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The Awakening (Chopin novel) - Wikipedia

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The Awakening (Chopin novel)

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The Awakening
The Awakening (Chopin novel) cover.jpg
First edition cover
AuthorKate Chopin
Working titleA Solitary Soul
CountryUnited States
LanguageEnglish
GenreFeminist literature
Set inNew Orleans and Louisiana Gulf coast, 1890s
PublisherHerbert S. Stone & Co.
Publication date
April 22, 1900
Media typePrint: hardcover
Pages303
OCLC1420631
813.4
LC ClassPS1294.C63 A64 1899
TextThe Awakening at Wikisource

The Awakening is a novel by Kate Chopin, first published in 1899. Set in New Orleans and on the Louisiana Gulf coast at the end of the 19th century, the plot centers on Edna Pontellier and her struggle between her increasingly unorthodox views on femininity and motherhood with the prevailing social attitudes of the turn-of-the-century American South. It is one of the earlier American novels that focuses on women's issues without condescension. It is also widely seen as a landmark work of early feminism, generating a mixed reaction from contemporary readers and critics.

The novel's blend of realistic narrative, incisive social commentary, and psychological complexity makes The Awakening a precursor of American modernist literature; it prefigures the works of American novelists such as William Faulkner and Ernest Hemingway and echoes the works of contemporaries such as Edith Wharton and Henry James. It can also be considered among the first Southern works in a tradition that would culminate with the modern works of Faulkner, Flannery O'ConnorEudora WeltyKatherine Anne Porter, and Tennessee Williams.

Summary[edit]

The novel opens with the Pontellier family—Léonce, a New Orleans businessman of Louisiana Creole heritage; his wife Edna; and their sons Etienne and Raoul as they take a vacation on Grand Isle at a resort on the Gulf of Mexico managed by Madame Lebrun and her sons Robert and Victor.

Edna spends most of her time with her close friend Adèle Ratignolle, who cheerily and boisterously reminds Edna of her duties as a wife and mother. At Grand Isle, Edna eventually forms a connection with Robert Lebrun, a charming, earnest young man who actively seeks Edna's attention and affections. When they fall in love, Robert senses the doomed nature of such a relationship and flees to Mexico under the guise of pursuing a nameless business venture. The narrative focus moves to Edna's shifting emotions as she reconciles her maternal duties with her desire for social freedom and for Robert.

When summer vacation ends, the Pontelliers return to New Orleans. Edna gradually reassesses her priorities and takes an active role in her own happiness. She starts to isolate herself from New Orleans society and to withdraw from some of the duties traditionally associated with motherhood. Léonce eventually talks to a doctor about diagnosing his wife, fearing she is losing her mental faculties. The doctor advises Léonce to let her be and assures him that things will return to normal.

When Léonce prepares to travel to New York City on business, he sends the boys to his mother. Being left home alone for an extended period gives Edna physical and emotional room to breathe and reflect on various aspects of her life. While her husband is still away, she moves out of their home and into a small bungalow nearby and begins a dalliance with Alcée Arobin, a persistent suitor with a reputation for being free with his affections. Edna is shown as a sexual being for the first time in the novel, but the affair proves awkward and emotionally fraught.

Edna also reaches out to Mademoiselle Reisz, a gifted pianist whose playing is renowned but who maintains a generally hermetic existence. Her playing had moved Edna profoundly earlier in the novel, representing Edna's longing for independence. Mademoiselle Reisz focuses her life on music and herself instead of on society's expectations, acting as a foil to Adèle Ratignolle, who encourages Edna to conform. Reisz is in contact with Robert while he is in Mexico, receiving letters from him regularly. Edna begs Reisz to reveal their contents, which she does, proving to Edna that Robert is thinking about her.

Eventually, Robert returns to New Orleans. At first aloof (and finding excuses not to be near Edna), he eventually confesses his passionate love for her. He admits that the business trip to Mexico was an excuse to escape a relationship that never could work.

Edna is called away to help Adèle with a difficult childbirth. Adèle pleads with Edna to think about her children and what she would be forgoing if she did not behave appropriately. When Edna returns home, she finds a note from Robert stating that he has left forever because he loves her too much to shame her by engaging in a relationship with a married woman.

In devastated shock, Edna rushes back to Grand Isle, where she had first met Robert Lebrun. Edna seeks escape by committing suicide, drowning herself in the waters of the Gulf of Mexico.[1]

Kate Chopin plaque, New York City library walk: "The bird that would soar above the level plain of tradition and prejudice must have strong wings."

Main characters[edit]

  • Edna Pontellier [ɛdna pɔ̃tɛlje] – a respectable Presbyterian from Kentucky, living in Creole society in Louisiana. She rebels against conventional expectations and discovers an identity independent from her role as a wife and mother.
  • Léonce Pontellier [leɔ̃s pɔ̃tɛlje] – Edna's husband, a successful businessman who is oblivious to his wife's unhappiness.
  • Mademoiselle Reisz [madmwazɛl ʁajs] – Her character symbolizes what Edna could have been if she had grown old and had been independent from her family. Despite viewing Reisz as disagreeable, Edna sees her as an inspiration to her own "awakening."
  • Madame Adèle Ratignolle [adɛl ʁatiɲɔl] – Edna's friend, who represents the 19th-century woman as she is totally devoted to her husband and children.
  • Alcée Arobin [alse aʁɔbɛ̃] – known for seducing married women, he pursues a short-lived affair with Edna, satisfying her while her husband is away.
  • Robert Lebrun [ʁɔbɛʁ ləbʁœ̃] – has a history of charming women he cannot have but finds something different with Edna and falls in love. Robert's flirting with Edna catalyzes her "awakening", and she sees in him what has been missing in her marriage.

Style[edit]

Kate Chopin's narrative style in The Awakening can be categorized as naturalism. Chopin's novel bears the hallmarks of French short story writer Guy de Maupassant's style: a perceptive focus on human behavior and the complexities of social structures. This demonstrates Chopin's admiration for Maupassant, yet another example of the enormous influence Maupassant exercised on 19th-century literary realism.

However, Chopin's style could more accurately be described as a hybrid that captures contemporary narrative currents and looks forward to various trends in Southern and European literature.

Mixed into Chopin's overarching 19th-century realism is an incisive and often humorous skewering of upper-class pretension, reminiscent of contemporaries such as Oscar WildeHenry JamesEdith Wharton, and George Bernard Shaw.

Also evident in The Awakening is the future of the Southern novel as a distinct genre, not only in setting and subject matter but in narrative style. Chopin's lyrical portrayal of her protagonist's shifting emotions is a narrative technique that Faulkner would expand in novels like Absalom, Absalom! and The Sound and the Fury. Chopin portrays her experiences of the Creole lifestyle, in which women were under strict rules and limited to the role of wife and mother, which influenced her "local color" fiction and focus on the Creole culture.[2] Chopin adopted this style in her early short stories and her first novel At Fault, which also deals with some of the issues of Creole lifestyle. By using characters of French descent, she was able to get away with publishing these stories because the characters were viewed as "foreign", without her readers being as shocked as they were when Edna Pontellier, a white Protestant, strays from the expectations of society.[3]

The plot anticipated the stories of Eudora Welty and Flannery O'Connor and the plays of William Inge, and Edna Pontellier's emotional crises and her eventual tragic fall look ahead to the complex female characters of Tennessee Williams's plays. Chopin's life, particularly in terms of having her own sense of identity—aside from men and her children—inspired The Awakening. Her upbringing also shaped her views as she lived with her widowed mother, grandmother and great-grandmother, all of whom were intellectual, independent women. After her father was killed on All Saints' Day and her brother died from typhoid on Mardi Gras, Chopin became skeptical of religion, a view that she presents through Edna, who finds church "suffocating". Being widowed and left with six children to look after influenced Chopin's writing, which she began at this time. Emily Toth argues against the view that Chopin was ostracized from St. Louis after the publication of The Awakening, stating that many St. Louis women praised her; male critics condemned her novel.[4]

Aspects of Chopin's style also prefigure the intensely lyrical and experimental style of novelists such as Virginia Woolf and the unsentimental focus on female intellectual and emotional growth in the novels of Sigrid Undset and Doris Lessing. Chopin's most important stylistic legacy is the detachment of the narrator.

Symbolism[edit]

Birds – In the beginning of the book, a caged parrot is shouting to Mr. Pontellier "Allez vous-en! Allez vous-en! Sapristi! That's all right!" This translates to "Leave dammit". It is clear that the parrot represents Edna's unspoken feelings towards her husband. It also represents how Edna is caged in her society, without much freedom to live as she pleases. As Edna is walking towards the ocean in the end of the novel, we see a bird with a broken wing. There are many possible interpretations of the symbolism of the injured bird. Some say that the bird is a representation of Edna's finally breaking away from the idea of Victorian womanhood. Others say the injured bird represents Edna's failure to live outside of the expectations that society had placed on her.

Ocean – The ocean can be interpreted to represent many different things. While the Pontellier family are taking a vacation at the resort, Edna teaches herself how to swim. This signifies her "awakening", her realizing that she holds some sort of independence. It is as if this first swim was Edna's first taste of freedom and after that she becomes more and more rebellious. The ending of the book depends on the perception of the reader. Many question whether or not Edna dies in the end of the novel. If Edna is thought to be dead, then it is an ironic death because the sea is where she discovered herself. Those that believe Edna purposely kills herself justify her suicide by saying that the ocean is what Edna believed would free her from the chains that were placed on her by society.

