Are You a Curious or a Studious Theology Student?

Domain of the wordIn the Christian tradition, curiosity has always been considered a vice. That’s surprising to most of us used to the more modern sense of the term. For many of us it tends to mean something like inquisitiveness or a thirst for knowledge. To call curiosity a vice would seem like another line of argument for seeing the Christian tradition as fundamentally anti-intellectual and hostile to questions. That would be a fundamental misunderstanding, however.

In his essay ‘Curiosity’, John Webster–the theologian’s theologian–claims that, “Christian theological intelligence is exercised in the conflict between studiousness and the vice of curiosity” (The Domain of the Word, pg. 193).

Curiosity, then, has a positive counterpart in the form of the virtue of “studiousness.” Indeed, Webster says we can only know what curiosity is as a deviation or perversion of studiousness since vices have no positive reality of their own. To condemn curiosity, then, is not to condemn reason or thought wholesale, but its perversion by sin and idolatry.

But how should we understand these twinned realities? What is it that relates the two and what separates them? As I begin my Ph.D. courses, I’ve been giving some thought to the point of my studies. Just why exactly am I doing what I’m doing and how should I be doing it? And also, how should I not be approaching them? Webster’s reflections in this essay have been stimulating and helpful to me, so I figured I’d summarize and highlight some quickish thoughts for the benefit of other theological students, whether in school or not, pastoral or lay.

Studiousness

According to Webster, studiousness and curiosity are related in that they are both movements of our intelligence to “come to know” that which we don’t know. But the motive and the means of these relationships to unknown knowledge are what distinguishes them.

So what is studiousness? Well, it “is a strenuous application of the power of the creaturely intellect” to figure something out for the first time, or understand something better than you did before. Studiousness is a virtue particular to created beings who can come to know as opposed to God who just knows because he knows. Our way of knowing requires effort, energy, and time–as do all the activities of finite, embodied beings. “God, in short, knows as the uncreated one, creatures know as creatures” (194).

Furthermore, studiousness is the way the “well-ordered creaturely intellect” comes to know things. According to Webster, that involves at least two things. First, it means “earnest, arduous application of the mind.” It is an activity in the fullest sense of the word. Studiousness recognizes that knowledge doesn’t simply happen to you. Second, “it is a reflective” activity that can be judged according to standards of excellence that are intellectual and moral. Intellectually it is an activity that must treat the object of study with respect and integrity, coming to its conclusions, its representations, without undue haste or carelessness (195).

Morally, we come to the fact that studiousness is related to the very natural desire to come to know. And this is where Webster says “an element of ambivalence” can enter in.

Curiosity

Using the language of Aristotle and Aquinas, Webster states: “Curiosity results from the corruption of intellectual appetite”(195). Indeed, he quotes Aquinas who says, “curiosity does not lie in the knowing precisely but in the appetite and hankering to find out.”

From here, Webster gives us four of the “elements” of curiosity, which I can only briefly touch on.

First, curiosity is a corruption in that it aims at improper objects of new knowledge. It strains to know what it is not appropriate for it to know. It refuses to acknowledge the creaturely limit and wants to know “as God knows”, or to focus on those things which God has given it to know. Curiosity sits in the garden devising ways always to snag the one fruit that’s off-limits (195-196).

Second, it’s a way of learning about the world, to created realities, without referring them to their Creator. It’s a sort of “lust of the flesh” (1 Jn. 2:16) applied to knowledge; it is a desire to know things without pushing on to see their relation to God and his glory (196). It is a Romans 1 reality, in that sense.

Third, curiosity “is a deformation of the manner or mode of intelligence, when the movement of coming-to-know takes place inordinately, indiscriminately, and pridefully” (196). In other words, wanting to know can become an addiction to the rush of learning new things so that you end up neglecting other goods, crossing lines, and so forth. Intellectual greed also leads you to get caught up less in the truth or goodness than the “novelty of the object of new knowledge.” Or, again, curiosity leads to self-satisfied pride in our exceptional intelligence the more we come to find out.

Fourth, related to the last, curiosity chases knowledge for wrong ends. Either to puff yourself up, to use it for your own gain or power, or other unrighteous ends. Even good study can fall under “curiosity” if aimed at your own pride.

What Does Curiosity Look Like in Theology?

Next Webster examines the ways and reasons that curiosity can enter into the spiritual work of theological study.

First, curiosity creeps into theology when we forget the “location and situation” of our work. “Theology takes place in a sphere in which God the teacher is lovingly present to reconciled creatures, summoning the intellect to attentiveness and learning” (198). Curiosity forgets this and leads us to study, not in response to God’s prior direction, but as an independent exercise of intellectual acquisition (198).

Second, curiosity in theology leads to a certain restlessness that gives pride of place to the novel, the “creative”, and cannot follow the particular course theology should take. In a word, faddishness (198).

Third, curiosity “stops short at surfaces.” There are a lot of disciplines to master in theology (text-based, historical, etc). Webster says that all of these phenomena, though, serve to point beyond themselves as signs towards God. Curiosity can get caught up in the signs for their own sake instead of pushing onwards towards the theological end, which is to know God. In other words, it’s the kind of study of the Bible that gets caught up in historical minutiae of the text, trying on novel interpretations and grammatical innovations, all the while forgetting that the point of studying Scripture is to hear the voice of God (198).

