HUMA1850 THE BIBLE IN MODERN CONTEXTS 2014 SUMMER SYLLABUS

Transcription

1 HUMA1850 THE BIBLE IN MODERN CONTEXTS 2014 SUMMER SYLLABUS COURSE DIRECTOR: Tony S. L. Michael LECTURES: Tuesdays and Thursdays, 4:00 7:00 P.M. (Ross Building - North 146) OFFICE: Room 035 McLaughlin College (in the basement) OFFICE HOURS: Tuesdays & Thursdays: 3:00-4:00 or via appointment COURSE DESCRIPTION: This is an academic study of an ancient collection of books known as the Bible that can be readily divided into two parts: the Old Testament (or Hebrew Bible/Tanach) and the New Testament (or Greek Bible). Students who are unfamiliar with this text may find our exploration of it intriguing, fascinating and even, perhaps, unsettling as we uncover an amazing array of human perspectives about divine entities and how various authors believe they are advised, cajoled and commanded to interact with their god(s) yes, there is more than one god written about in the Bible. Students who have concluded that the Bible is a divine revelation of God may not enjoy this course and are warned to think long and hard about whether or not they wish to subject their religious faith to rational academic inquiry. This course is not about truth per se it is about considering the most likely of logical and historically plausible explanations based on the shared experience of humankind as the basis of our informed opinions about this book. The key to a good grade is learning how to read the text within the context of the ancient cultures that produced them. This voyage is not for assertively dogmatic individuals, however, if using your eyes to read for yourself and your mind to think for yourself is something you like to do come aboard! GRADING: 1. 20% Tutorial Participation (see details below) 2. 25% Best 5 of 6 in-class tests (May 15, 27, June 5, July 3, 15, 24 see details below) 3. 20% June 17 in-class First Term Test (covers all First Term material) 4. 20% July 29 in-class Second Term Test (covers only Second Term material) 5. 15% Research Paper. Due Tuesday, Aug 5 (at 4:00 PM) 100% BEST 5 OF 6 IN-CLASS TESTS (20%) 50% of tests based on material found in the course texts (IB and NOAB) 40% of tests based on lectures 10% of tests based on tutorial work Each test is worth 5% of your final grade. The worst grade is thrown out. Each test begins at 4:00 P.M. and ends exactly at 4:30 P.M. If you arrive late your time to write is reduced accordingly so be on time. Tests are objective (i.e., 25 multiple choice, true-false, fill-in-the-blank and matching questions). Each covers only new material up to but not including the day of the test. THERE ARE NO MAKE-UP TESTS. If you are late or absent under any circumstances you will receive a zero. There is no need to contact me with your reason. Just do not miss a second test REQUIRED COURSE TEXTS: 1. An Introduction to the Bible: Sacred Texts and Imperial Contexts [IB], by David M. Carr and Colleen M. Conway, Wiley-Blackwell, 2010 (ISBN: , Paperback, 408 pages) 2. The New Oxford Annotated Bible with Apocrypha: New Revised Standard Version [NOAB], College Edition, 4 th edition, Edited by Michael Coogan, Marc Z. Brettler, Carol Newsom and Pheme Perkins, 2010 (ISBN-13: , Paperback, 2096 pages) BRING BIBLE TO EVERY TUTORIAL TURNITIN.COM: Class ID: Enrollment Password: scholarship 1

2 DATE LECTURE READINGS FIRST TERM 1 May 6 2 May 8 Introduction to course objectives and student requirements or Is this a bird course? Tools and methods for studying the Bible or How do I get an A in this course? 3 May 13 Early Israelite Life 4 May 15 5 May 20 6 May 22 The Prophets Kingship in the Ancient Near East Creation Narratives and the OT and Modern Film 7 May 27 Deuteronomistic History 8 May 29 Exilic Israel I IB Prologue: Orientation to Multiple Bibles & Multiple Translations (1-14) Note: You should know the meaning and significance of all terms indicated under PROLOGUE REVIEW on p. 11 (as with all chapters and tests) IB Ch. 1 Studying the Bible in Its Ancient Context(s) (15-32) see TUTORIALS ASSIGNMENTS below for all classes IB Ch. 2 The Emergence of Ancient Israel and Its First Oral Traditions (33-52); Read also p. 161 More on Method: (Study of) Intertextuality [Election theology] IB Ch. 3 Echoes of Empire in Monarchal Israel (53-74) [Royal and Zion theology] TEST #1 Last day to