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How can Truth be learned? Christian theology has too often sought to answer this question with reference to the teaching of Socrates, and the development of ideas from Augustine to the Enlightenment has consistently affirmed a basic affiliation between knowledge of God and Self which reaches its logical end point in the conviction that the epistemologist is divine. This confusion of Christian and Socratic ideas fails to account for the distinctive shape of Christian Truth as outlined by Kierkegaard in his Philosophical Fragments. Divine Knowledge explores the ramifications of Kierkegaard's 'negative apologetic' by illuminating a number of pedagogical issues in the field of Christian education - from indoctrination to the problem of Truth and publicness. Willows contends that the future of Christian education rests firmly upon our ability to secure a vision of the pedagogical task that coheres with the epistemological co-ordinates of faith, consciousness of sin, the moment and the god in time.