Jonathan Edwards Goes to Movies: What Story Structure Teaches Us About Religious Affections

Part IV of 2017 Lenten Series: Why Lent is a More Like Moana than Monty Python
The inciting event presents the hero with a decision: Shall I continue in the relative comfort of my business-as-usual life, or risk pursuing a new and more dangerous goal?

by Gary David Stratton 

Something in Erin Brokovich compels her to radically devote herself to the townspeople of Hinkley, even at the expense of her own children.
Something in Erin Brokovich compels her to radically devote herself to the townspeople of Hinkley.

If by some miracle of time-travel you could suddenly transport 18th Century theologian Jonathan Edwards into the audience of your local cineplex tonight, he might very well declare the entire motion picture industry a work of witchcraft! (And he may very well be right.) Yet, a careful reading of America’s greatest theologian’s most important work, A Treatise Concerning Religious Affections, reveals insight into both the craft of screenwriting and the purpose of Lent. Both point to the importance of paying attention to “inciting events.”

The Inciting Event

Whether in real life or a work of fiction, most stories begin with a hero[1] pursuing largely self-centered goals designed to help them survive in their current circumstances. In Gladiator (2000) Maximus just wants to go home to his family and farm. In Star Wars (1977) Luke Skywalker desires only to get off the planet to be with his friends at school. Erin Brockovich (2000) seeks nothing more than a salaried job to feed her kids. Each lacks both the understanding and the desire to pursue anything beyond the struggles of their day-to-day life.

Then something happens; something screenwriters refer to as the inciting event. Suddenly, a new and bigger story crashes in upon the hero’s carefully constructed world. As John Truby notes in The Anatomy of Story, “At the beginning of the story, when weakness and need are being established, the hero is typically paralyzed in some way. You need some kind of event to jump-start the hero out of his paralysis and force him to act.”[2] Luke accidentally triggers a hidden distress video in the memory of a droid. Erin Brokovich discovers that Pacific Gas & Electric (PG&E) is poisoning Hinkley’s small town water supply.  Caesar unexpectedly commissions Maximus as protector of Rome in order to re-establish a true Republic. In each case, the inciting event presents the hero with a decision: Shall I continue in the relative comfort of my business-as-usual life or risk pursuing a new and more dangerous goal?

The entire story turns when (and only when) the hero makes this difficult choice. In fact, we don’t even have a story without such a decision. For instance, in The Blind Side (2009) hundreds of “Christian” parents drove past homeless teenager Michael Oher one cold November evening. Any one of them could have stopped to help. Only one did. Everyone faced the same event, yet only Leigh Anne Tuohy was incited by it. We tell her story because she acted.[3] This is why most screenwriters refer to the hero’s decision to act in response to the inciting event as plot point one.  Why? Because without that decision you don’t have a plot. You don’t have a story at all.

Affections

This is where Edwards’ thought becomes helpful. According to Edwards, our soul is composed of two primary parts: our mind (including both our perceptions and our understanding of those perceptions), and our heart. Our heart is that aspect of our inner being that attracts us toward some people, ideas, or actions and repels us from other people, ideas, and actions.

When our heart’s attraction towards a particular person, idea, or action is particularly strong, Edwards labels these powerful inclinations as our affections. To Edwards, affections are “the moving springs in all the affairs of life, which engage men in all their pursuits; and especially in all affairs wherein they are earnestly engaged, and which they pursue with vigour.”[4] They are the hidden internal reasons why we choose to love some people and not others, to believe some ideas and not others, and take some actions but not others.

Victory in hand, Maximus just wants to go home to family and farm, until Caesar's inciting event changes everything.
With victory for the empire in hand, Maximus just wants to go home to family and farm . . . until Caesar’s inciting event changes everything.

This makes our affections an extremely important element of any great story. When the hero answers their story question in the affirmative it reveals something deeper in the their soul than any casual observer could notice. Something in Erin Brokovich (compassion? justice?) compels her to radically devote herself to the townspeople of Hinkley, even at the expense of her children (for whom she originally took the job.) Something in Maximus (duty? nobility?) drives him to accept Caesar’s commission, even though it means delaying a comfortable retirement with his wife and son.

Something in the inciting event reveals the hero’s genuine affections. While this single experience never completely transforms the hero–numerous temptations to give up or turn back will come later–something in the inciting event causes them to take their first step of their journey away from a mere longing for comfort and convenience and into something deeper. They want something more and are willing to take action to pursue it.

Awakening or Transformation?

This motivating drive could be an affection that was always present, but “woke up” only when confronted with the inciting event. For instance, in J.R.R. Tolkien’s The Hobbit, Bilbo’s inciting event is an unexpected party of singing Dwarves inviting him to join their quest:

“As they sang the hobbit felt the love of beautiful things made by hands and by cunning and by magic moving through him, a fierce and jealous love, the desire of the hearts of the dwarves. Then something Tookish woke up inside him, and he wished to go and see the great mountains, and hear the pine-trees and the waterfalls, and explore the caves, and wear a sword instead of a walking-stick.”[5]

It takes a bit no longer for him to act, but soon he is running down the road without so much as a handkerchief in his pocket.

Other times, something in the inciting event itself changes the hero’s heart. For instance, in Steven Spielberg’s Close Encounters of the Third Kind (1977), a chance encounter with an alien spacecraft implants Roy Neary with both vivid images of The Devils Tower in Wyoming as well as the insatiable desire to go there.[6] In Cecil B. DeMille’s 1956 epic The Ten Commandments, God not only incites Moses to return to Egypt to free his people, he transforms Moses’ affections (and even his appearance) as well.[7]  Paul’s conversion on the road to Damascus in Acts 9, is perhaps the ultimate inciting event in the New Testament. His zeal for God is both revealed and transformed by the voice from heaven.

In both inciting event types the hero is confronted with a choice before the story can even begin. As über screenwriting guru Robert McKee declares:

“True character is revealed in the choices a human being makes under pressure – the greater the pressure, the deeper the revelation, the truer the choice to the character’s essential nature.”

Obviously, the inciting event is only the beginning of this revelation and transformation, but it is crucial to writing (and living) a great story.

We Are What We Do

This is where Edwards’ thought becomes interesting not only for screenwriters, but for anyone seeking to deepen their relationship with God. Edwards rejects the commonly held notion that our affections and our will are two separate components of our inner being, so that our affections might want one thing, but our will chooses another. Not so, says America’s greatest theologian. “Such seems to be our nature, and such the laws of the union of soul and body, that there never is in any case whatsoever, any lively and vigorous exercise of the inclination, without some effect upon the body…”[8] In other words, while we often profess belief in one direction and act in another, or feel we ought to act one way and then do the opposite, our actions alone reveal the true affections of our heart and mind. We do what we love.

Edwards therefore insists that genuine faith . .

“[C]onsists, in a great measure, in vigorous and lively actings of the inclination and will of the soul, or the fervent exercises of the heart. That religion which God requires, and will accept, does not consist in weak, dull, and lifeless wishes, raising us but a little above a state of indifference. God, in his word, greatly insists upon it, that we be in good earnest, fervent in spirit, and our hearts vigorously engaged.”[9]

Lenten Examination

"Then something Tookish woke up inside him..."
“Then something Tookish woke up inside him…”

This is why Lent can be so transformative. The season is designed to help us examine the gap between our professed faith and our lived belief, between our creed and our lifestyle, between the things we tell ourselves we are passionate about and our true motivations revealed by our actions. Jesus instructed his followers, “You will know them by their fruits.”[10] And Edwards reminds us that Jesus viewed most important fruit as a love of God expressed in sacrificial service on behalf of others. “This is my command that you love one another as I have loved you… For even the Son of Man did not come to be served, but to serve and to give us life for others.”[11]

The practice of (and not the mere tip of the cap to) sacrificial service reveals the presence of the greatest and highest affection of all: love of God and others for God’s sake. Why? Because much of what passes for religion seems motivated by little more than a self-centered desire to survive in our current circumstances. However, the decision to give up your life in sacrificial service of others is rarely motivated by anything except genuine spiritual affections. In essence, Edwards is saying, if you want to see who the true heroes are around you, don’t look for the most religious, or the most famous, or the most published. Look for those who love

Lent then is a season for honestly asking myself if I might be missing inciting events to love and serve that are happening all around me: a homeless teenager who needs shelter, a town that needs an advocate, a political system that needs reforming, a social injustice that needs a champion. Perhaps they are more than the mere random events. They could be God’s call to wake up and enter our true story. Our true affections are revealed only in our responses to these inciting events that dare us to ask: Shall I continue in the relative comfort of my business-as-usual life or risk pursuing a new and more dangerous goal?

Any screenwriter could tell you that.

Next: The Volcano in Your Backyard: Micro-Worldviews and the Honeymoon from Hell

 


[1] Or, ‘Main Character,’ as some main characters are clearly not heroic.

[2] 22 Steps to Becoming a Master Storyteller (p. 276). Faber & Faber. Kindle Edition. (2008-10-14).

[3] This is not to say that sometimes a hero requires numerous inciting events to jar them into action. For instance, Luke learning that a beautiful princess needs rescue, that his father was really a Jedi fighter pilot, or even that a Jedi master needs his help, isn’t enough to overcome his earth-bound (er, Tatooine-bound) inertia. It is only after imperial Stormtroopers kill his aunt and uncle that he finally decides to go with Obi-wan to Alderaan and, “Learn the ways of the force like my father.”

[4] Edwards, Jonathan (1745) A Treatise Concerning Religious Affections (In Three Parts) (Kindle Edition, 2011) Locations 332-333.

[5] The Fellowship of the Ring (Boston: Mariner books, 2012), p. 83. (Italics mine.)

[6] This same alien transformation motif is also subtly evident in Spielberg’s more famous E. T. The Extra-Terrestrial  (1982).

[7] Actually, in this nearly four-hour long epic, one could argue that Moses transformation is the midpoint of the film. However, in the biblical account, Moses’ encounter with THWH at the burning bush is clearly the inciting event for his personal journey at the Exodus itself.

[8] Affections, 270-271.

[9] Ibid., 297-300.

[10] Matthew 7:16

[11] John 15:12, Mark 10:45

The Holy Spirit and the Liberal Arts: The Future of Two-Handed Higher Education

Series Introduction

The study of the Word of God, and the World of God, empowered by the Spirit of God has proven profoundly transformational in the lives of students and in their ability to transform church and society.

by Gary David Stratton • Senior Editor

Higher education has played a key role in the church’s training of true two-handed warriors since its earliest days. One could argue that the manner in which Jesus trained his apostles was so consistent with first-century rabbinic educational practices that the church was actually established with a ‘school’ at its very heart. And there is little doubt that the church began establishing more formal schools as early as the First Century when Mark the Evangelist and/or his disciples founded the world’s first ‘Christian College’ in the catechetical school connected to the Roman rhetorical university at Alexandria. Soon, this blending of the Spirit-driven early church with the truth-seeking Greco-Roman liberal arts tradition proved a powerful combination.

"One Athanasius against the world, was in fact, one Christian college against their culture." (Photo: Wikimedia Commons)
“One Athanasius against the world,” was in fact, “One Christian college against their culture.” (Photo: Wikimedia Commons)

College Against Culture

It is difficult to imagine what European civilization might have become without the integrative mindset fostered among the faculty and students of the Alexandrian school, including three of the most influential minds of the Patristic era: Clement, Origen, and Athanasius.  This single educational community provided clear-headed theological reflection and courageous cultural leadership in some of the most significant turning points in early church history.

This was particularly evident in their fourth century battle against the heresy of Arianism. By this time the Alexandrian school had grown into an academic powerhouse with strong secular connections and studies, so much so that Eusebius reports that even nonChristian noblemen entrusted their sons to instruction there. The school became the training ground from which their most famous alumnus, Athanasius, launched his attack against the official Roman endorsement of Arianism. Each time he was rebuffed and even excommunicated at Rome, Athanasius would return to Alexandria for counsel and prayer with the faculty and students of this robust educational community. The common perception that orthodoxy finally prevailed because of Athanasius contra mundum, “One Athanasius against the world,” is far too individualistic an interpretation.  The battle was actually, “One Christian college against their culture.” And the Christian college won.

Over the centuries since, Christian colleges and theological seminaries have often proven significantly more effective than local churches in nurturing faculty and students whose leadership is genuinely transformational. Although God often furthers his kingdom through unschooled saints, a surprising number of the names in the honor-roll of church history are intricately connected to the schools where they studied and/or taught. Martin Luther and the University of Wittenberg; Timothy Dwight and Yale; John Henry Newman and Oxford, Charles G. Finney and Oberlin College; Fr. Michael Scanlon and the Franciscan University of Steubenville; D. L. Moody and A. J. Gordon and the institutions that bear their names to this day, each stand as a monument to the extent and influence of Christian higher education.

The Life of the Mind and the Life of the Spirit

One of the keys to the influence of these learning communities is the surprising degree to which the life of the mind and the life of the Spirit can and often do coexist in these learning communities. Church-related colleges and universities birthed many of the most significant reformation and renewal movements in history, while most reformation and renewal movements have, in turn, spawned colleges themselves. This is particularly event in American higher education where more than half of our first 600 colleges were established by evangelicals. In fact, the broad historic definition of the term evangelical is best applied to movements who hold to both the power of the Holy Spirit to produce new birth and holy lives with the power of the holy scriptures to guide and shape the life and practice of the church.

It is in these renewal schools that the integration of the life of the Spirit and the life of the mind has achieved its greatest synergy. The study of the Word of God, and the World of God, when empowered by the Spirit of God has proven profoundly transformational in the lives of students and in their ability to transform church and society. In other words, they were effective because they were able to train young men and women to become what we have called two-handed warriors. By cultivating both the life of the mind and the life of the Spirit they were able to produce students capable of mastering both faith formation and culture making.

The Troubled History of Maintaining a Two-Handed Approach

John Wesley QuoteThis potential Spirit/Mind synergy is of particular importance to faith-based colleges at the outset of the twenty-first-century. The dawn of the new millennium finds the evangelical College movement emerging from a century of cultural isolation into a remarkable renaissance. Attendance is booming, endowments are up, intellectual respectability is growing, U.S. News and World Report ratings are climbing.  It is quite possible that the twenty-first-century will present the Christian college movement with the opportunity to articulate a distinctively Christian worldview in American society in a manner unparalleled in over one hundred years.

However, the history of American higher education is littered with colleges who have abandoned their lofty ambitions to train two-handed warriors for a decidedly more “one-handed” approach. Burtchaell (1998), Marsden and Longfield (1992), Marsden (1994), Reuben (1996), Benne (2001), Ringenberg (2006), Budde and Wright (2004) have carefully outlined how easily colleges lose their spiritual cutting-edge. Whether Catholic or Protestant, Reformed or Wesleyan, nearly every time a church-founded college or university manages to achieve societal respectability and financial independence they have immediately abandoned their integrative mission. Like prodigal sons, once they “received their inheritance” they have immediately “set off for a distant country where they squandered their wealth” and their ability to train true two-handed warriors. Their graduates go into the world with one hand tied behind their backs to the detriment of their own souls and the culture they create. It turns out that balancing a commitment to the life of the mind and the life of the Spirit even in a Christian college is not so easy as one would suppose.

The Twenty-First Century Challenge

Will the twenty-first-century be any different? Burtchaell’s (1998) chronicling of the demise of nearly every Christian college in American history (including at least two CCCU schools) reads like a modern-day Book of Judges. Knowing that within a few generations of the death of nearly every college’s founding leadership, “the people of God did what was evil in the sight of the LORD and worshipped other Gods” (Judges 3:7) is depressing reading for anyone who has given their life to Christian higher education.

Burtchaell concludes his book with a sobering challenge:

“The failures of the past, so clearly patterned, so foolishly ignored. And so lethally repeated, emerge pretty clearly from these stories. Anyone who requires further imagination to recognize and remedy them is not up to the task of trying again, and better” (p. 851).

Will the leaders of 21st century Christian colleges rise to his challenge? The future of two-handed higher education may very well depend upon it.


In future posts I will explore key movements history of higher education and how their educational philosophy and practices could help 21st century Christian colleges nurture two-handed warriors.

Next: The Greco-Roman Liberal Arts: Education with Friendship and Heart

 

Notes

Benne, R. (2001). Quality with soul: how six premier colleges and universities keep faith with their religious traditions. Grand Rapids, MI: Eerdmans.

Budde, M. L, & Wright, J. W. (2004).  Conflicting allegiances: the church-based university in a liberal democratic society . Grand Rapids, MI: Brazos Press.

Burtchaell, J. T. (1998). The dying of the light: the disengagement of colleges and universities from their Christian churchesGrand Rapids, Mich: W.B. Eerdmans Pub. Co.

Holmes, A. F. (1975). The idea of a Christian college. Grand Rapids: W.B. Eerdmans.

Marsden, G. M., & Longfield, B. J. (1992). The Secularization of the academy. New York: Oxford University Press.

Marsden, G. M. (1994). The soul of the American university: From protestant establishment to established nonbelief. New York: Oxford University Press.

Newman, J. H. (1852). The idea of a university: Defined and illustrated. London: Longmans, Green & Co.

Reuben, J. A. (1996). The making of the modern university: Intellectual transformation and the marginalization of morality. Chicago: University of Chicago Press.

Ringenberg, W. C. (2006). The Christian college: A history of Protestant higher education in America, 2nd edition. Grand Rapids, Mich: Baker Academic.

The Ride: Connecting to God in Hollywood, the Ivy League, and Beyond

Part 2 in series Finding God in Hollywood: Soul-Nourishing Practices in a Soul-Deadening World

Horseback riding is not a mode of transportation from one physical locale to another. It is a mode of transportation from one spiritual state to another.  And so are the classic spiritual disciplines.

by Gary David Stratton, Ph.D. • Senior Editor

Micaiah with ‘Maryland’: The crankiest and best horse in the Equestrian Center’s stable

As I write this, I am watching my daughter, Micaiah, take a riding lesson at the Equestrian Center in Burbank, CA. The Equestrian Center is, uh, shall we say, “oddly out of place” in urban Los Angeles. On my right, traffic on the Golden State Freeway (“the” 5, as we say here in L.A.) zooms by at 65+ miles per hour. On my left, horses plod around a riding circle at, well, a lot less than 65 miles per hour. What gives?

Why would anyone invest so much time and money striving to master such an outdated mode of transportation? It takes years to painstakingly advance through learning to walk, trot, cantor, gallop, jump, dressage, etc. Then, once you do achieve riding excellence, your top speed is still only a fraction of that of the traffic whizzing by. My daughter shovels, “stuff,” to earn her lessons, but most riders shell out enough cash to cover monthly payments on a luxury car. I mean, if your goal is to get from Pasadena to Hollywood, then this horseback riding thing is a total waste of time. Just buy a Jag and get on with it.

Yet if you think of horseback riding as something designed to get you somewhere on your busy schedule then you are missing the entire point. Horseback riding is not a mode of transportation from one physical locale to another. It is a mode of transportation from one spiritual state to another. The disciplines of learning to ride cleanse the rider of the soul-deadening effects of modern life and “re-center” their soul in a calmer, deeper place. My actress-singer daughter says it’s “rejuvenating.” Seeing the light and energy in her eyes after each time she rides, I believe her.

Spiritual Disciplines

Now at first glance, striving to master 2,000 year-old spiritual disciplines seems even more irrelevant than learning to ride a horse. I mean, at least horseback riding might help you land a role, or inspire a screenplay. What earthly good does it do to invest the time and energy it takes to master practices like prayer, meditation, fasting, Torah-study, or Psalm-singing? Sure, prayer can come in handy when you’re facing an audition, pitch meeting, or financing appointment. But this kind of “spiritual discipline” is practiced by everyone in Hollywood (even the staunchest atheists), and probably has about as much utilitarian value as wearing your lucky pair of socks.  Prep for your meeting, pay for some good coaching, and get on with it.

Yet, if you think of the spiritual disciplines only as something to get you somewhere in your career, you are missing the entire point. Spiritual disciplines are not tools for getting you from failure to success. They are pathways for keeping you alive spiritually in the constantly shifting landscape of success and failure that is Hollywood.

The Soul-Deadening Worlds of Power

The overarching characteristic of the Ivy League (and Hollywood) is what Schmelzer calls, “Grim drivenness.

Actor/Comedienne/Writer Susan Isaacs once challenged a crowd of aspiring entertainment industry students, “Would you accept God’s call to Hollywood if you knew that you would only have three successful years out of a thirty-year career?” Most wouldn’t, yet that is about the average for those who ‘make it’ here.  The spiritual disciplines are the means by which someone survives and even thrives, not only in the three years when they’re a hot property, but in the other twenty-seven as well.

Make no mistake, the competitive nature of all centers of power–Hollywood, the Ivy League, Wall Street, Washington, D.C., etc.–nearly always creates a soul-deadening culture. Former Yale Professor Henri Nouwen warned, “Our society is… a dangerous network of domination and manipulation in which we can easily get entangled and lose our soul.”[1] Dave Schmelzer, principal at Blue Ocean, Inc. in Cambridge, MA asserts the overarching characteristic of his Ivy League community is what he calls, “Grim drivenness.”  Dave adds, “These are the brightest and most talented people in the world, and the very drivenness that got them this far in a highly competitive environment prevents them from ever really enjoying the fruit of their success. There is always another rung to climb on the ladder of success.”[2] Sounds a lot like Hollywood to me!

