Titus 1:9 · 1 Peter 3:15 · 2 Timothy 2:23–26 · 1 Timothy 6:3–5 · Acts 15, 17:11, 18:26 · Jude 3 · Ignatius · Justin Martyr · Irenaeus · Cyprian, 253 · Vincent of Lérins, 434 · Speyer and Marburg, 1529 · Augsburg, 1530
Educate the Spiders, Maybe?
Answering the questions instead of silencing the questioner
In the pulpit image, the cobwebs are the dissent and the spider is the person who dissents. Dossier 68 asked whether it is Christ’s spirit to pray for the spider’s instant death. This page asks the next question: if not that, then what? The spider, it turns out, is not an unbeliever or an enemy of the faith. It is a church member asking how the sacraments became symbols, whether the early Church baptised infants, and how a word like “born again” can change its meaning after eighteen centuries. What does Scripture require of a teacher when members ask such questions? Are the questions reasonable, and do they have answers? And when a teaching departs from what the Church believed for centuries, who carries the burden of proof?
Seven arguments for silence, weighed by you before they are tested. 1 Timothy 6:3–5 read phrase by phrase, to see whom Paul actually describes. Eight questioners in Scripture and how each was met. The long line of each teaching, drawn to scale across two thousand years. Seven questions from the pews, each opened as a card with Scripture, the early Church, the record of change, the strongest case on the other side, and your verdict. One word traced across nineteen centuries. A question asked four ways, and what the congregation learns from each. A test you can run in your own church. Roughly eighty minutes if you engage with it; fifteen if you read only the boxes.
The page in eight sentences — for anyone skimming
1 · The spider is a church memberNot an unbeliever, not an attacker of the faith. A person in the pews asking about baptism, the Lord’s Supper, revelation and the gospel.
2 · An elder must answerHe must be “able by sound doctrine both to exhort and to convince the gainsayers” (Titus 1:9). Instruction and rebuke both need an argument. Neither needs a funeral.
3 · The anti-question texts point the other wayIn 1 Timothy 6:3–5 the man “doting about questions” is the one who “teach otherwise.” And the verse after “foolish questions avoid” says the Lord’s servant must be “apt to teach.”
4 · Scripture honours the questionerJesus asked questions in the temple at twelve. Luke calls the Bereans “more noble” for checking Paul. Thomas was given evidence, not removed.
5 · The burden lies with the new“The faith which was once delivered unto the saints” (Jude 3). Vincent of Lérins: hold what has been believed “everywhere, always, by all.” Growth is allowed; alteration is not.
6 · The Reformers accepted that burdenLuther at Worms asked to be shown his errors “by the writings of the prophets and the evangelists.” The Augsburg Confession claimed nothing in it varied “from the Church Catholic.”
7 · The seven questions have answersEach one can be answered from Scripture and from dated early sources, on both sides. The cards in Part VI give you the material.
8 · The spider may be the teacherSeveral of the questions are not new objections. They are the Church’s old answers, in the creeds and confessions. The member is remembering, not inventing.
The question
What this page is asking
The author of this site set down a thesis to be tested: “When a member of the congregation asks honest theological questions, Scripture tells the teacher to answer them, with sound arguments, gentleness, and respect. It does not tell him to ask God to remove the one asking. A teacher who makes new and extraordinary claims carries the burden of supplying the evidence for them.”
This is a continuation of Dossier 68, Kill the Spider?, which tested a prayer heard from a modern pulpit: that God would remove “the spider, and not just the cobwebs.” That page found that Scripture never tells a pastor to pray for the death of those who disagree with him. It is linked here rather than repeated.
Who is the spider?
The cobwebs
The dissent: a question raised after a sermon, a doubt about a teaching, an objection drawn from Scripture or church history.
The spider
The person who asks. Not an enemy of Christ, not an unbeliever, not someone attacking the faith. A member of the congregation, baptised, attending, asking theological questions.
Define the spider before you decide what to do with it
Every text about wolves, false teachers and enemies of the gospel is about someone else. The spider in this image is a fellow believer who has noticed that something he is being taught is new, and has asked about it.
What the spiders are asking
The questions below were raised by members of a modern church. The author has paraphrased them from memory, attributes them to no one, and asked that no names be supplied or guessed. This page follows that rule strictly.
1
How did the sacraments become mere symbols?Baptism and the Lord’s Supper · Card 1, Part VI
2
Did the early church not baptize infants?Infant baptism · Card 2
3
How can we call ourselves a Protestant church if we do not agree with Luther on anything major? In fact, we make fun of Luther during sermons.The name and its substance · Card 3
4
Did God really change his mind after almost 1,800 years?Development or reversal · Card 4
5
Since when did being a Christian become about ‘me’ and not about Christ?The subject of the gospel · Card 5
6
How can you redefine the term ‘born again’ after 1,800 years? If words can be dramatically redefined, then why have the written word at all?The meaning of words · Card 6
7
How can we trust your personal revelation, especially when you use it to override the Bible and centuries of church history?Private revelation · Card 7
The author put the question in a form that can be checked: What does Scripture require of a teacher when members ask theological questions? Are the questions above reasonable, and do they have answers grounded in Scripture and the historic Church? Who bears the burden of proof when a teaching departs from what the Church has believed for centuries?
He asked that the strongest case for the preacher be presented first and tested fairly, that each question be given its evidence on both sides, and that earlier dossiers be linked rather than repeated. Part I states the preacher’s case; Part VI opens the seven questions.
Three answers, labelled so they can be told apart
The page compares three ways a teacher might respond to a member’s question. They are given letters so that the page can refer to them briefly.
Position A · held by this page
The AnsweringQuestions about doctrine are answered from Scripture and the Church’s history, with gentleness and respect. The teacher can be wrong and can be corrected. When he teaches something new, he shows where it came from and why the Church was wrong before.
Position S · under test
The SilencingQuestions about the preacher’s teaching are a distraction, a sign of weak faith, or a source of division. Scripture warns against controversies and “the letter.” The questioner is to be rebuked, mocked or removed, not answered.
Position U · rejected
The UnsettledEvery question is as good as every answer, nothing in doctrine can be known, and a teacher who answers firmly is being unkind. Asking is the point; arriving is optional.
Position S is tested here, not mocked; Part I states its case at full strength. Position U is rejected as firmly, because Scripture rejects it too: questions in Scripture are asked in order to be answered, and Luke wrote so that Theophilus might “know the certainty” of what he had been taught (Luke 1:4).
What all three agree on
Some questions are unprofitablePaul does warn against “foolish and unlearned questions” (2 Timothy 2:23). No one denies that some disputes are idle.
Teachers have real authority“Obey them that have the rule over you” (Hebrews 13:17). A congregation is not a debating society, and an elder is not one opinion among many.
Questions can be asked badlyA question asked to wound, to show off, or to split a church is a different thing from one asked to understand. Manner matters on both sides.
Only God sees the heartThis page judges a way of handling questions, never anyone’s faith, sincerity or standing before God.
So the disagreement is not about whether teachers have authority, or whether some questions are idle. It is about one thing: whether honest questions about baptism, the Supper, revelation and the gospel may be met with silence, mockery or threats instead of answers, and who must supply the evidence when a teaching is new.
“Sacrament,” “symbol,” “paedobaptism,” “burden of proof” and “development,” as used on this pageA sacrament, in the historic churches, is a rite instituted by Christ in which God gives what he promises through an outward sign, such as water or bread and wine. A symbol, in the sense the first question means, is a sign that represents something but gives nothing; “mere symbol” is the view that baptism and the Supper are only our acts of remembrance or testimony. Paedobaptism is infant baptism; credobaptism is baptism only of those who profess faith. The burden of proof is the duty, in an argument, to supply evidence; it lies on the one who asks others to change their minds. Development, as Vincent of Lérins used the idea, is growth in understanding of the same faith; reversal is replacing it with something else.
The thesis under test
That Scripture requires a teacher to answer those who question his doctrine, with sound teaching, gentleness and respect (Titus 1:9; 1 Peter 3:15; 2 Timothy 2:24–25). That the texts used against questioning, read in context, warn against idle disputes and against the teacher of a different doctrine, not against members who ask about baptism, the Supper or the gospel (1 Timothy 6:3–5; 2 Timothy 2:23; Titus 3:9). That Scripture models questioning met by answers: from the temple in Luke 2 to the council in Acts 15. That the burden of proof lies with the one who introduces a new teaching, not with the member who notices that it is new (Jude 3; Galatians 1:8). That each of the seven questions is reasonable and has an answer that can be checked in Scripture and the historic record. And that several of the questions are themselves the Church’s historic teaching, so that the questioner may be the one doing the educating.
The scope of this page, stated narrowly
This page tests how a teacher should meet theological questions, and lays out the evidence each question raises. It does not name, describe or identify any preacher or congregation. It does not claim to settle the long debates over baptism and the Supper between the traditions; it gives the strongest case on each side and the dated sources, so the reader can weigh them. It does not say whether anyone is saved, sincere or a true minister, and it does not tell anyone whether to stay in or leave a church. Where an earlier dossier has covered a topic in detail, this page summarises and links to it. Objections are answered inside each Part, under the heading “The objection,” and the case for Position S has a Part of its own.
What the page concludes, stated up front
The case for silence rests on real texts. Paul does warn against foolish questions, strifes of words and puffed-up knowledge, and a preacher may sincerely fear division. Part I.
Read whole, those texts point the other way. The man “doting about questions” is the one who “teach otherwise”; “the letter killeth” is about the old covenant on stone; “avoid foolish questions” is followed at once by “apt to teach.” Part II.
The teacher’s duty to answer is explicit, and it carries a stricter judgement. Refusing, mocking and threatening do not satisfy “apt to teach.” Part III.
Scripture honours questioners and answers them: Jesus at twelve, the Bereans, Thomas, Theophilus, Apollos, the council at Jerusalem. Part IV.
The burden of proof lies with the new teaching. The principle is far older than Carl Sagan, and the Reformers accepted it for themselves. Part V.
Each of the seven questions is reasonable and answerable. On the sacraments and infant baptism the early record is strong and dated; the alternatives entered church practice in the 1520s; “born again” as a datable experience apart from baptism is younger still. Part VI.
Silencing does not remove a question. It teaches the congregation that the question has no answer. Part VII.
