Friday, November 30, 2007
  A thinking theologian: reformation now!
Chris-Wright---blueChris Wright, the International Ministries Director of the (John Stott's) Langham Partnership and author of a number of popular and scholarly books on the Old Testament has issued a stirling call for reformation, among Evangelical Christians. The whole article is well, very well, worth reading (and it is short) despite its dull as ditchwater title: Theology Working Group Focuses on Lausanne Core Slogan.

The core of his case is succinctly put:
My big concern is not just that the world church should become more evangelical, but that world evangelicals should become more biblical.
Then since he takes biblical prophecy seriously, he socks it to us:

For there are scandals and abuses in the world-wide evangelical community that are reminiscent of the worst features of the pre-reformation medieval church in Europe.
  • There are some mega leaders, like ancient prelates, wielding vast wealth, power and control – unaccountable, unattractive and unChristlike
  • There are multitudes of ordinary Christians going to so-called evangelical churches, where they never hear the Bible preached or taught. They live in scandalous biblical ignorance.
  • Instead they are offered, in the ‘prosperity gospel’ a form of 21st century indulgences, except that you pay your money not for release from pains after death, but for receipt of material ‘blessings’ here and now.
  • And there are evangelicals parading ungodly alliances with secular power – political, economic and military – identifying themselves (and the gospel they claim to preach) with agendas and ideologies that reflect human empire not the kingdom of God in Christ.
Will we have the courage to identify and renounce such scandals and to seek a reformation of heart, mind and practice?
Read it the full short article!

Discuss it! Send the link to friends, blog it (so Google picks it up) this needs to be heard.

He concludes:

The 16th Century Reformation was criticized because it lacked missionary awareness and energy until much later. They were so obsessed with tackling abuses in the church that they
neglected world mission. How ironic and tragic will it be if 21st Century evangelicals are so obsessed with world mission that we neglect abuses in the church, and remain wilfully blind to our own idolatries and syncretism?
  • If reformation without mission was defective,
  • then mission without reformation will be deluded, self-defeating and even dangerous.
The Lausanne Covenant, like the Bible itself, commits us to the integration of both.

May God grant us the will and humility to respond with equal commitment.

PS I forgot to mention that it was our principal, Paul, who pointed me to this item, he has not blogged (Paul's blog) it himself yet, but I'll be interested to read what he writes as it is likely to be more thoughtful than this knee-jerk jump for joy!

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Thursday, November 29, 2007
  How do "theologians" think?
Nichthus in Teaching theology: What's the microcosm? Quotes Parker Palmer
We honor both the discipline and our students by teaching them how to think like
historians or biologists or literary critics rather than merely how to lip-sync the conclusions others have reached.
Which as Nichthus recognises raises, for teachers, the question: How do theologians think? I'm delighted that in seeking to answer this he returns to my favourite description of theology, Anselm's "Faith seeking understanding". In the light of this what theologians do is seek to understand (life, the universe and everything) as believers.

However, this is where it gets tricky, especially in the world of traditional academic theology. For as the discipline has grown and developed it has "evolved" several strikingly different specialities. In theology as academic discipline a "(systematic) theologian" seeks understanding differently from a "practical" theologian, and neither follow the same paths in their search for wisdom and understanding as a biblical "scholar"! Life is totally different in the real world. The neat corridors in the academy that one follows in the search for understanding are not like the winding paths and thickets of the forest of life in which we (whether "theologians" or "lay" - what a daft distinction, as if the untrained punter in the pew does not do theology!) are confronted by experience with requires our faith to "understand" it.

Please do not understand me wrong, I do not mean that the techniques and tools my discipline can offer to faith (all the methods and techniques that generation after generation of Bible readers in academy and church have struggled to develop, and now also adding some of the tools that secular readers of secular texts have added to the arsenal) are unnecessary. Students if they are to become competent readers of the Bible still need to recognise the genre of a passage, still need to listen to how others have read it... Discipline skills and knowledge are not unnecessary, they are vital. But, they are not the core of what a "theologian", qua theologian, does.