enroll without instructor s permission is May 16 IB Ch. 3 Echoes of Empire in Monarchal Israel (74-84) View film before class: Wall-E, 2008 IB Ch. 4 Narrative and Prophecy amidst the Rise and Fall of the Northern Kingdom (pp ) IB Ch. 5 Torah & Other Texts Written in the Wake of the Assyrian Empire ( ) TEST #2 IB Ch. 6 Bible for Exiles: Promise and Story in the Neo-Babylonian Empire ( ) Last day to enroll with instructor s permission is May 30 Last date to write, print and submit to course instructor the Academic Integrity Test ( is May 29 No grades will be posted until this is completed lost of 3% from final grade for failing to complete on time 9 June 3 Exilic Israel II IB Ch. 6 Bible for Exiles: Promise and Story in the Neo-Babylonian Empire ( ) 10 June 5 Post-Exilic Israel IB Ch. 7 Persian Empire and the Emergence of a Temple-Centered Jewish Community ( ) TEST #3 11 June 10 Hellenization of Ancient Israel and the IB Ch. 8 Hellenistic Empires and the Formation of the Beginning of Judaism Hebrew Bible ( ) June 12 NO CLASS June 17 IN-CLASS FIRST TERM TEST (150 MINUTES) 20% DATE LECTURE READINGS SECOND TERM 12 June 19 New Testament Background IB Ch. 9 Studying the New Testament in Its Ancient Context ( ) 13 June 24 Pauline Corpus IB Ch. 10 Paul and his Letters in the Roman Colonial Context ( ) 14 June 26 The Synoptic Problem IB Ch. 9 Studying the New Testament in Its Ancient Context ( ) July 1 15 July 3 Mark s Jesus 16 July 8 A Different Jesus? 17 July 10 CANADA DAY NO CLASS IB Ch. 11 Mark s Story of Jesus in the Midst of Roman Retribution ( ) TEST #4 IB Ch. 12 The Gospel of Matthew: Defining Community in the Wake of Destruction ( ) A Third Jesus? IB Ch. 13 Negotiating the Empire in Luke-Acts ( ) Last day to drop course is May July 15 Luke Acts with an Agenda IB Ch. 13 Negotiating the Empire in Luke-Acts (Review ) TEST #5 19 July 17 Not another Jesus? 20 July 22 Christ-figures and the NT and Modern Film 21 July 24 Revelation and 1 Peter IB Ch. 14 The Gospel of John and the Johannine Epistles: Turning Inward as a Strategy for Life in the Empire ( ) View film before class: Walking Tall, 2004 (Dir. Kevin Bray) NB: Easily viewable/rentable on the Internet TEST #6 IB Ch. 15 Variations on Responses to Empire in other New Testament Writings IB Epilogue: The Final Formation of the Jewish and Christian Bibles ( ) July 29 IN-CLASS SECOND TERM TEST (150 MINUTES) 20% 2

3 TUTORIALS (20%) RULES: Tutorial participation grade is a construction of the following factors. There is no specific mathematical formula applied. Everybody starts with a B (14/20). This assumes completing every assignment according to the following requirements. Doing anything less, lowers the grade. Participating in discussion and providing more scholarly, thoughtful responses raises the grade. To complete an assignment you must fulfill all of the following requirements: 1. You must submit your tutorial assignment to the correct Turnitin.com site on time. If it is not submitted by 4:00 P.M. of each class that an assignment is required it is too late. 2. You must bring a printed copy of the assignment to each tutorial session. Laptop and electronic device copies are not acceptable. Material shown in class or handed in must be exactly what was submitted to Turnitin.com. 3. You must answer all the questions in your own words. There is no research expected other than the assigned readings. Simply cutting-and-pasting material from websites, the Bible and/or the course text will render it an incomplete assignment. Submissions with more than 15% plagiarism showing will lower the participation grade. Do not copy the questions. Just give your answers but number them properly. 4. Any one using previously submitted material obtained from a former student or submitting work collaborated on with a current or former student is committing plagiarism and MAY be given one warning before said materials are given to the dean s office for discipline. 5. You must attend the full tutorial partial attendance does not count at all. Submitted Turnitin.com assignments do not count if you, yourself, do not attend the full tutorial. If you must leave early then take your assignment with you and go. You receive no credit for incomplete work. Your Turnitin submission is ignored unless it is plagiarized. 