I like to maintain the habit of reading multiple books simultaneous. An interesting thing that happens occasionally is when two or more books happen to ‘interact’ over an idea as I read these books in conjunction. Something like this happened as I just finished Scot McKnight’s The King Jesus Gospel and am near the front end of Robert A. Paterson’s Salvation Accomplished by the Son.
In The King Jesus Gospel (which, by the way, is a good book, although many conservative evangelicals like myself will quibble over emphases and the way he frames/words things), McKnight makes the point that too often evangelicals have reduced the Gospel to the cross of Christ to the exclusion of “the full Story of Jesus, including his life, his death, his resurrection, his exaltation, the gift of the Holy Spirit, his second coming, and the wrapping up of history so that God would be all in all” (119). However, this was
Not so in the early gospeling [i.e., evangelism], for in those early apostolic sermons [he is referring to those in the book of Acts primarily here], we see the whole life of Jesus. In fact, if they gave an emphasis to one dimension of the life of Jesus, it was the resurrection. The apostolic gospel could not have been signified or painted or sketched with a crucifix. That gospel wanted expression as an empty cross because of the empty tomb (120).
That’s true. McKnight is right.
But, without necessarily pitting McKnight’s argument against Peterson’s (to follow), one might get the impression from McKnight that the apostle’s gospeling in the book of Act’s didn’t provide much comment (if any) on the theological, redemptive significance of Jesus’ death. … And that’s where Robertson’s observations serve as a helpful conversation partner.
James K. A. Smith sets out to present a vision of what a distinctively Christian education should look like. Without discarding the importance of what Christians think (worldview), he argues that authentic Christian learning ought to focus primarily on the formation of Christian desires (‘social imaginary’). In short, Smith argues that Christian education is more about formation than information, more about what one loves than what one knows. Practically speaking, distinctively Christian education should mean much more than merely teaching what is taught at any other university, but just from a Christian worldview. Rather, Christian education should be fundamentally rooted in liturgical worship as that discipline which forms students’ desires. Thus, he describes this educational ideal as ‘ecclesial,’ rooted in formative liturgical worship.
