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6 min read

The Cold War, the Internet and America’s nones

How does a culture lose religion so rapidly? Stephen Bullivant investigates the American phenomenon of ‘nonversion'.

Stephen Bullivant is a professor of theology and sociology at St Mary’s University, UK, and the University of Notre Dame, Australia.

Image from the series South Park

Those even passingly familiar with American religious trends over the past couple of decades will have read or heard the phrase ‘rise of the nones’ countless times. And with good reason. While in Britain the proportion of people telling pollsters they have ‘no religion’ grew rapidly over the twentieth century – it was already 43% when the British Social Attitudes survey began in 1983; it tipped 50% a little over a decade later – in America the figure stayed stubbornly low. According to Gallup polls, only 5% of American adults identified with no religion in 1975. Twenty years later, in 1995, it was still 5%.

But then, seemingly very suddenly, things started to change. Beginning in the late nineties, then rapidly accelerating in the early 2000s, each new survey showed the nones getting bigger and bigger. Depending on which survey one looks at, nones now account for  somewhere between a quarter and third of American adults. Even at the lower end, that amounts to some 60 million people. And they’re still growing.

This raises a natural question: Why now? Or rather, what is it about the nineties and early 2000s that pushed or pulled large swathes out of thinking of themselves as religious? Various ways of measuring American religiosity all indicate that something significant must have happened around then. But what

A prior, deeper puzzle

That, at least, is the obvious way of approaching things. And to be fair, it has much to recommend it: something, or rather a combination of somethings, certainly did happen to American religion in those critical years. But this in itself raises a prior, deeper puzzle: why hadn’t the numbers of American nones already risen before the late nineties or early naughts? In all manner of other, quasi-comparable countries – Britain, Canada, Australia, France – the nones started growing steadily from the 1960s onwards. Yet while the sixties had all manner of other disruptive and destabilizing effects on American culture, society, politics, and religion, the proportion of nones grew only a little bit, then stopped.

At the risk of gross oversimplification, if one were to look for a sufficiently big ‘something’ within American society, mostly absent from those other countries, which could plausibly have kept non-religiosity artificially low in these decades, then there is an obvious candidate: the Cold War. Or more specifically, the precise and peculiarly religious way in which it was framed in the USA. 

A final, all-out battle

We Brits were as up to our neck in the Cold War as anyone. But only in America, I think, was the Cold War ever popularly framed as a “final, all-out battle between commu­nistic atheism and Christianity”, to quote Republican Senator Joseph McCarthy. Remember too that it was only in the mid-1950s that Congress adopted “In God We Trust” as America’s official motto, and “under God” was added to the Pledge. During the Pledge debates in Congress, the Democrat Louis C. Rabaut’s summed up a common view on both sides of the aisle:

“You may argue from dawn to dusk about differing po­litical, economic, and social systems but the fundamental issue which is the unbridgeable gap between America and Communist Russia is a belief in almighty God.”

This wasn’t just an issue with wide bipartisan and popular support view, it was thoroughly ecumenical too. While McCarthy and Rabaut were Catholics, it was a Presbyterian president, Eisenhower, who signed the “under God” bill into law. As Eisenhower himself put it during his 1952 election campaign:

“What is our battle against communism if it is not a fight between anti-God and a belief in the Almighty?”

Embellishing the city on a hill

It was also during the Cold War that presidents began likening America to the biblical “city built on a hill” – all the better positioned, one presumes, to scour the horizon for incoming Soviet missiles. Kennedy was the first US president to use it. Reagan, adding his own embellishment of “shining,” would make it his, and many of his countrymen’s, own. Taken together, all this helped lay down a deep, implicit association between being un-religious and being un-American. Atheism itself bore the brunt of this, but it more generally ruled out as­sociated ideas and identities – including thinking of oneself as having “no religion” – as live options for the great majority of Americans.

