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Are the Seven Days of Creation Literal?

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Are the Seven Days of Creation Literal?

maxresdefaultThe more I study Genesis, the more I am convinced that we often come to the Creation story (and other biblical texts) with the wrong questions. How one answers the question, “Are the seven days of Creation literal?”, can determine in some people’s minds whether a person is orthodox or not. To some it is a question of believing or not believing in the authority of the Bible. Perhaps “wrong” is too strong a word in my above statement. Given our 21st century mindset, and the Creation-Science debate, the question of whether Creation took place in seven days seems to be perfectly logical. My point is that we often fail to examine the presuppositions that lie behind some of the questions we ask. If we fail to examine the presuppositions behind our questions, we are in danger of bringing our own agenda to the biblical text and expecting answers that the text may not be addressing. In other words, since the age of Enlightenment we are predisposed to ask questions about the material origins of things. Where did this come from and how did it happen? These are perfectly good questions but we mustn’t assume that they are the same questions people in the ancient world would ask. I am of the mindset that we should first seek to understand what the Bible means in its ancient context. I have written elsewhere on the importance of biblical backgrounds and understanding the culture of the ancient world (see here. You can also click on “Bible backgrounds” for other articles). Just as most people need the ancient Hebrew translated into a modern language they can understand, so it is important to translate (as much as is possible based on our current state of knowledge) an understanding of ancient Near Eastern culture (the culture in which the Bible was birthed). Once we can determine the ancient context and what a story would have meant to the original audience, it becomes an easier task to see what it is saying to us today. After all, if we come with our own agenda and seek to place an artificial grid over the text through which it must be interpreted, we can make the Bible say anything we like. My purpose in this article is to first examine what Genesis 1 meant in its ancient Israelite (Near Eastern) context, and then to return to the question of whether Genesis is teaching that Creation took place in a literal 7-day period.

The Connection Between Creation Stories and Building Temples

Walton's book explores the connection between Creation and the Cosmos with Temples and their importance. His book is available at Amazon USA / UK and Logos/Faithlife.
Walton’s book explores the connection between Creation and the Cosmos with Temples and their importance. His book is available at Amazon USA / UK and Logos/Faithlife.

Ancient Mesopotamian, Canaanite, and Egyptian literature all share the common trait of viewing the temples of their various gods as being the hub of the cosmos (the world as they knew it). John Walton states, “Throughout the ancient world, the temple was a significant part of the cosmic landscape. It was considered to be at the center of the cosmos, the place from which the cosmos was controlled, and a small model of the cosmos—a microcosm” (Walton, J. H. (2011). Genesis 1 as Ancient Cosmology (p. 100). Winona Lake, IN: Eisenbrauns). The building of ancient temples are described in cosmic terms with their tops in the heavens and their roots in the world below (the netherworld). Temples were viewed as the foundation of the cosmos and the bond that held everything together. Temples were pictured as sources of life-giving water and thus were providers of the fertility of the land. From the temple the god controlled the fertility of the land. Most importantly for our purposes here Walton notes that, “The interrelationship between cosmos and temple is also evidenced by the fact that accounts of origins often include accounts of temple building, with temple building at times being at the climax of the origin account or even serving as the purpose for creation” (Walton, J. H., Genesis 1 as Ancient Cosmology p. 107). Walton not only makes these observations, but gives plenty of evidence by quoting from ancient sources. Check out his book if you’re interested in reading the actual sources. Another way of summing up the importance of the connection between creation and temple building is the quote cited by Walton from Coote and Ord which states,  “The temple is the focal point of creation in nearly every account available to us“(p. 107, emphasis mine).

Temples, Resting, and 7 Days

Stories about Creation have connections with stories about building temples. This not only includes pagan temples, but the tabernacle and the temple of Solomon as well.
Stories about Creation have connections with stories about building temples. This not only includes pagan temples, but the tabernacle and the temple of Solomon as well.

Two other features are significant regarding the temples in the ancient world. First a temple is the resting place of the god. Although rest can imply different things since ancient gods had many human qualities, most importantly rest communicates the concept of rule. As when a god rests on his throne in the temple. This is not for the purpose of taking a nap, but for ruling. The other significant feature is that several accounts of ancient temple building relate it to a seven day inauguration period at the end of which the god comes to dwell in the temple.

To this point we have noted connections between Creation and temple building and the concepts of rest (meaning rule) and seven days. However, all of this has been in reference to literature of the ancient Near East. The evidence referred to is not to say that the Bible has borrowed from the Creation myths or temple building stories of the nations around them, as much as it is to note that these things are part of the culture of the times. These ideas are in the “atmosphere” of the ancient world and as such Israel partakes of similar ideas (though distinct in other ways). This is where some, especially those who think of themselves as Bible fundamentalists, become uncomfortable. Before moving to the biblical evidence (which will hopefully satisfy those who are skeptical), I think it’s important to take a short rabbit trail and talk about the importance of understanding another culture.

Although people today have different beliefs about various things, they share certain cultural language and understandings. If I say I have taken a flight from Paris to Atlanta, everyone knows that I booked a flight on an airline and flew in a plane to Atlanta. I don’t have to explain myself in detail. I don’t have to mention that I had to go through a security check. Everyone knows that is part of the procedure. If I talk about my laptop or texting someone, or say I have taken a “selfie,” everyone knows what I mean without further explanation. However, if someone from the past could come and visit our 21st century culture (even from as short a time as 150 years ago), they would have no idea what I meant by any of these things. Our culture, our history, our language, would all need explaining. If I told someone from the past that I flew from Paris to Atlanta they might think I’m lying or claiming to be a god (because who can fly?), and they may not have any idea what Paris and Atlanta are. The same is true of the ancient world as we try and understand their culture and language. There are many concepts taken for granted because they were understood and didn’t need further explanation. Ancients understood the connection between Creation accounts and building temples. It was as much a part of their culture as selfies and laptops are a part of ours…no additional explanations were needed. This is why when we read Genesis 1:1-2:3 we do not automatically see that the Creation story is talking about God taking up residence in His temple. And if we preoccupy ourselves with questions from our own cultural standpoint (Are the seven days of Creation literal?), we will never hear the original message. We need “ears to hear” and it begins with understanding the culture and the signals that are in the language of the text that communicates its meaning.

The Ain Dara temple in Syria has many features similar to Solomon's temple.
The Ain Dara temple in Syria has many features similar to Solomon’s temple.

