Statistical Analysis and Textual Criticism

I would like to suggest to you another point of connection between mathematics and faith: the practice of textual criticism. Textual Criticism (TC) is the study of the copies of any written document whose autograph (the original) is unknown, for the purpose of determining the exact wording of the original. In short, this is process by which our modern day Bibles are written.

Why such an emphasis on the original copies of the text? Historically, the doctrines of the inerrancy and inspiration of scripture have applied solely to the original autographs. While we can certainly believe that God has providentially overseen the transmission of the text from generation to generation, the authority of the biblical text lies in its original authorship (both divine and human) and not in scribal copies.

The quote below is taken from the Chicago Statement on Biblical Inerrancy:

We affirm that inspiration, strictly speaking, applies only to the autographic text of Scripture, which in the providence of God can be ascertained from available manuscripts with great accuracy. We further affirm that copies and translations of Scripture are the Word of God to the extent that they faithfully represent the original.

Article X, Chicago Statement on Biblical Inerrancy

Since only the original autograph is considered to be the inspired Word of God, we have a duty to attempt to recover the original as much as possible. As Christians committed to biblical authority we should be especially interested in textual criticism. We need to approach this task with humility and not with dogmatism. There are a great many things about the history of transmission of NT manuscripts that we cannot be absolutely sure about. At the same time, we need to realize that the phrase “with great accuracy” is a statistical statement and there is much that statistical reasoning can bring to bear on the subject of textual criticism, and by extension, our understanding of the original biblical text.

I must confess that the application of statistical methods to textual criticism is a new interest of mine that I am just now beginning to explore. while my seminary training has provided me a background in textual criticism, and my my math training has provided me a background in statistical inference procedures, I have never formally crossed the two. Part of my motivation in this post is to hopefully get some feedback to help me focus my thinking. Below are some of the resources I have come across so far. Let me know what you think and I hope to have more to share in the coming months.

Center for the Study of New Testament Manuscripts

Organization founded by DTS New Testament professor Dan Wallace – dedicated to the digital preservation of manuscripts and the discovery of new ones

Analysis of Textual Variation by Timothy J. Finney

Ebook I came across after an initial search on this topic – applies statistical inference procedures in aanalyzing variant manuscripts on the book of Hebrews

A Statistical Approach to Textual Criticism by M.P. Weitzman

Article produced from a preliminary search – argues for a need to increase the use of formal statistics in TC

Inerrancy and Worldview by Vern Poythress

Work on inerrancy by a new testament scholar who also holds a Ph.D. in mathematics

Actual vs random agreements (B, Heb, multistate)
Analyzing agreements among variant manuscripts from the book of Hebrews (Finney)

Core Principles for Instruction in Mathematics

I’ll tell anyone who will listen that I love my job. I get the privilege of teaching mathematics at Regents School of Austin – a distinctively Christian institution not only in its faith commitments but also in its dedication to the development of the Christian mind.

One of the many reasons I love working at Regents is given below. Here you will find the first page of the Math-Science Department Faculty Manual which states the Core Principles for Instruction in Mathematics:

(Much of the credit for this confession goes to Mr. John Mays, a longtime faculty member who you can read more from at Novare Math and Science).

Core Principles for Instruction in Mathematics

Mastery of basic skills and real-world applications is essential to learning mathematics. Instruction in mathematics must constantly focus on these two fundamentals. Basic skills must be practiced to mastery so that they become permanent parts of the students’ analytical toolbox. But abstract skills without application to actual problems are like tools which are purchased but never used to gain experience. The application of basic skills to real-world problems is an ongoing essential for developing experience with using the tools of mathematics.

Mathematics is not “religiously neutral.” It is a fact that mathematical principles are abstractions which reside in the human mind. It is also a fact that mathematical order exists in the objective reality of the natural world. Many mathematicians and scientists have been utterly unable to understand how abstractions in the human mind can have correspondence to the external physical world. This puzzle cannot be understood or comprehended apart from the recognition of the existence of the Creator who has imbedded mathematical order in both the world and the human mind (section 4.1).

