Hymns To Remember

hymns & psalmsI was chatting with a new worship leader recently who didn’t know any hymns, so I decided to make a quick list of some of my favorites (in alphabetical order, not order of favoriteness). There are multiple versions of each hymn on youtube; I picked the particular videos I linked to somewhat at random.

If you’re a worship leader and don’t know any of these, you should add them to your repertoire. You’ll be amazed at how useful they can be. And if you search for “contemporary arrangement of [name of hymn]” you’ll find good resources for making them sound fresh.

You can find chord charts for most of these at Indelible Grace Music’s online hymn book.

For an interesting list of the most popular hymns of all time, check out The Hymns That Keep On Going.

One Of The Most Revolutionary Thoughts I Have Read

Papyrus in Greek regarding tax issues (3rd ca. BC.)It doesn’t happen too often, but every once in a while I become aware of some new piece of data that explodes what I think I know about some area I’m interested in. New Testament scholar (and fellow Pentecostal) Larry Hurtado just dropped a bomb on me.

In his blog post How Long Were Manuscripts Used? he mentions something that had never occurred to me before. Not even a little bit.

One matter Houston addresses is how long manuscripts appear to have been in use. On the basis of manuscripts from Oxyrhynchus and from Herculaneum in particular, Houston notes numerous examples of manuscripts discarded when they were ca. 2–3 centuries old. Overall, he judges that the evidence indicates “a useful life of between one hundred and two hundred years for a majority of the volumes, with a significant minority lasting two hundred years or more” (p. 251). And, as he notes, the evidence from Qumran leads to a similar view.

This is of potential relevance for questions about the transmission of early Christian texts, especially those that became part of the NT. If early copies were intact for something approaching a century or more, then this could be a factor against notions that these texts were highly unstable and susceptible to major revision in the course of transmission. But we might adjust our thinking to allow for an earlier wearing-out of NT manuscripts through greater frequency of usage. OK. Let’s suppose that early manuscripts of NT writings typically wore out sooner: twice as fast (ca. 50–75 years)? That still means that the manuscripts from which copies were made remained available for potential checking for a fair period of time.

This probably means nothing to most of you, but this is huge if you’re interested in the textual reliability of the New Testament. This is surprising and strong evidence in the “Bible is reliable” column. Check out his comments section where Dr. Hurtado unpacks this a bit more.

Something Dr. Hurtado does not mention is that this makes it plausible that our earliest papyrus fragments (such as P52 or one of the handful of others from the mid-second century) might actually be direct copies from the autograph or only one generation removed. It’s impossible to know, of course. But the mere fact that we can even think it plausible is mind-boggling.

Dr. Hurtado got this data from UNC’s George W. Houston in his article “Papyrological Evidence for Book Collections and Libraries in the Roman Empire,” in Ancient Literacies: The Culture of Reading in Greece and Rome, ed. William A. Johnson and Holt N. Parker (Oxford/New York: Oxford University Press, 2009), 233–67.

Commentary Review: Blomberg & Kamell on James

I recently received a review copy of the Zondervan Exegetical Commentary on James by Craig Blomberg and Mariam Kamell.

I was particularly excited to receive this book for two reasons:

So here’s my take on the commentary:

  1. It’s nice and short. This is a plus, not a minus. Too many commentaries today run to the thousands of pages. This volume is long enough to helpfully explain puzzling aspects of the text without being so massive that the central message gets lost.
  2. It pays attention to usability. For example: the commentary on each verse is preceded by a bolded English translation of the verse followed by the Greek text. Contrast this with most commentaries that seem to assume you’ve got three or four books open on your desk (or windows on your monitor) at once (view the explanation of James 1:2 to see what I mean).
  3. It keeps you oriented. Every section begins with an outline of the surrounding text and an extraordinarily clear grammatical outline that makes the author’s argument clear. You can see a sample page at Google Books (click that link — seriously).
  4. The commentary ends with a very helpful summary of the overall theology of the book of James — something I wish more commentaries did. The discipline of Biblical theology would be much richer if that were the case.
  5. It uses footnotes. Yay!
  6. I dug into some of the more puzzling verses in James and thought that Blomberg & Kamell explained them with clarity and wisdom. Disclaimer: I have not read this commentary all the way through.