Piano – Throughout the novel many characters play musical instruments, specifically the piano. At the resort when Adéle is playing the piano it is almost like déjà vu for Edna; just as the event that occurred in the ocean at the novel's beginning, Edna again is being awakened. It is as if she has a better understanding of herself and her feelings after hearing the woman play the piano. Edna also feels that same emotion when Mademoiselle Reisz plays the piano. It is as if the music that comes from this instrument represents how these women inspire Edna to become a stronger and more independent woman.

Topics[edit]

Solitude[edit]

One of the more prominent themes in The Awakening is solitude. As referenced previously, Chopin's work once contained the word in its title when it was originally called A Solitary Soul.

Through Edna Pontellier's journey, Kate Chopin sought to highlight the different ways that a woman could be in solitude because of the expectations of motherhood, ethnicity, marriage, social norms, and gender. Chopin presents Edna's autonomous separation from society and friends as individually empowering while still examining the risks of self-exploration and subsequent loneliness. In an attempt to shed her societal role of mother and wife, Edna takes charge of her limited life and makes changes to better discover her true self. For example, Edna leaves her husband and moves into a new house to live by herself, a controversial action because a true woman never would leave her husband. Although Edna's journey ultimately leads to an unsustainable solitude due to lack of societal support, "her death indicates self-possession rather than a retreat from a dilemma."[5] She takes control over what she still has agency over: her body and her self.

By making Edna's experiences critically central to the novel, Chopin is able to sound a cautionary note about society's capacity to support women's liberation. As shown through Edna's depressing emotional journey, isolation, and eventual suicide, Chopin claims that the social norms and traditional gender roles of the 19th century could not tolerate an independent woman. Chopin's The Awakening questions the value of solitude and autonomy within a society unable to positively sustain women's freedom.

Gender roles and social constraints[edit]

The themes of romance and death in The Awakening aid Chopin's feminist intent of illuminating the restrictive and oppressive roles of women in Victorian society. Edna's longing for Robert Lebrun and affair with Alcée Arobin explicitly show Edna's rejection of her prescribed roles as housewife and mother as she awakens to her sexuality and sense of self. Edna has an emotional affair with Robert, who leaves in order to avoid shaming her in society. Afterward, Edna has a physical affair with Alcée. Through these affairs, Edna exercises power outside of her marriage and experiences sexual longing for the first time. However, through these affairs Edna also discovers that no matter which man she is with, there is no escape from the general oppression women face; Edna's society has no place for a woman like her, as she must either be an exemplary housewife and mother like Adèle Ratignolle or an isolated outsider like Mademoiselle Reisz.[6] Edna's suicide at the end of the novel exemplifies how few options women had in society at this time. Leaving society all together was Edna's way of rejecting and escaping this oppressive dichotomy. One critic stated that the book leaves one sick of human nature, and another one stated that the book is morbid because it is about an unholy love that tested traditional gender roles of the late 1800s and that the book belongs to the overworked field of sex fiction.[7] When the book was re-evaluated years later, it was considered a canonical contribution to feminist literature. This later view resulted in many other women writers of the 19th in being re-evaluated.

Musical romanticism[edit]

When Edna first hears Mademoiselle Reisz play, she develops a strong appreciation toward music and art. At the ball at the Grand Isle, when Edna is seen with Robert listening to Mademoiselle Reisz play a piece by Frédéric Chopin, Edna is affected tremendously.[8] Camastra states that

The emotional fluidity of music is not solely responsible for Edna's evolving constitution. Such an assertion would deny any individual agency on her part and misrepresent the synthesis of artistic form and content that serves as a musical parallel to Edna's experiences. Chopin's music successfully integrates the opposition of "the 'classical' concern for form and the 'romantic' urge of inspiration." Edna ostensibly adheres to prescribed feminine standards before witnessing an iconoclastic revelation of her senses.

Therefore, due to Edna's fascination with romantic melodies, it causes Edna to "awaken" and desire new things to free herself from confinement.[8] The theme of solitude also is related with musical romanticism. Camastra states that Edna comes to the same despondency to which the writer Maupassant arrived. Maupassant attempts to commit suicide a few months before his actual death in 1893. Maupassant fictionalized spirits and Frederic Chopin internalized them in his music. In The Awakening, Edna is fascinated by the musical poet's repertoire, and she is forced to confront the spectral presence of a deeper yearning for something that eventually drives her to commit suicide.[8]

Publication and critical reception[edit]

The Awakening was particularly controversial upon publication in 1899. Although the novel never was technically banned, it was censored.[9] Chopin's novel was considered immoral for its comparatively frank depictions of female sexual desire and for its depiction of a protagonist who chafed against social norms and established gender roles. The public reaction to the novel was similar to the protests that greeted the publication and performance of Henrik Ibsen's landmark drama A Doll's House (1879), a work with which The Awakening shares an almost identical theme. Both contain a female protagonist who abandons her husband and children for self-fulfilment.

However, published reviews ran the gamut from outright condemnation to the recognition of The Awakening as an important work of fiction by a gifted practitioner. Divergent reactions of two newspapers in Kate Chopin's hometown of St. Louis reflect these polarities. The St. Louis Republic labeled the novel "poison" and "too strong a drink for moral babes",[9] and the St. Louis Mirror stated "One would fain beg the gods, in pure cowardice, for sleep unending rather than to know what an ugly, cruel, loathsome Monster Passion can be when, like a tiger, it slowly awakens. This is the kind of awakening that impresses the reader in Mrs. Chopin's heroine." Later in the same year, the St. Louis Post-Dispatch praised the novel in "A St. Louis Woman Who Has Turned Fame Into Literature."[10]

Some reviews clucked in disappointment at Chopin's choice of subject: "It was not necessary for a writer of so great refinement and poetic grace to enter the over-worked field of sex-fiction" (Chicago Times Herald). Others mourned the loss of good taste; The Nation claimed that the book opened with high expectations, "remembering the author's agreeable short stories," and closed with "real disappointment," suggesting public dissatisfaction with the chosen topic: "we need not have been put to the unpleasantness of reading about her."[11] The Nation also called Chopin "one more clever writer gone wrong."

Some reviews indulged in outright vitriol as when Public Opinion stated "We are well-satisfied when Mrs. Pontellier deliberately swims out to her death in the waters of the gulf."[12]

Chopin's work also garnered qualified, but still negative, reviews. The Dial called The Awakening a "poignant spiritual tragedy" with the caveat that the novel was "not altogether wholesome in its tendencies." Similarly, The Congregationalist called Chopin's novel "a brilliant piece of writing" but concludes "We cannot commend it." In the Pittsburgh LeaderWilla Cather set The Awakening alongside Madame BovaryGustave Flaubert's equally notorious and equally reviled novel of suburban ennui and unapologetic adultery—but Cather was no more impressed with the heroine than were most of her contemporaries. Cather "hope[d] that Miss Chopin will devote that flexible, iridescent style of hers to a better cause."

Legacy and historical context[edit]

Chopin did not write another novel after The Awakening and had difficulty publishing stories after its release. Emily Toth believes this disruption was is in part because Chopin "went too far: Edna's sensuality was too much for the male gatekeepers." Chopin's next book was cancelled, and health and family problems consumed her. When she died five years later, she was on her way to being forgotten. Per Seyersted, a Norwegian literary scholar, rediscovered Chopin in the 1960s, leading The Awakening to be regarded as a landmark in feminist fiction.[10]

In 1991 The Awakening was dramatized in the film Grand Isle, directed by Mary Lambert and starring Kelly McGillis as Edna, Jon DeVries as Leonce, and Adrian Pasdar as Robert.

In "Wish Someone Would Care", the ninth episode of the first season of the HBO series Treme that aired in 2010, professor Creighton Bernette (John Goodman) assigns the novel to his class and briefly discusses it with his students.[13]

The Awakening serves as a structural and thematic background for Robert Stone's 1986 novel Children of Light, in which an assortment of doomed characters, including an alcoholic writer and a mentally unstable actress, gather in Mexico to make a film of Chopin's novel.

In the 1890s, when Chopin wrote The Awakening, a range of social changes and tensions that brought "the woman question" into public discussion influenced Chopin's novel.[4]

Louisiana, the setting for The Awakening, was a largely Catholic state where divorce was extremely rare, and women were expected to stay loyal and faithful to their husbands, and men to their wives. This explains some reactions The Awakening received in 1899.[4]

Linda Wagner-Martin writes "sometimes being considered 'European' (or at least certainly 'French') rather than American, these types of works were condemned for the very ambivalence that made them brilliant and prescient pieces of writing." Chopin's The Awakening and other novels in the 19th and early 20th centuries were censored due to their perceived immorality, which included sexual impropriety, an argument supported by the initial reviews of the book found in newspapers at the time.[14] Nevertheless, Margo Culley stresses that Kate Chopin was not the only woman challenging gender ideologies in this period; writing a novel brought her views into public prominence.

