Greek for Overachievers

In this post, I plan to lay out a strategy for students interested in education past the MDiv level.  Hopefully this plan will orient students on how to structure their Greek classes in preparation for higher learning.  N.B. this post is directed primarily to NT researchers

1.  Take a Greek class every semester in seminary.  If you are an average seminarian, your course should last six semesters.  So, that would allow six Greek classes; only 4 advanced classes if, like me, you didn’t have any Greek prior to beginning of seminary.  My seminary course divided Intermediate Greek into two semesters.  While it prolonged the syntax learning, the benefit is that it allowed us to practice what we were learning on NT books.  In my final year of seminary, I took an Exegesis of James course and a directed study on the Greek Text of Hebrews, mostly in order to “catch up”.  In total, I studied Luke, Acts, James, and Hebrews, which all are difficult Greek texts.  An Advanced Greek Syntax class is also recommended, if available.

2.  Read the NT.  As simple as it sounds, I can’t relate to you how many seminary students try their best to neglect Greek.   Here is my strategy: (1) Toward the end of “Baby Greek”, read completely through the NT with BibleWorks, Logos, or Accordance with the parsings and lexicons intact.  Notice the endings and changes in the words and compare this with your recently aquired knowledge of paradigms and vocabulary.  The main objective here is to familiarize yourself with the Greek text.  (2) During Intermediate Greek, disable the parsing function but leave the lexicon intact.  Now you should be able to recall paradigms from memory, or context.  The main objective is to piece together sentences with syntax.  Use the lexicon to help you with any unknown vocab.  (3)  In the final year, read only from your Greek NT.  Obviously at some points you are going to have to punt, but stay away from the crutches as much as possible.  If you begin at the start of the third year, you should read completely through by the time you graduate in May.  Further, at the end of your seminary course, you should have been through the Greek NT and identify vocab down to a 20 work occurance.

3.  Take up and read!  It amazes me how many seminary students are afraid of being called “an elitist” or “a Greek scholar”.  From the start of my second year of seminary, I carried my Greek NT to church.  I tried to get as much practice as I could.  There’s nothing better than listening to the preacher expound upon a text while you are formulating and wrestling with the text in the original language.  If the pastor hasn’t put in his homework, your still getting your fill.  It is an opportune setting for practice because you are hearing the passage in the English translation.

Work with the Greek. About 6 months ago I bought a Greek/Latin NT so that I could get better at Latin while I read my Greek.  At the next opportunity, I am going to purchase a Greek/German NT so that I can use it to better my theological German.  I rarely ever now take my English Bible to church.  I’ll take Greek or Portuguese or some other language to get the necessary practice.

But the question arises about Hebrew during this Greek program.  If you are going to do advanced studies, you’ve going to study various languages at the same time.  I took Elementary Hebrew during my second summer of seminary.  I took Intermediate Hebrew and Aramaic during my third year while on this reading program.  If you make up your mind early that you are committed to the program and actually learning Greek, it will be easier at the end because the hard work has been applied at the beginning.

 

Back in the Saddle aGAIN

Greetings from Jolly Ol’ England!  I have begun my studies at the University of Durham in the MA in Biblical Studies, in course toward a PhD.  Since I hadn’t completed a research project in my MDiv studies, it was necessary for me to gain this qualification.  I now hope  to post about the things I wish I had known, or hadn’t known, prior to coming to the U.K., as well as my experiences in the University.

Since school has convened once more, I thought it necessary to revisit old ways of procrastination.  With the sabbatical away from the classroom and the blog, I feel it time to renew the interest.  For the initial post, I am listing my modules for this semester.

• Advanced Aramaic and Syriac, Prof. Hayward
• The Dead Sea Scrolls and the NT, Dr. Doering
• Theological Interpretation of Scripture, Prof. Watson
• Research Seminar and Dissertation

I was disappointed that the Prof. John Barclay’s Paul and His Interpreter’s module didn’t make because of his sabbatical.  That relegated me to settle for Aramaic.  Further, as much as I really dislike the DSS, I thought it beneficial to study them as my research will focus in the Gospels.  It doesn’t hurt that a possible research supervisor is teaching the class.  When Durham hired Dr. Lutz Doering from King’s College London, it only made the choice to come to Durham easier because my research interests align with many of his.

So here we are again…  Cheers to a new course in higher education!  It’s good to be back…

 

Under Pressure

By looking at the date, I see that it has been almost two months since I have last written blogged.  I need to qualify the statement because it seems like I have done nothing but read and write this semester.  The only thing that kept me going was the fact that this would be my last semester.  The theme of this semester was “survive.”  I thought I’d get back into the swing of blogging by writing about my semester.

