Galileo, What Hast Thou Wrought?

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Today we continue our study of how the statement, “I am a woman trapped in a man’s body” (Carl R. Trueman, The Rise and Triumph of the Modern Self, p. 19), came to be taken seriously by millions of intelligent people. The previous essay explained why no one before 1500 could have comprehended the modern dichotomy between the external appearances of such things as the male and female bodies and their internal reality. At the conclusion of that essay, I promised that in the next part “we will see how the architects of the scientific revolution—Galileo, Bacon, Descartes, et al.—destroyed confidence in the reality of forms and souls and replaced them with atoms, space, and machines. The appearances no longer reveal the reality of things. Creation is emptied of spiritual reality, meaning, purpose, moral law, and beauty, all of which are transferred to the inner subjective world of the human mind.” We begin that saga with Galileo Galilei.

Galileo Versus Aristotle

Students of nature before Galileo assumed that the way things appear to us reveals something about their inner reality and that the inner reality of things manifests itself truly in their external appearances. The meaning, purpose, beauty, moral law, and value we experience in our minds also exists in nature. The goal of Aristotelian science was understanding how all these qualities are embedded in the natures of the things themselves. However, by the time Galileo (1564-1642) came to maturity in the early seventeenth century, such thinkers as Francis Bacon (1561-1626), Rene Descartes (1596-1650), and Johannes Kepler (1571-1630) were already complaining that the doctrine of forms contributed nothing to our empirical understanding of things. Mysterious forms, whether they are real or not, cannot be clearly thought and have no value for making predictions, discovering laws, and creating technology. And for reasons I do not understand, achieving these goals had become the driving force of the emerging scientific revolution.

Galileo and the Mathematization of Nature

Galileo believed that applying mathematics to nature was the only way to achieve his practical goals. Numbers and mathematical operations are clear and simple, and when we see the value of a mathematical expression or equation, we become certain of its truth. To understand nature, argued Galileo, we should set aside questions about its mysterious inner nature, the ways it appears to us, and the way it makes us feel; these are irrelevant to achieving the goals of the new science. We will then be free to work out the mathematical laws of nature’s movements and transformations. At last, we can understand nature as clearly as we understand mathematics!

Unforeseen and Unintended Consequences

To modern ears, Galileo’s philosophy of science and his revisions to the scientific method sound familiar and innocent. Whatever Galileo’s intentions, however, his innovations produced a profound moral and religious revolution. For by limiting science to knowledge that can be expressed in mathematics, Galileo, Descartes, et al, broke decisively (1) with the traditional belief that things reveal their inner reality in their outward appearances, and (2) with the corresponding belief that the inner worlds of things in nature are intelligible and mindlike in a way similar to the inner world of the human mind.

The Distinction Between Primary and Secondary Qualities

Perhaps Galileo and other pioneers of the scientific revolution could have narrowed science to what can be understood in mathematical terms without postulating an alternative to Aristotle’s intelligible forms as the cause of the way things appear to us. But they did not exercise such restraint. Instead, they replaced Aristotle’s inner forms and souls with imperceptible material atoms or corpuscles, which possess only mathematically measurable properties: shape, movement, mass, velocity, etc. In ways Galileo and Descartes cannot explain, these material particles cause us to experience the world in a human way. By distinguishing primary qualities (material, mechanical, and mathematical) from secondary qualities (psychological, organic, and qualitative), they drove a wedge between the way human beings experience the world and the world as it is apart from human perception. The only bridge between the two is mathematics. Listen to Galileo, Descartes, and Locke drive this point home:

“To excite in us tastes, odors, and sounds I believe that nothing is required in external bodies except shapes, numbers, and slow or rapid movements. I think that if ears, tongues, and noses were removed, shapes and numbers and motions would remain, but not odors or tastes or sounds. The latter, I believe, are nothing more than names when separated from living beings, just as tickling and titillation are nothing but names in the absence of such things as noses and armpits” (The Assayer, 1623).

“The properties in external objects to which we apply terms light, color, smell, taste, sound, heat and cold—as well as other tactile qualities…are so far as we can see, simply various dispositions in the shapes, sizes, positions, and movements of their parts which make them able to set up various kinds of motions in our nerves which are required to produce all the various sensations in the soul” (Descartes, The Principles of Philosophy, 1644; Quoted in Cottingham, A Descartes Dictionary, p. 149).

“These I call original or primary qualities of body, which I think we may observe to produce simple ideas in us, viz. solidity, extension, figure, motion or rest, and number. Secondly, such qualities which in truth are nothing in objects themselves but powers to produce various sensations in us by their primary qualities, i.e. by bulk, figure, texture, and motion of their insensible parts, as colors, sounds, tastes, etc. These I call secondary qualities”(John Locke, Essay Concerning Human Understanding, 1698, II. 8)

Oh Galileo! What Hast Thou Wrought?

Galileo convinced the world that the variety and obscurity of the natural order could be reduced to the clarity and certainty of simple mathematical equations. Modern advances in understanding the mathematical laws of nature and the explosion of technological innovation rely on this supposition. But at what cost?  God’s glorious creation has fallen silent, emptied of spiritual reality, meaning, depth, mystery, purpose, moral law, and beauty, all of which have been transferred to the inner subjective world of the human mind. But how can we continue believing in the reality of meaning, depth, mystery, purpose, moral law, and beauty, if we think of them as existing only in the human psyche? They seem to be hanging in midair with no confirmation in common experience or foundation in an enduring reality.

