1

OT544 The Historical and Poetic Books Gordon-Conwell Theological Seminary - Charlotte

Instructor and Course Designer: Dr. Timothy Laniak, Professor of Biblical Studies

Spring, 2019

Contact Information and Office Hours

Email: tlaniak@gordonconwell.edu

Office hours by appointment

Technical Support

Gordon-Conwell Theological Seminary offers technical support during regular business hours at 978-646-4198 and servicedesk@gordonconwell.edu.

Schedule

Course Dates:

January 22-May 13, 2019

Required Zoom Meetings:

Tuesday, January 22 at 8:00 PM ET Two other meetings TBD (Instructor will coordinate with class)

Course Description

OT544 is an introduction to the content of the Historical and Poetic Books* (“In the Text”), their historical-cultural background (“Behind the Text”), and their theology and implications for the Church (“In Front of the Text”). The course provides an intentional balancing of these three dimensions and offers general and contextually specific guidelines for biblical interpretation throughout the course.

This course is part of a three-course Old Testament sequence that covers the same material as OT500 in more detail. Students who take the entire three-course sequence do not need to take OT500. However, students who have already taken a version of OT500 developed/taught by a different professor may take one or more courses from this sequence to gain a different perspective and more detail. Students should not mix courses in this sequence with Dr. Laniak’s OT500 course without prior permission.

* “Historical and Poetic Books” in this course refer to the following: Joshua, Judges, Ruth, 1&2 Samuel, 1&2 Kings, 1&2 Chronicles, Job, Psalms, Proverbs, Ecclesiastes and Song of Songs. The designation of Poetry for this course includes the Wisdom books. We study the other historical books of Ezra, Nehemiah and Esther in the third course of this sequence.

Relation to Gordon-Conwell Mission

This course satisfies the following institutional learning objectives: “To demonstrate a strong understanding of both the content of the Bible and the overarching redemptive story from Genesis to Revelation.”

2

Relation to Curriculum

OT544 is an English based Bible elective course that may serve any student in any program. However, this course is built as the first of a 6-course sequence of English based Bible courses that are more in-depth than OT and NT Survey courses.

Course Purpose and Objectives

• Gain an established foundation for further study of the Old Testament and the New Testament through learning the main figures, events and themes of the Historical and Poetic Books.

• Gain an understanding of the Historical and Poetic Books as Scripture while being able to articulate an understanding of the nature of biblical revelation in the context of ancient genre and literature parallels.

• Gain an understanding of the unique themes and features of each book of the Historical and Poetic Books, with a growing sense of how biblical theology is developed.

• Explore a variety of connections between the Historical and Poetic Books and the rest of the Old Testament and the New Testament.

• Reflect on the usefulness of the Historical and Poetic Books for Christian life and ministry. • Gain awareness of some resources and topics that are often featured in more advanced courses. • Gain new confidence and experience with some tools to teach the Historical and Poetic Books in

lay settings.

Requirements and point value

Course requirements Time commitment Point value

Bible reading log (c. 400 pgs) and outlines 35 hours 16

Lecture viewing 15 hours 10

App prompts 20 hours 5

Participation (4 of 6 forum posts/replies; 3 Zoom meetings)

5 hours 7

4 Worksheets 15 hours 12

Guiding Question essays (incl. drafts) 25 hours 25

Multiple choice test (incl. preparation) 20 hours 25

Total 135 hours 100

Notes:

Point value varies from time allotments because written assignments provide more complete assessments for certain learning objectives.

Reading time varies a great deal from person to person. This is only an average and a gauge for planning. Students who want to excel may spend more than the allotted time in any of these categories.

3

Required Materials

Bible: Students are required to read the Historical and Poetic Books in a version they have not used before. To help make this choice, please refer to How to Choose a Translation for All Its Worth. Fee, Gordon D. and Strauss, Mark L., Grand Rapids: Zondervan, 2007.

BibleJourney App (available without cost for students in this course). Download instructions will be made available to students once the roster is in place. The site for download is www.biblejourney.com.

All other resources (e.g., articles, audio files, videos, bibliographies, etc.) are either in the app, in Canvas course resources, at biblejourney.com or listed in the GCTS Cooley Center online bibliographies (https://www.gordonconwell.edu/resources/documents/InternetResourcesforBiblECStudies-3rded.pdf). There is also a list of recommended Bible surveys on the last page of this syllabus.

