An Interview With Dr. Papatheofanis

 

Frank J. Papatheofanis, MD, PhD is a physician-scientist and educator with over 30 years of experience in academic medicine and science. His research career began in the Department of Neurology at the University of Chicago. He subsequently directed the Biomaterials and Bioengineering Laboratory in the Department of Orthopaedics and served as Assistant Research Professor at the University of Illinois where he earned a doctorate in biochemistry and a medical degree; he then completed postgraduate residency training and served as chief resident in the Department of Radiology at Loyola University Medical Center. He also completed advanced training in health policy and economics and earned the Master in Public Health (MPH) degree at Johns Hopkins. Papatheofanis completed graduate studies (MLitt Divinity) in theology at the University of St Andrews (Scotland). He founded and directed the Advanced Medical Technology Assessment and Policy Program at UCSD where he also directed the Science, Technology and Public Affairs Program and served on the faculty for 15 years.

Dr. Papatheofanis serves as editor, editorial board member, and peer reviewer for many leading professional publications. He is the author or co-author of over 200 scientific and medical peer-reviewed publications, chapters, and books. His research currently focuses on issues surrounding public policy for medical and scientific research and education. He also serves on the Theological Education Committee of the Assembly of Canonical Orthodox Bishops of North and Central America. 

Dr. Papatheofanis and his wife Dr. Julie Papatheofanis have three children and live in San Diego.

Interviewer: You certainly have made a successful career in science, research and medicine. What made you decide to take on the project of building a college?

Dr. Papatheofanis: Yes, education has been important throughout my career. I have always been interested in why Orthodox Christians did not have colleges and universities in America. From what I learned, all immigrant populations that came here established churches and colleges as soon as they could. The Orthodox established many churches but not colleges. Most Christian denominations eventually organized and operated multiple institutions, and the Roman Catholic Church developed entire educational networks based originally around Jesuit and other religious orders.

Interestingly, the Orthodox Christian tradition of education originated in the fifth century. This rich tradition stresses a holistic approach to learning that seems to be largely missing today; and, that tradition of integrating faith and learning produced some of the most important and influential thinkers in history. I think it is time to make that approach available to students again.

Interviewer: Where did you grow up? Do you come from a family of academics?

Dr. Papatheofanis: I was born and grew up in the Chicago area. My parents and grandparents emigrated from Greece. They all came from agrarian backgrounds with a few village priests and teachers in the mix.

Interviewer: Your faith seems to play a big part in your life. Was that a motivating factor in creating Saint Katherine’s?

Dr. Papatheofanis: There are several motivating factors beginning with Holy Scripture. St Paul writes in 2 Peter 1:5-10 about how we increase in our faithfulness to the Lord. He first mentions goodness as an important quality for us to seek before identifying knowledge as another desirable quality. St Paul tells us we should increase in knowledge about the Lord. Some come to know, increasing their knowledge of, Christ from a spiritual direction whereas some come to understand Him more from knowledge of His Creation or other routes. As a physician-scientist I have been supported in my faith through glimpses of the Divine in the created world. The notion of “inquiry seeking wisdom” emerged from these experiences. Rigorous inquiry is the bulwark of scholarship and research. But why? Why does inquiry matter? I think it matters because Wisdom, Jesus Christ, is revealed to us as we learn more about what He has created. I think such an approach to scholarship probably reigned when the world’s great centers of learning were organized. I also think that an institution founded around such a principle is again needed in the world today.

Also, the story of St Katherine herself has always inspired me. Here was a young, wealthy, beautiful Christian woman who was martyred because of her faith. Her brilliance in defending her faith could not be dimmed by equally brilliant non-believing scholars who became believers through her witness. I think that our world needs modern St Katherines who are fearless and capable Christians who bring encouragement and strength to everyone they encounter.

Interviewer: Could you give an assessment of the state of higher education today?

Dr. Papatheofanis: American higher education today is a system that remains ever-committed to reforming itself in order to justify its relevance to contemporary culture. Whether institutional or system-wide, education leaders are facing pressures from the marketplace to explain their purpose and economics. Faced especially with challenges from on-line, for-profit educational systems, today’s colleges and universities are struggling to recast themselves as well-networked, one-stop resources with national relevance and global reach.