The spider is remembering, not inventing. Most of the questions restate the creeds, the early Fathers and the Reformation confessions. Part VIII.
The reader can run the test in his own church, starting with how the last honest question was received. Parts IX–XI.
Where this page standsMy own view, offered as opinion: I think the questions in this dossier are good questions, and I think they deserve good answers. Some of them have answers a free-church pastor could give, and give well, from his own tradition. What troubles me is not that a teacher holds a view I do not share. It is the idea that a member who asks him to show his work should be prayed against rather than taught. Paul told Timothy to instruct his opponents in meekness, “if God peradventure will give them repentance to the acknowledging of the truth” (2 Timothy 2:25). He did not say whose repentance. The surest sign that a teacher believes he has the truth is his willingness to be examined on it. You may weigh the evidence differently, and this page has tried to give you everything you need to do so.
A note on scope and method. No living individual or congregation is named, described or identifiable on this page. The questions it examines were paraphrased from memory by the author and are attributed to no one; every other modern remark, response or scene is composed by the page and labelled as composed. Deceased writers are quoted from dated, published works and translations, and the translation is named. Scripture is quoted from the Authorised Version. Evaluative conclusions are labelled as opinion and rest on facts disclosed on the page. The page judges a practice, never any person’s faith, salvation or standing before God.
Reproducibility
The prompt behind this page
Everything below was produced by giving the following brief to a frontier language model with web search, which assembled and checked the sources. It is published so you can run it yourself, change it, sharpen it, or reverse it and see what comes back. Three experiments are worth more than reading this page. First, reverse it: ask for the strongest case that a pastor should decline to engage members’ doctrinal questions, and see which texts it rests on and whether it reads them in context. Second, swap the questions: replace the seven below with questions asked in your own church, in your own words and without names, and see whether they have answers. Third, turn it round: ask what questions a member of a historic church might fairly put to his teachers, and whether they are answered.
Write a detailed, source-first, interactive article, in British
English, for a general reader who is willing to work. Quote Scripture
from the Authorised Version. Date and attribute every other
quotation: give the work, the edition or translation, and the
section. Verify every quotation against a reliable published source;
where a quotation cannot be verified, cut it, or say that it is
given at second hand. Do not invent quotes. Do not take verses out
of context.
WORKING TITLE. Educate the Spider? Answering the Questions Instead
of Silencing the Questioner. Suggested publishing title: Educate
the Spiders, Maybe? Propose alternatives and confirm with me.
THESIS TO TEST. When a member of the congregation asks honest
theological questions, Scripture tells the teacher to answer them,
with sound arguments, gentleness, and respect. It does not tell him
to ask God to remove the one asking. A teacher who makes new and
extraordinary claims carries the burden of supplying the evidence
for them.
CONTEXT. A continuation of "Kill the Spider? Praying for the Death
of Those Who Disagree," which asked whether praying for the instant
death of those who disagree is speaking in the spirit of Christ.
This article asks: if not that, then what? Link to it rather than
repeating it.
WHO IS THE SPIDER. In the pulpit image, the cobwebs are the dissent
and the spider is the person who dissents. The spider is not an
enemy of Christ, an unbeliever, or someone attacking the faith. The
spider is a church member who is asking theological questions.
SOURCE OF THE MATERIAL. The questions below were raised by members
of a modern church. They are not attributed to any one person, and
no names should be supplied or guessed. They are paraphrased from
memory.
1. "How did the sacraments become mere symbols?"
2. "Did the early church not baptize infants?"
3. "How can we call ourselves a Protestant church if we do not
agree with Luther on anything major? In fact, we make fun of
Luther during sermons."
4. "Did God really change his mind after almost 1,800 years?"
5. "Since when did being a Christian become about 'me' and not
about Christ?"
6. "How can you redefine the term 'born again' after 1,800 years?
If words can be dramatically redefined, then why have the
written word at all?"
7. "How can we trust your personal revelation, especially when
you use it to override the Bible and centuries of church
history?"
CORE CLAIM. Instead of asking God to kill the spiders, should a
teacher not answer their questions with sound theological
arguments? An elder must be "able to give instruction in sound
doctrine and also to rebuke those who contradict it" (Titus 1:9).
Instruction and rebuke both require an argument. Neither requires
a funeral. And if a teacher makes extraordinary claims, ones that
depart from Scripture as the Church has read it for most of its
history, should he not supply extraordinary evidence? The burden
of proof lies with the one introducing the new teaching, not with
the member who notices that it is new.
QUESTION TO TEST. What does Scripture require of a teacher when
members ask theological questions? Are the questions above
reasonable, and do they have answers grounded in Scripture and the
historic Church? Who bears the burden of proof when a teaching
departs from what the Church has believed for centuries?
POINTS TO TEST.
1. The strongest case for the preacher, first: 2 Timothy 2:23;
Titus 3:9; 1 Corinthians 8:1; 2 Corinthians 3:6; 1 Timothy
6:3-5; questions as distraction from evangelism, division, or
lack of faith. Then test: are these questions "foolish
controversies" or about baptism, the Supper, revelation and the
gospel? Whom does 1 Timothy 6:3 describe? What does 2
Corinthians 3:6 contrast (verify the context)?
2. The teacher's duty to answer: 1 Peter 3:15; 1 Timothy 3:2;
2 Timothy 2:24-25; James 3:1. Can "able to teach" be satisfied
by refusing, mockery, or praying for the questioner's death?
3. Questions in Scripture are not rebellion: Luke 2:46-47; Acts
17:11; John 20:27; Luke 1:1-4; Acts 18:24-26; Acts 15;
1 Thessalonians 5:21.
4. Extraordinary claims and the burden of proof: Carl Sagan
(verify the origin and earlier forms); Jude 3; Galatians 1:8;
Vincent of Lerins, Commonitorium (c. 434), "everywhere, always,
and by all" (verify). This does not mean nothing can be
reconsidered; the Reformers argued from Scripture and the
Fathers. But the one proposing something new must show his
work.
5. Answer each question: give the scriptural and historical
material on both sides, briefly, and link earlier articles.
- Sacraments as symbols: Ignatius (Smyrnaeans 7), Justin (First
Apology 61, 66), Irenaeus; Zwingli and Marburg (1529).
- Infant baptism: Irenaeus (Against Heresies 2.22.4), the
Apostolic Tradition (verify date and authorship), Origen
(Commentary on Romans 5.9), Cyprian to Fidus (c. 253);
Tertullian (On Baptism 18) as the strongest counter-voice;
the Anabaptists in Zurich (1525).
- Protestant without Luther: Speyer (1529), Augsburg (1530),
the Small and Large Catechisms.
- Did God change his mind? Malachi 3:6; Hebrews 13:8; James
1:17; the counter-case (Acts 10; Hebrews 8); development vs
reversal; check the "1,800 years" figure.
- "Me" not Christ: John 3:30; 2 Corinthians 4:5; Galatians 2:20.
- Redefining "born again": John 3:3-5; Titus 3:5; 1 Peter 3:21;
the Nicene Creed; Justin; the revivals and the 1970s label
(verify); Deuteronomy 4:2; 2 Peter 3:16; Revelation 22:18-19.
- Personal revelation: Galatians 1:8; 1 John 4:1; Deuteronomy
13:1-3; Hebrews 1:1-2.
6. What silencing does to the question: Proverbs 18:17; 18:13;
the young, the newly converted and the quiet believer.
7. Who is educating whom? Several questions restate the historic
teaching of the Church.
8. A test readers can run in their own church.
EARLIER ARTICLES. Link rather than repeat: Kill the Spider?; baptism
exegesis; rebaptism; "follow Jesus in baptism"; the communion
warning; the altar; the liturgy; the Nicene Creed; the Catholic and
Lutheran difference; what Luther would think of the modern church;
divisiveness; direct revelation; private revelation; "a word for
you"; eisegesis; the gospel of me; the message of Christ; the
prosperity gospel; "anything goes"; outsourcing faith; faith, logic
and reason; the effect on children.
OBJECTIONS. Present the case for the preacher first, at full
strength, in its own Part. Answer other objections inside the
argument where each arises. Where the evidence corrects or qualifies
the brief, say so in a marked box.
POSITIONS. Three labelled positions: A, the Answering (held);
S, the Silencing (under test); U, the Unsettled, for whom no
question should ever be answered firmly (rejected).
NAMING. No living individual or congregation named or identifiable.
The questions are paraphrased and attributed to no one. Every modern
example composed and labelled as composed. Deceased writers quoted
from dated, published works.
INTERACTIVES. A priors quiz. The case for silence, weighed by the
reader before it is tested. Topics sorted into idle controversy or
the faith itself. 1 Timothy 6:3-5 phrase by phrase. Responses sorted
by whether they satisfy "apt to teach." Scripture's questioners and
how each was met. The long line of each teaching, to scale. Each of
the seven questions as an expandable card: Scripture, the early
Church, when it changed, the other side, and the reader's verdict.
One word across the centuries. A question asked four ways, and what
the congregation learns. Statements sorted old or new. A checklist
for one's own church. An objection drill the reader answers first.
Claims sorted by whether the argument proves them.
OUTPUT: a single self-contained interactive HTML page, professional
and readable, light theme by default with a dark switch, stating the
question at the top, publishing this prompt in full, repeating the
key points in prominent boxes for readers who skim, explaining every
technical term in a box where it is used, and giving the reader
something to do in every major section. Also produce a plain-English
quick version with three short exercises, and a Simple English
version with no exercises.
The page you are reading is the output of that brief after the sources were checked. The brief quoted Scripture from a modern version; the page gives it from the Authorised Version, as it does everywhere on this site. Fourteen things qualified the brief, and each is marked where it arises.
Where the evidence corrects or qualifies the brief
1. The Authorised Version’s wording differs. Titus 1:9 reads “that he may be able by sound doctrine both to exhort and to convince the gainsayers.” 1 Peter 3:15 reads “be ready always to give an answer to every man that asketh you a reason of the hope that is in you with meekness and fear.” 2 Timothy 2:23 reads “foolish and unlearned questions avoid.” 1 Timothy 6:4 reads “doting about questions and strifes of words.” James 3:1 reads “be not many masters … we shall receive the greater condemnation.” 1 Thessalonians 5:21 reads “Prove all things.” The meaning is the same in each case. Throughout.
