UNIT B: Introduction to the Bible & Old Testament

31

Contents

UNIT B: Introduction to the Bible & Old Testament..............................................................................

Session 1: Different forms of communication:..............................................................................35

Session 2 : Poems, Prayers and Paradise..................................................................................39

Session 3 Family Histories...........................................................................................................44

Session 4 The giving of the Law and the beginnings of a nation.................................................49

Session 5 Prophets and King.......................................................................................................53

Session 6 Exile and Return .........................................................................................................57

Assignments for Units A and B:....................................................................................................60

This unit has been prepared by Rev Dr Elizabeth Jordan, with the assistance of the CCS Revision Group

32

This unit will:

o Look at different kinds of writing in the Old Testament and why it is important to identify this variety.

o Examine the Old Testament as it has been understood by Christians. These books are, of course, the scriptures of the Jewish people and are reverenced by Muslims, but the focus of this unit is on the knowledge essential for understanding the Christian Gospel.

o Look at the questions and longings that arose from Israel’s relationship with God which Christians believe are answered by Jesus Christ.

Each week there will be some preparation work which will be essential if you are going to participate in the following session – but it will be very short. Then there will be reading from Introducing the Old Testament or some other activity which is highly recommended – the expectation is that you will do this if at all possible. Thirdly there will be recommendation of study to do if you want to examine a topic more deeply.

Further Reading for this module:

o John Barton, Making the Christian Bible, Darton, Longman & Todd, 1997. This is an easily readable book about the ‘mechanics’ of where our Bible came from – who wrote it, how the books were collected, what makes the books ‘Scripture’.

o John Drane: Introducing the Old Testament, Lion 2011

o Trevor Dennis, Sarah Laughed: Women’s Voices in the Old Testament, SPCK, 2010. This fascinating and lively book makes some of the more neglected Old Testament characters and stories come alive. It’s interesting and imaginative, as well as having a sound academic basis.

o This unit looks at the Old Testament in the light of the Christian Good News. If you want to study how Jews read their Scriptures, you could start by looking at http://scheinerman.net/judaism/HolyBooks/

o "Scriptural reasoning," is the "open-ended practice of reading- and reasoning-in-dialogue among scholars of Christianity, Judaism and Islam.” See these websites for more details: http://etext.lib.virginia.edu/journals/jsrforum/gateways.html http://etext.lib.virginia.edu/journals/jsrforum/writings/CarGath.html

o Graeme Goldsworthy, The Goldsworthy Trilogy (Exeter: Paternoster Press, 2000), especially useful for ‘Gospel and Kingdom’, explaining the overall pattern of the Old Testament.

o Katharine Dell, Who needs the Old Testament Its Enduring Appeal and why the New Atheists just don’t get it. SPCK 2017.

33

34

Session 1: Different forms of communication:  

AIM to examine the variety of material in the Bible and to learn to treat them in appropriate ways.

Opening worship

1. Introduction:

o In groups of not more than 5 or 6, compare your reading of passages from the Old Testament. Was there anything here that surprised or excited you?

o People are attracted to different styles: Are there some forms of writing that attract you more than others?

o Can you think of any mistakes that might be made if one form was mistaken for another e.g. what you thought was law was really poetry.

35

2. Group work: In groups of no more than 5 or 6

a. Oral Tradition: Storytellers of the past constructed the stories in ways that are easy to memorise. The translation from the Hebrew obscures some of the memory aides that are used, such as the fact that each of the verses of Psalm 119 begins with the succeeding letters of the Hebrew alphabet, but you may still be able to identify repetition and verbal play.

Choose a story from the Old Testament. It could be a well-remembered one from Sunday School, one from a recent church service or another favourite. Choose one or two people from your group who are going to become the storytellers. The whole group should consider what these people need in order to remember the story off by heart and tell it to the whole group in 3-5 minutes.

