GUEST EDITORIAL
"As a result of the cultural shifts America has undergone in the past three decades, there has been a rearrangement of the structure of legitimate truthseeking (in the university). Avenues of truth seeking that were once closed are now open and those that were open have now been closed." Dr. J.D. Hunter, of the University of Virginia, commented recently to a group of Christian graduate students and faculty: I agree that secular schools-and many which were traditionally Christian-are not the same now as they were even just a few decades ago.

However, the cultural shifts which have altered the way people seek truth do not negate the validity of truth itself, specifically the truths embodied in the Christian world view. But to persuade students and colleagues to acknowledge Christian truth, we will need (1 ) a biblical sense of mission and (2) allies. The Apostle Paul writes, "We know what it means to respect the Lord, and we encourage everyone to turn to him. God himself knows what we are like, and I hope you also know what kind of people we are" (2 Cor. 5:11 CEV).

InterVarsity's Faculty Ministries and Graduate Student Fellowship provide both a mission statement and also associates engaged in that mission. Guided by the understanding that Jesus calls his followers to be salt and light, we call faculty and those who are preparing for academic careers to chart together the ways for this generation of scholars to present the truth of Christ on campus.

Jesus certainly did not abandon his disciples (or us!) in the world. Repeatedly he promised his own presence; he promised the right words to speak (Matthew 10:1 9ff); he promised the power, comfort, guidance and instruction of the Holy Spirit (John 15: 16); and he promised to pray for them himself. We, his present- day disciples, live by those same promises.

Dr. Stephen A. Hayner, President
InterVarsity Christian Fellowship

KEEPING UP
I want to call to your attention the newsletter called THE PROFESSIONAL SCH0LAR. Here are some items from the Spring 1993 issues that may whet your appetite for more.

The March issue, (Volume 2, No. 2) discusses the core curriculum debate as well as other issues of university education. One article is by Rustum Roy, a well known materials scientist at Penn State. He decries the lack of a most important element in higher education today, namely, putting the "uni" back in the university. Here is his description of today's university.

"The fact is that the centripetal forces of 'unification' of knowledge that were once at the heart of the institution called the uni-versity have been routed. The victorious centrifugal forces in the contemporary research university are: increasingly narrow disciplinary specialization; the absurd continuously running research funding racket, which distracts our best minds; the explosion of relative ignorance (often mistitled the explosion of knowledge); the continued whining by the most affluent (the scientists) about obsolete equipment (last year's model) when they haven't had a day to think or reflect all year; and the institutional fundamentalism that has academics in thrall as surely as the Ayatollah controls his minions."

His solution is underlined by a quote from President Bill Clinton writing in the National Academy of Sciences publication, "Issues in Science and Technology": "Mathematics and science education must not simply become more widely available and technically enriched. They must also be embedded in a broader education about the ethical, moral, and social implications of technology."

Roy says this is beginning to happen through the movement called STS, "Science, Technology and Society", which is showing up in more and more colleges and needs to be more widely adopted. This is a stimulating article and issue.

The June issue, (Volume 2, No. 5) contains an article on the way elements of a curriculum are chosen by faculty and what that kind of choice may do to hinder adequate education. Here is a sample passage: "Students come to us more adept at accumulating information than at assessing and constructing arguments. They find the transition from a mode of education that stresses information to one that stresses inquiry to be confusing and unsettling at times. They want to be challenged, yet are easily overwhelmed and apt to treat requests that they think for themselves as simply covert requests for the 'right' answer.

One curricular response is to avoid offering courses that require independent inquiry. Another is the throw-them-in-the deep-end- of-the-pool approach. The first is corrupt, the second less than constructive.

A third option is to design courses that help students make this transition. We tend to shy away from this third option because we see it as a threat to the rigor we assume inheres in the disciplines. But this third option needn't erode standards."

This newsletter is published by Magna Publications, Inc. 2718 Dryden Dr. Madison, Wl 53704-3086. A one year subscription is $69 and discounts are available for multiple subscriptions. I highly recommend this as a way to keep up with research and teaching issues in today's university.

MODELS OF MINISTRY
DR. SEIGFRIED SCHAIBLE: Placing Christian books in the campus bookstore.

The general book manager ot our campus book store regularly sent out requests to the faculty for titles to be put on shelves. I visited him about two years ago and introduced myself as a professor who thinks that historical Christianity is hardly represented at all in the section titled, "Religion", only the usual Comparative Religion literature. He agreed. I gave him a list of titles of evangelical literature to choose from. I told him that my model had been the excellent store at Stanford University which had a large selection of evangelical titles. I emphasized that I am acting as an individual faculty member, not someone sent by on organization or church.

I saw two major areas of need: Books that relate Christianity to various disciplines on the campus and books that are helpful to the many international students (Christian or not) who deserve an accurate presentation of Christianity in order to understand some of the major roots of the USA.

Meanwhile, I have continued to suggest additional titles to the manager which often were purchased. He seems to have become convinced that there is a market for evangelical literature. Other literature e.g. on other religions, various cults, etc. is also finding its way to the book shelves in increasing numbers! It is important to say that from the beginning I did not manipulate, push or talk the manager into anything. I simply followed a natural avenue that was open to any faculty member and occasionally supplied a few additional titles. It is good to see the Lord working in this endeavor.

A partial list of the books Dr. Schaible has had placed in the bookstore includes: Bibles, a concordance and Bible dictionary, Illustrated History of Christianity, Dictionary of Christianity, some Bible commentaries, a work on Bible archaeology, books on miracles, Bonhoffer's COST OF DISCIPLESHIP, books by C.S. Lewis, Martin Luther, John Stott, and A.W. Tozer.