One of the main issues that 19th-century readers had with the novel was the idea of a woman's abandoning her duties as a wife and mother. For example, an etiquette/advice book of the time proclaimed: "if she has the true mother-heart the companionship of her children will be the society which she will prefer above that of all others."[4]

References[edit]

  1. ^ Chopin, Kate. The Awakening. New York, NY: Bantam Classic, 1981.
  2. ^ "Creoles"Kate Chopin. Loyola University New Orleans. 2009. Retrieved November 11, 2013.
  3. ^ Koloski, Bernard, ed. (November 11, 2013). "Kate Chopin At Fault"Katechopin.org. Kate Chopin International Society. Retrieved November 11, 2013.
  4. Jump up to:a b c d Kate Chopin, The Awakening: An authoritative text Biographical and historical contexts criticism, ed. By Margo Culley, (University of Massachusetts at Amherst, 1994), pp. 113–119
  5. ^ Massie, Virginia Zirkel. "Solitary Blessings: Solitude in the Fiction of Hawthorne, Melville, and Kate Chopin." Louisiana State U, 2005.
  6. ^ Clark, Zolia. "The Bird that Came Out of the Cage: A Foucauldian Feminist Approach to Kate Chopin's The Awakening." Journal for Cultural Research 12.4 (2008): 335-347, Academic Search Complete. Web.
  7. ^ Sarah M. Corse (June 2002). "Gender and Literary Valorization: The Awakening of a Canonical Novel" (PDF)Sociological Perspectives45 (2): 2139–161. doi:10.1525/sop.2002.45.2.139JSTOR 10.1525/sop.2002.45.2.139S2CID 32625197.
  8. Jump up to:a b c Nicole Camastra (2008). "Venerable Sonority in Kate Chopin's "The Awakening"". American Literary Realism40 (2): 154–166. doi:10.1353/alr.2008.0003S2CID 162255198.
  9. Jump up to:a b Benjamin, Franklin. Colonial literature, 1607–1776. New York: Infobase Publishing, 2010: 88. ISBN 0-8160-7861-0
  10. Jump up to:a b Emily Toth (July 1999). "Emily Toth Thanks Kate Chopin". The Women's Review of Books16 (10/11): 34. doi:10.2307/4023250JSTOR 4023250.
  11. ^ Review from "recent novels" reprinted from The Nation 69 (3 August 1899) In Critical essays on Kate Chopin, ed. By Alice Hall Petry, (New York, 1996)
  12. ^ Review from 'Book Reviews' reprinted from Public Opinion 26 (22 June 1899) 794. In Critical essays on Kate Chopin, ed. By Alice Hall Petry, (New York, 1996)
  13. ^ Keith Phipps (June 13, 2010). "Wish Someone Would Care"The A.V. Club. Retrieved May 30, 2011.
  14. ^ Linda Wagner-Martin, The Forbidden Scandalous and Banned Novels, accessed March 26, 2013.

External links

Teaching Western Literature to Non-Western Students

Microsoft Word - 02.doc

Teaching Western Literature to Non-Western Students 
Authors: Eric J Pollock, Hye Won Chun, Chung Ah Kim 
Publication Date: This paper was presented at the Advanced Placementⓡ 
Annual Conference, Seattle, WA, July 18, 2008  
 ----

In the course of history, our world has been subjected to numerous divisions and 
boundaries. Lines that indicate partitions exist between lands and laws written on paper stipulate individual national sovereignties. But, it should be noted that one of the most important divisions that still exists amongst societies is the concept of “East” and “West.” 

During the past thousands of years of recorded history, the East and West grew side by side yet in clearly different disciplines. Some of these disciplines which are obviously different include religion, culture, values, and traditions. In addition, aesthetic practices such as art, music, and architecture greatly vary. Nevertheless, in the advent of modern technology and the highly increased cooperation between different cultures, the once different East and West are now being continually linked and as globalization reduces lines and erases differences, different people are now finding themselves gradually unified under a single world. Included in this is the propagation of Western literature into non-western countries. On the other hand, this presents a new challenge to educators and disseminators of western thought; how does one teach western literature to non-western students? In relation to this question, the writer wishes to state that the purpose of this paper is to present some answers to questions pertaining 
to how one should teach non-westerners western literature and thought. In addition, the paper will also give out some suggestions on how students may cope with the challenges of having different values from ones which are being taught. 

As stated, people today are finding themselves immersed in a melting pot of 
cultures and beliefs. If one is to present western thought to an Asian or perhaps an Arab, one should consider the philosophical, cultural, and social beliefs of the person. One may say that these differences are evidently hindrances to an effective communication of thoughts. Nevertheless, there are ways on which one can cope up with this. In able to efficiently teach western literature, one should know first the differences between western values and non-western ones. More often than not, literature is not just a means of entertaining the mind but also is an important carrier of cultural and foreign thoughts. To communicate western literature without adequate background knowledge of the ones who are to assimilate the thought may prove to be a barrier. Therefore, let us first take a glimpse of western and non-western values as a whole. 

Western thought and values have very diverse meanings and may pertain to a 
number of disciplines. But, many believe that western values are regarded as values derived from reason. 
It started in Ancient Greece and spread throughout Europe thus considering it of western origins. This movement of thought was mostly started by famous Greek philosophers and utilized reasoning to achieve answers that are sound and moral. 
In later centuries, the way of thought was passed on to the Romans at the time of the Roman Republic and Empire.
During the Middle Ages, it vanished from social consciousness due to the rise of feudalism and the predominance of land and power struggles. 
After the dark ages, western thought was reintroduced in the Renaissance or “rebirth.” 
At this point, western thought has achieved considerable momentum and gained more significance at the passage of time particularly during the Enlightenment, various national revolutions, and Industrial Revolution (What is Western Culture?, 2008). 

As stated, western thought is based on logic and reasoning and adheres to the 
belief that the universe is ruled by laws which man can in fact understand. Moreover, western thought and values teach humanity that free will exists and that we have the choice to commit what is wrong and what is right. Also, it stipulates that we are the highest form of life in this world since we have the ability to utilize reason in judging issues. Western thought and values uplifts individuality and provides the most basic of rights such as right to life, property, freedom, and right to happiness. It protects individuals from the manipulation and abuse of others as well as the state and upholds the sanctity of human life and freedom from oppression (Reisman, 1990). 

 Western values are diverse yet certain key points are discernible. 
Firstly, western values incorporate the right of each and every individual. Aforementioned, the western society upholds man’s basic rights and it is commonly stipulated on most constitutions modeled after the Western ones. Perhaps the epitome of bill of rights is that of the United States’ which states that “No person shall be held to answer for a capital…unless on a presentment or indictment of a grand jury…nor be deprived of life, liberty, or property, without due process of law; nor shall private property be taken for public use, without just compensation” (Fifth Amendment, US Bill of Rights). 

In relation to the basic rights of an individual is the equality of men regardless of race, gender, and wealth. If in the past, slavery was a common practice, today, slavery is condemned as a grave offence to the concept of equality. This is achieved largely by the acts of abolitionists and the intellectual empowerment of the once oppressed people. Pertaining to women, it is also of western origins that the rights of women were advocated. If once, women were regarded as inferior to men and unfit to manage issues deeper than domestic ones, women’s advocacy groups as well as suffragettes helped in achieving an equal status with men. 
And lastly, western values concerning religion can be considered as a product of Christianity and that of Judaism (Langguth, 2003). It can be noticed that in the context of religion, western civilization and thought is the pillar of monotheism.

 Today, Western thought and values is regarded to be the main product of Christianity and directly acts in accordance to the teaching of the said religion. 

Likewise, Islam, which is closely related to Christianity and Judaism, also presents the same thought though it was only at the time of the European recession in the Middle Ages that western thought flourished in Arab countries. Today, Islam countries in the Middle East are now in conflict with most of the West in cases such as those of the Gulf wars. Mostly, Islam is misunderstood and many of their values are deemed unacceptable by the western world (Mazrui). Islamic values commonly regarded as unacceptable involve the use of severe punishments, and the inferiority of women in the social classes. 

With regard to non-western thought and values, there are considerable 
differences. Unlike the universality of Christianity in the West (North America and Europe), Asia (as the East) acts as host to many different cultural and religious groups each possessing their own values and beliefs. Also, like the West, the Eastern countries also tend to base their thought on their religion, and therefore, the religion of an Asian country is the primary determinant of that country’s values. Included as major religious factors in the east are Buddhism (mostly in countries such as Sri Lanka, Thailand, Vietnam), Hinduism (India, Bali), Shinto religion (Japan), Islam (Malaysia, Brunei, Bangladesh), Confucianism (China, Korea), and even Christianity since the Philippines is the only predominantly Christian country in all of Asia. Due to this immense diversity, to define non-western values is difficult since there are profound differences concerning 
religious backgrounds (Langguth, 2003). 

In the rapid economic growth of Asia, most believe that it can be attributed to 
the help of westernization but today, debates are arising from the said issues since most non-western countries especially Asian ones are looking for their true identity. Due to centuries of western colonization, many Asian countries are now facing the question of which values are exclusively non-western. Take for example the Philippines. The Philippines was subjected to 300 years of Spanish colonial rule and this rendered it a Roman Catholic country. Today, Filipino values are mostly rooted in Christian values yet still incorporate certain traditional ones inherited from the early Malay settlers. Moreover, most Asians are known for their deeply rooted close family ties and familial traditions and observe more conservative social norms. For instance, in most Asian schools, there is a sense of seniority among students and many are not allowed to participate if not invited or initiated to by the older ones. Also, family values are of utter importance since the concept of separation and divorce are still not acknowledged universally. Most Asians tend to value the welfare of a group as a whole instead of focusing on individual rights as opposed to that of the westerners. 