You may want to consider what you can learn from the strategies used by anyone who does not read or write as an aid to memory, for example;o use of repetition, o actionso rhyme or other ‘mnemonics’ such as lines beginning with the same lettero succeeding letters of the alphabet o making a word out of the first letters of a series of words (acrostics)o planning audience participation

Each group should then ‘perform’ their story for the whole group and then consider what they have found helps in remembering things without them being written down.

b. The next session will look more closely at the first eleven chapters of the Bible, which are often seen as the foundation of Jewish and Christian understanding of God. Record what you can remember of the contents of these eleven chapters and try to draw the family tree of the men and women involved. The tutor can decide whether is done as a whole group, in small groups, or as a competition between two groups!

Closing worship

To follow up: ‘Old Testament Literature’ in Introducing the Old Testament pages 1-3 gives an overview of each book of the Old Testament. Pages 3 and 4 contain useful maps and there is a broad timeline on page 5.

36

Preparation for Session 2:

Essential Reading: The Old Testament begins with a book full of stories that may be well known to us from school or Sunday School. In a way it is a shame that they have become so popular in books for young people. It is only when we appreciate the depths of spirituality and understanding of God possessed by the Israelites that we can see that these stories are not children’s tales, or bad science. This session will look at the first eleven chapters of Genesis, which are intricate accounts of the origins of the world, trying to explain human relationships, the nature of God and the way societies work.

There are two stories of creation – the first between Genesis 1:1 and 2:3 and the second in the remainder of chapter 2. There are two accounts of the Flood, interweaved with each other. These are clearly ancient traditions collected by an editor or editors who did not want to leave out the important learning. Other early communities had their own stories about the beginnings of the world and even about a flood – but Genesis gives a very distinctive picture of a God who wants a relationship with his people, and of human beings who have a choice in how to act. These stories were probably told for many centuries before they were written down; the form in which we have them contains echoes of some of the events and experiences that happened since they were first told. So, though they have very early origins, they are also a mirror of the many ways in which God’s people thought about their relationship with God.

These stories in Genesis chapters 1-11 describe our present human existence as incomplete. They tell of a time in the far past when we lived at ease with ourselves, the planet and God, but that we have been evicted from Paradise, living restless lives, aching to be allowed to return. The book of Genesis sets the scene for all that happens in the books which come after, and points to the future as well. The stories happen in a place and time which is out of the ordinary and the conflicts they describe will only be resolved in a space beyond time.

Preparation for Session 2, continued. . .

o Read, or listen to, the first eleven chapters of the book of Genesis.

o Even if the stories are familiar to you, it is unlikely you have read them in their entirety, or in sequence. Make a note of anything that has surprised you about these stories on this reading.

o If you have children’s books at home with these stories in, bring them with you to Session 2.

37

Further, recommended work: Read the additional material supplied with this unit: ‘Introducing the Old Testament’– Primeval History, pages 6-12. Look at the maps and timeline on pages 3-5

38

Session 2 : Poems, Prayers and Paradise

AIM To read the early chapters of Genesis for what they teach us about human nature and God’s relationship with us.

Opening worship

Introduction

Compare the children’s books that group members have brought and what you have learned from your own reading of the first chapters of Genesis. Are there differences in what is communicated in the books and in the Bible?

In small groups: Each group should examine at least one of the following sets of stories. The tutor may help in the allocation of the stories so that as many as possible are covered.

1. The Creation of the World: Read Genesis 1:26-30, 2:15-17 and answer the following questions:

What do these verses tell you about human beings? For example: What does ‘being made in the image of God’ mean to you?

What are the needs that human beings have, according to this passage and the tasks given to human beings?

NB: The word ‘helper’, used to describe Eve in Genesis 2:18 and 2:20 is everywhere else in

39

the Old Testament used to describe God! (e.g. Psalm. 54:4)

2. The Fall – or not? Read Genesis chapter 3:1-24 and answer the following questions:

List as many words as you can from this story that describes God.

Is there a sense in which God led Adam and Eve into temptation? Why put a tree in full sight of Adam and Eve and then tell them not to eat from it?

