Archive for the ‘Teaching Bible’ Category

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.  []

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. []

Digital commentary for the 21st C

At the conference I attended in Sydney recently one of the stimulating conversations I enjoyed was around ways to present Bible commentary in a digital medium for non-specialist readers in the 21st C. The Amos – Hypertext Bible Commentary was already beginning to show its age even when it was first published in a stable peer-reviewed edition.

[The pictures and other design elements were planned for a 800×600 screen, and mobile phones were not considered as a delivery system.]

Move forward a decade and responsive design (that will work on both hires screens and on portable devices) seems basic, and indeed one must envisage mobile devices as most likely the hardware of choice for accessing such a work.

This leads to the interesting possibility of packaging the commentaries as apps, and thus potentially breaks the funding barrier. Few people in the developed world or even middle class people elsewhere would balk at spending a couple of dollars for a Bible commentary.

The other interesting idea came from a presentation on visualising biblical studies ideas, and the thought that it would be nice to have a drill down menu that worked a bit like Prezi.

I like the idea, but am having trouble “seeing” how it might work. The Prezi below is my attempt to play with this concept… What advantages, disadvantages, alternatives, possibilities etc. do you see?

Theological librarian needed

Colombo Theological Seminary, a fine interdenominational seminary teaching in English, Sinhala and Tamil both in Colombo (the capital) and in centres around the country (in both Sinhala and Tamil areas) is looking for a theological librarian to work in their Colombo main building.

Colombo Theological Seminary is a fine institution and Sri Lanka a really beautiful island full of friendly people so this would make a dream appointment for someone that would also enable them to serve the church in a place where Christian churches are one of the few community institutions that really cross the ethnic and political divides that led to the many years of civil war.

If you know a theological librarian who is willing to travel and work in a beautiful tropical location please pass on these details:

 

Killing the Bible with kindness

Rhett has a typically sensible and thought provoking post “New” which begins with the strange obsession academia has with “new”, leading in disciplines that deal with a limited corpus of texts and ideas, like biblical studies or theology, to bizzare thesis topics and many silly claims. (Read Rhett’s post!)

From where I stand (often in front of a class of beginning theology students, sometimes Christians studying to be counselors or teachers, even more often in churches or Facebook chatting about this and that) the problem is not so much an obsession with “new”  as one with “simple”.

Fact/FictionChristians are taught from Sunday School upwards a simple approach to a simple Bible. The Bible says it, it is so. This is typified by the habit of citing “verses” to settle arguments.

Relevant Children’s Ministry has a post today also, “Are We Blurring the Lines Between Fact and Fiction When We Teach Children?” This begins with a terrifying statistic

 A recent study says that children who attend church have a harder time distinguishing between what is fact and fiction in life.

The study by Cognitive Science was based on research with 5 & 6 year olds who do and do not attend church.  An example – kids who attend church would be more likely to believe a talking animal they see on television is real.

They go on to ask what seems like a sensible series of questions about whether several of the things we do in children’s ministry risk confounding fact and fiction for these children. Their questions are good ones (and I hope my reply did not seem to suggest that we should not consider them) but I think they miss the more basic point.

The “line” between fact and fiction is already blurred. Thinking about historical biography and good fictional biography of historical personages shows this. Children, and adults too, need to be able to think critically, not merely “know” the line between fact and fiction.

Christians claim the Bible is their source of authority (different Christians give different roles to tradition and contemporary revelation by the Holy Spirit alongside Scripture). Yet few people I meet (who do not have Bible College training) can explain well and sensibly why Paul’s advice that women praying or speaking in church ought to cover their heads/hair (1 Cor 11) does not mean that Christian women today ought to wear hats in church. The answers range from the antinomian: “it’s out of date, that was his culture, it is not ours”, to the weird: “Gal 3:28 means we ought to treat men and women the same” – so men should wear hats also?! Almost none can go on from their explanation to also show how Paul’s teaching in this passage applies today! By one route (temporal snobbery) or another (bash your opponent with a “better” Bible verse) Scripture is denied and therefore devalued.