Aristotle and all the ancients believed in the likeness and harmony between the human world and the natural world. This belief seemed reasonable, obvious even, because humans are part of the natural world. Galileo, Descartes and others split them apart, dividing the qualities we experience into the objective (real) and subjective (psychological) spheres. Human beings became islands of mind in a sea of mindless matter. It was inevitable that this division would become intolerable…that the human mind and soul would be reunited to nature by reducing them to something simpler. Sooner or later some thinker would do to the human soul what Galileo had done to the solar system.

And that “someone” was John Locke.

The Abolition of Creation and the Gender Revolution (Part One)

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Why This Series?

Recently a group of ministers from one of the most secular regions of the United States asked me to present a series of lectures on the challenges contemporary secular culture poses to the church, specifically the popular hostility toward the moral vision of life taught in the New Testament and treasured by the church for 2000 years. Some of them had read my 14-part critical review (September and October 2021) of Karen Keen, Scripture, Ethics, and the Possibility of Same-Sex Relationships* and wanted me to follow up with a more comprehensive treatment. I proposed to address the topic under four headings:

The Abolition of Creation

The Abolition of the Biblical Text

Reclaiming Creation

Reclaiming the Biblical Text

In the next few posts, I want to develop these topics in preparation for my presentations. Perhaps readers can help me refine my thought.

The Darkening of Creation

From July 22 to August 6, 2021, I wrote a five-part review of Carl R. Trueman, The Rise and Triumph of the Modern Self: Cultural Amnesia, Expressive Individualism, and the Road to the Sexual Revolution (Crossway, 2020). Trueman explains the origin and agenda of his book in this way:

“The origins of this book lie in my curiosity about how and why a particular statement has come to be regarded as coherent and meaningful: “I am a woman trapped in a man’s body” (p. 19).

Like Truman, I am curious about how this change occurred. What factors led people to abandon the moral significance of the order of nature? How could so fundamental a distinction as the biological difference between male and female be completely disengaged from human identity?** Truman began his study with Jean Jacques Rousseau and traced the sexual revolution from the 18th to the 21st century. I will interact with some of the same thinkers as Truman did, but instead of beginning with Rousseau I will begin with Galileo and the scientific revolution. Truman did not describe extensively the premodern understanding of nature and natural law. But I think it is important to explain how Plato, Aristotle, and later Christian philosophers understood and experienced nature. Only then, I think, can we understand what forces led to the abolition of creation as a source of moral guidance and spiritual inspiration. This essay will be devoted to describing the view of nature’s moral order that modern thinkers dismantled and replaced with subjective human feelings.

The Way Things Were

Before 1500, people saw nature as a unity containing different kinds of things, living and nonliving, plants and animals of different shapes and colors. Each individual thing is an organic whole, a unity, an identity. And this inner unity—a mystery in itself—reveals itself in its outer manifestations: that is in the total impact of its color, shape, smell, texture, taste, sounds, and for animals, also in their behaviors. This way of experiencing nature is a matter of common sense, which everybody possesses. Such philosophers as Plato and Aristotle, however, asked theoretical questions about our common-sense experience: what is the inner basis of the distinct identities of things? What accounts for their unified, spontaneous, and purposeful activity?

In common sense we perceive unreflectively the unity of the being and activity of living things, but stop at that unexamined perception. Practical necessity demands no more. Plato and Aristotle—each in his own way—designated the inner principle of identity “form.” And they named the power for unified, spontaneous, purposeful action “soul.” Designating the inner principle of identity as “form” assures us that this principle is intelligible or mind-like; for that is the only way to make sense of the perceptible differences among things. Matter alone cannot account for the order and qualities that differentiate one kind of thing from another.

Even though forms are too complex for us to grasp in one act of understanding in the way we can grasp a simple mathematical idea, they must be intelligible, if only to the divine mind. Likewise, the inner power for unified, spontaneous, purposeful action (soul) must be nonmaterial. Note here that the doctrine of forms and souls postulates a likeness between our inner world of mind, will, and life and the inner world of things in nature. To anticipate future posts, the scientific revolution shattered this likeness and drove a wedge between the human reality and nature.

Admittedly, giving the names “form” and “soul” and “nature” and “substance” to the inner principles of things adds nothing to our common-sense understanding of things. For what information does it add to the appearances of things to postulate a hidden cause of those appearances? But it does articulate our confidence that our ordinary perceptions of the distinct identities of things are perceptions of something real in itself, that is, the invisible reality in things that shows itself through the appearances. The appearances of things are revelations of the inner reality of things. They are not deceptive.

The Christian thinkers Augustine of Hippo and Thomas Aquinas took up the concepts pioneered by Plato and Aristotle and incorporated them into the Christian doctrine of creation. The creation as a whole and all creatures within it embody ideas and purposes that find their archetypes in the mind of God. Augustine and Aquinas used such concepts as ideas, forms, souls, and natures to designate and explain our common-sense perception of the inner unity and reality of things and of their inner power for spontaneous, purposeful action. Like the forms and souls of Plato and Aristotle, their Christian adaptations add nothing to our perceptions of the appearances of things. Nevertheless, they assert our confidence that through the appearances our minds make contact with the intelligible inner reality of things.

