The Love of Learning and the Lay Desire for God

What lessons does the monastic approach to learning classical texts bear on our contemporary debates in education? Speaking to the College of Bernardins in Paris, Pope Benedict XVI used a beautiful image about the importance of monks singing well together to make an analogy about how we can learn to seek God together in education. Beautiful music is supposed to generate resonance—a feeling that stays with us; perhaps a gentle, uplifting feeling that gently calls our attention towards the sublime. But the opposite of resonance is dissonance, not being able to put together all the pieces of what you are hearing.

I had students in a seminar on education read Pope Benedict’s piece because dissonance in education today is rampant. Students rarely are exposed to classes that teach them how to integrate knowledge from various fields. Students accumulate tons of information, but they have no way to put together all the pieces of what they learn. They are also taught that the only truth is relativism about truth. Rather than education being a journey that forms us integrally as humans, education becomes a chore that (even if we succeed at it) fragments us.

My own studying of medieval monastic approach to learning has not led me to flee to the hills in a segmented community, but to develop an approach to education that has provided my students with precisely the kinds of resonance that learning is supposed to provide—an integration of knowledge that helps integrate one’s own very being in the world.

Pope Benedict described the monastic approach to learning as Quaerere Deum—setting out in search of God both through revelation and through nature. He called this a “truly philosophical attitude: looking beyond the penultimate, and setting out in search of the ultimate and the true.”

To know God is not only to know Scripture; to know God is also to know his action in the world as revealed in the history and world of human beings. God not only created the world, but continues to work in the world. As such, our work in the world can be seen as “a special form of resemblance to God, as a way in which man can and may share in God’s activity as creator of the world.”

Because the monks believed that God was at work in whatever was beautiful, in his book The Love of Learning and the Desire for God, Jean Leclercq describes how monks studied not only Church Fathers and Scripture, but classical texts simply because they were beautiful. Monks believed that, in some real way, everything that is good or beautiful comes from the hand of God, even if the author was not a Christian.

According to Leclercq, monks were optimistic in thinking that “everything true or good or simply beautiful that was said, even by pagans, belongs to the Christians” (116). Quite unlike today’s efforts to deconstruct and debunk classical texts for their flaws, monks made every effort to find a good intention in these works.

Monks studied scripture with great appreciation for God’s word, but they also studied non-Christian works that were beautiful and good simply to develop their appreciation for the beautiful, wherever it was. As Leclercq describes, the monks sought to:

Develop in all a power of enthusiasm and the capacity for admiration . . . Wisdom was sought in the pages of pagan literature and the searcher discovered it because he already possessed it; the texts gave it an added luster. The pagan authors continued to live in their readers, to nurture their desire for wisdom and moral aspirations (118-119).

The Monks appreciated the beauty of classical texts, and not merely because they were Christian or even moral instruction. As Leclercq explains,

At times they drew moral lessons from these authors, but they were not, thanks be to God, reduced to looking to them for that. Their desire was for the joys of the spirit, and they neglected none that these authors had to offer. So if they transcribed classical texts it is simply because they loved them (134).

Leclercq describes this approach to learning as integral humanism, a humanism that integrates classical humanism with the eschatological humanism of Christianity: that Christ became man to save us from our sins. Integral humanism seeks beauty in both the horizontal and the vertical—the world we can see and study and the world we do not see directly, yet perceive through the beauty of the world that is a sign of another type of existence.

Integral humanism is not anthropocentricism. Integral humanism can connect the worldly and the supernatural, awakening desires for truth and deep appreciation for beauty. Integral humanism celebrates nature and man’s creation, but also acknowledges its limits and dependence on the creator, and awakens our desire for the infinite.

Discussions about liberal arts cannot just be about which texts to include in a core curriculum. Christians in particular bring a unique perspective to liberal arts education not just because of the emphasis the Christian intellectual tradition places on philosophy or theology, but, more importantly, because Christians believe that all that is good, beautiful, and true comes from the hand of God.

European culture, according to Pope Benedict XVI in Quaerere Deum, grew out of this monastic approach to knowledge that revered the word of God and all of creation. He wrote that, “what gave Europe’s culture its foundation—the search for God and the readiness to listen to him—remains today the basis of any genuine culture” (emphasis mine).

But Pope Benedict XVI goes on to argue that today, we live in a culture that has made our deepest desire—to know God—a subjective, individualized search, cut off from how we use our reason about the world. Anthropocentric humanism celebrates the human capacity to know the world but separates that capacity from how we know God. Instead of elevating our humanity, anthropocentric humanism fragments knowledge and our very being as humans into disjointed pieces.

Instead of a university in which we know all fields relate to each other and that all truth glorifies God, we have a multiversity, which might succeed in producing some good things but fails to produce resonance in students, that is, a lasting impressing that our knowledge gained is part of our quest for truth.

Most modern universities where I have worked fail to generate a sense of appreciation for any traditions of knowledge and instead promote the deconstruction of past knowledge. The curriculum may be full of laudable skills to be acquired on the way to achieving learning goals in a particular class. Yet, the idea that mastering a subject should be a transformation that awakens our desires for the good and beautiful sounds, at best, sentimental, therefore unrelated to reason, or, at worst, a romantic dream that is the privilege who those who do not need a job when they graduate.

Perhaps I am lucky to have come from a home that instilled such high aspirations in me—not just about credentials and grades, but about the love of learning. For as long as I can remember, I loved learning. My father—who studied math in college and wooed my mother by tutoring her in math—taught me when I was five about mathematical theories as a sign of his love for me.

I can recall how, as a young child not even old enough for school, I used to sit next to my father studying math or geography. I felt like the world continents as well as the world of abstract reasoning about numbers was exciting. My father was teaching me something about my place in this world, instilling in me a deep curiosity about how this all came to be so. I, in turn, always greatly admired my father’s broad intellect and intrinsic love of knowing and teaching me many, many things—both material and abstract. I have long desired that exhilarating feeling that echoes with our deepest aspirations as humans when I master a topic. I rejoice when I can pass on to a student not only mastery of a topic, but the very love of learning itself.

In an educational system so dominated by credentials and skills, we are at risk of never awakening in students their desire for the truth and killing their love of learning. It is precisely through awakening desires to know the truth that our ever-more complex educational system can function like a big orchestra—all coming together to produce beautiful harmony. Instead, many students will go through the multiversity not sure which of the many loudspeakers competing for their attention they should devote their energy to. Students tell me again and again that when they get to college, even if they may be gathering up knowledge and winning accolades, their inner soul is experiencing dissonance.

I agree with the critiques others have made about higher education, but I think the biggest challenge in higher education is not that students are hyper-competitive, stressed out, and emotionally fragile—it is that students are not getting a real education. I do not just mean they are not being exposed to the classics traditionally taught in humanities classes; I mean they are not being taught to love the search for truth that all education must aspire to.

I think it is unlikely that majors in humanities are going to grow in their numbers to even their previous levels. The pull is too strong to major in STEM fields or some other field that will make money to pay off crushing debt and a rising cost of living. But integral humanism in education, or, more generally, a classical liberal arts education, could also mean that students majoring in any field could go on trips to the art museum together; or, go to a monastery for a day, or even longer. These are a couple of the many ways to awaken their full humanity in its search for the truth in every situation.

