Another Sort of Learning - A Review

The Preacher who gave us Ecclesiastes famously wrote, “What has been is what will be, and what has been done is what will be done, and there is nothing new under the sun.” (Ecc 1:9)

This is true in many arenas, but those who read old books will find it true of controversies, antagonisms, and the general feel of cultural unrest. C. S. Lewis recommends reading old books “to keep the clean sea breeze of the centuries blowing through our minds.” (Lewis, “On Reading Old Books”) It is by reading old books that we gain a corrective to the characteristic blind spots of our own culture.

I’m not sure if James Schall’s book, Another Sort of Learning, counts as an old book, since it was published in 1988, but it had a revealing effect for me. Schall’s book is worth considering on its own, but it also provides evidence that today’s cultural battles are not really that new. More than thirty years ago, Schall was calling out the same problems that might be the source of concern in The American Conservative, First Things, or National Review today. That doesn’t mean that the concern is not warranted, but rather that we might be better served by recognizing that this election or this court case or this movie may not actually be the straw that broke the camels back. It may be, but that seems less and less likely the older I get. There is nothing new under the sun.

In Another Sort of Learning, Schall writes “about being a student, about reading, about the fact that each of us is called to understand. . . ‘the truth about our lives.’” This is a book that discusses other books that can help shape the mind. It is a book about thinking well, appreciation of the transcendentals, and recommendations of others who are thinking along the same vein.

Contents

The book is divided into three parts. The first is addressed to college students, pointing them toward what their goal as students ought to be. Schall expresses concern that students seek to answers to the big questions of life, rather than simply learning a trade. The whole of this section is framed around that. In his first essay, “Another Sort of Learning,” Schall commends used book stores for being able to find the right sorts of books that are often not in as regular circulation. A lovely way to begin an engaging book.

The second part of the volume recommends “Books You Will Never Be Assigned.” Here offers to “provide reviews of certain books that I think help us gain some insight into the heart of reality.” These are mainly modern books with an ancient soul. They are the sorts of secondary literature that take the Great Conversation seriously and try to engage it meaningfully rather than demonstrate why it is a foolish attempt. For those with a hefty book budget, these are chapters ripe with suggestion.

Part Three seeks to provide an alternative viewpoint to the most common modern perspective. Schall states, “I want to discuss rather substantive things, both intellectual and spiritual. Here I want to say something about the humanities, about devotion, prayer, something more, again, about permanent things.” Here he again is recommending volumes that pull readers deeper into the idea of reality about the universe, rather than directing them to their own reality.

Conclusion

Another Sort of Learning is a deeply conservative book. Not the sort of conservatism that produces strong tweets or rages against the right enemies, but the sort of conservatism that digs deep into the intellectual realities of the world and seeks to find truth, goodness, and beauty. It is a sort of reactionary perspective that is revulsed by the evils of modernity, looking to the solidity of the past for a conversation of substance.

One of the interesting benefits of reading a book like this over thirty years old is that it skips a generation. The authors that I recognize are mainly the ones still being discussed today, so Schall’s reading lists can point us back to older books of substances that may further help clear away the cobwebs of the contemporary cacophony. There is nothing new under the sun, but Schall provides access to the ongoing debates that doesn’t include the gaps and blind spots of the latest cycle of blogs.

Another benefit of Another Sort of Learning is that Schall describes the same sorts of problems being lamented by thoughtful people today. There is, indeed, nothing new under the sun. On one hand, the continuance of this concern about the loss of the transcendentals is discouraging because we have not made much progress. On the other hand, the continuance of concern on this issue shows that we have not altogether lost the fight. This is an encouraging volume that is worth the time to read. The essays are no worse for being more than thirty years old. Maybe they are even better for it.  Overall, the collection is well-written and engaging, perfect for taking a chapter at a time after a long day at work.

Another Sort of Learning

By James V. Schall

Buy on Amazon

Homeschooling - Our Freshman Curriculum

Homeschool continues to grow in popularity. Some of this is due to curriculum concerns. Some due to COVID protocols and the unpredictability of schools that continue to alternate between in person and remote learning. Others, I think, have leaned toward homeschooling because the homebound instruction during the earliest stages of the pandemic showed them that parent-led learning was possible.

There are many reasons to homeschool, but I think the best reasons include it being a form of learning that fits the needs of the student. So, for example, it may be better for a student with special needs to get the attention available from a local public school. Or, for a parent and child whose personalities clash, it may be better to commit to a private religious school. For those of us that have options, it is good to consider which one serves the student the best.

My family committed to homeschooling early on and it is has worked well for us. One of the enjoyable parts of the high school experience has been shaping a curriculum that fits the personality of our eldest and will push her to grow as a person as a student.

Since she is very verbal student, there is a lot of reading in her curriculum. We value the Great Conversation, so I have made an effort to begin her high school with ancient cultures and texts, with the intention of getting her into the modern era when she is a senior.

In case some might find it helpful, I am going to describe her freshman curriculum here.

Math and Science

We purchased Math and Science curricula off the shelf. Math has been a source of parent-child stress over the years with our oldest student, so we used Thinkwell’s homeschool honors Algebra I material for the freshman year. It has tended to make the learning process much less stressful and it is a solid, interactive mathematics course. For science, our homeschool co-op was doing the Marine Biology labs from Apologia’s catalog. The community support for that worked well for us.

Critical Thinking

The learning outcomes for this course are:

1. Learn to think well, fairly, honestly, and clearly about big ideas.

2. Consider how thinking well supports living a moral life.

These outcomes will follow through all four years of this approach. In support of this, our student had to read volumes that were selected to get her thinking about the world, about ideas, and about how thinking takes place. I had her read:

C. S. Lewis, “On Reading Old Books”

Lloyd Alexander, The Gawgon and the Boy

Epstein and Kerberger, Critical Thinking

Bluedorn and Bluedorn, The Thinking Toolbox

Bluedorn and Bluedorn, The Fallacy Detective

Richard Weaver, Ideas Have Consequences

Dorothy L. Sayers, “The Dogma is the Drama”

C. S. Lewis, “Religion and Rocketry”

Lesslie Newbigin, Foolishness to the Greeks

Dorothy L. Sayers, “The Creative Mind”

Most of these resources are either directed thinking and logic explicitly or are from a friendly perspective. As she matures, the intention is to put more challenging perspectives into this mix.