2. 1 Timothy 6:3, checked. The man Paul warns against is the one who “teach otherwise, and consent not to wholesome words, even the words of our Lord Jesus Christ.” The Greek verb, heterodidaskalei, means to teach a different doctrine. He is described as “doting about questions,” but he is the teacher of the new doctrine, not the one asking about it. Part II.
3. 2 Corinthians 3:6, checked. “The letter killeth, but the spirit giveth life” contrasts the old covenant, “written and engraven in stones” (3:7), with the new covenant written “in fleshy tables of the heart” (3:3). It is not a contrast between study and spirituality. Part II.
4. 2 Timothy 2:23 does not stand alone. The next two verses say “the servant of the Lord must not strive; but be gentle unto all men, apt to teach, patient, In meekness instructing those that oppose themselves.” The text most used to avoid questions commands the teacher to instruct his opponents. Part II.
5. “Extraordinary claims require extraordinary evidence” did not begin with Carl Sagan. Sagan used the words in print in 1977 and 1979 (Broca’s Brain) and made them famous in Cosmos (1980); the sociologist Marcello Truzzi used “extraordinary proof” a few years earlier. The idea is much older: Pierre-Simon Laplace wrote in 1810 and 1814 that “the more extraordinary the event, the greater the need of its being supported by strong proofs,” and English writers on miracles used similar words from the early 1700s. In 1824 the Reformed minister William Craig Brownlee wrote “Extraordinary claims can rest only on extraordinary proofs” in a book examining the religious principles of the Quakers. The principle has also been turned against Christianity’s miracle claims, from David Hume (1748) onward; Part V explains the narrower sense in which this page uses it. Part V.
6. Vincent of Lérins, checked. The wording in the standard English translation (C. A. Heurtley, Nicene and Post-Nicene Fathers, second series, vol. 11, 1894) is “that we hold that faith which has been believed everywhere, always, by all” (Commonitorium 2.6). Vincent also allows real growth (chapter 23), which the brief anticipated. Many historians think Vincent was writing partly against Augustine’s teaching on predestination, which he saw as new; the rule has always been used by people on more than one side. Part V.
7. Irenaeus, Against Heresies 2.22.4, is debated. He says Christ came to save “all who through Him are born again to God—infants, and children, and boys, and youths, and old men.” Irenaeus uses “born again to God” of baptism elsewhere (3.17.1), and many read this as evidence for infant baptism; others say the passage is about Christ’s passing through every age of life, not about baptism. Card 2.
8. The Apostolic Tradition’s date and author are disputed. It was long dated to about 215 and attributed to Hippolytus of Rome. Many scholars now treat it as a composite church order gathered over the third and fourth centuries, of uncertain authorship. Card 2.
9. Origen’s Commentary on Romans survives only in Latin, in Rufinus’s translation of about 406, and Rufinus sometimes adapted what he translated. The same claim, that the practice came from the apostles, also appears in Origen’s homilies, which survive in other translations. Card 2.
10. Cyprian’s council argued about when, not whether. Fidus wanted infants not to be baptised before the eighth day, as with circumcision. The sixty-six bishops answered that no one should be kept from baptism, least of all newborns (Letter 58, or 64 in some editions). Nobody in the letter asks whether infants should be baptised at all. Card 2.
11. Tertullian advised delay; he did not reject the practice. His advice in On Baptism 18 (about 200) presupposes that infants were being presented with sponsors, and he gives the same counsel of delay to the unmarried. Card 2.
12. The symbolic view had a forerunner. Berengar of Tours taught a largely figurative view of the Supper in the eleventh century and was made to recant (1059 and 1079). It became the settled teaching of whole churches only in the 1520s, with Zwingli. Card 1.
13. The “1,800 years” figure, checked against each question. It fits “born again” best: the separation of the new birth from baptism as a datable experience grew through the revivals of the eighteenth and nineteenth centuries, and the label “born-again Christian” became popular in the 1970s. For the symbolic Supper and the rejection of infant baptism, the figure is about 1,500 years: both entered church practice in the 1520s. Cards 4 and 6.
14. “Protestant” was never only Lutheran, and its birth was not gentle. The Protestation at Speyer (1529) was signed by Lutheran princes and by cities that later sided with the Swiss reformers, so a church need not follow Luther to be Protestant. But the Lutheran and Reformed confessions alike kept infant baptism and rejected “bare signs.” The same diet also passed an imperial mandate making rebaptism a capital crime, with the evangelical estates agreeing; this page records that, and does not admire it. Card 3.
Before you read
What do you currently think?
Ten questions. Each has a determinate answer, and you can check every one yourself in the texts listed in Part XIII. Answer them before reading and lock them in. They come back in Part XII with the sources beside them.
0 of 10 answered
Contents
What follows
Part I · The other side, first
The case for silence
But foolish and unlearned questions avoid, knowing that they do gender strifes.2 Timothy 2:23
The author asked for the preacher’s case to be put first, at full strength, and fairly. Here it is, in seven arguments, as its most serious defenders would make them. Nothing here is a straw man. Each rests on a real text or a real pastoral concern, and any pastor who has watched a congregation split over a dispute will recognise the fear behind them.
Argument 1 Paul says to avoid questions
“Foolish and unlearned questions avoid, knowing that they do gender strifes” (2 Timothy 2:23). “Avoid foolish questions, and genealogies, and contentions, and strivings about the law; for they are unprofitable and vain” (Titus 3:9). The apostle did not tell Timothy and Titus to engage every question. He told them to refuse some.
Argument 2 Knowledge puffs up
“Knowledge puffeth up, but charity edifieth. And if any man think that he knoweth any thing, he knoweth nothing yet as he ought to know” (1 Corinthians 8:1–2). A member who reads church history and quizzes the pastor on the Fathers is showing the very pride Paul warns against.
Argument 3 The letter kills
“For the letter killeth, but the spirit giveth life” (2 Corinthians 3:6). Arguments about definitions, creeds and old confessions are the letter. The Spirit gives life. A Spirit-led church does not need to win debates about what Ignatius thought.
Argument 4 Paul condemns those who crave controversy
The man who is “doting about questions and strifes of words, whereof cometh envy, strife, railings, evil surmisings, Perverse disputings” is “proud, knowing nothing,” and Paul says “from such withdraw thyself” (1 Timothy 6:4–5). Questioners who keep returning to the same disputes fit the description.
Argument 5 Questions distract from the mission
The Great Commission is to make disciples (Matthew 28:19). Every hour spent debating infant baptism or the Marburg Colloquy is an hour not spent reaching the lost. A church that argues about the past has stopped looking at the harvest.
Argument 6 Questions cause division
“Mark them which cause divisions and offences contrary to the doctrine which ye have learned; and avoid them” (Romans 16:17). A member who raises doubts about the church’s teaching among other members is sowing division, whatever his intentions.
Argument 7 Questioning shows a lack of faith
“Blessed are they that have not seen, and yet have believed” (John 20:29). “Trust in the LORD with all thine heart; and lean not unto thine own understanding” (Proverbs 3:5). A mature believer trusts the shepherd God has given him. Constant questioning is a sign of an unsettled heart.
Try it: weigh the case before it is tested
How convinced are you by each argument, as stated? Your answers come back in Part XII beside what the page found when it tested them.
0 of 7 weighed
The point of Part I
The case for silence rests on real texts and a real fear of division. Scripture does warn against idle questions, puffed-up knowledge and a craving for controversy. The question is whom those warnings describe.
Part II · The case, read in context
Foolish controversies, or the faith itself?
If any man teach otherwise, and consent not to wholesome words, even the words of our Lord Jesus Christ, and to the doctrine which is according to godliness; He is proud, knowing nothing, but doting about questions and strifes of words.1 Timothy 6:3–4
Every argument in Part I quotes Scripture accurately. The test is what each text is about, and whom it describes. Read whole, the texts turn out to make a distinction that the case for silence leaves out: between idle questions, which Paul names, and the faith itself, which he tells Timothy to guard and teach.
What Paul calls foolish
Titus 3:9 says what the foolish questions were: “genealogies, and contentions, and strivings about the law.” The same letter had already named them: “Not giving heed to Jewish fables, and commandments of men, that turn from the truth” (Titus 1:14). Timothy was warned against “fables and endless genealogies, which minister questions, rather than godly edifying” (1 Timothy 1:4) and “profane and old wives’ fables” (4:7). These were speculations: who descended from whom, which legends to add to the law. They were not questions about the sacraments Christ commanded.
And 2 Timothy 2:23 does not stand alone. Paul’s next words are the instruction for the teacher:
“But foolish and unlearned questions avoid, knowing that they do gender strifes. And the servant of the Lord must not strive; but be gentle unto all men, apt to teach, patient, In meekness instructing those that oppose themselves; if God peradventure will give them repentance to the acknowledging of the truth.”
2 Timothy 2:23–25, Authorised Version.
Read the next verse
The verse used to avoid questions is followed at once by the command to be “apt to teach” and to instruct “those that oppose themselves.” Even when Paul tells Timothy to avoid a quarrel, he tells him to teach the person.
Try it: idle controversy, or the faith itself?
Ten topics. Sort each by whether it resembles what Paul calls “foolish questions” (genealogies, fables, quarrels about words), or whether it touches what Paul calls the faith Timothy must guard and teach. The first four are composed for illustration.
0 of 10 sorted
Try it: whom does 1 Timothy 6:3–5 describe?
This is the strongest text in the case for silence. Select each underlined phrase and see what it says about the man Paul warns against. Then decide whom the description fits.
Choose a phrase.
0 of 7 phrases read.
In the situation this page examines, which party does Paul’s description fit more closely?
The letter that kills
2 Corinthians 3:6 is quoted to set the Spirit against study. Its context sets something else against the Spirit. Paul is comparing two covenants. The Corinthians are “the epistle of Christ … written not with ink, but with the Spirit of the living God; not in tables of stone, but in fleshy tables of the heart” (3:3). The old covenant was “the ministration of death, written and engraven in stones” (3:7). “The letter” is the law given at Sinai, which could command but not give life. Paul is not contrasting a careful reader of Scripture with a Spirit-filled believer; he wrote this sentence in a letter, to be read carefully.
