For example, when I have to be at a particular venue at a particular time, I exercise reason in deciding what time to leave my house, what mode of transport to take, what route to travel via, and in a case whereby several options are available, to weigh the pros and cons of each option. Reason, therefore, is an important necessity for every man.
In a more developed form, reason allows a person to set a course of action for his life. A plethora of factors influence one's reasoning, but in the light of my recent interactions with young children, I realize the development of reason (whether sound or not) rests on the presence of three factors:
1. Knowledge
2. Curiosity
3. An environment that fosters the former two.
Like fire, the absence of any one of these factors mean that the faculty of reason will not arise. However, the analogy ceases to be useful from this point forwards, since there is no possibility that these three factors do not exist at all.
Knowledge is acquired through a variety of means, the first of all through our five senses. Even if born blind, the remaining senses continue to provide the mind with knowledge about one's surroundings. Therefore, in general, knowledge is not in short supply. Empirically useful knowledge, however, is not always readily available. Empiricalness is established by repeated observability. In children, I believe this to mean that they must be able to perceive the knowledge repeatedly through their senses. As we all differ, so must the manner with which young minds be trained to acquire knowledge with their senses. Some require more manual and deliberate input than others.
Curiosity, fortunately, is inherent to all human beings. The only problem I have noticed about curiosity is how to keep this tender organ intact throughout all of life. It is not a frail organ, but with repeated abuse through starvation (i.e. not satisfying curiosity), it can shrink and become negligible. Preventing this requires constant care, first by the human influences in a child's life, second by the young mind made aware of the importance of his curiosity.
Lastly, an environment that fosters useful knowledge and curiosity. This factor can be both controllable and uncontrollable. I deem it controllable, as the first place where we gain reason is at home, and our family (keyword: parents) have a significant part to play. At the same time, I must say that there are uncontrollable aspects of the environment, i.e. those outside of the home.
Whether controllable or uncontrollable, the environmental factor is to reason as oxygen is to fire. Without oxygen, the hottest fuel merely glows, or at best, is a scalding vapor. But fire gives off both light and warmth. While the environment is key here, but bear in mind, what good is the promotion of good habits if good habits have no place in society?
Proverbs 22:6 - "Train a child in the way he should go, and when he is old he will not turn from it."
James 3:1 - "Not many of you should presume to be teachers, my brothers, because you know that we who teach will be judged more strictly."
Indeed, whether of the Word or of the world, teachers have a daunting task, to wrestle against preconceptions in their pupils, and society's decay into nihilism and hedonism.
Postscript: At the end of this lengthy and cumbersome post, I must state my purpose of writing. I am entering a time of transition, to decide soon whether to have personal freedom or greater opportunity to fulfill a calling. Either way, I do not want to leave God out of the decision-making process. I just wished He made it easier to decide.
Lastly, for the more refined thinkers who chance upon this post, please bear with the gross simplification. The intent is not to educate, but to create awareness.
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