English Literature

Freshman English was intended to hit some of the high point English literature. This was intended to complement another course in the homeschool co-op that ended up cancelled. I will probably revise this for the next two, but this is how the year went. I had her read six novels over the course of the year. Given the extent of the reading for the Great Conversations portion of the curriculum, the brevity of this list did not seem problematic.

The learning outcomes for this course were:

1. Read significant works of English literature for familiarity and to engage with our shared culture.

2. Improve writing reading, thinking, and writing skills by summarizing books as they are read.

3. Appreciate the beauty of the written word in the English language.

4. Critically engage with literary themes in major works of fiction by writing essays that draw together themes and ideas.

The books selected were:

William Golding, Lord of the Flies

John Steinbeck, Of Mice and Men

Mark Twain, Tom Sawyer

Ernest Hemingway, The Old Man and the Sea

Willa Cather, My Antonia

Oscar Wilde, The Importance of Being Ernest

I had her do a little research on the historical context of each novel, a biographical summary of the author, and a brief summary of the work. Additionally, I assigned a 500-1,000 word essay on each novel.

The writing was supposed to be covered by the co-op class. So I hadn’t thought the essays through. This was a bit frustrating because of the quality of the work was not very good. Over the course of the year, I figured out this was because the student did not understand how to arrive at a thesis, and instead continually defaulted to attempting to compare and contrast works. I think my vision for these assignments was ahead of where she was developmentally. If I had this to do again, I would assign a thesis, which is what I did for Sophomore literature. For the Sophomore curriculum, I also made “literature” a parallel track to Great Conversations, to get more of the volumes from the same time period but read them from a more literary angle.

Spiritual Disciplines

One of the major reasons we homeschool is so that we can make spiritual disciplines a part of the curriculum. The learning outcomes for this course are:

1. Grow toward Christlikeness by reading and meditating on important books, both contemporary and historical.

2. Develop the practice of journaling as a discipleship tool.

As a result, the assignments were to do the reading and write a journal each week. The texts for the course were intended to reinforce Christian doctrine and faithful practice of spiritual disciplines. They included:

J. C. Ryle, Holiness.

Augustine, On Christian Teaching (or On Christian Doctrine).

Brother Lawrence, Practicing the Presence of God.

C. S. Lewis, Mere Christianity.

Dorothy L. Sayers, “Strong Meat” in The Whimsical Christian, 17-23.

Gloria Furman, Alive in Him.

Athanasius, On the Incarnation.

History

We have followed a basic 4-year cycle for much of our time homeschooling, though one year we substituted in a year-long study of the Eastern Hemisphere. The plan is to do another 4-year cycle through high school, this time including reading that accompanies the time period.

I chose Susan Wise Bauer’s The History of the World series to use as a backbone. We had already purchased all four of her The Story of the World books and encouraged the kids to read them as supplements, so taking the step to the next level seemed appropriate. Additionally, Bauer seems to deal more fairly with Christianity than some approaches without slipping into pandering as do some of the overtly Christian approaches.

Bauer’s History of the World books have accompanying curriculum, which we purchased. In addition, I created a Google Classroom for this course with a topic per week. In the classroom, I linked a lot of the CrashCourse YouTube videos and other videos that help provide visual stimulation and additional support for the ideas in the curriculum. Each chapter also had an objective quiz in the classroom, so that we could monitor whether the reading was being done well enough without having to hover.

I scheduled about eight exams for the course of the year. Each of the exams was an essay question, with essays selected from a pre-published list of the long form questions in the History of the World student curriculum. It was an introduction to the Blue Book exams that were the torment of many college students.

The learning outcomes for Ancient History were:

1. Gain a sense of the trajectory of history, the development of human culture, and how motivations and ideas shape human responses to events.

2. Meditate on why studying history is a vital discipline for a virtuous life.

3. Think critically about politics, society, science, and culture to better engage a diverse world.

These learning outcomes will be common for the four years and are the target of the high school history program, not the focus of this year, only.

Old Testament

Again, one of the reasons we homeschool is to include religious instruction in our curriculum. Therefore, one of the subjects this year was a survey of the Old Testament. Once I figured out how the Google Classroom thing worked, I decided to give homemade Old Testament instruction a try.

In the past, I haven’t been as engaged in the teaching aspect of homeschool because I’ve been at work. However, by created a weekly video of me lecturing on a given topic or book of the Old Testament, I could be directly involved in instruction without being present during normal school hours or having to have energy on a given night.

And so, I put together a robust reading list, a set of standard objectives for each book of the Old Testament, a weekly quiz, and a video of me, filmed in my basement office. Additionally, I included one of the Bible Project videos for each book, and sometimes lectures or sermons on a specific verse or book that were helpful and instructive. To kick off the year, I had the student watch David Platt’s Secret Church videos where he goes through all of the Old Testament in about 4 hrs.

There were weekly quizzes, chapter exams, and self-reported Bible reading reports this year.

The Old Testament Learning Outcomes were:

1. Explain the overarching themes and message of every book in the Old Testament.

2. Gain a deeper appreciation for the gift of special revelation, particularly the Old Testament.

3. Defend Christianity against basic cultural criticism based on the nature and content of the Old Testament.

4. Explain the historical contours of the Old Testament History.

The reading list was extensive. There were selections from several other volumes, but the following books were assigned in their entirety (except for only reading the OT portions of Schreiner):

Mark Dever. The Message of the Old Testament. Wheaton: Crossway, 2006.

Andrew E. Hill and John H. Walton. A Survey of the Old Testament. 2nd Edition. Grand Rapids: Zondervan, 2000.

Thomas Schreiner. The King in His Beauty. Grand Rapids: Baker, 2013.

Michael Cosper. Faith Among the Faithless: Learning from Esther How to Live in a World Gone Mad. Nashville: Thomas Nelson, 2018.

C. S. Lewis. Reflections on the Psalms. New York: HarperCollins, 1958.

Francis Schaeffer. Genesis in Time and Space. In The Collected Works, vol 2. Downers Grove: Crossway, 1983.

_____. No Final Conflict. In The Collected Works, vol 2. Downers Grove: Crossway, 1983.

_____. Joshua and the Flow of Biblical History. In The Collected Works, vol 2. Downers Grove: Crossway, 1983.

This amount of reading only works because the student is a high-level reader and because the reading makes up the bulk of the course content.

Great Conversations

The summer before starting high school, I assigned Sophie’s World to provide an introduction to the intellectual history of the West. Along with that, I assigned a list of names for the student to research and write a paragraph about, so the list of new characters would be diminished over the course of this first year.

