RE 143

Introduction to Scripture:  Hebrew Bible

Fall 2006

 

Instructor:     Carleen Mandolfo

Office:             Lovejoy 346

Phone:            x. 4645

Hours:            M  9:30-11:00

                        W  9:30-11:00

Other hours by appt or drop-in (I usually stay home on Fridays to do my own research)

email:             mandolfo@colby.edu

 

 

Course description:

            An introduction to the world of the texts Jews call the Tanakh and Christians often call the Old Testament.  The focus will be on the original context of the texts as well as how these texts have impacted history and contemporary society in the development of laws, customs, literature, film, art, and the theological beliefs of Jews and Christians.

 

Texts:

 

--Required--

The Access Bible

F. Frick, A Journey Through the Hebrew Scriptures (JHS)

S. Scholz, Biblical Studies Alternatively (BSA)

 

Other research resources in our library:

Anchor Bible Dictionary (entries on any book, topic, or person in the Bible)

The Women's Bible Commentary by Newsom and Ringe (a feminist perspective on every book in the Bible)

 

Course goals:

            1)         To develop a basic knowledge of the Bible as a work of literature – i.e., an understanding of the genres, content, and structure of biblical texts.

            2)         To gain a knowledge of the socio-political world of ancient Israel (and the ancient Near East) which provided the raw material for the narratives, poetry, and laws of the Hebrew Bible.

            3)         To become familiar with the ways in which the Hebrew Bible has been interpreted critically and artistically throughout history with an eye toward understanding the dialogical relationship that has existed between (western) society and Jewish and Christian scripture.  In many ways, I think this is the most important goal, but becoming literate on this level requires understanding that this literature wasn't written for us, per se.  Understanding why it was written in the first place can help us be more critically informed about the value of the uses to which it is put today.

 

 

Requirements:

            Classes are more interesting and information is much more effectively transmitted and retained when students engage in class discussion.  This requires that you come to class having read the required material and having thought critically about it.  The latter will be facilitated by the occasional availability of study questions to help you focus your reading.  Thoughtfully prepared answers to these questions will also provide a handy study tool for exams.  I am well aware that some students are less comfortable than others speaking in class; that will be taken into consideration, but I do feel strongly that we learn best when we talk to each other, so I hope to provide an atmosphere in which all students feel comfortable that their opinions or questions are heard and respected regardless of how much they are struggling to comprehend a given topic. 

           

            grading:

                        Two exams -- 30% (15% each)

                        Three small writing assignments (of your choice) -- 30 % (10% each)

One exegetical writing assignment – 15%

Final exam -- 25%

 

Because the short assignments are so short and in some cases will require no extra reading or outside research, the expectation for top quality, well thought-out critical work will be high.  I will be looking for a clear focus and evidence that you have read the texts closely. 

 

*Turning in a late paper without prior approval will adversely affect your grade.

 

*More than two unexcused absences will adversely affect your grade.

 

CLASS SCHEDULE

 

9/6                  Intro to course; syllabus; use of the Study Bible

 

9/11                Introductory issues to study of Bible; methodologies

Assign            :           JHS ch. 1; p. 39 study questions: "dates" # 2, 3; "genres" #2.

 

9/13                People and land; Introduction to the Pentateuch

            Assign:                       JHS ch. 2 (skip pp. 57-63); BSA "Life in the Crypt".

 

9/18                Creation; Cain and Abel; Comparative ANE mythology        

Assign:           Genesis 1- 4; JHS, pp. 107-114; BSA "Eve and Adam:  Genesis 2-3 Reread", "Epilogue", and "Lilith Revisited".

 

9/20                The Flood and Gilgamesh; Ancestral traditions; Abraham and Sarah; Jewish midrashic tradition

Assign:           Genesis 5-9;  JHS, pp. 131-136; Genesis 10-11 (optional);

Genesis 11:27 - 17:27; 21:1-7; Gen. 22; JHS , pp. 144-152; p. 181 "General" #1 study question; E. Wiesel, "Sacrifice of Isaac" (on web reserve)

 

9/25                Sodom and Gomorrah; Hagar and Sarah; Womanist criticism

Assign:           (Re)read Genesis 16:1-16; 21:1-21;  BSA, "Sodom and

Gomorrah"; BSA, "The Biblical Prohibition".  Explain what these two biblical stories have to tell us about the HB's position on sexuality.  How does it differ, in terms of morality, from how we view the sexuality issues raised by these stories?  2-3 pages, typed.

 

9/27                The Jacob Cycle

Assign:           Genesis 25:19- 37:1; JHS 165-171; p. 182 "Jacob Cycle" #2 study question.  Jot down a brief character study of Jacob using examples from the text to defend your opinion, for discussion in class.

 

10/2                The Joseph Story

            Assign:           Genesis 37-50; JHS 172-179

Compare the characters of Jacob and Joseph within the Joseph story (though you may allude to Jacob's earlier life to make your points).  Who is the more "narratively" powerful (i.e., moves the story forward and controls the action)?  Why? 

