This book explores two foundational questions about God: are there adequate reasons to think that God exists and if God exists, what is God like. The first and main question of the book takes up epistemological concerns, focusing on arguments for and against the claim that theism is rationally justifiable. Metaphysical questions about God's nature, in particular God's knowledge and power, comprise the second part of the volume. These two questions are related since, if the concept of a God perfect in wisdom, power and goodness is incoherent, it cannot be reasonable to believe that God exists. By exploring these foundational questions about God, readers will be able, and I hope eager, to tackle more specialized and complex questions in the philosophy of religion.

This book explores two foundational questions about God: are there adequate reasons to think that God exists and if God exists, what is God like. The first and main question of the book takes up epistemological concerns, focusing on arguments for and against the claim that theism is rationally justifiable. Metaphysical questions about God's nature, in particular God's knowledge and power, comprise the second part of the volume. These two questions are related since, if the concept of a God perfect in wisdom, power and goodness is incoherent, it cannot be reasonable to believe that God exists. By exploring these foundational questions about God, readers will be able, and I hope eager, to tackle more specialized and complex questions in the philosophy of religion.

For over forty years, Leland Ryken has championed and modeled a Christian liberal arts education. His scholarship and commitment to integrating faith with learning in the classroom have influenced thousands of students who have sat under his winsome teaching. Published in honor of Professor Ryken and presented on the occasion of his retirement from Wheaton College, this compilation carries on his legacy of applying a Christian liberal arts education to all areas of life.

Five sections explore the background of a Christian liberal arts education, its theological basis, habits and virtues, differing approaches, and ultimate aims. Contributors including Philip Ryken, Jeffry Davis, Duane Litfin, John Walford, Alan Jacobs, and Jim Wilhoit analyze liberal arts as they relate to the disciplines, the Christian faith, and the world. Also included are a transcript of a well-known 1984 chapel talk delivered by Leland Ryken on the student's calling and practical chapters on how to read, write, and speak well.

Comprehensive in scope, this substantial volume will be a helpful guide to anyone involved in higher education, as well as to students, pastors, and leaders looking for resources on the importance of faith in learning.

How do we know what we know? What have wisdom, prudence and studiousness to do with justifying our beliefs? Jay Wood begins this introduction to epistemology by taking an extended look at the idea of knowing within the context of the intellectual virtues. He then surveys current views of foundationalism, epistemic justification and reliabilism. Finally he examines the relationship of epistemology to religious belief, and the role of emotions and virtues in proper cognitive functioning Professors will find this text, with its many examples drawn from everyday student experience, especially useful in introducing students to the formal study of epistemology.

Out of the ferment of recent debates about the intellectual virtues, Roberts and Wood have developed an approach they call "regulative epistemology." This is partly a return to classical and medieval traditions, partly in the spirit of Locke's and Descartes's concern for intellectual formation, partly an exploration of connections between epistemology and ethics, and partly an approach that has never been tried before.
Standing on the shoulders of recent epistemologists--including William Alston, Alvin Plantinga, Ernest Sosa, and Linda Zagzebski--Roberts and Wood pursue epistemological questions by looking closely and deeply at particular traits of intellectual character such as love of knowledge, intellectual autonomy, intellectual generosity, and intellectual humility. Central to their vision is an account of intellectual goods that includes not just knowledge as properly grounded belief, but understanding and personal acquaintance, acquired and shared through the many social practices of actual intellectual life.
This approach to intellectual virtue infuses the discipline of epistemology with new life, and makes it interesting to people outside the circle of professional epistemologists. It is epistemology for the whole intellectual community, as Roberts and Wood carefully sketch the ways in which virtues that would have been categorized earlier as moral make for agents who can better acquire, refine, and communicate important kinds of knowledge.

The study of epistemology can aid us as we work to achieve a vital, healthy cognitive life, one preoccupied with pursuing intellectual virtue. It can help to illuminate our intellectual duties and train us in the mental virtues. Providing an account of the stewardship of the mind requires that we think about three related epistemological matters: the logical structure of our knowledge, the requirement for justified belief, and how both bear on beliefs of central concern to Christians. Undertaking to make ourselves intellectually fit for the world in which we were created to live, believes Jay Wood, quite naturally leads us to ask whether there is an ideal structure for ordering our thought life, what rules or habits dispose us to flourish cognitively, and whether our religious and other beliefs reflect these cognitive ideals.

Out of the ferment of recent debates about the intellectual virtues, Roberts and Wood have developed an approach they call 'regulative epistemology'. This is partly a return to classical and medieval traditions, partly in the spirit of Locke's and Descartes's concern for intellectual formation, partly an exploration of connections between epistemology and ethics, and partly an approach that has never been tried before. Standing on the shoulders of recent epistemologists - including William Alston, Alvin Plantinga, Ernest Sosa, and Linda Zagzebski - Roberts and Wood pursue epistemological questions by looking closely and deeply at particular traits of intellectual character such as love of knowledge, intellectual autonomy, intellectual generosity, and intellectual humility. Central to their vision is an account of intellectual goods that includes not just knowledge as properly grounded belief, but understanding and personal acquaintance, acquired and shared through the many social practices of actual intellectual life. This approach to intellectual virtue infuses the discipline of epistemology with new life, and makes it interesting to people outside the circle of professional epistemologists. It is epistemology for the whole intellectual community, as Roberts and Wood carefully sketch the ways in which virtues that would have been categorized earlier as moral make for agents who can better acquire, refine, and communicate important kinds of knowledge.