Before presenting the biblical side of this argument I’d like to illustrate what I have just stated above. God authorized Moses to build a tabernacle, a dwelling place that would symbolize His presence with His people (Exod. 25-27). We are told that the plans were given to Moses on the mount and he was to see that everything was made according to that pattern (Exod. 25:40; Heb. 8:5). Therefore the plan of the tabernacle came from God. When Solomon’s temple was constructed, it was built by following the plan of the tabernacle, except that it was twice as large. However, we know from Scripture that Solomon was aided by Hiram, King of Phoenecia, and his craftsmen (1 Kgs. 5:18; 1 Chron. 2:7). We also have evidence of temples built before the time of Solomon that resemble the plan of Solomon’s temple (see the picture at the left from Ain Dara). An article from Bible History Daily entitled “Searching for the Temple of King Solomon,” states, “the closest known parallel to the Temple of King Solomon is the ’Ain Dara temple in northern Syria. Nearly every aspect of the ’Ain Dara temple—its age, its size, its plan, its decoration—parallels the vivid description of the Temple of King Solomon in the Bible. In fact, Monson identified more than 30 architectural and decorative elements shared by the ’Ain Dara structure and the Jerusalem Temple described by the Biblical writers.” My point is that in some important ways, the Temple of Solomon was unique. However, in many other ways it resembled other temples that were part of the cultural heritage of the ancient Near East.  Similarly, the Creation story in Genesis 1:1-2:3 is unique (and it certainly proclaims a very unique theology), however, it also shares commonalities with the culture of its time in the way the story is told.

The Bible and Creation, Temple Building, 7 Days, and Rest

Although this is a humorous picture, it is an excellent illustration of how modern ideas can confuse the biblical message. God's rest does not indicate He was tired, but that He began to rule!
Although this is a humorous picture, it is an excellent illustration of how modern ideas can confuse the biblical message. God’s rest does not indicate He was tired, but that He began to rule!

Although I admittedly went on a bit of a rabbit trail above, I hope I have demonstrated that it is important to consider evidence presented to us from the ancient Near East when seeking to understand the culture in which the Bible was written. What I would now like to demonstrate is that the Bible makes the same equation between Creation, temple building, seven days and rest. Isaiah 66:1 connects several of these ideas. In this verse, Heaven is said to be God’s throne, while the earth is His footstool. The next question concerns building God a temple: “Where is the house that you will build for Me?” In other words, if the heavens and the earth are God’s temple, how can He be contained in a building? The final question in this verse connects the idea of rest with a temple when God asks: “And where is the place of My rest?” The image of throne mentioned earlier in this verse helps us to understand that God’s rest involves his rule over Creation (the heavens and the earth). Psalm 132:7-8 speaks about God’s tabernacle, which is referred to as His “footstool” (just as the earth was called God’s footstool in Isa. 66:1). The psalm goes on to picture the ark of the covenant being taken up to be put in the tabernacle with the words, “Arise O Lord, to Your resting place.” Later in the psalm we learn that “The Lord has chosen Zion.” Zion is His dwelling place and God declares, “This is my resting place forever” (Ps. 132:13-14). These passages from Isaiah and Psalms clearly connect the ideas of God’s temple being His creation (heaven and earth), along with the tabernacle and temple which are only copies of the reality. These passages also assert that God rules from his Temple (that’s where His throne is) and it is His resting place.

We have still not mentioned how the idea of seven days fits in. Above, we noted that in other ancient Near Eastern accounts of temple building the time period of 7 days was significant for the inauguration of the temple and its occupation by deity. The same understanding can be found in the account of the building and consecrating of Solomon’s Temple in 1 Kings 6-8. In 1 Kings 6:38 were are told that it took Solomon seven years to build the Temple. In chapter 8, the Temple is inaugurated during the Feast of Booths which occurs in the seventh month. This feast, according to Deuteronomy 16:13-15 lasts seven days. Solomon actually extends the seven day feast for an additional seven days (1 Kgs. 8:65). Note the emphasis on temple building and the number seven in this passage: 7 years, the 7th month, a 7 day feast, followed by another 7 days.

When Genesis 1:1-2:3 relates that God created the world in seven days and then rested, what it is seeking to communicate is that God created the earth as His Temple. God’s desire is to dwell with human beings. That’s what a temple or tabernacle is all about. God’s rest on the seventh day means that He has taken up the task of ruling over what He has created. This truth is communicated very effectively by John Walton and N.T. Wright in a couple of short videos. Here are the links: John Walton: Interpreting the Creation Story; and NT Wright and Peter Enns: What Do You Mean By Literal?

Conclusion: So Are the Seven Days of Creation Literal?

After looking at the above argument and watching the video by NT Wright and Peter Enns, my hope is that we might rethink our question. My question would be, “Why does the inspired author structure the Creation story according to seven days?” One answer could be, “Because it really happened in seven days.” But based on the evidence presented here, we might say that a more important observation is what those seven days communicate. If the Creation story is seeking to tell us something about God’s desire to dwell and rule among his creation, that seems like a far more important truth than simply saying seven days means He created the world in seven days. The modern question and answer doesn’t leave us much to chew on. But the intent of the story in its original context gives us a lot to think about! The debate about whether the days of Creation in Genesis 1 are 24 hour days has good arguments both for and against. For example, the sun, moon, and stars are not created until Day 4 (Gen. 1:14-19). Since we are told they were created “for signs and seasons, and for days and years,” we might conclude that it is impossible to tell how long the first three days were. We measure days, months, and years by the sun and moon, so how do we know that days 1-3 were literal 24 hour days if there was no sun or moon? Another unusual feature of the Creation story is that every day ends with the statement, “And there was evening and there was morning.” Every day, that is, except day 7 which has no ending whatsoever. Now that’s a long day! This clearly suggests that the focus is not on a 24 hour period. However, the 24-hour-side might come back and point out that Israel is commanded to keep the Sabbath because, “In six days the Lord made the heavens and the earth…and rested on the seventh” (Exod. 20:11). This now sounds like literal 24 hour days. More arguments can be mounted in favor of both positions. To me the sad point in all of this is while we argue which position is the correct one, or the most orthodox one, we are missing the true beauty of the Creation narrative and the real significance behind the meaning of the seven days! In the end, it doesn’t really matter to me whether God created the world in 7 literal 24 hour days or in a longer (or even shorter!) span of time. I want to know why He created this world,  and what Genesis 1:1-2:3 has to say to my life.

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Evidence for the Cross and Resurrection

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Evidence for the Cross and Resurrection

The message of the cross and resurrection of Jesus is so counter-cultural that it could not have been fabricated by the early church.
The message of the cross and resurrection of Jesus is so counter-cultural that it could not have been fabricated by the early church.