Two chapter selections (available electronically in Canvas) are taken from books you may want to review for purchase:

Richter, Sandra, “Deuteronomistic History” in Dictionary of the Old Testament: Historical Books. Eds. Arnold, Bill T., Williamson, H. G. Downers Grove & Leicester: InterVarsity Press, 2005. Pp. 291-230. (This is in the recommended Essential IVP Reference Collection.)

Weinfeld, Moshe. Deuteronomy and the Deuteronomic School. Winona Lake: Eisenbrauns, 1992. Other recommended tools for the Historical and Poetic Books include the following (see also final syllabus page):

Arnold, Bill T. and Beyer, Bryan E., eds. Readings from the Ancient Near East. Grand Rapids: Baker, 2002. ISBN-13: 978-0801022920

The Essential IVP Reference Collection: The Complete Electronic Bible Study Resource 3.0. Bellingham: Logos, 2008. ISBN-13: 978-0830824472 (A collection of eight major Bible dictionaries and other smaller guides. I recommend this as an electronic tools “starter kit” for all seminary students. For this course you will benefit from consulting the New Bible Atlas, New Bible Dictionary, IVP Bible Background Commentary: Old Testament, Dictionary of the Old Testament: Historical Books, Dictionary of the Old Testament: Wisdom, Poetry and Writings and Dictionary of Biblical Imagery. Articles in these volumes have useful bibliographies. If this collection is hard to come by, consider buying an earlier version.)

Estes, Daniel J. Handbook on the Wisdom Books and Psalms. Grand Rapids: Baker, 2009. ISBN-13: 978-0801038884

Hamilton, Victor P. Handbook on the Historical Books. Grand Rapids: Baker, 2008. ISBN-13: 978-0801036149 (This is referenced in many in-app exercises.)

Long, V. Philips. The Art of Biblical History. Grand Rapids: Zondervan, 1994. ISBN-13: 978-0310431800 (A good, short summary of the principles used in their in-depth history (below). A good supplement to Alter’s The Art of Biblical Narrative.)

Matthews, Victor H. and Benjamin, Don C. Old Testament Parallels: Laws and Stories from the Ancient Near East, rev. and expanded 4th ed. Mahwah, New Jersey: Paulist, 2016. E-Book

Provan, I., Long, V. Philips and Longman, Tremper, eds. A Biblical History of Israel, 2nd ed. Philadelphia: Westminster John Knox, 2015. ISBN-13: 978-0664239138 (Detailed history with case studies to demonstrate how the Bible’s historical reliability can best be appreciated. Although this book is technical, it is recommended as the best evangelical history of Israel available.)

Note: The app includes well over 50 references to other scholars in the app’s exercises and about 50 onsite videos, many of which involve interviews with specialists (archaeologists Symore Gitten and

4

Gabriel Barkai; Egyptologist Esam Zeid; biblical botanist Ronit Maoz; and Bible professors Carol Myers, Catherine McDowell, Daniel Carroll and Daniel Block).

Required Learning Activities

During this semester you are expected to read all of the Historical and Poetic Books (Joshua – 2 Kings, Job – Song of Songs) in a translation that is new for you. Read these before engaging the app, creating a fresh 1-page (single spaced) outline of each book.

You will also read and do assignments with selections from your textbooks as assigned for each module.

You will use the BibleJourney app to watch short lecture videos for each lesson. Most of these videos are from a classroom setting; others are onsite videos. The length of these vides is usually between 1-6 minutes. You are required to watch all of them.

You are required to respond to all of the interactive prompts in the app. These can all be answered in-app except the prompt at the end of each book to draft essays for five Guiding Questions (see next).

Your Guiding Questions essays will grow throughout the term as you add content from each book. You will turn them in for feedback during the semester. The essays will be synthesized in a set of final, finished essays.

1. What does this portion of Scripture reveal about God? How is God progressively revealed over time? (Include metaphors, characteristics and mission of God.)

2. What does this portion of Scripture reveal about God’s people, their relationship with God and each other, and their role and mission in the world? (Include metaphors, mission, ethics, worship, “living by faith,” etc.)

3. How does this portion of Scripture anticipate the New Testament? (Include typology, promises, predictions, and the overall history of redemption.)

4. Describe the nature of biblical revelation by referring to the similarities and differences this portion of Scripture shares with extrabiblical parallels. This essay should comment on literary genre as well as social, political and economic institutions that are woven into the fabric of the Bible.