What do you understand by the phrase ‘Lead us not into temptation’ in the Lord’s Prayer?

3. A Lot of Water! (Genesis 6: 1 – 9:17) Don’t read the whole story again, but share with each other what you can remember of it. Ask yourself the same questions as before:

What does it tell us about God?

What does it tell us about human beings?

40

41

Make sure one group looks at this less well known story:

4. Many voices – the tower of Babel. Read Genesis Chapter 11:1-9 and answer the following questions:

How did what the people wanted and what God wanted clash?

People God

Are there any countries or groups you know of who seek security rather than carrying out God’s will in the scary world beyond safety?

42

Make time for each group to share what they have recorded – and any other parts of their discussions.

Tutor led discussion:Summarise the discussion of ‘Science and Faith’ in Introducing the Old Testament (p.7).If there are scientists present invite their contribution on scientific method.

Discuss what it means to say these stories are theological, rather than science or history. What does truth mean in this context?

You will need to divide into two groups to study different parts of the Bible for next session. One group will look at Abraham & Sarah, the other look at Jacob & Joseph.

Close with prayer …..

43

Preparation for Session 3:

Essential: Read the Bible passages for the section of family histories that you have been asked to prepare.

Abraham and Sarah Jacob and Joseph

o Genesis 12:1-20

o Genesis 15:1-21

o Genesis 17:1–22

o Genesis 37:1–36

o Genesis 41, 14 – 36

o Genesis 45, 1- 20

Further, recommended reading: Read ‘Primeval History -The Pentateuch’ in Introducing the Old Testament pages 13-16. Then read the pages for the section of family histories that you have been asked to prepare:

o Abraham & Sarah, pages 17 – 20o Jacob & Joseph pages 23-24

Further notes about Isaac & Rebekah, Jacob and Esau are on pages 21 - 22

Of course, you could read everything!

44

Session 3 Family Histories

AIM To learn about the early ancestors of the People of God

Opening worship

Introduction: This section will be looking at the stories of the early ancestors of the Jewish nation; the extended family descended from Abraham. We will look at them here as ancestors of the Christian family, but you should be aware that Jews read the stories in a different light. Muslims, too, identify themselves as ‘Children of Abraham.’

There are suggestions of sources of information about Jewish and Islamic understandings in the Further Research section.

A note on names:It is clear that Israelites paid a lot of attention to the names they gave their children, and to the names by which people were known. Probably the only time we are likely to change names is on getting married, but the Israelites might do so after other major changes in circumstances. Abram and Sarai change their names after encounters with God, recorded in Genesis 17. Abraham means ‘Father of many nations’ and Sarah means ‘princess’.

Divide into two groups, one to concentrate on the stories about Abraham & Sarah, and one on Jacob & Joseph.

A. Abraham and Sarah:

(Be prepared to tell the rest of the group what you have discovered about ‘your’ research.)

Recall Genesis 12:1-20: God promises that ‘in Abraham all the nations of the world will be blessed’. From the very beginning the covenant does not only affect Abraham’s family. When can you see this beginning to take effect?

Recall Genesis 15:1-21: In this story Abram is not satisfied with rather general promises of blessing – he wants children and assurance that he will inherit land.

o How does God react to this?o Does Abram receive exactly what he asks for?

45

Recall Genesis 17:1-22 In this story God again comes to Abraham with promises, but this time there are conditions as well. God makes a covenant with Abraham – a very significant concept in the Jewish religion. God promises that Abraham and Sarah’s family would be large and that he would establish a covenant with them all. They would receive Canaan as their permanent home. In return Abraham is to walk in God’s ways, and to circumcise the males in his household.

o Responding to these words of God’s required faith on Abraham’s part – they seemed impossible. (These ancient people were not ignorant of the facts of life!) God didn’t make it easy for him – why do you think that was?

