What if it is not the frogs but the water that is significant?
When considering the plagues in the book of Exodus that precede Israel’s departure from Egypt, various explanations have been suggested for the order of and the reason for specific plagues. Why frogs, why hail? Do the boils have anything to do with the gnats and flies? Following and building upon lectures given by Rikk Watts at Regent College, I suggest that the best explanation is that the God of Israel is revealing Himself as the Creator God.
Some have attempted to map the plagues onto the Egyptian deities and this suggestion seems to me to be one of the more plausible interpretations. However, Continue reading “Creation & the 10 Plagues of Exodus”
Or the Harmonization Temptation
This post continues and concludes (for now) my engagement with Augustine’s On the Literal Meaning of Genesis.
I simply want to note some of the intriguing and insightful elements in this work. I will give particular attention to Augustine’s suggestion that Genesis 1 presents God’s causal creation of all things, including human beings, while Genesis 2 describes the formal or material creation of human beings which for Augustine is God’s ongoing creative activity. Finally, I suggest that one of the errors that is common to Ham, Augustine and many errors is the desire to harmonize Genesis 1 and Genesis 2.
[For related Ham-Handed posts follow these links: Augustine I, Augustine II, Augustine III)
Continue reading “Ham-Handed Hermeneutics VI: More Hippo, Less Ham”
Given that my post How to Teach Genesis 1 in 30 Minutes remains one of my most popular posts, I thought my readers (new and old) might appreciate a little more detail and a slower walk through the process.
While my previous post was aimed at a single session, this series will hopefully aid those who teach introductory or survey courses either in an academic or church setting.
Related Posts: Why Seven Days?, Review of Michael Cosby’s Interpreting Biblical Literature, Have Sex and Eat: The First Two Commandments, When is a Snake not Merely a Snake?, Review: Pete Enn’s Inspiration & Incarnation 1
Mistakes to Avoid:
Mistake 1. Beginning with Genesis
Do not begin with Genesis. As I have stated elsewhere, I think the majority of textbooks and biblical overview courses make a pedagogical error in beginning with “In the beginning . . . ” In any other subject, you teach the basics first before you jump into the really difficult material. You don’t jump into Hamlet before you teach grammar and the basics of poetry.
What’s a rhyme? What’s a simile? What’s a metaphor? Am I reading a comedy or a tragedy? If Romeo & Juliet is really a love story, then why do they die in the end? If Hamlet is a tragedy, why are there so many funny moments? Is that another dirty joke? Err, I mean, Is that more ribald humor? How come the clowns aren’t funny? Continue reading “How to Teach Genesis 1 – Part I: Don’t Begin with “In the Beginning . . . “”
If Numbers 20 is read in isolation, God’s judgment that Moses not be allowed to enter the promised land seems disproportionate to Moses’s action of striking the rock in anger. Moses seems justified in being angry with Israelites and God’s response seems to be excessive and therefore unjust. Continue reading “Moses Strikes Out: Why was Moses not allowed into the Promised Land? (Exodus 17 & Numbers 20)”
While I highly recommend Michael Cosby’s Intepreting Biblical Literature (see my post on this textbook), I have yet to read a textbook where I agree with everything in it. In his chapter on the Primeval History or Genesis 1-11, Cosby writes the following, “The talking snake in Genesis 3:1-5 is merely that — a snake.”
So, when we get to this moment in a classroom setting, I usually put this quote on the screen followed by the question in my title:
When is a snake not just a snake? Continue reading “Genesis 3: When is a Snake not merely a Snake?”