Education leaders argue that teaching standardized sets of learning products, effectively educational commodities, will not yield the sorts of graduates our country needs. These needs include graduates with analytical and critical thinking and learning skills as well as effective writing and other communication abilities.  True learning is not merely a mastery of a body of knowledge or information or completion of a checklist of coursework. Sustained commitments to active learning derive from the active engagement of students mastering the process of learning from direct, regular contact with faculty who transmit their expertise and skills to them. Demonstrating successful outcomes along these lines is one of the chief challenges of higher education today.

Interviewer: There seems to be a crisis of ethics in this country. Is the educational system to blame?

Dr. Papatheofanis: It’s certainly easy to vilify the educational system on a number of issues but I don’t think the crisis in ethics is one of them. Our perception of American higher education tends to swivel around our perception of life in general. When the economy is foundering and there is world conflict, we view education with a more critical eye whereas when life is more stable, we tend to ignore or be content with the educational system.

Our moral and ethical concerns are deeply-rooted in our understanding and relationship to God and one another. If we fail to see Christ in the others who surround us, we fail to respond to them with love and mercy. Unfortunately, colleges and universities that were founded as Christian institutions have long-lost their religious identity and purpose. Academe is inclusive, and no teachings, moral or otherwise, are held above others. But academic institutions view themselves as objective and unbiased centers of learning. So, as we find ourselves observing an academic culture that equally values all human perspectives, we must understand that this is how our institutions now operate. What becomes important in this conversation is that students have a choice to learn at an institution that offers a Christian worldview, just as they have a choice or option not to do so.

Interviewer: What needs to happen to turn things around?

Dr. Papatheofanis: I think we have to understand the purpose of education. I think educators must convey that education is about transformation. When successful, education is about becoming an informed moral citizen in a working democracy. If we are to turn things around and restore the engagement between teacher and student, we must start here. This requires a systematic change that will be buffeted by inertia and indifference. It’s difficult to ask hard questions and then seek the tough answers. Few are willing to take on the notion of understanding and participating in a democracy based on sustained individual commitment to active learning.

Interviewer: What types of educational philosophies will you be using at St. Katherine College?

Dr. Papatheofanis: Christ is our life- I think that sums up our educational philosophy. Our curricula are developed around progressive learning about broad and specific subject matter in the liberal arts and sciences. This prepares students to be active learners in a pluralist democracy. We think it also prepares them to be active participants. The educational theory here is that students who are taught to rigorously inquire will be able to think independently and make sound moral decisions in their life.

Interviewer: What majors will be offered and why?

Dr. Papatheofanis: The College will initially offer baccalaureates (BA/BS) in art, biological sciences, biotechnology, chemistry & biochemistry, English language and literature, economics, interdisciplinary studies, management science, music, philosophy, public policy studies, and theology. We plan to roll out history and psychology as well. These majors represent disciplines that are fundamental to a liberal arts and sciences education. We wanted to include the arts and humanities alongside the sciences in our offerings; a two-year integrative core course will be required of all students. This distinctive course will be derived from classic works as well as contemporary scholarship, and it will integrate topics across multiple disciplines. Our majors will prepare students for graduate school, professional schools (medicine, law, etc.), and various careers.

Interviewer: What type of student will benefit from attending St. Katherine College?

Dr. Papatheofanis: Students who want to integrate their Christian faith and education will benefit from attending the College. These students will be interested in a broad education in the liberal arts and sciences. Students who want to learn in a participatory academic culture will enjoy studying here. Such students tend to be mature and realistic about their role in this process.

We’re obviously a new school and cannot yet offer the facilities and amenities of an established campus. Students will have to look beyond facilities. Those who enjoy the challenge of new enterprises will find a place to explore here.

Interviewer: Many people wrestle with the seeming contradictions of faith and science. How have you been able to sort out and reconcile the two?

Dr. Papatheofanis: When one begins to dig a little deeper, I think we all discover that science is unable to ask the all-important “why” question — why are we here?, and so forth. These questions originate in antiquity and still remain unanswered for the non-believer. They do so because one cannot come to appreciate the natural world without fully acknowledging that we are surrounded by a God-ordained Creation. Science is merely a tool for approaching the Divine Creation; the results of scientific inquiry have no transformative meaning without Christ.