That minset leads to this mindset:
"The majority of prophecy, not just Biblical prophecy, relies on vague language and phrases."
And do you guys apply that minset across the board?
Do you, for instance, teach Phlogiston theory alongside of Combustion theory?
And are you happy just to teach evolution and not instant creation?
I suggest it can lead to a range of mindsets, not just that one.
It wasn't prophecy that was my biggest issue with the bible.
(Though I did notice Paul getting away with handling of OT passages in ways that I had been taught would be seriously out of order if I did it.)
Could you suggest a more neutral form of words than mine?
Yes, comparative religion can contain a more-or-less hidden stance that: "all these are *just* religions, and it is silly to say one is better or more true than the other when they are essentially products of different human cultures."
It rules out the possibility of the divine or supernatural even coming in for consideration, which makes the process "loaded". I thought my phrasing had left that idea still in.
But one-perspective-taught when there is a particular religious or faith position in place can get even narrower and less likely to consider alternate perspectives.. on their own terms.
I think any physics class should be taught Phlogiston theory, and a geocentric solar system,
and not just to then say "but these were primitive and wrong". That's falling towards dogma.
Get students to work out why they are, if they are. Much more valuable, I suggest, teaching the ideas and techniques of analysis and critique.
Trouble is, there just isn't enough time to go back to do analysis and checking on everything.
"I've been told Japan exists as a nation state of islands. I've never been there to see it. Now, how do I know this is reliable information? Could it be a made-up story?"
So a lot of information (and in education I suspect rather too much) is passed on as "given" and accepted as given unless reasons or circumstances crop up to question one bit or another.
And if never taught (I wasn't, had to work it out for myself) that "solid settled facts" might not be, it's a significant step to even think of challenging or questioning what one has been taught.
I've spent years going through my mental attic and throwing out stuff acquired in my childhood which, when actually examined, varies from the dubious to the down-right wrong.
Small example: I grew up just "knowing" that in any (film) fight between the US cavalry and Indians(sic) the cavalry were the good guys.
Hmm.
Chris.