The doctrine of justification is frequently interpreted in a manner that excludes our active involvement in the drama of salvation. This reading has a detrimental effect on Christian education concerned to enable the learner’s attentive, reasonable and responsible understanding of the Gospel. Taking its lead from Kierkegaard’s account of ‘learning Truth’ in the Philosophical Fragments, this article argues for an understanding of the doctrine that affirms the learner’s active participation in learning in a manner that acknowledges the sovereignty of grace.
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