Amy-Jill Levine and Marc Zvi Brettler, Eds. The Jewish Annotated New Testament, Second Edition
Bibliographic record
Abstract
Since many of my students self-identify as Christians, one of my central goals in introductory courses to the New Testament has been to teach them the New Testament in a way that does not divorce it or its writers from the Judaism of the first century CE (or from the Greco-Roman world more broadly).While I have been able to exercise control over the content of my own lectures, I have rarely been satisfied with introductory textbooks, which often were understood to remove Jesus and the early Jesus movement from their Jewish milieu.Further, as someone who has been exposed to New Testament introductory courses in various roles (as a student, as a teaching assistant, and as a professor), I know how easy it is for students to read the textbook summary of a NT text instead of reading the actual text itself.Consequently, in 2011 I experimented with using the JANT as my primary textbook and found that it supported my pedagogical goals of (a) understanding the New Testament texts within their socio-historical context and (b) emphasizing student interaction with primary literature.As happy as I have been with the first edition, the second edition is a substantial improvement and expansion.This expansion can be seen most clearly in the addition of 24 new topical essays to the original 30.To give the reader a sense of the diversity of these essays, let me list a few of the topics covered: "Judaism and Jewishness," "Marriage and Divorce," "Pharisees," "Jewish Views of Gentiles," and "The New Testament and Jewish-Christian Relations."The 54 essays, taking up almost 200 pages, are succinct introductions to a vast array of topics that arise for readers of the New Testament.Supplementing these essays is a glossary of terms almost twenty pages in length.More important to this reader, the second edition of JANT has also greatly supplemented the annotations that accompany the New Testament texts.What the JANT provides for all readers, Christian, Jewish, and other, is detailed evidence of
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.002 |
| Meta-epidemiology (narrow) | 0.001 | 0.001 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.003 | 0.004 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.003 | 0.003 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.044 | 0.020 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".