Course Plan for BSCS/BNST 654: Late Second Temple Judaism

Transcription

1 Course Plan for BSCS/BNST 654: Late Second Temple Judaism Cincinnati Christian University Tom Thatcher Fall 2015 (513) graduate credits tom.thatcher@ccuniversity.edu RATIONALE Interpretation of the New Testament is facilitated by an understanding of the first-century Jewish context from which Christianity emerged. This course introduces students to major currents in Palestinian and Diaspora Judaism in the period between the Roman conquest and the Revolt of Learning experiences will focus particularly on the relationship between first-century Jewish thought and life and the teachings of Jesus and Paul as recorded in the New Testament. OBJECTIVES The student who satisfactorily completes this course should: 1) Display competence in the use of source documents for historical research. 2) Be acquainted with the socio-economic context of Palestine in the time of Jesus. 3) Be acquainted with various trajectories of orthodox and heterodox Jewish thought in the first centuries BCE and CE. 4) Be able to relate major themes in Jesus teaching to the historical context of first-century Palestine. 5) Be able to discuss Greco-Roman attitudes toward Jews and Jewish customs. Individual achievement of these objectives will be assessed via classroom participation and completion of the course assignments described in this syllabus. OUTLINE OF CONTENTS Introduction: Four Currents in Late Second Temple Judaism I. Current 1: Romanization Research Assignment: Worksheet 1, The Sects of the Jews A. The Spiral of Violence B. Sects of the Jews C. Jesus, the Spiral, and the Sects II. Current 2: Purity and the Temple Research Assignments: Worksheet 2, OT Purity Regulations Worksheet 3, Views of the Temple A. OT Purity Regulations B. Purity, the Temple, and Gentiles C. The Temple Incident

2 III. Current 3: Apocalypticism Research Assignments: Worksheet 4, Jewish Apocalypticism Worksheet 5, John the Baptizer A. Jewish Apocalypticism B. Apocalyptic Literature C. Qumran and the Dead Sea Scrolls D. John the Baptizer IV. Current 4: Diaspora Research Assignment: Worksheet 6, Gentiles on Jews A. History and Scope of the Jewish Diaspora B. Greco-Roman Views of the Jews C. The Status of Jews in the Diaspora D. Philo and Philosophical Judaism MAJOR LEARNING EXPERIENCES AND ASSIGNMENTS Course Texts: A number of course materials, some required to complete the assignments below, are posted on the Moodle website for the course. Please download all of these and use them as instructed. Reed, Jonathan. The HarperCollins Visual Guide to the New Testament: What Archaeology Reveals about the First Christians. San Francisco, CA: HarperCollins, Wise, Michael, Martin Abegg, Jr., and Edward Cook, eds. and trans. The Dead Sea Scrolls: A New Translation. Revised edition. New York, NY: HarperSanFrancisco, (paperback) Whiston, William, ed. and trans. The Works of Josephus. Rev. ed. Peabody, MA: Hendrickson, Note: this book is readily available online and in electronic formats such as Kindle and Nook. The print version is inexpensive, but feel free to use an electronic edition if you prefer. 1) Class discussion, and preparation for such discussion, is the primary learning experience. As a result, students will be graded on attendance and participation (see below). 2) Reading assignments based on source documents will precede class discussions (see below, and the outline above). These readings will be guided by the worksheets attached to this syllabus (below) and are taken either from the required texts above or from further readings included in the electronic copy pack on the Moodle website. These assignments are critical to classroom discussion and ALL must be completed in a preliminary way before the class session in which the relevant material will be discussed. You will not be asked to submit final drafts of your submissions for grading until after discussion in class, but you must complete the preliminary readings, take adequate notes, and be prepared to participate in classroom discussions of these reading. Failure to prepare by completing the readings described in the worksheet will result in failure of the course.

