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Thursday, June 12, 2025

The Divine Council Worldview’s Relationship with Inter-Religious Dialogue, The Divine Council Worldview’s Relationship with Inter-Religious Dialogue

 The Divine Council Worldview’s Relationship with Inter-Religious Dialogue

A reciprocal relational approach to missions.

by

Darrell Wolfe

Submitted in partial fulfillment of the requirements

for the course Living Missiologically: SF503

 

Professor Mareque Ireland

Word Count 3107 (not including works cited or researched lists).

 

Thursday, June 12, 2025

 

Introduction

Lisa Cron, in her TEDx talk “Wired for story”[1], observed that throughout history societies have built themselves on stories. Long before written records, the oral storyteller took a prominent role in cultivating the culture of their tribe and passing down wisdom through stories. Stories remain deeply relevant to us in the modern era. The meta-narratives adopted by White US-American Evangelicals in the last 100 years have led to a host of culture wars culminating in the rise of Christian Nationalism sweeping the nation. In Spring 2025, these worldviews clashed in national protests. The behavior of the US Government that sparked these protests is owed in large part to White US-American Evangelicals taking control of the reigns of power due to the stories and narratives they adopted.

Those stories and narratives were my inheritance, and they left me with a lot of pain and confusion throughout my life, but especially after my late-wife’s passing. In the wake of my world imploding, I began a process of questioning the stories I internalized and asking the question: “Am I more loyal to the doctrines I inherited or to the biblical author’s own intended message?” The process of deconstructing US-American Churchianity and reconstructing the biblical authors worldview led me to a healthier relationship with Jesus, the Bible, and my fellow human Image Bearers. I no longer struggle with cognitive dissonance between my faith and my daily life.

My goal is to explore the meta-narrative of the biblical authors’ worldview, and how it can inform our orthopraxy in the modern era. My specific claim is that an understanding of the biblical authors’ Divine Council Worldview opens a new window into reciprocal relational inter-religious dialogue. To build the framework for this claim, I have laid the following roadmap: 1. I will briefly touch on the importance of our story, our meta-narrative. 2. I will explore the history and importance of Inter-Religious Dialogue 3. I will spend the lion-share of this paper highlighting the biblical authors’ worldview and meta-narrative, which is far different from the one I inherited. 4. I transition to how the biblical authors’ narrative can provide a framework for the modern era. 5. I will explore that worldview in the context of my missional calling.

1.      What kind of story are we living in?

The narratives we adopt and encode are what drive our view of self, view of God, and view of others; these narratives create worldviews that effect our interactions with every realm of our lives. It has often been noted by creatives that stories affect us in ways that rote memorization and teaching of facts cannot. The story we believe we are living changes how we view the world. Brandon Sanderson said, “the mandate of a writer is to get inside the heads of people other than yourself…” and “if they read a story with somebody who sees the world differently than themselves” they can become open to new ways of seeing the world.[2]

Our narratives matter. The biblical texts influence Jesus Follower’s narratives and worldviews; and therefore, our interactions with those who are ‘other’ to our own US-American Evangelical contexts. We must examine our understanding of the biblical narratives, what they tell us about the ‘other’ and how we understand our sense of mission as followers of Rabbi Yeshua. If we are to have meaningful inter-religious and relational dialogue with those who are not yet Jesus Followers, it will require we be wise and harmless, and “consider carefully” how we live among those who are outside our Jesus communities (Mat 10.16; Eph 5.15-17). Drawing a finer point, understanding the Divine Council Worldview of the biblical authors gives us an entry point for reciprocal relational inter-religious dialogue in which we love and respect our dialogue partners.

2.      Inter-Religious Dialogue

Since the opening prologue of the Torah, Yahweh has been at work to restore the nations to himself (Gen 12, the call of Abraham). The rising of Rabbi Yeshua from the grave became a catalyst for an era in which the Gentile nations were invited to return to Yahweh’s embrace. For over two thousand years, communities of Jesus have been planted all over the world. However, those communities exist within contexts, cultures, and pre-existing worldviews. If we are to “love thy neighbor” (Matt 22.39) it will mean respecting the individuals and communities with which we interact. This includes all people, not just fellow Christians. We “must treat people of any faith and no faith with genuine respect”.[3]

