Joseph Sverker - Human Being and Vulnerability

ibidem-Press, Stuttgart

Learning is fascinating. Take school for example. When a lesson starts, one teacher and maybe 25-30 pupils are present. If all goes well everyone will know something they didn’t know at the beginning, and if things go really well the pupils also know why they should know what they have learnt and the teacher knows what the pupils have learnt.

Steven Pinker stumbled into a rabbit hole when he studied language. It was one of those Alice in Wonderland rabbit holes where a world opens up behind it. For Pinker the verb system is an opening to the whole human mind. For Colin Gunton, in many ways it is the doctrine of the Trinity and for Judith Butler it is that some human lives are not recognized as human lives that open up vast vistas of thought and insights. For me learning in school came to be that rabbit hole that brought me to think about the whole human being.

Learning happens all the time and everywhere and it is not restricted to the classroom. Learning is to understand more, to think anew, to be able to think differently or to acquire and perfect a skill. Learning can make someone change their mind or make new decisions for life. And most of the times learning is by small steps. I will be very happy if this book can be such a small step for some reader.

As a teacher I rarely get to know if my courses have any impact on the students and I suspect that the same goes for books. Neither will my pupils and students know how much they have taught me throughout the years. I would have learnt much, much less were it not for you. So, thank you!

What I do know, however, is the people that have had an impact on me, both as teachers and – since I’m writing a preface to a book after all – for the completion of this book. I am first of all very happy for the stimulating and constructive context in which this book was conceived, the research seminar of Systematic Theology at Uppsala University. I would like to thank Mattias Martinson, Katarina Westerlund, Thomas Ekstrand, Maria Essunger, Ida Simonsson, Ulf Bergsviker and Fredrik Wenell in particular. I also want to thank Petra Carlsson especially, warmly valued colleague and friend at the Stockholm School of Theology, for many insightful conversations. An especially warm thank you to my dad, Per-Axel Sverker, for reading and commenting on my texts throughout the years. The same goes for Jonas Kurlberg, who has also been the editor of this book. It has been a pleasure to mix friendship and work over this whole process.

Many people have been willing to read separate chapters, or all of them, and given much valued comments. For that I am very grateful. Many thanks in particular to Lovisa Nyman, Mikael Lindfelt, Karin Johannesson, Kjetil Haftstad, Arne Rasmusson, Stephen Holmes and John Webster. I was deeply saddened by Professor John Webster’s passing; he encouraged me immensely the few times we had the opportunity to meet. The book is much improved by all your comments, and if it is not without faults, that only means that I can still learn more.

Considering that this book starts off with a reflection on the relation between teachers and pupils in the context of school, I want to take the opportunity to thank some of the teachers that have been especially important to me. They might never read this and some will never get to know how much they have inspired and encouraged me, but I still want to mention Staffan Södergren at Almby högstadium, Dixie Ericsson at Karolinska läroverket and Staffan Nordin at Kulturskolan Örebro. I am also particularly grateful to Lish Eves and Peter Hicks who taught at the London School of Theology. They showed that lecturers can be not only brilliant theologians, but also wonderful people with deeply caring hearts. But my primary model as a teacher is in all reality my mum, Kristina Sverker. My gratefulness to her extends way beyond that of course, but she is my greatest inspiration as a pedagogue, not only for the self-giving love she had for her pupils but also because of her passion for pedagogy and determined belief in everyone’s capacity to learn. If she would have been alive when I started to think about the questions in this book, maybe it wouldn’t have taken so long to figure these things out. This book is in memory of her.

Table of Contents

Acknowledgments

Introduction

Interactive interdisciplinarity and human lived reality

Social constructivism and biologist essentialism?

Chapter 1: From interpellated subjecthood to recognized vulnerability

On the human being, or becoming

Gendered to be human

Performativity and human identity

Relationality and the constitution of humanity

The problematic body

Actions

Judith Butler and the person

Desire and personhood

Recognition, personhood and grievability

Chapter 2: Being human nature

Language: window to human nature

Nature/nurture

Unique environment

Genes, personality and behavior

Computationalism and the individual

Webbed causality

The individual and human nature

Death of the self again?

Openness and relationality in evolutionary psychology?

Chapter 3: Persons becoming in relations

Ontology of the person

Relationality, space and freedom

Personalist and relational theological anthropology

The divine and the human

The triune Creator and the anthropological significance of Christ

Embodied human persons

“spirit,” sin and the question of ethics

Chapter 4: Going beyond: relationality, evolutionary theory and time

Establishing a weak ontology of relationality

Re-reading the theory of evolution

Evolution as performativity

Time matters

The reality of body

Chapter 5: Kenotic personalism

Primacy of “person”?

Kenosis, vulnerability and persons: the significance of self-giving relations

Relation, mediation, interpellation

Called in time

The Gift of Vulnerability

The giving between persons

Kenosis and feminism

Kenosis and resistance

The gift of freedom

The most vulnerable?

Conclusion: persons, individuals and institutions

AI: artificial individualism?

Disclosing the nature/nurture problem

Back to school

Individualism and personalism in school

A love supreme?

Bibliography

In memory of Kristina Sverker

[O]ur social personality is created by the thoughts of other people. […] We pack the physical outline of the creature we see with all the ideas we have already formed about him, and in the complete picture of him which we compose in our minds those ideas have certainly the principal place. In the end they come to fill so completely the curve of his cheeks, to follow so exactly the line of his nose, they blend so harmoniously in the sound of his voice that these seem to be no more than a transparent envelope, so that each time we see the face or hear the voice it is our own ideas of him which we recognise and to which we listen.

- Marcel Proust, Swann’s Way

The human being is between many things. Life takes place between birth and death, between the home and the political, between who I am and who I want to be, or, perhaps, as for Marcel Proust, between you and the idea of you. For some, the human being is also between God and creation. But the “between” that will be explored in this volume is that of biology on the one hand, and the social on the other. This particular “between” appears difficult to maintain in our contemporary society for one is often privileged over the other. There seems no easy way to reconcile the two.

I intend to constructively engage this divide between biology and the social by conversing with critical theorist Judith Butler and psycholinguist Steven Pinker. With these two divergent perspectives, another seemingly conflicting account will be brought to the table, that of Colin Gunton’s theological anthropology.