Neocalvinism, Mission, and Scholarship
Michael GoheenMichael GoheenGeneva Chair of Worldview StudiesGeneva Chair of Worldview StudiesTrinity Western UniversityTrinity Western University
Starting with the Gospel
Narrative character: reveals and accomplishes Narrative character: reveals and accomplishes the end of universal history the end of universal history (story)(story)
Comprehensive and restorative character: Comprehensive and restorative character: restoration of whole creation and whole of restoration of whole creation and whole of human life human life (worldview)(worldview)
Importance of church to make it known; Jesus Importance of church to make it known; Jesus formed a community and sent them as picture formed a community and sent them as picture of end of history of end of history (mission)(mission)
‘‘Worldview between Mission and Story’Worldview between Mission and Story’
Worldview between Story and Mission Scholarship in liberal arts universityScholarship in liberal arts university Theological education in seminaryTheological education in seminary
Faithful Christian Scholarship Share task of scholarship with those Share task of scholarship with those
of other faith commitments of other faith commitments ((participation in common cultural participation in common cultural tasktask))
Yet we participate in that task with Yet we participate in that task with different faithdifferent faith
Participation in common cultural task with different faith Take a committed stance within the biblical storyTake a committed stance within the biblical story
. . . the whole point of Christianity is that it offers a story . . . the whole point of Christianity is that it offers a story which is the story of the whole world. It is public truth.which is the story of the whole world. It is public truth. (NT Wright)(NT Wright)
To accept the authority of this story is to enter it and to To accept the authority of this story is to enter it and to inhabit it. It is to live in the world as the world is inhabit it. It is to live in the world as the world is portrayed in this story. (R. Bauckham)portrayed in this story. (R. Bauckham)
Christian faith is thus a way of understanding world Christian faith is thus a way of understanding world history which challenges and relativizes all other models history which challenges and relativizes all other models by which the meaning of history is interpreted.by which the meaning of history is interpreted. (L. (L. Newbigin)Newbigin)
Participation in common cultural task with different faith Take our stance within the biblical storyTake our stance within the biblical story
Engage secular scholarship with the threefold Engage secular scholarship with the threefold lens of gospel—creation, fall, redemptionlens of gospel—creation, fall, redemption
From the biblical point of view we must establish first From the biblical point of view we must establish first of all that divine revelation has a central motive, of all that divine revelation has a central motive, which is the key to knowledge . . . This motive is that which is the key to knowledge . . . This motive is that of creation, fall, and redemption in Christ Jesus in the of creation, fall, and redemption in Christ Jesus in the communion of the Holy Spirit. (H. Dooyeweerd)communion of the Holy Spirit. (H. Dooyeweerd)
Participation in common cultural task with different faith Take our stance within the biblical storyTake our stance within the biblical story
Engage secular scholarship with the threefold lens of Engage secular scholarship with the threefold lens of gospel—creation, fall, redemptiongospel—creation, fall, redemption
Examine the area of study by asking questions in light Examine the area of study by asking questions in light of gospel:of gospel: Creation order: What is creational order for this area of life? Creation order: What is creational order for this area of life?
Where is there creational insight in ‘secular scholarship’?Where is there creational insight in ‘secular scholarship’? Idolatrous twisting: How has this area of life been twisted by Idolatrous twisting: How has this area of life been twisted by
cultural idolatry and sin?cultural idolatry and sin? Historical unfolding: How did we get here?Historical unfolding: How did we get here? Restoration: What healing paths are open for this area of Restoration: What healing paths are open for this area of
life?life?