And lastly, castes classes are also dominant on some cultures, most notably in India where it varies greatly depending on the time and religion among others (Hart, 1975). 

In summary, western values emphasizes on individual rights and are collectively 
under the influence of fused Christian and Jewish religions. Western values uphold the rights of individuals and are credited for the establishment of equality among people. In contrast, non-western countries, predominantly in Asia have varying values largely attributed to the diversity of its religions depending on the region. Also, years of colonialism has left many non-western countries lasting influences that have become mingled with the local values thus making many values nonexclusive to non-western countries and peoples. 

Now that we are given a concise description and history of western and non-
western values and thought, let us now return to the central question of this paper. If we are to be provided a group of non-western students, how are we to teach them western literature effectively? I do believe that firstly, the cultural barrier should be eliminated not only on the part of the educator and students but also among the students themselves. As stated, many non-western values instigate that young students are to be subjected under the governance of the older ones. They are not allowed to participate if they want to. This presents a problem regarding the learning of the students. In relation to this, the writer states that to overcome this problem certain activities should be conducted wherein all students can participate. Firstly, one must inform the students that in the activities, everyone is allowed to participate and express their own decisions.
 
On the other hand, many are faced with understanding western though contained 
in western literature since students’ values are different from the ones presented on the readings. Therefore, the instructor should encourage students to think outside the box and assure them that the values contained in the topics, however different from their values may be, are accepted nonetheless. If the students are able to grasp the nature of the western values presented, then it will be easier for them to formulate ideas and opinions. 

As a sample activity, the writer suggests that an open discussion should be 
conducted. The educator will present an interesting issue (i.e. women in history and literature, abolition of slavery) so as to catch the attention of the class and have the students express what they think of the issue. It is important that the each and every one understands the issue so that they can all formulate an idea or opinion with regard to it. It should also be made clear that no answer would be considered wrong as long as they are related to the topic being discussed. Also, the teacher should keep the ball rolling and express some insight so as to guide students in their participation. 

Concerning the females and the younger ones of the class (since it is a social norm for many to be under the control of the older ones), the teacher should focus more on them and try to extract opinions from them first. This way, they will learn that they can participate in class even without the permission or initiation of the older ones. Plus, this provides them self-confidence and if this type of activity becomes successful, the younger and female students will learn that they have their own voice and can act on their own. 
Another activity which can initiate class participation is by conducting a debate. First, a debatable issue regarding western values or literature should be presented. 
  • For example, issues such as if Othello’s actions in Shakespeare’s Othello present him as an irrational or a rational man provides two sides for an argument. 
  • Another is if a war has morals or none in Ernest Hemingway’s For Whom the Bell Tolls. 
The educator will present this and allow the students to take their position. Make it clear that no position is exclusively correct or incorrect. Also, grouping and delegating positions is not advisable since this may pressure students to think of something despite the fact that they are assigned to the position opposing their own. By allowing them to choose their own position, students become more inclined to come up with arguments to support 
their positions. This in turn provides everyone the opportunity to participate. Along with debate, brainstorming activities should also be conducted so as to stimulate the minds of the students to interact and provide their own opinions and perception of the matter. 
And lastly, the teacher should also provide the same debatable issues and assign 
the students to write a brief position or argumentative paper. The students should be allowed to choose their own position so that they can write at their own will and not merely forced to come up with a paper. That way, many of the students will look forward to writing since they have the ability to choose their own arguments. Also, the instructions should not be rigid and the essay should be free-flowing. This eliminates the possibility of students being bored by their work if the instructions are confined into ones they have trouble dealing with. After that, the papers should be discussed in class paying particular attention to those written by the younger and female students. But, this should be conducted in a subtle manner so that favoritism or bias does not become grounds for the withdrawal of the other students. Paying attention according to the needs of individual students is enough to show that everyone has his/her own voice in class and that no opinion, as long as relevant and sound, will be considered wrong. 
With regard to the actual teaching of western values, we are confronted with the 
question as to what stories or events can we give to provide highlights on what is being taught. Values such as individual freedom, liberty, opportunity, women’s rights, etc are important factors in western thought and are significant themes in western literature and should be provided with events and stories that will make them memorable thus easier to learn. In relation to this, let us deal with the values one by one. 
Concerning freedom, it should be taught that, as stated, western values give 
emphasis on the individual freedom of men. Therefore, one of the stories which can be noted to give highlight is the cause for abolition of slavery during the 1700s and 1800s. In the aftermath of western exploration of new lands across oceans, the slavery of races once considered inferior came to prominence. It was not until the 1700s and 1800s that the practice was questioned. Prominent abolitionists included Harriet Tubman (ca. 1820 to March 10, 1913), called the Moses of her people, led slaves to their freedom, and Fredrick Douglass who was a great advocate of abolition. Also, one of the prominent Founding Fathers of the United States was Benjamin Franklin. Being moved by the hapless condition of slaves, Franklin became a strong defender of the abolitionist cause. Before his death in 1790, Franklin petitioned the US Congress to abolish slavery on the whole country. Moreover, he stated that slaves are not only to be freed but should also enjoy civil liberties in equality with that of the whites (“Benjamin Franklin: From Slave Owner to Abolitionist” 122). 
Moreover, an event which highlights man’s quest for freedom for all is the American Civil War. The war, which lasted from 1861 to 1865, was prompted by the Confederate (made up of secessionists) and Union (the “free states” under Abraham Lincoln) States’ dispute over the expansion of slavery. In relation to this, the American Civil War stands as a war for the cause of freedom among men and therefore should be included as a highlight for the achievement of freedom for all. Also, an important literary work which should be included in teaching the students western literature connected with freedom and abolition is Harriet Beecher Stowe’s Uncle Tom’s Cabin. A highly controversial novel about slavery, the work is deemed as instrumental in the fall of slavery and is the best selling novel in the 19th century and second only to the Bible (Goldner, 2001). 
On the other hand, the quest for liberty is also one of the key events in western 
thought. Centuries before the late 1700s, almost all of Europe was veiled under the power of absolute monarchs. The known world likewise lay at the hands of their European masters. It was at those times that the Age of Enlightenment came. Such notable people to participate in this movement are David Hume, Edward Gibbon, and Immanuel Kant. In the late 1700s, Kant published an article discussing the state of affairs in countries. He noted that like an immature person, the general public has no voice of its own and are not allowed to participate in national issues. Above them are the clergy and the nobility which both make decisions that eventually affect the whole country. In Kant’s writing, he urged that people should learn to abide by laws but at the same time learn to question these laws. Moreover, he urged that the people should realize that power is in their hands and not in the hands of few (Kant). Kant is only one of the numerous people who helped realize the true ability of a united people. 
In 1789, under the principles of Enlightenment, drastic steps were taken by the French people to overthrow the nobility. A new government was set up and absolute monarchy came to an end. Though the event did not run as smoothly as it was intended to it nevertheless laid the foundations for the dissolution that was to come of most empires and kingdoms. This is known today as the French Revolution and is regarded as a milestone towards achieving a government run by the people for the people. 
Another important event related to the molding of liberty among westerners is 
the establishment of the United States. Since the US is divided into different territories with England holding most of the lands, the American people launched the American Revolution which yielded its liberty from foreign powers. The founding of the US gave way to the creation of the Bill of Rights, which is known today as an advocate of individual rights, and provided the fact that, indeed, a united people can defy even the most formidable of colonizers. 
A significant aspect of Western values which differ from non-western ones is 
the equality that women achieved in western countries. Though most Asian countries nowadays view women as equal or almost equal with men, especially westernized countries such as the Philippines and Japan, many other countries still view them as inferior, particularly Islamic ones and those in South Asia. If one is to present literary works containing empowered women characters, this may be a direct difference from those of the non-westerner’s values and traditions. Therefore, one should present adequate information regarding women and the roles they played in the past as well as the present. 
In the past, the western society, like most societies, perceive women as inferior 
to men. They were not expected to assume a man’s role except in situations which dearly calls for it such as at the moment of widowhood. Society expected women to act as subservient wives and mothers who take care of the family and deviation from this role is considered as unfathomable. But, in these later centuries, more and more women find it unbearable that the ones who produce sons are the ones considered inferior and acted out in able to change this. One of these women is Susan B. Anthony. Susan Anthony (1820-1906) is one of the most important civil rights leaders in the 19th century and is considered as a major influence to woman’s achievement of right to vote (Linder, 2008) in 1920 through the Nineteenth Amendment: “The right of citizens of the United States to vote shall not be denied or abridged by the United States or by any State on account of sex. Congress shall have power to enforce this article by appropriate legislation” (US Bill of Rights). 
Moreover, it should be noted that there is a vast amount of feminist literature 
that can be provided for the students. One work is The Second Sex by Simone de Beauvoir. The Second Sex explores the treatments of women throughout history and establishes the notion that women, as the “other” sex is defined by society as an aberration of the otherwise “normal” gender which is men. “The term ‘female’ is derogatory not because it emphasizes woman’s animalism, but because it imprisons her in her sex; and if this sex seems to man to be contemptible and inimical even in harmless dumb animals” (Beauvoir, 1993). In her discourse, de Beauvoir argues that women in general are often regarded as inferior to men, both physically and mentally, of which in many cases men are incorrect. 

