Sunday, May 24, 2015

Intro to the New Testament "Leveling Course"

This last month (or, really, most of the semester) has been full to the brim with teaching, class prep, and other work responsibilities here, but thankfully I am beginning to see the light at the end of the tunnel of the semester! This week, on Thursday and Saturday, I taught an 8-hour "leveling course" in Introduction to the New Testament. These "leveling courses" are designed for students from our Ministerial Institute of Medellín (IMM) program (our five semester basic Bible Institute program that students can attend on Saturday mornings or weekday evenings) who hope to now study the complete undergraduate program in theology. Over the course of this semester they have had the opportunity to take up to eight of these courses which seek to deepen their knowledge and make up for competencies that they didn't cover in the IMM program. This gives them the chance to enter the undergraduate program with up to 20 credits already under their belt.

We have 16 students who are going through these courses and, while not all have the financial resources to enter into the undergraduate program right away, or at least not full time, I think we will have good enrollment for the coming semester with a lot of them starting full time studies.

Given that the IMM program has a very strong biblical studies component, I didn't have to cover any of the basic introduction to the content of the New Testament books, but rather cover a few things that make up part of the New Testament Intro course here as it relates to the academic study of the New Testament. While I am sure that doesn't sound particularly exciting, it's very helpful information for enabling them to navigate the different commentaries they'll be using in further New Testament courses (or in preparing sermons or discipleship classes) and understand a bit of the context of some of the quite confusing discussions found therein.

Basically we covered three main areas:

First, an overview of textual criticism of the New Testament. Textual criticism is the study of the different manuscripts to establish what the New Testament originally said by comparing the different small variations from the ancient manuscripts we possess from different times and geographical regions. While this can consternation in students at first when they realize that there are a number of small errors that have become part of their most well-loved Bible translations (especially the Reina-Valera 1960; the KJV and NKJV in English have the same issues), the reality is that by having so many copies of the New Testament from early on in diverse regions we can actually determine with great certainty what the New Testament originally said (for example, this is why most modern translations omit or put explanatory notes regarding Acts 8:37, part of 1 John 5:7-8, Mark 16:9-20, and John 7:53-8:11). I know this class won't give my students many tools to evaluate the evidence for themselves (especially not knowing Greek), but I hope to at least have given them the ability to understand what commentaries are talking about on these points and to respond to the pastoral questions that arise when someone runs across these ideas and starts wondering whether they can really trust the Bibles we have today.

Second, we looked at historical-literary criticism of the New Testament, specifically form, source, redaction, and literary criticism, as well as touching on a couple of other issues such as pseudepigraphy, the idea that some epistles were written by different people than their supposed authors. This is one of the parts of seminary that many students would probably prefer to avoid, but it is actually crucial if we are to understand and respond to historical skepticism regarding the New Testament documents, especially the gospels (such as Bart Ehrman's books, for one). We looked at the presuppositions beyond these academic approaches to studying the New Testament, what positive things we can learn from each approach, and what dangers can arise from uncritically accepting each approach wholesale. Especially interesting was applying these methods to a study of parallel passages in the gospels, applying redaction criticism to the story of the rich young ruler and literary criticism to the portrayal of the end of Jesus' life on the cross, looking at how each writer portrays Jesus' death as part of his overall narrative portrayal of Jesus. We talked a lot about the importance of finding complementary perspectives in the diversity of the New Testament instead of assuming there is a contradiction that the text never actually explicitly affirms.

Third, we looked at some basics on the historical context of the New Testament, looking at the history of intertestamental judaism and the philosophical and religious context of the Greco-Roman world. This part was unfortunately too brief, but students said it helped unify a bunch of bits of information they had heard here and there in past, fitting it into a coherent framework.

Overall, the course went well. What most impressed me was how much students participated and the great questions that they had throughout. While Saturday was a long day with almost 6 hours of class, I can see that these students are both bright and pastorally minded, just the kind of people that will make great students as they transition to our undergraduate program.

Sunday, April 19, 2015

Intensive course on how to study the Bible in Valle de Cauca

My Methods of Bible Study II group.

This past Tuesday through Friday I traveled to the department (Colombian equivalent of a state) of Valle de Cauca to teach a continuing education class for a group of pastors from the Evangelical Missionary Union of Colombia. The denomination has three large meetings per year at their camp in the eastern part of this department, about an hour and a half east of Cali, the third largest city in Colombia. The first two days of their meetings deal with matters within the denomination and in the final three days they divide into four groups to study different diploma programs, two groups studying diplomas in Biblical Interpretation, one group in Old Testament, and one group in Counseling, with the first three groups being taught by professors from the Biblical Seminary of Colombia (my seminary) and the counseling group being taught by professors from the Baptist seminary in Cali. They also have services each evening, and I got to preach on Jonah last Tuesday night.

