Childhood and Age in the Bible

Biblical studies has often avoided the children in the biblical text, to the detriment of the discipline. The topic of childhood in the Bible provides a particular opportunity for dialogue between biblical studies (including historical, theological, and social approaches), psychology of religion, and pastoral psychology. This article examines three biblical stories: Adam and Eve, David, and Jesus. In each case, I inquire about the ages of the characters, the interpretive assumptions at work in biblical studies, and the psychological insights that may be brought to bear on the biblical text.     

Challenging the Objectivist Paradigm: Teaching Biblical Theology with J.R.R. Tolkien,C.S. Lewis,and Guillermo del Toro

The dissimilarity that exists between the historical and cultural situation of North American college students and the world described by the biblical authors poses a problem for theological and religious education. While the biblical authors tell fantastic stories of miracle and magic, the scientific and technological paradigm prevalent in western culture emphasizes the gathering of objective facts in the name of efficiency and pragmatism. Theological education tends to respond to this situation by embracing either a program of historical criticism or a form of Biblicism, both of which reinforce an objectivist approach to education. What is needed in theological education is an approach that “re‐mythologizes” the Bible, enabling students to hear the theological message of the text addressed to their cultural and historical situation. One way this approach can be encouraged is through the teaching of the biblical text in conversation with the contemporary stories found in popular culture.     

Collective trauma and post-traumatic symptoms in the biblical narrative of ancient Israel

According to the biblical books of Exodus and Numbers, the early Israelites suffered recurrent plagues and other events which comprise significant collective trauma coinciding with their physical and spiritual birth as a people. These ancient narratives reflect a fledgling people's coping with high levels of transitional stress, multiple crises, and significant losses attendant upon slavery and genocide. Inspection of the text also reveals signs of collective post-traumatic reactions among the Israelites. Relevant psychological perspectives on stress, loss, and trauma can therefore usefully illuminate specific biblical events. Trauma may well be implicated in the etiology of certain stringent biblical commandments, including “the ban” and related severe restrictions against Israelite intermarriage. The Bible may also contain insights bearing upon social action aimed at preventing or coping with epidemics and for overcoming psychological trauma, of relevance to a modern positive community psychology.     

Reading the Bible in America: The Moral and Political Attitude Effect

The Bible is an important text in American history, but research analyzing the social consequences of reading the Bible is very limited. Research focusing on religious practices or religiosity with Bible reading as part of a scale shows a tendency towards conservatism and traditionalism, as do more literalist views of the Bible. In the present study, biblical literalism is treated as a powerful context guiding one’s reading. The focus here is a quantitative view of Bible reading, deploying two ‘conservative’ and two ‘liberal’ moral/political scales and two competing views for how Bible reading may function. Results indicate that Bible reading is positively related to both of the liberal scales as well as the conservative scales for non-literalists, but not for those with literalist Bible views. The findings begin to show the importance of independent Bible reading, how it may function differently for literalists and non-literalists, and highlights the degree to which literalism and Bible reading are different constructs.     

The "Lyings" of a Woman: Male-Male Incest in Leviticus 18.22?

Abstract

This article offers a philological/literary analysis of a short biblical text in the book of Leviticus. Whenever discussions arise on the subject of homosexuality in the Bible, Lev. 18.22 is quoted. Most modern translations present this text as self-explanatory, which contrasts with the opacity of the original. The ambiguities embedded in the Hebrew wording have received limited attention. Put differently, Bible readers have not been invited to appreciate the internal logic of the text. Perhaps Lev. 18.22 does not prohibit all erotic expression between men. The overall context seems to indicate that the scope of this verse is far more restricted. If the text is analysed and translated carefully, there are reasons to believe that Lev. 18.22 is proscribing incest between male family members.     

