Abstract
What exactly is an Old Testament Introduction? Anyone who has taught Old Testament will have encountered a range of texts which have this title, or at least something like it, but they are often so distinct that it is difficult to know how they relate to one another. Some, such as those by Eissfeldt or Harrison, are more a collection of the author’s conclusions about the critical issues surrounding the interpretation of the Old Testament, a one-stop shop for those wanting a convenient summary of just about every issue affecting its interpretation. Others, like that of Childs, use the Introduction to offer a new paradigm for interpreting the Old Testament. But what all these have in common is that they are largely presented as conversations among scholars. Students who have these as textbooks are, in effect, invited to listen in on this conversation, except of course that they only hear one speaker. They offer a set of facts that students are, in effect, invited to memorize rather than something that gets them reading the Old Testament.
John Goldingay’s approach in this volume could not be more different because what he aims to do is introduce students to the process of reading the Old Testament, guiding them on what that involves, and in the process discovering it for themselves. He assumes that his audience are largely novices and that he is genuinely introducing them to what it means to read these often strange and wondrous texts. The work as a whole is student focused, with five major sections, each of which is divided into a set of two-page comments from Goldingay on the issue at hand. Part 1 provides students with some key tools for reading the Old Testament in its context. Parts 2–4 then work through the books of the Old Testament, roughly following the pattern of the Hebrew Bible except that in the Writings Goldingay sets his own structure. Part 5 then provides reflections on the whole and the significance of the Old Testament for Christian readers. The tone throughout is conversational, reflecting the fact that much of this material emerged from the classroom, as is the pastoral concern for students that emerges at various points. A key element is that this Introduction builds in points where students are asked to read the text, with various diagnostic questions to help them do so effectively. Goldingay has also collected a range of web resources to support this book, and is adding to them. Although there is little interaction with other scholars, Goldingay does provide some suggestions on additional reading so students can also move from their encounter with the text to an encounter with scholarship. So, what is an Old Testament Introduction? In this case, it is a readable work which encourages students to read it – in short, they are introduced. Indeed, well introduced.