Tag Archives: Reading

Walt Russell explains how to read the Bible effectively

Today we are looking at a four part series in Boundless, written by Biola University New Testament professor Walt Russell. The material below is almost the same talk he gave for the Stand to Reason Masters Series in Christian Thought. His book on the subject (which I LOVE) is called “Playing With Fire: How the Bible Ignites Change in Your Soul“. I highly recommend that you read the book, so you know how to read the Bible effectively. But these four articles will teach you most of what you need to know if you don’t want to buy the book.

Here is part one which talks about how postmodern relativism is at odds with discovering the original intent of an author.

Excerpt:

Twenty-four year-old “Janet” (not her real name) was angry at my emphasis on seeking to discover authors’ intentions when we read their texts. She was an evangelical Christian and a second grade teacher in a public school. She prided herself in helping her 20 students learn to love literature. She would read them a story as they gathered around her, and then ask each child, “What does the story mean to you?” She prodded them to come up with their own unique meanings. With such strong encouragement, the class of 20 would eventually have 20 different meanings for the one story. Janet sensed that I was a naysayer about such “love of literature.” Pouring a little emotional gasoline on the fire, I said, “Janet, you’re certainly doing your part to insure that these 7 year-olds will never recover from a radically relativistic view of meaning!” Now I had her full attention.

Here is part two which talks about the importance of knowing the genre of a text before you try to interpret it.

Excerpt:

“INDIANS SLAY TIGERS!” — the newspaper headline virtually screams out at you. The thought of something being slain is repulsive. You’re gripped by a mental image of southern India’s Bengal tiger. You imagine its beautiful face, its stripes and piercing eyes. Then your image is shattered by the sudden blast of a high-powered rifle. You see the exquisite creature writhe in pain, fall gracelessly in its tracks and die. Having read no further than the headline, you feel sick, as if you’ve witnessed something tragic.

But should you feel this way? The slaughter of an endangered species — especially one as magnificent as the Bengal tiger — is horrifying, no doubt. But suppose you failed to notice that the headline “INDIANS SLAY TIGERS!” appeared in the sports page of the morning paper. Clearly enough, it now refers to different Indians, different Tigers and a different manner of slaying than you originally thought. And is it really that tragic that the Cleveland Indians badly beat the Detroit Tigers in a major league baseball game last night? Not unless you’re a long-suffering Detroit Tigers’ baseball fan. But how do you now know that the headline is about baseball and not tiger-slaying in India? You look at the words “INDIANS SLAY TIGERS” and you know exactly what each word means. When you combine these words, how can they not mean exactly what you first thought they did — that Indians slay tigers? Answer: because their meanings are communicated (as the meanings of all words are) through genres!

Here is part three which talks about the importance of reading the context of a verse before you try to interpret it.

Excerpt:

“Never Read a Bible Verse!” That’s the title of a little booklet my friend and Christian radio personality, Gregory Koukl, has written to help people read the Bible well. What great advice. “That’s right, never read a Bible verse. Instead, always read a paragraph — at least.” But the current is flowing the other way in our popular sound-bite culture. Not to be left out (or left behind!), the Church has its own version of sound-bite culture: verse-bite culture. In verse-bite culture we take a sentence or sentence-fragment from a biblical paragraph, memorize it out of context, write it on a little card, put it on a billboard, a plaque, a rock, etc. Somehow we think that just because this little chunk of Scripture has a verse number in front of it, it was meant to be a free-standing unit of thought. Nothing could be further from the truth.

Apart from the fact that chapter and verse divisions weren’t added to the New Testament text until 1560 — long after the New Testament’s inspired authorship — there is a more important reason for never reading just a Bible verse, and instead reading at least the paragraph that contains it.

Here is part four which talks about the importance of applying the words of the Bible to your life.

One thing missing from the four articles that was in the STR lecture is the part where he talked about the promise “he who began a good work in you…” from Phillipians 1:6. Russell says in the lecture that this promise is specifically intended for the church in Phillipi, to whom Paul is writing. My understanding is that this promise applies just to the Phillipians, not necessarily to all Christians. He is giving them a promise just after directly referring to their good work in supporting him in his ministry.

Brian Auten begins a series on lifelong learning for Christian apologists

Part one has been posted here at Apologetics 315.

Excerpt:

The Problem: Good books are imperative for learning and growing. However, many people read their good books at random. Sporadic or scattered reading may have the small benefit of keeping you interested as you jump from topic to topic — but one problem can be that often the information hasn’t saturated your mind long enough for you to think deeply on that particular subject over an extended period of time. You haven’t let it simmer in your mind. You haven’t developed your own thoughts on the topic. You quickly moved on to another topic when you could have gone deeper.

Click through to read Brian’s advice for developing a deep understanding of an issue.

On the one hand, you can’t deny that Brian is doing a fine job on his current topic, which is the psychology of atheism. On the other hand, from a purely practical point of view, I think that you need to have non-Christian friends to spar with otherwise your motivation for reading deeply will be unsustainable. I find it very discouraging to read about things at an advanced level and to find no one to talk to about it.

Having people to talk to about these things is very important!

New study reveals how school choice benefits the poorest students

Article in the Wall Street Journal. (H/T Jay P. Greene)

Excerpt:

Opponents of school choice are running out of excuses as evidence continues to roll in about the positive impact of charter schools.

Stanford economist Caroline Hoxby recently found that poor urban children who attend a charter school from kindergarten through 8th grade can close the learning gap with affluent suburban kids by 86% in reading and 66% in math. And now Marcus Winters, who follows education for the Manhattan Institute, has released a paper showing that even students who don’t attend a charter school benefit academically when their public school is exposed to charter competition.

Mr. Winters focuses on New York City public school students in grades 3 through 8. “For every one percent of a public school’s students who leave for a charter,” concludes Mr. Winters, “reading proficiency among those who remain increases by about 0.02 standard deviations, a small but not insignificant number, in view of the widely held suspicion that the impact on local public schools . . . would be negative.” It tuns out that traditional public schools respond to competition in a way that benefits their students.

[…]One of the most encouraging findings by Mr. Winters is how charter competition reduces the black-white achievement gap. He found that the worst-performing public school students, who tend to be low-income minorities, have the most to gain from the nearby presence of a charter school. Overall, charter competition improved reading performance but did not affect math skills. By contrast, low-performing students had gains in both areas, and their reading improvement was above average relative to the higher-performing students.

Conservatives love choice and competition, especially in education. We oppose equalizing outcomes regardless of individual liberty and responsibility. Liberals want government to run everything to make sure that everyone gets the same crap level of service. This is what the lazy teacher unions prefer. But conservatives want teachers to be responsive to their customers – the children.