STUDYGUIDE

byTimMoore

PRACTICINGMIDRASH:READINGTHEBIBLE’SARGUMENTS

ASANINVITATIONTOCONVERSATION

byF.TimothyMoore

Wipf&StockPublishers

Copyright©2018byF.TimothyMoore.AllRightsReserved.

PermissiongrantedtopurchasersofPracticingMidrashtodownloadandcopytheStudyGuidefreeofcharge.

StudyGuidecopiesareavailableatAbelard’sWorkshop

https://ftimothymoore.wordpress.com

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STUDYGUIDE–TableofContentsWeek#1–Introduction Page2

Week#2–Chapter1:WhichGodCreatedtheUniverse? Page5

Week#3–Chapter2:HowDeepandWideistheLoveofGod? Page8

Week#4–Chapter3:DoYouWanttheWholeTruth? Page12

Week#5–Chapter4:DuelingProphets(Part1) Page15

Week#6–Chapter4:DuelingProphets(Part2) Page17

Week#7–Chapter5:WhichPeopleareourPeople? Page20

Week#8–Chapter6:Countertestimonies Page23

Week#9–Chapter7:FollowingJesus Page26

Week#10–Chapter8:WhoismyNeighbor? Page31

Week#11–Chapter9:SaintsandSinners Page33

Week#12–Chapter10:WhoShouldbeLeadersintheChurch? Page36

Week#13–Conclusion:WrestlingwiththeBible Page39

Eachstudyguideisdevelopedmorethanenoughmaterialforaone-hourdiscussion.Ifthegroupisparticularlytalkative,leaderswillneedtoselectportionsofeachlessontoteachtheclassandendwithinonehour.Groupmeetingsforothertimeperiodswillneedtomakeappropriateadjustments.

Week#1studyguideisdevelopedwiththeunderstandingthatparticipantsmaybereceivingthebook,PracticingMidrash,thatday.Allothersessionsarepreparedassumingthatparticipantshavereadtheappropriatechapter.

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Week#1–IntroductionHomework:Noassignments.IfparticipantshavetheopportunitytoreadtheIntroductionitwillmakethefirstsessionmoreengaging.However,thissessionisplannedsothatthosejustreceivingPracticingMidrashcanstillparticipateinthediscussion.GettingStarted–20minutesTaketimetosetupexpectations,personalintroductions,andgroupguidelinesforthisseriesofstudies.Decidehowyouwanttobeginandcloseyoursessionseachweek,includingifandhowyouwillintegrateprayerintoyourtimetogether.HandoutcopiesofPracticingMidrashtoclassparticipants,iftheyhavenotreceivedacopyofthebook.ReadingtheArguments–20minutes1) Askparticipantshowmanyofthemwereawareofthefollowing:

• Thereare4gospelsintheNewTestament.• Twogospels–Matthew&Luke–extensivelycopiedMark,thoughchangingmanydetails.• Thereareatleast3setsofTenCommandmentsinExodus&Deuteronomy.• AdescriptionofGodinonesetoftheTenCommandmentswasalteredinanotherset.• KingDavid’slifewasrecordedtwice(aswellasKingSolomon’s)• ChroniclesextensivelycopiedSamuelandKings,butalsosignificantlychangedthestories.• TherearetwoversionsofNoah’sArk.• AneditormergedthetwoversionsofNoah’sArkintoonecompositetale.• TherearetwocreationstoriesinGenesis.• NearlyeverymajorstoryintheBibleistoldmorethanoncefromsourcesthathaddifferent

ideasaboutthestory.AssistthegrouptoassesstheirawarenessorlackofawarenessoftheseexamplesofpluralismintheBible.CalltheirattentiontotheothercasesofdivergentstorytellingintheBiblementionedonpages2–3ofthebook.2) AskthegrouptonamequestionsthatthisrealityraisesintheirmindsabouttheBible.Considermakingalistoftheirquestions,settingthemasideanddecidingtocomebacktothemperiodicallyduringthis3-monthclass.3) Spendafewminutestalkingabouttheterm“midrash.”Usepages3-5toguidetheclassinaverybriefoverviewofmidrash.IfyouhaveacopyoftheMishnahorTalmud,pulloutastoryorpassageandreadittotheclass.

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4) Readthefollowingfrompage4,“Midrashisanenemyoffundamentalism,whichbelievesthereisonecorrect,orthodoxinterpretationofscripture.Itneverassumesthatthereisa‘singleauthoritativereadingofscripture,’explainsArmstrong.” Asktheclasstocommentonthatquote.InwhatwaysisthetraditionofJewishmidrashdifferentfromandalsosimilartoChristianwaysofstudyingtheBible?5) Asktheclasstoconsiderthewaythetraditionofmidrash–ofallowingopposingpassagesofscripturetoremainintension–allowedtheJewishfaithtoadapttochangingregionalorgenerationalcircumstances.Howmightthatbeanadvantageoveratraditionthatinsiststhataparticularscripturepassagealwaysbeinterpretedoneway? Thetaskofthisbookwillnotbetoprovideanorthodox“answer”ortopicka“winner”betweenthedebatersinsomeoftheBible’sarguments.ThisstudywillresistthetemptationoflookingforTHEanswer,ordeclaringTHEtruthfromGodinanyofthepassagesthatwillbestudied.Instead,thebookwillguidereaderstodecidewheretheywouldliketojointheconversationbetweenbiblicaltextsthathavebeenarguingwitheachotherforatleast2,000years. Thatbeingthecase,youmaywanttotalkwiththeclassabouttheirexpectations.PracticingMidrash–20minutes1) Usingthebook,beginningwithpage6,takeafewminutestogivetheclassabriefoverviewofSt.JohnoftheCross’sthree-foldpracticeofprayer:viapurgativa,viailluminativa,andviaunitiva.Googlingthesetermswillprovideyouwillsufficientmaterial.IfyouhaveBrianMcLaren’sFindingourWay,readhiscommentsonthethree-foldwayofpraying.(Andifyoulovereading500-year-olddevotionalmaterial,byallmeansknockyourselfoutwithDarkNightoftheSoul.) ThesecondhalfofeachchapterinthebookwillleadreadersthroughamodifiedwayofpracticingMidrash,usingSt.JohnoftheCross’sthree-foldprayer.2) Explainthatthefirststepwillbeto“freethestoriestospeakforthemselves”followingJohn’sviapurgativa.Theobjectistoletgoofthosethingsthatinhibitusfromhearingeachstory.MostChristianshavebeentaughtthatwhenevertwoormorepassagesofscripturedisagree,orconflict,withoneanothertheyshouldfindtherightanswer.Thisusuallymeanstoeither:1)determinewhichoneistherightanswer–meaningoneisdiscounted,2)determineacompromiseanswer–meaningthatneitherisfullyheard,or3)thedifferencesareminimizedorexplainedawaysothatasingle,orthodoxinterpretationcanbeadvanced–meaningthatatleastone,ifnotbothpassagesaresacrificedforextra-biblicalbeliefs. Thisstudywillencouragereaderstoletgooftheneedto“fix”scriptureandtoletthestoriesandpassagesoftheBiblespeakforthemselves–eveniftheycontradictoneanother.ByallowingcontrastingstoriesintheBibletospeakforthemselvesweareallowingthemtomidrasheachother.Then,we,thereadersoftheBible,gettoobservetheirconversation.

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3) AsktheclasstoreadMatthew5:3,6andLuke6:20–21.MatthewreportsthatJesussaid,“Blessedarethepoorinspirit,”and“Blessedarethosewhohungerandthirstforrighteousness,”whileLukerecordsJesussaying,“Blessedarethepoor,”and“Blessedareyouwhoarehungrynow.” OpenadiscussionwiththeclassabouttheseverydifferentrecordingsofwhatJesusoncesaid.Lettheclasssharetheirthoughtswithoutofferinganyadditionalbackgroundinformation.Suggestthatratherthantryingto“fix”orresolvethisdisagreementthattheclassletbothMatthewandLukespeak.4) Thesecondstepseeksto“listentothestoriesascontrastingvoiceswithinGod”followingviailluminativa.Ratherthantrytodeclarewhichstoryis“true,”wewillworktohearthetruthofGodinbothstories.ReturningtotheselectedversesfromMatthewandLuke’sbeatitudesspendafewminutesleadingtheclasstonamethetruthstheyseeineachversionofthatbeatitude. (Here,youmaywanttocalltheirattentiontoLuke’semphasisonministrytothepoor,andpointoutLuke6:24-25,whichofferswoestothosewhoarerich.YoumayalsowanttopointoutMatthew’shabitofspiritualizingJesus’plainstatements,suchaschangingthephrase“kingdomofGod”to“kingdomofheaven.”Bothtendenciesarewellknownanddiscussedinbiblicalcommentaries.)5) Followingviaunitivathethirdstepencouragesreadersto“findwheretheywanttojointhedivineconversation.”EachchapterwillendwithsomeideasandquestionsforhowandwhereparticipantscandiscernenteringthisconversationbetweenopposingBiblepassages. ReturntothebeatitudedisagreementbetweenMatthewandLuke.Verybrieflyyou’veaskedtheclasstoresisttryingtoresolvethedisagreementandtolistenforthetruthofGodinbothstories.Now,askthemtosharetheirpersonalthoughtsandfeelings.Whichversiontugsmorecloselytotheirhearts,andwhy?Inwhatwaysdoesoneorbothinformtheirfaith?Howdoesitfeeltoleavethisdisagreementunresolved(thereisnowaytoprovewhichwasone,ifeither,wasJesus’originalsaying)?6) ToendthesessionreadtheapostlePaul’sstatementaboutthefoolishnessofGod,“ForGod’sfoolishnessiswiserthanhumanwisdom,andGod’sweaknessisstrongerthanhumanstrength”(1Corinthians1:25).AskthegrouptokeepthispassageinmindtheoverthecourseofthisclassaswestudysomeoftheBible’sarguments.Inthelastsessionofthisseriesofclassesthefollowingquestionwillberaised:HowmightGod’sfoolishnessofrevealingGod’swordthroughcompetingvoiceswithcontrastingoropposingmessagesbewiserthanhumanwisdom? Closewithprayer,ablessingasyougo,orinsomeotherwayyoudecide.Preparingfornextweek:ReadIntroduction&Chapter1inPracticingMidrash.ReadGenesis1–3.

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Week#2–Chapter1:WhichGodCreatedtheUniverse?Homework:ReadIntroduction&Chapter1.ReadGenesis1–3.GettingStarted–10minutesOpenyourclassinthewayyoudecidedlastweek.Askparticipantsiftheyhaveanyquestionsfromthisweek’sreadings–thebookorscripture–thattheywouldliketoaddresssometimeduringtoday’ssession.Preparesomewayto“park”thesequestionsforlater–writethemonaboardornewsprint,oronindexcardsinthecenterofacommontable,etc.Invitetheclasstobringquestionsaboutthereadingseachweektoclass.ReadingtheArguments–20minutes1) ReadGenesis2:4b,“InthedaythattheLORDGodmadetheearthandtheheavens….”Asktheclasstopretendthey’veneverreadtheBibleorheardaboutthecreationstories.Pretendthatinsteadyoujustreaditforthefirsttime.Askthem,“Ifyouhadjustreadthatsentenceforthefirsttime,whatwouldyouexpecttofollow?Whatdoyouthinkthissentenceindicates?” Maketimetoallowfolkstotalkabouthowitwasforthemtothinkoftheseofstoriesastwoseparate,contrastingtalesofhowGodcreatedtheuniverse.Forsomethiswillbeoldnews,forothersitwillbeabrandnewconcept.2) UsethechartinExcursus1.2onpage14tocomparethedifferencesinthetwostories.Useyourownsetofquestionstogetyourgrouptotalkaboutthedifferencesthataremostinterestingtoyouoryourgroup.Youmaywanttoletthegroupfirstnamethedifferencestheyfindmostinterestingandthenaskquestionstodelveintothemabitdeeper. Atthispointinthesessiontrytofocusyourdiscussionmainlyontheliteraryornarrativedifferencesinthestorieswithoutgoingintomoreabstracttheologicalconclusions,whichwewillgettolater.YoumaywanttodiscusshoweachGodhadadifferentprocessforcreationandtodiscussGodasacharacterinashortstory.Forinstance,ask,“Whatdoessay“trialanderror”methodofcreationinthesecondstorysayaboutthecharacterofthisGod?”butwithholdmakingtheologicalconclusionsabouttheGoddepictedinthesecondstory.3) PhyllisTriblecalledthesecondcreationstory“ALoveStoryGoneAwry.”Thisshortstorycouldbecategorizedasatragedy.Whatqualitiesinthestorywouldmakeitatragedy?Aretherequalitiesinthestorythatdonotmakeitatragedy?Takeafewmomentstospeculateastowhyanauthorwouldwriteacreationstoryasatragedy(orpseudo-tragedy)? Ifthesecondstoryisatragedy,howwouldyoucategorizethefirstcreationstory?