6. Participating in the weekly discussions is also an important factor. Merely attending or poorly preparing for each tutorial may help improve your knowledge and skill sets but it will not earn anything towards the participation grade per se. DATE TUTORIAL ASSIGNMENTS MUST ANSWER ALL QUESTIONS AND UPLOAD TO TURNITIN BEFORE CLASS BEGINS MUST BRING A HARD COPY TO CLASS AND STAY FOR ENTIRE TUTORIAL BIBLICAL SCHOLARSHIP READING: Exodus #1 May 8 ASSIGNMENT TWO PARTS: (see IB page 17) 1. Scholars see two accounts of deliverance in Exodus based on the narrative version in chapter 14 versus the poetic version of the same event in chapter 15. a. The question is can you see different versions here? You need to read the text very carefully. b. Most importantly describe the main differences that you see. 2. Write a half-page to one-page statement or mini-autobiography of your past encounters with the Bible. a. Which parts of it have been most central in such encounters? b. Have you studied the Bible in an academic context before? c. Have you had unusually positive or negative experiences with the Bible or people citing it? READING: Judges This is the story of a judge of Israel, Samson #2 May 13 ASSIGNMENT: I would argue that Samson is a fool. He shames his people by his relations with strange women who manipulate him. Why does the Saga of Samson celebrate a fool? 1. If you disagree with my position then explain what kind of person IS being celebrated if not a fool and offer evidence from the biblical text in support of your opinion. Avoid giving your personal theology as evidence but rather show how the author of the text conveys this. What is there within these four chapters that proves to you that Samson was not a fool? 2. If you agree, then offer evidence in support of my conclusion and answer the question Why does the Saga of Samson celebrate a fool? Be sure to cite references from the biblical source in support of your opinion. NB: Either way, you need to read the stories very carefully if not two or three times in order to understand why it was written as it was written. The point of this exercise is for you to demonstrate that you have read a text carefully and can construct a response based on the reading and not read into the text what it cannot support. 3

4 KINGSHIP IN ANCIENT ISRAEL READING: 1 Samuel 8 (Saul is made king), Psalms 2, 110, 45 (The Royal Psalms) #3 May 15 ASSIGNMENT: See IB p. 57ƒ 1. Do you see evidence of a negative view about kingship in 1 Samuel 8? Give examples. 2. Do you see evidence of a positive view about kingship in the Royal Psalms (2, 110, 45)? Give examples. 3. How would you account for this difference in attitude about kingship between the time the prose was written and the time the poetry was written? CREATION NARRATIVES AND THE OT AND MODERN FILM READING: Genesis 2-3. RENT, BORROW OR WATCH ON THE INTERNET: Wall-E, 2008 (Dir. Andrew Stanton) #4 May 20 ASSIGNMENT: Be sure to read the Garden of Eden story in Genesis 2-3 before you watch the movie. 1. How is the Genesis story of Adam and Eve clearly a macro text or, in other words, consciously being adapted into this modern narrative (animated film)? Give examples. 2. Any evidence of microintertextuality or direct borrowing from the Genesis narrative in the film? Give examples. 3. How does it both incorporate and reread the original narrative? In other words, how does this retelling update the basic narrative of a couple being exiled from in paradise? Remember: Think in terms of the story as written in Genesis and forget anything else you may think you know about this story! THE PROPHETS READING: Isaiah 1-7 #5 May 22 ASSIGNMENT: Read the introduction to Isaiah in the NOAB text, especially Historical Contexts. Then read the first six chapters of Isaiah to gain a sense of prophetic oracles. Note how poetry can be difficult to read. Read the prose of chapter 7 very carefully and do not ignore the information found in the footnotes. This chapter records what is likely an actual historical event. Answer each of the following questions: 1. Paraphrase in your own words what is happening at this time in chapter 7. a. Who are the important people in the incident recorded there? At least 5 people are referred to. Identify all 5 of them. b. What is their relationship to each other? c. Why are they interacting at this time? d. Why does the prophet Isaiah make an appearance? 