We need to teach our children, and our adults too, to think critically about Scripture (as well as about other things, don’t get me started) else the Bible will lose what little authority (as more than a tribal totem) it still retains.

[NB this is not my attempt to respond to Rhett’s post, that’s in the comments there. Nor is it my attempt to show you how to approach reading a passage like 1 Cor 11 today, I’m gradually doing that as simply and briefly as I can in monthly articles in the NZ Baptist and at Reading the Bible Faithfully.]

Jim West’s “For the Person in the Pew” commentary project

For several years now Jim West has been posting from time to time about progress with his huge project as he knocks off book after book of his For the Person in the Pew Bible commentary series. This began in 2006 with the ambitious Jeremiah: for the person in the pew, the Pastoral Epistles, Matthew and Micah were finished that same year and the flow continues. In recent months Jim has announced a deal with Logos that will see the series made available in that convenient format. This development needs more pre-orders before it can get off the ground (this is Logos’ clever way of ensuring a profit before they commit to the work of adapting such a large project to their format). Jim has therefore been (uncharacteristically?) indulging in self-promotion as authors without commercial publishers must, and also asking others to help him in this task by posting a notice of his work.

I am happy to do this, and agreed to prepare a notice (less than a formal review but more than a mere puff) of his “Ruth” from the volume Ruth and Lamentations: For the Person in the Pew (Quartz Hill Publishing House, 2007). This task was less easy than I expected. Here is what I wrote:

Preparing even a brief notice (let alone a full review, which this is not) of a commentary written by a friend is a dangerous business. One is more tempted to be either too harsh or too accommodating compared with reviewing the work of some stranger. One error is unfair to the author, the other to the reader.

Reading Jim West’s little commentary on Ruth (in the 2007 volume on Ruth and Lamentations) I found myself applying higher standards than I would use for a stranger’s work of this scale. (I know the quality of Jim’s scholarship and the breadth of his reading, how could he miss out this, or that!) Yet to express such reservations would be unfair to Jim. His work is a very short (some 7,000 words including the text from the ASV) set of notes aimed at “the person in the pew”. By and large it explains what such a reader needs.

As well as the brief explanatory comments this goal is achieved, to a considerable degree, by carefully selected extracts from ISBE articles covering key ideas: marriage in Israel, the Moabites, gleaning, grace in the Bible, and kinsman (go’el). These are likely to be really useful for readers. The selection within the articles of the material to quote has been made with a view to its usefulness for reading this Bible book, so they are more helpful than a copy of ISBE itself would be.

Yet I have two quibbles. The origin, and nature, of these excursuses as extracts from the ISBE is not made clear enough. I don’t think the intent to avoid burdening the reader with cumbersome apparatus is sufficient reason to omit marking quotations clearly and noting their origin. The selection of terms to cover also is open to questioning, why was hesed not included when grace (hen) was, surely hesed is a key motif in Ruth? The first of these quibbles is serious, and because Jim is a friend I find it difficult to draw attention to such a weakness.

The format, Bible text with very short explanations, is popular. The use made by beginning students of the short edition of Matthew Henry or Adam Clarke’s commentary demonstrates the perceived need. I have reservations about the format though. Such short comment risks merely repeating the text in other words without space to explain. More than most authors of this genre, Jim has avoided this danger, indeed he manages deftly to introduce and suggest conclusions about several complex interpretational issues. In the 30 or so pages on Ruth, the issue of the sexual innuendo of chapter 3 provides a good example.

So, based on this small sample, should “the person in the pew” purchase these commentaries? On the positive side they offer a quick, clear explanation that does not seek to avoid or disguise interesting or difficult features of the text. To get the same level of understanding without them would mean more work and/or more expense. On the negative side the comment is very brief, and so inevitably questions many people in the pew will want to ask will be omitted. Yet the Ruth section (and, from a glance not a thorough examination, also Lamentations) offers enough to resource most of the immediate needs of a home group or Bible study.