Yokes that Bring Our Souls Rest

Spiritual disciplines counteract this soul-deadening effect by nourishing the soul of the practitioner and re-centering the filmmaker, professor, stockbroker, and/or congressman in a calmer, deeper place. Prayer, meditation, study, etc. are means by which we deepen our connection to others and to God. Nearly everyone working in a pressure-filled environment can benefit from practicing them—from Zen Buddhist’s like Laker’s coach Phil Jackson, to Scientologists like Tom Cruise.

However, the spiritual disciplines play a particularly meaningful role in the Judeao-Christian tradition. They are part of what early Rabbis referred to as their yoke—the teachings and spiritual practices each Rabbi used to guide their students into a deeper relationship with God.[3] Like learning to ride a horse, the study of Torah—the principal spiritual discipline in rabbinic education—demanded the utmost commitment to move from one level of expertise to the next. Yet, the promise of a life centered in God and his ways made the effort worthwhile. (See, Rabbinic Higher Education.)

Connecting to the Life of God

Jesus of Nazareth built upon this rabbinic tradition to shape his own version of spiritual formation. Jesus told his first followers, “Take my yoke upon you and learn from me… and you will find rest for your souls” (Matthew 11:29). He taught his disciples to pray, study, build community, and serve not to earn religious brownie points, but to form a deep attachment to God—to ‘rest’ in him. Like vines on a branch, Jesus promised his followers that if they would focus upon staying connected to the life of God, then the life of God would flow into them and bear fruit in everything they do (John 15:1-8). The spiritual disciplines are one of the key means by which we maintain that connection. (See, With Prayer in the School of Christ.)

USC philosophy professor, Dallas Willard, has worked tirelessly over the last few decades to describe how Christian spiritual formation can and should help us maintain our connection to the life and the love of God in the Academy, Hollywood, and beyond. He states:

“God’s desire for us is that we should live in him. He sends us the Way to himself.  That shows us, in his heart of hearts, what God is really like–indeed, what reality is really like. In its deepest nature and meaning our universe is a community of boundless and totally competent love.”

Personalizing the Process

Like horseback riding, staying connected to the life and love of God is not a one-size-fits-all process. It has taken Micaiah years to find the right stable, the right trainer, the right horse (the crankiest, but “best” in the stable), and the right sub-disciplines to learn to ride in a way that maximizes the ‘gladness’ riding brings her soul. The same is true for those seeking to cultivate a relationship with God. The disciplines that help one person are often torture for another. The key for some is sitting quietly in a beautiful sanctuary, for others it is walking in the beauty of nature, for some connection to God is found among books in a quiet library, for still another it is best found amidst music is a raucous worship service.

The point of spiritual discipline is not to perform some cookie-cutter religious ritual to make God like you better, but rather to find the pathways that best help your soul connect to the God who already loves you infinitely, ultimately, and unconditionally.

In the following weeks I will explore a number of the key concepts and disciplines that have been most helpful to a variety of leaders in Hollywood, the Ivy League, and beyond in living a soul-nourishing life in a soul-deadening world.  My hope is that we can help you create your own individualized set of spiritual disciplines that help you stay connected to the life and love of God even in the most pressurized situations.

Of course there is another way: the way of giving in to a soul-deadness. Will we? Or will we follow my daughter’s example and embrace an “outdated” approach to life, that in the end is the only one capable of transporting us where we really want to go—to the very heart of God.

Let’s ride!

..

Next post in series: Life on the Fast Track: Spiritually Thriving in High Stress Environments 

 

See also

Emmy Magazine Article Featuring Emmy-winning Producer Kurt Schemper, Director Korey Scott Pollard, and Gary David Stratton

Why Lent is a lot Like Surfing

Spiritual formation book recommendations:

The Practice of the Presence of God, by Brother Lawrence

Sacred Rhythms, by Ruth Haley Barton

Spiritual Disciplines Handbook, by Adele Alberg Calhoun

The Organic God, by Margaret Feinberg

The Celebration of Discipline, by Richard Foster

Invitation to a Journey, by Robert Mulholland

The Way of the Heart, by Henri Nouwen

The Life You’ve Always Wanted, by John Ortberg

Emotionally Healthy Spirituality, by Peter Scazzero

The Good and Beautiful Life, by James Bryan Smith

Sacred Pathways, by Gary Thomas

The Spirit of the Disciplines, by Dallas Willard

 


[1] The Way of the Heart (New York: Random House, 1981), p. 9.

[2] At least in the Ivy League it is possible to get tenure!

[3] M. Maher (1975). ‘Take my yoke upon you’ (Matt. xi. 29). New Testament Studies, 22, pp 97-103

 

Scripture and Culture-Making: What Christian Colleges could Learn from Rabbinic Higher Education

Part 3 in series: The Holy Spirit and the Liberal Arts: The Future of ‘Two Handed’ Higher Education

Today’s Christian teenagers know abundant details about the lives of favorite musicians and television stars or about what it takes to get into a good college, but most are not very clear on who Moses and Jesus were. -Christian Smith and Melinda Lundquist Denton

by Gary David Stratton, Ph.D. • Senior Editor

The object of Jewish higher education was full mastery of God’s word and full understanding of it.

N.T. Wright concludes The Challenge of Jesus with a challenge of his own to 21st Century Christians:

“The gospel of Jesus points us and indeed urges us to be at the leading edge of the whole culture, articulating in story and music and art and philosophy and education and poetry and politics and theology and even–heaven help us–Biblical studies, a worldview that will mount the historically-rooted Christian challenge to both modernity and postmodernity, leading the way…with joy and humor and gentleness and good judgment and true wisdom. I believe if we face the question, ‘if not now, then when?’ if we are grasped by this vision we may also hear the question, ‘if not us, then who? And if the gospel of Jesus is not the key to this task, then what is?”

Wright’s challenge begs the question whether or not 21st Century Christian colleges hold the gospel of Jesus Christ in as high a regard as the Jewish educators of Jesus’ day held the Torah. Like Greco-Roman higher education, Rabbinic higher education was deeply devoted to the development of the life of the mind in close-knit learning communities.  However, the distinguishing characteristic of Rabbinic Higher Education was not so much its pedagogy as its remarkable devotion to its subject matter–Torah. Whereas Greco-Roman students were expected to master the ever-changing philosophies of their masters, students in Rabbinic higher education strove for mastery of the unchanging word of God. The “words of Torah were essentially divine.  God’s words were part and parcel of God’s essence” (Hirshman, 2009, p. 30).

Faithfulness Before Innovation

This devotion to the word of God resulted in a corresponding commitment to faithfulness versus novelty in Jewish education. “No one was free to choose his own credo or ignore the sage’s mediation in approaching the divine… The way of life was learned, and the worldview the product of particular knowledge and distinctive modes of thinking about and analyzing that knowledge.”  The object of Jewish higher education was “full mastery of God’s word and full understanding of it…” resulting a intimacy with the words of Torah” written on the pages of the heart (Neusner, 1999, p. iii). Education, or more particularly, learning Torah, became “the Jewish religious pursuit par excellence…” (Hirshman, p. 3, 30). In short, they were true two handed warriors.

Jewish boys (and many girls) entered Beit Sefer (primary school) charged with mastering the Torah before the age of thirteen. This mastery often extended to the oral memorization of enormous portions of the Torah, as well as rudimentary reading and writing.  After their bar mitzvah, and the corresponding accountability for obedience to the law, the best students were allowed to go on to  Beit Midrash (secondary school, literally, “study house”), while they learned a trade. The Beit Midrash curriculum added the study of the Writings and the Prophets to that of Torah, and more importantly, Talmud, the art of Rabbinic interpretations comprised of both Midrash—inquiry into the sacred texts, and Mishna, the study of oral law independent of its scriptural basis.

Rabbinic Higher Education

Only the most remarkable secondary students were allowed to go on to the Jewish version of higher education, by obtaining permission to study as a talmid (disciple/student) of a great Rabbi.  Teaching Rabbis made up a “collegium of sages” responsible for applying the law of God in new situations and for passing on the tradition of scriptural interpretation to new students. “Each begins as a disciple of a master, then himself becomes a master to the next generation of disciples, in a long chain of learning” (Neusner, p. iv).

The goal of faithfulness to the word of God drove the master-student relationship and teaching style of the study house. Rabbinic education was consumed with recitation and discussion, not merely because of pedagogical considerations, but also for theological reasons. The Rabbis so reverenced the written words of Scripture, no other texts were considered worthy of study. Rabbinic higher education was an oral culture, perpetrated and preserved by an ongoing high-level discussion that eclipsed even Socratic dialogue in its relentless back and forth nature.

Rabbi Hillel and his Talmidim (Unattributed)

In order to facilitate this dialogue, Talmidim were expected to follow their master night-and-day as they taught their tight-knit band of brothers in the study house, over meals, and in the market place. “Study was a process of unending repetition and ubiquitous recitation that transpired in almost every possible venue” (Chilton, and Neusner, 2005, p. 131-132). A good disciple stuck so close to his teacher that by the end of the day he was literally covered with dust kicked up by his master’s feet (Vander Laan). Through it all, Talmidim strove to attain the prerequisite mastery of Torah, Midrash, and Mishnah necessary to become sages themselves so that they too could join the unbroken chain of faithfulness. (For an outstanding discussion of 1st Century BCE Rabbi Hillel and his application to 21st Century culture making, see, Joseph Telushkin’s, Hillel: If Not Now, When?)

From Studying Scripture to Making Culture

Most importantly for our discussion, the goal of this remarkable devotion to the word of God was not privatized faith, but culture making. Rabbinic education was birthed in the cultural crisis of the Babylonian captivity and is certainly the best human explanation of how Jewish culture survived the Diaspora. While Moses commanded the night and day impartation of Torah to the next generation, leading Torah historian, Wilhelm Bacher, notes that Nehemiah’s reading the Torah before the post-exilic community in Jerusalem was the actual “birthday of ancient Jewish education” (cited in Hirshman, p. 121.) Jewish leaders were painfully aware of their society’s need for leaders soaked in the culture-making power of the word of God. “According to the Rabbinic ideal, all of Israel would be teachers, and ultimately masters, of Torah” (Chilton, p. 46). Only then could Jewish society reflect Torah in justice, charitable acts, gifts of first fruits and sacrifices (Hirshman, p. 19).

When the cultural chips were down, Rabbis had the courage to contrast the culture-making power of the Jewish study house, not with the Greco-Roman education, but with the theatre and circus, “pitting the two against one another on the level of popular culture” (Hirshman, p. 121). In most Roman cities the circus/theater and beit Midrash were within blocks of one another. However, unlike the Romans, Jewish commitment to the word of God led to a stronger emphasis upon education than entertainment. Romans flocked to bread and circus, while Jews gathered to study. The Rabbis were confident that, in the end, their deep culture would triumph over Rome’s shallow culture. The beit Midrash had helped them endure the cultural onslaught of Babylon and Persia. Rome would be no match for them. And while the process took much longer than they could have ever imagined, it was a strategy that stood the test of time.

 

From Deuteronomy to the SAT

Moses with the Ten Commandments (Philippe de Champaigne, 1648, Hermitage Museum, Saint Petersburg, Russia)
Moses with the Ten Commandments (Philippe de Champaigne, 1648, Hermitage Museum, Saint Petersburg, Russia)

It doesn’t take any stretch of the imagination to envision how this principle might apply to twenty-first century educators seeking to develop two-handed warriors fluent in both faith building and culture making. Entrance into Rabbinical higher education required an oral recitation of the entire Torah. Entrance to most Christian colleges today requires little more than an SAT score of 1500.  Entrance to early American liberal arts colleges required a comprehensive grasp of the English Bible. Graduation from most Christian colleges today requires little more than a rudimentary understanding of Scripture. Is it any wonder that pop culture is shaping our students more than their faith?

Whether one is referring to Catholics or Protestants, today’s ‘Christian culture’ is a mile wide and an inch deep. Education is losing out to entertainment at every level. As much as I value the culture-making force of the entertainment industry, the arts nearly always follow the intellectual currents of the day (Hunter, 2010, p. 87-88), and the only intellectual current flowing in pop culture today is a narcissistic, consumer-driven, individualism.

Christian Smith and Melinda Lundquist Denton’s research into America youth culture discovered that, “Many teenagers know abundant details about the lives of favorite musicians and television stars or about what it takes to get into a good college, but most are not very clear on who Moses and Jesus were.” As a result, “a strong, visible, salient, or intentional faith is not operating in the foreground of most teenager’s lives.” Their worldview is little more than “moralistic, therapeutic, deism,” or more specifically, “whatever.”

For Protestant and Catholic colleges and universities to be of any value in helping our faith communities resist this pop culture onslaught and grow into vibrant culture-making institutions ourselves we need to return to the wisdom of the Rabbi’s—a rigorous devotion to the word of God. Like Chaim Potok, the sages of the Rabbinic school might dare ask the leaders of today’s Christian colleges, “Do you have faith in the word of God?” Sometimes I’m not so sure. Our curriculum and campus culture certainly don’t appear to reflect that kind of faith. At least not in comparison to the Rabbinic schools.

Yet I suspect that our best hope for prevailing in the struggle for the souls of our colleges and universities may be engaging in a Rabbinic commitment to the mastery of the worldview-forming, character-shaping narratives of Scripture. I am not talking about a lightweight devotional band-aid, but an intellectually challenging and spiritually enriching student-teacher dialogue that dominates our campus culture and captures the hearts minds our students. Anything less may result in a cultural exile from which we will never return.

Chaim Potok gave voice to a more modern expression of this sentiment in his novel, In the Beginning: “If the Torah cannot go out into your world of scholarship and return stronger, then we are all fools and charlatans. I have faith in the Torah. I am not afraid of truth.”

As N.T. Wright challenges us: “If the gospel of Jesus is not the key to this task, then what is?  If not us, then who? If not now, then when?”

 

Next post in the series: With Prayer in the School of Christ: The Liberal Arts and the Knowledge of God.

.

To read series from the beginning go to:

The Holy Spirit and the Liberal Arts: Two Handed Higher Education.

.

Notes

Wilhelm Bacher, Tradition und Tradenten in den Schulen Palästinas und Babyloniens: Studien und Materialien zur Entstehungsgeschichte des Talmud. (Berlin: W. de Gruyter, 1966).

Bruce Chilton, and Jacob Neusner, “Paul and Gamaliel.” In, Alan J. Avery-Peck, ed. Review of Rabbinic Judaism. (Leiden: Brill, 2005).

Marc G. Hirshman, The stabilization of rabbinic culture, 100 C.E.-350 C.E.: texts on education and their late antique context (Oxford: Oxford University Press, 2009).

James Davidson Hunter, To change the world: the irony, tragedy, and possibility of Christianity in the late modern world. (New York: Oxford University Press, 2010).

Jacob Neusner, The four stages of rabbinic Judaism (London: Routledge, 1999).

Chaim Potok, In the beginning. (New York: Knopf, 1975).

Christian Smith, and Melinda Lundquist Denton. Soul searching: the religious and spiritual lives of American teenagers. (Oxford: Oxford University Press, 2005).

Richard Valantasis, Douglas K. Bleyle, and Dennis C. Haugh, The Gospels and Christian life in history and practice (Lanham, Md: Rowman & Littlefield Publishers, 2009).

Ray Vander Laan, Stephen Sorenson, and Amanda Sorenson. In the dust of the rabbi: 5 faith lessons. (Grand Rapids, Mich: Zondervan, 2006). See also, Ray Vander Laan’s excellent website, Followtherabbi.com.

N.T. Wright. The Challenge of Jesus: rediscovering who Jesus was and is. (Downers Grove, Ill: InterVarsity Press, 1999.)

Do America’s Colleges Need Revival?

Part 6 in series: The Holy Spirit and the Liberal Arts: The Future of ‘Two Handed’ Higher Education

In trying to reach his students, Jon ended up transforming his culture and the future of American higher education

by Gary David Stratton • Senior Editor

“(A) strong, visible, salient, or intentional faith is not operating in the foreground of most teenager’s lives. Their worldview is little more than moralistic, therapeutic, deism, or more specifically, ‘whatever.'”

– Christian Smith, and Melinda Lundquist Denton. Soul searching: the religious and spiritual lives of American teenagers.

Jon’s students broke his heart. As recently appointed pastor of his church and headmaster of their school, he strove to provide his students with the best biblical instruction and ‘spiritual formation’ programming available. Yet despite his every effort they were completely apathetic about their faith.

Sure, most attended church each Sunday, but it didn’t impact their daily lives one wit. Everything was one giant ‘whatever,’ as they wasted their vast potential in partying and public drunkenness. His youth group was literally the laughing stock of the town. Slowly Jon came to the sobering conclusion that ‘business as usual’ was failing his students. Something had to be done.

However, Jon was not your typical youth pastor. His three-fold strategy to win his students to Christ was not for the faint of heart. First, to make sure they clearly understood what it meant to follow Christ, he began preaching a Sunday evening hour-long sermon series on “Justification by Faith.” Second, to make sure his students understood the concepts, he and his wife invited them to evening discussions in their home. Third, because he didn’t trust in the power of his own persuasiveness and programming, Jon began to pray for each student by name, often spending hours each day asking God to ‘pour out’ his Spirit upon his teaching and ‘awaken’ the hearts of his listeners. After a year and a half of intense efforts… nothing changed.

Then suddenly it seemed to Jon as if “the Spirit of God began extraordinarily to set in and to wonder­fully work among us.” Several students began to follow Christ. One was a young woman who had been the ringleader of the party crowd. Word of her conversion went “like a flash of lightning” into the heart of virtually every youth in town. They came to Christ in a flood and would talk of nothing but Jesus and eternal things for hours on end. The change in the young people was so dramatic that soon the work of God spread to their parents and then to the entire town.

Within six months nearly a quarter of the town’s population professed faith in Christ. Jon later wrote:

“There was scarcely any in the town, old or young, left unconcerned about the great things of the eternal world… The work of conversion was carried on in a most astonishing manner… and the number of true saints multiplied… (until) the town seemed to be full of the presence of God.” [1]

As word of the ‘revival’ among Jon’s students spread, churches and schools across America began to seek a similar work in their own towns. Churches began to passionately preach the truth and create small groups where people could connect with one another and the word of God. But Jon’s model had convinced that that great teaching and educational programs were not enough to reach the next generation. They began to unite in prayer asking God to pour out his Spirit upon their efforts and awaken the hearts of those farthest from God.

Within seven years, the First “Great Awakening” had swept the eastern seaboard resulting in as much as 15% of the total population of America professing conversion to Christ. Jon’s approach to student ministry not only transformed the church, it also became the underlying educational philosophy for three generations of “revival colleges,” such as Dartmouth,  Brown, and Princeton, who lated appointed Jon their college president.

Of course by then Jonathan Edwards, had become a household name.

Do American Colleges Need Revival?

Do twenty-first century schools and churches need such ‘revival’? The question seems laughable to those who equate ‘revival’ with slick televangelists, emotional appeals and high-pressure altar calls resulting in little long-term fruitfulness, or periods of religious excitement when undergrads neglect their studies to immerse themselves in dualistic expressions of spirituality.

Yet to Jonathan Edwards and most early American cultural and educational leaders, ‘revival’ meant something altogether different. For them revival was a descriptive term for the aftermath of a season of ‘spiritual awakening’ caused by ‘an outpouring’ of God’s Spirit. The outpouring of the Spirit resulted in the same kind of knowledge of God’s Presence, sense of awe, conviction of sin, and sacrificially loving community that was evoked in the church at Pentecost (Acts 2:42-47). As J.I. Packer boldly articulates, “Revival is a repeat of the outpouring of the Spirit at Pentecost.[2]

To Edwards, a spiritual awakening was a season of an “extraordinary effusion of the Spirit of God” that resulted in “accelerating and intensifying” the normal ministries of the Holy Spirit.[3] Edwards described such seasons as times when:

“God seems to have gone out of his usual way, in the quickness of his work, and the swift progress his Spirit has made in his operations on the hearts of many. (M)uch was done in a day or two, as at ordinary times … is done in a year.”[4]

Like most early American schools, Princeton was established as a “revival college” and later named Edwards their president. (Photo: Nassua Hall, princeton.edu)

To Edwards, spiritual awakening was key to the mission of the church and academy.These seasons of the “outpouring” of the Spirit resulted an intensified conviction of sin, sanctification of character, illumination of intellect, and impact upon culture so that Christians became more earnest in their pursuit of God, more Christ-like in their love and service, and more committed to their vocation in the world.

Edwards’ experience in the Great Awakening coupled with a lifetime of scholarship on the subject led him to the conclusion that: “(F)rom the fall of man to this day wherein we live the work of redemption in its effect has mainly been carried on by remarkable pourings out of the Spirit of God.”[5]

Could he be right?What might such a movement look like in American churches, youth groups, colleges, and cities?

A Third Great Awakening?

While much has been lost in American excesses over the past century, Edwards’ older idea of revival being the result of a spiritual awakening is central to historic evangelical higher education. The quest for society-wide spiritual awakening drove much of the educational vision of nineteenth-century Evangelical leaders in their attempts to develop America’s first genuinely Christian colleges. As George M. Marsden, noted historian of higher education and Edwards’ leading biographer explains:

“Much of the antebellum collegiate education was shaped by New Englanders with an Edwardsean heritage, (who) controlled most of the nations leading colleges, including the state ‘universities.”[6]

The best of these colleges formed the intellectual backbone of a transatlantic revivalism” that became “the dominant theme in America from 1800 to 1860” and a “central mode of our search for national identity.” In these colleges, literature, art and the sciences moved into the academic curriculum for the first time, the anti-slavery movement found a welcomed sanctuary, the largest foreign missionary movement in history found its origin, a vision for universal public education found a champion, and a resilient ethic of moral citizenship found a remarkable incubator. [7]

The spiritual-intellectual synthesis of ‘revival colleges’ dominated American thinking from 1790 to 1865 and led to the remarkable “Christianization” of society. Could it happen again?

