UNIT B: Introduction To The Bible & Old Testament
UNIT B: Introduction to the Bible & Old Testament31
ContentsUNIT B: Introduction to the Bible & Old Testament .Session 1: Different forms of communication: . 35Session 2 : Poems, Prayers and Paradise . 39Session 3 Family Histories . 44Session 4 The giving of the Law and the beginnings of a nation . 49Session 5 Prophets and King . 53Session 6 Exile and Return . 57Assignments for Units A and B: . 60This unit has been prepared by Rev Dr Elizabeth Jordan, with the assistance of the CCS RevisionGroup32
This unit will:oLook at different kinds of writing in the Old Testament and why it is important toidentify this variety.oExamine the Old Testament as it has been understood by Christians. These booksare, of course, the scriptures of the Jewish people and are reverenced by Muslims,but the focus of this unit is on the knowledge essential for understanding the ChristianGospel.oLook at the questions and longings that arose from Israel’s relationship with Godwhich Christians believe are answered by Jesus Christ.Each week there will be some preparation work which will beessential if you are going to participate in the following session– but it will be very short. Then there will be reading fromIntroducing the Old Testament or some other activity which ishighly recommended – the expectation is that you will do thisif at all possible. Thirdly there will be recommendation of studyto do if you want to examine a topic more deeply.Further Reading for this module:oJohn Barton, Making the Christian Bible, Darton, Longman & Todd, 1997. This is aneasily readable book about the ‘mechanics’ of where our Bible came from – whowrote it, how the books were collected, what makes the books ‘Scripture’.oJohn Drane: Introducing the Old Testament, Lion 2011oTrevor Dennis, Sarah Laughed: Women’s Voices in the Old Testament, SPCK, 2010.This fascinating and lively book makes some of the more neglected Old Testamentcharacters and stories come alive. It’s interesting and imaginative, as well as havinga sound academic basis.oThis unit looks at the Old Testament in the light of the Christian Good News. If youwant to study how Jews read their Scriptures, you could start by looking tural reasoning," is the "open-ended practice of reading- and reasoning-indialogue among scholars of Christianity, Judaism and Islam.” See these websites me Goldsworthy, The Goldsworthy Trilogy (Exeter: Paternoster Press, 2000),especially useful for ‘Gospel and Kingdom’, explaining the overall pattern of the OldTestament.oKatharine Dell, Who needs the Old Testament Its Enduring Appeal and why the NewAtheists just don’t get it. SPCK 2017.33
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Session 1: Different forms of communication:AIM to examine the variety of material in the Bible and to learn to treat them in appropriate ways.Opening worship1. Introduction:oIn groups of not more than 5 or 6, compare your reading of passages from the OldTestament. Was there anything here that surprised or excited you?oPeople are attracted to different styles: Are there some forms of writing that attract youmore than others?oCan you think of any mistakes that might be made if one form was mistaken for anothere.g. what you thought was law was really poetry.35
2. Group work: In groups of no more than 5 or 6a. Oral Tradition: Storytellers of the past constructed the stories in ways that are easy tomemorise. The translation from the Hebrew obscures some of the memory aides that areused, such as the fact that each of the verses of Psalm 119 begins with the succeedingletters of the Hebrew alphabet, but you may still be able to identify repetition and verbal play.Choose a story from the Old Testament. It could be a well-remembered one from SundaySchool, one from a recent church service or another favourite. Choose one or two peoplefrom your group who are going to become the storytellers. The whole group should considerwhat these people need in order to remember the story off by heart and tell it to the wholegroup in 3-5 minutes.You may want to consider what you can learn from the strategies used by anyone who doesnot read or write as an aid to memory, for example;o use of repetition,o actionso rhyme or other ‘mnemonics’ such as lines beginning with the same lettero succeeding letters of the alphabeto making a word out of the first letters of a series of words (acrostics)o planning audience participationEach group should then ‘perform’ their story for the whole group and then consider what theyhave found helps in remembering things without them being written down.b. The next session will look more closely at the first eleven chapters of the Bible, which areoften seen as the foundation of Jewish and Christian understanding of God. Record whatyou can remember of the contents of these eleven chapters and try to draw the family tree ofthe men and women involved. The tutor can decide whether is done as a whole group, insmall groups, or as a competition between two groups!Closing worshipTo follow up: ‘Old Testament Literature’ in Introducing the Old Testament pages 1-3gives an overview of each book of the Old Testament. Pages 3 and 4 contain useful mapsand there is a broad timeline on page 5.36
