Professor: David A. Dorsey OT 532 HISTORICAL AND POETIC BOOKS

Transcription

1 OT 532 HISTORICAL AND POETIC BOOKS Professor: David A. Dorsey An introduction to each of the books from Judges to Song of Songs. The course will consider each book's authorship, composition, literary arrangement, style, key interpretational issues, purpose, central themes, and theological and practical value. Special attention will be given to important characteristics of historical writings in the Old Testament; the nature of Hebrew poetry; methodology in interpreting the historical and poetic books; utilization of historical, archaeological, geographical, and cultural resource tools; the use of scholarly commentaries; doing word studies; and methodology in deriving theological truths and practical applications from these biblical books for preaching, teaching, and living the Christian life. REQUIRED TEXTS Dorsey, David A. The Literary Structure of the Old Testament: A Commentary on Genesis-Malachi. Baker, Fee, Gordon D., and Stuart, Douglas. How to Read the Bible for All Its Worth. 3 rd ed. Zondervan, Garrett, Duane A. Proverbs, Ecclesiastes, Song of Songs (New American Commentary). Broadman, Howard, David M., Jr. An Introduction to the Old Testament Historical Books. Moody, Merrill, Eugene H. Kingdom of Priests: A History of Old Testament Israel. Baker, RECOMMENDED TEXTS Aharoni, Yohanan, and Avi-Yonah, Michael. The Carta Bible Atlas (formerly, The Macmillan Bible Atlas). Fourth edition. Revised by Anson F. Rainey and Ze'ev Safrai. Carta, Bromiley, G. W., ed. The International Standard Bible Encyclopedia. Rev. ed. 4 vols. Eerdmans, Howard, David M., Jr., and Michael A. Grisanti, eds. Giving the Sense: Understanding and Using Old Testament Historical Texts. Kregel, Kitchen, Kenneth A. On the Reliability of the Old Testament. Eerdmans, Kohlenberger, J. R., and J. A. Swanson, The Hebrew English Concordance to the OT. Zondervan, Walton, John H., Victor H. Matthews, and Mark W. Chavalas. The IVP Bible Background Commentary: Old Testament. InterVarsity, COURSE OBJECTIVES This course is designed to provide students with an opportunity to: 1. Study the authorship, composition, literary arrangement, style, theology, purpose, major themes, key interpretational issues, and theological and practical value of each of the books from Judges to Song of Songs. 2. Refine methodology in interpreting OT historical and poetic books, through lectures, homework assignments, and research paper. 3. Become familiar with important tools for researching the historical, archaeological, geographical, and cultural background of OT passages, through classroom lectures and homework assignments. 4. Develop greater skill in selecting and utilizing scholarly commentaries on the OT, through lectures and assignments. 5. Learn how to do limited Hebrew word studies without knowing Hebrew. 6. Refine methodology in deriving theological truths and practical applications from the historical and poetic books, through lectures and weekly assignments. 7. Acquire new ideas, approaches, and teaching tools for more effective teaching and preaching from the OT historical and poetic books. 8. Develop a greater appreciation for the rich theological and practical value of the OT historical and poetic books. 9. Come to know God better.

