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Digital Commons @ George Fox University Western Evangelical Seminary Theses Western Evangelical Seminary 5-1-1950 A Critical Study of the Doctrine of Revelation as Held by Three Contemporary American Theologians -- Georgia Harkness, Nels F.S. Ferré, and Edwin Lewis -- In the Light of the Wesleyan View Paul Marvin Hayden Recommended Citation Hayden, Paul Marvin, "A Critical Study of the Doctrine of Revelation as Held by Three Contemporary American Theologians -- Georgia Harkness, Nels F.S. Ferré, and Edwin Lewis -- In the Light of the Wesleyan View" (1950). Western Evangelical Seminary Theses. 103. http://digitalcommons.georgefox.edu/wes_theses/103 This Thesis is brought to you for free and open access by the Western Evangelical Seminary at Digital Commons @ George Fox University. It has been accepted for inclusion in Western Evangelical Seminary Theses by an authorized administrator of Digital Commons @ George Fox University. For more information, please contact [email protected]. Jl.J?PROVAL SHEET This thesis has been approved by the following faculty committee: First reader: ll{!~~w~ ~ App roved __··- ~------~(- Second reader: A CRITICAL STUDY OF THE DOCTRINE OF REVELATION AS HELD BY THREE CONTEMPORARY AMERICAN THEOLOGIANS , ...GEORGIA HARKNESS, NELS F. S. FERRE, AND EDWIN LEWIS- ... IN THE LIGHT O:B, THE WESLEYAN VImf A Thesis Pt>esented to the Faculty of The Westet>n School of Evangelical Religion In Partial Fulfillment of the Reqult>aments for the Degt>ee Bachelor of Divinity by Paul Marvin Hayden May 1950 TABLE OF CONTENTS CHAPTER PAGE I. INTRODUCTION • • • • • • • • • • • • • • • • • 1 A statement· of the problem • • • • • • • • • 1 Justification of the problem and procedure • 7 Organization of material ••• • • • • • • • 10 II. THE POSITION OF GEORGIA HARKNESS • • • • . 11 Biographical sketch • • • • • • • • • • • • 11 Philosophical basis of the doctrine of / revelation • • • • • • • • • • • • •• • • • 12 Theological basis of the doctrine of revelation •• • • • • • • • • • • • • • • 21 Implications • • • • • • • • • • • • • • • • 26 III. THE POSITION OF NELS ·F. S. FERRi • • • • • • • 30 Biographical sketch . .. 30 Philosophical basis of the doctrine of revelation •••• • • • • • • • • • • • • 31 Theological basis of the doctrine of revelatien • • • • • • • • • • • • • • • • 39 Implications • • • • • • • • • • • • • • • • 48 IV. THE POSITION OF EDWIN LIDVIS • • • • • • • • • 53 Biographical sketch • • • • • • • • • • • • 53 Philosophical basis of the doctrine of revela tton • • • • • • • • • • • • • • • • 55 111 CHAPTER PAGE Theological basis of the doctrine of revela tton • • • • • • • • • • • • • • • • • 63 Implications • • • • • • • • • • • • • • • • • 72 V. THE VffiSLEYAN POSITION • • • • • • • • • • • • • 81 Historical sketch • • • • • • • • • • • • • • 81 Philosophical basis of the doctrine of revelation • • • • • • • • • • • • • • • • 82 Theological basis of the doctrine of revelation • • • • • • • • • • • • • • • • 87 Implications • • • • • • • • • • • • • • • • • 95 VI. THE THREE CONTEMPORARY VIEWS COMPARED AND CONTRASTED WITH THE WESLEYAN VIEW • • • • • • 100 The position of Georgia Harkness and the Wesleyan position compared and contrasted. • 100 The philosophical bases . •· . 100 The theological bases • • • • • • • • • • • 102 Impllca t!ons • • • • • • • • • • • • • • • 103 I The position of Nels F. S. Ferre and the Wesleyan position compared and contrasted. • • 105 The philosophical bases • • • • • • • • • • 105 The theological bases • • • • • • • • • • • 106 Implications • • • • • • • • • • • • • • • 107 The position of Edwin Lewis and the Wesleyan position compared and contrasted. • 109 lv CHAPTER PAGE The philosophical bases • • • • • • • • • 109 The theological bases • • • • . • • • • 110 Implications • • • • •• • • • • • • • • 111 VII. CONCLUSION • • • • • • • • • • • • • • • • • 114 BIBLIOGRAPHY • • • • • • • • • • • • • • • • • • • 116 CHAPTER I INTRODUCTION I~ A STATEMENT OF THE PROBLEM Men are curious beings. They like to know. According to the Biblical account of the fall of man he was tempted and fell at this very point. The fruit of the tree of the knowledge of good and evil was desired by Adam and Eve to make them wise. The Bible shows that they satisfied this desire to their own detriment. By a little observation, or even introspection, one can see that man still has this desire to know. A trip to the library, to inspect the multitudinous volumes on a myriad of subjects, should convince the most skeptical person of the human desire to know. Men not only want to know, they also want to know how and why they know. The same library would contain many volumes treating the sources and nature of knowledge. Some of the greatest minds in history have dealt with this