Studying the Bible: the Tanakh and Early Christian Writings
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1) Meeting Your Bible 2) Discussing the Bible (Breakout Rooms for 10
Wednesday Wellspring: A Bible Study for UU’s (part 1) Bible Study 101: Valuable Information for Serious Students taught by Keith Atwater, American River College worksheet / discussion topics / study guide 1) Meeting Your Bible What is your Bible’s full title, publisher, & publication date? Where did you get your Bible? (source, price, etc.) What’s your Bible like? (leather cover, paperback, old, new, etc.) Any Gospels words in red? What translation is it? (King James, New American Standard, Living Bible, New International, etc.) Does your Bible include Apocrypha?( Ezra, Tobit, Maccabees, Baruch) Preface? Study Aids? What are most common names for God used in your edition? (Lord, Jehovah, Yahweh, God) The Bible in your hands, in book form, with book titles, chapter and verse numbers, page numbers, in a language you can read, at a reasonably affordable price, is a relatively recent development (starting @ 1600’s). A Bible with cross-references, study aids, footnotes, commentary, maps, etc. is probably less than 50 years old! Early Hebrew (Jewish) Bible ‘books’ (what Christians call the Old Testament) were on 20 - 30 foot long scrolls and lacked not only page numbers & chapter indications but also had no punctuation, vowels, and spaces between words! The most popular Hebrew (Jewish) Bible @ the time of Jesus was the “Septuagint” – a Greek translation. Remember Alexander the Great conquered the Middle East and elsewhere an “Hellenized’ the ‘Western world.’ 2) Discussing the Bible (breakout rooms for 10 minutes. Choose among these questions; each person shares 1. Okay one bullet point to be discussed, but please let everyone say something!) • What are your past experiences with the Bible? (e.g. -
Matthew 25 Bible Study the Gospel and Inclusivity
Matthew 25 Bible Study The Gospel and Inclusivity Presbyterian Church (U.S.A.) Presbyterian Mission The Gospel and Inclusivity A Matthew 25 Bible Study by Rev. Samuel Son If you don’t know the kind of person I am and I don’t know the kind of person you are a pattern that others made may prevail in the world and following the wrong god home we may miss our star. – William Stafford, “A Ritual to Read to Each Other” I am astonished that you are so quickly deserting the one who called you in the grace of Christ and are turning to a different gospel—not that there is another gospel, but there are some who are confusing you and want to pervert the gospel of Christ. – Paul, “Letter to the Galatians” The big problem that confronts Christianity is not Christ’s enemies. Persecution has never done much harm to the inner life of the Church as such. The real religious problem exists in the souls of those of us who in their hearts believe in God, and who recognize their obligation to love Him and serve Him – yet do not! – Thomas Merton, in “Ascent to Truth” Contents How to Use This Study................................................................................................ 4 Section 1 ......................................................................................................................5 Purpose of this Study ...............................................................................................5 My Journey of Rediscovering the Gospel ..................................................................5 How Did We Get Here? -
The Gospel Story Bible Is One of the Many Products Available in the Gospel Story for Kids Series
The Gospel Stor Can a Bedtime Story Change a Life? It is easy to forget Jesus in the midst of busy schedules and conflicting priorities, but the truth is that he is the only one who can change the lives of parents and children. As you share these Bible stories together, you and your family will meet Jesus and learn together a new, life-changing way of recognizing him as the hero of every story. Based on the ESV Bible, this unique, illustrated Bible storybook uses 156 stories to present God’s plan of salvation in Christ from its opening narrative in Genesis to its finale in Revelation. Discovering Jesus in the The Gospel Story Bible is one of the many products available in the Gospel Story for Kids series. Old and New Testaments y “The Gospel Story Bible is a treasure for parents. But it’s not just “Marty’s resources for families and children are on the short Bible for children–Marty traces the gospel through the Bible with list of books I actually use in my home. This is a God-centered, crystal clarity for all ages. It’s a must buy.” Scripture-grounded, gospel-driven resource that orients the Dave Harvey, DMin minds of children toward the wondrous works of God.” Sovereign Grace Ministries; author of When Sinners Say “I Do” Timothy Paul Jones, PhD and Rescuing Ambition Associate Professor of Family Ministry, Southern Seminary Discovering Jesus in the Old and New Testaments Discovering “The Gospel Story Bible presents the grand story line of Christ in all “If you want your children to grow up loving the Bible, then of Scripture. -