For example, in the summer seminar I taught for the last two summers entitled “Rediscovering Integral Humanism,” both shared experiences of beauty, alongside long sessions poring over texts, were important part of our time together. We spent several days at Oxford reading authors like John Henry Newman, Jacques Maritain, and George Marsden. In our free time, we went to Evensong at Magdalene College, or went for walks in nature. During our eight days at Ampleforth Abbey, a Benedictine monastery near York, we not only continued our intense pace of study, we also walked to see the sheep and pigs at the monastery, played games together outdoors, ate meals family-style around a big table, and sang the liturgy of the hours with the monks, or just sang with each other spontaneously.

Studying and living together at a monastery for eight days made the monastic approach to education come alive. It is not just that the animals and fields are beautiful, it is that the beauty inspires creativity and deep thinking. Open landscapes helps us open our mind. Stunning sunsets over the lake excite the senses, call our attention both outward and inward at the same time, preparing us to think deeply and slowly in our reading sessions.

As one student remarked in her evaluation,

The setting of the seminar, particularly in Ampleforth, made it very natural to stay in a contemplative mindset. And living and eating together made it feel like we were a family, with all the relational depth and play that goes along with that kind of dynamic. The readings/discussions exposed me to many different viewpoints and disciplinary approaches, while also giving me a much deeper understanding of my own area of study; I was able to view it—and was forced to articulate it—from the perspectives that others brought to the discussion.

This particular student was from a family of eight children, had attended Princeton University on a full financial need scholarship, achieved great accolades in the classroom and service, and had been active in a Christian ministry. But the seminar we shared together was unique because it allowed her to enter into a contemplative mindset, to get to know others' perspectives and personalities, as one does with siblings, and to be challenged by each other’s ideas in the seminar discussions.

But I was perhaps even more struck by her expression of how the seminar resonated with her humanity, leaving an impression that she is known and loved; with a feeling that that our time together was permeated by something bigger than all of us (the love of God) that holds us together. As she wrote:

My most lasting impression from the seminar will be the infusion of God’s love in all of our time together. I felt whole, like I was known and loved. The lingering taste of these deep and beautiful friendships will, I hope, lead me onto communities that will foster my growth in wisdom and self-giving wherever I’m called to next.

Beyond the material we mastered—which was quite a lot—the experience resonated with her deepest longings to search for truth with others, and the delights of the mind were shared alongside experiences of beauty.

The most profound memory I will take back with me from our time together at Ampleforth was walking in silence as a group for about an hour from the monastery to the lake to see the sunset together on the last evening. I noticed how everyone’s walking style was slightly different. Some were slow while others practically ran. Some looked like they were skipping, whereas others swayed side to side.

When we arrived at the lake, we stood in a big group by the lake and made a circle, hugging each other as I offered my final reflection on our twelve days together. I remarked that our distinct walking styles headed in the same direction reminded me that each of us came here on a journey, and our journey was personal, yet we are accompanying each other on our journey. We are in fact, self-interpreting animals who seek the company of other self-interpreting animals. As a Christian, I believe that humans are part of nature, we build many things including culture and, yes we have the image of the divine in us that can be communicated to others in love.

The beauty of that final moment together in nature solidified for all of us our memories of what an amazing experience we had together. I told the students that in times of worry and doubt—times that I know will come as I am a weak human—I will remember our lively seminar discussions, our singing, our walks in nature, our many shared meals, our intensely personal conversations, and find my faith, hope, and love renewed in remembering you.

The seminar was an experience of our total humanity in a world that feels so fragmented. My final words to the group were to go forth in love to a world that feels polarized, divided, angry, and confused. The love of God we felt pouring out during our search for truth together is something we need to communicate to others—not just to our friends who think us like, but also to those who do not understand us, and those who do not want to understand us. A monastic approach to education does not have to mean creating communities apart from the world, but can also mean witnessing by our approach to learning a greater truth—that, despite our often grave differences, we are all on a journey together, united as creatures of one God that we all seek, perhaps by different names that point to one reality.

The monastic approach to education—Quaerere Deum—fits well with our seeker generation whose lives are filled with dissonance in their education and their personal lives. Many of today’s young people—regardless of their faith background or where they are on their faith journey—desire to live a theological aesthetic in their everyday lives, which have been stripped of the sacred.

Seeking God in all things—revelation and nature, seeing God active in faith and in reason—is a bulwark against the dominant language of science that is empiricist—the only thing that is real is material. Such an approach to the world reduces all of created reality to something to be manipulate. Quaerere Deum is a bulwark against educational practice that lead to endless deconstruction of truth—there is goodness and beauty in the world, there is truth we can discover and share with others. The critical approach cannot lead us anywhere without the appreciation of the beautiful and the good.

But a response to our crisis in education through learning once again to seek God in all things is not a formula, nor a curriculum, but a journey, one that takes its time, that goes deep, and in so doing, slowly transforms the world around it, even a world that may seem hostile to it. Like a great piece of music, Quaerere Deum, an approach to education that is both deeply satisfying yet also leaves us longing for more: the infinite.

This article was originally published at Church Life Journal.

Engineering, Beauty, and a Longing for the Infinite

In July 2019, I embarked upon a six-day excursion across Italy with 14 undergraduate students and three professors from Princeton University. The trip was part of a six-week summer course titled “Two Millennia of Structural Architecture in Italy.” Given the title, it should come as no surprise that the instructors were professors, not of architecture or history but of civil engineering.

But the course, sponsored by Princeton’s Institute for International and Regional Studies Global Seminar Program, was about much more than understanding how buildings were, and are, constructed. Too often, STEM students are understimulated in wonder, beauty, awe—the kind of childlike curiosity and enthusiasm for discovery that can incite great innovations in science and engineering. Studying beauty in the university has too long been relegated to departments of art or music or literature—but Sigrid Adriaenssens, Maria Garlock and Branko Glisic recognized the need to educate engineering students, too, about history, culture, people and art.

What was I—someone whose work lies at the intersection of sociology, theology and philosophy—doing on this trip? Our modern world is driven by a view of the person that sees us as essentially driven to dominate others, acquire endless personal gain or develop powerful technological skills. The aesthetic dimension of the human person—our desire for beauty—often seems to get left out of not only business and engineering but also much of the social sciences. Our disciplines present an implicit model of the human person as essentially a social product, a profit-maximizer or a great big machine.

But is that all we are?

Humans are born with a desire for beauty, but that desire, like any desire, needs to be nurtured—cultivated like a garden. Any good education must include an education in beauty; likewise, any field of knowledge that is stripped of the beauty of its object, whether that be a machine, a book or a person’s life, will be stripped of its mystery. As made clear in the experiences of famous scientists captured in the book by Marco Bersanelli and Mario Gargantini, From Galileo to Gell-Mann: The Wonder that Inspired the Greatest Scientists of All Time: In Their Own Words, studying the natural world sparks awe and wonder.

My training in the social sciences implicitly borrows methods of positivism or empiricism that do not just correspond to the human person in an integral fashion. Social sciences collect empirical data, but they also need and philosophy, theology and a language of beauty, wonder, awe and love. We are creatures who do things, but we are also creatures who contemplate things. We can’t live a flourishing life simply by satisfying our basic needs (even the need for surviving a motorcycle crash). Engineers and other specialists need to work together to build the products that serve our human nature, including our desire for awe and wonder.