As early as the 1970s, religious leaders and scholars debated the importance of Interfaith Dialogue (Vatican II).[4] One conclusion of the scholarly efforts since those early conversations was an “emphasis on neighbor” which means that “we cannot dialogue with, or witness to, people if we from the outset resent their views”.[5] This means we are not preaching at our neighbors in a one-sided monologue; rather, we are in dialogue with our neighbors, learning from each other. Put another way, “Reciprocity is the glue that holds the relational polarities of uniqueness and unity together”.[6] We hold dialogue as our chief aim because “relation is intrinsic to our personhood”.[7]

This means we see people as people, humans, beings created to bear the image of God. When God met the ancient Israelites at Sinai, he had already freed them before entering a formal covenant. Throughout the early years of their developing relationship, God taught them to be his Image Bearers. They were to be a singled-out nation and their calling was to “bear Yahweh’s name among the nations, that is, to represent him well”.[8] If we are to be Image Bearers in our modern era, it is going to mean learning how to read the biblical author’s in their own context and it will mean learning to recognize the presuppositions we bring to the text. When we come to the biblical narratives, we must recognize that we bring our own contexts to our reading. McCaulley highlights this well, “We come from somewhere, and that somewhere has left its mark whether we acknowledge it or not.”[9] We need to understand the story we are being invited into, and how that meta-narrative can inform our own.

3.      What is the biblical story?

Dr. Witherington sets the tone of our study, “A text without a context is just a pretext for whatever you want it to mean; therefore always study the Bible in light of its original historical, archaeological, literary, theological, ethical contexts”.[10] Walton describes these contexts using the metaphor of a “cultural river” in which the Israelites “floated on the current” of shared cultural narratives and worldviews with the surrounding cultures of their day.[11] By including contemporary literature in addition to a close reading of the biblical texts, we develop a healthier understanding of the story into which we are invited to participate. What story are the biblical authors, in all their variety, inviting us into? How does that story invite us into a shared cultural narrative that crosses eras and cultures? While not exhaustive, we will look at a few examples which provide clues to answer these questions.

The Biblical Authors Meta-Narrative

            The opening prologue to Torah (Gen 1-11, supported by later texts throughout Tankah) tell us that God is the creator of order and the tamer of chaos, that humankind and the lesser gods of the Divine Council partnered to rebel against his rule, and that Yahweh turned the nations over other gods. But chapter 12 begins Yahweh’s plan of redemption of all nations by carving out a nation for himself in Abraham. The Tanakh is an internal critique (Jewish writer to their own Jewish culture) of the ways in which they either worked with Yahweh or rebelled against him. This frequent failure to follow The Way of Yahweh is cited as the chief cause of their suffering and exile(s) as they interacted with the nations.

By the time we get to the New Covenant writers, we see the Messiah, Rabbi Yeshua, step onto the scene to create new hearts in the people and to free them from the ‘powers’ of the lesser gods. This Christus Victor view culminates in the ultimate victory of the Cross and Ascension, creating a new community of The Way of Yeshua. This Way is typified by “love thy neighbor” (Luke 10.27) as demonstrated in the sharing of resources and doing life together (Acts 2). The Apostle Paul (Rabbi Sha’ul) comes on the scene in this community to begin inviting Gentiles (the nations) into the community, and he cites stories throughout the Tanakh in his effort to show them the story they are adopting.

Divine Council Worldview

            To understand my reason for engaging in inter-religious dialogue, I will briefly explain the Divine Council worldview and why it is relevant. The term Divine Council (Deut 32) Worldview has been in Old Testament scholarship for decades and was made popular in lay and the wider academy through the works of Dr. Michael Heiser.[12] Yahweh operates with a council of gods (lesser gods) (Deut 32, Psalms 82 and 89, Job 38, 1 Kings 22, 2 Chron 18). Various texts both within the Tanakh and in literature from second temple Judaism paint a portrait that some of the members of this Divine Council rebelled and this becomes part of the mission of Jesus to restore the order of things. This explains some of Paul’s references to the powers that sometimes baffle western readers.[13]

In this reading of the texts, it becomes clear that Israel adapted their sister culture’s worldviews of a council of gods. An interesting set of charts and comparisons showing the Ugaritic and Hebrew texts shows the early Israelites development of ‘two powers’ in heaven, a visible Yahweh and an invisible Yahweh.[14] Hilderbrand and Sritrakool build on Heiser’s work as they developed their missional approach in Thailand. They critique the way modern western Christians “discount the reality of the gods” which “may be pulling a people away from a more biblical worldview”.[15] They further develop the ways in which the biblical authors, including Jesus and Paul reference the powers, principalities, gods of the nations, and evil influences over humankind. Yet, “Even though humans fell into deception, rebellion and sin, God had a plan to redeem humanity back to their original purpose.”[16] They conclude that this worldview and understanding of the biblical narrative offers a more compelling, meaningful, and resonate message to the culture of Thailand and by extension many cultures in the 10-40 window. They see the nations are invited into a “a new nation that has no boundaries on earth, a kingdom of God. Humans take the place of the sons of God who have been judged by God.”

