To Change The World, Week Two

Blog read­ers: Chi Alpha @ Stan­ford is engag­ing in our annu­al sum­mer read­ing project. As we read through To Change The World: The Irony, Tragedy, and Pos­si­bil­i­ty of Chris­tian­i­ty in the Late Mod­ern World by James Davi­son Hunter, I’ll post my thoughts here (which will large­ly con­sist of excerpts I found insight­ful). The read­ing sched­ule is online at https://xastanford.org/sum­mer-read­ing

This week’s read­ing was full of insights. Hunter’s basic argu­ment is this: the intu­itive notion that cul­ture is the col­lec­tion of a soci­ety’s pri­vate con­vic­tions is demon­stra­bly false. Exam­ples abound of major­i­ty per­spec­tives fail­ing to exer­cise cul­tur­al sway.
Towards the end of the chap­ter is a a sen­tence which will, I sus­pect, prove to be a help­ful sum­ma­ry of Hunter’s the­sis mov­ing for­ward: “All cul­tur­al pro­duc­tion and all cul­tur­al objects are not, in the end, equal; some are of much greater influ­ence than oth­ers.” (page 29)
Here are three exam­ples, the first of a major­i­ty that has lim­it­ed cul­tur­al influ­ence and the lat­ter two of minori­ties that have changed the cul­ture:
“This means that in Amer­i­ca today, 86 to 88 per­cent of the peo­ple adhere to some faith com­mit­ments. And yet our culture—business cul­ture, law and gov­ern­ment, the aca­d­e­m­ic world, pop­u­lar entertainment—is intense­ly mate­ri­al­is­tic and sec­u­lar. Only occa­sion­al­ly do we hear ref­er­ences to reli­gious tran­scen­dence in these realms, and even these are vague, gener­ic, and void of par­tic­u­lar­i­ty. If cul­ture is the accu­mu­la­tion of val­ues and the choic­es made by indi­vid­u­als on the basis of these val­ues, then how is it that Amer­i­can pub­lic cul­ture today is so pro­found­ly sec­u­lar in its char­ac­ter?” (page 19)
“Con­sid­er, by con­trast the expe­ri­ence of the Jew­ish com­mu­ni­ty in Amer­i­ca. Except for a brief peri­od in the mid­dle of the twen­ti­eth cen­tu­ry, Jews have nev­er com­prised more than 3.5 per­cent of the Amer­i­can pop­u­la­tion. Yet, as David Hollinger has shown, the con­tri­bu­tion of the Jew­ish com­mu­ni­ty to sci­ence, lit­er­a­ture, art, music, let­ters, film, and archi­tec­ture is both bril­liant and unrivaled.5 And these con­tri­bu­tions were made in a con­text often defined by open, aggres­sive, and mali­cious anti-Semi­tism; an anti-Semi­tism man­i­fest­ed in restric­tions and quo­tas against Jews in pri­vate schools, camps, col­leges, resorts, and places of employ­ment, in pub­lic den­i­gra­tion by some of the most respect­ed lead­ers of the time (includ­ing Hen­ry Ford), and in phys­i­cal assault on Jews, espe­cial­ly young Jews.” (page 20)
