The Westminster Standards 02ST624 (2 credits) Prof. Chad Van Dixhoorn 2018
Dates: March 21 (Wednesday) 9am to 5pm March 22 (Thursday) 9am to 5pm; and ninety minutes after dinner March 23 (Friday) 9am to 5pm
Class locations: Orlando Campus, W, Th, F, 9am to 5pm Restaurant TBD, Th evening after class.
Class dinner: Restaurant TBD
Email: [email protected] Work Phone: 703.448.3393
I. Course description The primary purpose of this course is to help the theologically literate become theologically fluent. The first part of the class will briefly treat the history of the Westminster assembly (1643- 1653) and select theological topics. The second part of the class will engage with the texts that Presbyterians adopt as their confessional standards. Thus readings, assignments, and lectures will explore the Westminster assembly, Confession of Faith, and catechisms. Participants will be equipped to defend our confessional standards from the Scriptures, and lectures will visit the historic contexts of these classic documents.
II. Course overview Students of theology need to be steeped in the Word of God and familiar with the best statements of faith produced by the Christian church. These are prerequisites for usefulness to the church. For confessional Presbyterians, that means knowing the Bible and understanding the Westminster assembly’s catechisms, and the Confession of Faith as revised between 1789 and 1903. For non-Presbyterian students, a study of the Westminster assembly and its texts remains theologically and spiritually enriching, and useful for ecumenical fellowship and dialogue within the international Reformed community.
This course provides an opportunity to contemplate a confession and catechetical inheritance. It is also designed to (1) aid students in employing these texts as confessional documents per se, (2) promote from the Scriptures the theology they teach, and then (3) defend that theology persuasively. This course will endeavour to foster these strengths, and either offer students a survey of Christian doctrine, prepare men for ordination, or refresh or revitalize men who are already ordained servants.
The class will be comprised of three days of lecture and discussion. Students will be required to read one commentary on the Confession, as well as selected articles. Articles, as well as lectures, will discuss aspects of and themes in our confessional standards. And two lectures that students are to listen in advance of the class will reduce our intense class time by 90 minutes.
I cannot respond in advance to emails about the Westminster assembly or the Westminster Standards, but I look forward to speaking with you during our hours together. If you need to speak about the syllabus, or have questions related to the class, please email me.
III. Reading list A. Primary sources The Westminster Confession of Faith The Westminster Larger Catechism The Westminster Shorter Catechism The Assembly’s “Shorter Confession” (to be supplied)
B. Commentary C. B. Van Dixhoorn, Confessing the Faith: a reader’s guide to the Westminster Confession of Faith (Edinburgh: Banner of Truth, 2014). E. Van Dixhoorn, Confessing the Faith Study Guide (Edinburgh: Banner of Truth, 2017).
C. Chapters and articles (including) John Bower, The Larger Catechism: A critical text and introduction (Grand Rapids, 2010), chs 1-3. J. Fesko, The theology of the Westminster Standards: Historical context and theological insights (Wheaton, 2014), any two chapters. Robert Letham, The Westminster assembly (Phillipsburg, 2009), chs 8, 15. J. D. Moore, “The extent of the atonement: English hypothetical universalism versus particular redemption,” in Drawn into controversie: Reformed theological diversity and debates within seventeenth-century British puritanism, eds. M. A. G. Haykin and M. Jones (Gottingen, 2011), 124-161. S. Rehnman, “A particular defence of particularism,” Journal of Reformed Theology 6 (2012), 24-34. A. C. Troxel, “Amyraut ‘at ‘ the assembly: The Westminster Confession of Faith and the extent of the Atonement,” Presbyterion 22:1 (1996), 43-55. C. B. Van Dixhoorn, God’s Ambassadors: The Westminster Assembly and the Reformation of Preaching in England, 1643-1653 (Grand Rapids, 2017).