            By reading the biblical authors in context, we can see the ways in which they adopted and adapted the cultural worldviews of their own cultures (both in the Ancient Near East, and later within the larger framework of Hellenized second temple Judaism). We also see that within this worldview, the nations had their own separate relationship with Yahweh through his lesser Council, and that those relationships were appropriate for them (Deut 32). We then see the mission of Jesus and Paul to invite the nations back into relationship with Yahweh. This view allows us to hold space for religions and worldviews that differ from our own.

4.      What is our narrative today?

Given the arguments above, it is entirely appropriate to accept another cultures or religions relationship with Yahweh on their terms. We can understand that all cultures and religions have attempted to understand the deeper truths of life and they offer wisdom and perspective that we can learn from; likewise, we can offer the wisdom and perspective of our culture and relationship with Rabbi Yeshua. We do not force them to convert; we engage in dialogue and offer an invitation for interested parties to join our communities. God loved the nations and gave his son “in order that everyone who believes in him will not perish but will have eternal life” (John 3.16). If God loved them that much, how could we treat them with disdain, distrust, or as less-than us in any way? Instead, we follow the example of Jesus and Paul and other followers in subversive love of thy enemies (Matt 5.43-48; Luke 6.27-37; Rom 12.14-21; Prov 25.21-22), we love the immigrants and strangers and ‘other’ who come among us (Deut 10.19; 24.17-18; Lev 19.33-34; Jer 7.6; Matt 25.35; Heb 13.2). We gather into communities of Jesus Followers, do life together, share resources, and meet often to discuss the texts of those who came before us (Acts 2). Jesus said that those outside the community would recognize us as his “if you have love for one another” (John 13.34-35). We demonstrate The Way of Jesus, the better way of being human, by our love of God and our love for our fellow human Image Bearers. We cannot love them if we judge them as ‘ignorant heathens’, as many did with a worldview of European colonialism.

5.      What is my mission in my context?

            That is a general argument for why it is important to treat those of other cultures and religions as co-equals in reciprocal relational dialogue; and how the Divine Council worldview creates the space to interact with others in an open-handed approach. Throughout my life I have been driven by a burning desire for ‘true’ things and ‘real’ things. I had experiences in childhood that prevented me from ever denying the existence of an Unseen Realm. This was why Heiser’s work was pivotal in my own reconstruction of a more authentic biblical faith. However, my pursuit for the ‘truth’ has led me into a variety of experiences, church traditions, and methods of reading the Bible. Many of those were helpful, and many of those were harmful. After a particular worldview left me and my children deeply wounded, I set out to understand the biblical authors for myself rather than interpreting through the traditions handed down to me. This sent me to the academic study of the biblical texts and those texts contemporary to the biblical authors. I now fall under the wider heading of “Deconstruction” but also under the heading of “Reconstruction”. I developed a healthier relationship with biblical texts, Jesus, Holy Spirit, Father, and as a result my fellow human Image Bearers.

My anti-tradition approach includes using terms that invite the hearer/reader to think differently about the texts of the biblical authors, as one may have noticed throughout this paper. That ‘irreverent’ approach, as one friend described it, has opened the doors for me to enter into dialogue with a host of people who have rarely had positive interactions with Christians or the Bible (especially not the common White US-American Evangelical brand of Christians). Recently, I met a fellow ‘truth seeker’ at a Buddhist Temple. While we came to the discussion with divergent paths in our deconstruction, the reciprocal relational dialogue has continued to bear fruit since that first meeting. We have learned much from each other.

I often speak with atheists, wiccans, and members of other faiths through happenstance meetings (divine encounters). My most common connections are invariably with a group I call the De-Churched. These are people who have Deconstructed Christianity (or at least Churchianity) but often have not taken a deeper look at the biblical texts or the biblical authors worldview on its own merits. In these, I do not dismiss or deny their experiences and worldviews. Rather, I get curious about what they think, feel, or perceive as ‘true’ in the world. People find themselves saying things like, “I don’t know why I’m even telling you this…” and they go on to explore things with me that they would not feel safe exploring inside the four walls of most churches. The Divine Council Worldview has given me both a wider framework for understanding Yahweh’s work among the nations and the freedom to see how each person’s unique contexts were used by Yahweh to lead them to him. It is my contention that the Divine Council Worldview is one key to developing a healthier relationship with the biblical texts, which opens the opportunity for a healthier relationship with our fellow Image Bearers in all their contexts.