Inspired by C. S. Lewis’s essay “On Reading Old Books” this curriculum represents an attempt to go back to original sources. I decided it was better to try to hit some of the major works in full rather than trying to do selections of a wider range of sources. The readings were generally sorted in chronological order. I ordered standard English translations, usually from a recent source to try to get the best reading experience possible.

The course learning outcomes were:

1. Engage in the “Great Conversation” by reading books written by men of women of diverse backgrounds and eras to better understand the human condition.

2. Enrich the understanding of the history of ideas by reading primary sources to support the readings in history.

3. Meditate on why studying history is a vital discipline for a virtuous life.

4. Improve writing reading, thinking, and writing skills by summarizing books as they are read.

The assigned readings included:

Myths from Mesopotamia (Gilgamesh and Epic of Creation)

Homer’s Iliad

Homer’s Odyssey

OUP Presocratics volume, intro only

Finn, History: A Student’s Guide

Plato’s Republic

Plato, Defense of Socrates and Other Essays

Aristotle, The Art of Rhetoric

Aristotle, Politics

Virgil, Aenid

Sima Qian, The First Emperor

Aristotle, Nichomachean Ethics

Confucius, The Analects

The Bhagavad Gita

Plato, Gorgias

Cicero, The Republic

Cicero, The Laws

Lucretius, On the Nature of the Universe

Cicero, On Life and Death

Ovid, Metamorphoses

Aeschylus, Agamemnon

Aeschylus, Libation Bearers

Aeschylus, The Eumenides

Euripides, Medea

Sun Tzu, The Art of War

1-2 Maccabees

Josephus, War of the Jews (Selections)

Early Christian Writings

Many of these were referenced in Bauer’s book in History, especially the non-Western texts. It wasn’t possible to line this reading up exactly with History, but there was enough overlap so there was plenty of interplay.

In addition to the reading, the only other assignment was to keep a notebook with a summary of the historical context, a biographical sketch of the author, and a summary of the work. I would check in with the student periodically to see how the reading was going. The written work was not always exemplary, but was good evidence through discussions that the reading was happening and things were beginning to come together. Many of these volumes could be the study of a lifetime, so the goal for this course is exposure and increasing appetite rather than getting everything from them on the first pass.

There is no question that this is a Western-heavy reading list. Since we live in the US and since many of these books have been so influential through history, this seems natural. I did, however, make an effort to include some significant texts from other ancient cultures. Ancient cultures of every sort are so foreign to ours that even the Western canon is a form of multi-culturalism, but these is something to be said for having read The Bhagavad Gita and Confucius’ Analects in addition to a fair amount of Plato and Aristotle.

Some experts in education will probably tell me that this volume of reading is excessive. Looking back, I would have cut a couple of volumes from this list. However, when you recall that this is both homework and class, the volume makes more sense.

Concluding Thoughts

This post is already too long, so I will save discussion about my philosophy of curriculum development for another post. This approach was possible largely because my student is a very motivated reader.

Raising kids and homeschooling is a decades long experiment with no control group. We will see how it goes, but this is part of the approach I’ve been using and I offer it for your information.

The Lynn White Thesis and American Christianity

Lynn Townsend White, Jr’s essay, “The Historical Roots of Our Ecological Crisis” is the essay that launched a thousand ships in the study of religious environmentalism. That essay, originally delivered as a conference talk and popularized because of its publication in Science magazine, has been a touchstone of discussions of the connection between Christianity and environmentalism in in the more than fifty years since it has been published.

The problem with the essay is that it is largely wrong.

White’s basic argument is that Western Christianity devalues creation, promoting a dualistic framework that treats the physical world as merely existing for human benefit. White puts the blame on Christianity for de-paganizing the world because, he argues, Christian missionaries chopped down the sacred groves, taught the barbarians that there was one true God in spirit form, and that the Nyads and Dryads of their mythologies were false gods. The solution, according to White, is to adapt a more pagan conception of reality, viewing the world as sacred and adapting Christianity to a more nature-centric worship.

This thesis should have been debunked simply because it relies on a basic misunderstanding of Christianity. While theologians like Augustine do argue that there are differences between spiritual things and physical things, they do not indicate that on that basis physical things may be abused. There are certainly dualistic Christians who devalue creation and view it as solely existing for humanity’s benefit, however, their perspective in not consistent with Scripture. The solution is not to modify Christianity, but to present a robust theological orthodoxy that points dualistic Christians back to Scripture, back to the creeds, and back to the proper worship of the creator.

In the same year that White’s infamous essay was published, there was another volume that also should have undermined his thesis. Clarence Glacken published his seminal work, Traces on the Rhodian Shore, in 1967. In roughly 700 pages, he shows from ancient literature through roughly the present that the common human condition has been an anthropocentric view of nature. That is, the view that White ascribes to Christianity is prevalent throughout Western culture from the ancient philosophers through the current ones. While Glacken does not absolve Christianity from all guilt related to environmental abuse, he does demonstrate the White’s simply cause and solution are off base. Glacken’s main failure was publishing the anecdote to an essay in a tome. White’s thesis has more power because it is concise and blames the right out-group. Glacken’s work is devastating to that thesis, but is dense, carefully researched, and lengthy. Thus it is often footnoted, but much less likely to have been read and digested.

More recently, a more direct rebuttal of White’s thesis has been published. In 2016, historian Evan Berry’s book, Devoted to Nature, was released into the wild. He argues that, “American environmentalism is related to religion, not out of serendipitous resemblance but by way of historically demonstrable genealogical affinity with Christian theological tradition.” (2) Moreover, “Theologically rooted notions of salvation, redemption, and spiritual progress provided a context for Americans enthusiastic about the outdoors and established the horizons of possibility for the national environmental imagination.” (5)

This, of course, does not take us directly to “orthodox Christianity is great for the environment” because a large piece of Berry’s account is how the bones of American environmentalism align to progressive ideas with a significantly middle-class flavor. Therefore, there is a Christian tinge to much of American environmentalism that is, to paraphrase Rauschenbusch, about as orthodox as the interests of the environmental movement will allow.

Still, Berry’s book is helpful in that it exposes the reality that Christian per se is not the problem with the environmental movement. While the versions of Christianity that have been most active in preserving the environment are not always particularly Christian, there is hope that with some focused attention and proper hermeneutics, we can see a robust pro-environment theology that is consistently orthodox. At least, as an orthodox Christian who believes caring for the environment is important, I hope that is true.