Praying to finish my sermon on Jonah.

To give a bit of background on the denomination, they are particularly strong in this region of Colombia and, as is the case with many denominations here, have a generally Wesleyan theological perspective with some Pentecostal influences, especially stylistically in music and prayer (the continuing ed director told me they were “pentecostalized” rather than Pentecostal per se, since who counts as Pentecostal or charismatic can be very fuzzy in Latin America). They are strongest in the departments of Valle de Cauca and Cauca with influence extending in all directions from there. This location gives them an interesting ethnic makeup, having a very significant Afro-Colombian presence and some significant ministries among indigenous groups as well. One pastor in my class, for example, had worked in various towns, including a stint among an indigenous group in the Pacific coastal region.

Given their geographical location, many ministers are also on the front lines doing ministry in regions that are known for being caliente—that is, “hot”—regions where there has been a history of armed confrontations between the army and the FARC guerrillas. This region is not far from some of the rural mountain areas where the FARC originally started and have had some of their most consistent presence. Since I was at a camp or retreat center and travelling with two other professors from the seminary, I did not feel any particularly significant risk being in the region. Most armed confrontations take place exclusively between the army and the guerrilla, whereas the most common effect on civilians who live there are extortion or robbery, although in some areas with stronger guerrilla presence robbery and other run of the mill crimes are actually low, since thiefs who disrupt the order imposed by the guerrilla may not be spared. To put it in Colombian terms, I didn’t have any problems because I wasn’t dando papaya—“giving papaya”—an idiomatic way of saying when someone is “asking for it” by putting themselves in a situation where someone would want to take advantage of them, like strolling through town by myself as a foreigner or visibly displaying money.

(While I didn’t know it at the time of the class, there was a FARC attack on the army on Tuesday night in the department of Cauca to the south of Cali, killing 11 soldiers and imperiling the progress in the peace talks between the FARC and the government. Please pray for wisdom for Colombia’s leaders in how to best respond and for lasting peace and reconciliation in Colombian society.)

With that background, back to the course. Methods of Bible Study II was the fourth course in the Biblical Interpretation diploma. They started with an introductory module a year ago, took a course on Literary Genres last September (the course I taught in early March elsewhere), studied Methods of Bible Study I last December, will take a course on Applying the Bible this September, and will finish with a final course on Biblical Theology this December. In my group were 31 pastors, all of whom have at least 10 years of ministry experience.

Their first methods course covered the inductive Bible study method, using Philemon as their text they worked on throughout the 15 hours of class. My course looked more in depth at different aspects of the historical context, literary context, other literary features of texts, identifying the main idea and theological principles of a passage, and then briefly touched on application of these principles (which they’ll look at in more depth in the next class). We used Haggai as our text to which we applied the different concepts, which turned out to be a great choice.

A few of the ways we got to see how these aspects provided a deeper reading of Haggai were:
  • We saw how the historical circumstance of drought was explicitly connected with the problem of priorities in Haggai’s hearers in Haggai 1. In theory they thought rebuilding the temple was a good idea, but said the time wasn’t right because of their economic problems. God’s message to them was that they had it precisely backward—their economic problems were the result of their failure to prioritize the temple project, not a legitimate pretext for delaying that project. God drives this point home by intentionally choosing to call the temple his “house,” setting up a contrast between their attitude toward their own houses versus their neglect of God’s house.
  • We also worked to identify the main idea of Haggai 1. While it sounds simple to identify what the passage is talking about and what it says about what it’s talking about, it can actually be quite tricky in practice. Students invariably struggle with putting the main idea in one sentence, but I have found it is one of the most important steps. This exercise helps students synthesize all the details they’ve learned from the study of the historical and literary contexts.
  • We looked at the significance of the fact that the political leader of Israel was a governor under a foreign king rather than a king himself and how this showed an incomplete restoration of the nation. Later we looked at the prophecy in 2:20-23 to that governor, Zerubbabel, compared with the background in Jeremiah 22:24-30. By looking at this literary context of Haggai among the other prophets, we saw how Haggai’s message shows God’s reaffirmation of the Davidic covenantal promise to the post-exilic generation, reversing the curse on Jehoiachin (Zerubbabel’s grandfather), one of the last kings of Judah before the exile.
  • I had students read 2:1-9 in three translations and discuss how each understood 2:7 (“Desire of the nations” or “wealth of the nations”), seeking clues for understanding the phrase in its immediate context and how it impacts the interpretation of the prophecy. This was the part that caused the most consternation as many students didn’t want to even consider the possibility that 2:7 may not be messianic. I think there is likely at least some messianic element or undertone to the passage (in 2:9 at least, and given the use of 2:6 in Hebrews 12:26), but am not entirely positive whether it’s best to see that in 2:7 itself, so I sought to show how the different readings understood the passage and how to use comparative analysis of translations to identify interpretive issues when one doesn’t know Hebrew or Greek.
  • We looked at the comparisons between Deuteronomy 28 and the consequences Haggai’s hearers faced to understand the blessings and curses of the Law. Then we discussed the importance of knowing where a text is in redemptive history and in what sense the teaching on blessings for obedience applies under the New Covenant. While we don’t have specific promises related to fruitful harvests in a promised land (since we live as exiles on the earth awaiting a heavenly inheritance), God does urge us to seek first his kingdom trusting that he will supply our needs (Matthew 6:33) and he does indicate that he still uses adverse circumstances as a form of discipline (Hebrews 12), whether directly for a specific sin or for more general character formation.
  • We noted the importance of paying attention to the historical moment of a message, such as that Haggai’s first two prophecies occurred on Jewish feast days (the New Moon and the seventh day of the Feast of Tabernacles) and that the name Haggai means “festal”. This points out the importance of the temple project for Israel’s religious life and relationship with God.
  • We saw how there is a general pattern in Haggai of how in the face of the people's necessity, in each of the four prophecies God responds with his grace, promising his presence, blessing, or faithfulness. While Haggai emphasizes the need for human response, he does so in a way that clearly highlights God's grace in the face of our spiritual and practical needs (note especially 1:13 for God's role in stirring their hearts to respond!).
Overall, the course went well and students commented that they were challenged both in learning some new approaches to interpretation and also in the powerful message of Haggai regarding proper priorities in life. I pray that this course has served as another step in learning to be better readers of Scripture and more faithful preachers and teachers. It was a tremendous blessing to be a part of training so many people with a passion for the gospel and serving in what are often quite difficult contexts.




