In this paper, I argue that the resurrection of Jesus Christ is not a suspension of natural law b... more In this paper, I argue that the resurrection of Jesus Christ is not a suspension of natural law but its consummation. Creation inherits from its Designer, and within the structures of nature lies the potentiality for what is often called “supernatural.” I identify the Paschal Law of Sacrificial Transformation—the principle that life emerges and multiplies through relinquishment—as a universal rhythm observable in agriculture, biology, chemistry, and cosmology. This sacrificial law is fulfilled personally and voluntarily in Christ’s death and resurrection.
I further contend that modern physics, particularly the phenomenon of quantum superposition, provides a striking analogy for biblical faith and the hypostatic union. Just as faith is the “substance of things hoped for” and superposition holds multiple potentialities until collapse, so too the Incarnation unites divine and human nature in paradoxical harmony. The resurrection is therefore not an intrusion against reality but its apex: the climactic unveiling of the sacrificial law inscribed into the cosmos.
Methodologically, I argue that such analogical reasoning is valid because nature inherits from the Logos, and thus scientific structures can serve as icons of divine reality. This argument is further grounded in classical categories of potency and act, and teleology, which show that nature is ordered toward fulfillment in Christ. By integrating biblical exegesis, patristic theology, classical metaphysics, and contemporary science, I propose that the resurrection stands as the most congruent event within creation, revealing that nature itself anticipates new creation in Christ.
This paper introduces Substance-Based Teaching as a theological framework for biblical interpreta... more This paper introduces Substance-Based Teaching as a theological framework for biblical interpretation and pedagogy, rooted in the scriptural assertion that “faith is the substance of things hoped for, the evidence of things not seen” (Hebrews 11:1). Moving beyond abstract notions of faith, this methodology emphasizes probing the constitutive elements—the “substance”—that form biblical truth, hope, and transformation. By drawing analogies from scientific realities such as atoms, molecules, and proteins, the framework illustrates that both creation and faith operate through unseen but substantive structures.
The method proposes a pedagogical process of identifying hope, discerning its underlying substance, and recognizing the evidence or milestones of fulfillment. Case studies from Genesis, Abraham’s journey, Moses’ preparation, and the New Testament priesthood illustrate how substance-based analysis enriches interpretation and application. In practice, this approach transforms classrooms into active laboratories of discernment, where students engage in “substance board” exercises that train them to metabolize scripture into worldview formation.
Ultimately, Substance-Based Teaching bridges theological insight and scientific orientation, equipping learners not only to interpret scripture but also to integrate faith with wisdom, discernment, and lived experience. It offers a replicable framework for Christian education that develops both theological imagination and spiritual formation.
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Papers by Darrell James
I further contend that modern physics, particularly the phenomenon of quantum superposition, provides a striking analogy for biblical faith and the hypostatic union. Just as faith is the “substance of things hoped for” and superposition holds multiple potentialities until collapse, so too the Incarnation unites divine and human nature in paradoxical harmony. The resurrection is therefore not an intrusion against reality but its apex: the climactic unveiling of the sacrificial law inscribed into the cosmos.
Methodologically, I argue that such analogical reasoning is valid because nature inherits from the Logos, and thus scientific structures can serve as icons of divine reality. This argument is further grounded in classical categories of potency and act, and teleology, which show that nature is ordered toward fulfillment in Christ. By integrating biblical exegesis, patristic theology, classical metaphysics, and contemporary science, I propose that the resurrection stands as the most congruent event within creation, revealing that nature itself anticipates new creation in Christ.
The method proposes a pedagogical process of identifying hope, discerning its underlying substance, and recognizing the evidence or milestones of fulfillment. Case studies from Genesis, Abraham’s journey, Moses’ preparation, and the New Testament priesthood illustrate how substance-based analysis enriches interpretation and application. In practice, this approach transforms classrooms into active laboratories of discernment, where students engage in “substance board” exercises that train them to metabolize scripture into worldview formation.
Ultimately, Substance-Based Teaching bridges theological insight and scientific orientation, equipping learners not only to interpret scripture but also to integrate faith with wisdom, discernment, and lived experience. It offers a replicable framework for Christian education that develops both theological imagination and spiritual formation.