front cover of Opening Scripture
Opening Scripture
Bible Reading and Interpretive Authority in Puritan New England
Lisa M. Gordis
University of Chicago Press, 2003
"Opening Scripture provides a thorough and original account of ministerial and lay strategies for interpreting Scripture in the Massachusetts Bay. Demonstrating an impressive command of the vast literature and history of the period, Lisa Gordis moves deftly through discussions of major figures and events. This is a significant intervention in the study of Puritan New England."—Sandra M. Gustafson, University of Notre Dame

What role did the Bible really play in Puritan New England? Many have treated it as a blunt instrument used to cudgel dissenters into submission, but Lisa M. Gordis reveals instead that Puritan readings of the Bible showed great complexity and literary sophistication—so much complexity, in fact, that controversies over biblical interpretation threatened to tear Puritan society apart.

Drawing on Puritan preaching manuals and sermons as well as the texts of early religious controversies, Gordis argues that Puritan ministers did not expect to impose their views on their congregations. Instead they believed that interpretive consensus would emerge from the process of reading the Bible, with the Holy Spirit assisting readers to understand God's will. Treating the conflict over Roger Williams, the Antinomian Controversy, and the reluctant compromises of the Halfway Covenant as symptoms of a crisis that was as much literary as it was social or spiritual, Opening Scripture explores the profound consequences of Puritan negotiations over biblical interpretation for New England's literature and history.
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front cover of The Second Conversation
The Second Conversation
Interpretive Authority in the Bible Classroom
Ziva R. Hassenfeld
Brandeis University Press, 2024
A teacher reflects on her teaching practice, bringing literacy scholarship into the arena of Jewish education.
 
In The Second Conversation, university professor Ziva R. Hassenfeld returns to the middle school classroom to study her own seventh grade Bible class. The book explores dilemmas of practice she encountered around interpretive authority in the classroom. She analyzes the questions that came up in her teaching within the context of the most influential religious education scholarship, literacy scholarship, sociocultural theory and literary theory. She highlights the importance of two conversations about interpretive rules within the classroom, the first about the text’s meaning, and the second about competing conventions for determining its meaning. Instructors of any type of literature will benefit from Hassenfeld’s study, which offers rich ideas about when and how teachers enforce a classroom’s way of reading or follow a student’s line of inquiry toward more flexible interpretation.
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