2 CLASS SCHEDULE Week: 1. Introduction to course; introduction to the Historical Books; book of Judges (Jan 29) 2. Judges (continued); Ruth (Feb 5) 3. Samuel (Feb 12) 4. Kings (Feb 19) 5. Chronicles (Feb 26) 6. Ezra-Nehemiah; Esther; Introduction to Poetic Books (Mar 4) 7. Psalms (Mar 11); Proposal due 8. Psalms (continued) (Mar 18) 9. Psalms (continued); Job (Apr 1) 10. Job (continued); Proverbs (Apr 8) 11. Proverbs (continued) (Apr 15); Research paper due 12. Ecclesiastes (Apr 22) 13. Ecclesiastes (continued); Song of Songs (Apr 29) 14. Song of Songs (continued) (May 7) WEEKLY ASSIGNMENTS Regular Weekly Assignments, from the Bible and textbooks. These are to be handed in weekly (handwritten is fine) and will be graded. RESEARCH PAPER A Research Paper will be due April 15. The paper is to be a page, double-spaced, typed research paper on a short biblical passage (ca verses) from one of the books covered this semester. The selected passage should contain several cultural, historical, geographical, or archaeological issues that need to be elucidated. The paper should read like a paper one might present to a group of well-educated Bible students (interesting, clear, accurate, well-researched, honest). The paper should consist of (a) a title page, (b) pages of text (with footnotes/endnotes/parenthetical citations), and (c) bibliography. The paper should be organized as follows: a. Introduce the passage (discuss its setting or context if relevant) (ca. ½-1 page) b. Explain the passage, verse by verse (ca pages) c. Discuss the theological and practical value of the passage (ca. 1 page) Proposal for Paper; due March 11 Student must submit a 1-page proposal for the paper, including: a. Passage chosen b. A list of cultural, etc., issues (within the passage) that you hope to deal with in paper c. 3-4 words to be examined in the paper, with a reason for your choice of each word d. 5-7 scholarly commentaries that will be used and quoted in the paper e interpretational issues that you want to deal with in the paper Please follow the format and pattern below for your proposal:

3 Sample Proposal for a Research Paper on Psalm 23 a. Passage chosen: Psalm 23 b. List of historical, geographical, archaeological, or cultural issues to be researched: 1. Do Palestinian sheep prefer "still water"? 2. When and why might an Israelite anoint someone's head with oil? 3. What were "tables" (v. 5a) like in ancient Israel? 4. What were "cups" (v. 5b) like in ancient Israel? c. Words to be studied 1. "want" (v. 1): does this mean "desire" or "lack"? 2. "valley" (v. 4): does this word imply a narrow ravine, or just any kind of valley? 3. "comfort" (v. 4): what does this word actually mean? Why would a sheep need to be 4. "overflows" (v. 5): does this word mean "overflows," or "filled to capacity"? 5. "mercy" (v. 6): does this word mean mercy, or kindness, or what? d. Scholarly commentaries: Alexander, Kidner, Delitzsch, Bratcher, Mays, Dahood, Anderson e. Interpretational issues to be resolved 1. Meaning of v. 1b: "I shall not want" 2. Does "makes me lie down" (v. 2) imply force: he "compels me.. "? 3. What is the point of v. 2b: "he leads me beside still waters"? 4. What does "he restores my soul" mean? 5. What does "for his name's sake" mean? 6. What does the "shadow of death" mean in the Hebrew? 7. What is the significance of preparing a table before ones enemies? 8. What is the significance of anointing ones head with oil? Important instructions for the paper (please read!): 1. Choose a footnote/endnote/parenthetical note system and follow it consistently (Turabian is the standard guide). Your footnotes should record your sources of information (so people who would wish to could check your sources for themselves, or read further on a particular point). 2. At least 5-7 scholarly commentaries, as well as any pertinent journal articles, Bible encyclopedia entries, etc., should be utilized in the paper. 3. Indices of Religious and Theological Abstracts, Old Testament Abstracts, etc., should be checked for the most up-to-date articles on your passage (if there are any). 4. Only signed articles from Bible encyclopedias should be used, and these should be cited by using the name of the author of the article, not the editor of the encyclopedia. 5. Avoid using one-volume Bible dictionaries, study Bibles, and "popular" (= for lay people) commentaries. 6. At least 15 items should appear in your bibliography, and all bibliographic items should be referenced somewhere in your paper, most of them more than once. A minimum of 20 notes/footnotes/endnotes should be used. None of these should be scripture references (these belong in the text, usually in parentheses). 7. Avoid "stringing" footnotes/endnotes (footnotes ##1-3 from source A; ##4-7 from source B; ##8-12 from source C; and so forth, throughout the paper); "stringing" suggests that your sources are controlling you (book #1 is used for your first page; book #2 for your 2nd page; etc.) rather than you controlling your sources. 8. Italicize transliterated Hebrew and Greek (e.g., shalom), and the names of journals and books. EVALUATION PROCEDURE Final grade will be based on the weekly assignments (60%) and research paper (40%).