Afternoon soccer game amongst the different pastors. They were surprised I actually played decently. Playing since kindergarten has paid off in Colombia!
Camp/retreat center facilities.

View from the car of agricultural region in the Valle de Cauca. The valley there is one of the largest in Colombia and is known across the whole country simply as "the valley". This region grows almost exclusively sugar cane, and at times we saw trucks with five or six trailers attached that were hauling sugar cane away from the farms. I'm not sure how they can possibly drive them safely, but I'm sure they find a way.


Thursday, March 12, 2015

Intensive Course in Puerto Libertador

This past weekend I traveled to Puerto Libertador, Colombia to teach the second of five modules in a diploma program in Biblical Interpretation. Here’s a not so brief rundown of the experience and the reality of this small Colombian town that I got to know firsthand.

Center of Puerto Libertador. The church I taught at is the white building in the back center-left.

The Church Context

Puerto Libertador is a city of around 15,000 people (according to the pastor) with a number of smaller villages or settlements nearby (which are called veredas in Spanish). There's quite a bit of agriculture in the region, as well as mining (an activity that has caused significant environmental issues, such as sedimentation of the river). The temperature seems to reach the upper 90s most of the time, making for a strong desire to do nearly nothing in the afternoon!

View of the city from my hotel at sunrise.

The denomination with the greatest influence in the region is the AIEC, or Association of Evangelical Churches of the Carribean, a denomination whose origins go back to mission work through Latin America Mission. The course was held at the central church in Puerto Libertador, a church that has been around for 55 years and has planted churches in all of the surrounding areas in the region. Even in the smallest of outlying villages, they have a church in nearly every one. This central church has around 450 regular attenders, a sign of its vitality in a town of its size.

The pastor of the central church, Pastor Olger, is a graduate of the one year online post-graduate program of the Biblical Seminary of Colombia in Ethics and Christian Thought. He has a passion for the Bible and hopes to study in the Master’s program in Biblical Interpretation we are developing here at the seminary once it gets approved by the government, as he really wants to learn Greek and Hebrew and go deeper in biblical study.  

He is also the most organized pastor I have ever met. In the second half of each year he sets aside time to pray about the church’s needs and determine which themes need to be covered in the teaching for the coming year and how he can design series of expositional sermons to address these areas. He then spends a great deal of time studying the passages or books he plans to preach on, prepares sermons for the books as a whole, and prepares a book with all of his sermon outlines for the coming year which each church member brings with them on Sunday. This year, for example, they are spending around two months studying the second coming of Christ and will be studying the book of James, among other themes.

With Pastor Olger and his wife.

He told me that one of his big concerns is that most pastors here in Colombia do not take the time to really study the Bible in depth. One of his goals is to begin doing this annual sermon planning in conjunction with other pastors in the city and region so that all of the churches of the denomination preach about the same topics each year and those with more education can help those who have less. But, he said, there is a big difficulty—a lot of the pastors don’t have sufficient Bible training to be able to participate meaningfully in such planning or be able to understand the results of the work that others do in researching a biblical book. So, for example, if a pastor was given sermon notes that related the historical context of a passage to the message of the passage, the pastor needs to know what to do with that information.