“A sim­i­lar sto­ry of influ­ence can be told of the gay com­mu­ni­ty. At most 3 per­cent of the Amer­i­can pop­u­la­tion, their influ­ence has become enor­mous; again far dis­pro­por­tion­ate to their size. It is worth point­ing out too that most of the gains in vis­i­bil­i­ty, legit­i­ma­cy, and legal rights by the gay rights move­ment were made dur­ing the twelve con­ser­v­a­tive years of the Rea­gan and Bush pres­i­den­cies. Those advances con­tin­ue large­ly unabat­ed through the present—a time when a major­i­ty in the gen­er­al pop­u­la­tion has remained pri­vate­ly trou­bled by homo­sex­u­al­i­ty.” (page 20)
How can this be the case? It can only be that way if cul­ture is some­thing oth­er than the com­bined views of the indi­vid­u­als who com­prise that cul­ture. He cri­tiques this view, which he calls ide­al­ism, like so:
“…ide­al­ism mis­con­strues agency, imply­ing the capac­i­ty to bring about influ­ence where that capac­i­ty may not exist or where it may only be weak. Ide­al­ism under­plays the impor­tance of his­to­ry and his­tor­i­cal forces and its inter­ac­tion with cul­ture as it is lived and expe­ri­enced. Fur­ther, ide­al­ism ignores the way cul­ture is gen­er­at­ed, coor­di­nat­ed, and orga­nized. Thus, it under­rates how dif­fi­cult it is to pen­e­trate cul­ture and influ­ence its direc­tion.” (page 26)
“In sum, ide­al­ism leads to a naïveté about the nature of cul­ture and its dynam­ics that is, in the end, fatal. Every strat­e­gy and tac­tic for chang­ing the world that is based on this work­ing the­o­ry of cul­ture and cul­tur­al change will fail—not most of these strate­gies, but all.” (page 27, empha­sis mine)
Then he gives a fas­ci­nat­ing cri­tique of a book I like, Cul­ture Mak­ing by Andy Crouch. Crouch argues that cul­ture is embed­ded in stuff rather than in ideas alone. Hunter points out this does­n’t match the facts:
“Over the twen­ti­eth cen­tu­ry, Evan­gel­i­cals have been dis­tin­guished by their mas­sive cul­tur­al out­put in books and book pub­lish­ing, mag­a­zines, radio, music, bible stud­ies, the­ol­o­gy, Chris­t­ian edu­ca­tion at all lev­els, and so on. Giv­en the suc­cess of these ven­tures, it is clear that con­sump­tion has matched pro­duc­tion. With­out doubt, this cre­ativ­i­ty has far out­matched the cul­tur­al out­put of prob­a­bly any oth­er faith tra­di­tion in Amer­i­ca. It is true that Evan­gel­i­cals have not been active in high art or in film, but these facts alone do not account for their dra­mat­ic mar­gin­al­iza­tion in Amer­i­can soci­ety, not least since oth­er much small­er minori­ties have had a much greater influ­ence.” (page 29)
Crouch and Hunter had a fas­ci­nat­ing back-and-forth about it — it’s worth read­ing.
Sol­id stuff.

