“This book was born twenty-five years ago on a very bad night. As a young Christian (I converted at nineteen) I struggled greatly with the sin that was all too noticeable in my life. Some of my teachers at the time believed in the “victorious Christian life” theology. Victory over sin was mine, they taught, if I would just walk by the Spirit, if I would just “let go and let God.” I tried, with all the faith I could muster, to do just that. It didn’t seem to work. However I tried to “let go,” I found myself just as much a prisoner of selfishness and lust as I was before. One night—the bad night—I confessed this frankly to one of our leaders and asked for help. His answer changed my life.”
Thus begins the introduction to Righteous Sinners by Gutenberg tutor Ron Julian. Originally published in 1998 by NavPress, Righteous Sinners is now available as an e-book from Gutenberg College Press at Amazon.com.
J. I. Packer, Board of Governors’ Professor of Theology at Regent College, commends the book: “Biblically exact and pastorally profound, this book is a gem!”
Paperback copies of the original book are also available from Gutenberg College.
This fall, five courses are being offered by Gutenberg tutors. Students in Gutenberg College’s Caps Program can earn a “Capella” upon successfully completing the courses, but the courses are open to all interested individuals.
Dr. David Crabtree is offering three capella courses this fall. These courses will begin in October, but the exact starting date and class time will be negotiated with participates. (Participation via Skype is an option.) Courses will meet once per week for about 90 minutes. To participate in these courses, contact Dr. David Crabtree through the Gutenberg office: email@example.com.
- Translation of Acts. The class will translate through the book of Acts at a rate of about 30 verses per week. One or two years of Greek or the equivalent is a prerequisite.
- Deuteronomy. This capella will take students through the whole book of Deuteronomy over the course of the year. Participants will study a chapter each week in preparation for class, and they will take turns presenting their work to the rest of the class. No knowledge of Hebrew is required.
- Josephus’ The Jewish Wars (Part 2). This capella is a continuation of one that started last year. Participants will take turns teaching the class sections from Josephus’ work. The capella will begin with Book V.
Dr. Jack Crabtree is offering two capella courses this fall though Sound Interpretation Project.* Both courses involve individual study outside of class (homework). The location of the courses has yet to be determined. For those outside of Eugene who want to take the class by way of video-conferencing, that will be possible. If you are interested in the courses below, contact Dr. Jack Crabtree through the Gutenberg office: firstname.lastname@example.org..
- Introduction to Understanding New Testament Greek (SIP Course #99). One of the challenges to learning Greek is all the memorization required. Fortunately, modern computer technology has made it possible to translate the Greek New Testament without actually gaining fluency in the N.T. Greek language. This course is for people who want to learn how to study and translate the Greek New Testament without having to learn how to sight read Greek and be able to recognize all the grammatical forms. If you know absolutely nothing about N.T. Greek, this is the course for you.
• The course will probably begin November 5, but this is subject to change.
• The will be no fees charged for this course. However, you will need to invest in some computer software and resources (about $300) and perhaps a textbook.
- The Content of Biblical Philosophy (SIP Course #1 and #2). For anyone who would like to digest a coherent, systematic presentation of the message and worldview of the Bible, Sound Interpretation Project is offering a course, beginning this fall, on The Content of Biblical Philosophy. The course involves studying Jack Crabtree’s notes on the subject and then engaging in dialogue about the content of those notes in a seminar environment.
• The course will probably begin November 8 and continue throughout most of the school year (with appropriate holiday breaks, but this is subject to change.
• The course will probably be held weekly on Sunday afternoons from about 2:30 p.m. to 4:00 p.m., but this is subject to change.
• The will be no fees charged for this course. However, Dr. Crabtree’s notes will be emailed to you, and you will have the expense of printing them (a couple hundred pages), if you want a paper copy.
*The Sound Interpretation Project (SIP), a non-profit organization begun by Gutenberg tutor Dr. Jack Crabtree, is committed to promoting a sound understanding of the Bible and its message. In pursuit of that mission, SIP is offering a comprehensive series of courses in Biblical Philosophy and in the New Testament.
