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Science for SeminariesFinal ReportNovember 2016#Sci4Sem
Science for Seminaries Advisory CommitteeRonald Cole-Turner - H. Parker Sharp professor of theology and ethics, Pittsburgh Theological SeminaryAnton Koekemoer - research astronomer at the Space Telescope Science InstituteJ. Matthew Ashley - department chair of theology, associate professor of systematic theology and history of Christianity, Universityof Notre DameCraig Story - professor of biology, director of pre-health professions, director of pastors and science project, Gordon CollegeNancy Howell, acting president and professor of theology and philosophy of religion and Oubri A. Poppele professor of health andwelfare ministries, Saint Paul School of TheologyTremper Longman III, Robert H. Gundry professor of biblical studies, Westmont CollegeStephen R. Graham, senior director of programs and services, The Association of Theological SchoolsChristopher J. Renz, academic dean and professor of religion and the arts and science and theology, Dominican School ofPhilosophy and TheologyLea F. Schweitz, associate professor of systematic theology/religion and science, director of the Zygon Center for Religion and Science, Lutheran School of Theology at ChicagoPeter Hess, Catholic theologian, former director of religious and community outreach, National Center for Science EducationPhilip Clayton, Ingraham professor of theology, Claremont School of Theology (not pictured)2016 Science for Seminaries Advisory Committee meeting at AAAS headquarters
Introduction: Reaching Future ClergyScience and technology influence nearly every aspect of modernlife. Everything from our food supply to health care, from informationtransfer to the global environment, and from education to our basicunderstanding of who we are as human beings is shaped by modernscience.Many people look to their religious leaders for guidance on theseimportant contemporary issues relating to science and technology. Andyet clergy members often have had little exposure to science in theireducation and training.Thus the Science for Seminaries program, long recommended byAmerican Association for the Advancement of Science (AAAS) advisorsand the Association of Theological Schools (ATS), aims to equipreligious leaders with solid scientific exposure that is relevant to theirfuture congregations and ministries.Here we report the activities and findings from the pilot Science forSeminaries project, in which several theological training institutionsintroduced scientific content in practical ways into their coreeducational programs.Through strategic engagement with leaders in theological educationand future religious leaders-in-training, Science for Seminariesanticipates a positive impact not only on seminary education, buton the broader American public. It is our hope and vision that theenthusiasm expressed by participants in the program will be carriedinto the future congregations of seminary students, establishinga vibrant atmosphere conducive to informed discussions andcontemplation of scientific advancement and its impact on life,knowledge, and service in today’s world.Jennifer Wiseman, DirectorAAAS Dialogue on Science, Ethics, and Religion (DoSER)Science for Seminaries 1
Program Development“Because religious leadershave unique cultural voicesand influence in Americansociety, the Science forSeminaries project advancesAAAS’ mission to “AdvanceScience and Serve Society”by providing opportunitiesfor these future leaders toengage with scientists andbe exposed to forefrontscientific discoveries.”– Rush D. Holt, AAAS CEOAlthough the idea for a science andseminaries project emerged more than15 years ago, the first major steps beganin 2010 and involved nearly two yearsof thoughtful, strategic planning byAAAS and the Association of TheologicalSchools (ATS). Science in theologicaleducation was of particular importanceto ATS leadership, because an integralpart of the organization’s mission is toadequately prepare future leaders tobe culturally relevant on issues facedby modern congregations. Therefore,this project would need to include thedevelopment of effective pedagogicalstrategies and catalysts for institutionalcommitment.In partnership with ATS, AAAS hosted anumber of planning meetings in 2011 withkey seminary faculty and administratorsfrom a diversity of religious traditions.Those meetings assessed interestand examined challenges in andopportunities for developing a program ofscience engagement in seminaries.They included a symposium at the 2011AAAS Annual Meeting, a session at theChief Academic Officers Society (CAOS)annual meeting co-organized by ATS, atwo-part event at the Annual Meeting ofCurriculum Meeting at Jesuit School of Theology of Santa Clara University2 Science for Seminariesthe American Academy of Religion andSociety of Biblical Literature (AAR/SBL),and a workshop at AAAS for the facultyof Washington Theological ConsortiumSchools. While there was consensusin these gatherings about the valueof a science for