3 For each assignment, read the indicated sections from the source documents and be prepared to discuss the assigned questions in class. After the class discussion, you will prepare and submit written answers/responses to the assigned questions. These worksheet assignments should reflect critical thought and serious engagement with the sources, but need not adopt the style of formal term papers. All worksheet assignments must be submitted via the Moodle website by December 14, Note: all assignments must be submitted in electronic form; hardcopy will not be accepted. 3) Read the book by Reed and answer the worksheet questions attached to this course plan (below). Except where indicated, answers should be short (2-4 sentences) and descriptive, focusing on the content of Reed s discussion rather than critiquing his argument. Completed answers must be submitted via the Moodle website by December 14, ATTENDANCE Because class discussion is the primary learning experience, failure to attend or participate in class sessions will dramatically affect one s final grade. After the first absence, each hour of absence will result in a reduction of 1 point from the student s Attendance and Participation grade. Failure to prepare for class discussion will also result in a reduction in the attendance grade essentially, failure to prepare is equivalent to absence. GRADING POLICY Attendance and Participation 10% Worksheet 1 20% Worksheet 2 5% Worksheet 3 10% Worksheet 4 10% Worksheet 5 20% Worksheet 6 20% Reed Worksheet 5% Late work is accepted but may incur a penalty. All assignments described above must be submitted in order for the student to pass the class, regardless of the percentage grade achieved on the basis of submitted work. Example: if a student attends class, submits the Reed notes, and submits 5 of the 6 worksheet assignments, thereby achieving a cumulative score of 88% for the class, that student will receive a grade of F for the course. NOTICE: This course plan, as distributed in class or through electronic channels, overrides all earlier versions of the course plan for the same course. All terms and conditions stated in this course plan, including objectives, outline of contents, required texts, assignments, attendance policy, and grading scale, are subject to the instructor s unilateral revision at any point before, during, or after the semester. Students who require academic accommodations due to a documented physical, psychological, or learning disability should request assistance from Disability Services by contacting Ray Horton at ray.horton@ccuniversity.edu. The Evan Bolejack Learning Center is also available for academic coaching and is located in the lower level of the Worship/Ministry building across from the elevator. You may contact the office by phone at or by at academic.support@ccuniversity.edu.

4 Worksheet #1: The Sects of the Jews You will be assigned to one of the 5 groups represented below. Read the texts from Josephus s Antiquities of the Jews (AJ) and Jewish War (JW) about your group (only your group) and use these to develop a profile of your group s basic religious beliefs and political theory. For purposes of this assignment, note that political theory refers to how the members of your group respond to the ruling powers, particularly to Roman rule. If you cannot determine what is going on in a particular passage due to lack of historical knowledge, read some of the surrounding context and look up the relevant individuals/events/places in Wikipedia or some other reference resource. Keep in mind that Josephus himself is a rich, pro-roman Pharisee, so his view of your group may be biased. Religious Beliefs Rich Pharisees Poor Pharisees Chief Priests (Sadducees) AJ AJ AJ Zealots AJ Essenes AJ JW JW JW JW JW AJ AJ AJ AJ ,6 AJ BCE JW BCE JW JW BCE JW Political Theory 100 BCE AJ AJ AJ AJ BCE AJ AJ AJ BCE AJ CE AJ AJ AJ CE JW JW CE JW JW JW 2.15 JW CE JW JW CE JW JW Note that Strato s Tower is the name of both a building in Jerusalem (a tower near the temple complex) and a town on the Mediterranean coast, which Herod the Great later enlarged and renamed Caesarea Maritima (the same town mentioned in the New Testament).

5 Building on the theological and political profile you have constructed for your group on the basis of the above readings, discuss how a member of your group might respond to the following teachings of Jesus. Matthew 19:16-26 Matthew 5:38-42 John 5:25-32 Mark 12:13-17 Mark 12:18-28 Luke 14:26 Luke 21:1-4 Matthew 21:12-17//Luke 19:45-48 To focus your comments, use the following ratings system to evaluate the teachings of Jesus from the perspective of a member of your group: - - (double negative, strongly opposed); - (opposed); 0 (neutral); + (supportive); ++ (extremely supportive). Be sure to briefly explain the reasoning behind each of your ratings what elements of a particular teaching might a member of your group like or dislike, and why?

