Article
Change
Character
Purpose
Virtues
6 min read

Life is messy, take part

James Baker's political vocation sheds light on why character counts in this networked world.

Emerson Csorba works in deep tech, following experience in geopolitics and energy.

Two men in seats adress a pyjamap-clad Ronald Regan.
James Baker, left, briefs a recovering Ronald Reagan, right, in hospital .
White House via Wikimedia Commons.

Few White House Chiefs of Staff have been better than James A Baker III. Nicknamed the ‘Velvet Hammer,’ Baker was originally a Democrat, and only introduced to politics in his forties. But he made up for lost time, serving as the original catalyst behind President Ronald Reagan’s time in the Oval Office. He later served as Secretary of State, helping maintain peace following the Cold War.  

In their recent biography of Baker, The Man Who Ran Washington, Peter Baker (no relation to James) and Susan Glasser write that, when called out of his retirement to lead the Republican strategy in the Bush-Gore 2000 Florida vote recount, ‘Baker’s reputation was so formidable that Democrats knew they would lose the moment they heard of his selection.’ More precisely, Baker ‘was not defined by his era; he helped to define it.’  

And yet, the calm, cool and collected former Texas lawyer was – by the end of his tenure as White House Chief of Staff – broken. In Chris Whipple’s The Gatekeepers, a history of American White House Chiefs of Staff, a former Reagan staffer reflects that in a conversation long after their tenures, ‘Baker’s eyes filled with tears. He told me what it had been like for him to be chief of staff in a White House riven by different philosophies and ideological outlooks. And every day various people would try to take Jim Baker out.’  

Baker, a problem-solver and political moderate, battled with his more ideological counterparts for the ‘soul’ of the Reagan presidency. This battle was ‘more emotionally grueling and deeply painful than almost anyone around him knew.’ His struggles were a harbinger of the more divisive American politics to come. Surrounded by long-time Reagan loyalists, he was an unexpected selection for the Chief of Staff role. He ran the Gerald Ford and George Bush presidential campaigns against Reagan but was recognised by the Reagans as the right person for the job. Baker kept focused within the Reagan Administration despite team members undermining him.  

Baker shows that responding to a call requires that a person engage in the world as it is. This realism helps us to reform the world through service. 

Through his participation in the world, Baker reminds us that life is messy. This is especially the case when engaging in communities involving competition between multiple worldviews, philosophies, or ideologies. Keeping the ship steady amid such variation comes with emotional cost. But participation is better than withdrawal from the scene of action, and into the safety of technology.  

Balancing between perspectives requires a personal sense of restraint. Peter Baker and Glasser note, for instance, that ‘one of the keys to Baker’s success over the years was knowing when to back off’ in meetings. This balancing is difficult. Baker succeeded in his political vocation in part because he participated in this swirling mix of perspectives, but the balancing involved suffering.  

What can we learn from Baker on the messiness of life? What does he show us about the living-out of a vocation? Baker was clear-eyed about his calling: that of serving his friend Reagan (and afterwards his close friend George Bush). He put his strategy and negotiating skills to good use as part of a larger life project. This calling strengthened Baker’s persistence, despite the trials and tribulations of participation in the world. Baker shows that responding to a call requires that a person engage in the world as it is. This realism helps us to reform the world through service.  

‘Once we remove ourselves from the flow of physical, messy, untidy life… we become less willing to get out there and take a chance.’ 
 

Sherry Turkle 

How did Baker discover his political vocation? And what is a vocation? The philosopher Robert Adams defines vocation in his Finite and Infinite Goods as ‘a call from God, a command, or perhaps an invitation, addressed to a particular individual, to act and live in a certain way.’ The theologian Oliver O’Donovan defines vocation somewhat differently in his Finding and Seeking. He describes it as ‘the way in which the self is offered to us…. The course of our life that will come to be our unique historical reality.’ O’Donovan focuses on service, where vocation is ‘not a single function, but an ensemble of worldly relations and functions through which we are given, in particular, to serve God and realise our agency.’  

