“What we want is not more little books about Christianity, but more little books by Christians on other subjects--with their Christianity latent.”

“The world does not need more Christian literature. What it needs is more Christians writing good literature.”

“Let me make no bones about it: I write from the standpoint of Christian orthodoxy. Nothing is more repulsive to me than the idea of myself setting up a little universe of my own choosing and propounding a little immoralistic message. I write with a solid belief in all the Christian dogmas.”

“Sometimes there’s more to a person then what they let you see Kyla,” -Quoted by the character Christian out of my book Pain & Pleasure: Perplexed Love”

“This book is written for those who want more Jesus. It is for those who are bored with what American Christianity offers. It is for those who don't want to plateau, those who would rather die before their convictions do.”

“What is education for? And more specifically, what is at stake in a distinctly Christian education? What does the qualifier Christian mean when appended to education? It is usually understood that education is about ideas and information (though it is also too often routinely reduced to credentialing for a career and viewed as a ticket to a job). And so distinctively Christian education is understood to be about Christian ideas--which usually requires a defense of the importance of "the life of the mind." On this account, the goal of a Christian education is the development of a Christian perspective, or more commonly now, a Christian worldview, which is taken to be a system of Christian beliefs, ideas, and doctrines.But what if this line of thinking gets off on the wrong foot? What if education ... is not primarily about the absorption of ideas and information, but about the formation of hearts and desires? What if we began by appreciating how education not only gets into our head but also (and more fundamentally) grabs us by the gut? What if education was primarily concerned with shaping our hopes and passions - our visions of 'the good life' - and not merely about the dissemination of data and information as inputs to our thinking? What if the primary work of education was the transforming of our imagination rather than the saturation of our intellect? ...What if education wasn't first and foremost about what we know, but about what we love?”