The Leipzig Debate: a Reformation Turning Point

Total Page:16

File Type:pdf, Size:1020Kb

The Leipzig Debate: a Reformation Turning Point chapter 1 The Leipzig Debate: a Reformation Turning Point Volker Leppin and Mickey L. Mattox In the fateful series of events that led from Martin Luther’s writing of the Ninety-Five Theses on the power of indulgences in 1517 to his condemnation at the Diet of Worms in 1521, few were more significant than the Leipzig Debate of 1519. It began as a disputation between Luther’s Wittenberg colleague Andreas Bodenstein von Karlstadt and the Ingolstadt theologian Johannes Eck on free will and grace in the Christian life. When the topic turned to the authority of the church and papacy, however, Luther stepped in, with fateful consequences. The debate was a public affair that went on for seventeen full days, focused upon thirteen academic theses agreed to by Eck and Karlstadt beforehand, with Luther’s knowledge and cooperation. This major event took place at roughly the midpoint between Luther’s initial emergence as a public figure and his condemnation at the Diet of Worms. Leipzig marks a dramatic turning point in the causa Lutheri. After Leipzig the constellation of issues involved in the Luther affair had shifted from questions surrounding grace and repentance to the longstanding problem of authority in the church, especially that of the pope. Echoing the intense later medieval controversy concerning the relative authority of popes to church councils, Luther and Eck had debated how papal authority should be understood. Does the pope rule over all the churches as the vicar of Christ on earth? Does papal spiritual and jurisdictional authority over the whole church reflect the design and intent of Christ the Savior? More to the point, does the pope rule as a monarch in the church de iure divino, that is, as a matter of di- vine law? If so, where does that leave the authority of Holy Scripture? Questions such as these suggested a vexing series of further queries, nearly all of which had long been debated by theologians and canonists. What is the relationship between the Bible and church tradition, especially church coun- cils and the writings of the church fathers? Whether the pope is an ecclesial monarch or not, is he subject to Scripture as the Word of God, limited, that is, in what he can say by what the Bible says? In the heated clash at Leipzig in 1519, Eck defended the position that the pope rules over all the particular churches within the one church, and that he does so de iure divino. Luther, on the other hand, publicly argued for the first time that both popes and councils could err, as he thought even a brief perusal of church history would demonstrate. For © Koninklijke Brill NV, Leiden, 2019 | doi:10.1163/9789004414631_003 12 Leppin and Mattox support of this point he turned at Leipzig not only to Scripture, but to the his- tory of the church and its canon law as well. This was a significant moment. Afterwards, Luther’s case seemed to his crit- ics all the more urgent, and they moved quickly to secure his excommunica- tion as a heretic. Leipzig thus marked a decisive moment in the evolution of what would become known as Protestantism, in contradistinction to “Roman” Catholicism. Leipzig increased the velocity at which the two sides moved to- ward these termini ad quos and thus toward ecclesiastical division. The im- portantly different positions taken by Luther and Eck at Leipzig, moreover, to some extent still divide the western churches today. The clear connection be- tween today’s ecumenical debate and the problematic issues that first surfaced publicly at Leipzig underscores the importance of better understanding this historical episode. To do so, one must take stock not only of the complex and multifaceted historical context within which the debate occurred, but also its ramifications theologically. Both the Protestant and the Catholic communities that emerged out of the controversy in the mid- to later-sixteenth century looked back to Leipzig as a moment when some of their central convictions began to crystallize in the heat of controversy. Much of what eventually became essential to the Protestant churches and their doctrine of church and authority – as codified, for exam- ple, in the Lutheran confessional writings – first came to public expression at Leipzig. Catholic identity, too, as it was later defined in the canons and decrees of the Council of Trent (1545–1563), came to reflect approaches to papal and biblical authority that had been developed in response to the conciliar crisis, approaches that were adopted and extended by Eck at Leipzig. Thus, Leipzig became a critical moment in the shared history by which the Protestant and Catholic churches eventually went their separate ways. The public contest be- tween Karlstadt, Luther, and Eck, each a highly skilled and devout theologian, led to the division of the western Catholic church. 1 The Leipzig Debate: Historical Context As an object of historical investigation, the Leipzig Debate presents many challenges. Some matters that have already been the subject of research illus- trate the point. Many of these are addressed in the chapters that follow. First, for example, one might ask how the different educational backgrounds and academic programs of Karlstadt, Luther, and Eck shaped them for consider- ing the difficult questions of grace and human freedom, and authority in the church. Were they perhaps representatives of the rival schools that had caused .
