Friday, October 23, 2026

Revisiting the Lord’s Prayer in Hebrew

Source
If Google Analytics is to be trusted, the most popular post on this blog is a 2010 comparison of three different Hebrew translations of the Lord’s Prayer in Matthew 6:9-13. Although New Testament scholars have been much more interested in reconstructing Jesus’ supposed Aramaic ipsissima verba,[1] 17,300+ views suggests that popular interest in a Hebrew Lord’s Prayer is lively enough.[2]

My concern here is not with what Jesus actually said or what language he said it in. I teach Ancient Hebrew as a living language, and I am on the lookout for comprehensible Hebrew texts in biblical or Second Temple idiom that I can use to help develop my own and my students’ fluency. To be sure, there are many excellent ancient Jewish prayers in Hebrew, but because it is known and used, the Lord’s Prayer is a good choice for my Christian students. In the absence of a Hebrew textus receptus the problem is deciding which translation to use.

My original post compared Delitzsch (1877), Salkinson-Ginsberg (1886) and the 1977 Bible Society of Israel. I recently stumbled upon two additional versions published by Christian Czerskier (1830 / rev. 1836) and Christian Hermann Friedrich Bialloblotzky (1833) while searching for Hebrew translations of the Anglican Book of Common Prayer. As both versions have the advantage of being farther removed from the changes that took place when Hebrew was adopted as the primary spoken language of Jews in the land of Israel, I thought I would update my translation comparison by adding in these two older and less well known versions.

I also intended to comment on the lack of attention to Hebrew versions of the Lord’s prayer. … But then I checked ATLA and discovered Jean Carmignac’s 1978 analysis of an astonishing 68 different Hebrew translations of the Lord’s prayer ranging from the 9th century to 1976.[3]

Carmignac explains that both the Czerskier and Bialloblotzky translations are derived from the 1814 translation by the London Society for Promoting Christianity amongst the Jews. Czerskier adopted the London Society’s 1833 revision (77 n. 116), while Bialloblotzky made one change to William Greenfield’s 1831 revision of the London Society’s 1814 translation. As I had settled on Bialloblotzky as the more-biblical sounding translation (to my ear), I was pleased to see the London Society’s translation included alongside Delitzsch in Carmignac’s shortlist of eight “that stand out above all the rest.”

Carmignac’s essay also defends his own translation on the basis of parallels in the Dead Sea Scrolls.

In the rest of this post, I compare Delitzsch (1877) [D] with Greenfield-Bialloblotzky (1831 / 1833) [B] and Carmignac (1969 / 1978) [C], adding notes mostly drawn from Carmignac (1978):

(D) Delitzsch (1877)(B) Bialloblotzky (1833)(C) Carmignac (1969)
אָבִינוּ שֶׁבַּשָׁמַיִם יִתְקַדַּשׁ שְׁמֶךָ תָּבֹּא מַלְכוּתֶךָ יֵעָשֶׂה רְצוֹנְךָאָבִינוּ אֲשֶׁר בַּשָּׁמַיִם יִתְקַדֵּשׁ שְׁמֶךָ תָּבֹא מַלְכוּתֶךָ יְהִי רְצוֹנְךָאָבִינוּ אֲשֶׁר בַּשָּׁמַיִם יִקָּדֵשׁ שִׁמְכָה תָּבוֹא מַלְכוּתְכָה יֵעָשֶׂה רְצוֹנְכָה
כַּאֲשֶׁר בַּשָׁמַיִם גַּם בָּאָרֶץכַּאֲשֶׁר בַּשָּׁמַיִם כֵּן גַּם בָּאָרֶץכַּאֲשֶׁר בְּשָׁמַיִם וְעַל אָרֶץ
אֶת־לֶחֶם חוּקֵּנוּ תֵּן־לָנוּ הַיּוֹםלֶחֶם חֻקֵּנוּ תֵּן לָנוּ הַיּוֹםלַחְמֵנוּ לְמָחָר תֵּן לָנוּ יוֹם יוֹם
וּמְחַל־לָנוּ עַל־חֹבוֹתֵינוּוּסְלַח לָנוּ אֶת־חֹבֹתֵינוּוְשָׂא לָנוּ נְשֵׂינוּ
כַּאֲשֶׁר מָחַלְנוּ גַּם־אֲנַחְנוּ לְחַיָּבֵינוּכַּאֲשֶׁר אֲנַחְנוּ סֹלְחִים לְבַעֲלֵי חוֹבֵינוּכַּאֲשֶׁר גַּם אֲנוּ נָשָׂאנוּ לְמַשֵּׂינוּ
וְאַל־תְּבִיאֵנוּ לִידֵי נִסָּיוֹןוְאַל תְּבִיאֵנוּ לְמַסָּהוְאַל תְּבִיאֵנוּ בְמַסָּה
כִּי אִם־תְּחַלְּצֵנוּ מִן־הָרָעכִּי אִם הַצִּילֵנוּ מִן הָרָעכִּי (אִם) הַצִּילֵנוּ מִן הָרָשָׁע
כִּי לְךָ הַמַּמְלָכָה וְהַגְּבוּרָה וְהַתִּפְאֶרֶת לְעוֹלְמֵי עוֹלָמִים אָמֵןכִּי לְךָ הַמַּמְלָכָה וְהַגְּבוּרָה וְהַתִּפְאֶרֶת לְעוֹלָמִים אָמֵן 

