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 23
In Front | The Cotton Patch Bible
My co-worker Timothy sends his regards, as do my cousins Lou, Jake and Daddy-boy. (I, stenographer for this letter, greet you all in the Lord.) Garry, host to me and the whole fellowship, wants to be remembered by you.
Perhaps those of you who have completed Study 5 will have identified this passage from Paul’s unmistakable letter to the church at Washington. As you’ll also know, the trials of Jake and Daddy-boy, and the generosity of Garry, have long been the subject of scholarly discussion.
This selection is from Dr. Clarence Jordan’s translation of Romans, which he addresses to an American city. Jordan was interested in breaking down the racial barriers and injustices that were typical of the American South. He found it incomprehensible that so many in the “Bible belt” could know the words of Scripture so well and yet participate in racism and bigotry.
Jordan’s solution was to recast the Bible in a paraphrased translation that anticipated later paraphrased Bibles like the Living Bible and The Message. The result is The Cotton Patch Gospel, a surprisingly readable version of the Gospels and letters of Paul that changes out the names and vocabulary of the traditional text with language more familiar to southern audiences. The parable of the Good Samaritan, for example, is set on the road to Albany, and the Good Samaritan is an African-American who rescues a dying man while “white preachers” speed past.
Jordan, who had a PhD in biblical studies, based his Cotton Patch Gospel directly on early Greek manuscripts, and in the preface to his text he defends his approach compellingly, with reference to his Southern audience:
[A Southerner] would be perfectly understood if he wrote to a friend, “We had hot dogs and Coke for lunch, fish and hush puppies for supper, and then sat around shooting the bull until midnight.” But let that letter get lost for about two thousand years, then let some Ph.D. try to translate it into a non-English language of A.D. 3967. If he faithfully translated the words it might run something like this: “We had steaming canines and processed coal for the noon meal, and fish, and mute, immature dogs for the evening meal, followed by passively engaging until midnight in the brutish sport of bull-shooting.” For such exacting scholarship the good doctor may have won world renown as the foremost authority on twentieth-century English—without having the slightest idea what he actually said.
This commitment to the everyday language of the South was the rule for the Cotton Patch Gospel, with striking results. Romans 9:21 reads:
My dear fellow, you wouldn’t be giving God any sass, would you? Does the design say to the designer, “Why did you make me like this?”
Other biblical passages were used to target the disconnect that Jordan believed to exist in the minds of white Christians between the Bible’s messages of love and inclusion and the racial inequality and prejudice that was so prevalent in the South. His targeting of White American Protestants, “WAPs” (better known today as WASPs), is frequent and pointed throughout the letters of Paul. For example, Romans 9:31-32 reads:
And yet the WAPs, trying so hard at Bible religion, never quite caught on to the Bible. Why not? Because they were not people of faithful action but of religious activities.
Jordan was convinced that a better understanding of the Gospel was crucial to solving problems of racial inequality in the American South.
My translation of “Jew and Gentile” as “white man and Negro” is clear evidence of superimposing my own personal feelings, which is the unpardonable sin of a self-respecting translator. But in the Southern context, is there any other alternative?
The Cotton Patch Gospel may not be one of the better-known Bible translations, but it’s certainly one of the more interesting—and a reminder of the fact that the Bible was always meant to be understandable by common people. Jordan knew that the Bible was also meant to be understood by those in positions of privilege and control. He was aware that the Bible always has an edge for the recipient of the Word and for the messenger.
Source: Clarence Jordan, The Cotton Patch Gospel: Paul’s Epistles, pp. Xviii, p. 33.
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Question 1 of 1
1. Question
With all of this in mind, what word do you think Dr. Jordan uses to describe the crucifixion of Jesus?