Searching for wisdom in a confused world

Jared Staudt

Jordan Peterson became an overnight celebrity with the success of his book, 12 Rules for Life: An Antidote to Chaos (Random House, 2018). A viral interview from January of this year with Kathy Newman of England’s Channel 4 News brought immediate attention to Peterson’s newly released book, which has sold over two million copies since its release. The interview proved emblematic of Peterson’s popularity for attempting to retrieve common sense and to push back against the ideology overtaking our society.

Why has Peterson proved to be so popular?  A clinical psychologist, who teaches psychology at the University of Toronto, Peterson addresses issues that people care about: finding meaning, relationships, parenting, and gender, to name a few. People are looking for a guide, they desire wisdom — knowing how to order and make sense of reality — and Peterson has offered some needed insights. He tells his readers, “Don’t underestimate the power of vision and direction. These are irresistible forces, able to transform what might appear to be unconquerable obstacles into traversable pathways and expanding opportunities. Strengthen the individual. Start with yourself. Take care with yourself. Define who you are. Refine your personality. Choose your destination and articulate your Being” (63).

This quote illuminates both the allure of Peterson’s writing, helping people to seek definition for their lives, but also its limits, as the definition of self he recommends lacks mooring. Writing from the viewpoint of secular psychology, Peterson can help us to reflect, but his 12 Rules for Life can come across as sophisticated self-help devoid of deeper wisdom. He engages the Western tradition, including the Bible, and offers a fresh, but ultimately unsatisfying, reflection of the stories that define our tradition. He does bring needed common sense, such as “stop doing what you know to be wrong,” (which should not even need to be said) but fails to provide answers to the ultimate questions that define meaning and identity (157).

Greater depth and wisdom can be found in Leon Kass’ Leading a Worthy Life: Finding Meaning in Modern Times (Encounter, 2017). Kass, a Jewish medical doctor and bioethicist, draws from his lengthy experience in science and teaching the Great Books at the University of Chicago to take us deeper into the human condition and point us toward a richer understanding of the human person — body, mind and soul. Kass, like Peterson, does not write from a religious perspective, but engages the same general themes and classic works, such as the Bible, though with a more convincing explanation of their meaning.

Kass’ book has four major sections, treating themes of love, human dignity, education and our higher aspirations. Kass guides us to reconsider the importance of the foundational goods of life — finding meaning in work and married life — as well as calling us to “the cultivation in each of us of the disposition actively to seek the truth and to make the truth our own” (256). We pursue this liberation by entering into the great tradition of Western thought, which provides an “education in and for thoughtfulness. It awakens, encourages, and renders habitual thoughtful reflection about weighty human concerns, in quest of what is simply true and good” (ibid.).

The thoughtfulness encouraged by Kass is needed more than ever to address the key concerns he raises: a collapse of courtship and marriage, biomedical challenges to the integrity of human nature, and a decline of citizenship. The first two themes share a common source in the “the rejection of a teleological view of nature,” which finds no intrinsic purpose in the human body or even life itself (54). Speaking of the threat of biotechnology and transhumanism, but in a way applicable to gender as well, he relates that “only if there is a human givenness that is also good and worth respecting — either as we find it or as it could be perfected without ceasing to be itself — does the given serve as a positive guide for choosing what to alter and what to leave alone” (149). We must learn to appreciate and cultivate the good of our nature, rather than manipulating and controlling it to our own demise. The same is true of our nation, as Kass, drawing on Abraham Lincoln, points to the need for “enhancing reverence for the Constitution and its laws” (377), as we appreciate, preserve and advance the heritage of our country.

Kass, drawing on his unique background, guides us through an integrated discovery of the good and points us toward the wisdom we need to live a worthy life.

COMING UP: Working to make our schools safer

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By Carol Nesbitt

The issue of school safety is always on the minds of parents. Parents want to know that schools have a plan in place for all types of emergencies, from fires to intruders to staff or students feeling unsafe for various reasons.
The Archdiocese of Denver is excited to share that they now have someone directly supporting the safety preparedness and plans of the 37 Catholic schools under its watch and care.