seminaries effort, theinvestigative meetings uncovered keyobstacles, especially in regard to facultyrecruitment.First, seminary faculty are alreadyoverextended in their teaching loads.Asking them to create yet another coursewould be an insurmountable burden.Second, in light of these demands,gaining the interest of both faculty andadministrators who were not alreadyinvested in the science and religion arenawould be a challenge. Third, efforts torecruit a diversity of seminaries meantrecognizing that different approacheswould be required to address the uniqueperspectives of different institutions andreligious traditions. Another commonlycited challenge was the unfamiliarity ofseminary faculty with forefront sciencetopics.Various ideas were considered andcritically evaluated for feasibility.Activities such as scientists in residenceat seminaries were deemed financiallyunsustainable. It was also recognizedthat separate optional science-basedcourses would not reach most students.Ultimately, AAAS and its partners decidedthat the most effective route would beto support the integration of scienceinto the core seminary experience whileleaving implementation strategies to theindividual seminaries.Many institutions already offeredelective “science and religion” courses,which typically appeal to a small subsetof their student bodies. Bringing scienceinto the center of theological educationand into core curricula would address
some of the identified challenges andcould have a broader impact.Through required courses, all studentswould gain some science exposureduring their seminary experience. Thescience engagement in core courseswould communicate to seminarians boththe importance of scientific awarenessand the relevance of scientific findingsfor their future ministry vocations.Integrating science into alreadyestablished curricula would alleviatepressure on faculty to create additionalcourses. The approach would alsogenerate science modules that couldeasily be shared with the broaderseminary community. Lastly, anintegrative approach would giveinstitutions ownership of their programswhile respecting their differing needsacross a spectrum of religious traditions.Pilot Project LaunchWith a vision in place, AAAS recruitedand relied upon the expertise of anadvisory committee that consisted ofscientists and seminary faculty andadministrators with extensive experienceor scholarship engaging in scientifictopics (see advisory list on inside frontcover). The scientist members were alsoactively engaged in public and religiouscommunity outreach. The insights ofboth groups proved beneficial for AAASthroughout the variety of events andproducts of the three-year project.Next, in partnership with ATS, AAASoffered a pilot grant opportunity forseminaries interested in integratingscience into their core theologicalcurricula. Ten grants of up to 200,000each—depending on the scale of theproposed project—were offered throughthe ATS network of affiliated seminariesand divinity schools.The institutions were asked to proposethe revision of at least two core coursesand plan at least one campus-wideactivity during a three-year grant periodthat would explore the relevance ofscience to theological education. Thegoal was to create proven scientificresources for theological institutions,including science-integrated coursesyllabi that could be used as stand-alonemodules or adapted by other seminariesin the future.For the grant recipients, AAAS offeredtwo primary means of support that weremost recommended in the exploratorymeetings. First, AAAS would be the portalthrough which scientific resources,including both topical materials andconnections to scientists, could beaccessed. Second, AAAS would provide anetwork of like-minded seminary facultyvested in bringing science into theirinstitutions. Through these mechanisms,pilot project participants would havethe opportunity to develop importantrelationships with other science-focusedtheological educators and with localscientists, such that those relationshipswould go on to foster sustainableinfrastructure at the grant seminaries.AAAS received 28 Letters of Interest(LOIs) in early 2014 from institutionsthroughout the United States andCanada, representing three Christianecclesial families with historicallydifferent theological perspectives asdefined by ATS — Catholic/Orthodox,Mainline Protestant, and Conservative/Evangelical Protestant. The responsefar exceeded expectations anddemonstrated that the Christiantheological community recognizes theimpact of scientific advancement onpastoral practice.ATS Endorsement“It was appealing to ATS to workwith AAAS/DoSER because theybring to the project the highestlevels of credibility and expertisein science. ATS is able to bringcredibility from the theology sidebecause it represents facultywith outstanding theologicalexpertise from theological schoolsthat have achieved credibilitythrough the rigorous processes ofaccreditation.Part of the project has been tonurture fruitful conversationsbetween scientists andtheologians. We want theologiansto have a better understanding ofscience. We also want scientiststo have a better understandingof theology. Through theconversation the project hashelped to clarify the kinds ofquestions each is equipped toanswer.”– Stephen R. Graham, SeniorDirector of Programs andServices, The Association ofTheological SchoolsIn consultation with the executiveleadership at ATS, 15 seminariesScience for Seminaries 3