6 Worksheet #2: Old Testament Purity Regulations The following passages are representative of the OT teaching on purity. Analyze each passage and identify statements about the CAUSES of impurity, the EFFECTS of impurity, and any REMEDIES for impurities that have been contracted. All these passages state at least one clear cause; references to the effect and/or remedy may be indirect, or may simply be absent. Passage Cause Effect Remedy 1) Lev. 7: ) Lev. 11 3) Lev ) Lev. 12:1-8, 15: ) Num. 31: ) Lev. 5:1-6 7) Deut. 24:1-4 8) Deut. 25: ) Lev. 18: ) Deut. 7:25-26

7 Worksheet #3: Views of the Temple This assignment seeks to identify first-century Jewish attitudes toward the temple and its institutional apparatus. Answer the questions below based on the readings indicated from the New Testament, Josephus Jewish War, and Josephus Antiquities of the Jews. 1) To get an overview of Herod s Temple, read carefully Jewish War 5.5. To assist your reading, consult the diagram of the temple complex by Leen Ritmeyer included on the Moodle website. The images at should also be helpful, particularly the links under the heading The Temple Mount. 2) Jewish War 1.33 (ca. 4 BCE). Discuss the significance of this rebellious act, noting who leads it, their stated motives, and their specific actions. Comment on the validity of these motives and what this episode might tell us about popular perceptions of the temple cult. 3) Jewish War 2.1 (ca. 4 BCE). This event immediately follows the episode discussed in question #2. Describe the events here and comment on the effect such an episode might have on the Temple s cleanness in light of the OT purity Laws. Overall, what does this episode suggest about the social role of the temple and Jewish attitudes toward it? 4) Jewish War (ca. 66 CE). This episode represents the formal beginning of the Jewish revolt that led to the destruction of the Temple in 70 CE. Reflect carefully on what the rebels do to the Temple and the sacrificial system. What might motivate such actions, and what would these motives tell us about their attitude toward the temple and the priesthood? 5) Antiquities and (early 40 s CE). Discuss the state of the priesthood in the first century. Why might some Jews view this as a problem? 6) Matthew 21:12-17; Mark 11:15-18; Luke 19:45-48; John 2:13-22 (30 33 CE). Consider Jesus as a Jewish rabbi in the first century. What is going on in the temple that upsets him, what does he do about it, and what is the symbolic significance of his actions? Contextualize Jesus within the larger picture that emerges from the preceding questions above.

8 Worksheet #4: Jewish Apocalypticism This worksheet involves readings from ancient Jewish texts that reflect an apocalyptic ideology. The texts in question are included in the electronic copy pack. Along with these texts, read Daniel chapters 7 12 (read Daniel before reading any of the texts in the copy pack). After reading these materials carefully, answer the following questions: Q1: How is God portrayed by these authors? Comment here both on God s physical appearance and on his most significant attributes. Q2: How is God s dwelling place portrayed by these authors? What do these images of his dwelling communicate about God himself? Q3: How do these authors conceptualize God s knowledge of, and interaction with, human affairs? How does God involve himself in human history in these writings? Q4: How do these authors envision the Messiah? Specifically, what images and titles/terms do they use to describe this figure? How is the Messiah related to God? Q5: How do these authors envision the role and function of the Messiah? What will the Messiah do, and what will happen when he intervenes in human affairs?

