Some like it in the pot, nine days old
Over the past several weeks, real life got in the way of blogging. I’ll spare you the boring details, but suffice it to say writing Java and Ruby all day turns my brain into so much porridge.
Speaking of porridge, that reminds me of a story. Back in the late ’70s when I was attending language school at the Presidio of Monterey, I asked one of my instructors:
“Gospozha Kartsova, what does English sound like to a native Russian speaker?”
“It sounds like someone eating oatmeal.”
Through a lens, darkly
Humans in any culture tend to see things from their own perspective. Those of us in the English-speaking world perceive the world through an Anglo-American lens. Our news sources are based in the English-speaking world, produced by people who were raised and educated in the UK, the Commonwealth, or the US. It rarely crosses our minds that to someone in another culture, all of our self-righteous babbling might sound “like someone eating oatmeal.”
While I could easily take this thought-train down a geopolitical track, what concerns me at the moment is recent Biblical scholarship in the English-speaking world. For the past century and a half, when radically new methods for understanding the Bible emerged, they almost always arose first on the European continent, chiefly among German intellectuals.
Conversely, Anglo-American scholars have, for the most part, provided a traditional, conservative counterbalance. For the purposes of our discussion, it doesn’t matter which side is wrong or right; the point here is that in the English-speaking world, students as well as interested laymen have typically witnessed the rise of new methodologies through a porridge-smeared lens.
Learning Marxism from von Mises
Referring to English and American scholars simply as a countervailing force glosses over the open hostility frequently demonstrated by conservatives who viewed scholars like Bultmann as a threat to Christianity. And sadly, many of today’s Anglo-American scholars learned at the feet of these petulant pedagogues. They gained their understanding of form criticism and redaction criticism not from reading Bultmann, Dibelius, Marxsen et al., but by learning the accepted critique. They learned to debunk it before they could thunk it.