For anyone who desires to investigate the cross and resurrection of Christ, there are a number of solid evidences for its reality. In this article I will seek to demonstrate that there are several facts inherent in the preaching of the early Christians that, based on the society in which they lived, could not and would not have been fabricated. These facts include items that are so counter-cultural that it is not only unlikely that they would be made up, but impossible to believe that such a proclamation would be accepted by the Jewish, and Graeco-Roman society of the first century, unless there was demonstrable truth behind them. As Bible scholar Ben  Witherington III remarks, “When you know the context of the New Testament texts—the world and cultures in and to which these stories were written—you quickly realize that sometimes the incongruities and unusual aspects in the story testify to their historical veracity and authenticity” (Biblical Views: Making Sense of the Unlikely Easter Story, BAR Mar/Apr 2011).

Honor & Shame and the Cross

This graffito, found in the pagan catacombs of Rome (1st-3rd century AD) illustrates how a majority reacted to the idea of a crucified savior. It reads, "Alexamenos worshipping his god."
This graffito, found in the pagan catacombs of Rome (1st-3rd century AD) illustrates how a majority reacted to the idea of a crucified savior. It reads, “Alexamenos worshipping his god.”

The number one reason why the message of the cross could not be fabricated is because of the basic foundational values of honor and shame that pervaded all first century Mediterranean culture. I have written about the significance of this briefly elsewhere (Cross Examination: The Cross of Christ in the Roman World), and so I will only note a few important points here. Being connected with honorable people was important on every level of ancient Mediterranean culture. In fact, it would not be an exaggeration to say that maintaining one’s honor was critical for any kind of quality of life (see the recent podcast on honor and shame by myself and Lindsay Kennedy at Beyond Reading the Bible). The cross was not only intended to torture its victim, but to shame them so that no one would want to be affiliated with them. This is why a person was crucified naked, was beaten, mocked, and spit upon and exposed publicly (e.g., Matt. 27:29-30). The shame of the cross is the backdrop for all of the passion narratives in the gospels and for passages such as 1 Corinthians 1:18 and Hebrews 12:2. Witherington states, “It was not seen as a noble martyrdom of any sort. People in that world believed that the manner of your death most revealed your character. On that basis, Jesus was a scoundrel, a man who committed treason against the state, a man who deserved the punishment used for slave revolts. The Romans called it ‘the extreme punishment,’ and no Roman citizen would be subjected to it” (Making Sense, cited above). The fact is, Roman crucifixion was so effective that it quelled every rebellion in the ancient world. Whether we are talking about the slave rebellion under Spartacus, which saw the crucifixion of 6000 men, or the uprisings of would-be deliverers and messiahs, every movement was put down and silenced by the use of the cross. Every movement that is…except for one! The fact that the early disciples went about preaching “Christ crucified” (1 Cor. 2:2) is an astonishing fact, given the cultural dynamics of honor and shame. No one in this society would think, “I believe I’ll start a new religion and base it on a man who was crucified.”  Again Witherington states, “It wouldn’t make sense to create a story about a crucified and risen man being the savior of the world—unless you really believe it is historically true.” Teaching about the cross offered a life of rejection and persecution for those who proclaimed it, and the New Testament bears eloquent witness to this fact. Why would anyone make this teaching a part of their new religion unless it was true? To summarize: In a society of honor and shame, with crucifixion expressing the deepest kind of shame possible, the message of the cross and the resurrection was counter-cultural to the utmost and would never have been considered viable, and would never have been preached, if it were not true.

The Resurrection On the Third Day

Dr. Bock's mobile ed course from Logos goes into various details regarding the cross and resurrection.
Dr. Bock’s mobile ed course from Logos goes into various details regarding the cross and resurrection.

The rest of the information in this article is taken from Dr. Darrell Bock’s Mobile Ed Course entitled: “Introducing the Gospels and Acts: Their Background, Nature, and Purpose,” from Logos/Faithlife Corporation. The quotations which follow will come from this source (unless otherwise noted). Dr. Bock points out that while the Jews (or at least some of them) believed in a physical resurrection at the end of time, the idea that some would be resurrected in the midst of history was a novelty. He states, “So what causes the mutation in the normal Jewish view? One could have defended Jesus and His future and His identity by simply saying, “Well, when the resurrection comes at the end of history, Jesus will run the judgment. He will be raised and exalted and run the judgment.” That would be how to do it on the basis of Jewish precedent and expectation. You wouldn’t need a resurrection in the midst of history. And yet, what we get is the resurrection in the midst of history. Something has put pressure on creating that mutation in Jewish expectation and Jewish thought.” In other words, the disciples of Jesus must have had a reason for changing normal Jewish understanding and expectation. It is much easier to accept a new religion if it falls in line with old beliefs. Why change this expectation of resurrection? Answer: Because it must have happened that way.

Graeco-Roman Philosophy and Resurrection

One of the challenges presented by taking the gospel to the Graeco-Roman world, was not only that the cross was considered a shameful way to die, but also that the Greeks and Romans did not believe in a physical resurrection. To them it was nonsense (e.g., Acts 17:32). Regarding this Dr. Bock states, “the bulk of the Graeco-Roman hope has no resurrection in it. You either died and your body decomposed and there was no hope whatsoever, or there was a belief in some type of immortality of the soul—a spiritual form of resurrection but no physical dimensions to it whatsoever. And so Graeco-Romans either had immortality of the soul or you died at death, so the resurrection would be a completely new concept . . . . a problematic concept for a lot of the Graeco-Romans. Once again we see that the gospel message of the cross and resurrection faced an uphill battle. Anyone seeking to appeal to both the Jews and Gentiles of the time would not have incorporated so many controversial ideas into a religion that they wanted to promote, unless there was some basis for them.

Women As Witnesses

Mary tells the apostles she has seen Jesus.
Mary tells the apostles she has seen Jesus.

With all deference to any women reading this post, the testimony of women in the ancient world was considered unreliable. Here is what Bock says on this subject: “It’s very important to appreciate how crucial this idea is, because in the culture of the time, women could not be witnesses and weren’t viewed as credible witnesses. The only time a woman could testify in a court case and be involved as a witness are in some cases of sexual abuse. But otherwise, she didn’t count as a witness, and we have numerous texts both in the Mishnah and in the Talmud that make the statement that a woman’s testimony is not to be taken or trusted.” How is this significant for the preaching of the resurrection? Each of the gospels testifies that it was women who first saw and proclaimed the resurrection to Jesus’ disciples (Matt. 28:1-10; Mark 16:1-7; Luke 24:1-10; John 20:1-2, 11-18). This is not the way anyone in the ancient world would seek to establish credibility for their teaching or new religion. Bock sums it up this way: “So you’re in a PR meeting, and this is going to be the case you’re going to make: ‘I’ll tell you how we keep hope alive. Let’s talk about a resurrection because Judaism expects a physical resurrection. Let’s talk about a resurrection in the midst of history. That’s a new idea. And let’s sell that idea, which is an unpopular idea. Graeco-Romans don’t have it. Let’s sell that idea by having our first witnesses be people who culturally don’t count as witnesses.’ You would never make up the story this way if it were made up. You would figure out a different way to do it. In other words, the women are in the resurrection story because the women were in the original resurrection story.”

