The Christian Academy: Antithesis, Common Grace, and Plato's View of the Soul . * . Ff
JETS 54.1 (March 2011) 109–31 THE CHRISTIAN ACADEMY: ANTITHESIS, COMMON GRACE, AND PLATO’S VIEW OF THE SOUL !"##"$% &. &'((")*(* ". +,' )+$+' *- $FF$".) Christian academicians seem to agree about the product they would like to see in a graduate from their particular institution. When reading the purpose and/or vision statement from a Presbyterian (Reformed), Baptist, Method- ist, Lutheran, Episcopal, Mennonite, Nazarene, or non-denominational evan- gelical college or university, the reader /nds a similar taxonomy of rhetoric. Interestingly, the respective historical roots of these institutions seem to make little di0erence to the programmatic declaration and, thus, the descriptive language o0ers a common marketable metanarrative. Speci/cally, an imita- tive amalgamation of terminology has emerged across the horizon of Christian education to describe the mission praxis of the enterprise. These expressions often include such phrases as the following: “Christ-centered education,” “in- tegrating faith and learning (life),” “equipping leaders and servants in a global environment,” “impacting, in1uencing, and engaging church, society, and cul- ture,” “bringing justice and compassion to a broken world,” and being “agents of renewal and transformation in community, nation, and world.” 1 As these institutions advance the public representation of their college/ university, obviously, the purpose and vision of their institution is intended to be integrated into the product they foresee for the school. In fact, it would seem fair to say that any mention of the ecclesiastical a2liation or academic prowess of the school’s environment serves only as a means to accent the teleological mission of the institution. Herein exists the implicit eschatological message of the institution’s own great commission for its students—be leaders, servants, instruments, and agents of the institution’s message of renewal for the world.
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