A Bible-based classification system for human knowledge

Introduction

As an avid library user and a trained librarian, I am a BIG fan of Dewey and his Decimal Classification System. From boyhood, I learned to master this numerical way of finding stuff around the library. Numbers are definitely a great way to organize the universe of information. However, on reading The Library at Night, I came across Manguel (2006) in discussing library classification. Manguel (2006) states that on "[e]ntering a library, I am always struck by the way in which a certain vision of the world is imposed upon the reader through its categories and its order" (p. 47). Indeed, Manguel (2006) points out that classification systems reflect how human beings conceptualize the universe. As such, after reflecting on this, I have come up with a faith-based or creation based system for classifying human knowledge.

The classification system

000 - God and time (theology, mathematics, branches of physics that deal with time)
100 - The heavens (Astronomy, Astrology?, Weather and climate sciences, meteorology, Space)
200 - Earth and Oceans (Earth sciences including geology, oceanography) (+ Chemistry, minerals)
300 - Animals and plants (Ecology, Biology and Life sciences)
400 - Humanity - The social sciences (studies of humanity including psychology, government and politics, society and economics, education, religion, and law)
500 - Humanity's representation 1 - (information science, information studies, libraries, media studies, communication studies)
600 - Humanity representation 2 - Languages and Literature
700 - Humanity's occupations - The arts and technology
800 - History and genealogy

The logic behind the system

000
This classification system or scheme is a way of organizing all that mankind knows and all branches of human knowledge according to a Biblical worldview.  It begins with the knowledge of God as the head of the classification system. According to Proverbs 1:7, the fear of God is the beginning of knowledge. Hence all knowledge but begin with the knowledge of the Creator.

The inclusion of time and mathematics with God follows the idea in Genesis 1:1 that in the beginning, God is the creator. As such, time began with acts of God. Time itself was a product of God establishing order in the universe. Following that order and time is organized and measured by numbers, I include mathematics and branches of physics that deal with numbers, time and the study of order in the universe.

100
Genesis 1:1 specifies that God created the heavens. In Nehemiah 9:6, the scripture states that the Lord alone is the creator of the heavens and stars. Here I assign two meanings to heavens - 1) the atmosphere surrounding the earth and 2) the galaxies and space.

200 -300
Nehemiah 9:6 also specifies that the earth was created by God as well as the oceans, followed by the creatures. God created habitats to support and sustain life. Everything to support and sustain human beings were made before humankind entered the world scene.

400
In Genesis 1:26-29, God expresses the purpose behind the creation of human beings. As such, we see that human groups and interaction were planned before their existence. The plan of God for human beings is to establish families, societies and government structures and to sustain themselves from what was in their habitation. The planning for human life and living and the allocation of resources to support their life is therefore placed in this section of the classification scheme.

500
Humanity's representation sciences and studies is put in this section.

God gave instructions not only for humanity's existence and mission, but also creates or plants a tree of knowledge of good and evil and warns human beings to avoid eating from the tree (Genesis 2:16-17). Later on, the serpent came as a medium to discredit God's monopoly on communication providing an alternative reading of God and the information he provided. Here enters concepts of deception and truth and the representation of knowledge. Here I put the information sciences, information studies, libraries, encyclopedias, media and communication studies.

600
Language and literature is also used in human representation and communication. Language was used by the first human beings to attribute blame after their disobedience. Yet it is until Babel (Genesis 11:19) that human beings began to develop varied language systems scattered over the earth.

Literature has also been important in humanity's expression. In fact, one could argue that Adam was the first poet, as in Genesis 2:23, we are introduced to his poetic expression of love for Eve on his wedding day.

700
The development of musical instruments are attributed to Jubal, a descendant of Cain (Genesis 4:21).
Other technologies and tools, farming raising livestock, and knowledge applied to helping man better cope with life after the fall from Paradise are also developed (Genesis 4:20-22).

800
History too is another representation of man's life. However this need to preserve our common history comes after human beings discover death and mortality and need to transmit life stories and history from one generation to the next.

Concluding remarks

My proposed creation-based classification schemes is a way of organizing all human knowledge according to a Biblical worldview. It imposes a Biblical worldview on all branches of human knowledge and subjugates knowledge to a hierarchy that is based on a Biblical view of life, the universe and everything in it.

While church libraries that I am aware of use Dewey's Decimal Classification Scheme, I propose that peoples of faith should develop their own systems and schemes for representing knowledge that reflect their theological worldview. Nothing is wrong with good old Dewey, but Dewey's scheme in fact, does not reflect a Bible-based representation system for knowledge, though it can be used as a point of departure and comparison in developing a Biblically-based classification system (let us call it BBCS).

Reference:

Manguel, A. (2007). The library at night. Toronto: Vintage Canada.

The difference between following Jesus and practicing Churchianity

During the last week of January, my experience in representative student politics caused me to reflect more on Jesus and his mission and platform while on earth. I will not go into details about my student political experiences, but will indeed go into details about my thoughts on Jesus, who I hold as my chief role model.

I have already distinguished that there is following Jesus or Christ and following Churchianity (see previous blog post on this). The two should not be confused. There is a difference between following Jesus and professing to do so, yet practicing Churchianity. To follow Jesus means to follow the life example and teachings of Jesus (as best as one can seeing that the setting and cultural differences today make it impossible to follow Jesus literally or completely). Then there is following Churchianity, which means to accept and follow the teachings of a particular church organization or denomination. The two sometimes are at great odds and one has to have good judgment to discern this.