There is more, however, because the Christian doctrine of creation also assures us that in knowing the forms of things through the appearances, our minds also contact the mind and will of God. Thereby, our ordinary common-sense experience of nature is drawn into the religious and moral sphere. The glory of God and the nature of the good is at least partially revealed in the appearances of creatures.

Observations and Anticipations

1. Hence, we can see clearly why people living before scientific revolution of the seventeenth century would find the statement “I am a woman trapped in a man’s body” (Truman, p. 19) not only false but incomprehensible. Laughable even. For if a human being appears to the senses as male, we can be certain that his inner reality (or form) is male. Forms do not deceive us by appearing in bodies as something they are not in themselves.

2. The traditional Christian doctrine of creation adds another dimension. Because the forms that give each creature its identity find their archetypes in God’s mind and embody God’s good will, they demand our respect. They are revelations of God’s wisdom and goodness. It would have struck a person living 400 years ago as impious, ungrateful, and irrational to reject one’s sex.

3. Before the modern era, common sense, the doctrine of forms, and the Christian doctrine of creation together provided a strong foundation for the conviction that a moral law is woven into the fabric of creation. Some activities are good and some are bad. Some are right and some are wrong. And these moral distinctions can be discerned by reason and common sense. For Augustine and Thomas Aquinas or any of their contemporaries, it would have seemed as irrational as it is wrong for a human being to live as an animal or a male to live as a female or a female to live as a male.

Next Time: We will see how the architects of the scientific revolution—Galileo, Bacon, Descartes, et al.—destroyed confidence in the reality of forms and souls and replaced them with atoms, space, and machines. The appearances no longer reveal the reality of things. Creation is emptied of spiritual reality, meaning, purpose, moral law, and beauty, all of which are transferred to the inner subjective world of the human mind.

*Subsequently published in revised form as Ron Highfield, The Choice: Should the Church Affirm LGBTQ+ Identities and Ways of Living (Keledei Publications, 2024).

**If you want to think about the true nature of the biological distinction between the sexes, I recommend reading Tomas Bogardus, The Nature of the Sexes: Why Biology Matters (Routledge, 2026). Bogardus is a philosopher colleague of mine. I will say more about this book in a later post.

Erika Kirk’s Three Words and the Meaning of Forgiveness

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At her husband Charlie’s memorial service Erika Kirk stunned the audience and much of the world with her three words, “I forgive him.” She explained why she felt forgiveness in her heart: “because that’s what Jesus did.” She was right. In that moment she let the light of the gospel shine brightly in a dark world.

Some people may have found Erika’s words not only stunning but incomprehensible or spoken because “that’s what a Christian is supposed to say”; some may have even found them inappropriate. But I believe that everyone who knows the heart of Jesus Christ and possesses his Spirit understands her heart.

In Honor of Erika

So today, in honor of Erika’s witness to the power of the gospel, I am reposting some thoughts on forgiveness I wrote on this blog over 10 years ago. These thoughts address some of the questions people are asking about Erika’s three words:

Questions About Forgiveness

I am often asked about Jesus’ teaching on forgiveness:

“Do we have to forgive everyone, no matter what they’ve done to us?”

“Can we forgive someone who has not asked for forgiveness?”

“What do we do when we cannot forgive someone?”

Like many concerns that arise from trying to live the Christian life, these questions take some things for granted that we need to get on the table if we are to find satisfactory answers. For instance, what does it mean to forgive? And, is it always right to forgive? In this post I’d like to consider some of these fundamental questions.

The Negative Side of forgiveness

When someone injures or insults you, you get angry. Your first impulse is to injure and insult them in return in an act of revenge. To forgive means to renounce the act of revenge and let go the emotion of anger. I don’t want to place too much weight on this, but you can see a hint of the meaning of forgiveness even in the English word “forgive.” Instead of “giving it to them” you forgo that pleasure. And the Greek word aphesis begins with an “a” (alpha), which often negates the idea of the root word. So, forgiveness is a negative idea. It’s about not doing something that feels so natural, that is, taking revenge and harboring anger.

But what about justice? We always feel that injustice has been done when someone injures or insults us. The desire for revenge is the impulse to put things back into balance. But what happens when we forgive? Aren’t we allowing injustice to stand? Or worse, are we even justifying injustice by not punishing it? Forgiveness does not seem to address this problem. It does not put things right again. And we can’t convince ourselves that the injustice done does not matter. Something ought to be done about it! Because of Jesus’ teaching, we feel we ought to forgive, but it doesn’t seem quite right. Perhaps, these problems are part of the reason we find it so difficult to forgive.

I think it has now become apparent that forgiveness makes sense only if we believe that God can and will make things right. We can “let go” injustice done to us because God never lets it go. Our power to forgive derives from our faith that God’s love refutes every insult and God’s power will heal every injury. In forgiveness, we deny the power of the enemy to lessen our dignity with insult or do us lasting harm with injury. We trust God to punish injustice or atone for it or overrule it and make it work for our good. Either way, God can do what we cannot. Forgiveness, then, is not an act of injustice but an act of faith.