Overall, I recommend this commentary if you need to preach or teach on James anytime soon and urge you to look carefully at the other volumes in the series as reviews on them become available (the linked website — bestcommentaries.com — is, in my opinion, the best place to begin searching for a commentary).

Thanks for the freebie, Zondervan! I would have told the truth if your commentary was lackluster, but I am delighted to report that this is a solid exposition of the book of James.

How To Get Better Grades In Physics

Enrico Fermi (1901-1954)Ben Shank is a Ph.D. candidate in physics at Stanford, where he also serves as a teaching assistant (TA) for an undergrad physics course. At our recent Thanksgiving party he began rattling off advice to one of our students on how to get better grades in physics (or almost any technical course). Said student was amazed and beseeched Ben to make this information more publicly available, and so he typed it up and sent it to our Chi Alpha email list.

With Ben’s permission, I also share it below (emphasis is mine):

  1. From the first day of class, sit in the front of the room toward the center. At least one study has shown that students who sit in the front are 2–3 times more likely to get an A and 6 times less likely to fail than students sitting in the back even when seats are randomly assigned on the first day of class. We can debate why this is so all day, but it is so, so take advantage of it. (By ‘the front’ i mean the first ten or so rows of Hewlett 200.)
  2. Be sure to get plenty of sleep the two nights before the exam. Of all the bad conditions you could be in going into a physics test, being tired is probably the worst one that is legal. Studies indicate that the second night before the test is even more important than the night immediately before. A clear, thinking, creative mind is your single greatest asset for any physics you might encounter. If you have been keeping up with the class, getting two full nights of sleep is probably more important than any amount of studying you might do during those two days.
  3. That said you will probably want to do some studying. If you haven’t already, I highly recommend finding someone else in the class to study with. Go over problems together. Go into the later problems in each chapter and pick some that you’re not sure you can both do. Taking an exam well is very similar to teaching the grader how to do the problems, so even if you are teaching a friend how to do something you already know, you are preparing for the test. If you both (or all) get stuck on something, contact a TA.
  4. Read every problem at the beginning of the test. Your mind will continue to process problems you are not looking at, provided it is awake. (See Tip 2) Studies show that you are best served loading all the questions into your brain at the start to give yourself maximum time to contemplate. If you get really stuck on a problem, leave plenty of space and move on. Odds are you’ll have better insight when you come back to it.
  5. DON’T PANIC. Attempt every question. This sounds really obvious, but we occasionally get blue books that have a few scribbles labeled ‘Problem 1’ and nothing else. As best we can tell, these students are looking at the first question, panicking and staring blankly at the paper for forty-five minutes or just walking out. This is something worth practicing to avoid. If you find yourself in a panic: stop, look away from the paper while slowly counting to ten. If you are feeling calm, you can go back and draw a diagram or write down some possibly relevant equations. If you start panicking again, repeat Steps 1 and 2. If you are not feeling calm, turn a couple pages and start the next question. Things will look better when you come back to this one. Trust me.
  6. Now for a few tips on getting the most [points] out of your graders. Grading a midterm takes 4–5 hours. As much as we try to assess each of you according to all the knowledge of physics you demonstrated, we are going to get tired and eventually parts of our brains are going to go on autopilot. If your answers are in clearly marked boxes (preferably near the left side of the page) and they are right, there is a reduced chance of any error in your work being marked off. If an answer is wrong, but it’s in a box near the left side of the page immediately below the work that produced it, then it is very easy for us to find the one little error and give you most of the points. I know having all the answers in one box at the bottom of the page feels concise, but if one of them is wrong we have no idea where on the page to look for the mistake. On a related note, it is better if you work one part of a problem and then work the next one below it. Believe it or not, grad students can get confused if part c is to the right of part b instead of below it. It’s silly, but after a few hours of grading that’s the way we are, so you might as well not let it hurt you. As a general rule, each line on the page should only have one equation or statement on it. (pictures excluded) You may use up more pages that way, but there’s no shortage of blue books.
  7. Whenever possible, draw a picture. Not only will it help you think, but it also helps us know what you were thinking. If you are not absolutely confident in your solution, a minute spent drawing a decent picture is probably worth it in terms of partial credit. Too often I’ve suspected a student knew more than their answer indicated, but they didn’t leave a good record of their thought process so I couldn’t grant partial credit. And that makes me sad. (Organizing graphics are also great antidotes to panic, see Tip 5.)
  8. When you get an answer, check that it makes sense. Negative lengths and times are often indicators that you’ve made a mistake, as are e.g. megaCoulomb charges and kiloAmp currents. If this happens to you, go look for the error and fix it. If you can’t find it, let us know that you don’t like the answer and why. One of the easiest ways to tell that someone is lost is if they give you a non-physical answer and don’t blink. As a physicist, it is much easier to grade leniently if a student indicates that they understand why the result of their calculation can’t be right. If nothing else, the grading rubric often has a point designated just for having a result that could be true. You’ll at least get that.
  9. It is well known that having good handwriting improves the attitude of those grading your exam. What is less well known is that having tiny handwriting can hurt you. Often what is perfectly legible to you while you are curled up with your nose 12 inches from the paper makes our eyes hurt after the third or fourth hour of grading. Obviously this vastly reduces the incentive to hunt for that tiny little math error you made in part a. This is not a small matter. I, for one, tend to get a migraine when I bend over small text for too long. So imagine a three hour migraine and then gauge the incentive to just mark you off so I can stop looking at your paper. Find a test that you have taken recently. If you (or better, a friend) can’t clearly read your text at arm’s length, you might consider consciously writing larger on all tests from now on. Grading fatigue isn’t limited to physics TAs.

