Passport to Duke

Editor’s Introduction The following text was prepared by Pierre Bourdieu for delivery at a conference on his work held at Duke University, April 21–23, 1995. Entitled “Pierre Bourdieu: Fieldwork in Culture,” the conference was sponsored by the Duke Graduate Program in Literature and included such well-known literary scholars as Barbara Herrnstein Smith, Jonathan Culler, and Fredric Jameson. Bourdieu, of course, was the invited guest of honor, but was uncertain as to whether he should make the effort of attending, particularly since he was recovering from a short period of poor health. As I too had been invited (and seemed more familiar with the American scene), Bourdieu discussed the question with me in Paris. He was rather concerned about wrongheaded, trendy applications of his theories by American literary scholars, who often misunderstand his work because they simply do not know the intellectual landscape to which it relates. Reading such conference paper titles as “Cross-Dressing for Success: The Scramble for Symbolic Power in Tabitha Sweeney’s Female Quixotism,” Bourdieu confessed his fear of being taken as simply the French intellectual flavor of the month, one whose theory is used simply as grist for the American academy’s industrious mills of literary interpretation. He ultimately decided to send the following text to be read at the conference in his absence. It treats, with polite frankness, his worries about being misinterpreted through importation into the American theoretical field with its peculiar conception of French philosophy; Bourdieu’s paper situates these particular worries within a more general account of “allodoxic”distortions caused by the international travel of theory; but it also tries to prevent further misunderstanding by offering a brief contextualization of his theory and a brief summary of his method of analysis through fields. The translation of Bourdieu’s text was prepared by Loïc Wacquant, and is presented here with only minor adjustments.     

Powerful Pedagogy in the Science-and-Religion Classroom

This essay is a discussion of effective teaching in the science-and-religion classroom. I begin by introducing Alfred North Whitehead's three stages of learning—romance, discipline, and generalization—and consider their implications for powerful pedagogy in science and religion. Following Whitehead's three principles, I develop a number of additional heuristics that deal with active, visual, narrative, cooperative, and dialogical learning styles. Finally, I present twelve guidelines for how to use e-mail and class-based listserves to achieve some of these outcomes.     

Reviews

Russell,Robert John, Murphy, Nancey and Peacocke, Arthur R. (eds) Chaos and Complexity: Scientific Perspectives on Divine Action
Tigue, John W. The Transformation of Consciousness in Myth: Integrating the Thought of Jung and Campbell     

A History of the Extraterrestrial Life Debate

From antiquity to the present, humans have debated whether intelligent life exists elsewhere in the universe. This presentation will survey this debate, examining the roles played in it by science, religion, philosophy, and other areas of human learning. One thesis that will be developed is that whether or not extraterrestrials exist, ideas about them have strongly influenced Western thought.     

TRACING A TRAJECTORY

Abstract. Theology and ethics intersect with sciences at different points depending upon whether the scholars involved are interested in, for example, general epistemological issues or practical moral judgments. The intersection affects theology and ethics in different ways, depending upon various commitments or resistances on the part of theologians. The author surveys his own writings to show how openness to the sciences has had an impact on various phases of his work and what issues remain somewhat unresolved.     

THE THEOLOGICAL ANTHROPOLOGY OF RALPH WENDELL BURHOE

Abstract. A central aim of Ralph Wendell Burhoe's scientific theology is to define and interpret the meaning of human existence in relation to “ultimate reality.” As such, it can be understood as an exercise in theological anthropology. For Burhoe, this ultimate reality is “nature,” understood as the total reality system which is studied by the sciences and which the sciences are showing to be the sole determiner of the way things are. This article discusses various aspects of Burhoe's theological anthropology, as well as its value and credibility, and raises questions concerning his understanding of the value of the individual and the problems of evil and human sinfulness.     

CONTRIBUTIONS OF TIPLER'S OMEGA POINT THEORY

Abstract. An attempt to discover what can be learned from the recent work of Frank Tipler on the Omega Point theory requires an analysis of his framework of understanding from scientific, philosophical, and theological perspectives. A critique of his crucial ideas, and of the salient points raised by some of his critics, can then be undertaken within the compass of his strengths. A critique of the critiques of Tipler's work allows one to evaluate the extent and limitations of his contributions.     

THE DOCTRINE OF THE TRINITY AS A MODEL FOR STRUCTURING THE RELATIONS BETWEEN SCIENCE AND THEOLOGY

Abstract. A strategy for deeding systematically with such complex relationships as those between science and theology is presented after a brief overview of the historical record and illustrated in terms of the concept of divinity. The application of that strategy to the title relationships yields a multilogical/multilevel solution which presents certain analogies to or isomorphisms with the doctrine of the Trinity. These concern mainly the multilogical/multilevel character of both conceptualizations and the relational and contextual reasoning required to conceive them. Furthermore, certain characteristics of the doctrine facilitate the dialogue between theologians and scientists on account of their similarity with such scientific concepts as diversity in unity, multiplicity of relationships, nonseparability, and nonclassical logic.     

Culturally Sensitive AIDS Educational Videos for African American Audiences: Effects of Source, Message, Receiver, and Context

The importance of using culturally sensitive educational materials in HIV-related interventions with racial and ethnic minority groups is widely recognized. However, little empirical research has been conducted to assess the relative effectiveness of different techniques for creating culturally sensitive AIDS educational videos. Two field experiments with three samples of African American adults (N = 174, 173, and 143) were conducted to assess how source characteristics (race of communicator), message characteristics (multicultural message vs. culturally specific message), and audience characteristics (racial distrust and AIDS-related distrust) influence proximate (perceptions of the message's credibility and attractiveness) and distal (AIDS-related attitudes, beliefs, and behavioral intentions) output variables for AIDS educational videos. In Study 1, an AIDS video with a culturally specific message was rated as more credible, more attractive, and of higher quality than was a video with a multicultural message. The multicultural message was rated less favorably when delivered by a White announcer than when the announcer was Black. In Study 2, the same pattern was replicated with a second community sample and a campus-based sample. Study 2 also indicated that a multicultural message might be more effective if delivered in a culturally specific context, namely, after audience members watch a culturally specific video. Minimal changes were observed in distal outcome variables. It is argued that influencing proximate output variables is necessary, though not sufficient, for effecting long-term change in AIDS-related attitudes, beliefs, and behaviors.     

Preparing the Way: A Qualitative Study of High-Achieving African American Males and the Role of the Family

Employed qualitative methods to examine the role of the family in the academic success of very high-achieving African American males. Findings revealed a complex tapestry of family processes and contexts involved in each youth's journey to outstanding academic achievement. Specifically, the combined importance of parental-determined academic engagement, strict discipline, nurturance, and community connectedness appeared to counteract potentially negative contextual influences of neighborhood, peers, schools, and society. The qualitative findings tell a multifaceted, rich, and compelling story of the pathways to academic success for Black males, and highlight the need for culture-specific and ecologically based conceptualization, research, and intervention approaches.