Likewise 1 Corinthians 8:1 is about meat offered to idols. Some Corinthians “knew” that an idol was nothing, and used that knowledge to wound weaker brothers (8:10–12). Paul’s answer is love for the weak, not silence about doctrine; in the same letter he spends a whole chapter correcting their understanding of the Lord’s Supper (1 Corinthians 11) and another on the resurrection (15). A member who asks how a sacrament became a symbol is not eating in an idol’s temple.
The objection
“But Romans 16:17 says to mark those who cause divisions and avoid them.”
The answer. Read the whole verse: those who cause divisions “contrary to the doctrine which ye have learned.” The test of division is the doctrine already received. A member who asks why the teaching has departed from what the Church received is appealing to that test, not breaking it. If the doctrine learned is the Nicene Creed’s “one baptism for the remission of sins,” the division Paul describes may run the other way. Dossier 34 covers the charge of being “divisive” in full.
The objection
“Jesus said, ‘Blessed are they that have not seen, and yet have believed.’ Asking for evidence is what Thomas did wrong.”
The answer. Thomas asked to see the risen Christ. The members on this page are not asking to see anything; they are asking to read the evidence already given, in Scripture and in the Church’s record. And even with Thomas, Jesus did not refuse him. He said, “Reach hither thy finger” (John 20:27), and then pronounced a blessing on those who would believe through the apostles’ written testimony: “But these are written, that ye might believe” (20:31). The blessing in 20:29 is for those who believe what is written. That is what the members are asking about.
Followed further in earlier dossiers
34 · Warmed-Over Ashes? When claims with sources are answered with “Baloney!” or “divisive”: what a disagreement looks like when it carries its reasons.
18 · Leave Your Mind at the Door “Lean not on your own understanding,” and how the historic Church held faith and reason together.
The foolish questions Paul names are genealogies, fables and quarrels about words. The man he warns against is the one who “teach otherwise.” The letter that kills is the old covenant on stone. None of these texts describes a member asking about baptism, the Supper or the gospel.
Part III · The teacher’s duty
The teacher’s duty to answer
Holding fast the faithful word as he hath been taught, that he may be able by sound doctrine both to exhort and to convince the gainsayers.Titus 1:9
The New Testament does not leave the elder’s response to questions to his temperament. It writes it into the qualifications for the office. Five texts set the standard.
Able to convince the gainsayersAn elder must hold fast the faithful word “that he may be able by sound doctrine both to exhort and to convince the gainsayers” (Titus 1:9). A gainsayer is one who speaks against. The elder’s tool is “sound doctrine,” and his aim is to convince.
Apt to teachA bishop must be “apt to teach” (1 Timothy 3:2). It is one of the few qualifications in the list that is a skill rather than a virtue. A man who cannot or will not teach those who ask is not qualified.
Ready always to give an answer“Be ready always to give an answer to every man that asketh you a reason of the hope that is in you with meekness and fear” (1 Peter 3:15). The Greek word for answer is apologia, a reasoned defence. Peter says “every man that asketh,” and he says “always.”
In meekness instructing“The servant of the Lord must not strive; but be gentle unto all men, apt to teach, patient, In meekness instructing those that oppose themselves” (2 Timothy 2:24–25). Even the opponent gets instruction, and gets it gently.
The greater condemnation“My brethren, be not many masters, knowing that we shall receive the greater condemnation” (James 3:1). Teachers are judged more strictly, not less. Their words are examined by God, so they have no grounds to object when they are examined by men.
“Apologia” and “gainsayer”Apologia (1 Peter 3:15) is the Greek word for a defence given in answer to a charge or a question, the word Paul uses for his defence before the crowd in Jerusalem (Acts 22:1). It is the root of “apologetics,” the reasoned defence of the faith. A gainsayer (Titus 1:9, Authorised Version) is one who contradicts or speaks against; modern versions have “those who contradict.”
Instruction and rebuke both need an argument
Titus 1:9 gives the elder two tasks: to exhort, and to convince those who contradict. Both are done “by sound doctrine.” Neither can be done by silence, by mockery, or by a funeral.
Try it: does this satisfy “apt to teach”?
Eight responses a pastor might give when a member asks one of the questions on this page. All are composed for illustration and quoted from no one. Does each satisfy the standard of Titus 1:9 and 1 Peter 3:15?
0 of 8 sorted
The objection
“A pastor cannot spend his week answering every question from every member. He has a church to run.”
The answer. True, and Scripture does not ask him to. The apostles appointed others so that they could give themselves “continually to prayer, and to the ministry of the word” (Acts 6:4); teaching is the core of the office, not a distraction from it. He can answer in a sermon, a class, a book list, a letter, or by sending the member to an elder who knows the subject. What he cannot do is treat the question itself as an offence. Priscilla and Aquila took Apollos aside (Acts 18:26). An answer can be private, brief and delegated. It must exist.
The objection
“Some of these questions are really accusations. ‘How can we trust your personal revelation?’ is not a question; it is a charge.”
The answer. Then 1 Peter 3:15 applies all the more, because apologia is precisely the answer to a charge. Paul answered charges against his apostleship at length in 2 Corinthians 10–13, and against his conduct in Acts 24–26. A question can be sharp and still deserve an answer. And the gentleness Peter requires falls on the one answering: “with meekness and fear.”
Followed further in earlier dossiers
68 · Kill the Spider? The predecessor: Scripture’s instructions for dissent run from gentle correction to separation, and stop there.
37 · The Pulpit Is Not a Weapon The pastor may apply God’s Word; he may not turn private verdicts on particular people into the voice of God.
The point of Part III
An elder must be able to convince those who contradict, by sound doctrine; ready always to answer every man that asks; gentle in instructing even his opponents. Refusing to answer, mocking the question, or praying against the questioner meets none of these.
Part IV · Scripture’s questioners
Questions are not rebellion
These were more noble than those in Thessalonica, in that they received the word with all readiness of mind, and searched the scriptures daily, whether those things were so.Acts 17:11
If questioning were rebellion, Scripture would show questioners being silenced. It shows the opposite, and it shows it most clearly with the person who had least reason to put up with questions: the Lord himself. Christ asked questions, invited them, and answered them. His apostles were checked by their hearers and praised them for it.
Try it: how was each question met?
Eight scenes. Select each to see how the question was received. Watch the tally.
Scenes opened0
Met with an answer or evidence0
Questioner silenced or removed0
Luke’s word for the people who checked Paul
“More noble.” The Bereans did not take even an apostle’s word on trust. They searched the Scriptures daily to see “whether those things were so,” and Scripture commends them for it.
The scene in Acts 15 deserves a closer look, because it is the Church’s first recorded dispute about doctrine, and it was about a sacramental question: whether Gentile believers must be circumcised. “There had been much disputing” (15:7). Peter gave testimony; Barnabas and Paul reported what God had done; James argued from the prophets (15:15–17). The council then wrote its reasons down, and sent the letter with men who would “tell you the same things by mouth” (15:27). The pattern is hearing, Scripture, reasons, and a written answer. The Church still keeps it in the creeds and confessions.
“Prove all things; hold fast that which is good” (1 Thessalonians 5:21). The verb is the word for testing metal. It is addressed to the whole church at Thessalonica, not to its elders alone.
The objection
“The Bereans were checking Paul before they were Christians. Once you are in the church, you submit to your shepherd.”
The answer. The principle Luke praises is not the Bereans’ status but their method: “searched the scriptures daily, whether those things were so.” Paul asked the same of believers: “Prove all things” (1 Thessalonians 5:21); “try the spirits” (1 John 4:1, written to “little children,” members of the church). And Hebrews 13:17, which calls for obedience to leaders, describes them as those “that must give account.” Leaders who must give account to God cannot object to giving reasons to the flock. Dossier 29 treats submission and judgement in detail.
25 · Physics Without Newton? Acts 15 and why interpretation within written, checkable guardrails protects the ordinary member.
The point of Part IV
Jesus asked questions at twelve and offered Thomas his wounds. Luke wrote so that Theophilus might know the certainty of what he had been taught. Priscilla and Aquila explained the way of God more perfectly. The council at Jerusalem heard the dispute and wrote down its reasons. In Scripture, questions are met with answers.
Part V · Extraordinary claims
Who carries the burden?
Beloved, when I gave all diligence to write unto you of the common salvation, it was needful for me to write unto you, and exhort you that ye should earnestly contend for the faith which was once delivered unto the saints.Jude 3
The phrase “extraordinary claims require extraordinary evidence” is usually credited to the astronomer Carl Sagan. He used it in print in 1977 and 1979 and made it famous in his television series Cosmos in 1980. But the idea is centuries older. Pierre-Simon Laplace wrote in 1814 that “the more extraordinary the event, the greater the need of its being supported by strong proofs.” English writers on miracles used similar words through the eighteenth century, and in 1824 a Reformed minister in New York, William Craig Brownlee, wrote “Extraordinary claims can rest only on extraordinary proofs” in a book examining the religious principles of the Quakers.
The burden of proof, in the narrow sense this page usesThe principle has two uses. Sceptics since David Hume (1748) have turned it against miracles, asking for extraordinary evidence before believing the resurrection. This page does not use it that way, and takes no side here on that debate. It uses it in a narrower, internal sense: within a tradition that already confesses Scripture and the creeds, a teacher who says the Church misread them for fifteen centuries is making the extraordinary claim, and he must supply the evidence. The member who notices the change is making an ordinary one.
The principle is older in the Church
The Church held the burden-of-proof principle long before it had a slogan. Jude speaks of a faith “once delivered”: given whole, at one time, to be kept rather than improved. Paul made the same point with a hypothetical that includes himself: “But though we, or an angel from heaven, preach any other gospel unto you than that which we have preached unto you, let him be accursed” (Galatians 1:8). The standard is not the preacher’s rank, or even an angel’s. It is the gospel already preached.
“Moreover, in the Catholic Church itself, all possible care must be taken, that we hold that faith which has been believed everywhere, always, by all.”
Vincent of Lérins, Commonitorium 2.6 (c. 434); tr. C. A. Heurtley, Nicene and Post-Nicene Fathers, second series, vol. 11 (1894).