One of the reasons universities structure learning across disciplines is that different ways of looking at the world train our minds in different ways: reading a text; proving a theorem in math; closely observing an object in its surrounding; pondering the meaning expressed by a piece of art; and building a bridge all require different types of cognitive skills, which need to be honed, tested and pruned.

And that was why we were in Italy. During the excursion, students learned about Italian architects including designers and icons of design: Brunelleschi, Canova, Ducati, Dainese, Nervi, Michelangelo, Palladio and Pisano. For six days, the students, professors, guides and I were immersed in the beauty of educating ourselves on the genius, risk-taking, and leaps of faith that create amazingly useful products—including motorcycles that dazzle us with their speed; airbags that protect us if we fall; churches that have inspired centuries of worshippers; and tobacco factories that were once abandoned but which are being repurposed for the technology of a new age.

During the many stops in our whirlwind tour of Bologna, Vicenza, Venice and Florence, we studied varied objects with the aid of experts. In Vicenza, for example, the art historian Guido Beltramini, an expert on the architect Andrea Palladio, took us to villas, bridges and a theater Palladio designed. We walked along the shop floor of the Ducati motorcycle factory, then met with Andrea Ferraresi, Ducati’s Design Director. The businessman Federico Minoli, who has been the CEO of Ducati, spent several days with the students, explaining what it takes to bring a great invention to the market.

We also visited the Dainese Archive, and met Lino Dainese, founder of the company and inventor of beautiful, comfortable and very safe motorcycle jackets, boots and even an exploding jacket airbag. Dainese, whose patented inventions have saved hundreds if not thousands of lives, insisted to the students that he’s not an engineer or a designer, which are fields he has not formally studied. But he is a lover of beauty and a lover of people. His passion is to save the lives of those so fascinated by the mystery of the infinite they would ride a motorcycle at 350 kilometers an hour, or up a treacherous mountain peak.

He made it clear that technological scientific discoveries are often made by people whose hearts long for the infinite. And along with the others we met, he showed us that the buildings, objects of art and machines we use every day came about through a creative genius that integrates beauty and function. But learning the biography of great inventors further showed the class that no creative genius exists in a vacuum. Even they make mistakes and need help from others.

Trips such as this provide a much-needed opportunity to bring together all the ways our minds work and to learn from each other’s observations. Watching professors “geek out” about all the complex mathematics that went into building the structures we visited was a person-to-person way of communicating the joy of scientific innovation.

As Branko Glisic kept pointing out, something can’t be beautiful if it doesn’t work. A bridge that looks nice and collapses never was beautiful in the first place. Students found beauty not only in perfection, but in an abandoned tobacco factory built by Pier Luigi Nervi in Bologna now being repurposed as a meteorological center. Seeing the millennia of structures being made out of earlier structures from classical, Renaissance and, now, modern architecture inspired wonder in us at human ingenuity that can preserve traditions of beauty while also adapting existing structures to new purposes.

Without educating all forms of knowledge toward mutual coherence, without standing in a tradition of thinking and being, our varied emotions, thoughts, expressions and even the things we create in a laboratory don’t add up to anything more than noise. Fleeting sensory pleasures or tools that badly fit the needs of humans don’t lead to human flourishing.

Connecting STEM and the liberal arts is crucial for the simple reason that, as one student wrote, “whether created as monuments to God, places to live and entertain, or ways to travel, structures are inevitably built for humans to enjoy.”

A liberal arts education is supposed to make us free. Modern education can’t just be focused on productivity but must engage with the core questions of truth, beauty and the good across all fields. Universities exist to help the young understand the past, preserve what’s good from it, discover new forms of knowledge and know how to apply that knowledge for the human good. Integrating the study of engineering and beauty will not only help students be more creative and take risks; it will help them resist the reduction of the human person to merely an object buffered from the transcendent.

Education in all fields of knowledge—including science and engineering—should be understood as part of educating the universal human longing for the infinite.

This article was originally published at the Scientific American.

Already and Not Yet

On Palm Sunday 2021, I sank into a pew at St. Mary of the Assumption Catholic Church in Ft. Worth, Texas, my heart heavy with grief. The day before, I had had breakfast with a former student, James. He revealed that his father—a successful businessman, evangelical Christian, and well-known philanthropist—had committed suicide in July 2020. 

The news of yet another suicide left me feeling despondent. On Palm Sunday, I did not feel God's love. Instead, I was asking God how he could let so many tragedies happen. My thoughts and emotions left me unable to pray. As I struggled to listen attentively to the long Palm Sunday readings of the passion of Jesus, I began to picture the agony in the garden, where Jesus called out to his father to take this suffering from him, if he willed it.

Spurred by Jesus’s anguished petitions, I cried out in my heart, “Why Lord, do you let these things happen? How much more suffering must this world endure? When, Lord, are you coming again?”

And in my heart I heard, “I’m already right here with you.”

I stared at the crucifix—the ultimate sign of love—hanging behind the altar. Then I looked one by one at the stations of the cross. Word and image united to move my heart to remember that Jesus is with us in our pain. He suffered so we can be redeemed.

But somehow that didn’t feel satisfying. I thought, “That’s not good enough!”

Then I heard, “You need to be my hands and my feet to the suffering.”

My heart of stone melted. I realized that I can’t walk into Mass demanding that God fix my problems the way I see fit. I walk into Mass to receive his love, so that I can respond with faith to whatever problems may come my way. Liturgy isn’t a magical rite that gives us godlike power to manipulate the world with a foolproof plan of action. Liturgy is an act of worship that reminds us we are creatures who depend on a loving God. Liturgy speaks to our broken hearts, to our grief, anger, and confusion, and brings us into dialogue with Jesus.

Recently, while teaching Pope Emeritus Benedict XVI’s book The Spirit of the Liturgy, I was reminded that because of the incarnation, crucifixion, and resurrection, the chasm between heaven and earth has been broken open. The liturgy is a kind of work through which God makes his dwelling in the world. The liturgy is one powerful way to see our earthly dramas and tragedies as part of a larger narrative, one that reminds us God has made a covenant of love with us. Participation in the liturgy can help us heal our wounds.

As Benedict XVI writes, “creation exists to be a place for the covenant that God wants to make with man . . . creation, history and worship are in a relationship of reciprocity.” We live in an earthly reality, but we are also journeying toward our final fulfillment, which has already been inaugurated by the coming of Christ. The liturgy fulfills our desires to experience God here and now, while also preparing us for greater communion with God to come. Worship anticipates the completion of creation.

The liturgy is therefore not an escape from reality, but an anticipation of what we were created to become—and therefore a participation in a deeper reality. Liturgy becomes a symbol of all of life, a life we live, as Benedict said, “already and not yet.”

The liturgy, Benedict XVI writes, represents the drama of God's departure and his return, what he calls “a kind of turning around of exitus and reditus.” Through the liturgy I participated in on Palm Sunday, I was reminded that being near suffering is an invitation to journey in this circle of exitus and reditus. Liturgy is an embodied and mysterious reminder of the covenant of love to which God calls us. When the news cycle and our personal lives are pulling us toward acts of despair, the liturgy can renew our hope in God’s promises. Liturgy can strengthen our love so we can be the hands and feet to wounded friends and neighbors in this wounded nation.