Preparation for Session 2:Essential Reading:The Old Testament begins with a book full of stories that may be well known to us fromschool or Sunday School. In a way it is a shame that they have become so popular in booksfor young people. It is only when we appreciate the depths of spirituality and understandingof God possessed by the Israelites that we can see that these stories are not children’stales, or bad science. This session will look at the first eleven chapters of Genesis, which areintricate accounts of the origins of the world, trying to explain human relationships, thenature of God and the way societies work.There are two stories of creation – the first between Genesis 1:1 and 2:3 and the second inthe remainder of chapter 2. There are two accounts of the Flood, interweaved with eachother. These are clearly ancient traditions collected by an editor or editors who did not wantto leave out the important learning. Other early communities had their own stories about thebeginnings of the world and even about a flood – but Genesis gives a very distinctive pictureof a God who wants a relationship with his people, and of human beings who have a choicein how to act. These stories were probably told for many centuries before they were writtendown; the form in which we have them contains echoes of some of the events andexperiences that happened since they were first told. So, though they have very earlyorigins, they are also a mirror of the many ways in which God’s people thought about theirrelationship with God.These stories in Genesis chapters 1-11 describe our present human existence asincomplete. They tell of a time in the far past when we lived at ease with ourselves, theplanet and God, but that we have been evicted from Paradise, living restless lives, aching tobe allowed to return. The book of Genesis sets the scene for all that happens in the bookswhich come after, and points to the future as well. The stories happen in a place and timewhich is out of the ordinary and the conflicts they describe will only be resolved in a spacebeyond time.Preparation for Session 2, continued. . .oRead, or listen to, the first eleven chapters of the book of Genesis.oEven if the stories are familiar to you, it is unlikely you have read them in their entirety, orin sequence. Make a note of anything that has surprised you about these stories on thisreading.oIf you have children’s books at home with these stories in, bring them with you toSession 2.37
Further, recommended work: Read the additional material supplied with this unit:‘Introducing the Old Testament’– Primeval History, pages 6-12. Look at the maps andtimeline on pages 3-538
Session 2 : Poems, Prayers and ParadiseAIM To read the early chapters of Genesis for what they teach us about human nature andGod’s relationship with us.Opening worshipIntroductionCompare the children’s books that group members have brought and what you have learnedfrom your own reading of the first chapters of Genesis. Are there differences in what iscommunicated in the books and in the Bible?In small groups: Each group should examine at least one of the following sets ofstories. The tutor may help in the allocation of the stories so that as many as possible arecovered.1. The Creation of the World: Read Genesis 1:26-30, 2:15-17 and answer the followingquestions:What do these verses tell you about human beings? For example:What does ‘being made in the image of God’mean to you?What are the needs that human beings have,according to this passage and the tasksgiven to human beings?NB: The word ‘helper’, used to describe Eve in Genesis 2:18 and 2:20 is everywhere else inthe Old Testament used to describe God! (e.g. Psalm. 54:4)39
2. The Fall – or not? Read Genesis chapter 3:1-24 and answer the following questions:List as many words as you can from thisstory that describes God.Is there a sense in which God led Adamand Eve into temptation? Why put a tree infull sight of Adam and Eve and then tellthem not to eat from it?What do you understand by the phrase‘Lead us not into temptation’ in the Lord’sPrayer?3. A Lot of Water! (Genesis 6: 1 – 9:17) Don’t read the whole story again, but share witheach other what you can remember of it. Ask yourself the same questions as before:What does it tell us about God?What does it tell us about human beings?40
Make sure one group looks at this less well known story:4. Many voices – the tower of Babel. Read Genesis Chapter 11:1-9 and answer thefollowing questions:How did what the peoplewanted and what Godwanted clash?PeopleAre there any countries orgroups you know of whoseek security rather thancarrying out God’s will in thescary world beyond safety?41God
