Religious Knowledge Creation versus Scientific Knowledge Construction

An Excerpt from an expert on Christodemocracy; with commentary by RJREI

Image credit: “Americans United for Separation of Church and State”

Throughout my life I like many people have been strongly influenced and impacted upon by many of the things that I have read. Occasionally I have come across items of interest to read that have genuinely, legitimately, and significantly changed my thinking. Below is a large excerpt from one such item, an academic paper that I discovered during one of my countless myriads of searches as I surfed the World Wide Web (WWW).

For those of you who might be familiar with my stance towards religion and deities and for those of you who might be uncomfortable with my non-theist position, or those who might simply want a better understanding of why I so avowedly disregard the aforementioned and in fact strive to encourage others to move away from such things what follows is probably the best summation of how I understand deities and religion; bearing in mind that it is from an epistemological perspective, that I actively and consciously consider myself to be, and work at being, of a developing-naturalistic thinker; while at the same time I strive to oppose the limited fixed-metaphysical thoughtlessness that marks the “democracy of the dead”¹ and its living representatives.

Also, as this relates to my writings here on Substack wherein I work at unveiling the active efforts of those proponents of religion, most notably and noticeably Christian nationalists, who are attempting to subvert and reform the American systems of government to comply with and fit their so-called “Biblical worldview” shaped concepts of American Law, order, and society the following section from the paper is central to my understanding of these myopically narrow-minded biblical-worldview holders.

ABSTRACT

Dominionism is an authoritarian ideology that combines political hegemony with metaphysical certitude. A key impediment to any authoritarian leadership is the capacity of subjects to question and counter its claims to power. Human reason and critical analysis provide the inspiration to subvert an authoritarian regime. This paper examines an American political movement that works within the confines of liberal democracy to supplant liberal democracy. Critical to its agenda is the undermining of institutions that cultivate reason in citizens. The underlying difference in the conflict between dominionism and reason is best understood as a competition of epistemologies. [Page 2]

Epistemology in Education and Politics

Epistemology is the theory of knowledge. It seeks to explain how we know what we know.

It encompasses methods of obtaining and legitimizing knowledge. When considering epistemology thinkers are encouraged to examine sources of knowledge as well as the validity of truth claims. Within scholarship there are different schools of thought among varying versions of epistemology.

For the purposes of this paper, epistemology is generalized in four distinct but not mutually exclusive forms.

In developing epistemology knowledge and truth are gradually discovered over time.

Research tools are used to build understanding of the world from internal concepts of self to expansive modeling of space and time. In this epistemology, there is no endpoint. There is no time at which any person declares truth to be totally known. Rather, old truths are challenged by new discoveries. One conclusion builds on previous conclusions without ever considering the process complete. Knowledge is not absolute and fixed as much as it is adaptive to subsequent discovery.

This epistemology measures truth claims in terms of the methods of discovery. Claims pursued dispassionately with minimized researcher, subject, and conditions-based biases are considered more legitimate than those with higher degrees of bias or discernable intentions behind the discovery.

In contrast to this form is an alternative fixed epistemology. In it, knowledge is absolute and finite. Since original truth has already been received by mankind, usually accredited to an omniscient being, research tools are useful only in so much as they reinforce the original truth. In fixed epistemology, truth claims are measured by the degree with which they affirm the original understanding of truth. Findings that disagree with the original, absolute truth are rejected.

Likewise, messages from a purveyor of truth are accepted or rejected based on that person’s allegiance to the original, absolute truth. Knowledge is neither discovered nor developed but reiterated. Another way to distinguish epistemologies is in their sources for knowledge. Materialistic or naturalistic epistemology looks to physical phenomena exclusively for sources of knowledge. A naturalistic approach does not prevent personal belief in the metaphysical, such as god, but dismisses metaphysical explanations as unnecessary for achieving understanding. Contrarily, metaphysical epistemology looks for sources of knowledge outside of the physical world. Physical explanations are still used but are supported with metaphysical explanations. In this epistemology physical phenomena are expressions of metaphysical forces so examining the physical world alone provides inadequate and incomplete understanding.

Epistemology is in no way limited to these generalized forms. But, the contrast in the above descriptions highlights differences between irreligious research in academics and their counterparts in religious fundamentalism.

Understandings of epistemology also have political byproducts. Developing epistemology allows for continued discussion on what is true and not true. It also allows for simultaneous opposing conclusions. This understanding of knowledge lends itself well to a democratic system in which each constituent is allowed a freedom of conscience to accept or reject individual moral conclusions.

Fixed epistemology lends itself to a totalitarian or authoritarian political system. Because knowledge is fixed and absolute, discussion and diversity of ideas challenges the authority of the original truth. Viewpoints are only legitimate to the extent that they agree with the central authority. Fixed epistemology is illiberal because it fails to accommodate disagreement.

Naturalistic epistemology lends itself to secular regimes in which the role of government is limited to the interests of the governed without consideration of metaphysical forces or will.

Because metaphysical explanations are unnecessary for law, individual metaphysical beliefs are awarded equal treatment under the law.

Metaphysical epistemology lends itself to a regime with a defined official metaphysical ordering usually expressed in terms of an organized religion. Because metaphysical explanations are considered in law the system privileges a particular religious class and incorporates the perceived will of that religion into governance.

Because different forms of epistemology correspond to deeply personal understandings of the world they can be particularly contentious in the political arena. When it comes to issues in education, conflict is often expressed in terms of independent political positions. A deeper examination looks beyond superficial political issues in education and explains conflict in terms of competing epistemologies.

