Robert E. Wallace, Ph.D.

Category: 1-Canon

  • Narrative Criticism

    —

    by

    Robert Wallace
    in

    In an attempt to help the students understand reading the Bible as a narrative, I asked them to get into their groups and identify what their favorite TV / Book series is? I also asked: If you were trying to help people get into the series, what episode/episodes would you recommend? Any episodes you would skip?…

  • Source Criticism

    —

    by

    Robert Wallace
    in ,

    For a discussion on source criticism in an upper level Torah class, I provided a email from me to my dissertation supervisor from late in my PhD program. The email had several quotes in it from different readers on the committee which I was responding to (without providing quotation marks). I had stripped away dates and replaced…

  • Formation of the Pentateuch

    —

    by

    Robert Wallace
    in

    The students read a list of scriptures, some which implied Mosaic authorship of the Pentateuch (2 Chron 23:18; Joshua 23:6, 2 Kings 14:6; Ezra 6:18) and others that would cast doubt on Mosaic authorship as the sole source of the text. I think there was benefit in having the students work with primary texts and…

  • Translation

    —

    by

    Robert Wallace
    in

    The students “translated” a passage from Josephus into contemporary language. I used the Whiston translation which is awkward and stilted to the modern ear.  I further handicapped three groups by limiting how they could write. Group 1 could not use any form of “to be” verb. Group 2 could not use any adverbs. Group 3…

  • Important Texts

    —

    by

    Robert Wallace
    in

    I had the students divide into groups and develop a concept map between the significant texts mentioned in the videos: Masoretic Text, Septuagint, Vulgate, Tyndale Bible, King James Version. I didn’t give any specific directions on how to connect the texts. The concept maps were very creative. The early classes tended to be rather simple…

  • Formation of the Canon

    —

    by

    Robert Wallace
    in

    I had the students select their three most “significant” movies (without defining what I meant by significant). They then found a partner and selected a consensus three movies. They then formed groups of four and selected a consensus four movies. They then formed groups of eight and selected a final, consensus list of the five…

css.php