The Positive Side of Forgiveness

Now let’s consider the positive side of forgiveness. In forgiving, we refuse to take revenge. We don’t act. But in not acting in a destructive way, we do an act of love. The first step in loving your enemy is not returning injury for injury and insult for insult. The loving dimension in forgiveness is the space it gives for repentance. By forgiving wrongs, we demonstrate the possibility of freedom from the cycle of “eye for an eye” justice. Forgiving our enemies expresses confidence in God’s power to change the enemy. It is an act of loving faith, a faith that believes in the power of God’s love to do for others what it has done for us. In forgiving, we suffer by endure insult and injury for the enemy’s sake. And in suffering for our enemy, we become instruments through which the suffering love of Jesus touches the enemy. This activity of suffering love brings us to the joyful side of forgiveness.

Think about the unhappiness we bring on ourselves when we keep a record of every insult and injury done to us! There are no limits and no end to the wrongs we encounter even in one day. The unforgiving, like emotional bloodhounds, can detect insult in the slightest gesture and threat of injury in the least movement. The list of negative emotions associated with our sensitivity to injustice is long: fear, anger, hatred, envy, resentment, bitterness, sadness, nostalgia, regret, despair, guilt. Fear anticipates injury, and anger defends against insult. Anger becomes hatred when it is nourished with memories of ancient wrongs. Envy sees injustice in others getting what we would like to have, and resentment turns to bitterness when we feel we’ve been passed over for honors we deserve. Nostalgia unhappily remembers long passed happiness, and sadness settles in when hope of better days fades into expectation of endless disappointment. And these feelings are compounded by the dim awareness that we are responsible for our unhappiness.

But what a difference forgiveness makes! Faith in God’s power at work for us and his love toward us frees us from the power of insult and injury. In place of fear, anger, hatred, envy, resentment, bitterness, sadness, nostalgia, regret, despair and guilt, we find love, joy, peace and hope. The causes of negative emotions have been exposed as impotent. Insults are empty nothings, lies with no basis in reality. Nothing and no one can diminish our worth and dignity because it is grounded in the unchangeable love of God for us. And injury cannot touch our true lives, which are “hidden with Christ in God” (Col 2:3). Hence we can forgive all wrongs. Our experience of insult and injury, instead of occasioning unhappy emotions, becomes an occasion to experience the love of Christ acting through us, healing, saving and repairing the world.

Thank you, Erika! Thank you for demonstrating to the nation and the world what a supernatural transformation Jesus Christ can work in ordinary human beings.

“The light shines in the darkness, and the darkness has not overcome (or understood) it” (John 1:5). Or “The light shines in the darkness, and the darkness can’t put it out (Highfield paraphrase).

Sample Chapter From The Christian University & The Academic Establishment

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Sulis Academic Press kindly agreed to make Chapter 12 of my new book available free for download. Chapter 12 summarizes the book’s conclusion and makes four practical suggestions for Christian Universities. I believe reading these nine pages may peek your interest enough to read the whole book. Feel free to download this chapter, read it, and pass it on to others.

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Download: An Excerpt from The Christian University & The Academic Establishmentsulisinternational.com

New Resource for Lovers of Christian Colleges and Universities

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I wanted you, my readers, to know that as of yesterday, my book The Christian University and the Academic Establishment is now in print and available. I hope, wish, dream that it will be read and discussed on Christian college and university campuses everywhere. I wrote it because I love the ideal of a Christian college. I believe it would be of interest to anyone who shares my love for Christian education—students, alumni, donors, faculty, staff, administrators, and trustees. Each chapter has questions for discussion at the end, and each theme (sometimes more than one chapter) has “takeaways” at its conclusion. And the last chapter (#12) contains a conclusion and four practical suggestions for Christian universities.

Take a look at the Amazon.com page for the book. Peruse the Table of Contents and the summary Amazon provides. Of course, if you know someone who could benefit from reading it, please recommend it.

In future posts I will quote some excerpts from the book and reflect on them.

Teaching the Faith in a Christian University, Part Two: The Religion Professor’s Responsibility

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I ended my previous essay by quoting a statement that I place in all my course syllabi and teased my next essay by saying, “Next Time I will unpack my syllabus statement in hopes of answering the question about the place of evangelism, catechesis and theology in the Christian college.”

Preliminaries

The much-discussed tensions within the concept of “a Christian university” find expression also within in the idea of teaching the faith within an academic institution. An institution that presents itself to students, donors, and the public as a “Christian university” incurs an obligation both to be authentically Christian and to uphold sound academic standards. I won’t undertake here the challenge of blending these two principles together harmoniously in one institution. I work toward this end in my forthcoming book The Christian University & The Academy.

A professor teaching the faith in a Christian university must do justice to at least three major concerns:

  • Courses should present authentic Christianity
  • Courses should be pedagogically appropriate to students
  • Courses should be academically sound

The meaning of each of these concerns is contested and always has been. Contested or not, however, a Christian university must define the limits of what it considers true Christianity, good teaching, and sound academia. Individual professors don’t get to define these values as they wish.

Courses Should Present Authentic Christianity

At whatever level and by whatever method, professors should endeavor to present true Christianity to their students. The measure of “true” Christianity is its conformity to the teaching of Jesus and his apostles as recorded in the canonical New Testament. I will accept no substitute for this criterion. There have always been disputed questions and obscure matters on which learned and sincere Christians have disagreed. But it is very clear both in the New Testament and in the course of church history that some matters of faith, doctrine, and morality are nonnegotiable. To step outside these boundaries is to move away from orthodoxy into heresy.