To Change The World, Week One

Blog read­ers: Chi Alpha @ Stan­ford is engag­ing in our annu­al sum­mer read­ing project. As we read through the book, I’ll post my thoughts here (which will large­ly con­sist of excerpts I found insight­ful).

It’s the first week of our sum­mer read­ing project. Yay! Our book this sum­mer is To Change The World: The Irony, Tragedy, and Pos­si­bil­i­ty of Chris­tian­i­ty in the Late Mod­ern World by James Davi­son Hunter, a Chris­t­ian who is a soci­ol­o­gist at UVA. This is a thought­ful book about Chris­tian­i­ty, pol­i­tics, and cul­ture. The read­ing sched­ule is online at https://xastanford.org/sum­mer-read­ing

SUMMARY OF THIS WEEK’S READING

In chap­ters one and two Hunter is set­ting the stage for his argu­ment. A quick sum­ma­ry: as Chris­tians we want to change the world and we have an intu­itive notion that the best (or only) way to change the world is one life at a time. Hunter will go on to argue that this is a huge mis­take.

Here are some pas­sages that stood out to me:

CHAPTER ONE: CHRISTIAN FAITH AND THE TASK OF WORLD-CHANGING

“In the Chris­t­ian view, then, human beings are, by divine intent and their very nature, world-mak­ers. For Chris­t­ian believ­ers, an oblig­a­tion accom­pa­nies God’s gift of life.… Peo­ple ful­fill their indi­vid­ual and col­lec­tive des­tiny in the art, music, lit­er­a­ture, com­merce, law, and schol­ar­ship they cul­ti­vate, the rela­tion­ships they build, and in the insti­tu­tions they develop—the fam­i­lies, church­es, asso­ci­a­tions, and com­mu­ni­ties they live in and sus­tain— as they reflect the good of God and his designs for flour­ish­ing.” (pages 3–4)

“I con­tend that the dom­i­nant ways of think­ing about cul­ture and cul­tur­al change are flawed, for they are based on both spe­cious social sci­ence and prob­lem­at­ic the­ol­o­gy. In brief, the mod­el on which var­i­ous strate­gies are based not only does not work, but it can­not work.” (page 5)

CHAPTER TWO: CULTURE — THE COMMON VIEW

“To under­stand how to change the world, one must begin with an under­stand­ing of what is to be changed. In short, every­thing hinges on how we under­stand the nature of cul­ture. What is meant by cul­ture, and what it is com­posed of, are of crit­i­cal impor­tance, as we shall see.” (page 6)

“It is this implic­it view of cul­ture that moti­vates cer­tain com­mu­ni­ties of Chris­tians, espe­cial­ly Evan­gel­i­cals, to focus on evan­ge­lism as their pri­ma­ry means of chang­ing the world. Evan­ge­lism is not only a means of sav­ing souls but of trans­form­ing indi­vid­u­als and, in a round­about way, the cul­ture.… As the log­ic goes: if people’s hearts and minds are con­vert­ed, they will have the right val­ues, they will make the right choic­es, and the cul­ture will change in turn.” (pages 9–10)

“At the end of the day, the mes­sage is clear: … if you have the courage and hold to the right val­ues and if you think Chris­tian­ly with an ade­quate Chris­t­ian world­view, you too can change the world. This account is almost whol­ly mis­tak­en.” (pages 16–17)

And on that note, this week’s read­ings come to a close. Eager to see how he cri­tiques this wide­spread view of cul­ture.

Do You Geek Out When There’s A New Episode Of Radiolab? Thoughtful Christian Podcasts

Podcast BearI love pod­casts. I lis­ten to them every day as I bike to and from cam­pus. I lis­ten to them in the gym as I work out. I lis­ten to them when­ev­er I dri­ve some­where and there is no one else in the car.
There are a ton of Chris­t­ian pod­casts out there, but most of them are ser­mon­ic. Noth­ing against ser­mons — I preach a lot of them and lis­ten to even more. I even pod­cast my ser­mons. But there are so many ser­mons pod­cast­ed that it can be hard to find some of the oth­er Chris­t­ian gems that are out there.
So if you’re into pod­casts and are into Jesus, here are a few to con­sid­er adding to your list.
Think­ing In Pub­lic with Al Mohler
http://www.albertmohler.com/cat­e­go­ry/­think­ing-in-pub­lic/
Dr. Mohler is the pres­i­dent of The South­ern Bap­tist The­o­log­i­cal Sem­i­nary. In this pod­cast, he inter­views inter­est­ing peo­ple about the­o­log­i­cal and cul­tur­al issues.
Unbe­liev­able?
This week­ly radio show from the UK fea­tures Chris­tians and non-Chris­tians in dia­log. They usu­al­ly bring in amaz­ing peo­ple and the host is good at help­ing each per­son put their argu­ments for­ward effec­tive­ly. The episodes feel long to me, but I still come back to it over and over again.
The Andy Stan­ley Lead­er­ship Pod­cast
This one is more min­istry relat­ed. High­ly suc­cess­ful pas­tor Andy Stan­ley explains prin­ci­ples of lead­er­ship in a help­ful way. This is one of my favorites.
This is a round­table dis­cus­sion about the­o­log­i­cal top­ics with intel­li­gent and well-informed peo­ple. Some­times it gets a lit­tle con­fus­ing because their voic­es are hard to tell apart, but it is nonethe­less worth­while.
Research On Reli­gion with Antho­ny Gill
Dr. Gill is a pro­fes­sor of polit­i­cal sci­ence at the Uni­ver­si­ty of Wash­ing­ton. This pod­cast is pret­ty aca­d­e­m­ic and can be dry at times, but the best episodes are fas­ci­nat­ing. Two good ones to start with:

What The Bible Teaches About Baptism

African American citizens attend a baptism

I just added an arti­cle about bap­tism to my repos­i­to­ry of essays and Bible stud­ies. It’s a pdf called What The Bible Teach­es About Bap­tism.

Here’s an excerpt:

Why Should I Be Baptized?

“Why should I be bap­tized?” is a rea­son­able ques­tion, but I pre­fer the ques­tion asked by the Ethiopi­an eunuch: “Look, here is water. Why should­n’t I be bap­tized?’” (Acts 8:36). Get­ting bap­tized is some­thing that Chris­tians do – it should be your default deci­sion for the fol­low­ing rea­sons:

1) I Should Be Baptized To Obey Jesus

Jesus com­mand­ed his apos­tles to bap­tize peo­ple as they pro­claimed the gospel (Matthew 28:18–20), and so we see that he expects new believ­ers to be bap­tized as part of the process of becom­ing his dis­ci­ples.

2) I Should Be Baptized To Identify With Jesus

Being bap­tized is a procla­ma­tion of our spir­i­tu­al union with Christ. Colos­sians 2:12 says that Chris­tians are “buried with [Jesus] in bap­tism” and that we are then “raised with him through our faith in the work­ing of God, who raised [Jesus] from the dead.” Anoth­er way to approach this point is to rec­og­nize that Jesus, though with­out sin, was bap­tized and there­by iden­ti­fied with us, and we com­plete the cycle when we are bap­tized and like­wise iden­ti­fy with him.

3) I Should Be Baptized To Proclaim My Devotion To Jesus

In 1 Peter 3:21, bap­tism is described as “the pledge of a clear con­science toward God” (that’s the NIV: some oth­er trans­la­tions phrase it as “an appeal to God for a good con­science”). Whichev­er is the bet­ter ren­der­ing in Eng­lish, it is clear that bap­tism is an act of for­mal­ly giv­ing our­selves to God.

And so if you name Christ as your Lord and have not been bap­tized, then seize this oppor­tu­ni­ty and be bap­tized.

Read the rest of the pdf.

Hymns To Remember

hymns & psalmsI was chat­ting with a new wor­ship leader recent­ly who did­n’t know any hymns, so I decid­ed to make a quick list of some of my favorites (in alpha­bet­i­cal order, not order of favorite­ness). There are mul­ti­ple ver­sions of each hymn on youtube; I picked the par­tic­u­lar videos I linked to some­what at ran­dom.

If you’re a wor­ship leader and don’t know any of these, you should add them to your reper­toire. You’ll be amazed at how use­ful they can be. And if you search for “con­tem­po­rary arrange­ment of [name of hymn]” you’ll find good resources for mak­ing them sound fresh.

You can find chord charts for most of these at Indeli­ble Grace Music’s online hymn book.

For an inter­est­ing list of the most pop­u­lar hymns of all time, check out The Hymns That Keep On Going.

One Of The Most Revolutionary Thoughts I Have Read

Papyrus in Greek regarding tax issues (3rd ca. BC.)It does­n’t hap­pen too often, but every once in a while I become aware of some new piece of data that explodes what I think I know about some area I’m inter­est­ed in. New Tes­ta­ment schol­ar (and fel­low Pen­te­costal) Lar­ry Hur­ta­do just dropped a bomb on me.

In his blog post How Long Were Man­u­scripts Used? he men­tions some­thing that had nev­er occurred to me before. Not even a lit­tle bit.

