A reader asked me about how to obtain Bob’s book on the bible. The answer my friend is here:
Download a free copy here.
One comment on the book:
“READING THE BIBLE: Intention, Text, Interpretation was exactly the text I wanted to bridge the ever-widening gap between the ancient stories and contemporary students. I used the book in a second-year university course which studied the influence of the King James Bible on two 20th-century fiction writers: Howard O’Hagan (Western Canada) and Flannery O’Connor (Southern U.S.). Robert Lane has a unique gift for both interpreting key passages/motifs, and putting them into 21st-century perspective. Virtually every student in the class at some point remarked that this book made it possible to finally understand where much of our modern literature comes from. Lane’s style—a combination of meticulous scholarship and humourous personal anecdote—makes it accessible to all students and does much to correct the woeful ignorance in our society about this critical topic. I highly recommend this text for any university course, including graduate level, which is concerned with the literary, cultural, and mythological aspects of the Bible.
Reviewed by Richard Arnold, Ph.D., Professor of English, Vancouver Island University”
Or, Amazon has some copies if you don’t like free!
Canadians love their books. Canadians love their libraries!
Politicians crimp libraries at their peril. This year, a public outcry led Saskatchewan’s government to acknowledge that it was wrong to cut library budgets by 4.8 million Canadian dollars. Afterward, officials restored the flow of money. Similar protests last year led Newfoundland to suspend its library closings.
Here are some suggestions for recent books by Canadian authors. From the New York Times “Canada Letter”.
The Philosophical Society of England has advocated both the use of philosophical material, and perhaps more importantly, philosophical methods in schools, a prominent strand in its history since the 1930s. We reprint from the archives Bernard Youngman’s 1952 assessment of the task of a philosophical education, a task he bases on Bible study and describes as part of leading the young untutored mind towards love of wisdom and knowledge. The teacher, he warns, “must value freedom of thought and revere independence of mind; he must at all times be as Plato so succinctly put it – midwife to his pupils’ thoughts.”
How Mr Youngman combined this duty with his other one, also hinted at, of bringing the young to the realisation that Christianity is the ‘highest’ form of philosophy is part of the challenge. And there are other responsibilities too, of course.
In Ecclesiastes there is bitterness and cynicism enough to challenge any adolescent; there is clearly an attitude of sheer materialism, and the writer is devastatingly frank in his statements God, he says, is far away, and not interested in the world or the people in it; He allows evil to flourish all is vanity! Man is just the victim of chance and time. But, he adds, have a good time while the going is good. Here is an almost modern pessimism, and a small dose of this philosophy is probably quite sufficient for the average adolescent. (Most ‘Agreed Syllabuses’ recommend chapters xi and xii as being enough.)
But the great thing to remember, he concludes, “is that the work must be theirs – by search, preparation, explanation, drama, brains trust, question and answer, project, exploration, study – NOT the teacher’s, by chalk and talk!” – Source