Frequent commenter on this blog, Internetmonk, a.k.a. Michael Spencer, has a fascinating discussion of what sounds like a growing phenomenon: Post-evangelicalism. He defines it this way:

Post-evangelicalism is a way of relating to the present seriously compromised, perhaps terminal, condition of evangelicalism by accessing the resources of the broader, deeper, more ancient Christian traditions that contemporary evangelicalism, in its pragmatic idolatry, has largely abandoned as sources and influences.

Some of the post-evangelicals are flirting with Rome. And some of them seem to be involved with the misguided experimentation of the “emerging church” (someone correct me if I’m wrong). But they are trying to rediscover historical Christianity, usually including liturgy and sacraments.

I’m glad to see that this quest often includes drawing from Lutheranism. As key thinkers in this movement, Internetmonk/Spencer cites the recently-deceased Robert Webber (call him a high-church evangelical, a professor at Wheaton who received his doctorate at Concordia Seminary), and, from the Reformed camp, Michael Horton (sometimes accused of being a crypto-Lutheran). Internetmonk/Spencer himself says how Luther has helped him in his own theology.

As a Lutheran, so much of what other Christians are yearning for and rediscovering I already have. (Though, ironically, many in our church are wanting to imitate evangelicals at the very time evangelicals are trying to find a way to be post-evangelical, a quest that would be fulfilled in confessional Lutheranism, which, let it not be forgotten, was the first movement to go by the accurate name “evangelical.”) Sadly, many post-evangelicals come to a local Lutheran church that they find, to their dismay, is just like the megachurch they are trying to go beyond.

But let me just say to the post-evangelicals that you do not have to choose, as some of you seem to be doing, between the Gospel and Liturgy, between the Bible and the Sacraments. Properly understood, those two are not dichotomies but go together. One can have the best of Protestantism and the best of Catholicism (without the worst of each). Lutheranism proves that. (If you don’t believe me, read my book The Spirituality of the Cross: The Way of the First Evangelicals.

Thanks to Rev. Joel Brondos, a leading practitioner of Classical Lutheran education, for his comment on the post “Classical Education vs. Traditional Education.” In case you missed it:

Not only is “classical education” not to be equated with “traditional education.” It isn’t a repristination of the “classical” education from previous centuries either. There are, in fact, various kinds of classical education(s).

Among the people I serve, “Classical Lutheran Education” teaches children to look to God in faith (justification) and to care for one’s neighbor in love (vocation) following the Six Chief Parts and the Seven Liberal Arts.

It holds that “freedom” (i.e. liberal) isn’t merely formed from the crucible of ancient democracies but is fashioned rather in terms of Luther’s work “The Freedom of a Christian,” the paradox wherein a Christian “is the most free lord of all, and subject to none; and is the most dutiful servant of all, and subject to all.”

We not only teach children to read well; we teach them to be well-read. We believe that teaching content is just as important as teaching skills and that teachers must not merely be masters of methods but shall have mastered the subject matter.

We teach what it means to be human, selecting literature not merely on the basis of whether it has a controlled vocabulary or has been a cultural favorite but rather in terms of what it teaches us about the human condition.

And when it comes to teaching science and mathematics, we also teach about the lives of scientists and mathematicians, so that children know that math is not merely cold calculations but the awesome discoveries of geniuses.

We don’t try to entertain children or excite them, but rather we strive to fascinate them, directing their curiosity by means of disciplines so that their future creativity draws on the wonders they have observed and learned with a keen eye.

We teach Phil. 4:8, “Finally, brothers, whatever is true, whatever is honorable, whatever is just, whatever is pure, whatever is lovely, whatever is commendable, if there is any excellence, if there is anything worthy of praise, think about these things” even as we teach children not to be “tossed to and fro by the waves and carried about by every wind of doctrine, by human cunning, by craftiness in deceitful schemes” (Eph. 4:14).

Which reminds me, if you want to learn more and to put this kind of education into practice, whether at home or a school, come to the Consortium for Classical Lutheran Education conference next week, August 5-7, at my new stomping grounds, Patrick Henry College, Purcellville, Virginia.