For those struggling with the Lynn White thesis, Evan Berry’s book, Devoted to Nature provides a strong anecdote. It is a helpful entry into the history of environmentalism in the US. It carefully debunks some of the strongest anti-Christian tropes of the environmental movement. It also points readers toward a hopeful engagement with Christianity that may lead to them finding the gospel. This isn’t a book for everyone, but it is a particularly important book for those doing scholarship on religion and the environmental.

Devoted to Nature: The Religious Roots of American Environmentalism

By Berry, Evan

Buy on Amazon

Learning How to Learn - A Review

Learning how to learn has always been a struggle, I think. Ancient philosophers invested significant time and energy into thinking about pedagogy. Though we have advanced in many ways, our struggle to learn has not changed that much, since we are still humans with the same basic traits as the ancients.

The difference in our age is that everyone promises easy ways to learn with half the effort. Usually, those new ways to learn are ineffective in the long run. Meanwhile, the sheer number of distractions and their addictiveness have increased. While there is nothing new under the sun, I think that Nicholas Carr is on to something with his book, The Shallows.

As an instructor, I am seeing a generation rise that tends to struggle with focus and learning in ways that are changing. This is not as much as “kids these days” comment as it is an awareness that the ubiquity of digital entertainment and information overload has made it more difficult for people to make connections between concepts, retain that information, and see the value in knowing anything that can be looked up. Since by federal law the end of the training course I supervise is a closed book exam, there is no escape from the informational demands, just a greater struggle to get to the finish line.

My wife found and enjoyed Barbara Oakley’s 2014 book, A Mind for Numbers, in which she talks about how she went from being a very verbal person to an engineering professor over a number of years. In 2018, along with Terrence Sejnowski and Alistair McConville, she published a volume for kids, Learning How to Learn: How to Succeed in School without Spending All Your Time Studying.

As the subtitle hints, the selling point on this is instrumental. Read this book and you’ll get smarter faster. However, given that a book advertising the benefits of learning for its own sake is less likely to sell, I can’t really fault the publisher for their choice in titles. In the end, the book is helpful whether you are learning how to learn to get ahead or simply for the value of learning on its own.

Summary

The book opens with an introduction to the main authors. More significantly, the book tells students that “follow your passion” is bad advice. It’s a good way to start. Their point is that just because something is hard or unpleasant does not mean that it is not a good thing that you come to enjoy. In Chapter Two, the authors shift to describing types of thinking, noting that we need to practice both focused thinking when we are zeroed in on solving a problem or getting information, but we also need to use diffuse thinking, where we allow ideas to bounce around in the back of our head. A lot of creative thought and connection of ideas comes during diffuse thinking. The issue is that its not enough to try to blast through studying in one chunk, there has to be time for multiple focused hits and diffuse mulling to get things embedded. So this is not a book that simply tells you to work harder, it is intended to help teach how to study smarter for better results.

The third chapter wrestles with focus and procrastination. The authors provide some hints to help overcome the hard start as well as to increase focus. One big tip they recommend is the Pomodoro method. Chapter Four drills into some neuroscience, describing how many scientists believe information is stored and provided some tips on how to strengthen neural pathways. The visual aids in this chapter help with understanding, and the understanding can be useful in providing motivation for study. The fifth chapter offers an exhortation to take up subjects that are new, even at the risk of being bad at it. Chapter Six emphasizes the need for proper sleep so that the brain can be restored. It also introduces the concept of “spaced retrieval” where a learner looks at material multiple times, preferably with sleep in between. This is the anti-cramming chapter.

Chapter Seven deals with the way our memories work and describes the processes for getting things from short term (working) memory to long-term memory. This is an encouraging chapter for those that struggle with focus, as the authors highlight the potential for people with weaker working memories often have higher capabilities in creativity. The eighth chapter provides to tips and tricks for improving one’s memory. There is nothing earth shattering, but the techniques have been validated, which is encouraging. Chapter Nine talks about building brain links, which elsewhere is called chunking. This is the process of connecting ideas together to strengthen their hold in our minds. The authors recommend focus, repetition, and understanding as key means of retaining knowledge and skills.

The tenth chapter recommends learning in groups, especially exploring more in-depth topics beyond the typical curriculum. Chapter Eleven commends the benefits of both exercise and good nutrition as part of improved learning. The twelfth chapter returns to the construction of brain links and encourages practice over an extended period. The authors commend both deliberate practice (focused study) and interleaving (doing something different between practice or study sessions). Both can be helpful means of solidifying knowledge in the brain.  Chapter Thirteen recommends being truthful about how distractions affect a student and then eliminating them. The fourteenth chapter notes that tests are actually some of the best ways to learn and thus commends quizzing and self-testing as a means to ingrain knowledge.  Chapter Fifteen provides some helpful tips on being better prepared for tests. And the book concludes in the sixteenth chapter tying many of the concepts together.

Analysis and Conclusion

Learning has not changed drastically over the course of documented human history. There are no real shortcuts to learning, but Learning How to Learn helps to identify roadblocks so they can be removed. In other words, there is not a lot of original content in this volume, but it has been structured and presented in a way that it is accessible to kids.

The target audience of this volume is tweens and teens. There are cartoons and diagrams throughout. The language is simple and plain. On of my children didn’t appreciate the zombie cartoons or analogies, but others might find this makes the book more interesting.

This is the sort of book that will help a motivated student get better. For the kid that is convinced that everything is going to pan out and that video games are enough of a career goal that real learning can be foregone, this book will probably not cross the threshold of engagement. Learning How to Learn isn’t a promise of an easy path to success. For students that want to learn more effectively, this can be an excellent resource. For parents of kids who have some desire to improve, but whose kids are resistant to their input, this book offers a sly way to get good advice into the hands that need it.

I commend this book as a helpful resource. As we try to prepare out children to learn on their own, this sort of book has the potential to assist them in the quest to be successful in their studies and become lifelong learners. It may also begin to form habits of persistence and perseverance that transcend academic success, often bleeding over into so many other venues.

---

 As a bonus, here is Barbara Oakley speaking at Google. This is based on her Mind for Numbers book, but it has basically the same content as the book translated for teens.