2. Why does Isaiah give a sign and what does the sign mean in the context of the story? Be sure to interpret the sign in terms of its original context and explain how it is meant to help the king to whom it is given. DEUTERONOMIC HISTORY READING: Deuteronomy and 2 Kings #6 May 27 ASSIGNMENT: Click on OR copy and paste the following link into your Internet browser location field ( to download a fillable PDF file with the assignment. Follow the instructions written on it. Read 2 Kings to understand what happened during the reign of King Josiah of Judah. (See also IB, p ) EXILIC ISRAEL I READING: 1 Kings 8-9 #7 May 29 ASSIGNMENT: Read 1 Kings 8-9 The Dedication Prayer of King Solomon. Concentrate on Solomon s actual temple dedication prayer in 1 Kings 8:22 9:9 but do not neglect what precedes and what follows. 1. Name those who are involved in the dedication and briefly describe how it unfolds in terms of the ceremony and the elements of worship. Use you own words. Do not simply copy the text. 2. What do you see in the contents of the actual prayer that surprises you given the context of the prayer? You will have to read it carefully. a. For example, Can you find references to things or events that Solomon, the builder of Israel s first magnificent temple, could not have or simply would not have said? b. Isolate those expressions or sentences that you find strange in a dedicatory prayer for something that was suppose to be the greatest moment in Israelite history. 3. As a historical, literary critic, when would you say the prayer, or at least those parts of it that do not fit the context were most likely written? Why? Hint: What period of Israelite history are we studying this week? 4

5 EXILIC ISRAEL II READING: Exodus 24 #8 June 3 #9 June 5 #10 June 10 #11 June 19 #12 June 24 #13 June 26 ASSIGNMENT: Read Exodus 24:1-2, 9-18 The context is Moses, having led his people out of bondage in Egypt and having settled by a mountain somewhere in the desert and having already visited God once on this mountain (Exodus 19) and then God having personally told all the people what his laws are (Exodus 20-23), is about to be commanded by God to do something else. The following questions are to help you discover (a) literary structure, (b) author s perspective and (c) the particular theologies within the text. Try to not read the text from your own theological perspective. Allow the text to give you its own, very interesting theology. Be sure to answer all of the following questions as best you can. Try not to leave anything unanswered. READ THE BIBLICAL TEXT VERY CAREFULLY 1. What appears to be the major focus in this narrative? In other words, if you had to say what essentially happened here in one sentence, what would you say? 2. Can you see a literary plan or a literary structure in this section? For example: a. Does the passage read easily or do you find it a bit awkward or stilted at times? Give examples. b. Do you notice any repetitive statements or incidents? What are they? c. Is there anything in this passage that does not make sense? What is it and why does it not make sense? 3. What do you think the author is trying to say about the divine being (God) in this reading? a. Is the god presented consistently throughout the reading in terms of character and by name? b. Do you see any other differences? c. Does anything surprise you about the god of this passage? POST-EXILIC ISRAEL READING: 2 Samuel 7; 1 Chronicles 17 ASSIGNMENT: Download the following assignment as a Word document ( and follow the instructions. This is a comparison of two versions of the same prophetic promise. HELLENIZATION OF ANCIENT ISRAEL AND THE BEGINNING OF JUDAISM READING: Daniel ASSIGNMENT: A. Read the Book of Daniel, Chapters 1-3 carefully and skim over chapters According to the narrative when and where does the story take place? 2. Who are Daniel and his friends? How are they unlike typical Jews in captivity? In other words, what makes them special? 3. Why do you think they told these kinds of stories about Jews in a foreign land? What particular theological interest or agenda would these kinds of stories serve? B. Read the Book of Daniel, Chapters 7-9 carefully and skim over chapters What is suddenly different about Daniel in the second half of this book (chapters 7-12) compared to the first half (chapters 1-6)? 