AMONG THE ISSUES facing Christians involved in academic life, who seek to integrate faith with learning their academic disciplines, none is more fundamental or vexing than the question of authority. Complex in its formulation and vast in both its scope and its implications, our answer to the authority question, in its broadest sense, molds how we think about data and interpretation, how we think about life's moral framework, even how we think about thinking. Thus it presents the point of departure for how we address all questions of truth and reality.
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