SansBlogue  
Thursday, March 11, 2010
  *** IMPORTANT *** blog moving
I am moving, but only to another directory. Just before my 1000th post Blogger is unceremoniously kicking me out, without bothering to tell me - the good news is that the WordPress blog will look better and work better :) the bad news is that posts from the previous six years will have to be accessed at the old address :(

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Thursday, March 04, 2010
  What's in a name?
Over the last few weeks I have been tormentedby Windows Vista, the opperating system from Hell has:
  • destroyed by diary, to the extent that I wonder if I can justify the purchase of a Google Calendar compatible phone as an alternative to formatting the harddrive to start fresh,
  • refused to permit me to use my memory stick, making me late for church as I emailed the file to myself on another computer, to put it on the USB stick,
  • intermittently synched my email so that I have lost really important messages (don't ask, somehow it overwrote to good copy with the difficient one),
  • and generally consumed hours every day to no productive purpose
Yes, you are right I should have 7, but the pringt on the sticker on the base of my laptop giving the reference number of the OS has worn off (because I dare to use it on my lap - how could ANYONE use a laptop anywhere but on a desk?!?) and Acer will not accept the number the software divulges. I would rather learn a new OS (and install Linux) than pay Microsoft to save me from Microsoft!

But, I noticed a pattern. OSs with stupid twee names, like "Vista" or "Me" don't work. Or like "Windows" itself they only work when they reach a later itteration (in that case 3.1 for XP a mere service pack did the trick). The reason is obvious, if the OS sucks then give it a stupid name in the homes no one will notice... and then I read Judy's post on things she hates about abstracts and other aspects of academic publishing... scholars do it too! Got a paper whose arguments don't stack up? Give it a stupid title, and hope no one will notice. If Judy is right we probably won't, because none of us will actually read the thing ;)

Shame we can't just ignore OSs with stupid names... but manufacturers install them for us, so we can't. Though we can go Open Source :) So should I install Karmic Koala, or wait for the more sensible sounding Lucid Lynx?

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  Why the cost of online resources matters
Under the title "Why online resources matter" John posted an email like many we have all probably recieved:
My name is . . . in China. I am asked to write an essay for my M Div on the subject of "what is Isaiah's Contribution . . .?" I surf the web and read Isaiah 1:2-20 Bibliography you wrote and with your expertise in that field, would you give me some insight relating to the my subject or introduce any books or articles that might be of help? I can't excess the needed resources for my essay because of the nature of the country I live and serve in.
My only quibble, posted as a comment to his blog also is to add a qualification to the headline: "not behind (inaccessible) pay to view barriers". Many of the resources needed for an MDiv student are online already on the sites of the great and wonderful academic content aggregators (like EBSCO and ATLA).

But the cost is too high for this person's institution, and is too high for most individials. There is an increasing global digital divide is between those with institutional subscriptions and those without (whether because they have no entry to an institution, or because their institution is not wealthy enough).

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Wednesday, March 03, 2010
  Two new 5 Minute Bible podcasts
They should probably have been one 10 minute Bible podcast, but since the material does split quite nicely in two and since I called the site 5 Minute Bible ;) I have two new podcasts:



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Tuesday, March 02, 2010
  If you are still short of stimulating reading
The latest (and perhaps, greatest in living memory)* Biblical Studies Carnival has been available for days now.

Thanks to Anuma for one of the best carnivals I can remember for a long time, entertaining and full of posts I want to read (but missed because my blogroll is too short, or because time is even though the blog is there so I did not see the great post anyway ;)

* This is not intended to disparage the fine work of recent collectors of Carnivals, having done it once I know how much work it is and how easily the human (or at least my) brain is by such quantities of data. Most carnivals have been good, many have directed me to posts I discover I would have missed, but this one even better, or worse, because I'll not have time to read all the interesting sounding posts before next carnival :(

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  Amos 7,1-8,3: cohesion and generic dissonance.
I'm delighted! My article in ZAW did appear in 2009, it's just the post to NZ and the de Gruyter's website were both slow ;)

So if you are interested in Amos, or in the ways in which Hebrew Bible texts stick together do please read:

Bulkeley, Tim. “Amos 7,1-8,3: cohesion and generic dissonance.” Zeitschrift für die Alttestamentliche Wissenschaft 121 (2009): 515-528.

