Voices on the Liberal Arts (Cont'd): The Scholarship of Teaching

If, as I asserted in my previous post, the study of the humanities—history, literature, philosophy—is vital for the repair of our decadent western society and for the reform of the church, how might one go about reclaiming its historic position at the core of a college or university curriculum? 

Jennifer Frey defines the study of the liberal arts as “a kind of learning that is the cultivation of the higher capacities in a person and the cultivation of those capacities as it were for its own sake, because it is good and important to cultivate them because we’re human.” The problem, according to Frey, “is that we have lost our ability to understand the intrinsic value of engaging in that sort of self-cultivation.”

In a 2018 essay, “Higher Education Is Drowning in BS,” Christian Smith spreads the blame around. From his long list, which you should read if you can access the essay behind the Chronicle of Higher Education’s paywall, I mention two: 

“BS is the university’s loss of capacity to grapple with life’s Big Questions, because of our crisis of faith in truth, reality, reason, evidence, argument, civility, and our common humanity. … BS is the failure of leaders in higher education to champion the liberal-arts ideal — that college should challenge, develop, and transform students’ minds and hearts so they can lead good, flourishing, and socially productive lives — and their stampeding into the “practical” enterprise of producing specialized workers to feed The Economy.”

Smith attributes many of society’s ills to higher education’s BS problem:

“Ideas and their accompanying practices have consequences. What is formed in colleges and universities over decades shows up for better or worse in the character and quality of our public servants, political campaigns, public-policy debates, citizen participation, social capital, media programming, lower school education, consumer preferences, business ethics, entertainments, and much more. And the long-term corrosive effects on politics and culture can also be repaired only over the long term, if ever. There are no quick fixes here. So I do not speak in hyperbole by saying that our accumulated academic BS puts at risk decent civilization itself.

What is needed, Smith suggests, is a thorough-going clean-up operation:

“Many thoughtful people in higher education today are well aware of different piles of BS around them. Fewer seem to recognize the magnitude of the mounds of it that have accumulated and how badly they defile us. … In my view, genuinely positive changes in higher education, if they ever do happen, will have to combine some forms of visionary traditionalism and organizational radicalism. We will need people with the capacity to retrieve and revitalize the best of higher education’s past and restructure it organizationally in ways that are most effective in the future.”

Ben Sasse, echoing the sentiments in Smith’s essay, blames those responsible for teaching the liberal arts:

“So many universities have had liberal arts colleges captured by ideological activists that really only want to speak to eight or 10 or 17 other ideological activists …. Their power … is increasingly just to compel students to take their classes through the core curriculum. But the classes aren’t very good. They aren’t very big, they aren’t very rigorous. They aren’t big in terms of grand questions. They’re not trying to help people fall in love with the good, the true and the beautiful.”

William Deresiewicz suggests the answer is to recenter teaching at the core of the university’s mission:

“Most college teaching is mediocre at best and often far worse. … Under the research model, faculty are incentivized to do a single thing only: create knowledge. Publish or perish. When good teaching happens, it happens by accident, and often at a cost to one’s career. … [I]f general education is going to be resuscitated—and undergraduate education in general improved, and academia despised a little less—colleges and universities need to start seeing themselves, to an extent they never have before, as teaching institutions.”

There is reason for hope. Deresiewicz’s ideal appears already to exist at St. John’s College, an American liberal arts college that adopted a Great Books curriculum in 1937. I quote from a recent profile of St. John’s College published (behind a paywall) in the Chronicle of Higher Education: 

“The tiny campus offers only one undergraduate major. It has no cutting-edge disciplines or high-tech classrooms. In fact, none of the trappings of modern teaching exist here. Instead students make their way in tandem through a series of texts — most of them foundational to the disciplines — over four years together. The cornerstone is the annual seminar. But students also take four years of math, two of Greek, two of French, two of music, and three of science. St. John’s approach may be unfashionable, but the college has something that many envy: a student body that strives to grow intellectually, embraces ambiguity, and revels in deep reading"

“While there is a tenure process, there are no departments, electives, or expectations that faculty members conduct research …. Tutors [i.e., faculty members] are expected to teach all subjects at some point in their time at St. John’s. As a result, they are fellow learners — reading foundational works and teaching courses in sequence, just as their students take them. … Preparing for class is time-consuming because most subjects are outside tutors’ areas of expertise. Even if you taught the same course before ... you have to prepare as if you haven’t. Because classes are discussion driven, you don’t control where the conversation will go.”