5. In what ways has God spoken to you in your journey through this portion of Scripture?

The final, take-home, open-book assignment is comprised of five (5) separate 1,000 word essays (hard limit), one essay for each Guiding Question. Although students may use much of their content from their previous reflections, these should be newly crafted essays (not simply edited versions of previous submissions). Be comprehensive: Each essay should include content and samples from a variety of genres and from each book. Be integrative: This is not an outline but rather a summary that synthesizes your findings across this portion of Scripture.

There are four worksheets described in the course outline. These are interspersed between typical Bible content modules to help reinforce your understanding of specific topics that are In, Behind or In Front of the Text.

You will take a 100-question multiple choice test at the end of the semester. This will demonstrate your mastery of the objective content in the Pentateuch.

5

Grading

The number of points available for the course is 500. The total will be divided by five. Final letter grades will then be applied with cutoffs as follows:

A 95, A- 90, B+ 87, B 83, B- 80, C+ 77, C 73, C- 70, D+ 67, D 63, D- 60, F below 60.

A grade of A+ will be given very rarely, when the student’s work is truly exceptional. (At Gordon-Conwell, a grade of A+ and a grade of A are both counted the same way in calculating the student’s GPA. Thus, a GPA above 4.0 is not possible.)

Other Course and Seminary Policies (For Seminary policies not referenced, refer to the Student Handbook.)

Late Work

All late work will be penalized the equivalent of one letter grade per week beyond the due date, unless arrangements are made ahead of time. Extenuating circumstances will be considered as appropriate. Work turned in later than the last day of the final week will normally require an extension approved by the Seminary. If you anticipate a problem, contact me as soon as possible.

Instructor Feedback

I will attempt to respond to questions or messages within 24-48 hours, excluding Sundays. I will also do my best to provide feedback on assignments and post grades on Canvas within one week of submission.

Document Formatting and Citation Style

Assignments must be submitted electronically by posting on the Canvas site. Hard-copies will not be accepted. If you use a different word processor than MS-Word, please convert the files to PDF before submitting them. Otherwise please submit Word files. Worksheet assignments can be written as question/answer according to the syllabus directions.

The final form of the Guiding Question essays should be double spaced with 1” margins on all sides of each page, and in Times New Roman 12-point type or another font of similar size and appearance. Citations should preferably follow Turabian style, although APA style is also acceptable. The Guiding Question essay drafts are only for review as you prepare to write your final essays at the end of the semester. The drafts do not have to be in final form when submitted.

Netiquette

Gordon-Conwell does not tolerate disruptive or disrespectful behavior in the online communications of any course. Students should review the netiquette policy in the Student Handbook and this website: http://www.albion.com/netiquette.

Syllabus Addendum

Academic Standards

Cheating and plagiarism are considered serious breaches of personal and academic integrity. Cheating involves, but is not necessarily limited to, the use of unauthorized sources of information during an examination or the submission of the same (or substantially same) work for credit in two or more

6

courses without the knowledge and consent of the instructors. Plagiarism involves the use of another person’s distinctive ideas or words, whether published or unpublished, and representing them as one’s own instead of giving proper credit to the source. Plagiarism can also involve over dependence on other source material for the scope and substance of one’s writing. Such breaches in academic standards often result in a failing grade as well as other corrective measures. For more information, please consult the Student Handbook.

ADA Policy

The seminary complies with the provisions of the Americans with Disabilities Act. A student with a qualifying and authenticated disability who is in need of accommodations should petition the seminary in accordance with the stated guidelines in the Student Handbook.

Cancellation of Class

In the event the seminary has to cancel a class meeting (impending storm, professor illness, etc.), the Registration Office will send out an email (via the GCTS email account) notification to all students registered in the respective course. If the cancelation occurs the day of the scheduled meeting, the Registration Office will also attempt to contact students via their primary phone contact on record. The professor will contact the students (via GCTS account) regarding make-up. If a weekend class is cancelled, the class will be made up during the scheduled Make-Up weekend (see the Academic Calendar for the designated dates). For more info, consult your Student Handbook.

Extension Policy

Arrangements for submission of late work at a date on or before the end date for the semester as noted on the seminary’s Academic Calendar are made between the student and professor. Formal petition to the Registration Office is not required in this case. This includes arrangements for the rescheduling of final exams.