It is currently available for a fee on the de Gruyter's website (apparently my wisdom is not priceless, but 14 pages is worth US$40 or about 3 words for every cent you pay), or perhaps a library near you has a copy, or if you promise to cite me in your own work I'll send you a copy, so enjoy ;)

Here are the abstracts (in English, French and German):

This article investigates features of the language of Am 7,1–8,3 which promote the cohesion of the text, and how these interact with rhetorical features of the text to promote a coherent message. In this passage, repetition of lexical stock is a particularly strong cohesive feature. It promotes reading the vision accounts, both the three which precede and the one that follows, with the biographical narrative in 7,10–17. Thus despite marked differences of genre and point of view, first person in the vision accounts and third person in the narrative, the sections of this passage as we have it work together. Together they promote the claim that Amos was a true prophet, and that his message of disaster for the kingdom of Israel was indeed a word from the LORD.

Cet article étudie les éléments linguistiques d'Amos 7,1–8,3 qui produisent un sens de cohésion textuelle. Il note la façon dont ces éléments fonctionnent ensemble avec des techniques rhétoriques, de façon à suggérer un message cohérent. Dans cette section du livre d'Amos, la répétition lexicale constitue une importante structure de cohésion. Cet effet encourage une lecture des récits de vision prophétiques, les trois racontés avant la narration biographique en Amos 7,10–17 aussi bien que celui qui la suit. On constate ainsi des différences notables entre les sections de cette péricope, telle que nous l'avons reçue. Ces différences comprennent le genre et le point de vue (les récits de vision sont racontés à la première personne, mais la narration biographique à la troisième). En dépit de ce décalage formel, les sections fonctionnent bien ensemble. Elles suggèrent qu'Amos était un vrai prophète, et que son message de catastrophe pour le royaume d'Israël était en fait une parole du Seigneur.

Der Beitrag untersucht die Sprachelemente in Am 7,1–8,3, die für den Zusammenhalt des Textes verantwortlich sind, und beleuchtet ihr Zusammenwirken mit den rhetorischen Mitteln für die Herstellung von Kohärenz. Dabei wird der Verwendung gleicher Begriffe etwa für die Verknüpfung der Visionsschilderungen mit der biographischen Erzählung in Am 7,10–17 große Bedeutung zugemessen. Trotz der immer wieder angeführten Unterschiede in Gattung, Intention und »Ich«- bzw. »Er«-Bericht gehen sie auf eine Hand zurück. Zusammen formulieren sie den Anspruch, dass Amos ein wahrer Prophet ist und dass seine Unheilsbotschaft für das Königreich Israel Wort Gottes ist.



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  Nice but nubbly!
I love reading stories aloud, and our kids are a bit beyond that now (just a bit, all being thoroughly adult), so I enjoy Librivox as a hobby. As well as the William book Barbara and I are (slowly) reading together: More William by Richmal Crompton I have started a version of the Just So Stories. LV already has more than one, but since I had made my readings of the book available online before LV started I felt it was not unfair to do a LV version now.

If you'd like to see what it sounds like the first story: How the Whale Got His Throat is available in draft form (please report any problems or errors).

Appeal for help: there is a thirteenth Just So Story, added to the US edition in 1903 (which was absent from the 1902 UK edition, and most subsequent editions) called "The Tabu Tale" if anyone can source a copy (published before 1926) that I can use I coulld read all thirteen. (There is also a fourteenth but it is in copyright and does not have the wordplays that make the "real" ones fun.

PS: The heading is a quote, it is how the 'Stute fish describes humans, I think the fish was spot on, we are (usuallly) nice, but (often) nubbly!



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Sunday, February 28, 2010
  The future of intellectual work
Geoff Pound has pointed me to a couple of really interesting resources recently (on Facebook rather than in Blogworld - How come these parts of the digital sphere are so separate? Except where we drag one into the other, as I will with this post ;)
Poster for Kubrik's film of Clarke's 2001 A Space Odyssey from túaw
First he remarked that Brian McLaren suggested that those of the emergent tribe who are interested in the future of seminaries should read the Life is a Mystery post "Wherein I figure out the iPad". Then he pointed me to Mark Coker's Huffington Post piece "Exploring the Future of Book Publishing at Tools of Change Conference" in which he highlights, from outside the sphere of Bible specialists, the significance of what Logos are doing to create networked books.

