catechetical, biblical-exegetical, and simply didactic or ecclesial. Thus, large numbers of the works of the late sixteenth and seventeenth-century Reformed orthodox—including works by the authors of scholastic theological systems—are not scholastic.8 The term “scholasticism,” when applied to these efforts indicates primarily, therefore, a method and not a particular content: the method could be (and was) applied to a wide variety of theological contents and it could be (and was) applied to other
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