CUR 140
: "The Biblical Tradition"
Course Description
This course will use the Bible as a primary surce to study
the role and major contributiuons of the Judeo-Christian tradition
in the development of Western culture. It will give special emphesis
to themes such as: faith and reason, the funtions of symbol, ritual,
myth, and literary genre, the shape of history, the world as the
arena of divine creation, providence and redemption; the communial
identity and ethical goals of persons and aesthitic demensions
of their interrelationship with nonhuman life and inanimate being.
[ Course Requirements , Schedule
, Goals and Objectives , September,
October, November,
December ]
- CUR 140 "The Biblical Tradition"
- Fall 1999
- Cur 144-1, 144-3: MTuWF 8:00AM, Con 125, 128
- Cur 144-2, 144-4: MTuWF 9:00AM, Con 125, 128
-
- Professors:
| Faith Kirkham Hawkins |
Andy Vaughn |
| office: OM 105B |
office: OM 105C |
| office telephone: x6295 |
office telephone: x7475 |
| home telephone: 345-7513 (before
9PM) |
home telephone: 625-2797 (before
9PM) |
| email:fhawkins@gustavus.edu |
email: avaughn@gustavus.edu |
- office hours: M 12:303:00; Tu 10:3011:30
- W 1:303:30; Th 3:304:30
|
- office hours: MW 1:302:30;
- Tu 12:002:00
|
- Required Texts:
- S. Harris, Understanding the Bible, Fifth edition.
- W. Meeks, ed., The Harper Collins Study Bible
- V. Matthews and D. Benjamin, eds., Old Testament Parallels
-
- Goals and Objectives of
the Course:
-
- The College Catalog states that "the program of the
department of Religion is designed to meet the needs of all students
for a better understanding of religion as a basic aspect of human
experience, of the Christian heritage and its contemporary expressions,
and of the methods appropriate to the study of religion."
In addition to being the primary sacred text in the Christian
heritage, the Bible and the Judeo-Christian religions it has
shaped have themselves significantly shaped Western thought,
culture, and history. Therefore, the study of the Bible is foundational
to a liberal arts education. Most generally, therefore, the overall
goal of the course in the program of Curriculum II is for the
student to gain a orientation to the critical study of the Bible
and to begin the process of understanding how this book has affected
and continues to affect our society.
- As the student undertakes this critical investigation of
the Bible, it will be important to realize the Bible was not
written in a vacuum, nor do modern communities interpret the
Bible in a vacuum. The course will thus also include components
that treat the historical setting of the Bible and the ways in
which the Bible continues to be shaped and used by modern communities.
With these general goals in mind, the student will accomplish
the following objectives:
- Gain an understanding of the content and framework of the
Bible.
- Gain an overview of the cultural and geographic setting of
the ancient Near East as the intellectual and cultural context
within which the Bible was written.
- Explore major questions and methods within biblical scholarship,
including historical criticism, literary criticism, and socio-locations
criticism of the Bible.
- Gain experience and proficiency in the interpretation of
biblical texts.
Course Requirements: In order to accomplish the above
objectives, the student will complete the following requirements:
- Faithfully attend class and participate in class discussions.
- Faithfully complete assigned readings before the assigned
date. Faithfully complete the study questions for the assigned
readings before the assigned date (your answers will not
be collected, but you will be responsible for the questions in
class discussion). Your final self-assessment will require you
to honestly and fully evaluate your participation including preparation
for all classes.
- Complete 5 "interpretation modules" (described
below) that specifically examine the appropriation of biblical
narratives.
- Complete three written exams that are non-cumulative. The
exams will cover the content and framework of the Bible, the
cultural and geographic setting of the biblical narratives, as
well as examine the student's ability to reflect on critical
questions. The third exam will be during the final exam period
assigned by the registrar (tentatively set for December 13, 1999,
3:30-5:30PM). These exams will be evaluated according to our
grading guidelines.
- Complete a portfolio that include a self-assessment, a participation
assessment, and other work to be determined in consultation with
the professors that demonstrates the student's engagement with
the breadth and depth of the materia covered in this semester.
The "other work" may include "interpretation modules"
and other written work that has previously been evaluated by
the professors. See below for a more complete discussion of the
portfolio.
Interpretation Modules:
Interpretation Modules are a series of assignments designed
to help the student practice responsible biblical interpretation.
The written assignments will vary, but each one will require several
steps:
- acknowledge any preconceptions that we might have about the
text or its meaning
- pay close attention to the text itself, by asking a series
of questions about it, and looking to it (and sometimes, to the
footnotes) for answers. This step will also include an examinaion
of the historical and literary settings of a text.
- look for connections between the things we have observed
through our Q&A, and look for holes or gaps things
left unexpressed or merely implied in the text itself, questions
raised by not answered, etc.