Another work of literature that can be used in class to provide an insight to 
western values regarding women and their subsequent liberation is Kate Chopin’s The Awakening. The Awakening relates the tragic life of Edna Pontellier, a rich Creole in New Orleans. After a vacation in which she had a brief affair with another man, Edna discovered that there is more to life than being a mother, wife, socialite, and property of her husband. After an unsuccessful attempt to reestablish her extramarital affair, she dies while swimming in the beach and her death is often considered as an act of suicide which frees her mind from the confinements of being a woman (Chopin, 1996). 
There are varying degrees to what extent non-westerner’s values regarding 
women are. Some may find literary works such as those presented on this paper as obscene or immoral and therefore, an assessment of the students is necessary so as to avoid offense on the part of the ones which have radically different views. The issue of women’s standing in society is a delicate one and wide differences may occur. But, today in many countries, women are regarded as almost equal with men. Also, East Asians in general are more amicable with the topic since it is no longer much of an issue for them to see women assume the roles of men. And lastly, the actions of women as well as advocate men of the past are now taking its reward as seen in the success of women in almost every aspect of human life. Though some countries still perceive women as unequal with men, the voice of truth regarding women’s capabilities can no longer be ignored. 
Equality for all is one of the Western values. Though there are numerous 
moments when liberty for many is achieved (women’s liberation, the abolition of slavery), equality for all still seems to be unfulfilled. Take for example, the case of the African-American people. Though slavery has been abolished across the nation, it did not hinder the intentions of many, especially whites, to profess their superiority over other races. Many laws and regulation were passed limiting the rights of many. These included the segregation of schools, public establishments, and even prioritization of whites in the simplest of things such as drinking fountains and bus seats. 
In teaching the non-westerners of the people’s right to equality, an instructor 
should strongly consider the story of Rosa Parks. Rosa Parks was a Montgomery 
working-class African-American woman who found her self being arrested after 
refusing to give up her bus seat for a white man in December 1, 1955 (Brinkley, 2005). This outraged the black community of Montgomery and they started a boycott of buses which lasted for a year. Rosa later on became an icon of civil rights and continued to live her life as an advocate of equality. Due to the boycott, the world later laid witness to the rise of the civil rights movement. Perhaps the most important name to surface during this time was that of Martin Luther King, Jr., the Baptist pastor who led the Montgomery bus boycott. Sad to say, the man who peacefully fought for racial equality lost his life in violence. In 1964, King was assassinated while staying at a motel in Memphis. 
And lastly, equal opportunity, as one of the Western values should be included. The west today, particularly the US and other western European countries are 
characterized by their strict adherence to the principle of democracy. In relation to this, they are viewed as lands of opportunity (particularly the US) by many countries. If one is to teach non-westerners the equal opportunity in these countries, democracy and capitalism should be an important topic to be used. As we are all aware, capitalism is characterized by a free market. Due to this, many are given the chance to achieve their financial dreams in contrast to stricter forms of governments such as Communism, where the state owns all businesses, which can now be found in Asian countries such as North Korea, Laos, China, and Vietnam. 
Now that we have presented the key points of Western values in this paper, as 
well as some suggestions of topics that can be utilized in order to create highlights for the values, let us now discuss what writing activities can be conducted to demonstrate Western conventions of thesis and topic statement development. Again, it must be noted that the students of this particular course are not conventional western students. They might have different values, beliefs, and traditions and this may become a hindrance to communicate the thoughts effectively. But, by using particular writing activities and guidelines in writing, these students may be able to write effectively. 
Firstly, the students should know what the topic is all about. Having done so, it 
will be easier for them to create a paper that is apt for the topic. Secondly, the papers should not have too rigid instructions such as too many pages to fill or too many sources to use. Assess the capabilities of the students as well as the context of the topic so as to make it parallel with the length of the paper. The paper should be free-flowing. By having a free-flowing essay, the students will be able to better express their opinions. Sometimes, too rigid instructions provide no space for some new ideas that students can inject on their compositions. 
Moreover, when assigning papers, the educator should see to it that the topics 
presented are interrelated with a certain western literary work. For example, if one is to teach a batch of students about the horrors of war and how it affects society and the value of freedom, the paper should not be assigned as it is. It should be correlated with a literary work which contains the western idea. To make the topic of war interesting, present a novel or a story. Take for example Ernest Hemingway’s For Whom the Bell Tolls; this novel deals with the loss of innocence in war and the reverberations it has on freedom. If one is to discuss the novel thoroughly and assure that the students understand the context, then it is the time to acquire their opinion regarding the matter 
presented. Also, the opinions of the students, as long as sound and relevant should be considered correct since opinions are based on individual persons’ perceptions and thus no exclusive answer exists. Another example is the abolition of slavery. If a teacher wants non-western students to learn about the value of liberty amongst peoples who were once oppressed, he should associate it with a certain literary work which embodies the context of the value. By providing a literary work as a source for the writing activity, the students are given better insight into the issue. This will help them to improve their assimilation of the topic. 
In addition, grammar and the proper use of sentences and figures of speech 
should be noted but not in a very deep manner. If one is to focus more on the grammar rather than on the content of the paper, chances are the student will work more on the grammar and rules of English rather than try to assimilate the western ideas and values being taught. 
In able for the non-western students to do well on literary tests such as the Western AP or IB tests, there are many ways on which one can help. Firstly, the 
teaching strategies of the teacher should be effective right from the start. Reviews, brainstorming activities, and assigning papers will not help much if the students do not understand what is being taught and communicated. Secondly, activities should bring out the interests and participation of the students. However good a teacher might be, it would still be all in vain if the students do not participate due to lack of interest in the subject matter. Also, practice exams should be conducted to get the students familiarized with the exams. There are available manuals and workbooks regarding the exams and using them and keeping updated with the latest examinations may prove to be advantageous. If a weakness in a certain topic or subject is detected on the papers being submitted by the students, reinforce it by conducting reviews. After the review, 
assess the students’ works in able to rule out if there is an improvement or none. Meticulous assessment of the students will greatly help in improving the students’ 
performances and may eventually yield passing grades for student who will take the said examinations. Aside from the mock exams, open discussions can also be conducted wherein students may address their questions and needs to the instructor. Also, this provides an activity where collective learning is possible. Just like brainstorming, discussion and exchange of ideas and opinions are helpful in widening the knowledge of the students. 
Lastly, one must bear in mind that the ability of non-western students to pass 
and succeed in western literary classes lays not only on the instructors but on the 
student themselves as well. As stated, the attention and interest of the students should be acquired so as to expect full participation in class. If students are uninterested, it would be hard for them to study well. Instructors cannot blame students if they are not interested since what is being taught is different from what they believe in. Therefore, it is up to the instructors to make the topics interesting. Also, the instructor should encourage students to think outside the box. By having an open mind, the students will find it easier to understand what is being communicated. The class between teacher and students should be a two-way process. The teacher provides interesting information and the students on the other hand adheres to the requirements of the teacher and participates in class activities. In summary, open-mindedness, genuine interest, and participation are only some of the components which are instrumental for non-western 
students to succeed in Western literary classes. 
In conclusion, education today is not what they were like hundreds of years ago. Today, a student will find scores of courses and hundreds of subjects throughout years of education. If once, the subjects of students were limited to their culture, educators and educational institutions of today are transcending barriers that ones separated one culture’s studies from the of another’s. Due to this, new challenges are facing educators on how to effectively teach a course to students with different values and beliefs. But, there are ways to overcome these challenges and it lays both in the educators’ and learners’ hands to succeed. If ever one of the two is to fail their expected roles, impediments on the learning and assimilating process are surely to occur. Therefore, teaching non-western students western values should be conducted with care and sincerity and cultural barriers must be for a while eliminated so as to create an atmosphere of learning in the classroom thus making non-western student capable of succeeding in a class entirely different from their traditional own. 
 