And that’s what Ben has to say about that. Hope it helps you out as finals draw nigh.

the NIV reloaded

Bible Study 2I sent an email to my students and it occurred to me that it might be of more general interest:

Chi Alphans,

You might be interested to know that the NIV translation of the Bible has been revised. You can’t buy it in stores yet, but it is available online at biblegateway.com

I think you’ll find the translator’s notes interesting. They include a section on language and gender and also have a list of key passages that have changed in the newest translation. http://www.biblegateway.com/niv/Translators-Notes.pdf

And while I’m on the subject of new releases of the Bible (which is a weird sentence), I should mention that there is a new, academically legit compilation of the Greek New Testament available at http://sblgnt.com/

Finally, remember that every translation optimizes some things at the expense of others. There is no “best” translation. It’s far more important you read whatever you have than that you engage in some fruitless quest for the ideal. In other words, your existing NIV will do just fine from now until you die.

Glen

P.S. There is no “best translation” but there is an option you might not have considered — you can learn to read the Bible in its original languages. It’s not for everyone, but just think of it: you can earn Stanford credits while growing in your understanding of God’s Word — it’s a twofer!

Get Better Grades By Understanding How Your Brain Works

Studying for last law school examOne of my favorite blogs is the British Psychological Society’s Research Digest. It summarizes current research in a way interesting to non-academics. I eat that kind of stuff up.

Their most recent post is a real winner for college students: 9 Evidence-Based Study Tips. You’ll receive a lot of advice in college — but these principles actually have experimental support.

  1. Adopt a growth mindset: believe that your brain is capable of getting smarter. You’re not stuck where you are.
  2. Sleep well: internalize that all-nighters hurt more than they help.
  3. Forgive yourself for procrastinating: as a minister, I was quite taken by this one. It’s a beautiful illustration of a more general lesson on grace as the primary catalyst for growth in life.
  4. Test yourself: don’t just review the material — turn it into a quiz.
  5. Pace your studies: review the material once 20% of the time elapses between the day you first learned it and the day of the test. Combining this with the previous tip will revolutionize your study life.
  6. Vivid examples may not always work best. This is more of a tip for teachers, so here’s the student version: don’t assume that the charismatic teacher will help you understand better simply because they entertain you more. Be suspicious of vivid illustrations because they can make it harder to learn the abstract principles you must master.
  7. Take naps: lie down and rest for 10–30 minutes. It will help more than you think.
  8. Get handouts prior to the lecture: the evidence for this one seemed weak to me. Read it and judge for yourself.
  9. Believe in yourself: confidence matters. Whether you think you can or think you can’t, you’re probably right.