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Wednesday, November 28, 2007
  Here's a revelation. Duh!
The NY Times has an op-ed piece "Pay Me for My Content" by Jaron Lanier, explaining his big conversion. He writes:
Like so many in Silicon Valley in the 1990s, I thought the Web would
increase business opportunities for writers and artists. Instead they
have decreased. Most of the big names in the industry — Google,
Facebook, MySpace and increasingly even Apple and Microsoft — are
now in the business of assembling content from unpaid Internet users to
sell advertising to other Internet users....

There’s an almost religious belief in the Valley that charging
for content is bad. The only business plan in sight is ever more
advertising. One might ask what will be left to advertise once everyone
is aggregated.
So, the one time author of a manifesto "Piracy Is Your Friend" now admits "I was wrong. We were all wrong." He also writes:
To help writers and artists earn a living online, software engineers
and Internet evangelists need to exercise the power they hold as
designers. Information is free on the Internet because we created the
system to be that way.
It is an exaggeration, there are other factors at work (as I have argued in "Back to the Future: Virtual Theologising as Recapitulation" Colloquium, 2005, 37,2, 115-130.), but it is an exaggeration that points towards truth. If the digerati agreed, and convinced the big holders of "content" the movie distributors, TV companies, music labels, "timeless" magazine publishers (things like National Geographic and others whose content does not date fast)... we could have a system that allows a very small charge to access, widespread acceptance, and the new age of digital creativity could begin.

In the mean time we are stuck with more and more intrusive advertising or with producing "labours of love" in our "spare time" :(

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  Audio Blog Posts
I have posted a couple of new items to the 5 Minute Bible site this week:

After a long gap for marking since the previous post:

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Monday, November 26, 2007
  Reading the Bible as a Baptist (I)
We debate at length when human life begins, key ethical decisions are impacted by our "take" on the question. The conflict over abortion in most Western societies is just one example. Yet in many ways the major milestone in the development of the humanity of a child is when we develop the ability to recognise the “other”. In a sense it is only to the extent that we can respond to others as "other", that we can be said to be behaving as human. As we begin our lives we learn to master our bodies, and we learn to relate to others. However, if and when we master the other we (as well as they) are diminished.

John in posts like "Emmanuel Lévinas: A Brief Introduction" and "Lévinas: A Mentor for the 21st Century" gave me the idea which is developing into my paper for this year's ANZABS (Aotearoa NZ Association for Biblical Studies) conference (3-4 Dec).

Lithuanian/French Jewish philosopher Emmanuel Lévinas made "alterity" the core of his philosophy, the notion that we live, move and exist in relationship with another like me, as Gen 2 puts it "flesh of my flesh, bone of my bone", like me yet different. Of all our interactions those with “the other” have the most profound impact on us. For, "others" call on us in ways that things do not.

It struck me that otherness ("alterity") might make a useful organizing concept "towards reading the Bible as a Baptist in the 21st century" which is now, therefore, the sub-title of my paper. For Baptist approaches to reading the Bible, if they are to be distinctively "Baptist" need to take seriously the fact that reading is always a situated reading with, or against, "others".

So, my title is: "Alterity and biblical hermeneutics", and I plan to post some summaries of some of the ideas in the paper to this blog as I begin to work them out this week!

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Sunday, November 25, 2007
  Learning Hebrew Vocabulary
John, the prolific, Hobbins has posted, as a demonstration of concept The Human Anatomy in Ancient Hebrew: An Introduction. Basically he is proposing a better way to present and learn vocab. Through displaying a semantically related collection of words and their relationships. What he is proposing goes far beyond what we can achieve through דָּבָר : Biblical Hebrew Vocabularies project. Though we have tried, by using semantic field as one of the ordering categories, to make something approaching John's dream more possible.

