The Little Words: Greek Grammar, Discourse, and Interpretation

Here’s the short version of this post: I helped write a book on Greek and biblical interpretation and it’s coming out soon. Also, you should buy it.

I have mentioned this project once or twice before, but I thought it would be sensible to bring it up again, as the book will be released soon. “What is an ‘interpretive lexicon,’ anyway?” This has been a fairly common question in my life for the past several years. Generally the question comes from family and friends who ask “what I’m up to these days.” Needless to say, “Writing a book on Greek” does not usually help explain myself.

But I should clarify. Most of my work – and that of my co-authors – was closer to compiling than writing. Although there is an introduction that explains the purpose of the book and how to use it, the vast majority of the book is a reiteration of other books.

Now, paradoxically, that is precisely the value of this lexicon. Students of biblical studies, pastors, and professors well know the vast array of resources available when it comes to studying the Greek text of the New Testament. So the point of our work in this lexicon is to condense a handful of the key texts and present them succinctly. In essence, our hope is that this lexicon is a simple but powerful exegetical tool; the fulcrum, so to speak, for the interpretive lever.

So let me attempt to answer the question by addressing the two aspects of the book: 1) the Lexicon and 2) the Interpretive.

The “Lexicon”

There are three major resources condensed into this slim volume (~96pg). They are the following:

  1. BDAG (and BAGD) – Anyone familiar with New Testament Greek will know the Walter Bauer’s Griechisch-deutsches Wörterbuch zu den Schriften des Neuen Testaments und der übrigen urchristlichen Literatur. Okay, you may not know it by that name. But that is where this work started before Wilbur Gingrich translated and adapted it with the help of William F. Arndt in 1949. In a second edition in 1979, known as “BAGD,” Frederick W. Danker replaced Arndt to expand the work. The most recent edition in 2000 added still more material and was coined BDAG (i.e. Bauer, Danker, Arndt, Gingrich).

In our Interpretive Lexicon the word entries provide glosses keyed to both BDAG (’00) and to BAGD (’79), since they differ from one another often, so that when you go to look up a word you see a succinct chunk of information along with the page and section references to both versions of Bauer. The idea is that our entry provides the essential lexical information, with a quick link to the definitive NT lexicon should the exegete need greater detail. Naturally, this may be a frequent need, which is why we have so tenaciously included information from and about BDAG/BAGD. We encourage careful cross-referencing.

 The “Interpretive”

Thus far the “Lexicon.” Now for the “Interpretive.” As indicated by the subtitle of the book, it is focused on what linguists often call “function words.” In my experience, students usually think of these as the “annoying little words,” since there are so many of them and they are so difficult to define strictly. Unlike the more easily definable (and memorizable) “content words,” such as nouns, verbs, and adjectives, “function words” are what fall in between, namely prepositions, adverbs, particles, relative pronouns, and conjunctions.

Another way to think about function words is as “connecting words,” since their job is to indicate the ways that ideas are connected in  the flow of thought of a text (spoken or written). And it is for that exact reason that these “annoying little words” are in fact stupendously important for interpreting scripture. If we are serious about understanding scripture, then we must understand how the flow of thought progresses. This is one of the tasks of interpretation, and function words are at the heart of it all. That is the rationale behind the other two resources included in our Interpretive Lexicon.

2.  Wallace’s Greek Grammar – Students of NT Greek will also well know Wallace’s Greek Grammar, a heavy-weight text that is rightly considered a standard in exegetical work. In this Grammar, Wallace focuses on syntax, which makes it perfectly suited to our lexicon, not to mention the fact that it is also published by Zondervan. For every word that we treat in the Interpretive Lexicon, if there is any discussion by Wallace we cite every page reference at the end of our entry. Again, the idea is that wherever the exegete is in need of greater detail, he or she has quick access to the industrial strength resources.

3.  Harris’s Prepositions and Theology – Finally, for even greater accuracy with one of the most significant Greek parts of speech – prepositions – we have also included Murray J. Harris’s work. In my experience, this resource is not as well known as it should be, so hopefully our lexicon will bring it to attention. Essentially, Harris discusses each Greek preposition (and even “improper” prepositions) in detail. As the book’s title implies, the meaning of a preposition can and does have profound impact upon theology. Consider, for example,  the importance of the preposition ὑπέρ (hyper), which in the genitive case connotes “for, on behalf of,” to discussions of atonement.