The value of mathematics is not merely utilitarian in nature. Through the study of mathematics students sharpen their abilities to think logically. They encounter purely abstract entities (such as perfect circles, higher dimensionalities, and the transcendental numbers pi and e which point to the real existence of nonmaterial universals. Because human beings are made in the image of God, their lives do not consist only in the pursuit of economic and material goals (Matt. 6:25-33), and the study of mathematics affords a rich opportunity to meditate on the miracle of creation and of the status and role of human beings in it.

The history of mathematics as a cultural endeavor is a valuable part of a full education in mathematics. Mathematics has obviously played a profound role in major cultures since ancient times, and continues to do so. Students should understand the cultural role of mathematics throughout the ages, and the cultural context and history of the major mathematicians who have contributed to the development of mathematics. Additionally, students should be taught to avoid thinking of mathematics as something static and given, and should comprehend the dynamic nature of mathematical theory. Mathematics, like every other discipline in God’s creation, is something that human beings continue to explore and develop, and a student who makes mathematics the focus of his life’s work is continuing the great tradition of the cultural mandate, God’s charter to man to develop and explore every aspect of the creation of which we are a part (Gen. 2:15).

The Scandal of the Evangelical Mind

*This is a book review that I wrote several years ago and recently came across again. While the work is a statement on general scholarship and not necessarily mathematically focused, the ideas in the book can certainly be applied to doing mathematics in a distinctly Christian manner. This is why I thought it might be valuable to post.

The Scandal of the Evangelical Mind. By Mark Noll. Grand Rapids, MI: William B. Eerdman’s Publishing Company, 1994. ix + 274 pp.

“‘Which commandment is the most important of all?’ Jesus answered, ‘The most important is: Listen, Israel, the Lord our God, the Lord is one. Love the Lord your God with all your heart, with all your soul, with all your mind, and with all your strength'” (Mark 12:28-30).

Jesus quotes this passage from Deuteronomy 6:4-5. Commonly referred to as the Shema, named after the first word שְׁמַע meaning “hear,” this commandment is the very heart of Jewish confession and faith. Love, in this context, means more than simply an emotional affection, it refers to an expression of covenant-based life commitment and devotion. When you read this passage, which action do you tend to gravitate towards? Do you focus on genuine affections for God flowing from the seat of your heart, dedicating the entirety of your being found in your soul, serving faithfully with your bodily strength, or making conscious effort for the deep intellectual pursuits of the mind? If you are an evangelical like me, then the sad truth which Mark Noll examines is that while we succeed in exploring and developing the life of the heart, soul, and body, we tend to ignore giving much consideration to the ability of the mind.

The scandal of the evangelical mind is that there is not much of an evangelical mind (p.3).

As modern evangelicals, we are the product of our past; a past birthed in the revivalism of the mid eighteenth-century and decorated throughout history as primarily an affectional movement. Within this tradition there has existed a dualistic tendency to label a cultivated mind as a hindrance to a heart of faith. The scandalous aspect is that by definition we evangelicals are a community devoted to the Word of God (which reveals Him as the author of nature, as the sustainer of human institutions, and as the source of harmony, creativity, and beauty) and the passionate pursuit of Jesus Christ, yet we have largely neglected intellectual reflection upon the outworking of God’s revelation in nature and society. This has lead to a decline in distinctively evangelical critical thinking, and an illness upon the life of the mind. As Noll states the problem:

By “the mind” or “the life of the mind,” I am not thinking primarily of theology [or biblical scholarship] as such… I mean more the effort to think like a Christian – to think within a specifically Christian framework – across the whole spectrum of modern learning… but the point is not simply whether evangelicals can learn how to succeed in the modern academy. The much more important matter is what it means to think like a Christian about the nature and workings of the physical world, the character of human social structures like government and the economy, the meaning of the past, the nature of artistic creation, and the circumstances attending our perception of the world outside ourselves. Failure to exercise the mind for Christ in these areas has become acute in the twentieth-century. That failure is the scandal of the evangelical mind (p.6-7).

As a thoroughly trained historian, the overall outline of Noll’s work is to handle key moments on the evangelical time line, offering evidence of their impact on evangelicalism and its approach of intellectual pursuits, as well as insight as to how history develops, constantly building on the past and compounding the issues of previous generations, ultimately elucidating why recent evangelicalism finds itself so culturally disinterested.