Noll notes that the leaders of these colleges were key to a “surprising intellectual synthesis” of evangelicalism and common-sense moral reasoning that dominated American thinking from 1790 to 1865 and which led to the remarkable “Christianization” of American society.[8] As legendary historian Timothy Smith asserts, these educators first and foremost “were revivalists” and we ignore their effectiveness to our peril (author’s italics). [9] Their effectiveness as educators came, not in spite of their commitment to the work of the Holy Spirit in higher education, but rather because of it.

 

Edwards and the Humility to Learn from History 

All this is to say that Jonathan Edwards certainly appears to be a promising starting point for educators and ministers seeking to reach a new generation marked by spiritual apathy and what researchers Christian Smith, and Melinda Lundquist Denton have labeled “moralistic, therapeutic deism.”  Accordingly, this series will exploring Jonathan Edwards’ theology of spiritual formation and awakening in 19th century American higher education in order to connect it to our 21st century educational philosophy and practices.

However, before we can learn anything from Edwards, we first need to humble ourselves as he did on that fateful day in 1734, when he finally admitted that “business as usual” was failing his students. Then and only then can we look into the genius of this man who’s “revival thinking” shaped virtually all American higher education for over 150 years. As Marsden expressed so eloquently in his biography of Edwards:

“We will never learn anything from the sages of the past unless we get over our naïve assumption that the most recently popular modes of thought are best… We need to use history for the guidance it offers, learning from the great figures in the past—both their brilliance and shortcomings. Otherwise we are stuck only with the wisdom of the present.”[10]

In future posts I will explore key moments in the history of the Holy Spirit and the Liberal Arts in relation to Smith and Denton’s generational research and then tackle Edwards’ unique approach to genuinely Christian higher education that proved so influential in early American colleges.

Next: Revival and Moral Philosophy: A Puritan Vision for American Higher Education

.

Other posts in the series:

NOTES

[1] Jonathan Edwards (1737), A Faithful narrative of the surprising work of God in the conversion of many Souls in Northampton, and neighbouring towns and villages of the County of Hampshire, in the Province of the Massachusetts-Bay in New England. C. C. Goen (Ed.). In H. S. Stout, (General Ed.), The works of Jonathan Edwards, Vol. 4: The Great Awakening. (New Haven, CT:  Yale University Press, 1972). (Originally written as an unpublished letter, dated May 30, 1735, to Boston clergyman, Benjamin Colman, who had requested an account of the Connecticut River Valley revival of 1734-5. It was first published in London in 1737. Normally referred to as Faithful Narrative.)

[2] Keep in step with the Spirit. (Old Tappan, NJ: Fleming H. Revell, 1984), p. 256. See also, Martin Lloyd-Jones, Joy unspeakable: the baptism of the Holy Spirit. (Eastborne, UK: Kingsway, 1985), p. 280. For a similar assessment of Pentecost being the “prototypical revival” see also other Reformed theologians such as, Kuyper (1900), Packer (1984), and Lloyd-Jones (1985). This viewpoint is also held by most Wesleyan (e.g. Stokes, 1975; Dayton, 1987), and Pentecostal/Charismatic thinkers (e.g. Williams, 1999; Keener, 1999). See also, Sinclair B. Ferguson, The Holy Spirit: contours of Christian theology. (Downers Grove, IL: InterVarsity, 1996), p. 84.

[3] Edwards, J. (1733ms/2005). Persons ought to do what they can for their salvation (Ecclesiastes 9:10). In H. S. Stout, K. P. Minkema, C. J. D. Maskell (Eds.), Works of Jonathan Edwards Online. Retrieved March 30, 2008, from http://edwards.yale.edu/ref/6168/e/p/8 (Originally preached December 9, 1733.  Privately published in Boston 1734.) See, Samuel Storms, Signs of the spirit: an interpretation of Jonathan Edwards’ Religious affections. (Wheaton, IL: Crossway Books, 2007), p. 25.

[4] Edwards, Faithful narrative, p. 21.

[5] Jonathan Edwards (1774), A History of the work of redemption. Wilson (Ed.). In H. S. Stout, (General Ed.), The works of Jonathan Edwards, 9. (New Haven, CT: Yale University Press, 1989), p. 138. (Originally a series of sermons preached in 1739 that were later expanded and published posthumously in 1774.),

[6] Edwards, A Life, p. 8-9.

[7] R. Carwardine, 1978; P. Miller, 1965, p. 3,6; Marsden, 1980, p. 222.  See also, J. R. Fitzmier, 1998; Smith, 195; Ringenberg, 1987, 2006, 2007; and Reuben, 1996.

[8] America’s God: From Jonathan Edwards to Abraham Lincoln. (New York: Oxford University Press, 2002), p. 9.

[9] Revivalism and Social Reform in Mid-Nineteenth Century America. New York:  Abingdon Press.

[10] Edwards, A Life, p. 8-9, 499, 502-3

 

The First Great Awakening: From a British Revival to the American Revolution

By linking the choice of new birth with his audience’s choice of a new American identity, British evangelist George Whitefield provided a common American experience that unified diverse colonists who lacked a common identity

By Gary David Stratton, Professor, Johnson University (TN) and James L. Gorman, Assistant Professor, Johnson University 

1357700728-whitefieldThe Great Awakening is the common designation for a Protestant socio-spiritual movement in the American colonies that helped establish the groundwork for much of the nation’s spiritual and national identity. The awakening began among German, Dutch and Scot-Irish immigrants and was greatly influenced by British Methodists and New England Puritans. It culminated in enormous religious gatherings, mass professions of faith, controversial ecstatic experiences, and the overthrow of Old World hierarchies in church and society. While interpretations of the meaning of the Great Awakening divide into numerous schools of thought, “It seems evident that in one way or another, the Great Awakening helped to prepare American society and culture for the Revolution, but of course not in any direct, deliberate, or intentional manner” (Wood, p. 180-181). 

Initial stirrings

An upsurge in revivalist piety began in the middle colonies in the ministries of German-American Dutch-Reformed minister, Theodore Jacobus Frelinghuysen (c. 1691 – c. 1747), and Scots-Irish-American Presbyterian, Gilbert Tennent (1703-1764), as well as among Congregationalist churches in the Connecticut River Valley (Crawford, p. 108).  When the Connecticut River Valley revival reached Northamption, MA in 1734, its effect was so dramatic, it prompted the town’s minister, Jonathan Edwards (1703-1758) to write what became a bestselling account, entitled, A faithful narrative of the surprising work of God in the conversion of many Souls in Northampton. Considered by many to be America’s greatest theologian, Edwards viewed this outpouring of the Spirit as an acceleration and intensification of the work of the normal Holy Spirit so that as much is “done in a day or two, as at ordinary times […] is done in a year.” (p. 21). Like all Puritans, Edwards held that such “outpourings of the Spirit” were God-granted events to be sought by ministers and their congregations as their only hope for advancing the gospel on earth. As the story of Northampton’s revival spread, ministers and congregations up and down the Atlantic seaboard began praying for similar visitation in their towns.

Divine Dramatist

British evangelist George Whitefield (1714-1770) entered this rarified spiritual atmosphere determined to seize the moment for God’s glory. Whitefield’s adoption of John Wesley’s practice of “field preaching” coupled with his profound dramatic gifts connected him with his audiences in an unprecedented manner. His first trip to America (mostly in Georgia from 1737–1738), followed by his tremendously successful campaign in London, thrust him into popular imagination such that Harry Stout declares him “Anglo-America’s first modern celebrity” (1991, p. x). In preparation for his second American preaching tour (1740-1741), Whitefield fashioned a plan to build on this momentum. The evangelist and his publicist, William Seward, work tirelessly to promote Whitefield’s exploits, writing as many as a hundred personal letters, articles, and journal entries a day to a vast network of leaders and publishers throughout the New World. Incredibly, Whitefield personally wrote or inspired thirty-percent of every printed work published in America in 1740.

By the time he reached Boston, all of New England was in a fever pitch of anticipation. Six weeks and 175 sermons later, virtually every New England inhabitant heard Whitefield preach face-to-face. Scores of professed conversions and great public interest in religion swept the colonies, from Harvard, where young Samuel Adams was deeply affected, to Philadelphia, where Benjamin Franklin and Whitefield became famous friends. In fact, Whitefield’s growing celebrity granted him unparalleled influence in Colonial society. He was able to network with the rich and powerful, target key social causes (especially orphans and African-American education), and take controversial anti-institutional stands on the issues of his day as the first in a long line of public figures whose claim to influence rested on celebrity rather than inherited social status (Stout).

Controversy and Excess

Gilbert Tennent fired what was perhaps the opening salvo of the disestablishment of a the Old World hierarchical view of society in his 1739 sermon, “The Danger of an Unconverted Ministry,” arguing that only ministers who have experienced “the new birth of conversion” should be allowed to preach. While Tennent was immediately and nearly unanimously condemned by the established clergy, Whitefield picked up the theme and began to use it regularly in his 1740-1741 preaching tour, pushing the message deep into the Colonial psyche. Whitefield’s call for religious freedom from the hierarchical structure of denominational leadership and parish loyalties resonated with his colonial audiences.

His life and his message provided some measure of resolution to the growing colonial tensions between the leaders of mercantile economy rooted in individual enterprise versus inherited social power of the socio-political system. This was particularly true in New England, where community leadership was contingent upon denominational church leadership—often making the minister the most powerful leader in town, but also resonated in more religiously tolerant communities such as the Delaware River Valley.

The tension only grew as a growing band of itinerant and uncredentialed Whitefield imitators began “invading” staid parishes preaching Whitefield’s emotional and theatrical revival message. The wildest of these, such as Yale graduate James Davenport (1716–1757), began to give the leaders of the Awakening, known as “New Lights,” more trouble than their enemies. No sooner had Whitefield sailed for England than the enemies of the Awakening (and defenders of the old social order), known as “Old Lights,” launched a counter-offensive to restore the status quo.  The faculties of Harvard and Yale denounced both the Awakening in general and Whitefield in particular. Charles Chauncy, Boston’s most influential clergyman (and later president of Harvard), published his Enthusiasm Described and Cautioned Against (1742) as a treatise against the excessive emotional displays of revivals.

Eventually, even Edwards had to speak out against the excesses of the revival. In his Treatise Concerning Religious Affections (1742), Edwards declared Satan the winner of the Awakening due to the New England clergy’s inability to lead their flocks out of wildfire and into love of God and sacrificial love of others.  This was perhaps Edwards’ most enduring legacy. While, Faithful Narrative would define the standard expectations for evangelical conversion and firmly establish Edwards as the revival expert with broad readership for his future publications, it was his 1746 publication of Religious Affections (and his 1749 popularization of his views on his more balanced view of revivalism in The Life of David Brainerd) that would lay the groundwork for a profoundly influential evangelical protestant movement in America. Noll (2003) asserts that the Great Awakening “marked the beginning of a distinctly evangelical history” marked by a “consistent pattern of convictions and attitudes that have been maintained over the centuries since” (p. 80, 18-19).

Lasting Influence

It is not obvious if the exact term, “Great Awakening,” was used before Joseph Tracy in 1842, causing some (Butler, 1982; Lambert, 1999) to assert that the Great Awakening itself was merely the invention of historians. Even those who accept the event at face value often grapple with the meaning of those few short years of American history. Kidd (2007) argues that the division of the dynamic evangelical movement into two distinguishable parts may only “obscure the fact that the evangelical movement continued to develop after 1743 and before 1800” (p. xix).  Stout (1977, 1991) argues what while the Awakening itself was more than a historical invention, clearly there was an inventive sense to Whitefield and Seward’s promotional approach (and to some degree Edwards’ rush to publicize the short-lived work of God in Northampton).

Beyond their religious significance, Whitefield’s radical innovations in communication and publicity provided the rhetoric through which republican ideas could be conveyed to an unlettered audience. This style endured, even if the Awakening did not, and became a growing influence in the mode of persuasion of the American Revolution and modern mass communication (Woods, Stout). One school of thought (Heimert, 1966; Mahaffey 2007, 2011) holds that the Awakening’s impact upon the Revolution extended far beyond communication and into the foundational ideas of democracy and nation building, and “provided pre-Revolutionary America with a radical, even democratic, social and political ideology, and evangelical religion embodied, and inspired, a thrust toward American nationalism” (Heimert, viii). By linking the choice of new birth with his audience’s choice of a new American identity, Whitefield provided a common American experience that unified diverse colonists who lacked a common identity. “Without George Whitefield […] American independence would have come much later, if at all” (Mahaffey, 2011, xi).

Gary David Stratton (Ph.D. Biola University) is University Professor of Cultural and Spiritual Formation and Dean of the School of Arts and Sciences at Johnson University (TN). James L. Gorman (Ph.D. Baylor University) is Assistant Professor of History at Johnson University. Based upon Stratton and Gorman’s “The Great Awakening [1730s to 1740s]” in the forthcoming “Encyclopedia of Christianity in the United States” (Rowman and Littlefield, 2015).

See also

The Second Great Awakening: From Rural Revival to National Social Movement Revival and Moral Philosophy:  A Puritan Vision for American Higher Education

Do America’s Colleges Need ‘Revival’? What does the University of Tennessee have to do with Prayer?

References

Butler, Jon. 1982. “Enthusiasm Described and Decried: The Great Awakening as Interpretive Fictions” Journal of American History: 305-325 Crawford Michael J. 1991. Seasons of Grace: Colonial New England’s Revival Tradition in Its British Context. New York, NY: Oxford University Press. Edwards, Jonathan, and C C. Goen. 1972. The Great Awakening: A Faithful Narrative. the Distinguishing Marks. Some Thoughts Concerning the Revival, Letters Relating to the Revival. New Haven: Yale University Press. Heimert, Alan. 1996. Religion and the American Mind, from the Great Awakening to the Revolution. Cambridge: Harvard University Press. Kidd, Thomas S. 2007. The Great Awakening: the Roots of Evangelical Christianity in Colonial America. New Haven: Yale University Press. Lambert, Frank. 1999. Inventing the “Great Awakening”. Princeton, N.J.: Princeton University Press. Mahaffey, Jerome D. 2007. Preaching Politics: The Religious Rhetoric of George Whitefield and the Founding of a New Nation. Waco: Baylor University Press. ________________ 2011. The Accidental Revolutionary: George Whitefield and the Creation of America. Waco, Tex: Baylor University Press. Marsden, George M. 2003. Jonathan Edwards: a Life. New Haven: Yale University Press. Noll, Mark A. 2003. The Rise of Evangelicalism: The Age of Edwards, Whitefield, and the Wesleys. Downers Grove, Ill: InterVarsity Press. Stout, Harry S. 1977.  “Religion, Communications, and the Ideological Origins of the American Revolution,” William and Mary Quarterly 34: 519-41; reprinted in Butler and Stout, Religion in American History: A Reader 89-108. ___________ .1991. The Divine Dramatist: George Whitefield and the Rise of Modern Evangelicalism. Grand Rapids, MI: Eerdmans. Wood, Gordon. 1997. “Religion and the American Revolution,” in Stout, Harry S., and D. G. Hart. Eds. New Directions in American Religious History. New York: Oxford University Press.  

Revival and Moral Philosophy: A Puritan Vision for American Higher Education

Part of ongoing series: The Holy Spirit and the Liberal Arts

In these ‘revival colleges’ the anti-slavery movement found a welcomed sanctuary, the largest foreign missionary movement in history found its origin, and literature, art and the sciences found a home in the academic curriculum, resulting in a profound spiritual/intellectual synthesis throughout American society.  

by Gary David Stratton, Ph.D. • Senior Editor

While most Christian traditions look to the outpouring of the Holy Spirit at Pentecost as the historical birth of the church [1], seventeenth and eighteenth-century Puritans in England and colonial America emphasized the outpouring of the Spirit as God’s ongoing means for awakening unbelievers to seek the Lord and reviving the spiritual life of believers.[2] The Puritans believed in religious education and the personal catechizing of every family in every parish every year,[3] however their pastoral experience warned them that such efforts would eventually fall upon deaf ears and hard hearts if not for the continual renewing work of the Spirit.[4] They developed an ecclesiology that all but demanded outpourings of the Spirit recur periodically for ongoing reformation of the church and society.[5]

Jonathan Edwards

Jonathan_Edwards-240x240
“America’s Theologian” and Princeton College president, Jonathan Edwards (1703-1758)

No one did more to help set Old World revivalism on its feet in the new world, than Northampton, MA Congregationalist minister Jonathan Edwards (1703-1758). A “towering intellectual figure”[6] often described as “America’s greatest theologian,”[7] Edwards viewed the outpouring of the Spirit as an acceleration or intensification[viii] of the Holy Spirit’s normal activity so that much is “done in a day or two, as at ordinary times … is done in a year.”[9] Like all Puritans he held that such outpourings were God-granted events to be sought by ministers and their congregations as their only hope for advancing the gospel on the earth: “(F)rom the fall of man to this day wherein we live the Work of Redemption in its effect has mainly been carried on by remarkable pourings out of the Spirit of God.”[10]  (See, Do America’s Colleges Need ‘Revival’?)

Edwards wasn’t talking in mere theoretical language. In 1734 over 300 men and women—nearly a quarter of Northampton’s population—professed conversion to Christ in a single six-month period. “There was scarcely in the town, old or young, left unconcerned about the great things of the eternal world… The work of conversion was carried on in a most astonishing manner… and the number of true saints multiplied… (until) the town seemed to be full of the presence of God.”[11] Edwards’ popular account of Northampton’s revival, Faithful Narrative (1737), caused churches across the colonies to pray for similar outpourings. It wasn’t long before the answer came.

The First Great Evangelical Awakening

The First Great Awakening was a broad religious awakening felt throughout much of the British Isles and American colonies from roughly 1734 to 1742. Early movements included field preaching revivals in the United Kingdom under the leadership of Methodist leaders John and Charles Wesley,  a revival in the Connecticut River valley that eventually spread to Jonathan Edwards’ church, as well as revivals among Dutch Pietist immigrants in New Jersey under the leadership of Theodore Freylinguysen, and New Jersey Presbyterians under the leadership of Gilbert Tennent.[12] The awakening reached its zenith in the theatrical preaching of British Methodist George Whitefield, whose evangelistic tour of the colonies in 1740-1741 became the first genuinely “national” event in American history.[13]

In ten weeks Whitefield spoke to audiences whose total attendance equaled at least half the population of the colonies he visited,[14] including “virtually every New England inhabitant.”[15] By the time the awakening subsided as much as twenty-percent of the total population of the American colonies had professed faith in Christ.[16] Due to the tremendous evangelistic impact of these revivals, leaders became known as evangelicals and the movement first became known the Evangelical Awakening. As Noll concludes, The Great Awakening, “marked the beginning of a distinctly evangelical history . . . (and) a consistent pattern of convictions and attitudes that have been maintained over the centuries since.”[17]  (See, The Great Awakening & the Birth of American Celebrity Culture)

Religious Affections and Religious Education

Despite the apparent victory of revivalism, Edwards was convinced that the weakness of the First Great Awakening rested in ministers’ uncritical acceptance of revival experiences and mere professions of faith as signs of genuine conversion. Like his Old World forebears, he sought a thorough reformation of both the individual and society. He penned A Treatise Concerning Religious Affections (1743) to challenge ministers to guide those who professed faith away from short-lived counterfeit conversions and towards genuine faith. [18] Edwards believed that only an encounter with the “divine and supernatural light” provided by Holy Spirit was capable of transforming human affections out of the sinful lowlands of self-interest and into love of God for God’s sake.[19]  This meant that the only uncounterfeitable fruits of genuine repentance were neither emotional experiences nor ecstatic visions, but rather a sacrificial love of others and passion to grow in the knowledge of Christ for no other reward than knowing his love. Parents and ministers were charged with catechizing the next generation, as well as reminding them of the glory of heaven and the ever-present threat of hell, so that by rigorous discipline they might experience genuine conversion.[20] Edwards exhorted his congregation, “The religious education of children is one of the principle means of grace that God has appointed in his church.”[21] (See, Jonathan Edwards Goes to the Movies: Religious Affections and Story Structure.)

The Second Great Awakening

Revival Colleges

This quest to educate and revive an entire generation toward genuine faith and experiential knowledge of God drove Edwards’ spiritual descendants in the development of perhaps the most influential educational movement in American history—the revival college. When the faculties at Harvard and Yale rejected the First Great Awakening, friends of the revival (known as “New Lights”) founded of a flurry of liberal arts colleges with a revival bent. Some, like Dartmouth,[22] Amherst,[23] and Mount Holyoke[24] were founded directly on Edwardsean principles. Others, like Williams,[25] Princeton,[26] Rutgers and the University of Georgia[27] were later captured by followers of Edwards’ educational vision. In the end, nearly all colleges of the era were eventually influenced by the Edwardsean project. As noted higher education historian and Edwards biographer George. M. Marsden notes, “Much of the antebellum collegiate education was shaped by New Englanders with an Edwardsean heritage, (who) controlled most of the nations leading colleges, including the state universities.”[28]

Timothy Dwight and Yale College

The power of the revival college movement was made possible in no small degree due to the influence of Edwards’ grandson, Timothy Dwight (1753-1817).   Dwight was appointed president of Yale College in 1795 in a striking pro-awakening takeover of what had once been an anti-awakening institution.[29] Yale experienced four revivals under Dwight and these outpourings of the Spirit were clearly a welcomed and promoted aspect of the president’s educational program.[30] Yet Dwight was so committed to the life of the Spirit flowing through the normal day-to-day life of the college he refused to cancel classes during seasons of spiritual awakening, even when petitioned by the student body to do so.  Dwight instead carefully guided them his students to a more holistic approach to the Spirit’s work in the life of college, an approach which eventually spread to many if not most of America’s colleges. [31] Under Dwight’s presidency Yale grew into the largest and most influential college in the Americas and the educational center of what came to be known as the Second Great Awakening (c. 1790-1840)—a society-wide transformation of much greater duration and depth than the more short-lived First Great Awakening.[32] (See, The College Chapel: Puritan Relic or Campus Hot Spot.)

