Tag Archives: education

Fundamentalism since the 1970s: An in-depth article


The following is a narrative and analysis of fundamentalism since the 1970s. I wrote it for Charles Lippy and Peter Williams’s Encyclopedia of Religion in America, just published last month.

The basic argument of what follows is this: Fundamentalism in America changed after the 1970s–perhaps so much that the word “fundamentalism” is no longer appropriate for what it became. In that decade, the movement began a tectonic shift from protecting theological truths in infra-denominational fights to guarding “Christian morality” in a nation specially chosen by God.

To be sure, “correct” views of the person of Christ and his atoning work, along with vividly detailed end-time scenarios, have continued to occupy an important place in the movement, but these things are not what the “new fundamentalists” are most centrally about. No, they have seen America locked in a battle with a secularizing juggernaut, and they have rushed to take up the “arms” of pragmatic political measures and boundary-breaking religious alliances in order to gain the upper hand.

From the year 1980 on, the majority of those who took upon themselves the mantle of historic fundamentalism have sought to shore up family values, sexual mores, and biblical views of creation rather than orthodox doctrines and denominational power. And although this may look like a completely new direction compared with the emphases of fundamentalism’s formative decades (the 1920s – 1950s), I argue that it is, rather, a natural development from the earlier movement’s characteristic concerns.

These are not your mom and dad’s fundamentalists.

This is their story:

FUNDAMENTALISM: CONTEMPORARY

Chris R. Armstrong

As the decade of the 1980s opened, friends could rejoice, and opponents warn, that in the words of the historian Martin Marty, fundamentalism was now “back with a vengeance.” This time, however, the opponent was not theological liberals within the denominations, but secularizing forces within the nation. Continue reading

C S Lewis explains how to study the Middle Ages


What follows are excerpts from a letter from C S Lewis to a friend of his, in which he explains (in answer to his friend’s query) how he himself learned about the Middle Ages–and how his friend might wish to pursue that study. Because these are notes for my own use, I have at a couple of points simply inserted into the running text, in square brackets, footnotes I found useful:

The Collected Letters of C. S. Lewis, vol. II

This is the letter to his nun friend, Sister Madeleva: Magdalen College, Oxford, June 7th 1934, which contains his suggested program of study of the Middle Ages. p. 140ff:

[n. 14, 140: “Sister M. Madeleva CSC (1887 – 1964), a member of the Congregation of Sisters of the Holy Cross, was a teacher of English at St Mary’s College, Notre Dame, Indiana. While staying in Oxford during Trinity Term 1934, she attended Lewis’s lectures on medieval poetry, and had a particular interest in the lecture devoted to Boethius. Besides lending Sister Madeleva his notebooks giving details of the works mentioned in his lectures, L invited her to visit him in Magdalen. On her return to Notre Dame in 1934, Sister Madeleva was made President of St Mary’s College, a post she held until her retirement in 1961. Here numerous books include [a list follows including studies on Chaucer and the Pearl poem, indicating a continued interest in medieval studies]. . . .”]

“The [141] history of my lecture is this. After having worked for some years on my own subject (which is the medieval allegory), I found that I had accumulated a certain amount of general information which, tho far from being very recondite, was more than the ordinary student in the school could gather for himself. Continue reading

Shades of the “Monkey Trial”! More on the Texas attempt to rewrite history in the state’s textbooks


Clearly the culture wars, whose early volleys ripped through the heated air of Tennessee summer during the infamous 1925 Scopes Trial, continue to bombard us in this 21st-century summer.

The Texas school board is rewriting American history, and the hackles, ire, and bile of journalists are rising to the occasion. Even rumors of corporate malfeasance on the part of BP haven’t elicited the sort of apocalyptic rhetoric you’ll find in the second of the two recent responses to “the Texas schoolbook massacre” here and here.

Are the critics overreaching themselves, or are we really experiencing the Armageddon of Reason?

Texas school board set to “Christianize” and “conservativize” textbooks


A couple of articles about the imminent change in history and social studies textbook standards in the state of Texas. Here’s MSNBC‘s take, and here’s the Christian Science Monitor‘s.

What do you–sorry, y’all–think?

And here is some further outraged commentary.

For seminary students planning to do doctoral work: Advice on applying for grad school in theology


Here‘s an illuminating post by BIOLA missiologist (and Oxford University/Gordon-Conwell Seminary/Yale University grad) Allen Yeh on preparing to apply for grad school in theology. I’d be interested to hear feedback on this piece from you readers–especially those of you currently in grad school or those who have completed doctoral studies.