Criterion of Embarrassment

Courtesy of kingofwallpapers.com
Courtesy of kingofwallpapers.com

The criterion of embarrassment is one of the standards used to determine whether something is historical or not. In other words, if you are making something up (i.e., a new religion) you want to put all the leaders and their actions in the best light. You do not want to tell stories that might discredit them. Yet this is exactly what the gospels do! For example, when the women return to declare to the disciples that Jesus has risen, they refuse to believe, according to Luke 24:11: “And their words seemed to them like idle tales, and they did not believe them.” You mean Peter’s initial reaction, along with the other apostles, was unbelief? We can understand this response. It actually has the ring of authenticity because you and I would react the same way. However, when you are trying to promote a new religion would you really want to put all of the leaders of the new movement in such a bad light? The gospels not only do it here, but in many other places! In fact, one of the statements that causes even skeptical scholars to accept that Jesus predicted his own death and resurrection is the account that immediately follows his prediction. After Jesus tells his disciples about his death, Peter takes him aside and rebukes him which causes Jesus to respond, “Get behind me Satan! For you are not mindful of the things of God but the things of men” (Mark 8:33; also Matt. 16:23). Having the leader called “Satan” is certainly an embarrassing fact and would certainly never have been recorded unless it had really happened. Imagine the disciples making up Christianity and in this made up story they have Peter as the leader of the apostles preaching the first sermon on that Pentecost Sunday (Acts 2). The same Peter who denied Jesus and who Jesus also called Satan! This is not the way to begin a new religion if you want your leaders to have credibility! Therefore, the criterion of embarrassment has a ring of authenticity about it. Why would such stories be made up? Although the following quote refers to the historical nature of the Old Testament, it is applicable to our discussion here. In comparing the accounts of other ancient peoples, Hoffner states, “Part of what makes Israel’s historical records so distinctive when compared with those of Egypt, Babylon, Ugarit, and the Hittites is that the kings’ mistakes and sins are so clearly and openly described and rebuked by the prophets” (Hoffner, H. A., Jr., 1 & 2 Samuel, Evangelical Exegetical Commentary, Lexham Press, 2015). In other words, it is the nature of biblical writing to be honest about its leaders and this is contrary to the written records of other peoples in the Ancient Near East.

Conclusion: The Validity of the Cross and Resurrection

When one considers the birth of the Christian message which centered around the cross and resurrection of Jesus, the deck was certainly stacked against the possibility of its success, given the social conditions of the Graeco-Roman world. The early Christians proclaimed that their Savior and God was a man who died on a Roman cross (“the emblem of suffering and shame” as one wonderful hymn puts it). This is strike one in a culture based on honor and shame–in fact, it’s really a knock-out punch all on its own. After being crucified, Christians proclaimed that this Jesus had risen from the dead, something that no Gentile in the Roman world believed in, and something that Jews only thought would happen at the end of time (for those who believed there was such a thing as resurrection!). This is strike two. “We can prove it,” say the early Christians, “because there were some women who told us it was true!” Strike number three. Your religion doesn’t have a prayer of being accepted by anyone with testimony like that. But after being down and out with three strikes, the Christians persist by saying that you should listen to Jesus’ disciples even though they all originally denied him, did not believe that he rose from the dead, and that their ring-leader was even called Satan by Jesus himself. Somebody surely needs to give these early Christians some suggestions on how to start a new religion because, clearly, they haven’t got a clue!

And yet history tells a very different story. In spite of the hundreds and thousands of other gods and religions that existed in the first century Roman empire, Christianity outlasted them all. In fact, people came to believe the message of the  cross and resurrection so fervently that they stopped worshipping other gods and all of those religions, so much more palatable to the tastes of people at the time,  disappeared. The cross, a symbol of shame and reproach, was even transformed into a symbol of victory and honor. Look at all of human history and understand that such things do not happen. The reason Christianity not only survived but thrived, was because it was true and was backed up by the power of God.

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Are New Testament Manuscripts Reliable?

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Are New Testament Manuscripts Reliable?

This New Testament manuscript known as P52 is a fragment of John's gospel dating between 120-150 A.D.
This New Testament manuscript known as P52 is a fragment of John’s gospel dating between 120-150 A.D.

A question frequently asked of Christians is, “How do you know you can trust the Bible?” After all, isn’t it true that the copies of the New Testament that exist are hundreds of years later than the original New Testament manuscripts? Noted New Testament scholar, Dr. Craig A. Evans, seeks to answer these, and similar, questions in the Logos Mobile Ed course, The Reliability of New Testament Manuscripts. You can tell from the title that Dr. Evans certainly believes the New Testament manuscripts are reliable and he produces a lot of good evidence to prove his case in this one hour video course. Even though I had a similar course in seminary many years ago, Dr. Evans reveals some new evidence that strengthens the case for the reliability of New Testament manuscripts. I’ll share some of this interesting information in this post, so keep reading!

Outline and Contents of The Reliability of New Testament Manuscripts

The course is broken down into the following 11 sections:
1. The Basics of New Testament Manuscripts
2. Finding Manuscripts in Logos
3. Examples Demonstrating the Quality of New Testament Manuscripts
4. Adding Manuscript Images to Presentations or Documents
5. Exploring Ancient Manuscripts and Resources
6. The Comparative Strength of the New Testament Manuscript Record
7. The Longevity of the Autographs
8. Researching the Works of Tertullian
9. The Number of Autographs
10. Accessing and Navigating the Textual Apparatus
11. The Preservation of the New Testament in Translations

Each section is of varying lengths (anywhere from 3-10 minutes each) and includes, not only Dr. Evans’ lectures, but also instruction on how to utilize Logos in the study of New Testament manuscripts. One advantage of Logos is that users will find that the manuscripts Dr. Evans speaks about are readily available in the Logos library, along with some photographic examples. The sections above which  provide instruction on how to use features in Logos include 2, 4, 5, 8, and 10.

Dr. Evans compares the evidence of other classical documents and demonstrates the preservation of New Testament manuscripts is far superior.
Dr. Evans compares the evidence of other classical documents and demonstrates the preservation of New Testament manuscripts is far superior.

