Logos Back to School Sale 2013!

Does one have to qualify for Academic pricing to buy at these sale prices? 

Typical! After months of sitting in my wishlist, I bought two of those last week...

[quote]Typical! After months of sitting in my wishlist, I bought two of those last week...

Mark, I know that you are aware of this, but I will share for benefit of other Forum users - call customer service and "return" under the 30-day return policy then "repurchase" under the sale price.

Super Tramp said:

Mark Barnes said:

Typical! After months of sitting in my wishlist, I bought two of those last week...

You know how to handle that. 

In fairness, having checked the pricing, my sales rep gave me the back to school pricing last week on one of them. I've live with the other one. It would feel wrong returning a product, and then buying it straight back...

Mark Barnes said:

It would feel wrong returning a product, and then buying it straight back...

I respect that.

Mark Barnes said:

Travis Walter said:

How are Hermeneia commentaries?  They appear to be more on the scholarly side?

They're scholarly, technical commentaries (though often surprisingly light on exegesis). They're critical in the old-fashioned sense of that word.

Well I noticed the series is not complete.. So it will cost more to complete it. (one vol on pre-pub and books not written?)

On the fence on this..

Mark Barnes said:

It would feel wrong returning a product, and then buying it straight back...

They just give you a credit for the difference.

Mark Barnes said:

Super Tramp said:

But the Hermeneia/Continental Commentary bundle shows at $699 even though I have Hermeneia. All I need to complete this bundle is the Hermeneia Upgrade and the whole set of Continental Commentaries. 

That's strange. There used to be dynamic pricing on that bundle.

I noticed a couple of days ago that the dynamic pricing had disappeared when the upgrades were added. It disappointed me at the time, but I was hoping it was a temporary oversight. Now I'm going to be even more disappointed if it isn't fixed soon. All I'm missing is one or two of the upgrades, so I'd buy pretty quickly if I got the full dynamic pricing + Back to School discounts.

I think the post should be retitled to:
Logos Back to an obviously "Ivy League" School Expensive-Cost-is-No-Object Sale [:'(]

As for me and my house - I could use a lower priced actually-useful-need-them-to-do-research-and-preach-to-regular-people-Commentary Sale

Feel free to use my Wishlist Logos....its filled with useful items actual students need, want, desire, and might actually use.

Daniel, I so appreciate Logos and I am thankful for their student discounts....but the selections veer so far from what I consider useful in this sale, I have wondered if they came from a stockroom clerk who called up and said "Hey, have a sale, we need room for items that people actually buy down here!"

...comedy is not my forte, but i am trying to be light here.[:)]

It doesn't appear the "Add to Cart" buttons show whether or not I own the product - like they do on the regular product pages. Should they?

Travis Walter said:

If you do own it, the cart will tell you own it and remove it for you.. 

Except for the Hermeneia/Continental Commentary set because I only own "half" of it.  [:(]

Mark Barnes said:

They're critical in the old-fashioned sense of that word.

Now I am wondering how the meaning of the word "critical" has changed over time.

Care to elaborate?

John said:

Now I am wondering how the meaning of the word "critical" has changed over time.

I was not so much expressing that the meaning of the word has changed over time, but rather that what it has come to mean in relation to commentaries has changed over time. In the dictionary 'critical' has two separate meanings (these are taken from the COED):

1. expressing adverse or disapproving comments or judgements
2. expressing or involving an analysis of the merits and faults of a work of literature or art.

When that word first started it to be used in relation to the Biblical texts, the question for objectivity was so emphasised that faith was considered incompatible with being 'critical'. In practice this meant that 'critical' analysis nearly always met meaning (1) and meaning (2). Later, it was better understood that true objectivity is impossible, and everyone brings their presuppositions to the text. Faith-based scholarship also began to engage much more in the scholarly debate. Consequently, when 'critical' is used today in relation to Biblical studies, the emphasis is much more on meaning (2), and meaning (1) does not necessarily apply. In other words, nowadays it's generally recognised that you can do (2) without necessarily doing (1). In the nineteenth century that wasn't the case in relation to the Biblical text.

My comment about Hemeneia/Continental was a reminder that many of the commentaries are quite dated (particularly in their original German editions), and therefore 'critical' can often mean (1) and (2), not just (2).

Joshua Lieder said:

Some of the IVP items in the Sale might actually be useful.  I tend to lean toward items that will help me preach in a non-boring, engaging way, with words that the man/woman in the pew might grasp if they are not snoring or wondering about whats for lunch later.

I don't know if anything in the IVP bundle could help you with that! A lot depends on your personal style, as well as authority/unction. As for exegetical/biblical substance, you can get that from a lot of sources! [:)]

Jack Caviness said:

Not sure I understand the illustration. Have heard far too many sermons that left Stage 1 on the other side of the wall and therefore were filled with nothing but fluff, a lot of Biblical sounding rhetoric with no actual Scriptural content.

Here is the author's explanation -

Truly biblical sermons, however, have something else. They also have middle point. If the goal of the preacher is to communicate the idea that the biblical writer originally communicated, then the preacher must divide the sermon preparation task into two disparate stages: the exegetical and the homiletical. The diagram below may be more appropriate.

Stage 1: The first task of the preacher is exegetical: determining the meaning of the text. Your goal here is to discover the idea that the original author intended to communicate to the original audience. In this stage, you are like a miner, using your exegetical skills to dig deeply into the biblical text to unearth the treasure it contains. This is our sole obsession.

Stage 2: The second task of the preacher is homiletical: determining the best way to communicate the idea of the text. It is not enough for the biblical idea to be clear in your mind. You need to develop a strategy for transferring that idea to the minds of your audience. The challenge here is to create a setting for this newly discovered exegetical jewel that will best display its unique attributes.

It is critical that you keep these two stages distinct. Do not blend the two stages together. If you begin to think homiletically too soon (how will I preach this?) during your exegesis, you will inadvertently pollute the exegetical process. Thinking about outlines, introductions, and possible applications prematurely will prevent the biblical text from speaking for itself. When the two stages begin to bleed together, it is easy to miss the author’s idea. What you end up preaching may be theologically correct but not what the original author intended to communicate to the original audience. If your goal is only to say what God said, then I recommend you imagine these two stages separated by a wall: tall, thick, and impenetrable—with razor wire on top. This wall separates the two separate stages of the sermon preparation process.

J. Kent Edwards, Effective First-Person Biblical Preaching: The Steps From Text to Narrative Sermon (Grand Rapids, MI: Zondervan Publishing House, 2005), 23.

Jack Caviness said:

Not sure I understand the illustration. Have heard far too many sermons that left Stage 1 on the other side of the wall and therefore were filled with nothing but fluff, a lot of Biblical sounding rhetoric with no actual Scriptural content.

I generally find that such illustrations are worse than useless.  When I was learning to program I skipped that step and came back to do it afterwards if it was required.

fgh said:

George Somsel said:

Don't waste your breath on the cry-babies.  They'll complain no matter what the price.  They might even complain if you were to pay them to take the resources.

There is no need to be rude! 

Besides, isn't that what you do when it comes to interlinears?

Not at all.  This reminds me of Harry S Truman.  One day someone yelled "Give 'm hell, Harry.  He replied, "I just tell the truth, and they think it's hell."