The Arts,Midrash, and Biblical Teaching

Abstract. Biblical texts have been handed on to us through a long history of interpretation. Awareness of this rich but complex process is one of the goals of biblical teaching. Since the earliest centuries of the church there has been a parallel history of artistic interaction with the biblical text. These artistic treatments of biblical subjects have had a great cultural impact and have deeply influenced public perceptions and understandings of the Bible. Unfortunately, seldom does this history of artistic interpretation become a part of Bible courses. In this paper, I reflect on learnings from a serious effort to take artistic resources and methodologies into account in teaching Hebrew Bible in a theological school. My most successful efforts have employed the ancient Jewish interpretive method of midrash. Use of midrash opens new, imaginative possibilities that can enliven and extend our usual exegesis of texts. More specifically, midrash provides the ideal category for understanding artistic interactions with biblical texts. Through midrash students can understand artists to be both profound respecters of the power and integrity of biblical texts, while at the same time extending and entering into imaginative encounter with those texts. This article will appear as a chapter in the forthcoming book Arts, Theology, and the Church: New Intersections.     

Nature as Muslim: Applying a Qur'anic Concept to the Bible

Eco-sensitive readings of both the Bible and the Qur'an have become common in recent years as scholars have drawn upon insights and methods from environmental studies to inform their interpretations of biblical and qur'anic passages. This article attempts to put the two texts in conversation with one another on this topic to show how what one of them has to say about the natural world can have an effect on how we understand and interpret the other. Some have argued that the Qur'an's view of nature is that it is “muslim” because it submits and conforms itself to the divine will. This article applies that idea to selected biblical texts that refer to various elements of the natural world. Rereading these passages from the Bible through the lens of the Qur'an's concept of nature as muslim can enable us to see important aspects of the biblical view of the environment that we might otherwise miss.     

To the Ends of the Earth? Minority Biblical Criticism in Motion – They were All Together in One Place? Toward Minority Biblical Criticism – Edited by Randall C. Bailey,Tat‐siong Benny Liew,and Fernando F. Segovia

What is minority biblical criticism? Why do all biblical scholars need to engage with it? Do race and ethnicity, sex and gender, and political and socio‐economic concerns matter in interpreting the Bible? Leading minority scholars of the Bible from African American, Asian American, and Latino/a American communities come together to answer these questions and break grounds for further cooperation and development of this much‐needed hermeneutical strategy. The authors in this volume willfully disobey the rules of objectivity and universality and shatter the pretension of those who claim that one's context has no bearing on their interpretation of the text. They push the boundaries of the discipline of biblical studies and take the interdisciplinary turn in order to create a space in which minority biblical criticism can stand on its own.     

The Bible and psychology, an interdisciplinary pilgrimage

This article discusses the semantic issues regarding such terminology as the integration and interface of the discreet disciplines of Psychology, Theology, and Biblical Studies. It then defines a set of principles relevant to the interdisciplinary enterprise of relating these sciences. It suggests ideas for the illumination of psychological models with theological and biblical perspectives as well as for the employment of psychology as a new perspective from which to see the biblical text, offering new depths of understanding. This project is illustrated and illumined by observations upon the efforts of the Christian Association for Psychological Studies to wrestle with these issues, particularly through its main published organ, The Journal of Psychology and Christianity.This inevitably unfolds some of the story of the author's fifteen year pilgrimage as Editor of JPC and Executive Director of CAPS and endeavor to relate the sciences of Psychology and Theology, psychological experience and spirituality, emotional health and biblical faith. It is the first claim of this paper that the relationship of Psychology and the Bible is less a matter of integration of the two into each other's framework, scientifically or intuitively, and more a matter of that kind of interface between them which affords the mutual illumination of the two phenomena, knowing that these are two sources of insight and information in which truth is revealed about us, and therefore, presumably, about God who created, sustains, and heals us. It is the second claim of this paper that biblical interpretation, as text analysis, cultural understanding, literary-historical appreciation, and theology formation is an enterprise upon which all the tools of human inquiry must be brought to bear in order to distill from the text the full range of cognitive and affective import which it carries and offers the inquirer. Among these took are historical criticism, literary criticism, form criticism, redaction criticism, textual criticism proper, and many others. Lately, some scholars such as Howard Clark Kee have attempted to bring sociological perspectives to biblical studies. Gerd Theissen has written on the psychological aspects of Pauline thought. This paper argues that the science and models of Psychology can be employed as a lens through which to see any text in fresh ways with productive results in new dimensions of insight.J. Harold Ellens isExecutive Director Emeritus of the Christian Association for Psychological Studies, Founding Editor and Editor in Chief Emeritus of the Journal of Psychology and Christianity, a retired Presbyterian theologian and pastor, and a licensed psychotherapist. He holds graduate degrees of MDiv from Calvin Theological Seminary, a ThM from Princeton Theological Seminary, and a PhD from Wayne State University.     

