Michael R. Cosby serves as Distinguished Professor of New Testament and Greek at Messiah College. He earned his Ph.D. from Emory University, with a dissertation on the rhetorical structure of Hebrews 11. In 1999, Mike published Portraits of Jesus: An Inductive Approach to the Gospels (Westminster John Knox). This year, he is publishing two works that have been a long‑time coming: Apostle on the Edge: An Inductive Approach to Paul (Westminster John Knox) and Interpreting Biblical Literature: An Introduction to Biblical Studies (Stony Run Publishing). On that last book, see the first part of my review here.
PM: Thank you, Mike, for taking the time to participate in this interview. You have had a profound impact on my own academic journey, as my advisor from my undergraduate days, and I am excited about the opportunity to pick your brain publicly!
I’d like to start by asking a bit about your background. You have lots of stories from your Montana upbringing that make their way into your teaching and writing. What was sort of religious influences did you have growing up?
MC: Most religious input came from my mother. Dad seldom went to church and seldom spoke about God. Sunday School and church services bored me. I was full of questions, but the message that I heard was “Our church teaches the truth. Your job is to memorize the truth, not ask questions.” It is a wonder that I continued attending after junior high school.
PM: As an undergraduate major at the University of Montana, you were a wildlife biology major. What turned you on to academic biblical studies? What drew you to the study of rhetoric in the New Testament specifically?
MC: I began attending InterVarsity Christian Fellowship my junior year of college. To be honest, I was lonely and wanted to check out the women in the group. I discovered much more. I ended up joining a student-led, small group Bible study of 1 Corinthians. It was life transforming.
The following summer, I attended an InterVarsity training camp and took part in a Mark seminar, where an energetic man named Paul Byer led us through a manuscript study of Mark 1–8. We studied the text of Mark on regular sized, 8 ½ by 11 inch paper. The manuscript contained no paragraphs or verse divisions. We had to deal with the text. That experience opened a new world of academic study of Scripture. Boredom with the Bible gave way to the excitement of discovery. This inductive Bible study experience shaped my approach.
PM: It’s amazing how simple exercises can have monumental consequences! What drew you to the study of rhetoric in the New Testament specifically?
MC: During my doctoral work at Emory University, while pondering a theological dilemma, I ended up doing research on Hebrews 11. As I searched the literature for what had been written about this chapter, I discovered a ton of sermons about the heroes of the faith; but I found very little scholarly work on it. I was shocked.
At first I thought that I would do a form-critical study, searching ancient documents for other lists of heroes. A consistent claim in commentaries was that Hebrews 11 represented a homiletical form, but no one actually documented it. That was to be my study. But I discovered no such form. I found a few lists of heroes or villains, but no form.
My study shifted to analyzing the rhetorical form of these lists. I discovered that they all used magnification techniques. In essence, the authors would list a few examples and then indicate in various ways that they could keep piling up more examples to prove their points. I became fascinated with ancient rhetoric, and that began a long journey into analyzing techniques for persuasive use of language.
PM: You have now published three survey textbooks on the Gospels, Paul, and now the entire Bible. What do you feel has been missing from textbooks already available on these topics and how do your own works address that need?
MC: My philosophy of education may be summarized as follows: Until students see for themselves the complexity of the New Testament documents, they will remain novices in the discipline of Biblical Studies. Reading good books about the Bible does not replace personal interaction with the Bible. My textbooks combine historical and cultural information with inductive questions that help students analyze NT books and discover for themselves the things that other authors mainly just explain to readers. My approach requires more effort from readers, but ultimately it is more rewarding for first encounters with the Gospels or Paul’s letters.
PM: What kind of “edginess” do you suggest Paul embodies in your new Apostle on the Edge?
MC: Paul was at the center of a raging theological storm in the early church. His forceful personality and no-compromise approach frequently put him into conflict situations not only with hostile Jewish crowds but also with Christians who resented his view that Gentiles did not need to obey the laws of Moses. Students are often shocked when they see the anger and sarcastic language in some of Paul’s letters as he lambasts his Christian opponents.
PM: While perhaps lacking in hot-headed attacks toward your opponents, your writing style in Interpreting Biblical Literature is conversational and often autobiographical. What inspired your personal writing style? Did it make writing the textbook easier or more difficult? Did you ever worry that you were taking a risk with this style?
MC: Various editors told me that I needed to write my book for professors, not for students. “Professors,” they said, “are the ones who order the books.” But I insisted that the book should be written for students, with their interests in mind. If students like the textbook and enjoy reading it and come to class prepared, professors will be pleased with better learning and classroom discussions.
