VISVALDIS VARNESIS KLĪVE

Latvian author,
philosopher and historian of religion,
orientalist (specialist in modern and contemporary Indian thought) and theologian.
Decorated with the Order of Three Stars

Born 23.9.31 in Riga, Latvia, educated in the U.S.A. (Ph.D., 1963, Columbia University in New York, M.Div. 1957, Union Theological Seminary in New York City). Presently The Professor of Sistematic Theology in the Faculty of Theology, University of Latvia, Riga and Corresponding Member of the Latvian Academy of Sciences (Institute of Philisopfy and Sociology). In the U.S.A. thaught at Middlebury College, Middlebury, Vermont (1959-1965) and Wittenberg University, Springfield, Ohio (1966-1994) where he was Professor of Philosophy (and for several years served as the Chairperson of the Philosophy Departament). He has also thaught as a Visiting Professor in various universities in India.

Majot recent publications in Latvia - "Ticības ceļos" (The Ways of Faith - An Introduction to the History of Religion, 1995, Zinātne, Rīga), "Gudrības ceļos" (The Ways of Wisdom, - An Introduction to the History of Philosophy, 1996, Zinātne, Rīgā) and "Rīcības ceļos" (The Ways of Doing - An Introduction to the History of Ethics, 1997, Zinātne, Rīga).

The author actively participated in Latvian organizations in the U.S.A. (served as the President of the American Latvian Association and as the Chairperson of the Latvian Culture Foundation) and in the political life of Latvia since restoration of independence in 1990/1991. For a brief period in 1993 was a member of the first parliament in newly free Latvia and helped to form the first government.

He also took an active part in the restoration of theological education and religious studies in Latvia by helping to establish in 1990 the structure and curriculum for the newly restored (after 50 years of closure) Faculty of Theology in the University of Latvia. As an ordained pastor of the Latvian Evangelical Lutheran Church, presently serves the Lutheran congregation in Vecumnieki, Bauska Region. Since 1994 permanently lives in Riga, Latvia.
Address: Torņkalna iela 15, Riga, LV 1004. Latvia.

Visvaldis V.Klīve

MY INTERESTS

Since the first day of elementary school in the fall of 1940, I always wanted to be a teacher. It seemed to me to be a most noble and interesting occupation, the highest calling a human being can have. My mother told me that when I came home from that first day of school I put all my Teddy bears in a row, and my teaching career started - and continued at least for the next 50 years.
I have seen my life, social relations and work as a teacher, and teaching has given me the greatest satisfaction. I have done in my life precisely what I wanted to do.
But what is teaching?
I see teaching essentially as a creative activity where one realizes one's own potential and helps others to discover and realize their potentials. In this sense, it is a joint and shared activity which is necessary to both the teacher and the student.
Furthermore, we could look upon it as a shared discovery and revelation of new areas of reality. The teacher needs the student, for he or she forces the teacher to find new ways of understanding and formulating what the he has found. And the student needs the teacher to help in the discovery process. The teacher is the guide, the guru who reveals new insights.
In this sence, I look up upon teaching, using a philosophical term, as a metaphysical task - the common discovery of Reality (or even Ultimate Reality) and as the transformation of the student in order to receive and appreciate this Reality. In this sence, teaching is far more than the transmission of information or skills.

Then again, one can see teaching as a meaning - giving experience. This means that only the teacher, who has this meaning, is qualified to teach, and that only the student, who is open minded, interested and eager to learn, is qualified to study. As I mentioned before, teaching is a co-discovery commonly shared and enjoyed.
But, what should one teach? What subjects can provide all these things that I have just mentioned? When I reached high school in a displaced persons center in Germany, I already had a clear idea of what is important in school:

1. History, especially intellectual history, for one should know what has happened in the past.
2. Cultural geography that allows one to look from different points of view.
3. Logic and psychology, for they are the necessary analytical methods.
4. Religion, for it deals with the Ultimate Reality.

Philosophy, unfortunately, was not available in the high school that I attended, but I received something through contacts with Latvian theologians. I concentrated upon the first four subjects and hoped that I would have a chance to teach some of them.

This chance came soon. My involvement with church work - Sunday school and youth groups - provided the first opportunities to be in class. It was a great and enjoyable experience. I was a teacher!

Then came the college years at Wittenberg University, where my interests started to become defined asnd crystalized around the philosophy and history. I took an honors course on that subject for three terms and also a course on the teaching of history and social studies. After Wittenberg came graduate studies at Columbia University (Ph.D., 1963 - Philosophy and History of Religion) and Union Theological Seminary (M.Div., 1954.).
I have kept my three basic areas of interest - 1) Philosophic (especially oriental), 2) Theological, religious, 3) Social-political - generally separate. And yet, I have seen my work in these areas as a teacher. First, most of my scientific activities have grown out of teaching needs and interests. The need for international education at Wittenberg University led me to develop my interests in the study of contemporary Indian philosophy. Teaching needs produced my book "Dimensions of Indian Thought" in 1985. Many essays were written in response to student requests in the U.S.A. and India, where I taught as a visiting professor.
Second, most of my theological and religious activities have come about due the rebuilding of theological and religious education in Latvia after the long years of Soviet occupation. My books in Latvian - "The Ways of Faith", "The Ways of Wisdom", and "The Ways of Doing Action" - have grown out of classroom needs. In addition, many people, who have heard me preach, note, that it is the method of teaching that determines the content and the style of sermon. Thirdly, my activities in Latvian society and politics are like a teaching of the whole society. When I was President of the American Latvian Association, a Latvian journalist noted that contrary to others I published almost constantly in newspapers and journals in order to stimulate Latvian exile society to think about themselves and their future. As a working journalist I tried to teach Latvian society to prepare themselves for the great changes in Europe. One of the basic tasks of a teacher is to prepare students for life.
Teaching is a most rewarding occupation when one sees results. And published almost constantly in newspapers and journals in order to stimulate Latvian exile society to think about themselves and their future. As a working journalist I tried to teach Latvian society to prepare themselves for the great changes in Europe. I have seen the positive results of my work.