1 Jews, Gentiles, and the Modern Egalitarian Ethos
Jews, Gentiles, and the Modern Egalitarian Ethos: Some Tentative Thoughts David Berger The deep and systemic tension between contemporary egalitarianism and many authoritative Jewish texts about gentiles takes varying forms. Most Orthodox Jews remain untroubled by some aspects of this tension, understanding that Judaism’s affirmation of chosenness and hierarchy can inspire and ennoble without denigrating others. In other instances, affirmations of metaphysical differences between Jews and gentiles can take a form that makes many of us uncomfortable, but we have the legitimate option of regarding them as non-authoritative. Finally and most disturbing, there are positions affirmed by standard halakhic sources from the Talmud to the Shulhan Arukh that apparently stand in stark contrast to values taken for granted in the modern West and taught in other sections of the Torah itself. Let me begin with a few brief observations about the first two categories and proceed to somewhat more extended ruminations about the third. Critics ranging from medieval Christians to Mordecai Kaplan have directed withering fire at the doctrine of the chosenness of Israel. Nonetheless, if we examine an overarching pattern in the earliest chapters of the Torah, we discover, I believe, that this choice emerges in a universalist context. The famous statement in the Mishnah (Sanhedrin 4:5) that Adam was created singly so that no one would be able to say, “My father is greater than yours” underscores the universality of the original divine intent. While we can never know the purpose of creation, one plausible objective in light of the narrative in Genesis is the opportunity to actualize the values of justice and lovingkindness through the behavior of creatures who subordinate themselves to the will 1 of God. -
Conversion to Judaism Finnish Gerim on Giyur and Jewishness
Conversion to Judaism Finnish gerim on giyur and Jewishness Kira Zaitsev Syventävien opintojen tutkielma Afrikan ja Lähi-idän kielet Humanistinen tiedekunta Helsingin yliopisto 2019/5779 provided by Helsingin yliopiston digitaalinen arkisto View metadata, citation and similar papers at core.ac.uk CORE brought to you by Tiedekunta – Fakultet – Faculty Koulutusohjelma – Utbildningsprogram – Degree Programme Humanistinen tiedekunta Kielten maisteriohjelma Opintosuunta – Studieinriktning – Study Track Afrikan ja Lähi-idän kielet Tekijä – Författare – Author Kira Zaitsev Työn nimi – Arbetets titel – Title Conversion to Judaism. Finnish gerim on giyur and Jewishness Työn laji – Aika – Datum – Month and year Sivumäärä– Sidoantal Arbetets art – Huhtikuu 2019 – Number of pages Level 43 Pro gradu Tiivistelmä – Referat – Abstract Pro graduni käsittelee suomalaisia, jotka ovat kääntyneet juutalaisiksi ilman aikaisempaa juutalaista taustaa ja perhettä. Data perustuu haastatteluihin, joita arvioin straussilaisella grounded theory-menetelmällä. Tutkimuskysymykseni ovat, kuinka nämä käännynnäiset näkevät mitä juutalaisuus on ja kuinka he arvioivat omaa kääntymistään. Tutkimuseni mukaan kääntyjän aikaisempi uskonnollinen tausta on varsin todennäköisesti epätavallinen, eikä hänellä ole merkittäviä aikaisempia juutalaisia sosiaalisia suhteita. Internetillä on kasvava rooli kääntyjän tiedonhaussa ja verkostoissa. Juutalaisuudessa kääntynyt näkee tärkeimpänä eettisyyden sekä juutalaisen lain, halakhan. Kääntymisen nähdään vahvistavan aikaisempi maailmankuva -
Prophets, Posters and Poetry Joshua Fallik
Prophets, Posters and Poetry Joshua Fallik Subject Area: Torah (Prophets) Multi-unit lesson plan Target age: 5th – 8th grades, 9th – 12th grades Objectives: • To acquaint students with prophets they may be unfamiliar with. • To familiarize the students with the social and moral message of selected prophets by engaging their analytical minds and visual senses. • To have students reflect in various media on the message of each of these prophets. • To introduce the students to contemporary examples of individuals who seem to live in the spirit of the prophets and their teachings. Materials: Descriptions of various forms of poetry including haiku, cinquain, acrostic, and free verse. Poster board, paper, markers, crayons, pencils, erasers. Quotations from the specific prophet being studied. Students may choose to use any of the materials available to create their sketches and posters. Class 1 through 3: Introduction to the prophets. The prophet Jonah. Teacher briefly talks about the role of the prophets. (See What is a Prophet, below) Teacher asks the students to relate the story of Jonah. Teacher briefly discusses the historical and social background of the prophet. Teacher asks if they can think of any fictional characters named Jonah. Why is the son in Sleepless in Seattle named Jonah? Teacher briefly talks about different forms of poetry. (see Poetry Forms, below) Students are asked to write a poem (any format) about the prophet Jonah. Students then draw a sketch that illustrates the Jonah story. Students create a poster based on the sketch and incorporating the poem they have written. Classes 4 through 8: The prophet Micah. -