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PracticingMidrash–30minutes ViaPurgativa–Lettinggo1) Thefirstcreationstoryismethodicalandeffective.AteverypointGodevaluatestheprocessanddeclaresit“good.”Itrunssosmoothly,thatreaderstakeonitsmindsetandoverlooktheproblemsthatriseupinthesecondcreationstory. Takeafewminutestonametheproblemsincreationthatexistinthesecondstory,andthendiscussthem.(ItiscertainlyappropriatetotalkaboutAdamandEve’sdisobedienceinGenesis3.However,leadyourgrouptofirstdiscusstheproblemsthatrisetothesurfaceduringthecreativeprocessinchapter2.) TheLORDstatesthatifthehumanseatofthefruitoftheTreeofLifethatinthatdaytheywilldie.However,whenAdamandEveeatthefruittheydonotdie.Instead,theygainknowledge.Theserpent’sexplanationoftheconsequencesofeatingthefruitcomesclosertothetruth,atleastintheshortterm,thandoesGod’s.Whatdoyoumakeofthat?Isthatanother“problem”inthesecondcreationstory?2) Makealistofstatements,orwords,thatdescribethecreativeprocessinGenesis1.Inwhatwaysdoesthislistcontrastthewaycreationhappensinthesecondstory? ViaIlluminativa–LettingGod’slightshine1) InordertohearthetruththatGodisspeakinginthesestories,itisimportanttoheareachofthemontheirownterms.Thismeanswehavetoletthecontradictionsremain.Wehavetoresistthetemptationto“fix”thestoriessotheywillagree,andtoresistthedesiretoexplainawaytheproblemsinthesecondstory.Takeacoupleofminutestocheckinwiththegroup.Howdoesitfeeltoleavecontradictionsinscriptureexposedandunresolved?2) Usethequestionsonpages17–19toguidethegroup.Speakingoftheparticularsineachstoryask:WhatkindofGodcreatestheworldinthismanner?WhatattributesdoesthisGoddisplay?Usetheotherquestionsonthosepagesasyouwish.3) TheauthorstatesthatthefirstcreationstorydescribesatranscendentGod.Whatevidenceinthestorysupportsthatconclusion?WouldyouagreeordisagreethatthefirststorydescribesatranscendentGod?WhyorWhynot? Boundariesareimportantinthefirstcreationstory.Howareboundariesimportanttoatheologybasedonholiness?4) TheauthorstatesthatthesecondcreationstorydescribesanimmanentGod.Whatevidenceinthestorysupportsthatconclusion?WouldyouagreeordisagreethatthesecondstorydescribesanimmanentGod?WhyorWhynot?

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Whydotheimperfectionsinthesecondcreationstoryaddtoitscharacterinsteadofruiningthestory?5) WhatispositiveabouthavingtwostorieswithonespeakingofatranscendentGodandtheotherspeakingofanimmanentGod?HowdotheyhelpspeakofGod’sparadoxicalnature? ViaUnitiva–JoiningtheDivineConversation*) Ifyoustillhavequestionsinyour“parkinglot,”dealwiththosebeforethissection.1) Onpage16theauthorwrote,“ThePriestlytheologyofholinesspointstotheidealsofthewaythingsshouldbe.TheStoryteller’stheologyfindsgraceeveninthetragicwaythingsare.”Inwhatwaysdoesthatstatementhelpyouthinkaboutthesecontrastingstories?2) Theauthorspendsafewpages(22–24)connectingthesecreationstoriestolargernarrativesrunningthroughtheHebrewBible.HecontendsthatbothstorieswerewrittentogiveJewsinexile(oroccupation)hope,thoughindifferentways.Spendafewminutestalkingabouthoweachstorycouldgivepeopleindifficulttimeshope.Doesone,orboth,giveyouhope?How?3) Usethetableonpage25andthequestionsonpage25–26toguidethegrouptobeginnamingwhereandhowtheywanttojointhisdivineconversation. Considerusingsomealternativewaystohelppeopleconsiderhowtheywanttoenterthisconversation.Usehandoutslistingafewofthequestionsattheendofthechapterandspacewithwhichtowritedownpersonalthoughts.Orputtwonewsprintsheetsuponawall,labeledGenesis1andGenesis2–3,andaskclassmemberstowritewordsorstatementsabouthowonestory,oreach,givethemhope,strengthentheirfaith,guidesyouandyourchurch.Orconsiderusingyourroomasacontinuumbetweentwoextremepositions.Statetheextremesandaskpeopletofindaplaceonthecontinuumthatfitsthem.Invitepeopletosharetheirreasonsforpickingthatspot.4) ConcludebyreadingGenesis2:2–3.ShareyourthoughtsonwhyyouthinktakingaSabbathispartofthecreativeprocess–forGodandforus.Considerinvitingthegrouptosharetheirthoughts. Dismisstheclassinyourstandardway.PreparingforNextWeek:ReadChapter#2inPracticingMidrash.ReadExodus20:1–21;34:1–28,Deuteronomy5:1–21,2Samuel7:1–17,and1Kings2:1–4;6:11–13.

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Week#3–Chapter2:HowDeepandWideisthe LoveofGod?Homework:ReadChapter#2inPracticingMidrash.ReadExodus20:1–21;34:1–28,Deuteronomy5:1–21,2Samuel7:1–17,and1Kings2:1–4;9:4–9.GettingStarted–10minutesOpenyourclassinyourusualway.Askparticipantsiftheyhaveanyquestionsfromthisweek’sreadings–thebookorscripture.Ifyoudon’twanttodealwiththemimmediately,preparesomewayto“park”thesequestionsuntillater.HearingtheArgument–20minutes1) TheargumentinthischapterwascreatedwhenastatementaboutGod’scharacterwasre-writteninordertochangeitstheology.Asstatedinthebook,itisnotreallyimportantfortoday’sdiscussiontospeculatewhichwastheoriginalstatement.Whicheverwasthecase–Exodus34orDeuteronomy5–anargumentwascreatedbetweentwoopposingcampsastohowGod’scharactershouldbeunderstood. Spendafewminutestalkingaboutthis“alternative”DecalogueinExodus34–theonlysetinExodustobecalledtheTenCommandments(Exod34:28).Usethehandout“TheTenCommandmentsofExodus34”toguidethediscussion.AsktheclassifseeingthissetofTenCommandmentswasnewtothem?Ifso,howdoesitfeelknowingthattherewasanalternativeset?HowisthissetsimilartothetraditionalDecalogue?Howisitdifferent?2) DoesbeingmadeawarethatthelargerMosaicLawdevelopedoveralongperiodoftimemakeadifferenceinhowyouthinkabouttheLawandtheTenCommandments?WhatdoyoumakeofthefactthatDeuteronomycallstheplaceMosesreceivedtheLawMt.HoreborthemountainofGod,whileallothersourcescallitMt.Sinai?3) ThefocusofthischapterisonstatementsaboutGod’scharacterinthesedifferentversionsoftheTenCommandments.Usethetableonpage33inthebooktocomparecomponentsofthetwostatements.HowdoeseachstatementbeginitsintroductionoftheLORD–what’sthefirstthingsaid? Twocomponentsofthestatementsareidenticalornearlyidentical,buttheirorderwasreversed.Whydoyouthinktheywerereversed?HowdoestheirreversalchangewhattheotherwassayingabouttheLORD? Inthetraditionalset,theidentityofthoseGodwillpunishisstated,whiletheothersetdoesnotidentify“theguilty.”Inwhatwaysdoyouthinkthatmakesadifference?Howmightthedifferencebeusedinfaithcommunities?

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InExodus34thestatementabouttheLORD’ssteadfastloveisexceedinglybroadandwithoutanynamedconditions.InthetraditionalsetGod’ssteadfastisonlysharedwiththosewhokeepthecommandments.HowdothosedifferencesdefineGod’slovedifferentlyineachstatement?PracticingMidrash–30minutes ViaPurgativa–Lettinggo1) BothstatementsabouttheLORDmentionGod’ssteadfastloveaswellasGod’sjudgment.Coulditbearguedthatthisisjustadifferenceinsemantics–thattheyreallysaythesamething?Whatliterarydifferencesinthestatementsleadyoutobelievethatsubstantive,theologicaldisagreementsareatworkhere?(Ifthereisnoconsensusinthegroup,relievetheiranxietybytellingthemthattheyarenodifferentthanwritersfromtherestoftheOldTestament.)2) TheevidencethatanargumentaboutGod’scharacterexistedinancientIsraelgoesbeyondthereversalofoneofthetwostatementsinthetwosetsofTenCommandments.RefertothebriefoverviewofPhyllisTrible’sstudyonpages34–35onhowthestatementaboutGod’scharacterwasusedinotherplacesintheOldTestament.Ifyouhavetimereadthefourexamples(Nahum,Joel,Jonah,andNehemiah)anddiscusstheirdifferences.HowdoeseachofthemsupportthethinkingineitherExodus34orDeuteronomy5,orboth? ViaIlluminativa–LettingGod’slightshine1) OneoftheargumentsatplaybetweentheExodus34andtheDeuteronomy5statementsabouttheLORDiswhetherGod’sloveisunconditional,orcomeswithconditions.ThisargumentworksitswayintothestoriesaboutGod’scovenantswithIsrael–throughAbraham(land),Moses(law),andDavid(leadership).TherearestoriesthatdepicteachcovenantasanunconditionalpromisefromGodtoIsraelandstoriesthatmakeeachpromiseconditional.WhatisatstakeifGod’sloveisunconditionalorconditional?Thinkingofhumanrelationships,whatisatstakeifaparent’sloveforherchildisunconditionalorconditional?2) TakeafewminutestoreadtheargumentsaboutDavid’scovenant.First,read2Samuel7:11b–16(itwaswrittenfirst).Then,read1Kings2:2–4and9:4–9.NoticethatintheoriginalpromisetheLORDseemsquiteawarethatDavid’sdescendantsmightcommitiniquity(sin),butthiswillnotalterGod’ssteadfastlovenorGod’scommitmenttoIsrael(2Sam7:14–15).HowdidtheDeuteronomisticHistorianchangethemeaningoftheoriginaldeclarationofGod’scovenantwithDavid?InwhatwayswasthisconsistentwithDeuteronomy’s“blessing-and-curse”theology? Compare1Kings9:8–9withDeuteronomy29:4–7.It’seasytoseeDeuteronomy’sinfluenceintheretellingofDavid’scovenant.HowdoesthischangecomparetothechangebetweenthestatementsonGod’scharacterinExodus34andDeuteronomy5?3) ThischapterrevolvesaroundthetensionbetweenGod’sloveandGod’sjustice.CanyounamesometruthsaboutGod’sloveandjusticefoundintheExodus34statementabouttheLORDalongwiththeunconditionalversionofDavid’scovenantfoundin2Samuel7?