9 Worksheet #5: John the Baptizer This exercise will utilize the Manual of Discipline (1QS) from the Dead Sea Scrolls, Josephus AJ, and the New Testament to clarify the message of John the Baptizer. The Manual of Discipline (1QS) This document is an organizational model for a monastic community (possibly the Qumran community?), probably written in the first century BCE. The text discusses entry into the community, the leadership structure of the community, the community s sense of identity and purpose, and various ethical regulations for community members. 1QS is the most famous and most widely cited of the Dead Sea scrolls, largely because its contents bear so many direct points of contact with the New Testament. Use the following questions as a reading guide for this document. Keep in mind that leaders in the community are referred to with a variety of titles, including Sons of Aaron, Sons of Zadok, Levites, and the Guardian/Master, the leader of the group. Note also that the bold-type Roman numerals in the Wise, Abegg, Cook text refer to columns on the original manuscript (column 1, 2, 3, etc.). The questions here indicate the respective columns on the manuscript in which the answers may be found. 1) 1QS 1-2. What is the difference between community members and non-members? How are non-members and members identified? What overall attitude does the author display toward non-members? 2) 1QS 3. Read this section carefully. Note all the spirits discussed here and what they do. What is the connection between these spirits and purification in the author s mind? How does ritual washing fit into the purification picture? 3) 1QS 3-4. Comment on the spirits of light and darkness. What are they and what do they do? What does the presentation here imply about human nature? 4) 1QS 4. How do community members make straight paths before him? What visitation does the author have in mind, and what will happen when this occurs? 5) 1QS 4. How will the just be purified at the visitation? 6) 1QS 5-6. What must a person do to become a member of the community? What are members forbidden to do, and why? 7) 1QS 5. What is the basis for rank within the community? 8) 1QS 8-9. Read this section carefully. What is the community s purpose, and how do they accomplish it? How do Isaiah 28:16 and Isaiah 40:3 inform the community s self-image? What role do the community s prayers and obedience play in their overall sense of purpose? Antiquities of the Jews Read carefully AJ Discuss Josephus view of John the Baptizer s biography and message (what John did and what he preached). Pay close attention to details.

10 The New Testament For each of the following passages, list every detail offered about John the Baptizer s life and/or message: Matt. 3:1-12; Matt. 11:1-6; Matt. 14:1-12; Matt. 21:23-27; Mark 1:1-15; Mark 2:18; Mark 6:14-29; Luke 1:5-25, 57-66, 80; Luke 3:1-20; Luke 9:7-9; Luke 11:1; John 1:19-28; John 3:22-29; John 10: Simply list every detail you can identify in parallel columns. Summary 1) Compare and collate the information you compiled from Josephus and the New Testament to write a biography of John the Baptizer. Include a summary of his message. 2) Compare John the Baptizer s activity and message with your observations on 1QS. In what ways would John s message and program be similar to that of the Qumran community, and in what respects would they differ?

11 Worksheet #6: Gentiles on Jews This worksheet involves readings that reflect the attitudes of educated Gentiles toward Diaspora Jews. The readings may be found in the electronic copy pack for the course; along with these excerpts, read Josephus Against Apion 1.1 (p ), 1.26 (p ), 1.34 (p. 792), 2.2 (pp ), (pp ), 2.14 (p. 802) to determine the views of the Egyptian author Apion. Read each excerpt carefully, and rate each author or character s opinion of the Jews using the following scale: ++ (very positive); + (positive); 0 (neutral or undecided); - (negative, slightly anti-semitic); -- (very negative, extremely anti-semitic). Explain each of your ratings. Also as you read, make note of and discuss any references you find to theories about the origins of the Jews. Further, make note of and discuss Jewish ethical or ceremonial practices which are particularly odd or disgusting to the Gentile characters and authors. Summarize your findings on these two issues in a short essay. Comment on the relationship between the character/author s position on these issues and their overall attitude toward the Jews. Essentially, use these readings to write an essay that answers the question, What do these Gentile authors think about Jews and Judaism, and why do they think that?

