THE RELATIONSHIP OF THE CHRISTIAN FAITH TO INSTITUTIONAL PURPOSE AT LENOIR-RHYNE
COLLEGE

POSITION STATEMENT

by

R. Bruce Shores

I agree with Robert Benne when he states in his opening sentence to the preface of Quality With Soul that Christian faith pertains to all of life not just "private" or "spiritual" life. When later he spells out the relation of faith to college life as it pertains to vision, ethos and persons I am reminded of Christ's admonishment to the woman at the well when He explains to her the true nature of worship i.e. that you shall worship in spirit and truth. I see a correlation to vision and ethos here. Fulfilling the commandment to love God with all of our heart soul and mind and to love our neighbor as ourselves seems to correspond well with Benne's idea of vision and ethos as it practiced on campus by a core of individuals committed to the integration of faith and learning. I see vision as the truth of scripture integrated into all aspects of life including vocational and ethos as the response to the leading and teaching of the Holy Spirit.

An integrated as opposed to a value-added approach to faith and learning seems the proper response to loving God by not compromising on His revealed truth. To not compromise is to place all areas of life including academic pursuits under the guidance of and against the backdrop of scripture. This applies in the visual arts in both theory and studio classes in several ways. For example when assessing High Renaissance Sculpture it is essential to point out the influence of Classical humanistic ideals coupled with the intent to express and illustrate Roman Catholic sentiments. Pointing out to the students the awkward juxtaposition of these two opposing world views as they are realized in the sculpture are best accomplished from an integrated point of view. I personally think that Michelangelo's late work of partially completed sculptures of slaves is superior to the early works of David and the Pieta as fine as those works are due to the later work appearing to be free from the incongruities of forcing a marriage between two such diametrically opposing world views. To be able to freely express this against the backdrop of scripture seems to be the only honest and accurate way to profess this to students. It is possibly not accidental that the maturity of the later work of Michelangelo is occurring simultaneously with his growing faith in later life.

Another example would be to place modern art's assumption of evolution as the origin of life particularly with regards to Dada and Surrealism in comparison to the biblical view of creation. To place the two accounts side by side and see how this informs the discussion of the philosophical leanings as purported in the writings of the artist involved with these two movements. A comparison of the writings and interviews of Jackson Pollack with his interest in animism and Hopi Indian sand painting to the writings of Nicholas Wolterstorff. How do the two views of Wolterstorff of art as sacrament and art as stewardship compare and contrast against Pollack's views.

In the studio classes through the development of seeing versus the pragmatism of naming things encouraging an awareness of the greater implication of a creative Father and the wonderful gifts He provides that this level of perception and observation brings. Highlighting the abundant metaphors of God's many and amazing attributes discovered in the pursuit of the fine arts such as the clay and the potter. Helping the student leam to create a beautiful vessel that is both functional and aesthetically sound and compelling by letting the clay find it's equilibrium in a near perfect combination of imposed boundaries and a gentle, skillful touch. Pointing out how the nature of design as it is realized in balance, harmony and unity even in the seemingly chaotic and random works of the Dadaist and the Neo-Dadaist speaks of a creator not the opposite.

For me the freedom to profess an integrated approach to faith and learning both in the classroom and on campus as it is supported by the mission statement of Lenoir-Rhyne College is essential. It frees me to let the Holy Spirit guide me not only in the professing of my expertise in art but to exercise the profound act of love and faith by professing Christ both implicitly and explicitly as the moment allows in all of my endeavors on campus to all I encounter. I feel that any attempt to quell this freedom for any reason should be avoided and abstained from. This freedom that is enjoyed here should be held like the Christian faith as equally unsurpassable.