Unless I missed something important, (and I might well have as I was thinking about today's interactive sermon when I read it) despite the entertaining reference to Arthur C Clarke's 2001, the iPad post is not so much about the iPad, so don't yawn yet, as about how networked information (think ebooks on steroids, where everything is hyerlinked as in Logos Bible Software or imagine a hybrid of Google books and Wikipedia) together with changing approaches to imagining education may change the way we live our intellectual lives. (For my take on the broader educational context see my article: "Back to the Future: Virtual theologising as recapitulation" from Colloquium 37:2 in 2005.)
illustration from Victor Appleton's Tom Swift and His Giant Telescope Illustrator: James Gary
Interesting times! Networked books and digital libraries are making the activities of scholarship so much quicker, combine these with wider access to publication (and the economic "publish or perish" culture) and information overload becomes extreme, and mere information is again seen as worthless and human interaction more and more significant. Though paradoxically at the same time human interaction becomes (in such media environments) less and less deep or wide. Intense and casual rather than sustained or profound.

Something has to give?!

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Friday, February 26, 2010
  Funding the volunteer web
Photo by Jemal made available freely under a CC licence :)
The web has become a funny place. Despite its ethos of volunteerism and culture of free, increasingly volunteer effort and time are not enough for worthwhile projects. Meanwhile borrowed money, cosmetic surgery, pornography, and other essentials of modern life can finance themselves, and even enable others to make a modest income from blogging.

The latest illustration of this strange situation is Librivox. LV is a huge volunteer effort that In a mere four-and-a-half years, has made thousands of free audiobooks for anyone to enjoy. The site gets 400,000 visitors every month.One recording I did has already passed 10,000 downloads. Yet LV is appealing to its volunteers to donate money as well to pay for the system that enables all this. LV is deeply committed to the dream of free culture, so all its recordings are placed in the public domain. This ethos sits uneasily with advertising, otherwise a combination of Amazon links and/or Google Adwords would ensure an annual income of far more than the $20,000 that they are seeking (in the hopes it will cover the next few years of opperation).

There is a strange logic here, even a tiny payment from a few of the users who download and enjoy the books would cover the cost. Yet LV asks the producers of the content (well at least one group of them, the authors and original publishers are mostly dead, so they are not contacted by the appeal). So it is the readers, prooflisteners and project coordinators who must pay.

Perhaps in the gift economy and the culture of free this is the way it should be, with people covering the cost of publishing their work. But how does this fit with academic publishing? Academics (with a few, over the 20th Century a dwindling few, amateur scholars as exceptions to the rule) are mercenaries, we undertake our scholarship for pay. Yet even in this realm of "workers worthyof their hire" (we hope) publication has usually been free!

No, books and journals have not been free, but authors have most often given them away, it is usually only the commercial publisher of the work who makes any significant money (and then often barely enough to meet their costs) royalties on the average book (or even well above average like your latest one) are barely cover the coffee consumed in its writing.

There's the real paradox of digital publishing, a sector (somehow in this over-managed world we are always part of a "sector") that traditionally gave away its (or at least this) product is wary of the new culture of free and hides its work behind the firewalls of commercial publishers. Apart from hidebound inertia and fear of the new what explains this strange reality?

[See also this old post by Mark Goodacre.]

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Wednesday, February 24, 2010
  The Invention of Hebrew: Chapter 2: What was the alphabet for?
Chapter two does live up to my expectations, though it challenges some of my preconceived ideas. I had accepted the conventional view that, since the alphabet is a much simpler technology of writing, it of itself promoted a "democratisation" of writing in cultures that adopted it by comparison with syllabic writing. In particular I have assumed and taught that this was so in the (Southern) Levant compared with Mesopotamia or Egypt. Now Seth asks the very good question: If alphabetic writing was so superior to sylabaries how come it was adopted so slowly between the first known examples and its widespread use?
A specimen of Proto-Sinaitic script from Wikipedia
For most of the second half of the 20th century the earliest alphabetic writing seemed to be the Proto-Siniatic inscriptions from around 1500BCE. However, since 1999 the Darnells' discovery of an earlier example of alphabetic writing at Wadi el-Hol pushes the likely date of the invention of the alphabet back to probably between 2000 and 1800BCE.

If the superior or easier technology of alphabetic writing was not the driver of its adoption, what was? "What was the alphabet for?"