problem. Socrates, Plato, Aristotle, Augustine, Aquinas, Roger Bacon, Francis Bacon, Locke, Hume, Lelbnitz, Sp1noza, Kant, Hegel and many other eminent men have seriously studied the problem of knowledge. It has been possible to show that revelation is not just a h1stor1cai problem, but that it also has current 2 interest in many circles. Robert Hutchins, one of America's leading educators, has expressed very cogently the need for revelation. If we omit from theology faith and revelation, we are substantially in the position of the Greeks, who are thus, oddly enough, closer to us than are the Middle Ages. 1 Hutchins has come very close to the heart or the matter. The glory or the Greek civilization is undeniable. The Greeks, however, were still in search or the Good, the True, and the Beautiful. They had progressed as far as the human mind, unaided by Supernatural Revelation, could travel. From much of the material available today, it seems that twentieth-century man is 1n the same position. One or the world's well-known scientists, in dealing with the problem of life, has admitted the inadequacy of his own field of knowledge to provide a whole view of life, and therefore has sought integration with other sources of knowledge. Without forcing his admission of need for a proper philosophy into a need for revelation, the following quotation nevertheless has indicated the lack in his field. It is the needs in the various fields which point to the overall need which is troubling the minds of some of the great thinkers of today. l Robert Maynard Hutchins, ~ Higher Learning !a America (New Haven: Yale University Press, 1948), p. 65. 3 • • • a pPoblem not to be investigated completely by the analytic method of science, which deals with it in successive aspects, and, in each, tries to reduce it to its simplest terms; a problem which needs also the synoptic view of philosophy, by which we can "see life 11 steadily and see it w.hole ; a problem the solution of which, could we reach it, would show us also the solution of subordinate problems, and give us a firm basis tor ethics, aesthetics, and metaphysics, the inner meaning of the Good, the Beautiful, and the True. 2 These quotations were not intended to be extensive, or even representative, but they do illustrate the thinking of great men in the places of leadership in this day. If men in these areas of learning are concerned with this source of knowledge, it seems that theologians ought also to attempt a solution. In moving from the fields of education and science to the field of theology, it has been found that one of the world's best-known living theologians has written much pertinent comment on this subject. Emil Brunner has said, "Christianity is either faith in the revelation of God in Jesus Christ or it is nothing." 3 Brunner has been a popular exponent of the Crisis Theology and is widely-read today. Due partly to this man and others in the same movement, there has been ever increasing interest in 2 Sir William Cecil Dampier, A Historz 2! Science (New York: The Macmillan Company, 1949), p. 320. 3 Emil Brunner, ~ Theologz of Crisis {New York: Charles Scribner's Sons, 1935), p. 2. ~evelation. Regardless of the meaning of the word "revelation", as used by these write~s in their va~ious fields, it is evident that men are aware that nelthe~ science and ~eason together no~ science and ~eason separately are able to answe~ the problems of life. Something beyond these ls necessa~y. This demand is heightened by the complexity and speed of the age in which we live. Men are looking for an absolute. As Brunner has said, "An age mich has lost its faith in an absolute has lost everything." 4 The search for values, the quest for goals, the longing for an absolute, the lack of motivation, the adm&ssion of the need of something else has been, to the writer of this thesis, an indication that men are in need of a revelation. Some of the above quotations are very st~ong statements indeed, and the chronic p~oblem of knowledge, especially that phase of knowledge which men have called revelation, is under more intensive consideration than ever before. In times past, a matter of indiffe~ence has been conside~ed a safe position to take. Today this is not the case. Men's hearts are falling them for fear. The world has shrunk into one community. Ideologies seem irreconcilable, and nations are afraid of one another. Weapons of war are more devastating than ever before, and informed men are fearful as they 4 Ibid., P• 8. 5 speculate on the possible horrors of another war. Education is in possession of more facts than at any other time in history, but lacks integration and unity. The Harvard report, one of the latest and best known of education­ al works, dealt spec1f1cally with this problem of unity in education.

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