Campus Currents 
Engaging the Mind in Worship
Kraig Scott’s interest in music started very young. He began studying piano at age four, violin at age six, and organ at age 10. Much of his life is dedicated to learning, practicing, and performing music.
And yet, when asked to deliver Walla Walla College’s 2002 Distinguished Faculty Lecture, with the suggested topic of “Music and Worship,” he declined; or rather, he chose to speak on “Worship and Music” instead. In his introductory remarks, delivered on Nov. 17, Scott said, “I cannot approach the topic any other way, for I believe that the order means everything.”
In his lecture, Scott discussed some trends that he has observed in the worship services of various churches that he has attended or played music in. “The issues are much larger than any one congregation,” he said, “much larger than any issues in sacred music, and indeed, much larger than the Adventist denomination.”
If worship is thought of as a pendulum, one of Scott’s major concerns is that, throughout history, worship seems to swing towards one extreme or the other, when a more balanced approach might be more appropriate and effective.
One example of this trend is in how God is depicted. “Throughout the ages,” said Scott, “humanity has erred when subscribing to a flat, extreme depiction of God, emphasizing either the consuming fire, on the one hand, or, on the other hand, portraying his love as too indulgent to ever act against a sinner.
“Human beings need worship that portrays a God both imminent and transcendent,” said Scott, “just as we need worship that reveals ourselves as unlovely, yet supremely loved by the God of gods.”
Scott is concerned that the pendulum is swinging toward a mode of worship where truth is softened, music is based on “pop” culture, references to scripture are fewer, and the overall goal seems to be about making people feel good.
“I fear that ultimately our church loses more young people by failing to engage their minds than by failing to excite their emotions,” said Scott.
In today’s entertainment-driven culture, Scott argues that religious boredom is best countered by a return to an intellectual approach to worship. “Language skill and artistic skill correspond to two of the most important aspects of worship—preaching and music,” said Scott. If the sermon is not based in logic, analysis, and rationality, thus engaging the left hemispheres of our brains, we are left with only an emotional experience that will fail to provide a complete worship experience.
In worship music, Scott would like to see more of a balance between the older, traditional hymns and classical music, and the contemporary forms of praise music. “With two thousand years of Christian hymnody on which to draw,” said Scott, “it makes little sense to conduct a service that includes music of only the last two or three decades.”
Scott would also like to see the worship service return to its more serious roots. “I believe,” said Scott, “that we should focus as much on penitence as on joy; on lament far more than on comedy or entertainment.”
Scott concluded with a reminder that we worship in order to encounter the divine. “That is why we worship,” said Scott. “Worship brings us face to face with God … We must take care that our attitudes and behaviors are appropriate to the terrible mystery of a God whose presence silences every tongue and sets every heart to singing.”
The distinction of speaking for the WWC Distinguished Faculty Lecture is given each year to a faculty member in recognition of their outstanding academic scholarship and service to the college.
Scott’s academic credentials include a master of music degree in early keyboard performance from the University of Oregon, a master of arts degree in musicology from the University of Rochester, and a doctor of musical arts degree from the Eastman School of Music. Scott is an associate professor of music at Walla Walla College, adjunct professor at Whitman College, and minister of music to the Walla Walla College Church. He also maintains an active organ studio of students and a regular performance schedule. Scott joined the WWC faculty in 1986, and received the Zapara award for teaching in 1989. W