The Discourse of Faith and Learning
THE INTEGRATION OF THE CHRISTIAN FAITH with human learning was addressed by the earliest Christian apologists and continues to be an important question for the church up to the present day. Such lengthy conversations are complicated by variations in nomenclature, attitudes, and theological assumptio...
| Main Author: | |
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| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Fernleihe: | Fernleihe für die Fachinformationsdienste |
| Published: |
Paternoster Periodicals
[2012]
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| In: |
Journal of education & Christian belief
Year: 2012, Volume: 16, Issue: 2, Pages: 159-177 |
| Online Access: |
Volltext (Verlag) Volltext (doi) |
| Summary: | THE INTEGRATION OF THE CHRISTIAN FAITH with human learning was addressed by the earliest Christian apologists and continues to be an important question for the church up to the present day. Such lengthy conversations are complicated by variations in nomenclature, attitudes, and theological assumptions. This paper attempts to clarify portions of this historical discussions by focusing on how a given thinker weighs and balances four interrelated doctrinal issues: the unity of truth, the two sources of knowledge, the noetic effects of sin, and goodness of creation. It is suggested that thinkers commonly adopt one of five “integrative” postures: butcher, baker, candlestick maker, philosopher, or prophet. Lessons are drawn from this history and applied to some of the issues that face the academy today. |
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| Contains: | Enthalten in: Journal of education & Christian belief
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| Persistent identifiers: | DOI: 10.1177/205699711201600203 |