12 Late Second Temple Judaism: Reed Worksheet Questions Chapter 1 1) What is the place of archaeology in New Testament studies? Does archaeology have the ability to confirm the whole of the New Testament? If so, how? If not, what benefits does it provide? 2) How do newly discovered texts contribute to our understanding of the New Testament? Do only the major discoveries (Dead Sea Scrolls, Nag Hammadi, etc.) contribute, or can any given papyrus help? 3) Do traditional Christian symbols (crosses, Ichthus fish, etc.) clearly identify first-century Christians? Why or why not? 4) Does the Caiaphas Ossuary provide any deep insights to the trial of Jesus or the historical person of Caiaphas? Does it (and its surroundings) provide any key information about first-century Palestinian life? 5) Does the house at Capernaum definitively point to a place where the Apostle Peter lived and where Jesus healed? What value does this discovery have for New Testament interpretation? 6) What narrative in Acts does the inscription from Pisidian Antioch seem to corroborate? What other major discovery was made alongside the inscription? What is the significance of the New Testament authors attributing to Jesus titles and concepts normally given to emperors? 7) Is Peter likely buried under Saint Peter s Basilica in the Vatican? Whether he is or not, what significance do catacombs have for understanding where Christians lived? Chapter 2 1) What are the three major components of archaeology? How does understanding each one help us appreciate a legitimate application of the field for biblical interpretation? 2) Define stratigraphy and typology (in an archaeological context!). How does this meticulous process differ from older patterns of archaeology? 3) Are archaeological discoveries (such as buildings) reliable for dating? If buildings are not a reliable source, how then can one determine the age of a site? 4) What sorts of advances in archaeological method have occurred since the 1970s? What benefits (in terms of increased understanding) come from such methodologies? 5) What do pottery shards enable us to understand about a site? What sociological implication can be discerned at Banias as a result? 6) What kinds of methods exist for artifact analysis? What sorts of specialists outside of archaeology are often employed for such studies? 7) What kinds of jobs could women have (or not have) in the Roman World? What type of woman usually entered into an apprenticeship? 8) How easy is it to calculate populations within an urban area? What factors come into play, and what do they contribute to our understanding? 9) What was the significance of the standardizing of Roman architecture by Emperor Augustus? What answers does it provide (and what further questions does it raise) about Herod s temple? 10) What does the debate about the site of Khirbet Qumran tell us about the dialogue between text and artifact? (That is, does text always take priority? Or artifacts? Or should both be allowed to speak?) Chapter 3

13 1) What were the two most influential aspects of Alexander s rule? What was significant about the spreading of the Greek poleis? 2) Who were the Diadochoi? Which powers were the most influential in Palestine? 3) What tensions began to develop in Palestine as a consequence of Hellenism? What was the outcome of this continual tension? 4) What does the archaeological record surprisingly show us about later monarchs in the Hasmonean period? How was this received by (at least some of) the Jewish people? 5) Compare the reactions toward Hellenism by the Jews of Palestine to the Jews outside Palestine (Diaspora Jews). How do Diaspora Jews deal with being geographically removed from the temple? 6) Describe Rome s rise to power under the republic. How do the violent struggles for power finally resolve in the person of Octavian? 7) What were the major components of the Augustan Revolution, both politically and religiously (if one can draw the distinction)? How do the people view the emperor? What were the long-term consequences of this viewpoint? 8) Make a brief list of Herod the Great s building projects, and compare his reign to the reign of his children. How stable was the political environment in which Jesus ministry took place? 9) How well has the city of Caesarea (Maritima) been preserved? What style is the architecture? How was the city laid out? What important New Testament figure dedicated a structure to Tiberius there? Chapter 4 1) What are the three major regions of Galilee? What are the major geographical distinctions between them? 2) Why are cities not mentioned in the New Testament, such as Sepphoris, sometimes more useful contributions than major cities in Galilee? 3) What are the four major features of Judaic towns in Galilee which are also indicative of Judaic towns in Judea? What major concerns of Jewish everyday life are reflected in these? 4) How ornate were the synagogues of first-century Palestine? How many have been discovered inside Galilee? Is emphasis being placed on the building or on the gathering? 5) How Hellenized were the cities built in Galilee by Antipas? What were the economic consequences of the massive building projects? 6) How did medicine work in the ancient world? How big a distinction was made between science and magic? 7) What languages were the most rampant in Galilee in the first century? What language did Jesus likely speak? 8) What are the negative contributions made by Galilean archaeology? What are the positive? How does archaeology demonstrate the tension between Antipas and Jesus? 9) What style of archaeology (Old or New) dominates the study of the church/synagogue of Capernaum? How has the process gone differently in recent years? 10) What major Roman elements can be found at the city of Sepphoris? What is significant about the excavations there? Why is Sepphoris an important component to Historical Jesus studies? Chapter 5