 


 

6.      Works Cited

Cron, Lisa. “Wired for Story: Lisa Cron at TEDxFurmanU.” Ted Talk presented at the TEDxFurmanU. Furman University, Greenville, South Carolina, 4 May 2014.

Heiser, Michael. “The Naked Bible Podcast.” The Naked Bible Podcast, n.d.

_____. “Co-Regency in Ancient Israel’s Divine Council as the Conceptual Backdrop to Ancient Jewish Binitarian Monotheism.” Bull. Biblic. Res. 26.2 (2016): 195–22.

_____. The Unseen Realm: Recovering the Supernatural Worldview of the Bible. First edition. Bellingham, WA: Lexham Press, 2015.

Hilderbrand, Kelly Michael, and Sutheera Sritrakool. “Developing a Thai Theological and Biblical Understanding of the World: Rethinking Thai Cosmology in Light of Divine Council Theology.” Transformation 38.1 (2021): 63–77.

Imes, Carmen Joy. Bearing God’s Name: Why Sinai Still Matters. Downers Grove, IL: IVP Academic, An Imprint of InterVarsity Press, 2019.

Jack O. Balswick, Kevin S. Reimer, and Pamela E. King. The Reciprocating Self: Human Development in Theological Perspective. Second Edition. Downers Grove: IVP Academic, An Imprint of InterVarsity Press, 2016.

Janette H. Ok, Osvaldo Padilla, and Amy L. B. Peeler. The New Testament in Color: A Multiethnic Bible Commentary. Edited by Esau McCaulley. IVP Academic, 2024.

Marèque Steele Ireland. “Conversion and the Mutually Transformative Power of Dialogue (Aka Fuller in Dialogue: Engaging the ‘Other’ with Civility).” Theology, News & Notes, Fall 2010.

Pachuau, Lalsangkima. “Witnessing to Christ in a Pluralistic World: Christian Mission among Other Faiths” (2011).

Sanderson, Brandon. “Q&A: Brandon Sanderson on the Importance of Fiction and How Writing Influences His LDS Faith.” Interview by Justin Carmonyv. Q & A Book Launch Interview, 11 November 2017. Deseret News, Deseret Magazine.

Walton, John H. The Lost World of the Torah: Law as Covenant and Wisdom in Ancient Context. The Lost World Series Volume 6. Place of publication not identified: Inter-Varsity Press, 2019.

Witherington, Ben. Reading and Understanding the Bible. Oxford ; New York: Oxford University Press USA, 2015.

“Gentile Gods at the Eschaton: A Reconsideration of Paul’s ‘Principalities and Powers’ in 1 Corinthians 15 on JSTOR,” n.d.

 


 

7.      Works Read and Researched for this Paper

Heiser, Michael S. “Co-Regency in Ancient Israel’s Divine Council as the Conceptual Backdrop to Ancient Jewish Binitarian Monotheism.” Bulletin for Biblical Research 26.2 (2016): 195–225.

Hilderbrand, Kelly Michael, and Sutheera Sritrakool. “Developing a Thai Theological and Biblical Understanding of the World: Rethinking Thai Cosmology in Light of Divine Council Theology.” Transformation 38.1 (2021): 63–77.

Mullen, E. Theodore. The Divine Council in Canaanite and Early Hebrew Literature. Harvard Semitic Monographs no. 24. Chico, Calif.: Scholars Press, 1980.

Niemandt, Nelus. “TOGETHER TOWARDS NEW LIFE FOR MISSIOLOGY? MISSION AND MISSIOLOGY IN THE LIGHT OF THE WORLD COUNCIL OF CHURCHES 2013 POLICY STATEMENT.” Acta Theologica (2015).

Pachuau, Lalsangkima. “Missiology in a Pluralistic World.” International Review of Mission (2000).

———. “Witnessing to Christ in a Pluralistic World: Christian Mission among Other Faiths” (2011).

Peterson, Ryan S. “The Imago Dei as Human Identity: A Theological Interpretation.” Eisenbrauns, 2016.