Vincent was a monk on an island off the south coast of Gaul. His rule has three tests, which he called universality, antiquity and consent. It is not a rule against thinking. In the same book he asks whether there can be any progress in the Church, and answers:
“Shall there, then, be no progress in Christ’s Church? Certainly; all possible progress. … Yet on condition that it be real progress, not alteration of the faith. For progress requires that the subject be enlarged in itself, alteration, that it be transformed into something else.”
Vincent of Lérins, Commonitorium 23.54 (c. 434); tr. Heurtley, as above.
Growth or alteration
Vincent’s picture is a child growing into a man: the same person, larger. Understanding may grow. What may not happen is that the faith becomes something else, while keeping its name.
The Reformers accepted the burden
It is sometimes said that this principle would have condemned the Reformation. The Reformers did not think so, because they argued that they were restoring what was old and that the medieval additions were new. They took on the burden of proof and tried to meet it.
31 October 1517An invitation to argueLuther’s Ninety-five Theses open: “Out of love for the truth and the desire to bring it to light, the following propositions will be discussed at Wittenberg,” and ask those who cannot come to “debate orally with us” to do so by letter. (Luther’s Works, vol. 31, p. 25.)
18 April 1521Show me my errorsAt Worms, Luther asked “anyone at all who is able, either high or low” to “expose my errors, overthrowing them by the writings of the prophets and the evangelists. Once I have been taught I shall be quite ready to renounce every error.” (LW 32:111.)
18 April 1521Convinced, or bound“Unless I am convinced by the testimony of the Scriptures or by clear reason … I am bound by the Scriptures I have quoted and my conscience is captive to the Word of God.” (LW 32:112.)
25 June 1530Nothing that varies from the Church CatholicThe Augsburg Confession, after its doctrinal articles: “This is about the Sum of our Doctrine, in which, as can be seen, there is nothing that varies from the Scriptures, or from the Church Catholic, or from the Church of Rome as known from its writers.” (Concordia Triglotta, tr. F. Bente, 1921.)
1536 onwardCalvin and the FathersCalvin’s prefatory address to Francis I in the Institutes answers the charge of novelty at length, arguing that the Fathers are on the Reformers’ side on the points in dispute.
Whatever one concludes about their arguments, the Reformers did not say “God has shown me something new; trust me.” They said: here is Scripture, here are the Fathers, examine us. That is the posture the members on this page are asking for.
What the teacher of something new owes
To say plainly that it is new, or newer than the creeds and confessions.
To show from Scripture, read in context, that the older teaching was wrong.
To explain how the Church across every tradition missed it for centuries.
To submit his case to examination, as Paul did with the Bereans.
What the member who notices owes
To ask honestly, and to listen to the answer.
To ask with “meekness and fear,” as the teacher must answer.
To change his mind if the evidence is good.
Nothing more. Noticing is not an accusation.
Try it: the long line
Choose a teaching. The bar runs from Pentecost to today, drawn to scale. The green part is the time the older teaching was held across the churches; the gold part begins when the alternative entered church practice; a red line marks an earlier forerunner where there was one. Dates are given with their sources, and the strongest early counter-voice is noted.
AD 30500100015002026
Older teaching heldAlternative in church practiceEarlier forerunner
Held for—
Alternative since—
Share of church history—
Choose a teaching above.
Try it: development, or reversal?
Vincent’s distinction can be applied. Eight changes in the Church’s history. Sort each by whether it is growth of the same faith, or alteration into something else. The page’s reading is given, labelled as its reading, with the reason.
0 of 8 sorted
The objection
“By that logic the Reformation itself was an extraordinary claim, and Luther should have kept quiet.”
The answer. By that logic Luther had to make his case, and he did. He did not say his critics should be removed; he asked to be refuted from Scripture. Whether he met the burden on every point is a fair question; Dossier 26 argues that on justification he did, and that this differs in kind from rejecting what every church held for fifteen centuries on baptism and the Supper. The principle cuts every way. It binds a pope, a Reformer and a pastor equally. That is why it is useful.
Followed further in earlier dossiers
26 · Does God Play Dice? “Everywhere, always, by all” applied to three teachings, and why the criterion is not mere longevity.
The burden of proof lies with the new teaching, not with the member who notices that it is new. The Church held this principle long before Carl Sagan, and the Reformers accepted it for themselves: they asked to be examined from Scripture and the Fathers.
Part VI · The questions themselves
The seven questions, opened
He that is first in his own cause seemeth just; but his neighbour cometh and searcheth him.Proverbs 18:17
Here are the seven questions, each as a card. Open a card to find five tabs: what Scripture says, what the early Church wrote (dated, with the translation named), when the alternative entered church practice, the strongest case on the other side, and a place to record your own verdict. The material is brief, and where an earlier dossier has covered the subject in detail, the card says so and links to it.
The cards do not settle the long debates between the traditions over baptism and the Supper. They show that each question is a real question, with real evidence that can be checked, on both sides. That is enough to show that it deserves an answer rather than a rebuke.
Cards opened0 / 7
Verdicts recorded0 / 7
You judged reasonable—
At the Supper: “Take, eat; this is my body. … Drink ye all of it; For this is my blood of the new testament, which is shed for many for the remission of sins” (Matthew 26:26–28). Paul: “The cup of blessing which we bless, is it not the communion of the blood of Christ? The bread which we break, is it not the communion of the body of Christ?” (1 Corinthians 10:16). And a warning that only makes sense if something is there to be discerned: whoever eats unworthily “shall be guilty of the body and blood of the Lord,” eating “not discerning the Lord’s body” (11:27, 29).
Of baptism: “Repent, and be baptized every one of you in the name of Jesus Christ for the remission of sins” (Acts 2:38). “Arise, and be baptized, and wash away thy sins” (22:16). “As many of you as have been baptized into Christ have put on Christ” (Galatians 3:27). “Baptism doth also now save us” (1 Peter 3:21).
In every one of these texts the sacrament gives something: communion with Christ’s body and blood, remission, being clothed with Christ. None calls it a symbol.
“They abstain from the Eucharist and from prayer, because they confess not the Eucharist to be the flesh of our Saviour Jesus Christ, which suffered for our sins, and which the Father, of His goodness, raised up again.”
Ignatius of Antioch, To the Smyrnaeans 7 (c. 107–110), on heretics who denied Christ had real flesh; tr. A. Roberts and J. Donaldson, Ante-Nicene Fathers, vol. 1.
“For not as common bread and common drink do we receive these; but … we have been taught that the food which is blessed by the prayer of His word … is the flesh and blood of that Jesus who was made flesh.”
Justin Martyr, First Apology 66 (c. 155), explaining Christian worship to the emperor; ANF vol. 1.
“For as the bread, which is produced from the earth, when it receives the invocation of God, is no longer common bread, but the Eucharist, consisting of two realities, earthly and heavenly; so also our bodies, when they receive the Eucharist, are no longer corruptible.”
Irenaeus of Lyons, Against Heresies 4.18.5 (c. 180); ANF vol. 1.
On baptism, Justin describes converts “brought by us where there is water,” where they “are regenerated in the same manner in which we were ourselves regenerated” (First Apology 61). Three writers, three regions (Syria, Rome, Gaul), within about seventy years of the apostles.
1050s–1079Berengar of ToursTeaches a largely figurative view of the Supper; condemned, and made to recant in 1059 and again in 1079. A forerunner, not a church.
c. 1521–1524“Is” means “signifies”A letter by the Dutch lawyer Cornelius Hoen argues that in “this is my body,” est means significat. Zwingli adopts the reading.
1525Zwingli’s SupperAt Zurich the Mass is replaced by a memorial meal; Zwingli’s Commentary on True and False Religion sets out the view.
1–4 October 1529MarburgLuther and Zwingli meet. Luther chalks Hoc est corpus meum, “This is my body,” on the table. They agree on fourteen articles and part of the fifteenth, and part over the Supper.
1536–1559Calvin’s middle wayCalvin rejects Zwingli’s “bare signs”: believers truly feed on Christ by the Spirit (Institutes 4.17). Baptism is a seal of God’s promise, given to infants.
1689Even the “ordinance” confessionsThe Second London Baptist Confession calls baptism and the Supper “ordinances,” yet says worthy receivers “spiritually receive and feed upon Christ crucified” (30.7). “Mere symbol” is a later and thinner view still.
Covered in detail
14 · Unworthy of a Symbol? The communion warning of 1 Corinthians 11, read against a symbol-only Supper.
The strongest case for a symbolic or memorial view. Jesus said “this do in remembrance of me” (Luke 22:19; 1 Corinthians 11:24–25): the Supper is a memorial. He also said “It is the spirit that quickeneth; the flesh profiteth nothing” (John 6:63), Zwingli’s key text. He called himself a door and a vine, and nobody takes those literally. His risen body has ascended, and “the heaven must receive” him until the restoration of all things (Acts 3:21), so it cannot be on many tables at once.
The early writers also used the language of sign and figure. Tertullian wrote that Christ made the bread “His own body, by saying, ‘This is my body,’ that is, the figure of my body” (Against Marcion 4.40, c. 208). Augustine read the command to eat Christ’s flesh in John 6 as “a figure” (On Christian Doctrine 3.16.24, 397–426).
The page’s reading. The figure language is real, and it is why Catholic, Orthodox, Lutheran and Reformed accounts of the Supper differ. But no early writer set “figure” against “reality” as Zwingli did; Tertullian says in the same sentence that Christ “made it His own body.” The Fathers treated the sign as the bearer of what it signifies. The view that the sacraments are only our act of remembrance or testimony, giving nothing, has no clear advocate in the first thousand years, and became the settled teaching of whole churches only in the 1520s. That is the history the member’s question asks about.
Peter’s first sermon: “Repent, and be baptized every one of you … For the promise is unto you, and to your children” (Acts 2:38–39). Whole households are baptised: Lydia “and her household” (16:15); the jailer “and all his, straightway” (16:33); “the household of Stephanas” (1 Corinthians 1:16). Paul calls baptism “the circumcision of Christ” (Colossians 2:11–12), and circumcision was given to infants. Jesus: “Suffer the little children to come unto me, and forbid them not: for of such is the kingdom of God” (Mark 10:14).
No New Testament text names an infant being baptised, and none forbids it or tells a household to leave its children out.
“For He came to save all through means of Himself—all, I say, who through Him are born again to God—infants, and children, and boys, and youths, and old men.”