4 WEEKLY ASSIGNMENTS DUE WEEK 2 (Feb 5) 1. Read, and either outline or summarize the contents of the book of Judges (about ½ page). 2. What seems to be the author's main point? How does he support this point (3-4 sentences)? 3. In what way is each of the major judges (Ehud, Deborah and Barak, Gideon, Jephthah, and Samson) an unlikely choice, by human standards, for delivering Israel? Who does the author seem to believe was Israel's real hero and deliverer during the period of the judges? List 4-5 ways that the author supports this view. 4. List 10 important theological insights from the book of Judges (include references) that you would enjoy teaching or preaching about to a group of sincere, committed Christians. Begin each insight with "God..." and avoid 1st person references--"we," "us," "me," "I," etc.). These should be clearly supported by the text, and they should be general enough to apply to both the original and the modern audience: e.g., "God is exceedingly merciful; he forgives and rescues his rebellious people over and over again when they repent and cry out to him for help (Jud. 3:7-9, 12-15; etc.)"--which would be true then, and assuming God does not change, will always be true. You are trying to identify patterns, attitudes, personality characteristics, preferences, values, etc., pertaining to God that you honestly see in this book. After this, in the practical application of these truths you can freely refer to first person ("we" or "us" or "me"; see next question). 5. In light of 2 insights about God that you ascertain from the book of Judges (from #4), list 2 practical applications that you might want to make in your own life during the rest of this week. Make these specific (not "I would like to have more faith in God this week"; but perhaps, "I would like to accept the speaking opportunity at the church in Cherryville, despite my apprehension, as an expression of my trust in God"). 6. Read the book of Ruth. What do you think was the author's main purpose in writing this book? 7. List 4-5 admirable characteristics of Ruth that you would like to develop more fully in your own life. 8. (After completing ##1-7): read Dorsey, chs. 10, 11; Howard, pp ; and optional: Garrett, pp Record (now and in subsequent assignments) as "Reading completed." DUE WEEK 3 (Feb 12) 1. Skim through 1 and 2 Samuel, and either outline or summarize the contents of the book (1/2 to 1 page only). 2. God said that young David was "a man after my heart." List 7 admirable characteristics of David as revealed in 1 Samuel 16-2 Samuel 8 that you feel you personally need to further develop in your own life in order to be more of a person "after God's heart." 3. In the opinion of the author of Samuel, who was the real hero and leader of Israel during this period? How does the author support this view (list 3-4 evidences). 4. Look through 1 Samuel and list 7 insights about God that you discover there (e.g., "God may allow a person after his own heart to suffer in many ways"). Where possible, give biblical references. 5. List 2 practical applications you would like to make in your own life this week based on what you have learned about God from the book of Samuel. 6. Read Dorsey, ch. 12; and either: (1) Howard, pp ; ; or (2) Merrill, pp ; DUE WEEK 4 (Feb 19) 1. Skim through 1-2 Kings and provide a rough outline of its contents (ca. 1 page only). 2. How would you summarize 1-2 Kings in one sentence for someone who had never read the book. 3. Read 1 Kings 17:1-19:18, and list 7 insights about God that you detect from this narrative (begin each with "God..." and always give the scripture reference from which you derive this insight).