“The campus-widesurvey revealed both anopenness toward scienceand an interesting gapbetween our community’sattitudes about thecompatibility of theologyand science and thatof the wider world.Our students appearmotivated to try to closethat gap!”–Andover Newton TheologicalSeminary Project Facultywere invited to submit full proposals.Submissions were evaluated for theirarticulation of the following criteria:creativity, substantial but realisticengagement with science (in both corecurriculum and campus enrichmentactivities) and the experience andaccomplishments of project faculty.Additionally, institutional commitmentto cultural engagement and potential forsustainability and broad impact beyondthe funded seminary community tochurches, ministries, other seminariesand beyond the length of project wereconsidered.Pilot seminaries were required topropose fresh content and not merelymaintain a status quo of pre-establishedscience engagement. Faculty from eachinstitution were asked to propose at leasttwo revisions to ATS-defined core courseareas—systematic theology, biblicalstudies, church history, and pastoraltheology—while additional ideas could beproposed for popular elective courses.the robustness of each seminary’scommitment to cultural engagement andits ability to commit administrative andinstitutional support to complete projectgoals and activities.Grants for winning seminaries coveredfaculty time on the project, along withactivities and resources that helped bringscience into the seminary communitythrough campus-wide events, studentessay competitions, guest scientistlectures, etc. Applicants submitted grantbudgets according to the scale of theirproposed projects. These were evaluatedfor cost-effectiveness, relevance, anddirect investment in the primary goals ofthe project.The final 10 grant seminaries wereselected in consultation with AAAS andATS by the external review committee.Funded seminaries began planning andimplementing revised curricula in the2014-2015 school year. Other new coursesand additional revisions have now beenimplemented into second and third years,into the spring of 2017.The proposal review panel consistedof a diverse group of scientists andseminary faculty. Reviewers consideredPilot Project SchoolsAndover Newton Theological School –Newton Centre, MassachusettsCatholic University of America – Washington, DCColumbia Theological Seminary – Decatur, GeorgiaConcordia Seminary of the Lutheran Church Missouri Synod – St. Louis, MissouriHoward University School of Divinity – Washington, DCJesuit School of Theology of Santa Clara University – Berkeley, CaliforniaLutheran Theological Seminary at Gettysburg – Gettysburg, PennsylvaniaMultnomah Biblical Seminary –Portland, OregonRegent University School of Divinity – Virginia Beach, VirginiaWake Forest University School of Divinity – Winston-Salem, North Carolina4 Science for Seminaries
Denominational DiversityAccording to the 2014 U.S. ReligiousLandscape Study conducted by PewResearch Center, approximately 71% ofthe U.S. population identifies itself asChristian. In 2013, AAAS and sociologistsat Rice University conducted a jointnationwide survey which found that someChristians (particularly evangelicals)are more likely than members of otherreligious traditions to consult a religiousleader or fellow congregant about ascientific question.In light of these findings, this project’smain goal was to equip future religiousleaders with a solid scientific foundationfrom which to answer questions and buildconstructive dialogue on science with theircongregations.AAAS partnered with ATS, a membershiporganization of graduate schools thatconfer professional and academic degreesfor the practice of ministry and theology.ATS’s Commission on Accreditingcertifies these seminaries and divinityschools, organizing the member schoolsof Christian denominations into threeecclesial families, on which AAAS basedits pilot project organization. The pilotseminaries were organized as follows: Catholic/Orthodox: Catholic Universityof America and Jesuit School of Theologyof Santa Clara University Evangelical /Conservative Protestant:Concordia Seminary, Multnomah BiblicalSeminary, and Regent University Schoolof Divinity Mainline Protestant: Andover NewtonTheological Seminary, ColumbiaTheological Seminary, Howard UniversitySchool of Divinity, Lutheran TheologicalSeminary at Gettysburg, and Wake ForestUniversity School of Divinity.By working with this diverse group ofseminaries, representing three majorChristian ecclesial families, the projectmade contact with a large percentageof the Christian denominations. Thisstrategy allowed the project to fulfill itsgoal of enriching future religious leadersfrom across a broad spectrum of U.S.congregations.Attendees at the 2015 American Academy of Religion Science for Seminaries symposiumScience for Seminaries 5
