Biblical Greek Exegesis: A Graded Approach to Learning Intermediate and Advanced Greek

Biblical Greek Exegesis: A Graded Approach to Learning Intermediate and Advanced Greek. By George H. Guthrie and J. Scott Duvall. Grand Rapids: Zondervan, 1998,186 pp. $24.99 paper.

This book is the most recent addition to Zondervan's series of textbooks on NT Greek. Designed to be used in part with W. Mounce's A Graded Reader of Biblical Greek (Zondervan, 1996), the book is, as the subtitle indicates, "A Graded Approach to Learning Intermediate and Advanced Greek." While appreciative of the traditional approach to teaching syntax (which begins in an upper-level grammar with exercises comprised largely of verses taken out of their Biblical context), the authors contend that its pedagogical problems warrant a new approach (p. 101. They thus propose "a graded, modified-inductive approach" to teaching Greek syntax (p. 11). Students begin with easier texts and syntactical concepts and move to more difficult ones thence "graded"); they begin with the Biblical text, move to grammars, then go back to the text (hence "modified-inductive"). The emphasis on learning syntax by studying Biblical texts in their contexts has the pedagogical advantage of keeping the study of Greek syntax in the larger process of exegesis and thus integrating syntax, diagramming, and exegesis "right from the beginning of intermediate Greek" (p. 11).

The authors begin with brief but important prefaces for teachers and students, both of which should be read. They then present their approach in two main sections. Section one treats intermediate (or second-year) Greek, and is devoted to diagramming and syntax, in that order. The authors distinguish between grammatical diagramming (dealing with the syntactical relationships between words and word groups in sentences) and semantic diagramming (the relationships between sentences and paragraphs), and give considerable attention to each (pp. 27-37 and 39-53, respectively). Since diagramming is an important part of this overall approach to exegesis, teachers and students will want to read these explanations carefully and consult them often.

Syntax is introduced inductively in section one by means of syntax and diagramming exercises keyed to the first nine chapters/passages in Mounce's Graded Reader. In each exercise students are asked to translate a portion of a larger Biblical passage from Mounce (about four to seven verses at a time) and to parse and identify the syntactical function of selected "clued" words and phrases (about eight to ten at a time). Students learn syntax at this point by beginning with the Biblical text, consulting syntax summaries (either in Mounce's Graded Reader or DU Wallace's Greek Grammar Beyond the Basics; An Exegetical Syntax of the New :testament (Zondervan, 1996]), then moving back to the Biblical texts.

One concern some may have is that the somewhat random nature of this approach may result in important grammatical points being overlooked. When I raised this question at the Southeastern Regional ETS meeting in March 1998, Guthrie noted that a very large number of categories are in fact covered in this approach (well over 100 main categories by that. point in the semester). What is more, professors are always free to supplement or fill in the gaps by the more traditional approach as they proceed through the book.

Section two discusses exegetical method. The authors' purpose in this section, which deals with matters typically handled in advanced or third-year Greek, is to lead the student to incorporate knowledge of syntax and diagramming "into the larger world of New Testament exegesis" (p. 99). The authors offer a 12-step exegetical method. While there is little new here, the explanations are clear and the bibliographies current (as much as bibliographies can bel and broad (but alas, none of the standard Reformed systematic theologies are listed in chap. 9). The discussions of "Spiritual Preparation" (step one) and "Application" (step 11 are especially good.

This book is a helpful addition to an already valuable series of Greek texts. I am anxious to try the book in my own teaching; I would encourage other Greek teachers to consider it seriously.

Dennis J. Ireland

Reformed Theological Seminary, Jackson, MS

Copyright Evangelical Theological Society Mar 2000
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