Riven fault lines

Meanwhile, the cultural fault lines that begin obviously opening up in the late sixties – gender equality, sexual liberation – kept on widening, with new generations socialized into ever more liberal baselines. This created a growing values gap between traditional Christian views and the wider mainstream culture, on topics that were very personal to, and thus felt very deeply by, people on all sides. This meant that, while churches tended to be most visible on the 'conservative side' of various battlegrounds, they were also often deeply riven by internal versions of the same debates. Not surprisingly, church attendance, at least within Catholic and mainline churches, started falling steadily in the seventies and (except where immigration has helped fill the pews) has never really stopped.

The Internet of ideas and identities

On this basic account – and there is much that could be, and elsewhere has been, added to it – the thawing of the Cold War is obviously significant. Note that it is the Millennial generation, only the youngest of whom are able to remember the Cold War (and even then mostly from holiday reruns of Red Dawn and Rocky IV), who were at the vanguard of the rise of the nones. They were also the first generation to be true digital natives, opening many of them up to a much wider range of ideas and identities than hitherto available. This has been especially effective at chipping away the walls of some of America’s stronger religious subcultures. My ex-Mormon interviewees, especially, cite “the wonderful thing called the internet” as being “the game-changer”.

Serious discussion and South Park

The Millennials started coming of age, and indeed responding to pollsters’ surveys, in the early 2000s. This was also around the time when, arguably for the first time since maybe the hugely popular writer and speaker  Robert “The Great Agnostic” Ingersoll a century before, unbelief was being seriously discussed everywhere from primetime talkshows to episodes of South Park. The bestselling books of the New Atheists – principally Sam Harris, Richard Dawkins, Daniel Dennett, and Christopher Hitchens – evidently hit upon some long pent-up demand. They were also, significantly here, able to position atheism, and 'no religion' more generally, as a panacea for a world awash with religion. Harris, for example, makes much of how he started writing The End of Faith on September 12th. Dawkins made no secret about his wanting to run adverts with an image of the Twin Towers and the tagline “Imagine no religion…”.

Cultural space opens

Whatever one makes of such arguments, similar rhetorical moves would have had less intuitive appeal to earlier American generations, learning to duck and cover from atheists’ H-bombs: the stuff of Americans’ nightmares were now those with too much religion, rather than not enough. While the long term impact of the not-so-New Atheism is hard to judge – many nones are keen to distance themselves from what they saw as its “dogmatism” and “extremism”, even while agreeing with much of it – it certainly helped open up ‘cultural space’ for being both American and non-religious that the Cold War had (outside of various enclaves, such as college towns and certain big cities) largely sealed shut. As we have seen, it is one that a good quarter of American adults are quite comfortable placing themselves within.

So yes, new somethings indeed happened in the final years of the twentieth century and the first years of the twenty-first: and these helped drive the uptick of nones. But these happened at the same time as the none-inhibiting effects of a much earlier something had more or less worn off, especially among the emerging genera­tions most affected by the new somethings. It is this combination of factors— akin to pulling one foot off the brake as you slam the other down on the accelerator— that explains quite why the nones rose so suddenly and (seemingly) out of nowhere.  

 

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Education
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5 min read

Why I teach over my students’ heads

Successful teaching is a work of empathy that stretches the mind.
A blackboard covered in chalk writing and highlights.
James's chalkboard.

I’ve been teaching college students for almost 30 years now. As much as I grumble during grading season, it is a pretty incredible way to make a living. I remain grateful. 

I am not the most creative pedagogue. My preference is still chalk, but I can live with a whiteboard (multiple colors of chalk or markers are a must). Over the course of 100 minutes, various worlds emerge that I couldn’t have anticipated before I walked into class that morning. (I take photos of what emerges so I can remember how to examine the students later.) I think there is something important about students seeing ideas—and their connections—unfold in “real time,” so to speak.  

I’ve never created a PowerPoint slide for a class. I put few things on Moodle, and only because my university requires it. I’ve heard people who use “clickers” in class and I have no idea what they mean. I find myself skeptical whenever administrators talk about “high impact” teaching practices (listening to lectures produced the likes of Hegel and Hannah Arendt; what have our bright shiny pedagogical tricks produced?). I am old and curmudgeonly about such “progress.”  

