Paradox and Truth: Rethinking Van Til on the Trinity by Rev. Ralph Allan Smith

From the introduction: “Cornelius Van Til’s doctrine of the Trinity has been variously viewed. On the one hand, it has been misconstrued as heretical or attacked as rash and dangerous by some. On the other hand, however, a not insignificant group of theologians and Christian writers has found Van Til’s doctrine of the Trinity to be a fruitful source for serious work to develop a truly Christian worldview. The contrast between the two groups’ evaluation of Van Til could not be greater. Evaluating Van Til is something of a theological problem, which has now become further complicated by recent studies of the doctrine of the Trinity which have been critical of Augustine’s formulation — the foundation of Van Til’s approach. A Reformed representative of those critical of Augustine is Cornelius Plantinga, Jr.1 who offers, in the place of the traditional statements of the doctrine, a social view of the Trinity.

This recent study of the Trinity invites reconsideration of Van Til’s view. Does Plantinga’s social view of the Trinity and recent critique of Augustine require a revision of Van Til’s approach? What about Van Til’s use of non-traditional language? Is it legitimate or is it a “novelty” that causes confusion? What are the worldview implications of Van Til’s view of the Trinity and does Plantinga’s view significantly alter these? To consider these and similar questions, we introduce and evaluate Cornelius Plantinga’s social view of the Trinity, briefly explain and attempt to defend certain aspects of Van Til’s view and compare it with Plantinga’s, and, finally, suggest a revision of Van Til’s view that sets the doctrine of the Trinity more clearly at the center of systematic and Biblical theology and the Christian worldview. It is my purpose to help bring Van Til’s profound exposition of the Trinity back into the discussion of this doctrine and, in that connection, to help stimulate further consideration of the worldview implications of the doctrine of the Trinity.” – Ralph Smith

I recommend Paradox and Truth: Rethinking Van Til on the Trinity by Rev. Ralph Allan Smith to anyone looking for more insight into Van Til’s teachings, the following link is to Rev. Smith’s website where you can read a couple of samples from the book: If you are a Van Tillian, and are involved in doing apologetics (especially on the internet), you may butt heads with someone introducing common misunderstandings of Van Til’s position on the Trinity, and this book along with Van Til’s writings should help clear things up.

Why I Believe In God by Cornelius Van Til

Van Til, Why I Believe in God

The following is a link to where I assume they have obtained permission to upload this pamphlet. I cannot offer it here as it is under copyright and I have not permission, but I can provide a link:

Why I Believe in God

This is a good example of a presuppositional apologetic put into practice, in the words of Van Til:

It ought to be pretty plain now what sort of God I believe in. It is God, the All-Conditioner. It is the God who created all things, Who by His providence conditioned my youth, making me believe in Him, and who in my later life by His grace still makes me want to believe in Him.”

I like his use of the phrase “All-Conditioner”, and though he is speaking of his personal experience and how God revealed Himself to him, his use of the term cannot and should not be confused with experientialism. Anyone familiar with Van Til’s writings, and reads him in context, knows his position is nowhere close to (Christian) experientialism.

Essays On Christian Education by Cornelius Van Til

by Cornelius Van Til
1971 Nutley, NJ: Presbyterian and Reformed, 207 pp.
A collection of previously published articles on education, which together constitute Van Til’s philosophy of Christian education.
  1. Christ and Culture
  2. The Christian School Today     [1969.C]
  3. The Dilemma of Education     [1956.D]
  4. The Christian Scholar     [1959.H]
  1. The Education of Man-A Divinely Ordained Need     [1953.H1]
  2. Faith and Our Program
  3. The Full-Orbed Life     [1953.H3]
  4. Antitheses in Education     [1953.H4]
“The first two parts of this book deal with problems facing the teachers in Christian day schools on an elementary level. They deal with the goal, the standard, and the motivation of the entire project of Christian education. The second part points out that various non-Christian philosophies of education face the dilemma that every non-Christian philosophy of life faces and that only a Christian, more specifically a Reformed philosophy of education, escapes facing this dilemma. The third part discusses the recent neo-liberal and neo-orthodox reconstructions of the principles of Christian education. These neo-liberal and neo-orthodox reconstructions face the same dilemma that historic non-Christian philosophies of education face. The conclusion is that the final debate in the field of education is part and parcel with the final debate in the field of general philosophy. The task of Christian education is, accordingly, that of offering the self-attesting Christ of Scripture as the one in terms of whom alone learning by experience is possible.”-from the Preface


Collection of Reviews From 1920-1939 by Cornelius Van Til

The Following PDF is a collection of Reviews from 1920-1939 by Cornelius Van Til. The printed length is 84 pages. In these articles Van Til critiques many different writings of many different “Christian” authors from a Reformed presuppositional approach.. I spent some time creating the table of contents and added hyperlinks.

Download the complete PDF here:

Van Til, Collection of Reviews From 1920’s – 1930’s