Missionary encounter with secular scholarship Much insight into creation that needs Much insight into creation that needs
be embraced with gratitudebe embraced with gratitude All insights are held within broader All insights are held within broader
framework rooted in idolatryframework rooted in idolatry
Cross and Our Calling. . . since faith will always shape scholarship, we strive to . . . since faith will always shape scholarship, we strive to bring Scripture’s teaching to bear in a formative way on bring Scripture’s teaching to bear in a formative way on theoretical work, (1) critiquing foundational assumptions theoretical work, (1) critiquing foundational assumptions that are idolatrous while (2) acknowledging legitimate that are idolatrous while (2) acknowledging legitimate insight into the creation, and (3) relocating such insight insight into the creation, and (3) relocating such insight within a Christian framework of thought. In all these within a Christian framework of thought. In all these ways—by positioning ourselves against the ideologies of ways—by positioning ourselves against the ideologies of the age, by affirming the genuine insights of non-the age, by affirming the genuine insights of non-Christian scholarship and by working in faith toward the Christian scholarship and by working in faith toward the goal of integrally Christian scholarship—we seek to goal of integrally Christian scholarship—we seek to witness to the victory of Christ on the cross, by which we witness to the victory of Christ on the cross, by which we can be set free from idolatry and enabled to live more and can be set free from idolatry and enabled to live more and more in the new world of the kingdom of God.more in the new world of the kingdom of God.
Basis: Creation order and Religious Antithesis
. . . there are at least two basic convictions with . . . there are at least two basic convictions with respect to Christian learning and philosophy on respect to Christian learning and philosophy on which there has been a far-reaching agreement which there has been a far-reaching agreement within Dutch reformational circles. The within Dutch reformational circles. The firstfirst is the is the belief in a divine belief in a divine creation ordercreation order, that is, that the , that is, that the whole of created reality is subject to the sovereign whole of created reality is subject to the sovereign will of God, the Creator of heaven and earth. . . .will of God, the Creator of heaven and earth. . . . The The secondsecond basic conviction concerns the basic conviction concerns the religious antithesisreligious antithesis. .
- Jacob Klapwijk- Jacob Klapwijk
Eclipse in humanistic scholarship
In the modern West, with the breakup of the In the modern West, with the breakup of the medieval synthesis of the Bible and Greek medieval synthesis of the Bible and Greek philosophy, we see the rise of “humanism”, here philosophy, we see the rise of “humanism”, here defined as the increasingly secular and defined as the increasingly secular and anthropocentric mindsets of modernity, with its anthropocentric mindsets of modernity, with its emphasis on autonomous human freedom. In the emphasis on autonomous human freedom. In the basic outlook of humanism, two fundamental themes basic outlook of humanism, two fundamental themes of the biblical tradition were increasingly of the biblical tradition were increasingly marginalized: creation of God-ordained order, and marginalized: creation of God-ordained order, and antithesis as the religious opposition with respect to antithesis as the religious opposition with respect to that order.that order.
- Al Wolters- Al Wolters
Three Stages of Christian University Stage 1 (early 20Stage 1 (early 20thth c.): c.):
Stressed personal piety and evangelismStressed personal piety and evangelism Defensive posture and suspicious of culture Defensive posture and suspicious of culture
engagement: Socially disengagedengagement: Socially disengaged Stage 2 (after WWII to present):Stage 2 (after WWII to present):
Interact with stream of culture (science, philosophy, Interact with stream of culture (science, philosophy, music, painting, etc.): disciplinary curriculummusic, painting, etc.): disciplinary curriculum
Defensiveness overcome: Development of Christian Defensiveness overcome: Development of Christian scholarship (rejecting and affirming)scholarship (rejecting and affirming)
Movement beyond biblicistic (and dualistic) use of Movement beyond biblicistic (and dualistic) use of ScriptureScripture
Connected with rise of Kuyperian ‘worldview Connected with rise of Kuyperian ‘worldview thinking’thinking’
Third stage?Is this the final stage? Is it now the Is this the final stage? Is it now the mission of the Christian college simply mission of the Christian college simply to do more of the same but do it even to do more of the same but do it even better ? . . . Could it be that our mission better ? . . . Could it be that our mission at this point in our own history and at at this point in our own history and at this point in the world’s history this point in the world’s history requires us to take a larger step . . . of requires us to take a larger step . . . of Stage III? I think it does.Stage III? I think it does.
