A week or so ago the spring semester ended. For the past nine years, I’ve taught some sort of introductory course on the New Testament during the spring, and there were a few years where my school offered it in the fall at first. Last year, I proposed an overhaul to our religious studies catalog that was accepted. It included a mandatory course on philosophy (of meaning, purpose, values, and ethics) that all students must take before they graduate and then two other courses, one of which must be chosen: “Religion in Global Context” (basically theory and sociology of religion) and “Introduction to the Bible”. This means that we won’t offer two separate semesters of biblical studies—we’ve offered a class on the Old Testament/Tankah in the fall each year. Instead, we’ve condensed our biblical studies down to one.
This is the result, in part, of my own observations about how students have handled year-long classes on the Bible—since most students who chose to take one semester of on the Old Testament/Tankah usually chose to go straight into the New Testament in the spring—and what I’ve heard from my students over the years. What I’ve observed is that for whatever reason—I’ll share some hypotheses below—students struggle to remain engaged and take serious the biblical studies courses whereas the religious studies courses that I’ve offered, “Religion in Global Context” and the now (maybe temporarily?) retired “Religion in the United States,” usually retain student interest and engagement. This semester, I asked two of my students who really struggled to stay engaged, yet who professed to be Christians, what it was about the class that seemed to so disinterest them. They said, in gist, that it goes too in-depth. This may be correct. Why though? I think for some, the Bible is of symbolic value. I’ve talked about this before: see “The Bible is a talisman (for many). Reading it leads to deconstruction. Deconstruction is necessary.” The Bible is best left on a coffee table as a good luck charm, and left to a priest to read and interpret. Like the Ark of the Covenant in Raiders of the Lost Ark, you’re safest if you never open it.
For other students, they presumed that they knew the Bible already. They had checked that box in Sunday School or during confirmation classes. Even as new material was being introduced, or as I was unpacking further what they had learned only in the most shallow sense, their ears shut off because they had convinced themselves that this class was redundant.
Still others see all of their education as merely a means to a different end and that end is getting into a good college, getting a good job, and making a lot of wealth. They can’t see how studying the Bible helps them with these goals (or, in their words, “this doesn’t get me anywhere‘). Interestingly, when students take my comparative religion courses, they can see how, for example, not making a faux pas that offends your potential business partner of a different faith is a practical outcome to studying religion. Other similar justifications for my comparative religion classes, such as the need for a tolerant, pluralistic society, or to be aware of his religion intersects with say politics, or law, are also easier for them to embrace. While I’ve tried to make similar arguments for biblical literacy, those arguments are far less effective.
So, for my own sanity as the primary biblical and religious studies teacher, and I guess in a sense for the well-being of our students who have sometimes shown and other times stated outright that the biblical studies classes aren’t what they want/need, we’ve condensed our offering. I think it’s the good and right thing to do but it’s bittersweet for sure. It brings to an end a major stage of my life that has lasted about two decades. As I ended college and prepared to go and complete a MA, ThM, and PhD, I had in my mind that I was preparing to teach the New Testament, possibly as the graduate level at a seminary or maybe at a Christian liberal arts college. Then reality hit. The job market changed. Biblical studies jobs disappeared and my pedigree wasn’t competitive in the arenas I sought to play. Fewer people are going to seminary to train for ministry anyway. And the church is shrinking rapidly in the United States. Where it continues to thrive, e.g., the Assemblies of God, theological education is valued only as denominational apologetics. So, about a decade ago, I off-ramped to teach biblical studies (primary) and some comparative religion to high school students. This wasn’t the demographic that I wanted to teach or planned on teaching but it was were I could teach while also getting paid and having benefits. It worked out and now I have a hard time imagining myself as something other than a high school teacher.
During my MA, I loved studying Hebrew and Greek, and taking electives on topics like a deep exegetical dive into the Epistle to the Hebrews. During my ThM, I thought that I was going to become a “Paul guy” focusing on Pauline Studies. I wrote a thesis on Romans 8 and the renewal of creation. As I entered by doctoral program, I decided that I was going to be a “Gospels guy” instead. I wrote a thesis on John the Baptist in his historical context. And then the years passed, and I taught a small handful of students, out of the hundreds that crossed my path, that would’ve been remotely interested in doing a deep-dive into anything related to John the Baptist. The lack of reciprocity with regard to passion for the topic that I was teaching slowly drained me. Simultaneously, the demise of American Christianity over the past decade has made me second guess that value of what I spent years studying in hopes that I could one day serve “the Church”. The realities on the ground drove me to put more effort into understanding comparative religion, since that was resonating a lot more with my students, and it drove me to read a lot of philosophy, since my theological adventures have mostly left me feeling like I’ve come up empty handed, unsure that I have the emotional interest to continue pouring myself into topics that matter less and less to the world in which I live, including to the very Christians that I imagined my education would serve.
The new “Introduction to the Bible” class will cover the New Testament, in brief. It will take up maybe a third of a semester rather than a whole one. So, I’m not completely abandoning all the work that I did for the past two decades. But I’m clearly saying goodbye to the vocational identity that I thought I was building over those many years. Not only will I not be a “Professor of New Testament” somewhere as twenty-something me imagined but I won’t even teach a class solely dedicated to the New Testament, maybe ever again.
That said, I’m excited about my new philosophy class. The first run begins this Monday with my summer school students. As they say, “every new beginning comes from some other beginnings end”.