5 4. In light of what you learn about God from this narrative, list 2 specific practical applications that you would like to make in your own life this week. 5. Read Dorsey, ch. 13; and either: (1) Howard, chs. 6-7; or (2) Merrill, chs DUE WEEK 5 (Feb 26) 1. Read 2 Kings Look through (don't read) T. C. Mitchell, "Israel and Judah from the Coming of Assyrian Domination until the Fall of Samaria, and the Struggle for Independence in Judah (c B.C.)," pp in The Cambridge Ancient History, 2nd ed., vol. 3, part 2, edited by John Boardman, et al. (Cambridge, 1991). This is an example of the detailed information available for the background of various parts of the OT historical books. 3. Read the inscriptions of Tiglath-pileser III in James B. Pritchard, Ancient Near Eastern Texts Relating to the Old Testament (often abbreviated "ANET") 3rd edition (Princeton, 1969), pp (first column), and list 5-6 names (of people, nations, or places) found there that are also know from the Bible. 4. Read Sennacherib's account of his campaign against Hezekiah in ANET, pp Compare his figures of the amount of gold and silver taken from Hezekiah with the biblical figures (2 Kings 18:14-15). 5. Read the article about Sennacherib in the new International Standard Bible Encyclopedia (often referred to as "the new ISBE [pronounced IZ-bee]"), vol. 4, pp How might this article be helpful to you if you were preparing a sermon/ss lesson on the biblical story of Sennacherib's campaign against Hezekiah (2-3 sentences)? 6. (Extra credit:) Read about "Level III" in the excavations of Lachish, in Eric M. Meyers, ed., The Oxford Encyclopedia of Archaeology in the Near East ( 5 vols.; Oxford, 1997), vol. 3, pp What information could you glean from this article to provide additional details of interest for a sermon/ss lesson on the story of Sennacherib's campaign against Hezekiah (4-5 items)? DUE WEEK 6 (March 4) 1. Read Ezra-Nehemiah and Esther 2. Read Dorsey, chs ; and either: (1) Merrill, chs ; or (2) Howard, chs Submit a statement that this reading is completed. DUE WEEK 7 (March 11) ** Proposal due 1. Read Fee and Stuart, ch In our modern hymnbooks are found a wide variety of songs, including hymns of praise, songs of petition, songs of invitation, songs of trust, Christmas songs, etc. Casually look through the book of Psalms and list 7 categories of songs that you notice there (create your own categories; and list one or two psalms that you would place in each category. Take only minutes at the most. 3. Some people consider it spiritually inappropriate for a Christian, particularly a mature Christian, to experience certain negative feelings (such as doubt, anger, discouragement, loneliness, etc.), or to express such negative feelings to God. Look through the Psalms 3-22 and see if you can identify 7 kinds of negative feelings expressed in these songs (include references). If God indeed inspired these songs and considers them exemplary, what does this imply about how he feels regarding his people having and expressing to him their negative feelings? 4. One of the most insightful adventures in studying the psalms is investigating the meanings of important Hebrew words. Probably the single most valuable tool in such word studies is John R. Kohlenberger and James A. Swanson, The Hebrew English Concordance to the Old Testament (Zondervan, 1998)--which replaces Wigram's Englishman's Hebrew and Aramaic (Chaldee) Concordance. Utilizing this tool, try to determine more precisely the meanings of the following words that occur in Psalms 23 and 51:

6 a. "follow" in Psalm 23:6 (what kind of "following" is portrayed by this verb? simply following after, like a child would follow his dad? casual following? or what?) b. "want" in Psalm 23:1 (does this mean "desire," "lack," or what?) c. "blot out" in Psalm 51:1d (can you tell from how this word is used elsewhere what the action d. "wash away" in Psalm 51:2a (as in bathing? washing hands? laundering clothes?) The following procedure should be followed in each word study: (1) Look up the English word (as it occurs in the NIV translation of the verse) in the English index in back of Kohlenberger and Swanson (unless you know Hebrew or can look up the word in Kohlenberger's The NIV Concordance, in which case you can skip steps ##1-2 and go directly to the appropriate entry); e.g., "follow" (the word in Ps. 23:6, NIV) is found on p (2) Ascertain the Hebrew word which lies behind the English word in your verse, by checking each listing until you discover the citation of your verse; e.g., the listing in #8103 is the correct one for "follow," because Psalm 23:6 is cited there. (3) Now you have before you all the occurrences of the (Hebrew) word you are trying to better understand, cited in the (NIV) verses in which they occur. Examine the occurrences carefully; look up