However, course work (reading and written) to be submitted after the publicized end date for the semester must be approved by the Registration Office. An extension form, available online, must be submitted to the Registration Office prior to the stated date. Requests received after this date will either be denied or incur additional penalty. For a full discussion of this policy, please consult the Student Handbook.

Grades

Faculty are expected to turn in final grades by January 15 for fall-semester courses, by June 1 for spring-semester courses, and by September 15 for summer-term courses. Grades are posted on-line within twenty-four hours of receipt from the professor. Students are expected to check their CAMS student portal in order to access posted grades (unless instructed otherwise). Those individuals who need an official grade report issued to a third party should put their request in writing to the Registration Office.

7

Course Schedule and Assignment Due Dates

Notes: Unless otherwise specified, all coursework is due at 11:59 PM ET on its due date.

Bible reading is expected to take place prior to any assignments on a biblical book.

Post/reply topics and assignments are described in detail at the end of the schedule.

In general, the more you accelerate the following schedule of assignments, the more you can dedicate your attention in the final week(s) to synthesizing your learning for the final test and Guiding Question Essays.

Getting Started (1/22-2/4)

Assignments due:

1. Office Hours: Tuesday, January 22 at 8:00 PM 2. First Activity: Course Introductions (due 1/28) 3. Second Activity: Course Acknowledgement (due 2/4)

Week 1 (2/5-2/11): Joshua (Pt 1)

Assignments due Feb. 11:

Read and outline Joshua. Submit outline in Canvas

Watch lesson videos (including the extended Passages lecture) and respond to prompts.

Post/reply: Divine Genocide? (100-word post; 2 replies)

Lessons

Joshua Overview

The Central Campaign

Southern and Northern Campaigns

Week 2 (2/12-2/18): Joshua (Pt 2)

Assignments due Feb. 18:

Reply to two posts

Watch lesson videos and respond to prompts.

Guiding Questions drafts for Joshua. Submit in Canvas

Read and outline Judges. Submit outline in Canvas

Lessons

Allotments

Covenant Renewal

Week 3 (2/19-2/25): Judges

Assignments due Feb. 25:

Watch lesson videos and respond to prompts.

Post/reply: The Cycle (100-word post)

Read and outline Ruth. Submit outline in Canvas

8

Lessons

Judges Overview

The Judges

A Divine Judge and Anarchy

Week 4 (2/26-3/4): Ruth

Assignments due Mar. 4:

Reply to two posts

Worksheet: Historical Background of Ruth (2 pages). Submit in Canvas

Watch lesson videos and respond to prompts.

Guiding Question drafts for Judges and Ruth. Submit in Canvas

Read and outline 1 Samuel. Submit outline in Canvas

Lessons

Ruth the Moabite

Lovingkindness in Ruth

Week 5 (3/5-3/11): 1&2 Samuel

Assignments due March 11:

Read and outline 2 Samuel. Submit outline in Canvas

Watch lesson videos and respond to prompts.

Worksheet: A Tale of Kings. Submit in Canvas

Guiding Questions drafts for 1&2 Samuel. Submit in Canvas

Lessons

1&2 Samuel Overview

Samuel and Kingship

Saul’s Demise

David’s Rise

David’s Reign

Week 6 (3/12-3/18): Kings and Chronicles (Pt 1)

Assignments due March 18:

Read and outline 1 Kings. Submit outline in Canvas

Watch lesson videos and respond to prompts.

Worksheet: Solomon and the Deuteronomist (2 pages). Submit in Canvas

Lessons

Rise and Reign of Solomon

Solomon’s Fall

1&2 Kings Overview

9

Week 7 (3/19-3/25): Kings and Chronicles (Pt 2)

Assignments due March 25:

Read and outline 2 Kings. Submit outline in Canvas

Watch lesson videos and respond to prompts.

Guiding Questions for 1&2 Kings. (no longer submitted for faculty review)

Read and outline 1 Chronicles. Submit outline in Canvas

Lessons

The Prophet Elijah

The Prophet Elisha

Week 8 (3/26-4/1): Kings and Chronicles (Pt 3)

Assignments due April 1:

Read and outline 2 Chronicles. Submit outline in Canvas

Watch lesson videos and respond to prompts.

Post/reply: The nature of miracles (100-word post; 2 replies)

Lessons

Hezekiah

Josiah and the Fall of the South

1&2 Chronicles

Ritual and Sacramental Living

Week 9 (4/2-4/8): Catch up and read ahead

Assignments due April 8:

Reply to two posts

Post/reply: Organized Religion (100-word post; 2 replies)

Guiding Questions drafts for 1&2 Chronicles.