Our Father which art in heaven 
Πάτερ ἡμῶν ὁ ἐν τοῖς οὐρανοῖς
D: אָבִינוּ שֶׁבַּשָׁמַיִם 
B / C: אָבִינוּ אֲשֶׁר בַּשָּׁמַיִם

Although the shortened relative pronoun, שׁ, becomes common in Late Biblical Hebrew, Carmignac (p. 60) notes that the DSS prefer the more common Biblical Hebrew form אשׁר, and that אשׁר בשׁמים appears in the Ten Commandments (Exod 20:4; Deut 5:8) and at Qumran while שׁבשׁמים is first attested in Rabbinic literature.

Hallowed be thy name 
ἁγιασθήτω τὸ ὄνομά σου 
D: יִתְקַדַּשׁ שְׁמֶךָ
B: יִתְקַדֵּשׁ שְׁמֶךָ
C: יִקָּדֵשׁ שִׁמְכָה

After reviewing other translations, Carmignac felt “a strong inclination” to change his 1969 translation of ἁγιασθήτω from the Niphal (יִקָּדֵשׁ) (also in Greenfield’s revision) to the Hithpael (יִתְקַדֵּשׁ) form adopted by the majority of Hebrew translations, noting the use of the Hithpael form in the Jewish Qaddish prayer and in Qumran. Since the meaning of Niphal and Hithpael forms can overlap, the Hithpael (as in D and B) is to be preferred. (Carmignac’s שִׁמְכָה instead of שְׁמֶךָ simply follows Qumran orthography.)

Thy kingdom come
ἐλθέτω ἡ βασιλεία σου
D: תָּבֹּא מַלְכוּתֶךָ
B: תָּבֹא מַלְכוּתֶךָ
C: תָּבוֹא מַלְכוּתְכָה

Carmignac simply prefers the fuller Qumran orthography here and throughout the prayer. I assume the dagesh in Delitzsch’s תָּבֹּא is a mistake. Carmignac explains that the Late Biblical Hebrew מַלְכוּת refers to “the act of reigning,” while מַמְלָכָה means “realm.”

Thy will be done
γενηθήτω τὸ θέλημά σου
D: יֵעָשֶׂה רְצוֹנְךָ
B: יְהִי רְצוֹנְךָ
C: יֵעָשֶׂה רְצוֹנְכָה

The difference between the Niphal jussive יֵעָשֶׂה preferred by Delitzsch and Carmignac and the Qal jussive יְהִי adopted by Bialloblotzky is, according to Carmignac, between “to be accomplished” and “to become.”

In the Bible רָצוֹן is only combined with the verb היה when it is preceded by the preposition לְ (לְרָצוֹן) (Lev 22:20-21; Ps 19:15), while עשׂה is quite often collocated with רָצוֹן on its own in the sense of doing someone’s will (e.g., Ezra 10:11; Ps 40:9; 103:21; 143:10; multiple passages in the DSS; Avot. 2.4).

However, the DSS do combine היה and רָצוֹן in reference to God’s will (e.g., 1QS xi 18; 1QH ix 22, xviii 4; 4Q393, 4Q418). And in the Mishnah, יְהִי רָצוֹן does occur in connection with prayers for God’s will to be done (Ber. 9.3 [rendered by OAM as “May it be God’s will”]; Taan. 4.8; Avot. 4.8).

This leads to a bigger and more exegetically significant question: Does the prayer (primarily) invite human participation, in effect offering oneself up to the divine will and asking to be conformed in action to God’s will so that God’s will is done in the pray-er’s doing? Or does the prayer (primarily) invite God to do God’s eschatological will (as in Taan. 4.8; Avot. 4.8)? Here, I’m guessing יֵעָשֶׂה רְצוֹנְךָ is a better translation—in other words, the prayer’s emphasis is on human involvement in doing God’s will—but I still sort of prefer the 1814 London Society’s יְהִי רְצוֹנְךָ.

