Usury economy and how capitalism has corrupted Christian churches

Here is another video post. In this one, I share from the Bible how the banking and financial industry practices a moral evil and how Christian churches participate in this morally evil economic system. See below for the scriptures that I indirectly or directly reference. A bit controversial, but I merely ask the questions. Just following in the steps of my mentor, Jesus, who asked difficult questions about the status quo.

Old Testament Scriptures against usury
 
(All references are from the New King James Bible)
25 " If you lend money to any of My people who are poor among you, you shall not be like a moneylender to him; you shall not charge him interest.
26 "If you ever take your neighbor's garment as a pledge, you shall return it to him before the sun goes down.
27 "For that is his only covering, it is his garment for his skin. What will he sleep in? And it will be that when he cries to Me, I will hear, for I am gracious. (Exodus 22:25-27)
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35 ' If one of your brethren becomes poor, and falls into poverty among you, then you shall help him, like a stranger or a sojourner, that he may live with you.
36 'Take no usury or interest from him; but fear your God, that your brother may live with you.
37 'You shall not lend him your money for usury, nor lend him your food at a profit. (Leviticus 25:35-37)
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19 " You shall not charge interest to your brother -- interest on money or food or anything that is lent out at interest.
20 "To a foreigner you may charge interest, but to your brother you shall not charge interest, that the LORD your God may bless you in all to which you set your hand in the land which you are entering to possess. (Deuteronomy 23:19,20)
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10 "I also, with my brethren and my servants, am lending them money and grain. Please, let us stop this usury!
11 "Restore now to them, even this day, their lands, their vineyards, their olive groves, and their houses, also a hundredth of the money and the grain, the new wine and the oil, that you have charged them." (Nehemiah 5:10,11)
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He who does not put out his money at usury, Nor does he take a bribe against the innocent. He who does these things shall never be moved. (Psalm 15:5)

Selected teachings of Jesus about lending and giving

New International Version
And if anyone wants to sue you and take your shirt, hand over your coat as well. If anyone forces you to go one mile, go with them two miles. Give to the one who asks you, and do not turn away from the one who wants to borrow from you. (Matthew 5: 40 -42)


If someone slaps you on one cheek, offer the other cheek also. If someone demands your coat, offer your shirt also. Give to anyone who asks; and when things are taken away from you, don’t try to get them back. Do to others as you would like them to do to you. (Luke 6: 29 -31)

Marcus Garvey and the need for sharing good ideas without limits to race or ethnicity

In this post, I do something new. I invite the world into my basement as I share some thoughts on  Marcus Garvey and my philosophy of the need to share the ideas and inspiration with the entire human race. I share my view that God gives us ideas and inspiration to share for the benefit of the entire human race and not to be restricted to particular race or groups of people.

The dilemma of privilege, justice and equality

Step into a parallel universe, where a group that was once a minority is steadily gaining privilege and advancing in status. A group that was once formally and official persecuted by the state, thrown to lions for the blood-thirsty entertainment of mobs, ridiculed and blamed for disasters afflicting the city. This minority group, in the Roman Empire, now find their fate being turned around when an emperor and head of state puts an end to their troubles and officially endorse the minority with protected and privilege status in the empire. This emperor now provides the minority with tax exemption status, access to high-ranking political offices, ownership of tax-exempt property and training and educational programs. All of a sudden, everyone wants to be a Christian.

Over time this majority becomes an oppressive majority policing people's thought, censoring their speech and restricting their liberties. They demonize their opponents as heretics and try to make them look ignorant and irrational, and use their privileged status to impoverish others.

Step back into modern society and western civilization, and I get the gut feeling that history is on the verge of repetition. Let us hope I am wrong!

Yet today, I am observing that in an attempt to right the historical social injustices against women, sexual minorities, Blacks and Muslims, each group has been awarded privileges. For me (and I am sure that even my pessimistic forerunner,  Karl Marx would agree), I see new ruling classes emerging as winners in societal conflicts. Even if I am in one such group (disclosure: I am visibly "black"), I fear the repetition of history. My knowledge of history and even the Hebrew Scriptures reminds me that there has never been a just egalitarian society. Attempts at establishing equality in the past has inevitably excluded some and privileged others. Western civilization in particular has historically privileged groups based on race, gender, ethnicity and religion.