In secular private and public universities, leftist politics has all but replaced liberal values and traditional subject matter. This is especially true in the humanities and social sciences but increasingly so even in the natural sciences. Christian university professors—most of whom received their graduate education in secular universities—are not immune from the temptation to use their classrooms to advocate for the social or political causes dear to them. In my experience, the ones most likely to politicize their classrooms are on the political and theological left.

After the elections of 2016 and 2024 in which evangelical Christians overwhelmingly supported Donald J. Trump for President of the United States, it is not uncommon for Christian university professors to dismiss the faith of evangelicals in very harsh terms. In the politicized Christian university classroom, students often hear barely-argued assertions that Christianity is incompatible with capitalism and most compatible with socialism, that Christians should champion radical responses to climate change, that God is always on the side of the oppressed, and other claims based on a liberationist approach to theology. (For my thoughts on Liberation Theology, see my essay of February 19, 2025: “Is Liberation Theology Christian?”)

I do not deny that Christianity has implications for the way we live in the world and that we need to reflect on these implications. But such reflection presupposes a thorough grasp of Christianity and a commitment to live according to the teaching of Jesus and his apostles. Unhappily, most contemporary students and many faculty do not possess either one. So, “Christianity” becomes an empty cypher invoked to enhance the authority of the speaker. In my view, it is unethical as well as unacademic to ask students to accept a supposed social or political implication of Christianity before they gain a thorough knowledge of Christianity itself.

The first priority, then, is to make sure that Christian university students encounter the full range of Christian teaching as presented in the Bible and the ecumenical tradition of the church.

Courses Should be Pedagogically Appropriate to Students

The student bodies of the colleges I attended as an undergraduate were pretty homogeneous. Most of us were raised in Christian homes, attended church all our lives, and had a basic knowledge of the Bible. Most students lived within 250 miles of the college. There were very few international students, and I don’t recall a single Roman Catholic, adherent of a non-Christian religion, or atheist among my classmates.

This description fits very few Christian universities today. In my general studies classes I have evangelical students, Roman Catholics, Muslims, Jews, Buddhists, Hindus, agnostics, and atheists. I have students from six continents. How do you teach the true Christian faith to such a diverse class of students? Do you design your course for the least, average, or most knowledgeable? Do you teach in a way that presupposes Christian faith or belief in God or at least openness to faith? Do you stay objective and descriptive or do you advocate for belief?

Precise answers to these questions must be decided by the teachers, given the makeup of their classes. However, I think there are some goals we must strive to achieve whatever the composition of the student body. We should want every student to learn the story told in the Bible and embodied in the historical life of the church. Even if we teach in the descriptive and objective style characteristic of academia, the Christian sources themselves present Christianity as the truth about God’s identity and purposes. So, even if professors refrain from using the rhetoric of evangelism, the claims of the Christian message will exert their persuasive power. And a Christian university professor should be happy about that.

Consider what the student with no prior knowledge of Christianity can learn: the basics of what Christianity asserts about God, creation and providence; about human nature, sin, death, and salvation; about Jesus Christ, the Spirit, and the church; about what constitutes well lived human life, and about the hope for eternal life. And the student with prior knowledge of Christianity can benefit from an orderly, sympathetic, and coherent presentation of the Christian narrative and doctrine. Catechesis, then, if conducted in an academic mode, is not out of place in a Christian university classroom. In contrast, theology explores in depth the interconnections among the topics of faith. It teaches students how to justify the church’s teachings from Scripture, tradition, and reason and engage in debates with dissenting views. Theology is best reserved for advanced students who are believers and wish to learn how to teach the basics of the faith to others.

Courses Should be Academically Sound

Teaching the faith in an evangelistic or catechetical way differs from teaching the faith in an academic style. But that difference is not what you might suspect. We expect the academic style to proceed rationally, to respect the freedom of the student, to delve deeply into the subject matter, and explore the subject’s connections to other subject areas. But evangelism should also appeal to listeners’ reason, respect their freedom, and address their concerns honestly. Catechesis, too, respects these values. What then makes a presentation of the faith academic?

Academic teaching accepts the obligation to avoid relying on presupposed authority. It feels an obligation to state clearly its presuppositions and axioms, present evidence for its assertions, get informed about the views of others, and argue logically for its conclusions. Though evangelism makes arguments, it is primarily proclamation and confession. Catechesis does not ask students to bow blindly to the church’s authority. It respects their rationality and freedom. Nevertheless, it focuses on explaining the details of what the church believes to those who already have faith and wish to learn more. Christian evangelistic, catechetical, and academic teaching communicate the same faith, but they do so in different ways tailored to different audiences and for different purposes.

To teach the faith academically is not at all synonymous with taking a skeptical, cynical, or ironic stance. It’s not identical with being progressive, liberal, or rationalistic. Except in extreme cases—concluding to a flat earth, holocaust denial, or soundness of phrenology—it is not the conclusions you reach but the methods you use that make for academic soundness.

Teaching the Faith in a Christian College

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In the previous essay, I posed the following question, which I left unanswered: “What about teaching the faith in the Christian college? Is it catechesis or theology or evangelism or something else?” I will address this question today.

What is a Christian College?

My Experience

I do not remember a time when I did not know that I would attend a Christian college. The Christian college was presented to me as a safe alternative to state colleges. Faculty at state colleges were known for ridiculing the faith of Christian students, and state-college students, away from home for the first time and unsupervised, often plunged into drunkenness and fornication and reaped the consequences. In contrast, faculty at Christian colleges were all faithful Christians and encouraged students to pursue lives of faith. Most students were raised in Christian homes and chose to attend a Christian college because of its devotion to Christianity. There they could study the Bible at a deeper level with knowledgeable Bible teachers and live in a community dominated largely by Christian ethics and worship.