Make time for each group to share what they have recorded – and any other partsof their discussions.Tutor led discussion:Summarise the discussion of ‘Science and Faith’ in Introducing the Old Testament (p.7).If there are scientists present invite their contribution on scientific method.Discuss what it means to say these stories are theological, rather than science or history.What does truth mean in this context?You will need to divide into two groups to study different parts of the Bible for next session.One group will look at Abraham & Sarah, the other look at Jacob & Joseph.Close with prayer .42
Preparation for Session 3:Essential: Read the Bible passages for the section of family histories that you have beenasked to prepare.Abraham and SarahJacob and JosephoGenesis 37:1–36Genesis 15:1-21oGenesis 41, 14 – 36Genesis 17:1–22oGenesis 45, 1- 20oGenesis 12:1-20ooFurther, recommended reading: Read ‘Primeval History -The Pentateuch’ inIntroducing the Old Testament pages 13-16. Then read the pages for the section of familyhistories that you have been asked to prepare:ooAbraham & Sarah, pages 17 – 20Jacob & Joseph pages 23-24Further notes about Isaac & Rebekah, Jacob and Esau are on pages 21 - 22Of course, you could read everything!43
Session 3 Family HistoriesAIM To learn about the early ancestors of the People of GodOpening worshipIntroduction:This section will be looking at the stories of the early ancestors of the Jewish nation; theextended family descended from Abraham. We will look at them here as ancestors of theChristian family, but you should be aware that Jews read the stories in a different light.Muslims, too, identify themselves as ‘Children of Abraham.’There are suggestions of sources of information about Jewish and Islamicunderstandings in the Further Research section.A note on names:It is clear that Israelites paid a lot of attention to the names they gave their children, and tothe names by which people were known. Probably the only time we are likely to changenames is on getting married, but the Israelites might do so after other major changes incircumstances. Abram and Sarai change their names after encounters with God, recorded inGenesis 17. Abraham means ‘Father of many nations’ and Sarah means ‘princess’.Divide into two groups, one to concentrate on the stories about Abraham & Sarah, andone on Jacob & Joseph.A. Abraham and Sarah:(Be prepared to tell the rest of the group what you have discovered about ‘your’research.)Recall Genesis 12:1-20: God promises that ‘in Abraham all the nations of the world willbe blessed’. From the very beginning the covenant does not only affect Abraham’sfamily. When can you see this beginning to take effect?Recall Genesis 15:1-21: In this story Abram is not satisfied with rather general promisesof blessing – he wants children and assurance that he will inherit land.ooHow does God react to this?Does Abram receive exactly what he asks for?44
Recall Genesis 17:1-22 In this story God again comes to Abraham with promises, butthis time there are conditions as well. God makes a covenant with Abraham – a verysignificant concept in the Jewish religion. God promises that Abraham and Sarah’s familywould be large and that he would establish a covenant with them all. They would receiveCanaan as their permanent home. In return Abraham is to walk in God’s ways, and tocircumcise the males in his household.oResponding to these words of God’s required faith on Abraham’s part – theyseemed impossible. (These ancient people were not ignorant of the facts of life!)God didn’t make it easy for him – why do you think that was?B. Jacob and Joseph:(Be prepared to report some of your discussion to the groups studying Abraham &Sarah).Recall Genesis 37, 1-36: Joseph is not presented in an attractive light, and Jacob hasclearly favoured him. How do you think his elder brothers could/should have reacted?Recall Genesis 41, 14 – 36: The Israelites rejoiced in stories of triumph over adversity.What qualities have enabled Joseph to rise to the top of Egyptian society?Recall Genesis 45, 1- 20: How would this story tell later generations of God’s power allover the world?Each group should report the substance of their discussions to the other group.45
The Covenant with AbrahamTutor input: describe the nature of the covenant with Abraham and what has beenlearned about the choice of Israel as God’s people, the covenant made with God and thereason that God made a covenant.Group WorkoGod’s covenant with his people was two sided: If his people kept their side of thecovenant, God’s love and faithfulness knew no bounds – an everlasting covenant. But ifthey failed to live lives that pleased God, judgement would result. What do you think werethe advantages and disadvantages of a relationship like that?oDo group members believe that God’s love in unconditional? In what ways does ourbehaviour affect our relationship with God?Closing worship46