In earth, as it is in heaven
ὡς ἐν οὐρανῷ καὶ ἐπὶ γῆς
D: כַּאֲשֶׁר בַּשָׁמַיִם גַּם בָּאָרֶץ
B: כַּאֲשֶׁר בַּשָּׁמַיִם כֵּן גַּם בָּאָרֶץ
C: כַּאֲשֶׁר בְּשָׁמַיִם וְעַל אָרֶץ

Carmignac’s version attempts to preserve the difference between Greek prepositions. I prefer Greenfield-Bialloblotzky’s emphatic rendering of καί (see Deut 12:30 for the expression). Carmignac counts 25 different ways the phrase has been translated into Hebrew. Take your pick.

Give us this day our daily bread
τὸν ἄρτον ἡμῶν τὸν ἐπιούσιον δὸς ἡμῖν σήμερον
D: אֶת־לֶחֶם חוּקֵּנוּ תֵּן־לָנוּ הַיּוֹם
B: לֶחֶם חֻקֵּנוּ תֵּן לָנוּ הַיּוֹם
C: לַחְמֵנוּ לְמָחָר תֵּן לָנוּ יוֹם יוֹם

The Delitzsch and Greenfield-Bialloblotzky renderings, which differ only in the spelling of חֹק and the presence or absence of the direct object marker, draw on Prov 30:8 where לֶחֶם חֻקִּי refers to the speaker’s daily food allotment (NJPS / NIV: “my daily bread”). Carmignac’s לְמָחָר (“for tomorrow”) proposal seems closer to the meaning of ἐπιούσιον, but יוֹם יוֹם renders Luke’s καθ‘ ἡμέραν. For Matthew’s σήμερον, הַיּוֹם is to be preferred.

And forgive us our debts
καὶ ἄφες ἡμῖν τὰ ὀφειλήματα ἡμῶν
D: וּמְחַל־לָנוּ עַל־חֹבוֹתֵינוּ
B: וּסְלַח לָנוּ אֶת־חֹבֹתֵינוּ
C: וְשָׂא לָנוּ נְשֵׂינוּ

Delitzsch’s מחל means “forgive” in Rabbinic Hebrew, but not in the Hebrew Bible or in the DSS. (According to the DSS database in Accordance, 4Q267 is the only possible, but very fragmentary, exception.) Carmignac prefers the combination of נשׂא, which can mean forgive, and the cognate, נְשִׂי, which appears once in 2 Kings 4:7 in the sense of “debt.” I prefer Bialloblotzky’s use of סלח, a common verb with the primary meaning “to forgive.” A singular form of the noun חוֹב does occur once in Ezek 18:7 with the sense of guilt or debt; the feminine form חוֹבָה shows up in the Mishnah. I’m siding in favour of clear meaning over word-play. Again, take your pick.

As we forgive our debtors
ὡς καὶ ἡμεῖς ἀφήκαμεν [maj. text ἀφίεμεν] τοῖς ὀφειλέταις ἡμῶν
D: כַּאֲשֶׁר מָחַלְנוּ גַּם־אֲנַחְנוּ לְחַיָּבֵינוּ
B: כַּאֲשֶׁר אֲנַחְנוּ סֹלְחִים לְבַעֲלֵי חוֹבֵינוּ
C: כַּאֲשֶׁר גַּם אֲנוּ נָשָׂאנוּ לְמַשֵּׂינוּ

“Here we reach the maximum disagreement with fifty-eight divergent opinions” (p. 66). Delitzsch’s לְחַיָּבֵינוּ adopts the adjective חַיָּב, which appears once in Sirach 8:5 (according to DCH) as well as in the Mishnah.

Carmignac continues the word play on the root נשׂא by constructing a Hiphil participle with an otherwise unattested meaning of “debtor.” The London Society’s 1814 translation renders τοῖς ὀφειλέταις ἡμῶν as לחובינו, apparently reading a Qal participle from the verb חוב, which does not occur in the Hebrew Bible but does at Qumran and the Mishnah.

The Greenfield-Bialloblotzky revision seems mistakenly to conflate the London Society’s חוֹבֵינוּ (“our debtors”) with לבעלי חובותינו (“the masters of our debts”), a phrase borrowed from a Hebrew translation of Matthew completed ca. 1520-1530, which, in turn, draws on בַּעַל מַשֵּׁה in Deut 15:2, substituting the more common חובה for Deuteronomy’s משׁא (a hapax). According to Carmignac, “the mere length of this phrase makes [the] suggestion hardly possible” (see pp. 66, 30-31 for discussion).

In this case, I prefer the London Society’s reading: כַּאֲשֶׁר אֲנַחְנוּ סֹלְחִים לְחוֹבֵינוּ.