Recommended publications
  • Concordia Theological Quarterly
    CONCORDIA THEOLOGICAL QUARTERLY Volume 83:3–4 July/October 2019 Table of Contents After Canons, Councils, and Popes: The Implications of Luther’s Leipzig Debate for Lutheran Ecclesiology Richard J. Serina Jr. ...................................................................................... 195 The Leipzig Debate and Theological Method Roland F. Ziegler .......................................................................................... 213 Luther and Liberalism: A Tale of Two Tales (Or, A Lutheran Showdown Worth Having) Korey D. Maas .............................................................................................. 229 Scripture as Philosophy in Origen’s Contra Celsum Adam C. Koontz ........................................................................................... 237 Passion and Persecution in the Gospels Peter J. Scaer .................................................................................................. 251 Reclaiming Moral Reasoning: Wisdom as the Scriptural Conception of Natural Law Gifford A. Grobien ....................................................................................... 267 Anthropology: A Brief Discourse David P. Scaer ............................................................................................... 287 Reclaiming the Easter Vigil and Reclaiming Our Real Story Randy K. Asburry ......................................................................................... 325 Theological Observer ................................................................................................
    [Show full text]
  • Martin Luther
    TRUTHmatters October 2002 Volume II, Issue 4 ous errors of John Wycliffe who said ‘It is not MARTIN LUTHER necessary for salvation to believe that the Ro- (This is the second of two articles) man Church is above all others.’ And you are espousing the pestilent errors of John Hus, We shift now to Luther’s work in the who claimed that Peter neither was nor is the following two to three years. It has already been head of the Holy Catholic Church.” mentioned that he was catapulted into the fore- This was dangerous ground for Luther ground and the next two or three years were to be on because John Hus had been burned as both hard and rewarding to the Augustinian a heretic and if Luther could be forced into this monk. I will only cover two of these most im- stand, he could also be called a heretic. A portant events. The Leipzig Debate in July of lunch break was due and during this break Lu- 1519 and the famous Diet of Worms in 1521. ther went to the library and quickly looked up The Leipzig debate was held in the large what Hus had believed and found that it was hall of the Castle of Pleissenberg at Leipzig. The exactly what he believed. In the afternoon ses- debate was between Johann Eck who repre- sion, Luther astonished the whole assembly by sented the Roman church and Dr. Carlstadt and declaring in effect: “Ja, Ich bin ein Hussite” or Dr. Martin Luther. It was a great intellectual “Yes, I am a Hussite.” It is from this debate battle that lasted three weeks.
    [Show full text]
  • 564158Eb19f006.65831545.Pdf
    HEARTH AND HOME Left: Later Protestants liked to describe the Luthers as the ideal parsonage family. Here a 19th-c. artist imagines the family gathered around to sing with friend Melancthon in the background. DIABOLICAL BAGPIPES Below: Luther’s opponents caricatured him as merely a mouthpiece for the devil. Protestants countered that monks, not Luther, were the devil’s instruments. RSITY E Did you know? NIV U LUTHER LOVED TO PLAY THE LUTE, ONCE WENT ON STRIKE FROM HIS CONGREGATION, AND OGY, EMORY HATED TO COLLECT THE RENT ES F THEOL O VA L MAG I NE MAN MICHELANGELO, MUSIC, AND MASS E • Christopher Columbus set sail when Luther was a LER SCHOO schoolboy, and Michelangelo was completing his Sis- tine Chapel ceiling when Luther began teaching theol- REFORMATION, GE E RMANY / BRIDG RARY, CAND B TH ogy as a young man. SINGING CONGREGANTS, STRIKING PASTOR F • Luther preferred music to any other school subject, Luther made singing a central part of Protestant wor- OGY LI UM O OTHA, GE E G and he became very skilled at playing the lute. Upon ship. In his German Mass (1526), he dispensed with the US IN, THEOL E becoming a monk at age 21, he had to give the lute away. choir and assigned all singing to the congregation. He L M NST • When Luther celebrated his first Mass as a priest in often called congregational rehearsals during the week EDE RNATIONA 1507, he trembled so much he nearly dropped the bread so people could learn new hymns. TION, PITTS E NT OSS FRI and cup.