One lecture compares the body of manuscripts available from classical sources, such as Caesar’s Gallic War or ancient histories by Livy or Tacitus with the body of manuscripts availlable for the New Testament. In the case of classic manuscripts, there are usually only a handful of a particular writing available, and these copies date hundreds of years, and at times over a thousand or more years, later than the originals. And yet the authenticity of these documents is never questioned (see photo above). By comparison, Dr. Evans notes that there are 5,800 manuscripts of the New Testament. These are not all complete copies, and many date from the Middle Ages. However, a few hundred “date back to ancient antiquity,” and about four dozen date to the year 300 A.D. or earlier (most of these are incomplete, and some are small fragments). This body of literature makes the New Testament the most well-preserved document of antiquity. For an excellent article on this topic which lists ancient classical documents, how many copies we have, and the length of time between the copies and original see Manuscript evidence for superior New Testament reliability.

How Long Could an Original Manuscript Last?

One of the most interesting lectures to me was section 7, “The Longevity of the Autographs.” Dr. Evans notes that when he was in seminary he once asked his professor, “How long did the autographs (original copies) last?” His professor answered that it was probably about 10-20 years. Therefore, it used to be thought that there was a great distance (2 centuries or more) between the original writing of, say a gospel or letter, and the earliest copies that we possess. If copies only lasted for 10-20 years, this would mean in the space of 200 years as many as 10-20 copies would have been made, allowing greater opportunity for scribal errors to be introduced into the text.

The life of a manuscript was not 10-20 years as previously thought, but could last 150-500 years.
The life of a manuscript was not 10-20 years as previously thought, but could last 150-500 years.

The facts are actually quite different. Dr Evans notes a study in 2009 by George Houston (you can access that study here) where the remains of 53 ancient libraries were examined. These libraries ranged from a collection of 12 books to nearly 1,000. This study demonstrated that original documents were extremely well-preserved and lasted anywhere from 150-500 years! Manuscripts were written on papyrus, or animal skin (known as vellum), with durable ink. Books (or scrolls) were considered very valuable, and were thus well taken care of. The library of Qumran (known as the Dead Sea Scrolls) is an excellent example of how manuscripts were preserved. A number of the manuscripts from Qumran are anywhere from 100-300 years old. What this means for New Testament manuscripts is that the originals could easily have lasted for several centuries, overlapping some of the copies we have today.

Dr. Evans uses this chart to illustrate that the original copy of Matthew's gospel could easily have existed into the third century. See my discussion below for further information.
Dr. Evans uses this chart to illustrate that the original copy of Matthew’s gospel could easily have existed into the third century. See my discussion below for further information.

Dr. Evans uses the Gospel of Matthew as an example (see the above photo). Matthew is thought to have composed his gospel around 75 A.D. One early collection of the gospels which we possess, known as P45 (which contains about half of the 4 gospels), was composed somewhere around 210-220 A.D. If Matthew’s original lasted for 225 years (a conservative guess by Dr. Evans), this means that Matthew’s original (as well as Mark, Luke, and John) could still have been available for comparison when P45 was composed. Dr. Evans states it this way, “So the idea that there was this was wide gap, this broken link between the originals, written in the first century, and our oldest extant copies that we now possess, that you and I can go see in museums and libraries around the world—instead of a wide, 150-year gap, where who knows what changes may have taken place, we may well have had the originals lasting right on into the third century itself.” (Evans, C. A. [2014]. NT308 The Reliability of New Testament Manuscripts. Bellingham, WA: Lexham Press.)

Was There Only One Original of Each New Testament Manuscript?

Another interesting fact noted by Dr. Evans is that when an original manuscript was produced in ancient times, a copy was always made of it and checked against the original. In some cases 3 or 4 copies were produced. This means when we are speaking of the originals autographs of the New Testament, there wouldn’t simply be 27 (the number of New Testament books), but at least 54, and perhaps more! These extra copies of the original lend an even greater likelihood that the autographs survived for centuries.

Along these lines, Dr. Evans notes that there are at least two ancient references to New Testament autographs surviving for centuries. The Church Father, Tertullian, writing around 190 A.D. in a document entitled, Prescription Against the Heretics, “complains of the heretics who mutilate the text, and he says, ‘If you don’t believe me, then check out the autographs of Paul’s Letters,’ and he mentions a few letters by name, ‘which you can find in Hierapolis, in Asia Minor.’” In a writing of the early fourth century by Bishop Peter, the bishop mentions that the original of the Gospel of John can still be viewed in Ephesus. Above, I posted a photograph of a famous fragment of the Gospel of John which can be seen today in the John Rylands Library at the University of Manchester, England. This fragment dates to about 140 A.D., not long after John’s Gospel was penned. If Bishop Peter’s statement is accurate, the original of John’s Gospel existed at least into the early 300s A.D. This means the Gospel of John fragment (known as P52) in the library at the University of Manchester was written well within the time that the original still circulated. There is absolutely nothing like this in classical literature. As noted above, hundreds, even thousands, of years separate the originals from their copies in classical literature,  not so the New Testament.

In conclusion, this is a great course and provides some wonderful evidence for the reliability of New Testament manuscripts. Dr. Evans presentation is clear and compelling.

The Reliability of New Testament Manuscripts is available at Logos/Faithlife

Reliability of New Testament Manuscripts

Book Reviews, Commentaries, Logos Products Reviewed, The Book of Samuel

Teach the Text Samuel Commentary in Logos

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Teach the Text Samuel Commentary in Logos

Available at Logos.com
Available at Logos.com

1&2 Samuel Commentary Teach the Text from Logos Bible Software.

I have enjoyed the 1&2 Samuel commentary in the Teach the Text series so much that I decided to request a copy from Logos Bible Software. Logos offers many additional benefits that are not possible with a hardcopy. Because I have previously reviewed the contents of this commentary, I will focus on the benefits offered by the Logos edition. If, however, you have not yet read my review of the commentary itself, I have included it as well.

The Benefits of the Logos Edition of the 1&2 Samuel Commentary in the Teach the Text Series

The first thing that Logos allows me to do is show you the beautiful layout of this commentary. In my first review I noted that the Teach the Text series is attractively presented. In the photos that follow, you will have an opportunity to see what I mean.

This sample page shows the colorful maps and photos that adorn the pages of the 1&2 Samuel commentary
This sample page shows the colorful maps and photos that adorn the pages of the 1&2 Samuel commentary

Every author of the Teach the Text series follows a five-point outline. I have detailed these in the review below, but here I offer a photo of the introductory pages showing the five-point layout.

This photo shows the 5-point layout of the commentary. I have highlighted the heading. Logos allows you to use a highlighter pen just as you might in a hardcopy.
This photo shows the 5-point layout of the commentary. I have highlighted the heading. Logos allows you to use a highlighter pen just as you might in a hardcopy. The folder to the left of the highlighting also allows you to make comments on the portion you have highlighted.