The University of Tulsa honors college that Jennifer Frey helped create was envisaged as a “mini St. John’s.” According to Frey, the program “was tremendously popular among students, who not only do the reading but also engage in rigorous and lively conversations across deep differences in seminars, hallways and dorms.” It was also a financial and numerical success: “we attracted over a quarter of each freshman class to this reading-heavy, humanities-focused curriculum” as well as “major financial gifts.” Unfortunately, the University of Tulsa’s new administration did not share her vision and the program was gutted two years after it got off the ground. Frey concludes: 

“The problem with liberal education in today’s academy does not lie with our students. The real threat to liberal learning is from an administrative class that is content to offer students far less than their own humanity calls for — and deserves.”

  Coda

(1) What about the cost? It is fair to say the voices I’ve been listening to on the liberal arts are insiders—liberal arts believers operating within or adjacent to the North American higher education system. And it is fair to wonder how much of the conversation about the importance of the liberal arts is self-serving or at least solipsistic. To take one example, the conversation tends not to talk about the financial cost of getting a traditional liberal arts education. Do conversation participants just assume that everyone (who matters) will go to college or university anyway?

(2) Keeping the Faith: I am a liberal arts believer. I am also, and more importantly, a Christian believer. Where can one go to get a solid liberal arts education that is not held hostage by ideologues or actively destructive to Christian faith?

(3) I note in passing that the Christian college where I teach has a fairly robust Arts & Science core, and offers a 4-year BA degree in English, a 3-year Bachelor in General Studies with a strong humanities emphasis, and a one-year certificate in Arts & Science. If you include Biblical Studies (my own field) and Theology, as I do, your liberal arts degree options increase, and the liberal arts core is strong indeed.

(4) The Liberal Arts and liberalism: You won’t find Briercrest advertising itself as a “liberal arts” college, partly because our constituency hears the word “liberal” and worries that the school has strayed from its evangelical Bible college roots. For the record, (a) “liberal arts” does not mean or require liberalism in any sense; (b) Briercrest has not abandoned small-e evangelicalism or its emphasis on the Bible and Christian ministry. 

 

“Don’t Move to a Mental Slum”: Voices I’m Listening to on the Liberal Arts

I have been paying attention to conversations about the liberal arts lately in an attempt to think through why I feel so strongly about the importance of getting a liberal arts education. How do I convince a skeptical eighteen year old that studying the humanities—history, literature, philosophy—is worth it regardless of one’s eventual career? How do I explain to people in my faith tradition why the North American evangelical church desperately needs the liberal arts if it is to avoid the contemporary idolatries of the left and the right?

Here are a few of the voices I’ve found helpful:

Ben Sasse: Everyone should watch, listen to, or read Ross Douthat’s interview with Ben Sasse, the former US Senator, former president of the University of Florida, and committed Christian who is dying of pancreatic cancer. Along the way, Sasse talks about the role of the academy in (American) society:

“Academia’s a total mess, obviously. And yet we need institutions to help people go from being 15 to 17 to 19 to 21. You have to do home leaving, you have to do family formation, you have to do first job, you have to do a ton of habit and character formation stuff. Higher education could be a really, really useful transitional institution. Right now, it enables lots of endlessly deferred adolescent behaviors and not enough rigor and not enough clarity about either research or teaching or character formation. … The answer is not to hate on the liberal arts. The answer is to recover the liberal arts. … But I think the 101 question is: What is the best use of 45 months of an 18- to 22-year-old’s time? Why would we compel people to do anything? It better dang well benefit them and benefit the broader society in terms of the economic output they’re going to produce, but more importantly, the civic engagement that they’re going to be able to have and the love of neighbor and the engagement with a republic — a small-r republic of pluralists who say, ‘We don’t want a polity that’s based on power, we want a whole bunch of people who want to flourish and thrive and build great things in their community.’ And that requires you to be acquainted with some of the wonderful ideas and with beauty in the past — and most of that is way more interesting than anything that is political.” 

