Tag: general revelation

Comparing Christian Liberal Arts Colleges (part one)

Published on by D. G. Hart1 Comment

Professor Jay Green’s thoughts about Covenant College and Hillsdale College have come and gone but his two articles do raise a couple of questions that may be worthy of further comment. The first has to do with the curriculum of a Christian college. The second has to do with that vexing question of Christ and culture, which runs to notions about transforming culture or integrating faith and learning. This post is about the former — curriculum — and it will read like a college catalogue because it relies on course descriptions from Covenant and Hillsdale to compare the religious dimension of a liberal arts college purporting to be Christian.

In his first post, professor Green distinguished between civilizational and confessional Christian colleges. Part of the difference stems from whether faculty actually need to affirm (believe) Christian statements of faith. At Covenant they do. For Green, Hillsdale is different because it “is a civilizational Christian college” in the sense of “acknowledging and honoring the strategically important role the faith played in laying the foundations of both Western Civilization and the American Founding.” He knows that many faculty at Hillsdale “also embrace Christianity in a confessional sense.” But because belief is not required at Hillsdale, “less time and attention are given to using Christian insights to critique things like Western Civilization and the American Founding.”

By the way, somewhere in here is a big point about ecclesiology and whether colleges should function like churches.

Not to be missed as well is an apparent assumption that Green does not develop — the idea that if you believe and teach Christianity you will critique Western Civilization and the American Founding. Does he mean to suggest that true believers will automatically be skeptical of the West and the United States? Or will they simply be willing to be critical, just as they would criticize Chinese or Islamic civilization and China and Indonesia? Or is he simply hinting that because Hillsdale is not sufficiently critical of the West and America — it is very political according to Green — the college loses its Christianness.

Whatever Green means about the relationship between Western civilization, the United States, and Christianity, his understanding of a confessional college leaves out what the apostle Paul included, namely, that those who preach the gospel out of envy or spite should be praised as long as they preach the gospel. That is, no matter the motives of the preacher or the faculty member, the content of what they preach or teach should be of first importance.

If catalogues are revealing, here is Covenant College’s description of basic courses in their core curriculum.

COR 100 The Christian Mind
This course is designed to introduce newly enrolled students to the general scope and distinctive emphases of a Covenant College education. The first portion of the course focuses on our calling in Christ and some of its implications for the task of being a student. The second portion introduces students to the Reformed tradition; and the third portion invites students to join with the faculty in addressing challenges that the tradition currently faces. 2 hours.

COR 225 Cultural Heritage of the West I
This course fosters cultural literacy by surveying important philosophical, theological, literary, scientific, and aesthetic ideas which have shaped Western culture. It begins with the earliest origins of Western culture in ancient Semitic (including Old Testament) and Greek cultures, then considers the transformation of these earlier influences successively in Roman culture, the rise of Christianity, the medieval synthesis of classical and Christian sources, and the Renaissance and Reformation. The course includes exposure to important works or primary sources, critiqued from a Christian perspective. 3 hours.

COR 226 Cultural Heritage of the West II
This course fosters cultural literacy by surveying important philosophical, theological, literary, scientific, and aesthetic ideas which have shaped Western culture. It considers the emergence of Modernism in the physical and social sciences from roots in the Renaissance and the Enlightenment as well as the effect of later reactions like Romanticism and Existentialism. The effect of these philosophical and scientific ideas on literature and other arts is also explored. The course includes exposure to important works or primary sources, critiqued from a Christian perspective. 3 hours.

Hillsdale in contrast spends a lot more time with the West’s cultural heritage though its catalogue says less about teaching from a “Christian perspective.” As part of the core curriculum students at Hillsdale take at least six courses — two in history, two in English, and two in Philosophy and Religion — that add up to 18 hours (ten more than Covenant). Here is what those courses are supposed to cover.

HST 104 The Western Heritage to 1600 3 hours The course will focus on the development of political cultures in Western Europe before 1600. It begins with a consideration of Mesopotamian and Hebrew civilizations and culminates in a survey of early modern Europe. The purpose of the course is to acquaint students with the historical roots of the Western heritage and, in particular, to explore the ways in which modern man is indebted to Greco-Roman culture and the Judeo-Christian tradition.