This is where our involvement as a seminary comes into play. Pastor Olger, as a key regional leader, decided it would be a good idea to have a diploma in Biblical Interpretation with the seminary to help the pastors and other ministry leaders in the region learn how to be better readers of the Bible. Many don’t have much educational background, but he has sought to provide practical tools that can help them in learning to faithfully preach and teach from the Bible. The diploma program that the seminary offers really is a supplement to another theological education program that nearly all pastors in the AIEC are involved with called CIPEP, the Corporación Instituto para la Educación Pastoral (Institute Corporation for Pastoral Education). CIPEP is an online program run through the AIEC to bring basic Bible training to the pastors and ministry leaders throughout their denomination. Nonetheless, Pastor Olger saw a need for more training particularly in how to interpret the Bible with a lot of hands-on application applying the concepts to specific texts, so he sought our help.


The Students

For this module of the diploma program there were 45 students in attendance, mostly pastors, but a few other ministry leaders as well. I got to spend time with a couple of the students from the central church outside of the class setting and it was inspiring to hear their stories and the ways they are using their gifts to serve.

Jaime, for example, is 30 years old and serves as a worship leader and a regional coordinator for classes with CIPEP. He grew up very poor, as the youngest of seven children with no father in the picture. But he worked hard to get ahead, taught himself to play the keyboard, and eventually studied a short program in keyboard in the city of Montería. He also built his own house while engaged, got married, and he and his wife are expecting a child.

With Jaime at the church.

José Luis is another student I got to spend time with and is involved preaching occasionally at the central church in Puerto Libertador. He also is very excited to be one of the key local leaders that will work with Compassion International in opening a Center for Holistic Development in one of the underdeveloped neighborhoods just outside of town. They already have 200 kids lined up with sponsors, they just need to build the center later this year and begin ministry. This will be a tremendous blessing to the region considering the serious socioeconomic needs there and the strong Christian presence in the region to provide a solid spiritual support for the sponsored kids.

Eating ice cream with José Luis's family; here pictured is his son Alejo.

The Course

The module I taught covered the interpretation of different literary genres of the Bible. Due to various factors, including the heat, we had to abbreviate the course from 16 hours to about 12 or 13, requiring some last minute modifications. As with any new course, some things worked well and others didn’t click so easily.

Students working on a group activity putting into practice what they learned.


Some activities that worked well:
  • Discussions of the impact of the use of similes, metaphors, and parallelism in the psalms, using Ps 102 and Ps 57 as examples. (For example, to see how big a difference parallelism makes in communicating the message, try reading the first line of each verse in Ps 57 without the rest of the lines. The message is basically coherent, but has nothing of the same power. )
  • Looking at what we can learn about the problem that provoked the writing of Colossians by studying Col 2:8-23 and then using this information to go back and interpret other aspects of the letter in the light of this historical context.
  • The importance of historical context for interpreting prophecies directed toward the people of the prophet’s generation, using Isaiah 1:10-20 as a case study.
  • Looking at examples that show that most Proverbs don’t function as absolute promises. For example, what do we do with Prov 14:11: “The house of the wicked will be destroyed, but the tent of the upright will flourish”? In a country where over 10% of the population has been internally displaced, it’s essential to see that these are not absolute promises for earthly life, but point to God’s role in bringing about justice, something that will only happen fully when Christ returns, but that sometimes is experienced in the here and now. Likewise, we looked at Prov 22:6, “Train up a child in the way he should go, and when he is old he will not depart from it”, a verse that highlights the importance of childhood in character formation, but can often lead to a false sense of guilt when people who did their best to raise their kids to follow God see their children abandon their faith.
Students working on another group activity.

Brainstorming problems that Paul responded to in Colossians 2:8-23.



Some areas where students struggled:
  • I was surprised that students had a bit of a tough time with the concept of identifying the structure of biblical narratives, showing the antecedents to the story, the conflict that begins the action of the story, the intensification of the action, the climax, and the resolution.
  • Interpretation of prophecies for the distant future (distant from the perspective of the prophet). As was expected with these prophecies, the example we looked at from Micah 5:1-7 raised a lot more questions than we could easily resolve. For example, what do we do with the fact that 5:2 is a Messianic prophecy, but 5:5-6 talks about this king providing protection from the Assyrians, a people that no longer existed as such at Jesus’ first coming? I see this as a symbolic way of talking about how Jesus provides protection against any enemy of the people of God, since the Assyrians were the prime enemy of Israel in Micah’s day. Yet there are a lot of tricky hermeneutical issues involved that obviously couldn’t be addressed in an hour.

Visiting Pastor Moisés and his wife Narcisa at their home in one of the veredas outside Puerto Libertador. He is a seminary graduate who also attended the course and is involved in pastoral training through CIPEP.