And lead us not into temptation
καὶ μὴ εἰσενέγκῃς ἡμᾶς εἰς πειρασμόν
D: וְאַל־תְּבִיאֵנוּ לִידֵי נִסָּיוֹן
B: וְאַל תְּבִיאֵנוּ לְמַסָּה
C: וְאַל תְּבִיאֵנוּ בְמַסָּה

As Carmignac notes, מַסָּה is better attested than נִסָּיוֹן. The difference between the prepositions בְּ and לְ in this context seem minimal, though the Hebrew Bible usually has בְּ in connection with the place.

But deliver us from evil
ἀλλὰ ῥῦσαι ἡμᾶς ἀπὸ τοῦ πονηροῦ
D: כִּי אִם־תְּחַלְּצֵנוּ מִן־הָרָע
B: כִּי אִם הַצִּילֵנוּ מִן הָרָע
C: כִּי (אִם) הַצִּילֵנוּ מִן הָרָשָׁע

Carmignac prefers רָשָׁע over רָע because at Qumran רָשָׁע has the sense of a wicked entity, but in the LXX πονηρός almost always translates רע not רשׁע.

For thine is the kingdom, and the power, and the glory, for ever. Amen.
Maj. text: Ὅτι σοῦ ἐστιν ἡ βασιλεία καὶ ἡ δύναμις καὶ ἡ δόξα εἰς τοὺς αἰῶνας. Ἀμήν.
D: כִּי לְךָ הַמַּמְלָכָה וְהַגְּבוּרָה וְהַתִּפְאֶרֶת לְעוֹלְמֵי עוֹלָמִים אָמֵן
B: כִּי לְךָ הַמַּמְלָכָה וְהַגְּבוּרָה וְהַתִּפְאֶרֶת לְעוֹלָמִים אָמֵן
C: No translation provided

This results in an eclectic text:

אָבִינוּ אֲשֶׁר בַּשָּׁמַיִם
יִתְקַדֵּשׁ שְׁמֶךָ
תָּבֹא מַלְכוּתֶךָ
יֵעָשֶׂה רְצוֹנְךָ or יְהִי רְצוֹנְךָ 
כַּאֲשֶׁר בַּשָּׁמַיִם כֵּן גַּם בָּאָרֶץ
לַחְמֵנוּ לְמָחָר תֵּן לָנוּ הַיּוֹם
וּסְלַח לָנוּ אֶת־חֹבֹתֵינוּ
כַּאֲשֶׁר אֲנַחְנוּ סֹלְחִים לְחוֹבֵינוּ
וְאַל תְּבִיאֵנוּ בְמַסָּה
כִּי אִם הַצִּילֵנוּ מִן הָרָע



  1. I say “supposed” because, as I have explained elsewhere, I do not assume Jesus taught—or prayed!—only in Aramaic. I note in passing that the Aramaic word for “father” is not the smoking gun it may appear to be. To be sure, the Aramaic word, “Abba,” used by Jesus (and other Jews) in addressing God as father, was adopted by the Greek-speaking early church (see Rom 8:15; Gal 4:6). But the use of “Abba” for father need not mean Jesus taught and prayed the “Lord’s Prayer” in Aramaic. After all, Hebrew-speaking Israelis today use “Abba” as a familial address. The word may originate as an Aramaic loanword, but it has been adopted into modern Hebrew. Let’s imagine for a moment that Second Temple Period Hebrew did the same.↩︎
  2. The next most popular post, on Martin Luther’s Preface to the Revelation of St. John (1522), rings in at 14,500 views. “Reconstructed Koine Greek Pronunciation” (8,510 views) and “Ancient Greek Picture Flashcards in Anki” (5,710 views) come in 3rd and 4th.↩︎
  3. Jean Carmignac, “Hebrew Translations of the Lord’s Prayer: An Historical Survey,” in Biblical and Near Eastern Studies: Essays in Honor of William Sanford LaSor, ed. Gary A. Tuttle (Grand Rapids: Eerdmans, 1978), 18–79. More recent attempts to reconstruct a Hebrew Lord’s prayer include Charles R. Day, “The Lord’s Prayer: A Hebrew Reconstruction Based on Hebrew Prayers Found in the Synagogue,” Conspectus 7 (2009): 22–31 and Alexander Ponomariov, “The Lord’s Prayer in a Wider Setting: A New Hebrew Reconstruction,” Journal of Northwest Semitic Languages 41.1 (2015): 71–100. Neither Day nor Ponomariov appear to have consulted Carmignac’s review of earlier translations. This is unfortunate, for, as Carmignac noted, “The value to any research project of having access to collections of previous efforts is precisely the help they afford in avoiding what is specious and ephemeral.” More helpful is David N. Bivin and Joshua N. Tilton’s massive 2011 essay, which can be found here: https://www.jerusalemperspective.com/769/. Eitan Berkowitz, “The Hebrew Translation of the Carolingian Lord’s Prayer: A Case Study in Using Linguistics to Understand History,” AJS Rev. 44.1 (2020): 23–47, offers a fresh analysis of the 9th century Hebrew version that survives in Latin transliteration. ↩︎

Monday, October 5, 2026

Briercrest is Hiring!