B. Jacob and Joseph:(Be prepared to report some of your discussion to the groups studying Abraham & Sarah).

Recall Genesis 37, 1-36: Joseph is not presented in an attractive light, and Jacob has clearly favoured him. How do you think his elder brothers could/should have reacted?

Recall Genesis 41, 14 – 36: The Israelites rejoiced in stories of triumph over adversity. What qualities have enabled Joseph to rise to the top of Egyptian society?

Recall Genesis 45, 1- 20: How would this story tell later generations of God’s power all over the world?

Each group should report the substance of their discussions to the other two groups.

46

The Covenant with Abraham

Tutor input: describe the nature of the covenant with Abraham and what has been learned about the choice of Israel as God’s people, the covenant made with God and the reason that God made a covenant.

Group Work

o God’s covenant with his people was two sided: If his people kept their side of the covenant, God’s love and faithfulness knew no bounds – an everlasting covenant. But if they failed to live lives that pleased God, judgement would result. What do you think were the advantages and disadvantages of a relationship like that?

o Do group members believe that God’s love in unconditional? In what ways does our behaviour affect our relationship with God?

Closing worship

47

Essential Preparation for Session 4: read the following Bible passages on Moses and on covenant

Exodus 20:1-23, Exodus 32:1-34.

Further, recommended reading: the following Bible passages on the story of Moses:

o Exodus 1:6–3:12o Exodus 5:1–6:1o Exodus 11:4–12:13; 12:21–42o Exodus 14:5–31o Moses, Man of God and The Sinai Covenant from Introducing the Old Testament pages

25 -29

48

49

Session 4: The giving of the Law and the beginnings of a nation

AIM to learn about the formation of the Jewish nation and the giving of the Law.

Opening worship

Introduction:

1. The stories of Genesis ended with Joseph’s family living in Egypt. There they multiplied and became a strong ethnic group; so much so that one Pharaoh thought they were a threat to national security. Their dramatic departure from Egypt and the time spent in the wilderness helped the Israelites form into a nation with a distinctive identity, before arriving in Canaan, the land promised by God to Abraham.

As a group review what you know about this sequence of events.

Imagine you are telling the story of what happened; note what you can remember under the following headings:

The situation of the Israelites

The call to Moses

The plagues on Egypt

The departure from Egypt and the night of Passover

Time spent in the Wilderness

If you need a reminder you will find the stories at

50

Exodus 1: 6 – 3:12, Exodus 5:1–6:1, Exodus 11:4–12:13; 12:21–42, Exodus 14:5–31

Tutor input on the nature of the Mosaic covenant – similarities and differences to that with Abraham, and on the Mosaic Law and Covenant. Exodus 17:1-7, Numbers 11:4-20, 31-34, Numbers 12:1-8, Numbers 21:4-9.

Group Worko In Exodus 20:2, God introduces himself before giving the Law. How do the

Commandments which follow show what God cares about?

Tutor input on the story of the development of the nation of Israel and the rule of the Judges. (see pp. 30/31 of Introducing the Old Testament).

Group Work

The Israelites faced the threat of retaliation from the tribes they had displaced – but they also found the religion of those people very attractive! The Lord ‘raised up judges’ to deliver them and to judge according to the commandments that God had given. Yet the Israelites repeatedly disobeyed both God and His Judges. (Judges 3: 16, 17)

o Discuss the particular temptations of arriving in a ‘promised land,’ where it doesn’t seem so necessary to rely on God for everything that one needs.

Closing worship

51

o Transforming Presence challenges us to ‘live distinctively’. Pray for guidance and wisdom in knowing how to live.

Essential Preparation for Session 5: Read the following Bible passages:

o 2 Samuel 5: 1-5 the choice of David

o 2 Samuel 7: 12-16 the promise to David

o 1 Kings 4: 29-34 the glory of Solomon.

Further, recommended Reading: The story of the history of Israel from the entrance to the Promised Land to the Exile is told in Introducing the Old Testament pages 30 - 37. Read as much of this and as many Bible passages as you can. Passages in bold will give summaries and questions for reflection.

