Read with attention.
Let the word become lived.
Explore Enoch, Mary, Thomas, Philip, Solomon, Torah, and the Quran thesis. Begin with a named passage, understand its setting, and make your interpretation clear.
The Father at the source. Yeshua at the centre.
Babylon’s devotional purpose is to bring learning into love, attention, and a considered action. Each text retains its own identity. Every reader remains sovereign, with room to question and disagree.
Begin with scripture, prayer and practice ↗The Book of Enoch · watchfulness, order and the sky
Begin studying Enoch through its literary divisions, the Heavenly Luminaries, and a clear distinction between ancient narrative and a current sky reading.
Read the entry FoundationsThe Gospel of Mary · courage, listening and understanding
Explore the Gospel of Mary’s surviving dialogue, Mary’s encouragement, and the dispute over her account through clear reading and listening exercises.
Read the entry FoundationsThe Gospel of Thomas · sayings, seeking and the living Father
Study selected sayings in Babylon’s Gospel of Thomas: seeking, the kingdom, and the seed, with a practical method for reading symbolic language.
Read the entry FoundationsThe Gospel of Philip · images, names and lived understanding
Read selected passages on images, names and freedom in Babylon’s Gospel of Philip, then practise explaining a symbol without treating it as a literal mechanism.
Read the entry FoundationsThe Testament of Solomon · authority, discernment and responsibility
An orientation to Babylon’s Testament of Solomon retelling, with questions about authority, the Temple, and responsible interpretation.
Read the entry FoundationsTorah · letters, listening and a word carried into life
Begin with Deuteronomy 6:4–9 and explore Babylon’s letter-based reading of Torah alongside listening, teaching and daily practice.
Read the entry FoundationsThe Quran thesis · opening letters and a comparative reading
An orientation to Babylon’s Quran thesis: the opening letters, its proposed Hebrew comparison, and a transparent method for evaluating the connection.
Read the entryChoose the question for your reading.
| Work | Focus | Reading question |
|---|---|---|
| The Book of Enoch | Begin studying Enoch through its literary divisions, the Heavenly Luminaries, and a clear distinction between ancient narrative and a current sky reading. | Are you reading an ancient description, offering a symbolic reflection, or calculating a position? |
| The Gospel of Mary | Explore the Gospel of Mary’s surviving dialogue, Mary’s encouragement, and the dispute over her account through clear reading and listening exercises. | Have you understood the speaker’s account before judging it? |
| The Gospel of Thomas | Study selected sayings in Babylon’s Gospel of Thomas: seeking, the kingdom, and the seed, with a practical method for reading symbolic language. | What does the image invite you to notice before you decide what it means? |
| The Gospel of Philip | Read selected passages on images, names and freedom in Babylon’s Gospel of Philip, then practise explaining a symbol without treating it as a literal mechanism. | Is the image helping someone understand, or has its label taken the place of understanding? |
| The Testament of Solomon | An orientation to Babylon’s Testament of Solomon retelling, with questions about authority, the Temple, and responsible interpretation. | How does the authority you exercise remain accountable to the purpose it should serve? |
| Torah | Begin with Deuteronomy 6:4–9 and explore Babylon’s letter-based reading of Torah alongside listening, teaching and daily practice. | What changes when a word you understand becomes something you practise? |
| The Quran thesis | An orientation to Babylon’s Quran thesis: the opening letters, its proposed Hebrew comparison, and a transparent method for evaluating the connection. | What evidence would support the comparison, and what would count against it? |
A passage can become a clear lesson.
Read, describe, distinguish your interpretation, and offer a useful example. Give the learner a chance to explain it differently.