Back in his day, Jesus was a devout and deeply spiritual individual interested in the social and political reform of the Jewish religion. His mission was to make the religious institution more just, inclusive and responsive to the human heart and condition. In the account of Luke, on his return to his hometown synagogue, Jesus claimed a portion of prophecy as outlining his mission statement. According to the passage in Luke 4:18 in the New International Version (NIV), Jesus declared:

18 

“The Spirit of the Lord is on me, because he has anointed me to proclaim good news to the poor.He has sent me to proclaim freedom for the prisoners and recovery of sight for the blind,
to set the oppressed free,

Hence, his actions of ministering to adulterers, the sick, the prostitutes, tax collectors and those who were either excommunicated or outcasts from the religious and political society. Jesus wanted to bring back all these persons back into the community of God's people and back into a relationship with God.

Secondly, Jesus also wanted to increase faith in God, at the same time while lifting up mercy and justice. He not only wanted people to treat others better, but also wanted people to believe in, love and trust God more. This meant that sometimes Jesus had to side with the right-wing conservative Pharisees in rebuking the left-wing Sadducees for attempting to decrease people's faith in an after-life. this is recorded in the account of Matthew 22:23-46, where Jesus had to point out that the Sadducees had errors in their interpretation of the Scripture as well as a lack of understanding about God.

Considering these things, if you are a professed follower of Jesus, you must ask yourself the questions:

• Am I concerned about injustice and the treatment of people in society?
• Do I want society to be more just?
• Do I want people to love God more and have a better understanding of God and his nature and love?

These questions distinguish someone who is a follower of Jesus and believes in his mission from those who are just adherents to a church culture misnamed "Christianity".

The quest for quality video games with a Biblical narrative

I am not a serious gamer. The only two games that I really play are Scrabble and Chess. These are the only two games that I play online (sometimes). Due to a very busy life and schedule, I have little time for games.

Nonetheless, I was recently reading about video games and education from Prensky (2006), the author of Don't bother me mom-I'm learning! I have also been reading a number of other arguments for children playing video games (Franceschin et al., 2013; Olson, 2010; Shaffer, Squire, Halverson & Gee, 2004). This reading got me thinking that video games are the new media for thinking and working. Many video games are based on narratives and stories (Laurel, 2001). In fact, I agree with the readings that it is possible that a child could learn complex concepts from engaging with the media and in particular the rich narrative that the media can tell.

So I thought that I would take the challenge of looking up video games based on Biblical-narrative to see if per chance I could discover any such game that I would not feel guilty as a parent letting my children play. After all, a video game based on a Biblical narrative would help them think about God's word in a new way and a new medium.

My first search lead to not so encouraging results. The first article I discovered made it clear that Bible narrative based video games have been critiqued for being of poor quality. Brown (2007) in an article critiquing Bible-themed video games states that "devout fundamentalists often make incredibly bad game designers".

I was further discouraged by the video games that I did retrieve, which seemed to have the potential to teach my children erroneous doctrine, like the example of the Left behind game, which is based on the distorted doctrine of the secret rapture (I really need to blog about that another time). Another such Bible narrative-based video game is the game El Shaddai: Ascension of the Metatron, which unfortunately makes Lucifer into a good guy (Flagged by me for deception. Lucifer is not virtuous guy, or at least he's not a virtuous character today).


Later on, while reading Prensky (2006), I discovered that there is a Christian Game Developers Conference. But from the look of their website, I don't think I want to see their games: http://cgdc.org/. I do appreciate though their motivation to use the medium for God's glory.


Eventually, I decided to enlarge my search to finding a Jewish Bible game. (Jews seem to be the masters at tell good stories and narratives). I came across this guy, Alex, who suggests that Bible narrative could make good games, especially seeing that there are a lot of wars in the Bible (Alex, 2010). I totally agreed with Alex on his last point that doing a David versus Goliath game would really be cool: "Give the player a slingshot and have him go to town. It’d be awesome."


On making better games with a Biblical narrative, I just want to suggest that the problem with Bible games is that we cannot make just Bible quiz games that drill in people facts, but we need to use Bible narrative to get players to negotiate and experience the conflicts of the Bible and Bible characters. So in all seriousness, we need more Biblical narrative role-playing games. Too bad my drawing and programming skills aren't so good for me to participate in bringing such games into being.


Reference:

Alex (2010, Jan 3). The quest for the Jewish videogame. Hipster Jew [blog post]. Retrieved from http://hipsterjew.com/jewish-videogames/

Brown, S. (2007, Nov 18). PrayStation: The 6 most misguided Christian video games. CRACKED. Retrieved from
http://www.cracked.com/article_15672_praystation-6-most-misguided-christian-video-games.html

Franceschini S., Gori S., Ruffino, M., Viola S., Massimo M, Facoetti A. (2013). Action video games make dyslexic children read better. Current Biology, 23(6): 462 - 466.

Laurel, B. (2001). Utopian entrepreneur. Cambridge, Mass.: MIT Press.

Olson, C. (2010). Children's motivations for video game play in the context of normal development. Review of General Psychology, 14 (2): 180-187.

Shaffer D.W., Squire K.R., Halverson R. & Gee J.P. (2004). Video games and the future of learning. Phi Delta Kappan 87, (2): 105-111. Retrieved from http://www.academiccolab.org/resources/gappspaper1.pdf