    [Show full text]
  • The Good Shepherd Sends Shepherds Life Without End the Bible's
    IT IS WRITTEN: “How can they preach, unless they are sent?” (ROMANS 10:15) A PUBLICATION OF THE EVANGELICAL LUTHERAN SYNOD The Bible’s ‘Prayer Book’ A walk through the CURRENT EVENTS Living in and Understanding our “Babylon” Psalms page 5 page 14 75TH ANNIVERSARY OF “THE SEM” The Good Shepherd Sends Shepherds page 8 YOUNG BRANCHES Life Without End page 11 JANUARY– FEBRUARY 2021 FROM THE PRESIDENT: by REV. JOHN A. MOLDSTAD, President EVANGELICAL LUTHERAN SYNOD, Mankato, Minn. HowVaporVapor Makes Plans Dear Members and Friends of our ELS: We know what happens when a glass of hot water is placed his ventures, and now he was doing even more expansion. outside on an icy morning. For a time, vapor rises when the When I interjected, “I guess the Lord has really blessed you,” heat meets the cold. Then it quickly disappears. That rising I could sense he felt momentarily uneasy. He did not speak vapor is used by the writer of James to have us reflect on at all of his accomplishments as gifts from God. He replied, the way we go about our lives in making plans. Planning for “Well, I don’t mean to be ‘brag-tocious’ but…” Then he quickly the new year – a year we pray will not repeat the pandemic launched into more of his lucrative plans. challenges of 2020 – needs always to consider what James wrote by inspiration of God the Holy Spirit: Now listen, you Could we also be guilty of the sin of boasting in a less obvious who say, “Today or tomorrow we will go to this or that city, way? Our sinful mind that we carry with us daily as unwanted spend a year there, carry on business and make money.” baggage tempts us to leave God out of the picture.
    [Show full text]
  • Alexandra Harris
    Harris 1 The 500th Anniversary of the Protestant Reformation A Turning Point in World History Alexandra Harris “Who had the more convincing argument at the Leipzig Debate: John Eck or Martin Luther? During the time of the Protestant Reformation, an important event known as the Leipzig Debate occurred. This was primarily between two men with varying views on religion, Dr. Johann Eck and Martin Luther. The latter of these men was a German monk who was the father of Lutheranism, a branch of Christianity that emerged during the Protestant Reformation. John Eck was a German theologian who was friendly with Luther until 1517, which was when Luther published his Ninety-five Theses. Eck deemed these theses to be unorthodox and challenged Luther and one of his disciples to a debate on their differing views of religious doctrine. The Leipzig Debate took place in Germany in the year 1519, in the great hall of the castle named Pleissenburg, which is in Leipzig. A year before this, in 1518, this public debate was initiated by Johann Eck, who challenged both Andreas Rudolf Bodenstein von Karlstadt and Martin Luther to a debate on Luther's teachings. The discussion between Eck and Luther took place on the dates of July 4 - July 13, during which Luther emphasized his belief of faith in God alone; this stance can be backed up by scripture. John Eck defended Catholic doctrine and walked away the winner of the debate, according to the theologians of the University of Leipzig. Despite the ruling of the University of Leipzig, Martin Luther had the more convincing argument at the Leipzig Debate because he had superior knowledge of background information, he defended doctrine that remains true to the teachings of the Holy Bible, and he won over many new followers.
    [Show full text]
  • THE PROTESTANT REFORMATION at 500 YEARS from RUPTURE to DIALOGUE Jaume Botey
    THE PROTESTANT REFORMATION AT 500 YEARS FROM RUPTURE TO DIALOGUE Jaume Botey 1. Introduction ........................................................................................... 3 2. Luther’s personality and the theme of justification ...................... 7 3. The great controversies, and the progressive development of his thought ................................................................. 10 4. The great treatises of 1520 and the diet of worms .......................... 16 5. The peasants’ war .................................................................................... 21 6. Consolidation of the reformation ....................................................... 24 7. Epilogue .................................................................................................... 28 Notes ............................................................................................................. 31 Bibliography ................................................................................................. 32 In memory… In February, while we were preparing the English edition of this booklet, its author, Jaume Botey Vallés, passed away. As a member of the Cristianisme i Justícia team, Jaume was a person profoundly committed to ecumenical and interreligious dialogue, and he worked energetically for peace and for the other world that is possible. Jaume, we will miss you greatly. Cristianisme i Justícia Jaume Botey has a licentiate in philosophy and theology and a doctorate in anthropology. He has been a professor of
    [Show full text]
  • The Leipzig Debate Who Won? John Eck Or Martin Luther
    The Leipzig Debate Who Won? John Eck or Martin Luther Curriculum Area: World History/European History Level: AP/Honors Author: Hank Bitten Lesson Objectives: New Jersey Core Content Standards: 6.2.12.B.2.b: Relate the division of European regions during this time period into those that remained Catholic and those that became Protestant to the practice of religion in the New World. 6.2.12.D.2.b: Determine the factors that led to the Reformation and the impact on European politics. NY Global Studies Learning Standards: G2: 2. Martin Luther’s Ninety-Five Theses: the challenge to the power and authority of the Roman Catholic Church Common Core Standards: (Grades 9-10) Reading in History 9-10:1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of information. Reading in History 9-10:2 Determine the central ideas of information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Reading in History 9-10:8 Assess the extent to which the reasoning and evidence in a text support the author’s claims. Common Core Standards: (Grades 11-12) Reading in History 11-12:1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. Reading in History 11-12:2 Determine the central ideas of information of a primary or secondary source; provide an accurate summary that makes clear the relationship among key details and ideas.