Pages 48-53 of Introducing the Old Testament describe the content and structure of the Psalms. Read as much as you can.

52

53

Session 5 Prophets and Kings

AIM To learn about the reign of David, the worship in the Temple and the rule of the Kings.

Opening worship

1. Prophets and Kings: For several hundred years the new nation in Canaan was ruled by Judges – charismatic individuals, like Deborah, Gideon and Samson, who led the people in battle and settled disputes. But the people were not satisfied and wanted to be like other nations, who had grand monarchs. At the end of the life of the great Judge, Samuel, God was persuaded to allow a monarch to be appointed over his people. (1 Samuel 8:4-9). Saul was appointed, and after him, David.

Tutor Input Based on the preparatory reading, expand and discuss the role of the covenant with David, and the importance of the Temple in Israel’s faith.

2. Group Work. The reign of David and his son Solomon were times of stability and great prosperity for Israel. The Temple was built during Solomon’s reign and new forms of worship and learning flourished. Look at the following Psalms and note what they tell us about the ways the Israelites worshipped and the ways in which they describe God.

Pattern of worship Description of God

Psalm 150

Psalm 48: 1-3

Psalm 103

Psalm 119: 1-16

Psalm 13

54

3. Group work. Samuel had warned the people that a king might oppress them and turn away from God (1 Samuel 4: 10-18). The books of Samuel, Kings and Chronicles tell the tale of this happening. God then raised up prophets to challenge them and to remind the people of their vocation to be a holy people. The chart on page 33 of Introducing the Old Testament shows the periods in which the prophets whose words are recorded in the Old Testament lived.

Because the prophets’ words are designed to bring a message of correction and to warn of the consequences of not following God’s instruction, they can present a very negative picture of the faith of the Israelites! It is helpful to remember that we, too, often fail to follow God. Complete the following table, imagining that the prophets are speaking to our governments, local and national and/or our churches.

Words of Prophet The message for todayElisha to Naaman: ‘Wash in the R. Jordan to be cleansed of leprosy.’ 2 Kings 5: 9-14.

Amos to the people of Israel: ‘Stop unfair practices.’ Amos 8: 4-7

Hosea to the people of Israel: ‘God loves you and is hurt by rejection.’ Hosea 11: 8,9

Micah to the people of Judah: ‘God requires justice, kindness and humility.’ Micah 6: 8

Closing Prayer Pray for all who have the responsibility of leadership and for faithfulness in times of prosperity.

55

Essential Preparation for Session 6 Read the following passages:

o 2 Kings 24: 8 – 25: 12. The people taken into exile and Jerusalem destroyed

o Isaiah 53. Hope for a future servant of the Lord

o 2 Chronicles 36: 20 – 23. Return to Jerusalem

o Psalm 126. The people rejoice.

Further, recommended reading.Read pages 38 - 42 of Introducing the Old Testament describing the Exile to Babylon and the eventual return.

56

57

Session 6 Exile and Return

AIM To learn about the exile of the Jews in Babylon and their return to rebuild their nation.

Opening Prayer

1. Group work: A nation in exile:In 568 BC the southern kingdom of Judah was taken into exile by their Babylonian conquerors. (The northern kingdom of Israel had already been scattered, by Assyrians, in 722 BC). (Briefly) gather experiences from group members about moving house, leaving home or living in a strange environment. What is valued and what is discarded?

2. The exile was devastating for the people of God, separated from the land that God had given them and the beloved Temple. It is thought that much of what we now know as the Old Testament was collected together during the time of exile, as dispossessed people reminded each other of their traditions and taught future generations. Re-read the following passages, imagining that you are hearing them while in exile, far from your own home. What would they mean in that situation? (The tutor may share them around the group.)

Bible passage-------------------------------------------

-

Lamentations 1: 1-16

Hearing them in exile---------------------------------------------------------------------------

Psalm 137

Psalm 74

58

3. The book of Daniel tells the story of young Jews who remain faithful even when tempted with both riches and punishment to abandon their faith. How do you think these stories would encourage other Jews, both in exile in Babylon and during later occupation of the land by conquering forces? What lessons will they learn about how to treat their enemies?

