Introduction to Theological Studies - Reformed Theological Seminary

What is Theological Studies?

March 1, 2003 • Dr. Richard L. Pratt

1. What is the difference between theology-as-study and theology-as-stance? How do they interrelate? 2. Describe the unity and diversity within Christian theology. How can an individual theologian func􀁗on in such a diverse field? 3. What particular foci move to the foreground when theology is studied with a pastoral emphasis? Why?

What is the Reformed Tradition?

March 1, 2003 • Dr. Richard L. Pratt

1. Briefly trace the history of the Refonncd tradition in Geneva, the British Isles, and America. 2. What arc the distinctives of the Reformed tradition in its view of Scripture, Theology Proper, and Soteriology? 3. How has Calvinism understood the expansion of Christ's Kingdom as fulfilled in the gospel and cultural mandates?

Theological Method

March 1, 2003 • Dr. Richard L. Pratt

1. Discuss the differences and interaction between the content of a theology and theological method. 2. List John Frame's "tools" for theology. 3. What are the two (three) sources of revelation? How do these correspond to the three theological .resources available to us? 4. What three questions arc· of particular concern in biblical studies, practical studies, and theological studies?

Sacred Scripture and Ecclesiastical Theology

March 1, 2003 • Dr. Richard L. Pratt

1. Describe the common medieval outlook on the relation of Scripture and ecclesiastical theology. 2. Describe the early protestant outlook on the relationship between Scripture and ecclesiastical theology. 3. How can the protestant church continue in the tradition of Sola Sc.riptura?

Thematic Derivations in Reformed Scholasticism

March 1, 2003 • Dr. Richard L. Pratt

1. Explain and illustrate how medieval catholics and early protestant theology were different in content but similar in method. 2. Why is it appropriate to characterize Calvin's derivations of theology from Scripture as predominantly thematic? 3. Demonstrate the thematic tendencies of seventeenth and nineteenth centuries Calvinistic scholasticism.

Methodology in Reformed Scholasticism

March 1, 2003 • Dr. Richard L. Pratt

1. How are technical terms formed in theology? Give examples of each major way. 2. What is a theological proposition? How is one formed out of Scripture? Why must scholastic theology deal primarily with propositions? 3. Give a simple example of the formation of a doctrinal conclusion out of several propositions. 4. What categories do scholastic theologians usually use as they strive for comprehensive theological systems?

Evaluating Reformed Scholasticism

March 1, 2003 • Dr. Richard L. Pratt

Summarize the benefits and dangers of scholastic approaches to formulating: 1. Technical Terms 2. Theological Propositions 3. Doctrinal Conclusions 4. Theological Systems

The Rise of Biblical Theology

March 1, 2003 • Dr. Richard L. Pratt

1. Describe the major uses of the term "Biblical Theology" before Vos. Why is Vos' concept of Biblical Theology so important to us? 2. Explain how Vos, concept of Biblical Theology depends on his view of redemptive history. 3. What is the basic method of Vos' Biblical Theology? How is it similar to and different from traditional scholastic Systematic Theology?

Old Testament Biblical Theology

March 1, 2003 • Dr. Richard L. Pratt

1. What are the basic methodological differences between scholatsic covenant theology and biblical-theological covenant theology? 2. Describe the major developments of Reformed scholastic Federalism. 3. Summarize the major developments in Reformed biblical-theological Covenant Theology.

New Testament Biblical Theology

March 1, 2003 • Dr. Richard L. Pratt

1. Why is a redemptive-historical outlook on the NT different from such an outlook on the OT? What have been the results for NTBT? 2. Compare and contrast traditional outlooks on NT eschatology and Biblical Theological outlooks. 3. How does NTBT deal with the gospels? How is this different from traditional approaches? 4. How does NTBT handle Pauline theology? How is this different from traditional approaches?

Values and Dangers of Biblical Theology

March 1, 2003 • Dr. Richard L. Pratt

1. What are some of the values and dangers of Biblical Theology for the exegetical enterprise? 2. What are some of the values and dangers of Biblical Theology for Systematic Theology?

Literary Derivations

March 1, 2003 • Dr. Richard L. Pratt

1. Describe the refonnational, critical, and evangelical backgrounds to literary sensitivity in exegesis. 2. What are the four main concerns of literary approaches to the Bible? 3. Name and explain three values of theological reflection growing out of a literary-sensitive approach to the Bible. 4. Name and explain two dangers of following a literary-sensitive approach to the Bible.

Influences on Theological Formulations

March 1, 2003 • Dr. Richard L. Pratt

1. What is the popular evangelical misconception of the relation between exegesis and theological formulations? How docs the necessity of selectivity and contextualization mitigate against this misconception? 2. Explain the three influences on theological formulation. Give an example of each. 3. How arc wc tempted to go to extremes in handling the three influences on theological formulations? 4. How may we exercise responsible choices in forming a theology?

Variety in Heritage

March 1, 2003 • Dr. Richard L. Pratt

1. How can we Distinguish the mainstream of Christian orthodoxy from divergent points of view? 2. How docs the Reformed tradition display variety? Why should we be aware of this variety? 3. How do the Westminster and Belgic Confessions display the tendency of Reformed scholasticism toward theology "from above."

Pedagogical Strategies in the Reformed Tradition

March 1, 2003 • Dr. Richard L. Pratt

1. What is the popular misconception concerning the place of traditioning in the church today? Why is this viewpoint so dangerous? 2. Why is a teacher's pedagogical strategy in the process of traditioning so significant? 3. The Westminster Shorter Catechism follows a "from above" pedagogical strategy. Explain this from the outline of the Catechism. 4. The Heidelberg Catechism follows a "from below" pedagogical strategy. Explain this from the outline of the Catechism. 5. What are the advantages and disadvantages of "from below" and "from above" pedagogical strategies?