This collection of essays is the first volume of the Catholic Theological Formation series, produced under the auspices of the Saint Paul Seminary School of Divinity of the University of St. Thomas. The essays derive from the 2009 and 2011 conferences of the Monsignor Jerome D. Quinn Institute of Biblical Studies. Their focus, as indicated in the title of the volume, is Pope Benedict XVI's apostolic exhortation Verbum Domini, which discusses the Word of God in the life and mission of the church. The specific provenance of mission for these essays is seminary education. All of the contributors teach (or have taught) in seminaries.
The volume is divided into two parts. The first half, “The Complementarity of Exegesis and Theology,” consists of essays by Denis Farkasfalvy, Francis Martin, Brant Pitre, Pablo Gadenz, and Christian D. Washburn. They take up one of the key themes addressed in Verbum Domini, Benedict's call to exegetes to bridge in their work the chasm between historical-critical analysis and theological interpretation. Pitre's essay in particular offers a good overview of Benedict's call to implement, in addition to the interpretive tools that highlight the human dimension of biblical texts, methodological principles that bring forth their divine dimension. As set forth in Vatican II's Constitution on Divine Revelation (Dei Verbum), §12, these principles are the unity of Scripture as a whole, the tradition of the church, and the doctrines of faith. I appreciated Pitre's reflections, at the end of his essay, on the challenges he has faced in convincing seminarians that theology and history are mutually illuminating. The author also discusses how most graduate programs in Scripture do not adequately equip professors with the theological training to enact Benedict's vision—whether in the classroom or in their scholarly publications.
The second half of the volume, “The Word of God in the Formation of Seminarians,” has essays by Peter S. Williamson, James Swetnam, Mary Healy, Stephen Ryan, Kelly Anderson, and Michael Magee. These essays are more practical in orientation, as the authors share the fruits of their teaching experiences. Williamson proposes a helpful practical method of pastoral exegesis. Healy offers a good example of biblical preaching, using Numbers 13–14 as the text; in doing so, she illustrates a Christological and ecclesial reading of an Old Testament passage. Anderson sets forth a way of teaching the Psalms via their use in the Liturgy of the Hours. And Magee shares his experience of incorporating diachronic (i.e., historical-critical) methods of interpretation within a synchronic reading of the Pentateuch.
This volume will appeal mostly to those involved in seminary education. Thus, I fear that the volume will have a somewhat limited audience. The issues raised in this volume, however, should be of great interest to all Catholic exegetes. It can serve as a springboard for robust discussions among them, as well as within theology departments of Catholic colleges and universities. Professors who desire to incorporate more theological reflection in their Bible courses will find this volume to be a useful resource. The pedagogical discussions and examples in the second half of the volume can stimulate teachers' thinking about how to present biblical materials to their students. I, for one, am grateful for having read these essays.