One mat­ter Hous­ton address­es is how long man­u­scripts appear to have been in use. On the basis of man­u­scripts from Oxyrhynchus and from Her­cu­la­neum in par­tic­u­lar, Hous­ton notes numer­ous exam­ples of man­u­scripts dis­card­ed when they were ca. 2–3 cen­turies old. Over­all, he judges that the evi­dence indi­cates “a use­ful life of between one hun­dred and two hun­dred years for a major­i­ty of the vol­umes, with a sig­nif­i­cant minor­i­ty last­ing two hun­dred years or more” (p. 251). And, as he notes, the evi­dence from Qum­ran leads to a sim­i­lar view.

This is of poten­tial rel­e­vance for ques­tions about the trans­mis­sion of ear­ly Chris­t­ian texts, espe­cial­ly those that became part of the NT. If ear­ly copies were intact for some­thing approach­ing a cen­tu­ry or more, then this could be a fac­tor against notions that these texts were high­ly unsta­ble and sus­cep­ti­ble to major revi­sion in the course of trans­mis­sion. But we might adjust our think­ing to allow for an ear­li­er wear­ing-out of NT man­u­scripts through greater fre­quen­cy of usage. OK. Let’s sup­pose that ear­ly man­u­scripts of NT writ­ings typ­i­cal­ly wore out soon­er: twice as fast (ca. 50–75 years)? That still means that the man­u­scripts from which copies were made remained avail­able for poten­tial check­ing for a fair peri­od of time.

This prob­a­bly means noth­ing to most of you, but this is huge if you’re inter­est­ed in the tex­tu­al reli­a­bil­i­ty of the New Tes­ta­ment. This is sur­pris­ing and strong evi­dence in the “Bible is reli­able” col­umn. Check out his com­ments sec­tion where Dr. Hur­ta­do unpacks this a bit more.

Some­thing Dr. Hur­ta­do does not men­tion is that this makes it plau­si­ble that our ear­li­est papyrus frag­ments (such as P52 or one of the hand­ful of oth­ers from the mid-sec­ond cen­tu­ry) might actu­al­ly be direct copies from the auto­graph or only one gen­er­a­tion removed. It’s impos­si­ble to know, of course. But the mere fact that we can even think it plau­si­ble is mind-bog­gling.

Dr. Hur­ta­do got this data from UNC’s George W. Hous­ton in his arti­cle “Papy­ro­log­i­cal Evi­dence for Book Col­lec­tions and Libraries in the Roman Empire,” in Ancient Lit­era­cies: The Cul­ture of Read­ing in Greece and Rome, ed. William A. John­son and Holt N. Park­er (Oxford/New York: Oxford Uni­ver­si­ty Press, 2009), 233–67.

Commentary Review: Blomberg & Kamell on James

I recent­ly received a review copy of the Zon­der­van Exeget­i­cal Com­men­tary on James by Craig Blomberg and Mari­am Kamell.

I was par­tic­u­lar­ly excit­ed to receive this book for two rea­sons:

So here’s my take on the com­men­tary:

  1. It’s nice and short. This is a plus, not a minus. Too many com­men­taries today run to the thou­sands of pages. This vol­ume is long enough to help­ful­ly explain puz­zling aspects of the text with­out being so mas­sive that the cen­tral mes­sage gets lost.
  2. It pays atten­tion to usabil­i­ty. For exam­ple: the com­men­tary on each verse is pre­ced­ed by a bold­ed Eng­lish trans­la­tion of the verse fol­lowed by the Greek text. Con­trast this with most com­men­taries that seem to assume you’ve got three or four books open on your desk (or win­dows on your mon­i­tor) at once (view the expla­na­tion of James 1:2 to see what I mean).
  3. It keeps you ori­ent­ed. Every sec­tion begins with an out­line of the sur­round­ing text and an extra­or­di­nar­i­ly clear gram­mat­i­cal out­line that makes the author’s argu­ment clear. You can see a sam­ple page at Google Books (click that link — seri­ous­ly).
  4. The com­men­tary ends with a very help­ful sum­ma­ry of the over­all the­ol­o­gy of the book of James — some­thing I wish more com­men­taries did. The dis­ci­pline of Bib­li­cal the­ol­o­gy would be much rich­er if that were the case.
  5. It uses foot­notes. Yay!
  6. I dug into some of the more puz­zling vers­es in James and thought that Blomberg & Kamell explained them with clar­i­ty and wis­dom. Dis­claimer: I have not read this com­men­tary all the way through.