At present, with only about 550 words, we are far short of the thousands John's dream requires, though that's the beauty of a distributed collaborative project, if John, and you, join in the full list would soon be done! As a sample of the sort of thing a student would see I have outputted the currently available "kinship terms":
If you want to play with the system email me: tim (at)

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  Discernment and making decisions
The Theologians without Borders blog mentions a new online resource/book about Decision Making and Discernment it was written by TWN's Dr Geoff Pound. Geoff is a Kiwi Baptist pastor, who among other roles was principal of Whitley College in Melbourne (Australia) having previously been a consultant to Australian Baptists. Through his own varied life journey, and through assisting individuals and communities discover where God was leading Geoff has gained wisdom about making decisions and about discernment. So now he's written the book! The material is organised into forty "days" and seven group studies. It is not called 40 Days of Discernment, probably not to infringe on someone else's copyright ;-) though the image of Jesus' "40 days in the wilderness runs through much of the book.

The material for each "day" is similarly structured containing:
Approach: This is the time to draw near to God, to collect our thoughts and tell God that we are present. There is a suggested prayer to enable us to focus our lives before God.

Scripture: This is normally a short passage but the suggestion is to read it slowly, repeatedly and meditatively, in such a way that it stays with us through the day.

Silence: With the Scripture echoing in your mind, spend a significant time listening to what the Spirit of God is saying to you.

: This provides brief comments related to the Scripture theme and often a story to illustrate some aspect of the practice of discernment.

Journal: It is suggested that you record your changing ideas, concerns and discoveries. You might also find your experience of journaling to be like author, Joan Didion’s who said, “I write entirely to find out what I’m thinking, what I’m looking at, what I see and what it means. What I want and what I fear.”[1]
Don’t see this like writing an examination answer! This is for your eyes only. Get yourself a special notebook or create a discernment file on your computer if you find this method easier. You might want to work through this book at a later time and what you write this time round may be quite different from what you write on a subsequent journey. You might find it useful to doodle or draw as well as to write words.

Selecting a Souvenir: Tourists love to buy souvenirs from the places they have visited. They remind them of a person, a place or an occasion. A souvenir is something that causes us to remember or literally “to come to mind.” Each day on this journey in discernment there is an opportunity to select a souvenir—some word or image that might bring your earlier reflections to mind for further contemplation. For instance the reflection on Day 1 records the habit that Jesus cultivated of weekly worship. The souvenir you select on that day might be the succinct statement, “As was his custom.” Or on the same day you might be taken with the story of The Little Prince and select the souvenir statement of “readying the heart to greet” God. Or on Day 14 when the reflection is about Moses and the burning bush your souvenir could be a thorn (to remind you of the ordinary way that God often appears) or a sandal (to bring to mind the holiness of every place).

Prayer: A short prayer provides a springboard for your own conversation with God and with others. Prayers are often expressed with the ‘we’ rather than the ‘I’ as some may wish to experience these daily times with a friend or partner. If so, take turns and share the different tasks—the leader of the day, the Scripture reader or the leader in prayer.

Commission: At the end of your prayer time, sense God sending you forward afresh on the journey of discovery and service.
If you know someone, or better still some group, who need to work through complex decisions, or who want to nourish the gift of discernment please point them to this book. It is free and online. Geoff is talking of making PDF files available for printout, and may even offer a print version for those who want it.

Since this resource is free, there is no advertising budget, so please if you take a look and like it, make a link or tell your friends, because it's "word of mouth" that will get it used.

(The footnote links currently don't work - this was an artefact from the process of transferring the text from Word to Blogger - I believe Geoff is fixing them.)

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Saturday, November 24, 2007
  Virtual classrooms
I have been playing with Authorpoint Lite (a tool to turn a PowerpointTM :( presentation with recorded audio into FlashTM :( ) It works really well, the only drawback to the free version is that the Flash only seems to work on my local machine or from their server, so it is only suitable for material one wants to make freely available (Carey copyrights its courses :(

If someone were to give me US$299 (or whatever the Education price is - not displayed on the website) I'd love to use the full version!