I attended two Christian colleges and found them to be much as they were described to me. All the faculty were indeed Christians, and a religious mood permeated both campuses. No matter what their majors, students were required to take a Bible course every semester. We attended dorm devotionals every evening and chapel services every day. You could hear the continual buzz of theological conversations in dorm rooms, hallways, and classrooms. These two Christian colleges gathered hundreds of Christian students and faculty in one place for one purpose, and it was good for me. Indeed, it was so good for me that I set my sights on teaching in a Christian college. And for the past 36 years I have taught in a Christian university.

A Little History

During my time as a student in these two Christian colleges I knew nothing about the history of the Christian college in America and very little about the history of the institutions I attended. I knew only their founding dates and founders and the names of a few of their most illustrious presidents. Later, I learned that from the colonial period until the late 19th century nearly all colleges and universities in America understood themselves to be in some sense Christian. However, from the late 19th century to about 1920, many of the older church-related colleges moved from an overtly Christian stance first to non-sectarian and then to a secular identity. At the same time, conservative Christians—sometimes called fundamentalists—established small liberal arts and Bible colleges as orthodox alternatives to liberal and secular colleges.* My alma maters, too, were founded in the early 20th century in response to the loss of the older Christian colleges to modernism. And they retained that countercultural mentality through my time there and beyond.

Diversity Within Limits

According to the Council for Christian Colleges and Universities, there are hundreds of Christian colleges in the United States and Canada and around the world. And they are quite diverse. Some are closely associated with a particular denomination and some center their identity in a confession of faith. Some require all faculty to be confessing Christians and some do not. Some require students to adhere to a Christian confession of faith and a code of conduct and some do not. Given this diversity, I cannot hope to present a one-size-fits all answer to the issue posed in the title of this essay: “Teaching the Faith in a Christian College.” Should it approach students as subjects for evangelism or catechesis or theological instruction? Below is a statement I place in all my syllabi and read to my classes on the first day of the semester. Although you can easily find out where I teach, I will not use my university’s real name. Let’s call it Misty Mountain Christian University or MMCU.

My Syllabus Statement to Students

“Misty Mountain Christian University is a Christian university.”

At minimum, this assertion means that (1) most professors and staff profess and practice the Christian faith; (2) students are required to take courses that introduce them to the original, normative religious texts of Christianity—the Bible—and show how this faith has influenced the world; (3) students are allowed and encouraged to be involved in voluntary Christian activities of worship and service; (4) the University takes an affirmative stance toward Christian belief and practice. If you are a Christian, studying at MMCU gives you an opportunity to deepen your faith in an affirming climate. If you are not a Christian, studying at MMCU will give you an opportunity to understand what Christianity actually teaches and why it affirms these things as good and true.

In terms of your course of study, MMCU does not require you to be a Christian to study here. Nor does it make the quality of your grades depend on affirming Christian belief. Grades will be determined by your level of mastery of the course material and not your beliefs.

Professor Highfield is a Christian believer, thinker, and writer. This course takes an affirmative stance toward belief in God in general and Christian faith in God in particular. Nonetheless, I will respect every person even if you do not agree with my viewpoint and Christian beliefs. I ask you to treat your classmates with the same respect. The quality of your grade does not depend on agreeing with me.

This statement contains the essential features of my view of the purpose of teaching religion courses in the Christian university.

*For more of this fascinating story, see William Ringenberg, The Christian College: A History of Protestant Higher Education in America (Baker, 1984, rev. ed. 2006).

Next Time I will unpack my syllabus statement in hopes of answering the question about the place of evangelism, catechesis and theology in the Christian college.

Understanding the Church’s Teaching Ministry

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It may be, as John Calvin thought, that human beings are born with a sense of divinity, so that their experience of the magnitude, mystery and grandeur of the universe invariably evokes the thought of God. But it is certain that children are not born with explicit knowledge of religion any more than they are born with knowledge of agriculture, animal husbandry, or physics. Their sense of divinity will be given concrete form by the society into which they are born. In many cultures, especially those dominated by only one form of religion, children gain religious knowledge by participating in the common activities of the culture: listening to its founding stories and myths and participating in its rituals, ceremonies, and holidays. The Old Testament records how the nation of ancient Israel was established. Israel taught every new generation the stories of the patriarchs, Passover, Exodus, wilderness wanderings, the giving of the Law, and the conquest of the land. They celebrated feasts and holidays associated with these great events. They participated in sacrifices, ritual washings, and purity practices.

The Teaching Ministry

The church engages in at least four types of ministry: sacramental or worship, pastoral, teaching, and works of mercy. Each is important and teaches the faith directly or indirectly, but I want to focus on the teaching ministry. Like ancient Israel, the church must teach its faith to converts and every new generation. The story of Jesus from birth to resurrection is the center of that message. But that story is set within the history of Israel told in the Old Testament and it continues in the work of the apostles and the churches they founded. The goal of that teaching ministry is that believers may continue to possess the original, true faith and enjoy the fulness of life in Christ and the Spirit to the glory of God the Father.