Bible passage How are the Jews How should enemies be treated?encouraged?

Daniel 1: 3,4, 8, 15

Daniel 2: 10 -12, 27- 28.

Daniel 3: 9-12, 17-18, 24-25.

Daniel 6: 6-8, 10

4. Tutor input The tutor will describe the circumstances of the exiles’ return and the situation that the Jews found in Jerusalem and Judah (Introducing the Old Testament, p. 43).

Since they believed threat the exile was the result of punishment by God for their unfaithfulness, the Jewish leaders were anxious to please God now. The experience of return raised the various questions in people’s minds.

The tutor will lead a study of Nehemiah 13; 1-3 10-13, 15-19 and 23 – 27, which records Nehemiah’s attempts to restore the people’s faith and address the following questions:

How to treat the people who were already living in the land? How to re-establish regular worship in the Temple?How to keep the laws of God, including the observance of the Sabbath?

Why were these issues so important to the Jews and seem less important to us?

A long term solution to these issues was not always found. In the next unit you will see how Jesus’ words and actions presented an answer to the questions the Jews were asking.

59

Close in prayer for all those who are living in a place where they are treated as strangers and cannot freely practise their faith and customs

  Further Reading: Introduction to the Old Testament contains information (in pages 54 – 65) Hebrew poetry , the Wisdom literature and some of the smaller books that have not been looked in this module. There will be further treatment of the Psalms in the Spirituality module.

There are , of course, a multitude of books on the Old Testament. You are advised to look in the booklists of the ones already recommended.

60

Assignments following Units A and B:

Choose one of the following:

1. Imagine you have a Christian friend who cannot see the point of reading the Old Testament in the twenty-first century. Using what you’ve learned from this unit, write them a letter explaining some of the ways in which you’ve discovered the Old Testament can speak to Christians today. The letter should be about 1500 words and should include both your own experiences, and descriptions of some Biblical passages.

2. Reflect on one aspect of your work in this unit which has interested, provoked or challenged you. Prepare a short talk (10 - 15 minutes) in which you explain what this insight has meant to you, and suggest how it might be helpful to others in their Christian lives. Ask your group leader to comment on the talk, (from a full script, or a recording) and discuss a possible occasion (e.g. midweek service, evensong) when you could deliver the talk to some members of your church.

3. You have looked at several forms of God’s covenant with His people. In approximately 1500 words, describe each one, giving its context, the partners in the covenant and the effect on later generations.

4. In Unit A we saw how God has been revealed in different ways: through natural occurrences, human experience, direct communication and through the Messiah, Jesus. Choose passages in the Old Testament which are examples of, or describe, each of these ways of ‘doing theology.’

61

Introduction to Unit C

Please read the following before Session 1 of Unit C

We move now to the New Testament but we don’t leave the Old Testament behind. One reason is that the books of the Old Testament were the only scriptures for Jesus and for his first followers.

Resource A: (from www.bbc.co.uk/religion/religions/christianity/texts/bible.shtml)

The New Testament:

The New Testament has 27 books, written between about 50 and 100 AD, and falling naturally into two sections: the Gospels, which tell the story of Jesus (Matthew, Mark, Luke and John); and the Letters (or epistles), written by various Christian leaders to provide guidance for the earliest church communities.

The Letters

Letters were the natural way for itinerant church leaders to communicate with their converts, and the earliest ones were written before the Gospels. With some exceptions (Romans, Hebrews), they were not meant to be formal presentations of Christian belief, but offered advice to people who were working out how to express their commitment to Jesus in ways that would be relevant to the many different cultural contexts in which they found themselves throughout the Roman empire.

Reading them can be like listening to one half of a conversation, as the writers give answers to questions sent to them either verbally or in writing. Paul was the most prolific writer of such letters, though he was not the only one.

