[B-Greek] reading for translation or understanding?

Bryant J. Williams III bjwvmw at com-pair.net
Sun Feb 3 19:48:32 EST 2008


Dear Randall, Barry, Eric, et al,

I think that what is happening is that there is a clear distinction between
learning, reading and speaking a language that is NOT DEAD and learning, reading
and speaking a language that IS DEAD.

Let's think about. Spanish, French, English, etc., are all living languages.
Ancient Hebrew, Koine Greek, Classical Greek, Latin, etc., are all dead
languages. It is much easier to learn, read and speak a LIVING language. That is
what "immersion" is all about. That is NOT to say that the attempt to
"immersion" cannot be done [as you are attempting to do (you can thank me for
the free plug for your classes later)], but classes in Greek, Hebrew and Latin
can only approximate the process.

Most seminaries are trying to get their students to learn the original languages
for the purposes of understanding the Biblical text for sermon preparation,
theological understanding, etc. This is being "poorly done." Several reasons
could be mentioned, but the seminary student is constrained to be a pastor and
has other priorities that interfere with his study of the text: administration
duties, visitation, counseling, janitorial/custodial duties,
weddings/baptisms/funerals, etc. I am just scratching the surface of what can
interfere with the learning of Greek, Hebrew, Aramaic, Latin, etc.

Furthermore, most congregations really do not understand that the pastor needs
to learn those languages as much as possible to be a better exegete and scholar
of the Biblical text. This will help them in the long run.

Finally, most seminaries require only 3 years of Greek, but 1 year of Hebrew
since the priority is on the New Testament text (not at Northwest Baptist
Seminary which requires 3 yrs of Greek AND Hebrew). This extremely
short-sighted. We know on this list that authors of the New Testament text are
quoting or alluding to the Old Testament text (whether Massoretic Text or LXX).
It behooves one (thanks Carl for the reminder) to pay attention to the language
of the text and other contextual markers of the text (historical, grammatical,
genre, etc.) and learn them. Tue it will take time, but it is extremely
necessary.

En Xristwi,

Rev. Bryant J. Williams III
----- Original Message ----- 
From: "Randall Buth" <randallbuth at gmail.com>
To: "B-Greek" <b-greek at lists.ibiblio.org>
Sent: Sunday, February 03, 2008 6:14 AM
Subject: [B-Greek] reading for translation or understanding?


> requadt egrapse
> >though I'm fairly proficient in French, when I was learning to read it
> > wasn't using French-English dictionaries just to figure out how to
> > translate it into English… I was reading it to UNDERSTAND what it
> > meant.
> . . .
> > So my question is, when did there get to be such an emphasis
> > on translation, so that people keep thinking that that's the
> > purpose of reading the GNT? When did seminaries get away from
> > teaching Greek in order to understand the New Testament/Septuagint
> > to teaching Greek in order to translate the New Testament?
>
> I think this gets back to pedagogy and expected levels of learning.
> Your question is parallel to another:
> Why do some say, 'We're going to translate XYZ in the Spring
> semester."?
>
> When a student learns French to a high level they are expected to
> be able to paraphrase and discuss material that is read. In French.
> (Not that one cannot have a good discussion of a French piece in
> Hebrew or Arabic, but students of French lit are expected to
> handle a discussion in French, too. It requires and demonstrates
> a higher control of the language and works directly with the threads
> and texture of the text.)
>
> The focus on translation in Greek is partially motived by pedagogy
> that uses translation as a test of understanding, at all levels. This is
> not necessary pedagogically, of course, but it is the prevailing
> practice. (Has anyone taken a SAT/GRE type exam where
> questions on French texts were in French? Or a class-immersion
> language course? You will understand this comment.)
>
> Finally, though, the focus on translation seems to me to
> be generated by a need to discuss material that is read. Students
> (and teachers) never get to a level of being able to discuss the
> material read in the language being read. So translation takes over.
> Even in 'high level' seminars one hears a translation read out and
> discussed. From there it is a 'trickle down' process to all levels.
> We all know that reading with understanding is the goal and is
> practiced by proficient students, but the body language between
> the lines is quite strong in the other direction, even by readers of
> understanding.
>
> ERRWSO
> IWANHS
>
>
> -- 
> Randall Buth, PhD
> www.biblicalulpan.org
> χάρις ὑμῖν καὶ εἰρήνη πληθυνθείη
> שלום לכם וברכות
> randallbuth at gmail.com
> ---
> B-Greek home page: http://www.ibiblio.org/bgreek
> B-Greek mailing list
> B-Greek at lists.ibiblio.org
> http://lists.ibiblio.org/mailman/listinfo/b-greek
>


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