2 -3 pages, typed.

 

10/4                Moses and Exodus; Form Criticism; Covenant at Sinai; Law (Torah)

Assign:           Exodus 1-15; Nehemiah 9: 1-25; Read Psalms 78; 105-106; JHS, pp. 194 – 230 (skip 200-202 ["contest of wills"] and 204-209), 233-237.

 

10/9                EXAM #1

 

10/11              Deuteronomistic History; Second Decalogue; Joshua and the Conquest

Assign:           Deuteronomy 5-10, 28-31; 34; Joshua 1-8; 24; BSA, "A Native American Perspective"; BSA, "A Palestinian Perspective:  The Bible and Liberation; S. Erlanger, "King David's Palace is Found" (on web reserve)

 

10/16              Judges (Levite's concubine; Samson); slideshow on Samson and

                        Delilah

Assign:           Judges 1-11; 13-16; 19-21; JHS, pp. 240-247, 264-278; p. 279 questions # 2, 3.

 

10/18              The Rise of the Monarchy; Samuel and Saul

Assign:           Read I Samuel 1-15;  JHS, pp. 288-294; p 316 "I Samuel" study questions #1, 3.  Based on what you've seen of God so far in the HB, what do you make of I Sam. 15:10?  Do you think Saul deserves God's reaction?  Why or why not?

 

10/20              EXEGETICAL EXERCISE DUE outside my office door by 12 noon.  

 

10/23              David; slideshow on David and Bathsheba

Assign:           I Samuel 16-24; 27-31; Psalm 20; II Samuel 1-8; 11-12; JHS pp. 294- 304; pp. 316-317 "II Samuel" study questions #1, 3.  Compare David and Saul as leadership role models.  Which, if either, seems a better or good role model for the leadership of Israel, and why?  2-3 pages, typed.

 

10/25              Solomon; Divided Kingdom

            Assign:           I Kings 1-14; JHS pp. 304-315.

Looking at the prayer in ch. 8 make connections between Solomon's words and what you know of Dtn. theology (concentrate on the issues of land, sin, and covenant).  Use outside sources as necessary to fill out your knowledge (e.g., Anchor Bible Dictionary). 2-3 pages, typed.

 

10/30              Eighth-century Prophets: Amos; Hosea and the Fall of Samaria

Assign:           Amos 1-2, 4-5; Hosea 1-5; II Kings 16-17; Isaiah 7-9; JHS, pp. 355-363, p. 282 study question #3; BSA, "The Biblical GodÉ".           

 

11/1                Pre-exilic Isaiah

Assign:           Isaiah 1-6; 10-13; 28-32; JHS pp. 373-381; II Kings 18-20

Read selections from "Economic Justice For All" and assess as an example of contemporary prophecy. Handout forthcoming.  2-3 pages, typed.

 

11/6                Josiah's Reforms; Deuteronomists

Assign:           I Kings 21-23; reread II Kings 12:25-13:13; Deut. 12-16; JHS pp. 384-388.

 

 

11/8                Jeremiah; Fall of Jerusalem

Assign:           Jeremiah 1-2; 7; 11-12; 20; 25; 29; 39; II Kings 24-25; JHS 388- 393, p. 426 "Jeremiah" study questions # 3, 6.  Discuss Jeremiah's relationship with God (refer to study question #6).  How does it compare to the other prophets we've read?  2-3 pages, typed.

 

11/13              EXAM #2

 

11/15              Babylonian Exile; The Return

            Assign:           Lamentations 1-2; Psalms 79 and 137; Ezekiel 8-11; 16; 37;

                        Isaiah 40-45; Ezra 1-6; Psalm 126; JHS 403-412.

What themes are prevalent in Lamentations, Ezekiel, and Isaiah 40-45?  How does Isaiah 40-45 treat the themes differently than the others?

 

11/20              NO CLASS:  I'm at a conference

 

11/27              Women as Deliverers

Assign:                       The books of Ruth, Esther (and Judith if you want to); JHS, pp. 461- 484, p. 490 "Ruth" study questions #2, 5; "Esther" #4.

 

11/29              Psalms and Proverbs

Assign:           Psalms 1; 4; 7; 22-23; 44; 88; 103; Proverbs 1-9, 10, 23, 31; JHS pp. 428-439, p. 459 study questions # 2, 3, 5; BSA "Poverty and Punishment"

           

 

12/4                Job and Ecclesiastes

Assign:           Wiesel, "Job:  Our Contemporary" (on web reserve); Job 1-14; 28; 38-42; Ecclesiastes (as much as you can, but at least the first few and last chapters)

 

12/6                Apocalyptic literature:  The Book of Daniel

            Assign:                       Daniel 7-12; JHS pp. 525-528, 533-540.