Revival Colleges and Social Reform

The best of these revival colleges formed the intellectual backbone of a transatlantic revivalism that became a dominant theme in America from 1800 to 1860, and a “central mode of our search for national identity.”[33] In these colleges, literature, art and the sciences moved into the academic curriculum for the first time, the anti-slavery movement found a welcomed sanctuary, the largest foreign missionary movement in history found its origin, a vision for universal public education found a champion, women and African-American students matriculated for the first time,[34], a resilient ethic of moral citizenship found a remarkable incubator [35], and a generation of national leaders marked by both the knowledge of learning and the knowledge of God was born. (See, Higher Education and the Knowledge of God.)

Mark A. Noll notes that the leaders of these colleges were key to a “surprising intellectual synthesis” of revival and common-sense moral philosophy that dominated American thinking from 1790 to 1865 and which led to the remarkable “Christianization” of American society.[36] Dramatic church growth among all revival-oriented denominations—particularly Baptists and Methodists led to the formation of nearly 500 new revival colleges across the Western frontier. These educators were revivalists first and foremost [37] Their effectiveness as educators came, not in spite of their commitment to the work of the Holy Spirit in higher education, but rather because of it. (See, The Holy Spirit and the Liberal Arts)

Revivalism Ruined and Renewed

Sadly, the success of revivalism eventually led its undoing as churches and colleges began to rely upon periodic seasons of awakening to produce spiritual maturity in their members rather than ongoing religious education and discipleship. Highly volunteeristic conceptions of conversion and high-pressure tactics to secure decisions gradually eroded Edwardsean concerns regarding counterfeit conversions and safeguards to encourage the genuine fruit of Spirit-created repentance.[38] The publication of Christian Nurture (1847) by Congregationalist minister Horace Bushnell (1802- 1876) began an intellectual and practical backlash against revivalism’s over-emphasis upon public professions of faith, and birthed the modern religious education movement.[39]

While educational leaders such as A. B. Simpson (Nyack College), A. J. Gordon (Gordon), and V. Raymond Edmond (Wheaton), as well as Baptist, Wesleyan, Pentecostal, and Charismatic renewal movements preserved concern for the outpouring of the Holy Spirit and even sparked modest revivals in many churches and colleges,  modern evangelicalism has yet to produce a synthesis of revival and Christian education capable of effecting a society-wide movements on the level of the First and Second Great Awakenings.

Adapted from, Gary David Stratton. 2015. “Revivalism,” in George Thomas Kurian and Mark A. Lamport, eds. Encyclopedia of Christian Education, Lanham, MD: Rowman and Littleton Academic Press of America.

See also:

The College Chapel and American Higher Education: Puritan Relic or Future Hope 

Notes

[1] Joel 2:28-32; Ezekiel 39:29; Acts 1:4-8; 2:1-21; 4:24-31.

[2] Thomas S. Kidd, The Great Awakening: the Roots of Evangelical Christianity in Colonial America (New Haven: Yale University Press, 2007), 2; Mark A. Noll, The Rise of Evangelicalism: the Age of Edwards, Whitefield, and the Wesleys (Downers Grove, Ill: InterVarsity Press, 2003), 18. Richard F. Lovelace, Dynamics of spiritual life: an Evangelical Theology of Renewal (Downers Grove, Ill: Inter-Varsity Press, 1979), 121.

[3] Richard Baxter, The Reformed Pastor (Morgan, PA: Soli Deo Gloria Publications, 2002), 67-122. See also, Perry Miller and Thomas Herbert Johnson, The Puritans (New York: Harper & Row, 1963). J.I. Packer, The Redemption & Restoration of Man in the Thought of Richard Baxter: a Study in Puritan Theology (Carlisle, UK: Paternoster Press, 2003).

[4] Donald G. Bloesch, The Holy Spirit: Works and Gifts (Downers Grove, IL: Inter-Varsity Press, 2000), 106-110. See also, Geoffrey F. Nuttall and Peter Lake. The Holy Spirit in Puritan Faith and Experience (Chicago: University of Chicago Press, 1992), 15ff.

[5] George M. Marsden, Jonathan Edwards: a Life New Haven: Yale University Press, 2003), 152. See also, Noll, Rise of Evangelicalism, 53-60.

[6] Harry S. Stout, The New England Soul: Preaching and Religious Culture in Colonial New England (New York: Oxford University Press, 1986), 228. See also, Noll, Evangelicalism, 44.

[7] Gerald R. McDermott, Understanding Jonathan Edwards: an Introduction to America’s Theologian (Oxford: Oxford University Press, 2009); Robert W. Jenson, America’s Theologian: a Recommendation of Jonathan Edwards (New York: Oxford University Press, 1988).

[8] Samuel C. Storms, Signs of the Spirit: an Interpretation of Jonathan Edwards’ Religious Affections (Wheaton, IL: Crossway Books, 2007), 25.

[9] Jonathan Edwards, “A faithful narrative of the surprising work of God in the conversion of many Souls in Northampton, and neighbouring towns and villages of the County of Hampshire, in the Province of the Massachusetts-Bay in New England (1737),” in The Works of Jonathan Edwards, Vol. 4: The Great Awakening, ed. C. C. Goen (New Haven, CT:  Yale University Press, 1972), p. 21.

[10] Jonathan Edwards, A History of the Work of Redemption (1755) (New Haven, CT:  Yale University Press, 1989), 138.

[11] Ibid, 13-14.

[12] Noll, Evangelicalism, 71-99.

[13] Harry S. Stout,The Divine Dramatist: George Whitefield and the Rise of Modern Evangelicalism (Grand Rapids, MI: W.B. Eerdmans, 1991).

[14] Noll, Evangelicalism, 13. See also, Gary David Stratton, “Paparazzi in the Hands of an Angry God: Jonathan Edwards, George Whitefield, and the Birth of American Celebrity Culture,” The Other Journal (Fall, 2010), 23-35.

[15] Stout,Divine Dramatist, 90; Frank Lambert, Pedlar in Divinity: George Whitefield and the Transatlantic Revivals, 1737-1770 (Princeton, NJ: Princeton University Press, 1994), 128; Arnold Dallimore, George Whitefield: The Life and Times of the Great Evangelist of the Eighteenth-century Revival (Westchester, IL: Cornerstone Books, 1979), 527; and Harry S. Stout, “Whitefield, George,” Dictionary of Christianity in America, ed. Daniel G. Reid (Downers Grove, IL: InterVarsity Press, 1990), 1252.

[16] For further exploration into the realities versus myths of the Great Awakening see, Frank Lambert, Inventing the “Great Awakening” (Princeton, NJ: Princeton University Press, 1999); Harry S. Stout, “Religion, Communications, and the Ideological Origins of the American Revolution” The William and Mary Quarterly: A Magazine of Early American History 34 (1977), 519-541; and Michael J. Crawford, Seasons of grace: colonial New England’s revival tradition in its British context (New York: Oxford University Press, 1991), 13ff.

[17] Noll, The Rise of Evangelicalism, 18-19.

[18] Jonathan Edwards, A treatise concerning religious affections, in three parts (1746), in The Works of President Edwards, vol. 2, ed. John E. Smith and H. S. Stout(New Haven, CT: Yale University Press, 1959).

[19] Jonathan Edwards, “A divine and supernatural light (Matthew 16:17).” In Sermons and Discourses, 1730-1733, The Works of Jonathan Edwards, 17, ed. M. Valeri and H. S. Stout (New Haven, CT: Yale University Press, 1999), 405-426.

[20] Marsden, Edwards, 28-29.

[21] Jonathan Edwards, In Sermons and Discourses, 1743-1758, The Works of Jonathan Edwards, 25, ed. Wilson H. Kimnach (Jonathan Edwards Center, Yale University, 2008), 723.

[22] Leon. B. Richardson, History of Dartmouth College (Hanover, N.H.: Dartmouth College Publications, 1932), 239-40.

[23] Claude M. Fuess, Amherst, the Story of a New England College (Boston: Little, Brown, and Company, 1935), 30.

[24] Joseph A. Conforti, Jonathan Edwards, Religious tradition & American Culture (Chapel Hill: University of North Carolina Press, 1995), 69-89.

[25] David W. Kling, “The New Divinity and Williams College, 1793-1836(Religion and American Culture, 1996): 195-223.

[26] Frederick Rudolph and John R. Thelin, The American College and University: a History (Athens, GA: The University of Georgia Press, 1990).

[27] Ian H. Murray, Revival and Revivalism: the Making and Marring of American Evangelicalism, 1750-1858 (Edinburgh: Banner of Truth, 1994), 132.

[28] Marsden, Jonathan Edwards, 499. George M. Marsden and Bradley J. Longfield (Eds.), The Secularization of the Academy (New York: Oxford University Press, 1992), 8-9.

[29] Brooks Mather Kelley, Yale: a History (New Haven: Yale University Press, 1974).

[30] Revivals were noted in 1802, 1808, 1812-1813, 1815 by Chauncey Goodrich, “Narrative of revivals of religion at Yale College from its commencement to the present time.” Journal of the American Education Society X, 1838, p. 295-302. See also, Charles E. Cunningham, Timothy Dwight, 1752-1817: a Biography (New York: Macmillan, 1969), 300-334.

[31] John Wolffe, The Expansion of Evangelicalism: the Age of Wilberforce, More, Chalmers and Finney (Downers Grove, IL: InterVarsity Press, 2007).

[32] Noll, Evangelicalism, 200.

[33] George M. Marsden, Fundamentalism and American Culture: The Shaping of Twentieth Century Evangelicalism, 1870-1925 (New York: Oxford University Press, 1980), 222. See also, Richard Carwardine, Transatlantic Revivalism: Popular Evangelicalism in Britain and America, 1790-1865 (Westport, Conn: Greenwood Press, 1978)

[34] William C. Ringenberg, The Christian College (Grand Rapids: Baker, 2006), 85-96.

[35] Julie Reuben, The Making of the Modern University (Chicago: University of Chicago Press, 1996), 74-77.

[36] Mark A. Noll, America’s God: From Jonathan Edwards to Abraham Lincoln (New York: Oxford University Press, 2002), 9.

[37] Smith, Revivalism and Social Reform, 5. Author’s italics.

[38] Allen C. Guelzo, “An Heir or a Rebel? Charles Grandison Finney and the New England Theology,” Journal of the Early Republic, 17 (1997): 61-94. See also, Allen C. Guelzo, “Oberlin perfectionism and its Edwardsean Origins, 1835-1970,” In Jonathan Edwards’ writings: text, context, interpretation, ed. S. J. Stein (Bloomington: Indiana University Press, 1996) and Allen C. Guelzo and Douglas A., Sweeney, The New England theology: from Jonathan Edwards to Edwards Amasa Park. (Grand Rapids, MI: Baker Academic, 2006).

[39] Horace Bushnell, Views of Christian Nurture, and of Subjects Adjacent Thereto (1847) (Delmar, N.Y.: Scholars’ Facsimiles & Reprints, 1975). See also, Conrad Cherry, Nature and religious imagination: from Edwards to Bushnell. Philadelphia: Fortress Press, 1980), Robert Bruce Mullin, The Puritan as Yankee: a Life of Horace Bushnell (Grand Rapids, MI: W.B. Eerdmans, 2002).Harold William Burgess, Models of Religious Education: Theory and Practice in Historical and Contemporary Perspective. Wheaton, IL: Victor Books, 1996), 81-83. Ironically, Bushnell and Charles G. Finney, perhaps the most famous revivalist of the era were great friends and admirers of each other’s work. See, Charles E. Hambrick-Stowe, Charles G. Finney and the Spirit of American Evangelicalism (Grand Rapids, MI: W.B. Eerdmans, 1996), 253, 274-275,298.

References Baxter, Richard. The Reformed Pastor. Morgan, PA: Soli Deo Gloria Publications, 2000. Bloesch, Donald G. The Holy Spirit: Works and Gifts. Downers Grove, IL: Inter-Varsity Press, 2000. Burgess, Harold William. Models of Religious Education: Theory and Practice in Historical and Contemporary Perspective. Wheaton, Ill: Victor Books, 1996. Bushnell, Horace. Views of Christian Nurture, and of Subjects Adjacent Thereto (1847). Delmar, N.Y.: Scholars’ Facsimiles & Reprints, 1975. Carwardine, Richard. Transatlantic Revivalism: Popular Evangelicalism in Britain and America, 1790-1865. Westport, Conn: Greenwood Press, 1978. Cherry, Conrad. Nature and Religious Imagination: from Edwards to Bushnell. Philadelphia: Fortress Press, 1980. Conforti, Joseph A. Jonathan Edwards, religious tradition & American culture. Chapel Hill, NC: University of North Carolina Press, 1995. Crawford, Michael J. Seasons of grace: Colonial New England’s Revival Tradition in its British Context. New York: Oxford University Press, 1991. Cunningham, Charles E. Timothy Dwight, 1752-1817: a Biography. New York: Macmillan, 1969. Dallimore, Arnold. George Whitefield: The Life and Times of the Great Evangelist of the Eighteenth-century Revival. Westchester, IL: Cornerstone Books, 1979. Edwards, Jonathan, “The religious education of children is one of the principle means of grace that God has appointed in his church (Psalms 78:5–7),” in Sermons and Discourses, 1743-1758, ed. Wilson H. Kimnach. Jonathan Edwards Center, Yale University, 2008. ______________. “A divine and supernatural light (Matthew 16:17),” in Sermons and Discourses, 1730-1733: The Works of Jonathan Edwards, 17, ed. M. Valeri. New Haven, CT: Yale University Press, 1999, 405-426. ______________. A faithful narrative of the surprising work of God in the conversion of many Souls in Northampton, and neighbouring towns and villages of the County of Hampshire, in the Province of the Massachusetts-Bay in New England, in The works of Jonathan Edwards, 4, ed. C. C. Goen. New Haven, CT:  Yale University Press, 1972. ______________. A History of the Work of Redemption, in The works of Jonathan Edwards, 9, ed.J. Wilson. New Haven, CT:  Yale University Press, 1989. ______________. A Treatise Concerning Religious Affections, in Three Parts (1746), in The Works of President Edwards, 2, ed. John E. Smith. New Haven, CT: Yale University Press, 1959. Fuess, ClaudeM. Amherst, the Story of a New England college. Boston: Little, Brown, and Company, 1935. Goodrich, Chauncey. “Narrative of revivals of religion at Yale College from its commencement to the present time.” Journal of the American Education Society X (1838): 389-310. Guelzo, Allen C. “An Heir or a Rebel? Charles Grandison Finney and the New England Theology,” Journal of the Early Republic, 17 (1997): 61-94. ____________ “Oberlin perfectionism and its Edwardsean Origins, 1835-1970,” In Jonathan Edwards’ Writings: Text, Context, Interpretation, ed. S. J. Stein, Bloomington: Indiana University Press, 1996. Hambrick-Stowe, Charles E. Charles G. Finney and the Spirit of American Evangelicalism. Grand Rapids, MI: W.B. Eerdmans, 1996. Jenson, Robert W. America’s Theologian: a Recommendation of Jonathan Edwards. New York: Oxford University Press, 1988. Kelley, Brooks M. Yale; a History. New Haven: Yale University Press, 1974. Kidd, Thomas S. The Great Awakening: the Roots of Evangelical Christianity in Colonial America. New Haven: Yale University Press, 2007. Kling, David W. “The New Divinity and Williams College, 1793-1836,” Religion and American Culture, 6 (1996): 195-223. Lambert, Frank. Pedlar in Divinity: George Whitefield and the Transatlantic Revivals, 1737-1770. Princeton, NJ: Princeton University Press, 1994. ______________. Inventing the “Great Awakening.” Princeton, NJ: Princeton University Press, 1999. Lovelace, Richard F. Dynamics of Spiritual life: an Evangelical Theology of Renewal. Downers Grove, Ill: Inter-Varsity Press, 1979. Marsden, George M. and Bradley J. Longfield (Eds.), The Secularization of the Academy. New York: Oxford University Press, 1992. Marsden, George M. Fundamentalism and American culture: The Shaping of Twentieth Century Evangelicalism, 1870-1925. New York: Oxford University Press, 1980. ______________. Jonathan Edwards: a life. New Haven: Yale University Press, 2003. McDermott, Gerald R. Understanding Jonathan Edwards: an Introduction to America’s Theologian. Oxford: Oxford University Press, 2009. Miller, Perry, and Thomas Herbert Johnson. The Puritans. New York: Harper & Row, 1963. Morgan, Edmund S. The Gentle Puritan: a life of Ezra Stiles, 1727-1795. New York: Norton, 1984. Mullin, Robert Bruce. The Puritan as Yankee: a life of Horace Bushnell. Grand Rapids, MI: W.B. Eerdmans, 2002. Murray, Ian H. Revival and Revivalism: the Making and Marring of American Evangelicalism, 1750-1858. Edinburgh: Banner of Truth, 1994. ____________. America’s God: From Jonathan Edwards to Abraham Lincoln. New York: Oxford University Press, 2002. ____________. The Rise of Evangelicalism: the Age of Edwards, Whitefield, and the Wesleys. Downers Grove, Ill: InterVarsity Press, 2003. Nuttall, Geoffrey F. Richard Baxter. London: Nelson, 1966. Nuttall, Geoffrey F. and Peter Lake. The Holy Spirit in Puritan Faith and Experience. Chicago: University of Chicago Press, 1992. Packer, J. I. The Redemption and Restoration of Man in the Thought of Richard Baxter: a Study in Puritan Theology. Carlisle, UK: Paternoster Press, 2003. Reuben, Julie A. The Making of the Modern University, Chicago: University of Chicago Press, 1996. Richardson, Leon B. History of Dartmouth College. Hanover, N.H.: Dartmouth College Publications, 1932. Ringenberg, William C. The Christian College. Grand Rapids: Baker, 2006. Rudolph, Frederick and John R. Thelin. The American College and University: a History. Athens GA: The University of Georgia press, 1990. Storms, Samuel C. Signs of the Spirit: an Interpretation of Jonathan Edwards’ Religious Affections. Wheaton, IL: Crossway Books, 2007. Stout, Harry S. “Religion, Communications, and the Ideological Origins of the American Revolution” The William and Mary Quarterly: A Magazine of Early American History 34 (1977): 519-541. ____________. The New England Soul: Preaching and Religious Culture in Colonial New England. New York: Oxford University Press. 1986. ____________. “Whitefield, George,” Dictionary of Christianity in America, ed. Daniel G. Reid. Downers Grove, IL: InterVarsity Press, 1990. ____________. The Divine Dramatist: George Whitefield and the Rise of Modern Evangelicalism. Grand Rapids, MI: W.B. Eerdmans, 1991. Stratton, Gary D. “Paparazzi in the Hands of an Angry God: Jonathan Edwards, George Whitefield, and the Birth of American Celebrity Culture,” The Other Journal. (Fall, 2010). Sweeney, Douglas A. and Allen C. Guelzo. The New England Theology: from Jonathan Edwards to Edwards Amasa Park. Grand Rapids, MI: Baker Academic, 2006. Wolffe, John. The Expansion of Evangelicalism: the Age of Wilberforce, More, Chalmers and Finney. Downers Grove, IL: InterVarsity Press, 2007.

Adapted from Gary’s article, “Revivalism and Higher Education,” in The Encyclopedia of Christian Education, Scarecrow Press, 2014.

Paparazzi in the Hands of an Angry God: The Great Awakening and the Birth of American Celebrity Culture

The Greatest Day in New England History

Think the fiery Puritan who preached America’s most famous sermon, “Sinners in the Hands of Angry God,” would threaten to dangle celebrities over the pit of hell?  Think again.

by Gary David Stratton • Senior Editor

I’m your biggest fan, I’ll follow you until you love me Papa, paparazzi

—Lyrics from “Paparazzi” as performed by Lady Gaga

The 2004 Red Sox victory parade attracted 68% of the total population of greater Boston.
The streets of Boston course with life as a crowd greater than the city’s total population joins in celebration.

Commerce grinds to a standstill.

Women faint.

Grown men weep.

The governor joins the standing-room-only multitude on Boston Common and declares the festivities, “the greatest day in New England history.”

If that sounds to you like a good description of the victory parade for the 2004 Boston Red Sox who vanquished a 68 year-old ‘Curse of the Bambino” with a World Series championship, you’re not far from the truth.  The Red Sox parade attracted an incredible sixty-eight percent of greater Boston’s population.[1]

However, these words actually describe something even more historic:  the 1740 farewell sermon of British evangelist George Whitefield–an event that drew 135 percent of colonial Boston.  No wonder Harry Stout has calls Whitefield “Anglo-America’s first modern celebrity.”[3]

And Whitefield’s celebrity is no accident. It is the result of a carefully orchestrated public relations tour de force. Whitefield and his publicist, William Seward, worked tirelessly to promote the evangelist’s exploits, writing as many as a hundred personal letters, articles, and journal entries a day to a vast network of leaders and publishers throughout the New World. Incredibly, Whitefield personally wrote or inspired thirty-percent of every work published in America in 1740. By the time he reaches Boston, all of New England is in a fever pitch. Six weeks and 175 sermons later, “virtually every New England inhabitant” has heard Whitefield preach face-to-face.[3]  

Sinners is the Hands of an Angry God

Jonathan Edwards
Jonathan Edwards’ “Faithful Narrative” helped pave the way for Whitefield’s preaching tour.