The Gospels

The Gospels were written to present the life and teachings of Jesus in ways that would be appropriate to different readerships, and for that reason are not all the same. They share some characteristics with other “lives” written in the ancient world.

The first three Gospels have a good deal of material in common. It is possible to place them side by side, and see their similarities and differences. They are known as the 'synoptic gospels' (from the Greek for “seen together”). A presentation of the three side by side is called a “Synoptic Parallel”.

The writer of Luke also wrote the Acts of the Apostles, which tells the story of how Christianity spread from being a small group of Jewish believers in the time of Jesus to becoming a worldwide faith in less than a generation.

62

The New Testament concludes with the book of Revelation, which begins with a series of letters to seven churches in the area of Asia Minor (modern Turkey), but then offers a visionary presentation of the meaning of all things, from creation to the end of the world.

B Stephen Motyer, “The Old Testament in the New Testament”

“The New Testament proclaims its indebtedness to the Old Testament on the very first page. Matthew begins with an Old Testament genealogy that makes sense only to those who are familiar with the people and events to which it refers (Matthew 1:1-17 ). Thus the New Testament signals at the start an engagement with the Old Testament that touches every page and makes great demands on its readers.

The New Testament authors generally assumed knowledge of the Old Testament context from which quotations were drawn. They were concerned to communicate with and convince their fellow Jews, not just to nurture a private faith. They did not want simply to jettison their Jewish heritage, but sought genuinely to understand how the "word" spoken through the prophets related to the new "word" now revealed in Christ.

The New Testament authors both use the Old Testament to explain Jesus and use Jesus to explain the Old Testament in a circular process in which each is illuminated by the other. All the great themes of the Old Testament are confirmed, even when they are also developed in various ways: God as the one creator and ruler of the nations, the election of Israel to be the light of salvation for the world, the presence of God with his people, the possibility (and actuality) of revelation through appointed instruments, history as moving toward God's purposed goal for the world.”

Stephen Motyer, “The Old Testament in the New Testament” in Walter A. Elwell (ed.), Baker's Evangelical Dictionary of Biblical Theology, Grand Rapids, Michigan: Baker Book House Company, 1996.

63

C Wayne A. Meeks

“… Christianity, in its earliest beginnings, is part of Judaism … it is a sect, among a number of varieties of Judaism in the Roman Empire. But it is also clear that at a certain point, they develop a consciousness which takes them outside of the social orb of Judaism. They're no longer part of the local Jewish community, they're a separate community, meeting in little household groups, all over the city. And, it's apparent, at least from the time of the Emperor Nero, that outsiders also view them as distinct. So that when Nero is looking for scapegoats upon whom to put blame for the fire in Rome in 64, he zeroes in on the Christians.

So, obviously they are recognized as a distinctive group. How did this happen? What is involved in their separation? The one thing I think we have to recognize is that it doesn't happen all at once.”

Wayne A. Meeks: Woolsey Professor of Biblical Studies Yale University From http://www. pbs.org/wgbh/pages/frontline/shows/religion/first/wrestling.html

Further resources for this Unit:

First, read the New Testament itself! It’s surprising how many Church members haven’t. Or listen, e.g.

New Testament and Classical Psalms on Pickwick Label (B003ASNWK),

or

The Message, Oasis Audio (ISBN-10: 1598594567, ISBN-13: 978-1598594560)

or

Complete Audio Bible, read by David Suchet (ISBN: 9781444786408)

KNOWLES, Andrew, The Bible Guide. Lion: 2006 is an excellent overview of the Bible.

WRIGHT, N.T. The "Matthew, Mark, Luke, John for everyone" series published by SPCK is recommended.

GREEN, Joel B. and McDONALD, Lee Martin, ed. The World of the New Testament:  Cultural, Social, and Historical Contexts. Grand Rapids:  Baker Academic, 2013

BURRIDGE, Richard, Four Gospels, One Jesus, SPCK, 2013.

64