Read and outline Proverbs and Ecclesiastes. Submit outline in Canvas

Prepare for multiple choice final.

Week 10 (4/9-4/15): Wisdom (Pt 1)

Assignments due April 15

Reply to two posts

Watch lesson videos and respond to prompts.

Post/reply: General Revelation

Read and finish outlining Job. Submit outline in Canvas

Lessons

Wisdom Literature

Proverbs: Sayings of Sages

Proverbs: Wisdom, Our World and YHWH

10

Ecclesiastes

Week 11 (4/16-4/22): Wisdom (Pt 2)

Assignments due April 22:

Reply to two posts

Post/reply: Unjust Suffering

Guiding Questions drafts for the Wisdom Books

Read and outline Psalms 1-89

Lessons

The Lament of Job

The Wisdom of Job

Week 12 (4/23-4/29): Songs (Pt 1)

Assignments due April 29:

Read and finish outlining Psalms. Submit outline in Canvas

Watch lesson videos and respond to prompts.

Read and outline Song of Songs. Submit outline in Canvas

Lessons

Poetry Overview

Poetic Structures

Praise and Lament

Week 13 (4/30-5/6): Songs (Pt 2)

Assignments due May 6:

Watch lesson videos and respond to prompts.

Prepare Guiding Questions for Psalms and Song of Songs.

Lessons

The Diversity of Psalms

Song of Songs

Week 14 (5/7-5/13): Wrap up

Assignments due May 13

Multiple Choice Final (100 questions)

Guiding Question Essays (five total; 1,000 word limit each)

Bible Reading log due (name the translation)

11

Assignment Details

Post/reply (choose 4 of 6)

Joshua: Divine Genocide? (250-word post; 2 replies) We have discussed in this module two issues that cause a lot of concern for people today. One is that Joshua’s “conquest,” according to many historians and archaeologists, just didn’t happen. We proposed a way forward by reading both the Bible and the historical evidence more carefully. The second reason for criticism is that Joshua portrays the God of Israel “killing innocent people.” Some even use the word “genocide.” Write a post addressing this moral outrage, freely referring to other passages and themes in the Bible and to reasons that may range from philosophy to anthropology. Then respond to two other students’ posts.

Judges: The Cycle (250-word post) The book of Judges features a recurring four-part cycle that serves as the primary literary and historical pattern for the central section of the book (2:6-16:31). The cycle is: sin/rebellion, judgment (via enemies), repentance (“crying out to the Lord”), and deliverance, with the emphasis on a specific deliverer/judge. In a two-paragraph (100 word) post, describe a situation or relationship that fell apart because of sin but later benefited from God’s restoring grace. Note links to the four-part cycle where appropriate. Then respond to two other students’ posts.

Kings/Chronicles (Pt 3): The Nature of Miracles (250-word post; 2 replies): All of God’s promises for a “promised land” and eternal dwelling place were long in coming to fruition. Yet within a few centuries Israel and its capital were lost. And then Judah came under attack. The remarkable deliverance of Jerusalem from Assyrian King Sennacherib was a miracle, but it came at great cost. Describe a situation you are personally familiar with in which the interpretation of the event as miracle or catastrophe was debated. Then respond to two other students’ posts.

Reading week: Organized Religion (250-word post; 2 replies) The books of Chronicles address genealogies and history, but the real focus is obviously the Golden Age of David and Solomon and in particular, the various temple institutions. These books celebrate the organization of Israel’s religion. First, describe your experience with “organized religion,” and then describe your feelings about it, especially in an age when many say they are “spiritual” but not interested in “religion.” Conclude with some reflection on institutionalized Christianity at its best – either from observation or what you hope. (Don’t forget to consider in your post how the revivals of Hezekiah and Josiah were organized.) Then respond to two other students’ posts.

Wisdom (Pt 1): General Revelation (250-word post; 2 replies) Literature in the Bible has many parallels with non-biblical texts. Even more disturbing, there are many shared themes and perspectives. As a head start on one of your Guiding Questions, describe 1) how you feel about and 2) what you think about these similarities. (Consider carefully both questions. Often our emotions have a great deal of impact on our theological positions.) Add some contemporary examples of general revelation, including modern proverbs that convey truth. Then respond to two other students’ posts.