- use information that we have gathered in steps 2 and 3 to
suggest what the central ideas or meanings within the text might
be
Anticipated Method of Evaluation:
- Portfolio (including participation and self-assessments):
20%
- Interpretation Modules: 15%
- First Test 20%
- Second Test 20%
- Third Test 25%
- ____
- 100%
ANTICIPATED SCHEDULE OF TOPICS
AND READINGS
Section One: Opening
- Sep. 08 (W): Course introduction
and "Why Study the Bible" (sections meet jointly)
- 10 (F): Is the Bible True? (sections meet separately)
- -Harris, 1-24
- -complete learning goals worksheet
- -complete group assignment before class
- Section Two: Genesis and the Critical Study of the Bible
- 13 (M): Creation and the Documentary Hypothesis, Part 1 (sections
meet jointly)
- -Harris, 82-92
- -Gen 1-2
- -"The Enuma Elish Stories," OTP, 9-18
- -"The Hymn to Ptah," OTP, 3-5
- -"Stores of Adapa," OTP, 41-45
- study questions:
- -Why are the sun and moon created on the 4th day and not
on the first day?
- -What is the background and significance of 1:21?
- -How is the passage structured and what significance might
this have held for liturgical life of the people?
- -Who might have written chapter 1? Why?
- -How is this story similar or different from other creation
stories listed above (note: this is a question that we will return
to in the next two weeks)?
- 14 (Tu): Creation and the Documentary Hypothesis, Part 2
(sections meet jointly)
- -Harris, 25-49
- -Gen 3-4
- study questions:
- -Why were the humans kicked out of the garden?
- -How does the second account of creation (Gen 2:4ff) differ
from Gen 1?
- -Which account is more majestic? Why?
- -Which account is more human? Why?
- -How is God portrayed in the two accounts? How are the humans
portrayed?
- 15 (W): Workshop: Study Skills in College
- -Rebecca Cory: Guest speaker
- 17 (F): Interpretation Module #1: Workshop on the Documentary
Hypothesis and Flood Story (sections meet jointly)
- -complete worksheet on
characterization in Gen 6:5-13
- -write short statement (less than 1 page) on why multiple
sources may be identified in Gen 6:5-13
- -Harris, 92105
- -Gen 5-8 (you may skim the genealogies)
- -"Stories of Atrahasis," OTP, 31-40
- study questions:
- -What inconsistencies are in the flood stories that support
multiple sources?
- -How many days did it rain?
- -How many animals did Noah take into the ark?
- -How do the stories of Gilgamesh and Atrahasis compare to
the biblical story?
- 20 (M): Alternative readings: Gilgamesh
- -reread "Stories of Gilgamesh," OTP, 19-30
- -read, Absher, "Gilgamesh and the Feminine," in the Historical Perspective packet,
pp. 1-10.
- 21 (Tu): Workshop: Library Skills
- -worksheet distributed in class
- -Barbara Fister, Guest Speaker
- -meet in library
- 22 (W): The Primeval History, the Tower of Babel, and the
Call of Abraham (sections meet jointly)
- -Harris, 105-112
- -Gen 1112
- study questions:
- -Think about the similarities and differences between Gilgamesh's
attempt to "make a great name" and the attempt by humanity
in Gen 12. Also think about why God allows Abraham to obtain
a "great name" in Gen 12:1-4 but prevented humanity
from obtaining this in chapter 11.
- -Would you classify the promise to Abraham in Gen 12:1-4
as conditional or unconditional? Why?
- 24 (F): Patriarchs, Matriarchs, & Promises: Genesis 12-22
(sections meet jointly)
- -Harris, 105-112
- -Gen 15:1-18:15, 21-22 (required)
- -Berman, "Why Hagar Left" (on reserve)
- -rest of Gen 12-22 (optional)
- -"Nuzi Archives," OTP, 46-51 (optional)
- study questions:
- -Would you classify the promise to Abraham in Gen 12:1-4
as conditional or unconditional? Why?
- -What examples can you cite in chapter 12-22 of Abraham (and
Sarah's) incomplete faith (or times that they do not show blind
trust in God)?
- -How does Berman's retelling of the story change our views
of the major characters?
- -How do the Nuzi Archives help us understand Gen 12-22?
- 27 (M): Interpretation Module #2: Genesis 18:16-19:29 (sections
meet separately)
- -complete worksheet on Gen
18:16 - 19:29
- -this worksheet will be handed in and evaluated (should be
typed)
- 28 (Tu): Jacob, Israel, and the Move to Egypt (sections meet
jointly)
- -Gen 24; 25:19-34; 27; 29; 32:22-32; 37:12-36; 41-43, 50
(required)
- -rest of Gen 23-50 (optional)
- -"Stories of Anubis and Bata," OTP, 61-65
- -Harris, 112-115
- study questions:
- -How do the stories of Anubis and Bata help us understand
the Joseph Cycle?
- -How is the theme of God's sovereignty seen in the Joseph
Cycle?
