Archive for the ‘Education’ Category

The injustice of traditional higher education and online classes

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Blog posts get less editing and polishing than other forms of writing, I think I may have failed to make my point clearly in the preceding post. So I will make it concisely here, see the other post for background and explanations.

Many people do not suit traditional classroom based higher education. There are logistical barriers (geography, time, family) these are weighted more against women than men.

There are also personality barriers. Some learning styles are well suited to classroom learning. For aural learners (and perhaps oral ones) it is ideal. For visual learners it is less good. For kinaesthetic learners a classroom is usually a disaster. Add difficulties like ADHD into the mix and classrooms provide significant barriers for some (selected?) students. Introverts are also discriminated against in classrooms that require “participation”.

These inequalities are unjust. These inequalities are avoidable. Online education if organised well provides a more equal educational opportunity than classrooms did.

The end of Higher Education

From Shopware.de

Christopher B. Hays commented on Facebook on a post “The End of College? Not So Fast” by Donald E. Heller. These posts and the comments prompted this reflection on my own experience. The Chronicle of Higher Education post also suggested my title, which deliberately mimics, but perhaps by removing the question mark subverts theirs.

Indeed almost all of my learning through two undergraduate degrees was obtained outside the classrooms. Though admittedly some came with the help of friends who were capable of taking notes, much much more came from voracious reading and frequent arguments on buses and over coffee or beer. Please do not underestimate my comparatives here, I will rephrase it to make the point. Almost all my undergraduate learning came from materials and experiences outside the class room. Almost NONE came from classroom learning.

  1. Indeed ADHD seems to have a strong inherited component. []

Theological snobbery

Oliver_Cromwell_by_Samuel_Cooper

I caught myself in some theological snobbery yesterday.

We had a promo for Blello.tv (which looks to be a fine resource for children) and in the course of it they took the account of Jeremiah’s call and applied it to everyone.

Before I formed you in your mother’s body I chose you.
    Before you were born I set you apart to serve me. (Jer 1:5a-b)

“This is God’s word for you.” They said. And, of course it is not. The remainder of the verse makes that quite clear.

Before I formed you in your mother’s body I chose you.
    Before you were born I set you apart to serve me.
    I appointed you to be a prophet to the nations. (Jer 1 :5)

It was God’s word for Jeremiah, not for you. Just as that lovely promise in Jer 29:11, or the horrible one in Jer 18:11, do not necessarily both apply to us, nor can we pick and choose!

For surely I know the plans I have for you, says the LORD, plans for your welfare and not for harm, to give you a future with hope. (Jer 29:11)

Look! I am preparing a disaster for you and devising a plan against you. (Jer 18:11a)

In each case we have to look at the circumstances of Judah and at our own situation and actions to see if either might apply.

So <INSERT horrid and raucuous grinding noise> fail!

 

Except… setting aside Jeremiah’s particular and peculiar calling (as “prophet to the nations”) the passage affirms that God’s call on Jeremiah’s life predates his birth and conception. If that call is timed like this what about your calling and mine?

“Ah,” say the clever and theologically trained wise ones, “but Jeremiah is special, and his calling is special. What applies to Jeremiah does not apply to you. God isn’t calling you to be a prophet to the nations. QED!”

But are the theologically trained wise ones right?

After all it is a key feature of Old Testament narrative that all the great heroes are portrayed “warts and all”, not one is presented as a super-human like the heroes of almost very national story as taught to children in schools. Thus it seems that after all this claim by Jeremiah might be your claim and mine…

Review of the Logos edition of Douglas Mangum et al., Genesis 1–11 (Lexham Bible Guide, Bellingham, WA: Lexham Press, 2012).

LogosWarning

LexhamCoverThe series of which this “volume” is a part has an ambitious but mixed goal:

The series is designed to be a research tool. Each guide presents a wide range of interpretive issues raised by Bible scholars. These resources meet the needs of those studying the Bible in academic settings, but the broad scope of coverage also makes them useful for preaching preparation. 1

In fact, limitations of referencing (almost?) only works available in the Logos system limits it’s usefulness for scholarship, and so the work is in some ways better suited to the practical needs of a pastor or other seriously minded Bible reader.

