Introduction
The last meeting (posted on December 19, 2023) ended with the professor’s summary of the conversation:
“To doubt” and “to believe” are acts of situated individual subjects involving judgments, decisions, and moods. Every doubter is also a believer and every believer is also a doubter. The doubter possesses no inherent intellectual or moral superiority to the believer. I think this truth sheds light on your seminary struggles. You may have been beguiled by academia’s spurious claim that doubt is intellectually superior to belief and seduced by the offer of membership in a social class marked by its presumption to higher wisdom.
Setting: The young seminarian drops by the professor’s office without an appointment, hoping that the professor is in and available for a visit.
Seminarian: Hello professor. I remember that you have open office hours at this time on Wednesdays, and I was hoping to visit with you, if you have the time.
Professor: Good timing. A student just cancelled her appointment. Come in. Have a seat.
Seminarian: Thanks. I wanted to continue our conversation. Last time, you mentioned that we’d discuss the Bible next; that is, the contrast between the way the church treats the Bible and the way the modern academy treats it.
Professor: Oh yes, so I did. Since we last talked, I’ve been thinking a lot about the ways, overt and covert, modern academia subverts faith. As we saw in our last conversation, modern academia canonizes doubt and criticism as methods of weeding out superstitions and other unscientific beliefs. It rejects tradition, orthodoxy, and commitment as ways of knowing and living. This institutional stance in itself, apart from any particular criticism, places faith under a cloud of suspicion. Of course, we know that modern academia is deceptive and hypocritical. As we learned last time, the doubter is also a believer and critics of one belief must remain uncritical of opposing beliefs. The modern university cherishes its own traditions, orthodoxies, and commitments, but it calls them by other names: professionalism, science, scholarship, equity, diversity, critical thinking, research, inclusion, tenure, academic freedom, free speech, progress, fairness, and academic integrity. So, as we begin our reconstruction of faith, I suggest we refuse to be intimidated by modern academia’s claims to moral and intellectual superiority over faith and tradition.
Seminarian: The Bible?
Professor: Okay. We are nearly ready for the Bible. But I want to know that you see academia for what it truly is. Its two traditional activities are teaching and research. On the one hand, it is tasked with educating the coming generation. It introduces young people to the current state of discussion among scholars of the arts and sciences and it helps them develop the skills they need to become expert practitioners and researchers in their chosen fields of study. On the other hand, academia is a way of generating and testing beliefs, hypotheses, and theories by means of criticism and doubt. It protests that its purpose is not to pass on political, moral, and religious tradition of any kind. But we know that American universities are much quicker to criticize traditional morality, conservative politics, and the Christian religion than they are progressive morality, leftist politics, and exotic religion.
Seminarian: I get it. I should adopt a critical attitude toward the critical attitude practiced in modern academia.
Professor: Yes! As a way into the subject of the Bible, recall as best you can the view of the Bible and the Christian faith you brought with you to seminary.
Seminarian: I don’t recall that I was taught a “doctrine” of Scripture as a child. In my home and in church, the Bible was quoted, preached, and taught as the true moral, religious, and metaphysical worldview. It was our unquestioned framework for meaning, identity, and purpose. In its teachings about creation, fall, atonement and the world’s end, the meaning of history and the destiny of humanity were laid out before our eyes. Our greatest enemies are sin, death, and the devil, and these foes can be dealt with only through the power of Jesus Christ and the Spirit. The Old and New Testaments’ stories and heroic characters provided examples of courage and obedience. The law, the prophets and the Writings provided moral rules and wise principles by which to live. Jesus’s teaching, example, and above all, his sacrifice on the cross and resurrection from the dead were at the center of our worship and moral lives. Religious and moral disputes were settled by determining what the Scriptures teach. Whatever the Bible says is the truth of God.
Professor: At what point in your development were you taught an explicit “doctrine” of Scripture, and what was it?
Seminarian: I can’t remember a particular occasion, but in my teenage years I became aware that there were outsiders who did not believe. This seemed very strange to me. How could anyone not believe? It stands written in the Bible and has been held true for thousands of years. The voice of the prophets, Jesus and Paul ring out as authentic and powerful witnesses to the truth they experienced. Who would have the temerity to label them liars or fools? Around the same time, I began to notice that the church leaders taught a “doctrine” of Scripture, albeit a rudimentary one.
Professor: I am very interested in exactly what you remember about the doctrine of Scripture you learned at this stage in your life. Understanding this process is important because we need to discover what made you vulnerable to the critiques you faced later on. So, try to remember the view of Scripture you internalized in your late teen years.
Seminarian: I will try. But I am not sure I can remember exactly how I understood things at that stage. I may have to use categories I learned later to express what I remember.
Professor: Okay. Do the best you can.
Seminarian: As I said above, as a child I accepted the biblical portrayal as the true world. The voices within the Bible seemed as real to me as those of my parents and the preacher. I believed not because I compared and contrasted it with other ways of understanding but simply because I was taught it. That is to say, I believed the Bible because I trusted my parents and the church. At some point I began to notice church leaders speaking not simply about the contents of the Bible but about the Bible itself. We learned about the distinctions between the Old and New Testaments and the various types of literature within each division. We memorized the names of all 66 books within the Bible. We even sang songs about the B.I.B.L.E. I could not have put it into words at that point in my life, but I could not help but notice that the scriptures were use as the exclusive source and authority for teaching within the church. The Bible was the authority by which theological disputes were settled. Church teachers and preachers often referred to the Bible as “the inspired Word of God.” I took this to mean that the voice of Scripture was the voice of God. I don’t think I heard the word “inerrancy” until I entered college, but even before then I would have rejected instinctively the proposal that the Bible contained mistakes, lies, and myths. Accepting such a proposal would shatter my biblical worldview and thrust me into an uncertain, chaotic world without guidance.
Professor: I presume that in college or seminary you encountered a more sophisticated doctrine of Scripture?
Seminarian: Yes. I learned what many people pejoratively label a “fundamentalist” doctrine of Scripture. That is that the Bible as a whole and in every part, from Genesis to Revelation, down to every word, is “inspired” or “God-breathed” (2 Timothy 3:16). I took this to mean that God chose every word the human authors wrote and miraculously protected them from error. The words of Scripture are simultaneously the words of the human author and the Word of God. In terms of its use, this conviction reinforced the authority of the Bible for use in teaching and theological disputation. To quote the Bible was to quote God.
Professor: And you accepted this doctrine of Scripture?
Seminarian: Yes. But what I did not see at the time was that I accepted a doctrine of the inspiration of Scripture on the same basis that as a child I had accepted the reliability of the contents of Scripture; that is, that the church whom I trusted believed it and assured me that it is so. I did not ask at the time, “Can the doctrine of the inspiration and inerrancy of the Bible be independently verified?” In my childhood, I could not have asked this question, because I accepted the word of those I trusted. To ask for their assurance to be independently verified would be to abandon the very basis on which I trusted Scripture. But by the time I entered seminary, I came to think that the absolute truth of the Bible could be (and needs to be) verified by reason. How this transition occurred I don’t know, but I think it had something to do with my conservative teachers’ efforts to demonstrate by rational arguments the complete truth of the Bible. In other words, my path to doubt was cleared by the friends of faith.
Professor: Humm. This seems like a good place to end for today. Let’s return next time to this ironic turn of events wherein efforts to make faith secure by rational argument ended up making it doubtful.
Seminarian: I look forward to disentangling the matter.
Professor: Goodbye.
Seminarian: Goodbye.