Dead Sea Scrolls
Southwestern Journal of Theology
Volume 53, No. 1 – Fall 2010
Managing Editor: Malcolm B. Yarnell III
By Mark Bauerlein. New York: Penguin, 2008, 264 pages. Softcover $24.95.
John R. W. Stott underlines the role of Christian preachers and ministers as bridge-builders. In his interview, “Creating the Bridge” (1998), he states: “Any bridge, if it is to be effective, must be firmly grounded on both sides of the canyon. To build a bridge between the modern world and the biblical world, we must first be careful students of both. We must be engaged in careful biblical exegesis, conscientiously and continually, and yet also involved in careful study of the contemporary context. Only this will allow us to relate one to the other (27).” Christian ministers should be assiduous students of both ancient Scripture and present-day contexts in order to create a solid bridge between two worlds. For effective preaching and Christian education, Christian leaders who are faithful to the Scripture need to study their people, particularly each generation.
How can Christian ministers appreciate the current generation? Mark Bauerlein, a professor of English at Emory University who previously was a director of analytical study at the National Endowment for the Arts, critically surveyed the current, young American generation, specifically Generation Y (designated as Millennial, Generation DotNet, or Generation M). Admittedly, his book on the study, The Dumbest Generation, is not primarily written for Christian education; however, it provides an insight to grasp the particular features of this young generation. This work focuses only on intellectual components, not on “behaviors and values” among young Americans that are saturated in the digital age (7). He cites the declining intellectual ability of this current generation as evaluated by their knowledge of “history or civics, economics or science, literature or current events” (9). In this appraisal, Bauerlein employs divergent social scientific statistics such as NAEP, NSSE, Kaiser Family Foundation Program for the Study of Entertainment Media and Health, ATUS, and SPPA (14–15). Furthermore, he argues that this generation has a responsibility to preserve America’s heritage in order to transmit it to the next generation. Overall, Bauerlein is successful in the completion of his goal.
Bauerlein evaluates the intellectual life of Generation Y in his six units from a pessimistic perspective. In chapter one, “Knowledge Deficits,” he surveys this generation’s intellectual state. The people of this generation spend more time in education facilities and have better intellectual environments such as public libraries, bookstores, and galleries than previous generations had available. However, their knowledge of history, civics, and science is not sufficient. Bauerlein delineates this ironical situation as “material possessions vs. intellectual possessions, adolescent skills vs. adult skills” (35).
In chapter two, “The New Bibliophobes,” Bauerlein argues that Generation Y has a tendency to “a-literacy (knowing how to read, but choosing not to)” (40). This anti-intellectual attitude stems from the peer group pressure that they should cling to social activities. This generation is afraid of separation from its friends, which results from a concentration on studying; therefore, these people may not invest much time in the “leisure reading” that is a considerable ingredient in academic advancement (51). In chapter three, “Screen Time,” Bauerlein contrasts the average time Generation Y spends on screen media (58 minutes) with reading (39 minutes) in a day (75). Generation Y is exposed to television, VCR/DVD player, computer, video games, MySpace, YouTube, teen blogs, and Xbox. They are “technophiles” who are comfortable with learning through multimedia (94).
In chapter four, “Online Learning and Non-Learning,” Bauerlein argues that Generation Y’s academic capabilities are not high enough in their reading and math test results because of their computer online learning (123). Their hasty reading habit is a “F-Shaped Pattern for Reading Web content” (144). In chapter five, “The Betrayal of the Mentors,” Bauerlein addresses the important role of mentors for this younger generation. This generation clings to a horizontal relationship with its peers rather than a vertical relationship with “teachers, employers, ministers, aunts, and uncles, and older siblings, along with parents” (136). Bauerlein argues that their mentors should censure them in this wrong direction and allow them to recognize another dimension of social life, such as family and teachers. In chapter six, “No More Culture Warrior,” Bauerlein points out the intellectual privilege and responsibility of this young generation for the future of America. However, Bauerlein warns that the future of civic and liberal education is not optimistic in light of the careless academic attitudes of this young generation. This generation has an obligation to preserve the spirit of heritage and tradition in America in order to pass it to the next.
The Dumbest Generation is the result of a critical evaluation of Generation Y. Bauerlein elucidates successfully the deficiency of the intellectual capability of this digital Y generation. Particularly, this book has two strengths. First, Bauerlein emphasizes the importance of the intellectual life of the young generation. This young generation will nurture this country’s spirit in its adulthood; therefore, it should comprehend and preserve the tradition of society. With the bold assurance of a prophet, Bauerlein attempts to awaken intellectual faithfulness among young generations. Second, this author convinces his readers by employing scientific statistics methods such as NAEP, NSSE, ATUS, and SPPA (14–15). These public data help readers grasp insufficient education channels, such as television, VCR/DVD players, and computers.
Even with these profitable achievements, this book has two improbable areas. First, Bauerlein’s judgment has a tendency to lose balance. For example, with a strong cynical connotation, he labels this young generation “The Dumbest Generation.” Through the criteria of “history or civics, economics or science, literature or current events” (9), the intellectual competence of this young generation may not be highquality; however, the knowledge of the internet and multimedia and the spirit of creativity are worthwhile for future society. Bauerlein overlooks these areas of strength in the young generation. Second, Bauerlein’s concept of the role of mentors may not be suitable for younger generations. His negative assumption of the young generation leads mentors to correct and rebuke their wrong actions in a forceful manner. To be sure, former generations should address clearly the incorrect behaviors of the young; however, the young generation’s desire is to possess genuine relationships with former generations. In authentic relationships of this kind, the younger generation will listen to the advice of members of former generations with open hearts. Even with these aforementioned weaknesses, this book is still a worthwhile read that will capture this young generation’s mind.
How can lessons from this book apply to Christian ministry for the young generation? From a spiritual perspective, this young generation needs to make more spiritual effort intellectually. They tend to become not illiterate, but “a-literate” about the Scripture (deciding not to read the Bible). However, they search for authentic mentors as their life journey guides. Christian preachers and teachers should constantly study this younger generation and make efforts to connect with them through godly lives based on Scripture. As a result, this young generation will apprehend Scripture as the authentic spiritual resource; let them connect with the Word of God through their lives. It may have a spiritual impact on their families, churches, and societies. If this comes true, their spiritual future will shine.
