Yearly Archives: 2005

RBL Latest: Introduction to the Prophets

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The latest Review of Biblical Literature came this morning. I was initially excited to see Hutton’s Fortress Introduction to the Prophets listed, as I have never found a satisfactory textbook for my undergraduate Prophets course. But, alas, after reading the reviews by Camp and Polanski, it doesn’t look like this book will do the trick either. I can’t believe that an introduction to the prophets (especially as part of a major publisher’s new series) would ever be published that doesn’t even talk about Ezekiel, Zechariah, and Daniel, among others! (OK, Daniel I could understand if they were either omitting it because it is not among the prophets in the Hebrew Bible or if they considered it more of a midrash)

I also don’t understand why such a book would be published that doesn’t include notes. I personally don’t think that books should ever be published without at least having endnotes. Especially for a book that may be adopted as a textbook. We try to teach our students about proper documentation and citing your sources, etc., but then are expected to use a textbook that doesn’t? I would think that for a potential textbook you should include footnotes/endnotes if even only to guide the student to further discussions.

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Old Testament Commentary Survey Completed!

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My Old Testament Commentary Survey is now complete. I finished the minor prophets section and uploaded it. So now all of the books of the Protestant Old Testament/Hebrew Bible are included.

Updating this resource has given me new appreciation of the sheer number of good commentaries available in the English language. Even with some 435 commentaries listed, my survey is by no means exhaustive. I believe I have all of the critical commentaries published since the 1960s as well as a few older ones. As far as commentaries for pastors and lay people, I have quite a selection (especially of those with an evangelical orientation), though I recognize that there were a number of series that I didn’t cover exhaustively (or in a few cases at all). I still want to expand my evaluations and include the Apocryphal/Deuterocanonical books, but I think I will take a bit of a break from it!

If you notice any glaring omissions, please let me know!

Da Vinci Code Wins Best Book at British Book Awards

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Helenann Hartley noted on her blog that the Da Vinci Code won best book at the British Book Awards. On the one hand, as a novel I found Dan Brown’s Da Vinci Code a fun and engaging read, but I wouldn’t think it is the sort of book that should win a such an award! (I assume they have some literary standards for winners??)

On a more positive note, the Da Vinci Code has raised the profile of issues surrounding the development of the NT canon and the feminine divine in popular culture, which I think us academics should capitalize on by organizing public lectures, writing popular articles and books, etc., to deal with these and related topics. (I am hoping to organize a public lecture at Taylor University College in conjunction with the movie release, or perhaps sooner).

In my mind, anything that can raise the public consciousness of these important issues is OK in my books. The only negative thing (that I recall) about the book that comes to mind is its portrayal of the Catholic Church as this secretive oppressive organization. But that’s all the more reason to have good academic responses to such claims in the book!

And of course, we have to remember — it’s only a novel! (But soon to be a movie, then it will have to be reckoned with!).

Athens Revisted…

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In regards to the previous post “Between Athens and Jerusalem: Thoughts on Critical Commitment” I made reference to the idea of “critical commitment.” As a faculty we read V. James Mannoia’s book Christian Liberal Arts: An Education that Goes Beyond. One of the main arguments Mannoia makes is that you want to engender critical commitment in your students, not dogmatism nor cynicism. In order to produce this critical commitment you need to introduce just enough dissonance (not too much or they will retreat). This is the toughest part: introducing just the right amount of dissonance so that they will grow and not wither. Mannoia’s work also takes into consideration the different stages students will be at and how you need to treat them diferently. The bibliographic data for this work is:

Mannoia, V. James. Christian Liberal Arts: An Education That Goes Beyond. Rowman & Littlefield, 2000.
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I would highly recommend for any educator in faith-based schools.