So, when they emailed me about a new "Virtual Classroom" tool (WiZiQ) for Moodle (the Open Source Learning Management System) I became really interested. If I was teaching next semester at Carey I'd try it out (but I am on sabbatical :) ...

I wonder how well the two-way audio would work over dialup, let alone video, so for now this is a dream of the future for many of our students.

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Friday, November 23, 2007
  Useless(?) but fun toy
Thanks to Jane's E-Learning Pick of the Day I have just wasted fifteen minutes playing with Visuwords, not so much a graphical dictionary as a cool app in search of a niche! Before generating the display shown below I tried various biblical and theological terms without generating much insight :(

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  Boston Bibliobloggers
This year I missed, not only the whole of SBL, but the bibliobloggers lunch, I blame the cost of airfares from deepest Middle Earth, as well as the fact that SBL was early this year and no way could I finish marking before it, however Jim has come to the rescue with a proposal for the Boston Biblioblogger Bash apparently there are hordes of publishers dying to get on the blog bandwagon, and fund the do. I haven't seen anyone else join Jim's campaign, but I'm all for a free lunch. So, link to Jims's post, if we all link the words biblical studies publisher then that is bound to come top on Google for searches for "biblical studies publisher" and someone will take pity on us!

BTW I know that there is such a thing as a free lunch (despite the first law of thermodynamics) because I regularly organise PodBible Free Lunches ;-)


Thursday, November 22, 2007
Before today I knew e-portfolios were really trendy and important but had no idea why, or even what they were! Mark fixed that... It's dead simple, "an e-portfolio is a webpage for life!"

He was speaking at the University of Auckland "Teaching Showcase" session on e-portfolios. He began by revealling the results of googling himself and the other panelists. Consistently and woefully the prominent results were out of date or inaccurate.

I challenge you. Do it now. Google your name (as it is usually heard professionally, with quotes) and if necessary your country, so I'd look up "Tim Bulkeley" (or: "Tim Bulkeley" nz). What do you find?

That's right, out of date static material! Now imagine, instead of those static pages, a dynamically interlinked collection of your information sorted and revealed differently to different sorts of audience.

[Actually at this point I can preen quietly but smugly, googling me - with or without the nz - brings up my Amos commentary site and a pretty up-to-date academic CV :) ]

Family and friends see one selection, students another, your employer another... From all your material many different views... Update once, use in several places...

A collection of different portfolios, for different people, or purposes, but using or reusing data. I'd upload a scan of my Distinguished Teaching Award, link to selected blog posts (not this one, it's probably terribly inaccurate ;-) a couple of my u-tube videos, extracts from student testimonials... Some of that would be for prospective students, some for users of my websites, some for family ...Mahara Home

And, there's a cool open source tool to allow us to play with the concept, Mahara. (BTW it's not pronounced like the desert, try to give each vowel the same stress - the word means "thought".) It is only version 0.8.5, but usable and stable enough so it has already been used by classes, or version 0.9.0alpha2 for the adventurous. They hope to have version 1.0 out "by Christmas".

The educational possibilities... are endless, but as so often likely to be hamstrung but institutional inertia. But just imagine if the teacher's task was to facilitate the student...

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Wednesday, November 21, 2007
  Amos 5:18-26 - 7:1-17
Writing an interpretative contemporary adaptation of Scripture is a good way to test our understanding, and to sharpen it. Dale Campbell, youth pastor at Northcote Baptist Church (perhaps the thousands of visitors who arrive panting at the site following this link will encourage them to finish it ;-) so perhaps if you all link to the BBC site we will get a similar wake up call ;-) anyway, Dale has written such an update on Amos 5:18-7:17 (targum) and since it is really stimulating, and since he just finished my prophets class, I suggest you take a look and leave him a comment!