Each tip has a brief paragraph explaining the principle in more detail including links to the research upon which it is based. Go read it now!

You’re welcome.

Notes From God Is Not One

Interfaith BannerI recently read/skimmed Stephen Prothero’s book God Is Not One: The Eight Rival Religions That Run the World–and Why Their Differences Matter. Prothero is a professor of religion at Boston University who was raised Episcopalian but has since rejected Christianity. He now describes himself as confused. Be that as it may, he makes some true but unfashionable claims in his introduction. Here are some bits I was particularly keen on:

The book is well summed up on the inside front dust jacket:

To claim that all religions are the same is to misunderstand that each attempts to solve a different human problem. For example:

  • Islam: the problem is pride / the solution is submission
  • Christianity: the problem is sin / the solution is salvation
  • Confucianism: the problem is chaos / the solution is social order
  • Buddhism: the problem is suffering / the solution is awakening
  • Judaism: the problem is exile / the solution is to return to God

In a section called “Allergic to Argument” he described a frustrating reality that I see almost every day as a minister to college students:

In my Boston University courses, I work hard to foster respectful arguments. My students are good with “respectful,” but they are allergic to “argument.” They see arguing as ill-mannered, and even among friends they avoid it at any cost.… Especially when it comes to religion, young Americans at least are far more likely to say “I feel” than “I think” or (God forbid) “I believe.” (4)

I liked this bit, too:

All too often world history is told as if religion did not matter. The Spanish conquered New Spain for gold, and the British came to New England to catch fish. The French Revolution had nothing to do with Catholicism, and the U.S. civil rights movement was a purely humanitarian endeavor. But even if religion makes no sense to you, you need to make sense of religion to make sense of the world. (8)

I first heard the following observation from Joe Zickafoose years ago, and the longer I reflect upon it the more convinced I am of its truth:

What the world’s religions share is not so much a finish line as a starting point. And where they begin is with this simple observation: something is wrong with the world.… Religious folk worldwide agree that something has gone awry. They part company, however, when it comes to stating just what has gone wrong, and they diverge sharply when they move from diagnosing the human problem to prescribing how to solve it. Christians see sin as the problem, and salvation from sin as the religious goal. Buddhists see suffering (which, in their tradition, is not ennobling) as the problem, and liberation from suffering as the religious goal. (11)

And I think his four-part analysis is one of the more useful ways to summarize religions:

At the heart of this project is a simple, four-part approach to the religions, which I have been using for years in the classroom and at lectures around the world. Each religion articulates:

  • a problem;
  • a solution to the problem, which also serves as the religious goal;
  • a technique (or techniques) for moving from this problem to this solution; and
  • an exemplar (or exemplars) who chart this path from problem to solution.

(14)

And in one of his many non-PC moments:

While in Jerusalem researching this book, I struck up a conversation with an elderly Muslim. When I told him I was writing a book on the world’s religions, he looked at me sternly, pointed a finger in my direction, and instructed me to be honest. “Do not write false things about the religions,” he said. Religious Studies scholars are rarely honest enough to admit this in person, much less in print, but we all know there are things that each of the world’s religions do well, and things they do poorly. If you want to help the homeless, you will likely find the Christian Social Gospel more useful than Hindu notions of caste. If you want to find techniques for quieting the mind through bodily exercises, you will likely find Hindu yogis more useful than Christian saints. (20)

The rest of the book is fine, I suppose. If you need a summary of the global religions you could do far worse than this one, but it doesn’t live up to the promise of the introduction (hence the skimming alluded to in the first sentence of this post).

That notwithstanding, I must confess that I liked one image from his section on Pentecostal Christianity:

U.S. president Abraham Lincoln once remarked that, when he sees a man preach, he likes “to see him act as if he were fighting bees.” Pentecostalism is replete with bee-fighting preachers. (87–88)

That’s my tribe — the mighty bee-fighters.

