He is the God who always is, whose Word is true, and never fails. He is a God who acts and always does what he says he’s going to do.
Election is not a riddle to solve. It’s a pillow to rest your head on at night.
The world takes notice when Christians forgive because such forgiveness seems impossible.

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The essential Christian claim is that God came to earth in Christ and died for men to take care of their problem of sin and evil.
Years ago I picked up a used copy of Thomas Á Kempis’ Imitation of Christ at a second-hand bookstore.
Left to ourselves, we are like Adam and Eve; we sew together fig leaves of self-righteousness and hunker down behind trees of flimsy excuses to hide in vain from a judgment we deserve.
As Luther’s efforts at reform began to build, so did the vacancies in monasteries and convents across Europe as monks and nuns motivated by evangelical teaching left their orders for other vocations and opportunities, including marriage.
(This article first appeared in Modern Reformation and is posted here with permission.)
Nonetheless, if we wish to treat apologetics as a practical endeavor for concrete engagement with people who ask about Christianity, it seems best to start with the questions young people are actually asking.
Instead of answering this question theoretically, perhaps it will be easier to illustrate the problem of understanding God through our human speculation by considering the legend of St. George and the Dragon.
Martin Luther has proven to be one of the most important figures in church history in light of his teaching on justification, which resulted in the sixteenth-century Reformation. However, in our own day many are seeking to rethink Luther.
The 21st century is simply not compatible with a reformational mindset. Daniel Dennett argues in Darwin’s Dangerous Idea (1995) that conservative Christians better serve their secular neighbors as specimens in a cultural zoo, relics of a bygone world.
In some ways, though, it seems that scientism may increasingly be the greater of the two dangers in American higher education. Not only has Helen Rittelmeyer, for example, made a case for relativism (at least in the ethical realm) being effectively dead and buried.
One gets science or religion, but not both. Today’s model swings to the other end of the pendulum, flirting with an extreme inclusivity. One gets science and religion, as long as they are properly understood.
Some consider apologetics, with its emphasis on rational arguments and empirical evidence, a distinctly “modern” enterprise. Thus, however legitimate or useful it might once have been, now that we have taken an allegedly “postmodern” turn.