Essential Preparation for Session 4: read the following Bible passages on Mosesand on covenantExodus 20:1-23, Exodus 32:1-34.Further, recommended reading: the following Bible passages on the story ofMoses:oooooExodus 1:6–3:12Exodus 5:1–6:1Exodus 11:4–12:13; 12:21–42Exodus 14:5–31Moses, Man of God and The Sinai Covenant from Introducing the Old Testament pages25 -2947
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Session 4: The giving of the Law and the beginnings of a nationAIM to learn about the formation of the Jewish nation and the giving of the Law.Opening worshipIntroduction:1. The stories of Genesis ended with Joseph’s family living in Egypt. There they multipliedand became a strong ethnic group; so much so that one Pharaoh thought they were a threatto national security. Their dramatic departure from Egypt and the time spent in thewilderness helped the Israelites form into a nation with a distinctive identity, before arriving inCanaan, the land promised by God to Abraham.As a group review what you know about this sequence of events.Imagine you are telling the story of what happened; note what you can remember under thefollowing headings:The situation of the IsraelitesThe call to MosesThe plagues on EgyptThe departure from Egypt and the night ofPassoverTime spent in the WildernessIf you need a reminder you will find the stories atExodus 1: 6 – 3:12, Exodus 5:1–6:1, Exodus 11:4–12:13; 12:21–42, Exodus 14:5–3149
Tutor input on the nature of the Mosaic covenant – similarities and differences to thatwith Abraham, and on the Mosaic Law and Covenant. Exodus 17:1-7, Numbers 11:4-20, 3134, Numbers 12:1-8, Numbers 21:4-9.oGroup WorkIn Exodus 20:2, God introduces himself before giving the Law. How do theCommandments which follow show what God cares about?Tutor input on the story of the development of the nation of Israel and the rule of theJudges. (see pp. 30/31 of Introducing the Old Testament).Group WorkThe Israelites faced the threat of retaliation from the tribes they had displaced – but they alsofound the religion of those people very attractive! The Lord ‘raised up judges’ to deliver themand to judge according to the commandments that God had given. Yet the Israelitesrepeatedly disobeyed both God and His Judges. (Judges 3: 16, 17)ooDiscuss the particular temptations of arriving in a ‘promised land,’ where it doesn’tseem so necessary to rely on God for everything that one needs.Closing worshipTransforming Presence challenges us to ‘live distinctively’. Pray for guidance andwisdom in knowing how to live.50
Essential Preparation for Session 5: Read the following Bible passages:o2 Samuel 5: 1-5 the choice of Davido2 Samuel 7: 12-16 the promise to Davido1 Kings 4: 29-34the glory of Solomon.Further, recommended Reading: The story of the history of Israel from theentrance to the Promised Land to the Exile is told in Introducing the Old Testament pages 30- 37. Read as much of this and as many Bible passages as you can. Passages in bold willgive summaries and questions for reflection.Pages 48-53 of Introducing the Old Testament describe the content and structure of thePsalms. Read as much as you can.51
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Session 5 Prophets and KingsAIM To learn about the reign of David, the worship in the Temple and the rule of the Kings.Opening worship1. Prophets and Kings:For several hundred years the new nation in Canaan was ruled by Judges – charismaticindividuals, like Deborah, Gideon and Samson, who led the people in battle and settleddisputes. But the people were not satisfied and wanted to be like other nations, who hadgrand monarchs. At the end of the life of the great Judge, Samuel, God was persuaded toallow a monarch to be appointed over his people. (1 Samuel 8:4-9). Saul was appointed, andafter him, David.Tutor Input Based on the preparatory reading, expand and discuss the role of thecovenant with David, and the importance of the Temple in Israel’s faith.2. Group Work. The reign of David and his son Solomon were times of stability andgreat prosperity for Israel. The Temple was built during Solomon’s reign and new forms ofworship and learning flourished.Look at the following Psalms and note what they tell us about the ways the Israelitesworshipped and the ways in which they describe God.Pattern of worshipDescription of GodPsalm 150Psalm 48: 1-3Psalm 103Psalm 119: 1-16Psalm 1353
3. Group work. Samuel had warned the people that a king might oppress them andturn away from God (1 Samuel 8: 10-18). The books of Samuel, Kings and Chronicles tellthe tale of this happening. God then raised up prophets to challenge them and to remind thepeople of their vocation to be a holy people. The chart on page 33 of Introducing the OldTestament shows the periods in which the prophets whose words are recorded in the OldTestament lived.Because the prophets’ words are designed to bring a message of correction and to warn ofthe consequences of not following God’s instruction, they can present a very negativepicture of the faith of the Israelites! It is helpful to remember that we, too, often fail to followGod. Complete the following table, imagining that the prophets are speaking to ourgovernments, local and national and/or our churches.Words of ProphetThe message for todayElisha to Naaman: ‘Wash in the R. Jordan tobe cleansed of leprosy.’ 2 Kings 5: 9-14.Amos to the people of Israel: ‘Stop unfairpractices.’ Amos 8: 4-7Hosea to the people of Israel: ‘God loves youand is hurt by rejection.’ Hosea 11: 8,9Micah to the people of Judah: ‘God requiresjustice, kindness and humility.’ Micah 6: 8Closing Prayer Pray for all who have the responsibility of leadership and forfaithfulness in times of prosperity.54