5. Who are the animals and objects seen in the vision of the four beasts in 7:1-28 (see NOAB footnotes)? 6. Why do you think the author s vision of the future ends with the little horn? What does 8:9-14 add to your knowledge about this little horn? 7. What do you think 12:2 refers to? Does this provide a clue as to when parts of the Book of Daniel were written? 8. What does 12:4, 9 mean? Did Daniel do as he was asked? Are you puzzled about this, yes or no? Why? NEW TESTAMENT BACKGROUND READING: Letter of Aristeas ASSIGNMENT: Download the following assignment and follow instructions ( PAULINE CORPUS READING: Romans 1-4, 9-11 ASSIGNMENT: Read chapters 1-4 and 9-11 in Paul s Letter to the Romans. Try to follow the course of Paul s argument in these sections of his letter. IN YOUR OWN WORDS answer the following questions as best you can. Feel free to use Carr and Conway to guide you, but DO NOT merely copy everything they have written. You must paraphrase in your own words anything that you borrow. 1. What specific issues are involved? 2. How does Paul describe God s relationship with the Jews? 3. How do the Gentiles (non-jews) fit into God s plan for salvation according to Paul? THE SYNOPTIC PROBLEM READING: Mark 1, Matthew 3, Luke 3, John 1 ASSIGNMENT: Download the following assignment and follow instructions ( 5

6 MARK S JESUS READING: Mark #14 July 3 ASSIGNMENT: Read all of the Gospel of Mark once through first to establish a feel for the character referred to as Jesus. Forget anything you think you know about him and see him only as Mark does. 1. Look at Mark 3:5, 6:5, 10:16, 21, 40, 13:32 and chapters What general impression do you get about Jesus from these verses? 2. Read Mark 1:1, 11, 21-28, 2:5-12, 9:7 and 15:39. What general impression do you get about Jesus from these texts? 3. Compare very carefully Mark 1:2-3 with Old Testament passages Malachi 3:1 and Isaiah 40:3. What remains the same in Mark s citation of these Old Testament texts? What differences are there in the wording or in the meaning of words? 4. Read Mark 4:10-12, 41, 5:43. What common theme do you find in these texts? 5. Over all, then, how does Mark present Jesus? How does he present him as both powerful and as limited and human? 6. Do you see the author conveying anything particularly secretive and mysterious? Examples? MATTHEW S JESUS READING: Matthew 8, Mark 1, Luke 5 #15 July 8 ASSIGNMENT: Read all of Matthew first then compare the story of the Healing of the Leper as given in all three Synoptic Gospels Mark 1:40-45; Matthew 8:1-4 and Luke 5: What details are the same? 2. What details are different? 3. How is the context (the events that precede and that events that follow) different? 4. Can you find anything significant in these differences that you uncovered? 5. Can you suggest why both Matthew and Luke are unsatisfied with what Mark wrote? In other words, why do you imagine they were not content to simply copy Mark? LUKE S JESUS READING: The Passion Narrative (Mark 15 versus Luke 23) #16 July 10 #17 July 15 #18 July 17 #19 July 22 #20 July 24 ASSIGNMENT: Read all of Luke first then work on the exercise. For EACH of the following readings, describe how the author of the Gospel of Luke edits or redacts the Gospel of Mark. What does he add? What does he omit? What seems to be the purpose of these redactions? What is it about his Jesus that he is compelled to correct Mark to accommodate his perspective? 1. The Trial Before Pilate Mark 15:2-5 Luke 23: The Road to Golgotha Mark 15:21 Luke 23: The Two Thieves Mark 15:22-32 Luke 23: The Death on the Cross Mark 15:33-41 Luke 23:44-49 LUKE S EARLY CHURCH READING: Speeches in Acts (2 and 13) ASSIGNMENT: Download the following assignment and follow instructions ( JOHN S JESUS READING: John 3-4 ASSIGNMENT: Read all the Gospel of John then carefully reread the story of Jesus with Nicodemus (3:1-21) and Jesus with the Samaritan woman at the well (John 4:1-44) 1. How does the basic character of people (Nicodemus and the Samaritan woman) who converse with Jesus come across to you? 2. How does Jesus come across in his dialogue with them? 3. How does Jesus come across with his own disciples later in chapter 4? 4. How does this Jesus of John compare with the Jesus of the Synoptic gospels in terms of conduct, attitude and as a voice of authority? 