“We should be preparing the mind and the character for all of the various vocations and callings in life — and to be prepared for the first job, but also for the third job in an industry that doesn’t even exist yet and won’t for 15 or 20 years.”

Jennifer Frey: Ross Douthat also interviews Jennifer Frey, who was fired without cause from her role as the inaugural dean of what was a successful great books Honors College at the University of Tulsa. In a viral New York Times opinion piece, Frey describes the program this way:

“Our success in Tulsa derives from our old-fashioned approach to liberal learning, which does not attempt to prepare students for any career but equips them to fashion meaningful and deeply fulfilling lives. This classical model of education, found in the work of both Plato and Aristotle, asks students to seek to discover what is true, good and beautiful, and to understand why. It is a truly liberating education because it requires deep and sustained reflection about the ultimate questions of human life. The goal is to achieve a modicum of self-knowledge and wisdom about our own humanity. … At the Honors College, we taught our students that wisdom is a distant goal, and that we need to work on ourselves as we try to approach it. We need to cultivate what our college called ‘the virtues of liberal learning.’ For example, we need to cultivate the humility to recognize that we have much to learn from the past and from one another. We need to cultivate a love of truth for its own sake and the courage to speak our minds and to follow the truth wherever it may lead us — even when it leads us into difficult waters where our disagreements are deep and unsettling. When students realize their own humanity is at stake in their education, they are deeply invested in it.”

David Foster Wallace: In his famous, “This is Water” 2005 Kenyon College commencement address, David Foster Wallace argued that the point of a liberal arts education is not learning how to think but learning what to think about: 

“[L]et’s talk about the single most pervasive cliché in the commencement speech genre, which is that a liberal arts education is not so much about filling you up with knowledge as it is about ‘teaching you how to think.’ If you’re like me as a student, you’ve never liked hearing this, and you tend to feel a bit insulted by the claim that you needed anybody to teach you how to think …. But I’m going to posit to you that the liberal arts cliché turns out not to be insulting at all, because the really significant education in thinking that we’re supposed to get in a place like this isn’t really about the capacity to think, but rather about the choice of what to think about. … I have come gradually to understand that the liberal arts cliché about teaching you how to think is actually shorthand for a much deeper, more serious idea: learning how to think really means learning how to exercise some control over how and what you think. It means being conscious and aware enough to choose what you pay attention to and to choose how you construct meaning from experience. … The really important kind of freedom involves attention and awareness and discipline, and being able truly to care about other people and to sacrifice for them over and over in myriad petty, unsexy ways every day. That is real freedom. That is being educated, and understanding how to think. The alternative is unconsciousness, the default setting, the rat race, the constant gnawing sense of having had, and lost, some infinite thing.”

To be sure, you don’t have to get a degree in the liberal arts to cultivate attention, self-discipline, and the ability to care about other people, but it can help.

Susan Sontag: The title of this post comes from a 1983 Susan Sontag commencement address, now dated in its second-wave feminism, but still worth reading for her comments on the importance of the liberal arts and her concluding peroration:

“Perhaps the most useful suggestion I can make on the day when most of you are ceasing to be students, is that you go on being students—for the rest of your lives. Don’t move to a mental slum. … Keep on reading. … Lay off the television. And, remember when you hear yourself saying one day that you don’t have time any more to read—or listen to music, or look at painting, or go to the movies, or do whatever feeds you head now—then you’re getting old. That means they got to you, after all.”