Various readers criticized my use of personal stories in the book. They said that they wanted the textbook to just give the facts—that they would provide the stories in their lectures. But students consistently told me that one of the things that they most appreciated about the book manuscript was my stories. Students tell me Interpreting Biblical Literature is far more interesting than their other textbooks. Mission accomplished. I remain unrepentant.
PM: As well you should, of course! For your Interpreting Biblical Literature, you decided to start a new publishing company rather than publish with a household‑name company. Can you share a little about that process? What was your motivation and what were the hurdles to make it reality?
MC: My motivation was that I grew weary of dealing with editors who wanted me to write for professors instead of students. I also grew weary of dealing with transition in publication houses. An editor for McGraw-Hill was very excited about my book and promised to make it a best seller. But he was moved to the history division of the company, and his replacement in the religion division had no history with my project. My experience went from positive to infuriating.
I decided to do it myself. Starting my own publishing company allowed me the freedom to have artistic control over the format. But the amount of work involved in doing an entire project like this one is horrendous. Many times I wondered why I ever decided to embark on this path.
PM: Speaking of embarking on paths, many bloggers of biblical studies are young, aspiring scholars. Do you have any advice on deciding what sorts of books younger scholars should pursue? Do you have any suggestions on finding and working with publishers?
MC: Writing a book involves a great amount of time and effort. Finding a good editor who is interested in your work is difficult. My advice is to determine what you want to write and know your audience. Do your homework on what other books like the one you want to write are already in print. Profitability is the bottom line for publishing houses. They want to know who is going to buy your work. If you go to the trouble of identifying your target audience and explaining it to an editor, you have a much better chance of getting published. Don’t just submit a book proposal with what you consider to be a good idea. Think sales. That is what editors are thinking.
PM: With the beautiful presentation of your first project, many may want to know if you accepting new manuscripts at Stony Run Publishing. If so, what are you looking for in a manuscript? How would one go about submitting a manuscript?
MC: I am not even thinking about publishing other people’s books right now. Working with my own is keeping me insanely busy.
PM: Well, it seems to be paying off! I know that pedagogy is extremely important to you. It seems that most academics simply rehash the styles of their own educators. What have you learned in your years of reading about and experimenting with various teaching styles that these regurgitating academics might have missed?
MC: Try to think about how students learn and what facilitates that learning. Remember how bored you were with some of your textbooks and vow not to put others to sleep. Be creative. Think outside of the box. But you can’t get too far out of the box and be taken seriously by editors. Think through your pedagogy carefully and communicate it clearly to editors who publish works in the area that want to address. Do your homework on the kinds of things that various publishing houses print. Don’t do blanket submissions. Target your proposals.
PM: As a proud Messiah College alumnus (despite the name‑bashing we have received from Jon Stewart), I have to ask about the school. What led you to join Messiah’s faculty? What has kept you there?
MC: I came to Messiah College because of its academic reputation. Administrators here appreciate good teaching. They are pleased with my efforts in writing textbooks. I like my colleagues. My students are mostly polite and are open to learning. And I like the kayaking opportunities in the area.
PM: Would you mind sharing a little bit about what writing projects you might have coming in the future? More inductive textbooks? Any non‑textbooks in the pipeline? Commentaries?
MC: I am seriously considering doing an innovate NT survey.
PM: Thanks again, Mike, for indulging me here. I know my readers will appreciate hearing about your experience as an educator, author, and now publisher.
MC: I wish you the best in your doctoral studies. You have come a long way since your first semester at Messiah College when you were struggling with your initial exposure to academic study of the Bible. I find considerable joy in the successes of my students. I pray that as you and your blogger friends complete your formal studies and enter the teaching profession, you will remember that students are the highest priority. Too many academics publish just to advance their own stature. Do better.
Pay your dues and do good work. Advance the discipline. Be a credit to Biblical Studies. But never get into the cynical mindset that students are a necessary evil so that you can have a position just to do your research and impress others in the guild. Helping students develop their potential is an honorable occupation. If I understand anything about the Gospel of Jesus Christ, it is that serving others pleases God. Maintain your integrity.
And collaborate. You may take a bruising from others when they critique your work. But if your goal is to do a good job, you will brush yourself off, keep your hurt feelings and ego under control, and strengthen your writing in response to their sometimes harsh words. Learn to laugh at yourself. It will take you far. So will kindness. Treat others like you want to be treated.
Wise words, indeed! Stay tuned for more of that review.