Here is this semester’s roll call:

• Systematic Theology II, Dr. Kevin Kennedy – Southern
• Baptist Heritage, Dr. Malcolm Yarnell – Duke/ Oxford
• Aramaic, Dr. Ishwaran Mudliar – Johns Hopkins
• Conference: Hist. of the 2nd Temple, Dr. John Mark Yeats – Oxford/Trinity
• Dir. Study: Greek Exegesis of Hebrews, Dr. John Taylor – Cambridge

Systematic Theology- I have to admit that I wasn’t too impressed by Systematic Theology.  After having Dr. Wolfe’s New Testament Theology and Dr. Lee’s Historical Theology lectures, Systematic Theology did not live up to the hype.  I came away affirming Markus Bockmuehl’s statement that systematic theology is consistent exegesis (Seeing the Word).  The redeeming factor was Dr. Kennedy’s book on the atonement in Calvin.  It was a breathe of fresh air in lieu the “hyper-reformed.”  Also, I now understand what the big commotion is about Grudem’s systematic theology.  It’s amazing how clear it is to read.

Baptist Heritage- I count myself blessed to have spent a semester watching Dr. Yarnell’s mind at work.  It is unfortunate that one of the leading scholars on Baptist Theology does not teach this class every year.  Now I see why his Systematic Theology class fills every semester.  While I don’t agree on every position, I appreciate what he does for Baptist theology from a confessional standpoint.  Moreover, his book on the formation of Christian doctrine is a true tour de force.

Aramaic- I appreciate Dr. Mudliar for showing me the usefulness of Aramaic for New Testament studies.  Unfortunately, I was the only New Testament person who took the class.   I never knew that there were so many Aramaic verses in the Old Testament (Ezra & Daniel). Luckily, Dr. Mudliar did not require us to translate from English to Aramaic.  We used Greenspahn’s Aramaic textbook, 2nd ed.  Furthermore, the 2ndedition shows remarkable improvement over the first.  This edition is relatively expensive, but it includes and an answer key.  So it is possible for a person to study independently.  However, as a warning, there are aspects of the language that are not introduced until the end that can really be confusing.

History of the 2nd Temple Period- This class was the bane andthe redemption of my semester.  I never expected so much reading.  I read a little of everything.  Most of my weekendwas spent reading Josephus, Philo, Sanders, and the Apocrypha.  The redeeming factor was Philo.  We became good friends.  It is amazing the similarities between Philo and Hebrews.

Greek Exegesis of Hebrews- This has to be one of the most humbling classes I’ve ever taken in seminary.  I signed up for the class to help out a friendwho had already taken the Exegesis of Ephesians.  I agreed to help my friend so I could formulate a biblical theology of Hebrews.  My other Greek classes focused on Luke, Acts, and James.  There was nowhere else to go but the top.  Dr. Taylor was generous to supervise us.  We met fortnightly.  Each session consisted of knowing two chapters, including all vocab, syntax, and meaning.  We read the commentaries of Lane and Ellingsworth.  The humiliating part was having the equivalent of an oral exam every meeting.  He would say, “Open your Nestle-Aland and let’s start translating.”  Everything was fair game.  So many times I had to plead ignorance.    The redeeming factor was the interaction with the professor.  Dr. Taylor helped us identify the place where we needed to improve.

Also, as I said earlier, Philo salvaged my semester.  While I read for the 2nd temple class, I did research for my exegetical paper.  Including appendices, I turned in a 47-page paper, with 30 pages on the exegesis of Heb. 6:13-20.  I aimed for 50 pages but I was not able to finish my last appendix.  All the appendices were syntheses of Philo’s thought.  My 2nd Temple paper, which also evaluated Philo, consisted of 27 pages.  So, you might say that I read some Philo this semester.

Every semester I pick a song to keep up the moral strong.  This semester, I would get in my groove to go to Hebrews class with this song.  While it is symbolic of many aspects of seminary, it holds special significance for this semester.   This is my last dance … under pressure.

 

Like a Holy Rollin Stone

In one of my New Testament Greek classes, we translated the book of Luke.  At the last class meeting of the semester, we translated Luke 24.  The professor, Dr. Bob “Bob” Williams, tried to explain the white, bright clothing.  He said with a straight face that their clothing was bright because they had just come from a concert.  And at the concert there were these glow sticks that all the kids wave now days.  One of those busted.  It got all over their clothes and that was the reason behind the bright clothing.  He proceeded on an talks about how the stone had been rolled away.    Then we arrived at 24:5, where he says, “Why do you search for the living among the dead?”  Everyone asked their exegetical questions concerning this verse.  After everyone else asked their question, I raised my hand to asked a question.  The professor recognized my hand and buried his head in his Greek New Testament because he knew that this question was going to be exceptional.  I asked, “Here it has them looking for Jesus among the dead.” This concert… do you think it was a Rolling Stones concert or the Grateful Dead?”  He paused for a second, looked up, and smiled.  He responded, “I prefer to think that it was a Rolling Stones concert.