    [Show full text]
  • October-2003.Pdf
    CONCORDIA JOURNAL Volume 29 October 2003 Number 4 CONTENTS EDITORIALS Editor’s Note ........................................................................ 354 A Faculty Statement ............................................................. 356 Theological Potpourri ........................................................... 358 Theological Observers ............................................................ 363 ARTICLES The Beginnings of the Papacy in the Early Church Quentin F. Wesselschmidt ........................................................ 374 Antichrist?: The Lutheran Confessions on the Papacy Charles P. Arand .................................................................. 392 The Papacy in Perspective: Luther’s Reform and Rome Robert Rosin ........................................................................ 407 Vatican II’s Conception of the Papacy: A Lutheran Response Richard H. Warneck ............................................................. 427 Ut Unum Sint and What It Says about the Papacy: Description and Response Samuel H. Nafzger ............................................................... 447 Papacy as a Constitutive Element of Koinonia in Ut Unum Sint? Edward J. Callahan ............................................................... 463 HOMILETICAL HELPS .................................................................. 483 BOOK REVIEWS ............................................................................... 506 BOOKS RECEIVED ..........................................................................
    [Show full text]
  • MARTIN LUTHER and the GERMAN REFORMATION I. Mansfeld
    MARTIN LUTHER AND THE GERMAN REFORMATION LUTHER’S EARLY YEARS I. Mansfeld, Mining and the Luder family (1483-1501) A. Middle class lifestyle; Hans and Margaret Luder B. Influence of Mansfeld years: toughness, importance of creating networks, how to be a leader, respect for class distinctions II. The Scholar and the Monk (1501-1511) A. 1501 entered the University of Erfurt; via moderna curriculum; Humanism; completed B.A, M.A; headed for law school B. July 1505 frightened by thunderstorm and vows to become a monk. Enters Augustinian monastery; continues scholarly studies; Johann von Staupitz becomes his mentor C. Battles religious despair and depression; comes to insist on the primacy of scripture as source of all authority. III. Wittenberg (1511-1517) A. 1511, Luther relocates to the Augustinian monastery in Wittenberg; teaches at the university B. Frederick III building castle in Wittenberg, huge relic collection; first portrait of Luther by Lucas Cranach the Elder; awarded a doctor of theology degree in 1512 at age 28; he taught Romans, Hebrews and Galatians; Tower experience of 1515 C. Indulgence controversy; Posts 95 Theses on Oct. 31, 1517; due to printing press, known all over Germany in period of two months IV. Luther and the Wider World (1518-1521) A. Audience with Cardinal Cajetin, Oct. 1518; released from monastic vows by Staupitz B. Leipzig Debate with Johann Eck, June 1519; Luther forced to clarify his views C. Wrote Babylonian Captivity of the Church and To the Christian Nobility of Germany, 1520 D. Excommunicated by Pope Leo X E. Refuses to recant at Diet of Worms, April 18, 1521; “kidnapped” and taken to Wartburg Castle Page 1 of 2 THE FUNDAMENTAL THEMES OF LUTHER’S REFORMS 1.