We who are dedicated to a robust civil society must ask ourselves: What response do we have for the many thousands of those who struggling with mental illness and fear during COVID? How we can respond to the tragedy of suicide with hope for those who feel hopeless?

One response: As we continue to address COVID risks and begin to reopen our schools and public institutions, we must do all we can to bring the faithful back to liturgy in person, where anguished hearts can renew their covenant with a God whose promises are already, and also not yet, coming true.

Margarita Mooney Clayton is associate professor at Princeton Theological Seminary and founder and executive director of Scala Foundation. This article was originally published at First Things,

Why Choose Mystery Over Ideology?

When I took a wrong turn while driving with students in Rhode Island in the summer of 2019, we found ourselves driving over a bridge clouded in fog, seemingly going into nowhere. When we came out of the fog, I tried to make a U-turn and ended up going around several jughandles before getting back on the same foggy bridge going the other direction.

Back in our classroom at Portsmouth Abbey and School in Rhode Island, students drew an image of a car going over a bridge into the fog to represent Luigi Giussani’s educational philosophy as described in his book The Risk of Education. Giussani paints a picture of education as an adventure in which we start off our journey feeling as if our inner light is clouded in fog, but we have faith that we can reach certainty about our questions. Reaching certainty then leads us to ask other questions, and we go into the fog again, with confidence that our journey is not in vain.

For the past five summers, I’ve gathered with students through a Scala Foundation program to ponder contemporary challenges in education. For many students, schooling has become so-called strategic learning—studying for a certain grade on a test. Other students gravitate toward activism—learning for the sake of changing the world.

Giussani’s writings on education become memorable precisely because they evoke reactions whereby students experience precisely what they’ve been missing in education—curiosity and questioning. Just like the sense of adventurous joy we felt as we crossed the foggy bridge in Rhode Island, Giussani sparks my students’ imagination. Reading Giussani together, it’s like we have set off into the fog, riding together, getting excited about what we learned, and then turning around, ready for more.

Giussani’s emphasis on mystery is one idea that seems “relevant” to students. What “problem” does the notion of mystery solve for them? Giussani unpacks for students just why a so-called problem-solving approach to education, where all knowledge must have relevance to change this world, has unintended consequences. What students are missing in education today are awe, curiosity, and contemplation. The beginning of education is not changing the world, but being attentive to all of reality, including its symbolic dimension.

Why has our modern system of education become obsessed with problem-solving to the detriment of a contemplative view of education? Could it be possible that we are so obsessed with transforming the world that we’ve lost the joyous adventure of forming the inner dynamism of young people to lovelearning?

Central to Giussani’s vision of education is his view that reality—both human nature and the things we create with knowledge—has a symbolic dimension. As Giussani writes, human reason is not only about discovering causal laws, but our reason looks at reality as a sign: “Our nature senses that what it experiences, what it has at hand, refers to something else. We have called this the ‘vanishing point.’ It is the vanishing point that exists in every human experience; that is, a point that does not close, but rather refers beyond.”

For Giussani, humans are beings who live in a particular time and history. Yet we also have a cosmic origin and final end of communion with God. That’s why Giussani emphasizes that education has to form young people in reason and faith, science and mystery, action and contemplation.

Students come to my seminars to ponder questions like: How does a liberal arts education form us as integral persons—mind, body, and soul? What is poetic knowledge, and how is it related to scientific and conceptual knowledge?

Jacques Maritain’s work Creative Intuition in Art and Poetry, delivered as a series of lectures in the spring of 1952, is both history of art and philosophy of humanity. Maritain’s Creative Intuition is an exploration into the spiritual preconscious from which stems poetic knowledge that helps unite beauty, truth, and goodness. As with his other, perhaps better-known works, Maritain’s exploration of art and poetry points to a similar conclusion: there is a part of the human person that is an irreducible mystery where the encounter with God happens, but that inner element of us is profoundly shaped by the practical intellect through which works of art and poetry are created.

One of Maritain’s main claims is essentially one about intellectual history and culture: poetic knowledge has been forgotten. For many, only the scientific method is ever objective, whereas literature, poetry, art, and other forms of beauty can be nothing but subjective.

Maritain aims to restore the relationship between reason and beauty, stating, “Reason does not only consist of its conscious logical tools and manifestations, nor does the will consist only of its deliberate conscious determinations. Far beneath the sunlit surface thronged with explicit concepts and judgments, words and expressed resolutions or movements of the will, are the sources of knowledge and creativity, of love and supra-sensuous desires, hidden in the primordial translucid night of the intimate vitality of the soul.”

As part of our rational nature, therefore, art and poetry are capacities to be honed, refined, reflected on, growing gradually toward perfection. Because art and poetry bring new objects into the world, Maritain argues they form part of the practical rather than the speculative intellect: knowing for the sake of action, of bringing something into existence. Participating in art and poetry forms our identity and subjectivity into beings who have stable inner qualities that enable us to use our many human capacities for the good.

In his book Education at the Crossroads, Maritain directly engages with perhaps the most influential philosopher in American education: John Dewey. For Dewey, the scientific experiment is the only road to objective truth. In A Common Faith, Dewey wrote, “There is but one sure road of access to truth—the road of patient, cooperative inquiry operating by means of observation, experiment, record and controlled reflection.” Dewey called his approach to knowledge nothing less than a “a revolution in the seat of intellectual authority.”

Religious creeds, which used to be thought of as indicating objective knowledge, must be separated for Dewey from religious experience. Religious values are important to democracy, but “their identification with the creeds and cults of religions must be dissolved.”

Observing European politics in the first half of twentieth century, the Italian philosopher Augusto Del Noce feared that reducing values to subjectivity and enshrining only science as true quickly leads to scientism, a reduction of all truth to the scientifically verifiable. The most powerful in society are those who claim the mantle of scientific truth. As he wrote, once rendered subjective, every argument about values becomes seen as “merely ideology” and “an instrument of power.” Without shared objective values, a greater separation between elites and the masses emerges. Our social fabric tears.

Maritain warned that the downstream impact of Dewey’s philosophy, which negates contemplative truth, is a culture that will end in a “a stony positivist or technocratic denial of the objective value of any spiritual need.”

Are we surprised that today so many students today lack meaning, purpose, and hope?

One poorly understood aspect of this crisis of meaning is the neglect of the relationship between beauty, truth, and virtuous living. At my seminars, students are eager to talk about how to recover poetic knowledge alongside scientific knowledge (scientific method) and conceptual knowledge (abstractions, like laws, procedures, rules).

Experiences of beauty awaken our desire to know the splendour of the truth and prepare us to enter into virtuous relationships characterized by self-gift.

Understanding poetic knowledge as a virtue of the intellect helps explain why education must expose students to beauty. Beauty is poorly understood in much of education and culture as just one more form of self-expression rather than a form of self-transcendence. The classical understanding of beauty was that experiences of beauty awaken our desire to know the splendour of the truth and prepare us to enter into virtuous relationships characterized by self-gift.

Yet many educational institutions have forgotten beauty. Our technological society provides endless sources of entertainment that are like junk food: images and soundbites momentarily satisfy a craving to experience something, but then leave people with a deeper need for true nourishment for the soul.