I consider this my greatest contribution to classroom lecture.  I doesn’t matter if the scholars differ whether it was a concert of the Stones or the Dead.  We should never forget how the Christ Event rocked the world!

Luckily, a video of the two men who met the women at the tomb has surfaced!  This is rare footage of the night before while they are preparing for the next day.

 

Not So Brite

As I watched the annual History Channel festival of Easter and Christianity, a member of Brite Divinity School gave her insights concerning the adoptionism of Christ.  It made me think back to a couple years ago, around the time when the Divinci Code was famous, when I was watching a similar program.  This same woman, faculty of Brite, was describing how Jesus had a special relationship with Mary Magdelene.  After I bashed Brite Divinity school for a while, I asked my roommate where it is located.  He laughed and said that it is at TCU.  The concern I have with TCU is that they are training “religious workers” to deny the aspects of the faith that have been affirmed since the apostolic era of the Church.  My second concern is how they recruit people.  Maybe I should do some investigational reporting concerning their recruitment practices.

Brite Divinity has now offered an award to Barak Obama’s Pastor for his work in race reconciliation and church growth.  Brite certainly has selected someone that supports the emphasis of their school, church growth.  It is a shame that in today’s nominal religous society, theology and ethics have taken a back seat to church growth and balance sheets. 

But here at the Triforce, we want to offer a public service on behalf of Brite.  They just need to let their lite shine a little more.  This should help them get the word out about their school:

 

The Ultimate Footnote

I recently submitted a book report for my Systematic II class on Union with Christ and the Extent of the Atonement in Calvin by Dr. “D. James” Kevin Kennedy.  The assignment required me to review the book and offer additional research in the evaluation of the book.  While I made my way through the Southwestern Seminary Manual of Style to read again the concepts of the book review, I realized that the introduction to the book that I was reviewing appeared on pg. 21.  I quickly noted my source. 

 The pseudopigraphal author of the style manual, B. H. Carroll, inserted the introduction of Dr. Kennedy’s dissertation as an exemplary example of a dissertation.  Obviously, Carroll had an unstated reason for inserting Dr. Kennedy’s work.  He was a 4.5 point Baptist who believed that Jesus died on behalf of all men and that by union with Christ through faith, they may experience all the benefits of salvation.  Southwestern Seminary is thankful for Carroll’s contribution to the 100 years of seminary guidance, the Style Guide, and his desire to win back Calvin back from the Calvinists.

 

Cowboy Metaphysics

During my undergraduate studies at (The University of) Mississippi State University, I took a business ethics class taught by a prof in the philosophy department.  The prof had us read a book called Cowboy Metaphysics: Ethics and Death in Westerns by Peter A. French.  The book sythesizes the “cowboy way” as presented in classic western films. 

I don’t remember many things about the book.  But the one thing I do remember is that the villians wear the black hats.  In their zeal to promote the “Texan way,” the SWBTS brass has overlooked this important aspect.  Since the interpretation of signs and symbols is the name of the game in the School of Theology, they should have thought through their own “cowboy hermenteutics.”  How do they expect people outside their “interpretive community,” who don’t have much love for them, much less a “hermeneutic of charity,” to interpret this?

I am currently reading James A. Herrick’s The History and Theory of Rhetoric.  In the first chapter, he overviews the modern interpretive theory of assigning meaning to signs and symbols.  At one place, he talks about how music, works of art, and architecture convey meaning.  He then proceeds to give a rather shocking depiction on how the authorial intent of the author is not always received by the audience through these mediums.  His example is the inauguration of the Vietnam Memorial.  He says:

For example, much of the monument is below ground, perhaps suggesting invisiblity or even death.  Is it significant that the monument, because it is below ground, cannot be seen from Capitol Hill?  The principal material used in the monument is black granite rather than the more traditional and triumphal white marble.  The memorial’s polished surface is covered with the names of the 50,000 Americans who died in the war rather than with carved scense of battle and victory.  What does the Vietnam Memorial mean?  On would be hard pressed to find its meaning to be ‘A united America triumphs again in a foreign war’ (6).

So, is the SWBTS administration’s message as simple as “black hats and black robes?”