    [Show full text]
  • Romanmonsterlookinside.Pdf
    Habent sua fata libelli Early Modern Studies Series General Editor Michael Wolfe St. John’s University Editorial Board of Early Modern Studies Elaine Beilin Raymond A. Mentzer Framingham State College University of Iowa Christopher Celenza Charles G. Nauert Johns Hopkins University University of Missouri, Emeritus Barbara B. Diefendorf Max Reinhart Boston University University of Georgia Paula Findlen Robert V. Schnucker Stanford University Truman State University, Emeritus Scott H. Hendrix Nicholas Terpstra Princeton Theological Seminary University of Toronto Jane Campbell Hutchison Margo Todd University of Wisconsin– Madison University of Pennsylvania Mary B. McKinley James Tracy University of Virginia University of Minnesota Merry Wiesner- Hanks University of Wisconsin– Milwaukee The Roman Monster An Icon of the Papal Antichrist in Reformation Polemics LAWRENCE P. BUCK Early Modern Studies 13 Truman State University Press Kirksville, Missouri Copyright © 2014 Truman State University Press, Kirksville, Missouri 63501 All rights reserved tsup.truman.edu Cover art: Roma caput mundi, reproduction of Roman Monster by Wenzel von Olmutz (1498); woodcut. Kupferstich-Kabinett, Staatliche Kunstsammlungen Dresden. Cover design: Teresa Wheeler Library of Congress Cataloging- in- Publication Data Buck, Lawrence P. (Lawrence Paul), 1944– The Roman monster : an icon of the Papal Antichrist in Reformation polemics / by Lawrence P. Buck. pages cm. — (Early modern studies ; 13) Includes bibliographical references and index. ISBN 978-1-61248-106-7 (paperback : alkaline paper) — ISBN 978-1-61248-107-4 (ebook) 1. Monsters—Religious aspects—Christianity—History. 2. Reformation. 3. Papacy—History. 4. Anti-Catholicism—History. 5. Antichrist in art. 6. Antichrist in literature. 7. End of the world—Biblical teaching. 8. Polemics—History.
    [Show full text]
  • The Leipzig Debate Who Won? John Eck Or Martin Luther
    The Leipzig Debate Who Won? John Eck or Martin Luther New Jersey Core Content Standards: 6.2.12.B.2.b: Relate the division of European regions during this time period into those that remained Catholic and those that became Protestant to the practice of religion in the New World. 6.2.12.D.2.b: Determine the factors that led to the Reformation and the impact on European politics. 6.2.12.D.2.e. Assess the impact of the printing press and other technologies developed on the dissemination of ideas. NY Global Studies Learning Standards: G2: 2. Martin Luther’s Ninety-Five Theses: the challenge to the power and authority of the Roman Catholic Church Common Core Standards: Reading in History 9-10:1: Cite specific textual evidence to support analysis of primary and secondary sources, attending to such features as the date and origin of information. Reading in History 9-10:2 Determine the central ideas of information of a primary or secondary source; provide an accurate summary of how key events or ideas develop over the course of the text. Reading in History 9-10:8 Assess the extent to which the reasoning and evidence in a text support the author’s claims. Reading in History 11-12:1 Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. Reading in History 11-12:2 Determine the central ideas of information of a primary or secondary source; provide an accurate summary that makes clear the relationship among key details and ideas.
    [Show full text]
  • Practicing What He Preached : How Martin Luther Lived out His "Universal Priesthood of All Believers" David C
    University of Richmond UR Scholarship Repository Master's Theses Student Research 5-1996 Practicing what he preached : how Martin Luther lived out his "universal priesthood of all believers" David C. Mayes Follow this and additional works at: http://scholarship.richmond.edu/masters-theses Recommended Citation Mayes, David C., "Practicing what he preached : how Martin Luther lived out his "universal priesthood of all believers"" (1996). Master's Theses. Paper 731. This Thesis is brought to you for free and open access by the Student Research at UR Scholarship Repository. It has been accepted for inclusion in Master's Theses by an authorized administrator of UR Scholarship Repository. For more information, please contact [email protected]. PRACTICING WHAT HE PREACHED: HOW MARTIN LUTHER LIVED OUT HIS "UNIVERSAL PRIESTHOOD OF ALL BELIEVERS" by DAVID CHRISTOPHER MAYES B.A., University of Richmond, 1994 A Thesis Submitted to the Graduate Faculty of the University of Richmond in Candidacy for the degree of MASTER OF ARTS in History May, 1996 Richmond, Virginia LIBRARY UNIVERSITY OF RICHMOND VIRGINIA 23173 © Copyright by David Christopher Mayes 1996 All Rights Reserved I certify that I have read this thesis and find that, in scope and quality, it satisfies the requirements for the degree of Masters of Arts. Dr. Barbara A. Sella readway THESIS ABSTRACT THESIS TITLE: Practicing What He Preached: How Martin Luther Lived Out His "Universal Priesthood of All Believers" AUTHOR: David Christopher Mayes DEGREE: Master of Arts INSTITUTION: University of Richmond YEAR DEGREE AWARDED: 1996 THESIS DIRECTOR: Dr. John R. Rilling When Martin Luther entered the monastery in 1505 as an Augustinian monk, he left the corrupted, inherently less-spiritual"world" for the religiously- oriented, celibate life in a cloister-the highest, most holy road one could take as a Christian.
    [Show full text]