14 1) What was unique about Herod the Great s architectural style? Was the Temple his only major contribution to Jerusalem? 2) How easy was Jerusalem to access? What sorts of advantages came from Jerusalem s natural setting? 3) How did Jerusalem get water in the days of David? How did the Hasmoneans expand this system? 4) What key architectural feature testifies to Jerusalem being a pilgrimage site in the Second Temple period? What contribution does the Theodotus inscription make? 5) How seriously did Jews take the temple tax? What light does the coin horde at Isfiya shed on the matter? 6) How did Herod s architectural motifs contrast with Jesus preaching on the Kingdom of God? How did the finished temple complex compare with other temples in the Ancient Mediterranean? What were the social implications of the architectural style? 7) Who lived in the upper city of Jerusalem? Is the style more Jewish in nature, or Roman? 8) Is there a substantial amount of archaeological evidence for crucifixion? Is there any obvious link between burial practices and resurrection beliefs? 9) Describe the stratigraphy of Jerusalem. Why is it difficult to build a comprehensive plan of excavating Jerusalem? Chapter 6 1) Since Paul was an influential figure across a wide area, what benefit does archaeology have for better understanding Paul (e.g., his life, ministry, travels)? 2) How does Octavian apply the Son of God concept to himself? How does Jesus respond to Caesar s divinity? 3) In what ways did the imperial cult blossom in the days after Octavian (that is, how did the people perceive him)? How then did the ancients perceive the Apostles preaching Jesus as Son of God? 4) How does paganism at the time of Paul contrast religion in the modern west? How does Rome normally deal with the worship of local deities? 5) Who are the God-fearers? What makes them unique among non-jews? What keeps them from being Jews? 6) What was the standard layout of a Greco-Roman house? Were houses segregated by class? Were homes secular or religious? What kind of places did Paul s churches meet? 7) How were sexual relationships structured in the home? Who was in control? How do sexual ethical concepts carry over to military conquests? 8) How were ships built in the Greco-Roman period? Was travel safe? What challenges met sea-farers? 9) What has been excavated at Corinth which may shed some light on Paul s actions there, and his epistles to there? Chapter 7 1) What are the significant contributions of papyrology to New Testament study? What are the major components of an ancient letter? Do Paul s letters resemble ancient letters? 2) How is Claudius s letter to Alexandria similar to Paul s letters, in terms of style, content and application? 3) What does Nero s Golden House tell us about the personality of the emperor? How does it differ from Augustan styles?

15 4) What was the original function of the fortress Masada? How were its various features reappropriated by the Zealots? 5) Why was the defeat of the Zealots at Masada so significant to Rome? How did they commemorate their victory? 6) What appears on the two coins found at the time of the Revelation? What light do they shed on the revelation? 7) Who does Reed suggest as the Beast of the Revelation? What about that person s general character qualifies him? What light does the papyrus from Egypt shed on the Number of the Beast? 8) How did Simeon Bar-Kokhba challenge imperial imagery in his revolt? What was the outcome of said revolt? 9) How were the Babatha archives found? What is the major subject of the archives? What do they tell about gender roles in the first century? 10) What interpretive problem have scholars experienced with Masada? How does this problem carry over to applying archaeological data to New Testament interpretation? Chapter 8 1) How much of the empire was Christian in the early second century? What mystery religions were the largest competitors of Christianity, and what were their major characteristics? 2) What sorts of Christian symbols were normally found on materials dating to the 2 nd -4 th centuries? How does the presence of symbols affect our understanding of where Christians met? 3) Where are Christian symbols mostly found during this period? What encourages the use of specific imagery, such as Noah on the ark, or Daniel in the Lion s den? 4) How homogenous was Christianity before Constantine? What sort of worldview does the Gospel of Thomas represent, and with what philosophical trend was it associated? 5) What contributions do the Gospel of Mary Magdalene and the Gospel of Thomas make to our understanding of early Christian thought? Together with Thomas, what do these books imply about ancient writing? Did the authors of these books likely have access to the canonical gospels? 6) What was the originally intended function of a basilica? How does Constantine reappropriate them, and what three major basilicas does he build in the Holy Land? 7) What is the Grotto of the Annunciation? How does Nazareth in the fourth century resemble Nazareth in the first? 8) Why is Dora-Europos called the Pompeii of the East? What kinds of discoveries have been made there? What is significant about the house church in particular?