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CanyounamesometruthsaboutGod’sloveandjusticefoundintheDeuteronomy5(andExodus20)statementabouttheLORDalongwiththeconditionalversionsofDavid’scovenantfoundinIKings2and9? Howarethesesetsoftruthsdifferent?Similar? ViaUnitiva–JoiningtheDivineConversation*) Ifyoustillhavequestionsinyour“parkinglot,”dealwiththosebeforethissection.1) IndiscussingthisargumentaboutGodbetweenExodus34andDeuteronomy5,achurchmemberoncesaidtotheauthor,“Thesetwostatementssoundlikeparents.Oneparentoperateswithtoughlove.Expectsthechildrentoobeytheirparentsandfollowthehouserules.Consequences,goodandbad,willfollowactions.Theotherparentloveswithoutendandistheshouldertocryon.Oneparentpushes,theothercomforts.MaybetheseconflictingstatementsparadoxicallyrevealGodasatwo-parenthousehold.”DiscussthemeritsofthismetaphorregardingtheargumentaboutGod’scharacter.2) Usethequestionsattheendofthechapter(pages42–43)toleadtheclassinconsideringjustwheretheywanttojointhedivineconversation. Considerusingsomealternativewaystohelppeopleconsiderhowtheywanttoenterthisconversation.Usehandoutslistingafewofthequestionsattheendofthechapter.Orputnewsprintsheetsuponawallwithlabelsofyourchoosing.Orconsiderusingyourroomasacontinuumbetweentwoextremepositions.Statetheextremesandaskpeopletofindaplaceonthecontinuumthatfitsthem.Invitepeopletosharetheirreasonsforpickingthatspot.3) Readaquotefrompage42,“ThebeliefsaboutGod’sloveandjudgmentmaybelesslikelytheologicallyarticulatedandmoreoftenlivedoutinhowweembodythatloveandjudgmentinourrelationshipsandexperiences.Itmaybefairtoquestionwhichcomesfirst:ourconsciousbeliefsaboutGod’sloveandjudgment,orourpracticeofloveandjudgmentinrelationships(asmodeledtous).”Reflectonthatquoteandshareyourthoughts.Whenitcomestothisissue,doesourtheologyaboutGodshapeouractions,ordoouractionsformourtheologicalbeliefs? Dismisstheclassinyourusualmanner.PreparingforNextWeek:ReadChapter#3inPracticingMidrash.ReadGenesis26:34–28:9,2Samuel11,and1Chronicles20.

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TheTenCommandmentsofExodus34

1) Youshallworshipnoothergod,becausetheLORD,whosenameisJealous,isajealousGod...

2) Youshallnotmakeacovenantwiththeinhabitantsoftheland...

3) Youshallnotmakecastidols.

4) Youshallkeepthefestivalofunleavenedbread...

5) Allthatfirstopensthewombismine...

6) Sixdaysyoushallwork,butontheseventhdayyoushallrest;eveninplowingtimeandin

harvesttimeyoushallrest.

7) Youshallobservethefestivalofweeks,thefirstfruitsofwheatharvest,andthefestivalof

ingathering...

8) Youshallnotofferthebloodofmysacrificewithleaven...

9) ThebestofthefirstfruitsofyourgroundyoushallbringtothehouseoftheLORDyourGod.

10) Youshallnotboilakidinitsmother’smilk.

TheLORDsaidtoMoses:Writethesewords;inaccordancewiththesewordsIhavemadeacovenantwithyouandwithIsrael.HewastherewiththeLORDfortydaysandfortynights;heneitheratebreadnordrankwater.Andhewroteonthetabletsthewordsofthecovenant,thetencommandments(Exod34:14–28,numbersadded).–––––––––––––––– ThisarrangementoftheTenCommandmentsofExodus34islaidoutsothatareadercan

moreeasilyseethisDecalogue.Ofcourse,thisisjustonepossibility.Anotheranalysisofthispassage

mightinterpretthebreaksbetweencommandsdifferently,andevendeterminethattherearemore

thantencommandshere–asmanyasthirteenorfourteen.(ThetraditionalsetinExodus20and

Deuteronomy5couldalsobere-numberedaselevenortwelvecommands.)Noneofwhichchanges

thefactthatthepassageitselfcallsthesecommands“TheTenCommandments.”

This“ritual”setshares3commandswiththetraditionalDecalogue.Allofthesecommands

arerepeatedelsewhereintheTorah–theywerewellknowntoancientIsrael.

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Week#4–Chapter3:DoYouWanttheWholeTruth?Homework:ReadChapter#3inPracticingMidrash.ReadGenesis26:34–28:9;2Samuel11;and1Chronicles20.GettingStarted–10minutesOpenclassinyourusualway.Askparticipantsiftheyhaveanyquestionsfromthisweek’sreadings–thebookorscripture.Ifyoudon’twanttodealwiththemimmediately,preparesomewayto“park”thesequestionsuntillater.HearingtheArguments–20minutes1) ThewayDavidisportrayedinSamuel(includingthebeginningofKings)isfascinating.Thecollectionofstories,particularlyearlyinhislife,comesfromahandfulsources.TheSuccessionNarrative,whichbeginsin2Samuel9,isthemainsourceofhisreign.AllofthestorieswerecollectedbytheHistorian,whoaddstheDeuteronomisticjusticetheologyintohisediting,especiallyneartheendofDavid’slife.Davidisclearlylovedandadmiredbytheseauthors,whichmakesthestoriesthatshowhisshadowsidesurprising.Incontrast,whentheauthorofChroniclesrewrotetheHistorian’swork,heremovedeverystorythatshowedDavid(andeveryhero)inanegativeway.2) BrieflydiscusshowDavid’sbeginningandendingwereportrayedinSamuel&Kings.Refertopage49fromthebook.HowdothesestoriesfittheoverallthemesofhowDavid’slifewastoldinthesebooks?3) TurntothetableinExcursus3.2onpage47.ItiseasytoseethattheChroniclerintentionallyavoidedtheDavidandBathshebastory,aswellaseverythingelseoverthenext10chaptersin2Samuel.TrytogetintothemindoftheChronicler.WhydoyouthinkheavoidedallthenegativestoriesaboutDavid?4) ThiscontrastbetweenthesetwotellingsofDavid’slifeisrepeatedelsewhereintheOldTestament.StoriesfromthePriestlytraditionwhitewashthelivesoftheirheroes.Theyalmostnevershowtheirheroesinvolvedwithsin.ThesecondexampleweareexploringthischapterisaboutthetwostoriesthatexplainwhyJacoblefthomeandwenttohisUncleLaban’shouse.UsethetableinExcursus3.3onpages50–51toexaminetheirdifferences.Compareanddiscusseachofthethreemovementsinthosestories:amother’sintervention,afather’sblessing,andJacob’straveltohisuncle’shouse.InwhatwaysisthiscontrastbetweentwotalessimilarordifferenttothecontrastbetweenSamuelandChroniclesversionsofDavid’slife?

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PracticingMidrash ViaPurgativa–Lettinggo1) RefertothecontrastofDavidandUriahonpages53-54.Discussthecontrast.Giventhewaythewritertoldthestory,howintentionaldoyoubelievethewriteroftheSuccessionNarrativewasinportrayingDavidandUriahaspolaropposites?Whatdoyouthinkitmeansthatthewritershowedthatoneofthepeoplesoftheland–aHittite–hadahighermoralcharacterthantheking,andthatitcosthimhislife?2) SpeculateastowhytheChroniclerleftouttheDavidandBathshebastory,aswellasthetroubleinDavid’shousehold,andAbsalom’ssuccessful,butshort-livedcoup.What’sthepointofwhitewashingsomeone’spast?3) Usepages54-55todiscussthecontrasttheStoryteller’sdepictionofJacobandEsau.NamesomesimilaritiesbetweenthisversionofJacobandEsauwiththeSuccessionNarrative’sdepictionofDavidandUriah.4) Readthefollowingtwoquotesonpages54and55.“Jacob…becamethefatherofthetwelvetribesofIsrael.DavidbecameIsrael’sgreatestking….Thesestoriesdidnotsimplytellthehearerthatevenfaithheroesareflawed.TheyrevealedthatrighteousnessisgiventhroughGod’ssteadfastlovetopeoplethatcouldnotearnit.”Andsecondly,“IntheholinesstheologyofthePriests,righteousnessbeforeGodisreceivedthroughtheritualsofthefaithandbyobediencetoGod’scommands.TheyshowJacobandDavid’srighteousnessbythelivestheylived.ThePriestsportrayedtheirheroesasrolemodelsforthefaithful.” TheauthorissuggestingthatatadeeperleveltheargumentsbetweenSamuelandChroniclesandbetweenthetwoversionsofJacob’sblessingareadisagreementaboutrighteousness.UsingChristianlanguagetheyaredisagreementsaboutsalvation.Askthegrouptosharetheirthoughtsaboutthisconclusion. ViaIlluminativa–LettingGod’slightshine1) TheStoryteller’sversionofJacob’sblessingandtheSuccessionNarrative’srecordingofDavid’slifetalkedaboutsininordertofirstshowthatallpersonsaresinnersandsecondlythatGod’ssteadfastloveoffersgraceinallthings.Ifyouhavetime,read1Kings21–thestoryaboutNaboth’svineyard–andcompareittoDavid’srapeofBathsheba.HowdidtheHistorian’sconclusionofthatstorydifferfromthewayDavid’sstoryended?NoticethatbothDavidandAhabconfessedandrepented,butAhab’skingdomwasstilltakenfromthisfamily.2) ThePriests’storiesemphasizedhighmoralandritualstandards.Theywantedtoshowpeoplecouldchoosetherighteouspath.WhenpeoplesinnedtheirrelationshipwithGodwascutoff.InthepriestlyversionsoftheLaw,however,thepeopleweregivenritualsofatonementthatwouldrestoretherelationship.SpendafewminutesdiscussingthedifferencesinhowsinistalkedaboutinthePriestlystoriesandhowitistalkedaboutintheselectedstoriesthatfocusonGod’sgrace.(IftheclassalsowantstoaddinDeuteronomisticwayoftalkingaboutsin,includethataswell.)

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WhattruthsofGoddoyouseeinthegrace-basedstorieswe’veexploredtoday?WhattruthsofGoddoyouseeinthePriests’holiness-basedstories? ViaUnitiva–JoiningtheDivineConversation*) Ifyoustillhavequestionsinyour“parkinglot,”dealwiththosebeforethissection.1) Inwhatwaysdotheargumentswe’vediscussedtodayechotheargumentsweexploredinlastweek’slesson?(ConcerningGod’scharacterandtheunconditionalorconditionalnatureofGod’spromises.)2) ThewriteroftheSuccessionNarrative,aswellastheHistorianwhocompiledandeditedSamuel,thoughtDavid’sstoryofthesaintbecomingasinnerwasataleworthbeingtold.TheChroniclerdidnot.Whatdoyouthink,andwhy?3) Refertothequestionsonpage58regardingwhetherpeopleshouldtelltheir“wholetruth”storiesinchurch.Howwouldthosequestionsapplytoourchurch?4) Refertothetwo“Ifyouemphasize…”paragraphsattheendofthechapter.Discussthemandthequestionsthatendthechapter. Dismissclassinyourusualway.PreparingforNextWeek:ThenextchapterinPracticingMidrashislonger.Wewilldiscussitoverthenexttwolessons.Therefore,readpagesin61–69and77–80inChapter4(ifyoudonotreadthewholechapter).ReadAmos3–5,Hosea1–4&11,Micah2–3&6,andIsaiah1;6;9–10;31–33;and36–37.IfyoudonothavetimetoreadallthoseBiblepassages,tryreadingatleastonechapterfromeachbook.

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Week#5–Chapter4:DuelingProphets(Part1)Homework:Readpagesin61–69and77–80inChapter4inPracticingMidrash(ifyoudonotreadthewholechapter).ReadAmos3–5,Hosea1–4&11,Micah2–3&6,andIsaiah1;6;9–10;31–33;and36–37.GettingStarted–10minutesOpenclassinyourusualway.Askparticipantsiftheyhaveanyquestionsfromthisweek’sreadings–thebookorscripture.Ifyoudon’twanttodealwiththemimmediately,preparesomewayto“park”thesequestionsuntillater.HearingtheArgument–30minutes(10minuteslongerthisweekonly)1) Duringthisclassandthenextitwilltakealittlemoreworktoseeandheartheseargumentsbetweentheduelingprophets.AmosandHoseawriteasiftheyhavenoideatheotherpersonexisted,andwithacoupleofsmallexceptionsthesamecouldbesaidofMicahandIsaiah.Theirarguments,firstheardascontrastingmessagestothepeopleofIsraelandJudah,becamebiblicalargumentswheneditorssaved,compiled,andultimatelyincludedtheminthecanon.Theiroverallmessagesrevealtheirdisagreementsratherthanahandfulorsinglepassages.Thismeanswehavetoreadenoughoftheirbookstogetasenseoftheirmessages(withoutcompletelyrelyingonPracticingMidrashoranyothercommentary’stakeontheseprophets).2) WhydidtheAssyrianEmpire’sarmyposenotjustageo-politicalcrisistoIsraelandJudah,butalsoatheologicalcrisis?3) WhatwasthedifferencebetweenAmosandHosea’sbackgroundandrelationshiptoIsrael?HowmightthishaveaffectedtheirreceptionofGod’swordtothemandhowtheyrelatedittothepeople? Hoseausedtheword“love”moreoftenthananyotherprophet.Amosneverusedtheword.Howdidyouseethatdifferenceplayoutineachprophet’smessage?4) WhataresomedifferencesandsimilaritiesinAmosandHosea’smessages?5) WhatwerethedifferencesinMicahandIsaiah’sbackgrounds?Howdoyouthinkthisaffectedtheirmessages?6) WhatdidMicahsaythatdirectlyopposedIsaiahandwhichstillpolarizedhismessageevenacenturylaterduringJeremiah’slifetime?7) WhatarethedifferencesandsimilaritiesinMicah&Isaiah’smessages?