I'll give you just a taster to whet your appetites:
(Judgment against hollow worship - 5:18-27)
"You want Jesus to come back? Yeah right! You know when He comes, He's going to judge the wicked, don't you!!?? It's not going to be fun for you! God says, 'Nothing makes me sicker than your conferences. I want to vomit during your church services. Even though you offer your so-called 'worship' I couldn't care less! I don't listen to junk like that! Will you please just shut up already?? I don't want to be your boyfriend! I want you to be passionate about justice! I want you to live lives that are righteous! Hello? Did you organise music festivals, worship conferences and other such 'Christian' things? I'll make your 'Hill' songs into 'Valley' songs – for the 'god' that you are worshipping is the music god you've made for yourself!!! I'm going to make you completely and totally irrelevant and non influential in your own culture. No one will care AT ALL what you have to babble on about!
Incidentally I tried the same sort of thing for Amos 4:4-5 today? and I began to write an "Out of my Mind" column for the NZBaptist in 2003 using a quote from Joel Drinkard's article in which he rewrote the whole book. I planned the piece to begin like this:
This book should be banned. It attacks freedoms fundamental to our way of life, it ridicules our leaders, it seeks to undermine the very fabric of our society. It’s on sale openly in many NZ bookshops. What’s worse it’s available for free on the Internet. At least it’s not yet being taught in the schools my children attend – though I’ve heard that it might be taught in some schools.

Any book that lays siege to the way Western democracies live as blatantly as this one is probably written by a supporter of Osama bin Laden. To show you what I mean here’s an extract from near the beginning:

For three transgressions of America and for four
   I will not revoke the punishment
   because you spent millions to store surplus food
and permit varmints to eat that which could feed   thousands of starving children,
because you pour milk on the ground,
   saying the price is too cheap,
when infants in Ethiopia die without milk,
because you squander the world’s resources
   thinking only of your own comfort,
because you turn to soap operas for your moral values
   and seek success as your most important virtue.
So you shall suffer for your sins.
   Your mammoth aquifers will be squeezed dry,
your bread basket will become a dust bowl,
   your cities and your countryside will become
      polluted by sin,
   your national symbol will become the vulture
instead of the eagle.
You are big –
   you will fall hard.

Thank goodness the anti-terrorism bill was recently passed by the NZ parliament. Perhaps now we can see that such works are not distributed more widely.

Joel F. Drinkard “Thus says the Lord” Review and Expositor 92, 1995, 222.


Just to either ensure you, my fine reader, are convinced of my consistency in inconsistency, or perhaps to redress the balance (created by the post below), I will note also Q's post (the first of three) addressing the inconsistencies of Scripture. It is a fine post, to which I plan to point students interested in this topic. The source (Q aka Stephen) is responding to a longer and also fine but differently fine post by the metacatholic Doug: Deconstructing the Decalogue well worth a read and a response!

Q's first post examines, briefly and pointedly, how an historico-critically minded scholar approaches Scriptural contradiction: A fundamental problem: and three attempts at a solution (BTW I have, you, my attentive reader, will be aware broken the cycle, there is no exclamation point in the title of this post, if I can only repeat that feat you may be reassured that swathes of purplish prose are less likely to be unleashed, even in this period of post-marking euphoria. Since it does contain punctuation, you may be justified in expecting a return to more habitual doubt and double-mindedness...)

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Q (aka Stephen) quoted Mircea Eliade:
In the presence of the naked woman, one does not find in one's inmost being the same terrifying emotion that one feels before the revelation of the cosmic mystery. There is no rite, there is only a secular act, with all the familiar consequences ….
Mircea Eliade, Yoga: Immortality and Freedom
He comments drolly:
Eliade never experienced fear in the presence of a naked woman?
Something about this quote did not ring true, I followed Q's link to his source (the Quelle of Q?), and found a post Dangling Listicles dealing with magazine covers (never a strong field of my interest, I read from the "back" like any good Hebraist ;-) Their version of the quote looks even more "wrong", so I checked with Google books (nul return) and Amazon online reader (p.259). Bingo! The quote should read:
The ritual nudity of the yogini has an intrinsic mystical value: if, in the presence of a naked woman, one does not find in one's inmost being the same terrifying emotion that one feels before the revelation of the cosmic mystery, there is no rite, there is only a secular act, with all the familiar consequences…
Much less entertaining, but more accurate I suspect...