HST 105 The American Heritage 3 hours This course, a continuation of HST 104, will emphasize the history of “the American experiment of liberty under law.” It covers from the colonial heritage and the founding of the republic to the increasing involvement of the United States in a world of ideologies and war. Such themes as the constitutional tensions between liberty and order, opportunity in an enterprising society, changing ideas about the individual and equality, and the development of the ideal of global democracy will be examined. Attention will also be given to themes of continuity and comparison with the modern Western world, especially the direct Western influences (classical, Christian and English) on the American founding, the extent to which the regime was and is “revolutionary,” and the common Western experience of modernization.

ENG 104 Great Books in the Western Tradition: Ancient to Medieval 3 hours This course will introduce the student to representative Great Books of the Western World from Antiquity to the Middle Ages. Selections may include the Bible and works by authors such as Homer, Aeschylus, Sophocles, Plato, Aristotle, Vergil, Ovid, Augustine, and Dante. The writing content includes a variety of writing exercises that incorporate traditional compositional and rhetorical skills.

ENG 105 Great Books in the British and American Traditions 3 hours A continuation of English 104 but with a focus on Great Books in the British and American traditions. English authors may include Chaucer, Shakespeare, Milton, Swift, Wordsworth, Dickens, Yeats, Eliot; American authors may include Thoreau, Hawthorne, Melville, Whitman, Dickinson, Twain, Frost, Hemingway, Faulkner, and O’Connor. The writing emphasis continues with a variety of writing exercises that incorporate traditional compositional and rhetorical skills.

PHL 105 The Western Philosophical Tradition 3 hours A general overview of the history of philosophical development in the West from its inception with the Pre-Socratic philosophers of ancient Greece to the 20th century Anglo-American and Continental traditions. The contributions of seminal thinkers and innovators such as Socrates, Plato, Aristotle, Augustine, Aquinas, Descartes, Locke, Hume, Kant, Mill, and Nietzsche are studied. Major works by these and other important philosophers are read, analyzed, and discussed with the aim of understanding what they argued for and against in regard to metaphysical, epistemological, and ethical issues. The course investigates to what extent they influenced their own and subsequent societies, how these philosophical systems create varying views of the world and human life, and how they address the perennial questions humans universally ask, existential questions such as, “Is there purpose and meaning in life?”; epistemological questions such as, “What are the limits of human knowledge?”; metaphysical questions such as, “What is the ultimate nature of the reality in which we live?”, “Is there life after death?”, “Are humans identical to their brains?”; and ethical questions such as, “What is the fundamental criterion of right and wrong human action?” In short, the course examines the main Western philosophical thinkers and traditions in an effort to understand what they have taught, why they have so taught, and how they have helped form and shape Western civilization.

REL 105 The Western Theological Tradition 3 hours A survey of the history of Western theology, analyzing and exploring the teachings of the various theological traditions that have influenced Western Civilization. Given the dominant influence of Christianity on Western culture and society over the past 2000 years, the course makes clear the theological teachings of the major Christian traditions that have prospered and played a significant role in shaping Western societies. The connections between theology and notions of proper community and individual life, theology’s influence on Western metaphysics and ethics, and the influence theology has had on the development of modern institutions and enterprises, such as modern science, are explored. In addition, the conceptual innovations about the nature of man and his abilities which theological disputes over the nature of God and Christ have provided are pointed out and discussed. Moreover, particular notions of the religious life and of the role of religion in life that have dominated Western thought on these matters are also explored. In short, students are instructed in the basic teachings of that faith that has dominated and, until recently, to a large extent directed the course of Western civilization in order to understand how religious belief informs self-understanding, provides a comprehensive view of reality, and, by instilling a vision of human life, its purpose and proper comportment, shapes the larger culture.

One aspect to notice, irrespective of the personal convictions of professors, Hillsdale’s curriculum is set up to present Christian context for the West and American government and culture. This instruction may be too friendly to Western culture and the United States, but it is very positive about Christianity. No specific confessional tradition claims to be at the center of Hillsdale’s Christian identity (though some faculty may try). But for Hillsdale to call itself a Christian college hardly looks like a bait and switch.