Learning How to Learn: How to Succeed in School Without Spending All Your Time Studying; A Guide for Kids and Teens

By Oakley PhD, Barbara, Sejnowski PhD, Terrence, McConville, Alistair

Buy on Amazon

Ultralearning - A Review

There is a temptation in our world to try to find a quicker, easier, and better way to do everything. How can I lose 20 pounds without actually dieting? How can I earn a huge income without working? How can I make everyone think I am more intelligent without actually studying? We are a culture of convenience that hasn’t eliminated our preference for appearance—we want microwave dinners that don’t really taste like it. It’s a form of dishonesty.

When I first picked up Scott Young’s book, Ultralearning, I expected to find a microwave dinner that advertised itself as fine cuisine. But what I actually found was a microwave dinner than that advertised accurately and notes the benefits and the drawbacks of what it is. The potatoes may be a little soggy and the meat a little tough, but it takes ok and is reasonably nutritious. A little candor is a good thing, because sometimes a microwave dinner is good enough.

Young’s book falls into the airport book genre, which I commented on in my review of Rolf Dobelli’s, The Art of Thinking Clearly. It is reasonably short, lucidly written, relies on the research of others, provides clear steps to success, and is the sort of self-improvement volume that can provide light conversation and make the reader sound intelligent.

That Young’s book is designed to sell well should not be considered a severe criticism, however, because he has put together some helpful advice in an easily absorbed presentation.

Young has done the round of podcasts and presented at a TEDx event and some other self-help, inspirational, big-idea sort of stages. His writing style, ideas, and approach fit well within that genre of thought.

The majority of what he advertises, though, is simply a way to become a better learner. The lack of originality is no sign of a lack of value. Every generation needs champions of ideas and contextualizers that can help translate older ideas for newer audiences. The weakness in Young’s approach is that he does not really recognize that what he is doing is translating older ideas, but presents much of what he offers as being derived from contemporary science, rather than simply repackaging older methologies.

Ultralearning is “a strategy for acquiring skills and knowledge that is both self-directed and intense.” It is, in essence, the process of becoming an efficient autodidact. It is an approach that Young has put to the test by working his way through MIT’s computer programming curriculum on his own and by learning four languages in a year. Ultralearning is about becoming competent quickly at a particular skill.

There are nine principles that Young recognizes for ultralearners:

• Principle #1 – Metalaerning – Figuring out the way that the subject or skill should be learned.

• Principle #2 – Focus – Zooming in on the subject to the neglect of many other things. Making a job of getting good at whatever the goal is.

• Principle #3 – Directness – Seeking to gain the information or skill in as close to the setting as it can be applied.

• Principle #4 – Drill – Figuring out where the choke points are in learning or proficiency, breaking those down, and practicing them until proficiency is achieved.

• Principle #5 – Retrieval – Using testing (of various sorts) to embed information well so that skills and knowledge are retained and progress can be made.

• Principle #6 – Feedback – Going through the discomfort of feedback so that problems can be corrected as quickly as possible.

• Principle #7 – Retention – Creating a plan to maintain important proficiencies, depending on the nature of the skill.

• Principle #8 – Intuition – Making the “why” connections on the topic to help make further learning on the subject easier.

• Principle #9 – Experimentation – Changing methods when something isn’t working, even if it worked earlier on.

As I noted, there is nothing that is truly remarkable about any of these steps for those that been engaged in the study of pedagogy. But Young packages them in a way that prevents having to dig through the literature of the field. He also shows some ways that some of the “quick fix” learning methods that are advertised are doomed to failure.

Ultralearning is not a “quick and easy” approach to becoming an expert in something. Rather, it is “hard and fast” approach to becoming reasonably proficient at something. It does not advertise cheap, fast, gourmet food. It advertises reasonably healthy, reasonably tasty, microwave food. On that front it delivers.

I think there is value in the Ultralearning approach for those that are trying to gain knowledge in a new field. For the pastor seeking to learn New Testament Greek without going to seminary, something like an ultralearning approach would probably work well. If someone could carve out three hours a day for a few months to jam through a common Koine textbook, memorize the most common vocabulary, and develop a plan to use it daily, they will be more likely to be successful than by trying to do Greek drills 20 minutes a day for years. There is a realism to Young’s approach that I find attractive.

This, of course, does not mean that someone can become an expert in something nearly instantly. While the internet tends to make people feel they can be experts on constitutional law one day, international politics another, and health sciences on the next, the reality is that most of us have a limited bandwidth to develop competencies. The ultralearning approach intentionally neglects a lot of the background work that is typical of more conventional learning approaches.

If you want to be able to paint something you find attractive and don’t expect to become a stellar artist, then it can be helpful to learn to paint from Bob Ross. If you want to become more proficient at a skill or in a limited area of knowledge that can develop you personally or improve your career options, then Scott Young’s approach is beneficial. In neither case will you be the best at something or the expert in a field, but it can certainly add tools to a toolbox that can make a huge difference.

Ultralearning: Master Hard Skills, Outsmart the Competition, and Accelerate Your Career

By Young, Scott

Buy on Amazon

The Art of Thinking Clearly - A Review

If there is one skill I would like to improve in time on this earth, it is thinking well. Our affections and our actions follow what we think. Additionally, in the information-saturated world in which we live, individuals and companies are spending billions of dollars every year to keep us from thinking well.

In this quest to think better, I picked up Rolf Dobelli’s 2013 book, The Art of Thinking Clearly. The title makes it sound like it has some methods to clearer cognition, but as Dobelli announces in the introduction, “This is not a how-to book.” Instead, it is an illuminated list of biases and fallacies that people commonly buy into.

This book falls into the category that I like to categorize as “airport books.” These are the trade books that you will see if you browse one of the bookstores or newsstands in any American airport. The writing is clear, with simple language and frequent illustrations, but usually very skimmable. The chapters tend to be short and well titled so that one can pop in and out easily or simply skip some chapters and still understand the main flow. The books are designed to be read in about the time it takes to wait for and endure a domestic flight. The content is usually something in the self-improvement vein (usually with a business bias), alternative view of history, or interesting but lesser-known aspect of humanity.

Authors of this genre of book include Malcolm Gladwell, James Clear, Bill Bryson, Nassim Taleb and others. They are usually popularizers whose gift is in researching a topic, synthesizing some of the ideas, and writing about in a captivating way. Some of the books are quite good, and some even include very helpful ideas, but they are always derivative, typically non-controversial, and intended to make the reader look and sound more well-informed than he or she really is.