If you have read this far, do yourself a favour and watch Jerry Seinfeld’s rag on “passion” in his 2024 Duke commencement address: 

 HT: Melissa Kirsch

  

An AI-Free Zone

 

When my students log-in to their course LMS this semester, they will encounter this warning:

This course is an AI-Free Zone: Because I am interested in what you think and in your own learning—including learning to communicate effectively in writing—the use of generative AI tools, such as ChatGPT, Claude, Copilot, Gemini, Grammarly Pro, etc., is strictly forbidden in this class.

All written assignments for this course must be your own work presented in your own words.

Students must be able to talk cogently about their written assignments and their research process. At the professor’s discretion, an oral interview may be required before a grade is assigned for any assignment. Failure to participate in the interview process will result in a 0 on the assignment.

(For good measure, the same statement appears on my syllabi.)

I am not, I think, naïve. I don’t imagine perfect compliance or that I will even be able to tell each time AI is used. I am also aware that this is not a structural change to course assessment: Rather than materially altering my assignments, I am relying on students to choose to follow my class rules instead of turning to the low-hanging fruit that is ChatGPT, Microsoft Copilot and other Large Language Models that masquerade as “artificial intelligence.”

But here’s the thing: AI-bots are very good at producing the kind of introductory thinking-piece essay that teachers have used for generations. The point in these kinds of assignments is not for students to make a new contribution to knowledge, but to learn as they think through classic intellectual problems on their own. These assignments have been used for so long because they work—or they did work until AI-bots came along. All of a sudden we have to look for alternatives to traditional but effective ways of helping students learn (including summarizing, analyzing, synthesizing, etc.). We may eventually come up with workarounds as good or better than our current approaches to teaching, but we aren’t there yet.

So 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.

Here is one more reason why:

With great texts, the reading is its own reward. No potted summary of Plato’s Republic or Homer’s Odyssey will substitute for the real thing. These rich texts can’t be absorbed on a single reading; give them years of attention and they will still have more to say. As a teacher in the Humanities, a major part of my job is helping students learn to read. This includes reading and thinking about difficult texts. Again, it is the struggle that matters for learning and thinking. And so a Cole's notes version or an AI summary will not help students learn how to summarize or synthesize, and it will not get the texts inside them in a way that shapes their lives.

What is true about Plato's Republic is even more true about the Bible, a collection of texts whose meaning and implications cannot be exhausted. As a Christian educator, one of my primary aims is to help people connect with the text of Scripture. The point is not so much the right answer or correct prose, but getting the text inside you deep enough that it can do its inspired work.

Thankfully, in my confessional setting students tend to be open to this kind of argument. Some will continue to cheat themselves (and their professor). My role is not primarily to police the boundaries, but to try and create conditions that will motivate and enhance learning. Wish me luck.

Earlier posts on Education and AI:

• On Creativity, ChatGPT, and Doing Your Chores
• More on AI, Student Learning and Human Flourishing
  

Helter Skelter Take 21

Hard to believe I am at the beginning of my 21st year on faculty at Briercrest College. This semester looks to be another doozy: four different courses plus a conference paper to write on a topic unrelated to anything I will be teaching this fall. And, alas, two summers on, I have not quite finished work on my response to Jason Staples's reading of Josephus. 

On the positive side, I've taught all four classes multiple times before, I'm grateful to get paid to study the Bible and to teach it to students who care about what they are learning … and I'm looking forward to a sabbatical in the winter semester. Bring it on!

Unlike two earlier beginning-of-semester posts from fifteen and sixteen years ago, the aspirational soundtrack for the semester is not U2's cover of the Beetle's song that lends this post its name, but this rather more tame ballad by Randy Stonehill: 

Reading the Bible after the Holocaust

I consumed a steady diet of (audio)-books about the Holocaust this spring, including Doris Bergen’s War and Genocide: A Concise History of the Holocaust, Elie Wiesel’s powerful memoir, Night, his two holocaust novels, Dawn and Day, and, most recently, Dara Horn’s searing People Love Dead Jews. The reading (or listening in this case) began as preparation for a United States Holocaust Memorial Museum faculty seminar on “Reading the Bible after the Holocaust” in Washington, DC.

