Studying the Bible: The Tanakh and Early Christian Writings

Reviewed by Alan Overstreet, Professor of Christian Education/Ministry, Anderson University on 1/22/21

Comprehensiveness rating: 5 see less

This text addresses each of the sections of the Hebrew Bible, the Christian New Testament, and what Protestants refer to as the Apocrypha. An introductory section acquaints readers with issues related to textual research, transmission, and translation. The table of contents may be sufficient for readers familiar with this canonical order, but an index might prove helpful for those who know less about how the Bible is put together. Each chapter concludes with discussion questions and a bibliography.

Content Accuracy rating: 5

The authors do not claim to be biblical scholars. (Nor would I say that of myself.) That said, much of the material found in this text is consistent with other introductions to the Bible and other works of contemporary biblical scholarship. The authors make considerable use of The New Oxford Annotated Bible, The Oxford Companion to the Bible, and the work of Robert Alter, among others. As a result, the sections often offer a synthesis of the work of others, with these contributors staying safely within the orbit of scholars in the field.

Relevance/Longevity rating: 5

The authors’ reliance on authorities in biblical studies results in a serviceable introduction to how scholars have thought about the Bible, at least over several decades. More recent insights also receive attention, though this work does not claim to provide an exhaustive treatment of the field. The kind of introductory material provided here facilitates readers’ own study without requiring extensive exploration of the study already done by others.

Clarity rating: 4

At some points the frequency of references to the works of others may tempt some readers to lay this work aside and to read those introductions on which the authors sometimes rely. Also, some points could be developed more fully, such as the reference to “a chiastically structured series of stories” (54) at the end of 2 Samuel. Still, the accessible style of this book may prove more hospitable to those students who might find other material more daunting.

Consistency rating: 4

There are two points at which the need for further editing is especially evident. One is the single sentence asserting that “biblical Hebrew is written without consonants,” (28) the opposite of what is stated elsewhere in the book. The other involves two separate treatments of the Megillot. (92, 100-101) It certainly is understandable that the same topic or text would be given attention more than once. But these two points seem occasions for revision rather than examples of reiteration.

Modularity rating: 5

The chapters vary in length, but each has clearly indicated subsections (which are convenient for assigning portions to students).

Organization/Structure/Flow rating: 5

The book is organized according to sections of the canon, and its chapters are likely to line up well with introductory Bible courses.

Interface rating: 5

The layout of the book is helpful and inviting. Images and tables are somewhat infrequent, but pages are not crowded with text in a way that might discourage readers.

Grammatical Errors rating: 4

A few errors appear along the way. Perhaps Aaron sometimes was the “bother” of Moses (36), but something else probably was intended. Saul converts or is converted (152), but the current construction is awkward. A chapter citation for the block quote on 158 would be helpful. Also, it seems to be that the work of John Bright regarding the prophet Jeremiah is intended, rather than “Jeremiah Bright” (62).

Cultural Relevance rating: 5

Readers will find some attention to the role of women in scripture and an emphasis on the prophets’ concern for justice. In addition to particular themes, the book as a whole aims to improve cultural literacy by facilitating serious engagement with an ancient and complex text.

Comments

The authors demonstrate a clear regard for the text, inviting readers to an engagement with the text that is emotional as well as intellectual. Their own response to the text communicates to readers taking the text seriously need not prevent one from being delighted or disturbed by it.