From pp. 61-66, Muller gives us a sketch of the causes of the rise of scholastic orthodoxy. The first point he makes is that the polemic in which the Reformers were continuously engaged formed part of the reason why the orderly scholastic method would become necessary (pg 61).
Another factor besides polemics is the method of Ramus. This factor is one among several pedagogical developments in this time period. Ramus (1515-1572) “produced a method of logical discourse by means of partition or dichotomy which gave to Reformed theology an extreme clarity and conciseness of approach.” Scholars influenced by Ramus include Perkins, Polanus, Ames, Yates, Scharpius, and (to a lesser extent) Walaeus and Maccovius (pg. 62). His method was not accepted by all. In fact, Beza and Olevianus rejected the method utterly.
A third factor in the rise of scholastic orthodoxy is “the development and alteration of method in the late sixteenth and early seventeenth centuries…educational progress of the Renaissance, an educational progress related to the application of new forms of logic and rhetoric to the entire arts curriculum of the university and to the advanced study of such fields as philosophy, theology, and law” (63). It is important to note here that “The rise of a revised scholasticism, tuned by Renaissance logic and rhetoric and alied to the study of the classical and biblical languages occurred in the theological disciplines as a result, not of doctrinal change, but of the participation of theological faculties in the academic culture of the age” (63).
To sum up, the four main forces contributing to the rise of scholastic orthodoxy are fourfold: polemics, pedagogical needs, the working out of systematic issues, and the striving for philosophical breadth and coherence (pg. 65). He rules out a fifth commonly cited reason (concentration on a metaphysical principle or central dogma).