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Much of what we “know” about how Bible is taught is anecdotal, based on our own experiences or limited impressions of the experiences of others. What systematic knowledge do we have about what is important to teachers of Bible in diff erent settings? About the decisions teachers make, and on what basis? About what teaching Bible actually looks like? In his chapter above, Barry Holtz takes an important step forward1 by establishing an organizational scheme for the variety of approaches or “orientations” to the teaching of Bible.2 In the short time since its publication, Holtz’s language of orientations has become a standard for those who write and teach about teaching Bible.3 But beyond providing vocabulary, Holtz’s identifi cation of diff erent orientations or approaches to teaching Bible enables us to ask deeper and richer questions about those approaches. Th is paper is an eff ort to do that kind of exploratory work within one orientation, the Contextual Orientation. In this approach to the teaching of Bible, most common in academic settings, the teacher strives to present the texts

8. Introducing the Bible: The Comparative Orientation in Practice