To Know and Be Known: An Intimacy‐Based Explanation for the Gender Gap in Biblical Literalism

We assess the gender gap in U.S. Christianity by examining in a national sample (Baylor Religion Survey 2010) a particularly robust measure of religiosity: biblical literalism. Women are more likely to report biblical literalism than men in bivariate comparisons, but we argue that intimate attachment to God is a related intervening mechanism. The results of this study indicate: (1) intimate attachment to God is associated with more literal views of the Bible, (2) after accounting for attachment to God women are no longer associated with increased literalism, (3) divine proximity‐seeking behaviors are associated with more literal views of the Bible, (4) proximity‐seeking moderates the relationship between attachment to God and Bible views, and (5) gender moderates the relationship between both attachment to God and proximity‐seeking behaviors and Bible views. The evidence presented here provides a plausible mechanism by which gender differences in biblical literalism may be accounted for.     

The Familiar Made Strange: An Orientation to Biblical Study in Vancouver

Abstract. This paper originated in a Wabash‐funded colloquium organized by Richard Ascough and Leif Vaage, on the theme: “Teaching the Bible for Leadership in the United Church of Canada.” Professors teaching biblical studies at United Church seminaries and theological schools met over three years to share pedagogy, things that have worked and not worked in the classroom, changes in teaching Bible over the years, and the role of context in shaping teaching. In the final year they presented their philosophy of teaching to one another; this paper arose from that meeting. The paper describes an orientation to teaching New Testament Studies at Vancouver School of Theology, a theologically liberal school in the context of Vancouver, Canada – paradoxically one of the most secular and multi‐religious cities in the world. Guided by Denise Levertov's poem, “Overland to the Islands,” it explores the promises and challenges of biblical study grounded in the material reality of the world, amidst older students who bear the marks of secularity, who are impatient with traditional orthodoxies, and who long more for life before the grave than after it. Adopting ideas from Roland Barthes, Paul Ricoeur, and Julia Kristeva, it explores teaching the Bible in a way that promotes the polyvalence, strangeness, and irreducibility of biblical texts, in order to move students away from exegetical and hermeneutical theories content with recovering authorial intent and reconstructing historical origins as the primary tasks of biblical study. The paper describes a model of teaching that celebrates the materiality of the New Testament together with its textual, social, theological, and historical complexity, as well as a tradition‐constituted means of apprehending the world, and which treasures students as living texts who in the course of interpretation awaken ever‐fresh meanings relevant to their own communal and personal identities.     

Homosexuality and the Bible or Queer Reading? A Response to Martti Nissinen

Abstract

This article offers a response to Martti Nissinen's important text Homoeroticism in the Biblical World. Although Nissinen's research is historical, his analysis of ancient practices is offered as a contribution to contemporary debates on homosexuality within the Church. A powerful case is made that attitudes towards gender relations in the ancient world were governed by assumptions concerning the proper relations between active, ‘penetrating’, social superiors and passive, ‘penetrated’, inferiors. The disjunction between this worldview and contemporary contexts and concepts is demonstrated, thus problematizing the notion that contemporary practices can be predicated upon ‘biblical’ norms.

