CUR 140:  Biblical Traditions MWF 8:00-8:50, 9:00-9:50 CON 331 C.D. Elledge, Professor Phone:  933-6295 Email:   TUcelledge@gustavus.eduUTH Office Hours:  Mondays, Wednesdays, and Fridays, 12:30-4:00; and by appointment.  Old Main 305A

Page from the Gutenberg Bible (1455.  Catholic Encyclopaedia, newadvent.org)

 

 

Description

An introduction to the study of religion through an exploration of the Bible, both in its original setting and as a continuing standard for the worshiping communities which revere it. The class will become acquainted with the Near-Eastern and Greco-Roman cultures that formed its historical context, the oral and literary processes that underlay its present text, and the fundamental problems of meaning and value to which it offers symbolic, mythic, and theological response. Lectures, discussions of shared readings, and examinations will be the central elements of course procedure (THEOL).

 

What is a “Biblical and Theological Studies” (THEOL) Course?

Courses in Biblical and Theological Studies promote a deeper understanding of the Christian tradition.  In this particular course, we examine the central religious text of Christianity, the Bible.  In doing so, a substantial portion of the course will also be dedicated to the history of ancient Israel, the Old Testament or Hebrew Bible, and the nature of Judaism in the ancient world.  To develop a “deeper” understanding of these sacred texts, we focus on what the human sciences can teach us about the Bible in four particular regards:  (a) Literature:  What kinds of literature are included in the Bible?  How do these literatures express their ideas, and how might they have been composed?  (b) History:  What historical events and movements have shaped the emergence of the writings of the Bible?  In turn, how do the individual books of the Bible interpret historical events?  (c) Theology/Religion:  What does the Bible say about God, the world, right and wrong, the future, and the nature of human existence?  (d) Contexts:  How do people from different historical, religious, and social settings interpret the Bible?  How can we better understand the cultural influence and religious uses of sacred texts?  What are your own presuppositions and habits of mind when you read the Bible? 

Such courses can hopefully teach us that religion is something that can be studied, as well as experienced, and that the study of religion greatly enhances our perceptions into many other spheres of human endeavor, including art, history, science, philosophy, and culture.  In this regard, the Bible course hopes to equip students with a valuable tool for examining larger issues in the liberal arts.

 

Objectives

This course, the Bible, is designed to meet the following instructional objectives:

– To increase students’ knowledge of the content of the Biblical text in ways that will generate lifelong interest and appreciation.

– To encourage students to cultivate reading and writing skills that reflect a mature and disciplined approach to the Biblical text, one informed by the critical study of history, literature, and theology.

– To reflect upon the significant influence that the Bible has had upon ethical, religious, and cultural issues.

 

Requirements

Students will be evaluated based upon their performance in the following contexts:

– Class participation (20%):  Students should read and be prepared to discuss the assigned readings prior to every regular meeting of the course.  A reading guide for each topic is provided on the syllabus under “Questions for Reflection.”  Regular attendance and active course participation will be rewarded in this category.  A Bible and other assigned primary texts must be brought to every class meeting by each member of the class.  Reflected in this category will be the completion of several worksheets and in-class activities, based upon the Primary and Secondary readings.

– Writing assignments (30%):  Students must complete two of the 5-page writing assignments listed in the syllabus and hand them in on the due date.  See X: Writing Papers.  Each paper will be typed, double-spaced and follow the directions listed in the syllabus.  Failing papers will receive a rewrite; if the rewrite is successful, it will receive a grade of %70.

– Midterm examinations (20%):  A midterm examination will be given during the course of the semester at the date listed on the syllabus.

– Final examination (30%):  A final examination will be given on the comprehensive content of the course, based upon Primary and Secondary readings and class meetings.

 

Absences

More than three absences from the course will affect grading.

 

Academic Honesty

The following code will be written and signed on every examination and graded paper:  “On my honor, I pledge that I have not given, received, or tolerated others’ use of unauthorized aid in completing this work.”  All written work is to be completed independently, unless otherwise noted by the instructor.  Using the ideas and/or words of another writer and representing them as your own may constitute plagiarism. It is your responsibility to give credit to those whose ideas and language you utilize when you write.

 

Disability Services

“Section 504 of the Rehabilitation Act of 1973 and the Americans with Disabilities Act (1990) work together to ensure ‘reasonable accommodation’ and non-discrimination for students with disabilities in higher education.  A student who has a physical, psychiatric / emotional, medical, learning, or attentional disability that may have an effect on the student’s ability to complete assigned course work should contact the Disability Services Coordinator in the Advising Center, who will review the concerns and decide with the student what accommodations are necessary.”

 

 

 

Texts

The HarperCollins Study Bible.  New Revised Standard Version.  Ed. Wayne Meeks. 

HarperSanFrancisco, 1997. [An edition of the Bible and Apocrypha, with

introductions and textual notes explaining unfamiliar terms and allusions = HCSB]

Fant, Clyde E., Donald W. Musser, and Mitchell G. Reddish.  An Introduction to the

Bible.  Revised Edition.  Nashville:  Abingdon Press, 2001.  [A one-volume,

comprehensive introduction to the Bible = Introduction]

Borg, Marcus J.  Reading the Bible Again for the First Time.  HarperSanFrancisco, 2002.