One hundred miles to the west, fiery preacher Jonathan Edwards waits not with condemnation, but delight.[4] Rather than dangling the “paparazzi” of his day over the pit of hell, Edwards follows media coverage of Whitefield’s every move with growing delight. He even invites the innovative young preacher to fill his famous pulpit in Northampton, Massachusetts.

Edwards helped start this media sensation in the first place. His autobiographical Faithful Narrative [5] was an international best seller for nearly three years before Whitefield’s preaching tour, making Edwards a towering public figure in his own right. He has helped stoke a deep hunger for spiritual awakening throughout the colonies; a hunger now filled by Whitefield’s flamboyant preaching and growing celebrity.[6]

While many Christians today decry our shallow media-driven celebrity culture, leaders of the Great Awakening recognized that capture society’s imagination with spiritual realities required media-driven celebrity. And capture it they did. By year’s end, perhaps as much as fifteen-percent of the population of the American colonies professes conversion to Christ in one of the most transformative social movements in American history.

Edwards and Whitefield helped birth not only one of the most transformative cultural movements in America history—the First Great Awakening—they also helped launch America’s celebrity culture. Twenty-first-century culture-makers seeking to birth society-wide transformation on the level of the Great Awakening would be wise to pay careful attention to the lessons Edwards and Whitefield learned in using celebrity for the glory of God.

Celebrity

Celebrity is perhaps the most coveted and least understood concept in contemporary culture. While the billion-dollar celebrity industry seems to grind out a new subject for fifteen-minutes of fame nearly every fifteen minutes, the scholarly community (and the church) has scrambled just to stay current. Recent scholarship has produced many claims to the title of “America’s first celebrity,” ranging from John James Audubon (c. 1826) to Walt Whitman (c. 1850), Buffalo Bill Cody (c. 1885), Douglas Fairbanks (c. 1920), and Ernest Hemingway (c. 1925).[7] Jonathan Edwards and George Whitefield certainly precede each of these contenders, but were they true celebrities? The answer is, perhaps, yes and no.

Celebrity as Star

If one takes the perspective that celebrity is a purely modern invention, then obviously Edwards and Whitefield can’t be celebrities. Many scholars find a strong enough connection between celebrity and modern media to assert that “there is no such thing as celebrity prior to the beginning of the twentieth century.”[8] This school of thought is strongly rooted in film studies and the rise of the Hollywood star-making business. Before 1910, the motion picture industry sold story. However, studio executives soon realized that what they were actually selling was stars—men and women who moviegoers liked and personally identified with beyond the quality of their performance.[9]

Splash
Little known TV star Tom Hanks won the lead for Splash (1983) over hundreds of famous actors because he was the more ‘likable.’

For instance, producer Brian Grazer chose the little known TV star Tom Hanks over hundreds of famous actors vying for the lead in Splash (1983), not because Hanks was the most talented, but because audience testing proved he was the most likable.[10] Soon Hanks joined the pantheon of Jimmy Stewart, Cary Grant, John Wayne, Harrison Ford, et cetera—actors America loved not for how they played their role, but simply for who they were.[11]

Hollywood intuited what academic research later demonstrated: people personally identify not merely with the hero of the story, but also with the actor playing the hero in the story.  Media-generated personal identification evoked a public hunger for access to the private lives of stars. In small-town America, everyone wanted to know the gossip, slander, triumphs, tragedies of the  in crowd. But in the emerging global village, the most popular kids are found on the big screen.

Aided by the media-driven celebrity industry, stars quickly became what Richard Schickel calls “intimate strangers.” People wanted to know these stars and be connected to them personally. Graeme Turner asserts that we can actually “map the precise moment a public figure becomes a celebrity”: when their “private lives attract greater public interest than their professional lives.”[12]

It wasn’t long before stars began to realize that they had become a commodity to be marketed and traded, not only by studio heads, but also by their own publicity people. Within a few short years, the public relations and celebrity gossip industries were born.[13] Soon Paparazzi was a household word. 

Since Edwards and Whitefield were dead for over a hundred years before the first Hollywood stars were born, it is hard to see how they are celebrities in this limited sense of the word.

Celebrity as Hero

However, other scholars adopt a broader understanding of celebrity, one that seems to better fit Edwards and Whitefield. These scholars root their understanding of celebrity in the Latin words for “fame” (celebritas) and “being famous” (celebrer) and in Western society’s desire to “celebrate” greatness. [14] Human beings need heroes to emulate.

Both the Greco-Roman and Judeo-Christian traditions developed strong “hero-making” story cultures. We tell the stories of heroes such as Hercules, Achilles, Odysseus, Perseus, Jason, Atalanta, David, Elijah, Esther, Mary, Paul, and Peter because they embody the virtues valued in our culture.

Yet for cultural heroes to serve as public role models, they need to be both virtuous and known. A virtuous man or woman whose story goes untold simply can’t be emulated. Therefore, the desire to be great and the desire to be famous are not necessarily mutually exclusive. As Paul boldly declares, “Follow me as I follow Christ” (1 Cor. 11:1).[15]

Perhaps it is more helpful to follow Daniel Boorstin’s distinction between a genuine celebrity and what he calls a “pseudo-celebrity.”[16] Pseudo celebrities, as the Hollywood school of thought asserts, are differentiated mainly by the “trivia of personality,” whereas true celebrities are heroes who are distinguished by their achievements, virtues, and character.[17] Edwards and Whitefield appear to fit this second type. Although there is no universal consensus, celebrity studies seem to point to four distinct stages in the creation of a genuine celebrity: (1) A defining incident or accomplishment makes someone a “hero”; (2) some kind of identification with the hero’s character sparks admiration and a desire to connect with the hero; (3) intentionality by the hero (or someone acting on behalf of the hero) meets public desire for a greater connection by providing access to their “story” and their life; and, (4) the public’s identification with the hero exerts influence in other people’s lives that shapes their behavior.[18]

Heroic Celebrity

Edwards’s celebrity clearly fits this pattern.

(1) Edwards’s public story begins with a clear defining incident—a powerful revival among the youth in his church results in the conversion of 300 people, a quarter of the town’s population, transforming youth culture in Northampton.[19] Soon there is “scarcely any in the town, old or young, left unconcerned about the great things of the eternal world [. . . .] The work of conversion was carried on in a most astonishing man¬ner [. . .] and the number of true saints multiplied [. . . until] the town seemed to be full of the presence of God.”[20]

(2) These events spark a profound identification, not only in America, but across the English-speaking world. Edwards’s church became “the talk of New England” and famous British cleric Isaac Watts declared, “We have not heard of anything like it since the Reformation, nor since the first days of the apostles.”[21] What minister (or Christian) would not want this to happen in their church? People wanted to know more.

(3) Edwards responds to this interest with acute intentionality. He publishes A Faithful Narrative of the Surprising work of God in the Conversion of many Souls in Northampton, and Neighbouring Towns and Villages of the County of Hampshire, in the Province of the Massachusetts-Bay in New England. It becomes an international best seller reprinted at least ten times in three languages before Edwards’s death and over fifty times since.[22]

(4) Faithful Narrative provides Edwards with the influence and “international audience for which he longed.”[23] More than any other published statement, Faithful Narrative would “define the standard expectations for evangelical conversion”[24] and firmly establish Edwards as the “revival expert” with broad readership for his future publications on the Awakening. For over a century, it serves as a nearly canonical corpus for New England revivalism. More dramatically, it opens the door for interest in Edwards’s more scholarly works so that Edwards eventually comes to be known as “America’s greatest theologian.”[25]

Notice the key role that intentionality plays in Edwards’s celebrity. Without his providing the story, there is no story, and therefore, no celebrity. Without Edwards’s providing a personal account of the revival—an incident he did not “cause,” but which spread to his church from the surrounding villages[26]—this “towering intellectual figure” could very well have remained unknown and unread.[27]

Whitefield as Heroic Celebrity

George Whitefield’s 1740 farewell sermon drew 135% of the total population of greater Boston.

Whitefield’s celebrity also appears to fit this four-stage cycle as well.

(1) Whitefield’s first trip to America (mostly in Georgia from 1737–1738), followed by his tremendously successful campaign in London, creates an international incident that introduces him into popular imagination. Whitefield’s adoption of John Wesley’s practice of “field preaching” (versus preaching inside churches) coupled with his profound dramatic gifts and unusual anointing create a sensation. His sermons are some of the most compelling theater of his generation, recasting “biblical history in a theatrical key.”[28]

(2) Whitefield’s preaching generates tremendous public identification. Theater is all but unknown in America, and Whitefield’s dramatic performances (in comparison to the logical treatises offered by most New England pastors) connect in an unprecedented way. People love Whitefield. They flock to hear him preach. They relish his willingness to take on the (ancestral hierarchical) establishment. They can’t get enough of him. Newspapers normally committed to business and political news are filled with accounts of his success.

(3) In preparation for his second American preaching tour (1740-1741), Whitefield demonstrates unusual intentionality in managing his celebrity. He fashions a clearly defined and “audacious” plan to build on his momentum and transform his revival movement into “an international event with himself at the center.”[29] He and his publicists unleash a barrage of publicity employing careful use of social networking and mass media. People are able to “personally” connect with him through him publishing his personal journals and maintaining a grueling schedule of personal appearances.[30]

(4) Whitefield’s growing celebrity soon grants him unparalleled influence. He is able to network with the rich and powerful, target key social causes (especially orphans and African American education), and take controversial anti-institutional stands on the issues of his day (unconverted ministers). Whitefield becomes “the first in a long line of public figures whose claims to influence would rest on celebrity [. . .] rather than birth, breeding, or institutional fiat.”[31]

Like with Edwards, it is difficult to miss the critical role intentionality plays in Whitefield’s celebrity. His use of William Seward’s immense talent as a public relations officer is critical to his success. He certainly would have connected with people without it, but he could never have attracted such remarkable crowds without the tireless efforts of Seward and his network of advance men. As Stout asserts:

“Where other influential preachers. . . wrote learned treatises and preached in meetinghouses. . . to audiences totaling in the thousands. . . Whitefield wrote best-selling journals and drew audiences that must be totaled in the millions. . .  For comparison one must look to an electronic age and. . . movie stars.”[32]

Heroic Leadership

Both Edwards and Whitefield appear to fit the criteria of heroic celebrities. Without the celebrity account provided by Edwards’s Faithful Narrative, it is entirely possible that America would not have been primed for Whitefield’s publicity and preaching. From a human perspective, it is not unreasonable to claim that Edwards and Whitefield’s efforts helped initiate America’s first celebrity culture, and that celebrity culture in turn helped birth the First Great Awakening.[33] Mark A. Noll, arguably the most influential historian in our contemporary understanding of the First Great Awakening, notes that although revival can be viewed as the result of a movement of the Holy Spirit, it can also be interpreted as an effect of human agency and leadership:

“By taking note of the agents who, whether perceived as servants of God or merely adept shapers of culture, historical explanation adds the sphere of human responsibility to realms of theological principle.”[34]

The leaders of the First Great Awakening were young men of great natural gifts who preached, wrote, promoted, and built institutions with unusual force. Their actions mattered, regardless of their motivations or by what power they were energized. This in no way minimizes the Holy Spirit’s role in the First Great Awakening. Something truly remarkable occurred in this movement that no amount of human effort has ever been able to recreate (although not for lack of trying). However, it does emphasize that the Holy Spirit worked though human leaders who made wise use of the means at their proposal, including their celebrity.

Edwards himself came to embrace the importance of human leadership in the Awakening. One of his central contributions to religious self-understanding was his refusal to accept an either/or dichotomy between divine and human impulses. His first work in the midst of the Great Awakening, Some thoughts concerning the present revival of religion (1741), was an urgent appeal for human leaders to promote the work of God by wise and strenuous efforts.[35]

His first major publication in the aftermath of the Great Awakening, A treatise regarding religious affections (1746), was in many ways his “second thoughts about the first great awakening.”[36] Edwards claimed that Satan won a great victory in the Awakening because human leaders failed to embrace their God-appointed role in directing such a powerful “pouring out of the Spirit of God.”[37]

Edwards and Whitefield were not leaders who shirked their human responsibility. Their model points toward a possible future for leaders seeking to become “adept shapers of culture” in the twenty-first century. However, before we can directly apply the principles they employed in the eighteenth century to our contemporary setting, we must first account for a factor with which Edwards and Whitefield never had to contend: contemporary pseudo celebrity culture.

The Rise of Pseudo Celebrity

Paris Hilton provides ample proof that celebrity sells

The problem with the celebrity cycle is that it is essentially value neutral. The process that makes someone a heroic celebrity is essentially the same as the process that makes someone a pseudo celebrity. As the Hollywood school of thought contends, something went seriously awry with celebrity in the early twentieth century. It is as if somewhere we decided that if you can’t be a true hero without also achieving fame, why bother with virtue at all? Contemporary media makes it all too easy to skip heroism and jump straight to the stardom of a pseudo celebrity who is “well-known only for being well-known.”[38]

In pseudo celebrity, the inciting incident moves from important to trivial (and/or contrived); intentionality moves from important to critical; and identification moves from character to personality. The pseudo celebrity “develops their capacity for fame, not by achieving great things, but by differentiating their own personality from those of their competitors in the public arena.”[39]

Dry Erase Girl

A good example of this phenomena is found in the “dry erase girl” resignation hoax. This meme serves as a great example of how the four-stage cycle can be applied to the creation of pseudo celebrities.

(1) On the morning of August 10, The Chive, a relatively unknown Web site, creates an incident by posting a series of pictures under the banner: “Girl quits her job on dry erase board, emails entire office.” The hilarious photos, received from “a person who works with [. . .] Jenny,” chronicle a young worker’s struggle with her boss’s sexual harassment, her subsequent resignation, and the outing of her boss’s odd Internet viewing habits.

(2) By the afternoon of August 10, the public’s identification with Jenny’s plight makes the story is an instant Internet sensation. The photos “soared to the top of Google and Twitter trends, and a group of Facebook pages popped up to honor” the brave underling.[40] Who wouldn’t root for this perky persecuted worker and her “heroic” actions? People were dying to connect with Jenny and know more of her life and future.

One day wonder ‘Dry Erase Jenny’ (aka, Elyse Porterfield)

(3) The role of intentionality becomes obvious on August 11, when the Web site TechCrunch reveals that it was all a publicity stunt. “Jenny-the-Dry-Erase-Girl” is really Elyse Porterfield, a struggling young actress hired by The Chive to perpetrate the hoax.[41]

(4) By the evening of August 11, Porterfield and The Chive editor have garnished sufficient influence to be interviewed by CBS News Entertainment to discuss their successful creation of the hoax. Thirty-six hours after the first posting, The Chive and Porterfield are hot properties. Could an acting role be far behind? (And of course, I’m pulling for Porterfield. She is so darn likable.)[42]

In less than two twenty-four-hour news cycles a hoax is: (1) perpetrated, (2) debunked, and (3) milked for enough publicity to become national news and achieve celebrity status. Porterfield is the paramount pseudo celebrity created via what Boorstin calls a “pseudo-event fabricated by the media and evaluated in terms of the scale and effectiveness of their media visibility.”[43]

Pseudo Celebrity and Cultural Currency

Notice, however, how the final stage of influence is still very much intact. In fact, the defining characteristic of the contemporary pseudo celebrity culture is the shallow but powerful nature of the identification it engenders. Pseudo celebrity endorsements are both effective and pervasive, because these superstars are integral parts of our lives and intimately tied to our greatest hopes and fears.

In a culture devoid of meaning and relationship, the pseudo celebrity system offers powerful images to direct our lives. Media outlets create an “illusion of accessibility and relationship.”[44] In a society hungering for close personal relationships, the pseudo celebrity system delivers pseudo-relationships with people we feel connected to but have never met.[45] When Lady Gaga sings, “I’m your biggest fan, I’ll follow you until you love me,” she is eerily describing the zeitgeist of paparazzi culture. Through pseudo celebrity culture, we perpetrate a new American mythology: not the maxim that strong character, hard work, and perseverance will eventually lead to success and happiness, but rather be in the right place at the right time, with the right YouTube video and you too can be famous. The underlying story behind pseudo celebrity becomes: it could happen to me.

Not everyone can be a hero, but anyone can be famous. Accomplishments might put someone in a position to be noticed by the media, but only the intentional courting of the public eye can produce an ongoing celebrity. This is the underlying secret of our pseudo celebrity culture: it’s all about the Benjamins. Celebrities are needed to drive the economy, sell the products, and fill the airtime so as to generate advertising dollars to sell even more products. Pseudo celebrities are the ultimate wedding of consumer culture and democratic aspirations.[46] In a society cynical about truth, and without a clear sense of common good informing our ethical decisions, the pseudo celebrity system guarantees that even if I don’t know how to live a meaningful life, at least I’ll know how to dress.

On Being a Twenty-first Century Heroic Celebrity (and Not a Pseudo Celebrity)

Moses was “more humble than anyone else on the face of the earth” yet he wrote books that celebrated his own heroism

Does this trivialization of celebrity mean that twenty-first-century culture-makers should eschew all celebrity and start dangling our own paparazzi over the pit of hell? Perhaps. But if the realm of celebrity is stripped of every true hero, all that remains will be pseudo celebrities. And a world without public heroism is a profoundly unbiblical idea. Without contemporary additions to the Hebrews 11 hall of fame, how can we expect a new generation to “Remember your leaders [. . . .] Consider the outcome of their way of life and imitate their faith”? (Heb. 13:7). If we don’t have heroic celebrities who are broadly famous in our culture, then haven’t we lost our culture already? To put a twist on Edmund Burke’s oft-quoted aphorism: “All that is necessary for pseudo celebrity to triumph is for heroic celebrities to do nothing.”[47]

Still, some might argue: yes, we need heroes, but shouldn’t we leave hero-making to God? You would certainly think so if you read evangelical devotional literature. Even thoughtful historians often help perpetrate the myth that the Holy Spirit alone drew the giant crowds that followed the saintly Whitefield, as if he wanted only to be left alone with his Bible. Consider Stephen Mansfield’s hagiographic account:

“What could explain the crowds, always the crowds? It must be simply the grace of God and his decision to use a slight, squint-eyed boy to change lives.”[48]

My point is not that the supernatural impact of Whitefield’s ministry is difficult to account for except by the grace of God (more on this later), only that Whitefield carefully cultivated and judiciously utilized his celebrity for the glory of God. Why should twenty-first-century leaders be any different? Moses was “more humble than anyone else on the face of the earth” yet he wrote books that celebrated his own heroism (Numbers 12:3). Nehemiah certainly wasn’t shy in trumpeting his own accomplishments. And David commissioned the telling of the heroic story of Ruth in order to clear up a public relations problem in his (Gentile) heritage. Yet Moses, David, Ruth, Nehemiah, Whitefield, and Edwards possessed at least three further traits that define their heroic celebrity and which might help mitigate against contemporary pseudo celebrity.

The Compelling Authenticity of a Life Well Lived

Edwards and Whitefield were men of remarkable integrity. Edwards was no pseudo celebrity scholar. He was the real thing. He was devoted to the calling of his craft, often spending thirteen hours a day in his study. Nor was he a public figure who wilted in private. He developed a profound contemplative prayer life, forged a beautiful marriage, and stayed deeply involved in the lives of his eleven children.

Although Whitefield never achieved Edwards’s “depth in his thinking about culture,”[49] he began each day reading his Greek New Testament and returned to finish his master’s degree at Oxford after already achieving much of his fame. He worked tirelessly to improve as an orator (and actor). More importantly, he was a man of profound personal and financial integrity. He raised staggering amounts of money while maintaining a Spartan lifestyle that bordered on asceticism.[50] Both leaders escaped moral scandal despite determined enemies and years in the public eye.[51]

This is not to say that these men were perfect; they both freely admitted their mistakes and misjudgments in their own writings. Whitefield wrote, “Alas! Alas! In how many things have I judged acted wrong. I have been too rash and hasty in [judging the] character, both of places and persons. . . I have used a style too apostolical . . . been too bitter in my zeal . . . and published to soon and too explicitly. . . By these things I have hurt the blessed cause I would defend.”[52]  But rather than repelling followers, such authenticity drew men and women to his celebrity. In short, they were actually men who could be admired; they were heroic celebrities who might be emulated.

Twenty-first-century culture-makers must strive for the same excellence in craft and character. Pseudo celebrity culture has bred cynicism regarding all celebrities. Americans crave authenticity but expect duplicity. We are looking for our heroes to fall, and the celebrity media industry is only too happy to pounce when they do. Those who would aspire to heroic celebrity must be absolutely certain that they are up to the task. Although pseudo celebrities sometimes become heroes over the course of time, heroic celebrities can become pseudo celebrities overnight. Ted Haggard became a national celebrity, not through his accomplishment of building one of the most influential churches in America, nor by his position as President of the National Council of Evangelicals; he became a household name by reason of his infidelity.

