Student’s Bible Citation Sparks Debate Over Academic Standards

A recent incident at the University of Oklahoma has ignited discussions about academic standards and the role of religious texts in scholarly work. A student reportedly received a zero on an assignment for citing the Bible, prompting a response from James Finck, a professor of American history, who provided insights into how he navigates similar situations in his own classes.

Finck, who has not reviewed the specific assignment or the student’s work, emphasized the importance of using peer-reviewed academic sources when crafting historical argumentative research papers. He outlines that students are generally required to rely on academic journals or scholarly books, rather than popular websites, even if those sites are created by reputable historians. For example, if a student were to write about the Battle of Gettysburg, they would need to seek sources that adhere to academic standards, excluding even well-respected historical websites.

The professor pointed out that the Bible would typically not be an acceptable source for historical research papers, unless the topic directly involves biblical figures, such as the Apostle Paul. In such cases, primary sources like Paul’s letters would be appropriate to cite. Instead, when discussing figures like John Brown, students should focus on documented letters or scholarly articles that provide context for Brown’s use of the Bible in his justifications for violence.

Finck also highlighted another common assignment where students analyze a historical document, such as one authored by Thomas Jefferson. This type of assignment often leads to challenges, as students may wish to express their personal beliefs about controversial topics, like slavery. Finck clarified that while he agrees with students’ moral objections, the purpose of the assignment is to assess their understanding of Jefferson’s arguments, not to evaluate their personal views.

In instances where students introduce their beliefs into their analyses, Finck tends to deduct points for failing to follow assignment guidelines, rather than issuing failing grades. If students persist in making the same errors, penalties could escalate over time. He asserts that students often misinterpret grading as punishment for disagreement, while in reality, it may stem from a lack of historical accuracy or reliance on unsupported opinions.

Finck shared two illustrative examples. One student argued that outlaw Jesse James was akin to a Robin Hood figure, claiming he robbed banks to assist his community. This assertion, however, contradicted documented evidence showing that James acted primarily for personal gain. In another case, a student wrote about the history of gay marriage, incorporating personal opinions on constitutional rights. While the student displayed strong analytical skills, Finck advised him to focus on the legal framework rather than subjective views, which ultimately improved the quality of his work.

In reflecting on the assignment that sparked the controversy at the University of Oklahoma, Finck pointed out that personal reflection papers, where students share their views, might allow for citing the Bible or other personal beliefs. He acknowledged the potential for offense in these contexts but stressed the need for respectful dialogue and the importance of differing opinions in the academic environment.

In today’s complex educational landscape, Finck believes that teachers play a crucial role in guiding students to engage respectfully with differing perspectives. As social media intensifies emotions and polarizes discussions, educators must foster an atmosphere conducive to learning and critical thinking.

Finck concluded that students should feel empowered to explore varied subjects and defend their arguments using credible academic research, irrespective of whether a professor personally agrees with their stance. He advocates for an educational approach that emphasizes evidence-based arguments, preparing students to navigate a world rich with diverse viewpoints.

For further insights on this topic, readers can refer to Finck’s column, which appears in The Southwest Ledger.