Briercrest College and Seminary is looking to fill a record five faculty positions, including Old Testament, Theology, English, History, and Christian Ministry.

Here is the Old Testament job description:

Briercrest College invites applications for a full-time faculty position in the field of Biblical Studies – Old Testament commencing August 1st, 2027.  The successful candidate will be an enthusiastic teacher and researcher. Τhey will contribute to an established biblical studies department in Briercrest's engaging intellectual and spiritual environment where the liberal arts, alongside biblical studies, stand at the core of all undergraduate degree programs. Candidates should possess a Ph.D. (although exceptional ABDs may be considered) and demonstrate potential for excellence in teaching, research, and service to the church. Experience teaching Biblical Hebrew using the communicative approach will be an asset.  

Theology:

Briercrest College and Seminary invites applications for a full-time faculty position in Theology commencing August 1st, 2027.  The successful candidate will be a thoughtful and skilled teacher with an ability to teach systematic theology at the graduate and undergraduate levels. Historical theologians are also welcome to apply.  Candidates should possess a PhD (or equivalent) and demonstrate potential for excellence in teaching, research, and service to the church. 

English:

Briercrest College invites applications for a full-time faculty position in the broad field of English Literature commencing August 1st, 2027.  The successful candidate will be an enthusiastic teacher and researcher delivering university-level instruction in a Christian liberal-arts environment. Further, they will contribute to an established English department in Briercrest's engaging intellectual and spiritual environment where the liberal arts, alongside biblical studies, stand at the core of all undergraduate degree programs. While all applicants will be seriously considered, the English department would welcome applicants with a particular interest in Canadian Literature, Graphic Novels, or Victorian Literature. The successful applicant should have a commitment to the teaching of first-year writing. Candidates should possess a PhD (although exceptional ABD’s may be considered) and demonstrate potential for excellence in teaching, research, and service to the church.

History:

Briercrest College invites applications for a full-time faculty position in the field of History commencing August 1st, 2027.  The candidate will have the ability to teach broadly in North American and European history.  The ability to specialize in the history of World Christianity or non-Western regions will be an asset.  The successful candidate will be an enthusiastic teacher-scholar who delivers university-level instruction and contributes to Briercrest's Christian liberal-arts environment, in which the liberal arts and biblical studies together form the core of all undergraduate programs. Candidates should possess a PhD (although exceptional ABD’s may be considered) and demonstrate potential for excellence in teaching, research, and service to the church.

Christian Ministry:

Briercrest Seminary invites applications for a full-time faculty position in Christian Ministry commencing August 1st, 2027.  The successful candidate will have robust local church leadership experience, be a thoughtful and skilled teacher, and they will possess evidence of a research agenda in the field of practical/pastoral theology. Research or experience in co-vocational ministry, youth ministry, or theological field education will be considered an asset. Candidates should possess a PhD or professional ministry degree (DMin, DPT, etc.) and demonstrate potential for excellence in teaching, research, and service to the church. 

For more detail about the application process and about the faculty positions, see Briercrest's Human Resources page.

Unrelated picture

 

Tuesday, September 1, 2026

Retrospect and Prospect 2026 Edition

Nine years ago today when the world was young, before Covid, before Zoom, before AI, before Brexit, and before the latest chaos in Washington and the Middle-East, our little family departed for Cambridge, England so the other Dr. Miller could begin work on her PhD. After dropping my daughter off at primary school, I would cycle across town to the research library at Tyndale House where I rented a desk. (What better location for a mid-life crisis?) I also attended seminars at the Faculty of Divinity, and participated in a short-lived Philo of Alexandria Greek reading group led by the late James K. Aitken.

Toward the end of our time in Cambridge, Professor Aitken, in his characteristic generosity, invited me to dine with him at Fitzwilliam College. As I related to Jim what I had been up to during my almost two years in Cambridge, I mentioned that I had flown home three times to teach three different courses. “Oh,” Jim responded, “That’s a 50% load then.” At Cambridge, apparently, three courses per year is a full teaching load. I didn’t have the heart to explain that at my institution a full annual teaching load is seven courses per year. 