Integration of the text with the Logos library system is of course a great strength of such this type of electronic publication, but there are times when the implementation of this integration serves Logos’ commercial ends better than it serves the user. For example when I read: “Mathews uses the analogy of a stained glass window to describe the literary complexity of Gen 1–11…” The name “Matthews” is, as one would expect in an electronic text, a hyperlink. If the user already owns the cited work by Mathews in Logos format, then I assume2 they are taken to the reference. If one does not own the work in Logos format one is offered the chance to buy it. However, if one does not already own the Logos edition, the link to the Logos sales site does inform the user what work is being referred to, enabling a search on a local library catalogue, Worldcat or Google Books.

There is however a welcome but odd inconsistency, when the references are to further reading suggestions offered as bullet points rather than inline citations, they do give at least the title of the work, without need to access the Logos.com website.3

Hypertext links also provide convenient popup explanations of technical terms, enhancing further the educative possibilities of the text, and making it accessible to a wider range of “lay” readers. They also enable jump navigation within the text, and this is enhanced by a preview popup showing the beginning of the text of the section to which the link leads.

The work offers a neat clear and concise overview of (almost always, but not exclusively, Evangelical) scholarship on the issues and passages treated. This is a superb resource to begin studying a passage or topic, Mangum et al. Offer clear concise summaries of important issues that will be really useful to any pastor or amateur biblical scholar. They are also potentially really useful to students and their teachers, though this usefulness would be enhanced by referencing that included some mention of work not published in Logos format..

Within the limits of works published in Logos format (I have yet to find any reference to other work) these summaries and the suggested readings are very useful. The restriction of the references to the Logosworld generates the restriction noted above to predominantly only Evangelical scholarship, and very predominantly American scholars4 This parochialism is sad!

A byproduct of this limitation is scholarship that is also very predominantly male and white. Since women and non-Caucasian scholars are more likely to have significant work in journals and less likely to have breached the portals of book length works with publishers who make their list available in Logos format.

On the other hand, the fact that such a useful compendium can be offered despite this restriction of horizon to Logosworld is a tribute to the extent (if not always variety) of that world today. Logos is not yet a universal biblical studies library, but it is far closer than one might have expected only a few years ago.

A student today will need to seriously consider whether to accept the limitations of horizon imposed by the choice of Logos as their exclusive supplier, wholeheartedly making Logos their library system, or on the other hand if financial constraints or a desire to be open to a wider world of scholarship will severely limit the usefulness of a work such as this. I wonder how long it is before Logos offers a subscription service modeled on Amazon’s “Prime”?5

Without such a service, or without the financial resources to pay to own an extensive private Logos library, users are given a glimpse of the world of American Evangelical scholarship, but taking a closer look is made difficult by the exclusively in house referencing.

In short this work highlights the huge usefulness and potential of the Logos system (for those rich enough, and selfish enough, to be willing to spend enough on a library devoted to their private use). It also highlights the exclusive nature of this system by making the use of external resources (in an institutional or public library, or on Google books, for example) more difficult even than it would be in an obsolescent print codex.

  1. Douglas Mangum et al., Genesis 1–11 (, Lexham Bible GuideBellingham, WA: Lexham Press, 2012). []
  2. I have yet to find a reference to a work that I spotted as being included in my Gold collection, or among the other works and texts I have bought. So I could not check this assumption. []
  3. A one step rather than a two step process. []
  4. The JPS series, and the out of copyright ICC commentaries, along with some classic works like Gunkel and Westermann provide welcome exceptions. []
  5. If such a service were cheap enough it could provide mean someone could use the Lexham guide to the full without being restricted to only purchasing biblical studies works in Logos format. []

Ahab, Megiddo and Jezreel

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For my latest video in the Land of the Bible series we visit the Jezreel Valley. The focus of the video is on Megiddo (as the site that has more Iron Age remains for the visitor to see).

Tel Megiddo with its massive gate complex, large palace and associated military complex as well as the extensive storage buildings is a fine picture of a major military and administrative centre. The size of king Jeroboam’s grain silo also suggests the hard taxation required to pay for and operate such a centre. Megiddo is located to control the exit southward from the Jezreel Valley.

Jezreel has less to impress visitors today, but was also a significant base defending the entrance to the rich Jezreel Valley from the east. Jezreel has beautiful views, fertile surrounds and plentiful water, no wonder Ahab chose it as his alternate capital.

The biblical accounts of his reign do not focus so much on the magnificent “public works”, or the power of his army, but rather on the injustice and oppression that were associated with the rise of such magnificent kingship, and even more on the religious underpinnings of such kingship in the myths of the gods, in particular Ba’al the “lord” (ba’al) by right of conquest of the pantheon.