Over­all, I rec­om­mend this com­men­tary if you need to preach or teach on James any­time soon and urge you to look care­ful­ly at the oth­er vol­umes in the series as reviews on them become avail­able (the linked web­site — bestcommentaries.com — is, in my opin­ion, the best place to begin search­ing for a com­men­tary).

Thanks for the free­bie, Zon­der­van! I would have told the truth if your com­men­tary was lack­lus­ter, but I am delight­ed to report that this is a sol­id expo­si­tion of the book of James.

How To Get Better Grades In Physics

Enrico Fermi (1901-1954)Ben Shank is a Ph.D. can­di­date in physics at Stan­ford, where he also serves as a teach­ing assis­tant (TA) for an under­grad physics course. At our recent Thanks­giv­ing par­ty he began rat­tling off advice to one of our stu­dents on how to get bet­ter grades in physics (or almost any tech­ni­cal course). Said stu­dent was amazed and beseeched Ben to make this infor­ma­tion more pub­licly avail­able, and so he typed it up and sent it to our Chi Alpha email list.

With Ben’s per­mis­sion, I also share it below (empha­sis is mine):

  1. From the first day of class, sit in the front of the room toward the cen­ter. At least one study has shown that stu­dents who sit in the front are 2–3 times more like­ly to get an A and 6 times less like­ly to fail than stu­dents sit­ting in the back even when seats are ran­dom­ly assigned on the first day of class. We can debate why this is so all day, but it is so, so take advan­tage of it. (By ‘the front’ i mean the first ten or so rows of Hewlett 200.)
  2. Be sure to get plen­ty of sleep the two nights before the exam. Of all the bad con­di­tions you could be in going into a physics test, being tired is prob­a­bly the worst one that is legal. Stud­ies indi­cate that the sec­ond night before the test is even more impor­tant than the night imme­di­ate­ly before. A clear, think­ing, cre­ative mind is your sin­gle great­est asset for any physics you might encounter. If you have been keep­ing up with the class, get­ting two full nights of sleep is prob­a­bly more impor­tant than any amount of study­ing you might do dur­ing those two days.
  3. That said you will prob­a­bly want to do some study­ing. If you haven’t already, I high­ly rec­om­mend find­ing some­one else in the class to study with. Go over prob­lems togeth­er. Go into the lat­er prob­lems in each chap­ter and pick some that you’re not sure you can both do. Tak­ing an exam well is very sim­i­lar to teach­ing the grad­er how to do the prob­lems, so even if you are teach­ing a friend how to do some­thing you already know, you are prepar­ing for the test. If you both (or all) get stuck on some­thing, con­tact a TA.
  4. Read every prob­lem at the begin­ning of the test. Your mind will con­tin­ue to process prob­lems you are not look­ing at, pro­vid­ed it is awake. (See Tip 2) Stud­ies show that you are best served load­ing all the ques­tions into your brain at the start to give your­self max­i­mum time to con­tem­plate. If you get real­ly stuck on a prob­lem, leave plen­ty of space and move on. Odds are you’ll have bet­ter insight when you come back to it.
  5. DON’T PANIC. Attempt every ques­tion. This sounds real­ly obvi­ous, but we occa­sion­al­ly get blue books that have a few scrib­bles labeled ‘Prob­lem 1’ and noth­ing else. As best we can tell, these stu­dents are look­ing at the first ques­tion, pan­ick­ing and star­ing blankly at the paper for forty-five min­utes or just walk­ing out. This is some­thing worth prac­tic­ing to avoid. If you find your­self in a pan­ic: stop, look away from the paper while slow­ly count­ing to ten. If you are feel­ing calm, you can go back and draw a dia­gram or write down some pos­si­bly rel­e­vant equa­tions. If you start pan­ick­ing again, repeat Steps 1 and 2. If you are not feel­ing calm, turn a cou­ple pages and start the next ques­tion. Things will look bet­ter when you come back to this one. Trust me.