Essential Preparation for Session 6 Read the following passages:o2 Kings 24: 8 – 25: 12. The people taken into exile and Jerusalem destroyedoIsaiah 53. Hope for a future servant of the Lordo2 Chronicles 36: 20 – 23. Return to JerusalemoPsalm 126. The people rejoice.Further, recommended reading.Read pages 38 - 42 of Introducing the Old Testament describing the Exile to Babylon andthe eventual return.55
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Session 6 Exile and ReturnAIM To learn about the exile of the Jews in Babylon and their return to rebuild their nation.Opening Prayer1. Group work: A nation in exile:In 568 BC the southern kingdom of Judah was taken into exile by their Babylonianconquerors. (The northern kingdom of Israel had already been scattered, by Assyrians, in722 BC). (Briefly) gather experiences from group members about moving house, leavinghome or living in a strange environment. What is valued and what is discarded?2.The exile was devastating for the people of God, separated from the land that Godhad given them and the beloved Temple. It is thought that much of what we now know as theOld Testament was collected together during the time of exile, as dispossessed peoplereminded each other of their traditions and taught future generations. Re-read the followingpassages, imagining that you are hearing them while in exile, far from your own home. Whatwould they mean in that situation? (The tutor may share them around the group.)Bible -Hearing them in ------------------------------Lamentations 1: 1-16Psalm 137Psalm 7457
3. The book of Daniel tells the story of young Jews who remain faithful even whentempted with both riches and punishment to abandon their faith. How do you think thesestories would encourage other Jews, both in exile in Babylon and during later occupation ofthe land by conquering forces? What lessons will they learn about how to treat theirenemies?Bible passageHow are the Jewsencouraged?How should enemies be treated?Daniel 1: 3,4, 8, 15Daniel 2: 10 -12, 27- 28.Daniel 3: 9-12, 17-18, 2425.Daniel 6: 6-8, 104.Tutor input The tutor will describe the circumstances of the exiles’ return and thesituation that the Jews found in Jerusalem and Judah (Introducing the Old Testament, p. 43).Since they believed that the exile was the result of punishment by God for theirunfaithfulness, the Jewish leaders were anxious to please God now. The experience ofreturn raised the various questions in people’s minds.The tutor will lead a study of Nehemiah 13; 1-3 10-13, 15-19 and 23 – 27, which recordsNehemiah’s attempts to restore the people’s faith and address the following questions:How to treat the people who were already living in the land?How to re-establish regular worship in the Temple?How to keep the laws of God, including the observance of the Sabbath?Why were these issues so important to the Jews and seem less important to us?A long term solution to these issues was not always found. In the next unit you will see howJesus’ words and actions presented an answer to the questions the Jews were asking.58
Close in prayer for all those who are living in a place where they are treated asstrangers and cannot freely practise their faith and customsFurther Reading: Introduction to the Old Testament contains information (in pages54 – 65) Hebrew poetry , the Wisdom literature and some of the smaller books thathave not been looked in this module. There will be further treatment of the Psalms inthe Spirituality module.There are , of course, a multitude of books on the Old Testament. You are advised to look inthe booklists of the ones already recommended.59