And all of it read on the Internet, so "it" must be true!

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Monday, November 19, 2007
  Sabbatical plans!
Now that the marking is finished, and before I prepare the paper for the Aotearoa NZ Association for Biblical Studies meeting (3-4 Dec) I am enjoying relishing planning my sabbatical which officially begins in days now :)

As well as writing:
  • an article on coherence and cohesion in Amos 7:1-8:3
  • organise a colloquium on the Coherence of Biblical Texts (perhaps alongside the SBL International meeting in Auckland in July 2008 )
  • another article on linguistic cohesion and coherence in Amos draft written (but not submitted)
  • complete Not Just a Father
  • editing: significant progress on Hypertext Bible Dictionary
  • possibly begin work on book on Family in the Bible or on Theology of Ageing
I will be going to teach intensive courses in two rather different Asian contexts.

A masters' course on Biblical Narrative at Colombo Theological Seminary will be intensive, the students get 9 hours of lectures and some reading before I arrive, and then over two weekends and some evening sessions midweek I'll deliver the other 27 hours of the classes.

The other class is undergraduate, teaching in a refugee camp which has its own Bible School with teachers coming from other parts of Asia with the occasional Western visitor like me.

Barbara will be coming with me to both places, and in the camp will probably use her counselling training! Our daughter Sarah will also come to the camp and will likely help teach English - education can be so important to people who have had so many other things taken away! I've been setting this up through Geoff Pound and his Theologians Without Borders, and have really enjoyed our email conversations, not least the excursi on topics like the possibilities of MP3s of lectures for local language distance education.

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Friday, November 16, 2007
  Learning with style!
Several things have got me thinking about human difference. One was our recent staff training day (the middle of the marking season is also "naturally" the prime season for extra meetings ;-)

We focused on "Learning Styles" with input from Dr Peter Gossman from AUT University's Centre for Educational and Professional Development. He introduced the concept of learning styles through a question about which medium we'd prefer to use to learn about a rotary engine. He showed us:
  • a series of pictures of a cut away of the motor at work
  • an animated GIF
  • a page of text describing its workings
  • a model which one could turn and watch
Interestingly our preferences for these correlated pretty well with our scores on a test of learning styles. He also had us do a VARK questionnaire. There are dozens of different approaches to measuring learning styles, and they do not agree among themselves, nor do all the tests match their respective theory, so this is a fun playground for empirical educationalists ;-)

However, the VARK approach is conceptually simple. People tend to prefer to learn in four modes:
  • Visual: diagrammes, pictures, colour coding...
  • Aural: the people who download my 5 Minute Bible podcasts presumably, and those who like to talk about what they are learning
  • Read/Write: the bookish ones, who write good notes in words (my notes were kind of mindmaps with few words)
  • Kinesthetic: the ones who fiddle with their pens while others are talking, and who walk about or wave their hands a lot...
Now of course everyone is a mixture, and some are more mixed less biased than others! But, still in our group of a dozen or so all four styles were evident. When he spoke about Kinesthetic learners being hard to cope with in the classroom, Miriam was sitting next to me clicking her pen, while I was rolling mine in my fingers - from what he said, he is lucky we and a few others weren't wandering round the room! (Kinesthetic learners do not like sitting still being talked to, or even with ;-)

This stuff was fascinating to me, I spent a decade in tertiary education (BSc, BA, PhD and a year of missionary training) and almost all of it was either oriented to the read/write learners (books, articles, essays...), the aural learners (lectures, discussions, arguments over a coffee...) with just a little for visual people (the occasional photo or diagramme). None, nada, zero, zilch was formally oriented to my learning style! Though since I passed, either the visual stuff (my second preference) helped a lot, or I managed to roll my pens enough to learn something...

