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Dr. Roy B. Blizzard is President of Bible Scholars, a Texas-based organization dedicated to biblical research and education.
A native of Joplin, Missouri, Dr. Blizzard attended Oklahoma Military Academy and has a B.A. degree from Philips University in Enid, Oklahoma. He has an M.A. from Eastern New Mexico University in Portales, New Mexico, an M.A. from the University of Texas at Austin, and a Ph.D. in Hebrew Studies from the University of Texas at Austin.
From 1968 to June 1974, he taught Hebrew, Biblical History, and Biblical Archaeology at the University of Texas at Austin.
Dr. Blizzard studied at the Hebrew University in Jerusalem, Israel, in the summer of 1966. In the summer of 1973, he worked on the archaeological excavations at Tel Qasile, where he excavated a Philistine Temple dating from 1200 B.C. In 1968, 1971, and 1972, he worked on the excavations at the Western Wall, or "Wailing Wall," at the Temple Mount in Jerusalem.
Since then, Dr. Blizzard has spent much of his time in Israel and the Middle East in study and research. He was a licensed guide in Israel and has directed numerous Historical and Archaeological Study Seminars in Israel and Jordan, Egypt, Turkey, Greece, and Italy.
Dr. Blizzard hosted over 500 television programs about Israel and Judaism for various television networks and is a frequent television and radio guest.
He is the author of Let Judah Go Up First, and the co-author of Understanding the Difficult Words of Jesus. He is also the author of Tithing, Giving and Prosperity, The Passover Haggadah for Christians and Jews, The Mountain of the Lord, Mishnah and the Words of Jesus, Jesus the Rabbi and His Rabbinic Method of Teaching, as well as many other articles and lecture series. All of his programs and offerings are available at www.biblescholars.org.
Bible Scholars’ quest is to bring you the latest and best from many different disciplines (nomological network) to assist you in pursuing the most accurate interpretations of the Biblical text. These disciplines include archaeology, hermeneutics, psychology, anthropology, philosophy, and other sciences. A common thread amongst these disciplines that is most appropriate for biblical interpretation is critical thinking.
Mark Twain once said, “In religion and politics, people’s beliefs and convictions are in almost every case gotten at second-hand, and without examination, from authorities who have not themselves examined the questions at issue but have taken them at second-hand from other non-examiners, whose opinions about them were not worth a brass farthing.”
We’ll leave politics aside, but will deal with the religious implications of Twain’s wisdom. It is very important to distinguish these terms as used by Twain as these are used in everyday parlance but have specific meanings and implications usually not well defined. These terms are facts, beliefs, opinions, and prejudice.
The distinctions between fact, opinion, belief, and prejudice have profound implications for Biblical studies, a field where interpretations and understandings of texts are deeply influenced by these elements. Biblical studies is not only an academic discipline but also a field of study that engages with deeply held beliefs and convictions. Here's how these distinctions relate to the study of the Bible:
Fact in Biblical Studies
In Biblical studies, facts may refer to historical or textual evidence that can be verified through archaeological findings, historical records outside the Bible, or linguistic analyses of the Biblical texts. For example, the existence of certain cities mentioned in the Bible, such as Jerusalem or Jericho, is a fact supported by archaeological evidence. However, the interpretation of facts within the Biblical narrative can vary, and scholars often debate the historical accuracy of specific events described in the texts.
Opinion in Biblical Studies
Opinions are common in the interpretation of Biblical texts. Scholars form opinions based on the analysis of facts, such as historical context, authorship, and the cultural background of the period. For example, opinions may vary on the meaning of a particular parable or prophecy. These opinions are critical to the field as they contribute to the diversity of interpretations and understandings within Biblical scholarship. Scholars must present their evidence and reasoning clearly to persuade others of their viewpoints.
Belief in Biblical Studies
Belief plays a central role in how individuals approach the Bible. For many, the Bible is not just a historical document but a sacred text that informs their faith, morality, and values. Beliefs about the nature of God, the interpretation of moral laws, or the significance of Jesus’ teachings are deeply personal and vary widely among different faith communities. While these beliefs may be informed by the text, they transcend factual evidence and enter the realm of personal conviction and faith.
Prejudice in Biblical Studies
Prejudice can occur in Biblical studies when interpretations are made based on insufficient evidence or preconceived notions rather than thorough analysis and open-minded scholarship. For example, certain interpretations may be influenced by cultural or historical biases against certain groups of people. Recognizing and addressing prejudices is crucial for scholarly integrity and for fostering a more inclusive and accurate understanding of the Biblical texts.
Implications for Biblical Scholarship
The interplay between fact, opinion, belief, and prejudice highlights the complexity of Biblical studies. Scholars must navigate their personal beliefs and biases while engaging critically with the texts. Moreover, the field must contend with the diverse beliefs and interpretations held by various faith communities. This necessitates a careful balance between academic rigor and respect for the faith dimensions of the texts.
In conclusion, understanding the distinctions between fact, opinion, belief, and prejudice is essential for engaging in meaningful and respectful Biblical scholarship. It requires scholars and students alike to critically examine their own assumptions and to engage with the texts and each other in a way that is informed, respectful, and open to diverse interpretations.