So my question to the West today is how are we going to prevent inequality in the allocation of resources in our attempt to recompense previous minorities for the social injustices that they have suffered at the hands of the state and society? My eyes then shift to Israel, a state that was [re]created to right the wrongs of Europe's injustices against Jews. Today, Europe and the world seem to be remorseful as they consider the viewpoints of the Palestinians. Equality and justice are tricky things to put into practice and definitely more complex than we tend to believe.

My meditation on Deuteronomy 4:10

My scripture for meditation in this post is taken from Deuteronomy 4:10:

Remember the day you stood before the LORD your God at Horeb, when he said to me, "Assemble the people before me to hear my words so that they may learn to revere me as long as they live in the land and may teach them to their children." (NIV)

Today I parse four thoughts from this verse for reflection.

1. Remember the day you stood before the LORD your God - This reflects commitment and consecration. Have I stood before LORD to be committed to what he has in store for me? Have you stood before the LORD to make a commitment to what he wants to do in your life?
2. Assemble the people before me - I know in the text that God was addressing Moses. But what if God wants all of us to be a type of Moses. What if God wants us to gather other people before him? Is it not the gospel commission for us to go to others and prepare them for the Lord's second coming (Matthew 28:19-20)? Are we not compared to being labourers that go into the fields to collect God's harvest (1 Corinthians 3:9)?
3. to hear my words so that they may learn to revere me as long as they live in the land- is it not the whole duty and purpose of man to listen to God and revere him? (Cross reference with Ecclesiastes 12:13).
4. may teach...their children - God wants us to pass on what we have learned to our children. Our second duty to God is not just to gather our peers and adults to him to hear his words, but to pass on the worship and reverence for God and his words to our children. It is not just important to be a witness at work but it is also important that we must be a witness at home. It is as much our duty to spend time with our children and teach them God's words and what we learn from God as it to attend church or do the other religious deeds and charitable acts. A failure to pass on and transmit what we learn about God to our children is just as bad as failing to do other charitable deeds.

 For me, the above represent what the life of spirituality is all about: 1) making a commitment to God, 2) seeking others to also make that commitment, 3) learning from God and 4) making sure that we teach the children points 1-3 as well.

Do have a blessed day!

A prophetic dream about marijuana cultivation?

On Barack Obama's visit to Jamaica, at a youth leadership event the President of the United States was asked about US policy regarding the decriminalization and legalization of ganja ("US president fields Rasta's question", 2015). Long before this event, I had an unusual dream that I only mentioned to my spouse at the time. However, I feel the time has come to make the dream known, especially since there is zeitgeist in support of the decriminalization and legalization of ganja in Jamaica.

In my dream, I boarded a truck in downtown Kingston, headed to the hills for market provision. Soon the truck arrived in the hill country of rural Jamaica, where ganja was being cultivated alongside necessary herbs and spices needed for culinary preparations. Yet, in the dream, it came to my consciousness that more ganja was being cultivated than food items as farmers felt that it was more profitable to grow marijuana than food crops. As such, food was scarce and ganja was abundant.

Reference

"US president fields Rasta’s question on legalising marijuana" (2015, Apr. 10) Malay Mail Online retrieved from http://www.themalaymailonline.com/world/article/us-president-fields-rastas-question-on-legalising-marijuana

My thoughts on the origin of religion

One of the greatest blessings of pursuing my Ph D. is how it has increased an understanding of my religious faith. My experience of studying folklore and narratology has significantly impacted my understanding of the Judeo-Christian faith. On this occasion, I want to blog about how my Ph D. experience has impacted on my faith and has provided me with a deeper understanding of the origin of religion.

