Saturday, June 23, 2007
Meeting with the University Teachers
Pope Benedict XVI meets an audience of European university teachers at the Vatican June 23, 2007. REUTERS/Dario Pignatelli (VATICAN)
~from the Bolletino
The present cultural shift is often seen as a "challenge" to the culture of the university and Christianity itself, rather than as a "horizon" against which creative solutions can and must be found. As men and women of higher education, you are called to take part in this demanding task, which calls for sustained reflection on a number of foundational issues.
Among these, I would mention in the first place the need for a comprehensive study of the crisis of modernity. European culture in recent centuries has been powerfully conditioned by the notion of modernity. The present crisis, however, has less to do with modernity’s insistence on the centrality of man and his concerns, than with the problems raised by a "humanism" that claims to build a regnum hominis detached from its necessary ontological foundation. A false dichotomy between theism and authentic humanism, taken to the extreme of positing an irreconcilable conflict between divine law and human freedom, has led to a situation in which humanity, for all its economic and technical advances, feels deeply threatened. As my predecessor, Pope John Paul II, stated, we need to ask "whether in the context of all this progress, man, as man, is becoming truly better, that is to say, more mature spiritually, more aware of the dignity of his humanity, more responsible and more open to others" (Redemptor Hominis, 15). The anthropocentrism which characterizes modernity can never be detached from an acknowledgment of the full truth about man, which includes his transcendent vocation.
A second issue involves the broadening of our understanding of rationality. A correct understanding of the challenges posed by contemporary culture, and the formulation of meaningful responses to those challenges, must take a critical approach towards narrow and ultimately irrational attempts to limit the scope of reason. The concept of reason needs instead to be "broadened" in order to be able to explore and embrace those aspects of reality which go beyond the purely empirical. This will allow for a more fruitful, complementary approach to the relationship between faith and reason. The rise of the European universities was fostered by the conviction that faith and reason are meant to cooperate in the search for truth, each respecting the nature and legitimate autonomy of the other, yet working together harmoniously and creatively to serve the fulfilment of the human person in truth and love.
A third issue needing to be investigated concerns the nature of the contribution which Christianity can make to the humanism of the future. The question of man, and thus of modernity, challenges the Church to devise effective ways of proclaiming to contemporary culture the "realism" of her faith in the saving work of Christ. Christianity must not be relegated to the world of myth and emotion, but respected for its claim to shed light on the truth about man, to be able to transform men and women spiritually, and thus to enable them to carry out their vocation in history. In my recent visit to Brazil, I voiced my conviction that "unless we do know God in and with Christ, all of reality becomes an indecipherable enigma" (Address to Bishops of CELAM, 3). Knowledge can never be limited to the purely intellectual realm; it also includes a renewed ability to look at things in a way free of prejudices and preconceptions, and to allow ourselves to be "amazed" by reality, whose truth can be discovered by uniting understanding with love. Only the God who has a human face, revealed in Jesus Christ, can prevent us from truncating reality at the very moment when it demands ever new and more complex levels of understanding. The Church is conscious of her responsibility to offer this contribution to contemporary culture.
In Europe, as elsewhere, society urgently needs the service to wisdom which the university community provides. This service extends also to the practical aspects of directing research and activity to the promotion of human dignity and to the daunting task of building the civilization of love. University professors, in particular, are called to embody the virtue of intellectual charity, recovering their primordial vocation to train future generations not only by imparting knowledge but by the prophetic witness of their own lives. The university, for its part, must never lose sight of its particular calling to be an "universitas" in which the various disciplines, each in its own way, are seen as part of a greater unum. How urgent is the need to rediscover the unity of knowledge and to counter the tendency to fragmentation and lack of communicability that is all too often the case in our schools! The effort to reconcile the drive to specialization with the need to preserve the unity of knowledge can encourage the growth of European unity and help the continent to rediscover its specific cultural "vocation" in today’s world. Only a Europe conscious of its own cultural identity can make a specific contribution to other cultures, while remaining open to the contribution of other peoples.