My key response: I believe that Michael Green hits the nail on the head (p.5) Ihe Christian mind has almost disappeared". I think that is the challenge facing us.
Response to A and B
i am happy to be reminded of the moral element to education · although how this then applies to the teaching of adults is less clear, and all higher education is to able adults.
He makes a key point on p.2 'We will sometimes get it wrong, sometimes substitute a partial area of knowledge or truth for the whole. So. Like Jesus, we need to carry on asking questions".
The Christian academic's role may be to provide an answer (never the answer); it is always to encourage a spirit of enquiry. How do we in practice link this with Robert's statement later on p.2 In faith, Christians believe there are some true answers, some true understanding"?
Need for more clarity: p. 3 Robert pointing out "the consciousness of all our leaming and education being brought into the relationship between us and our heavenly father"
Action points: Do we need to discuss epistemology?
What can we actually do in response to Robert's point as above? What are the next three steps? One step?
Can we discuss and decide upon a range of core values that we might aim to get adopted in our institutions?
Need for more clatity.. What is really meant by "to counter some of the arguments of secularism " p. 5
Action point.. Do we need to discuss secularism · history, meaning today, responses (cf Craig Gay's book 'Why do we live as if God didn't exist?"
Need for more clarity.. Ihe implicit and explicit views which are propagated through higher education" what are these?
Action point.. Can we provide a forum for teasing these out?
I think that C·A·N has the potential to be a "place of meeting where a specifically Christian viewpoint can be explored, reflected upon and applied' to HE, provided we add the plural to the viewpoints. Despite the other organisations Robert mentions (p.6) none of them actually does this. Nor do I believe that they are about to. LICC's work on the Christian and the workplace may need to precede this more focused HE work though.
Need for more clarity.. To what timescale, and in order of what eventalthinking·taking place?
Action point. How can we in practice progress this?
Response to C
I As a task along the road, this should be a possibility, but cf work at the Judge Institute and the multiplicity of Christian responses to business, to commercialisation of life and to capitalism itself. This is no simple task.
3 Already well addressed
4 Already well addressed
5 Already well addressed
6 Already well addressed
7 Not clearly connected to HE
A clear role for C·A·N is provided on p.8 "One of the roles of an Inst X would be to encourage and facilitate study in areas where less work has been done"
Response to D: This could be an agenda for C·A·N a) C·A·N step I
C) This could be C·A·N step 2?
d) This could be C·A·N step 3?
Keyissue rendering this agenda problematic is referred to on p.I0: "According to Geraint Fielder 'The evangelical claims no inherent superior knowledge over others; what he (sic) claims is that he has found the place to look for truth · God's revelation. If he does not search hard for it there, he, too, gets it wrong"
Action point.. where are the theologians who will wrestle with us on the action points noted previously, which wrestling could bring this agenda to life?
Sections E and F · no particular comment
Sue Halliday, Gloucestershire University