The bar is high, but authenticity is achievable even in an age of pseudo celebrity

This calls for a ruthless commitment to the compelling authenticity of a life well lived. Scholars, ministers, businesspeople, musicians, politicians, filmmakers, artists, actors, and publishers had best count the cost before they dare enter the world of heroic celebrity. They need a radical commitment to master both their craft at a world-class level and the spiritual disciplines, marriage, family, and relational habits required to shape their character toward the fruit of the Spirit.

Great artists, scholars, businesspeople, and ministers are not formed in a day. Great marriages, families, and friendships are forged with great intentionality. Heroic character cannot be instantly formed by sheer force of will, but the ongoing practice of key spiritual disciplines put us in a position to receive the transforming grace of God and be “incrementally changed toward inward Christlikeness.”[53]

This also calls for a countercultural commitment on the part of thoughtful media leaders and public relations specialists to work against the forces of pseudo celebrity. In addition to Edwards and Whitefield, leaders of the First Great Awakening included not only one of the pioneers of publicity and public relations (William Seward), but also three of the key forerunners in modern mass communication: John Lewis, Thomas Prince, and William McCulloch.[54] They were determined to use the power of the media to promote spiritual awakening through Edwards and Whitefield’s celebrity. Twenty-first-century media leaders must seek for the true heroes in our society and make certain their stories are told. They must also do everything within their power to insure that those they promote as celebrities are in fact heroes.

The Courageous Ambition of Genuine Humility

Genuine humility sometimes appears arrogant (David and Goliath by Jason Engle)

Edwards and Whitefield were also men of tremendous ambition to glorify God in the world. Early in his life, Edwards determined, “I will do whatsoever I think to be most to God’s glory [. . . ]” However, Edwards’s humility didn’t prevent him from developing a ruthless ambition to serve the coming of God’s kingdom throughout the world. He continued: “[. . .] and my own good, profit and pleasure to do whatever I think to be my duty [. . .] for the good and advantage of mankind.”[55]

Edwards saw no conflict in these two aspirations, having also resolved to throw off anything smacking of “gratification of pride, or vanity,”[56] and he lived his life to maximally steward the gifts God had entrusted to him by establishing himself as a renowned intellectual force for good.[57]

Whitefield too was a man possessed of a deep passion for the glory of God with a corresponding repudiation of self-glory. Yet, he also held to a keen sense of the importance of his impact upon the world. Certainly, the hierarchical worldview of Edwards and Whitefield’s day helped them seize those opportunities in ways that our current pseudo celebrity, democratic, level-playing-field worldview does not.[58] They were encouraged to aspire to become “great men” from their youth, and their respective Yale and Oxford educations only reinforced the idea that they were God’s elite. They did not need to be asked to step forward as celebrities. They knew it was a responsibility entrusted to them by God and correspondingly seized the day.

Not so today. The cynicism of pseudo celebrity when combined with tireless assaults upon anyone who dares stick their heads above the democratic crowd has had a devastating impact on moral leadership. True heroes step back from the public limelight while pseudo celebrities push themselves forward. Those who do not possess true character and accomplishment manipulate the media for their own celebrity, whereas those who possess some modicum of humility shrink back. True heroes fear not only their own ego, but also the potential humiliation involved in having a target painted on their back. For instance, it is now a right of passage for nearly all intellectual, cultural, and spiritual leaders to have multiple Web sites devoted to their demise.

Overcoming our contemporary aversion to principled heroism will call for the courageous ambition of genuine humility on the part of twenty-first-century cultural leaders. Like Saul’s army before Goliath, unbelief sometimes looks a lot like humility. Genuine humility, on the other hand, sometimes appears arrogant. While lifelong soldiers cowered in fear, David was willing to push past his brother’s stinging accusation, “I know how conceited you are” in order to seize the heroic challenge (1 Sam. 17:28ff). Twenty-first-century culture-makers who wish to wisely use celebrity for the glory of God will also need to regularly weather the pseudo celebrity culture’s challenge of “Who do you think you are?” in order to stand as heroic celebrities.

Tina Fey as Sarah Palin: A morality tale on the danger of losing control of your public perception

This will also require careful partnerships with thoughtful public relations professionals and new media experts.[59] As media expert Phil Cook, exclaims, “If you don’t control your perception” and “the story that surrounds you [. . .] you’ll live the rest of your life at the mercy of those who will.”[60]

One need only look at James Monaco refers to persons who come to the public eye but fail to control their public image as “Quasars.” They are at the mercy of the media’s construction of their image, and that construction is nearly always bad.the “Tina Fey effect” in the last presidential election for a warning against the dangers of losing control of your own image.[61] Unlike the leaders of the Great Awakening, today’s leaders have allowed our culture’s perception of spirituality to drift at the mercy of the mass media’s construction. Oprah and Richard Dawkins have done more to shape mass media’s conception of faith (or lack thereof) than countless pastors and other spiritual leaders. Only by drawing upon the savvy leadership of the best public relations experts, journalists, filmmakers, television creators, and new-media mavens is there any real chance of reversing this trend.

The Unmistakable Stamp of Divine Exaltation

Joseph Accused by Potiphar’s Wife at the midpoint of his descent into greatness (Rembrandt)

In the end, Edwards and Whitefield’s lives bore the unmistakable stamp of divine exaltation. Their personal lives and vocational success simply defied all human explanation. Although self-exaltation may lead to pseudo celebrity, there is a type of exaltation only God can bestow. As the psalmist declares, “It is God who judges: He brings one down, he exalts another” (Ps. 75:7).

Celebrity did not bring David in from the shepherd field, release Joseph from prison, nor fill Mary’s womb with divine offspring. They were men and women who followed the biblical injunction: “Humble yourselves, therefore, under God’s mighty hand, that he may lift you up in due time” (1 Pet. 5:6).

Each hero waited in relative obscurity—growing in character while mastering the disciplines of their craft—waiting for the moment chosen by the God whose eyes “range throughout the earth seeking to strengthen those whose hearts are fully committed to him” (2 Chron. 16:9).[62]

For some, like Daniel and Esther, this call came at a relatively young age. For many others, like Moses and Anna, the call came much later. In either case, these biblical figures were ready when their moment arrived.

Whether short or long, God used their time in secret preparation to forge in them the strength of character to support the weight of their calling. Edwards and Whitefield were men of similar character. When the divine moment came—in the 1734-1734 revival in Edwards’s church and the 1739 revival under Whitefield’s itinerant preaching—these two principal leaders of the First Great Awakening knew what to do. Once exalted by God to a place of celebrity, they were ready to bear the responsibilities it demanded and steward their celebrity for the glory of God. In doing so, they helped spark one of the most socially transformative movements in American history. W

ill the twenty-first-century be any different? We may never know how many potentially dynamic cultural leaders will be lured by the siren song of pseudo celebrity, impatiently squandering their youth seeking fame instead of steadily building the craft and character required for their divine moment. Still, we must do everything within our power to help foster spiritual depth as well as professional excellence. In an age hungering for the depth of genuine authenticity to counteract the shallowness of pseudo celebrity, waiting for God’s timing could make all the difference.

The Greatest Day in World History?

C.S. Lewis’ Edwardsean commitment to scholarship and popular culture landed him on the cover of Time

Will we see again the equivalent of the crowds that thronged Boston Common for Whitefield’s farewell sermon? Perhaps not. But if we do, that crowd will more likely gather in movie houses worldwide and/or at a massive Web cast than a single venue. A twenty-first-century equivalent of Whitefield is more likely a cutting-edge filmmaker, actor, or television producer than a traditional evangelist.

A twenty-first-century equivalent of Edwards might take the form of a C. S. Lewis, the Oxford scholar who built upon his prestigious position through popular writings and radio broadcasts that gave him a celebrity—the cover of Time magazine for The Screwtape Letters—that made his complex moral and theological arguments beloved reading for a generation of children and adults.  Either manifestation would certainly be a great day for the world as we know it.

In a media-saturated age marked by both an unhealthy appetite for pseudo celebrity and a deep cynicism toward heroism, it would be hard to find a better tonic than the courage and authenticity of Edwards and Whitefield, heroic celebrities unafraid to utilize their fame for the glory of God.

The thought that we can sit on the sidelines and call down judgment upon today’s celebrity culture may be as dangerous as it is naive. We are called to be missionaries in a media-driven culture. Wishing it weren’t so won’t make that fact go away. To impact our image-driven generation for the kingdom of God will require entering the fray prayerfully, thoughtfully, and with great excellence. And if all else fails, we can always dangle a few paparazzi over the fires of hell. Or, better yet, we can follow Whitefield’s example and hire them.  

Article adapted from version in print and online versions of  The Other Journal.  

For Responses to See:

Hollywood Responds to Paparazzi in the Hands of an Angry God Higher Education Responses to Paparazzi in the Hands of an Angry God

Icons of Heroic Celebrity: TV Writer Chris Easterly Guest Posts on Paparazzi in the Hands of an Angry God

 

Notes


[1] The 2004 Red Sox victory parade attracted an estimated 3 million out of 4.4 million in greater Boston (68 percent), whereas Whitefield’s farewell sermon drew 23,000 from of the city population of 17,000 (135 percent). Whitefield’s more modest estimate was 20,000 (118 percent). Mark A. Noll, The Rise of Evangelicalism: The Age of Edwards, Whitefield, and the Wesleys (Downers Grove, IL: InterVarsity Press Academic, 2003), 79.

[2] Harry S. Stout, The Divine Dramatist: George Whitefield and the Rise of Modern Evangelicalism (Grand Rapids, MI: Eerdmans, 1991), x.

[3] Stout, Divine Dramatist, 90; Frank Lambert, Pedlar in Divinity: George Whitefield and the Transatlantic Revivals, 1737-1770 (Princeton, NJ: Princeton University Press, 1994), 128; Arnold Dallimore, George Whitefield: The Life and Times of the Great Evangelist of the Eighteenth-century Revival (Westchester, IL: Cornerstone Books, 1979), 527; and Harry S. Stout, “Whitefield, George,” Dictionary of Christianity in America, ed. Daniel G. Reid (Downers Grove, IL: InterVarsity Press, 1990), 1252.

[4] George M. Marsden, Jonathan Edwards: A Life (New Haven, CT: Yale University Press, 2003), 202.

[5] Jonathan Edwards and C. C. Goen, A faithful narrative of the surprising work of God in the conversion of many Souls in Northampton, and neighbouring towns and villages of the County of Hampshire, in the Province of the Massachusetts-Bay in New England. The Works of Jonathan Edwards, Vol. 4: The Great Awakening (New Haven, CT: Yale University Press, 1972).

[6] Marsden, Jonathan Edwards, 137.

[7] Richard Rhodes, John James Audubon: The Making of an American (New York, NY: Alfred A. Knopf. Blake, 2004); David Haven, Walt Whitman and the Culture of American Celebrity (New Haven, CT: Yale University Press, 2006); Joy S. Kasson, Buffalo Bill’s Wild West: Celebrity, Memory, and Popular History (New York, NY: Hill and Wang, 2000); Richard Schickel, Douglas Fairbanks: The First Celebrity (London, UK: Elm Tree Books, 1976); Leonard J. Leff, Hemingway and His Conspirators: Hollywood, Scribners, and the Making of American Celebrity Culture (Lanham, MD: Rowman & Littlefield, 1997). Other proposed contenders include: Adah Isaacs Menken (c. 1855), see Renée M. Sentilles, Performing Menken: Adah Isaacs Menken and the Birth of American Celebrity (Cambridge, UK: Cambridge University Press, 2003); Gertrude Stein (c. 1900), see Karen Leick, Gertrude Stein and the Making of an American Celebrity (New York, NY: Routledge, 2009); and Charles Lindbergh (c. 1940), see Randy Roberts and David Welky, Charles A. Lindbergh: The Power and Peril of Celebrity, 1927-1941 (Maplecrest, NY: Brandywine Press, 2003).

[8] Richard Schickel, Intimate Strangers: The Culture of Celebrity (Garden City, NY: Doubleday, 1985), 21.

[9] Richard DeCordova, Picture Personalities: The Emergence of the Star System in America (Urbana, IL: University of Illinois Press, 1990).

[10] Malcolm Gladwell, Blink: The Power of Thinking Without Thinking (New York, NY: Little, Brown and Co, 2005), 45.

[11] There are some who believe that Hollywood’s star-making days are over and are now being replaced by the experience-making of stadium theaters, 3-D glasses, concept movies, and CGI. Given the blockbuster opening weekend ($35 million) of the low-tech but star-studded The Expendables (2010), I suspect this argument will grow even more heated.

[12] See Schickel, Intimate Strangers; and Graeme Turner, Understanding Celebrity (Thousand Oaks, CA: SAGE, 2004), 3, 8.

[13] Turner, Understanding Celebrity, 10.

[14] Leo Braudy, The Frenzy of Renown: Fame & its History (New York, NY: Oxford University Press, 1986).

[15] See also 2 Thessalonians 3:7-9. All references are from the New International Version.

[16] Daniel J. Boorstin, The Image, or, What Happened to the American Dream (London, UK: Weidenfeld and Nicolson, 1861), 58; and Daniel J. Boorstin, “From Hero to Celebrity: The Human Pseudo-event,” in David Marshall, The Celebrity Culture Reader (New York, NY: Routledge, 2006), 72-90.

[17] Turner, 65.

[18] These “stages” do not always occur chronologically.

[19] Marsden, Jonathan Edwards, 155, 160.

[20] Edwards, Faithful Narrative, 11-14.

[21] Marsden, Jonathan Edwards, 161; and cited in Jonathan Edwards and C. C. Goen, The Great Awakening, 36.

[22] C. C. Goen, The Great Awakening, 90-92

[23] Marsden, Jonathan Edwards, 171.

[24] Noll, Rise of Evangelicalism, 80.

[25] Robert W. Jenson, America’s Theologian: A Recommendation of Jonathan Edwards (New York, NY: Oxford University Press, 1988), x. See also, Joseph A. Conforti, Jonathan Edwards: Religious Tradition & American Culture (Chapel Hill, NC: University of North Carolina Press, 1995); Douglas A. Sweeney and Allen C. Guelzo, The New England Theology: From Jonathan Edwards to Edwards Amasa Park (Grand Rapids, MI: Baker Academic, 2006).

[26] Michael J. Crawford chronicles that between 1712-1732 the Connecticut River Valley alone experienced as many as fifteen revivals before the first of two “outpourings” in Edwards’s Northampton, Massachusetts, church (1734-1736, 1740-1742). See, Seasons of Grace: Colonial New England’s Revival Tradition in Its British Context (New York, NY: Oxford University Press, 1991), 108. To his credit, Edwards’s own account mentioned “nearly every church in Western Massachusetts and twenty in Connecticut.” See Marsden, Jonathan Edwards, 162.

[27] Harry S. Stout, The New England Soul: Preaching and Religious Culture in Colonial New England (New York, NY: Oxford University Press, 1986), 228.

[28] Stout, Divine Dramatist, 95

[29] Ibid., 87.

[30] Marsden, Jonathan Edwards, 200.

[31] Stout, Divine Dramatist, xiv.

[32] Ibid., xiii. Italics mine.

[33] For more insight into the use of media, publicity, et cetera in the First Great Awakening see Frank Lambert, Inventing the “Great Awakening” (Princeton, NJ: Princeton University Press, 1999); Harry S. Stout, “Religion, Communications, and the Ideological Origins of the American Revolution” The William and Mary Quarterly: A Magazine of Early American History 34 (1977): 519-541; and Michael J. Crawford, Seasons of Grace, 13ff.

[34] Noll, Rise of Evangelicalism, 141.

[35] Jonathan Edwards and C. C. Goen, Some thoughts concerning the present revival of religion in New England and the way in which it ought to be acknowledged and promoted. The works of Jonathan Edwards, Vol. 4: The Great Awakening (New Haven, CT: Yale University Press, 1972).

[36] Gary David Stratton, “Jonathan Edwards’ (1703-1758) Theology of Spiritual Awakening and Spiritual Formation Leadership in Higher Education” (PhD diss., Talbot School of Theology, 2009), 59. See also Gary D. Stratton, “Jonathan Edwards’ Treatise Concerning Religious Affections and Gerald McDermott’s Seeing God,” Christian Education Journal 3 (2006) and Samuel S. Storms, Signs of the Spirit: An Interpretation of Jonathan Edwards’ Religious Affections (Wheaton, IL: Crossway Books, 2007).

[37] Jonathan Edwards, John Edwin Smith, and Perry Miller, A Treatise Concerning Religious Affections, in three parts. The Works of Jonathan Edwards, Vol. 2 (New Haven, CT: Yale University Press, 1959), 5-7.

[38] Boorstin, The Image, 58.

[39] Turner, Understanding Celebrity, 55.

[40] Helen A.S. Popkin, “Suckers! Why you fell for ‘Dry Erase Board Girl.’” msnbc.com, August 12, 2010, accessed August 14, 2010.

[41] Alexia Tsotsis, “Confirmed: HOPA Dry Erase Girl Is a Hoax, Identity Revealed,” TechCrunch, August 11, 2010, accessed August 11, 2010.

[42] Shira Lazar, “Elyse Porterfield, HOPA Dry Erase Girl Exclusive Interview [Video],” CBS News, August 11, 2010, accessed August 11, 2010. [43] Boorstin, The Image, 57.

[44] Richard Dyer and Paul McDonald, Stars (London, UK: BFI, 2007), 17.

[45] Chris Rojek, Celebrity: Critical Concepts in Sociology (London, UK: Routledge, 2010), 16, 52.

[46] Marshall, Celebrity and Power, 10. See also Leo Lowenthal, Communication in Society. Studies on Authoritarianism 3, False Prophets (New Brunswick, NJ: Transaction, 1997).

[47] Burke probably never used the precise phrase, “All that is necessary for evil to triumph is for good men to do nothing,” but rather, “When bad men combine, the good must associate; else they will fall one by one [. . .]” Daniel E. Ritchie, Edmund Burke: Appraisals and Applications (New Brunswick, NJ: Transaction Publishers, 1990), xiii.

[48] Stephen Mansfield, Forgotten Founding Father: The Heroic Legacy of George Whitefield (Nashville, TN: Highland Books/Cumberland House, 2001), 64.

[49] Noll, Rise of Evangelicalism, 108.

[50] Stout, Divine Dramatist, 122-123.

[51] This is not to minimize the doctrinal and methodological controversies that only added to their fame. See Stout, Divine Dramatist, 123.

[52] George Whitefield and Robert Backhouse, The Journals of George Whitefield (London, UK: Hodder & Stoughton, 1993), 144. See also Dallimore, Whitefield, 333-354.

[53] Dallas Willard, Renovation of the Heart: Putting on the Character of Christ (Colorado Springs, CO: NavPress, 2002), 82

[54] Noll, Rise of Evangelicalism, 143-144.

[55] Jonathan Edwards and George S. Claghorn, Letters and Personal Writings (New Haven, CT: Yale University Press, 1998), 755.

[56] Ibid., 753-4

[57] Marsden, Jonathan Edwards, 134

[58] Nathan O. Hatch, The Democratization of American Christianity (New Haven, CT: Yale University Press, 1989).

[59] James Monaco, Celebrity: The Media as Image Makers, And, In Order of Their Celebrity (New York, NY: Dell, 1978).

[60] Phil Cook, Branding Faith, Why Some Churches and Nonprofits Impact Culture and Others Don’t (Ventura, CA: Regal, 2008), 10, 49.

[61] Edward Rothstein, “The Power of Political Pratfalls,” New York Times, October 12, 2008. See also, David Carr and Brian Stelter, “Campaigns in a Web 2.0 World,” New York Times, November 2, 2008.

[62] See also 1 Samuel 13:14; 16:7.

The College Chapel: Puritan Relic or Campus Hot Spot?

How the integration of revival and moral philosophy in the college chapel helped lead to what Mark. A. Noll calls “the great age of Christian higher education.”

Part of ongoing series: The Holy Spirit and the Liberal Arts

If James K. A. Smith is correct in asserting that Jesus establishes particular ‘hot spots of sacramentality’ and endues them with a special sense of God’s presence, then the Christian college chapel must become the campus hot spot once again.

by Gary David Stratton, Ph.D. • Senior Editor

Alumni Memorial Chapel, Johnson University (established 1893)
Alumni Memorial Chapel, Johnson University (established 1893)

Campus worship services convened in a literal college chapel building and/or a figurative chapel program remain one of the most distinctive and symbolic methodologies in the history of American Christian higher education. Rooted in the British Puritan understanding of the college as a vehicle for the ongoing reformation and revival of church and society, chapel services are as old as the nations’ first college (Harvard, 1626) and endure today in most overtly Christian colleges and universities, as well as in many denominationally affiliated schools. Often the symbolic center of controversy over changes in the soul of a given college or university,[i] college chapels serve as significant campus ethos-shaping institutions—especially where chapel architecture and/or compulsory attendance dominate the campus landscape and schedule.[ii] Even as contemporary Christian colleges and universities struggle for an adequate theology of worship in a learning community, chapel programs and their staff serve as hubs for most co-curricular spiritual formation and service-learning opportunities on campus.

The Origins of the College Chapel Program

Puritan Liberal Education and Revivalism The British Puritan penchant for Christian higher learning crossed the Atlantic with the first pilgrims so that George M. Marsden regards the Puritan founding of Harvard College just six years after their first settlement in the New World as “one of the remarkable facts of American history.”[iii] Following the model of Emmanuel College, Cambridge—the hotbed of English Puritanism—and the writings of Jonathan Edwards, early American colleges integrated a classic liberal arts education in the classroom with Puritan revivalistic worship services in a college church,[iv] consistent with how Puritans “combined highly intellectual theology with intense piety.”[v] (See, Revival and Moral Philosophy: A Puritan Vision for Higher Education.)