The church teaches in many ways and at many levels. Christian parents teach their children when they pray over meals, read Bible stories, point out the works of the Creator, take them to church services, and answer their questions about God. The church provides such programs of instruction for children as Sunday school and catechism classes. Regular church services usually incorporate Scripture readings, homilies or sermons, and hymns into the program.

Catechesis

Catechesis merits further comment. The English word catechesis derives from the Greek verb katecheo found in Acts 21:21; Galatians 6:6, and 1Corinthians 14:19. It means to instruct. As it is now used, catechesis refers to the process of teaching the full range of doctrinal and moral teachings to believers at a secondary level. It is usually conducted in special classes devoted to this purpose. Surveying all these teachings in detail in sermons, homilies, or the eucharistic liturgy would not be possible or appropriate. These teachings include such topics as God, the Trinity, creation, providence, the incarnation, the atonement and resurrection of Christ, the Holy Spirit, sin, the church, the sacraments, justification, sanctification, the Ten Commandments, marriage, the biblical virtues and vices, and much more.

Theology

Catechesis supplies knowledge of the faith appropriate and useful for every believer. However, the church needs some believers who are taught at an advanced level. For it needs people qualified to teach the basics of the faith and answer difficult questions asked by students. At this level, select students explore in depth the interconnections among the topics of faith, learn how to justify the church’s teachings from Scripture, tradition, and reason, and engage in debates with dissenting views. At this level, we first engage in the study and practice of theology. Theology methodically employs reason (logos) to see connections among the truths of the faith, explore the presuppositions, and unfold the implications of these truths. Anselm of Canterbury (d. 1109) famously defined theology as “faith seeking understanding.” At the level of catechesis, the believer trusts that the church possesses the true faith and the correct interpretation of Scripture. The study of theology helps the advanced student understand why the church is correct in what it teaches.

For most of its history, the church has valued a theologically educated clergy—priests, presbyters, and bishops—and provided means toward that end. Theological training has taken place in a variety of settings. In the early centuries, individuals studied theology in catechetical schools, monastic schools, or private study. In the Middle Ages, bishops established cathedral schools, some of which developed into universities. After the Reformation, the Jesuit Order established the first seminary (1563), which is a school devoted exclusively to training clergy. In the American colonies, people destined for the ministry would attend college for an advanced classical education but for their theological education would apprentice themselves for three years with an experienced clergyman. The first Protestant seminary in America was Andover Theological Seminary (1807). (For the full story, see Justo Gonzalez, The History of Theological Education, Abington Press, 2015).

Why the Church Needs Theologians

There must, however, be an even more advanced level of theological education. Some individuals must qualify themselves to teach teachers, ministers, and priests for service in the church. Let’s call them theologians. In the early centuries, many of them were highly educated in secular learning before they embarked on a program of reading and writing theology. Among these are Athanasius, Basil the Great, Gregory of Nazianzus, Gregory of Nyssa, Ambrose of Milan, Augustine of Hippo, and many more. Some were bishops, some—like Origen—were monks, and some—like Justin Martyr a converted philosopher—were private teachers. In every generation some theologians stand out as teachers of theologians or doctors of the church. Since the Middle Ages, most theologians have been located in universities or seminaries.

The Christian College

What about teaching the faith in the Christian college? Is it catechesis or theology or evangelism or something else?

To be continued…

What is Education?

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This is the first essay I’ve posted since April 27. In the intervening two months, I’ve given all my literary energy to finishing my next book, The Christian University & The Academic Establishment. I expect it to be published sometime in August. I will have more to say about it then.

As always happens when you are reading and formulating your thoughts on one topic, other issues come into view that you must set aside for the moment. In writing the The Christian University & The Academic Establishment, I read much about the history and the current state of higher education in America, and this concentration forced me to ask other questions: What is education? What is learning? What part do schools play in learning? What does it mean to be an educated person? How does one gain a good education? And specifically, how does one gain a good education in Christianity? In the next few months, I hope to address these questions and more. This essay sets the table for that discussion.

Truly Educated People are Humble

We will never know everything. We must be satisfied with (1) learning what we need to know for living the life we want to live; and (2) doing the best we can to make sure that the knowledge we gain—partial though it is—cannot be completely falsified by future discoveries.

We don’t know what we don’t know. Remember the old saying “a little knowledge is a dangerous thing”? Why is that? Because that little knowledge is surrounded by a lot of ignorance! But we can know that we don’t know. So, be humble and careful. Strive to distinguish between beliefs that are firmly grounded in evidence and thus are likely to withstand scrutiny and those that are supported solely by our desires, vanity, wishes, and feelings.

No individual knows everything that is known. Human knowledge is a communal possession. Unlike animals, human beings can learn from the thoughts, discoveries, and experiences of other people and pass that knowledge on to future generations so that the body of knowledge grows with the passage of time. Each new generation benefits from this heritage of wisdom, knowledge, and skills. The process of passing on this knowledge is called education.

Principles of Education

There is a difference between schooling and education. One can attend a school, college or university—even get a degree—without acquiring a good education. To gain an education, one must learn.

Learning is always something we do. We can sit at a desk while a teacher lectures, but learning involves assimilating new information into the body of knowledge and the patterns of understanding we already possess. It changes us.

The sum total of human knowledge can be refined and extended only by those who have mastered traditional knowledge. You need to learn what is already known. Even though this body of knowledge is incomplete and may contain errors, it is the best starting place for learning more. Only from this vantage point can an individual see unanswered questions and the limits of inherited theories, methods, and procedures.

