In the preface to the 1539 Edition of the Institutes, Calvin explains the purpose of the Institutes and in doing so offers good counsel regarding the need for theology in reading Scripture well
Scenario #1: A single mom is in a small group with a first-year seminary student. The young man just completed an introductory course in biblical hermeneutics. During the group’s sharing and prayer time, the following interaction unfolds: MOM: I have been really struggling to make ends meet. But just this week I found a verse that has really given me confidence and peace about my finances: ‘And my God will meet all your needs according to his glorious riches in Christ Jesus’ (Philippians 4:19). STUDENT: You might wanna be careful about claiming that verse as a promise for your personal finances. As the context of Philippians indicates, that is a specific promise Paul gave to a local church because of their sacrificial financial contribution to his missionary efforts. It is not a generic promise to be claimed by just any individual Christian struggling with his or her finances.
My first book is finally available (http://www.eisenbrauns.com/item/WAYDONKEY )! It can tell you everything you never knew you needed to know about donkeys in the biblical world. It's actually quite a technical read since it began long ago as my dissertation project at Hebrew Union College (Cincinnati, OH). So it may not be the best book for, say, small group Bible studies or local book clubs. But if you want a dose of ancient Near Eastern and archaeological analysis, then this one is just for you.
A few months ago I introduced and explained a “coaching” model for teaching that I believe has greater potential for encouraging deeper, more transformative learning. Unfortunately, not many of us are teaching in this way and we need to begin changing how we prepare our lessons and how we use our time as we teach our students. Last month I began to share some ideas for how to begin moving from a “teaching for knowing” to a “teaching for growing” ministry. This month I will finish up these more specific ideas and give you some more questions for reflection. Beginning next month I’ll go back and spend more time on issues of how we prepare for our teaching, how we move beyond teaching for knowing in our use of time in the group, and how to develop a longer-term approach to promoting growth through our teaching. This blog picks up where the last one left off, with six more ideas for teaching more like a coach.
Recently, prior to one of our family trips this summer I stumbled across what looks like a great resource for kids produced by “Faith Comes By Hearing.” It's been a blessing to our kids, so I thought I'd pass it along.
Speaking about moral codes and laws, Oliver O’Donovan (Resurrection and Moral Order, 2nd ed.) says something helpful about how we use the Bible to make moral decisions. Speaking generally of the relationship between individual moral commands and the overall moral law, he writes first: The items in a [moral] code stand to the moral law as bricks to a building. Wisdom must involve some comprehension of how the bricks are meant to be put together.
How necessary are extra-biblical sources for reading Scripture? Even for those who believe the Bible is Scripture, the text is assumed to stand behind a dense fog of historical distance and cultural isolation. I teach a class called Biblical Backgrounds to upper-level biblical and theological studies majors at Biola University, and it is by far my most dreaded class. I do not dread the class because the course is uninteresting or unimportant; on the contrary, I find extra-biblical sources like history and culture to be fascinating and think the class might be the most important one I teach. But it is important not because backgrounds gives necessary insights for the study of the Bible, but because it might be the most destructive tool for reading the Bible as Scripture.
Over the last two months I have introduced and explained a “coaching” model for teaching that I believe has greater potential for encouraging deeper, more transformative learning. Unfortunately, not many of us are teaching in this way and we need to begin changing how we prepare our lessons and how we use our time as we teach our students. This month and next I want to share about a dozen ideas for how to begin moving from a “teaching for knowing” to a “teaching for growing” ministry. After these blogs I’ll go back and spend more time on issues of how we prepare for our teaching, how we move beyond teaching for knowing in our use of time in the group, and how to develop a longer-term approach to promoting growth through our teaching. First, how do we begin to teach more like a coach?
My 83-year-old mother has dementia. To help me work through the pain of this living death, I recently gave her a gift she was not able to receive: a letter commemorating her 10th anniversary in the nursing home.
A book I wrote came out today. It's called Life's Biggest Questions: What the Bible Says about the Things That Matter Most (Crossway). I pray it will help people to know God and his truth better.
Choosing the right leaders helps determine good leadership. This is true for every organization that requires leadership. Even the business world understands this important axiom. Jim Collins for example in his book Good to Great uses the analogy of getting the “right people on the bus” before any kind of leadership could move, develop, or flourish. This is not only a proven principle from experience but also something that the Pastoral Epistles certainly emphasizes. This is why following the prescription of what makes a good leader according to the Word of God is so crucial for the church. Without referring to the qualities mentioned in the Scripture, potentially wrong criteria could be imposed in choosing leaders for the church and this would be tragic!