AAAS SupportAs part of its contribution to the granteeinstitutions, AAAS helped to recruita curriculum planning team for eachseminary (some of whom were drawnfrom the project advisory committee).Project faculty were connected with twotheological professors unaffiliated withtheir institution and two scientists whoserved as mentors and advisors. Thesescholars and scientists were matchedwith the project seminaries accordingto their expertise and the schools’proposed science topics.and genomic medicine at WashingtonUniversity in Saint Louis.“Many religious leaders are eager tolearn about science. They warmly welcomethe scientists who respectfully engagetheir beliefs, traditions and questions withthoughtful conversation,” said Swamidass.Further, he and Concordia Seminary faculty“have found substantial common ground,and real opportunities to work together forthe common good.”While AAAS matched two scienceadvisors per seminary, several of theschools also utilized new and continuingpartnerships with scientist colleagueswithin their own or nearby institutions,often inviting scientists as guest lecturersinto their classrooms.The theological mentors representeda diverse range of disciplines, includingsystematic theology, biblical studies,pastoral theology, and church history.Each of the scholars had significantexperience in connecting science to theirfields of expertise, and was committed toproviding peer support to their matchedproject faculty throughout the life of the Throughout 2014-2015, AAASproject.representatives visited project faculty,mentors, and science advisors at eachThe scientists were researchers orseminary campus for curriculum planningprofessors from nearby institutions, and meetings. The purpose of these gatheringsthey played a critical role in highlighting was to share ideas and resources forforefront science topics that werethe implementation of the project. Therelevant to the seminary projects andseminaries were encouraged to continuerelated societal interests. They assistedto sharpen their modified courses throughthe project faculty in curricula planningongoing meetings with their advisoryand course implementation, bringing ateams.breadth of knowledge in astrophysics,cosmology, genomics, genetics,In summer 2015, AAAS hosted a twopaleontology, chemistry, neuroscience,day meeting at AAAS headquartersbiology, and other scientific disciplines. that brought together faculty and deanThey were also able to help pilot project representatives from all 10 seminaries withfaculty locate and identify supplemental DoSER project advisory committee andscience resources.several scientist advisors and seminaryfaculty mentors.A prime example of a successfulpartnership is Concordia Seminary of theProject leaders met one another for theLutheran Church–Missouri Synod andfirst time and provided overviews of theirscience advisor S. Joshua Swamidass,projects to the attendees. Participantsassistant professor of laboratorydiscussed the successes and challengesCurriculumDevelopmentMeetingsSummer 2015 curriculum meeting6 Science for Seminaries
of science integration at their owninstitutions. They shared ideas on how todraw from one another’s achievementsto enhance the success of their own.They advised AAAS on what topicsmight best be addressed by a seriesof short films that AAAS produced foruse in seminary classrooms. AAAS hascontinued to assist the pilot seminariesby recommending science resources andconnecting project faculty with scientiststo engage their seminary communities.Course RevisionsThe accomplishments of the projectseminaries continue to greatly exceedexpectations. Instead of the expected 20course revisions, to date more than 116courses have been touched by this grantthrough the 10 pilot seminaries.The most common science topicsintegrated by the seminaries into the fourATS-defined core course areas includeneuroscience, cosmology/astronomy,and evolution. Several coursesdeal with obvious points of contactbetween science and theology: Forexample, church history courses aboutunderstanding biblical texts on creationin light of the key findings in evolutionand cosmology, and systematic theologycourses on considering ethics andmorality in the context of neuroscienceand psychology.Some classes were modified or createdto deal more directly with pastoral issuesin light of contemporary scientific fields.Many of these courses were uniquelyshaped to fit their respective religioustraditions.Catholic University of America’sFoundations of Liturgy and Sacramentcourse found insightful ways toincorporate topics like learningand memory and the perceptionof senses by exploring the effectsof communal worship and musicon the brain. And the SpiritualFormation Foundations course atRegent University School of Divinityintegrated topics of health andmedicine through case studies of“the unhealthy pastor.”