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PracticingMidrash–20minutes(10minutesshorterthisweekonly) ViaPurgativa–Lettinggo1) Refertothediscussionofatrueandfalseprophetonpage77.AccordingtoJeremiahandDeuteronomy,howcanyoutellthedifferencebetweenafalseandatrueprophet?Howhelpfulisthistopeopleinrealtimetryingtodiscernaprophet’smessage?2) RefertotheTableinExcursus4.2onpage79.ComparethemessagesofdestructionandsalvationforAmos,Hosea,MicahandIsaiah.DiscussHosea’sfalseprophecyofsalvationandMicah’sfalseprophecyofdestruction.Howdoesitaffectyourviewofscripturetoreadwhenbiblicalprophetswerewrong?HowdoyoumakesensethatHoseapreachedbothdestructionandsalvation? ViaIlluminativa–LettingGod’slightshine1) InwhatwaysdidAmosandMicahpreachsimilarmessages?WhichdescriptionofGod’scharactercomesclosertotheirmessages–theExodus34descriptionortheDeuteronomy5one?2) InwhatwaysdidHoseaandIsaiahpreachsimilarmessages?WhichdescriptionofGod’scharactercomesclosertotheirmessages–theExodus34descriptionortheDeuteronomy5one? ViaUnitiva–JoiningtheDivineConversation*) Ifyoustillhavequestionsinyour“parkinglot,”dealwiththosebeforethissection.1) HowcanyoudecidewhichprophetiscorrectwhentheybothsayGod’sjudgmentiscoming,butonesays,“becauseofABC,andtoavoidjudgmentdothis,”whiletheothersays,“becauseofXYZ,andtoavoidGod’sjudgmentdothat”?2) InwhatwaysdoChristianmessagestoday,particularlyinregardstothestateofournation,soundlikeduelingprophets?HowwouldyousummarizethecontemporarypropheticmessagesthattheAmericanchurchissayingtooraboutournation? Dismissclassinyourusualway.PreparingforNextWeek:IfyoudidnotreadallofChapter4inPracticingMidrashlastweek,read70–76and80–88.ReadJeremiah1;7;14–15;21;28–29;and31–32,Habakkuk,andEzekiel1–3;8–10;16;18;33;37;and44.IfyoudonothavetimetoreadalltheseBiblepassages,trytoreadatleastonechapterfromeachbook.

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Week#6–Chapter4:DuelingProphets(Part2)Homework:IfyoudidnotreadallofChapter4inPracticingMidrashthepreviousweek,read70–76and80–88.ReadJeremiah1;7;14–15;21;28–29;and31–32,Habakkuk,andEzekiel1–3;8–10;16;18;33;37;and44.GettingStarted–10minutesOpenclassinyourusualway.Askparticipantsiftheyhaveanyquestionsfromthisweek’sreadings–thebookorscripture.Ifyoudon’twanttodealwiththemimmediately,preparesomewayto“park”thesequestionsuntillater.HearingtheArgument–20minutes1) AswithlastweekwehadtoworkalittlemoretoseeandheartheseargumentsbetweenJeremiah,Habakkuk,andEzekiel.Noneofthewritersdirectlyaddresstheother,thoughitdoesseemprobablethatEzekieliswritinginresponsetoJeremiah’sprophecy.Theiroverallmessagesrevealtheirdisagreementsratherthanahandfulorsinglepassages.Thismeanswehavetoreadenoughoftheirbookstogetasenseoftheirmessages(withoutcompletelyrelyingonPracticingMidrashoranyothercommentary’stakeontheseprophets). AsyoureadJeremiahandEzekiel’swork,whatdifferencesinstyle,content,orillustrationsdidyounotice?2) RefertotheTableinExcursus4.2onpage79.InJeremiah’spropheticduelwithHananiah,inwhatwayswasHananiah’smessagelikeIsaiah’shadbeenthepreviouscentury?Isaiah’sprophecyhadbeentrueonehundredyearsearlier,whywasHananiah’snot?Whatchanged?InwhatwayswasJeremiah’soverallmessagelikeMicah’sacenturybefore?ThinkingofMicah’sproclamation,ifaprophet’smessagedoesn’tcometrueforacenturyinwhatwayisittrueforthepeoplewhofirstheardit?3) WhatwasHabakkuk’sprincipalproblemwithJeremiah’smessageofGod’scollectivejudgmentuponJudah?4) BothJeremiahandEzekielforetoldGod’sjudgment.Yet,theycondemnedJudahfortwodifferenttypesofsins.WhatkindofsinsdidJeremiahsaywerebringingGod’swrath?WhatsinsdidEzekielusuallynametocondemnJudah?Inwhatwayscouldtheirmessageshavebeeninfluencedbytheirbackgrounds? CanyouthinkofcontemporarygroupsofChristianstodaywhodisagreethewayJeremiahandEzekieldisagreed?

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PracticingMidrash–30minutes ViaPurgativa–Lettinggo1) WhatdoesthepropheticduelbetweenJeremiahandHananiahsuggestweresomerealitiesaboutbiblicalprophecy?Howdothelasttwoweeksofreadingtheseduelingprophetsaffectyourthinkingaboutbiblicalprophets?HowdoesthisimpactyourunderstandingofGod’srevelationinscripture?2) Howdothedivergentmessagesofthebiblicalprophetsadviseusinlisteningtotheproclamationofpreachers,prophetsandpoliticians,today? ViaIlluminativa–LettingGod’slightshine1) RefertothecontrastofEzekielandJeremiah’sviewpointaboutGod’spresenceonpage82.Discussthedifferencesoftheirmessages.Whatwerethepastoralimplicationsoftheirwords?Whatwerethepropheticimplicationsoftheirwords? HowdoyoufeelaboutthefactthateachprophetperceivedthatGod’spresencewaswithhimandthecommunityaroundhim,butnotwiththeotherJews(exilesinBabylonorsurvivorsinJerusalem)?Inwhatwayscouldtheirmessagesbecriticizedforbeingself-serving?2) RegardingHabakkuk’scriticismofJeremiah’smessagethatGodwasjudgingJudahthroughtheBabylonians,whatdoyouthinkoftheanswerheheardfromGod,“Therighteouslivebyfaith”?Inwhatwaysisthatanswerhelpfulandinwhatwaysisitinsufficient?3) IfyoucouldsummarizethemessagesofJeremiah,Ezekiel,andHabakkuk,eachinasentenceortwo,whatwouldyousay?Whatdoyouthinkoftheirmessages?HowdoestheirmessagesimpactyourfaithinGod? ViaUnitiva–JoiningtheDivineConversation*) Ifyoustillhavequestionsinyour“parkinglot,”dealwiththosebeforethissection.1) Refertothediscussiononpage84concerningtheworldviewoftheprophets–howtheyimaginedthatGoddeterminedtheoutcomeofwars.Asktheclasstoreflectontheauthor’scomments.Howdoesoursecular,orscientific,wayofenvisioningGod’sinteractionswithwarfareaffectthewaywereadtheprophets?2) Usethequestionsofpages85–86tofurtherthediscussiononthischapter. Considerusingsomealternativewaystohelppeopleconsiderhowtheywanttoenterthisconversation.Usehandoutslistingafewofthequestionsattheendofthechapter.Orputnewsprintsheetsuponawallwithlabelsofyourchoosing.Orconsiderusingyourroomasa

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continuumbetweentwoextremepositions.Statetheextremesandaskpeopletofindaplaceonthecontinuumthatfitsthem.Invitepeopletosharetheirreasonsforpickingthatspot.3) Theauthorsuggeststhepluralisticmessagesoftheprophetsoffera“colorwheel”ofGod’svoiceswithlove,justice,andholinessstandinginfortheprimarycolorsofred,yellow,andblue.Doyoufindthismetaphorhelpfulinunderstandingthedisparatemessagesoftheprophets?Ifso,how?Doyoufindthismetaphortobedisconcerting?Ifso,how? Canyounamewaysyourfaithandmoralityisablendofthesepropheticmessages?4) AfterJeremiahwaskidnappedandtakenagainsthiswillwiththerefugeesthatsettledinEgypt,therewasamajordisagreementbetweentheprophetandtherefugees(refertopages86–87).Whatwasthestrengthofrefugees’argument?WhatdoyouthinkofJeremiah’sanswer–“Waitandsee”? Whatdidtheauthormeanonpage87whenhesaid,“Thisisthedifficultyofanyreligionthatlooksforaclearcause-and-effectrelationshipbetweenfaithandhistory.Yourassurancesaremoreapttobefrustratedthanvalidated….”? Dismissclassinyourusualway.PreparingforNextWeek:ReadChapter#5inPracticingMidrash.ReadEzra1;3—4:5;9–10,Nehemiah9–10;13,Ruth,Jonah1;3–4,andIsaiah40;43;49;53;56;65.IfyoudonothavetimetoreadalloftheseBiblepassages,trytoreadatleastonechapterfromeachbook.

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Week#7–Chapter5:WhichPeopleareourPeople?Homework:ReadChapter#5inPracticingMidrash.ReadEzra1;3—4:5;9–10,Nehemiah9–10;13,Ruth,Jonah1;3–4,andIsaiah40;43;49;53;56;65.GettingStarted–10minutesOpenclassinyourusualway.Askparticipantsiftheyhaveanyquestionsfromthisweek’sreadings–thebookorscripture.Ifyoudon’twanttodealwiththemimmediately,preparesomewayto“park”thesequestionsuntillater.HearingtheArgument–20minutes1) TheendoftheBabylonianExileofferedtheexiledJewsauniqueopportunity–thechancerebuildacommunity,tostartoveragain.InthedecadesfollowingKingCyrusofPersia’shomelanddecreedescendantsoftheoriginalexilesresettledJerusalem.Thoughthecitywaslargelystillinruins,itwasnotvacant.SurvivorsofboththeBabylonianandAssyrianconquestslivedinthearea.Asthereturnedexilesbegancreatingthe“SecondTemplecommunity”theyfacedamajorquestion:Whatdotheydoaboutthesurvivorsstilllivingintheland?2) AccordingtoEzraandNehemiahwhatwastheproblemwithallowingthe“peopleoftheland”tobeapartoftheSecondTemplecommunityandworshipinthenewTemple?WhydidEzraandNehemiahfeelitnecessarytosend“foreign”wivesandchildrenawayfromthecommunity(exilingchildrenofexiles)?3) WhydidthereturnedexilesfeeltheneedtorenewtheircovenantwithGod?Whatwerethecorecommandmentstheywouldpayspecialattentiontokeeping(pages93–94)?WhatdothesecorecommandmentsrevealaboutthetheologyofEzraandNehemiah?4) WhataresomeofthewaysthatSecondIsaiah(chs.40–66)proclaimsthatGodhasdifferentideasabouttheSecondTemplecommunitythanEzraandNehemiahexpressed?5) WhywasthedetailthatRuthwasMoabiteimportanttothestoryasaprotesttoEzraandNehemiah’sdefinitionof“ourpeople”?Howdidtheepilogue’sdeclarationthatRuthwasKingDavid’sgreat-grandmotheraddtoitspowerasaresistancedocument?6) WhywasthedetailthatJonahwastopreachtothepeopleofNinevehimportanttothestoryasaprotesttoEzraandNehemiah?WhydidGod’smercymakeJonahangry?WhodoyouthinkJonahrepresentedintheauthor’sstory?