{Aside}

I must disagree with Noll’s analysis on one point: the rise of dispensationalism and its eschatological focus as a major detriment to the evangelical mind at the turn of the twentieth-century. Just as Noll argues that it is not the canons of evangelicalism themselves that have lead to the scandal of the mind, but rather the misapplication of these canons, I would argue that it is not dispensationalism itself that deters Christian intellectualism, but rather a dispensationalism misapplied. In fact, a thriving, distinctively Christian, life of the mind necessitates a proper eschatological focus.

Returning to the topic at hand…

Though dedicated largely to a treatment of historical trends and results, particularly focusing on the arenas of science and politics, Noll concludes his sobering presentation of the scandal with a message of hope. The strength of his argument lies in the demonstration of how a focus on the matters of the intellect is not in contradiction with spiritual concerns, but rather it flows from them. The canons that define us as evangelicals, and which have seemingly driven us in a direction against scholarly endeavorer, in actuality form the very remedy which, when applied properly, can steer us back on course.

There exists a scandal greater than the scandal of the evangelical mind and that is the scandal of the cross. As argued, a dedication to the development of the life of the mind is in reality a biblical mandate. Our evangelical dedication to Scripture and unyielding faith in the teachings, actions, and person of Christ, serves as the source from which a distinctly Christian mind can develop. We must take caution, however, in our treatment of the text and the applications we draw from it concerning the life of the mind. For example, when Paul states in Philippians 4:8 “whatever is true, whatever is worthy of respect, whatever is just, whatever is pure, whatever is lovely, whatever is commendable, if something is excellent or praiseworthy, think about these things,” we need not treat ‘these things’ as applying to a Christianity in isolation from the culture around it, but rather ‘these things’ as applying to elements within the culture, in and of themselves created good in the eyes of God, that yearn for Christian involvement and direction to foster proper, God-glorifying, societal development.

The answers to the questions and problems facing Western civilization will come from somewhere. The center of developing such answers to the problems of family and social structures, the problems of economics and politics, and even the problems of the church can be found in our intellectual institutions. The evangelical contribution to these institutions has been largely absent, vacating these arenas to the enemy in favor of ‘practical ministry.’

Who among the evangelicals can stand up to the great secular or naturalistic or atheistic scholars on their own terms of scholarship and research? Who among the evangelical scholars is quoted as a normative source by the greatest secular authorities on history or philosophy or psychology or sociology or politics? Does your mode of thinking have the slightest chance of becoming the dominant mode of thinking in the great universities of Europe and America which stamp your entire civilization with their own spirit and ideas? (p.26, as quoted from Charles Malik, The Two Tasks, (Westchester, IL: Cornerstone, 1980), 29-34).

By the end of Noll’s work evangelicals can agree that our responses to society must be improved intellectually. Offering a quotation from scripture or the encouragement of faith as a cure to a societal ill does far less good than spending time in meaningful contemplation of the scriptures, as well as God’s involvement in His creation, and applying that to our everyday work and thought.

This is admittedly a thin line to tread, emphasizing a need for cultural involvement but not to the detriment of heavenly contemplation, and Noll is to be commended for articulating his argument so clearly. I have presented my best attempt at a concise summary of the work (with my own interjections on the subject included as well) but any treatment of such a topic as this in a forum as limited as a blog can never be complete. If I have assumed to much on the part of reader or if I have misspoken in any way, I apologize and I encourage your comments and emails on the matter.

In closing, I leave you with Noll’s concluding remarks, as well as a directive from Scripture on which I pray you meditate and contemplate the dedication of your mind for the service and glory of Christ.

To think like a Christian is… to take seriously the sovereignty of God over the world He created, the lordship of Christ over the world He died to redeem, and the power of the Holy Spirit over the world He sustains each and every moment (p. 253).

Therefore I exhort you, brothers and sisters, by the mercies of God, to present your bodies as a sacrifice – alive, holy, and pleasing to God – which is your reasonable service. Do not be conformed to this present world, but be transformed by the renewing of your mind, so that you may test and approve what is the will of God – what is good and well-pleasing and perfect (Romans 12:1-2).

Check out The Scandal of the Evangelical Mind on Amazon

About Mark Noll