Teaching a required introductory Bible course to non-majors at a churchrelated college presents a number of pedagogical challenges. When considering how to teach such a course in the context of concerns common to the liberal arts, I find myself reflecting on authority. My thoughts on the teaching of this course in my own context are organized around authority understood as a developmental issue, an educational issue, and a religious issue. In each case, I seek to use my discipline and the primary and secondary materials of the course as occasions for the development of capacities that will contribute to the life of students as critical thinkers, creative problem-solvers, and responsible global citizens.

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of higher education. It asks the tough questions about how American higher education will continue to be relevant to its students, and to society. It engages the reader in an analysis of the significance of fields of study like religious studies and theology, that seems to have little place in a market driven, consumer model of education. By the end, the reader is left holding a variety of perspectives, with precious few clear answers as to how to resolve the problems of higher education. In that sense, the volume accomplishes exactly what it sets out to do, to enlighten, to challenge, and to lift the level of discussion so that we can begin the hard work that is before us. This book is highly recommended.

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