The Church is the Church of the New Covenant. It is the New Covenant community. And Gregg Allison [1] rightly perceives that apprehension of this reality destroys the popular individualism in much contemporary church culture.
The dilemma: individualism and “contractual ecclesiology.”
He cites Michael Horton who calls this unfortunate phenomena “contractual ecclesiology,” by which Horton means the following:
In evangelical contexts, the church is often regarded chiefly as a resource for fellowship. For the uniquely individualized personal relationship with Jesus, the church is not only dispensable but perhaps also a hindrance to personal growth. … [A] voluntaristic emphasis emerges, with human decision as the contractual basis for … ecclesial [church] existence. [2]
Many view the church as a ‘contractual reality,’ i.e., something that comes into existence when fellow Christians just so happen to commit to one another (what is seen as an otherwise optional activity). In other words, the church is the product of Christians deciding to form a community. Thus the church’s existence is thought to be based on fellow ‘contractual’ agreement.
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.
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.