Matt Montgomery is a former police officer and award-winning school resource officer (SRO). He’s also a chemistry and forensic science teacher as well as Director of Security and Safety at Holy Family High School. And, as of Nov. 13, he is the new Interim Director of Schools Security and Safety for the Archdiocese of Denver Catholic Schools. The position is new and the first of its kind for the Archdiocese of Denver, but important.

“As a Catholic school community we believe the safety and wellbeing of our students comes first. Time and again we hear our parents rate school safety as one of the top reasons why they entrust the care and formation of their children to our schools. As such, we believe we have a duty and moral obligation in our schools to ensure we are doing everything we can to ensure our children are safe from any type of harm,” said Elias Moo, Superintendent of Catholic Schools. “Historically, each of our schools has had to take on the crucial task of defining and implementing their own safety and security plans and systems. While our schools have certainly gone to extraordinary lengths to ensure the safety of their school community, we believe it is critical in our current reality that we provide our schools with the expertise and qualifications of someone like Matt to support them in really analyzing their plans and assisting them in ensuring best practices are being implemented. It’s the least we can do for our school communities.”

“My role is really to lead a task force with the intention of identifying needs around school safety,” said Montgomery. He says there are a number of great models for school safety around the area, so it’s more about bringing it all together. “All public schools have someone overseeing safety and security, usually with staff members doing threat assessments, suicide assessments and emergency drills, building security, fire drills, and those kinds of things, but there really isn’t a position like this in other dioceses that we are aware of.”

Montgomery says that his job will be taking the variety of practices at schools and helping to bring consistency in efforts across the Archdiocese of Denver Catholic School community. He also says that the term ‘school safety’ is more broad than people realize. “When people think about school safety, they always gravitate to school shootings, but I think we really have to step away from that and realize that school safety and security is an umbrella. It encompasses everything from events prior to an incident all the way through recovery (post-incident).”

The five areas Montgomery is focusing on include:

Prevention
What do we do to create a loving and responsive Catholic community where students and staff feel safe and are empowered and given resources to report any behaviors or activity that is unsafe and counter to our values?

Protection
What systems and proceses do we have to vigilantly monitor for behavior or activity that is harmful to our Catholic community?

Mitigation
What procedures and policies are in place to mitigate issues?

Response
If an incident occurs, how do we respond to that incident? How do we support that school from an archdiocesan perspective? What tools are we able to provide to that school? What relationships do we have with law enforcement and first responders in that community?

Recovery
Recovery begins the second an incident occurs. How do we reunite students with families, provide counseling support and address staff issues in the case of a crisis?

Montgomery says his work will also help establish a plan for the archdiocese in the case of a larger emergency.

“What is our incident command structure going to look like so that we can respond to an incident, while also keeping in mind the unique structure of the various schools beneath the Office of Catholic Schools?”

He’d like to see the Standard Response Protocol — created by the I Love You Guys Foundation — used throughout the school system.

“One of the issues I noticed is that there are a lot of different agencies who respond to various incidents and they don’t know what the other ones are doing,” Montgomery said. “The crisis plan needs to be uniform, created for a specific age group. We need to standardize our crisis plans throughout the AoD and work with the schools to create private plans for each school that is specific to that school, simple plans that outline for administration on how they implement the plan at the moment of crisis.”

One of the biggest things Montgomery will be doing is identifying policies and procedures and training. “This is uniformly saying ‘This is what we’re doing, this is how we’re going to do it, and these are the amount of times we will practice it each year.’” This also includes training of staff on mandatory reporting, the importance of documenting things, and threat assessments that ask the right questions to get a non-biased, vetted approach to assessing threats. “There are a lot of things we can do to mitigate the chance of someone being hurt at a school. That’s by good training, good policies and procedures, and hardening our targets, meaning the physical security of our school buildings,” said Montgomery.

As a teacher, Montgomery says he has a unique perspective. “I’m not just some cop or just an SRO. My heart is in the classroom. I’m a Catholic educator who used to be a cop. My goal is to make sure kids can focus on being a kid and learning, not having to worry about being hurt at school or being bullied or having thoughts of suicide. I want them to feel that school is a safe place. That’s why I do it. I really love doing school safety.”