Sometimes, as O’Donovan suggests, a calling captures our attention, even if we only know the immediate next step, as if stepping from a quayside onto a boat (a helpful metaphor used throughout O’Donovan’s work). For Baker, it was the death of his first wife that precipitated a call from his friend George Bush. In this conversation, Bush asked whether Baker would be interested in volunteering for a campaign, to help take his mind off his grief. What was initially a way to help keep his mind off a trauma became, over time, a life project.  

Baker thought carefully about the world and the people around him as precursor to action. He epitomised the thinking of Dietrich Bonhoeffer, who writes that individuals should participate ‘in the times and places which confront us with concrete problems, set us tasks and charge us with responsibility.’ We must remember that people are multidimensional. This is not easy, Baker as a case in point through his political vocation. 

Unfortunately, while recognising this is a realm of considerable debate, aspects of our culture discourage genuine engagement in the world. Sherry Turkle, Professor of the Social Studies of Science and Technology at MIT, describes ‘networked life,’ where individuals use technological devices (we might think today of WhatsApp or Instagram) to withdraw from hard, in-person conversations. She says that people nowadays tend to communicate with others on their own terms. It is easy for people to engage – or disengage – others whenever convenient.   

Yet, as Turkle writes, ‘Once we remove ourselves from the flow of physical, messy, untidy life… we become less willing to get out there and take a chance.’ Networked life is for Turkle an escape from the messiness of life. It prevents encountering others as they really are. This leads to weak personal foundations: personal characters built on sand rather than on rock. It helps to be tested by conflict with others that are different than ourselves. This testing helps to reduce narcissism, in which we think more about ourselves than about the wider world.  

Marshall McLuhan, in his Understanding Media, reflects on the Greek word narcosis meaning numbness. The service of networked technologies, to which Turkle alludes, is in McLuhan’s eyes a worshipping of these technologies as God. This numbing via the worshipping of technology is contrary to Baker’s more engaged way of life – encountering others in person in their complexity.  

We can remind ourselves that life is messy. What we think we see upon first impressions may evolve upon continuous examination. And what is previously unseen may become evident over time. Jesus states that ‘For nothing is hidden that will not be disclosed, nor is anything secret that will not become known and come to light’ and later, that ‘Nothing is covered up that will not be uncovered, and nothing secret that will not become known.’   

The genius of James Baker was found not in academic intellect, but in his ability to understand others through real engagement in the world. This understanding of others, serving them, was the cornerstone of his vocation. Former White House speechwriter and now-columnist for the Wall Street Journal Peggy Noonan once commented – as reported in The Gatekeepers – that Baker ‘was a guy who didn’t seem to move forward with a lot of illusions about life or people or organizations or systems.’ Baker embraced the messiness of life, but also the importance of taking part to serve others and help restore the world.

Article
Creed
Education
5 min read

Our social problems need theology, here’s why

Taking the god’s-eye view develops critical skills
young people listen, and ponder, to a speaker off screen.
M Accelerator on Unsplash.

At secondary school level, Religious Studies continues to attract strong numbers. On the surface, this looks like a healthy sign for the subject. Yet, critics argue that appearances can be deceiving: many faith-based schools make the subject compulsory, artificially pushing up participation. The result is a stark disconnect when students progress to higher education. Here interest appears to drop off sharply, and several universities have been forced to close their single-honours degrees in Theology and Religious Studies due to unsustainable student numbers. 

But this presents a misleading picture – even at tertiary level students are far more interested in Theology and Religious Studies than the statistics seem to suggest. While few undergraduates commit to a full degree in Theology, (in Scotland this is called Divinity) or Religious Studies, partly because career pathways outside of ordained ministry and teaching can seem unclear, many are eager to sample the subject alongside their main studies. This means that at the University of Aberdeen, the department of Divinity finds a different kind of relevance. Thanks to Aberdeen’s flexible degree structure, it is not unusual to find law, sociology, psychology, anthropology, and even physics students sitting in on our undergraduate modules. This interdisciplinary mix brings a distinctive energy to classroom discussions, as well as a few challenges… and challengers.  