The result of the neglect of objective beauty in education and culture is that much of our schooling stops at teaching us how to manipulate the world. Most educators, administrators, and policy-makers have lost sight of the power of beauty to draw students into contemplation of beauty and truth in ways that give them meaning, purpose, and hope.

In my recent book, The Love of Learning: Seven Dialogues on the Liberal Arts, I ponder the crisis in modern education with seven scholars, all of whom practice a life-giving form of liberal arts education.

In one dialogue, George Harne, a professor of music, former president of Magdalene College, and now dean of the University of St. Thomas–Houston, explains, “There is an irreducible dimension to poetry, as there is to life. We want students to recognize through liberal learning that sometimes you cannot cross all the ‘t’s and dot all the ‘i’s. There are parts of life that are irreducible in their complexity; the process of understanding life is always unfinished. Poetry can prepare us to encounter the mysterious in life, and it can inoculate us against certain ideologies that claim to explain and control everything.”

Without experiences of beauty to draw us into contemplation, education risks becoming purely cognitive and functional and culture becomes desiccated.

In another chapter of my book, the mathematical physicist Carlo Lancellotti says, “We live in a crisis of abstraction. We think that once we have analyzed things, that’s all there is, that the idea is exhausted by our analysis. Everything gets filtered through some kind of pre-prepared abstract screen. Experience is replaced by our abstract explanations of experience. What is really missing for so many today is the perception of beauty, and beauty as an opening to the mystery of God.”

Humans are made for something more than utility, problem-solving, and relevance. Beauty is the door that opens onto that greater reality. Without experiences of beauty to draw us into contemplation, education risks becoming purely cognitive and functional and culture becomes desiccated. What we learn is rendered as a set of techniques for manipulating the natural world (natural sciences) and our fellow human beings (ideologically tainted social sciences and humanities). We lack shared stories that unite us.

Beauty is the spark of liberal arts education and scientific creativity. Beauty draws us out of ourselves, arrests our attention, and leads us to contemplate our world, the people around us, and ultimately God. Beauty is the glimmer, the gleam of being. Beauty awakens our hearts to the splendour of being alive and the desire to know reality in its fullness and complexity.

The void left by the denigration of beauty and a classical liberal arts education is directing more and more people to “woke” social justice activism or alt-right movements because those movements offer them meaning, purpose, and hope, as well as community and a sense of belonging. Others burn out psychologically or resort to social isolation because trust and intimacy are hard to experience. Yet others resort to drugs, pornography, or another temporary pleasure to fill the void. Still others pursue ambitious and demanding careers without reflecting on how they should live or why they exist to begin with. The result is skyrocketing rates of anxiety, depression, and suicide. Educational institutions have not succeeded in addressing these problems, leading many people to seek alternatives to feed their minds and souls.

The students I teach are dying to return to learning as a mysterious adventure. Social justice activism, for instance, offers this adventure, but if our social and political commitments end up reducing our contemplative side to purely subjective experiences, then we have—perhaps unwittingly—adopted an underlying view of the person and of reality that has eradicated mystery.

If all knowledge is a tool to change the world, then man, not God, is at the centre of reality. Anything at all is possible, but nothing is true. For today’s generation, as for the students Giussani taught, the idea that our scientific knowledge can create any reality we want with no limitation rings hollow. Ideologies abound because soundbites promise simple explanations. But ideology never produces a well-rounded human person—without which, Guissani warned, social or political good cannot come about.

Beauty is the glimmer, the gleam of being.

As Giussani wrote, “If we consider our nature to be the image of the mystery that made us, to be participation in this mystery, and if we understand that this mystery is mercy and compassion, then we will try to practice mercy, compassion, and fraternity as our very nature whatever the effort involved.”

Integral human formation must recover education in beauty as the seed to sow the fertile ground to cultivate the fruits of intellectual virtue, restore the love of learning, and bring joy and trust into friendships, all the while retaining the personal discipline required to master and prudentially use knowledge.

My students often ask, What can unite us socially and politically? I respond that in order to reunite as a society, we have to reunite beauty, truth, and goodness. We have to choose mystery over ideology.

Article originally published by Comment Magazine.

Death Is a Veil — and Love Is Eternal

About halfway through a two-and-a-half-hour liturgy at St. Vartan’s Armenian Orthodox Cathedral on April 25, 2021, a giant curtain closed between the congregation and the altar. Staring at the cross embroidered on the curtain, my heart cried out, “Death is a veil!”

In those same pews a few years earlier, I had sat with John Aroutiounian, a student I worked with while I was on faculty at Yale. John wanted to introduce me to his Armenian Orthodox heritage through the liturgy. Just a few years later, on May 3, 2019, days after he turned 26, my heart was torn apart when John died of cancer. Around 11 months later, on March 31, 2020, I collapsed in tears when I heard John’s father Aris died of COVID-19.

Because of COVID, John’s family had to cancel plans to remember John on the first anniversary of his death. There was no public funeral for Aris in 2020. Thankfully, on April 26, around 10 family members and I visited the graves of John and Aris to pray for them. Bishop Daniel Findikyan, Primate of the Eastern Diocese of the Armenian Orthodox Church in America, led us in prayer. We burned incense, laid flowers on the grave, hugged each other and cried. Then, back at the home of Rouzan Karabakhtsian, Aris’s wife and John’s mother, we shared a banquet of Armenian food as we shared stories of John and Aris.

The following day, people of various faith traditions, and some people who claim no particular faith tradition, gathered at St. Vartan’s to remember John and Aris. At the Sunday morning liturgy, I was sitting in between Rouzan and Maria, Aris’s sister and John’s aunt. I did not understand a single word in the liturgy except “Christos.” But because of my own Catholic heritage, and because I recently taught Pope Emeritus Benedict XVI’s book The Spirit of the Liturgy, I knew that each and every aspect of the liturgy aims to make present the mysteries of incarnation, death and resurrection of Jesus.

The closing of the curtain sparked in my heart the memory of the suffering and death of Christ on Good Friday. Although death is painful, the liturgy continues, reminding us that our mortality is not the end of the story. Death is a veil because it is a window to a deeper reality, one where, because of the resurrection, our love for others can be eternal. The desire for our human love to be eternal is a sign, a reflection, of the one eternal love, the whole that can unite us, in God, to our departed loved ones.

St. Paul wrote, “Neither death, nor life … nor any other creature will be able to separate us from the love of God in Christ Jesus our Lord” (Romans 8:38-39). Sacred liturgy and sacred art give us a glimpse of the eternal reality that is already present, yet incomplete, in this life.

As the curtain receded at St. Vartan’s and the liturgy continued, I gazed up at the image of the Theotokos, the Mother of God, with the Christ Child on her lap. My grief over John and Aris deepened my desire for that eternal love reaching out to me from that icon.

“Death is a veil,” I thought. “Love is eternal.”

Contemplatively reading St. Bonaventure’s classic Mind’s Journey to God as I visited John several times close to this death in 2019 helped me to recognize more clearly that his bodily death was not the end. As St. Bonaventure wrote in 1259, “This actual retention on the part of memory of the things of time, past, present and future, reveals in it a reflection of eternity, which is a continuous present that transcends the passage of time.”

When death separates us from loved ones, our longing for reuniting with them is an internal light that pierces the veil of death. Grief becomes a desire to sharpen our memory. Liturgy — with its words, images, gestures, vestments and incense — engages our senses and shapes our memory, turning our mind to contemplate God and his works.

