The book of Judges is one of the weirdest and wonderfulest (?) books in the Bible. As such, it raises all sorts of questions. What exactly went wrong in Israel in the days of the Judges? How did the people who saw God’s glory in Egypt become so corrupt so quickly? (The book’s final events are chronologically among its earliest!) Was Israel’s problem her form of government, or the particular judges she ended up with, or something else entirely? ‘In those days there was no king in Israel’, we’re told. ‘Everyone did what was right in his own eyes’. But what exactly is the connection between these statements? Did people do what was right in their eyes because there was no (human) king? And, if so, why didn’t the Davidic line put things right? Meanwhile, what’s with all the makeshift weapons--goads, millstones, tent pegs, and the like? What are they meant to teach us? And in what way do they point us towards Christ?
More general issues we’ll consider include how we’re supposed to assess a book like the book of Judges when the text provides us with so few (explicit) references to God’s sentiments on its events, and what the book of Judges means for us today. How can we avoid the mistakes of the Israelites in the days of the Judges? And how does their war against the Canaanites instruct us in our battles?
The structure of the course is as follows.
Week 1: The Gideon and Abi-melech story
Week 2: The intro and outro to the book (Part I)
Week 3: The intro and outro to the book (Part II)
Week 4: The first three Judges (Othniel, Ehud, and Deborah)
Week 5: The Jephthah story
Week 6: The Samson story and some conclusions.
When: Weekly on Saturday, from August 28 - October 2, 2021.
Time: 10:00am - 12:00pm CST
About the Instructor
James Bejon attends a church in Romford, London, where he fellowships, is taught, and teaches. He presently works at Tyndale House in Cambridge, whose aim is to make high-quality biblical scholarship available as widely as possible.
Theopolis Institute admits students of any race, color, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students at the school. It does not discriminate on the basis of race, color, national and ethnic origin in administration of its educational policies, admissions policies or scholarship programs.
*This requirement was added in July 2016. For those who entered the Certificate Program earlier than that date, the oral examination is voluntary.
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