“The divinity school hasreconnected with itshistory and gained aThe Lutheran TheologicalSeminary at Gettysburg expandedon its Pastoral Theology ofCancer course, adding reflectionson pastoral and theologicalconsiderations in light of theevolutionary principles guidingcancer formation and progression.renewed appreciationPope Francis’ environmentalencyclical, Laudato Si’, waspublished in May 2015 during theproject’s first year, inspiring manyseminaries to address ecology andenvironmental sciences in uniqueways.especially in addressingAt Howard University Schoolof Divinity, an Introduction toHebrew Bible course integratedpaleoclimatology to offer somehistorical context. Similarly,a class at Jesuit School ofTheology at Santa Clara exploresthe significance of resourcemanagement and agriculturalsciences in Old Testament texts, andchallenges students to consider itscontemporary implications for thetheology of ecological stewardship.for collaboration withcolleagues across theuniversity in fulfillment ofthe university’s mission,matters related tohealthcare in minoritypopulations.”– Frederick L. Ware, Associate Professorof Theology, Howard UniversitySchool of DivinitySeveral institutions covered thephilosophy and history of sciencein the context of church history,encouraging seminarians to fosterimproved science/religion dialoguewithin their communities.Science for Seminaries 7
Additional courses integrated morespecialized topics in technology, such aslimits and frontiers of space exploration,synthetic biology and artificialintelligence.Conversation built relationshipsEnrichment ActivitiesThe broad exposure of seminarians toscience through this project offereddiverse opportunities for students toengage with scientific advances bothwithin and outside the classroom setting.In addition to major campus-wide events,faculty brought science directly to theirstudents through field trips to museumsand research labs, scientist guestlectures, supplemental readings, sciencebook clubs, film screenings, researchpaper assignments and more.For example, at Wake Forest School ofDivinity, students dissected sheep brainsduring a visit to a neuroscience laboratoryat Wake Forest University as part of aNeuroethics course. Andover NewtonTheological Seminary’s course, Topics inJewish, Christian and Muslim Relations,utilized a series of science videos onneurobiology and brain plasticity to sparkdiscussion about building impactfulinterreligious leadership.Students of Wake Forest DivinitySchool’s course, God and the Cosmos,visited the Kennedy Space Center, whileColumbia Theological Seminary studentsvisited the Georgia Aquarium as part ofan Old Testament interpretations courseto better reflect on the biodiversity of lifeand creation.These opportunities immersed theseminarians in the relevant sciencewhile simultaneously enriching theirtheological training, and were thereforeoften warmly referred to as “pilgrimage”experiences by the project faculty.8 Science for SeminariesAs one Columbia Seminary student saidabout the aquarium field trip experience,“[The science exposure] really enhancesmy pastoral care with those asking at theend of life, ‘Why are we all here?’ and‘What was it all about, anyway?’ Faithand some scientific knowledge havemade me feel not apart from the worldbut a part of God’s universe.”Scientists, especially the local scienceadvisors, were frequently invited as guestlecturers to speak about their areas ofexpertise. Columbia Theological Seminaryhosted several guest lectures featuringastrophysicist Chris De Pree, professorand chair of astronomy at Agnes ScottCollege. De Pree lectured on cosmologyand star formation in an Old Testamentcourse.Gregg Davidson, professor and chair ofthe geology and geological engineeringdepartments at the University ofMississippi, was invited to speak atMultnomah Biblical Seminary. Davidsonlectured on geology in Reformation andpost-Reformation Theology course thatfocused on the book of Genesis.The number of campus-wide eventsthat took place through the projectis another significant indicator of itssuccess. Instead of the anticipated10 campus-wide events, the partnerseminaries have held at least 77 eventsto date. These events have ranged fromconferences that attracted hundredsof attendees to smaller gatherings thatfocused on specific science topics.Several seminaries held screenings ofscience fiction films like “Interstellar,”“Ender’s Game” and “The Martian” tospark conversations and contemplationon the implications of space traveland settlement. At Catholic Universityof America, a seminarian-led lunch