“A religious genius.” “One of the most massive figures of the late 17th and early 18th centuries in Europe.” Ernst Stoeffler on August Francke


As far as I can tell, evangelicalism right now, here in America, could really use a re-infusion of the spirit of the 17th- and 18th-century German Pietists. And it is up to a school like Bethel University (truth in advertising: my employer), whose founding denomination is a Pietist one, to position itself under the fountain of historical Pietism and get a good, thorough soaking in that movement’s spirit. For though Pietism is our heritage, we don’t know what it was any more. That’s a sad loss.

Specifically, we stand to learn from such Pietist leaders as August Hermann Francke, the subject of this post, how to overhaul education, social action, and the Christian life along Pietist lines. If this sounds intriguing, then read on . . . Continue reading

Signs of the times: What spiritual and social renewal looked like to the Pietists in the early 1700s


The following is a “progress report” on the famous Pietist renewal. It was published an appendix to a 1716 book by Pietist church reformer August Hermann Francke, Pietas Hallensis. It may be interesting and instructive to ask: are these the sorts of signs of spiritual and social renewal that we would get excited about today? How are we doing in these areas?

Part I of the book itself is a brief account of the “rise, occasion, and progress” of the Halle complex. The complex, in Halle, Germany, was dedicated to renewing society through Christian services offered in a hospital, schools, a printing house, and much more–see this post for an account of Francke’s life and the Halle complex. It starts with descriptions of each part of the complex, then relates instances of financial miracles (unexpected gifts) by which these works were sustained once Francke had committed himself in faith to undertaking them.

You may have heard of the orphanage of 19th-century German minister George Muller, which inspired the “faith missions” of many 19th-century missionaries (that is, missionary works with no visible means of financial support, sustained by prayer and the free-will gifts of “friends”). Halle was Muller’s pattern and inspiration.

Part II of Pietas Hallensis includes many more accounts of individual gifts, in the years 1707 and 1708, including the texts of many touching letters enclosed. The report on the Pietist renewal reproduced below comes from an appendix to part II, titled “Signs of the times since 1688.” The book was printed in 1716, so the period reported on stretches across roughly 28 years.

Here is the report (with a few comments interjected by me); I read the book and made these notes in a 1994 seminar on the Pietists given by Richard Lovelace at Gordon-Conwell Theological Seminary in Massachussets: Continue reading

A pioneer of social ministry in an early evangelical revival: August Francke


I’m posting a few things related to that proto-evangelical movement of church reform and revival, German Pietism (17th & 18th c.). A couple of these posts (here and here) relate to one of Pietism’s most intriguing and influential figures, August Hermann Francke. So here is a biographical sketch of Francke:

THE LIFE AND WORK OF AUGUST HERMANN FRANCKE (1663-1727)

I want you to note two things: First, his learnedness and commitment to education (though he asserted paradoxically that a learned man is the hardest to get into the kingdom), and second, his pursuit of social ministry (the orphanage and many related enterprises). These facts seem to contradict the common stereotype of Pietism as a movement both brainless and inward-turned.

August Francke was born in 1663 and grew up in an area of Germany that was a stronghold of the teaching of Johann Arndt [on whom, another post for another time! He was a pre-Pietist spiritual teacher whose book True Christianity inspired Pietist leaders]. Something of a child prodigy, Francke had studied, by the age of 16, philology, philosophy, Greek, logic, metaphysics, geography, history, and Hebrew. He was a linguistic genius—by his death he knew some 35 languages. Continue reading

New Wesleyan seminary opens with integrative, hybrid learning model


This article appeared recently in InTrust, a magazine for the presidents and trustees of Christian seminaries in the U.S. and Canada. Co-written with my t.a. Michael Cline, it tells the story of the brave launch of a new seminary that is following a popular model of online learning.

LAUNCHING IN TOUGH TIMES

Building on successful “working adult” educational model, Indiana Wesleyan University starts a new seminary Continue reading

Ecumenism, education, culture-engagement and the “slippery slope” argument


Do ecumenism and culture-engagement lead to a loss of the gospel? Let’s put this to a historical test (article previously posted at Christianity Today’s history blog):

Ecumenism, education, culture-engagement and the “slippery slope” argument

The vision of John Comenius and the story of the Unity of the Brethren give us a good way to test a hypothesis.

by Chris Armstrong

Johan_amos_comenius_1592-1671.jpg

History is a great place to go to test “slippery slope” arguments–claims that “Questionable Belief or Practice A” will inevitably lead us to “Horrifying Situation B.” One way to answer the argument is to appeal to precedent: “Let’s look back and see whether things like ‘A’ have led to situations like ‘B’ in the past.”

These days evangelicals with a heart for (1) ecumenical dialogue, (2) liberal education, and (3) cultural engagement are being told by fundamentalist watchdogs that they are leading good, faithful, Bible-believing people straight down the road to “liberalism.”

Let’s put this to a historical test. Continue reading