All the articles printed in 2014 in our monthly News & Views newsletter are now available in the Articles section. There you will find a list of all our articles, or you can search by author or topic.
All the articles printed in 2013 in our monthly News & Views newsletter are now available in the Articles section. There you will find a list of all our articles, or you can search by author or topic.
- In “Truth Detectors,” Chris Swanson proposes that people are born truth-detectors and that they are very good at it.
- In “The Future of Higher Education,” David Crabtree describes the upheaval in higher education and speculates on its future.
- In “Dismissed,” Ron Julian responds to the growing cultural trend of dismissing Christians and their beliefs as irrational and bigoted.
- In “Not All Great Books Colleges Are Alike,” Charley Dewberry describes what distinguishes Gutenberg College’s education from other “great books” colleges.
- In “Common Sense for a Postmodern Age,” Gilmore Greco discusses the nature of knowledge and the project of philosopher Thomas Reid.
- In “Against Fictions,” Ron Julian encourages Gutenberg graduates to commit themselves to fighting what is false. (From a talk given to Gutenberg’s 2013 graduating class.)
- In “Three Disciplines of Dialogue,” Becca Manley, Madelaine Wheeler, and Samuel Weisse discuss three disciplines of dialog that the class of 2013 came to value during their four years together.
- In “Clues of Religious Commitment,” Jack Crabtree describes behaviors that indicate a person’s religious (rather than intellectual) commitment to beliefs.
- In “Return to Rome,” Tim McIntosh notes similarities between modern America and first-century Rome where the Christian movement thrived.
- In “The True Story of Christmas,” Jack Crabtree tells the Christmas story as the Bible, rather than traditional Christianity, presents it.
[Brian Julian is a Gutenberg College graduate (class of 2003). He is currently pursuing a doctorate in philosophy at Boston University.]
I came across the following quote from the philosopher Richard Rorty. I think it is one of the scariest things I have ever read. It is a precise picture of the anti-Gutenberg, which just shows the need for the Gutenbergs of the world to exist as an alternative.
It seems to me that the regulative idea that we … heirs of the Enlightenment, we Socratists, most frequently use to criticize the conduct of various conversational partners is that of “needing education in order to outgrow their primitive fears, hatreds, and superstitions”…. It is a concept which I, like most Americans who teach humanities or social science in colleges and universities, invoke when we try to arrange things so that students who enter as bigoted, homophobic, religious fundamentalists will leave college with views more like our own….
The fundamentalist parents of our fundamentalist students think that the entire “American liberal Establishment” is engaged in a conspiracy…. These parents have a point. Their point is that we liberal teachers no more feel in a symmetrical communication situation when we talk with bigots than do kindergarten teachers talking with their students…. When we American college teachers encounter religious fundamentalists, we do not consider the possibility of reformulating our own practices of justification so as to give more weight to the authority of the Christian scriptures. Instead, we do our best to convince these students of the benefits of secularization. We assign first-person accounts of growing up homosexual to our homophobic students for the same reasons that German schoolteachers in the postwar period assigned The Diary of Anne Frank….
You have to be educated in order to be a citizen of our society, a participant in our conversation, someone with whom we can envisage merging our horizons. So we are going to go right on trying to discredit you in the eyes of your children, trying to strip your fundamentalist religious community of dignity, trying to make your views seem silly rather than discussable. We are not so inclusivist as to tolerate intolerance such as yours….
I don’t see anything herrschaftsfrei [domination free] about my handling of my fundamentalist students. Rather, I think those students are lucky to find themselves under the benevolent Herrschaft [domination] of people like me, and to have escaped the grip of their frightening, vicious, dangerous parents…. It seems to me that I am just as provincial and contextualist as the Nazi teachers who made their students read Der Sturmer; the only difference is that I serve a better cause.
[“Universality and Truth,” in Robert B. Brandom (ed.), Rorty and His Critics (Oxford: Blackwell, 2000), pp. 21-22.]