The conventional way that introductory biblical studies courses are taught is that one proceeds through, say, the New Testament either canonically (from Matthew to Revelation), or historically (1 Thessalonians to 2 Peter), or some combination of the two. The focus is on information acquisition with the assumption that the Bible’s content is somehow meaningful, especially when placed within its various historical contexts. In other words, we who teach the Bible, along with our students who wish to learn about it, approach the Bible as insiders, taking for granted its inherent value.