Mr. Smythe

Read When the Good Do Bad - Brooks, NYTimes.pdf for discussion Tuesday.

The discussion of any Clash of Civilizations is a very complicated socio-economic and political issue encumbered with heavy religious and moral consequences. About every hot-potato issue in the world today can be approached in light of the Clash of Civilizations for often polar philosophical worldviews come to bear on some of the most basic issues a society faces. For example: What is the ultimate authority in a civilization? What is moral, fair, just? By what standard will we judge an action? What is progress? Is progress good? What is the role of the state? What are it's limits? What is a human right? How does a human right relate to gender? How does religion work in a secular state? In a theocracy? In a kingdom?

Wow. People believe different things, in other words, and in a class designed to introduce students to Western philosophy and ethics, many of these practical kinds of questions will be both asked and answered from a Western point of view.

The most demonstrable examples of different worldviews colliding into civil discord could very well be in cities and countries around the world where the encroaching worldview (whatever it is) threatens the existing worldview. In other words, philosophy leads to ideas and ideas lead to actions... and those actions have consequences.

So while we attempt to trace the distinctives associated with the historical evolution of the Western worldview, students should be mindful of the contemporary consequences of the ruling power of ideas on popular culture. The rest of our lives very well may be heavily influenced by the consequences of a Clash of Civilizations.

I encourage you all to allow the culmination of our Philosophy and Ethics class to spur you on towards deeper thinking about what you as an American citizen should do, if anything, as a result. Remember, your vote counts now that you enter young adulthood. Also, remember your new tools for investigating ideas (Purpose, Motive, Principle; Philosophical Continuum). Chase after our authors who pricked your conscience. Seek out their writings. Chew on the big ideas and the ensuing consequences they promote. We could only scratch the surface this semester.

Informing your vote is the precious, cumulative weight of your birth and training (nature and nurture). All of you have been particularly educated for these many years along a broad classic Liberal Arts trajectory. From birth, you have been bombarded with philosophy and practice keenly focused by an eye upon Natural Law. You have been taught to believe and practice the difference between right and wrong. Many of you have Judeo-Christian religious training in support of your upbringing as well. Some of you receive that training deeply personally in the form of a particular conviction and world view. What that means is that you think reality has a framework, and you live within that framework both as an individual and as a member of a community. You have been taught that your actions have consequences. You know a good man from a bad man... or at least you should. Hopefully, you are growing in your appreciation that your ideas, when enacted, have consequences as well.

It should be disturbing that our case studies of Conspiracy and Nuremberg: History on Trial reveal that people of a similar culture with similar training and sensibilities as you have allowed for what resulted in the most repugnant premeditated atrocities in history. What makes them different from you? What tempted them, ever so gradually, to encroach upon and substitute their moral training for the allowance of an ever-increasing, escalating social system that openly marginalized fellow citizens? Can the same happen to you? If you lose it all, if circumstances stress you so much that you experience serious threat to your well-being, will you stand by your moral training, even to your own hurt?

Only time will tell. It has been my distinct privilege working with each of you this semester, and I wish you peace and prosperity, and the courage of moral leadership, as you move on from high school in order both to prosper and to affect the world around you for the general welfare.