Works Cited 
  • "Benjamin Franklin: From Slave Owner to Abolitionist." The Journal of Blacks in Higher Education No. 45 (2004): pp.122-124 
  • Brinkley, Douglas. Rosa Parks. New York: Penguin Group, 2005. 
  • Chopin, Kate. The Awakening. Simon & Schuster, 1996. 
  • de Beauvoir, Simone. The Second Sex. Alfred A. Knopf, 1993. 
  • Goldner, Ellen J. "Arguing with Pictures: Race, Class and the Formation of Popular 
  • Abolitionism Through Uncle Tom's Cabin." Journal of American & Comparative Cultures Vol. 24, No. 1-2 (2001): pp.71-84. 
  • Hart, George L. "Early Evidence for Caste in South India." University of California, Berkeley (1975). 
  • Kant, Immanuel. "An Answer to the Question: "What is Enlightenment?"." www.e-text.org.  Abika.com.  28  Jun  2008  <http://www.e-text.org/text/KantAnAnswertotheQuestion-WhatisEnlightenment.pdf>. 
  • Langguth, Gerd. "Asian Values Revisited." Asia Europe Journal (2003): pp.25-42. 
  • Linder, Doug. "Susan B. Anthony: A Biography ." www.law.umkc.edu. 2001. University  of  Missouri,  Kansas  City.  28  Jun  2008 <http://www.law.umkc.edu/faculty/projects/ftrials/anthony/sbabiog.html>. 
  • Mazrui, Ali A. "Islamic and Western Values." www.alhewar.com. 1999. Al-Hewar, Inc.. 28 Jun 2008 <http://www.alhewar.com/AliMazrui.htm>. 
  • Reisman, George. "Education and the Racist Road to Barbarism." Intellectual Activist (1990) 
  • "United States Constitution." www.law.cornell.edu. Cornell University Law School. 28 June,2008 <http://www.law.cornell.edu/constitution/constitution.billofrights.html>. 
  • "What is Western Culture?." www.westerncultureglobal.org. 2007. Western Culture Global. 28 June, 2008 <http://www.westerncultureglobal.org/what-is-western-culture.html>. 

 
 
Appendix 1 
 
 How Does One Teach Western Literature To Non‐Western Students?
First know the differences between western values and non‐western ones
Literature is not just a means of entertaining the mind but also is an important carrier of cultural and foreign thoughts
Brought to you by_ Hye Won Chun & Cheong Ah Kim/ www.thekimchigirls.com 
Slide 5  
 
 
 How Western Culture Formed: Western Thought
y Logic and Reasoning y Free will exists y Choice to commit right and wrong y Highest form of life in this world y Ability to utilize reason in judging issues y Individuality y Rights (such as life, property, freedom and happiness) y Sanctity of human life and freedom from oppression y (Reisman)
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Slide 7 
 
 
 
How Eastern Culture Formed: Religion
y Religion diversity y Religion of an Asian country is the primary determinant of that country’s values
y (Buddhism, Hinduism, Shinto, Confucianism, 
Christianity)
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Slide 10 
 
 
 
 
 
 
Overcoming Eastern Values: Freedom
y Emphasis on individual freedom of men y (eg. Abolition of slavery during 1700~1800s, American Civil War)
Brought to you by_ Hye Won Chun & Cheong Ah Kim/ www.thekimchigirls.com 
Slide 16 
 
 
 
Overcoming Eastern Values: Feminism
y In Presenting literary works containing 
empowered women: 
y There is a direct difference from those of nonwesterner’s values and traditions
y Solution:
y One should present adequate information 
regarding women and the roles they played in the past and present
Brought to you by_ Hye Won Chun & Cheong Ah Kim/ www.thekimchigirls.com 
Slide 18  
 
 
Overcoming Eastern Values: Feminism
y Introducing values of women in the West:
y The past : perceive women as inferior to men y Susan B. Anthony y Feminist Literature y The Second Sex by Simone de Beauvoir y The Awakening by Kate Chopin
Brought to you by_ Hye Won Chun & Cheong Ah Kim/ www.thekimchigirls.com 
Slide 19 
 
 
Overcoming Eastern Values: Feminism
y Values of women in the East:
y There are varying degrees to what non‐
westerner’s values regard women
y The issues of women’s standing in society is 
delicate one and differences may occur
y But, East Asians in general are more amicable with the topic today
Brought to you by_ Hye Won Chun & Cheong Ah Kim/ www.thekimchigirls.com 
Slide 20  
 
 
Overcoming Eastern Values: Equality
y Equality for all is one of the Western values : still seems to be unfulfilled
y In teaching non‐westerner’s of the people’s right to equality, consider the story of:
y Rosa Parks y Marin Luther King, Jr. y Equal Opportunity/ Principles of Democracy
Brought to you by_ Hye Won Chun & Cheong Ah Kim/ www.thekimchigirls.com 
#2. Let Students Participate
Inform that everyone is allowed to participate and 
express their own decisions
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Slide 21  Slide 22 
 
 
 
#5. Conduct Debate
‐Topics regarding western values
‐No position is exclusively correct or incorrect
‐Do not group or delegate positions
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Slide 25 
 
 
 
More on.. Conducting Writing Activities 
y Writing activities to demonstrate Western conventions of thesis and topic statement development 
y Remember: these students are not conventional 
western students
y But by using particular writing activities and guidelines in writing, these students maybe able to write effectively
Brought to you by_ Hye Won Chun & Cheong Ah Kim/ www.thekimchigirls.com
Slide 28 
 
 
 
#8. Preparing for AP and IB Tests
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Slide 31 
 
 Guidelines in Teaching Western Literature to non‐Western Students : Preparing for AP or IB Tests
y#1: 
The teaching strategies should be effective right from the start
y Reviews, brainstorming activities, and assigning papers will not help much if the students do not understand what is being taught and communicated 
Brought to you by_ Hye Won Chun & Cheong Ah Kim/ www.thekimchigirls.com
Slide 32  
 
 
Guidelines in Teaching Western Literature to non‐Western Students : Preparing for AP or IB Tests
y#3: 
Practice Exams 
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Slide 34 
 
 
 
Guidelines in Teaching Western Literature to non‐Western Students : Preparing for AP or IB Tests
y#6:
Open discussion
‐Provide an activity where collective learning is possible 
Brought to you by_ Hye Won Chun & Cheong Ah Kim/ www.thekimchigirls.com 
Slide 37 
 
 
 
Conclusion
y Teaching non‐western students western values should be conducted with care and sincerity and cultural barriers must be for a while eliminated so as to create an atmosphere of learning in the classroom thus making non‐western student capable of succeeding in a class entirely different from their traditional own. 
Brought to you by_ Hye Won Chun & Cheong Ah Kim/ www.thekimchigirls.com 
Slide 39  
 
Bibliography
y "Benjamin Franklin: From Slave Owner to Abolitionist." The Jour nal of Blacks in Higher Education No. 45 (2004)
y Brinkley, Douglas. Rosa Parks. New York: Penguin Group, 2005.
y Chopin, Kate. The Awakening. Simon & Schuster, 1996. y de Beauvoir, Simone. The Second Sex. Alfred A. Knopf, 1993.
y Goldner, Ellen J. "Arguing with Pictures: Race, Class and the For mation of Popular Abolitionism Through Uncle Tom's Cabin." Jo urnal of American & Comparative Cultures Vol. 24, No. 1‐2 (2001)
y Hart, George L. "Early Evidence for Caste in South India." Univer sity of California, Berkeley.
y Kant, Immanuel. "An Answer to the Question: "What is Enlightenment?"." www.e‐text.org. Abika.com. 28 June 2008 <http://www.e‐text.org/text/Kant‐AnAnswertotheQuestion‐WhatisEnlighte nment.pdf>.
Brought to you by_ Hye Won Chun & Cheong Ah Kim/ www.thekimchigirls.com
Slide 40 
 
y Langguth, Gerd. "Asian Values Revisited." Asia Europe Journal (2003) y Linder, Doug. "Susan B. Anthony: A Biography ." www.law.umkc.edu. 2001. Uni versity of Missouri, Kansas City. 28 June 2008 <http://www.law.umkc.edu/facul ty/projects/ftrials/anthony/sbabiog.html>.
y Mazrui, Ali A. "Islamic and Western Values." www.alhewar.com. 1999. Al‐Hewa
Slide 41  r, Inc.. 28 June 2008 <http://www.alhewar.com/AliMazrui.htm>.  
y Reisman, George. "Education and the Racist Road to Barbarism." Intellectual Activist (1990)
y "United States Constitution." www.law.cornell.edu. Cornell University Law Sch ool. 28 June 2008 <http://www.law.cornell.edu/constitution/constitution.billof rights.html>.

y "What is Western Culture?." www.westerncultureglobal.org. 2007. Western Cul ture Global. 28 June 2008 <http://www.westerncultureglobal.org/what‐is‐west ern‐culture.html>.
y Kaplan, R. B. Cultural thought patterns in intercultural education. Language L
earning 16, 1‐20. 1966
Brought to you by_ Hye Won Chun & Cheong Ah Kim/ www.thekimchigirls.com  
 
 

2022/11/27

How to Read the Bible as Literature: . . . and Get More Out of It eBook : Ryken, Leland

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Leland Ryken

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Leland Ryken (PhD, University of Oregon) is professor of English at Wheaton College in Illinois, where he has twice received the teacher of the year award.

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Why the Good Book Is a Great Read If you want to rightly understand the Bible, you must begin by recognizing what it is: a composite of literary styles. It is meant to be read, not just interpreted. The Bible's truths are embedded like jewels in the rich strata of story and poetry, metaphor and proverb, parable and letter, satire and symbolism. Paying attention to the literary form of a passage will help you understand the meaning and truth of that passage. How to Read the Bible as Literature takes you through the various literary forms used by the biblical authors. This book will help you read the Bible with renewed appreciation and excitement and gain a more profound grasp of its truths. Designed for maximum clarity and usefulness, How to Read the Bible as Literature includes * sidebar captions to enhance organization * wide margins ideal for note taking * suggestions for further reading * 

appendix: 'The Allegorical Nature of the Parables' * indexes of persons and subjects --This text refers to the paperback edition.