Because a former colleague took a job closer to his family in the States too late for us to hire a replacement, I get to teach more Hebrew than I anticipated this year. Here is what my (overload) assignment looks like for the year ahead: 

Fall Semester
Introductory Hebrew I 
Introductory Hebrew II (see this post for more details)
Advanced Hebrew Syntax and Exegesis
Jewish Backgrounds to Early Christianity
(All four courses are cross-listed between the college and seminary; the seminary version of each course is also open to students at a distance over Zoom.)

Winter Semester
Hebrew Syntax and Exegesis I
Hebrew Syntax and Exegesis II
BLST 109 Introduction to the New Testament
BLST 304 Acts  

It will be a full year. Expect radio silence.


 

 

Sunday, August 30, 2026

An AI Commonplace Part II: Possible Responses

“If you set out to design from scratch a tool to facilitate authoritarian rule, it would look exactly like AI. You would cherish it for its ability to destabilise our shared reality and its creation of disinformation on a scale unprecedented in human history. ... Most of all, ... you would love the way that large language models (LLMs) such as ChatGPT, Claude and Google’s Gemini have thrown a grenade into thousands of years of teaching and learning: the way they threaten to upend our ability to think with the robust clarity that is needed in emergencies of justice. - Katherine Rundell

In a previous post, I outlined the threat AI poses to education and learning in the Humanities. Here, I describe possible responses:

A non-starter for me is requiring students to use and evaluate AI in class. The best way to build AI-literacy is to learn to think without it. (See this 10 July 2026 column by Scott Carlson in CHE.)

(1)  Persuasion: First, then, we can and should try to persuade students to learn for their own sake. Good examples include:

  • Katherine Rundell (again): “I tell the students I meet: imagine you’re an Olympic athlete. You set out to sprint the 3km across London, from Clapham to Balham. You know if you take the bus, it will be faster. But you also know that the point was never being in Clapham or Balham; they’re very similar: they both have a nice Pizza Express. It was the strength you built, the speed and knowledge of your body that you gained. A student’s essay on Macbeth has no value as a product. It’s what you learned in the reading and writing that created it – the swiftness and resilience and suppleness of thinking you built, along with the knowledge gained of a literary marvel, of something quicksilver and unsummarisable – that was the point. So you can’t collaborate with AI in the same way you can’t collaborate with a bus. And you cannot learn to think without a climbing frame of facts and ideas and texts to move around in.”  
  • Jennifer Frey: “What I remind them of, in very clear terms, is that if they outsource their thinking, they’re simply outsourcing their own humanity.”
  • From a more theological perspective, Russell Moore writes: “[T]echnology will make it easier and easier for you to stop thinking, to stop paying attention, to stop the renewal of your mind. Part of what it means to love is to conserve your ability to think, feel, and create. That requires paying attention to where the present age is attempting to pull you, and to map out another, harder way. Your brain does not belong to you. It was bought with a price. Guard that trust.” (See also Jordan Daniel Wood’s theological ‘mini-manifesto.’)

Last year I hoped to be able to get by with persuasion:

“Instead of totally changing the way I teach—and in the process abandoning effective ways of helping students learn—I will try once more to persuade my students that turning to AI to complete assignments in my courses will only hurt themselves.

That attempt failed, at least in my first and second year classes. Although my role was not primarily “to police the boundaries,” my zero-tolerance policy, among other things, resulted in enough unpleasant conversations with students already skilled in the arts of AI for me to resolve to change my approach in required entry-level classes.

(2) A Total Institutional Ban: Perhaps because he is now a journalist rather than a faculty member, Tyler Austin Harper, with the luxury of idealism, calls for a total institutional ban on artificial intelligence:

“All institutions of higher education in the United States should be animated by the same basic question: What are the most effective things—even if they sound extreme—that we can do to limit, and ideally abolish, the unauthorized use of AI on campus? Once the schools have an answer, their leaders should do everything in their power to make these things happen. ... They should commit to a ruthless de-teching not just of classrooms but of their entire institution [including Wi-Fi, smartphones, and laptops]. … Taking drastic measures against AI in higher education is not about embracing Luddism, which is generally a losing proposition. It is about creating the conditions necessary for young people to learn to read, write, and think, which is to say, the conditions necessary for modern civilization to continue to reproduce itself. Institutions of higher learning can abandon their centuries-long educational project. Or they can resist.” - Tyler Austin Harper, “The Question All Colleges Should Ask Themselves About AI”

Or maybe Harper simply has a clear-eyed view of the extent of the problem. 

(3) A Flipped Classroom: Since a total institutional tech ban is beyond my reach, I intend to combine a total classroom tech ban with a flipped class model in my first and second-year courses. Following the lead of many others (see here, here, here, here, and especially here), introductory students will write all assignments by hand in class. 