Assignments following Units A and B:Choose one of the following:1. Imagine you have a Christian friend who cannot see the point of reading the OldTestament in the twenty-first century. Using what you’ve learned from this unit, writethem a letter explaining some of the ways in which you’ve discovered the Old Testamentcan speak to Christians today. The letter should be about 1500 words and should includeboth your own experiences, and descriptions of some Biblical passages.2. Reflect on one aspect of your work in this unit which has interested, provoked orchallenged you. Prepare a short talk (10 - 15 minutes) in which you explain what thisinsight has meant to you, and suggest how it might be helpful to others in their Christianlives. Ask your group leader to comment on the talk, (from a full script, or a recording)and discuss a possible occasion (e.g. midweek service, evensong) when you coulddeliver the talk to some members of your church.3. You have looked at several forms of God’s covenant with His people. In approximately1500 words, describe each one, giving its context, the partners in the covenant and theeffect on later generations.4. In Unit A we saw how God has been revealed in different ways: through naturaloccurrences, human experience, direct communication and through the Messiah, Jesus.Choose passages in the Old Testament which are examples of, or describe, each ofthese ways of ‘doing theology.’60
Introduction to Unit CPlease read the following before Session 1 of Unit CPlease read the following before Session 1Resource A: (taken from ty/texts/bible.shtml)The New Testament:The New Testament has 27 books, written between about 50 and 100 AD, and fallingnaturally into two sections: the Gospels, which tell the story of Jesus (Matthew, Mark, Lukeand John); and the Letters (or Epistles), written by various Christian leaders to provideguidance for the earliest church communities.The GospelsThe Gospels were written to present the life and teachings of Jesus in ways that would beappropriate to different readerships, and for that reason are not all the same. They sharesome characteristics with other ‘lives’ written in the ancient world, but they are primarily anaccount of the way that Jesus is the promised ‘Good News’ for the world. (Gospel comesfrom the Anglo-Saxon word, godspell, which means good news).The writer of Luke probably also wrote the Acts of the Apostles, which tells the story of howChristianity spread from being a small group of Jewish believers in the time of Jesus tobecoming a worldwide faith in less than a generation.The LettersLetters were the natural way for itinerant church leaders to communicate with their converts,and the earliest ones were written before the Gospels. With some exceptions (Romans,Hebrews), they were not meant to be formal presentations of Christian belief, but offeredadvice to people who were working out how to express their commitment to Jesus in waysthat would be relevant to the many different cultural contexts in which they found themselvesthroughout the Roman empire.Reading them can be like listening to one half of a conversation, as the writers give answersto questions sent to them either verbally or in writing. Paul was the most prolific writer ofsuch letters, though he was not the only one.The New Testament concludes with the book of Revelation, which begins with a series ofletters to seven churches in the area of Asia Minor (modern Turkey), but then offers avisionary presentation of the meaning of all things, from creation to the end of the world.61
B Stephen Motyer, ‘The Old Testament in the New Testament’‘The New Testament proclaims its indebtedness to the Old Testament on the very first page.Matthew begins with an Old Testament genealogy that makes sense only to those who arefamiliar with the people and events to which it refers (Matthew 1:1-17). Thus the NewTestament signals at the start an engagement with the Old Testament that touches everypage and makes great demands on its readers.The New Testament authors generally assumed knowledge of the Old Testament contextfrom which quotations were drawn. They were concerned to communicate with and convincetheir fellow Jews, not just to nurture a private faith. They did not want simply to jettison theirJewish heritage, but sought genuinely to understand how the ‘word’ spoken through theprophets related to the new ‘word’ now revealed in Christ.The New Testament authors both use the Old Testament to explain Jesus and use Jesus toexplain the Old Testament in a circular process in which each is illuminated by the other. Allthe great themes of the Old Testament are confirmed, even when they are also developed invarious ways: God as the one creator and ruler of the nations, the election of Israel to be thelight of salvation for the world, the presence of God with his people,
o John Drane: Introducing the Old Testament, Lion 2011 o Trevor Dennis, Sarah Laughed: Women’s Voices in the Old Testament, SPCK, 2010. This fascinating and lively book makes some of the more neglected Old Testament characters and stories come alive. It’s interesting and imaginative, as well as having a sound academic basis.
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Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. Crawford M., Marsh D. The driving force : food in human evolution and the future.
Le genou de Lucy. Odile Jacob. 1999. Coppens Y. Pré-textes. L’homme préhistorique en morceaux. Eds Odile Jacob. 2011. Costentin J., Delaveau P. Café, thé, chocolat, les bons effets sur le cerveau et pour le corps. Editions Odile Jacob. 2010. 3 Crawford M., Marsh D. The driving force : food in human evolution and the future.