As I’ve fallen into a well of these books while reading on various topics, I’ve also come to discover that there is a lot of self-reference within the genre. For example, Dobelli probably should have listed Taleb as a contributor to his volume, given how frequently he cites him. There are many instances of each of them citing each other—whether in print or a Ted Talk someone else gives. This isn’t the worst thing in the world, it’s simply something that is evident when you read a clump of the books published around the same time.

Dobelli’s book is helpful in many ways. Each of the ninety-nine chapters covers a distinct error in thinking or method of misrepresentation we ought to watch out for. He tells us to watch out for mistakes in true remembrances, the paralysis of excessive options, attempts to attribute attitudes to an author based on characters in their novel, the psychological effect of scarcity, and more. There really area lot of different ways that we can think incorrectly and there is value in understanding how we might get tricked, so we can watch out for it.

The book seems to take a humanitarian approach by offering for the cost of a restaurant meal tips that could change your life and improve society. But the nature of social improvement is not entirely altruistic. As Dobelli notes, “If we could learn to recognize and evade the biggest errors in thinking––in our private lives, at work, or in government––we might experience a leap in prosperity. We need no extra cunning, no new ideas, no unnecessary gadgets, no frantic hyperactivity––all we need is less irrationality.”

Of course, what exactly constitutes irrationality in Dobelli’s mind? He does not state it, but it is clear from the text that he writes that irrationality is assumed to be any belief or idea that does not reduce all value to instrumentality and all reality to the material.

When considering causality, he dismisses the possibility of the supernatural. Those who believe in God’s intervention have simply been fooled by the randomness of the world and pieced together a fairy tale based on ignoring the details. At another point he dismisses as foolish someone holding onto a car he had refurbished when selling off possessions to pay a debt. There can be no value other than the dollar value in his mind.

None of these views are surprising. They are not atypical. However, they reflect the biases of his own thinking, which oddly enough he does not highlight as one of the fallacies. They are reflective of how people need to continually interrogate the baseline assumptions of authors as they read a book. Having assumptions does not invalidate the contents of a volume or its arguments, but it can inform us and help readers sift through the wheat and the chaff.

Overall, this was a useful book. It can serve as a reference when trying to label errors in thinking that we witness. It may also provide fodder for discussions of clear and critical thinking. Whether it will result in a jump in prosperity, as Dobelli hopes, is less clear. However, it will certainly provide an amusing way to spend a few hours, if one has the time.

The Art of Thinking Clearly

By Dobelli, Rolf

Buy on Amazon

Attacking Justice in the Name of Justice

I was listening to one of John Piper’s biographical talks from the pastors’ conference that his ministry has put on for years and was struck by the way Piper described one of the most harmful means of attacking someone who is pursuing a cause that another dislikes. He describes it more fully in an aside in the actual audio [around the 44 minute point in the audio], but you can get the gist of it from the published text of the lecture.

Piper writes:

Probably the severest criticism he ever received was from a slavery-defending adversary named William Cobett, in August of 1823, who turned Wilberforce's commitment to abolition into a moral liability by claiming that Wilberforce pretended to care for slaves from Africa but cared nothing about the "wage slaves" – the wretched poor of England.

He then goes on to quote at length from the speech of William Cobett:

You seem to have a great affection for the fat and lazy and laughing and singing and dancing Negroes. . . . [But] Never have you done one single act in favor of the laborers of this country [a statement Cobett knew to be false]. . . . You make your appeal in Picadilly, London, amongst those who are wallowing in luxuries, proceeding from the labor of the people. You should have gone to the gravel-pits, and made your appeal to the wretched creatures with bits of sacks around their shoulders, and with hay-bands round their legs; you should have gone to the roadside, and made your appeal to the emaciated, half-dead things who are there cracking stones to make the roads as level as a die for the tax eaters to ride on. What an insult it is, and what an unfeeling, what a cold-blooded hypocrite must he be that can send it forth; what an insult to call upon people under the name of free British laborers; to appeal to them in behalf of Black slaves, when these free British laborers; these poor, mocked, degraded wretches, would be happy to lick the dishes and bowls, out of which the Black slaves have breakfasted, dined, or supped.

Of course, anyone who knows anything about Wilberforce knows that Cobett’s accusations are false. Wilberforce was a member of the Clapham Saints, who were known for their pro-social efforts throughout Britain. They supported protections for laborers, animal welfare, literacy programs for the poor, and many other forms of justice. Their most contentious work, however, was for the abolition of slavery and the slave trade, so it is this against which much of the criticism was leveraged.

 There is no question that Wilberforce was more invested in the abolition of the slave trade than in other causes. One person absolutely cannot be equally concerned with all forms of injustice. Those that try to be equally vocal about all injustice end up doing little to actually improve conditions. However, to be focused primarily on correcting one form of injustice leaves one open to all sorts of attacks, like the one that Cobett wages.

Do you care about the environment? Why do you not care equally for those dying without the gospel?

Do you care about racial reconciliation? Why have you not ended poverty in your own town?

Do you care about unjust economic systems? Why do you not care about those caught in unjust criminal justice system?

These are all a form of the tu quoque fallacy. When we read these sorts of pairings in typed letters, they look ridiculous. Where does the presumption come from that simply because good environmental stewardship is a concern that there is not also a deep love for the lost a desire to see people saved? It is possible that there is a lack on the one hand because of an overwhelming concern on the other. However, it is just as possible that someone sees certain ways in which they can uniquely contribute to the good of the world, while still supporting, caring about, and engaging in other goods.

 If you focus on everything, you can accomplish very little in this life. But if you focus on any sort of contentious action, then you will be open to being maligned in this way.

 Sometimes these criticisms land very strongly in the public mind, because it is readily apparent that the victim has not done everything he could have done for the cause in question. Therefore, the accusation is partially true—true in the sense that another concern may have been chief in the benefactor’s mind and efforts.

 These sorts of criticisms can also devastate those on the receiving end, because it undermines all of the good they intend to do. The reason why this sort of criticism is used is that it can dishearten those engaged in an effort for justice in a contentious sphere. If we are willing to listen, it can be devastating to see our hard work undermined by such half-truths. We ought not to let it be so.

 This talk was presented in February of 2002. It was a conference that had for a good portion of its meat a focus on racial reconciliation. Part of Piper’s emphasis was for pastors to continue in that work despite attacks of this sort.