What is also striking is that Hillsdale delivers these courses on the West and America through specific academic departments. These courses are both in the core and at the beginning of a sequence of an academic major. Because they are not set apart in an interdisciplinary “Core” area which may be staffed by sociologists, English professors, historians, or musicians, Hillsdale’s “Core” curriculum is not set apart in a nebulous, required, general education or interdisciplinary part of the curriculum, something that students check off before getting to real courses in English, history, and philosophy. At Hillsdale, the core courses are the real courses (even if students still check boxes when taking them because of curricular requirements). This likely accounts for why Hillsdale has so many majors in English, history, and philosophy.

The exception to this pattern at Covenant are the required “Core” courses in Bible and Theology.

BIB 111 Old Testament Introduction
This course introduces the basic theological themes, chronological framework, and literary character of the Old Testament with a focus on Genesis – Kings. It aims to provide: 1) the foundations for theological interpretation of the Old Testament, giving special attention to the covenantal framework for redemptive history; and 2) an introduction to critical theories concerning the authorship, canonicity, integrity and dating of the documents. 3 hours.

BIB 142 New Testament Introduction
The course will deal with 1) questions of introduction (authorship, canon, inspiration, integrity of the documents, dating, etc); 2) beginning hermeneutics; 3) inter-testamental history as a background to the New Testament, as well as 4) a study of the historical framework of the New Testament as a whole, and key theological concepts. 3 hours.

BIB 277 Christian Doctrine I
A survey of the major doctrines of the Christian faith. First semester investigates the biblical data on Scripture, God, man and Christ. Second semester investigates the biblical data on the Holy Spirit, salvation, Church and last things. The Westminster Confession of Faith and Catechisms serve as guidelines and resources. 3 hours.

BIB 278 Christian Doctrine II
A survey of the major doctrines of the Christian faith. First semester investigates the biblical data on Scripture, God, man and Christ. Second semester investigates the biblical data on the Holy Spirit, salvation, Church and last things. The Westminster Confession of Faith and Catechisms serve as guidelines and resources. 3 hours.

These four courses give Covenant a leg up on Hillsdale, especially if you are a Presbyterian. Covenant requires two courses that survey study of Scripture, and two that summarize Christian doctrine. These arguably constitute the most confessional pieces of Covenant’s education. But because professor Green is more concerned with what faculty believe and profess, he spends little time in his published pieces on curriculum and academic departments.

What may be the most important difference between the two colleges is the way they conduct a liberal education. Both schools advertise themselves as liberal arts colleges. But at least at their websites, Hillsdale uses language that informed a long line of liberal arts colleges in the United States. Covenant’s statements are much less liberal education-inflected and bear some of the conviction of a Bible college where the Bible is pre-eminent and the arts and sciences are second string.

Consider this answer at Covenant to the FAQ, what makes Covenant different from other top-rate liberal arts colleges?

At Covenant, why you learn something is every bit as important as what you learn. Here, you will learn to see God in every facet of your life, and you will be personally taught by acclaimed professors who could teach virtually anywhere in the world and choose to be here.

At Hillsdale’s website the following describes the College’s commitment to a liberal arts core curriculum:

Liberal learning produces cultivated citizens with minds disciplined and furnished through wide and deep study of old books by wise authors. . . . It does so by leading forth students into a consideration of what has been called, “the best that has been thought and said.”

For what it’s worth, until the so-called fundamentalist controversy, Protestant denominational colleges (even Free Will Baptists) had no trouble offering a Christian and liberal education. Those colleges offered way more courses in the arts and sciences than they did in Bible and theology. Then when the mainline Protestant denominations started to go liberal (theologically) and dabbled with notions of God revealing himself as much through literature as through Scripture, fundamentalist-leaning Protestants turned to the Bible as the core of the college curriculum — first at Bible colleges and then at liberal arts schools like Wheaton, Gordon, and Westmont. How Hillsdale pulled off what it has — a return to the Protestant denominational Christian liberal arts college without being exclusively Protestant — is anyone’s guess.