Irenaeus, Against Heresies 2.22.4 (c. 180); ANF vol. 1. Debated: “born again to God” is baptismal language elsewhere in Irenaeus (3.17.1), but the passage is about Christ passing through every age.
“And they shall baptize the little children first. And if they can answer for themselves, let them answer. But if they cannot, let their parents answer or someone from their family.”
Apostolic Tradition 21, tr. B. S. Easton (1934). Traditionally c. 215 and attributed to Hippolytus; many scholars now date it as a composite of the third and fourth centuries.
“The Church received from the apostles the tradition of giving baptism even to infants.”
Origen, Commentary on Romans 5.9 (c. 246), surviving in the Latin of Rufinus (c. 406); English renderings vary slightly. Origen makes the same claim in his Homilies on Leviticus 8.3.
“This was our opinion in council, that by us no one ought to be hindered from baptism and from the grace of God … which we think is to be even more observed in respect of infants and newly-born persons.”
Cyprian of Carthage and sixty-six bishops, Letter 58 to Fidus (64 in some editions), c. 253; ANF vol. 5. Fidus wanted baptism delayed to the eighth day; the council said not to wait.
Fourth centuryDelay, not rejectionMany in the fourth century put off their own baptism, and some prominent bishops were baptised as adults despite Christian parents. Gregory of Nazianzus advised waiting until about three unless a child was in danger (Oration 40.28, 381). No one called infant baptism invalid.
c. 411–418Agreed by both sidesIn the Pelagian controversy, Augustine and his opponents disagreed about original sin, but both baptised infants.
17–18 January 1525Zurich disputes itAfter a public disputation, the Zurich council orders that infants be baptised.
21 January 1525The first rebaptismIn Felix Manz’s house, Conrad Grebel baptises George Blaurock, who then baptises the others present.
1527SchleitheimThe Anabaptists’ Schleitheim articles limit baptism to those “who have learned repentance,” and call infant baptism “the highest and chief abomination of the pope.”
1609English BaptistsIn Amsterdam, the English Separatist John Smyth baptises himself and his followers: the beginning of the Baptist churches in the English-speaking world.
The strongest case against infant baptism. Every baptism the New Testament describes follows hearing and believing: “He that believeth and is baptized shall be saved” (Mark 16:16); “they were baptized, both men and women” (Acts 8:12). The jailer’s household “believed in God” and had heard the word spoken “to all that were in his house” (Acts 16:32, 34), so the household may have been old enough to hear. The household texts never mention infants. And the earliest explicit testimonies are from about 200, not from the apostles.
“And so, according to the circumstances and disposition, and even age, of each individual, the delay of baptism is preferable; principally, however, in the case of little children. … Let them ‘come,’ then, while they are growing up; let them ‘come’ while they are learning … let them become Christians when they have become able to know Christ.”
Tertullian, On Baptism 18 (c. 200); tr. S. Thelwall, ANF vol. 3.
His reasons: the sponsors who answer for a child bear a heavy risk if he falls away, and baptism is so weighty that sins after it are graver; he gives the same advice to the unmarried. The page’s reading. Tertullian is a real counter-voice, and the most important one. But he argues for delay, and his argument assumes that infants were already being baptised with sponsors. By the middle of the third century the practice is described as apostolic, and a council of sixty-six bishops argues only about how soon. Its rejection as invalid became church practice in 1525.
The word “Protestant” comes from a single document. At the Second Diet of Speyer, on 19 April 1529, the Catholic majority withdrew the toleration granted three years earlier. Six evangelical princes and fourteen imperial cities lodged a formal protestatio. Its best-remembered line is usually translated: in matters which concern God’s honour and the salvation of souls, everyone must stand before God and give account for himself.
The next year, at Augsburg, the same princes presented the confession that defined what they stood for. It is short, and on the subjects of the seven questions it is plain:
“Of Baptism they teach that it is necessary to salvation, and that through Baptism is offered the grace of God, and that children are to be baptized who, being offered to God through Baptism, are received into God’s grace. They condemn the Anabaptists, who reject the baptism of children.”
Augsburg Confession, Article IX (1530); tr. F. Bente, Concordia Triglotta (1921).
“Of the Supper of the Lord they teach that the Body and Blood of Christ are truly present, and are distributed to those who eat the Supper of the Lord; and they reject those that teach otherwise.”
Augsburg Confession, Article X (1530); Bente, as above.
Luther wrote the Small Catechism in 1529 for fathers to teach their households. Its answers are a single sentence each.
“What does Baptism give or profit? Answer: It works forgiveness of sins, delivers from death and the devil, and gives eternal salvation to all who believe this, as the words and promises of God declare.”
Luther, Small Catechism, Baptism, second part (1529); Bente, as above.
“What is the Sacrament of the Altar? It is the true body and blood of our Lord Jesus Christ, under the bread and wine, for us Christians to eat and to drink, instituted by Christ Himself.”
Luther, Small Catechism, the Sacrament of the Altar (1529); Bente, as above.
In the Large Catechism he defends infant baptism directly: that it “is pleasing to Christ is sufficiently proved from His own work, namely, that God sanctifies many of them who have been thus baptized, and has given them the Holy Ghost” (on infant baptism). On Scripture he held it to be the only rule that judges all teachers, and he kept the three ancient creeds as its faithful summary.
Composed for comparison — a typical modern free-church position, not any particular church
Baptism: an outward sign of a decision already made, for believers only. The Supper: a memorial. Infants: dedicated, not baptised. Creeds: often unused. Revelation: Scripture, sometimes alongside personal words from God.
On each of these, Luther held the opposite, and so did the Augsburg Confession.
“Protestant” was never only Lutheran. Some of the cities that protested at Speyer later sided with Zwingli and the Swiss, and the Reformed churches have always counted themselves Protestant. So a church can be Protestant without following Luther. But the Reformed confessions agree with Luther against the Anabaptists on the points the questions raise:
Heidelberg Catechism (1563), Q. 74: infants “as well as adults” are to be baptised.
Belgic Confession (1561), Article 34: “we detest the error of the Anabaptists.” Article 35 says that in the Supper we receive “the proper and natural body and the proper blood of Christ,” by faith.
Westminster Confession (1647), 28.4: “the infants of one or both believing parents are to be baptized.”
The Anabaptists were not counted Protestants at the time, and both Lutheran and Reformed authorities persecuted them. The same Diet of Speyer that gave Protestants their name passed an imperial mandate making rebaptism a capital crime, with the evangelical estates agreeing. That is history, recorded here; this page does not admire it, and Dossier 68 covers the Protestant killings of dissenters.
The strongest case for the church in question. Today “Protestant” is commonly used of every Western church that is neither Roman Catholic nor Orthodox; in that sense any free church is Protestant. Such churches share the Reformation’s great affirmations: Scripture as the final authority, salvation by grace through faith in Christ alone. Nobody is bound to agree with Luther on everything; he wrote things, such as his 1543 treatise on the Jews, that almost every Lutheran body has formally repudiated. And many Baptists trace their own descent from the English Separatists rather than from Wittenberg.
The page’s reading. All true, and the member’s question allows for it: the question is about agreeing with Luther “on anything major,” not on everything. A church may fairly use the name in its broad modern sense, but it should say so, and say which parts of the Reformation it keeps. Mocking Luther from the pulpit is a separate matter. It is hard to see how a church that owes its name, its open Bible and its freedom to preach to men who were outlawed for them can make them a joke.
26 · Does God Play Dice? Where Lutherans and Catholics differ, and why that difference is narrower than the one on baptism.
“For I am the LORD, I change not” (Malachi 3:6). “Jesus Christ the same yesterday, and to day, and for ever” (Hebrews 13:8). “The Father of lights, with whom is no variableness, neither shadow of turning” (James 1:17). “God is not a man, that he should lie; neither the son of man, that he should repent” (Numbers 23:19).
And the last word: “God, who at sundry times and in divers manners spake in time past unto the fathers by the prophets, Hath in these last days spoken unto us by his Son” (Hebrews 1:1–2). The faith was “once delivered unto the saints” (Jude 3).
“The Church, having received this preaching and this faith, although scattered throughout the whole world, yet, as if occupying but one house, carefully preserves it.”
Irenaeus, Against Heresies 1.10.2 (c. 180); ANF vol. 1.
Irenaeus’s argument against the Gnostics was precisely that their teaching was new: it could not be found in the churches the apostles founded, whose bishops could be listed back to the apostles (3.3.1–3). Vincent’s distinction between progress and alteration (Part V) is the same principle, two and a half centuries later.
The member says “almost 1,800 years.” Checked against when each change entered the practice of whole churches, counting from Pentecost:
Change
Entered church practice
Years after Pentecost
Supper as a memorial only
Zurich, 1525
about 1,495
Infant baptism rejected as invalid
Zurich, January 1525
about 1,495
The new birth as a remembered experience, separate from baptism
The revivals, 1730s–1830s
about 1,700–1,800
“Born-again Christian” as a popular label
1970s; 1976 above all
about 1,945
So the figure fits “born again” well, and is about three centuries too high for the sacraments. In a church whose own tradition changed later, through a nineteenth-century revival or a twentieth-century movement, the member may be counting from his own church’s history, which is fair.
The strongest counter-case. God did reveal new things over time. The Gentiles were included: “God hath shewed me that I should not call any man common or unclean” (Acts 10:28), a “mystery, which in other ages was not made known … as it is now revealed unto his holy apostles and prophets by the Spirit” (Ephesians 3:5). The new covenant “hath made the first old” (Hebrews 8:13). Jesus declared all foods clean (Mark 7:19). Scripture even speaks of God “repenting” (Exodus 32:14; Jonah 3:10). And the Reformers themselves said the Church had erred for centuries.
The page’s reading. Three tests separate those changes from this one. They came through Christ and his apostles, the people Hebrews 1:2 and Ephesians 3:5 name. They came publicly, and were recorded in Scripture, which is how we know of them. And they came before the faith was “once delivered.” A change that arrives fifteen centuries later, through a modern teacher, and reverses what every church held, meets none of the three. The “repenting” texts describe God’s response to repentance, and 1 Samuel 15 puts “it repenteth me” (15:11) and “he is not a man, that he should repent” (15:29) in the same chapter. As for the Reformers, they claimed to be recovering, not reversing (Part V). So the question becomes: is it God who changed, or the teaching?