Now it gets really interesting...

My teaching, has largely copied my teachers. It is VAR but little K. Actually I think its the reverse, RAVing nuts (since according to our time estimates we expect students to Read and Write much more than they Talk/Listen, and Visual material is still regarded as a nice extra added on to enrich the words!

Wouldn't it be nice if our classes catered for ALL our students!

Next year's Intro to the Bible at Carey will do a better job than most, my secondary style "visual" has always been "allowed" so the material is pretty visual already, and Karen (who has experience and training teaching children!) has developed some great exercises where the students actually do (as in move, kinesthetic experience, real doing) things...

So, which learning preference(s) are yours? (Do the test at the VARK site to find out it really only takes a few moments.)

Does the teaching/learning that you do/endured match your preferred style?

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Wednesday, November 14, 2007
  Blame the architect
Joan Meyers-Levy, a professor of marketing at the University of Minnesota Carlson School of Management and co-author Rui (Juliet) Zhuhas have apparently demonstrated that my "free and abstract" thinking is not just because I am a wacky nutter, but because of the way my office is built. (Incidentally for those who know Carey George and Martin have the same unnatural advantage!
“When a person is in a space with a 10-foot ceiling, they will tend to think more freely, more abstractly,” said Meyers-Levy. “They might process more abstract connections between objects in a room, whereas a person in a room with an 8-foot ceiling will be more likely to focus on specifics.”

From Researchers find ceiling height can affect how a person thinks, feels and acts
HT The End of Cyberspace

My office has a ceiling that is at least 16 feet high, and perhaps more! See The View from my Office.

PS, don't worry, the marking is nearly over... and then I will return to blogging about the Bible, scholarship and digital life in a more coherent and sensible way ;-)


Thursday, November 08, 2007
  Elementary, my dear Watson!
cash advanceWell, they are all doing it, first (I think) in "our" circles AKMA, then JPS both of whom run genius level blogs! Susanne gave us a brief round up, though the best anyone except John (who, I am reliably informed, cheats by pasting lots of Hebrew into every post) could achieve on her tests was Postgraduate Level. So I gave in to the temptation (I blame it on the marking it makes me go all light-headed) and tested Sansblogue. You can see the result on the right...

So, for those whose heads are aching from reading all those Genius-level posts, just come over here for a rest!

In the meantime, I have four exegeses and about thirty blog assignments to mark, so you'll be on a diet of pictures for another few days yet, which will probably lower the reading age required even further ;-) but should encourage some of you to book for SBL International in this beautiful land next July!

Today's "wish I was there" photo is of Kaikoura (where we went whale watching and saw loads, but were very sick, they said the sea was "very lumpy", they were right :(

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Wednesday, November 07, 2007
  No posts today, the blogger's gone-a-marking :(

No post today either :( I'm still marking, and tomorrow there are meetings instead! Oh, joy and bliss...

So, for anyone who fails to follow my audio blog, and so will miss out on my thoughts on "Ezra and the foreign wives" (one I prepared earlier as the cookery shows say) here is a consolation, still at Okarito, this time the sea:

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Monday, November 05, 2007
  Marking :(
I'm busy marking, but the end is (if not in sight, or nigh, at least) not too far off and after the marking the summer holidays. As a reward for two assignments marked, here is a view from last years January holiday.

Okarito Lagoon, just before our nature tour on the flat bottomed boat!


Saturday, November 03, 2007
  Biblical Studies Carnival XXIII
The redoubtable John Hobbins of Ancient Hebrew Poetry posted Biblical Studies Carnival XXIII days ago, promptly on the 1st, I have been so snowed under I have not even begun to properly read it and explore all the goodies he has uncovered, and he also has a Biblical Studies Carnival XXIII Supplement Series ;) with additional entries. But... I have marking: three assignments and half an exam, and a sermon for tomorrow to deal with before I can do more than reward myself with titbits of biblical blogery ;) so I'll just note the carnival for now...


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