The Hardest Other Culture To Learn From

James Petigru Boyce biography
After seeing a favorable mention by Andy Naselli, I read a fascinating interview with Tom Nettles, a scholar who wrote a biography of the Baptist leader James Boyce.

The interviewer asked Dr. Nettles, “How would you respond to someone who said he would never read your book for the simple fact that James P. Boyce was from the South and owned slaves?”

As a minister to college students, I was curious to see what he would say. Young people today are often eager to learn from every culture but our own for precisely the reasons implicit in the question. The virtues of earlier American or European leaders are often swamped by their vices, and so college students seem unable to appreciate the other culture that is our past. And they are particularly prone to judge dead Christians harshly.

Dr. Nettles’ answer is amazing:

I would try to resist the production of a long list of insults to the intelligence of one so bigoted, narrow-minded, unthinking and hypocritical as even to think such a thing. Employment of such a principle would shut one off from the study of the Old Testament, virtually all of the ancient cultures, Greek dominance of the intertestamental period, the Roman Empire, the history of England until the first half of the nineteenth century, the history of colonial America, the lives of Thomas Jefferson, George Washington, the entire ante-bellum South and so forth. If one believes that the union of church and state has brought untold suffering and evil to both church and state as well as society in general (which I do), and feels that avoiding the documents produced in that context is a moral necessity for a Christian and that awareness of their viewpoints on theology, politics, philosophy, and society are reprehensible and unworthy of the intellectual and spiritual life of a Christian (which I don’t), then avoid the study of the German Reformation, the English Reformation and all western medieval culture. Bring to void any benefit from the study of Augustine, Anselm and Aquinas. Know nothing of the City of God, the Proslogion, and the Summa. If one studies history and gains interest in persons and nations simply on the basis of personal moral approval of the subject or the era in which he lived, he probably can find justification for the study of nothing and spend his life congratulating himself that he is ignorant of everything. But if one wants to see the operations of the mind of a highly gifted, intellectually and morally driven person, whose flaws are obvious and will not hurt us and whose strengths are massive and will inspire and help us, then go for Boyce. If one wants to see the way in which theological and biblical commitments transcend the ability of any individual to facilitate the moral, intellectual, and spiritual loftiness engendered in the study of divine revelation, study Boyce. If one want to see how that same commitment, nevertheless, raises a common sinner such as we all are to uncommon heights of self-sacrifice inspired by a vision of the divine glory, study Boyce. If one wants to see how Christian character constantly nourished by increased knowledge of the truth as it is in Jesus Christ can interrupt the natural tendency to bitterness and resentment and seething hostility fostered by the crushing destruction and snarling ridicule of deeply-held conviction and unfettered commitment to a cause and transform the soul to the sweetness of a reconciled and reconciling posture of mind, study Boyce.

Emphasis mine.

Wow. So yeah, learn from the past. Even dead slave owners were not without some wisdom and virtue. And remember — your descendants will judge you far more harshly than you imagine.

Testing My Faith

PositiveSeeing Kevin DeYoung’s blog post today reminded me that I have another essay I’ve never uploaded to my digital library.

Every once in a while I talk with a student who’s not sure if they’re really a Christian, and so I wrote Testing My Faith — Being Confident of My Salvation — it’s a meditation on some passages in 1st John that help people discern where they’re at with Jesus.

Hope you find it helpful. As always, feedback is appreciated.

Scheduling a Quarter or Semester

Stanford 2010 Spring Quarter
Something I need to do every quarter is plan out our Chi Alpha events, but there are few calendars in the format I prefer. I like seeing all the weeks of the quarter stacked on top of one another.

So I made a little tool that generates a weekly calendar for an arbitrary date range (such as a quarter or a semester). Just put the first day of class and the last day of finals in and the program should do the rest.

A feature I’m particularly proud of is that you can export the resulting calendar to .doc (Microsoft Word) format so you can customize it with your own events.

The script is ugly but functional. The resulting calendars, on the other hand, are pretty and functional. 🙂