D. Optional reading F. R. Beattie, The Presbyterian standards (1896; Greenville: Southern Presbyterian Press, n.d.) J. Fesko, The theology of the Westminster Standards: Historical context and theological insights (Wheaton: Crossway, 2014). L. Gatiss, Cornerstones of salvation: foundations and debates in the Reformed Tradition (Welwyn Garden City, 2017), 117-158. A. A. Hodge, The Westminster Confession of Faith (many editions; recently, Banner of Truth) R. Letham, The Westminster assembly (Phillipsburg, 2009). R. S. Paul, Assembly of the Lord (Edinburgh, 1984). R. Shaw, The Reformed Faith: An Exposition of the Westminster Confession of Faith (many editions; recently, Christian Focus) G. I. Williamson, The Westminster Confession of Faith (2nd ed. only; Phillipsburg: Presbyterian and Reformed, 2004).
IV. Assessment Please come to our first class with assignment ‘A’ completed.
Assignments ‘B’ and ‘C’ will be completed in class.
Assignments ‘D’ and ‘E’ are due by 11:59 pm on 21 May 2018.
All assignments should be SINGLE spaced, with a standard font (Times New Roman 12 pt) and margins (1”). Please submit all emailed assignments in ONE file. Number your pages.
A. Confessional comprehension (5% of grade) – COMPLETE PRIOR TO FIRST CLASS 1. Listen to the two lectures in Canvas. 2. Read the Westminster Confession of Faith 3. Read the Westminster Larger Catechism 4. Read the Westminster Shorter Catechism 5. Read J. D. Moore, “The extent of the atonement: English hypothetical universalism versus particular redemption,” in Drawn into controversie: Reformed theological diversity and debates within seventeenth-century British puritanism, eds. M. A. G. Haykin and M. Jones (Gottingen, 2011), 124-161. 6. Read S. Rehnman, “A particular defence of particularism,” Journal of Reformed Theology (pre-publication copy) 7. Read A. C. Troxel, “Amyraut ‘at ‘ the assembly: The Westminster Confession of Faith and the extent of the Atonement,” Presbyterion 22:1 (1996), 43-55.
B. Class debate (15% of grade) – COMPLETE IN CLASS Course requirements include a class debate. The debate will centre on the readings you completed prior to the first class and concern a current debate in the interpretation of the confession and catechisms.
C. Quiz (5% of grade) – COMPLETE IN CLASS At the beginning of the last afternoon of class I will ask you to provide from memory the titles/topics of the Confession of Faith (e.g.: 1. Scripture, 2. God, 3. Decrees, etc.).
D. Response papers (45% of grade) – COMPLETE BY EXAMINATION DATE 1. Answer questions for any six chapters of the Confessing the Faith Study Guide. Notes: a. The chapters you select must come from different ‘parts’ of the confession. The Table of Contents notes nine parts. So you will choose one chapter from each. b. You need answer ONLY ten questions from each chapter that you select. c. Your answers should typically be 1-3 sentences in length. 2. Provide in 2 pages your own commentary on any section/paragraph (not chapter!) of the Westminster Confession of Faith. Imagine the commentary as a teaching tool for adults or teens in your church. Comment on a section/paragraph that you do not treat in any other assignment (such as D.1 or E.2). 3. In 1-2 pages, summarize the most important observations or arguments in John Bower, The Larger Catechism: A critical text and introduction (Grand Rapids, 2010), chs 1-3. 4. In 1-2 pages, summarize the most important observations or arguments in J. Fesko, The theology of the Westminster Standards: Historical context and theological insights (Wheaton: Crossway, 2014), any two chapters. 5. In 1-2 pages, summarize the most important observations or arguments in Robert Letham, The Westminster assembly (Phillipsburg, 2009), any two chapters from chapters 7-15. 6. Indicate that you read the entire Commentary.
E. Final exam OR assignment OR essay (30% of grade) 1. The course will conclude with a final exam focusing on the Confession of faith. Careful reading of the Confession, a commentary, and diligent attention to lectures will amply prepare students for the exam.
2. OR students can answer questions from another six chapters of the Confessing the Faith Study Guide. Notes: a. The questions you select must not be from chapters or paragraphs you already treated in assignment D.1 or D.2. Duh! b. The chapters you select must come from different ‘parts’ of the confession. The Table of Contents notes nine parts. So you will choose one chapter from each. At least three of the chapters must come from parts of the confession not treated in D.1. c. You need answer ONLY ten questions from each chapter that you select. d. Your answers should typically be 1-3 sentences in length.