Thank you to those who prayed for me throughout the course! The heat didn’t end up being as big an issue for me as expected, and overall it was a very positive experience. I also got to preach at the central church on Sunday, using a sermon I had previously preached at my church in Medellín on what we learn through the book of Jonah about God’s merciful character and how we ought to respond to that character by participating in God's mission.

Sunday worship service at the central church.

One last note: As can be seen by these photos, the airport I flew into was the smallest I have ever seen in my life (it just opened in December). They had no X-ray scanner, scanned my ID but wrote out my boarding pass by hand, and had no flight attendants on the 17 passenger plane. Add to that a harrowing descent into Medellín and it made for quite the unique flying experience.

The entirety of the airport building in the town of Montelíbano, Colombia.

Boarding the tiny plane to fly back to Medellín.




Monday, December 29, 2014

Year-end spiritual reflections, part 2: On asceticism and weakness

My first blog of year-end spiritual reflections focused on some key things I have been thinking about related to hospitality and defeatism. Today I want to share a few more key things that God has brought to my mind in the past few months.


On asceticism

I have slowly been reading some chapters from Thomas Merton’s spiritual classic No Man Is An Island. Merton was a Trappist monk (a type of Catholic) and often has a mix of ideas that I find unhelpful along with the truly brilliant and biblical. One of the more helpful chapters I have read in No Man Is An Island is a chapter on asceticism and sacrifice. Asceticism, to say the least, has fallen out of favor in the contemporary world, including evangelical Christianity. We live in a time when people generally find denying our pleasures to be pathological rather than a helpful aspect of character development.

What I find helpful in Merton’s discussion is that he says that asceticism is a way to truly enable us to give ourselves to God. He doesn’t deny the goodness of creation, but focuses on how we relate to creation, taking cues from the way Paul talks in 1 Corinthians 7:31 about enjoying the things of the world, but living as though we had them not. On the flip side, Merton says that many ascetics don’t use the things of the world, but live at though they did use them. That is, they’re so obsessed with the fleshly desire they are avoiding that they haven’t truly given themselves to God.

I see two key applications of these ideas. First, the Christian life needs to be centered on a vision of communion with God, not on the avoidance of certain wrong things or misguided pleasures. There is a place for rules, for telling people what to do and what to avoid. But if we are to truly grow in grace, we need to be motivated by a deep hunger to not just do the right thing, but to know Jesus and be conformed to his image.

Second, amidst much good theological work that has been done on the theme of “theology of culture” and enjoying the good gifts of God’s creation as part of our spirituality, I worry that some of the evangelical subculture is slipping into a complacency with hedonism in the name of spirituality. For example, people can justify an inordinate focus on gourmet coffee, craft beer, the outdoors (my characteristic temptation!), or even the arts in the name of enjoying the good gifts of God’s creation. I’m not inherently against any of those things (especially the outdoors and the arts), but my experience living in countries with higher poverty rates makes me sometimes think we maybe need to takes ourselves and our preferences a little less seriously at times. Maybe the more spiritual thing I could do is drink cheap coffee, abstain from Starbucks, save money by being a teetotaler (no, that’s not inherently legalistic), enjoy the outdoors for my health and pleasure within reason without making it my idol, and enjoy music and art without breaking my budget to do so. I could then give the difference to the church or a Christian agency providing micro-loans for the poor (or get myself out of debt). I don’t say this in judgment of anyone who happens to enjoy any of these things. There are way more factors involved than pure economic reasons—I often go to coffee shops for the social benefit, which I can often justify. This is a prudential issue of character focus, not an area with clearly defined right and wrong rules. I have to look in my heart and see why I do what I do, and leave others’ heart condition to them and God. I just raise the issue because I often see a despising of asceticism and simple living as “legalistic” while most of the world suffers in poverty, and that is something I know I for one need to take seriously.


On weakness

One of the best books I read while part of the Avance mission program in Mexico was the missiologist David Bosch’s A Spirituality of the Road. Bosch looks at key issues in missionary spirituality, with a special emphasis on Paul’s example in 2 Corinthians. For a short sermon at the end of the semester assembly for the Saturday Bible institute in November, I decided to preach on the theme of weakness and power in ministry, looking at 2 Corinthians.

Paul says in 2 Corinthians 4:7-12, “But we have this treasure in jars of clay to show that this all-surpassing power is from God and not from us. We are hard pressed on every side, but not crushed; perplexed, but not in despair; persecuted, but not abandoned; struck down, but not destroyed. We always carry around in our body the death of Jesus, so that the life of Jesus may also be revealed in our body. For we who are alive are always being given over to death for Jesus’ sake, so that his life may also be revealed in our mortal body. So then, death is at work in us, but life is at work in you.”