As you read 1 Kings 18 and 21 keep in mind these impressive and beautiful cities.

Mourning Ba’al and 1 Kings 18

Syrian Goddess figure (possibly Anat from Walters Art Museum , via Wikimedia Commons
Syrian Goddess figure (possibly Anat from Walters Art Museum , via Wikimedia Commons

Syrian Goddess figure (possibly Anat from Walters Art Museum , via Wikimedia Commons

A post at Carpe Scriptura 1 Kings 18: Battle of the Bulls”  highlights a problem for online biblical studies, there are no easily available translations of the Ugaritic narrative texts. The texts themselves can be downloaded in PDF Ugaritic Data Bank. The Text1 is available on Academia.edu, but as far as I can see no English translations are.(If you know of a source please let me know!)

So as background to my podcast comments on Elijah’s battle with the prophets of Ba’al in Humour in the Bible 11: 1 Kings: In an idol moment I offer this extract from Smith’s translation of the section KTU 1.5 l.8 to KTU 1.6 l.10a 2

Messengers announce the death of Ba’al

“We [c]ame upon Baal fallen to earth;
Dead is Mightiest Baal,
Perished the Prince. Lord of the Earth.”
Then Beneficent El the Benign
Descends from his seat. sits on the footstool,
[And] from the footstool. sits on the earth.
He pours dirt on his head for mourning,
Dust on his crown for lamenting;
For clothing he puts on sack-cloth.
With a stone he scrapes his skin,
Double-slits with a blade.
He cuts cheeks and chin,
Furrows the length of his am
He plows his chest like a garden,
Like a valley he furrows the back.
He raises his voice and cries;
“Baal is dead! What of the peoples?
The Son of Dagan! What of the multitudes?
After Baal I will descend to Hell.”
Then Anat goes about hunting,
In every mountain in the heart of the earth,
In every hill [in the he]art of the fields.
She comes to the pleas[ant land of] the outback.
To the beautiful field of [the Realm] of Death;
She com[es] upon Baal
[For clothing] she puts on sack[cloth,]

The text continues on Sixth Tablet after the superscription in Column 1

With a stone she scrapes her skin.
Double-[sl]its [with a blade]
She cuts cheeks and chin,
[Furrows] the length of her arm.
She plows her chest like a garden.
Like a valley she furrows her back:
“Baal is dead! What of the peoples?
The Son of Daganl What of the multitudes?
After Baal we will descend to Hell.”
To her descends the Divine Lamp, Shapsh,
As she weeps her fill,
Drinks her tears like wine.

  1.  Cunchillos, Jesús-Luis, José-Angel Zamora, and Juan-Pablo Vita. Ugaritic Data Bank The Texts. Madrid: Instituto de Filologia, CSIC, 2003. []
  2. Smith, Mark S., and Simon B. Parker. Ugaritic Narrative Poetry. [Atlanta, Ga.]: Scholars Press, 1997, 149-151. []

Fishing on Galilee

Capture

Richard Bauckham (University of St Andrews) gave the 2014 Burns Lectures at the University of Otago. The podcast MP3 or MP41 Titled “The Sons of Zebedee: The Lives of Two Galilean Fishers”, the lectures (at least so far, I am finishing #2 as I write) provide careful and full descriptions of the geographical and social contexts of Galilee in the time of Jesus.

If you watch no more, watch the first few minutes of lecture #1! They alone will give you a fine sense of the little world of 1st Century lake Galilee and enrich your reading of the gospels out of all proportion to the time spent.

Here are links to mp4 (video) and mp3 files:
1) The World of the Lake of Galilee’ – Tuesday 12 August (video) (mp3)
2) ‘The Fishing Industry’ – Wednesday 13 August (video) (mp3)
3) ‘Zebedee and Sons’ – Thursday 14 August (video) (mp3)
4) ‘Called to Fish for People’ – Tuesday 19 August (video) (mp3)
5) ‘Sons of Thunder’ – Wednesday 20 August (video) (mp3)
6) ‘Jerusalem’ – Thursday 21 August (video) (mp3)

HT: Deane Galbraith

  1. The MP3s are excessively high quality, 160kbps, so are almost as big as the video, caveat downloador.  []

Sensible Sentencing

Writing is dangerous. Readers often misunderstand. #SensibleSentencing can help. Short simple sentences are easier.