“Through the operations of memory, then,” Bonaventure wrote, “we are led to see that the human mind is an image of God, an image so present to Him and to which he is so intimate that it actually touches him, is potentially capable of holding him, and in turn may become a partaker in him.”

For all of us who have lost loved ones, the present feels incomplete without them. Family and friends of John and Aris gathered to remember them through the liturgy, precisely because our communion with God is what enables us to grasp that their life is not over. In God and through what is called the communion of saints, it is possible for John and Aris to be with us. Later that same day, we also celebrated a Catholic Mass at St. Patrick’s Cathedral in Manhattan, where John’s funeral service had been held. The absence of John and Aris — or rather their mysterious, continual presence in our personal memories and in the liturgies of the East and the West — united the hearts of those in the pews who did not know each other before the deaths of John and his father.

Over a festive meal at a restaurant, as several of us shared our favorite memories of John and his father, it felt like we were completing a puzzle, one that will never quite be complete. The more we each share of our memories of John and Aris, the more beautiful every single piece of that puzzle becomes.

With around two years to reflect on my final conversations with John, I have realized that John was so beloved because he knew how to both plan a grand evening of fun and how to be with people as they suffered. As he neared his death, he suffered physically, psychologically and even spiritually. But he never gave up his faith and hope in God.

By connecting me to others who also loved John and Aris, my grief for them paradoxically makes me feel more complete. Our shared sense of missing John and Aris has allowed us to connect deeply over that shared love, expanding my circle of love to people whom I have only met two or three times. After so much suffering and isolation, that human bond formed through tears, stories, hugging, and also singing, eating, and laughing together, felt so authentic. In allowing my deep grief to rise to the surface, I felt my painful memories were healed.

As I drove home, I gazed out at the New York City skyline, savoring memories of walking through Manhattan with John. The blue sky was clear; my heart longed to capture the sun’s radiance. When I got home to Princeton around 8:30 pm, I went to Marquand Park near my house to pray the Rosary. 

In the quiet stillness of a spring dusk in a park where I have walked hundreds of times, I felt a presence, as is someone were walking with me under the moonlight. I stared at the full moon and felt as if John was shouting, “Margarita, I’m here! I’m right here!”

Smiling, breathing slowly, I stared intently at the trees. Suddenly the beauty of their trunks, branches and leaves exhilarated me. Staring up at the moon, sometimes partially obscured by branches, nature was speaking to me, telling me that I need to trust that God’s light is guiding me even if his presence is sometimes veiled. “Even though I walk through the valley of the shadow of death, I will fear no evil, for you are with me” (Psalm 23:4).

Back at home, a feeling of lightness and ease came over me. I laid down in bed, clutching a shiny pink rosary my niece Camille brought me from Rome. My mind was not analyzing, predicting, or controlling things, but contemplating. I savored the whole weekend — grieving, rejoicing, remembering, loving, looking, listening, hugging and crying. Our celebrations brought me to a place of mental rest that is an anticipation of the fullness of time to come, a fullness that we can perceive in our hearts already. The awareness of my inability to stay in that place of comfort right now is also an anticipation of the fullness of reality to come.

Just as there is no liturgy without remembering the death of Jesus on the cross, perhaps there is no true joy without some suffering. When I sobbed at John’s hospital bedside saying goodbye to him, I never dreamed that my grief would deepen my ability to rejoice in ordinary things: a tree, the moonlight, or the clear sky. I love the liturgy more than ever because it engages all of my senses, lifts my mind to God, and brings John close to me.

Suffering and death remain a mystery to me. We do not know what may happen next in this life, but that uncertainty need not be met with fear. Knowing that life is unpredictable, and knowing that death is a veil, has taught me to express more naturally the deepest longing we all have: to give and receive love.

Our desire for love is fulfilled partially in relationships and community. But humans are mortal. Only communion with God can vanquish our fear and fulfill our desire for love. As Bonaventure wrote, “happiness, however, is possible only by the possession of the highest and ultimate end. It follows that nothing that is really desired by man except it be the Supreme Good, either as an installment of it as leading to it or else as bearing some resemblance to it.”

Death is a veil, a sign of a deeper reality of eternal life in God. Likewise, our human loves, our memory, our intellect and our will point us to God. “Memory,” Bonaventure said, “is a reflection of his eternity, intellect … postulates his truth, and the power of choice … leads to him as the Supreme Good.”

The beautiful things we perceive in nature — the sun, the moon, the trees — the desires of our hearts, and even our fear of mortality and grief for loved ones — are windows to the eternal love of God.

This article was originally published at National Catholic Register.

Moving from a Crisis of Beauty to a Culture of Reverence

The present time of crisis in higher education may tempt us away from pondering fundamental questions about the human person that are essential to understanding what education is all about. But educators should not fall prey to cultural or societal pessimism—it is our calling to acknowledge the complexities of our world and act as hopeful guides for those who look to us as moral exemplars.

To explore this challenge I invited seven fellow scholars and educators to dialogue with me on beauty and education, which led to my 2022 book, The Wounds of Beauty: Seven Dialogues on Art and Education. The themes I discuss include how beauty shaped pagan Roman and early Christian civilization; the rapport between music and beauty and the latter’s connection to other forms of knowledge; and the place of craft making in authentic living. I firmly believe teaching our students to create and to appreciate beauty is a path to cultural renewal and indispensable for their happiness.

Why should educators care about beauty when individual and societal survival are threatened?

In October 1939, just after England entered the Second World War, C. S. Lewis delivered an oration to students at Oxford in which he stated that “if men had postponed the search for knowledge and beauty until they were secure, the search would never have begun.” Published later as the essay “Learning in War-Time,” Lewis contends that “human life has always been lived on the edge of a precipice.” In the midst of suffering, beauty can help us discover the wisdom we need to suffer with joy and bury the dead with dignity.

Lewis’s comments contain a message for any educator who has been questioning what our response should be to the immense suffering of the past few years caused by the COVID pandemic and so much domestic and international political upheaval.

I long thought beauty was irrelevant to the intellectual life and our life in common. I had little understanding of how to connect my intuitive love of beauty to growth in the theological virtues of faith, hope, and love, and in the cardinal virtues of prudence, justice, temperance, and courage.

Misunderstandings about beauty have contributed to a contentious public culture and often even a religious culture that is devoid of reverence. As respect for nearly all kinds of authority has waned, respect even for our peers is hard to sustain. Lacking religious reverence and surrounded by contentious political divisions, many people today feel as I once did—incapable of experiencing lasting joy or having hope in the future.

How did I lose and then re-discover my love of beauty?

In most of my time as a student in higher education, the topic of beauty was either absent, treated as yet one more form of selfish aggrandizement, or analyzed as a variety of domination over others.

Not until I first taught a class in 2013 on the psychology, philosophy, and sociology of human happiness did I began to reconsider my understanding of the connection between beauty, the intellectual life, and the theological and human virtues. As a part of that class at the University of North Carolina at Chapel Hill, I took a test that ranked my character strengths. I was unsurprised when I scored high on rationality and analytical thinking. But I was dismayed that I scored lowest on appreciation of beauty.

How could that be? I love beautiful sunsets. I enjoy art museums. Singing is one of the main ways that I praise God.

