This study of Book III of the Psalter examines evidence for the canonical organization of these seventeen psalms and finds cohesive links that create a consistent and coherent dialogue throughout. Continual laments by a righteous individual on behalf of and in concert with the nation spring from the non-fulfilment of hopes raised in Psalm 72 at the end of Book II. Divine answers give reasons for the continuing desolation but assure the eventual establishment of a kingdom without specifying its time. Book III ends as it began, asking how long God's wrath will smoulder, and in response Book IV opens with Psalm 90 contrasting human and divine perspectives on time.

This study of Book III of the Psalter examines evidence for the canonical organization of these seventeen psalms and finds cohesive links that create a consistent and coherent dialogue throughout. Continual laments by a righteous individual on behalf of and in concert with the nation spring from the non-fulfilment of hopes raised in Psalm 72 at the end of Book II. Divine answers give reasons for the continuing desolation but assure the eventual establishment of a kingdom without specifying its time. Book III ends as it began, asking how long God's wrath will smoulder, and in response Book IV opens with Psalm 90 contrasting human and divine perspectives on time.

Songs, Psalms of the Bible, inspirational. Soli Deo Gloria

Stephen J. Smith enters the lively field of editorial-criticism of the Hebrew Psalter or Psalterexegese with this detailed investigation into the final form of Psalms 73-83. In the book, he engages scholarly disagreements over this collection's structure, the degree and nature of its literary unity, and the primary theological message(s) it communicates. Smith argues that the sequence of Psalms 73–82 - and possibly 83 – has a deliberate design that reflects a sustained focus on addressing, and resolving, a multidimensional collision between “faith” (i.e., core Israelite beliefs about God) and “experience” (i.e., the individual/community's lived experience of God) that was precipitated by God's prolonged absence in the Temple's destruction (c. 586/587 BCE). Parting ways with previous scholarship, Smith contends that a recursive organizing principle rooted in biblical parallelism structures the collection. Over the book's nine chapters, he makes the case that the editor(s) grouped its psalms into two major blocks (74-78; 79-82) of two sub-groupings each (74-76, 77-78; 79/82, 80-81) in order to develop a single topic in multiple dimensions: the severe threat that God's prolonged absence in the temple's destruction posed to the ongoing viability of various core Israelite beliefs about God, most fundamentally God's goodness. Smith makes the case that the collection is shaped to resolve this crisis by bolstering the reader's confidence in, and commitment to, these beliefs in the face of their apparent failure.

Soli Deo GloriaBook of Psalms, 73-89

We present a comparative epistemological analysis of the wisdom motifs in Psalms 1, 73, 90, and 107. These texts were selected on the basis of their epistemological content (each confronts the relationship between virtue and prosperity), and their canonical placement within the Psalter (each begins one of the Psalter’s five “Books”). We explore the implications of their respective epistemological features for our understanding of the canonical structure of the Psalter. After developing a diagnostic method for the identification and analysis of the epistemological features within a biblical text, we apply it to each of the four psalms, and discuss their epistemological qualities with respect to their canonical placement in the Psalter. We find that an epistemic progression develops across the canonical ordering of the four psalms. While the psalmists are increasingly forthright in acknowledging the moral paradox that the righteous often suffer, while the wicked can prosper, they engage this paradox with ever more sophisticated responses. Although Yhwh is ultimately the source of all wisdom, human beings can facilitate their acquisition of knowledge by seeking him out intentionally, by questioning him directly, and by observing him with a heart focused on learning.