“He must increase, but I must decrease” (John 3:30). “For we preach not ourselves, but Christ Jesus the Lord; and ourselves your servants for Jesus’ sake” (2 Corinthians 4:5). “I am crucified with Christ: nevertheless I live; yet not I, but Christ liveth in me” (Galatians 2:20). “For I determined not to know any thing among you, save Jesus Christ, and him crucified” (1 Corinthians 2:2).
When Paul states the gospel, its subject is Christ and its verbs are events: “that Christ died for our sins according to the scriptures; And that he was buried, and that he rose again the third day” (1 Corinthians 15:3–4).
The Nicene Creed has twenty-odd verbs about God and almost none about the believer. Christ “for us men, and for our salvation, came down from heaven … was crucified also for us under Pontius Pilate.” The words “for us” are there, and they matter, but the one acting is Christ.
“Thou hast made us for Thyself, and our heart is restless, until it repose in Thee.”
Augustine, Confessions 1.1 (c. 397–400); tr. E. B. Pusey (1838).
For Augustine, the self is made for God. The direction never runs the other way.
This question is covered in detail in three earlier dossiers, and this card does not repeat them.
Covered in detail
50 · The Gospel of Me Jesus still in every sentence and no longer its subject: ten places to look, including counting the pronouns.
The strongest counter-case. Christianity is personal. Paul says Christ “loved me, and gave himself for me” in the very verse quoted above (Galatians 2:20). “The LORD is my shepherd” (Psalm 23:1). Luther built his teaching on the Supper around two words, “for you,” which his Small Catechism says call for believing hearts. Preaching that speaks to people’s needs is simply meeting them where they are, as Paul became “all things to all men” (1 Corinthians 9:22).
The page’s reading. The difference is in the direction. In Paul and Luther, “for me” points the self outward to what Christ has done and given: the cross, the word, the Supper. The worry in the member’s question is about the reverse: Christ as the means to the self’s purpose, experience or success. A personal gospel and a gospel about the person are different things.
“Except a man be born again, he cannot see the kingdom of God. … Except a man be born of water and of the Spirit, he cannot enter into the kingdom of God” (John 3:3, 5). The Greek word for “again,” anōthen, can also mean “from above.” Paul: God saved us “by the washing of regeneration, and renewing of the Holy Ghost” (Titus 3:5). Peter: “baptism doth also now save us” (1 Peter 3:21). Peter also says believers are “born again … by the word of God” (1 Peter 1:23), and John that “whosoever believeth that Jesus is the Christ is born of God” (1 John 5:1).
Water, Spirit, word and faith. No New Testament text ties the new birth to a moment the believer remembers and dates, apart from these.
“Then they are brought by us where there is water, and are regenerated in the same manner in which we were ourselves regenerated. … For Christ also said, Except ye be born again, ye shall not enter into the kingdom of heaven.”
Justin Martyr, First Apology 61 (c. 155); ANF vol. 1.
Justin, writing within about sixty years of John’s Gospel, quotes John 3 to explain baptism. The Creed of 381 confesses “one baptism for the remission of sins.” Luther’s Small Catechism, asked how water can do such great things, answers with Titus 3:5: it is “a washing of regeneration in the Holy Ghost.”
For about seventeen centuries, in East and West, before and after the Reformation, the ordinary answer to “When were you born again?” was the date of one’s baptism.
1737WhitefieldGeorge Whitefield’s sermon “The Nature and Necessity of our Regeneration or New-Birth in Christ Jesus” calls the baptised to inward conversion.
1760Wesley holds bothJohn Wesley’s sermon “The New Birth” says baptism “is not the new birth,” yet also that “our Church supposes that all who are baptized in their infancy are at the same time born again.” He presses adults who have sinned away that grace to be born again.
1830sThe anxious benchCharles Finney’s “new measures,” defended in his Lectures on Revivals of Religion (1835), give conversion a place and a moment in the meeting.
1950s–1960sThe decisionDecision cards and the sinner’s prayer make the new birth a datable act of the believer; Bill Bright’s Campus Crusade adopts “born-again Christian” as a label.
1976The label goes publicJimmy Carter describes himself as “born again”; Chuck Colson’s memoir Born Again becomes a best-seller; Newsweek names 1976 “the year of the evangelical.”
Covered in detail
01 · When Were You Born Again? What the Church taught about baptism and the new birth, from the apostles to the altar call.
The member’s second sentence is the sharper one: if words can be dramatically redefined, then why have the written word at all? Scripture itself anticipates the problem.
“Ye shall not add unto the word which I command you, neither shall ye diminish ought from it” (Deuteronomy 4:2).
Paul’s letters contain “some things hard to be understood, which they that are unlearned and unstable wrest, as they do also the other scriptures, unto their own destruction” (2 Peter 3:16).
“If any man shall add unto these things … And if any man shall take away from the words of the book of this prophecy” (Revelation 22:18–19).
A written word protects meaning only if its words keep the meaning they had for those who first received it. That is what the creeds, the early commentaries and the confessions are for: they are a record of what the words meant. A reader who sets that record aside has no check left except his own sense of what the words ought to mean. That is the definition of eisegesis, reading into the text. The member is not asking for a new definition of “born again.” He is asking why the old one was dropped.
The strongest counter-case. John Calvin, who baptised infants and held a high view of the sacraments, did not think John 3:5 was about baptism: he read “water and Spirit” as one thing, the Spirit who cleanses like water (Commentary on John, 1553). 1 Peter 1:23 ties the new birth to the word, and 1 John 5:1 to believing. In Acts, adults hear, believe and are then baptised. And the revival preachers had a real point: many who were baptised as infants lived as if they had never heard of Christ, and calling them to repentance and faith was right.
The page’s reading. All of this can be granted. The question is not whether faith matters, or whether the baptised need to repent; every historic church says they do. It is whether the new birth was moved from God’s act, in water and word, to the believer’s act, in a remembered decision, and given a new name. Even Wesley, at the head of the revival, did not say that.
“Though we, or an angel from heaven, preach any other gospel unto you than that which we have preached unto you, let him be accursed” (Galatians 1:8). “Beloved, believe not every spirit, but try the spirits whether they are of God: because many false prophets are gone out into the world” (1 John 4:1). “To the law and to the testimony: if they speak not according to this word, it is because there is no light in them” (Isaiah 8:20).
Deuteronomy goes further. A prophet may give “a sign or a wonder, And the sign or the wonder come to pass,” and still be rejected if he leads the people after other gods: “Thou shalt not hearken unto the words of that prophet” (13:1–3). A true sign does not make a false message true. What is tested is the message, against what God has already said.
And God’s last word is not a new prophet but his Son: “Hath in these last days spoken unto us by his Son” (Hebrews 1:2).
“Yet not every one that speaketh in the Spirit is a prophet, but only if he have the ways of the Lord.”
The Didache 11.8 (late first or early second century); tr. J. B. Lightfoot (1891).
“When, however, they are confuted from the Scriptures, they turn round and accuse these same Scriptures, as if they were not correct, nor of authority … and [assert] that the truth was not delivered by means of written documents, but vivâ voce.”
Irenaeus, Against Heresies 3.2.1 (c. 180), on the Gnostics; ANF vol. 1.
In the 160s and 170s, the “New Prophecy” of Montanus claimed fresh revelations from the Spirit that went beyond what the apostles had taught. The churches of Asia examined it in synods and rejected it.
The claim to a private word that outranks the written one is not new. It recurs, and the Church has a long record of testing it.
c. 157–177MontanusNew revelations, examined and rejected by synods in Asia Minor.
1521–1522The Zwickau prophetsMen claiming direct speech from God arrive at Wittenberg. Luther returns from hiding and tests them by Scripture.
1534–1535MünsterRevelations claimed by a self-proclaimed prophet-king end in siege and catastrophe; instructive, not typical.
The strongest counter-case. God has not stopped speaking. “Your sons and your daughters shall prophesy” (Acts 2:17). Agabus foretold a famine (Acts 11:28). Paul says “Despise not prophesyings” (1 Thessalonians 5:20), and “as many as are led by the Spirit of God, they are the sons of God” (Romans 8:14). A pastor who has been given a word for his church should speak it.
The page’s reading. This page does not decide whether God gives individual guidance today; Christians disagree about that in good faith. But notice what the pro-prophecy texts say next. “Despise not prophesyings” is followed at once by “Prove all things” (5:21). “Let the prophets speak two or three, and let the other judge” (1 Corinthians 14:29). Every prophecy in the New Testament church is subject to testing, and the test is the word already given. A revelation that overrides Scripture cannot be tested by Scripture, because it has removed the standard. By what standard, then, could it ever be found false? The member’s question has no answer that leaves the revelation above the Bible.
Try it: one word across nineteen centuries
Card 6 asks how a word can change its meaning. Slide through the centuries and watch what “born again” meant to the people using it, in their own words.
c. 1551976
The point of Part VI
Every one of the seven questions is a real question with real evidence, on both sides, that a reader can check. On the sacraments and infant baptism the early record is dated and strong, and the alternatives entered church practice in the 1520s. “Born again” as a remembered experience apart from baptism is younger still. None of this is a foolish controversy. All of it deserves an answer.
Part VII · The effect
What silencing does to a question
He that answereth a matter before he heareth it, it is folly and shame unto him.Proverbs 18:13
A question met with mockery, threats or prayers for the questioner’s death does not go away. It goes quiet. And the people who watched learn something from how it was handled, whether or not anyone meant to teach them. Proverbs puts it in a sentence: “He that is first in his own cause seemeth just; but his neighbour cometh and searcheth him” (18:17). A case that is never searched only seems just.
Try it: one question, four responses
A member asks a question after a service. Choose how it is answered, and see what three people who overheard it are likely to conclude. Everything here is composed for illustration.
Pastor, I was reading the early Church Fathers. Justin says the new converts were “regenerated” when they were baptised. Why do we teach that baptism is only a symbol?
Composed · asked by a member, after a Sunday service, with others standing nearby
The responseChoose a response above.
A teenager who heard it—
A new believer who heard it—
A quiet member who heard it—
Is the question still there?
—
Will the next question be asked?
