Calculate the global fallout from nuclear weapons

(September 23, 2017)

The Korean War is still not over. People need to remember this if they are planning a trip to the 2018 Winter Olympics in Pyeongchang.

No doubt to undermine the success of those 2018 Games, North Korean leader Kim Jong-un seems intent on focusing international attention on his half of the peninsula, divided by the Korean Demilitarized Zone and relying on a shaky 64-year-old armistice to keep the peace.

But tantrums that are amusing in a child and irritating in an adolescent are frightening in a leader of a country whose national virility is measured by long-range missiles and nuclear weapons tests.
Match him with a U.S. president who seems cavalier about “nuclear footballs” and is prone to launch barrages of tweets at 5 a.m. — or cruise missiles during dessert at state dinners — and there is even more reason to worry. When U.S. President Donald Trump threatens to “rain fire and fury” on North Korea, it makes the North Korean missile program seem prudent, rather than paranoid.

All these antics push the nuclear doomsday clock even closer to midnight. We have lived with that clock for 70 years, however, so dire warnings have little or no effect on the situation. Both nuclear technologies and nuclear weapons seem immune to common sense; instead, they are promoted by nearsighted enthusiasts or applauded by irresponsible leaders.

In a heartbeat, nuclear technologies and nuclear weapons could cause more devastation worldwide than all of our other efforts to destroy ourselves combined. As we are pummelled by hurricanes, shrivelled by drought or scorched by forest fires, as we poison the air and contaminate the oceans and the water we drink, we need to remember this nuclear reality as a clear and present danger.

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Technology, Religion and Human Security in the 21st Century

Time to publish a lecture I gave ten years ago as part of the 40th Anniversary Lecture Series at the University of Winnipeg:

(November 22, 2007)

I want to thank the Alumni Association for the invitation to be part of the 40th Anniversary Lecture series. Since I began my studies here thirty-one years ago, I have accumulated a number of debts to this institution and its faculty, staff and students.

As a student, I experienced the best of a challenging and rewarding liberal arts education. Over the intervening years, as I wandered through the academy, I always found a welcome back at the University of Winnipeg as my professors became both mentors and friends.

Ten years ago, when I returned to Winnipeg to teach and my professors became colleagues, the courses I taught in the departments of History, Philosophy, and Religious Studies and in the Faculty of Theology enabled me to work in a multi-disciplinary way that I had always felt important.

Other responsibilities made it impossible for me to attend Bob Young’s wonderful first lecture in this series, but he was entirely correct in identifying the significance of interested students in the creation of good teachers.

Under the hot lights of the television studio, broadcasting live in prime time to the whole city in a way that brought the university into the community in a truly remarkable fashion, I thrived on the ideas and passion of hundreds of intelligent, articulate and concerned students, while the staff of the Centre for Distributed/Distance Learning filed away some of my rougher edges and diplomatically challenged any inconsistencies that the students might have missed.

So, when I considered what to present to you this afternoon, I was reminded of an intriguing course I inherited and taught in Religious Studies, called “Images of Power: The Religious and Technological Imaginations.” If I were teaching it now, this lecture would have been part of our conversation.

I want to start by offering a conclusion about technology, religion and human security in the 21st century, and then will spend the rest of the lecture unpacking what it means, and why I would reach such a conclusion.

Human security is clearly one of the most compelling and troubling issues of our time. However human security is construed or constructed, the tendency of globalized western scientific culture is to use technological means to maintain security, or at least to minimize insecurity. In a post 9/11 environment, moreover, religion – all religion and not just Islam – seems to be regarded as a negative or destabilizing force.

I argue, however, that the reverse is actually more accurate – we will never achieve any significant measure of human security in the 21st century by technological means alone. Further, the uncritical reliance on technology – and the marginalizing of religion – is more likely to decrease such security.

Only a better understanding of our own technology, and a willingness to acknowledge and incorporate existing religious beliefs in the context of human security on a global scale, will make it possible for the 21st century to be less bloody at its end than it has been to this point.

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Universities should focus on people

(May 18, 2017)

We are entering the season of graduations and commencements, where speakers will applaud the graduates and exhort them to work hard to overcome the challenges that lie ahead.

No one will mention that these students are graduating into a future made difficult, if not impossible, by the lifestyle choices of their parents and grandparents. Nor will they be told they are unlikely to enjoy either the environmental or economic benefits of their elders, whose enterprises have cut down or polluted what they didn’t use up or destroy.

Those would be facts, not the usual flannel that characterizes the commencement address people expect to hear.

Avoiding the subject does not change the situation, however.

Ninety years ago, Raymond Fosdick compiled a book of commencement addresses he had been asked to give: The Old Savage in the New Civilization. His point was simple: humanity’s technological abilities had developed far faster than its moral capacity. We are using dangerous new tools the same way our ancestors used clubs, thousands of years ago, and risk self-destruction.

The key to moral development, he said, was education. New moral and ethical abilities are needed throughout society to manage the amazing possibilities reflected in the new civilization we have created. We must deliberately educate citizens to think in new ways, with a kind of wisdom and maturity that was lacking in the society that self-destructed during the Great War of 1914-1918 and which was threatening to do so again.

In the midst of the Roaring Twenties, Fosdick must have sounded like an old, unwelcome crow. Two years later, however, as the stock market crash of 1929 led into the Great Depression and the rise of fascism that preceded the Second World War, his audience likely changed their minds about him and his speech.

At the risk of sounding like an old crow myself, our post-secondary institutions here in Manitoba have failed their graduates and the society in which we live. They have not focused on educating citizens to make better choices than their parents and grandparents did. Instead, they have focused on churning out replacement parts for the machine civilization, whose further development threatens the existence of global society and much of life on Earth.

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