Maybe my honest responses to the test reflected decades of pursuing more and more achievements. The test forced me to say how I actually spent my time, not necessarily how I desired to spend my time. Students taking my class described elevated stress levels and a lack of meaning in life. I worried that my teaching and writing might pass on my analytical skills but would not help my students find their way to beauty.

The test instructed us that focusing on our strengths could increase our happiness. But I knew that my happiness, or that of my students, would not grow simply by virtue of our becoming ever more analytical. I longed to bring a more holistic approach to happiness into my teaching, one which included opening myself more to the joy of experiencing beauty.

Around the same time, I embarked on a new line of research on resilience and suffering. Doing in-depth interviews with young people across the United States, I heard them describe experiences of beauty in the midst of suffering that seemed to provide much more than a coping mechanism for pain. One poignant example was the story of a young man named Jason struggling with addiction to heroin. Although he only saw chaos inside himself and thought about taking his own life, he had felt a kind of peace while being immersed in a beautiful sunset that gave him hope that some kind of meaningful order just might exist outside himself.

At the time I was doing that project, I was living as a resident faculty fellow in one of Yale’s residential colleges. The more students I got to know outside of the traditional classroom, the more I realized that one commonality behind the diverse cultural, religious, and class backgrounds of students was an existential struggle and deep desire for beauty and transcendence that was not being fed.

Too many people are like I was once: caught in the dilemma of loving either reason or beauty—but never both. Many do not know where to go for deep experiences of beauty; even fewer understand that the life of virtue is abundantly beautiful. I longed to share with students how experiencing beauty can lead to moments of self-transcendence, in which we realize that we are not alone in this world and that we did not create ourselves. When we see the world around us as a gift, new possibilities are always on the horizon.

As Pope Benedict XVI argues in A Reason Open to God (2013), a proper understanding of rationality goes beyond analytical thinking to include the openness to mystery so often experienced by encountering beauty. Even for people—like Jason—who had never been involved with a community of faith, encountering beauty helped them see that there must be a creator of the world, and that therefore they are not alone in their suffering. Students in higher education often express a deep compassion for the vulnerable; I wanted them to see that beauty is essential to all human lives, no matter how broken.

Awareness of a transcendent being increases our capacity for joy, even in the midst of suffering. In a 2002 address entitled “The Feeling of Things, the Contemplation of Beauty,” then-Cardinal Joseph Ratzinger explains how the ancient Greek philosophers understood this relationship between beauty and pain. Plato, for example, thought that encountering beauty attracts us to something other than ourselves, something that has retained its perfection. Encountering beauty makes us restless to seek out the source of that beauty. That longing, in a sense, causes us to suffer. “In a Platonic sense,” Ratzinger comments, “we could say that the arrow of nostalgia pierces man, wounds him and in this way gives him wings, lifts him up towards the transcendent.” Continuing with the metaphor, he states, “The encounter with the beautiful can become the wound of the arrow that strikes the heart.”

The title of my book, The Wounds of Beauty, is taken from these words. Physical or psychological sufferings point to deep wounds in our soul, and it is here that beauty meets us, offering transcendence. The wounds of beauty do not erase pain and loss but instead show us their significance and affirm the meaningfulness of our lives.

There are thousands of people just like me, my students, and the people I encountered in my research on resilience who are desperate for this encounter with something sacred. Too often we are fed the junk food of entertainment, not the nourishing food of true beauty.

Too often during my educational experiences, I heard professors and students say that truth and beauty are merely aspects of ideology or power. But my interviews with people who had endured long suffering, and my work with students of various backgrounds, has shown me time and again that experiences of beauty in the midst of suffering can happen to anyone. Hence Benedict XVI’s insistence that “a pressing need of our time” is the rediscovery of beauty as a form of knowledge, as an encounter with reality.

I have spent a lifetime running away from suffering, only to fall back on my knees countless times begging for relief from my own self-inflicted wounds of pride. Rather than wallowing in self-pity for my analytical delusions of perfection that fail to correspond to the complexity of human life, I have been led to fall in love time and again with the beauty of nature and great works of architecture, art, and music.

Perhaps it is only human that we never overcome the fear of suffering. But often embracing the reality of my imperfections and accepting the inevitability of somehuman suffering has led me out of a place of darkness. The wounds of suffering thus have become for me an opening to encounter a transcendent reality.

In a time of crisis, the message that beauty is not the opposite of suffering and that beauty can lead us to the truth becomes more important than ever. Nurturing our love of beauty is part of becoming whole. An education that neglects beauty can never be holistic.

Can Beauty Help Education Transcend Ideology?

Contemporary movements in education that see truth as nothing but an ideological weapon or a form of power have contributed to a hopelessness and divisiveness in our culture. One key idea in my book The Love of Learning is that the neglect of transcendence, as seen in the work of influential figures such as John Dewey and Paulo Freire, results in equating reason with ideology.

In contrast, thinkers like Jacques Maritain and Luigi Giussani both argue that humans long for a transcendent source of beauty that opens us to mystery. An education where the creativity behind art, music, architecture, and scientific discovery is connected to reverence for creation and for other human beings builds a culture of joy and true solidarity. Recovering beauty as central to education would help fill the void in people’s hearts, reform educational institutions, and lead to stronger social unity.

We learn from moral exemplars. We learn through stories. We learn from questions and answers in dialogue with other scholars and our own minds. In order to integrate beauty into our lives, classrooms and mentoring, all educators should ponder questions such as these and discuss them with each other and with our students:

·      Is it possible to have more time for beauty in a hyper-competitive educational system?

·      If experiencing beauty is not subject to quantitative measurement, does the impact of beauty on education then escape all forms of objective evaluation?

·      If beauty is a mystery, does that mean it cannot be understood, studied, taught, learned?

·      Is experiencing beauty purely contemplative or do we have to create beautiful things in order to really experience beauty?

·      What are some common contemporary misunderstandings about beauty?

·      How is beauty related to truth?

·      Is beauty objective?

·      Does beauty speak for itself or does understanding beauty require higher-order philosophical or theological principles?

·      Is beauty different from mathematics and science or somehow related to them?

·      Why is beauty important to counteract abstractions about truth and goodness?

Recovering the Vocation to Teach

The best teachers love their subjects and are inspired to share what they have learned to mentor the next generation. Students are also longing for mentors who pursue beauty and wisdom, and who practice creativity in their own callings.

The vocation to teach includes leading others to the truth, helping them find the sacred in experiences of beauty, living with joy, entering deeply into leisure, and forming a coherent identity.

If we take some time to educate our own attraction to the beautiful, we will expand our awareness of the many gifts of everyday life that we often take for granted, thereby living every moment with a greater sense of vocation. Our intuitive love of beauty can and should be formed, purified, and connected to our vocations to teach. Beauty can purify our minds and hearts for God and help us to serve others. Experiencing beauty is fundamental to education because it is fundamental to being human.

References

Benedict XVI. A Reason Open to God: On Universities, Education, and Culture. Washington, DC: The Catholic University of America Press, 2013.

Lewis, C. S. “Learning in War-Time.” Sermon given at the Church of Saint Mary the Virgin, Oxford University, October 22, 1939. In The Weight of Glory. New York: HarperOne, 2001.