Rozko, J. R. “Toward a Mission-Shaped Vision of Theological Formation: Implications of the Missio Dei for Theological Education” (n.d.).

Smith, Anthony D. “Biblical Beliefs in the Shaping of Modern Nations.” Nations and Nationalism 21.3 (2015): 403–22.

Taypin, Rommel. “MISSIOLOGY IN A PLURALISTIC WORLD THE PLACE OF MISSION STUDY IN THEOLOGICAL EDUCATION” (n.d.).

Walton, John H. The Lost World of the Torah: Law as Covenant and Wisdom in Ancient Context. The Lost World Series Volume 6. Place of publication not identified: Inter-Varsity Press, 2019.

Chapter One Three Models of Creation in the Bible from The Priestly Vision of Genesis 1 on JSTOR,” n.d.

Gentile Gods at the Eschaton: A Reconsideration of Paul’s ‘Principalities and Powers’ in 1 Corinthians 15 on JSTOR,” n.d..

The Gods-Complaint: Psalm 82 as a Psalm of Complaint on JSTOR,” n.d.



[1] Cron, Lisa. “Wired for Story: Lisa Cron at TEDxFurmanU.” Ted Talk presented at the TEDxFurmanU. Furman University, Greenville, South Carolina, 4 May 2014.

[2] Brandon Sanderson. “Q&A: Brandon Sanderson on the Importance of Fiction and How Writing Influences His LDS Faith.” Interview by Justin Carmonyv. Q & A Book Launch Interview, 11 November 2017. Deseret News, Deseret Magazine.

[3] Lalsangkima Pachuau, “Witnessing to Christ in a Pluralistic World: Christian Mission among Other Faiths” (2011): 14

[4] Pachuau, “Witnessing to Christ in a Pluralistic World,” 11.

[5] Pachuau, “Witnessing to Christ in a Pluralistic World,” 23.

[6] Jack O. Balswick, Kevin S. Reimer, and Pamela E. King, The Reciprocating Self: Human Development in Theological Perspective, Second Edition. (Downers Grove: IVP Academic, An Imprint of InterVarsity Press, 2016), 39.

[7] Marèque Steele Ireland, “Conversion and the Mutually Transformative Power of Dialogue (Aka Fuller in Dialogue: Engaging the ‘Other’ with Civility),” Theology, News & Notes, Fall 2010.

[8] Carmen Joy Imes, Bearing God’s Name: Why Sinai Still Matters (Downers Grove, IL: IVP Academic, An Imprint of InterVarsity Press, 2019), 51.

[9] Janette H. Ok, Osvaldo Padilla, and Amy L. B. Peeler, The New Testament in Color: A Multiethnic Bible Commentary, ed. Esau McCaulley (IVP Academic, 2024), xii.

[10] Ben Witherington, Reading and Understanding the Bible (Oxford ; New York: Oxford University Press USA, 2015).

[11] John H. Walton, The Lost World of the Torah: Law as Covenant and Wisdom in Ancient Context, The Lost World Series Volume 6 (Place of publication not identified: Inter-Varsity Press, 2019), 88.

[12] Note: the two most common outlets for Heiser’s work are: Michael Heiser, “The Naked Bible Podcast,” The Naked Bible Podcast, n.d.; Michael Heiser, The Unseen Realm: Recovering the Supernatural Worldview of the Bible, First edition. (Bellingham, WA: Lexham Press, 2015).

[13] “Gentile Gods at the Eschaton: A Reconsideration of Paul’s ‘Principalities and Powers’ in 1 Corinthians 15 on JSTOR,” n.d., n.This article provides a detailed treatment of Paul’s references specifically within second temple Judaism’s cultural worldview.

[14] Michael S. Heiser, “Co-Regency in Ancient Israel’s Divine Council as the Conceptual Backdrop to Ancient Jewish Binitarian Monotheism,” Bull. Biblic. Res. 26.2 (2016): 197–98. Note: This builds the case for a god-head within second temple Judaism long before Jesus arrived on the scene.

[15] Kelly Michael Hilderbrand and Sutheera Sritrakool, “Developing a Thai Theological and Biblical Understanding of the World: Rethinking Thai Cosmology in Light of Divine Council Theology,” Transformation 38.1 (2021): 64.

[16] Hilderbrand and Sritrakool, “Developing a Thai Theological and Biblical Understanding of the World,” 66.