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PracticingMidrash–30minutes ViaPurgativa–Lettinggo1) ThetheologyofthePriestsofJudahwascenteredintheideaofholiness.GodwasholyandexpectedIsraeltobeholy.Tobeholymeanstobesetapart.Theoppositeofholinessiscommonorordinary.WhatweresomeofthewaysthePriestlytraditiontaughtthepeopletobeholy,tobesetapart?2) ThememorablestoriesinDaniel(chs.1;3;6)areallholinesstales.TheyareaboutremainingsetapartforGod,aboutremainingJewishinaforeignlandwhichwastryingtotakeawaytheirnames(Dan.1),theirfood,theirculture,andmostofalltheirreligion.Whatisimportantaboutremaining“holy”whenyouareanexile,orapersecutedminority?3) Whatdidtheholiness-basedtheologyofthePriestsdoforJudaismoverpast2,500years?4) WhydidSecondIsaiah,Ruth,andJonahresistEzraandNehemiah’sholinesstheology?Whatisthe“shadowside”ofaholiness-basedtheology?WhyisitimportanttohearbothEzraandNehemiahandtheirresisters?Whatdowemissifwedonotletthemargue? ViaIlluminativa–LettingGod’slightshine1) ReadDaniel12:1–3andIsaiah65:17–25.Refertothecontrastofthesepassagesonpage100.Howdothese“end-time”visionsdepictthedifferencesbetweenaholiness-basedtheologyofthePriestsofJudahandatheologyfocusedonGod’sloveasfoundinSecondIsaiah,Ruth,andJonah?WhatiseachofthemtryingtosayaboutGod?Andwhataretheytryingtoteachusaspeopleoffaith?2) Theauthorsuggeststwobiblicalmetaphorsonpage104asawaytovisualizethetheologybehindEzraandNehemiahandtheirresisters.WhatdoyouthinkofhisdepictionofNoah’sArkasametaphorforthePriestlytheologyofEzraandNehemiah?Whatarepositiveandnegativeattributesofthatmetaphor?Inwhatwayscouldthatmetaphorbeusefulinunderstandinglifetoday? Whatdoyouthinkoftheauthor’sdepictionofLuke’sWeddingBanquetFeastasametaphorforthetheologyofSecondIsaiah,Ruth,andJonah?Whatarepositiveandnegativeattributesofthatmetaphor?Inwhatwayscouldthatmetaphorbeusefulinunderstandinglifetoday?

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ViaUnitiva–JoiningtheDivineConversation*) Ifyoustillhavequestionsinyour“parkinglot,”dealwiththosebeforethissection.1) Usethequestionsonpages103-104toguideyourdiscussion. Considerusingsomealternativewaystohelppeopleconsiderhowtheywanttoenterthisconversation.Usehandoutslistingafewofthequestionsattheendofthechapter.Orputnewsprintsheetsuponawallwithlabelsofyourchoosing.Orconsiderusingyourroomasacontinuumbetweentwoextremepositions.Statetheextremesandaskpeopletofindaplaceonthecontinuumthatfitsthem.Invitepeopletosharetheirreasonsforpickingthatspot.2) AfterreadingthestoryofRuth,hearingofherloyaltyandfaithfulness,onlythehardestofheartscouldstilldecidetoexcludeherbecauseofherethnicheritage.However,wouldthedecisiontoincludeRuth–asarighteousforeigner–bethesameasincludingallMoabitesintoGod’speopleofIsrael?Ifnot,howaretheydifferent? Isthereabreakingpointwhereincludingoutsidersintoyourgroupof“ourpeople”changesyourgrouptothepointthatitisnolonger“ourpeople”?Ifso,whereisthatpoint?Ifnot,howdoesagroupcontinuetowelcomeoutsidersandstillretainits“ourpeople”identity?3) Concludewiththequestionsonpage105. Dismissyourclassinyourusualway.PreparingforNextWeek:ReadChapter#6inPracticingMidrash.ReadJob1–2;7–9;22–24;31;38—40:5;42,Ecclesiastes1–3;9,andSongofSongs(Solomon)3–5;8.IfyoudonothavetimetoreadalltheBiblepassages,trytoreadatleastonechapterineachbook.

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Week#8–Chapter6:CountertestimoniesHomework:ReadChapter#6inPracticingMidrash.ReadJob1–2;7–9;22–24;31;38—40:5;42,Ecclesiastes1–3;9,andSongofSongs(Solomon)3–5;8.GettingStarted–10minutesOpenclassinyourusualway.Askparticipantsiftheyhaveanyquestionsfromthisweek’sreadings–thebookorscripture.Ifyoudon’twanttodealwiththemimmediately,preparesomewayto“park”thesequestionsuntillater.HearingtheArgument–20minutes1) Thisisanotherweekthatincludesreadingseveralchaptersofafewbiblicalbooks.InthiscaseasurveyofthesebookshelpsthereadercapturehoweachisarguingwithIsrael’sconventionalfaithtestimony.JobandEcclesiastesarebooksthatteardownthetheologicalfoundationsofthePriestsofJudah,theDeuteronomists,andthestoriesofwriterswhoemphasizedGod’ssteadfastlove,whiletheSongofSongsrejectstheTorah’srestrictionsuponwomenanditsprohibitionsaboutsexuality.2) TheauthorofthepoetrysectioninJobwantedtodebatetheologicalideasregardingsufferingandGod.ThecharacterJobwasasurrogatefortheBabylonianexiles.Whydidtheauthorwantthestorytobeaboutarich,righteouspersonwholosteverything?Whatweresomeofthetheologicalideasthatthepoetwantedtodismantle? InwhatwaysdoesthecharacterJobattacktheblessing-and-cursetheologyofDeuteronomy,ortheholiness-basedtheologyofthePriests?InwhatwaysdoeshequestionthesteadfastloveofGod?3) HowdidGodanswerJobinchapters38–41?CanyousummarizeGod’smessagetoJobinacoupleofsentences?InwhatwayswasGod’sresponsetoJobhelpful?Inwhatwayswasitinsufficient?Whatquestionsareleftunansweredbytheendofthebook?4) ThesettingforEcclesiastesistheoppositeofJob.Here,wehavesomeonewhoseeminglyhaseverything,andyetstillfeelsavoidinlife.(Theversefirst,takenliterally,wouldmeantheauthorisSolomon.However,thetextismuchlaterthanSolomon’slifetime.AnyoneclaiminglineageoraffinitywithDavidcouldhavebeencalled“thesonofDavid,kingofJerusalem.”)FortheTeacherofEcclesiastes,whyisitusefulforhisargumentwithIsrael’sfaithtestimonytoberich,educated,happilymarried,andblessedwithafulllife?

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5) HowdidhecriticizethejusticetheologyofDeuteronomy?TheholinesstheologyofthePriests?ThetheologybasedonGod’ssteadfastlove?WhydidtheTeacherthinkalloflifewasvanity,meaningless?6) WhatwastheTeacher’sanswertothemeaninglessoflife?7) TheSongofSongsquestionsIsrael’straditionalfaithmessagesinanentirelydifferentwayfromJobandEcclesiastes.Thepoet(s)intheSongofSongsrejectsthePriestlyandDeuteronomisticboundariesuponwomenandsexuality.ItchallengesthemisogynisticwayProverbsspokeoffemalesexuality.WiththisinmindnamesomeofthewaysinwhichthelovepoetryoftheSongofSongsspecificallycounteredthewayIsrael’sfaithspokeofsexandwomeninrelationtomen.8) WhydoyouthinktheChurchformostofitshistoryinterpretedthisbookallegorically–asChrist’slovefortheChurchorGod’sloveforIsrael–ratherthansimplyaslovepoetry?Whatwassodangerousaboutitsmessage? WhatdoyouthinkoftheideathattheSongofSongsprovidesanewendingtotheEveandAdamstoryinGenesis2–3?HowdoesitreimagineEve’srelationshiptoAdam?PracticingMidrash–30minutes ViaPurgativa–Lettinggo1) ThesetextseacharguewiththetraditionalfaithtestimoniesoftheHebrewBibleastheyknewitand,bybecomingpartoftheChristianBibleaswell,acriticoftheNewTestamenttocome.WhydoyouthinktheywereincludedintheBibleascritics?WhatdoyouthinkGodistryingtotellusthroughthem?2) Readthestatementonpage120,“Tolistentothesecountertestimoniesistovaluetheactofquestioning.Itistobelievethattheologicaltruthmustnotbeacceptedwithoutquestion.Itistocreateasafespacefordoubt,forinquiry,andformysterywheneverthereisagapbetweentheologicalconceptsandlifeexperience.” WherewasthegapbetweentheologicalconceptsandlifeexperienceforJob,Ecclesiastes,andtheSongofSongs?Whatcircumstancescreatesuchagapforus,today? ViaIlluminativa–LettingGod’slightshine1) ReadWendellBerry’squoteonpage121.Discusshiscommentsaboutour“realwork”andour“realjourney.”Whatishesayingabouttheimpededstream?2) HowdoJob,Ecclesiastes,andtheSongofSongshelpusreadtherestoftheBible?

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ViaUnitiva–JoiningtheDivineConversation*) Ifyoustillhavequestionsinyour“parkinglot,”dealwiththosebeforethissection.1) Usingthematerialonpage122reflectonthewaysthatJobhelpedRabbiKushnerholdontohisfaithanddealwiththeillnessanddeathofhisson.HowdiditseemtochangeKushner’sfaith?2) Readthestatementonpage123,“ThecountertestimoniesdonotofferapositivealternativeinpartbecausetheydonotwanttoreplacethecoreteachingsofIsrael’sfaith.Theysimplywanttochallengethemtobemoretruetothehumanexperienceoflossandlonging.”WhatisusefulaboutthetensionbetweentheBible’scoreteachingsandthesecritics,thesecountertestimonies?3) Concludethesessionwiththequestionsattheendofthechapteronpage124. Considerusingsomealternativewaystohelppeopleconsiderhowtheywanttoenterthisconversation.Usehandoutslistingafewofthequestionsattheendofthechapter.Orputnewsprintsheetsuponawallwithlabelsofyourchoosing.Orconsiderusingyourroomasacontinuumbetweentwoextremepositions.Statetheextremesandaskpeopletofindaplaceonthecontinuumthatfitsthem.Invitepeopletosharetheirreasonsforpickingthatspot. Dismisstheclassinyourusualway.PreparingforNextWeek:ReadChapter#7inPracticingMidrash.ReadMatthew5;7;13;17;19;22,Mark1–2;4;6:1–6;9–10;15,Luke14,andJohn1;3;10–11;18;20.IfyoudonothavetimetoreadalltheBiblepassages,readatleastonechapterfromeachbook.

