The first of these posts compared Hillsdale College and Covenant College as Christian liberal arts colleges by their course requirements in each respective institution’s core curriculum. This follow up calls attention to Professor Jay Green’s initial suspicions about Hillsdale calling itself a Christian college because its mission is more civilizational than confessional.
Any two-kingdom confessional Protestant who read Dr. Green’s first column had to be amused if not frustrated by the way he positioned Covenant College along with its peer institutions in the Coalition for Christian Colleges and Universities (CCCU). Evangelical colleges (some of them turned universities) have for almost forty years marched under the banner of the integration of faith and learning. They converted to the Neo-Calvinist cause somewhere around the time that Francis Schaeffer popularized Abraham Kuyper among American evangelicals. This was also around the time that evangelical faculty and students began to read The Reformed Journal and discovered how darned smart Calvin College (now university) professors were (sometimes they were even funny). With the integration of faith and learning came the elixir of w(orld-and-life-vie)w. In that intellectually pietistic hothouse, faculty and students attempted to bring every square inch of the arts and sciences under the Lordship of Christ. One goal of these institutions was to redeem or transform the culture, and a primary way to do that was to bring a Christian perspective to every single human activity — from goat breeding to Division III men’s football. If you think that sounds sort of civilizational, you’re right.
Reformed confessionalists of the two-kingdom type pushed back against the line blurring that such w(orld-vie)w thinking encouraged. The church and the world were separate categories, just as were general and special revelation. Christianity might require a definite perspective on Christ’s deity or the place of the Hebrew monarchy in the plan of redemption. But on matters of interpreting Andrew Jackson’s electoral victory in 1828, Christians had liberty to come to differing conclusions, most of which would depend on the best scholarship produced overwhelmingly by unregenerate scholars who had no trace of a Christian w(orld-and-life-vie)w.
In other words, confessional Protestantism, not the kind to which Dr. Green appeals, produced critics of the confessional-non-civilizational-but-nevertheless-cultural-integration of faith and learning or transformation of culture that institutions like Covenant College promoted. From a truly confessional Reformed perspective, the mission of many evangelical colleges was civilizational. And that transformationalist outlook and mission undermined a churchly or confessional understanding of Christianity irrespective of what it meant for higher education.
But now Dr. Green has tried to use confessionalism to undermine Hillsdale’s claims to be a Christian college. Again, he has largely recanted his original piece. But the argument he initially made is useful for gaining clarity about confessional Protestantism.
One point in particular bears mentioning. In his first piece about Hillsdale, Dr. Green worried that civilizational Christian colleges would make the work of confessional Christian colleges more difficult:
As Christian nationalism grows more attractive and widely accepted, some colleges are feeling pressure to shift toward defining themselves by their civilizational rather than their confessional priorities. I’m guessing that development offices find it easier to raise money for a college actively committed to saving Western Civilization than for one that promises only to walk in the way of Jesus.
Claiming to be taking the high ground where Jesus walked over against those in the ditches of saving Western Civilization has an inspiring WWJD-feel, but it does not actually describe well “the way of Jesus” in which evangelical colleges that are part of the CCCU execute their Christian mission. Dr. Green said specifically that institutions that belong to the CCCU are “‘Christian’ in the sense that their faculty (and sometimes their students) submit to clear statements of faith.”
But when you look at the CCCU website, here‘s what you will find in reply to the question, “What is Christian Higher Education?”
First, we integrate biblical truth not just into “spiritual” aspects of the institution but throughout the academic enterprise. Our professors pursue academic excellence because they are committed to God as the author of truth, and that truth has implications for every academic discipline. The classroom and the laboratory are just as much arenas of Christian integration as the college chapel.
There is the classic Neo-Calvinist move of blurring the spiritual and temporal, sacred and secular. All of life is religious and so all of religion is civilizational or cultural
Second, we are committed to the moral and spiritual formation of students. Education that instructs the mind without deepening the soul is not true learning. Our schools seek to develop students who, in the words of the Old Testament prophet, “act justly and love mercy and walk humbly with their God” (Micah 6:8). . . . This task gives meaning and coherence to every part of the academy, from the classroom to the fine arts studio, from the internship placement to the residence hall and the athletic field.
Again, in the Neo-Calvinist world of higher education, it’s hard to see where civilization begins and confessional ends because an activist, civilizational Christianity is co-extensive with confession — though so far the confession of faith has little theology (but lots of justice).
Third, we are committed to graduating students who make a difference for the common good as redemptive voices in the world. Our schools offer a wide variety of academic programs because we believe that Christians are called to use their vocations as vehicles to bring the good news of Jesus Christ to a fallen world. Our graduates . . . play a redemptive and restorative role in the world as doctors, teachers, marketers, engineers, parents, soccer coaches, and in a host of other ways. In other words, we are private religious institutions that exist for the public good and contribute to human flourishing.
So integration of faith and learning extends across the curriculum to redeem and transform the world, one that has many civilizations in need of redemption. One has to suppose that if successful, graduates will build redeemed civilizations that could well qualify as Christian. And how is such a transformationalist understanding of Christian education any less civilizational than Hillsdale College’s self-professed Christian identity?
To Dr. Green’s credit, he does acknowledge that CCCU institutions might do better at being explicitly Christian in their mission.
To hear a call for confessional Christianity is encouraging. But in Dr. Green’s case, his brief for confessional Christian colleges needs the clarity that comes from distinguishing the arts, sciences, and theology as separate branches of learning, the way Protestants did before Kuyper.