 Several decades later, I can see this form of criticism being levied against men like Piper, Keller, and others. They have worked to create a sense of desire for justice in the world. And yet, they are often criticized for not caring enough about some other concern. The “Just Preach the Gospel” crowd does this an awful lot to men who have invested their lives into preaching the gospel and helping to show the gospel’s implications to the Christian life.

 The secular “Social Justice” crowd does this when we favor some causes—often those that align with a Christian view of the social order—but ignore or work contrary to them in others. It is impossible to post a pro-life argument in favor of ending elective abortion without hearing someone argue that real pro-life energy should include greater government control of the economy, the end of capital punishment, or whatever the other cause is. Most of the time it isn’t really that the person cares so much about the other thing, they just want to silence arguments against killing children in the womb.

 The secret to resisting the power of this form of criticism is to recognize that it is often levied as a means to guard some form of deep, self-interested sin. Cobett owned something like 1,300 slaves, so he was deeply interested in ending Wilberforce’s efficacy. When we hear criticisms like this levied against people, we should ask ourselves what self-interested sins are the critics seeking cover for as they publicly attack those pursuing justice in the world.

Some Recommended Introductions to Christian Ethics

Sometimes the variety and range of options of books makes it difficult to know where to begin in the study of any given topic. Whereas a few years ago we would have had to rely on the personal recommendations of a friend or acquaintance, and what was available in our local library or bookstore, now the entire catalog of human knowledge is, seemingly, open to us at all points. This is really great, if you have a starting place in mind or an existing framework from which to begin. For those simply trying to get a toehold in a new topic, the options can be paralyzing.

This post was written because I have had several people ask me what books I would recommend to begin the study of Christian ethics. The list is based on my own preferences and those that I would recommend to people who are reasonably well-read and who share at least some of my presuppositions about the nature of Scripture and the truthfulness of orthodox Christianity. In other words, I am going to make recommendations that are consistent with an orthodox, evangelical Christianity. There may be significant books on philosophical ethics, Roman Catholic ethics, or some sort of modernistic Christianity that others might see as invaluable. However, my point is to lead people deeper into the mystery of faith in Christ Jesus, not toward the apparent brilliance of writers in another faith. There are many books about particular topics within ethics that are useful, too. I have selected these as introductions, not endpoints.

Mere Christianity, by C. S. Lewis

This in not a textbook on Christian Ethics, per se. However, in his defense of a basic, orthodox Christianity, Lewis writes about ninety pages of his apologetic work—about a quarter of it—on what amounts to Christian Ethics. This is helpful, because it demonstrates the integration of Christian Ethics into the broader theological ideas of Christianity. The way we live is an apologetic and it is a demonstration of what we truly believe. For those new in the faith, Mere Christianity is an excellent place to start when trying to figure out how to live morally.

An Introduction to Biblical Ethics, by David W. Jones

Biblical Ethics is a subset of Christian Ethics, but this is the place that many evangelical Christians would do well to begin. Absent from the book are discussions of the categories of philosophical ethics, because the assumption behind this volume is that the reader believes Scripture to be trustworthy as a source of moral authority. This is a volume that teaches readers to reason well from Scripture to moral application. Jones writes with clarity and grace, with a fine balance between demonstrated research and transparency to make this useful for beginners who are primarily interested in how to read Scripture better. This is lean on particular application to current events, but long on methodology.

Invitation to Christian Ethics, by Ken Magnuson

This 2020 volume is a good, current survey of the field of Christian Ethics from an evangelical perspective. Magnuson introduces various philosophical and theological frameworks for moral reasoning, but the focus is on reasoning well from Scripture. This is a book that is helpful if a reader is trying to figure out why different systems of moral reasoning end up with different ideas. After laying out his basic framework, Magnuson then moves on to discuss various contemporary ethical issues, working through them from a scriptural foundation.

The Doctrine of the Christian Life, by John Frame

Frame’s book is a hefty volume, but it is a solid way to begin an ethical journey. I love John Frame’s approach and have been deeply influenced by it. However, his triperspectivalism is distinct from many other approaches and likely to be less common in future years. I have a deep attachment to DCL and all of Frame’s work, but his approach will retain popularity primarily among conservative Presbyterians in the years to come. At the same time, if a reader is looking for a different approach to complement their understanding of Christian Ethics, Frame provides a deeply theological, Scripture-saturated book written from a Reformed perspective.

Ethics as Worship, by Mark Liederbach and Evan Lenow

This book is a 2021 volume that combines some features that I really like. It is a full introduction to Christian Ethics textbook, with a survey of various philosophical approaches. It is primarily driven by Scripture as the source of morally authoritative guidance for our age. Ethics as Worship includes application to many of the major, contemporary moral issues. All of this puts it in the solidly introductory camp and makes it quite useful. In addition, Liederbach and Lenow also have an explicit focus of living the moral life as an act of worship. This is a subtext in most evangelical ethics texts, but this book makes it overt. I’ve read it once and enjoyed it. I need to read it and use it more to fully evaluate it, but it is a good, useful book that I commend for its faithfulness, readability, and doxological emphasis.

Reformed Ethics, by Herman Bavinck

Volume 2 just released a few months ago. I haven’t finished it. However, volume 1 is clearly a treasure and I anticipate that the final two volume will continue the legacy. Bavinck is one of my favorite theologians. He does ethics from a theological framework in the Reformed tradition. His approach will connect well to Jones, Frame, and, to a reasonable degree, with Liederbach and Lenow. Bavinck is not going to cover contemporary issues, since he wrote a century ago. However, what you see is non-performative reasoning from someone who was grappling with modernity, outside our specific culture, and dealing with the same source text—Scripture—that we are using. His application requires a little translation, but this is helpful. Bavinck’s Reformed Ethics are a good historical approach that can be used to encourage thoughtful application of orthodox theology and scriptural reasoning in our day.

Resurrection and Moral Order: An Outline for Evangelical Ethics, by Oliver O’Donovan

This is the last book on this list for a reason. It is a very difficult book to read, but it is also very important. O’Donovan’s work is essential for a full understanding of what it means to think morally as a gospel-focused, theologically orthodox believer. This is a book that demands slow reading and often repeated reading. It was not until the third time through the book that it made sense to me, but once it ‘clicked’ everything fell into place and it helped unlock a more complete process of moral reasoning through Scripture. This is the Brothers Karamazov of Christian ethics; it is very hard work, but it is very much worth the effort.