3. OR students can write a 15 page research paper on some aspect of the confession or catechisms. This paper must (1) be DOUBLE spaced, (2) use a consistent form of scholarly notation throughout, (3) clearly state an interesting or disputed thesis which the paper actually supports, and (4) use at least ten sources, at least 8 of which should not be derived from the internet (unless they are books online) and all of which need to be scholarly sources (no blogs, etc.).
V. Class advice 1. I recognize that these are long days. Please come to class well caffeinated. You may quietly snack and drink and stretch in class if the seminary permits it, or pace about the back of the room if it helps you stay alert. Provided you don’t hum or sing, I will remain supportive of your staying-awake activities. 2. Please turn off your cell phones. Checking your mobile phone in a class discussion or lecture is as thoughtless as checking it while holding a conversation with another person. 3. Please do not check email or chat online during class. Of course you should feel free to use your breaks for this purpose. 4. Please come to class on time. 5. Please come to each class prepared, with all readings and the appropriate assignments completed. From the first class, I will call on students to discuss assigned material. It is a courtesy to teacher and fellow students alike if your class contributions are informed by prior study. 6. Take notes of all discussions and debates. These exchanges are a vehicle for learning and we hope you will retain the material that we discuss. 7. Please ask questions in class. When necessary, I will establish the boundaries and let you know when I need to press on in delivering information and when we should to stop to enjoy a discussion. But a certain amount of class time is set aside each day for discussion and I would be disappointed if we did not pack it with useful comments and queries. 8. Give some thought to your questions. There is no question too simple to ask (although there are many that are too difficult for me to answer). But please do not stop the class to regale it with stories, ride hobby-horses, play teacher to your fellow students, or ask to have a word spelled.
Course Objectives Related to MDiv* Student Learning Outcomes Course: Westminster Standards Professor: Chad Van Dixhoorn Campus: Orlando Date: April 21-23, 2018 MDiv* Student Learning Outcomes Rubric Mini-Justification In order to measure the success of the MDiv curriculum, RTS has defined Strong the following as the intended outcomes of the student learning process. Moderate Each course contributes to these overall outcomes. This rubric shows the Minimal contribution of this course to the MDiv outcomes. None *As the MDiv is the core degree at RTS, the MDiv rubric will be used in this syllabus. Articulation Broadly understands and articulates knowledge, both Moderate Class debates will aid in the oral and written, of essential biblical, theological, (oral & historical, and cultural/global information, including articulation of theology written) details, concepts, and frameworks. Scripture Significant knowledge of the original meaning of Moderate The course frequently engages in Scripture. Also, the concepts for and skill to research further into the original meaning of Scripture and to the exegetical foundations of the apply Scripture to a variety of modern circumstances. Reformed faith (Includes appropriate use of original languages and hermeneutics; and integrates theological, historical, and cultural/global perspectives.) Reformed Significant knowledge of Reformed theology and Strong The course is on the Westminster practice, with emphasis on the Westminster Theology Standards. Standards, and discussed Reformed theology throughout
Sanctificatio Demonstrates a love for the Triune God that aids the Moderate The course will address issues of n student’s sanctification. piety, especially as related to the leadership and pastoral ministry.
Desire for Burning desire to conform all of life to the Word of Moderate The issue of appropriate Worldview God. integration of theology and practice will be highlighted throughout the course. Winsomely Embraces a winsomely Reformed ethos. (Includes an Strong The course accommodates those appropriate ecumenical spirit with other Christians, Reformed especially Evangelicals; a concern to present the who hold to revisions of the Gospel in a God-honoring manner to non-Christians; Westminster Standards, and and a truth-in-love attitude in disagreements.) discusses the communion of the saints Preach Ability to preach and teach the meaning of Scripture Minimal Theology is helpful for to both heart and mind with clarity and enthusiasm. preaching, but the emphasis is on the former, not the latter Worship Knowledgeable of historic and modern Christian- Minimal The course will discuss worship worship forms; and ability to construct and skill to lead a worship service.
Shepherd Ability to shepherd the local congregation: aiding in Minimal Pastoral authority and the limits spiritual maturity; promoting use of gifts and callings; and encouraging a concern for non-Christians, both in of that authority is discussed in America and worldwide. the course Church/Wor Ability to interact within a denominational context, Strong For churches that require a within the broader worldwide church, and with ld significant public issues. knowledge of the Westminster Standards for ordination