Fourth, curiosity corrupts the character of theological work by leading us into pride, or the drive towards individualistic advancement, or a separation of theological study from the “common life of the church”(199).

Fifth, curiosity forgets the chief goals of theology which are “contemplative and apostolic.” Theology aims at delight in God. As such, it is apostolic because this truth is lovingly spoken to others that they might be built up and not fall into error. Curiosity aims only at itself and so curves inwards.

How to Avoid Curiosity in Theology?

Well, Webster is very clear that avoiding curiosity requires the work of the Holy Spirit who gives the gift of temperance, restraint, only with the new birth as a person is remade in Christ (2 Cor. 5:17). The Holy Spirit redeems, perfects, and redirects created minds, bringing them out of their prideful, lusting alienation from the life of God by the gift of a new, regenerated nature conformed to the image of the Son (Eph. 4:23; Col. 3:10; 199-200).

According to Webster:

Theological curiosity is checked and theological studiousness promoted when the intellects of saintly persons are directed to the proper object of theology and to the proper ends of contemplation and edification. (200)

Theology is the only discipline where the object study is your only, ultimate hope in doing it well. Webster notes three dimensions to this.

First, “immoderate desire” for novelty in coming to know can only be curbed if theological students come to recognize their place in the “pedagogy of divine grace.” In other words, “The grace of God has appeared…training us” (Tit. 2:11). We need to understand our study as a work taking place in the space of grace opened up by the grace of God in Christ and the work of the Spirit which sanctifies our reason. This is why:

The saints lack curiosity; but they are eagerly studious, devoted to acquiring the knowledge proffered by divine revelation. In theology, the affections, will and intellect are ‘fixed’ on the ‘ways’ of God (Ps. 119.15), ‘delighting in’ and ‘cleaving to’ the divine testimonies (Ps. 119.24), turned from ‘vanities’ (Ps. 119.37) in order to ‘meditate’ on the divine law (Ps. 119.48), eager to be taught knowledge (Ps. 119.66). Such is the studious theological intellect sanctified and schooled by divine grace. (201)

Second, curiosity fades when theologians devote themselves “to a singular matter with a definite interest.” It’s not so much that theology restricts itself to a few subjects, but that it learns to relate all subjects to the one subject it’s supposed to be directing everything towards: God and his works in the history of redemption. This maintains its focus as a “single science” instead of a disconnected study of whatever happens to interest us at the moment (201).

Third, directing theology towards its ultimate goal, the love of God, “mortifies” curiosity. Focusing on the self-communicating love of God cuts at the natural selfishness of curiosity, as it continually draws us out beyond ourselves into the love of God and our neighbor (202).

To cap it off, Webster closes with a prayer from Aquinas, “Ante Studium” (HT: David Bunce):

Ineffable Creator . . . You are proclaimed the true font of light and wisdom, and the primal origin raised high beyond all things. Pour forth a ray of your brightness into the darkened places of our minds; disperse from our souls the twofold darkness of sin and ignorance. You make eloquent the tongues of infants: refi ne our speech and pour forth upon our lips he goodness of your blessing. Grant to us keenness of mind, capacity to remember, skill in learning, subtlety to interpret, and eloquence in speech. May you guide the beginning of our work, direct its progress, and bring it to completion, for you are true God and true Man, who live and reign, world without end.

Soli Deo Gloria

6 thoughts on “Are You a Curious or a Studious Theology Student?

  1. This is a great caution to any pursuing an intellectual vocation – especially theology students (or pastors). I’d never thought about this before I started reading A.G. Sertillanges’ “Intellectual Life” (which is an awesome book), but it’s really worthwhile to ask myself both WHY I’d go about a life of study and HOW I go about it – with devotion and discipline, or in dalliance. This call to attentiveness and discipline is all the more important as our world reinforces that distracted form of thought more and more.

  2. Just read this in Richard Baxter’s “The Reformed Pastor”: “This is the sanctification of your studies, when they are devoted to God, and when he is the end, the object, and the life of them all.” May we all be sanctified in our studies in this manner! Thanks for the post and the reminder.

  3. Pingback: Mere Fidelity: Curiosity | Reformedish
  4. Pingback: John Webster (1955–2016): Reflections from One of His Students -IKTHUS.NET
  5. Pingback: John Webster (1955–2016): Reflections from One of His Students - Gospel X
  6. Pingback: On Theological Novelty and Cultivating Catholicity (Or, A Bit On Leithart) | Reformedish

Leave a Reply

Fill in your details below or click an icon to log in:

WordPress.com Logo

You are commenting using your WordPress.com account. Log Out / Change )

Twitter picture

You are commenting using your Twitter account. Log Out / Change )

Facebook photo

You are commenting using your Facebook account. Log Out / Change )

Google+ photo

You are commenting using your Google+ account. Log Out / Change )

Connecting to %s