Sanders suggests the new form of writing, associated as it was by its origin with those on the margins of organised society (as is the [presumed?] case for examples of Proto-Siniatic), was adopted to express a different and more inclusive vision of society. At Ugarit (Late Bronze Age) one ritual text was found in multiple locations, while all others were found only in one copy. The exception is a communal liturgy of atonement.

In Hebrew too, in the biblical texts (presumed to come from the [late?] Iron Age), one text stands out, the scapegoat ritual in Lev 16. It was retained among the traditions preserved in Scripture, despite fitting poorly with the ethos and ideology of Leviticus or of its presumed Tradents. It like the ritual at Ugarit involves "the people" as a significant actor.

Alongside this Sanders criticises the tendency among biblical scholars to focus on the state (witness all the excitement recently about some substantial walls in Jerusalem that may now be dated to the tenth century), whilst there is evidence for an alternative politics not based on the polis or state, but rather tribal, and typical of speakers of West Semitic languages. He writes eloquently of the flexibility (with membership determined not merely by birth, but also and perhaps more significantly by ritual and declaration) and durability of tribal authority when compared with a "state" and its kingship.

[An interesting, almost throwaway line, suggests a connection between the Hebrew Bible's unusual prominence of narrative prose and the somewhat lengthy and discursive political addresses found in the Mari diplomatic correspondence.]

Intriguingly, but frustratingly, chapter two does not explicitly answer its title. To discover, for sure, what Sanders believes was the purpose of the adoption of the alphabet one has to read on...

As you can see this is page-turning stuff ;) indeed this chapter alone asks biblical scholars to overturn a number of (too little examined) presuppositions. If even most of Seth's many theses are widely accepted this book will be a landmark in the discipline of Old Testament studies.



If you have read this book, and have reviewed it please post a link in the comments to your review, if you have not (but either agree or disagree with the opinions and reactions poszted here) please post a comment explaining how. I am finding this book exciting reading and one reason for posting my reactions as I read is in the hopes of reading with other interesting and interested readers!

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Tuesday, February 23, 2010
  Amos, justice and gender
Julia O'Brien has a fine post Reading Amos in Modern Tekoa, it should suggest other neat possibilities for teaching! Though as Julia shows Tekoa today offers richer possibilities than many other sites.

But as they say "the devil is in the details", and in this case I wonder about a couple of related details. Julia "point[s] out how Amos falls short of all-inclusive justice" citing Judith Sanderson in the Women’s Bible Commentary:
  • "the description of Samaria’s women in 4:1-3 unfairly scapegoats women for the nation’s ills" does it? Or does this passage merely suggest that the women who enjoy the "good life" procured by oppression (cf 4:1 they at least enjoyed the drinkies) are condemned along with thoose who procured them these treats?
  • Amos "failed specifically to champion the women among the poor" surely 2:7b does specifically champion a class of (poor) women (servant girls) from male abuse, and states that such abuse profanes the holy reputation of God.
I don't believe that Amos is entirely free of the taint of common social attitudes of his time (though as a male I am less likely to spot examples), doubtless the book reflects the unconscious prejudices of its writers and editors, but please limit mention of this to cases where the failure to transcend time and place are clear and unequivocal.

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Monday, February 08, 2010
  The Invention of Hebrew: Chapter One
The first chapter has the grand title "Modernity's Ghosts: The Bible as Political Communication". In a little over 20 pages it sets the scene for the study on a broad canvass of the several centuries of "bibilical criticism". It also makes the case for the revolutionary significance of the rest of the book. I confess I found it less interesting and inspiring than the Introduction or than the opening and closing sections of the other chapters suggest they will be. John Hobbins found the engagement with Hobbes "engaging" is a strong reminder to my readers that the cool response to this chapter here probably tells more about the reader than the work being reviewed. Perhaps my lack of enthusiasm can be understood by remembering that here with this reader Sanders is preaching to the choir, or perhaps my less than mastery of the history of enlightenment philosophy is to blame...

Whatever, I have done my duty, and later today can begin to relish chapter two, whose much more exciting title is "What Was the Alphabet For?

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  Visualising Biblical Data
Exhibit is claimed to be a "simple widgets tool" enabling mere mortals to make useful, interactive web-based visualisations of data sets easily. It is open source :) with samples like these:
There have to be ways to use this in teaching our disciplines, but I wish I had some immediate ideas, so I could try it ;) Just looking at it though suggests a fine playroom where pericopae were listed by size, genre, location etc... and one could see various cuts of this information...



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