History of the Bible
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Lesson OneRevelation and Canon17 Activities|2 Assessments
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Getting Started
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In | Revelation and Inspiration
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In | Revelation Is Ongoing
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In | Apostolic Sources and Sacred Library
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In | Using the Bible to Interpret Itself
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Behind | Canon and Canonicity
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Behind | Fixed and Fluid Canon
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Behind | The Format of the Canon
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Behind | Hebrew Bible and the Septuagint
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Behind | Deuterocanonical Books
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Behind | Councils and Canon
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In Front | Being an Interpretative Community
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In Front | Apostolic Fathers on the Authority of Scripture
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In Front | An Easter Letter from “the Black Dwarf”
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In Front | Jesus in the Biblical Tradition
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In Front | Orthodoxy and the Holy Spirit
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Wrap-Up
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Getting Started
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Lesson TwoTransmission and Translation19 Activities
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Getting Started
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In | The Scribal Tradition
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In | Aramaic Targums
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In | The Septuagint
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Behind | Scribes: The Anonymous Heroes
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Behind | Pangur Bán and Scribal Vocation
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Behind | Greek and Early Bible Translation
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Behind | The Biblical Manuscript Tradition
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Behind | Text Criticism
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Behind | Papyrus
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Behind | Workbook: Recycled Codex Climaci Rescriptus, Part 1
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Behind | Workbook: Recycled Codex Climaci Rescriptus, Part 2
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In Front | Texts and Text Criticism
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In Front | Workbook: Autographs - Original Manuscripts, Part 1
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In Front | Workbook: Autographs - Original Manuscripts, Part 2
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In Front | NT Text Criticism and Manuscripts [Bonus]
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In Front | Workbook: Facsimiles, Part 1
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In Front | Workbook: Facsimiles, Part 2
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Wrap-Up
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Getting Started
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Lesson ThreeReformation and Publication16 Activities
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Getting Started
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In Front | Technology, Change and Reformation
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In Front | Vernacular Bibles and Reformers
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In Front | Workbook: Christian Preference for the Codex
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In Front | Christian Preference for the Codex, Part 1
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In Front | Christian Preference for the Codex, Part 2
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In Front | John Wycliffe
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In Front | Martin Luther
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In Front | Reading the Bible in the Middle Ages
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In Front | Workbook: The Regulation of Bibles in the Middle Ages
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In Front | The Regulation of Bibles in the Middle Ages
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In Front | The Bible and Literacy
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In Front | Workbook: The Bible and Literacy, Part 1
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In Front | Workbook: The Bible and Literacy, Part 2
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In Front | “Noble Fragments” of Gutenberg Bibles
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Wrap-Up
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Getting Started
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Lesson FourModern Bible Translation15 Activities|2 Assessments
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Getting Started
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In Front | Spreading the Word: Societies
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In Front | English Bible Translations
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In Front | Various Approaches to Translation
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In Front | The Best Bible Translation?
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In Front | Workbook: Reflection
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In Front | Workbook: The Cherokee Bible Translation, Part 1
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In Front | Workbook: The Cherokee Bible Translation, Part 2
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In Front | The Hêliand: Saxon Life of Christ
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In Front | The Nazi Bibles
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In Front | Bible Translation and Human Frailty
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In Front | Evolution of Language and Grammar
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In Front | Workbook: Translation Work on Mog Mog Island, Part 1
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In Front | Workbook: Translation Work on Mog Mog Island, Part 2
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Wrap-Up
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Getting Started
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Lesson FiveThe Bible Movement Today14 Activities|3 Assessments
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Getting Started
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In Front | Workbook: Aspects of Bible Education
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In Front | Owning and Reading the Bible, Part 2
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In Front | The Bible Movement
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In Front | Categories of Bible Engagement, Part 2
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In Front | Definitions of Bible Engagement
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In Front | Measuring Bible Engagement
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In Front | The Center for Bible Engagement
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In Front | Personal Convictions About the Bible
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In Front | Workbook: Personal Convictions About the Bible, Part 1
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In Front | Workbook: Personal Convictions About the Bible, Part 2
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In Front | Exploration, Exposure, Engagement
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In Front | Advantages of Bible Illiteracy
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Wrap-Up
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Getting Started
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Course Wrap-UpCourse Wrap-Up1 Activity|1 Assessment
Participants 11
In Front | The Regulation of Bibles in the Middle Ages
Ultimately, it was the perceived threat of heresy, of false teaching or misreadings of the Bible, that led to prohibitions like that declared at the Council of Toulouse. Vernacular translation spread in the Middle Ages, at times by Christian groups with different ideas about the meaning of the Bible and key theological issues than had been agreed on in early church creeds and councils.
Two major targets for these prohibitions were the Cathars and Waldensians, both considered heretical by the church. Each of these groups had viewpoints that set them at odds with church authorities. Among other things, Cathars rejected almost all of the Hebrew Bible on the grounds that it was attributable to an “evil God” opposed to the God of the New Testament in cosmic dualism.
They attributed the New Testament to the benign God and the Old Testament to the malign God, and rejected the whole of the latter except for certain passages quoted in the New Testament.
The Waldensians developed their own hierarchies of church authority and rejected official Church views on indulgences and purgatory.
The church viewed both of these groups, and others, as dangerous to its accepted teachings. And Christianity, even in its so-called “heretical” sects, was still a “religion of the book.” The best way to control heresy, in the opinion of many officials, was to control the book—the Bible in its distribution and translation. However we feel about medieval prohibitions of lay possession of the Bible and vernacular translations, it is important that we understand these prohibitions for what they were. They restricted the Bible, but their target was something else—misreadings of the Bible and so-called “heretical” theology.
References and quotes: Peter of les Vaux-de-Cernay, The History of the Albigensian Crusade (trans. W. A. Sibly and M. D. Sibly), 1998, p. 11;
A. Patschovsky, “The Literacy of Waldensianism,” Heresy and Literacy, 1000-1530, ed. P. Biller and A. Hudson, 1994, p. 116;
Edward Peters, Heresy and Authority in Medieval Europe: Documents in Translation, 1991, p. 195;
P. Biller, “The Cathars of Languedoc and written material,” Heresy and Literacy, 1000-1530, ed. P. Biller and A. Hudson, 1994.