About the Author


Leland Ryken (PhD, University of Oregon) is professor of English at Wheaton College in Illinois, where he has twice received the teacher of the year award.--This text refers to the paperback edition.

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Page numbers source ISBN ‏ : ‎ 0310390214Best Sellers Rank: 467,902 in Kindle Store (See Top 100 in Kindle Store)110 in Christian Bible Handbooks
125 in Christian Literature & the Arts
380 in Christian Bible Study (Kindle Store)Customer Reviews:
4.7 out of 5 stars 182 ratings


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dwb
5.0 out of 5 stars Excellent work!Reviewed in Canada 🇨🇦 on 20 August 2020
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Thorough, relevant and helpful to any student of the Bible but especially to a Bible teacher (church or academic level)
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SKumar
5.0 out of 5 stars A good reference guideReviewed in India 🇮🇳 on 9 September 2017
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All entries are properly explained. Reading it is an enjoyable experience.
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Mel Landers
5.0 out of 5 stars Starting a ClimbReviewed in the United States 🇺🇸 on 8 August 2020
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As a former English major, I've always been fascinated by the literary style of the Bible. While I appreciate much of the religious teaching that comes from the Bible, I've often wondered at how I could study the Bible as a literary text. This book is more of an introduction that helps to get a foothold in that direction, but it's an excellent foothold. I'm quite excited to check out the resources of other scholars to see what they say. The Bible has such an excellent way of communicating its ideas in such a vivid way.

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InHisHand
5.0 out of 5 stars Remembering that Holy Literature Was Crafted by Master ArtisansReviewed in the United States 🇺🇸 on 11 October 2012
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This book was shocking! Some years ago when I first picked it up, it admonished me, a Bible believing evangelical, to read holy Scriptures in a manner I had never contemplated doing so before: as literature written by master word-artisans from other centuries.

For many the above admonishment may be old hat, but for me it was like a lightning strike and quite revolutionary in my thinking. At first I considered that the thought might even be blasphemous. But Ryken opened a whole world of explanations for why the narratives, poetry, and letters contain the elements they do.

Far from eroding my faith in the Word this book most strongly bolstered it. Finally I understood that Hebrew poetry (the Psalms and Proverbs for example) were not doctrinal dictates with apparent contradictions that seemed to need to be reconciled but were to be understood as emotive outpourings filled with hyperbole, imagery, lies that we tell ourselves, and sarcastic commentaries on then-contemporary society and about the way believers live in society, all in an effort to reflect back to us what is in our hearts as opposed to what God would want our hearts to be. In other words, Hebrew poetry functions much as Western poetry does. It is a mistake to read Hebrew poetry as a literal study in doctrine.

Ryken takes pains to examine every major literary genre in the Bible and illustrate how that genre should be generally read for understanding. The goal is to gain the meaning that the original author intended to convey using the styles and literary tools available to him at the time.

Many of the narratives were crafted to be timeless and engrossing stories about historical events. They were not like Western news accounts that slavishly and almost thoughtlessly repeat details without attention to symbolism or major or minor impacts. These story telling historians generated artful explanations of past events that emphasized certain highlights and deemphasized others. Those master writers crafted some of the narratives like modern mystery stories, not bothering to explain the morality implications of every decision of the characters but using seemingly irrelevant or disconnected scenes and events to point the reader to stunning conclusions about God's view of human behaviors. When reading one must always ask, "Why did a master story teller include that; what did he want to story to gain with that purposeful addition?"

Certainly I do not agree with every small assertion in Ryken's book, but I found the book overall to be an excellent kick-start to understanding the human skill and human intent of the biblical authors. Obviously these men were inerrantly inspired by the Holy Spirit, but just as with us, He employs the human mind and heart to accomplish His ends.

This book is faith building and instructive. It reminds us of truths we long since have forgotten to teach in the church.
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Gary Glover
5.0 out of 5 stars One of the best books I have read.Reviewed in the United States 🇺🇸 on 22 August 2021
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I have read this book two or three times in the last six years and have thoroughly annotated my copy. I only suggest you read chapter 12 (the lastchapter) first. It makes the rest of the book more comprehensible.

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How to Read the Bible for All Its Worth: Fourth Edition: Fee, Gordon D., Stuart, Douglas: 9780310517825: Amazon.com: Books

How to Read the Bible for All Its Worth: Fourth Edition: Fee, Gordon D., Stuart, Douglas: 9780310517825: Amazon.com: Books

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How to Read the Bible for All Its Worth: Fourth Edition
by Gordon D. Fee and Douglas Stuart | Sold by: HarperCollins Publishing (AU) | 24 June 2014
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How to Read the Bible for All Its Worth, Fourth Edition
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06-08-2018
Very enjoyable
This is a set of lectures based on the book of the same name. It takes the ideas of the book and condenses each topic. The lecturers are very knowledgeable and are good presenters.

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How to Read the Bible for All Its Worth: Fourth Edition Paperback – June 24, 2014
by Gordon D. Fee (Author), Douglas Stuart (Author)
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Get the most out of your Bible.

In clear, simple language, How to Read the Bible for All Its Worth helps you accurately understand the different parts of the Bible—their meaning for ancient audiences and their implications for you today—so you can uncover the inexhaustible wealth of God's Word.

More than three quarters of a million people have turned to How to Read the Bible for All Its Worth to inform their reading of the Bible. This fourth edition features revisions that keep pace with current scholarship, resources, and culture. Changes include:Updated language for better readability.
Scripture references now appear only in brackets at the end of a sentence or paragraph for ease of reading.
A new authors' preface.
Redesigned and updated diagrams.
Updated list of recommended commentaries and resources.



Used all around the world, this Bible resource covers everything from how to choose a good translation to how to understand the different genres of biblical writing.

Understanding the Bible isn't just for the few, the gifted, and the scholarly. The Bible is meant to be read and comprehended by everyone from casual readers to seminary students. Even a few essential insights into the Bible can clear up a lot of misconceptions and help you grasp the meaning of Scripture and its application to your twenty-first-century life.
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From the Publisher

"A practical approach to Bible study in an easy-to-understand style." -Bookstore Journal


What makes this book different from other "understanding the Bible" books?

A strong focus on the vital differences in genres within the Bible and how to read and understand each genre differently.
Not just guidelines for studying the Bible, but practices to help you appreciate simply reading the Bible.
The authors, Gordon D. Fee and Douglas Stuart, are two experienced seminary professors who strongly believe in understanding, obeying, and applying biblical text as carefully as possible.
Attention is given to both exegesis and hermeneutics to help you understand the original textual meaning and also what it means for us today. You will be given practical guidelines for learning to ask the right questions.





How to Read the Bible Book by BookHow to Read the Bible through the Jesus LensHow to Read the Bible as LiteratureHow to Preach and Teach the Old Testament for All Its WorthHow to Choose a Translation for All Its WorthHow to Read the Bible Pack, Second Edition
Content A guided tour from Genesis through Revelation A guide to Christ-focused reading of Scripture Why the Good Book is a great read Learn how to teach the depth of the Old Testament in your sermons A guide to understanding and using Bible versions How to Read the Bible for All Its Worth and five companion books
Authors Gordon D. Fee and Douglas Stuart Michael Williams Leland Ryken Christopher J.H. Wright Gordon D. Fee and Mark L. Strauss Gordon D. Fee, Douglas Stuart, Christopher J.H. Wright, Mark L. Strauss, Michael Williams, Leland Ryken
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Editorial Reviews

About the Author


Gordon D. Fee (PhD, University of Southern California) is Professor Emeritus of New Testament Studies at Regent College, Vancouver, British Columbia.

Douglas Stuart is Professor of Old Testament and Chair of the Division of Biblical Studies at Gordon-Conwell Theological Seminary. He holds the B.A. and Ph.D. from Harvard University. Among his earlier writings are Studies in Early Hebrew Meter, Old Testament Exegesis: A Primer for Students and Pastors,and Favorite Old Testament Passages.


Product details
ASIN ‏ : ‎ 0310517826
Publisher ‏ : ‎ Zondervan Academic; Fourth edition (June 24, 2014)
Language ‏ : ‎ English
Paperback ‏ : ‎ 304 pages
ISBN-10 ‏ : ‎ 9780310517825
ISBN-13 ‏ : ‎ 978-0310517825
Item Weight ‏ : ‎ 14.7 ounces
Dimensions ‏ : ‎ 5.25 x 0.75 x 8 inchesBest Sellers Rank: #19,645 in Books (See Top 100 in Books)#6 in Christian Bible Exegesis & Hermeneutics
#45 in Christian Bible Study Guides (Books)
#255 in Christian Spiritual Growth (Books)Customer Reviews:
4.7 out of 5 stars 2,112 ratings

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old testament fee and stuart holy spirit read the bible new testament biblical interpretation highly recommend gods word must read great book testament law fourth edition gordon fee easy to understand kingdom of god even though historical context exegesis and hermeneutics easy read years ago

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Top reviews from the United States
gb93433
5.0 out of 5 stars This is one of the two best books available
Reviewed in the United States on October 31, 2022
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I would suggest that How to Read The Bible For All It's Worth by Fee and Stuart and Grasping God's Word, Fourth Edition: A Hands-On Approach to Reading, Interpreting,
and Applying the Bible by J. Scott Duvall, and J. Daniel Hays are the two best books available today. 