I find it fascinating that God chooses weak vessels to make known his power. Often in the church we seem to think that we need a “powerful” testimony in order to be used by God. We need God to have done something big and miraculous. Those of us who grew up in the church often struggle with the feeling that we don’t have a testimony, or what we have isn’t quite up to par. Yet I think what Paul is getting at in this passage is that often the most powerful testimony of the death and resurrection of Jesus is not the person who has had all their problems miraculously whisked away—though that can be powerful at times—but the person who stays faithful in the midst of tribulation, carrying around in their body Jesus’ death so that Jesus’ life may be revealed in them.

How often do we look at the Christian life that way? How often do we look at our challenges as a chance to manifest Jesus’ life in the midst of the outward “death” we experience? For that matter, how do we experience our tribulations? If I were to honestly describe my current life as one of being hard pressed, perplexed, persecuted, and struck down, as Paul did in 4:8-9, would I think there was something wrong in my spiritual life? Or would I see that as a natural part of the journey of discipleship? Ultimately, Paul thinks it’s rather normal, especially in the case of those in ministry positions. But he can find hope in the promise of the resurrection: “because we know that the one who raised the Lord Jesus from the dead will also raise us with Jesus and present us with you to himself” (4:14). As we live a life under the cross, we can find hope in our future resurrection. This is what ought to sustain the work of those in ministry. As Paul said elsewhere, capping off his magnificent explanation of Jesus’ resurrection and its significance, “Therefore [in view of the resurrection], my dear brothers and sisters, stand firm. Let nothing move you. Always give yourselves fully to the work of the Lord, because you know that your labor in the Lord is not in vain” (1 Corinthians 15:58).

2014 reading: My top 10 books of the year

Like every professor, I love to read! I read over 30 books in 2014, and thought I’d give a list of the top 10 best books I read this year (or at least most helpful to me) with some brief reviews to stimulate your own intellectual curiosity and give a little insight into the theologians and other authors I’ve been wrestling with in 2014.

1. Timothy Tennent, Theology in the Context of World Christianity. (almost finished)

I had read a few chapters of Tennent’s book in seminary and read almost all of it this year. Tennent seeks to theologically reflect on the key areas of Christian theology in dialogue with issues that come up in religiously diverse contexts around the world. For example, how do we respond to the question of whether Christians and Muslims worship the same God when their views of God share some but not all of the divine attributes? Or, how do we explain the atonement in a culture that focuses on honor and shame more than forgiveness and guilt? What is the relation between guilt and shame in biblical theology? Or, perhaps most provocatively, does the Bible really require us to say that all non-Christians religions hold to a form of works-based salvation as goes the popular apologetic argument for the gospel? What about True Pure Land Buddhism that seems to hold to some kind of salvation by grace through faith?

Tennent’s attempt to engage the questions is brilliant and his arguments largely convincing. For example, he shows that we can’t just choose between guilt or shame as arbitrary models for the atonement, but that both are aspects of the broader biblical teaching that must be taken into account. In the case of True Pure Land Buddhism, he shows how the diagnosis of the human problem and the identity of the savior are the absolutely essential differences between it and Christianity—Buddhism rejects a Christian view of sin and the Amida Buddha (their savior figure) simply doesn’t have the necessary qualities to be able to save. This is important, because many Christians fall into the wrong idea that it is the act of faith that ultimately saves us rather than the object of our faith. That is, faith is a subjective condition for salvation, but faith is in vain if it doesn’t grasp onto the correct object, the savior Jesus Christ and his saving work. I highly recommend this book for anyone thinking through issues of theological evaluation of religious diversity and as a model of how to expand our ways of thinking about theology without rejecting the good parts of traditional western theology.

2. Daniel Doriani, Putting the Truth to Work: The Theory and Practice of Biblical Application.

I had also read about half of Doriani’s book in seminary, but finally got around to reading the whole thing in preparation for my Biblical Interpretation course. Simply put, I have never seen another book as well-balanced and comprehensive in considering the tricky issues around how to apply the Bible to contemporary life. One of the things I like best about Doriani’s approach is that he recognizes that narratives can establish doctrinal and ethical teaching, something that Gordon Fee and Douglas Stuart, in their otherwise excellent book (see #6 below), are rather hesitant about. I also find his approach helpful in avoiding interpreting narratives in allegorical ways but without denying that we can derive moral lessons from the characters. Rather, he shows that narratives can apply by showing us redemptive acts and/or by showing us models of good or bad conduct. The key is that the models of good or bad conduct have to do with the characters’ response to God (and often his covenants), not with reading into details of the story things that aren’t really there. He also has some great reflections on the application of Old Testament law today.

3. Stephen Brookfield, The Skillful Teacher. (almost finished)

This is a great book on college teaching, especially challenging me to consider how students experience my teaching. That is, how does the way I teach or lead discussion affect students emotionally, challenge them intellectually, motivate or fail to motivate them, etc.? There’s much more than that to the book and there are points where the author’s philosophical assumptions don’t line up with mine, but there is a lot more I can profit from on another read and put into practice.