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Week#9–Chapter7:FollowingJesusHomework:ReadChapter#7inPracticingMidrash.ReadMatthew5;7;13;17;19;22,Mark1–2;4;6:1–6;9–10;15,Luke14,andJohn1;3;10–11;18;20.GettingStarted–10minutesOpenclassinyourusualway.Askparticipantsiftheyhaveanyquestionsfromthisweek’sreadings–thebookorscripture.Ifyoudon’twanttodealwiththemimmediately,preparesomewayto“park”thesequestionsuntillater.HearingtheArgument–20minutes1) ReviewthematerialinExcursus7.1onpages127–29.Discusshowthegospelscopiedmaterialfromoneanotherincompilingtheirbooks.Ifthisisnewinformationforsomepeopletaketimetolistentotheirquestionsandfeelings.2) Markemphasizesfaithinhisgospel.TofollowJesusmeanstohavefaith.TherearefewethicalcommandsinMark,andseveraltimesJesusdismissesordiminishesdietaryorpuritycommandsintheMosaicLaw.Yet,thecostofdiscipleshipishigh.WhatdoyouthinkfaithmeansinMark?Howisitdifferentfromandsimilartobelief?WhatistheparadoxtheauthormentionsconcerningdiscipleshipinMark?3) InMark2:22Jesussays,“Nooneputsoldwineintonewwineskins;otherwise,thewinewillbursttheskins...butoneputsnewwineintofreshwineskins.”BothLukeandMatthewsoftenthecommentinMark.LukeaddsanothersayingtothatonefromMark,whichmentionsthatoldwinetastesbetterthannewwine(Luke5:39),andMatthewinalaterpassage(Matt13:52)hasJesusmentionthatawisescribebringsouttreasuresnewandold.WhatarebothMatthewandLukesignalingtotheirreadersthatmakestheirviewofJesus’teachingsdifferentfromMark?4) FaithisasimportanttoMatthew(andLuke)asitistoMark.However,forMatthewfaithaloneisnotenoughforChristiansalvation.NearthebeginningofMatthew’sSermonontheMount–acollectionofJesus’teachings–Jesusstates,“DonotthinkthatIhavecometoabolishthelawortheprophets;Ihavecomenottoabolishbuttofulfill.FortrulyItellyou,untilheavenandearthpassaway,notoneletter,notonestrokeofaletter,willpassfromthelawuntilallisaccomplished”(Matt5:17–18).Then,JesusembarksonaseriesofstatementsfromtheMosaicLawthathereinterprets:“Youhavehearditsaid….”WhatisMatthewsayingaboutJesusandaboutwhatitmeanstofollowJesusinMatthew5? TheSermonontheMountconcludeswithJesussaying,“Noteveryonewhosaystome,‘Lord,Lord,’willenterthekingdomofheaven,butonlytheonewhodoesthewillofmyFatherinheaven”

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(Matt7:21),followedbytheParableoftheHousesbuiltonRockandSand.HowdoesthisendingindicatethatMatthew’sviewofChristiansalvationanddiscipleshipwasdifferentfromMark’s?5) John’sgospelplainlytellsusthepurposeofhisbook,“[Thiswas]writtensothatyoumaycometobelievethatJesusistheMessiah,theSonofGod,andthatthroughbelievingyoumayhavelifeinhisname”(John20:31).Indoingso,wealsohearhisviewofChristiansalvationanddiscipleship.Itisthroughbelievingthatwearesaved–believingthecorrectthingsaboutJesus.John’sgospelneverusestheword“faith,”andusestheword“belief”nearlyonehundredtimes.Twentytimeshementionsbelieving“inJesus,”whereasMarkonlyreferstothatonce(Mark9:42).HowisJohn’s“beliefinJesus”differentfromMark’semphasisonfaith?Aretheysimilarinsomeway?Howso?PracticingMidrash–30minutes ViaPurgativa–Lettinggo1) Reviewthehandout(attheendofthislesson)abouthowMatthewandLuke“cleanedup”statementsthatMarkmadeaboutthedisciplesandJesus.AllowtheclasstospeculateastowhyMatthewandLukewoulddothis.WhatmaybesometheologicalreasonsforthedifferencebetweenMark’sviewofJesusandthedisciplesandMatthewandLuke’s?2) Takesometimetoreviewthediscussiononpages136–37aboutthewayMatthewchangesthestoryoftherichmanwhoaskstofollowJesus(Matt19:16–30;Mark10:17–30).HowdoMatthew’schangesre-emphasizetheSermonontheMount’stestimonythattofollowJesusmeanstohavefaithandtofollowtheMosaicLaw?HowisthisdifferentfromthewayMarktoldthestory?3) AsktheclasstoflipthroughthepagesofJohn’sgospelwithyouforacoupleminutes(youmaywanttodothisaheadoftimeandlistchaptersyouwanttopointout).NoticehowoftenwhenJesusteachesinJohnthatheteachesabouthimself(whoheis,whathedoes)insteadofteachingaboutmoralordiscipleshipbehavior.HowdiditfirststrikeyouthatJesustaughtonlyONEcommandmentinJohn’sgospel,andalsospendssomuchtimetalkingabouthimself? ReadGailO’Day’squoteaboutJohn’sgospelonpage137,“Sinisdefinednotbywhatonedoes,butalmostexclusivelybyone’srelationshiptoJesus,andmorespecifically,bywhetheronebelievesthatGodispresentinJesus.”HowdoesthisdefinitionofsininJohn’sgospelhelpexplainwhyJesus’teachingsinJohnwereabouthimself,insteadofdiscipleshipbehavior? ViaIlluminativa–LettingGod’slightshine1) Reviewpages139–40anddiscussthewayMatthewchangedtheendingoftheParableoftheBanquet.Howdidhemoveitfrombeingaparableofgraceintoaparableofjudgment?Howwasthissimilartothewayhechanged/exchangedtheParableoftheGrowingSeedintotheParableofWeeds(SeeExcursus7.2onpages132–33)? HowwouldyousummarizeMatthew’sviewofChristiansalvationanddiscipleship–howarewetofollowJesus?InwhatwaysdoesthebookofJamessupportMatthew’stheology?

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2) HowwouldyousummarizeMark’sviewofChristiansalvationanddiscipleship–howarewetofollowJesus?InwhatwaysdoesPaul’stheologyofsalvationbyfaithsupportMark’sviewpoint?3) Reviewthesecondhandoutattheendofthislessonalongwithpages140–41anddiscussthewayJohnchangedMark’sscenewhenJesusmeetsPilate.HowdoMarkandJohn’sdifferentapproachestounderstandingthecrossimpacttheirviewsofsalvationanddiscipleship? HowwouldyousummarizeJohn’sviewofChristiansalvationanddiscipleship–howarewetofollowJesus? ViaUnitiva–JoiningtheDivineConversation*) Ifyoustillhavequestionsinyour“parkinglot,”dealwiththosebeforethissection.1) WhatmakesapersonaChristian?WhatdistinguishesaChristianfromapersonofanotherreligiousfaith,orofnoreligiousaffiliationatall?2) Usethequestionsonpage144toconcludethelesson. Considerusingsomealternativewaystohelppeopleconsiderhowtheywanttoenterthisconversation.Usehandoutslistingafewofthequestionsattheendofthechapter.Orputnewsprintsheetsuponawallwithlabelsofyourchoosing.Orconsiderusingyourroomasacontinuumbetweentwoextremepositions.Statetheextremesandaskpeopletofindaplaceonthecontinuumthatfitsthem.Invitepeopletosharetheirreasonsforpickingthatspot. Dismissclassinyourusualway.PreparingforNextWeek:ReadChapter#8inPracticingMidrash.ReadJohn13–15,IJohn3–4,Luke6:32–36;10:23–37,Matthew5:43–48

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HOWMATTHEW&LUKECLEANUPJESUS&THEDISCIPLES

MarkanstatementsabouttheDisciples,whichMatthewand/orLukedeleteordiminish1) Mk2:23 DiscipleseatontheSabbath. Mt12:1–Theywerehungry.Lkleavesin. Mt12:5–7–Additiontojustifyaction.2) Mk4:13 Disciplesdon’tunderstand. Mt/Lkcutitout.3) Mk4:40 Discipleshavenofaith. Mtcutsout.Lk8:25–Softensstatement.4) Mk5:15 Peoplewereafraid. Mtcutsout.Lk8:35–Leavesitin.5) Mk6:50 Disciplesareterrified. Lkcutsout.Mt14:26–Discipleshadfear.6) Mk6:52 Disciplesdonotunderstand. Mt14:33–Disciplesworship.Lkcutsout.7) Mk8:17–18 Disciplesheartsarehardened. Mt/Lkcutitout.8) Mk9:6 Peterdoesn’tknowwhattosay. Mt/Lkcutitout.9) Mk9:6 DisciplesareterrifiedofMoses&Elijah. Lk9:34–Disciplesafraidastheyentered thecloud.Mt17:6–Disciplesfilled withawe/fearatvoicefromheaven.10)Mk9:10 Disciplesquestionrisingfromthedead. Mt/Lkcutitout.11)Mk9:14 Disciplescan’tcontrolcrowd. Mt/Lkcutitout.12)Mk9:32 Disciplesdon’tunderstand,and Mt17:23–Disciplesaredistressed. areafraidtoaskJesus. Lk9:45–Understandingwasconcealed.13)Mk9:34 Disciplesareashamedtoanswer Mtcutsout.Lk9:47–Jesusperceives Jesus’question. thethoughtsoftheirhearts.14)Mk10:14 Jesusisindignantatthedisciples Mt/Lkcutitout.15)Mk10:24 DisciplesareperplexedatJesus’words. Mt/Lkcutitout.16)Mk10:32 Disciplesareamazedandafraid. Mt/Lkcutitout.17)Mk16:8 Womendisciplessaynothing, Mt28:8–Injoy&fear,theytellthenews. becausetheywereafraid. Lk24:9–Theytellothersthenews.MarkanstatementsaboutJesus,whichMatthewand/orLukedeleteordiminish1) Mk3:1–6 JesushealsontheSabbath. Mt12:11/Lk6:5–Additionjustifiesaction.2) Mk3:5 Jesuswasangrywithothers. Mt/Lkcutitout.3) Mk3:19b-22 PeoplesayJesusisoutofhismind. Mt/Lkcutitout.4) Mk4:38 DisciplesbelieveJesusdoesn’tcare. Mt/Lkcutitout.5) Mk5:18–20 Jesusshowskindness. Mtcutsout.Lk8:38–39–Leavesitin.6) Mk6:3 Jesuswasacarpenter. Mt13:55–Carpenter’sson. Lk4:22–Joseph’sson.7) Mk6:5 Jesuscouldnotdoanymiracles. Mt13:58–Didnotdo.Lkcutsout.8) Mk6:34 Jesushadcompassiononthecrowds. Lkcutsout.Mt14:14–Leavesin.9) Mk7:33–34 Jesusspits,touchestonguetoheal. Mt/Lkcutitout.10)Mk8:12 Jesussighsdeeplyinhisspirit. Mt/Lkcutitout.11)Mk8:22–26 Jesushastore-doamiracle. Mt/Lkcutitout.12)Mk10:21 Jesuslovedtherichman. Mt/Lkcutitout.13)Mk11:13 WhenJesuscondemnedfigtree,itwas Mt/Lkcutitout. nottheseasonforfigs. 14)Mk11:16 Jesusdoesn’tallowanyonetocarry Mt/Lkcutitout. anythingthroughthetemple.

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HOWMARKANDJOHNAPPROACHTHECROSS

• JohnneversaysJesusistosuffer,whereasinMarkJesussaysthathemust“undergogreatsufferings,”whichincludebeingrejected,betrayed,mocked,spaton,andfloggedbeforebeingkilled.

• ThreetimesJesusforetellshistortuousfateinMark(Mk8:31;9:31;10:33-34).InJohnthreetimesJesusforetellsthathewillbe“liftedup,”whichissymbolofvictory(Jn3:14;8:28;12:32).ThedaybeforehiscrucifixionJohn’sJesusdeclares,“Ihaveconqueredtheworld!”(Jn16:33).

• WhenJesussuggestshispenultimatefateinJohn,itisalwayswithpositiveimages.Heisbeing“liftedup.”Heis“goingaway”tobewiththeFather,toprepareaplaceforus,andtosendtheSpirit(Jn8:21;13:1;14:3,28;16:7,17).Henoblylaysdownhislifeforothers(Jn10:11;15:13).Jesususesthemetaphorofaseed“dying”bybeingplantedinthegroundandspringingforthinthenewlifeofaplantasaperspectiveforhisfateonthecross(Jn12:24).

• InMarkJesus’lifeistakenfromhimunjustly,buthedoesnotdefendhimself.InJohnJesuslaysdownhislifebyhisownaccord.“Noonetakesitfromme…”(Jn10:18).Moreimportantly,Jesushasthepowertolayhislifedownandtotakeitupagain(Jn10:18).Mark’sJesusmentionshisresurrection,buthowheistoriseagainisleftunsaid.Hedoesnotclaimthepowertotakehislifeupagain.

• Mark’sJesusissilentbeforehisaccusers(Mk14:61;15:5).John’sJesuslectureshisaccusers(Jn18:19–24,34–37).

• InMarkJesussaysthatthosewhofollowhimmustcarrytheircrossdaily(MatthewandLukerepeatthiscommand).JohnneverusesthewordcrossuntilJesusisforcedtocarryitforhiscrucifixion.InMarkJesussays,“thosewhowanttosavetheirlifewillloseitandthosewholosetheirlifeformysake,andforthesakeofthegospelwillsaveit”(Mk8:35).Here,thecrossisthemetaphorandservingothersisthepoint.InJohnJesussays,“Thosewholovetheirlifeloseit,andthosewhohatetheirlifeinthisworldwillkeepitforeternallife”(Jn12:25).Here,theplantedseedisthemetaphorandlifeinthisworldistobereleasedforeternalthings.