Doris Bergen’s textbook was recommended as an introduction to the Holocaust for those who needed a refresher. Turns out I did. General awareness over a lifetime can fool you into thinking you know more than you do. For me that included reading the stage version of Anne Frank’s Diary of a Young Girl and watching Corrie Ten Boom in grade school, reading a selection of James Michener and Leon Uris novels in grades 8-10, a summer tour of Europe in high school that included a visit to the Dachau concentration camp, and a belated visit to Yad Vashem in 2009. But these vague impressions from decades ago did little to help me speak intelligently about the Holocaust and antisemitism to college students who, one suspects, may never have heard that six million Jews were murdered in Europe during World War II—much less that Christians had anything to do with it. Bergen’s Concise History was just what I needed, especially when paired with a tour of the Holocaust Museum’s permanent exhibit. My reaction: Everyone should read this book.

Bergen mentions Elie Wiesel, who I had, of course, heard about, but never read. So I added Night to my audio playlist. The book’s conclusion will forever be linked in my mind with a morning walk from my hotel, past the White House and the Washington Memorial, to the Holocaust Museum where the seminar was held.

The seminar had an extensive required reading list of its own on the topic of “Reading the Bible after the Holocaust.” We looked at antisemitism in biblical scholarship before the Holocaust, Jewish and Christian theological responses to the Holocaust, including sermons by Rabbi Kalonymus Kalman Shapira, a Warsaw Ghetto rabbi whose sermon manuscripts were discovered after the war. We also discussed post-Holocaust biblical scholarship on texts about Jews in the New Testament, and genocide in the Hebrew Bible. It was tremendously valuable to be prompted to learn about the Holocaust, and then to have the chance to reflect on it in relation to my primary fields of teaching and research (Biblical Studies, ancient Judaism) in an interdisciplinary context. The combination of well-chosen texts, skilled facilitators and a diverse group of scholars made for an exceptionally rich experience that will continue to influence my thinking and teaching in significant ways.

But I left thinking less about biblical scholarship and more about similarities between Hitler’s rise to power and the rise of authoritarian movements today, where populist leaders once again stoke fear and hatred with lies and conspiracy theories, and, sadly, gain a following among Christians more enamored by power and force than love and the way of the cross.

Strunk & White and the Via Negativa

17. Omit needless words. Vigorous writing is concise. A sentence should contain no unnecessary words, a paragraph no unnecessary sentences, for the same reason that a drawing should have no unnecessary lines and a machine no unnecessary parts. This requires not that the writer make all his sentences short, or that he avoid all detail and treat his subjects only in outline, but that every word tell. - William Strunk and E. B. White, The Elements of Style (3rd ed. Needham Heights, MA: Allyn & Bacon, 1979).

If you take William Strunk’s injunction to “Omit needless words” and perfect it, the result is the complete silence I have been practicing on this blog over the last couple months. But the end of term is upon us. Once I am done marking up my students’ needless words, perhaps I will have room to add a few of my own.  

Good Friday Snow

Old Testament Faculty Position at Briercrest College

I am happy to report that Briercrest College is looking to fill a faculty position in Old Testament: 

Briercrest College invites applications for a full-time faculty position in the field of Biblical Studies - Old Testament commencing August 1st, 2022. 

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.

More details about the position are here. 

Romans Readings

I decided to switch up the reading requirements for this fall's modular course on Paul's letter to the Romans. I will still require Stephen Westerholm's Understanding Paul (Baker Academic, 2004), which remains a fine introduction to the worldview of Romans:

But instead of Leander Keck's much longer (385 pp.) commentary on Romans (Abingdon, 2005), I am assigning (1) Beverly Roberts Gaventa's short and wonderfully engaging, When in Romans: An Invitation to Linger with the Gospel According to Paul (Baker Academic, 2016):

(2) John Barclay's hot-off-the-press, Paul and the Power of Grace (Eerdmans, 2020):

(3) A longer selection of book chapters and journal articles by other Pauline scholars.