  6. Now for a few tips on get­ting the most [points] out of your graders. Grad­ing a midterm takes 4–5 hours. As much as we try to assess each of you accord­ing to all the knowl­edge of physics you demon­strat­ed, we are going to get tired and even­tu­al­ly parts of our brains are going to go on autopi­lot. If your answers are in clear­ly marked box­es (prefer­ably near the left side of the page) and they are right, there is a reduced chance of any error in your work being marked off. If an answer is wrong, but it’s in a box near the left side of the page imme­di­ate­ly below the work that pro­duced it, then it is very easy for us to find the one lit­tle error and give you most of the points. I know hav­ing all the answers in one box at the bot­tom of the page feels con­cise, but if one of them is wrong we have no idea where on the page to look for the mis­take. On a relat­ed note, it is bet­ter if you work one part of a prob­lem and then work the next one below it. Believe it or not, grad stu­dents can get con­fused if part c is to the right of part b instead of below it. It’s sil­ly, but after a few hours of grad­ing that’s the way we are, so you might as well not let it hurt you. As a gen­er­al rule, each line on the page should only have one equa­tion or state­ment on it. (pic­tures exclud­ed) You may use up more pages that way, but there’s no short­age of blue books.
  7. When­ev­er pos­si­ble, draw a pic­ture. Not only will it help you think, but it also helps us know what you were think­ing. If you are not absolute­ly con­fi­dent in your solu­tion, a minute spent draw­ing a decent pic­ture is prob­a­bly worth it in terms of par­tial cred­it. Too often I’ve sus­pect­ed a stu­dent knew more than their answer indi­cat­ed, but they did­n’t leave a good record of their thought process so I could­n’t grant par­tial cred­it. And that makes me sad. (Orga­niz­ing graph­ics are also great anti­dotes to pan­ic, see Tip 5.)
  8. When you get an answer, check that it makes sense. Neg­a­tive lengths and times are often indi­ca­tors that you’ve made a mis­take, as are e.g. mega­Coulomb charges and kilo­Amp cur­rents. If this hap­pens to you, go look for the error and fix it. If you can’t find it, let us know that you don’t like the answer and why. One of the eas­i­est ways to tell that some­one is lost is if they give you a non-phys­i­cal answer and don’t blink. As a physi­cist, it is much eas­i­er to grade lenient­ly if a stu­dent indi­cates that they under­stand why the result of their cal­cu­la­tion can’t be right. If noth­ing else, the grad­ing rubric often has a point des­ig­nat­ed just for hav­ing a result that could be true. You’ll at least get that.
  9. It is well known that hav­ing good hand­writ­ing improves the atti­tude of those grad­ing your exam. What is less well known is that hav­ing tiny hand­writ­ing can hurt you. Often what is per­fect­ly leg­i­ble to you while you are curled up with your nose 12 inch­es from the paper makes our eyes hurt after the third or fourth hour of grad­ing. Obvi­ous­ly this vast­ly reduces the incen­tive to hunt for that tiny lit­tle math error you made in part a. This is not a small mat­ter. I, for one, tend to get a migraine when I bend over small text for too long. So imag­ine a three hour migraine and then gauge the incen­tive to just mark you off so I can stop look­ing at your paper. Find a test that you have tak­en recent­ly. If you (or bet­ter, a friend) can’t clear­ly read your text at arm’s length, you might con­sid­er con­scious­ly writ­ing larg­er on all tests from now on. Grad­ing fatigue isn’t lim­it­ed to physics TAs.