- Wolterstorff- Wolterstorff
Third stage of Christian university and scholarship Attention to Attention to purposepurpose and and new contextnew context
of scholarship would impact the nature of scholarship would impact the nature of Christian scholarshipof Christian scholarship Missional purposeMissional purpose
Present academic-discipline modelPresent academic-discipline model
Academic-discipline model
. . . one of the most prominent models of . . . one of the most prominent models of Christian education to be found in our Christian education to be found in our colleges . . . is what may be called the colleges . . . is what may be called the academic-disciplineacademic-discipline model. On this model model. On this model the goal of education is to introduce the goal of education is to introduce students to the academic disciplines, students to the academic disciplines, thereby putting them in touch with reality to thereby putting them in touch with reality to the extent and in the way that theory does the extent and in the way that theory does that—doing so, let it be immediately added, that—doing so, let it be immediately added, in Christian perspective.in Christian perspective.
Third stage of Christian university and scholarship
Attention to Attention to purposepurpose and and new contextnew context of scholarship of scholarship would impact the nature of Christian scholarshipwould impact the nature of Christian scholarship Missional purposeMissional purpose
Present academic-discipline modelPresent academic-discipline model Assumption of academic-discipline model: If we Assumption of academic-discipline model: If we
pass along body of information that will give pass along body of information that will give insight it will equip student for faithfulnessinsight it will equip student for faithfulness
Purpose of scholarship is to serve the church’s Purpose of scholarship is to serve the church’s missionmission
People of God defined by missional identity Role in the biblical storyRole in the biblical story
““God’s mission involves God’s people God’s mission involves God’s people living in God’s way in the sight of the living in God’s way in the sight of the nations.”nations.”
- Chris Wright- Chris Wright
Mission is not primarily about Mission is not primarily about goinggoing. Nor is . Nor is mission primarily about mission primarily about doingdoing anything. anything. Mission is about Mission is about beingbeing. It is about being a . It is about being a distinctive kind of people, a countercultural . distinctive kind of people, a countercultural . . . community among the nations.. . community among the nations.
- Howard Peskett and Vinoth Ramachandra - Howard Peskett and Vinoth Ramachandra
““They would have to sing better songs They would have to sing better songs for me to learn to have faith in their for me to learn to have faith in their Redeemer: and his disciples would Redeemer: and his disciples would have to look more redeemed!” have to look more redeemed!”
- Friedrich - Friedrich Nietzsche Nietzsche
Look more redeemed today
A community of justice in a world of economic and A community of justice in a world of economic and ecological injusticeecological injustice
A community of generosity and simplicity (of ‘enough’) A community of generosity and simplicity (of ‘enough’) in a consumer worldin a consumer world
A community of selfless giving in a world of selfishnessA community of selfless giving in a world of selfishness A community of truth (humility and boldness) in a world A community of truth (humility and boldness) in a world
of relativism and uncertaintyof relativism and uncertainty A community of hope in a world of disillusionment and A community of hope in a world of disillusionment and
consumer satiationconsumer satiation A community of joy and thanksgiving in a hedonistic A community of joy and thanksgiving in a hedonistic
world that frantically pursues pleasureworld that frantically pursues pleasure A community who experiences God’s presence in a A community who experiences God’s presence in a
secular worldsecular world
People of God defined by missional identity Role in the biblical storyRole in the biblical story Place in the biblical storyPlace in the biblical story
Powers of sin death evil Satan
Power of Spirit’s renewingwork
AGE TO COMEOLD AGE
New Testament FulfillmentNew Testament Fulfillment
Mission as meaning of overlapThe meaning of this ‘overlap of the ages’ in which we The meaning of this ‘overlap of the ages’ in which we
live, the time between the coming of Christ and His live, the time between the coming of Christ and His coming again, is that it is the time given for the coming again, is that it is the time given for the witness of the apostolic Church to the ends of the witness of the apostolic Church to the ends of the earth. The end of all things, which has been revealed earth. The end of all things, which has been revealed in Christ, is—so to say—held back until the witness in Christ, is—so to say—held back until the witness has been borne to the whole world concerning the has been borne to the whole world concerning the judgment and salvation revealed in Christ. The judgment and salvation revealed in Christ. The implication of a true eschatological perspective will implication of a true eschatological perspective will be missionary obedience, and the eschatology which be missionary obedience, and the eschatology which does not issue in such obedience is a false does not issue in such obedience is a false eschatologyeschatology (Lesslie Newbigin). (Lesslie Newbigin).