SHAME REMOVED; HONOR RECEIVED, PART 3 --Jesus' interactions with people in the Gospel of John...and today This is the third part of a series that looks at events in the Gospel of John in which we find Jesus interacting with various people who need help—physical help and spiritual help. In John 4, Jesus speaks with a Samaritan woman. It is interesting that John records this interaction right after his interaction with Nicodemus. The Samaritan woman could not be more different than Nicodemus. Nicodemus was a male Jew, a Pharisee, a member of the Jewish ruling council, and was Israel’s teacher (3:1, 10). He was the epitome of the best of the best that Israel had to offer.
If you think the book of Ruth is some kind of self help program to become the best mother-in-law (or daughter-in-law), you will have missed the whole idea of why it's included in Scripture. It was written by one who carefully, skillfully, and dramatically records - with a surprise ending to the book - the events of a seemingly insignificant, desperate family. I brought this message to the audience attending Biola's chapel on Grandparents Day. It's 22 minutes short, but "the view is spectacular."
This is the first part of a two part mini-series that will seek to answer two questions regarding the large portions of legal corpora spread through the Pentateuch, or the first five books of the Bible, known by the Hebrew term Torah and often translated into English as "Law." In Part I we will ask the question "What Is It?" and in Part II to appear next month, we will consider the question "What Is It For?" not only for ancient Israel, but also its relation and significance for modern day Christians.
Last month I shared a “coaching” model for teaching that I believe can help us deepen the impact of our teaching, helping us avoid the problems of biblical amnesia and aborted application. This month I start by looking at Paul’s teaching ministry to see how this coaching approach fits with his efforts. Then I go back through the phases of the coaching model and talk about what that would mean for us as teachers in the church. What does it look like to begin teaching like a coach?
Pop Quiz. Identify the correct company to which these advertising jingles are associated: “You deserve a break today” “Have it your way” “Rule the Air” Fascinating how advertising agencies craft a need for a product while feeding the human ego. The underlying message in these jingles is that it really is all about you.
The whole mentorship movement continues to increase in popularity especially within the church. Many young people today are seeking out mentors. This even seems to be a value for the younger generation. But in actuality, this movement is not a new one at all but rather one that dates back even to the first century.
Over the last three months I’ve described a “right-handed” model for thinking about what we do in Christian education. It pulls together five “right” aspects of what we need to focus on in our teaching: right relationship, right knowledge, right passion or heart, right will, and right actions. For the next few months I want to explore and unpack a “coaching” pedagogy that helps promote real growth, not just increased knowledge. Let me start with a verse from one of my favorite Psalms and a story.
1 Thessalonians 5:22: “Abstain from all appearances of evil” (KJV) “Abstain from every form of evil” (ESV) I confess that whenever I encounter this verse, I picture old, withered saints shaking their bony fingers in younger believers’ faces and exhorting them about some questionable behavior. In this recurring scenario, the godly, mature Christians find it necessary to exhort the younger saints, not because they have done something that is evil, but simply because they behaved in a manner that could have the appearance of being evil.
I can understand why the so-called “Hall of Faith” in Hebrews 11 includes luminaries like Abel and Enoch who have untarnished records in Genesis. I can also appreciate why imperfect people like Noah, Abraham, Sarah, Moses and Rahab are included among the faithful. But what about characters like Jephthah and Samson in Hebrews 11:32? These infamous figures from the book of Judges appear to be severely faith-challenged. So what are they doing in this august list?
Is it possible to be a Christian and a polytheist? The correct answer, of course, is no, but a close reading of 1 Corinthians 8 reveals that the matter is perhaps not so simple.
I grew up hearing and reading the Bible during the transition from the King James Version to NASB and NIV. In my church setting, the transition was mostly welcomed, except by a few godly old-timers who were certain that our prayers were more acceptable to God if they included a generous portion of thees, thous, and Elizabethan-era verb endings. The KJV had the interesting effect of making some very ordinary words into technical religious terms, since the words dropped out of ordinary use in the centuries since the KJV was translated. One of those words is grace. Interestingly, the NASB, the NIV, and even (often) the NLT continue to use this word to translate the Greek word χάρις (charis), even though the meaning of grace in English has changed over the centuries.
Jesus' interactions with people in the Gospel of John...and today This is the second part of a series that looks at events in the Gospel of John in which we find Jesus interacting with various people who need help—physical help and spiritual help. As we look closely at these individuals, we will often see that they are dealing with shame, though this theme is usually hidden in the historical background of the first century. Thus, over the course of this series, we will explore how Jesus interacts with them not only to take away their shame, but also to raise them up and give them honor!
Two months ago I raised a concern about a problem some churches struggle with in seeing limited impact of their teaching ministries in the lives of those who participate. I talked about some ways this problem has tended to be addressed, and my own conviction that there is a need for a better model or approach to our teaching if we hope to see real growth occur. Last month I introduced the basic ideas of “right-handed” teaching and discussed the first half of the model. This month I want to continue and complete my discussion of the model and then begin looking at how it works together.
Biola University