5. What do you notice about the amount of dialogue in John compared the Synoptics? 6. If you had to vote in a Jesus Look-a-Like contest, and Matthew s, Mark s, Luke s and John s Jesus each showed up independently and entered the contest who would you vote for as closest to Jesus as you imagine him? CHRIST-FIGURES IN MODERN FILM WATCH FILM: Walking Tall, 2004 ASSIGNMENT: Download the following assignment and follow instructions ( BOOK OF REVELATION READING: Revelation 1, 4-8, 12-14, 17-18, ASSIGNMENT: Once you have read the Book of Revelation once through review carefully chapters 1, 4-8, 12-14, 17-18, and especially and consider the following questions: 1. According to many Christians, Revelation is a prediction of events taking place today. Does the analysis of the Book of Revelation by Carr and Conway affect how you would interpret Revelation? 2. Do you agree with scholars position that the purpose of this writing was to show the end of Roman domination in a spectacular apocalyptic fashion and that they were looking no further into the future than that? Why do you agree or disagree? 3. Is Revelation still relevant today? If so, how? If not, why? 6

7 RESEARCH PAPER (DUE: AUG 5) GRADE VALUE: 15% Academic scholars of the Bible use various methods in interpreting it. On pages xi-xii of your Carr & Conway text there are fifteen specific references to these methods listed (see below). I suggest that you use the index at the back of the book to find examples elsewhere of how to employ these methods. 1. Textual Criticism 8 2. Tradition History and Transmission History Poetic Analysis Source Criticism The Joseph Story and Literary Approaches Postcolonial Criticism (Study of) lntertextuality Insights from History of Religions Form Criticism and Genre Form Criticism in the New Testament Narrative Criticism of the Gospels Redaction Criticism Social-Scientific Approaches to the New Testament Feminist Criticism and Gender Criticism Cultural Criticism of the Bible 354 Read carefully all of them and choose the three that you can argue make the most important or the most effective or the most valuable contributions to biblical exegesis (critical explanation or interpretation of a text). This requires an argument so you need to decide what is or are the most important, effective or valuable things to know as a scholar and which three methods provide this better than the others. It is entirely your choice to make. There is no specific correct answer only well-argued answers. Typically your introductory paragraph will explain briefly this essential thing or things to know and why and then in single a thesis statement argue it. For example: A, B and C are the best methods for demonstrating D (insert your essential item[s]). This will be followed by three paragraphs proving what you say in your thesis statement is valid. Each paragraph will introduce and define one of your three methods and provide biblical examples of how it proves your contention. A final, fifth paragraph, will simply and briefly summarize your conclusion which is your thesis statement already given in the introductory paragraph. Specific Requirements (failure to follow them will lose marks): 1. You must have a title that suggests your thesis and not simply the assignment. For example, Reflection Paper is NOT a proper title. 2. Type using Times New Roman font, size 12. One inch borders on all four sides. 3. Double-space (not 1.5 or 2.5 spacing). MLA double-spaces the essay and the Works Cited list. 4. Include page numbers with your last name as indicated by MLA. 5. Minimum five pages; maximum seven pages, not including the Works Cited List. 6. Use MLA for in-text citations and the Works Cited page and the first page you do not require a title page. Use MLA first page rules ( The OWL site will provide everything you need to know about MLA and you are expected to follow those requirements. Marks will be deducted for not doing so. 7. Submit it electronically to Turnitin.com by 4:00 PM on Tuesday, August 8, 2014 as one document that includes your Works Cited. It will be graded on Turniti.com. Late papers will not be accepted without a medical note detailing a health issue that your doctor will indicate prevents you from writing and submitting this paper on time. 7