Deus Artefacta: Oxford Programme 2003-2007

Teaching a course at Oxford is a dream come true for many academics. As one of the oldest and most prestigious universities in the world, Oxford has a long-standing reputation for academic excellence and intellectual rigor. So when I had the opportunity to teach a course at Oxford, I jumped at the chance.


Courtyard of Regent Park College, Oxford 2007

The course, RS3883 was offered at Regent Park College, University of Oxford and titled "Intellectual History of Science and Religion (1600-1980)–Part B-Deus Artefacta: 19th Century Drive for Proof by Artefact from Major Developments in the History of British Biblical Archaeology," Feb 2003, Feb 2005 was part of the ABU-Oxford Study Programme and was offered to 15 carefully selected students. The course description highlighted the major developments in the history of British Biblical Archaeology during this time period. This was a fascinating and complex topic to explore, and I was excited to share my knowledge and insights with students from various backgrounds and disciplines.

In March of 2007 the course was slightly changed to RS3893, "History of British Biblical Archaeology." A survey of the influence of archaeological discoveries of prominent British archaeologists and how their work makes possible a fuller understanding of Christian faith and historical context. Contributions of British archaeology for biblical exegesis through the individual lives of British archaeologists and importance of related artefacts were examined. The impact of British archaeology on 19th and 20th century political climate and role in the rise of British imperialism, Darwinism, racism, and political climate was explored.

The course had a total of 15 students, all with a keen interest in the subject. Together, we embarked on a journey to explore the influence of prominent British archaeologists on our understanding of Christian faith and historical context. We delved into the contributions of British archaeology to biblical exegesis, examining the individual lives of archaeologists and the importance of related artifacts. It was truly fascinating to see how their work has shaped our understanding of the Bible and its teachings.

Regent Park College students, Oxford 2007

One of the unique aspects of teaching at Oxford is the opportunity to utilize resources from the British Museum. This iconic museum, located in the heart of London, is home to a vast collection of artifacts from around the world. It was a privilege to take my students on a field trip to the museum and have them engage with the artifacts first-hand. Seeing the artifacts in person allowed them to better understand the history and context behind them, and sparked interesting discussions and debates within the class.

The course also took place at Regent Park College, one of the constituent colleges of the University of Oxford. This provided a traditional Oxford experience for the students, with its beautiful architecture and rich history. The college also had a library dedicated to theology and religious studies, which was a valuable resource for both myself and the students.

The course I taught was not only intellectually stimulating, but it also allowed me to share my passion for biblical archaeology with students from different backgrounds and cultures. One of the most exciting aspects of teaching at Oxford was the opportunity to use the university's extensive resources. The Bodleian Library, one of the oldest and largest libraries in Europe, was a treasure trove of information. I would often take my students there for research assignments and they were always amazed at the vast collection of books, manuscripts, and artifacts available to them. The course itself focused on the development of biblical archaeology in Britain during the 19th century.

Our students in the Canadian office
in the Palace of Westminster, London. 2005

But teaching at Oxford is not just limited to the classroom. The university offers a plethora of resources and opportunities for both instructors and students to further their academic and personal growth. For instance, as part of my course, we had the opportunity to visit the British Parliament and sit in on the House of Commons and listen to the speeches. This was an eye-opening experience for my students, many of whom had never been to the UK before. It allowed them to see firsthand how the British government operates and how different it is from their own country's political system.

But the course didn't stop there. We also explored the impact of British archaeology on the political climate of the 19th and 20th century. The trip to the British Parliament was just one of many extracurricular activities organized by the university to enhance the students' learning experience. We discussed the rise of British imperialism, the influence of Darwinism and racism, and how these factors were intertwined with archaeological discoveries.

The course I taught was on “The History of British Biblical Archaeology” at Regent Park College, a permanent private hall of the University of Oxford. It was an international ABU-Oxford Study Programme and the course was listed as 3893 Religious Studies, "History of British Biblical Archaeology: Deus Artefactica: 19th-Century Drive for Proof by Artifact from Major Developments in the History of Biblical Archaeology." It was taught in the winter semester in 2002, 2003, 2005, 2007, 2009. Since this time I have expanded my lectures and compiled them into a book on The History of Biblical Archaeology forthcoming in 2024.

The early 19th century was a time when there was a great interest in proving the truth and historicity of the Bible through archaeological discoveries. It was a time of exploration, excavation, and controversy. We delved into the lives and work of prominent archaeologists such as William Flinders Petrie, Kathleen Kenyon, and Leonard Woolley, and examined the impact of their discoveries on biblical scholarship.

Students in front of the British Museum, 2005

One of the highlights of the course was a field trip to the British Museums. Here, we were able to see firsthand some of the artifacts that we had been studying in class. It was an incredible experience to stand in front of the Rosetta Stone and the Cyrus Cylinder, both of which played a pivotal role in deciphering ancient languages and understanding biblical history.

As a professor of archaeology, I was thrilled to have the opportunity to teach in such a historic and prestigious setting. I was also excited to be able to provide tours of the Ashmolean and British Museums to my students, giving them a firsthand look at some of the world's most valuable archaeological artifacts.

The local pub "The Rose and Crown" Charlbury

But teaching at Oxford was not just about the academic aspect. It was also a cultural experience unlike any other. During my time there, we stayed in local homes in the small village of Charlbury, just a short train ride away from Oxford. This allowed me to immerse myself in the local culture and truly experience life in a traditional English village.

The Radcliffe Camera, Oxford

Each day, I would take the train to Oxford and make my way to Regent Park College, located in the heart of the city. Walking through the historic streets and passing by iconic landmarks like the Bodleian Library and the Radcliffe Camera, I couldn't help but feel a sense of awe and inspiration. Our students had access to the Bodleian Library a privilege only reserved for Oxford students.

One of the most unique aspects of teaching at Oxford is the close connection to literary greats such as C.S. Lewis and J.R.R. Tolkien. Regent Park College is located in the same block as the Eagle and Child pub, affectionately known as the Bird and the Baby. This pub holds a special place in the hearts of literary enthusiasts as it was the spot where Lewis and Tolkien would gather with their fellow Inklings to read and discuss their latest works.

As I walk by the pub on my way to class, I am reminded of the creativity and brilliance that once filled its walls. And on a particularly lucky day, my students and I would even stop in to see the shrine dedicated to Lewis and Tolkien and try to secure a spot in the front of the pub, which has been kept exactly as it was in the 1930s and 40s when the Inklings frequented it.

Charlbury Baptist Church meeting hall

Teaching at Oxford was a unique experience because of the diverse group of students I had the privilege of teaching. They came from all over the world but mostly from Canada and the Netherlands, each with their own unique perspectives and experiences. This made for lively and thought-provoking discussions in the classroom, as we explored the rich history of British biblical archaeology together.

One of the highlights of teaching at Oxford was being able to use the university's vast resources, including its extensive library and state-of-the-art facilities. This allowed me to provide my students with a comprehensive learning experience, combining traditional lectures with hands-on activities and interactive discussions.

But perhaps the most memorable part of my time at Oxford was the sense of community and camaraderie among the faculty and students. Despite our diverse backgrounds and areas of expertise, we were all united by our passion for learning and our shared experience at this prestigious institution.

Main Street in Charlbury, England

Teaching a course at Oxford was an experience I will never forget. It not only allowed me to share my knowledge and expertise with a diverse group of students, but it also gave me the opportunity to learn and grow as an educator. And even though it has been many years since I taught at Oxford, the memories and lessons I gained from that experience will stay with me for a lifetime.

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