I still regard Keck's commentary as the best short commentary on Romans available—and my seminary students will still need to read it—but it is dense, and I am not sure my undergraduate students give themselves enough time to digest it. In different ways, Westerholm, Gaventa, and especially the chapters on Romans in Barclay will have to do as a shorter and more accessible pre-class discussion of Paul's argument.

Dropping Keck lets me assign a combination of recent and seminal journal articles and essays on parts of Romans, without adding (much!) to the overall reading load:

Dunn, James D. G. “The New Perspective on Paul.” Bulletin of the John Rylands University Library 65, no. 2 (1983): 95–122.

Eastman, Susan. “Double Participation and the Responsible Self in Romans 5-8.” Pages 93–110 in Apocalyptic Paul: Cosmos and Anthropos in Romans 5-8. Edited by Beverly Roberts Gaventa. Waco: Baylor University Press, 2013.

Gorman, Michael J. “‘Justified by Faith … Crucified with Christ’: Reconciliation with God through Participation in Christ.” Pages 111-131 in Reading Paul. Eugene, OR: Cascade Books, 2008.

Hays, Richard B. “Abraham as Father of Jews and Gentiles.” Pages 61–84 in The Conversion of the Imagination: Paul as Interpreter of Israel’s Scripture. Grand Rapids: Eerdmans, 2005.

Käsemann, Ernst. “‘The Righteousness of God’ in Paul.” Pages 168–82 in New Testament Questions of Today. Philadelphia: Fortress, 1969.

Linebaugh, Jonathan A. “Announcing the Human: Rethinking the Relationship between Wisdom of Solomon 13-15 and Romans 1.18-2.11.” New Testament Studies 57, no. 2 (2011): 214–37.

McCaulley, Esau. “Freedom Is No Fear: The New Testament and a Theology of Policing.” Pages 25–46 in Reading While Black: African American Biblical Interpretation as an Exercise in Hope. Downers Grove: IVP Academic, 2020.

Wright, Nicholas Thomas. “Christ, the Law and the People of God: The Problem of Romans 9-11.” Pages 231–57 in The Climax of the Covenant: Christ and the Law in Pauline Theology. Minneapolis: Fortress, 1991. (too long, unfortunately)

Zoccali, Christopher. “‘And so All Israel Will Be Saved’: Competing Interpretations of Romans 11.26 in Pauline Scholarship.” Journal for the Study of the New Testament 30, no. 3 (2008): 289–318.

The effect of assigning readings from a variety of perspectives will, I hope, increase student engagement as well as stimulate my own learning.

Here are the college and seminary versions of the syllabus for anyone who is interested:

• College version: BLST306 Romans
• Seminary version: BLST825 Romans  

For an assortment of other Romans-related posts, click here.

 

Ready or not, here we go

"This will be the most difficult period of our careers. But this is what it takes to live and work during a natural disaster. And we are the lucky ones." - Stan Yoshinobu, writing in the Chronicle of Higher Education 

"This is definitely the most demanding and stressful period of preparation for a semester that I have ever had." - Alan Jacobs, Baylor University  

"Due to social distancing requirements & classroom sizes, my 3 courses of 25-28 students have become 6 hybrid courses of half that size. I'm essentially managing the logistics of 6 hybrid courses, & even as a very organized prof teaching courses I've done before this is an astonishing amount of work. It's what I need to do right now, and I'm thankful for a job that I love at an institution I love. But wow, we faculty need a serious break and some appreciation for all this. If you are faculty & still planning courses, do what you can to find ways to make things even a little easier on yourself this term, especially when the emotional support our students need will demand a lot from us--much more than usual, from what I'm already seeing." - Jessica Coblentz, St. Mary's College, Indiana  

"Reducing burnout in what might be an entirely new teaching environment should be on everyone’s mind." - Lance Piantaggini (MagisterP) 

As I anticipate the beginning of fall semester classes tomorrow, there is much to be grateful for: Briercrest College is located in a rural area that has not suffered a significant Covid outbreak. The college has worked hard to develop a solid plan that will follow provincial guidelines. And we have students who are eager to return to the classroom. 