Tuesday, June 10, 2025

Saturday, June 7, 2025

A New Testament Introduction Final Test (Student Project) Part 2 The Answer Key


New Testament Introduction (NT500)
The following questions will test the students’ understanding of the key components of the course materials broken out into three sections. The questions will include Multiple Choice (10), True/False (10), and Short-Essay (5). This is an open book test, please have your primary texts and a copy of the NRSVue or CEB translations available.

Answer Key

Note: I generally don’t use True/False questions for testing, but since this assignment gave specific numbers of each type, I have broken them down as requested: Multiple Choice (10), True/False (10), and Short-Essay (5)

Part I: Lectures

1.      The term ‘Hellenism’ finds its roots in the conquests of which ancient conqueror:

a.       Caesar Augustus

b.      Alexander the Great < Correct

c.       Socrates the Wise

d.      Hellen of Troy

2.      Explain what Hellenism was, and why it is crucial for understanding the New Covenant (NT) texts:

Essay Answer:

Hellenized people were those who adopted a Greek or Greco-Roman culture due to the development and spread of the Polis (a Greek City-State) in conquered territories. There were zero Jews living in the first century who were so isolated from Hellenization as to be immune or untouched. Hellenization was accepted, resisted, or both, but was never not-a-factor. Or put more directly from the lecture: “There was no unhellenized Judaism in the first century and no part of the Hellenistic world totally isolated from the Jewish Experience” (Roetzel)

3.      The New Covenant writers use descriptions of Jesus that echo those of Emperor Augustus on the Priene Calendar Inscription.

a.      True < Correct

b.      False

4.      While dissenting opinions exist, most scholars agree that this gospel was produced first:

a.       Matthew

b.      Mark < Correct

c.       Luke

d.      John

5.      If it were not for this gospel, there would be no written record to indicate that Jesus’s ministry lasted more than one year:

a.       Matthew

b.      Mark

c.       Luke

d.      John < Correct

6.      Describe Intercalations (Markan Sandwiches) in the gospel of Mark:

Essay Answer:

Inclusios, enclosing a words or themes before and after a section to bracket them are closely related to Intercalations (sandwiching a related or contrasting story within the middle of another story, to highlight themes. Often in an A1 – B – A2 pattern. When Mark tells of a local Jewish leader coming to Jesus about his daughter, then being interrupted by a sick woman who was rejected by the leaders who Jesus calls ‘daughter’ and then ends with the finale of Jesus healing the leaders’ daughter; Mark is using the two contrasting stories to drive home theological ideas.

7.      Other than the letters attributed to Paul (Rabbi Sha’ul), what other sources give us a portrait of his life?

a.       The works of Josephus

b.      The works of Philo of Alexandria

c.       The work of Luke-Acts < Correct

d.      The book of Hebrews

8.      According to the writings of Paul (Rabbi Sha’ul), what are the themes and driving concerns of the 1st century Jesus communities?

Essay Answer:

For Rabbi Sha’ul (Paul) the primary theme of his work is to unite the Jews and Gentiles under the banner of Jesus. He views Peter and James as having been called to the Jewish communities and Paul’s own calling as primarily aimed at the Gentiles. However, Gentiles were entering a Jewish movement. What did that mean for them? Were they converting to Judaism? Where they to become Torah observant in the same ways that Jews did (both as law and as culture)? Paul’s writings were centered on addressing the similarities and differences of his Jewish and Gentile church members, and how they remain different and yet one, “there is no Jew or Greek, Male or Female, Slave or Master…” all are one, but clearly the differences remain. How do we live in community with that tension?

Directly from the lecture: The role of Torah observance, laws of Moses, circumcision, and other ‘Jewish’ practices for Gentiles.

9.      Paul’s gospel is a story of salvation for the human race in continuity with Israel’s Scriptures and in contrast to the gospel of Rome. It was inherently both religious and political.

a.      True < Correct

b.      False

10.  Regarding the book of Hebrews, which statement below is false:

a.       Hebrews’ Author is anonymous, and various authors have been suggested. < Correct

b.      Hebrews’ Audience is anonymous, but the letter reads as if there is a familial closeness. < Correct

c.       Hebrews is a traditional epistle with a clear opening and closing, following the format of Paul’s other letters. <False

d.      Hebrews is an often-overlooked key to concepts around the fatherhood of God. < Correct

11.  The term Apocalypse (apokalupsis) in second temple Judaism literature literally translates to:

a.       End Times Prophecy

b.      Uncovering/Unveiling/Disclosing < Correct

c.       Pending Disaster

d.      The Concealer / One who hides

(Fun fact, Calypso from Homer’s Odyssey and Pirates of the Caribbean is the antonym for Apocalypse and it means Concealer or One who hides or she hides. While related in their root, they are opposite words).