Despite its significance Nissinen's work cannot be straightforwardly appropriated as a helpful contribution to debate. The very act of constructing a canon of biblical references to homosexuality is problematic. It positions homosexuality once again as the object of research—that which is silent while spoken about. This, in turn, disguises the assumption that there is an unproblematic continuum in heterosexual relations that endures over time and does not require similar interrogation. Heteronormativity is thus actively sustained. There is a need to go beyond even the apparently progressive forms of biblical scholarship currently being pursued by Nissinen and others in order to develop a ‘queer commentary’ on the Bible. This will denaturalize the very concepts male, female and homosexual through which our relations with the text are currently constructed.     

Learning Hebrew by Writing in English

This essay explores a midrange teaching and learning issue regarding the teaching of biblical languages and one strategy for addressing the issue. Seminary students do not yield a great enough return in exchange for the investment they are required to make in learning biblical languages. Students invest great time and money, but they do not learn to use the biblical languages to think critically about the Bible. This essay argues that a fruitful strategy for addressing this midrange issue is to require students to write in English about the Hebrew language. This strategy fosters students' ability to think critically about the biblical text. It also fosters their ability to use their budding knowledge of a biblical language to engage questions of meaning and issues of interpretation.     

Wayne G. Rollins' Soul and Psyche: An Appreciation

Professor Wayne G. Rollins has written a remarkably important book on the history of the interface between psychological and biblical studies. It is called Soul and Psyche: The Bible in Psychological Perspective. It is so comprehensive that it reaches from the words of Jesus of Nazareth to the models of Kohut and Winnicott, from the First Century to the Twenty-First, from Freud to Fowler and beyond. He definitively addresses the full range of issues relating to the psychological critique of the Bible and the history of Biblical Psychology.     

Word of God or Witness? Issues in Christian Biblical Hermeneutics

This article gives a historical overview of the main issues and problems facing Christian interpreters of the Bible. The Christian understanding of the Bible is influenced by two main factors. On the one hand, Christians believe that God revealed himself and was present in the life, ministry, teaching, death and resurrection of Jesus of Nazareth. In other words, Jesus is the one Word of God. On the other hand, Christians believe that the Bible is inspired Holy Scripture, containing the revelation of God. There is a tension between these two approaches, as one locates the divine revelation in the person of Jesus of Nazareth, the other in the Holy Book. The article argues that this tension has been a major creative driving force in the history of Christian biblical interpretation. It traces the main strategies with which Christian interpreters have approached the Bible in order to reconcile these two elements, or in which they have allowed one to overrule the other. This will provide an introduction to the key approaches and methods in Christian biblical interpretation.     

Beyond the Biblical Impasse: Homosexuality Through the Lens of Theological Anthropology

Abstract: What does the Bible say about homosexuality? The argument developed in this article demonstrates that the five biblical texts often cited as “proof” that the Bible condemns homosexuality reflect a theological anthropology that is challenged within Scripture itself and that has been determined by the church to be contextual rather than binding in relation to other debated issues. By bringing the theological anthropology reflected in the five texts into conversation with contrasting biblical anthropologies, it becomes possible to re‐frame the contemporary conversation on homosexuality in terms of discerning which biblical theological anthropology will be considered authoritative for the church in the 21^st century.     

Student Learning Outcomes for Biblical Studies in the Liberal Arts

What is the role of biblical studies in a liberal arts curriculum? At the 2009 North American Society of Biblical Literature conference, a panel of seven Bible scholars provided brief analyses and arguments about the appropriate goals of teaching biblical studies in undergraduate contexts in this historical moment. They consider and critique the notion of specific Student Learning Outcomes or Objectives (SLOs) for courses about the Bible. In the process they address questions such as: what is the relative importance of “coverage” (biblical literacy, disciplinary knowledge and methods, and the historical creation of the biblical texts) versus modern and historical reception and uses of these texts? In their contributions, the authors analyze ways that a biblical studies course can develop the critical reading and writing skills that are the hallmark of undergraduate education. Some authors find these skills furthered by not bracketing from study the normative truth claims in the texts and instead strategically and critically encouraging the identity work and religious seeking associated with religious uses of these texts. Others call attention to the institutional and classroom power dynamics which inform and are constituted by the current student learning outcomes movement.