By Gregory A. Boyd
This new version of a well-liked textual content offers an available but finished primer that is helping readers comprehend the breadth of viewpoints on significant concerns in evangelical theology, with chapters utilizing the preferred 3- or four-views booklet layout. The authors rigorously study positions taken by means of evangelical students on seventeen seminal matters. They lay out the biblical, theological, and philosophical arguments for every place in point-counterpoint type and talk about attainable objections.
The moment variation keeps the worthy positive aspects of the 1st edition—end-of-chapter "For additional examining" sections and an intensive glossary—and provides an appendix that addresses 13 peripheral concerns in modern evangelicalism.
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Extra info for Across the Spectrum. Understanding Issues in Evangelical Theology
Some perfectly proper speech acts in the Bible don’t describe the world, so they aren’t true or false. But they are legitimate linguistic speech acts. Utterances that don’t describe can’t be true (inerrant) or false (errant). But the purpose of these utterances is not to describe; it wouldn’t make sense to ask whether they’re inerrant or errant. Now that shouldn’t trouble us. They’re still important and meaningful linguistic acts. They’re just doing something other than telling us truths about the world.
Sometimes they can be explained away; other times they cannot. Even when they cannot be explained, however, they never affect anything important. Minor contradictions in the Bible become a concern only when someone embraces a theory of inspiration that stipulates that such contradictions should not occur—namely, that the Bible is inerrant. If we focus our attention on the infallible teaching of Scripture on matters of faith and practice, however, rather than on whether the Bible is meticulously accurate and consistent in matters of history or science, we are free to see that these inconsistencies and scientific or historical inaccuracies are irrelevant to our faith.
This book clearly assumes a distinctly liberal arts approach to the study of theology. It presupposes that the goal of teaching is not for a teacher simply to persuade students of his or her own perspective. Rather, the goal is to broaden students’ minds by helping them empathetically understand a variety of perspectives while training them to think critically for themselves. The goal is not indoctrination, in other words, but the development of people who are able to arrive at their own convictions in a prayerful, critically informed manner—whether they agree with the teacher or not.