Witness
We can summarize the calling of that We can summarize the calling of that people, the church, in the world with people, the church, in the world with three words. The church is called to three words. The church is called to witnesswitness—to be a witness to the coming —to be a witness to the coming of God’s kingdom, God’s work of of God’s kingdom, God’s work of renewal, urging all people everywhere renewal, urging all people everywhere to repent and join the band of Christ’s to repent and join the band of Christ’s followers.followers.
Serve
The church is called to The church is called to serveserve—to serve —to serve all people everywhere by relieving all people everywhere by relieving their misery and their lack of joy, both their misery and their lack of joy, both attacking the structures that victimize attacking the structures that victimize and alleviating the misery of the and alleviating the misery of the victims.victims.
Give evidence
And the church is called, in its own life And the church is called, in its own life and community, to and community, to give evidencegive evidence of the of the new life—not just to wait around in the new life—not just to wait around in the promise that someday there will be a promise that someday there will be a new heaven and a new earth, but to new heaven and a new earth, but to exhibit the fact that in Christ there is a exhibit the fact that in Christ there is a new Power and that the Kingdom has new Power and that the Kingdom has broken in.broken in.
Purpose of university educationThe Christian college is a project of and for The Christian college is a project of and for the Christian community. . . . The Christian the Christian community. . . . The Christian community exists not for its own sake but for community exists not for its own sake but for the sake of all people. . . . It is obvious that in the sake of all people. . . . It is obvious that in the modern world, if the Christian the modern world, if the Christian community is to share in God’s work of community is to share in God’s work of renewal by being witness, servant, and renewal by being witness, servant, and evidence, its young members will need an evidence, its young members will need an education pointed toward equipping them to education pointed toward equipping them to contribute toward that calling. (Wolterstorff)contribute toward that calling. (Wolterstorff)
Third stage of Christian university and scholarship
Attention to Attention to purposepurpose and and new contextnew context of of scholarship would impact the nature of scholarship would impact the nature of Christian scholarshipChristian scholarship Missional purposeMissional purpose New context of economic globalisation and New context of economic globalisation and
consumerismconsumerism
The reality of world is not the end of grand The reality of world is not the end of grand narratives, but the increasing domination of the narratives, but the increasing domination of the narrative of economic globalization (Bauckham).narrative of economic globalization (Bauckham).
Stage 3? Would attention to Would attention to contextcontext and and purposepurpose
affect the very nature of scholarship?affect the very nature of scholarship? . . . what we selected to study and teach?. . . what we selected to study and teach? . . . questions we put to scholarly . . . questions we put to scholarly
tradition?tradition? . . . how we study and teach the subject . . . how we study and teach the subject
matter?matter? Example: English literatureExample: English literature
Worldview between Story and Mission Scholarship in liberal arts universityScholarship in liberal arts university Theological education in seminaryTheological education in seminary
Priority of mission in callingsPriority of mission in callings
Priority of Witness in CallingsThere is a deep-seated and persistent failure of the There is a deep-seated and persistent failure of the
churches to recognize that churches to recognize that the primary witness to the primary witness to the sovereignty of Christ the sovereignty of Christ must be given, and can must be given, and can only be given, in the ordinary secular work of lay only be given, in the ordinary secular work of lay men and women in business, in politics, in men and women in business, in politics, in professional work, as farmer, factory workers and professional work, as farmer, factory workers and so on. so on.
The enormous preponderance of the Church’s The enormous preponderance of the Church’s witness is the witness of the thousands of its witness is the witness of the thousands of its members who work in field, home, office, mill or members who work in field, home, office, mill or law court.law court.