Some students arrive never having opened a Bible, never having heard a word from the Qur’an, and never having engaged with any other religious text. Many are openly ambivalent about the existence of God, some downright hostile, and more than a few admit that they were drawn in by the promise of coursework-based assessment rather than traditional exams. Yet, once in the room, most engage with surprising enthusiasm, and even the challengers play a vital role.  

What emerges is a lively space where students approach theology less as a matter of personal faith and more as an intellectual exercise, grappling with life’s big questions, testing out ideas, and debating seriously with the prospect that God exists. Far from diminishing the subject, this shift gives the Divinity department a new role: not as a training ground for clergy, but as a forum for critical thinking across disciplines. 

In one of our courses for example, students are asked to debate this question: if a human chooses to go wild swimming in a crocodile’s natural habitat, does the crocodile have a right to kill and eat that human, as it would any other prey item that strayed into its path? Or, if a person with profound physical and intellectual disability is not able to live out many of the rights and responsibilities envisaged by the United Nations Convention on Human Rights, on what grounds are they still reckoned to be a human person? As we tease out the (multiple) possible answers to these questions, many of the turn out to be surprisingly theological. Whilst some students will work towards becoming better able to affirm and articulate their own atheism, others are surprised to discover that they have been living out a deistic morality all along; on the quiet, their internal moral compass believes in God. 

But my sense is that even if students don’t walk out with an easy A, they walk out with a set of skills that is, in the long run, far more valuable. 

Further to that, in an open letter the Theos think tank recently highlighted the role of theology in the ethical and cultural development of communities. They argue that theological study equips people to engage thoughtfully with different people groups and traditions, to develop skills in interfaith dialogue, and to promote communication across cultural barriers. Put simply: 

“In an increasingly polarised world, it helps us understand other points of view.” 

This insight is highly relevant to our students as they set out on varied career paths in an increasingly complex world. The skills honed in our Divinity classrooms – empathy, critical thinking, close observation, and clear writing – are both essential and transferable. Theology degrees do not lead only to ordination or teaching; they can open doors to careers in journalism, diplomacy, politics, community work, authorship, and screenwriting, among many others. As Professor Gordon Lynch, Professor of Religion, Society and Ethics at the University of Edinburgh, observed at a recent panel discussion: 

“It’s very difficult to think about a major geopolitical issue at the moment in which religion isn’t deeply implicated in some way.” 

The relevance of theological training extends far beyond traditional disciplines. For example, law students will need to recognise not only that a person with profound disability is a human person, but also to understand the deeper ethical and theological reasons why society judges this to be so. International Relations students will need to appreciate why resolving the Israel/Palestine conflict is not as simple as drawing lines on a map, but is rooted in long histories of faith, identity, and belonging – histories which will reach their influence far into the future as well as the present. Sports science and physiotherapy students will need to empathise with the human drive to become ever faster and stronger, while discerning when to help people recognise the limits before injury occurs. 

So, we gather all these students and more into our divinity courses, and work with them as they develop such skills. By discussing these matters as though God exists, in a space where there is unapologetic openness to confessional or deistic ways of looking at the world, students are freed to adopt a third-person standpoint, a “god’s-eye view” if you like, which allows them to critically examine both their own and other people’s perspectives. When this freedom becomes apparent, it is the challengers often find themselves the ones being challenged, and hostility soon morphs into vibrant dialogue. Also, for those who want “an easy A” it quickly becomes apparent that coursework-based assessment is in no way easier than traditional exams – if anything, it can be the opposite! Getting your ideas down on paper, coherently, and with relevant references to research from across disciplines is a sophisticated competency. But my sense is that even if students don’t walk out with an easy A, they walk out with a set of skills that is, in the long run, far more valuable.  

With an eye to business models and balance sheets, many universities don’t think they need their theology departments anymore, and with the current financial precarity faced by the higher education sector, on paper this may be true. But society is crying out for complex ways forwards with complex situations, and the problems of social division are becoming more apparent than ever. Whilst it is clear that fewer and fewer students are choosing to do whole theology degrees, it is also clear the world still needs theologians.

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