Wisdom (Pt 2): Unjust Suffering (250-word post; 2 replies) Now that you have learned that Job is more than a simple explanation of why righteous people suffer, describe what you can offer someone who is suffering unjustly. Use Job as a point of reference but you may also reach into other parts of the Old Testament (from Genesis through Job). Then respond to two other students’ posts.

12

Worksheets

Historical Background of Ruth (2 pgs): Ruth is a dramatic and moving story set in rustic, agrarian Bethlehem. It makes a great read without understanding all of the background, but it is all the more powerful when you do. Read the book of Ruth in one sitting and list all of the historical-cultural background elements you can. Name at least ten. Try for fifteen. Consider geography, history, culture, economics, law, etc. Then research two of these, writing a half page on each. For reference works on background topics, use recommended Bible Dictionaries and Encyclopedias and Bible Background Commentaries.

A Tale of Kings (2 pgs): On the surface, 1 Samuel is primarily about Israel’s great prophet, Samuel, and Israel’s first king, Saul. However, the book anticipates the coming of King David, the leading figure of 2 Samuel. Describe how the author “sets the stage” for God’s chosen arrival as specifically as you can (e.g., beginning with Hannah’s prayer). Then summarize how the two books characterize David. In what ways is he portrayed as an ideal king and in what ways is he portrayed as a man under judgment? Use specific references where possible.

Solomon and the Deuteronomist (3 pgs): Explain how 1 Kings 11 fits into the overall theology of the book, specifically identifying links to “Deuteronomic” themes from Deuteronomy found in Joshua-Kings These books all together are referred to in scholarship as the “Deuteronomistic history” or “Dtr.” You will want to include the Davidic covenant and the covenant with Israel (including blessings and curses for both), the significance of God’s one, central place of worship, as well as the rise and role of prophets/prophecy in assessing the faithfulness of Israel and the monarchy to covenant stipulations. Begin by reading a summary of the state of scholarship on the relationship of Deuteronomy to both the Pentateuch and the Historical Books in S. Richter’s “Deuteronomistic History” in the IVP Dictionary of the Old Testament: Historical Books. Then, for a detailed list of Deuteronomy’s terms in the rest of the Old Testament, consult M. Weinfeld’s Introduction and Appendix A in his Deuteronomy and the Deuteronomic School. Winona Lake: Eisenbrauns, 1992. (He refers to Hebrew frequently, but you can follow his points.) This assignment involves some technical reading but the pay off is substantial. You will understand how Deuteronomy is the great hinge that both summarizes the Pentateuch and cements the theological categories for the rest of Scripture.

Structure and Image in Biblical Poetry (2 pgs):

Interpreting biblical poetry requires attention both to structure and image. Read the article on “Poetics” in The IVP Dictionary of the Old Testament: Wisdom, Poetry and & Writings to get more definition to a variety of formal, structural features and to the central ways that imagery carries poetic thought.

Your assignment is to (1) read carefully Psalm 102, (2) identify the type of psalm it is (from class notes), (3) provide one example each of synonymous, antithetic, and synthetic parallelism, (4) identify all examples of imagery (as metaphor or simile) and (5) explain the meaning of one simile and one metaphor. Consult the IVP Dictionary of Biblical Imagery to make sure your explanation is as full as it can be.

13

Suggested Summaries of the Whole Bible Bartholomew, Craig G. and Michael W. Goheen. The Drama of Scripture: Finding Our Place in

the Biblical Story (Baker Academic, 2004). Bartholomew, Craig G. and Michael W. Goheen. The True Story of the Whole World: Finding

Your Place in the Biblical Drama (Faith Alive, 2009). Evans, Craig A. God Speaks: What He Says, What He Means (Worthy Books, 2015). Fee, Gordon D. and Douglas Stuart. How to Read the Bible Book by Book (Zondervan, 2014). Fee, Gordon D. and Douglas Stuart. How to Read the Bible for All Its Worth (Zondervan, 2014). Kaminski, Carol. CASKET EMPTY: God’s Plan of Redemption through History (CasketEmpty Media,

2012) Richter, Sandra L. The Epic of Eden (InterVarsity, 2008). Williams, H. H. Drake. Making Sense of the Bible (Kregel, 2006). Williams, Michael D. Far As the Curse is Found (P&R Publishing, 2005). Wright, Christopher J.H. The Mission of God (InterVarsity Press, 2006).