However no book will work unless the people who read them continually practice what those books teach. Hermeneutics is something that must be practiced or it will soon be forgotten. I have been teaching hermeneutics in the church since 1996 and have seen many good results when people begin to understand how they interpret on a daily basis and how many of those same principles apply to the Bible.
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Richard Smith
4.0 out of 5 stars A bargain at $3.95 if you want to better understand your Bible!
Reviewed in the United States on July 22, 2014
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The Kindle formatting could be a bit better especially with graphs and examples, but that may be why the price is only $3.95! 

A super bargain in my book!:) (Update 11/21/14 - based on the book preview, the formating has been fixed, but now the price is up to $12.99 - still reasonable for the most Biblically sound, while not overly academic, book on hermeneutics.)

In summary, Fee and Stuart book serves as a bridge between academics and lay people on the subject of understanding and applying scripture. Because of the excellent structure of the book, people can read the book with Fee and Stuart's opinions, and then form their own ideas. The breath of their knowledge will definitely help one interact with the Bible better.

Ok first the facts: my seminary professor forced me to do a book critique on this book. At first I hated it, especially because I had the third edition. I took my teacher to task three times and had to stop reading the third edition. Then-hooray-I found out the fourth edition was published and even though the content isn't all that different; at least I didn't have to deal with ten year old scholarship and the TNIV notations. I made it through the first three chapters, and it was mostly clear sailing after then!:) This book is a book on hermeneutics (understanding what scriptures meant back then and applying it correctly to your life) of the various types of writing types found in the Bible so that people can understand their Bibles better in their devotional and study times. This book bridges the gap between scholarly hermeneutics textbooks and the general public. While it is tough to wade through at times, it is probably the best popular hermeneutics book, because of its easy chapter structure.The book would be best for people who have tried to understand the Scriptures but need some extra help. The best idea in the book is to read books of the Bible in one sitting. A close second is to consider whether the type of literature one is reading can be applied in one's life. The best advice I can give is for your first reading of this book, skip the sections that attack doctrines that you hold dear and move on so you can learn from their scholarly opinions.
The outline: Bible study starts with a good Bible translation uses the latest scholarship, is egalitarian, and uses the best Hebrew and Greek manuscripts like the NIV or NRSV. Read a book through a few times, then break it into sections and paragraphs for concentrated study. A passage should generally mean what it did to the original hearer; unless it is prophecy, and then it can be forward-looking as well. Some culturally-relative things that applied then are not useful now.
The Epistles are generally letters that arise from a certain event. Old Testament narratives are non-allegorical and written on three levels: the universal plan of God, the covenant formed with Israel, and the individual narratives. Acts is a mostly non-normative story of the Holy Spirit-led mission to the Gentiles that shows the practice of the Early Church. In the four Gospels, Jesus used parables, metaphors, similes, and proverbs in different contexts to teach people things, especially about the "already here, but not yet" Kingdom of God. The key to understanding parables is to identify who the audience was and what they would have understood from it. These can be translated into culturally relevant language, to get an equivalent response. Old Testament laws and covenants are important because of their relationship between God and Israel, while only those commandments repeated in the New Testament (like the Ten Commandments and morality codes) apply to Christians. The Prophets were sent to specific people at a specific time, to usually warn Israelites when they were not following God's Law revealed to Moses. Psalms are different types of generally metaphorical poetic songs of worship from humanity to God that can be used today in similar situations. Read the books of Wisdom Literature in full to find theological truth. Revelation is an apocalyptic warning to Christians for a future time grounded in Old Testament imagery.

Doctrines this writer thought might in error included Stuart and Fee's biases toward the anti-properity/health Gospel, egalitarianism, and the NIV Bible. I believe in a God who is my Shepherd and I shall not want, and wants me to have good things. I can figure out when "humanity/women is/are in view" and I'd rather have the original pronouns. Everyone has a favorite translation- mine is the NKJV- I think the Greek textus receptus is better with about a thousand similar books compared to the three very early but contradictory books of the critical text. Some rules, like "personal applications of the scriptures must have occurred to the original hearers," and no "proof texting," without considering a whole chapter, book and /or Bible theology, reduce chances of a scripture getting misinterpreted. But, they seem arbitrary. Personal revelation is discounted while plain meaning is trumpeted to rightly guard against misinterpretation. But scripture (Deut. 29:29, Ps 25:14, Eph. 3:5, 1 Cor. 2:10) indicates that there is personal revelation and the Holy Spirit isn't limited to teaching the original plain meaning. Fee and Stuart make good points about how people emphasize certain scriptures and not others, especially in 1 Corinthians. But they have their own opinions about scriptural verses, like the story of the rich man going through the eye of a needle, which many others, including Jews by birth, would dispute.

To understand their biases here's a quick biography on them both: Dr. Gordon Fee received his Ph.D. in New Testament Studies from the University of Southern California. Fee taught at Wheaton College and Gordon-Conwell Theological Seminary and is at Regent now. Fee is an ordained Assemblies of God minister and pastored several churches. He is a member of the "Board of Reference" for "Christians for Biblical Equality." Fee has published more than 15 books, including many New Testament Commentaries like Philippians, 1 Corinthians, 1 and 2 Timothy and 1 and 2 Thessalonians. Fee is the retiring editor of the New International Commentary on the New Testament. In 1985 Fee wrote the book The Disease of the Health and Wealth Gospels. Fee is a member of the Committee on Bible Translation, which produces the New International Version Bible (NIV). Douglas Stuart is the current Old Testament Professor at Gordon-Conwell, an independent evangelical seminary. He is the Senior Pastor of Linebrook Church, an independent church, where he describes himself as a conservative Baptist minister. He has written Old Testament Commentaries on Hosea, Ezekiel, Malachi, and Jonah, a book on Old Testament exegesis and many articles for popular Christian and Hebrew magazines. He is active in the Evangelical Theological Society.
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73 people found this helpful
Robert A., Philadelphia, PA
5.0 out of 5 stars A must read for anyone wanting to seriously study the Bible.
Reviewed in the United States on November 7, 2022
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Explains the history of translating ancient texts and the rules involved.
Explains the best way to study the Bible to really understand what it says and how to check your understanding.

DM
4.0 out of 5 stars A book with depth
Reviewed in the United States on March 22, 2022
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I listen to this book on audible so I would have to say that it would be much better to read an actual copy because it is a very dense book with a lot of detailed material. It would’ve been easier to “see” what I was reading and therefore we read paragraphs if needed. I would recommend this book, but in hardcover
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M. May
5.0 out of 5 stars reading aid
Reviewed in the United States on July 14, 2022
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recommended by a friend, good reference material
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LBR
4.0 out of 5 stars An excellent book for those who already have a reasonable grounding in Christian theology
Reviewed in the United Kingdom on January 8, 2019
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An excellent book for those who already have a reasonable grounding in Christian theology but who wish to enrich their Bible study

The book is well structured. It sets out how to undertake Exegesis (discover the original, intended meaning of the Bible to those it was originally written for) and Hermeneutics (how to apply that meaning to contemporary situations). It is split into themes with separate chapters on how to read the Gospels, the History, Law, Acts, the Epistles etc. I did find it hard to hold all the guidance together in my head and needed to take notes as I read the book.

The book is not for a beginner. I have attempted to read this book 3 times over the last 3-4 years (I had a previous older edition) and this was the first time I succeeded. My grounding was too limited when I first started (re)exploring Christianity and the book was too dense for me at that stage. Returning to it a few years down the line, however, was deeply enriching.
12 people found this helpful
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samantha
5.0 out of 5 stars Really helps you to learn to read the bible more independently
Reviewed in the United Kingdom on May 19, 2016
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This is a fantastic guide to how to read the bible both old and New Testament. Probably not for beginners but people who want to be able to read and analyse the bible on their own in conjunction with commentaries it teaches you what you need to know in order to be able to study the bible more independently. It goes through the different genres in the bible, law, poetry,meters,mparables etc and how we need to approach each genre differently and I found that particularly helpful. Everyone I have spoken to who has read this book from friends to ministers has been full of praise for it. The authors also wrote the less well known "how to read the bible book by book" which I am going to try next.
19 people found this helpful
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Ger the bear
5.0 out of 5 stars Brilliant book
Reviewed in the United Kingdom on December 14, 2021
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I bought this because it was on a recommended reading list for a theological course I am taking. It’s a great book, easy to read and very informative. I wish I had found it thirty years ago. I can’t recommend it enough. If you have any interest in the Bible you need this book!
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Amazon Customer
5.0 out of 5 stars A classic
Reviewed in the United Kingdom on June 19, 2015
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A great book. I read the first edition years ago and it was a great help. The authors are scholarly teachers but have the gift of explaining concepts rigorously yet simply. The first chapters on translations, historical distance etc. are so helpful, and the grouping of different types of book and how to interpret them are outstanding. Few people have the gift of explaining deep concepts in a simple way. These guys have that gift. As I said, a great book.
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hapax
5.0 out of 5 stars Good for teaching the skills for exegesis.
Reviewed in the United Kingdom on November 7, 2018
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Good for teaching the proper skills of exegesis. Too many people think that bible interpretation is a matter of personal understanding instead of a science guided by the Holy Spirit.
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