The great benefit of Logos is that it allows you to interact with the text in various ways. Logos users will be familiar with some of the advantages that I list here. First, the ability to hover your mouse over something in the text and receive immediate information is extremely helpful. For example, how many times have you seen a textual reference in parenthesis and meant to look it up but never got around to it? With Logos you can simply hover over the textual reference and see it immediately without leaving the page. The photo below not only shows this feature, (the mouse is hovered over Matt. 12:34–see the lower righthand corner), it also shows an example of the layout of Chisholm’s 1&2 Samuel commentary. The photo shows the “Theological Insights” and “Teaching the Text” sections on 1 Samuel 16 (top of columns 1&3), while also showing another interesting feature of Chisholm’s commentary–a dialogue box that focuses on special issues (this one intriguingly entitled, “Divine Deception?”).

Logos allows you to see a Scripture reference immediately simply by hovering your mouse over it.
Logos allows you to see a Scripture reference immediately simply by hovering your mouse over it.

The hovering feature is also helpful when there are abbreviations in the text that you’re not sure of. Furthermore, when an author references a certain source, if you have that source in your Logos library, you can hover your mouse over it and pull up the reference to that source. This is especially helpful if the author is referring to a Hebrew word and quotes BDB (Brown, Driver, Briggs Hebrew Lexicon) as his source, or is referring to an ancient text that you may have available in your Logos library (such as Hallo and Youngers’ The Context of Scripture, which contains translations of ancient Near Eastern texts). Since the internet has become such a great source of information, modern authors will sometimes give website addresses in the footnotes. If you’re reading a hardcopy you have to jot down the reference and then open your computer to check it out. Again, it’s probably one of those things you’d like to do, but may never get around to. In Logos, it’s just a button click away! All you need to do is click on the web address and Logos immediately takes you there!

There is a dropdown menu in Logos that provides a number of advantages including a special “reading view,” which is the view I have been using for these photos. A really nice feature I have recently discovered is the “read aloud” option (see the menu on the left and go halfway down). If you’re tired of reading, or prefer someone else to read to you, you can click on this function and Logos will read the text to you! You can also click on “show table of contents” in this panel and immediately go to any part of the book. The following photo shows the drop down panel with these and other options. I have also chosen this page from Chisholm’s Samuel commentary because it illustrates the verse by verse commentary section, it shows an example of a chart (partially blocked by the drop down panel), and it shows an example of the “Key themes” box which summarizes in a few words the important ideas of the text under consideration.

Note the drop down panel in the left column which gives the Logos reader many options.
Note the drop down panel in the left column which gives the Logos reader many options.

Besides highlighting text (mentioned above), Logos also allows you to copy text. So if you are making notes for a sermon or Bible study, or you are writing an article, all you have to do is use your cursor to highlight the text, right click, and click copy. Logos even supplies the footnote so you don’t have to remember where you got the information from. This is especially convenient if you’re writing a paper because you don’t have to go to the trouble to compose the footnote! These are just a few of the wonderful features of reading in Logos. I’m sure as time goes on, I will discover others. As I promised, below is a review of Chisholm’s Samuel commentary. If you haven’t previously read it, please continue in order to gain a fuller appreciation of this book.

General Observations on the Teach the Text Commentary Series

The “Teach the Text Commentary Series” was commissioned to help the busy pastor and to fill a void in commentaries that are both scholarly, and yet practical. The aim is to present the “big picture” of a biblical book by dividing it “into carefully selected preaching units, each covered in six pages” (p. ix). There are 5 main areas of focus within these 6 pages: 1) Big Idea; 2) Key Themes; 3) Understanding the Text (this is the longest section including such subjects as context, outline, historical and cultural background, interpretive insights, and theology); 4) Teaching the Text; and 5) Illustrating the Text (pp. xi-xii). It is important to keep this structure and the necessary restrictions in mind when evaluating each commentary in this series.

Such an approach is clearly not intended to be exhaustive. So is there room for a commentary series with this more generalized approach? I believe there is. My own classroom teaching experience has demonstrated to me the need for students to gain the “big picture” of a biblical book. It is important to be able to summarize the main themes and key ideas of a book. Oftentimes people read or study a biblical book and have no idea of how to summarize its main message(s). The “Big Idea” and “Key Themes” features of this series go a long way in aiding the reader to achieve this goal. Therefore, the structure of the Teach the Text Commentary series is not only helpful to the pastor, who may be consulting it for his weekly sermon, it is also beneficial for the beginning student.

Before making specific remarks on Chisholm’s 1&2 Samuel commentary, I would also like to add that the “Teach the Text Commentary Series” is attractively presented. Each hardback volume is printed on heavy-duty paper which is ideal for the many helpful maps, photos, and illustrations contained in each commentary.

Comments on 1&2 Samuel Commentary

Chisholm begins his 1&2 Samuel commentary with a brief 7-page introduction. He summarizes these books by noting the three main characters (Samuel, Saul, and David) and by stating, “David is the focal point of the story” (p.1). Saul acts as a foil to David, while “Samuel’s support of David becomes foundational to the narrator’s defense of David” (pp. 1-2). The high point of the book is the Lord’s covenant with David, securing his dynasty and proving faithful even in the midst of David’s sin. Chisholm divides 1&2 Samuel into 7 sections based on “its major plot movements, revolving around the theme of kingship” (p. 4). His outline is as follows: 1) Prelude to Kingship (1 Sam. 1-7); 2) Kingship inaugurated (1 Sam. 8-12); 3) Kingship Fails (1 Sam. 13-15); 4) Kingship in Limbo (1 Sam. 16-31); 5) Kingship Revived (2 Sam. 1-10); 6) Kingship Threatened and Preserved (2 Sam. 11-20); and 7) Epilogue (2 Sam. 21-24). One potential weakness is that this outline is not clearly delineated in the commentary that follows. Perhaps Chisholm’s reason for ignoring this is because he does not find “clear-cut structural markers” in the text (p. 4), but sees the divisions above as related to plot development.

Chisholm packs a lot of information and insight into each 6-page unit of commentary. The information provided on historical and cultural background, though not found in every section, is very helpful for the beginning reader and student. Topics include foreign gods such as Baal or Dagon, divination, the Amalekites, or documents of the ancient Near East that have parallels with biblical material. This information enriches the presentation, as do the color photos that frequently accompany them. At times Chisholm includes side boxes that deal with special issues such as “The Problem of Genocide” or “The Legal Background of Tamar’s Request.”