verses if you need to check the context. With verbs, compare only those occurrences belonging to the same pattern; for example, if the occurrence of the verb in the verse you are studying is coded as "A" (= Qal), examine only the occurrences of this verb that are likewise marked "A"; if it is listed as "G" (= Hiphil), consider only the occurrences of the verb marked "G"; etc. In using Kohlenberger and Swanson, ignore their definition of the word, and also ignore translations of the word in the (NIV) citations (bolded); rather, use Kohlenberger and Swanson simply to guide you to all the occurrences of the word in the OT; then try to ascertain the precise meaning of the word by observing its usage. Watch particularly for citations that clearly show the word's literal meaning (nontheological contexts are most helpful here). (4) List several examples which show what this word actually means. Suggest a good English translation for the word in the verse under examination, and note any resulting new insight about the meaning of this verse. DUE WEEK 8 (March 18) 1. Read Dorsey, ch. 18; Tremper Longman, How To Read the Psalms, pp Just for fun: Using class notes and/or discussions on Hebrew poetry in Longman's discussion, identify the type of "parallelism" (synonymous, antithetical, synthetic, or emblematic) employed in each of the following verses: (a) Ps. 1:6; (b) 24:2; (c) 34:1; (d) 69:1; (e) 71:1; (f)103:1; (g) 103:10; (h) 103:11; (i) 103: Read Psalms 1, 18, 22, 23, 104, 107, 121, 123, 139. Summarize each psalm in one sentence, and from each psalm identify one key theological insight that might have important practical implications for you in your present circumstances. 4. If Psalm 51 and 103 rightly speak of God and his ways, and reflect the kinds of attitudes, etc., that God approves of in his people, what are 10 significant things you can ascertain about God and his ways from these psalms? Begin each statement with "God..."; and where applicable, use "his people" rather than "us"; e.g., "God wants his people to turn back to him if they have sinned" rather than "God wants us..." (this enables you to draw an inference from the OT text that was true in OT times and is presumably still true today, since God doesn't change and since we, like they, are his people). 5. In light of one of the things you learn about God and his ways from Psalm 51 or 103, logically determine 2 specific and very simple modifications you would like to make in your life during this week. DUE WEEK 9 (April1 )

7 1. Read Dorsey, chapter 17; then look over Job 1-14, 29-42, and skim chs According to Job's three friends, why was Job suffering? (1-2 sentences only) 2. Does Elihu, in your opinion, offer a new and satisfactory explanation of Job's plight; or is he just another misguided friend? Defend your opinion (3-4 sentences only). 3. What, in 1-2 sentences, seems to be the main thrust of God's words to Job in chaps ? 4. In your opinion, why, according to the book of Job, does God allow Job to suffer? (1-2 sentences only) 5. Do you see any lessons from this book for the one counseling a person in grief or suffering? (no more than 3-4 points) 6. Do you see any lessons from the book for a godly person who is suffering or grieving (no more than 3-4 points). 7. Read the entry on "Job" in the new ISBE (vol. 2, pp ). DUE WEEK 10 (April 8) 1. Read Dorsey, ch. 19, and Garrett, pp Optional: read Fee and Stuart, pp Read Proverbs 1-9. What do you perceive to be 5 of the author's most important themes or points in this section? 3. Walter C. Kaiser has suggested that a proverb is not a promise; that "a stitch in time saves nine" expresses an important truism that a wise person will incorporate into his or her life; but it is not--nor is it intended to be--an iron-clad promise (occasionally a stitch in time may not save nine). Do you think this is true of the biblical proverbs? Briefly respond, dealing with the following proverbs in your response: (1) Proverbs 10:1; (2) Proverbs 10:4; (3) Proverbs 15:1; (4) Proverbs 22:6. 4. Proverbs are usually direction-pointers, expressing by concrete example a more general truth that applies in many directions. "A stitch in time saves nine" is intended to apply many situations, not just sewing (e.g., repairing an unraveling relationship with a friend when the problem first develops rather than waiting until far more damage is done and is much more complicated to repair). Many of the biblical proverbs likewise express general truths by concrete examples and can (and should) be applied in many different directions. There is probably some area of your present daily life that could be enriched or corrected by the underlying principle found in any biblical proverb, regardless of the inapplicability of its literal formulation. E.g., 25:13, "Like the coolness of snow at harvest time