I believe the original languages belong to every serious student of Scripture, so I teach Biblical Hebrew and New Testament Greek without shortcuts — only rigorous, text-grounded paths to real reading
I teach ancient languages because the distance between a reader and the original text is never just historical — it is grammatical. A translation makes choices. A concordance flattens nuance. The moment you can sit with a Hebrew verb stem or a Greek genitive and ask what it actually means, the text opens in a way no secondary source can replicate.
My courses move in a straight line: alphabet first, then morphology, then syntax, then exegesis. Nothing is skipped to save time. At the advanced levels — Hebrew Exegesis IV, NT Greek IV — you are working with the scholarly tools a seminary professor reaches for: BDAG, HALOT, Wallace's grammar, the BHS apparatus. You learn to use them because you will need them, not because they are impressive.
The work is genuinely demanding. Parsing charts and syntactical diagrams are not optional exercises — they are the method. But the students who stay with it discover something that surprises them: the grammar is not a barrier between you and the meaning. The grammar is the meaning.
If you are ready to trade the shortcut for the real thing, I am glad to teach you.
- 01The text is the destination — grammar, parsing, and syntax are not obstacles to endure but the precise instruments through which meaning is carried.
- 02Nothing is skipped: a student who cannot parse a form cannot exegete it, so every level builds on a fully mastered foundation before moving forward.
- 03Scholarly tools belong in the hands of serious students, not only academics — every course trains you to use the same grammars, lexicons, and critical resources that working scholars reach for.