To be sure, important things are lost in this approach—that is where the grieving comes in—but persuasion is not enough:

“Telling classroom instructors they can have 2022 back, just as long as we implement some new technology, or produce some new syllabus statement, or regale our adoring and compliant students with the “forklift at the gym” metaphor just one more time, is selling them an attractive lie.” - Clay Sharky 

 Blame AI.

If, on the other hand, this change leads to better student engagement in our present moment, something important will be gained.

How will this work? I don’t know. I am not teaching any introductory Biblical Studies courses this semester, so I can postpone decisions on course design for a couple more months. And I haven’t decided how to adjust larger 300-level courses open to all majors (another 2nd semester question).

Dealing with AI is, as Clay Sharky puts it, a “wicked problem” that will take time to solve:

“Faculty do not need to become experts in AI, but they do need to develop opinions about AI informed by their own areas of expertise, and they need to spell it out in the syllabus. We are the ones who have to do this work. ... [N]ow is not the time for purity in our approach. It is not critical that we develop a unified strategy. .... Now is the time for trying something and its opposite at the same time, then talking about what works and what doesn’t.” - Clay Sharky, “AI Is a ‘Wicked Problem.’”

Prayer appreciated. 

For earlier posts about AI, see:

 

 

An AI Commonplace Part I: Diagnosing the Problem

“[W]hen we let a computer think for us, we put a gun to the head of civilisation.” - Katherine Rundell
Here are a few links to, and quotations from, articles and essays I’ve found helpful as I prepare to attempt yet again to persuade my students not to use AI in their assignments, and to explain to friends and colleagues inside and outside academia why AI is such a threat. 

It’s one thing to use AI when you are over 40 and know how to think for yourself, quite another when your job is to teach students how to think:

“A formed mind can argue or wrangle with the machine, reject its false polish and recognize when the language it constructs to redescribe the world has become too smooth or soulless. Someone who has lived with words long enough can sense when a sentence has not been earned, and someone who has already developed a voice can use the machine without allowing the machine to become the voice. … We do not wait for children to turn 16 to hand them car keys because cars are evil, and we do not insist that surgeons train for years because scalpels are immoral. We build thresholds around powerful things because power requires judgment, and judgment can’t be downloaded or installed. Before a person asks a machine to write for her, she should know what it feels like to write from the depths of her own uncertainty and identity. Before a person lets a machine imitate her voice, she should have endured the long, uneven, often humiliating process of acquiring one.” - Debbie Millman in the NYTimes

I’m no Luddite, but I’m here to tell you that when it comes to education in the Humanities, there is no upside to Artificial Intelligence:

  • “The problem with writing with A.I. is that it’s mentally enfeebling — an escalator toward a result when you really need to make a daily habit of taking the stairs. As it becomes ubiquitous, it undermines not only our individual ability to write but also a society’s collective ability to reason, a culture’s inner capacity to create and everyone’s reason to care.” - Bret Stephens in the NYTimes
  • “AI … risks becoming an iron curtain that comes down between a young person and their potential for thinking, for experiment and conquering frustration, for stamina and for invention – and thereby, between the young people and their freedom. It risks halting learning before it can take flight. Studies show, over and over, that when we engage in AI-assisted learning we give up sooner. … We undergo not just cognitive offloading, but cognitive surrender: we forget what was possible.” - Katherine Rundell in the Guardian (read the whole thing)
  • “It might be ‘cool’ or ‘innovative’ to teach students to summarize readings with ChatGPT or write essays with Claude. But we may be doing them a disservice: reducing their ability to retain material, think creatively, and reason from what they know. If you only read what AI has summarized for you, you don’t truly ‘know’ the material.” - Sally Sharif

There is a reason why the law school at University of California (Berkeley) has adopted a default policy that bans most uses of AI, that the University of Toronto’s law school is moving to make some courses “laptop free,” and that the University of Chicago has banned “technology in class and AI assistance on coursework” in all of its sociology core courses.