This is not an evaluation of all the ethics books on the market. There are certainly others that are good and helpful. This is where I think someone should start as they seek to understand Christian ethics better.

Doors in the Walls of the World - A Review

At some stage in their career, if they are any good, an author gets to the point where their work will be enough of a commercial success that they gain freedom from publishers to write books that a less well-known author would not be able to get in print. Peter Kreeft hit that status quite a while ago and the freedom he has found to experiment and explore is a wonderful thing. Whenever Kreeft publishes a book, buy it and read it.

Doors in the Walls of the World: Signs of Transcendence in the Human Story is the sort of volume that probably wouldn’t have gotten off the ground if Kreeft were less well-known, but it is just the sort of book that many people need at just this moment. This is a book that is much needed in this age of scientism and materialism. It is, fundamentally, an apologetic for a supernatural understanding of this world.

The introduction begins by considering several kinds of wonder. Wonder may be found in surprise. It may be found in intellectual exploration and curiosity. Wonder also results in awe. It is this third form of wonder that is the main grist of this book. This is a book about finding something beyond the world as we see it. It is about finding a door in the wall of the world, as the title indicates. This world is the material reality that we sense—the cave in Plato’s myth—and the doors in the cave wall are gateways to the supernatural reality that lies beyond.

Kreeft proceeds to show that life, in many ways, is a story. There is a Storyteller beyond the story. There is plot, setting, characters, theme, and style. These are, in plain English, history, physical science, psychology, religion and philosophy, and art. All of these are doors in the walls of the world, through which we can pass to wonder at the supernatural. They are clues to help us understand the transcendent.

Each of the chapters is a brief discussion on one of the five elements of story. Kreeft uses fictionalized illustrations, literary examples, and plain prose writing to make his case. His case is that there is something beyond the world that we can see and we would be foolish to think that the shadows on the cave walls are all there is.

Doors in the Walls of the World is the sort of book that does not dazzle with its purple prose or overwhelm with a logical argument. It is like a short film that carries a powerful message that is vitally important and, perhaps, couldn’t be told in another way. This is the sort of volume that should be read quickly, and maybe repeatedly, to be digested in wonder of the goodness of the hope it points toward. It’s a rest stop that refreshes with a surprising garden in the middle of a journey. This book is a testament to wonder and deserves to be read for those of us in a dry and weary cave who could use a little magic, mystery, and joy.

Doors in the Walls of the World: Signs of Transcendence in the Human Story

By Kreeft, Peter

Buy on Amazon

Knowledge and Christian Belief - A Review

Is being a Christian at all intellectually defensible?

To many Christians, this seems like an obvious answer. Especially those who have been taught to begin debates with an assertion, “The fool says in his heart, ‘There is no God.’”

That quote, which opens Psalm 14, is no doubt true. However, it is not helpful and often falls short of the mark. First, fool is a moral category in Scripture, not “doofus” or “idiot” as we might think in our own culture. Second, the logic doesn’t flow the way the Christian would like. A fool may say there is no God, but it does not follow that someone who says there is no God is a fool. At least, it does not follow by that statement alone.

Setting that digression aside, it is more apt to this discussion to note that there are many atheists and agnostics that would argue that it is foolish to believe in God, or at least to have any confidence that there is a God. Some have gone as far as to say that it is morally repugnant to believe in God. The arguments along those lines generally flow from the problem of evil, which was really aptly stated by Epicurus and oft repeated since then: If there is a God in the world and there is evil in the world, then that God must be evil, since an omniscient, omnipotent God (the sort of God that matters) would stop evil. It’s been a knotty problem for generations of Christian philosophers.

Unfortunately, some Christians do a pretty poor job of dealing with the problem of evil, especially those Christians equipped with a semester of philosophy.

Alvin Plantinga remains one of the foremost Christian philosophers. He was a winsome and potent advocate for orthodox Christianity and his arguments take on all challengers. His book, Knowledge and Christian Belief is an example of the quality of work he does and he makes his arguments accessible to well read individuals, who may not have extensive backgrounds in philosophy.

Plantinga’s style of argument is to take the strongest objections to his position, state them as strongly as possible, and then topple them like a house of cards.

This may sound like an exaggeration, but his succinct volume takes on some of the most significant defeaters to the Christian faith and demonstrates pretty clearly that not only is faith in Christ possible, it’s a good explanation for the world as it is.

One of the surprising ways that Plantinga makes this argument is to take on the challenge that Christians cannot have warranted belief for God. He states the objection about as well as it can be and then shows why the strength of those objections depends on the assumption the Christianity is false. In fact, if one does not make that assumption, then the better conclusion (especially given the sense of transcendence) is that Christianity is, more probably than not, true. (Absolute certainty in this logical sense is not the primary goal or a likely outcome of this sort of argument.)

At the end of the volume, Plantinga takes on the major challenges of historical biblical criticism, pluralism, and evil. The chapter on historical biblical criticism is worth the cost of the book, as Plantinga shows that neither of the two main approaches to historical biblical criticism offer much of a challenge to traditional Christianity, because the assumptions that underly the methodology are fundamentally foreign to the system it is challenging, and thus incapable of actually undermining the faith it intends to undermine. Plantinga concludes, “The traditional Christian can rest easy with the claims of HBC [Historical Biblical Criticism]; she need feel no obligation, intellectual or otherwise, to modify her belief in the light of its claims and alleged results.” (106)

The argumentation leading to that conclusion is tight. It is not the sort of gun-slinging, sloppy  argumentation that sometimes occurs on YouTube. Despite the fact that Knowledge and Christian Belief is a somewhat simplified version of a more academic work, the argument still requires great care in reading to follow it accurately. But the end result is an encouragement to believe Christianity as it has been passed on, without modification, and without a sense of intellectual inferiority.

There is no compromise intellectually in being a Christian, as Plantinga shows.

If there was a way to dial this down just a little more, this would be an amazing book to put into the hands of a high school senior, ready to head out in the world. As it is, a careful parent or friend with a little rereading could work through this slowly and patiently with a teen and give them a gift of confidence. Even if one cannot articulate everything that Plantinga argues, it is reassuring to know that the argument can be made.

Knowledge and Christian Belief is a short book, but it is a good one, especially for those seeking greater confidence in the basic truthfulness of Christianity. Alvin Plantinga makes a convincing case that one stands on solid ground when one holds to the faith once for all delivered to the saints.

Knowledge and Christian Belief

By Plantinga, Alvin

Buy on Amazon