12.  An Apocalypse (apokalupsis) in second temple Judaism literature is most commonly used to tell what kind of story:

a.       Anticipation that the world will end suddenly because of something catastrophic and unexpected.

b.      Anticipation that the world will end because of the mess human beings have made of the earth.

c.       Anticipation that things are working toward a dystopian world in which evil reigns and good is extinguished.

d.      Anticipation that things are being revealed for what they actually are; and that the world and everything in it will be made right. < Correct

13.  The two-part work of Luke-Acts is known in the world of biblical scholarship as a:

a.      Diptych < Correct

b.      Diphthong

c.       Dysentery

d.      Dysphoria

Part II: NT Texts

14.  Matthew begins his gospel with several series of 14-step lineages. How many sets of 14 does Matthew use?

a.       2

b.      3 < Correct There were three sets of 14, making 42 generations in Matthew’s account, likely a symbolic number.

c.       4

d.      5

15.  Hebrews 11 is often called the ‘Hall of Faith’ which promises that nobody who follows Yahweh/Yeshua ever dies without having received all the promises they were owed beforehand.

a.       True

b.      False < Correct

16.  The book of Jude directly quotes from what other text within second temple Judaism, which was not later accepted into the final canon of ‘scripture’.

a.       The Wisdom of Solomon

b.      The Maccabees

c.       1 Esdras

d.      1 Enoch < Correct

Fun Fact: While no other text is directly quoted in Jude, there are possible allusions to another text not listed here, Assumption of Moses.

17.  Paul’s letter to the Romans has a recurring theme exploring Jews and Greeks (Gentiles). How could that theme inform one’s reading of Romans? Give at least two examples.

Essay Answer:

For Paul, in Romans, the gospel is “for the Jew first and also the Greek” (Rom 1:16 NRSVue). He shows the Gentiles how they had a Torah in their own nature even if it was written, and yet he shows the Jew how relying on Torah did not make them more like Yahweh (Ch 2). He goes on to show that all humankind (Jew and Greek) have the same failures, such that with or without Torah we all need a solution (Ch 3). He spends the rest of his letter building on this theme, showing how Abraham believed before Torah, and then he transitions to the ways in which Jew and Gentile can live in harmony as one community of Jesus with shared gifts and resources. He ends his letter with allusions and quotes from Tanakh showing that a day for Gentiles to join the movement was always coming. Then he artfully names fellow workers showing names from various origins.

 

18.  The gospel of John begins by identifying Jesus as “The Lamb of God” (Ch 1), then shows Jesus as The Good Shepherd (Ch 10), then ends with Jesus asking Peter to “feed my lambs” (Ch 21). How could reading the gospel with these hinge-points in mind inform your reading of the text of John?

Essay Answer:

John begins by showing that Jesus was the sacrificial ‘lamb of God’ whose slaughter would take away the ‘sins of the world’. This pulled on a well-established idea within Judaism, exemplified by the temple practices and by each year’s Pesach (Passover) feast, where the blood of the lamb represented the doors passed over by the first-born killer in Exodus. By using this imagery, John is showing that Jesus’ sacrifice will cause Yahweh to ‘pass over’ his reader’s failures as well. But then he subverts this image by turning Jesus into the Shepherd midway through the story. At this point, Jesus is not just the sacrifice, but he is now the new Moses, who will tend them as sheep and lead them safety. But he will do this by ‘laying down his life’ for the sheep; pulling nuance into the theme. In the end, John’s Jesus tells Peter to take up the exact same mantle he is leaving behind. He wants Peter to become a Shepherd that feeds the sheep but also lays his life down for them later. This story transitions the readers from those who would follow Jesus as sheep, to those who would become Shepherds for him over his sheep, and follow his lifestyle and example; whether that means dying like Peter or living a long life like the Beloved Disciple.

 

Part III: Secondary Readings

BGNTS: Gupta, Nijay K. A Beginner’s Guide to New Testament Studies: Understanding Key Debates. Grand Rapids, MI: Baker Academic: A Division of Baker Publishing Group, 2020.

19.  How did the New Testament authors read and/or understand their Old Testament (Hebrew Bible)? There are two common views in biblical scholarship, in context or out of context, briefly explain which view is most compelling and why?