            [One person’s struggle with the Bible – agree or disagree = Borg]

Links to web resources are clearly marked in red on the reading list below.

 

On Electronic Reserve

Benjamin, Don C. and Victor H. Matthews.  Old Testament Parallels:  Laws and Stories

from the Ancient Near East.  Paulist Press, 1997.  [A compendium of the most

important Ancient Near Eastern texts for studying the Bible = OTPar]

Berlin, Adele, Marc Brettler, and Michael Fishbane.  The Jewish Study Bible.  New York:

            Oxford University Press, 2004.  [A brief passage on “the servant” of Isa 52-53 = JSB]

Elledge, C.D.  The Bible and the Dead Sea Scrolls.  Archaeology and Biblical Studies

14.  Atlanta:  Society of Biblical Literature Press, 2005.  [An introduction

to Qumran and its significance for the study of the Bible, Judaism, and

Christian origins = BDSS]

 

On Reference

Kee, Howard Clark, John Rogerson, Eric M. Meyers, and Anthony J. Saldarini.  The

Cambridge Companion to the Bible.  New York:  Cambridge University Press,

1997-98.  [A one-volume, comprehensive introduction to the Bible.]

 

On the Web

Biblical Archaeology Society Archive:  www.basarchive.org  (for on campus use only)

Epic of Gilgamesh.  Academy for Ancient Texts.  Trans. M. Kovacs; ed. W. Carnahan.

Code of Hammurabi.  Avalon Project at Yale Law School.  Trans. L. King.

Mari Letters.  Selections revised from OTPar, pages 109-110.

Sennacherib’s Prism.  Bible History Online.

Cyrus Cylinder.  Selection revised from OTPar.

1 Enoch, the Apocalypse of Weeks (XCIII-XCL).  Heaven Net, from APOT, ed. R. Charles.

Rule of the Community, Pesher Habakkuk, Thanksgiving Hymns.  Selections revised from

            Charlesworth, PTSDSSP 1; Vermes, Complete Dead Sea Scrolls; Garcia Martinez,

            Dead Sea Scrolls Study Edition.

Gospel of Thomas.  Scholar’s Translation by S. Patterson and M. Meyer.

Women in Ancient Christianity:  The New Discoveries, by K. King.  PBS.

The Woman’s Bible, ed. E. Cady Stanton et al.  Sacred Texts.

 

 

 

 

 

Schedule

 

Sept 3

Introduction to the Course

Readings:  Introduction, 21-31; Borg, ix-20

Read the Course Syllabus

 

Sept 5  Reading Lab

Reading the Bible for the First Time:  History, Literature, Religious Ways of Thinking

Primary Readings:  Jonah (HCSB 1234-37)

Secondary Readings:  Introduction, 31-44; Borg, 21-36

Assignment:  Complete the Worksheet

 

Sept 8     Reading Lab

Reading the Bible for the Second Time:  History, Literature, Religious Ways of Thinking

                Primary Readings:  Mark 4:1-34 (HCSB 1730-31)

                Secondary Readings:  Borg, 37-53

                Assignment:  Complete the Worksheet

 

 

I.  The Torah

Sept 10

A Famous Story from the Ancient Near East

                Primary Readings:  Gilgamesh Epic, Tablet XI (or chapters 4-6 in your translation, pages 97-117)

                Questions for reflection:  In this concluding story from the Gilgamesh Epic, the hero Gilgamesh goes in quest of immortal life by seeking its secret from Utanapishtim (“he who sought life”).  In this story, how are the gods portrayed?  What important events take place?  What is the result of Gilgamesh’s quest for immortality?  What does this tell us about the way this story portrays the nature of human life?

 

Sept 12

The Primeval History in Its Ancient Near Eastern Setting

                Primary Readings:  Genesis 1-11

                Secondary Readings:  Borg, 57-63

Questions for reflection:  How do the stories of Gen 1-11 describe the developing relationship between God and human beings?  Is God’s creation “successful”?  What are some of the important mistakes that human beings make in these chapters?  What is God’s response?  Are there any resemblances between these chapters and Gilgamesh Epic, Tablet XI?  How do you explain these similarities?  What are the most decisive differences?  How do you explain those differences?  What do the similarities and differences teach us about the ancient context in which Genesis 1-11 was composed?

 

Sept 15   Reading Lab

The Documentary Hypothesis:  How was the Torah Written?

                Readings:  Introduction, 150-54, 217-219; Borg, 63-84

                Assignment:  Complete the Worksheet  

 

Sept 17

The Ancestral Narratives

                Primary Readings:  Genesis 11:27-25:18

                Secondary Readings:  Introduction, 97-109; 85-92

Questions for reflection:  What promises does God make to Abraham, Sarah, and their descendants?  How do those promises come true in the course of the story?  What promises remain unfulfilled?  What does it mean to say that Abraham is “righteous”?  In what key moments of the story is this “righteousness” revealed?  What two “covenants” does God make with Abraham?  What do we learn about God in the stories of Abraham?

