Meet Dr. David Bosworth
Dr. David Bosworth, Associate Professor of Old Testament and Area Director of Biblical Studies, has been part of the School of Theology and Religious Studies faculty since 2008. A Catholic University alumnus, he holds a Master’s and Doctorate in Biblical Studies. His expertise spans American Catholic history, biblical anthropology, cognitive linguistics, and the role of emotion in the Bible.
Professor Bosworth teaches TRS 202: The Church and the Human Person, integrating his interests in biblical anthropology and American Catholic history. His commitment to teaching extends to TRS 550: Teaching and Learning, a course designed to equip graduate students with effective pedagogical strategies for theology and religious studies.As a leading expert in biblical anthropology, Dr. Bosworth takes an interdisciplinary approach to scripture, drawing from anthropology, theology, and history. He challenges students to critically engage with the historical, cultural, and theological contexts of biblical texts, emphasizing the power of language in shaping worldviews. Through dynamic classroom discussions, he explores the interplay between cognition, culture, and communication in shaping religious beliefs.
Renowned for his engaging lectures and thought-provoking scholarship, Dr. Bosworth encourages students to reconsider what it means to be human in both ancient and modern contexts. He examines how emotions are not only central to human experience but also to theological and moral teachings in biblical narratives.
During our interview, Dr. Bosworth shared insights into his teaching philosophy, his approach to student advising and mentorship, and his views on theological pedagogy. He also reflected on his journey as a graduate student at Catholic University.
Interview with Dr. Bosworth
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What inspired you to pursue both your master's and doctoral degrees at Catholic U?
I chose to pursue my MA and PhD at a Catholic university because I sought Catholic formation combined with an exceptional faculty. Having never attended a Catholic school before, I was eager to immerse myself in this unique academic and spiritual environment.
The Catholic University of America offered the opportunity to study ancient Near Eastern languages such as Akkadian and Ugaritic — languages that are often unavailable at other institutions but are essential for my academic interests.
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How has being an alumnus influenced your approach to teaching and mentoring students?
During graduate school, I encountered professors who displayed little interest in mentoring and others who were deeply invested in their students’ growth. The contrast had a profound impact on my experience and highlighted the critical role of mentorship. This has inspired me to actively mentor graduate students, particularly in areas often overlooked in formal graduate training—such as teaching and navigating the nuances of academic life, which are frequently learned through trial and error.
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What role did mentors from your time as a student play in shaping your academic career?
My mentors encouraged me to publish my first article and provided invaluable guidance throughout the process. They also introduced me to the behind-the-scenes aspects of research, equipping me with skills and insights that have been instrumental in my academic journey.
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What advice do you give graduate students preparing for academia or other professional paths?
I offer plenty of advice, but much of it centers on the principle of being strategic. To make informed decisions that align with their goals, students need to understand how faculty are hired and evaluated. This knowledge helps them navigate the balance between their intrinsic passions and the external demands of academia.
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How has the university changed since your time as a student?
The most significant change has been faculty turnover. I began as the most junior member of my area’s faculty, and now I am the most senior. The last remaining biblical professor from my graduate school days recently retired. Fortunately, I continue to be surrounded by exceptional scholars, dedicated teachers, and supportive colleagues.
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What role does theology play in conversations about pedagogy and learning?
Good pedagogy demands humility. Effective teachers must continuously learn about pedagogy, reflect on their practice, and adapt. When lessons don’t go as planned or students fail to respond as hoped, it’s tempting to place the blame on them. However, through hard experience, I’ve learned that the fault usually lies with the teacher. Instructors often underestimate their power to shape student behavior and learning. Recognizing the profound influence of your actions means taking responsibility when problems arise. This introspection can be difficult, as it challenges your self-image, but it’s essential for growth. Teaching is ultimately an act of loving your neighbor—and if you think loving your neighbor is easy, you’re not doing it right. True love, like teaching, requires humility.
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How does studying the cultural and anthropological context of the Bible influence how we interpret its messages today?
We become more receptive to ancient texts when we take the time to understand the environments and cultures in which their authors and audiences lived. Our perceptions are shaped by our own preconceptions, but studying the past allows us to overcome these limitations, listen more attentively, and appreciate perspectives different from our own. Without a commitment to historical understanding, we risk misinterpreting the biblical text. By gaining a deeper grasp of its historical context, we can interpret and apply the text to our own circumstances with greater accuracy and responsibility.
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How can understanding emotion in the Bible help readers form a deeper emotional connection with its teachings?
Emotion, cognition, and memory are deeply interconnected. Emotional experiences are more memorable, as we tend to reflect on them more often and share them with others. Similarly, understanding a text requires engaging with its emotional content.
Without feeling the intended emotion, true comprehension remains elusive. While it can be challenging to discern the exact emotion a text aims to evoke, historical and contextual clues can help narrow the possibilities, guiding us toward a more accurate interpretation.
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The Bible is rich with metaphors. Could you share an example where cognitive linguistics has helped unpack a metaphor in a new way?
Cognitive linguistics has transformed how we understand metaphors. They are not merely decorative elements that make a text more vivid or memorable; metaphors can shape how we conceptualize entire domains of knowledge, influencing our emotions and behavior. For example, many biblical texts personify Jerusalem (also called Zion) as a woman, often referred to as “daughter Zion.” This metaphor highlights the vulnerability of a daughter in an ancient patriarchal society, encouraging the audience to care for the city and nurture its physical and social structures.
At the same time, "daughter Zion" is also portrayed as a mother, with her children representing the city's inhabitants. She shares in the community’s suffering during the catastrophe and rejoices in their peace and prosperity. This metaphor evokes a blend of emotions—the love people feel for their home and the love they feel for their mothers and daughters. By intertwining place and person, the metaphor deepens attachment to both. Specific texts draw on this love to inspire actions such as mourning, returning after exile, or rebuilding the city, using the image of “daughter Zion” to motivate and guide behavior.
Conclusion
Dr. Bosworth’s interdisciplinary expertise challenges us to see scripture as more than a historical or theological text—it is a living document shaped by human emotion, culture, and cognition across time. His scholarship invites us to explore deep connections between faith, history, language, and the human experience.
Professor Bosworth is the author of several books, including Creation and Emotion in the Old Testament (2023), House of Weeping: The Motif of Tears in Hebrew and Akkadian Prayer (2019), and Infant Weeping in Akkadian, Hebrew, and Greek Literature (2016). His current research focuses on biblical conceptualizations of the human being.
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Mrs. Terrie Gomillion-McPherson is an Instructional Project Coordinator at CTE.