Abstract
In what Barry Holtz has called the “contextual orientation” to the teaching of Bible, the teacher strives to present the Bible in its original context and to promote the students’ understanding of its meaning in that context. But what does teaching within this orientation actually look like? What are its central features, its pedagogical objectives? What choices do teachers make within this orientation? This paper pursues these questions via a comparative study of how one teacher introduces the Bible in two settings: a university Bible course and an adult Jewish education setting.