And that’s what Ben has to say about that. Hope it helps you out as finals draw nigh.

the NIV reloaded

Bible Study 2I sent an email to my stu­dents and it occurred to me that it might be of more gen­er­al inter­est:

Chi Alphans,

You might be inter­est­ed to know that the NIV trans­la­tion of the Bible has been revised. You can’t buy it in stores yet, but it is avail­able online at biblegateway.com

I think you’ll find the trans­la­tor’s notes inter­est­ing. They include a sec­tion on lan­guage and gen­der and also have a list of key pas­sages that have changed in the newest trans­la­tion. http://www.biblegateway.com/niv/Translators-Notes.pdf

And while I’m on the sub­ject of new releas­es of the Bible (which is a weird sen­tence), I should men­tion that there is a new, aca­d­e­m­i­cal­ly legit com­pi­la­tion of the Greek New Tes­ta­ment avail­able at http://sblgnt.com/

Final­ly, remem­ber that every trans­la­tion opti­mizes some things at the expense of oth­ers. There is no “best” trans­la­tion. It’s far more impor­tant you read what­ev­er you have than that you engage in some fruit­less quest for the ide­al. In oth­er words, your exist­ing NIV will do just fine from now until you die.

Glen

P.S. There is no “best trans­la­tion” but there is an option you might not have con­sid­ered — you can learn to read the Bible in its orig­i­nal lan­guages. It’s not for every­one, but just think of it: you can earn Stan­ford cred­its while grow­ing in your under­stand­ing of God’s Word — it’s a twofer!

Get Better Grades By Understanding How Your Brain Works

Studying for last law school examOne of my favorite blogs is the British Psy­cho­log­i­cal Soci­ety’s Research Digest. It sum­ma­rizes cur­rent research in a way inter­est­ing to non-aca­d­e­mics. I eat that kind of stuff up.

Their most recent post is a real win­ner for col­lege stu­dents: 9 Evi­dence-Based Study Tips. You’ll receive a lot of advice in col­lege — but these prin­ci­ples actu­al­ly have exper­i­men­tal sup­port.

  1. Adopt a growth mind­set: believe that your brain is capa­ble of get­ting smarter. You’re not stuck where you are.
  2. Sleep well: inter­nal­ize that all-nighters hurt more than they help.
  3. For­give your­self for pro­cras­ti­nat­ing: as a min­is­ter, I was quite tak­en by this one. It’s a beau­ti­ful illus­tra­tion of a more gen­er­al les­son on grace as the pri­ma­ry cat­a­lyst for growth in life.
  4. Test your­self: don’t just review the mate­r­i­al — turn it into a quiz.
  5. Pace your stud­ies: review the mate­r­i­al once 20% of the time elaps­es between the day you first learned it and the day of the test. Com­bin­ing this with the pre­vi­ous tip will rev­o­lu­tion­ize your study life.
  6. Vivid exam­ples may not always work best. This is more of a tip for teach­ers, so here’s the stu­dent ver­sion: don’t assume that the charis­mat­ic teacher will help you under­stand bet­ter sim­ply because they enter­tain you more. Be sus­pi­cious of vivid illus­tra­tions because they can make it hard­er to learn the abstract prin­ci­ples you must mas­ter.
  7. Take naps: lie down and rest for 10–30 min­utes. It will help more than you think.
  8. Get hand­outs pri­or to the lec­ture: the evi­dence for this one seemed weak to me. Read it and judge for your­self.
  9. Believe in your­self: con­fi­dence mat­ters. Whether you think you can or think you can’t, you’re prob­a­bly right.

Each tip has a brief para­graph explain­ing the prin­ci­ple in more detail includ­ing links to the research upon which it is based. Go read it now!

You’re wel­come.