Two characteristics of Chisholm’s exegesis that I found particularly helpful include his attention to certain words, and parallels and/or contrasts between biblical characters. Chisholm does an excellent job of paying attention to words or phrases found in 1&2 Samuel and demonstrating their connection with another incident in 1&2 Samuel (or the Former Prophets, meaning Joshua-2 Kings). For example, he notes that the expression “terror filled his heart” in 1 Samuel 28:5, in reference to Saul, only occurs one other time in 1-2 Samuel. It is found in the story of Eli’s demise as his “heart trembled over the fate of the ark of God” (p. 184). This kind of verbal connection suggests the author is comparing the circumstances of Saul and Eli. Similarly, Chisholm frequently points out similarities between incidents or characters in 1&2 Samuel with other biblical characters or incidents. One example is the similarities between the actions of Absalom in 2 Samuel 13-14 with Abimelech in Judges 9 (p. 252). This attention to biblical typology is extremely helpful when interpreting a narrative text (see my discussion in Family Portraits, p. 11).

Considering the constraints placed upon him by the commentary’s design (6 pages per literary unit), Chisholm’s overall treatment of the text of 1&2 Samuel is excellent. There is, however, one exception. Although 2 Samuel 2:1-5:5 can legitimately be viewed as a structural unit, treating it in the 6-page format does it a great injustice. This material is too important and too theologically rich to be skimmed over so briefly. Dividing this section by episodes, or even by chapters, would have been a better approach. This imbalance is all the more noticeable when the following section (2 Sam. 5:6-25), arguably less “meaty” than 2 Samuel 2-4, is given the full 6-page treatment. (For Chisholm’s reasoning on this see my interview with him which was conducted after this review.)

Perhaps the greatest challenge in writing a commentary of this kind is providing illustrations for the text. This is certainly a subjective task. Certain illustrations will ring true with some, while others will find them unhelpful. In an interview I conducted with Chisholm (click on link above), I discovered that this section was added by the editors, not by Chisholm himself. While I would not endorse the use of every illustration suggested in this commentary, I do believe a sufficient job has been done. The editors themselves point out that this section of the commentary is intended to provide “general ideas” and to “serve as a catalyst for effectively illustrating the text” (p. xii).

In conclusion, Chisholm’s 1&2 Samuel commentary achieves the aims of this series admirably. He is a scholar of high caliber and is a well-established expert on the entire corpus of the Former Prophets. Pastors, students, and others wanting to become grounded in the message of 1&2 Samuel will benefit greatly from this commentary. I used it for my own 1&2 Samuel class this past semester and will continue to do so in the future. I heartily recommend it to others.

Purchase Robert Chisholm’s 1&2 Samuel Commentary from Logos Bible Software by clicking on this link.

(Many thanks to Logos Bible Software for supplying this review copy of Robert Chisholm Jr.’s 1&2 Samuel Commentary in the Teach the Text Commentary series in exchange for a fair and unbiased review.)

Logos Products Reviewed

Introducing Biblical Interpretation Part 3: Logos Mobile Ed

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Introducing Biblical Interpretation Part 3: Logos Mobile Ed

Logos Mobile Ed Course: Introducing Biblical Interpretation. For a look at this resource in Logos, click anywhere on this link.
Logos Mobile Ed Course: Introducing Biblical Interpretation.

“Introducing Biblical Interpretation” is a video-based course on hermenuetics (how to study and interpret the Bible) by Logos Bible Software. In my first post I looked at the layout and overall format of the Logos Mobile Ed courses, as well as giving a brief overview of the purpose and content of this particular course (You can read that review by clicking here). My second post on “Introducing Biblical Interpretation” focused on the content of the first half of this course, noting its strengths and weaknesses (You can read that review by clicking here). This post, my third and final review of this product, will focus on the content of the second half of this course.

In the last half of “Introducing Biblical Interpretation,” Dr. Michael S. Heiser focuses on three important areas: literary context; linguistic context; and application.  The discussion of literary context is by far the longest section of the course, comprising 53 videos. Dr. Heiser divides his teaching on literary context into two broad categories: 1) a discussion on genre, and the various genres that can be found in Scripture; and, 2) a discussion of literary devices or techniques used by biblical authors.

The Importance of Genre in Biblical Intepretation

Because of the length of this section, it is not possible to summarize everything it contains. I will simply note a few of the literary genres and devices that Dr. Heiser talks about and what can be learned from these insights. Heiser argues that it is impossible to know what words mean without an understanding of genre. He illustrates this by the word “descent.” “Descent” has multiple meanings and only by knowing the genre can we discern what is meant by it. For example, the meaning of “descent” differs depending on whether the genre is a genealogy, a landscape plan, or a flight manual. Heiser follows his discussion of knowing the genre by introducing the controversial topic of what it means to interpret the Bible literally. This is an important topic that he returns to later in the course. I will reserve further comment on this idea because I wish to devote a future post to exploring this subject. The discussion of what is literal versus what is figurative, or even, what do we mean by a “literal interpretation” of Scripture, is a key hermeneutical issue and I am glad to see Heiser tackle it.

Knowing the genre is important!
Knowing the genre is important!

Some of the various genres explored include, Old and New Testament Narrative, genealogies, various types of psalms, genres peculiar to prophetic literature such as the lawsuit or funeral dirge, epistles, and apocalyptic. Heiser spends a lot of time examining prophecy and apocalyptic in both the Old and New Testaments and explaining the differences between the two. This is helpful because these two genres are often confused or, at least, conflated. He differentiates between predictive prophecy and preaching using the usual categories of “forthtelling” (preaching) and “foretelling” (prediction). Heiser emphasizes that about 80% of prophecy is preaching to the contemporary situation the prophet finds himself in. He also discourages placing our own meaning on symbols used by the prophets. It is important that the ancient meaning of the symbols and what it would have meant to the writer, audience, or prophet be the determining factor. Heiser also argues that prophecy can have more than a “one to one fulfillment.” This means that, although a passage might be applied to Jesus, or the new covenant, within the New Testament, it might also have a more immediate fulfillment in the prophet’s own time. He uses Amos 9:10-12 as an example, noting its Old Testament context and its use in Acts 15:12-17 where James (the speaker) and Luke (the author) put a different spin on it. He argues for “Sensus Plenior” which means that although a passage might have a certain meaning within its original Old Testament context, it can take on a “fuller meaning.” This is because God may see something that we in our finiteness may not. Other possible uses of Old Testament passages include analogical (a situation is similar to a past event), or typological (when a person, event, or thing foreshadows something in the future). Although I am in agreement with Heiser, some theological traditions would disagree with some of his conclusions (e.g., some would argue there is only one fulfillment of a prophecy). However, he does an admirable job illustrating his conclusions from Scripture.

