All posts tagged: neuroscience

The Unimaginable

“No one has ever seen God,” the Prologue to John’s Gospel concludes, and the reverberations of that statement are registered in 1 John 4:20. For though the epistle opens with the assertion about God incarnate being heard, seen and touched (1 John 1:1), Christian life is pitched in realms where the seen and the unseen intersect. And even though the relationship with Christ is the basis for any Christian identification, Christians live (unlike those first witnesses to the historical Jesus) in the modulations of presence and absence announced by the angels outside the empty tomb: “He is not here” (Matt 28:6). So any scriptural pronouncements about the nature of the material revelation of God in Jesus Christ are stippled with invisibility. They are mediated, interpreted, and wrestled with through texts. Jesus Christ, as the historical revelation of God, is available only in modes in which visibility and invisibility cohere amidst the drifting clouds of unknowing. In the scriptures and the sacraments (most significantly, the Eucharist) we treat what we don’t fully understand and cannot grasp. …

Where Do Theology and Cognitive Psychology Intersect?

Both college educators and students are rushing to connect psychological, educational, and neuroscientific findings to learning outcomes. Students study psychological research such as C. Dweck’s academic growth mindset in order to develop their learning trajectories. Professors are immersed in a burgeoning market of academic pedagogy models that stress retention of information in addition to conventional assessment. Three influential examples include: Make It Stick: The Science of Successful Learning, What the Best College Teachers Do, and Small Teaching.[1] These are indeed exciting developments. On the one hand, institutions of higher learning are challenging students as learners to cultivate integrative and appropriative methods for their own academic development and retention. On the other hand, faculty are ever lauded not only for the precise presentation of content, but also for fostering the critical and integrative skills that bridge collegiate learning into life and work. Concerning both, however, as any faculty or student will admit, these goals are much harder to actualize than to theorize. As researchers in the psychology and theology of memory, we wish to suggest how …