- Lesslie Newbigin- Lesslie Newbigin
Worldview between Story and Mission Scholarship in liberal arts universityScholarship in liberal arts university Theological education in seminaryTheological education in seminary
Priority of mission in callingsPriority of mission in callings Need for properly trained ministersNeed for properly trained ministers
At the most sophisticated level we have to think of our At the most sophisticated level we have to think of our task in a city like Madras to train our lay members who task in a city like Madras to train our lay members who are playing key roles in the life of government, are playing key roles in the life of government, business, and the professions to become ministers of business, and the professions to become ministers of Christ in these secular situations. All of this is involved Christ in these secular situations. All of this is involved in our calling and ordination. (Newbigin)in our calling and ordination. (Newbigin)
A True Pastor
For the Christian layman who is really out in the For the Christian layman who is really out in the world, really seeking to be subject for the Lord’s world, really seeking to be subject for the Lord’s sake to the human institutions about which we are sake to the human institutions about which we are speaking, the political order, the economic order speaking, the political order, the economic order and so forth, really seeking to face the desperate and so forth, really seeking to face the desperate difficult decisions that this involves, seeking to difficult decisions that this involves, seeking to bear on his heart the obligation of his participation bear on his heart the obligation of his participation in these orders, to keep his conscience both sharp in these orders, to keep his conscience both sharp and clear, this man knows that he needs one thing: and clear, this man knows that he needs one thing: he needs a true pastor. he needs a true pastor.
Worldview between Story and Mission Scholarship in liberal arts universityScholarship in liberal arts university Theological education in seminaryTheological education in seminary
Priority of mission in callingsPriority of mission in callings Need for well-trained ministersNeed for well-trained ministers Present structuring of theological educationPresent structuring of theological education
Shaped by EnlightenmentShaped by Enlightenment Theoretical and practical distinction Theoretical and practical distinction Acontextual nature of ‘theoretical’ theological subjectsAcontextual nature of ‘theoretical’ theological subjects Less than rigorous and highly pragmatic approach to Less than rigorous and highly pragmatic approach to
‘practical’ theology‘practical’ theology Fragmentation, aggregate of specialised subjectsFragmentation, aggregate of specialised subjects
Worldview between Story and Mission Scholarship in liberal arts universityScholarship in liberal arts university Theological education in seminaryTheological education in seminary
Priority of mission in callingsPriority of mission in callings Need for well-trained ministersNeed for well-trained ministers Present structuring of theological educationPresent structuring of theological education
Shaped by EnlightenmentShaped by Enlightenment Formed when church non-missionalFormed when church non-missional
The period in which our thinking about [theological education] The period in which our thinking about [theological education] received its main features was the period in which Christianity had received its main features was the period in which Christianity had practically ceased to be a missionary religionpractically ceased to be a missionary religion (Newbigin). (Newbigin).