True to the Protestant doctrine of Sola Scriptura and revivalism’s commitment to preaching as the primary means of conversion and grace, colleges preserved a time and place for students to sit under the biblical preaching of the college president. Compulsory attendance at two Sunday worship services (open to the public) and daily preaching and/or prayer services for the college community was central to the Puritan conception of higher education, and became the standard for Harvard, Yale, and the vast majority of American colleges that followed them. Since these services normally took place in a college chapel building (often the most architecturally dominant and symbolically significant structure on campus), they inevitably became known as chapel services.

The College Church and the Preaching President

When a college had an especially eloquent president—such as Timothy Dwight at Yale (1795–1817), Francis Wayland at Brown (1827-1855), Charles G. Finney (1852–1875) at Oberlin, or John McLean at Princeton (1854-1888)—“the effect on the students could be electric.”[vi] Yet, while most of college presidents were clergyman,[vii] few were remarkable preachers. The success of the chapel program often demanded largely upon periodic religious revivals among the students lest chapel preaching fall upon hard hearts and deaf ears. [viii] This only increased the influence of revivalism on Protestant Christian education, especially in the aftermath of the First Great Awakening, when the founding of numerous revival oriented colleges—such as Dartmouth, Princeton, and Brown—eventually led to the explosion of more than five-hundred revival colleges across the American frontier during the Second Great Awakening (1790-1840).[ix] (See, Do America’s Colleges Need ‘Revival’?)

Apologetics and Common Sense Realism

At the turn of the nineteenth-century, the challenge of European radical skepticism [x] led to a dynamic connection between revival colleges and the philosophical worldview of Scottish Common Sense Realism.[xi] Apologetic sermons on moral philosophy joined revivalism as the focal points of the college chapel program. Marsden notes that, “…these two programs, the revival and moral philosophy, were the chief collegiate supplements to traditions of regulated worship…”[xii] and laid the foundation for nearly a century of academic ascendancy that “may be called with justice the great age of Christian higher education in the history of the country.”[xiii]

Chapel services remained so integrally identified with American higher education that compulsory chapel attendance continued in virtually all colleges—even state universities—late into the nineteenth-century. [xiv] Today, many if not most historically denominational colleges maintain college chapel buildings, worship services, and chapel staff who aid students in spiritual formation as well as service-learning opportunities in the local community and global village. 

The College Chapel Program and the Soul of the American University

Secularization and the Demise of Compulsory Chapel Programs As the most visible symbol of faith on campus the college chapel has often served as a lighting rod in the well-chronicled tension between the educational and spiritual missions of Christian colleges. Since the post antebellum demise of the revival college movement (sometimes called the old-time college) only a handful of American colleges and universities have been able to overcome the forces of secularization and maintain their uniquely Christian soul.

Some scholars emphasize the demise of compulsory college chapel programs as a unique development in the transition from Revival College to Modern University. [xv] They point to the elimination of compulsory chapel at Harvard (1886) and Yale (1926) as key marking points in the forty-year secularization of the American academy.[xvi]

Other researchers emphasize the continuity of anti-spirituality pressures facing Christian colleges since Harvard’s faculty rejected the First Great Awakening in 1741.[xvii] They see growing pressure against chapel programs in contemporary Christian colleges as part of an ongoing pattern in the history of Christian higher education.

Managing the Tensions of Worship in a Learning Community

Both sides of this debate recognize that the dualism of post-Enlightenment conceptions of knowledge create a nearly inevitable force against the life of the Spirit in colleges committed to the life of the mind.[xviii] Today’s colleges chapel programs face increasing faculty pressure to become more denominationally-diverse, historically-rooted, and intellectually-challenging, even as post-modern, consumer-oriented, doctrine-phobic students demand more experientially-based, relationally-connected, and individually-catered worship experiences.[xix] Managing these pressures has led to two primary approaches to chapel in Christian colleges.

Chapel as an Educational Essential

Many colleges view their Chapel education programs as an educational essential of a Christian college—not unlike the general studies courses in a college’s core curriculum. As the Gordon College (MA) website states, “Because Chapel and Convocation programs are viewed as an integral component of a Gordon education, regular attendance is required for graduation, much like other non credit-bearing elements of the Gordon experience…”[xx] Similar to the Puritan college church, chapel services serve the broader educational mission of integrating highly intellectual pursuits with intense personal piety.[xxi] Chapel services are required of most students and held in a large often symbolically enriched worship space and at a protected time in the college schedule.[xxii]

Ideally, such chapel programs serve as a corporate spiritual discipline that both symbolically and educationally tie together the entire Christian college experience so that chapel is “foundational for university-wide commitment to integrate faith, learning, and living across campus.” [xxiii] However, just as in historic revival colleges, weak preaching and programming can quickly lead to student dissatisfaction, complaints, and misbehavior from the captive audience.[xxiv]

Chapel as a Student Service

Others colleges employ a model that views chapel services as one student service among many—not unlike other voluntary co-curricular activities. These chapel services are often (although not always) invested with the time, space, personnel, and financial support required to remain ethos-shaping forces on campus, but not because attendance is enforced.[xxv] As the Bethel University (MN) website declares, “Chapel is the heart and soul of spiritual life on the Bethel campus. Chapel attendance is not required, but we believe it’s a vital part of building community and learning about our shared faith.”[xxvi] Students may choose to voluntarily attend worship services to help them worship God in everything they do, but these colleges believe that such heart practices are best-pursued voluntarily.[xxvii]

Ideally, such an approach enhances the worship experience for all who take part and reduces the need to police student attendance and behavior. Practically, the threat of a conspicuously empty chapel often leads to tailoring worship to the tastes of the majority of undergraduate students and subsequently to great faculty and minority student dissatisfaction. The student services model is nearly always the first step towards to end of a vital college chapel program.[xxviii] they often start strong in the first decade after attendance is no longer taken, only to gradually dwindle to a small percentage of the campus.  Julie Reuben notes that once ‘critical mass’ is lost, college administrations often discover there is no going back from the ‘disaster’ of a voluntary chapel.[xxix]

The Heritage of the College Chapel

Two Theological Poles of Worship While modern Christian colleges have yet to develop a widespread theology capable of managing these tensions at the level of the Puritan model, [xxx] both sides in the debate agree that chapel programs should be a time when at very least a sizable majority of the college community gathers together to celebrate their common faith in meaningful expressions of corporate worship, learn the central tenants of the Christian faith, and consider together how to live out their faith throughout their campus community, scholarship, personal lives, and future calling.

Protestant theologies of worship have consistently emphasized that all of life and not just sacred times and places are potentially acts of worship. Commitment to the life of the mind required to forge a genuinely Christian worldview can make “the classroom as a chapel, scholarship as devotion,” so that, “Christianity at the base of the curriculum and suffusing all studies (is) the essence of Christian education.” [xxxi] However the affirmation that all of life can be worship need not discount our need for worship services that train our hearts and minds to worship and provides a means of grace by which the Spirit forms our soul in unique and intense ways. As James K. A. Smith asserts, “Jesus seems to establish particular hot spots of sacramentality and . . . endues them with a special sense of presence,”[xxxii] and there is little doubt that a Christian college chapel service should certainly be one of these hot spots.

Back to the Future

These two poles of worship guided the Puritans in their integration of a liberal education in the classroom and revival in the college chapel precisely because the renewing power of the presence of the Holy Spirit in the chapel is the best defense against hard hearts and deaf ears and in the classroom. Perhaps it is not surprising that both voluntary student-service chapel programs and compulsory educational-essential programs work best in seasons of religious awakening,[xxxiii] nor that both types of chapel programs benefited from the last season of spiritual awakening on American college campuses (1995).[xxxiv] As the contemporary Christian college movement continues to develop deeper theologies of worship in learning communities there is reason to hope that such intentionality could lead them back to the future of a second “great age of Christian higher education.”[xxxv]

Adapted from, Gary David Stratton. 2015. “The College Chapel,” in George Thomas Kurian and Mark A. Lamport, eds. Encyclopedia of Christian Education, Lanham, MD: Rowman and Littleton Academic Press of America.

 

See Also:

With Prayer in the School of Christ

 

Notes [i] Widespread use word soul to describe the essence of uniquely Christian higher education was initiated by George M. Marsden in 1992 in his essay, “The Soul of the American University: A Historical Overview,” in The Secularization of the Academy, ed. George M. Marsden and Bradley Longfield (New York: Oxford University Press, 1992). It was followed by Marsden, The Soul of the American University (New York: Oxford University Press, 1994), Robert Benne, Quality with Soul: How Six Premier Colleges and Universities Keep Faith with Their Religious Traditions. (Grand Rapids: Eerdmans, 2001), Stephen T. Beers, The Soul of a Christian University: a Field Guide for Educators. (Abilene, Tex: Abilene Christian University Press, 2008), and others. [ii] Benne, Quality with Soul, 11-12, 193-14, 213-14. [iii] Marsden, The Soul of the American University, 33. [iv] William C. Ringenberg, The Christian College: A History of Protestant Higher Education in America (Grand Rapids: Baker, 2006), 38. [v] George M. Marsden, Fundamentalism and American Culture (New York: Oxford University Press, 2006), 44. [vi] Ibid. 64. [vii] In 1840 eighty-percent of all college presidents at overtly Christian colleges were clergyman, as well as nearly sixty-percent of state college presidents. Marsden, Soul of the American University, 81. [viii] Mark A. Noll, Rise of Evangelicalism: the Age of Edwards, Whitefield, and the Wesleys (Downers Grove, Ill: InterVarsity Press, 2003), 53-60. Italics mine. [ix] George M. Marsden, Jonathan Edwards: A Life (New Haven: Yale University Press), 499. George M. Marsden and Bruce Longfield The Secularization of the Academy (New York: Oxford University Press, 1992), 8-9. [x] Particularly David Hume and Voltaire. [xi] First proposed by Thomas Reid and developed by Princeton president Thomas Witherspoon, where Timothy Dwight studied. Mark A. Noll, America’s God: From Jonathan Edwards to Abraham Lincoln (New York: Oxford University Press, 2002), 93-113. Also, Noll, “The revolution, the Enlightenment, and Christian higher education in the early republic,” in Making Higher Education Christian, eds. Joel Carpenter and Kenneth Shipps (Grand Rapids: Christian University Press, 1987), 58-64. [xii]  Marsden, Soul of the American University, 58. [xiii] Noll, “The revolution, the Enlightenment, and Christian higher education,” 64. [xiv] Ringenberg, The Christian College, 2003, 80-82. [xv] Such as Ringenberg’s The Christian College; Marsden’s The Soul of the American University; and Julie A. Reuben’s The Making of the Modern University: Intellectual Transformation and the Marginalization of Morality (Chicago: University of Chicago Press, 1996). [xvi] Reuben, Modern University, 119-122; Marsden, Soul of the University, 21. [xvii] Such as, James T. Burtchaell, The Dying of the Light: the Disengagement of Colleges and Universities from their Christian Churches. Grand Rapids, MI: W.B. Eerdmans, 1998), Michael L. Budde and John Wesley Wright, Conflicting Allegiances: the Church-based University in a Liberal Democratic society (Grand Rapids, MI: Brazos Press, 2004), and Benne, Quality with Soul. [xviii] Marsden, Fundamentalism and American Culture, 7-10. [xix] A youth group worldview described as “Moral Therapeutic Deism” by, Christian Smith and Melinda Lundquist Denton, Soul Searching: the Religious and Spiritual lives of American Teenagers (Oxford: Oxford University Press, 2005). Also, Kendra Kreasy Dean, Almost Christian: What the Faith of Our Teenagers is Telling Us about the American Church (Princeton: Princeton University Press, 2010.) [xx] “Chapel Attendance Policy,” Gordon College Website, 2013-04-15. http://www.gordon.edu/page.cfm?iPageID=474 [xxi] Marsden, Fundamentalism, 44. [xxii] Benne highlights non-denominational Wheaton College and Baptist affiliated Baylor University as examples where this model currently appears to be working. Quality with Soul, 150. [xxiii] David S. Dockery, Renewing Minds: Serving Church and Society Through Christian Higher Education (Nashville, TN: Broadman, 2007), 108. Dockery is president of Union University, an educational-essential chapel school. [xxiv]Burtchaell, The Dying of the Light, 232, 320. [xxv] Benne, Quality with Soul, 49. [xxvi] “Worship/Chapel at Bethel,” Bethel University Website, http://cas.bethel.edu/campus-ministries/worship/chapel, 2013-04-15. [xxvii] Benne highlights Calvin College (Christian Reformed), Valparaiso University (Lutheran), and the University of Notre Dame (Catholic) as examples where this model appears to be attracting a critical mass of students, at least to Sunday services. Quality with Soul, 145-149, 160-165. [xxviii] Benne calls this the third college chapel model: institutions whose voluntary chapel programs are marked by very low attendance and without a designated chapel hour in the college schedule, Quality with Soul, 49. [xxix] Modern University, 123-124. [xxx] See David S. Dockery’s discussion of the lack of thorough theology in Renewing Minds, 124-137. Encouraging starts towards such a theology are found in, Duane Liftin, Conceiving the Christian College (Grand Rapids, MI: W.B. Eerdmans, 2004), Cary Balzer and Rod Reed. Building a Culture of Faith: University-wide Partnerships for Spiritual Formation (Abilene, TX: Abilene Christian University Press, 2012), and James K. A. Smith, Desiring the Kingdom: Worship, Worldview, and Cultural Formation (Grand Rapids, MI: Baker Academic, 2009)and Imagining the Kingdom: How Worship Works (Grand Rapids, MI: Baker Academic, 2013). [xxxi] James Bratt, as quoted in ed. Paul John Dovre, The Future of Religious Colleges: the Proceedings of the Harvard Conference on the Future of Religious Colleges, October 6-7, 2000 (Grand Rapids, MI: W.B. Eerdmans Pub, 2002), 203. This “all of life can become worship” perspective is also prominent at many schools with required chapel. [xxxii] Desiring the Kingdom, 149. [xxxiii] Ringenberg notes this revival effect compulsory chapel programs, Christian College, 62ff, and Reuben in voluntary chapel schools, Modern University, 119. [xxxiv] In the 1995 campus awakening voluntary attendance at Hope College chapel jumped from a handful of students to nearly 90% of the student body, and student satisfaction with Gordon College’s compulsory chapel program jumped from less than 50% to over 90% in a single year. James C. Kennedy and Caroline Joyce Simon, Can hope endure?: a Historical Case Study in Christian Higher Education. Grand Rapids: Eerdmans, 2005), 188-195. Lyle W. Dorsett Timothy K. Beougher, Accounts of a Campus Revival: 1995 (Wheaton, IL: Harold Shaw, 1995), 139-170. [xxxv] Noll, “The revolution, the Enlightenment, and Christian higher education,” 64. R. Judson Carlberg, “The Evangelical Vision: From Fundamentalist Isolation to Respected Voice,” in The Future of Religious Colleges, ed.Paul John Dovre, 231.

References

Balzer, Cary and Rod Reed. Building a Culture of Faith: University-wide Partnerships for Spiritual Formation. Abilene, TX: Abilene Christian University Press, 2012.

Beers, Stephen T. The Soul of a Christian University: a Field Guide for Educators. Abilene, Tex: Abilene Christian University Press, 2008.

Bennie, Robert. Quality with Soul: How Six Premier Colleges and Universities Keep Faith with Their Religious Traditions. Grand Rapids: Eerdmans, 2001.

Budde, Michael L. and John Wesley Wright, Conflicting Allegiances: the Church-based University in a Liberal Democratic society. Grand Rapids, MI: Brazos Press, 2004).

Burtchaell, James T. The Dying of the Light: the Disengagement of Colleges and Universities from their Christian Churches. Grand Rapids, MI: W.B. Eerdmans, 1998.

Carlberg,  R. Judson. “The Evangelical Vision: From Fundamentalist Isolation to Respected Voice,” in The Future of Religious Colleges, ed. Paul John Dovre. Grand Rapids, MI: W.B. Eerdmans, 2002.

Dean, Kendra Kreasy. Almost Christian: What the Faith of Our Teenagers is Telling Us about the American Church, Princeton: Princeton University Press, 2010.

Dockery,  David S. Renewing Minds: Serving Church and Society Through Christian Higher Education. Nashville, TN: Broadman, 2007.

Dorsett, Lyle W. and Timothy K. Beougher. Accounts of a Campus Revival: 1995. Wheaton, IL: Harold Shaw, 1995.

Dovre, Paul J. The Future of Religious Colleges: the Proceedings of the Harvard Conference on the Future of Religious Colleges, October 6-7, 2000. Grand Rapids, MI: W.B. Eerdmans, 2002.

Kennedy, James C. and Caroline Joyce Simon, Can Hope Endure?: A Historical Case Study in Christian Higher Education. Grand Rapids, MI: Eerdmans. Liftin, Duane. Conceiving the Christian College. Grand Rapids, MI: W.B. Eerdmans, 2004.

Marsden, George M. “The Soul of the American University: A Historical Overview,” in The Secularization of the Academy, ed. George M. Marsden and Bradley Longfield. New York: Oxford University Press, 1992.

__________. The Soul of the American University: From Protestant Establishment to Established Nonbelief. New York: Oxford University Press, 1994.

__________. Jonathan Edwards: A Life. New Haven: Yale University Press, 2003.

__________. Fundamentalism and American Culture. New York: Oxford University Press, 2006.

Noll, Mark A. “The revolution, the Enlightenment, and Christian higher education in the early republic,” in Making Higher Education Christian, eds. Joel Carpenter and Kenneth Shipps. Grand Rapids: Christian University Press, 1987.

__________. America’s God: From Jonathan Edwards to Abraham Lincoln. New York: Oxford University Press, 2002.

__________. The Rise of Evangelicalism: the Age of Edwards, Whitefield, and the Wesleys. Downers Grove, IL: InterVarsity Press, 2003.

Reuben, Julie A. The Making of the Modern University: Intellectual Transformation and the Marginalization of Morality. Chicago: University of Chicago Press, 1996.

Ringenberg, William C. The Christian College: A History of Protestant Higher Education in America. Grand Rapids, MI: Baker, 2006.

Smith, Christian and Melinda Lundquist Denton, Soul Searching: the Religious and Spiritual lives of American Teenagers. Oxford: Oxford University Press, 2005.

Smith, James K. A. Desiring the Kingdom: Worship, Worldview, and Cultural Formation. Grand Rapids, MI: Baker Academic, 2009.

__________.  Imagining the Kingdom: How Worship Works. Grand Rapids, MI: Baker Academic, 2013.

Saint Patrick and the Missional Future of Christian Higher Education

Part 5 in series: The Holy Spirit and the Liberal Arts: The Future of ‘Two Handed’ Higher Education

The patron saint of Ireland is rarely credited with what was perhaps his greatest achievement.

by Gary David Stratton, PhD • Senior Editor

“I am driven by the zeal of God, Christ’s truth has roused me. I speak out too for love of my neighbors who are my only sons; for them I gave up my home country, my parents and even pushing my own life to the brink of death. If I have any worth, it is to live my life for God so as to teach these peoples; even though some of them still look down on me.”

–Saint Patrick

Saint Patrick is credited with numerous extraordinary feats, both legendary and mythical. In fact, the myth and the man are so intertwined, it is often difficult to tell fact from fiction. Can you name which of the following common beliefs about the patron saint of Ireland are true and which are myths?

1) Patrick converted pagan Ireland to Christianity. Mostly true: When Patrick arrived in Ireland in c. 433 there were few if any known churches. When he died c. 461 his followers (and other missionaries) had established as many as 700 churches in more than 30 of Ireland’s 150 tribes.

2) Patrick drove away every snake in Ireland. Myth: There were never many snakes in Ireland. However, God did use Patrick to perform many other miracles in order to demonstrate the power of the Gospel over and against the dark powers of the druids.

3) Patrick and his followers saved the great texts of Greco-Roman civilization from distruction. True: As popularized by Thomas Cahill’s best-selling How the Irish Saved Civilization, most of the texts of classical antiquity were preserved in Celtic missionary communities during continental Europe’s darkest ages.

4) Patrick made the Shamrock a grand symbol of Ireland. True: He used the three-leafed plant to teach the doctrine of the Trinity.

5) Patrick invented green beer. Myth: But Patrick probably would have liked it. Beer and mead were the favorite drinks of the Celts and many monasteries became known for their excellent breweries. (I’m not sure what he would have made of green milkshakes.)

Patrick’s Greatest Achievement: Missionally Focused Liberal Arts

Ironically, while these achievements, both real and imagined, have made Patrick one of the most popular saints of the modern world, he is rarely credited with what was arguably his greatest achievement: the reshaping of monasticism into a missionally-focused liberal arts education movement.

Let me explain.