Discourse Matters & A Sample Entry

To give an idea of what an entry looks like, here is a sample. You may notice the boldfaced letters and symbols that occur in each numbered category. garThese boldfaced symbols and letters are extremely significant and form the backbone of the lexicon’s functionality. Some of you will be familiar with discourse analysis. Perhaps more of you will have heard of John Piper’s “Bible Arcing” (see BibleArc).

I only want to mention this here as a primer for another post coming up. There I will discuss more about discourse analysis (which goes by many names), how function words fit into it, and what the bold letters and symbols mean in our entries. Stay tuned!

British and American Style Doctoral Programs

Punting on the River Cam in Cambridge

In a previous post, I briefly outlined my work at the University of Cambridge as a doctoral student in Old Testament. In this post, I will discuss the broad differences between British and American doctoral programs in terms of application procedure and requirements. These, at least, are differences that are stereotypically true. There are innumerable permutations to doctoral programs, of course, so what I touch on here will only be so accurate in any given institution.

British and American Doctoral Programs

Most of my family and friends are befuddled when I tell them about the doctoral program at Cambridge. This befuddlement is not always related to their incredulity at my field of interest (the Septuagint), which almost always generates obnoxious yawns when I discuss it. They’re confused by what I will actually do when I show up in Cambridge, namely not go to class (among other things). At least, classes are not the main point of my program.

American Programs

Princeton University

Most Americans are used to thinking about a doctoral degree in similar terms as a graduate degree. They imagine that you apply with your report card and letter of reference from your mother, get accepted, go sit in class for a few years, and then graduate somehow with no job prospects to show for it. Some will know there is a writing aspect. And this picture is somewhat accurate (particularly the job prospect part). In reality, most American programs work something like this:

  1. Rigorous application process, often involving several phases of elimination, and possibly a face-to-face interview.
  2. Acceptance, with an award of a major source of funding, often a full ride or even stipend for “living expenses” that can reach the $30k mark (per year!) at some of the major universities.
  3. Two to Four years of required coursework in your broad field, with mountains of reading and research papers.
  4. One to Two years of teaching assistance for a professor, which may overlap with your coursework. At larger schools, doctoral students actually teach the undergraduate classes themselves, which is a major benefit.
  5. Supervisor selection and the two to three year writing phase, where students will have finished their coursework and enter into (hopefully) unadulterated research and writing with their supervisor of choice. Occasionally doctoral students are employable at this point, having completed their degree “all but dissertation” (sometimes on faculty job postings you’ll see something like “ABD required”).
  6. Most American schools will also have “comprehensive” exams, or “comps,” required somewhere along the line, which are exactly what they sound like.
  7. Graduation.

All in all, the American system is terribly involved, extremely long, and exhausting. On the flip side, you are so completely immersed in education that you come out with a lot to show for it, including teaching experience and publications. Some or all of the steps above overlap at times.

British Programs

The British (and European) model is very different. The best way I can think of to describe it is as an apprentice-mentor relationship. When you are looking to apply for a doctoral program in the British system, you are not really looking for a school as much as for a person. The idea is that by the time you are ready to pursue a doctoral degree you should be educated enough to have a clear idea of your interests and the research that needs to be done in a certain field. Accordingly, you are left to come up with a detailed research project and to find the person under whom it would be best to conduct that work. The main criteria to determine that is whether a potential “supervisor” has the same research interests as you and expertise in the field.

How most people imagine studying at Oxford or Cambridge

Of course, where that scholar is employed also matters in many ways, since the reputation of your school will go a long way. But in theory aspiring doctoral students should be looking for the best person, over the best university reputation, since the working relationship is so closely knit that most of your education will come from your supervisor rather than the school. That is particularly true in the British system where there is no coursework required at all. Only research and writing.

So a British university’s format works more like this:

  1. Rigorous application process, requiring a writing sample related to your field, identification of a prospective supervisor (who you should have developed a relationship with by then), and a full-blown, detailed dissertation proposal identifying your research project (usually 1000 words).
  2. Offer of admission, usually with stipulation of funding, if any (a big “if”).
  3. (Your desperate attempt to find sources of funding.)
  4. Student’s acceptance of the school’s offer, usually completed by submitting further criteria such as your completed masters transcript, a financial liability agreement, etc.
  5. Three years of independent research and writing, overseen only by your supervisor at semi-regular intervals. Many programs have a probationary first year to ensure you’ve got the stuff it takes.
  6. Oral defense of your completed dissertation.
  7. Graduation.