Living Biblical Scholarship: Teaching Biblical Studies

Jacob L. Wright’s MOOC makes good use of short video interviews with both established scholars and (at least one so far) PhD candidates talking about their research. As a teaching tool such short videos are brilliant.

If we had a database of such video clips available to download and use in teaching it would be a superb resource. Here are three reasons:

  • Firstly since the person speaking is the one doing the research the presentation is not dispassionate but impassioned. Students are often mislead by the style imposed by our turgid academic conventions to believe that Bible scholars are dull and lifeless. Such video dispels that myth.
  • Secondly many of us put up photos and very cut down CVs when we are talking about a particularly influential scholar and their ideas. How much sharper a clip of them presenting a key idea from their work could be.
  • Third students need to be aware that the “results” of biblical scholarship come on a basis of contested evidence and argument. People talking about their own work are bound to present key evidence and arguments as they seek to convince the listener. Bringing scholarship in the most abstract sense alive.

Easy

Such a database would be easy to produce. Some scholars could record their own videos, others would be videoed by friends or by their departments. (The motivation for this “waste” of an hour or so would be the extra exposure of their ideas and the way such presentations could help shape perceptions of the field – once Her Prof Dr X had a video Dr Y (a passionate opponent of X’s reactionary ideas) would need a complementary (though perhaps not entirely complimentary) one ;)

The host would need a simple classification system to enable searching for topics as well as scholars names, but WordPress with a few plugins could handle all that was needed and even build in a few videos already to be found on YouTube as a bonus.

If SBL or the Wabash Centre would sponsor such a project it would be a cheap way to enliven Biblical Studies teaching and promote a research culture among students. I wonder if GERT would be an appropriate group to push the idea?

Please let me know what you think – and tell me what fish hooks I have overlooked!

Tamara Cohn Eskanazi and Aubrey Buster were two of the scholars Jacob Wright interviewed.

Subverting heroism and gender: Part four of Jacob Wright’s course

This week’s episodes of Jacob Wright’s “The Bible’s Prehistory, Purpose, and Political Future” were particularly fun for me, for a start his topic (the way the Hebrew Bible subverts gender roles and notions of heroism) appeals, and then as he began, introducing Esther and the subversive topic, he made links to Jane Austen. For someone who wrote a piece entitled “Becoming Esther: Bending Gender Reading Esther” (even if it did become the rather less interesting “A Masculine Reading of the Book of Esther”)1 there are a host of interesting overlaps, ideas and possibilities.

The interview with Tamara Cohn Eskenazi was again a highlight. I am more and more convinced SBL should sponsor and host an archive of short videos of people talking about their research, either interviewed by a friend/colleague or simply chatting to a camera. It would be a great resource for teaching!

  1. When published in Global Perspectives on the Old Testament, edited by Mark Roncace and Joseph Weaver. Pearson Education, 2013. []

Deportation and return as stimulus for textualisation

One of the highlights for me of this week’s episodes of Jacob Wright’s excellent The Bible’s Prehistory, Purpose, and Political Future was the interview with doctoral student Aubrey Buster. Her paper, by comparing the treatment of contested belonging within communities in Athens and Jerusalem (at approximately the same time), offers an exciting empirical support for theories that the experience of the dislocation of the Judean elite (deportation and return) led to the greater textualisation of Judaism.

She spoke of comparing Athenian citizenship trials, which depended on personal testimony to support someone’s claim to be a member in good standing of the community (by ancestral descent) with the claims of Ezra-Nehemiah that such issues in (post-exilic) Judah were established primarily on the basis of documents. It is often claimed that the experience of dislocation of the Judean elite led to the writing, editing and/or authorising of many of the biblical texts. I have not previously seen contemporary evidence used to support the claim in this sort of way.

Such research is excellent in itself, but also within such a course presenting current research not only gives students the sense of an open discipline, but also shows how evidence and argument can be used to better understand the biblical texts.

It also helps to firm op our understanding of the social and technological history of writing in relation to Scripture – an ongoing interest of mine :)