“As Those Who Are Taught” Symposium Series
“AS THOSE WHO ARE TAUGHT” Symposium Series Christopher R. Matthews, Editor Number 27 “AS THOSE WHO ARE TAUGHT” The Interpretation of Isaiah from the LXX to the SBL “AS THOSE WHO ARE TAUGHT” The Interpretation of Isaiah from the LXX to the SBL Edited by Claire Mathews McGinnis and Patricia K. Tull Society of Biblical Literature Atlanta “AS THOSE WHO ARE TAUGHT” Copyright © 2006 by the Society of Biblical Literature All rights reserved. No part of this work may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopying and recording, or by means of any information storage or retrieval system, except as may be expressly permitted by the 1976 Copyright Act or in writing from the publisher. Requests for permission should be addressed in writing to the Rights and Permissions Office, Society of Biblical Literature, 825 Houston Mill Road, Atlanta, GA 30329 USA. Library of Congress Cataloging-in-Publication Data “As those who are taught” : the interpretation of Isaiah from the LXX to the SBL / edited by Claire Mathews McGinnis and Patricia K. Tull. p. cm. — (Society of biblical literature symposium series ; no. 27) Includes indexes. ISBN-13: 978-1-58983-103-2 (paper binding : alk. paper) ISBN-10: 1-58983-103-9 (paper binding : alk. paper) 1. Bible. O.T. Isaiah—Criticism, interpretation, etc.—History. 2. Bible. O.T. Isaiah— Versions. 3. Bible. N.T.—Criticism, interpretation, etc. I. McGinnis, Claire Mathews. II. Tull, Patricia K. III. Series: Symposium series (Society of Biblical Literature) ; no. 27. BS1515.52.A82 2006 224'.10609—dc22 2005037099 14 13 12 11 10 09 08 07 06 5 4 3 2 1 Printed in the United States of America on acid-free, recycled paper conforming to ANSI/NISO Z39.48-1992 (R1997) and ISO 9706:1994 standards for paper permanence. -
James 4:2 (NKJV… You Do Not Have Because You Do Not 6
5. Moses asks see ________________________. Exodus 33:18 (NKJV) And he said, "Please, show me Your glory." 21 Days of Prayer – Part 3 – The God Who Answers Sunday, August 20, 2017 James 4:2 (NKJV… you do not have because you do not 6. Hezekiah prays and _______________________. ask. 2 Kings 20:3 (NKJV) "Remember now, O LORD, I pray, how I have walked before You in truth and with a loyal heart, and have done what was good in Your sight." And Hezekiah wept bitterly. 1. Hannah prayed for a ________________________. 1 Samuel 1:11 (NKJV) Then she made a vow and said, "O LORD of hosts, if You will indeed look on the affliction of Your maidservant and remember me, and not forget Your maidservant, but will give Your maidservant a male child, then I will give him to the LORD all the days of his life, and no razor shall come upon 7. 7. Daniel prays for God to reveal a dream and its his head." interpretation and saves _______________________. Daniel 2:17-18 (NKJV) Then Daniel went to his house, and made the decision known to Hananiah, Mishael, and Azariah, his companions, that they might seek mercies from the God of heaven concerning this secret, so that Daniel and 2. Peter released from ___________________________. his companions might not perish with the rest of the wise men of Babylon. Acts 12:5 (NKJV) Peter was therefore kept in prison, but constant prayer was offered to God for him by the church. 8. Elisha prays for his servants eyes to be opened to see __________________________________. -
Ezekiel 14:9 Ezekiel Speaks of Those Who Abuse Their Prophetic Office
1 Ted Kirnbauer God Deceives the Prophets In Ezekiel 14:9 Ezekiel speaks of those who abuse their prophetic office. There he states that the false prophets speak deceptive words because God has deceived them. This of course generates a lot of questions: If God deceives people, how can He be Holy? How do we know that the gospel isn’t a deception of God as well? How can people be responsible for believing a deception if God is the one deceiving them? Answers to these questions would take volumes to explore, but hopefully, the following work by DA Carson and the comments that follow will shed a little light on the subject. Excurses - Sovereignty and Human Responsibility The sovereignty of God and human responsibility is not an easy concept with a simple solution. D.A. Carson does a good job at explaining the relationship between the two. The following comments are taken from A Call To Spiritual Reformation under the chapter entitled “A Sovereign and Personal God.” He says: I shall begin by articulating two truths, both of which are demonstrably taught or exemplified again and again in the Bible: 1. God is absolutely sovereign, but his sovereignty never functions in Scripture to reduce human responsibility. 2. Human beings are responsible creatures – that is, they choose, they believe, they disobey, they respond, and there is moral significance in their choices; but human responsibility never functions in Scripture to diminish God's sovereignty or to make God absolutely contingent. My argument is that both propositions are taught and exemplified in the Bible. -