So you can see that British programs are much shorter (about half the length), but do not necessarily come with any funding, and do not (usually) provide teaching experience. On the other hand, you spare yourself the expenditure of much youthful vigor that American programs excise, and you work personally with a scholar of your choice who is ideally at the top of their field. I chose the British path almost by default because most scholars involved in Septuagint studies are located overseas.

The University & College System

Another perplexing aspect to a school like Cambridge – Oxford is the same way – is that Cambridge itself is not formally a “school,” but a corporate, guild-like institution. Cambridge is the unified front for the diversity of colleges within it. So not only are you a “Cambridge student,” but also a student of your college, which in my case is Fitzwilliam College. The application to your college is part of your application to the university, although you pick several colleges of interest, and your acceptance to one is a separate process from your acceptance to the university.

At the doctoral level, your college is important insofar as it establishes your intellectual community, should you conduct your research there, and it also can provide funding opportunities. It is not necessary for your advisor to be part of your college. Doctoral students also work with their particular faculty, in my case the Faculty of Divinity. This is both a physical building and a group of people, namely the divinity faculty members from all the colleges.

In sum, then, there are many key differences between these two systems that important to know when considering applying for a doctoral degree. Hopefully this has been of some help to those in that position, and to my understandably confused family members.

How to Attend Biblical Studies Conferences – A Guide for Students (Part II)

In a previous post I began discussing how (and why) to attend professional biblical studies conferences. If you missed it, it’s worth starting there before reading further. Otherwise, in this post I discuss a few practical ways to pinch pennies in this expensive endeavor, without missing out on great opportunities.

Some Logistical Notes, or On Being Frugal

Have you been?

Let’s be honest. You’re poor. It goes without saying when you’re in graduate school. Even more so if you are married and (gasp!) have a child or two. But here’s the thing: if you are serious about making a career out of academia, expenditures like attending a conference need to fall more into the category of “long-term investment.” Sure, you’re going without shoelaces in the short run since you have no cash to buy them (…or possibly no shoes to put them on), but really you are leveraging your considerably restricted resources now to build for the future. Remember the old Portuguese saying “O barato sai caro” (≈cheapness turns out to be expensive). Still, being cheap is different from being frugal; the latter being a virtue. With that in mind, here are some tips on logistics.

Registration

Most professional organizations have newsletters. Sign up if you have not already. That way, you’ll receive notice of conferences as soon as it goes out. Registration is usually priced on a graduated model, so the later you register the more you pay. Further, registration is always cheaper as a member of the organization, so join! At the very least you’ll get a nifty name tag out of the deal and you can impress your significant other (hint: they won’t actually be impressed).

Hotel booking and alternative housing situations

I do not recommend this.

The biggest knock on your billfold will be room and board. Many conferences will have arranged with hotels in advance to offer discounted rooms to attendees, but even if you take this option, and even if you split a room with one or more people, it can run you between $50-$100 per night. Obviously this racks up costs very quickly. What’s a poor graduate to do?

First, check to see whether your institution offers any funding for conference attendance. As unlikely as that may seem, you may be surprised. I for one was when I went hunting for dollars at my graduate school in order to fund a trip to Germany for an international conference. So poke around and see what you can find.

Second, consider alternative housing. There are many options here, the first line of defense being friends and family of course. If that isn’t possible, I recommend checking out these alternatives (with caution):

AirBnB – VRBO – Couch Surfing (for the audacious only) – Roomorama – 9Flats – Wimdu

Remember that attending a conference is an exhausting experience. Be sure you have reasonably comfortable and safe lodging.

Dining

Remember your old friend, Joe.

Finally, there’s that nagging need to eat. Dining out is very expensive, and you shouldn’t plan to just grab something in the conference center since rates are comparable to major league sports stadiums (think $8.50 for a hot dog). If you’re looking to be frugal, I recommend scouting out the area for grocery stores and stopping by each morning to pick up (breakfast and) lunch. It’s easy to throw something together for a great price this way. It can be depressing to do all three meals a day this way for too long, so I also suggest budgeting for a few meals out to ratchet up the levity in your life. Unless you have a wingman (or woman), you’ll be alone most of your conference. Try to meet people as you go and consider dining out together.

Final Thoughts

Attending conferences is a big process, if you haven’t already realized that. Most graduate students don’t do it, and most institutions don’t support it financially, so you’re left to fend for yourself. But don’t be too daunted! It is time and money well spent, and could lead to some of the best contacts and academic development you will have during your graduate years.