Biblical Interpretation: Understanding the Use of Literary Devices

This section of the course includes discussions on such devices as chiasm (mirror imaging), gematria (the use of numbers to communicate a message), hyperbole, metaphor, poetic parallelism, typology, as well as others. For those who are not familiar with these ideas, this section will prove to be very informative. For example, Heiser gives two examples of chiastic structures and explains the significance of this literary device. He shows how the story of the Tower of Babel (Gen. 11:1-9) is laid out in a mirror image, and also how the Book of Matthew can be similarly viewed. The picture below illustrates the chiastic structure of the story of the Tower of Babel. Notice how the ends of the story use similar wording, all working toward the middle of the story where “the Lord comes down” which is the turning point of the story.

Chiastic structures occur frequently in Scripture and recognizing them can aid biblical interpretation.
To purchase this course click on this link.

Most of us who have read Revelation are familiar with the use of gematria in Revelation 13 where the number 666 stands for the anti-Christ. Heiser points out another possible use of gematria in John 1:32 where the Spirit descends as a dove at Jesus’ baptism. In Greek the numerical value of the word “dove” is 801 which is the total numerical value of the Greek alphabet. It is suggested that the use of “dove” here may be a way of referring to Jesus as “the Alpha and Omega” (the first and last letters of the Greek alphabet). Another, more controversial proposal by Heiser, is that gematria may explain some of the large numbers used in the Old Testament regarding populations and armies. While some maintain the numbers should be taken literally, others argue that geography, ancient sociology, and archaeology do not support some of the large numbers (e.g., 2-3 million Israelites leaving Egypt and wandering in the wilderness) used in the Old Testament. The argument does not dispute inspiration, but suggests that the numbers must have another significance other than just literal, and Heiser suggests that gematria may perhaps be one possible explanation.

The Linguistic Context and Biblical Interpretation

Understanding language, including syntax and grammar is essential to biblical interpretation.
Understanding language, including syntax and grammar is essential to biblical interpretation.

Unit 5 of “Introducing Biblical Interpretation” concerns understanding words and syntax. Heiser mentions this is where some often begin their Bible study. Using concordances or Lexicons to do word studies is important, but he maintains that a word, in and of itself, has no meaning. He argues, and rightly so in my opinion, that without knowledge of the social context (Unit 3 in this course) and the literary context (Unit 4, just discussed), it is impossible to know what a word means. Heiser states,  “If you can’t understand what a person thinks, how can you understand what they wrote?” He illustrates this by using the word “run.” By itself the word “run” has no meaning. “Context is King” as Heiser says. Is “run” a noun or verb? Actually it is both, but only context will tell you which. Furthermore, the word “run” when used as a noun has 12 different meanings, while “run” used as a verb has 50 meanings! Although this unit addresses a very important subject for Bible study, its primary value is for the Logos owner and user. I found this unit extremely helpful in teaching me things about doing word studies, or syntax studies in Logos that I never knew before. I will certainly return to the videos in this section again and again. However, if a teacher wanted to use the videos in this unit to teach a class about linguistics and they were not Logos users, then most of the instruction here would not be very helpful (but see my comments in the next paragraph below). Among the topics covered (again there are too many to mention them all) are: detecting the form of a word (in the original language); determining relationships between words; detecting the semantic range; and understanding and analyzing at the word level.

papyrus
Heiser ends unit 5 with a helpful discussion on the differences between manuscripts of the Bible.

There are, however, some videos in this section that anyone would find helpful, including those without Logos. One brief segnment contains a further discussion on the use of scholarly commentaries. Here Heiser returns to a subject explored earlier in the course (the use and value of commentaries) and demonstrates how scholarly commentaries are helpful in providing word and syntax insights.  Heiser also ends this section with a very helpful discussion about differences in ancient manuscripts. For the person who struggles with why there are so many English versions, or which one is the best, or asks, why they differ, or why some English translations have footnotes that give an alternate reading or leave out a passage entirely, these 4 videos provide a helpful foundation for answering such questions.

Application!

The final unit (#6) concerns application on both a personal level, and suggestions for those who are preparing sermons or Bible studies in order to instruct others. Regarding the individual and application, Heiser suggests we should always ask what a passage teaches us about God, his character, and how he carries out his plans and goals,  what we learn about other people (does it illuminate something in our own lives?), and how the passage helps us apply the two greatest commandments of loving God and others. Heiser continues with some practical advice for preachers. Some of his suggestions include: being real with people (open not guarded), speaking to several groups of people (families, singles, old, young, etc.), and making application that is rooted in daily life (real events as opposed to mystical or unlikely situations)

Strengths and Weaknesses of the Second Half of “Introducing Biblical Interpretation”

weakling_thumb[3]I found two minor errors in the second half of this course. The first occurs when Heiser is discussing the New Testament’s use of the Old. As noted above, he argues for “Sensus Plenior” (a passage may be shown to have a “fuller” meaning in the NT). When discussing Acts 13:34-35 he notes that this is a quote from Psalm 16:10. Throughout the rest of the discussion, however, he constantly refers to this reference as Psalm 22. The screen has the correct reference and the written copy also has the correct reference, so hopefully the listener will realize that Heiser keeps accidentally mentioning the wrong Psalm. A second error occurs when Heiser is talking about ancient biblical manuscripts. As he is informing his listeners about the oldest complete copies of the Septuagint (Greek Old Testament), he notes that they are from the 4th century. This is correct, but he then states that they date to around 550 A.D. which is incorrect. In fact, the 4th century refers to the 300s not the 500s, and the correct date is around 350 A.D. for these manuscripts. This mistake of 200 years is also found in the written copy. These are minor issues, but they are inaccuracies worth noting in case Logos is able to correct these mistakes in the future.

There are many strengths to the second half of the course. Perhaps the greatest is the indepth treatment of various biblical genres and literary devices. In my opinion, there is a wealth of information here that acts as a great introduction for someone beginning more serious Bible study. I am also happy to report that a majority of the Logos resources recommended under “Further reading,” were also available to me. In my review of the first half of this course (review #2 in this series), I noted that I did not have access to a lot of the recommended reading material. The reverse was true for the second half of the course, so this was a welcome change. Again, the availability of the recommended reading material will depend on what version of Logos you have. Overall this is a very fine course on biblical interpretation. Heiser knows his subject well and presents it in a clear but relaxed style. I know that I will come back again and again to some of the videos in this series and I heartily recommend it to others.

To or the Logos Mobile Ed course, “Introducing Biblical Interpretation: Contexts and Resources,” click on this link.

For reviews on similar Logos Mobile Ed courses, see my colleague Lindsay Kennedy’s reviews at: mydigitalseminary.com

(Thanks to Logos who provided a copy of this course in exchange for an unbiased review)