But I care deeply about teaching and learning. I still get butterflies before every single class. I think (hope!) that’s because I have a sense of what’s at stake in this vocation.  

I am probably most myself in a classroom. As much as I love research, and imagine myself a writer, the exploratory work of teaching is a crucial laboratory for both. I love making ideas come alive for students—especially when students are awakened by such reflection and grappling with challenging texts. You see the gears grinding. You see the brow furrowing. Every once in a while, you sense the reticence and resistance to an insight that unsettles prior biases or assumptions; but the resistance is a sign of getting it. And then you see the light dawn. I’m a sucker for that spectacle.  

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy. 

Successful teaching is, fundamentally, a work of empathy. As a teacher, you have to try to remember your way back into not knowing what you now take for granted. You have to re-enter a student’s puzzlement, or even apathy, to try to catalyze questions and curiosity. Because I teach philosophy, my aim is nothing less than existential engagement. I’m not trying to teach them how to write code or design a bridge; I’m trying to get them to envision a different way to live. But, for me, it’s impossible to separate the philosophical project from the history of philosophy: to do philosophy is to join the long conversation that is the history of philosophy. So we are always wresting with challenging, unfamiliar texts that arrive from other times that might as well be other planets for students in the twenty-first century.  

So successful teaching requires a beginner’s mindset on the part of the teacher, a charitable capacity to remember what ignorance (in the technical sense) feels like. To do so without condescension is absolutely crucial if teaching is going to be an art of invitation rather than an act of alienation. (The latter, I fear, is more common than we might guess.) 

Such empathy means meeting students where they are. But successful teaching is also about stretching students’ minds and imaginations into new territory and unfamiliar habits of mind. This is where I find myself especially skeptical of pedagogical developments that, to my eyes, run the risk of infantilizing college students. (I remember a workshop in which a “pedagogical expert” explained that the short attention span of students required changing the PowerPoint slide every 8 seconds. This does not sound like a recipe for making students more human, I confess.) 

That’s why I am unapologetic about trying to teach over my students’ heads. I don’t mean, of course, that I’m satisfied with spouting lectures that elude their comprehension. That would violate the fundamental rule of empathy. But such empathy—meeting students where they are—is not mutually exclusive with also inviting them into intellectual worlds and conversations where they won’t comprehend everything.  

This is how the hunger sets in. If you can invite a student to care about the questions, to grasp their import, and experience the unique joy of joining the conversation that is philosophy, then part of the thrill, I think, is being admitted into a world where you don’t “get” everything.  

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy.

When I’m teaching, I think of this in a couple of ways. At the same time that I am trying to make core ideas and concepts accessible and understandable, I don’t regret talking about attendant ideas and concepts that will, to this point, still elude students. For the sharpest students, this registers as something to learn, something to be curious about. Or sometimes when we’re focused on, say, Pascal or Hegel, I’ll plant little verbal footnotes—tiny digressions about how Hannah Arendt engaged their work in the 20th century, or how O.K. Bouwsma’s reading of Anselm is akin to something we’re talking about. The vast majority of students won’t be familiar with either, but it’s another indicator of how big and rich and complicated the intellectual cosmos of philosophy is. For some of these students (not all, certainly), this becomes tantalizing: they want to become the kind of people for whom a vast constellation of ideas and thinkers are as familiar and present as their friends and cousins. This becomes a hunger to belong to such a world, to join such a conversation.  

This gambit—every once in a while, talking about ideas and thinkers as if students should know them—is, I maintain, still an act of empathy. To both meet students where they are and, at the same time, teach “over their heads,” is an invitation to stretch into new terrain and thereby swell the soul into the fullness for which it was made. The things that skitter just over their heads won’t be on the exam, of course; but I’m hoping they’ll chase some of them for a lifetime to come. 

  

This article was originally published on James K A Smith’s Substack Quid Amo.