The fixed and metaphysical epistemologies relied upon by [Christian Right] CR organizations stand in contrast to the dominant developing and naturalistic paradigm throughout higher, secondary, and primary education as well as think tanks and professional research institutions. Although metaphysical and fixed epistemologies are more prevalent in human history, the modern (or postmodern) preference for their developing and naturalistic counterparts tends to exclude CR organizations from the sphere of serious scholarship. For this reason CR organizations express a high degree of frustration with the culture at large that they see as the result of elite cultural influences embracing flawed epistemology. Behind the political positions espoused by the CR is an anti-education undercurrent, as education is currently understood.

Because the CR political agenda is totalitarian and authoritarian, any concession to a developing epistemology violates their understanding of the world and their role in it. Education cannot reflect a developing epistemology because it directly contradicts their exclusive truth claims.

Likewise, metaphysical epistemology is necessary, particularly in science, to justify the privileges of the Christian class in the CR ideal government. For this reason, the CR discourages education and research in their current conventional forms and develops parallel alternatives such as CR universities and think tanks.

[Pages 8-11]

Dominionism and Epistemology: How Religious Anti-intellectualism Subverts Liberal Institutions, Gabriel S. Hudson, Midwestern Political Science Association [Circa 2009]

Dominionism And Epistemology

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Dominionism And Epistemology: How Religious Anti-intellectualism Subverts Liberal Institutions by Gabriel S. Hudson

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Hudson’s paper is well worth taking the time to read. He covers a number of important areas where Christian Right proponents are and have been actively opposing scientific efforts while also engaging in disingenuous dissuasive messaging aimed directly at young people for the purpose of creating distrust in science and liberal educational institutions.

Below is a table of contents of the paper.

Abstract pg.2

Introduction pg. 3

The Christian right and Dominionism pg. 5

Epistemology in Education and Politics pg. 8

Forms of Epistemology in Research and Studies pg. 11

Alternative Research and Science pg. 14 [This section is especially pertinent to many of the Project 2025 organizations]

Forms of Epistemology in Higher Education pg. 20

Epistemological Competition pg. 24

“Truth” in Fixed Epistemology pg. 27

Alternative Higher Education pg. 28 [See footnote for additional item of interest from this section, with a brief commentary regarding aspiring Presidential Candidate Nikki Haley]²

Forms of Epistemology in Primary and Secondary Education pg. 32

Gay Rights in Primary and Secondary Education pg. 34

Creationism in Primary and Secondary Education pg. 35

Alternative Primary and Secondary Education pg. 36

Conclusion pg. 40

References pgs. 42-46

Hudson who has spent much of his academic career studying the Christian right movement, with a special focus on its conflation with American politics, later published his dissertation in 2016 as a book which was titled, Christodemocracy and the Alternative Democratic Theory of America’s Christian Right, used the above paper as the basis for chapter 10 subtitled as, “Christodemocracy Assumes a Fixed, Metaphysical Epistemology as the Measure of Agency and Expertise.” Earlier this year in May I posted the book’s preface and bibliographic information as a reference for anyone who might want to obtain a copy for reading to better understand America’s problem of the conflation of Politics and Religion. The post with the preface can be accessed at the following webpage:

Clearly there is a problem.

Now that there is an outspoken Christian nationalist who holds the powerful position of the Speaker of the House of Representatives, which makes him second in the line of Presidential succession, and more and more reporting from a variety of news outlets, both mainstream and alternative, that are exposing the breadths, depths, and widths of the numerous organizations, parties, and persons who are all dedicated to reforming America into their visions’ version of an America that is based on Biblical worldview thinking, it has never been more important than it is now to know about and understand this anti-liberal movement that will only continue to restrict our hard won and precious civil rights, should they win the seats of power in government.

Robert J. Rei, December 26, 2023

1. “Tradition means giving a vote to most obscure of all classes, our ancestors. It is the democracy of the dead.” Chesterton goes on to say: “Tradition refuses to submit to the small and arrogant oligarchy of those who merely happen to be walking about. All democrats object to men being disqualified by the accident of birth; tradition objects to their being disqualified by the accident of death. Democracy tells us not to neglect a good man’s opinion, even if he is our groom; tradition asks us not to neglect a good man’s opinion, even if he is our father.” The Society of G. K. Chesterton, April 29, 2012, https://www.chesterton.org/democracy-of-the-dead/ See also, Tradition is the Democracy of the Dead, the National Catholic Register; Consulting the Democracy of the Dead, Staseos|Bold Christianity.

2. "The May 11, 2007 edition of Bill Moyer’s Journal on PBS45 documented the graduation ceremonies at Regents University. The college and law school founded by CR leader Pat Robertson provides an alternative to traditional education. The university’s mission is dominionism with students trained to seek positions of power. Presidential candidate Mitt Romney provided the key address at graduation and former Attorney General John Ashcroft was present to recruit young Christian men and women to work in the government.” pgs. 28-29; As can be seen from the selected excerpt Mitt Romney was the commencement speaker in 2007, Mitt later in 2012 went on to run and lose against President Obama. Earlier this year Nikki Haley was the commencement speaker at Regents University; it has been a presupposition of mine since I first learned this past summer that Haley was going to be Regents’ commencement speaker that she would in all likelihood prevail out of the Republican primary field as the most likely to secure the Party’s nomination, as she is the most in line with Christian nationalism goals who is actually electable, given the choices currently in view, at least from the perspective of morally turgid Christians who most likely genuinely dislike Trump as a choice for office. Regent University Announces Nikki R. Haley as 2023 Commencement Speaker, and also, More Than Conquerors