A good education is one that enables us to live well in the society in which we dwell. As I said above, no one can know everything. It is the business of educators to create programs of study that provide students with the opportunity to gain a good education. Unsurprisingly, educators do not agree completely among themselves on what that program of study should be, and it is always changing as society changes. But in general, educators agree that it is a great advantage for a person to gain basic proficiency in language, history, natural science, economics, and political and social institutions.

How to Get a Good Education

How can you make sure that you get a good education? Whatever subject you want to study, place yourself under the tutelage of teachers who can direct you to the best of what is known and guide you through a maze of crackpot ideas, fancies, and conspiracies. As I emphasized above, there is a difference between going to a school and getting a good education. The most important thing about becoming an educated person is not where you learn but that you acquire the best knowledge available and become a discerning and critical student. However, for most people, the best place to begin this journey is in an educational institution—a high school, college or university. Why here? Because these institutions gather in one place teachers who have given many years to mastering their disciplines and are responsible to their professions. It is their duty to direct your attention to the best knowledge available—ideas and practices that have been critically examined by many thinkers and have proven themselves useful and reliable.

The Higher Education Mess

Almost every book I’ve read on the subject—whether coming from the right or the left or from inside or outside the university—complains that higher education in America is a mess. Universities are too expensive, too inefficient, sold out to the political left, or in danger from the political right. They encourage students to take on huge debt to earn useless degrees. They are run too much like corporations. Needed change proceeds at a glacial pace. Professors care more about their research than their students. Tenure and academic freedom shield incompetent faculty and serve as cover for anti-academic, political activism.

I agree. Education in America at all levels is a mess. Reforms are needed. Alternative paths to a good education are desirable. But my point in this essay is this: Whatever reforms in existing educational institutions we enact or new ways of securing an education we envision, at the core of all of them must lie the process of learning an accumulated body of knowledge and skills from those who already know them. And this is the answer to the question posed in the title: What is Education?

Orthodoxy or Progressivism: The Choice all Christian People Must Now Make

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The Change

The decisive choice facing Christian people today is not picking a church based on worship styles or children’s programs. Nor are the most pressing decisions occasioned by the traditional differences among Protestant, Roman Catholic, and Orthodox Churches. For sure, each of these great traditions still places before us distinct doctrinal positions. But in the past, one could assume that with all their differences each preserved the essential Christian gospel and a faithful vision of the life of discipleship, what C.S. Lewis called “Mere Christianity.” But lately that confidence has been shattered. Now every believer in whatever tradition must decide between orthodox voices and progressive ones within their tradition.

The Choice

The orthodox voices call us to listen to all of Scripture, deal honestly with the apostolic teaching, and pay attention to the faithful of all times. They urge us to follow the narrow way of obedience and sacrifice. Orthodoxy warns us not to listen to the voice of the world, which often resonates with our lower natures. In contrast, progressive Christianity values liberal social change more than personal repentance. Whatever deference it gives to Christian language, progressivism is not animated by the spirit of obedience. It views miracles as parables and Christian teaching as wisdom for a less enlightened age. Biblical morality is useful only insofar as it contributes to personal happiness. The true authority for progressivism is subjective feeling validated by the spirit of the times. Its religion like all idols has been crafted by human hands.

My Growing and Shrinking Family

I am a life-long member of a fellowship of believers that reaches back into the early 19th century. I treasure it and remain committed to its central aims…that is, of being simple New Testament Christians without too many “addons.” For most of my life I’ve respected believers from other traditions, but I never felt the desire to join one of their denominations. And I still do not.

But within the past few years I’ve realized that I have more in common with orthodox Roman Catholic, Global Methodist, Orthodox Presbyterian, Greek Orthodox, Baptist, Bible Church Evangelical, Pentecostal, or almost any other group of orthodox believers than with the progressives in my own tradition. I share with the progressive wing a common history, traditions, institutions, heroes and villains, but sadly, we are no longer led by the same spirit. Our diverging paths grow further apart with every step.

Evangelicals: The Group Progressives Love to Hate

Progressives love to hate evangelicalism. The reasons for this antipathy are clear. Progressives lean to the political left; American evangelicals lean right. Progressives adopt a permissive view of sex, gender, and marriage.  Evangelicals hold to traditional sexual morality and marriage. Progressives are doctrinally liberal while evangelicals are orthodox. Most progressives are former evangelicals embarrassed by their roots and eager to demonstrate their enlightened credentials.

Pan-Orthodoxy

Evangelicals are orthodox but not all orthodox Christians feel at home in American evangelicalism. It’s too emotional, entrepreneurial, doctrinally shallow, political, culturally narrow, etc. I suggest that orthodox believers need not feel locked into a choice between American evangelicalism and progressive Christianity. Orthodox Christianity was not born with the American evangelical movement. It can be traced back to the New Testament through all the great traditions, despite their cultural differences and distinct doctrinal emphases. It’s in that line of true faith, that spirit of obedience, where I feel most at home. I am brother to all my orthodox brothers and sisters wherever they worship the Lord Jesus. I stand with you. We can work out or bear patiently our differences as long as we share that loyalty. Let’s find each other and stand together “to contend for the faith that was once for all entrusted to God’s holy people” (Jude 3).