Part One: Reformed Epistemology and Its Characteristic Themes

1        Some Examples of Reformed Epistemology

1.1       The Reformed Epistemology of Abraham  Kuyper
1.1.1    The Noetic Effects of Sin
1.1.2    ‘Two Kinds of People and Two Kinds of Science’
1.1.3    Revelation in the Scriptures
1.2       The Reformed Epistemology of Cornelius Van Til
1.2.1    Two Basic Presuppositions
1.2.2    Self-Authenticating Revelation
1.2.3    The Noetic Effects of Sin
1.3       The Reformed Epistemology of Alvin Plantinga
1.3.1    Faith, Evidentialism and Classical Foundationalism
1.3.2    Faith, Evidentialism and Coherentism
1.3.3    The Proper Basicality of Belief in God
1.3.4    The Place of Argument and Apologetics
1.3.5    Sin and Cognitive Dysfunction

2        Belief in God is Properly Basic

2.1       Belief in God
2.2       Epistemic Justification
2.2.1    Normative and Evaluative Justification
2.2.2    Internalist and Externalist Justification
2.3       Foundationalism
2.3.1    The Regress Argument
2.4       Intuitionism
2.4.1    Immediate Awareness
2.4.2    Immediate Awareness of God?
2.4.3    Alternative Conceptual Schemes
2.4.4    The Epistemological Gap
2.5       The Basis of MetaJustification
2.6       Summary

3        Revelation is Self-Authenticating

3.1       The Concept of Revelation
3.2       Revelation and Personal Knowledge
3.3       The Possibility of Divine Revelation
3.4       The Authentication of Divine Revelation
3.4.1    Divine Revelation and Evidence
3.4.2    Divine Revelation and Immediate Awareness
3.5       Summary

4        Sin has Noetic Effects

4.1       Autonomy
4.2       Three Kinds of Rationalism
4.3       Reason and Commitment
4.4       Some Problems in Pancritical Rationalism
4.4.1    Argument without Justification?
4.4.2    Commitment and Metacontexts
4.4.3    The Anthropocentricism of Bartley’s Account
4.4.4    Self-Referential Incoherence in Bartley’s Account
4.5       Summary and Some Concluding Remarks

Part Two: The Educational Significance of Reformed Epistemology

5        Worldviews and Theory Construction

5.1       Complementarity
5.2       A Hierarchy of Perspectives?
5.3       Presuppositions
5.3.1    Approaches to the Integration of Faith and Learning
5.3.2    Presuppositionalist Approaches to Education
5.4       Some Concluding Remarks

6       Aims, Methods and the Critique of Autonomy

6.1       Indoctrination and Method
6.2       Indoctrination and Content
6.3       Indoctrination and Intention
6.4       Methods, Content and Basic Beliefs
6.5       Commitment, Neutrality and Impartiality
6.6       Non-Rational Methods and Basic Beliefs

7       Christian Education in a Pluralist Society

7.1       Christian Attitudes to Other Faiths
7.1.1    Is Reformed Epistemology Necessarily Exclusivist?
7.1.2    Inclusivism and Reformed Epistemology
7.1.3    Pluralist Alternatives
7.2       Christian Schools in a Pluralist Society?
7.2.1    The Child’s Right to an Open Future?
7.2.2    Do Christian Schools lead to Social Fragmentation?
7.2.3    Does Nurture have a Place in School?
7.3       The Christian Teacher in the State School