Tag: David Noe

A Word on Behalf of Christian Schools (yes, I'm on my meds)

Published on by D. G. Hart19 Comments

The current issue of Ordained Servant has an exchange between David Noe and Benjamin Miller about Christian education. Miller is critical of Noe’s original piece in the April issue in which he raised questions about what actually constitutes a Christian education. Noe’s response is here.

What is worth recalling is a small remark that Noe made in his original piece. In his concluding paragraph he wrote: “the most we can say about “Christian education” is that it is education delivered or provided by Christians. This, of course, is not an unimportant claim.” In fact, it is a very important feature of Christian schools that they are populated by believers.

The reason is that in a Christian school it is possible and even encouraged for students and faculty to reflect on what a believer might think about Andrew Jackson’s policies on native Americans or Elizabeth Cady Stanton’s feminism. That kind of consensus is hard to come by in many colleges and schools and it creates an environment where students are freer (conceivably) to ask questions than they would be an a private secular or state institution. Such a consensus also works in not overtly Christian settings like Hillsdale College where faculty may presume that most students consider themselves politically conservative or culturally traditional. It is much easier to teach when you can take some ideas for granted rather than having to start from scratch or assume that any kind of normative assertion is contested. At the same time, the answers come to Hillsdale students from a variety of directions — libertarianism, Straussianism, paleo-conservatism, neo-conservatism — such that a shared conviction will not necessarily yield intellectual agreement. That kind of diversity actually encourages students to think and faculty not to become complacent. Even so, a Christian school or college has real value if it creates a setting where students are free to ask questions about important convictions.

The problem — there is always a black cloud in the blue sky at Old Life — is that faculty and teachers at Christian institutions often have merely a Sunday school understanding of the faith which is supposed to integrate their academic expertise. In which case, students may often hear moral arguments that come across as the Christian position on banking policy or aesthetics when in fact the idea is mainly the opinion of the professor with a patina of religious conviction. Such a college has as many potential problems as Godless State University if students are not sharp enough to discern when their professors are merely teaching and when they are exhorting. Most undergrads, in fact, do not have that kind of intellectual discretion. But a pious older adolescent does have enough sense to be concerned that what he is hearing from his professor may not always conform to Christian convictions.

Be that as it may, Christians schools at their best play a useful role in the education of Christian children and all the controversy around Noe’s article should not let this point be missed.

Three Strikes and You're Out

Published on by D. G. Hart8 Comments

The piece by David Noe on Christian education (or the lack of it) has attracted a number of heated responses and none of them give much confidence that the proponents of Christian education are going to do something that is distinctly Reformed or decidedly educational. But these responses show the real weaknesses of w-w thinking and why their days are numbered unless they come up with more compelling answers and arguments.

Strike One: Noe’s piece has received much more indignation (Kuyper is turning in his grave) than it has reasoned response. Does this mean that Christian education is not interested in hard questions, only in passing on received ideas that can never be questioned lest we upset the dead? If so, I’m not sure these people are doing something that is genuinely educational, especially when it comes to teaching subjects like Shakespeare and chemistry on which Christians might have different ideas and about which Scripture is silent.

Strike Two: advocates of Christian education do not seem to notice that their practice is only generically Christian and not distinctly Reformed. (When they appeal to Augustine and Aquinas is Van Til turning in his grave?) They like to quote Cornelius Van Til who argued for an education based on a Reformed outlook. But what college or Christian day school has insisted on teaching Reformed theology, even to the Baptists and Evangelical Free Church students who enroll? Why is it that the more tenaciously an educational institution holds to the distinctness of Christian schools, the less Reformed they become? (Does question this make Dr. K.’s brain turn?)

Strike Three: advocates of Christian education invariably quote the likes of Van Til and Machen on the import of Christian schools. But the formal principle of the Reformation — sola scriptura — teaches that we are to base our faith and piety not on the doctrines and commandments of men but on the word of God. In which case, what kind of response is it to point out that Noe may disagree with Machen or Van Til? Machen was not the pope, not even the apostle Paul. He could have been wrong. Dr. Noe could be wrong. So if the advocates of Christian education want to be Christian and even Protestant, why not make a concerted exegetical case for Christian schools and colleges from the Bible, not from dead Reformed luminaries? (By the way, a wave of the hand to Deuteronomy 6 is insufficient.)

One aspect of this controversy that has yet to receive the attention it should is the difference between Dutch Calvinism and American Presbyterianism. Dutch Reformed Protestants, from the Afscheding to Dr. K., have insisted on Christian education and this reflects at least a European perspective on schooling that is foreign to the United States where public schools were always generally acceptable among American Presbyterians. Only for a brief period in the mid-19th century did Presbyterians entertain the idea of Christian schools. But the thought quickly passed and Presbyterians went back to the public schools where a generic Protestantism (via Bible reading and prayer) prevailed. Only after the Civil Rights legislation did American Presbyterians, primarily in the South, turn to private Christian schools, at least in part to avoid desegregation of public education.