For those who are unfamiliar with my journey, I began my studies pursuing independent readings into folklore. Later I changed direction a bit and pursued studies in narratology, storytelling, and later narrative analysis. [1] It is these related areas of knowledge that has furnished me with a deeper understanding of how religions like Judaism and Christianity originate.

According to secular theories, religion originates due to people's fear and a need for security in an insecure world (Robinson, 2014). Others talk about natural selection favouring human beings with a God gene to help to create a more social cohesive group or society (Wade, 2009). However, my studies in folklore and narratology have helped me see a new perspective (outside of faith-based theories) for how religions like Christianity and Judaism originate.

Let us begin by using the concept of a "meta-narrative" as a metaphor for religion. According to Aryes (2008), a meta-narrative is a narrative about narratives or a narrative above narratives. Narrative itself is often seen as being based on real or lived experiences. Labov (1972) defined narrative as the recapitulation of experience. Benjamin (1984), on the other hand, states that the storyteller produces stories from the raw material of experience. Religion, like narrative, is born from real characters and experiences, which are structured into a coherent telling for transmission to others. After all, religious narratives are but meta-narratives, bringing together many characters, experiences and real events, into a coherent unified structure that interprets and provides some sense-making across various fragmented (or smaller) narratives.

You find this in the Passover narrative of the birth of Jewish identity and cultural independence. It begins with characters (Pharaoh and Moses) and key events (such as how the Jews escaped Egypt and established a home in Canaan). You also find this in Christianity with the character of Jesus, who inspires a band of followers to establish a new group (and religious) identity. Religion, unlike some mythologies, are based on real geographic settings and are either based on or inspired by real characters and events. These are not fables devised by wild imaginations, but originate from real characters that have real experiences in real places and who share these experiences in the form of narratives with others.

Over time, others may add to the narrative or take away from the narrative. This is especially the situation with oral narratives. However, writing narratives cause them to become more fixed, albeit dis-placing contextual information about the narrative. With oral narratives, the storyteller can give facial expressions and other gestures to help communicate how the narrative should be understood or the intended meaning of his or her words. In addition, the storyteller's audience can ask for clarification and the storyteller can point out locations and show where the actual narrative or event unfolded (especially if the storyteller is in the geographic area of the narrative). The written narrative actually decontextualizes the narrative and removes it from a set location and a particular storyteller in order to make it more transportable over distance and time.

Hence, once we understand these ideas, we can see how religious narratives are not fictional creation or construction of imaginary characters or events. Rather, religion is more mixed-fiction (if not non-fiction), drawing on the real as well as using the imagination  and sense-making faculties to produce a coherent and unified meta-narrative to structure the experiences of several characters and events over time. Hence, understanding religion is not just about looking for a gene or examining the function of religion in societies. It is more than that. It is about understanding narrative knowledge, storytelling and narrative practices. I find that this is hard for a secular society that depends on science and logic driven by quantitative data and methods for producing knowledge, while at the same time devaluing the personal experience and narrative-based knowing.



Notes:

[1] - I see folklore studies as a broader field of study that includes the study of oral lore and narratives that are told by ordinary folk.



References:

Aryes, L. (2008). Meta-narrative. In L. M. Given (Ed.), The Sage Encyclopedia of Qualitative Research Methods (pp. 508–509). Thousand Oaks, CA: Sage Publications. doi:10.4135/9781412963909

Benjamin, W. (1969). Illuminations, ed. and with an Introduction by Hannah Arendt. Trans. by Harry Zohn. New York: Schocken Books.
Labov, W. (1972). Language in the inner city: Studies in the Black English vernacular. Philadelphia: University of Pennsylvania.

Robinson, B. A. (2014). Some theories on the origins of religion. Religious Tolerance.org: Ontario consultants on religious tolerance. Retrieved from http://www.religioustolerance.org/rel_theory1.htm

Wade, N. (2009, Nov. 14). The evolution of the God gene. The New York Times. Retrieved from http://www.nytimes.com/2009/11/15/weekinreview/12wade.html?_r=0

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.