ProveText

In this episode, Dr. Fredrick J. Long (@greekmatterswithfredlong) examines 1 Corinthians 14:1 using the Constituent Marking Method. Tune in to learn more!

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In this episode, Dr. Michael Halcomb and Dr. John Walton continue their discussion of “The Lost World of Scripture”. Tune in for part 2! Click here for part 1: https://youtu.be/N5Cw2njWcAQ.

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In this episode, Dr. Fredrick J. Long discusses “Eph 4:10-16 and Purpose Constructions”. Tune in!

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Tune into this episode where Dr. Fred Long and Patrick Holley discuss “Boundaries and Matthew 18”. Listen in to grow your faith and knowledge.

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In this episode, Dr. Mario Melendez (@mariomelendez528) discusses the etymology and significance of the name “Levi”. Tune in to learn more.

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A ProveText podcast for those who love Koine Greek. The episodes, which are all based around Scripture, are 99% in Greek. This is a great way to building fluency and conversational Koine skills. Tune in as Jesse Orloff and Dr. T. Michael W. Halcomb discuss “LXX Jonah 1:10” in Koine Greek.

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In this episode of the podcast, Dr. T. Michael W. Halcomb (@tmichaelwhalcomb) and James-Michael Smith (@discipledojo) bring curiosity and inquisitiveness to the fore as they look closely at everyone’s “favorite verses” and ask all sorts of questions…but give no answers. Want to know how to start approaching and studying Scripture? Learn from these guys as they discuss Psalm 34:10! Tune in.

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In this Hebrew Reading episode, Dr. T. Michael W. Halcomb (@tmichaelwhalcomb) reads Jonah 4:5 slowly, word by word, in Hebrew. This is a great resource in which students of the language can practice reading and speaking. Tune in!

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In this brief Growcabulary episode, Dr. T. Michael W. Halcomb (@tmichaelwhalcomb) discusses the Hebrew word מלא. Wanna learn? Listen in.

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In this short essay, C. S. Lewis explores the concept of democratic education and its relationship to preserving democracy. Lewis argues against the abolition of compulsory subjects and emphasizes the need for a wide curriculum that provides opportunities for every student. He questions the desirability and feasibility of a nation educated democratically. Lewis also examines the two sources of the demand for equality—fair play (good) and envy (very bad)—and the dangers of attempting to propitiate evil passions. He advocates for an aristocratic and highbrow education that prioritizes the interests of intellectually curious students.

***GlossaHouse resources are available at our website! - https://glossahouse.com/