—
What the congregation learns
When a question is answered, the congregation learns that its faith has reasons. When a question is silenced, the congregation learns that it has none, or that the teacher does not know them. Either lesson outlasts the sermon.
The people most affected are rarely the questioner. They are the young, who are deciding whether the faith of their parents can bear examination; the newly converted, who are learning what kind of community they have joined; and the quiet believer, who had the same question and now knows not to ask it. Peter’s command to answer “every man that asketh” protects all three.
Silencing does not remove a question; it teaches the congregation that the question has no answer. The young, the newly converted and the quiet believer are the ones who learn the lesson.
Part VIII · The irony
Who is educating whom?
Remove not the ancient landmark, which thy fathers have set.Proverbs 22:28
Look again at the seven questions. Several of them are not new objections at all. They are the Church’s historic teaching, preserved in the creeds, the early Fathers and the Reformation confessions, put back to a teacher who has set it aside. The member who asks whether the early Church baptised infants is repeating Origen and Cyprian. The member who asks how baptism became a symbol is repeating Justin, the Nicene Creed and the Augsburg Confession. The member who asks how a personal revelation can override Scripture is repeating Paul, John and Irenaeus.
Try it: old, or new?
Eight statements. Sort each by whether it is the Church’s historic teaching, held across the traditions for most of its history, or a newer teaching. The source is given with each answer.
0 of 8 sorted
The spider is not introducing something new. The spider is remembering something old. If that is so, the spider may be the one doing the educating.
The objection
“Being old does not make a teaching true. The Pharisees had their traditions too, and Jesus condemned them (Mark 7:8).”
The answer. Agreed, and the page says so: Vincent’s rule tests consent across the whole Church, not mere age, and Dossier 26 explains why the criterion is not longevity alone. Jesus condemned traditions that “make the word of God of none effect” (Mark 7:13). The teachings in question here are not additions that set Scripture aside. They are readings of Scripture itself (“for the remission of sins,” “this is my body,” “born of water”) that were held everywhere until the sixteenth century. A member who asks why they were dropped is asking the very question Jesus asked the Pharisees: by what authority?
The point of Part VIII
Most of the spiders’ questions restate what the creeds, the Fathers and the confessions already teach. The member is not inventing; he is remembering. The teacher who calls him a spider may have been taught by him.
Part IX · Your turn
A test you can run yourself
Prove all things; hold fast that which is good.1 Thessalonians 5:21
The author asked for questions any reader can apply in his own church. Think of the last time someone asked an honest theological question there, or the last time you wanted to. Nothing is recorded.
Then turn the test round. If you are the one asking, are you asking with the meekness and fear you hope to receive? Are you willing to be answered, and to change your mind if the answer is good?
The point of Part IX
Is the question answered from Scripture? With gentleness and respect? Is the asker treated as a brother or as a threat? When a teaching is new, does the teacher show where it came from? Is he willing to be examined, as Paul was by the Bereans? You can answer these yourself.
Part X · Further reading on this site
The threads, gathered
The author asked that earlier dossiers be linked rather than repeated. Here they are in one place, grouped by the thread they follow. Each card says which Part of this page it supports.
Before the conclusion
Answer it before you read the answer
Here is the strongest objection to this page, as a thoughtful pastor might put it. Write your own answer first, in a few sentences. Then compare it with the page’s.
The objection. “I have answered these questions before. The same members keep raising them, in the hallway and on the phone, and other people are getting unsettled. At some point a shepherd has to say: enough, this is the church’s teaching, accept it or find another church.”
The page’s answer, in six points
There is real wisdom here. Scripture does let a teacher stop a dispute that has become a quarrel: after two admonitions, “reject” (Titus 3:10). A pastor is not obliged to re-argue the same point forever. Part II.
But the limit comes after an answer, not instead of one. Titus 3:10 follows Titus 1:9: first convince by sound doctrine, then, if a man is factious, admonish. “I have answered this before” is a fair reply only if he has. Part III.
The answer must meet the question. A question about Justin and Cyprian is not answered by “we are a Bible church.” It is answered by showing that Justin and Cyprian were wrong, from Scripture. Part V.
“Accept it or leave” is a choice between two ways of not answering. It may be the right word for someone who is factious. It is not the right word for someone who is asking why the church departed from the creeds. Part VII.
If others are unsettled, they need the answer too. The cure for an unsettled congregation is teaching: a class, a sermon series, a reading list. Paul wrote whole letters for unsettled churches. Part IV.
The burden is still on the new teaching. If the church’s teaching departs from what the Church held everywhere for fifteen centuries, saying “this is our teaching” restates the claim; it does not support it. Part V.
Part XI · The limits
What the argument proves
That thou mightest know the certainty of those things, wherein thou hast been instructed.Luke 1:4
The argument of this page is narrow, and it is easy to claim too much for it. It does not settle the debates between the traditions over baptism and the Supper. It does not show that any teacher is false, or that anyone is not a Christian. It names no one and reads no one’s heart.
What it tests is how a teacher should meet honest questions, and who should carry the burden of proof. On those two matters the evidence runs one way.
What it does not show
That every question deserves endless debate, or that a teacher may never end a quarrel.
That the historic view on baptism and the Supper is proved beyond dispute.
That the teacher described, or any teacher, is not a Christian.
That being old makes a teaching true.
That the Reformers, or the Fathers, were always right.
What it does show
That Scripture requires an elder to answer those who question his doctrine, by sound doctrine and with gentleness.
That the texts used against questioning describe idle disputes and the teacher of a different doctrine.
That the burden of proof lies on a new teaching, and the Reformers accepted it.
That the seven questions are reasonable and have answers that can be checked in dated sources.
Try it: does the argument prove this?
Eight claims. Does the argument of this page establish each one, or not?
0 of 8 sorted
Your verdict
Two questions. Nothing is recorded.
The point of Part XI
The page does not settle the sacramental debates. It shows that an honest question about them deserves an answer from Scripture and history, given with gentleness, and that the teacher of something new must show his work.
One closing observation, offered as opinionWriting this page, I kept coming back to the boy in the temple. He was twelve, and he sat among the teachers of Israel “both hearing them, and asking them questions” (Luke 2:46). Luke does not say the teachers were offended. He says they “were astonished at his understanding and answers.” The best teachers in Jerusalem made room for a question from a child, and the child turned out to be the Lord. I do not think every member who asks a question is a Theophilus or a Berean, and I know some questions are asked badly. But a church that cannot hear a question about its own teaching has decided, without saying so, that it has nothing to learn. The spiders on this page are asking to be educated. It is worth considering whether they might also be educating. You may weigh the evidence differently, and this page has tried to give you everything you need to do so.
Part XII
Your answers, revisited
Here are the ten questions you answered before reading, with what the sources say, followed by how convinced you were by each argument in Part I and what the page found when it tested it. If you skipped the quiz, go back to the questions, lock in your answers, and return.
Answer the questions at the top of the page and lock them in; your results appear here.
Weigh the seven arguments in Part I; your answers appear here beside the page’s findings.
Part XIII
Check it yourself
Fifteen items. Nearly everything here is free and online. If you read only three, read the first three. If you do only one thing, do the last.
1.1 Timothy 6:1–21 and 2 Timothy 2:14–26.Read these first. Fifteen minutes. Note who is “doting about questions,” and what the servant of the Lord is told to do in the very next verse after “foolish questions avoid.”
2.Titus 1:5–16 and 3:8–11; 1 Peter 3:13–17.Read these first. Ten minutes. What the elder must be able to do, and how.
3.Justin Martyr, First Apology 61–67.Read these first. Twenty minutes, free at New Advent or CCEL. The earliest full description of Christian baptism and Sunday worship, written to an emperor around 155.
4.Scripture’s questioners: Luke 1:1–4 and 2:41–52; John 20:24–31; Acts 15:1–35, 17:10–12 and 18:24–28; 1 Thessalonians 5:19–22.
5.On the sacraments: Matthew 26:26–29; John 3:1–8; Acts 2:37–41, 16:11–34 and 22:16; Romans 6:1–11; 1 Corinthians 10:16–17 and 11:23–32; Colossians 2:11–13; Titus 3:4–7; 1 Peter 3:18–22.
6.On revelation: Deuteronomy 13:1–5 and 18:20–22; Isaiah 8:19–20; Galatians 1:6–12; 1 Corinthians 14:29–33; Hebrews 1:1–4; 1 John 4:1–6; Jude 3–4.
7.Ignatius, To the Smyrnaeans 6–8, and Irenaeus, Against Heresies 1.10, 2.22, 3.1–4 and 4.18. Free at New Advent.
8.Tertullian, On Baptism 18, and Cyprian, Letter 58 (64) to Fidus. Read the strongest counter-voice and the council side by side.
9.The Didache 7 and 11–13 (on baptism and on testing prophets), and Origen, Homilies on Leviticus 8.3.
10.Vincent of Lérins, Commonitorium, chapters 2–3 and 23. Short, and free at New Advent and CCEL.
11.Luther’s Small Catechism (Baptism and the Sacrament of the Altar), the Augsburg Confession, Articles IX, X and the conclusion of Part I, and Luther at Worms (Luther’s Works, vol. 32). The Book of Concord is free online.
12.The Reformed confessions on baptism: Heidelberg Catechism Q. 69–74; Belgic Confession 34–35; Westminster Confession 27–29. Then the Schleitheim Confession (1527), Article 1, for the other side.
13.John Wesley, Sermon 45, “The New Birth” (1760), free online, and Calvin’s commentary on John 3:5. Two serious Protestants who held different things together.
14.Earlier dossiers: Part X gathers every one this page draws on. If you read only three, read 68 (the predecessor), 01 (born again) and 26 (everywhere, always, by all).
15.One question.Do this one. Write down one theological question you have never asked in your own church. Ask it, gently, of someone whose job is to teach. Then write down how it was received. Nobody else needs to know.
No living individual or congregation is named, described or identifiable on this page. The questions examined were paraphrased from memory by the author and attributed to no one; every other modern remark, response and scene is composed for illustration and quoted from no one. This page tests a practice; it does not judge any person’s faith, sincerity, salvation or standing before God, and it does not tell anyone whether to stay in or leave a church.
Want this in twenty minutes instead?
There is a plain-English version of this dossier with the same findings and three short exercises. It has no position labels and few citations in the body.