*Refresh your understanding in Chapter 12: The Old and New Testament.

Essay Answer:

Scholars who take the view that the NT authors did not read the OT in context, but imposed their ideas into the text generally cite good reasons for their skepticism or confusion. For example, when Matthew says the prophets predicted Jesus would be called a Nazarene, they find no such prophecy in the texts of the Tanakh (OT).

However, the discovery of the Qumran (Dead Sea) Scrolls and subsequent scholarship created a blossoming field for the study of second temple Judaism. By comparing the various second temple texts both at Qumran and libraries throughout the world, and then comparing these with preserved traditions in the Talmud, Midrash, and other Jewish writings, and then comparing all these with the NT Authors, one tends to find a lot of similarity in thinking and approach. Several methodologies used by ancient rabbis could explain Matthew’s reasoning for using Isaiah’s “branch” (netzer) prophecy, including word-play common to ancient rabbinic techniques.

Regardless of Matthew’s exact reasons, the more data that is provided the more convincing the argument that the NT Authors were either all Jewish and writing with second temple Judaism’s worldviews, or at least were heavily influenced by that worldview.

 

20.  Some scholars see Paul’s writing as Apocalyptic, which means that Paul’s gospel is not a continuation of the on-going story of salvation-history but a line of demarcation into an entirely new age (Ch 5).

a.      True < Correct

b.      False

21.  There are two views in scholarship on ‘Women in Leadership’, they are referred to officially in the BGNTS as the heretical leadership and egalitarian leadership models.

a.       True

b.      False < Correct

NTIC: McCaulley, Esau, Amy Peeler, Janette H. Ok, and Osvaldo Padilla, eds. The New Testament in Color: A Multiethnic Bible Commentary. Downers Grove, IL: IVP Academic: An Imprint of InterVarsity Press, 2024.

22.  The Turtle Island Biblical Interpretation recognizes that the Indigenous Peoples of what is now North America had a relationship with Creator long before the colonizers showed up with bibles and diseases. For these tribes, their native mythologies, histories, creation stories and cultural practices are an “Old Testament” to them even as The Hebrew Bible (Torah, Tanakh, and Second Temple Judaism) are an ‘Old Testament’ for many first century Jewish Jesus followers.

a.      True < Correct

b.      False

23.  The Hispanic Biblical Interpretation must “critique Enlightenment-based biblical approaches” because they tend to deal with afterlife concerns but not real-world practical concerns in local communities.

a.      True < Correct

b.      False

24.  The Asian American Biblical Interpretation is difficult to pin down because there are so many cultures and time-periods represented in the term “Asian American”, nevertheless, it seeks to find the overlap between exegesis and the Asian American experiences and histories that this community brings to the text, including the experience of being treated as “Always Ethnic, Never American”.

a.      True < Correct

b.      False

25.  The African American Biblical Interpretation shows the unique ways in which being Black in the United States of America is qualitatively different than being black in other countries. A history of slave ownership created a reading of the biblical texts rooted in ‘hope’ of freedom, with a strong root in the Exodus narratives. This interpretation helps the reader see hope in the midst of deep pain and turmoil and opposition.

a.      True < Correct

b.      False

26.  The Majority-Culture Biblical Interpretation (Reading While White) is already the default reading and lion-share of biblical scholarship; therefore, this reading is intended to make white people feel guilty about being white and dominating the discussion, so they can stop contributing and give others their turn instead.

a.       True

b.      False < Correct

Test Creator’s Note for the NTIC questions:

These final questions on the NTIC were partially because I needed to fulfill the T/F question count requirement. But then I wanted to do justice to the various views. Yet, as a majority-culture white reader, I have run into plenty of people in my life and in my churches that would answer True to the final question, even if it was only in their heart or in words spoken when they thought nobody could hear. This ideology is at the root of the MAGA heresy, among others.

In this way, I’ve used the T/F questions to drive home the point of the texts, that all voices should be considered and that means all voices. This is a corrective to those who would drown out non-white voices and a corrective to those who would drown out white voices as well. Which I gathered was a major reason for including Majority-Culture readings in this text. This section does no so much ‘test’ the student’s ability to answer the right questions; rather, it sends the student away with a final sense of the importance of these texts and readings.



Shalom שָׁלוֹם: Live Long and Prosper!
Darrell Wolfe
Storyteller | Writer | Thinker | Consultant | Freelancer | Bible Nerd *Written withs some editing and research assistance from ChatGPT-4o