's first impressions of a professor and the course largely determine his experience the rest of the semester. I often realize all too late into the term that I failed to show my students an honest representation of myself, and that my public witness has suffered because of it.

It's also a time, of course, for Christian students to make a successful first impression on their professors. It's very easy for a student to stand out at the beginning of the semester, simply by asking a question, visiting office hours the first day, e-mailing a question to the professor, or (as one of my students has already done) getting a head start on the first homework assignment.

So, let's pray for each other this week, as we all begin to learn new faces and names, as we forge new relationships that could serve as conduits for the gospel. Let's pray that we'll bear in mind that we don't want to ultimately be remembered as someone who got all the questions right, or spoke up every class, or wrote a killer term paper, but as people who are in love with a living savior, who respond eagerly to His call.

The Terminology of Talking About Humans

In teaching The Parables of Matthew last Fall, I ran into an interesting question while discussing the two parables found in verses 44-46 of Chapter 13:

The kingdom of heaven is like a treasure hidden in the field, which a man found and hid again; and from joy over it he goes and sells all that he has and buys that field. Again, the kingdom of heaven is like a merchant seeking fine pearls, and upon finding one pearl of great value, he went and sold all that he had and bought it.

The question comes from the two possible interpretations of these parables.

One interpretation (the standard interpretation) is that the searcher in these verses is Jesus' followers and that the treasure/pearl is Himself. This makes sense, given the suffering that the disciples were beginning to encounter (thereby "selling all that they had).

The second interpretation is that the searcher is Jesus and that the treasure/pearl is His people. This interpretation also makes sense, given that the rest of the parables in Matthew 13 feature Jesus as the active party and His people as the passive recipients.

(Of course, there's no reason they can't both be correct, and one astute member of the class---thanks, John!---noted that, given the wording that follows, "The kingdom of heaven is like," in each parable, one could argue that the first interpretation is true of the first parable, and that the second interpretation is true of the second parable!)

I'll admit, that second interpretation is attractive to me. I like reading about Jesus being the hero in a story, and I like envisioning the lengths to which He went/goes for His people.

But that interpretation does lead to an interesting question: What does it mean, in the second parable, for the pearl to be "of great value?"

Proponents of the first interpretation say that, because of our sin and His self-sufficiency, God has no need of us, and therefore doesn't view us as valuable; Jesus, after all, in John 17, clearly indicates that He is going to the cross because the glory of God & His relationship with the Father is so valuable to Him. One of the key points in the gospel, to them, is the emphasis of the centrality of God in the gospel, and the supremacy of grace and mercy. While these are invaluable points, these folks run the risk of devaluing humans (and sometimes appear quite cantankerous).

Proponents of the second interpretation say that of course humans have value to God because they are created in His image; Jesus, after all, in Matthew 6 assures His disciples not to worry because God considers them valuable. One of the key points in the gospel, to them, is to help other see how valuable they are in the scheme of things, and to inspire them to turn to God to live out their created & redemptive purposes. While these are also invaluable points, these folks run the risk of inflating the value of humans (and sometimes appear no different than the world's self-esteem gurus).

I'm not going to claim to answer this dilemma! However, I think it's important to note that these two camps seem to be attaching a different meaning to the word, "value."

When this debate emerged in my class, I asked the debaters to consider what they meant when they used the term, "value." Did they mean worth? significance? importance? worthiness? worthwhile-ness? loveliness? When we realized we were at a terminology impasse, the debate died down, and everyone seemed to have something new to think about.

I think it's important that we pursue a clear understanding of our terminology when we talk about human beings. We are, after all, finite beings somehow created in the image of God and one of the greatest paradoxes (a la Pascal) in the universe. No wonder it's very easy for our statements about ourselves to be misunderstood!

When have you run into this terminology problem? How can seeking a clear definition of your terms help you understand what truths the Bible claims about humanity? How can seeking a clear definition of your terms help you communicate those truths to others?

Engaging your professor

On this blog, the first and third Tuesday of each month are dedicated to presenting discussion geared toward undergraduate students, in a series called, "Undergraduate Corner."


How do you perceive your class meetings? Boring? Seemingly pointless? A requirement that you know you have to fulfill in order to get the grade you need to get the degree you want so that you can have a job you don't hate?