is a trustworthy messenger to those who send him," uses the example of a messenger to express the point that dependability and efficiency in carrying out one's assigned responsibilities is good and is generally very pleasing and even delightful to the one who assigns the responsibilities. In light of this truth, one might decide to work more faithfully on a sermon or even a homework assignment (!), knowing that God is encouraging dependability here, particularly since such dependability generally brings joy and delight to others (which God also seems to be encouraging). Suggest one specific way that each of the following proverbs could be applied in your own life during this coming week, in each case moving beyond the literal expression of the proverb to the general principle, and then to a legitimate application of this general principle: Proverbs 11:1; 13:20; 15:19; 21:9 (work on this one! Try to determine the underlying principle here that would apply to both a young man and a young woman, married or single, which could have implications for many areas of one's life other than marriage?). 5. What exactly does "get" mean in 4:5, 7? (NIV: "Get wisdom, get understanding... get wisdom. Though it cost all you have, get understanding." Use Kohlenberger and Swanson s Hebrew English Concordance (and ignore NIV translations of the word in the citations!); provide several examples of the word's use (include references) to support your conclusion. 6. A good commentary can be of great benefit in ascertaining the meaning of difficult verses in the OT. Identify a verse in Proverbs 1-9 that you would like to better understand, and then examine 3 of the most

8 recent commentaries on Proverbs, Fox, Waltke, and Murphy. Summarize how each of these commentaries deals with your verse; then rate the value of each for clarifying the meaning of your verse. 7. In light of what you have learned from the book of Proverbs, identify: a. One practical application that you would like to make in your daily life during this coming week. b. Four themes that you might like to develop in a series of sermons, Sunday School classes, etc. ***Research Paper due DUE WEEK 11 (April 15) DUE WEEK 12 (April 22) 1. The book of Ecclesiastes is very difficult to translate from the original Hebrew, particularly such key words and phrases as those translated "vanity," "meaningless," "toil," "labor," "time," "burden," "gain," "chasing after wind," and "under the sun." As a result, the English reader should be warned that he or she may frequently miss the author's point or line of reasoning. Read Ecclesiastes 1, first in NIV, then in Dorsey s translation (in syllabus). List 2-3 differences you find interesting. Do same with Eccl. 2, then Eccl. 3. Then read the rest of the book of Ecclesiastes in Dorsey s translation. 2. How would you summarize (in 1-2 sentences) the main point of Ecclesiastes. 3. Identify 2 difficult verses in Ecclesiastes, verses that you would like to better understand. Then record how Garrett (your textbook) and Seow (Ecclesiastes; Anchor Bible; Doubleday, 1997) handle each of your difficult verses. Which commentary seems better? 4. List 7 helpful insights about God and his ways that you ascertain from Ecclesiastes (assuming God inspired the work) that might have practical applications for your present ministry, marriage, work, etc. 5. List 2 practical applications for your own daily life that derive from these insights. 6. Optional: read Garrett, pp , and Dorsey, chapter 20. DUE WEEK 13 (April 29) 1. Read Dorsey, ch. 21; then read Dorsey s translation of the Song of Songs found in the syllabus. 2. Without using the lists in the syllabus, identify 10 exemplary characteristics of the young man's love for the young woman that you are particularly struck by (e.g., "He compliments her verbally"; or, "He has eyes only for her; to him, she is beyond all competition") (include references). 3. Likewise, identify 10 exemplary characteristics of the young woman's love for the young man (e.g., "She is not hesitant to initiate times of intimacy") (include references). 4. Optional: The ancient Near Eastern world was patriarchal; the wife had few rights and was subservient to her husband, who was master and head of the relationship. What seems to be the relationship of the woman and the man in the Song of Songs? Are they portrayed as having equal status in their relationship, or not? (1-2 paragraphs) 5. List 4 practical applications from this book for your own relationship with your spouse/spouse-to-be. (If any of your answers are too personal, just write "personal") If you are not married, list 4 of the most important insights from this book that you would commend to married couples. 6. Do you think this book has any implications for your own relationship with God? Discuss briefly. 7. Read Garrett, pp