discussion focused on the theologicalimplications of finding extraterrestrials.Book clubs were a means of seamlesslyfostering science appreciation amongstudents and faculty. For example, aConcordia Seminary book club read“Minds, Brains, Souls and Gods” byMalcolm Jeeves to generate interest anddialogue on science.Reflecting on the book club, projectleader and professor of systematictheology Joel Okamoto said, “Thecampus-wide book club has gottenstudents, faculty, staff and spousesreading and talking about whatneuroscience says about brains andminds and what this might meanfor theology and pastoral ministry.”He concluded, “The project has hadan impact throughout the seminarycommunity.”Major campus lectures includeddifferent formats and interests, rangingfrom multi-day conferences to lectureseries. For instance, Multnomah BiblicalSeminary hosted a two-week church andscience conference. The event presentedan overview of the science and religionrelationship, featuring scientists andtheological scholars to promote crosscommunity dialogue.Columbia Theological Seminarybrought prominent scientists like AAASboard member Claire M. Fraser, directorof the Institute for Genome Sciences atthe University of Maryland, School ofMedicine, to speak on the science of thehuman microbiome. Andover NewtonTheological Seminary’s capstone eventwas a one-day science symposiumcovering the neurobiology of pain and thepsychology of healing.These strategic campus-wide eventsreinforced many of the topics highlightedin the classes and students’ receptionsto them were overwhelmingly positive.Drawing from campus-wide surveysthat the AAAS asked all seminariesto administer as a means to evaluatethe project, a strong majority reportedpositive views of science and saw scienceas relevant to their studies and futureministries.“One of the things that hasbeen essential to me islearning that science/faithdoesn’t have to be either/or.it can be both/and.Each can inform the otherand add to one another’sexperience.”–Concordia Theological SeminaryStudentThe range of student attitudes wasstrikingly similar from seminary toseminary, regardless of denominationRetreat participants found the natural environment in Oregon (right) and Maine conducive to discussionScience for Seminaries 9
or ecclesial family. A student at theJesuit School of Theology at Santa Clarafelt “well-armed to engage [in] somequestions on the relationship betweenreligion and science” as a result of theproject.“The relationships withscientists that the projecthas enabled have beensurprising, enlightening,A small minority of students expressedthe opinion that science does nothave a place in their education or theirlives. Taken together, the courses andenrichment activities offered seminariansa deeper exploration of their owntheology, enhanced by the wonder ofthe natural world that can be uncoveredthrough the latest scientific discoveries.and rewarding- and for them Faculty Enrichmentas much as for us.”–Joel Okamoto, professor of systematictheology, Concordia SeminaryRetreatsA culminating event of the project was aseries of three faculty enrichment retreatsheld in summer 2016 that showcasedthe work of each pilot seminary. Thegoal of the retreat series was to offer anew cohort of seminary faculty a uniqueopportunity to gather ideas about howto enrich theological education withforefront science and how to integrate itinto their own curriculum design.Organized as intimate workshops withother seminary faculty and scientists, theretreats combined plenary presentations,field trips and small-group discussionsto bring Science for Seminaries to thebroader seminary community.A call for applications from seminaryfaculty was made through the ATSnetwork for these retreats. AAAS received137 applications to fill 37 participantslots. The applicants hailed from 105seminaries in the ATS network. Evenlydivided among ecclesial families, theapplicants represented approximately38% of the ATS member schools. Thishigh level of interest is a testament tothe perceived need and the enthusiasmof the broader theological educationcommunity for interdisciplinaryengagement with science.The four-day retreats, organized byecclesial family, were held in Newagen,Maine, and Timberline, Oregon.Attendees were chosen from amongthe applicants by an external selectioncommittee consisting of the projectadvisors, in consultation with AAAS andATS. Successful applicants were invitedto attend the retreat offered for theirinstitutional ecclesial family.Science: The Wide AngleSeminaries are bringing world-class science into their classrooms witha compelling new short film series from AAAS. Topics include: Awe & Wonder: Scientists Reflect on Their Vocations Have Science and Religion Always Been at War? The Draper-White Thesis Space and Exploration: Humans in a Vast Universe Biological Evolution and the Kinship of All Life To Be Human Is the Human Mind Predisposed to Religious Thought? Frontiers of Neuroscience: Charting the Complexity of Our Brains How Science Works The Limits of Science10 Science for Seminaries
Retreat sessions covered pedagogicalapproaches to integrating key
Scien formfrnasAn rdomvAorynCtoysA nsddorrndrromnvnCCC nrvtvA rAy Science for Seminaries Advisory Committee Ronald Cole-Turner - H. Parker Sharp professor of theology and ethics, Pittsburgh Theological Seminary Anton Koekemoer - research astronomer at the Space Telescope Science Institute J. Matthew Ashley - department chair of theology, associate professor of systematic theology and history .
