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Reentering Sites Of Truth. Teaching Reformed Scholasticism In The Contemporary Classroom

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Chapter Summary

At scholasticisms eleventh-century cradle we find the semantic revolution; its final phase set in long before the historic revolution of the nineteenth century. To give a proper assessment of the positive continuity between medieval, Reformed and post-Reformed theology we need to be aware of this distinctive historical setting. This awareness is considered a particular characteristic of the Utrecht approach to Reformed Scholasticism. This article presents some of its interpretative implications. It aims at pushing the agenda for a didactics of Reformed Scholasticism. This contribution not only causes debate about the validity of our exegetical method, but also inspires a broader felt need to develop a consensus about a set of adequate hermeneutical rules.

Keywords: contemporary classroom; hermeneutical rules; reformed scholasticism; Reformed theology; Utrecht approach



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