How do you perceive your textbooks? Pedantic? Dry? Verbose? A waste of $100+ that could have bought you real food for two weeks?

How do you perceive your homework assignments? Long? Unclear? A waste of trees and ink (or electricity, if conducted on-line)?

Have you ever considered how they're perceived by your professor? They are points of contact---communication from one human being to another---about the one thing in the world that she finds most interesting. They are the opening lines of what is supposed to be a dialogue between you and her.

Another way of looking at it is that they are the foundation of your class's culture. Whether you feel it or not, you are part of your class's culture. In each class, you are a member of a unique subsystem of human civilization that has never occurred before and will never be repeated again.

And here's the thing about communication and culture: They are always two-way. If your professor is the only participant who engages, the communication/culture project is stunted. It fails to be all that it was meant to be, and therefore your experience as a student fails to be what it was meant to be. If this communication/culture project is to be fulfilled, you have to be an engaged participant.

That's right; you have to (gasp) engage with your professor.

Before I get into what this looks like, let me paint another side of the picture for you: Few students engage their professor. Those that do find themselves in a position of respect in the professor's eyes, because they've come and broken the silence that has otherwise existed between them and the students, and---regardless of how preoccupied they are with their own research---nearly every professor appreciates this.

Now think of what it means for you as a Christian student to be the one student in your class to engage the professor. Imagine what it means for your witness for Christ to earn that respect in his eyes, all because you treated another human being how you would want to be treated. (Which, you just might eventually remind the professor, is something that Jesus taught.) Imagine how the kingdom might advance just because you took the time out to visit an instructor's office hours---oh yeah, and you just might get an insight into what's on the exam.

So, how do you engage a professor? The easiest way is to find out how she wants you to engage her. You can find this out in the syllabus or by simply asking.

1. Does your professor welcome questions in the few minutes before class while she is getting situated?
2. Does your professor welcome questions during class?
3. Does your professor welcome questions at the end of class?
4. When are your professor's office hours?
5. Does your professor mind if you continue to ask questions after the end of office hours?
6. Is your professor welcoming to students dropping by during non-office hours?
7. Is your professor willing to schedule an appointment with you outside of office hours?
8. Would your professor mind if you read the textbook or worked the homework in her office so that you can ask questions as you proceed?
9. What on-campus colloquia or seminars does your professor recommend?

All of these questions (which are all rather easy to ask and keep track of) will help you to understand the communication/culture paradigm that your professor has set up. And, asking them is your first (and easy) step toward engaging him. He'll already regard you with more respect and appreciation than before, and you just might begin to find class meetings, textbook-reading, and homework-completing more fulfilling and worthwhile.

How else have you found it to be beneficial to engage with your professor? If you're a professor or instructor, what tips would you give to students to help them engage better?

Is service part of our "morality?"

I've been in Matthew 25 a few times in the last couple weeks, having taught out of it in an adult education class at my church last week and hearing my pastor refer to it this past Sunday. In it, Jesus describes how the evidence of saving faith in a person is loving service to others as if they were Jesus, Himself. (Not that the loving service earns their way into God's grace, but that they inevitably engage in loving service because they have received God's grace.)

We often summarize this concept by saying that saving faith leads to obedience, or a godly morality.

But when we think of "morality," aren't we usually concerned with negative concepts, such as sexual purity, or not watching "bad movies," or not associating with "bad company" (which, even Paul affirmed, "corrupts good morals")?

Is loving service part of our "morality?"

Do we see feeding the hungry (literally and figuratively) or tending the sick (again, literally and figuratively) or visiting the lonely as "moral" actions?

After all, in Matthew 25, Jesus doesn't say, "Come, you who are blessed by my Father; take your inheritance, the kingdom prepared for you since the creation of the world. For all your friends went to see every Harry Potter movie, and you refused to go."

And isn't this positive morality of service what the world needs to see, far more than our restrictions on ourselves? Isn't this the kind of attitude that makes the difference for a university to be a welcoming place to students (who are very often hungry, sick, and lonely) instead of a standoffish wall of intimidation?

I'm off to Maryland for the American Association of Physics Teachers New Faculty Workshop! See you on Tuesday!

When I have to play the skeptic

I've worn a lot of hats since I joined the faculty at my university: adviser (officially and unofficially), instructor, tech support, committee member (that's at least 4 hats), team coach, author, copy editor, spiritual encourager, substitute instructor, event coordinator... I'll probably think of ten more tomorrow morning.