I have been marking. Some student essays are a joy to read. Some are full of long complicated sentences and I am left guessing what the writer intended to say. I cannot fairly give marks based on guesswork. Not just beginners, but experienced writers too, can write sentences that are misunderstood. Complex sentences are more likely to be misunderstood than simple ones.

The trick to writing that can easily be understood is easy. The trick to writing that is unlikely to be misunderstood is easy. Write simple sentences. Each sentence should say ONE thing.

[Like most “rules”, experienced writers can break this one effectively. PG Wodehouse wrote many long elegant sentences. Often they had a “twist” that added spice to his humour. However, when beginners try to copy such sentences often something goes wrong. The result is puzzled or angry readers. If you are an experienced writer you should still be wary of long sentences. They are dangerous. Check them twice.]1

If each sentence is short and says one thing, then it is almost guaranteed to be clear and comprehensible. Sometimes we need to coordinate two ideas together – in which case use a conjunction. If the ideas are simply placed side by side use “and”. If they are contrasted use “but”.2

However, beginners should be wary of sentences that use more complicated tricks than this.

  1. This is good advice. I have been writing for public consumption for over forty years, usually more often than weekly, still most of my bad writing is due to long sentences – like this one? []
  2. You can do this as two sentences, using however, but this can lead to other problems. Not least lots of “howevers”. If you start a sentence with however put a comma after it.

    Actually it is more complicated than this, if “however” means “no matter how” it is not followed by a comma. For example: “However Squiggly tried, he couldn’t get his mind off chocolate.” More here. If “however” means “but” then a comma is needed: in Star Trek (2009) Spock says, “I intend to assist in the effort to reestablish communication with Starfleet. However, if crew morale is better served by my roaming the halls weeping, I will gladly defer to your medical expertise.” – More here. []

How do you begin to introduce the Old Testament?

In any writing or other communication, project where you start is really important. Most losses of audience occur near the start.

For this reason I’ve always been puzzled by how common it is to begin Introduction to the Old Testament books and courses start at the beginning. To a scholar the beginning is obvious, canon, what makes the object of study a “thing”. It is because first Jewish and then Christian communities used these writings as Scripture they became a “thing” – and because they did we study them. Logical as all get out :)

But does it work? Does this beginning grab a potential audience and drag them into the rest of the book/course?

Perhaps instead of beginning at the beginning we should start with “Why it matters”. If we start there we might grab our audience in ways that a description of the three-part nature of the Hebrew Bible canon, and a discussion of the difference between this and the organisation of the Christian canon of the Old Testament may not!

For followers of the Open Old Testament Learning Event1 it might be better to wait for the Biblical Scholar OOTLE Hangout announced for Thursday, February 5th, 3:00-4:00 pm Central Time.

Brooke describes the hangout like this

I will be joined by a few other biblical scholars for an “On Air” live Google Hangout. We will talk about why we love the Hebrew Bible and its academic study, and what kinds of things we hope for students to get out of an “Introduction to Old Testament/Hebrew Bible” course.

After that they may begin to understand why details of canon and canonical shape matter!

  1. BTW since the name has the “The” (see the masthead of the website) should the hashtag not be “#tootle15″ instead of #ootle15 ? []

Open Old Testament Learning Event 2015

I have just signed up for Ootle15. This is an open (as in anyone and as in free) learning event/course organised by Brooke Lester (a creative and interesting blogger and OT teacher with special interests and responsibilities for online learning.

If you fancy learning more about the OT you can too. It IS free and open to all.

I’ve participated in a couple of MOOCs related to the Old Testament/Hebrew Bible both run with the support and resources of major universities and using the Coursera platform. Ootle15 has the air of being run thinner resources, if not quite the smell of an oily rag, and so should make an interesting comparison.

I have already begun to notice a learning curve as the course will use Twitter as well as blogging. I’ve used blogs since 2004 (11 years recently) so that is no learning yet, but I have resisted Twitter. Rudely suggesting it is only for twits! So I have generated a Twitter account just for the course. And successfully (as far as I can tell, one of the disconcerting “features” of Twitter seems to be that tweets just vanish into the ether, rather like legacy publications.1 )

The header picture, a section of which I have used above, hardly makes me feel at home, this part of NZ almost never gets snow and certainly not in high summer!

  1. Print media. []