Kennard, Douglas W.

About the author: Doug Kennard trained as an engineer at Cornell University, then shifted to the study of Biblical and systematic theology at Dallas Theological Seminary (Th.M. and Th.D.) He pursued post-doctoral philosophical study at Vanderbilt University and Trinity Evangelical Divinity School. He taught theology, philosophy, and Bible at Moody Bible Institute. He currently teaches at Bryan College. He is the author of The Relationship between Epistemology, Hermeneutics, Biblical Theology and Contextualization (Mellen, 1999).

Classical Christian God
2002 0-7734-7223-1
The classical Christian God (in the heritage of Augustine, Aquinas, Calvin and Edwards) is being assailed today by a range of alternative proposals. This irenic statement and defense of the classical Christian God shows the strengths of this model. It offers a provocative integration of biblical, historical and philosophical theology often neglected by scholars on these traditions.

Relationship Between Epistemology, Hermeneutics, Biblical Theology and Contextualization Understanding Truth
1999 0-7734-8217-2
This volume explores the relationship between epistemology, hermeneutics and contextualization by specialists making significant contributions to each of their fields and especially when they are taken in integration with the other disciplines. Epistemology issues are examined from the context of reformation traditions in a multicultural world, and the contribution of modern and post-modern philosophy. Epistemic issues from different eras are illustrated with literature, art and music. Biblical theology is championed as the textual arbiter between traditions. It offers a provocative integration of disciplines for scholars. Christian colleges and seminaries will find this a stimulating textbook for courses in philosophy, hermeneutics, or contextualization. Pastors and lay people will be interested in the topic for its call to truth, its answer to postmodernism, and practical aid in executing the hermeneutical process and contextualization.