4. David Bushnell, The Making of Modern Colombia.

Bushnell’s book is primarily a political history of modern Colombia with a substantial secondary focus on economic issues, starting with a brief introduction on the period before independence from Spain and then tracing the ups and downs in government from the independence period. Bushnell seeks to show that despite the well-known problems of violence and the drug trade, Colombia has actually been in many ways a remarkably functional country, both politically and economically. A couple of interesting insights I gained from the book:

First, Colombia has never had a strong left-wing or even populist political presence, and the few dictators it has had have been relatively moderate and short-lived. The traditional two strong parties of Colombian politics, the Liberals and Conservatives, often were very contentious, but they were really fairly centrist parties most of the time. In the 19th century, the big difference was that the Liberals tended to be more libertarian on economic policy, were actively hostile toward the political power of the Catholic Church, and tended to support a more federalist system of governance, whereas the Conservatives were closely allied with the Church, were more centrists, and were more pragmatic on economic policy. These ideological views morphed a bit in the 20th century, and today the traditional bipartisan split no longer holds.

Second, geography has played a huge role in the development and integration (or lack thereof) of Colombia. The largest cities are located in the hearts of large mountain ranges and separated by large valleys. This also contributed to strong regional cultures and made the development of road and railroad networks extremely difficult and expensive. To this day, ground transportation in Colombia takes a very, very long time by U.S. standards given the mountain topography and often marginal quality of roads. It’s not uncommon on mountain highways to have long sections where you can only average 15-30 kilometers/hour since there’s only one lane on each side, the grade is steep, and there is a large amount of semi-truck traffic.

Overall, a great book, though a bit out of date on contemporary issues, since it was published in 1993.

5. Fred Sanders, The Deep Things of God: How the Trinity Changes Everything.

Sanders, a theology professor at Biola, seeks to show the relevance of the doctrine of the Trinity to the Christian life and how we think about our salvation. I don’t know if I would quite call it “accessible” to your average churchgoer, but for those who like to read books about and think about their faith, this is a great short read that people without a seminary education can understand. Another added bonus is that Sanders intentionally focuses on drawing on theologians from the evangelical tradition to show how evangelicals have always been robustly trinitarian, even if we don’t talk about the Trinity explicitly that often. In this way he shows the ongoing value of many theologians often looked down on or ignored in contemporary discussions, such as the authors of The Fundamentals, the famous publications from the fundamentalist-modernist controversy of the early 20th century.

6. Gordon Fee and Douglas Stuart, Lectura eficaz de la Biblia.

This is the Spanish translation of How to Read the Bible for All It’s Worth, a primer on biblical interpretation that focuses on how to properly read the different literary genres of Scripture. I had heard it mentioned since college, but always had to read other books in my Biblical Interpretation classes. Occasionally I have some minor disagreements with Fee and Stuart, but this is about the best single book (it’s around 300 pages) that I could recommend for someone wanting to know how to responsibly interpret the Bible.

7. Douglas Davies, An Introduction to Mormonism.

Of the different books I read on other religions in preparation for my Religious Systems course, this was definitely the best and most academic, being published by Cambridge University Press. The single most helpful thing in this book is Davies’s distinction between the largely Protestant millenarian vision of Mormonism that we see in the Book of Mormon, which fails to introduce many big doctrinal innovations, and the ritualistic temple version of Mormonism that we find in Doctrine and Covenants, a Mormon holy book made up of a collection of prophetic words supposedly received by Joseph Smith and other church leaders throughout the first decades of the LDS church. This makes a lot of good historical sense for one like myself who doesn’t accept these revelations as legitimate—Joseph Smith started with a fanciful tale of Jesus’ actions in the Americas and then developed a whole new institutional framework later that made for an ever more “sacramental” system, thus strengthening the institutional LDS church.

In many ways these two components to Mormon doctrine correspond to the distinction between the Mormon missionary message, which focuses on the Book of Mormon, and the message of temple Mormonism (with baptisms for the dead, temple marriage, endowments, and the Aaronic and Melchizedek priesthoods), which becomes the focus for Mormons more and more as they spend time in the church. Thus, it explains why Mormon missionaries can often sound so similar to evangelicals (though with an added Scriptural book), but then the focus in Mormon spiritual life for the truly committed can be so focused elsewhere.

8. Alasdair MacIntyre, After Virtue.

MacIntyre’s classic book on ethical theory had been sitting on my shelf for around ten years after an abortive attempt to read it in college. His argument is dense and complex, but the most important contribution for me was his clear argument for why any vision of ethics that excludes teleology (a vision of what human nature is and what it is made for) fails. I think his vision of virtue ethics is largely convincing, though in need of supplementing by a modified divine command theory of specific moral obligations. Such an explicitly theistic basis for ethics would give more coherence to his vision. (To his credit, he is a believing Catholic and would not deny the theological dimension, it just doesn’t factor prominently in the argument).