Mooney, Margarita A. The Love of Learning: Seven Dialogues on the Liberal Arts. Providence, RI: Cluny Media, 2021.

______. “Narratives, Religion, and Traumatic Life Events Among Young Adults.” Social Thought and Research, Volume 33 (2014).

Mooney Suarez, Margarita. The Wounds of Beauty: Seven Dialogues on Art and Education. Providence, RI: Cluny Media, 2022.

______. “A Crisis of Beauty” (March 25, 2020). Available at https://margaritamooneysuarez.com/2020/03/a-crisis-of-beauty/

______. “Why Choose Mystery Over Ideology?” Comment (October 15, 2021). Available at https://comment.org/why-choose-mystery-over-ideology/

Ratzinger, Joseph. “The Feeling of Things, the Contemplation of Beauty.” Message to the Communion and Liberation Meeting at Rimini (August 24, 2002). Available @ https://www.vatican.va/roman_curia/congregations/cfaith/documents/rc_con_cfaith_doc_20020824_ratzinger-cl-rimini_en.html

This article is an adaptation of Margarita Mooney Clayton’s 2022 book The Wounds of Beauty, published by Cluny Media, which explores the ideas of suffering, beauty, and mystery, and their contributions to education.

How (Not) to Prepare for a Retreat: Listening With Our Bodies in Prayer

By Margarita Mooney Clayton

This is the first post from The Way of Beauty’s most recent addition to the team, Margarita Mooney Clayton, who is an Associate Professor of in the Department of Practical Theology at Princeton Theological Seminary. She is also the founder and Executive Director of Scala Foundation. In this post she describes her experiences on a silent retreat at the Monastery of Bethlehem in the Catskill Mountains in New York State. She reflects on the distinctions between Christian contemplative prayer and the new-age and Eastern non-Christian forms of meditation that are so popular today.

Margarita writes.

Although I longed for a weekend of total silence, I was scared of that the retreat center I was heading to at the Monastery of Bethlehem in Livingston, NY  in the Catskill Mountains warned retreatants of the “austere” conditions they would find. Expecting a death-to-the-world, dark, cold, hungry three days, I spotted Five Guys and Fries off the interstate and stopped.

“Let me fill my belly now while I can,” I told myself. 

Greedily, I downed two patties and fries that only count as small because this is America, the land of the plenty. Not to mention I drank three diet cokes to top off my extra dose of morning coffee.

What awaited me, however, in my “cell of solitude” was nothing less than a two-story private chalet with a kitchenette, plentiful hot water and blankets, and a delicious home cooked meal every day, supplemented by practically limitless peanut butter, fruits, and cheese. I grabbed a small coffee maker from the shared supplies, mixing Starbucks Pumpkin Spice and Organic Arabica I found on the shelves. 

“This should be advertised as a Glamping Retreat, not an austere retreat,” I thought.

But I couldn’t find the inner peace I longed for. I set out for a hike, hoping to calm my jittery and achy body. So I set out for a hike. Nearly two hours later, I returned to the chalet of solitude with tired legs but eyes enriched by bountiful trees, changing leaves, a lake and birds. 

The previous day, in a class on aesthetics and Christian education, I had read about the body and liturgy with my students. In his book The Spirit of the Liturgy, Cardinal Josef Ratzinger (Pope Benedict XVI) explains that external activity of the body influences the internal disposition of the person.. Liturgy trains our bodies to surrender, to reorient ourselves to the resurrection. Our gestures, posture, and breathing all can help or hinder prayer.

One of my student’s questions resonated in my head: Why would God choose such a weak vessel—the human body—as a channel of grace? 

 I felt like Elizabeth Gilbert in Eat, Pray, Love, who travels the world looking to satiate her appetites for food, meditation and romance. First she stuffs herself with great food in Italy before heading off to a silent meditation at an ashram in India. Unable to be silent, a fellow retreatant nicknames her “Groceries.” 

The groceries with which I stuffed my belly were a sign of my lack of inner peace. I couldn’t sit still as the sisters prayed the liturgy of the hours in the stone chapel adorned with magnificent icons. I knew my agitation was not only bodily, it was also spiritual.

But I wasn’t at a Hindu meditation center like the one Gilbert visited in India. Eastern forms of meditation with their roots in Hinduism or Buddhism have expanded in the United States, but they don’t offer what a Christian retreat center can offer.

Christian prayer and Eastern meditation may share an emphasis on stillness, but stillness of Christian prayer is not a sign of nothingness, it’s an awareness of an external being who loves us. The most important part of a Christian retreat is not what I do but what God does.

As a student had said in class, summarizing Ratzinger, the mystery of the incarnation is precisely that the eternal divinity took on flesh and blood. God took on human form, becoming man in Jesus Christ. 

We are made of dust, but made for communion with God. In my weakness, I can make an act of the will to go on a retreat, indicating a desire to surrender my burdens.  A priest of the Franciscan Friars of the Renewal also visiting the retreat center let me break my silence and listened to an outpouring of my burdens. His main piece of advice was to forgive myself. God wants me to receive his love; he knows I’m not perfect but loves me anyway.

We all struggle with our vessels of clay, with our appetites that distract us from intimacy with God. But regardless, our bodies are an external sign of an inward state. Our bodies are an outward display of an inward truth. Our life with God is here and now, is bodily. Our communion with God is passive and active—we have to be still to hear his calls and respond. Christians seek stillness so as to enter into the dynamic receptivity of God’s love.

Glibert finishes her book finding love in Indonesia—a truly Hollywood ending full of bodily passion. Her story resonated with so many because we live in a time that people long for a spiritual journey that is quieting and filling at the same time. 

But the passionate love affair Gilbert describes in her book becomes her second marriage—and then her second divorce. 

Everyone struggles to maintain the human loves we so desire. Christianity tells us that we can’t sustain intimacy with others without intimacy with God, which is the key to intimacy with ourselves.

The very limitations of our bodies remind us that intimacy with God is not the result of kind of spiritual Gnosticism. Retreats are not heroic occasions of mystical encounters. 

Retreats are times to discipline the body, even at ‘glamping’ style retreat centers which offer solitude but also the beauty of liturgy, bountiful nature and wonderful food. God created the material world. We are called to redeem it. 

What we do with our bodies at retreats, and in everyday prayer and living, is part of that redemption. 

Stilling our bodies to receive God’s love is needed to experience the lasting the intimacy we all seek with others. It is because we have received that love that we can respond with our bodies, rejoicing in the goodness of creation. Our bodies humble us so that God can exalt us.

Margarita Mooney Clayton is an Associate Professor of in the Department of Practical Theology at Princeton Theological Seminary. She is also the founder and Executive Director of Scala Foundation whose mission is to restore meaning and purpose to American culture by focusing on the intersection of artists, liberal arts education, and religious worship.

The next Scala Foundation annual conference - Art, the Sacred, and the Common Good - takes place in Princeton, April 21, 2023 @ 4:00 pm - April 22, 2023 @ 5:00 pm EDT.

It is recommend to all Way of Beauty readers! I will be there [this is David Clayton writing!] moderating a dialogue between myself, Aidan Hart my old friend and teacher and one of the worlds leading iconographers; and the internationally known Canadian iconographer and podcaster Jonathan Pageau. Aidan is traveling from England to be with us at this event and I can’t wait to be part of it.