If professor Green is a bit befuddled in pigeonholing Hillsdale College, he is not alone.

Hi, I'm A Christian So I Can Be Trusted

Published on by D. G. Hart57 Comments

Well, that’s actually a complicated assertion since the holders of 2k do not appear to be trustworthy people from the perspective of 2k’s critics. Let me explain.

A repeated contention against 2k is that it relies too much on general revelation or the light of nature. Not only is general revelation apparently insufficient for unbelievers who suppress the truth in unrighteousness. But supposedly the only way to interpret general revelation is through the lens of special revelation. In response to the assertion that Christ rules the kingdom of the world by the work of his Spirit through general revelation and common law, 2k critics objected as follows:

Are we to understand from this that Christ only rules the Church directly, by his Spirit and Word? And that He rules everything that is non-church (or the whole of culture itself) through an undefined work of His Spirit in general revelation and through the consciences of the unenlightened people of Romans 2:15? Is this the second kingdom of light? Incredible. . . .

To imply that a Biblically undefined work of the Spirit, and the enlightened consciences of the unconverted referred to in Romans 2:15 can “restraint eveil in those outside the church” . . . is a “stretch” unknown to the Reformers and to us. Therein lies the core problem of NL2KL. (Letter to the editor, Christian Renewal, Jan. 12, 2011, pp. 6-7.)

(NL2KL refers to natural law and two kingdoms of light, and implies that to hold to two as opposed to one kingdom of light is incredible.)

Like so much in the neo-Calvinist and theonomic schemes, this looks good on the screen and appears to make sense. But it’s a lousy philosophy for living in a world where we have neighbors who not only suppress the truth of general revelation but also can’t begin to fathom the teachings of Scripture apart from the work of the Holy Spirit. I mean, the critics of 2k don’t really intend to suggest, do they, that my unbelieving neighbor can open her curtains and see the glory of God and perceive some elementary principles of justice only if I give her a Bible and she begins to read it? Don’t 2k critics believe that a proper understanding of Scripture can only come from the work of regeneration? In which case, my neighbor will never see God’s glory until she believes.

In which case, the anti-2k complaint against the sufficiency of general revelation goes much deeper than a point about the relationship between the two books of revelation. That deeper level is that unregenerate people cannot be trusted. They don’t have the Bible or the Spirit and so cannot see the truths and order God has revealed in creation or their consciences.

One implication of this at the level of everyday life is how Christians can summon up enough trust to venture on to the roads and highways with unbelievers? Will the unregenerate or biblically illiterate see the signs and obey traffic laws? Do Christians go to the public library and expect to find the books placed on the shelves incorrectly because of a disbelieving shelver? How could unbelievers ever pull off such quotidian conduct without interpreting general revelation first through the lens of Scripture? And how could they do this apart from saving faith?

At the upper ranges of human existence – those having to do with justice – could Christians ever allow for non-saved police, judges, legislators, governors, or presidents? In fact, doesn’t this way of understanding the relationship between general and special revelation force 2k critics to require a religious test for holding public office? In which case, do 2k critics ever vote for non-Protestant politicians? And do they inquire of Protestant candidates if they have really been saved? Gilbert Tennent wanted accounts of conversion experience from prospective pastors. Now we want them from political candidates?

Well, actually, at one time in U.S. history we wanted some sign of regeneration for citizens to be able to enter into the simplest aspects of life as a citizen – and this is another one of those implications the 2k critics don’t seem to consider. In a very good book on church-state relations in nineteenth-century America, The Second Disestablishment, Stephen K. Green reminds readers of the barriers to the judicial system posed by distrust of non-believers:

. . . for a witness, juror, or declarant to be competent to testify or undertake a legal obligation, he had to assert a belief not only in God but also in the accountability of his soul after death for swearing falsely. The rule was far-reaching, extending beyond the competency of judicial witnesses to include all forms of oath taking, including will execution and office holding. In contrast to the federal Constitution’s ban on religious tests, all of the original thirteen state constitutions had imposed or retained various religious requirements for public office holding and civic participation that included oath taking. The oath requirement was viewed, according to one advocate, as a “means of divine appointment for securing faithfulness in official station.” Because of these requirements, religious nonconformists could not aspire to public office, enter into many legal agreements, bequeath property, or file suit and testify to enforce their legal rights. . . . nonconformists were barred from testifying as witnesses or serving as jurors. Many of the important attributes fo citizenship were thus closed to non-Christians. (p. 178)

So in an ideal world, where the magistrate did not tolerate blasphemy or idolatry, not only would non-Christians be prevented from worshiping but also from participating in public life. Is this the kind of society that anti-2kers want? This would, of course, be heaven, but haven’t 2k critics heard of the dangers of immanentizing the eschaton?

And just to make my complication complete, how do 2k critics deal with those who hold the 2k position? Some of the reception that 2k receives is great distrust. In fact, the distrust heaped upon 2kers seems to exceed that held against politicians in the Democratic Party. One explanation could be that 2kers don’t begin political and cultural reflections with appeals to the Bible. But another could be that 2kers are actually unregenerate.

I don’t mean this as a joke. It is a serious matter. And the reverse is just as serious. If I am regenerate, then the 2k position disproves the anti-2k argument because 2k shows that regeneration does not require beginning and ending reflection on the natural order with Scripture. If regenerate people can appeal to general revelation instead of the Bible for understanding some matters of morality and social relations, then how can 2kers be untrustworthy? Obviously, the anti-2k position is that 2kers should not appeal to general revelation without starting with special revelation? But if 2kers are regenerate and therefore, from the anti-2k perspective, trustworthy, they why the distrust? Shouldn’t regeneration make 2kers trustworthy?

The easy answer to that riddle is to say 2kers are not regenerate. And that may explain the Gilbert Tennent-like histrionics that so often greet 2k.

Rhetorically Different, Functionally Similar

Published on by D. G. Hart3 Comments

After yet another round of snark-prone discussion of 2k at Green Baggins (I don’t think we’ll reach the record of 800-plus comments that we did in the fall of 2008), I have come to understand better the attacks upon 2k.

By holding to the position that the Bible speaks to all of life, folks like Dr. Kloosterman and the Baylys believe they have a platform by which to upbraid President Obama for his various failings to enforce biblical morality. It is also a firm foundation upon which to insist upon public morality without having to countenance relativism.

When 2k proponents then say this is an improper use of Scripture or a legal conundrum for Americans bound by a Constitution that avoids religious tests, anti-2kers respond with the charge of antinomianism and unbelief. For without the Bible in hand, Christians have no basis upon which to tell President Obama or the rest of U.S. citizens, with love of course, what to do.

No, no, no 2kers reply. We can tell President Obama what to do by appealing to the light of nature and to the laws of the republic. The Bible doesn’t have to speak to all of life for us to speak to all of life because God gave all of life and created life has an inherent order.

But because anti-2kers don’t really believe in the light of nature’s reliability, they are left with the Bible as the only source of ethics or law.

Another difference between the two sides is the use to which each side puts Calvin and the magisterial Reformation. For anti-2kers, the arrangements between church and state from 1522 to 1776 are just fine (even though the state basically ruined the Reformed churches from 1600 on), and 2kers betray the Reformed tradition for criticizing those same ecclesiastical establishments.

Not so fine, however, is the older legal provisions for blasphemy and idolatry and witchcraft. When pressed to defend the practice of executing heretics or blasphemers, anti-2kers try to change the subject and say that 2k is the issue on trial, not the anti-2k position. But so far, no 2k critic has actually defended the execution of Servetus or Massachusetts laws calling for the execution of adulterers. Not even Doug Wilson can seem to stomach the execution of heretics.

One last important difference is that anti-2kers are censorious about their differences with 2kers – calling 2k outside the Reformed tradition and worse. Meanwhile, like Captain Renault in Casablanca, they are shocked, just shocked, to find that Roman Catholics and Mormons are practicing idolatry freely in the greatest nation on God’s green earth.