9. Reza Aslan, No god but God.

Aslan’s book on the history of Islam is incredibly readable and helpful. Aslan is clearly an advocate of a more progressive vision of Islam, calling for a reformation of sorts and the rejection of much traditional interpretation of the Qur’an, interpretations that he sees as illegitimately imposed on the Islamic community centuries after the time of Muhammad when individual interpretation was essentially banned and questionable traditions about the prophet’s life were solidified. Whether Aslan’s interpretation is ultimately the best or not regarding the validity or lack thereof on the sources of Islamic law, this is a great first place to go if you want to try to understand the early history and subsequent development of Islam, and especially why intelligent westerners might find Islam or the example of Muhammad attractive as a model by which to live their lives.

10. Kenneth Keathley, Salvation and Sovereignty: A Molinist Approach.

Keathley, a Southern Baptist theologian, seeks to trace out a middle ground between Calvinism and Arminianism and show how Molinism—a school of thought going back to the Jesuit Luis de Molina—can help do so. Molinism has long been a hot topic in philosophy of religion, but the value I found in this book was the way Keathley explicitly unpacked Molinism in theological terms. That is, he tries to show what resources it provides for answering theological questions and doesn’t spend all his time talking about the key philosophical points. I am fairly sympathetic to a version of Molinism myself and found Keathley’s way of describing it generally helpful and less speculative than William Lane Craig’s version of Molinism (for those who know the discussion, I find Craig’s belief in transworld damnation extremely speculative).

There are weak points to the book—I thought the chapter on perseverance was not particularly well argued even though I lean toward agreeing with his affirmation of what is usually considered a Calvinistic view of perseverance, and his attempt to cast Molinism as an alternative to Arminianism is a bit odd, since I think it is really a variant of Arminianism (and some scholars argue Arminius was a Molinist)—just the variant that is closest to Calvinism. With that said, for my Calvinist friends I think this book shows a clear example of a non-Calvinist who holds to a very strong version of God’s sovereignty and clearly avoids anything close to Pelagianism, something Arminians are often accused of. Whether it’s ultimately persuasive or not to a reader, it is a good explanation of a lesser-known option.


List of books read in 2014 (asterisked are books in above list, some partially read books not included)

Religious Systems class background reading
Anderson, Norman. Las religiones del mundo.
*Aslan, Reza. No god but God.
Braswell, George. Guia Holman de las religiones del mundo.
*Davies, Douglas. An Introduction to Mormonism.
Groothuis, Douglas. Confronting the New Age.
Harris, Sam. The End of Faith.
LDS Church. Our Heritage: A History of the Church of Jesus Christ of Latter Day Saints.
McElveen, Floyd. The Mormon Illusion.
Pearcey, Nancy. Total Truth (partially read)
Rhodes, Ron. Reasoning from the Scriptures with the Jehovah’s Witnesses.
*Tennent, Timothy. Theology in the Context of World Christianity. (mostly read)

Biblical Interpretation class background reading
De la Fuente, Tomás. Claves de interpretación bíblica.
*Doriani, Daniel. Putting the Truth to Work.
*Fee, Gordon and Stuart, Douglas. Lectura eficaz de la Biblia.

Ethics course background reading
Hays, Richard. The Moral Vision of the New Testament. (about 2/3 read)
Hill, Wesley. Washed and Waiting: Reflections on Christian Faithfulness and Homosexuality.

Other theology and philosophy
Carson, D.A. The Difficult Doctrine of the Love of God. (half read)
Carson, D.A. Showing the Spirit. (half read)
Feinberg, John. No One Like Him. (about 2/3 read)
*Keathley, Kenneth. Salvation and Sovereignty.
Lister, Rob. God is Impassible and Impassioned.
Lusk, Rich. Paedofaith.
*MacIntyre, Alisdaire. After Virtue.
McCall, Tom. Forsaken: The Trinity, the Cross, and Why it Matters
Mitchell, Basil. Faith and Criticism.
*Sanders, Fred. The Deep Things of God.
Taylor, Charles. Sources of the Self: the Making of the Modern Identity. (1/3 read)
Zagzebski, Linda. Omnisubjectivity.

Christian living
Foster, Richard. Celebration of Discipline.
Keller, Tim. Encounters With Jesus.
Merton, Thomas. No Man Is an Island. (1/3 read)
Nouwen, Henri. Out of Solitude.
Sumner, Sarah. Just How Married Do You Want to Be?

Teaching
*Brookfield, Stephen. The Skillful Teacher. (mostly read)
Vella, Jane. Taking Learning to Task. (half read)

Fiction
Achebe, Chinua. A Man of the People.

Colombia

*Bushnell, David. The Making of Modern Colombia.