Worldview between Story and Mission Scholarship in liberal arts universityScholarship in liberal arts university Theological education in seminaryTheological education in seminary
Priority of mission in callingsPriority of mission in callings Need for well-trained ministersNeed for well-trained ministers Present structuring of theological educationPresent structuring of theological education
Shaped by EnlightenmentShaped by Enlightenment Formed when church non-missionalFormed when church non-missional Formed when church was monocultural and there Formed when church was monocultural and there
was little reflection on relationship of gospel to was little reflection on relationship of gospel to culture(s)culture(s)
Worldview between Story and Mission Scholarship in liberal arts universityScholarship in liberal arts university Theological education in seminaryTheological education in seminary
Priority of mission in callingsPriority of mission in callings Need for well-trained ministersNeed for well-trained ministers Present structuring of theological educationPresent structuring of theological education Subjects taught with little awareness of Subjects taught with little awareness of
mission of church and therefore inadequate mission of church and therefore inadequate to train ministers for their callingto train ministers for their calling
Theological curriculum
Biblical studies: Little awareness of centrality of Biblical studies: Little awareness of centrality of missional hermeneuticmissional hermeneutic
Church history: Taught as history of doctrine and polity Church history: Taught as history of doctrine and polity rather than missionary encounter with various culturesrather than missionary encounter with various cultures
Theology: Systematising of doctrinal propositions in Theology: Systematising of doctrinal propositions in dialogue with rival confessional groups (not dialogue with rival confessional groups (not otherother contextual theologies or idolatrous currents of culture) contextual theologies or idolatrous currents of culture) rather than contextual theologies that are more or less rather than contextual theologies that are more or less faithful to Scripture that equip church for missionfaithful to Scripture that equip church for mission
Practical theology: Catchall category for various Practical theology: Catchall category for various subjects that enable pastor to maintain institutional subjects that enable pastor to maintain institutional churchchurch
Worldview between Story and Mission Scholarship in liberal arts universityScholarship in liberal arts university Theological education in seminaryTheological education in seminary
Priority of mission in callingsPriority of mission in callings Need for well-trained ministersNeed for well-trained ministers Present structuring of theological educationPresent structuring of theological education Subjects taught with little awareness of mission of Subjects taught with little awareness of mission of
church and therefore inadequate to train ministers church and therefore inadequate to train ministers for their callingfor their calling
Missional restructuring of theological education?Missional restructuring of theological education?
Missional restructuring of theological education Fragmented theological education: Unifying Fragmented theological education: Unifying
vision?vision?
Education in the theological school is not so Education in the theological school is not so much a matter of “the study of theology” as a much a matter of “the study of theology” as a plurality of specific disciplines, each with its plurality of specific disciplines, each with its own method. These areas of study (“sciences”, own method. These areas of study (“sciences”, disciplines, courses, catalogue fields) are disciplines, courses, catalogue fields) are offered without any highly visible rationale offered without any highly visible rationale which clarifies their importance and displays which clarifies their importance and displays their interconnections.their interconnections. (Edward Farley) (Edward Farley)
Missional restructuring of theological education Fragmented theological education: Fragmented theological education:
Unifying vision?Unifying vision? If church’s role is missional, if this era If church’s role is missional, if this era
of redemptive history is characterised of redemptive history is characterised by mission, then shouldn’t mission be by mission, then shouldn’t mission be the unifying vision?the unifying vision?
Worldview between Story and Mission Scholarship in liberal arts universityScholarship in liberal arts university Theological education in seminaryTheological education in seminary
Priority of mission in callingsPriority of mission in callings Need for well-trained ministersNeed for well-trained ministers Present structuring of theological educationPresent structuring of theological education Subjects taught with little awareness of mission of Subjects taught with little awareness of mission of
church and therefore inadequate to train ministers for church and therefore inadequate to train ministers for their callingtheir calling
Missional restructuring of theological education?Missional restructuring of theological education? Worldview and theological educationWorldview and theological education
Worldview and theological education ThisThis pastor’s [that is pastor’s [that is mymy] need for worldview in ministry] need for worldview in ministry
Wouldn’t making worldview reflection central to Wouldn’t making worldview reflection central to theological education . . .theological education . . . . . . liberate a gospel of the kingdom?. . . liberate a gospel of the kingdom? . . . create a more sophisticated dialogue concerning the . . . create a more sophisticated dialogue concerning the
relationship between gospel, church, and culture in all subjects?relationship between gospel, church, and culture in all subjects? . . . create awareness of cultural captivity of the church?. . . create awareness of cultural captivity of the church? . . . equip pastors for their calling to nurture a missional church? . . . equip pastors for their calling to nurture a missional church? . . . enable pastors to become aware of the worldview . . . enable pastors to become aware of the worldview
foundations shaping theology, biblical studies, church history, foundations shaping theology, biblical studies, church history, various areas of ‘practical theology’?various areas of ‘practical theology’?
. . . perhaps destroy the very distinction between ‘practical’ and . . . perhaps destroy the very distinction between ‘practical’ and ‘theoretical’ theological subjects?‘theoretical’ theological subjects?
. . . move pastors beyond ‘churchism’. . . move pastors beyond ‘churchism’