1 the GLORY of GOD REVEALED to CAPTIVES Ezekiel 1:1 Now It
THE GLORY OF GOD REVEALED TO CAPTIVES Ezekiel 1:1 Now it came to pass in the thirtieth year, in the fourth month, in the fifth day of the month, as I was among the captives by the river of Chebar, that the heavens were opened, and I saw visions of God. The children of Israel were captives in exile in Babylon. The glory of God had left the Temple in Jerusalem which was destroyed because of the sins of the people. They sat by the rivers of Babylon, remembered the beautiful Temple of God in Zion, and wept. They even sang of this profound loss in the Book of Psalms. Psalm 137:1 By the rivers of Babylon, there we sat down, yea, we wept, when we remembered Zion. Psalm 137:2 We hanged our harps upon the willows in the midst thereof. Psalm 137:3 For there they that carried us away captive required of us a song; and they that wasted us required of us mirth, saying, Sing us one of the songs of Zion. Psalm 137:4 How shall we sing the LORD'S song in a strange land? Psalm 137:5 If I forget thee, O Jerusalem, let my right hand forget her cunning. But now, suddenly, this majestic glory of God comes to Babylon, to the captives who thought God had abandoned them. The heavens were opened in Babylon and the glory of God was revealed to one of the captives, Ezekiel. You may be a captive of some sin that appears to have taken you hostage in some land far away from the presence and glory of God, but, as Ezekiel discovered, God does not abandon his people; his glory will make its way to his captives wherever they are. -
3 Briarwood Lane Dept. of Religion Durham NH 03824 145 Bay State Rd
DAVID FRANKFURTER 3 Briarwood Lane Dept. of Religion Durham NH 03824 145 Bay State Rd. (603) 868-1619 Boston MA 02215 (603) 397-7136 (c) (617) 353-4431 [email protected] EDUCATION Ph.D., Princeton University (Religion — Religions of Late Antiquity), 1990 M.A., Princeton University (Religion — Religions of Late Antiquity), 1988 M.T.S., Harvard Divinity School (Scripture and Interpretation: New Testament), 1986 B.A., Wesleyan University (Religion), 1983, with High Honors in Religion and University Honors POSITIONS HELD Boston University: Department of Religion. Professor of Religion and William Goodwin Aurelio Chair in the Appreciation of Scripture, 2010 - present. Chair of Department, 2013 - . University of New Hampshire: Religious Studies Program, Department of History. Professor of History and Religious Studies, 2002-2010 ; Associate Professor of History and Religious Studies, 1998-2002; Assistant Professor of History and Religious Studies, 1995-98; Director of Religious Studies Program, 1997- 2010. Radcliffe Institute for Advanced Study, Harvard University: Lillian Gollay Knafel Fellow, 2007-08 Brown University: Department of Religious Studies. Visiting Professor of Religious Studies, Fall 2006. Institute for Advanced Study, Princeton NJ: School of Historical Studies. Fairchild Fellow, 1993-95 The College of Charleston: Department of Philosophy and Religious Studies. Assistant Professor of Religious Studies, 1990-95. University of Michigan: Department of Near Eastern Studies. Adjunct Lecturer in New Testament, 1989. FELLOWSHIPS, HONORS, AND -
A Theological Reading of the Gideon-Abimelech Narrative
YAHWEH vERsus BAALISM A THEOLOGICAL READING OF THE GIDEON-ABIMELECH NARRATIVE WOLFGANG BLUEDORN A thesis submitted to Cheltenham and Gloucester College of Higher Education in accordance with the requirements of the degree of Doctor of Philosophy in the Faculty of Arts & Humanities April 1999 ABSTRACT This study attemptsto describethe contribution of the Abimelech narrative for the theologyof Judges.It is claimedthat the Gideonnarrative and the Abimelechnarrative need to be viewed as one narrative that focuseson the demonstrationof YHWH'S superiority over Baalism, and that the deliverance from the Midianites in the Gideon narrative, Abimelech's kingship, and the theme of retribution in the Abimelech narrative serve as the tangible matter by which the abstracttheological theme becomesnarratable. The introduction to the Gideon narrative, which focuses on Israel's idolatry in a previously unparalleled way in Judges,anticipates a theological narrative to demonstrate that YHWH is god. YHwH's prophet defines the general theological background and theme for the narrative by accusing Israel of having abandonedYHwH despite his deeds in their history and having worshipped foreign gods instead. YHWH calls Gideon to demolish the idolatrous objects of Baalism in response, so that Baalism becomes an example of any idolatrous cult. Joash as the representativeof Baalism specifies the defined theme by proposing that whichever god demonstrateshis divine power shall be recognised as god. The following episodesof the battle against the Midianites contrast Gideon's inadequateresources with his selfish attempt to be honoured for the victory, assignthe victory to YHWH,who remains in control and who thus demonstrateshis divine power, and show that Baal is not presentin the narrative.