• Mark’sJesusdeeplygrievedpraysthreetimesintheGardenofGethsemanethat“thehour”(hisfateonthecross)mightbetakenfromhim(Mk14:32–42).John’sJesusbravelyasks,“ShouldIsay–‘Father,savemefromthishour’?No,itisforthisreasonthatIhavecometothishour”(Jn12:27).InJohnJesusdoesnotprayinGethsemane.

• WhileJesusisthe“sufferingServant”fromIsaiah’s53rdchapterinMark’sgospel,inJohnJesusisvictoriousasheheadstothecross.InMark,he’savictimofinjustice.InJohn,he’savictorwhohasconqueredtheworld.ThecrossisapproachedfromtwodifferentperspectivesinMarkandinJohn.

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Week#10–Chapter8:WhoismyNeighbor?Homework:ReadChapter#8inPracticingMidrash.ReadJohn13–15,IJohn3–4,Luke6:32–36;10:23–37,Matthew5:43–48GettingStarted–10minutesOpenclassinyourusualway.Askparticipantsiftheyhaveanyquestionsfromthisweek’sreadings–thebookorscripture.Ifyoudon’twanttodealwiththemimmediately,preparesomewayto“park”thesequestionsuntillater.HearingtheArgument–20minutes1) John’sgospelandhislettersspeakoflovemorethananywhereelseintheChristianNewTestament.Thephraseusedinthegospelandthelettersisto“loveoneanother.”Whenyouthinkofthatphrasewhatdoyoupictureinyourmind?WhatdoesitappearthatJohnhadinmindwhenhewrote,“loveoneanother”?2) WhatdoesLuke’sJesusthinkofpeoplelovingtheirfriendsandfamily?HowdoeshiscommentinLuke6arguewithJohn’sJesus?3) ReviewExcursus8.2onpages149–50anddiscusstheParableoftheGoodSamaritan.InwhatwaysdoesJesus’parableexpandthephrase“loveyourneighbor”towards“loveyourenemy”?PracticingMidrash–30minutes ViaPurgativa–Lettinggo1) Discusstheauthor’spositiononpages151–53thatJohn(gospelandletters)meant“loveoneanother”asasectariancommandment,obligatingChristianstoloveeachotherintheirfaithcommunities.Whatpointsdidhemake?Asyouhavewrestledwiththeauthor’scasewhathasitconfirmedorquestionedinyourfaith?2) DoyoufinditinterestingthatJohn’sgospelandlettersneverusethephrases,“loveyourneighbor”and“loveyourenemies,”whiletheotherthreegospelsneverusethephrase,“loveoneanother”?Whatdoyoumakeofthefactneitherusestheother’ssayingaboutlove? ViaIlluminativa–LettingGod’slightshine1) IntheSynopticgospels(Matthew,Mark&Luke)JesuspreachesaboutthecomingKingdomofGod–mentioningit121times.HowdoestheemphasistoloveyourneighborandtoloveyourenemyembodythetransformationsofthecomingKingdomofGod?

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2) InJohn’sgospelJesusneverpreachesaboutthecomingKingdom(onlymentionsittwiceinhisprivateconversationwithNicodemus).Heisnotlookingtotransformsociety.InJohn’sgospeltheworldhatesJesusandhisdisciples.HowdoyouthinkthisperspectivethattheworldhatesJesusandtheChurchimpactedJohn’sfocuson“loveoneanother”insteadof“loveyourenemy”? IfJesusisnotproclaimingthecomingKingdomofGodinJohn,whatisheguidingpeopletowards?Whatdoeshewanthisdisciplestocreate?3) HowdidJohn’sfocusonorthodoxbeliefasameansofsalvationmakeJesus’commandmenttoloveoneanotheradouble-edgedsword?HowmightJesus’commandinMatthewandLuke–toloveyourenemy–havehelpedtheJohannineChristiancommunityduringtheirconflicts? ViaUnitiva–JoiningtheDivineConversation*) Ifyoustillhavequestionsinyour“parkinglot,”dealwiththosebeforethissection.1) ThisargumentbetweenLuke’sJesusandJohn’sJesusastowhereshouldbethefocusofChristianlovehasanimportantapplicationthroughtheministryoflocalcongregations(aswellastheChurchatlarge).Shouldacongregation’smissionbeonministeringwithitschurchmembership–loveoneanother–orshoulditbetoministertotheoutsidecommunity? Ifyouareapartofaworshipingcommunity,doesyourchurchseeitsmissiontobeanagentofGod’speaceandjusticeinyourcityortown?Ordoesitseeitmissiontobeasafeplaceintheworld,whereabodyofbelieverslovesoneanother? Beforeyouarequicktoanswer,doesyourchurchspendthebulkofitsdollarsonministryforthepoor,hungry,andoutcast,anditsenergyonenlistingchurchfolkstoactivelydoministryintheareawhereyoulive?Ordoesitspendthebulkofitsdollarscreatingprogramsforchurchmembersanditsenergyoninvitingfriendsandneighborstojointhemfortheseprograms?Howmuchtimedoesyourchurch’sministerialstaffandsupportstaffdoingtasksforchurchmembers?Andhowmuchtimedotheyspenddoingtasksofministryforpeopleinthesurroundingcommunity?2) GiventhedeclineofbothmainlineandevangelicalProtestantchurchesinthecountry(therearealsosignsofdeclineinCatholicparishes,whoseoverallnumbershavebeenupheldbyLatinAmericanimmigrants),whyistheargumentabouttheemphasisofthechurch’sministrysoimportant?3) Usethequestionsonpage158toconcludeyourdiscussion. Dismissclassinyourusualway.PreparingforNextWeek:ReadChapter#9inPracticingMidrash.ReadRomans3–8,IJohn1–3.

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Week#11–Chapter9:SaintsandSinnersHomework:ReadChapter#9inPracticingMidrash.ReadRomans3–8,IJohn1–3.GettingStarted–10minutesOpenclassinyourusualway.Askparticipantsiftheyhaveanyquestionsfromthisweek’sreadings–thebookorscripture.Ifyoudon’twanttodealwiththemimmediately,preparesomewayto“park”thesequestionsuntillater.HearingtheArgument–20minutes1) PaulcreatedastraightforwardargumentregardinghumansinandsalvationthroughJesusChrist.Whatwerethepointstohisargument?2) HowdidhisconfessioninRomans7:14–25conflictwithhisstraightforwardargumentaboutsinandsalvation?AreyousurprisedthatPaulwrotethisconfession20yearsafterbecomingafollowerofJesus,startingnumerouschurches,andwritingmostofhislettersthatbecamebookintheBible?Why,orwhynot?3) HowdoesthecombinationofhisstraightforwardpositionaboutsinandsalvationwithhisconfessioncreatethisparadoxbeliefthattheChristiansaintremainsasinner?4) The3rdchapterofIJohnisprettyclearaboutsin,“Noonewhoabidesin[God]sins;noonewhosinshaseitherseenhimorknownhim....Everyonewhocommitssinisachildofthedevil....ThosewhohavebeenbornofGoddonotsin,becauseGod’sseedabidesinthem;theycannotsin,becausetheyhavebeenbornofGod”(IJn3:6–9).Accordingtothisstatement,whatwouldthewriterofIJohnthinkofPaul’sconfession?5) ThewriterofIJohnsuggeststhatChristianshaveputsinbehindthembecauseJesusistheatoningsacrificefortheirsins(IJn2:2)andGodprotectsthemfromsin(IJn5:18).InwhatwaysdoesthisdifferfromPaul’sexperienceasstatedinhisconfessionfromRomans7?PracticingMidrash–30minutes ViaPurgativa–Lettinggo1) FirstJohnhasaninternalcontradictionregardingsin.Whilethe3rdchapterisveryclearthatChristiansnolongersin–thosewhodosinarechildrenofthedevil–the1stchaptersaysthatifwesaywehavenotsinnedwemakeGod“aliar”(IJn1:8–10).SpendsometimewrestlingwiththecontradictionsinIJohnaboutsin.Onethingseemsclear;hedoesnotsharePaul’sbeliefthatallhumanbeingsaresinners.HowwouldyoureconcilewhattheIJohnissaying?

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2) TheauthorsuggestsonewaytomakesenseofIJohn’sinternalcontradictionregardingsin.Christiansalvation–believinginJesusaccordingtoJohn–cleansesthebelieverofher/hissinduetoChrist’sdeathonthecross.Whenbelieverssin,theyconfesstheirsinandareforgivenandcleansedagainoftheirsins(IJn1:9).Inthisway,Christiansaintsremainfreefromsin.Onlybelieverswhorefusetogothroughtheritualsofconfessionandrepentanceremainintheirsins.Thosewholeavethecommunityandthepracticeofconfessionandrepentance,alongthoseoutsidethechurch,aresinners.Thus,saintsandsinnersbecomeexclusiveterms–onecannotbetheother. Discusstheauthor’spositiononIJohn’sviewofsin.InwhatwayswasthisexplanationhelpfulinmakingsenseofIJohn’sapparentcontradictionregardingsin?WhataresomeotherwaystoexplainthestatementsinIJohn1and3?3) HadhebeenalivewhenIJohnwaswritten,whataresomereasonstheapostlePaulwouldhavearguedwithIJohn’semphasisonobeyingthecommandmentsasaconditionofone’sstandingintheChurch?4) TakealookatPaul’s“vicelist”inGalatians5:19–21.(Ifyouwanttolookathisotherlistssee:Rom1:29–32andICor6:9–11.)Noticethatthereisnothing“biblical”aboutthislist,otherthanitisnowintheBible.ItisnotframedorstructuredbytheTenCommandments,ortheMosaicLaw.Itdoesnotfollowtheteachingsoftheprophets.ItdoesnotparalleltheteachingsofJesus.Itmoreorlesslookslikealistofbadbehaviorsthatanyrandompersonmightwrite,ifyouaskedthemto.ARomanpagancouldhavewrittenalistofviceslikethis.WhatsensedoyoumakeofPaul’slistof“desiresoftheflesh”?Isitacontradictionthatheincludesatleasttwothingsthathewasguiltyof–intheletterofGalatians!?(PaulclearlyhasquarrelswithsomeintheGalatianchurch.Andjustsevenversesearlier,whenhetoldhisopponentstocastratethemselves,itwouldappearhewrotethatwithabitofanger.) HowdoPaul’svicelistsmuddythewatersinthisdiscussionaboutsin,particularlywhenheincludesbehaviorsheisguiltyof,ANDsaysthosewhodosuchthingswon’tinherittheKingdomofGod?Furthermore,howdosuchlistscontradicthisownconfessioninRomans7aswellashisstatementthat“whilewewereyetsinners,Christdiedforus”? ViaIlluminativa–LettingGod’slightshine1) ReviewthebriefdiscussionofPaul’stheologyofsalvationbyfaithonpages167–69.Inyourownwords,howwouldyousummarizehisideaofChristiansalvationbyfaith?WhatwerehisconcernswithasalvationbasedontheLaw?2) WhataresomepositivetraitsaboutPaul’stheologyofsinandsalvation?Whataresomeofitsnegativequalities?3) ReviewthebriefdiscussionofIJohn’sideathatsinhadtobekeptoutofthechurchandoutofbelievers’livesonpages169–70.Inyourownwords,howwouldyousummarizehisideasonsinand

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Christiansalvation?Whydoyouthinkhewassoconcernedaboutkeepingsinoutofthechurchcommunity?4) WhataresomepositivetraitsaboutIJohn’stheologyofsinandsalvation?Whataresomeofitsnegativequalities? ViaUnitiva–JoiningtheDivineConversation*) Ifyoustillhavequestionsinyour“parkinglot,”dealwiththosebeforethissection.1) Reflectontheauthor’sconfessionthathestrugglestoappreciateIJohn’sstatementsaboutsin,particularlyinthewaythatIJohn’sstatementscanbeusedtoshamepeople.Inwhatwaysdoyousharehisconcern?InwhatwaysdoyouthinkhelackedanappreciationofIJohn’sthinking? DothefracturesintheJohanninecommunitysupporttheauthor’sconcernsabouthowIJohn’sstatementscannegativelyaffectpersonsandrelationshipsinacommunity?Whyorwhynot?2) Usethequestionsonpage174toconcludeyourdiscussion. Considerusingsomealternativewaystohelppeopleconsiderhowtheywanttoenterthisconversation.Usehandoutslistingafewofthequestionsattheendofthechapter.Orputnewsprintsheetsuponawallwithlabelsofyourchoosing.Orconsiderusingyourroomasacontinuumbetweentwoextremepositions.Statetheextremesandaskpeopletofindaplaceonthecontinuumthatfitsthem.Invitepeopletosharetheirreasonsforpickingthatspot. Dismisstheclassinyourusualway.PreparingforNextWeek:ReadChapter#10inPracticingMidrash.ReadICorinthians7;11–13,Romans16,Philemon,ITimothy2–3;5,andTitus1–2.