Unfortunately, simply banning AI is not enough. ChatGPT was released in November 2022, when most incoming college and university students were in grade 9. Many if not most first-year students will have used AI throughout high school. The technology is now everywhere and hard to resist:

  • “In the first couple years of generative AI, many of us assumed that if we offered students good ways of using these tools, they would adopt those and forgo the lazy ones. Recent studies suggest that many students do neither. Instead, research has confirmed our worries and named them — cognitive offloading, cognitive debt, cognitive surrender, automation bias, illusion of competence, moral disengagement — a menagerie of threats we haven’t been able to protect our students from, or convince them to protect themselves from. If anything, our original concerns were understated.” - Clay Sharky, “AI Is a ‘Wicked Problem’”
  • Students are under “enormous pressure to use AI or fall behind those who are.” “They used AI because it was there, because their classmates use it, because they fear if they don’t use it they’ll fall behind, because some professors ask them to and some tell them not to and some look away and some can’t see it when it’s literally right in front of them.” - Jeff Sharlet, “My Students Hate AI. But They Can’t Stop Using It.”
  • “[W]e can no longer guarantee that the work students give us is the product of their own minds. Friends at universities around the UK optimistically tell me that they can tell when their students are handing in AI-generated work. But I think we can’t, not from written work alone; for myself, I’m only sure that I can tell when a young person is using AI badly.”” - Katherine Rundell
  • “[T]he only reliable pattern I see is this: Whatever evidence faculty learn to trust as proof that a student did the work, a product appears to counterfeit it.” - Susan E. Ray, “The Next Wave of AI-Cheating Technology”

There is a reason why faculty members are demoralized, grieving, and retiring early.

So much for the problem. I outline possible responses here.

For earlier posts about AI, see:

 

Monday, August 10, 2026

Jewish Backgrounds Online

Jewish Backgrounds to Early Christianity, a course I get to teach every second year, is being offered this fall through Briercrest Seminary with an online option. As with Hebrew, most students in this hybrid course will be in person. Online students will join the rest of the class over Zoom (Tues / Thurs 12:25-1:40 pm CST).

Here is the calendar course description: 

An introduction to the history, literature, and thought of early Judaism (from 300 BCE to 200 CE). This course highlights the Jewish origins of Christianity, illuminates the thought world of Jesus and his Jewish contemporaries, and explores the reasons for the eventual “parting of ways” between Judaism and Christianity.

If you have ever wanted to know about ancient Jewish texts that didn’t make it into the Protestant canon or wondered what happened during the so-called “400-silent years,” the course may be of interest.

 A copy of the syllabus is available at this link.

 

 

Wednesday, July 22, 2026

Hybrid Hebrew at Briercrest

I am happy to announce two new developments in Briercrest College and Seminary’s “Living Language” Biblical Hebrew program.

(1) Semi-Intensive Format: This year for the first time we are offering our four-course (12 credit hour) Hebrew sequence in one year instead of two. Imagine beginning class in September at “Shalom!” and ending in April with a reading knowledge of Biblical Hebrew.

(2) Hybrid Option: We are opening enrolment to online students who will be able to join on-campus students over Zoom in our state-of-the-art hybrid classroom.

Our courses are ABHE and ATS-accredited, so if you are looking to complete language requirements at Briercrest or another college or seminary, but are not able to relocate to our campus in Saskatchewan, you can take all four courses online from the comfort of your home. (For my part, I can’t imagine why anyone interested in the Bible or considering pastoral ministry wouldn’t jump at the chance!)

A Note on our Communicative Approach: At Briercrest, we teach the biblical languages using a communicative or “living language” approach. Among other things, this means class will be conducted, as far as possible, in Biblical Hebrew. Students will spend most of their time in class listening to Biblical Hebrew, and they will learn to speak Biblical Hebrew as well as to read and write it.

This “living language” approach is different from how Biblical Hebrew has traditionally been taught in North America. In conventional language classes, the majority of class time is spent talking about Hebrew in English; students labour over analysing word forms, memorizing vocabulary by rote, and producing their own English translations. The traditional grammar-translation approach appeals only to a small percentage of analytical learners and even at the best of times tends to result in a superficial understanding about how the language works, not a knowledge of the language itself. (There is a reason why most students who study Hebrew in seminary do not succeed in maintaining a long-term reading knowledge of the language!) Our active communicative approach to learning Hebrew is geared to the way people naturally learn languages and results in much more exposure to the language. As a result, it leads to deeper and longer-lasting learning; it also appeals to a wider range of learning styles—and is more fun! (For more detail on this approach as it relates to Ancient Greek, see this post and follow the links back.)

Course Details and Fine Print:

  • During the fall semester, classes will run M/T/W/Th at 10:40-11:55 a.m. and F, 1:00-2:15 p.m. CST.
  • Homework expectations: Learning any language requires a significant time commitment. You should expect to invest @ 2 hours of homework / class. Most of the homework will consist of watching or listening to the outstanding resources produced by the Biblical Language Center (now part of Whole Word Institute). I can’t promise you a walk in the park; I can assure you that if you put in the time, you will have fun and you will learn.
  • Most of the students in the class will be in-person on-campus. The hybrid model with an online option is a pilot project that will require sufficient online enrolment to proceed.

For more information, contact me.