The historical experiences of American Presbyterians and Dutch Calvinists rarely comes up in these discussions because Kuyperians have dominated conservative Reformed Protestantism in the United States, as if Dutch norms are the patterns for Yankees, Rebels, Farmers, and Miners. This is, as I’ve written before, one of the important features of David VanDrunen’s big book on two-kingdom theology — to show how Dutch Calvinism has dominated discussions of natural law and two kingdoms. Sometimes we need to pinch ourselves to remember that Reformed and Presbyterian churches existed before Abraham Kuyper and that they did not always do what he did. For conservative Calvinists who think Kuyper was merely following Bucer, A Lasco, and Ursinus, the idea that differences exist between the Dutch polymath and his Reformed forebears is alarming (and the source of most opposition to a certain seminary on the West Coast). But it is true. Kuyper was not the reincarnation of Calvin or Knox. That’s why they call it neo-Calvinism.

Moderate 2K in the OPC: No (April's) Fooling

Published on by D. G. Hart27 Comments

The April issue (online) of Ordained Servant is out and the theme is Natural Law. It features two articles that have 2k fingerprints all over them, David VanDrunen’s on natural law in Reformed theology and David Noe’s on the differences between redemption and culture and the implications of this difference for so-called Christian education. Here are a few highlights.

From VanDrunen:

. . . a Reformed theology of natural law should be grounded in a theology of nature, which in turn should be grounded in our covenant theology. When thinking about a theology of nature, it makes sense first to consider Genesis 1 and the original covenant of works. Genesis 1 makes immediately clear that God’s creating activity instills the entire natural world with order and purpose. His creation is objectively meaningful. Another thing Genesis 1 explicitly teaches is that God made human beings in his image, and this image entailed knowledge, righteousness, and holiness (Eph. 4:24; Col. 3:10). Human beings were thus subjectively capable of comprehending and acting upon the truth communicated in nature. To say that the natural order is objectively meaningful and that human beings are subjectively capable of apprehending its meaning may seem like obvious assertions to many Christians, but they are crucial foundation to a theology of natural law, and they emerge already from Genesis 1. We also observe in Genesis 1 that God made man in his image for the purpose of exercising dominion in the world. God had exercised supreme dominion in creating the world, and man, according to his likeness, was to rule the world under him. If man was to rule the world in God’s likeness, he had to rule it not aimlessly but toward a goal, for God himself worked, then passed through his own judgment (Gen 1:31), and finally rested. As taught in our doctrine of the covenant of works, God made man to work, then to pass through his judgment, and finally to join him in his eschatological rest. Genesis 1, I believe, does not allow us to separate our doctrine of the image of God from the covenant of works, as if the latter were simply added on at some point after man’s creation. God made human beings by nature to work in this world and then to attain eschatological life. Thus the original order of nature communicated not only man’s basic moral obligations toward God but also the fact that God would judge him for his response and reward or punish him accordingly.

In light of the fall, however, we cannot simply view natural law now through the lens of the original creation. Accordingly, I suggest that it is helpful to view natural law in the present world through the lens of the covenant with Noah in Genesis 8:20–9:17, for this is the means by which God now preserves and governs both the cosmic and social realms. This covenant makes clear that God still orders the cosmos and makes it objectively meaningful, though its purposes have been obscured, and that he still deals with all human beings as his image-bearers, though they are fallen. God gives human beings responsibilities adapted for a fallen world, but these responsibilities resemble those under the original creation order. We are to be fruitful and multiply, to rule the animals responsibly, and to pursue justice (Gen 9:1–7). God did not impose these obligations arbitrarily; they correspond to the nature with which he created us. The very commission to do justice is grounded in human nature: “Whoever sheds the blood of man, by man shall his blood be shed, for God made man in his own image” (9:6).

From Noe:

I teach Classics for the glory of God. I do this because he has saved me from my sins, and reconciled me to himself through the vicarious atonement of his Son freely given for me. This makes what I do Christian, but it seems that this is only because I seek, Dei gratia, to do it for his glory.

I use in this instruction a vast array of books, tools, terms, and skills, the overwhelming majority of which were produced by men and women whose motivations are likely different than mine. Moreover, while their motivations sometimes differ from mine in ways that are un-Christian, I as a Christian am utterly at a loss to find a better, or sometimes even different way to do the things they did despite my having a motivation that is sanctified. In fact, efforts to find a uniquely Christian way to teach Classics, for example, seem both vain and futile, as well as ungrateful in that they risk denying the common grace God has given the wicked, the rain he has sent on us both, and by which he has apparently intended to bless me also.

. . . it seems to me that, as with cycling, philosophy, and music, the most we can say about “Christian education” is that it is education delivered or provided by Christians. This, of course, is not an unimportant claim. But when we say that, however, we are once again talking about dispositions and motives and saying nothing distinguishable either about the process or the result of that process. In short, it seems there may be no such thing as Christian education after all, at least not in the sense in which it seems often used, and that grand adjective which indicates a special closeness with the divine Son of God ought, perhaps, to be confined within a much closer compass: to persons whom Christ has saved, the worship such persons offer, and the study and promulgation of the divine Word on which that worship is based. If by “Christian education” this is what is meant, the term seems quite apt.

Critics of 2k will no doubt conclude that the OPC is lurching toward theological confusion by giving a hearing to such views. But the OPC’s stance could very well be an indication that 2kers are fully within the bounds of the church’s confession. If that is so, then 2k’s critics are the radical ones.