The liberal arts and the Christian faith were not immediately on the best speaking terms. While the classically trained apostle Paul treated philosophers in Athens as fellow truth-seekers (Acts 17), Greco-Roman philosophy and philosophers were as likely to be viewed as enemies of the gospel as anything else (1 Cor. 1:20; Col. 2:8). Many early Christian apologists used their liberal arts education to refute much of the Greek philosophy of their persecutors, the end result was often an entrenched anti-intellectualism in the church. Jean LeClercq notes that the general pattern for much of the era was that of “studies undertaken, and then, not precisely scorned, but renounced and transcended for the kingdom of God.”[3]

Following Constantine’s reforms (313 CE) churches began to formalize the catechumenal schools (children and teens) they had founded under persecution and established catechetical schools (college age) often attached to Roman rhetorical schools. Perhaps the most notable of which was the catechetical school and religious community was established by Augustine of Hippo (354-430) in the early years of the fifth-century. Trained in the finest higher education of his day—he held one of the most prestigious academic positions in the Latin world as a professor of rhetoric for the imperial court at Milan—Augustine’s philosophy of education formed the foundation not only for post-Rome Christendom, but in Christian Education and Instruction of the Uninstructed for the rise of catechetical schools and monasteries throughout the region.[4] Most importantly, Augustine found at least a “measure of compatibility” between Christian and classical thought in training priests and teachers. He devoted several sections of Christian Education to the liberal arts and even began (but never finished) a complete treatise devoted to the liberal arts.[5]

Saint Patrick’s Missional Educational Revolution

As the church grew in influence among the educated classes the commonalities of Greco-Roman liberal arts education, and Jesus’ more Rabbinic higher education model eventually led to the church subsuming the liberal arts academy into its larger project. Their common goals of truth-seeking and leadership training coupled with their nearly identical discipleship-based pedagogy helped calm the once stormy relationship. However, it was only after the fall of the Rome that Greco-Roman culture and its techniques of instruction were “woven into the texture of Christian Education in the middle ages.”[6] And the leader who helped initiate this revolution is none other than Saint Patrick.

Patrick’s mission to Ireland helped reshape monasticism into missionally-focused liberal arts education movement. Patrick arrived in Ireland not as a solo missionary, but as the head of a liberal arts embracing religious community comprised of masters and disciples.  Their methodology was the highly relational educational approach they had inherited from the monastic movement, now turned to a missional purpose.

Patrick’s relational approach to the life of the mind was crucial to his missional success. After making contact with the heads of various Celtic tribes, he sought permission to establish a community on the outskirts of the village. A grammar school where Celts were taught to read was one of the first projects in each village, instilling a love of learning where Christianity and the liberal arts were each held in high honor. The native Celts were then invited to take part in discussions, classes, artistic, and agricultural projects. Invariably this relational intellectualism slowly won the village to faith and a local Celtic church was established.[7]

Culture-making–contextualization, education, social justice, and the arts–were all key elements of Patrick’s mission. Patrick was very familiar with Celtic customs, and language due to his time spent as a slave in Ireland in his youth. He sought to redeem Celtic art and worship rather than eradicate them. He created what we now know as the “Celtic Cross” by superimposing the sun—once an object of worship—onto the traditional Roman cross, and recalibrated the use of bonfires in pagan worship by using them to celebrate Easter. Not surprisingly, Patrick was one of the first vocal opponents of slavery in church history. The Irish slave trade was virtually abolished in Ireland wherever Patrick established a church. Devastating social practices such as revenge murder and inter-tribal warfare were also greatly reduced.

Like all monasticism, the life of the mind was eclipsed only by devotion to the life of the Spirit. Prayer played a particularly critical role in Celtic learning communities. The strength of Patrick’s prayer life was legendary and his followers became known for their commitment to praying all 150 Psalms everyday. The strong Trinitarian elements of Saint Patrick’s Shield/Breastplate Prayer attest to the rich theological life of the mind that undergirded the prayer life of the movement.[8] Students learned to pray because prayer was “theology on fire” where they could experience the love of God, and learn to see God’s love set loose in the world. (See, With Prayer in the School of Christ.) Like Patrick, the graduates of his liberal arts learning community were fearless in asking the Spirit of God to intervene in the world in supernatural ways. And God answered those prayers with miracles, signs, and wonders far beyond anything the Druids could muster.

This Celtic synthesis Spirit, Mind, and Art in a communal approach to missions was nearly irresistible in its power.He was a true two-handed warrior,” who established a vast and vital community of Christ followers in a genuinely pagan nation in less than a single lifetime. His schools were so effective at training leaders that he was able to ordain over 1,000 Celtic priests. The Celtic spiritual awakening continued after Patrick’s death as Spirit-empowered missional learning communities under Colomba (521-597) and Augustine of Canterbury (597-604) converted most of Scotland and the English peoples. (Augustine was even warned by the Pope not to get too big a head due to all the miracles God had performed through him.)

In the process of winning the British Isles to faith, Patrick and his spiritual descendants succeeded in saving the liberal arts tradition as well. LeClercq chronicles howduring the long period when invasions were devastating Europe, Latin culture was preserved primarily in England.”  While invaders plundered and destroyed many classical texts, Celtic Christians gathered and preserved as many extant manuscripts from antiquity as they could.  And it was from England that missionaries carried Latin culture, books and learning back to a large part of the Continent.[9] God used Patrick to save the Irish and the Irish saved Western civilization.

Is it possible that Patrick’s missional approach to Christian liberal arts education might help save the future of American civilization as well?

How Patrick’s Missional Liberal Arts Education Might Save Civilization …Again!

Anyone following the work of the National Study of Youth and Religion (NSYR) knows that we need saving.While over three quarters of America’s youth identify their religious faith as “Christian,” virtually none of them actually follow Christ in any meaningful way. Last night I fell asleep reading Kenda Creasy Dean’s analysis of the NSYR data entitled Almost Christian: What the faith of our Teenagers is Telling the American Church[10]. I woke this morning with a single thought going through my head, “We’re in trouble.”

Indeed, if Dean is only half right, then the Christian faith in American is in serious trouble. Building upon the previous NSYR publications of Christian Smith, Melissa Lundquist DentonPatricia Snell and others, Dean warns that:

“American young people are unwittingly being formed into an imposter faith that poses as Christianity, but that in fact lacks the holy desire and missional clarity necessary for Christian discipleship…”[11]

What was so interesting to me in light of Patrick’s life is Dean’s assessment that it is precisely this lack of “missional clarity” that is so devastating the next generation of American believers. The Moralistic Therapeutic Deism[12] that defines the faith of America’s youth is “the unholy residue of a church that has lost its missional imagination.”[13] One of her proposed solutions for rescuing genuine Christianity from its imposter faith is to recapture that imagination.

Patrick and the Christian liberal arts community he founded were defined by their missional imagination.To Patrick, both the church and school existed to “live my life for God so as to teach these peoples.” He was driven by the zeal of Christ and the love of neighbor to direct his life—his relationships, his study, his teaching, and his prayers—in such a way as to make a difference in the world. Are we?

I would argue that for the Christian liberal arts College of the 21st Century to be of any use to God and to the world we must recapture our missional imagination as well. I do not mean by this “mission trips” (although such trips have their place), I mean “thinking missionally” about our mission as Christian colleges. Building upon the missiological thinking of Leslie Newbigin, Andrew F. Walls, Lamin Sanneh and contemporary “missional church” advocates such as Alan Hirsch, Dean asserts: “The point of God’s incarnation was mission, the sending of God-as-love into creation… created the template for church’s missional way of life.”[14] Genuinely Christian communities exist not for themselves, but for the world. Embracing God’s mission to the world is the “litmus test” for determining whether a Christian is really a Christian and a community is really Christian. [15]

If colleges are genuine Christian learning communities then aren’t we subject to this missional litmus test as well? Patrick certainly thought so.

Thinking MissionallyAbout Higher Education 

How might we do this? At the danger of losing the principle in the midst of flawed practices, let me suggest four ways that missional thinking might help transform our colleges into better world-changing institutions and more deeply transform our students in the process.

1) Think now! Nearly all Christian colleges express their “mission statement” in future-oriented language concerning what our graduates will eventually do someday. How odd this language would have sounded to Patrick.

Patrick’s relational intellectualism and liberal arts based apprenticeship-oriented pedagogy moved the “mission” of his educational community from the future to the present. Making a difference in the world was something faculty and students did together as part and parcel of their shared educational experience. Without detracting from the preparatory nature of higher education nor giving way to knee-jerk activism that too often serves largely out of a sense of guilt or self-congratulation, one way to reenergize our schools and our over-entertained and profoundly bored students would be for faculty to invite students into missional communities seeking to use their expertise to make a difference in the world now.

I like the way Gabe Lyons describes the hunger for the next generation of Christians to live out their calling beyond the walls of the church:

Brokenness exists within each channel of culture… We are called to find things that are broken and affect them in some positive way… Put simply, the next Christians recognize their responsibility not only to build up the church but also to build up society to the glory of God. From genetic scientists to artists, businesspeople to educators, these Christians are letting their gifts flood the world from the place they feel called to work. They have a keen eye to sense what is missing, broken, or corrupted and are courageous enough to respond.[16]

In other words, they need psychologists to help psychology students, philosophers to help philosophy students, economists to help economy students use their calling to missionally better the world now.

2) Think relationally! One of Kendra Dean’s primary findings is the profound lack of adults willing to dig in and do the messy work of helping students “translate” their faith from professed story to experienced story. Adults who will engage students in “catechetical conversations” that evoke what Walter Brueggeman calls a language of ‘transformative imagination.’[17] Students rarely get to transformation alone. “(T)heir faith is the legacy of communities that have invested time, energy, and love in them.”[18] If not us, who? If not now, when?

3) Think strategically! Business as usual will not cut it. If faculty, staff and executives are to lead students in the process of missional education then something has to change. For instance, schools might consider augmenting their stand-alone missions trips and/or service projects[19] by creating positions that serve faculty in the development of service-learning components in their courses and/or designing missional opportunities based upon faculty passions and talents. Faculty senates could redefine faculty tenure and promotion policies in such a way that peer-reviewed scholarly writing is coupled with student-shared scholarly engagement in culture. College executives could release strategic resources (i.e. funding) for visionary programming, conversations, and staffing.

4) Think big! Dean concludes her book with a note of hope. Students want to be part of something bigger than they are, something that really makes a difference in the world.  The real problem “may simply be that Christianity—or what passes for Christianity…—does not merit a primary commitment.”[20] A vision for preserving comfortable Christian subculture simply isn’t big enough to capture the imagination of a sensation-craving, but meaning-starved generation.  They want to change the world. A culture of video-games and CGI action movies has trained them to think in only two categories: “Go big or go home.” Will 21st Century Christian higher education rise to the challenge?

Patrick was over 45 years old, well past the life expectancy of his day, when he launched his mission to Ireland. His vision was enormous, maybe even foolhardy. It was also transformative. Patrick redirected the liberal arts learning communities of his day from their purely interior focused purpose to one that was truly missional.  In doing so he actually strengthened their spiritual vitality, and their intellectual firepower rather than diminishing it.

He also changed the world. If we followed Patrick’s example of missional liberal arts, perhaps we could change our world as well.

So, today whether you’re drinking a green beer, throwing back a Shamrock shake, or just wearing something green, thank God for Saint Patrick—one of the coolest Saints in history, and just maybe the future of missional Christian higher education.

.

Next: Do America’s Colleges (and Churches) Need ‘Revival’? The Liberal Arts and the Great Awakening  

See Also:

Shield’s Up! Saint Patrick’s Amazing Prayer of Spiritual Warfare

The Holy Spirit and the Liberal Arts: The Future of ‘Two Handed’ Higher Education

The Greco-Roman Liberal Arts: Education with Friendship and Heart

Rabbinic Higher Education: The Life of the Mind and the Word of God 

With Prayer in the School of Christ: The Liberal Arts and the Knowledge of God


[1] A Letter to the Soldiers at Coroticus, in The Confession of Saint Patrick, John Skinner, Translator (New York: Doubleday, 1998), p. 2-3.

[2] Perhaps only St. Nicholas and St. Valentine rank higher on the hipness chart.

[3] The love of learning and the desire for God: A study of monastic culture, 3rd Edition (New York: Fordham University Press, 2007), p. 12.

[4] J. Van Engen, Christianity and the University: The Medieval and Reformation Legacies. In J. Carpenter (Ed.), Making Higher Education Christian (Grand Rapids, MI: Christian University Press, 1987), p. 20.

[5] Cited in Alan Cobban, The medieval universities: their development and organization (London: Methuen & Co, 1975), p. 10.

[6] Ibid., p. 3.

[7] While somewhat simplistic and overstated, George Hunter’s The Celtic Way of Evangelism is a highly inspirational account of Patrick’s methodology.

[8] Or at least the prayer tradition he established. It difficult to know for certain if Patrick actually wrote the prayer personally or if it grew out of the Celtic prayer community.

[9] The love of learning, p. 38.

[10] Oxford Press, 2010.

[11] Italics mine, p. 6.

[12] Smith and Denton’s summary description of the faith of most American youth in the NYRS research. (See, “An Interview an Interview with Kenda Creasy Dean,” coming 3/23/2011.)

[13] Italics mine, p. 104.

[14] Ibid., p. 91

[15] Ibid, p. 90.  Dean notes that the missional “litmus test” argument was first proposed by Karl Barth in Church Dogmatics IV.3b (Edinborough: T&T Clark, 1962), 875.

[16] The next Christians: The good news about the end of Christian America (New York: Doubleday Religion, 2010), p. 120.

[17] Cited in Dean, p. 126.

[18] Almost Christian, p. 194.

[19] Often largely divorced from students’ academic experience and virtually identical to programs offered by high school youth groups.

[20] Almost Christian, p. 193.

 

Why Lent is a lot like Surfing

Part of Lenten Series: You Are What You Do (and Eat): Spiritual Formation in Everyday Life  (See also, Finding God in Hollywood: Soul-Nourishing Practices in a Soul-Deadening World

The surfer doesn’t create the waves, but her board puts her in a position to catch their energy. In the same way, spiritual disciplines don’t create the transforming power of God, but they do put us in a position to catch it. 

by Gary David Stratton, Ph.D. • Senior Editor

At first glance, fasting makes about as much sense as the head-bonking monks in “Monty Python and the Holy Grail.”

This morning over breakfast, a brilliant young writer confronted my wife and I with a disturbing question. After an intense conversation covering Ash Wednesday, Lent, fasting, and dieting (there is a difference, right?), she wrinkled her brow and exclaimed:

Don’t you think it’s a little odd to give up something for Lent in order to worship a Savior who told us to remember him by eating carbs and drinking alcohol?”

Uh…? Good question.

At first glance fasting makes about as much sense as the head-bonking monks in “Monty Python and the Holy Grail.” Their unspoken motto appears to be: “Painfulness is next to godliness.” (Which, I think is why we find them so funny. Somehow we know that the extreme asceticism of the Middle ages, no matter how sincere, was profoundly flawed.)

But after talking it through for nearly an hour, I finally gave here the best answer I could: Fasting is a lot like surfing.  Let me explain…

A Brief History of Lent

For centuries the impartation of ashes on “Ash Wednesday” has served as a symbolic entrance into the Lenten season of repentance

Fasting for 40 days before Easter was originally established as a time of spiritual preparation for new converts to Christianity before they were baptized together each Easter. However, in 325 AD, The Council of Nicea made Lent an official season of fasting for the entire church to prepare to receive the new members. This was normally practiced as eating only one meal per day for the entire 40 days.[1] (Note: While many modern Catholics give up something for Lent, the Vatican only prescribes Ash Wednesday and Good Friday as official fast days.)

In the ensuing centuries many Christ followers found Lent a helpful practice in their walk with God. Fasting is often connected with repentance in Scripture. Using fasting and repentance to help “Prepare the way” for the Lord” in one’s heart for the celebration of Christ’s death, burial, and resurrection can be a very helpful and instructive practice. Entering this season of repentance through impartation of ashes on one’s forehead on “Ash Wednesday” can create a strong connection to the Biblical practice of repenting in sackcloth and ashes.  Skipping a meal, a favorite food, or favorite activity can help underscore our words of repentance with our bodies.

Lenten Warfare

However, the practice of Lent also has a dark side in church history. As the human tendency toward hyper-control began to infiltrate the church, the practice of Lent became more and more prescribed and restrictive with each passing year. By the Middle Ages the compulsory practice of Lent had become so oppressive Protestant leaders began to reject it altogether.  Martin Luther saw nothing wrong with Lent in theory, but feared that most Lenten fasting had become dead compulsory religious ritual aimed at earning God’s favor that amounted to “fasting to Satan instead of a fasting unto holiness.” Ulrich Zingli and later John Calvin were just as rough. They all but outlawed what they called the “gross delusion” of the “superstitious observance of Lent.”

John Wesley helped advance a balanced perspective on Lent

Soon, Lent-keeping became a shibboleth defining which side of the Reformation you were on. Take ashes and the “Anti-Lent” crowd called you an enemy of the gospel. Refuse them, and the “Pro-Lent” gang condemned you to hell.

John Wesley, founder of the Methodist church, was perhaps the first Protestant to swing the pendulum back toward a sane balance. Wesley broke with the Church of England’s ban on Lent by listing it among his approved fast days of the Church. In fact,  he thought it was “deplorable” that many Methodists neglected such fasting. Wesleyan Methodist churches eventually reinstated Lent as an official church practice. Anglicans, Lutherans, and later Presbyterians also eventually reinstated Lent, which may have caused Luther and Calvin to roll over their graves.

Dallas Willard and the Spiritual Formation Movement

In recent years, Lent has enjoyed something of a revival among younger Christians, especially by those influenced by the contemporary spiritual formation movement. Dallas Willard, Richard Foster, James Houston, and a growing chorus of “Willard for Dummies”[2] advocates help contemporary Christians recapture the positive elements of all “spiritual discipline,” and Lent in particular.

We indirectly participate in our own transformation through the spiritual disciplines.

Willard warns that Protestantism’s emphasis upon grace all too often draws believers into the heresy of passivism. Grace rightly emphasizes our inability to “earn” our own salvation. However, passivism mistakenly emphasizes our inability to take part in our own transformation at all (The Renovation of the Heart, p. 82). Fasting in general, and Lenten fasting in particular can help counteract this passive “I’ll wait around for God to change me” approach to faith.

While we are “saved” through faith by grace alone, we are transformed by the “interactive presence” of the Holy Spirit in our lives (p. 23). God could transform us instantly and unilaterally, but he has chosen to transform us largely by working with us (p. 10). We participate in our own transformation indirectly by shaping of our thoughts and feelings through the rigorous and skillful application of spiritual discipline  (p. 248).  In other words, while we cannot be instantly or immediately transformed by sheer force of will, we can will to practice the disciplines that put us in a place where God’s grace can transform us into the image of Christ.

This is why Lent can be both used and abused. To practice Lent out of sense of compulsion—fearing that God will smite me if I eat chocolate–or in hopes of earning brownie points with God for good behavior, are both anathema to the true spirit of the disciplines.  However, to give up something for Lent in hopes of using your body (your whole being) to express your prayer of repentance can be very powerful.  It can put you in a position to better cooperate with the movements of the Spirit in your own soul.

Catch the Wave

Just as a board helps a surfer catch the power of a wave, Lent can help someone ‘catch’ the grace of God.

This brought me to the realization that spiritual disciplines are a lot like surfboards. The surfer doesn’t create the wave, but her board helps her to catch the energy provided by the ocean. In the same way, a spiritual discipline (such as a Lenten fast) doesn’t create the transforming power of God, but it does help us to catch it.  The spiritual discipline of fasting creates a space of faith that God is only to glad to fill. The spiritual discipline of Lent helps many people to “catch the wave” of God’s ever-available power.

That’s the way it has worked for me. I didn’t grow up in a tradition that emphasized Lent. Yet for some reason, As a young Christ follower, Lent just seemed like a good idea to prepare my heart for Easter by following Christ into a 40-day fast. Since I wanted my fast to be ‘to’ Christ and not just ‘from’ something, I decided to give up television and use the time I freed for prayer and bible reading.

It turned out to be a profound spiritual experience. I discovered that God’s power and presence had been fully available to me, but night-after-night I had not been available to him.  Once I began using the time previously devoted to mindless entertainment to seek him, I began to catch the supernatural resources that had always been at my disposal. [3] The spiritual discipline of Lent became a surfboard God used to propel me forward in my faith.

Alcohol, Carbs, and the Presence of God

So, Arielle, there’s my answer. Enjoy the blessings of God found in food, drink, carbs, and the arts.  “Whether you eat or drink or whatever you do, do it all for the glory of God” (1Cor 10:31). But sometimes an intense season of spiritual discipline such as Lent is just what we need to re-examine our heart and catch the wave of Christ’s ever-present help.

Surfs Up!

Next:  You Are What You Eat (and Do): Why You Might Not Want to Give Up Chocolate For Lent

 


[1] Okay, actually Lent is actually 46 days. Why? Medieval church leaders decided that fasting on the feast day of Sunday was a hypocrisy and deducted the six Sunday’s of Lent from the season of repentance, making Lent 46 days long. This has always seemed more like a loophole than an actual spiritual discipline to me. I normally just fast the whole 46 days.

[2] John Ortberg’s self-professed job description.

[3] Don’t take this as a slam on TV viewing in general. I still love television and many of my friends and students work in the TV industry. I think moderate viewing of excellent shows can be a very helpful spiritual discipline. In fact, Tivo and Hulu have helped me nearly eliminate the kind of mindless channel surfing that so thwarted my early spiritual development.

Honey, I Broke the Website: Two Handed Warriors back online 10 days after crash

Dear TWH Community,

Here’s the good news, July 23-24 witnessed the largest THW 24 hour site use of all time. Here’s the bad news, the website went down around 7pm (EDT) on the 24th. After a week of frustration and a lot of help, we are finally back online.

Special thanks to Lem Usita and “Andrew” from Bluehost for all their help in this process, and to the Bethel BNA cohort for their patience and support.

We now return to your regularly scheduled blog posts.

With great gratitude,

Gary & Sue, et al

Josh-Emily's Wedding-Gary&Sue01