“I’m Using My Bible for a Roadmap” Posted on June 8, 2015 by Charles MillerThe 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.
Know Your Students, Know Your Story Posted on April 25, 2015 by Rob O'LynnThe purpose for teaching biblical studies has changed. It is no longer simply about content transference; it is about theological acumen and cultural engagement. We know the stories, yet our students are less and less familiar with them. Thus it is our calling, our responsibility, to not only teach the stories but challenge our students to also retell their encounter with God’s story in technologically-creative ways.
Full Reverse! The OT/HB from Writings to Torah Posted on August 16, 2013 by A+ Brooke Lester, Curator“Say, I know! Let’s teach our students, at term’s beginning, a model of Pentateuch formation that requires many of them to make a major emotional adjustment, and further involves learning the ENTIRE TIME LINE AND POLITICAL GEOGRAPHY of a thousand years of ancient Israel! Because, pedagogically speaking, how could that go wrong?” JEDP as a starting point for Old Testament study: what have we been thinking? But I admit, that’s not the real reason that I began to teach the Old Testament/Hebrew Bible (OT/HB) “in reverse”…