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Week#12–Chapter10:WhoShouldbeLeaders intheChurch?Homework:ReadChapter#10inPracticingMidrash.ReadICorinthians7;11–13,Romans16,Philemon,ITimothy2–3;5,andTitus1–2.GettingStarted–10minutesOpenclassinyourusualway.Askparticipantsiftheyhaveanyquestionsfromthisweek’sreadings–thebookorscripture.Ifyoudon’twanttodealwiththemimmediately,preparesomewayto“park”thesequestionsuntillater.HearingtheArgument–20minutes1) ReviewExcursus10.1onpages176-77.WasithelpfultoreadhowPaul’slettersdevelopedovertimefromtheapostle’soriginalcorrespondence,andthosecompiledsoonafterhisdeath,tothosewrittenbyhisdisciplesroughly30yearsafterhisdeath?Why,orwhynot?2) PaulclearlybelievedthatleadershipintheChurchshouldbebasedthetalentandability–whathecalled“spiritualgifts”–ofindividualmembersincongregations.WhataresomeofhisideasaboutchurchleadershipinICorinthians12?HowdoesPaul’semphasisongiftedness–andnoothercredential–breakdownculturalbarriersintheChurch?3) WhenthePastoralLetters–TimothyandTitus–talkedaboutleadership,theyrarelymentionedcompetency,orgiftedness.Whatwastheirfocusinstead?4) NotethatPaultalkedaboutmatchingleadershipskillswithleadershiproles.Onlyrarelydidhetalkaboutleadershippositions.Yet,whenthePastoralstalkedaboutleadership,itwasalmostalwaysaboutofficialpositions.What’sthedifference?Doesitmatter? HowcouldthedevelopmentoftheChristianChurchfromamovementinPaul’sdaytothebeginningsofanestablishedinstitutionduringthePastorals’dayaffectedthewayeachwroteaboutleadership?PracticingMidrash–30minutes ViaPurgativa–Lettinggo1) InwhatwaysdoesthebrieflettertoPhilemonandthe16thchapterofRomansshowthatPaulpracticedwhathepreachedintermsofleadership?HowdotheysupportwhathesaidinI

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Corinthians12andabouttheirnolongerbeingJeworGreek,slaveorfree,maleorfemaleinChristJesus?2) InwhatwaysdidthePastoralLettersrestricttheleadershipofwomenintheChurchfromtheirearlierparticipationinleadershipasPaulbeganstartingchurchesthroughouttheRomanEmpire?3) HowdidadesiretoblendinwithRomansocietyaffectthePastoralLetters’positiononchurchleadershipbythelatefirstcentury? InwhatwaysdoestheRomanphilosopherPlutarch’squoteonpage183soundsimilartothePastoralLettersofTimothyandTitus? ViaIlluminativa–LettingGod’slightshine1) InadditiontohisstatementsonhowbaptisminChristtearsdownculturalbarriersbetweenpersonsintheChurch,Paularguedfor–albeitwithconvolutedreasoning–femaleandmaleequalityinmarriageandinchurchleadershipinICorinthians7and11.Howdidtheseargumentssupporthisoverallviewthatleadershipshouldbefocusedongiftedness?2) Readthequoteonpage186,“WhydidPaulproclaimequalityinthechurch,butnotarevolutionaryequalityforsociety?Idonotthinkthereisaclearanswerinhisletters.PerhapsitwasbecausehethoughtChrist’sreturnwaspending,thereforehisonlyconcernwasforthechurchandbeingmadeoneinChrist.Perhapsitwasbecauseofimperialpower,andhefearedthatifthechurchbroughtundueattentionuponitselfthatitwouldfacepersecution.Eitherisplausible,neitherissufficient.” Reflectuponanddiscussthisdilemmaraisedbytheauthor.WhatreasonsseempersuasivetoyouastowhyPaulpreachedequalityinthechurch,butneverpushedforitinsociety?IfPaulhadpushedforequalityforwomenandslavesandJewsinsocietyinhisday,whatmighthavehappened–positiveandnegative?Hadhedoneso,howdoyouthinkitwouldhaveaffectedtheChurchlong-term?3) ReadthereasonsthePastoralsselectedtheirleadershiprequirementsonpage188.Whatisforemostintheirminds?Wholostoutbecauseofthisemphasis?WhatdidtheChurchgainbecauseofit?4) InyourownwordsdescribePaul’spositiononleadershipandwhyyouthinkit’simportanttohearhisvoice?InyourownwordsdescribethePastorals’positiononleadershipandwhyyouthinkit’simportanttoheartheirvoice? ViaUnitiva–JoiningtheDivineConversation*) Ifyoustillhavequestionsinyour“parkinglot,”dealwiththosebeforethissection.

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1) IfyouGooglethefrescoofPaulandThecla,youwillbeabletouploadpicturesofthefrescoandshowittoyourclass.Ididnotincludeitforcopyrightreasons. ThefrescoofPaulandTheclaintheEphesuscavetestifiesthattheargumentbetweenPaulandthePastoralLetterscontinuedforafewcenturies.DespitetherestrictionsplacedonwomeninleadershipbyTimothyandTitus,theActsofPaulandTheclawaswrittendecadeslaterinthesecondcentury.Thefrescoofthetwoofthemimpartingthesignofblessingtogether,asequals,wasnotmadeuntilthe5thcentury.ItwasnotuntilsometimelaterthatThecla’sportraitwasdefaced. WhatdoesthefrescoofPaulandTheclasymbolize–bothhowtheywerefirstportrayedandhowlaterherimagewasdefaced?2) ItisclearfromreadingthereasonswhythePastoralLetterscreatedtheirleadershiprequirementsthattheydidsotohelptheChurchconformtoRomansociety.ThisforcesthereadergoingovertheleadershiprequirementsinTimothyandTitustoaskaveryimportantquestion. AretherequirementsforBishopsandDeaconsandotherleaderssetforalltimes?Orshouldtheybechangedasthesocietyaroundthemchanges–inorderthatthechurch’sleaderswouldconformtothesocialnormsoftheirsociety?3) Usethequestionsonpage190–91toconcludetheclassdiscussion. Considerusingsomealternativewaystohelppeopleconsiderhowtheywanttoenterthisconversation.Usehandoutslistingafewofthequestionsattheendofthechapter.Orputnewsprintsheetsuponawallwithlabelsofyourchoosing.Orconsiderusingyourroomasacontinuumbetweentwoextremepositions.Statetheextremesandaskpeopletofindaplaceonthecontinuumthatfitsthem.Invitepeopletosharetheirreasonsforpickingthatspot. Dismisstheclassinyourusualway.PreparingforNextWeek:ReadChapter#11inPracticingMidrash.ReadGenesis32:22–32.

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Week#13–Conclusion:WrestlingwiththeBibleHomework:ReadChapter#11inPracticingMidrash.ReadGenesis32:22–32.GettingStarted–10minutesOpenclassinyourusualway.Askparticipantsifthis13-weekstudymettheirexpectations.(IfyouwrotedowntheexpectationsinWeek#1,returntothelistofexpectations.)Ifso,how?Ifnot,wherediditfallshort?Whatlingeringquestionsdoyouhaveasweenterourfinallesson?HearingtheArgument–20minutes1) TheauthorsuggeststhestoryofJacobwrestlingwithGod(Gen32:22–32)isagoodmetaphorforreadingthecompetingand/ordivergentstoriesintheBible.Havingcompletedthisstudy,isthatahelpfulmetaphorforyou?Why,orwhynot?2) Throughoutthisstudyyouhaverunintoreoccurringtheologicalpositions–thejustice-basedtheologyofDeuteronomy,theholiness-basedtheologyofthePriestsofJudah,andthegrace-basedtheology,whichwefirstsawintheStoryteller–whatdoyoumakeofthesethreetraditionsandhowtheykeepintersectingwithoneanother?Howdotheirdisagreements,theircompetitionwitheachotherhelpmaketheBiblealivingword?PracticingMidrash–30minutes1) TheauthorhasusedSt.JohnoftheCross’sthree-foldprayerasamodifiedwaytopracticemidrash,toallowscripturetomidrashitself.InwhatwayshasViaPurgativa(lettinggooftheneedtofixscriptureandallowingittospeakfreely),ViaIlluminativa(lettingGod’slightshinethrougheachofthecompetingvoicesinscripture),andViaUnitiva(findingwhereyouwanttojointhedivineconversation)beenahelpfulwayforyoutoreadcontrastingpassagesofscripture?Wherediditmissthemarkforyou?2) TheauthorsuggestedthreereasonswhyGodinspiredapluralisticwordthroughtheBible:1)toreachasmanyofGod’schildrenaspossible,2)toenablethebiblicalfaithtoevolveforgenerations,and3)tocreateanindirectcommunicationwhichinvitespersonstofaithinGodbytuningtothevoicethatspeaksmoststronglytothem.Discusstheauthor’spositions.Whatsoundstrue,ornottrue,toyou?Why?WouldyousuggestotherreasonswhyGodhasinspiredaBiblewithcompetingandcontrastingvoices?3) For500yearsProtestantshaveemphasized“biblicalauthority.”“Solascripture,”wasMartinLuther’scryashetookthepositionthatscripturealonewastheauthorityonmattersoffaithandpractice.IftheBibleisacollectionofcompetingstoriesthatareintensionwithoneanotheronmanymattersoffaith,howdoesthataffectbiblicalauthority?

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Iftherearetwoormorebiblicalviewsaboutchurchleadership,followingJesus,God’snature,andmore,inwhatwaysistheBiblestillauthoritative? 4) Readthefollowingquotesonpages205and207: “ThegeniusofGod’sfoolishnessisthatthecompetingvoicesintheBiblemakeGod’srevelationhighlyadaptable.Ratherthaninspireamonochromaticwordthatisblackandwhite,GodinspiredatrichromaticwordthatisabletoproduceanunfathomablearrayofbeliefsandpracticesonawidespectrumofunderstandingGod….TheargumentsintheBibletestifythatGod’swordisnotcarvedinstone,butisalivingwordrenewedeverytimeGod’scompetingvoicesareallowedtograpplewithanewsituation.Throughthesewrestlingtestimonies,Godstillspeaks.” “TheanswersthatChristiansseekintheBible—aboutGod,humanity,faith,life,alifetofollow—arenotintheBiblesuchasarecipeisinacookbook.Theyrisetothesurfacethroughthepracticeofmidrash,whichencouragesthecompetingvoicesintheBibletodebateandargueandinvitetherestofustojointheconversation….TheBibleisalivingwordnotbecauseofthewordsonitspagesbutthroughtheconversationsitswordsstimulate.” Discussyourunderstandingsoftheauthor’spointsandhowthoseintersectwithyourunderstandingoftheBible.HasthisstudychangedyourbeliefsaboutGod’srevelationthroughtheBible?Ifso,inwhatways?Howhasitaffectedyourfaith?5) InwhatwayscouldthisstudyanditsviewsabouttheBibleasapluralistictextbehelpfulforpeopleoffaithlivinginourpresentpluralisticage? WastheconcludingstoryofMartinBuber’sspeechtoagroupofCatholicpriestsafittingendtothebook?Why,orwhynot? Marktheoccasionofthelastlessonbyclosingthisstudyinsomemeaningfulwayforyourgroup.