From the academic side of things, the plan is to run two seven-week terms in the fall semester, with a combination of daily 45-min tutorials and asynchronous video lectures that we record in advance. To meet physical distancing requirements, large classes are divided into multiple sections. The intensive format means less time for grading and for class prep during the term itself. In my experience, the process of preparing, recording, editing, and uploading video lectures at least doubles the time I would normally spend preparing for and delivering a conventional lecture. Even with the summer to prepare, it won't be easy for faculty members to pull this off. 

My course assignment for the fall looks like (1) Introduction to Biblical Interpretation, a one-week modular class in the seminary (two weeks ago on Zoom), (2) two sections of Jewish Backgrounds in the first term (including another 18 of a projected 24 video lectures that I have yet to record), and (3) two sections of Biblical Hebrew taught as a living language in the second, fortunately with extra face-to-face class time instead of video lectures.

My semester theme is the chorus from this Bruce Cockburn song:

"Under the Mercy and I'm Okay."

Introduction to Biblical Interpretation

I'm not big on personal mission statements--unless the quote from Robert Frost in my sidebar counts: 

"My object in living is to unite / My avocation and my vocation / As my two eyes make one in sight."   

But if I were forced to articulate what makes me tick, what gets me up in the morning, it would have something to do with helping students read the Bible carefully and profitably, and helping students experience why it matters. That's why I'm committed to teaching Greek and Hebrew as effectively as I can, and that's why I'm looking forward to teaching a one-week Introduction to Biblical Interpretation modular course at Briercrest Seminary at the end of August. The full syllabus is here, if anyone is interested. 

The course will be offered over Zoom, so you can take it from the comfort of your living room. All you'd need is an internet connection. No travel required.  

Iain Provan on Serious Christian Education

“[T]hose who care greatly about the Bible's authority must necessarily care greatly about the Bible's proper meaning, and the elucidation of that meaning requires literary competence at various levels of Bible reading …. It is not by accident that the churches arising out of the Reformation, with their emphasis on sola scriptura, have historically been primary advocates and organizers of education for everyone. The Reformers understood that reading the Bible well required education—not least because the ability to read itself was the necessary prerequisite of Bible reading. We now live in a world, on the other hand, in which many factors currently conspire against literacy in general, even where people are technically capable of reading words on pages. Literary competence certainly cannot be taken for granted, even in general terms; and if people cannot read well in general, it stands to reason that they will not be able to read the Bible well in particular. In such a situation there is a need for the revival of serious Christian education—education that will not so much tell people what to think about the Bible, but will rather enable them to reengage with the Bible …. If, for example, Old Testament narrative is exhausting but also engaging, it is surely no part of the minister's task to try to intervene between the Bible and the congregation in order to make it less so. The task is surely to facilitate the exhaustion and the engagement, so that God may speak to people through the Scriptures as they experience both realities. The task is to teach literary competence with respect to the Bible as much as it is to preach the Bible's message, so that the sheep in our various flocks are not only hearing the word but also themselves reading it with understanding.” - Iain W. Provan,  “Literary Competence and Biblical Authority.” Word & World 26.4 (2006): 375–82, here 382.

Modular Course: Jewish Backgrounds to Early Christianity

I will be back in Saskatchewan in October to teach "Jewish Backgrounds to Early Christianity" as a week-long modular course at Briercrest. The class can be taken in the college as a 300-level undergraduate History or Biblical Studies elective, in the seminary (with a little more work) as a Masters-level Biblical Studies elective, or as an audit.