There's one hat that I've had to wear that I did not expect to. The skeptic hat.

Christian professor aren't supposed to be skeptics, right? We're supposed to defend the underdog faith-based perspectives. We're supposed to encourage wonder and awe at the universe, and point out the flaws of human reasoning. (Okay; so maybe we're supposed to be skeptical about the skeptics, but only to show the limits of skepticism, right?)

But sometimes skepticism is necessary, even for a Christian professor.

An example that often comes to mind is when students in my physics classes try to draw out metaphysical implications of physical laws. This usually happens when we reach Newton's Third Law (N3L), and someone in the class inevitably tries to argue for some version of the concept of karma based on N3L. "For every action you make there's an equal and opposite reaction, so... what goes around comes around, right?"

I tell them that that sounds nice, except that that isn't what N3L says. N3L is a mathematical relationship, and there's no math to karma. (Enter the skeptical argument.) I encourage them that, if they believe in such a concept, N3L is a nice metaphor or picture for the concept. I further encourage them that, if they also believe in a God who oversees this concept, it stands to reason that this God created N3L in such a way as to illustrate this concept. But there's no definitive logical progression that leads one to believe that N3L proves this concept.

So, I play a nice skeptic, but a skeptic nonetheless.

But perhaps I'm more. My desire, after all, is to uphold not only rationality (which the above argument defends) but also the Christian worldview that holds that spiritual matters are illustrated in creation but revealed in God's word.

Pascal said that, ideally, human reason uses rational proof, skepticism, and faith in harmony with each other to reach the truth. When have you had to switch back and forth between these hats?

Thriving or Surviving?

Faculty Commons recently featured a My Ministry Minute by Joseph McRae Mellichamp entitled, "Going With the Flow – Or Following the Call?" He describes how, in hindsight, he had gone through much of his life haphazardly, rather than with intentionality. He says the difference was coming to understand his sense of calling, that he wants it to be said that he "used [his] position, [his] gifts and abilities, and [his] opportunity to impact [his] university and higher education for good and to reach [his] colleagues and students for Jesus."

I couldn't agree more.

I think another way of phrasing the contrast he makes is that it's the difference between thriving and surviving. I cheer every time I watch WALL-E (which is a lot) and hear the captain say, "I'm tired of surviving. I want to LIVE!" (These cheers are usually accompanied by flashbacks of graduate school.)

I hope that, as a professor, I help create opportunities for my students to thrive, and not just present challenges that make them content with survival. I want to help them live intentionally, and not just put more pressure on them to get by with the minimum.

How have you experienced the difference between surviving/going with the flow/getting by and thriving/following the call/progressing? How have you helped others thrive?

(Speaking of surviving, I just realized that I didn't make Tuesday's post an "Undergraduate Corner." Oops! Looks like I owe you one.)

Clearing Up Misconceptions

I think one of the services Christians in the academic world can contribute is to clarify misconceptions about the Christian faith. This opportunity comes about because

1. We're forced to deal with our own misconceptions if we're going to pursue our faith & scholarship faithfully, and
2. We're often given the opportunities to do so in situations we encounter every day.

Take, for example, my introductory physics class last Friday. Fridays in this class are somewhat lighthearted; the students work problems at the board and, time permitting, I answer questions from the week. We got onto the topic of living in a universe with dimensions that we can't see, and I made reference to A. Square in Flatland.

A. Square, I explained, is a square living in a two-dimensional universe who becomes persecuted by Flatland's intellectual/religious authorities for claiming that there is a third dimension that they are incapable of seeing. He knows of this third dimension because he has been visited by a strange being that calls himself a "sphere" that exists in a three-dimensional world.

One of the students commented that A. Square, therefore, is a lot like Jesus.

I said that I understood what the student was trying to say, but expressed my hesitation to agree. I said that a better comparison would be Galileo or Copernicus, and that I didn't think that Jesus was a good comparison, because Jesus did not so much claim to have a revelation as he did claim to be the revelation.

Did the student understand my clarification? I'm not sure. Will it drive him to seek out Jesus as a unique authority on life? I don't know. But I do think it's neat that Christian faculty have opportunities like that.

What are similar opportunities that you've experienced? How has God used them?