Systematic Theology - R.J. Rushdoony, Chalcedon Foundation Free Audiobook (Audiobook)
R.J. Rushdoony
7 episodes
7 months ago
The Christian School represents a break with humanistic education, but, too often in leaving the state school, the Christian educator has carried the state’s humanism with him. A curriculum is not neutral: it is either a course in humanism or training in a God-centered faith and life. The liberal arts curriculum means literally that course which trains students in the arts of freedom. This raises the key question: is freedom in and of man or Christ? The Christian art of freedom, that is, the Christian liberal arts curriculum, is emphatically not the same as the humanistic one. It is urgently necessary for Christian educators to rethink the meaning and nature of the curriculum. It should be clear then that whether history, science, mathematics, grammar, literature, ecology, civic duty, or law, every aspect of curriculum must be reconstructed along Biblical lines. The overall objective is for Christian families to prepare and equip themselves for service in the Kingdom of God, and this cannot be done without a rethinking of the philosophy of the Christian curriculum. In this study, Rousas John Rushdoony develops the philosophy of the Christian curriculum. It is the pioneering study in this field, and it is important reading for all Christian educators. Listen to Systematic Theology in 2 Volumes below.
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The Christian School represents a break with humanistic education, but, too often in leaving the state school, the Christian educator has carried the state’s humanism with him. A curriculum is not neutral: it is either a course in humanism or training in a God-centered faith and life. The liberal arts curriculum means literally that course which trains students in the arts of freedom. This raises the key question: is freedom in and of man or Christ? The Christian art of freedom, that is, the Christian liberal arts curriculum, is emphatically not the same as the humanistic one. It is urgently necessary for Christian educators to rethink the meaning and nature of the curriculum. It should be clear then that whether history, science, mathematics, grammar, literature, ecology, civic duty, or law, every aspect of curriculum must be reconstructed along Biblical lines. The overall objective is for Christian families to prepare and equip themselves for service in the Kingdom of God, and this cannot be done without a rethinking of the philosophy of the Christian curriculum. In this study, Rousas John Rushdoony develops the philosophy of the Christian curriculum. It is the pioneering study in this field, and it is important reading for all Christian educators. Listen to Systematic Theology in 2 Volumes below.
14. The Goal of Systematics
15. Systematics and Lordship
16. The Search for a Master Principle
17. Abstractionism
18. Seminary Systematics
19. Anti-Abstractionism
1. Creation and Holiness
2. The Goodness of Creation
3. Creation and Providence
4. The Joy of Creation in Providence
5. Neoplatonism and Providence
“The Fall is not normative nor eternal, but God’s creative purpose is. To sing mournfully of change and decay is not godly. Change or time is God’s purpose for the development of His Kingdom and man’s exercise of dominion. It is in time that man is redeemed and re-orders his life and world in terms of God’s word. Decay is an aspect of the fall, but it also prepares the way for those things which can neither decay nor be shaken (Heb. 12:27-28)”
-R.J. Rushdoony
Systematic Theology
Volume I Chapter III Section 2 pg. 125
1. The Necessity for Systematic Theology
2. Causality and Systematics
3. The Systematics of Common Life
4. The Coherency of Scripture
5. The Limits of Systematic Theology
6. Abstract Theology
7. Systematics and Possibility
8. Systematics and Proof
9. Practical Systematics
The infallible word of God is the foundation of presuppositional apologetics. The existential man points to mankind and his ever changing experiences as the infallible word. This is the difference between building your presuppositions on shifting sand vs the unmovable rock of the word of God, Jesus Christ.
In the following sections you will get a better grasp of mans rebellion against the biblical concept of thinking God‘s infallible thoughts after him. This is the very battleground where the defense of the faith is fought.
I. Infallibility
9. The Infallible Movement
10. Who Speaks the Word?
11. The Word of Dominion
12. The Word of Flux
13. The Word and History
14. The Infallible Word
15. Moloch Man and the Word of God
16. Infallibility and the World of Faith
“In brief, infallibility is not a doctrine limited to theological studies. It is a fact of contemporary life, with the new gods claiming for themselves that power which properly belongs only to God.
Therefore, any discussion of infallibility which confines itself to a discussion of what theologians have said is blind to the problems of our time. The new infallibility doctrine confronts us in art, politics, and the sciences. Failure to challenge these rivals of God and enemies of His word and kingdom is faithlessness and incompetence.
To sit idly by while these new doctrines of infallibility parade their pretensions and to assume that a Sunday morning assertion concerning Scripture suffices is cowardice and desertion.“
-R.J. Rushdoony
Systematic Theology - R.J. Rushdoony, Chalcedon Foundation Free Audiobook (Audiobook)
The Christian School represents a break with humanistic education, but, too often in leaving the state school, the Christian educator has carried the state’s humanism with him. A curriculum is not neutral: it is either a course in humanism or training in a God-centered faith and life. The liberal arts curriculum means literally that course which trains students in the arts of freedom. This raises the key question: is freedom in and of man or Christ? The Christian art of freedom, that is, the Christian liberal arts curriculum, is emphatically not the same as the humanistic one. It is urgently necessary for Christian educators to rethink the meaning and nature of the curriculum. It should be clear then that whether history, science, mathematics, grammar, literature, ecology, civic duty, or law, every aspect of curriculum must be reconstructed along Biblical lines. The overall objective is for Christian families to prepare and equip themselves for service in the Kingdom of God, and this cannot be done without a rethinking of the philosophy of the Christian curriculum. In this study, Rousas John Rushdoony develops the philosophy of the Christian curriculum. It is the pioneering study in this field, and it is important reading for all Christian educators. Listen to Systematic Theology in 2 Volumes below.
