I have greatly enjoyed D.A.Carson’s review of three books on the bible, posted at the Reformation21 website. As ever, Carson writes with penetration, clarity and grace. It is a long article, so it has taken me some time to work my way through it. But, it’s been well worth it. Along the way, I enjoyed the following insight from Carson’s overview of the third chapter of John Webster’s book Holy Scripture: A Dogmatic Sketch:
Webster’s third chapter, “Reading in the Economy of Grace,” is a penetrating and sometimes moving contrast of two theologies of reading, or, more precisely, two anthropologies of reading. On the one side stands Schopenhauer, who embodies attitudes to reading that dominate today’s culture; on the other side stand Calvin and Bonhoeffer, with quite different approaches to reading Scripture. Schopenhauer contrasts reading with “thinking for yourself”: too much reading may so swamp the mind that the mind’s originality is squashed. The summum bonum, then, remains the human mind, the mind’s autonomy, its originality. By contrast, Calvin and Bonhoeffer insist that thought must be subordinate to the Word. For the Christian, reading Scripture “thus involves mortification of the free-range intellect which believes itself to be at liberty to devote itself to all manner of sources of fascination” (90). Or again:
For Calvin, the counter to the vanity, instability and sheer artfulness of the impious self is “another and better help”, namely “the light of his Word” by which God becomes “known unto salvation.” God counters pride by self-revelation through Scripture. Scripture is on Calvin’s account “a special gift, where God, to instruct the church, not merely uses mute teachers but also opens his most hallowed lips. Not only does he teach the elect to look upon a God, but also shows himself as the God upon whom they are to look”. . . . This does not entail wholesale abandonment of any appropriation of the tools of historical inquiry, but raises a question about their usefulness by asking whether they can foster childlike reading of the text (77).
