order and/or disorder?
A long time ago (and it seems "in a land far, far, away"), singer Peggy Lee made popular a song with the lines: "Is that all there is? Is that all there is? If that's all there is my friends, the let's go dancing" ("Is that all there is?" Peggy Lee, 1969). While the song picked up a bit on the zeitgieist of the late '60's, I sometimes think that it could just as easily describe life in the 20-teens. On the "left", people long for the "orderly" days of the previous national administration(s). On the "right", the winning campaign cry was "Make America Great Again" (implying that there was some more "orderly" past to which we can return). The dichotomy of order vs. disorder seems to reign supreme in our national discourse.
There is, however, a third option: "re-order". Indeed, in an interview I heard earlier this week with author/theologian Fr. Richard Rohr, Rohr pointed out that he had discovered in his readings of many of the sacred and mythical stories a consistent theme: the protagonist moves through a process of "order-to-disorder-reorder". Consider the Exodus experience of the Hebrews: an orderly life in Egypt to the disorder of the Wilderness experience to the re-order of a settled community in the Promised Land. (Yes, the slavery of Egypt was awful, but, compared with the dis-order of the wilderness, the cry went up to Moses, "Why have you brought us out of Egypt, where at least we had food?") Or, more currently, the experience of Luke Skywalker leaving the "order" of Uncle Owen, to the disorder of all of the battles with the Republic, to the re-order of his realizing his identity as a Jedi.
With that in mind, I was surprised to be reminded while reading No Longer Invisible: Religion in Higher Education (Oxford, 2012)) that the educator William Perry postulated that college students go through a similar phased process. As the authors (Douglas Jacobsen and Rhonda Hustedt Jacobsen) of No Longer Invisible summarize his thought:
When entering college most students are dualists; they see the world in simple binaries (good/bad, us/them, right/wrong). The second stage is one of moral and cognitive relativism, when students become aware of multiplicity. In the third stage, students transcend the confusion of pure relativism and take steps toward mature self-awareness and nuanced commitment. . . . moving from one sate to the next requires a personal crisis, a moment when it become apparent that one's existing beliefs of convictions are no longer adequate. (124)
Perry's personal crisis equals Rohr's "disorder". But both Perry and Rohr note that the students of today might have missed the "order" piece in general because of the fractured nature of our society (and education) since the time that Peggy Lee sang "Is that all there is?"
That may be true, in the abstract (or general). But I think there's a greater truth that resides in both of their three-part scenarios: most of our lives go through that process over and over. Perhaps the stakes aren't as dramatic as Luke Skywalker's all the time, but we do face the situation in big and small ways. What we often forget (and Rohr and Perry would agree) in the throes of disorder is that reorder is different from a return to a prior "order". Things that are broken/dis-ordered CAN be re-assembled, but they will never be the same. There is grief in that realization, but also hope.
In our lives, and in the broader world, that is what we really want: not the old order, but "A New Hope".
PPS: If you would like to comment on this reflection, please surf on over to my blog "On a Bike and a Prayer" at http://duchap.blogspot.com