This is how I describe the course in the syllabus:

Contemporary scholars of Christian origins are committed to studying early Christianity carefully in its early Jewish context; they also agree that Judaism should be studied fairly on its own terms and not simply as the background to Early Christianity.

This course will adopt the same approach. We will examine pivotal “intertestamental” period events, such as the Maccabean revolt, and consider the impact of centuries of Persian, Greek and Roman rule on the beliefs, practices, and dreams of first-century Jews. We will learn about the distinctives of the Pharisees, Sadducees and Essenes, as well as what was common to the majority of ordinary Jews who did not belong to any group. We will also gain a first-hand acquaintance with early Jewish literature by reading selections from the Apocrypha, the Pseudepigrapha, and the Dead Sea Scrolls. By the end of this course, you will recognize more fully the richness and complexity of the Jewish milieu out of which Christianity developed. You will also be familiar with major trends in scholarship on early Judaism, and be better able to identify the nature and limits of the historical evidence, as well as to distinguish between speculative and solidly-grounded historical reconstructions.

And yet at every turn we will be concerned with the implications of what we are learning for our understanding of early Christianity. Our study of Jewish eschatological beliefs will shed light on the early Christian affirmation that Jesus is the Messiah. Our analysis of early Jewish interpretation of Scripture will help us pay attention to the use of the Old Testament in the New Testament; it will also provide an opportunity to explore the development of the Old Testament canon. Finally, what we learn about the role of the law in early Jewish life will provide a framework within which Paul’s statements about the law can be evaluated. Fresh ways of looking at familiar texts will raise new questions as well as answer old ones. This is good—not least because it can direct us back to the Bible, prepared to listen to Scripture more carefully and to hear its challenge with new force.

It's a course I've taught a bunch of times now--see here and here for past iterations--but never as a "mod." This time around I switched up some of the assignments to suit the intensive format, and, hopefully, my students. I also changed one of the key textbooks--assigning short essays from The Jewish Annotated New Testament instead of readings from George Nickelsburg's Jewish Literature between the Bible and the Mishnah. Here is the full list of assigned texts, in case anyone is interested:

Secondary Sources

Cohen, Shaye J. D. From the Maccabees to the Mishnah. 3rd ed. Louisville, KY: Westminster John Knox, 2014.

Levine, Amy-Jill, and Marc Zvi Brettler, eds. The Jewish Annotated NewTestament. 2nd ed. New York: Oxford University Press, 2017.

Reserve Reading 

Kugel, James L. “Early Jewish Biblical Interpretation.” Pages 151–78 in Early Judaism: A Comprehensive Overview. Edited by John J. Collins and Daniel C. Harlow. Grand Rapids: Eerdmans, 2012.

Sandmel, Samuel. “Parallelomania.” JBL 81 (1962): 1-13.

Primary Sources

Apocrypha: Coogan, Michael D., ed. The New OxfordAnnotated Apocrypha: New Revised Standard Version. 5th ed. New York: Oxford University Press, 2018.

Dead Sea Scrolls: Vermes, Geza. Penguin Classics Complete Dead SeaScrolls in English. 7^th ed. New York: Penguin, 2012.

Pseudepigrapha (Note: You are not expected to purchase a copy, but you are required to bring a copy of the assigned readings from the Pseudepigrapha with you when they are discussed in class):

Charlesworth, James H., ed. The Old Testament Pseudepigrapha. 2 vols. New York: Doubleday, 1983, 1985. Repr. Peabody, MA: Hendrickson, 2010.

Or Charles, R. H., ed. Pseudepigrapha. The Apocrypha and Pseudepigrapha of the Old Testament in English. Vol. 2. Oxford: Clarendon, 1913. (Online at www.ccel.org/ccel/charles/otpseudepig/ or http://wesley.nnu.edu/biblical_studies/noncanon/pseudepigrapha.htm)

And here are the syllabi:
BLST 371 College Biblical Studies Syllabus
HIS 371 College History Syllabus
BLST 801 Seminary Biblical Studies Syllabus