Photo: Spring Convocation 2008 http://www.swbts.edu/pressreleases/images/SpringConvo01.jpg

 

Power to Persuade

“How it is” from the Huckabee campaign…

 

 

The Best of the Best

After 94 hours in seminary, I think that I should offer my humble opinion for anyone wanting to know who are the best professors at Southwestern.  No other Southern Baptist seminary can claim to match the breadth of talent located within the faculty of SWBTS.  Please understand that my evaluations are biased toward biblical studies, given that the majority of my curriculum is composed of these classes.  I have not had every professor in the seminary, and there are many others who are deserving of special recognition.  But this evaluation is subjective toward only my curriculum.  The evaluation is based on the aesthetics of class lecture, dialogue in class, wealth of knowledge, and genuine openness - pastoral character.  The rank will occur in descending order with the professors name, PhD study, call sign, and classes I have had with the professor.

1. Dr. Jason Lee, Aberdeen.  (“Maverick” , Church History I & II) For a SWBTS Blogosphere interview, click here.
2. Dr. Ishwaran Mudliar, Johns Hopkins. (“Iceman” , Hebrew I & II) 
3. Dr. Paul Wolfe, Aberdeen.  (“Wolfman” , NT Theology) For his radio ministry Laus Deo, click here.
4. Professor E. Earle Ellis, Edinburgh/Tubigen. (“Viper”, Theology of the Gospels & Paul) For his contribution to the Institute for Biblical Research, a research foundation respective of Tyndale House, U. of Cambridge, click here.
5. Dr. Doug Blount, Notre Dame. (“Jester” , Christian Ethics & Philosophy of Religion & Advanced Hermeneutics)

Honorable Mention Wingmen

1. Dr. Steven W. Smith (Intro to Expository Preaching).  Quite Frankly, Dr. Smith’s preaching is very “Adrian Rodgers-isk.”  He is on the fast track to becoming the predominate preacher in the SBC.  Check it out for yourself.  He could hold his own with ESPN’s Stephen A. Smith.
2. Dr. Richard Ross (Student Development).  Dr. Ross is world renown for the True Love Waits movement.  It was amazing to sit and listen to him propose a biblical model of ministry which meets the needs of the family and the church.  The class was not required but I could not pass up an opportunity to learn from Dr. Ross.  Any student of Southwestern who wishes to be a parent should definately invest in Dr. Ross’ lecture.  There is no other professor who wears his heart on his jacket more than Dr. Ross.

The SWBTS Faculty 

For your courage to articulate sound biblical doctrine in the face of neo-orthodoxy and post-postmodernism, this tribute is for you . . .

 

Free at Last, Free at Last

Finally, this semester has come to an end.  Only by the grace of God did I survive.  I wanted to see how far I could push myself and I found my limitations.  If my classes had not overlapped to a substantial degree, my proverbial battleship would have sunk.  My class schedule was:

• Advanced Hermeneutics
• New Testament Theology
• Theology of Paul
• Greek Exegesis of James
• Hebrew Exegetical Method

The highlight of the semester was the Theology of Paul lecture given by Professor E. Earle Ellis.  I knew very little of Pauline theology before the class.  This was the second class that I had under Prof. Ellis (Theology of the Gospels).   It was beneficial to understand the continuity and discontinuity of Paul with the teachings of Jesus as well as Paul’s mission within the Greco-Roman society.  

Dr. Paul Wolfe’s NT Theology lecture placed what I had learned in Prof. Ellis’ class within the discipline of NT Theology.  Dr. Wolfe presented the history of the discipline in a very  manner.  For the proper methodology  of NT Theology, he argued for a confessional and canonical approach to theology.  The most intriguing book we read was Richard Bauckham’s Jesus and the Eyewitnesses.  In the book, Bauckham argues for the reliability of the eyewitnesses and how the Gospels use ancient literary techniques to identify their sources.  This is the most insightful book that i’ve read since i’ve been in seminary.  It was a real “page-turner.”  Two books that every student of the Gospels should have on their shelf are this book and Ellis’ The Making of the NT Documents.  

  

  The Exegesis of James by Dr. Mark Taylor was beneficial to understand how to hand the perceived tension between Paul and James.  When one understands the way that James and Paul handle similar vocabulary, the tension disappears.  Dr. Taylor has focused his professional studies on the structure of James.  The structure of James has gone from straw to constant summaries which run throughout the book.

In Advanced Hermeneutics, we read not a few postmodern writers: Derrida, Foucault, Fish, etc.  The main thing I took from the class was the myth of objectivity in hermeneutical practices; and in most of science for that matter.  Foucault in Madness and Civilization showed us that not even history is objective.  Rudolf Bultmann was correct when he said that presupposition-less interpretation is impossible.  All in all, I disagree with how the postmodern community approach texts in general, but they have pointed out many flaws from Enlightenment methodology, especially the historical-critical method.