  

Sept 19

The Exodus

Primary Readings:  Exodus 1:1-6:13, 6:28-7:25, 10:21-15:3

Secondary Readings:  Introduction, 109-119; Borg, 92-101

Questions for reflection:  Identify three conflicts that take place within the narrative of Exodus 1-15.  What persons or groups are involved in each of these conflicts?  What are the most important issues at stake in each conflict?  Is the conflict resolved in the course of the Exodus narrative?  Who wins?  How?  In what way does each conflict help to define Israel’s ongoing relationship with Yahweh?

 

Sept 22

Donny George Youkhanna, 9am Heritage Room in the Student Center

Readings:  George, Looting of the Iraq Museum

 

Evening Lecture:  “Looting the Iraq Museums: Loss of  Nation’s Memory”
The lecture will be at  7:00 pm in Alumni Hall

 

 

Sept 24   Reading Lab

Laws of the Torah 

                Primary Readings:  Exodus 19-20, 21-23, 32; Leviticus 17-20, 25-26

                Secondary Readings:  Code of Hammurabi; Borg, 101-109

                Questions for reflection:  Identify one Biblical law that you find interesting based upon your readings.  What principles of justice / holiness are embodied in this law?  What circumstances does the law want to avoid?  Is the law outdated?  or might it have some important ethical applications for today?  Identify another law from the Code of Hammurabi and answer the same questions.  Be prepared to share your readings with the class.

                 

 

II.  The Deuteronomist and the Deuteronomistic History

 

Sept 26

The Deuteronomistic History (DH):  An Overview

Primary Readings:  Deuteronomy 5-7, 12, 28; Joshua 1:1-18; 21:43-22:6; Judges 2:6-3:6;

2 Kings 17:1-23, 21:2-16

Secondary Readings:  Introduction, 121-154, 216-217

Questions for reflection: According to Deuteronomy, how should Israel live once they enter into the land of promise?  What will happen if they follow these commandments?  What will happen if they do not?  How do the assigned texts from Joshua, Judges and 2 Kings further develop this scenario at key moments in Israel’s history?  What does this say about the possible relationships between Deuteronomy and these other books?

 

 

Sept 29   Reading Lab

Four Key Stories from the DH 

                Primary Readings:  Joshua and Jericho (Joshua 1-2, 5:13-6:27); Samson (Judges 13-16);

                Rise of Kingship (1 Samuel 8, 15); Elijah at Carmel (1 Kings 18:16-45); Fall of a Kingdom (2 Kings 21-25)

                Secondary Readings:  Review Introduction, 121-134; Borg, 127-130

Assignment:  Please provide a typed one page response to the following task.  After completing the reading, select one of the four assigned stories for a closer look.  In your selected story, what new events in Israel’s history are described, and who are the most important personalities that shape events?  How is God portrayed in the story?  Finally, what seems to be the “moral” of the story?  To what extent does this “moral” fit well within the “Deuteronomistic” interpretation of Israel’s history?

 

 

III.  Prophets of the Independent Kingdoms

 

Oct 1

Introduction to Prophecy

Readings:  Introduction, 175-184; Borg, 111-127

Assignment:  Mari Letters Activity

Questions for reflection:  What is a prophet?  Complete the Mari Letters Activity.  How do the Mari Letters help us better understand the functions of ancient prophecy?

 

Oct 3

Isaiah of Jerusalem  

Primary Readings:  Isaiah 1, 6, 30-31

Secondary Readings:  Introduction, 192-198; Sennacherib’s Prism

Questions for reflection:  What is Isaiah’s calling as a prophet in Isaiah 6?  How does the prophet suggest that Judah must solve its pressing geo-political crisis in Isaiah 30-31?  Why?  What is Sennacherib’s version of these events, according to the Prism?

 

Oct 6

Midterm Review

*****  Paper Option 1 Due  *****

 

Oct 7-8

Nobel Conference of Science

 

Oct 10

Jeremiah

                Primary Readings:  Jeremiah 26-29

                Secondary Readings:  Introduction, 198-202

                Archaeology and History:  Caught between the Powers

Questions for reflection:  How does Jeremiah’s message bring him into conflict with other groups in chs. 26-29? What is Jeremiah’s perspective on the Temple in 26?  How are people interpreting earlier prophecies in this chapter?  What are the central issues at stake in Jeremiah’s “prophetic duel” with Hananiah?  Who seems to have won the “duel” and why?  What might the appeal of Hananiah’s message have been?

  

Oct 13

*****Midterm Examination *****

  

 

IV.  Prophets of the Exile and the New Order

 

Oct 15

History of the Exile and Restoration

                Secondary Readings:  Introduction, 205-232; Borg, 130-144

                Questions for reflection:  List five important changes that occurred in the history of Israel in the Sixth Century BCE.  How might these drastic changes have raised serious theological challenges for Israelite religion?