- 29 (W): review for First Test over Sections 1 and 2
- Oct. 01 (F): First Test over
Sections 1 and 2 (15%)
- -a Test Study Guide is
available on the web
- -a grading guideline
is also available on the web
- Section Three: Religion and Politics
- 04 (M): Moses, Exodus, Sinai, and the Law (sections meet
jointly)
- -Harris, 116129
- -Ex 1-3; 6:2-8; 11-12; 31:18-34:35 (required)
- -Deut 5 (required)
- -rest of Exodus and Deut 1-5 (optional)
- study questions:
- -What differences are there between the 10 commandments in
Ex and Deut?
- -What does Moses refer to as the "way of life"?
Why do you think this is important?
- 05 (Tu): Nobel Conference
- 06 (W): Nobel Conference
- 08 (F): Moses and Deuteronomy
- -Harris, 130142
- -Deut 1, 46, 30, 32:110
- -"The Code of Hammurabi," OTP, 101-109
- study questions
- -How does the Code of Hammurabi compare / differ with the
biblical laws?
- -What is mean by the term "Tetrateuch"?
- -Why does the theory of the "Tetrateuch" help with
the duplication of material in Exodus and Deuteronomy?
- 11 (M): The "Occupation of the Land, Part 1" (sections
meet jointly)
- -Harris, 144-154
- -Deut 30
- -Jos 1-2; 6; 8-13:7; Jud 1; 3
- study questions:
- -What are some ways in which Deut serves as an introduction
to Jos Kings?
- -locate on a map (in the back of the Harper-Collins Study
Bible) the cites that are listed as destroyed in Joshua
- -locate on a map the cities that are listed as not destroyed
in Judges
- -Are there inconsistencies that you see here?
- 12 (Tu): The "Occupation of the Land, Part 2" (sections
meet jointly)
- study questions:
- -What are some of the archaeological inconsistencies are
there with Joshua's account?
- -Which account is more factually accurate-Joshua or Judges?
Is the other account deceptive?
- 13 (W): Origination of the Monarchy (sections meet jointly)
- -Harris, 155-170
- -Jud 6; 9
- - Sam 3, 8-10, 31
- -2 Sam 2, 6-7
- Study questions:
- -Is the covenant between God and David in 2 Sam 7 unconditional
or conditional?
- -What resistance to kingship is seen in the passages from
Judges? Is this resistance present before the establishment of
the monarchy?
- -What problems do the existence of a human king pose for
the kingship of Yahweh (God)?
- 15 (F): Interpretation Module #3: (sections meet separately)
- -complete worksheet on 1 Sam
13:1-15, 2 Sam 7:1-17, and 2 Sam 11:27b-12:14
- -this worksheet will be handed in and evaluated (should be
typed)
- 18 (M): The Divided Kingdoms
- -Harris, 175-185
- -1 Kings 3, 11-14
- -scan paragraph headers in 1 and 2 Kings
- -"Karatepe Annals of Azitiwada," OTP, 162-165
- -"Annals of Shalmaneser III," OTP, 166-171
- Study Questions:
- -What comparisons and differences to you see between the
Karatepe Annals and Solomon's prayer in 1 Kings 3?
- -Was Solomon a completely positive king? Was David completely
positive?
- -Why did the kingdoms of Judah and Israel split?
- -What do the annals of Shalmaneser III tell us about the
strength of Ahab?
- 19 (Tu): Workshop: The Healthy College Student (sections
meet jointly)
- -Jackie Alvarez, Guest Speaker
- 20 (W): The Last Days of Judah and the Chronicler's History
(sections meet jointly)
- -Harris, 182-187, 230-232 (esp. Box 6.1), 264-268
- -2 Kings 19-24
- -2 Chr 29-36
- -"Annals of Tiglath-Pileser III," OTP, 172-173
- -"Annals of Sargon II," OTP, 174-176
- -"Annals of Sennacherib," OTP, 177-179
- -"Annals of Nebuchadnezzar," OTP, 182-184
- Study Questions:
- -What is similar about the campaigns of Tiglath-Pileser III,
Sargon II, Sennacherib, and Nebuchadnezzar? What motivated these
campaigns?
- -What is the difference in how Hezekiah is portrayed in Chronicles
and Kings? What are the similarities? (note: this issue will
be dealt with more in lecture).
- Section Four: Prophecy and Writings
- 22 (F): Reading Period
- 25: (M): Reading Period
- 26 (Tu): Prophecy, Part I (Central and Peripheral Prophets)
(sections meet jointly)
- -Harris, 189195
- -"Mari Letters," OTP, 318-322
- 27 (W): Introduction to the Prophets: Metaphor and Meaning
- -Ez 16
- -Judith Sanderson, "Nahum" (on reserve)
- -Nahum 1-3
- -Tillich, "Dark Clouds are Gathering" (on reserve)
- 29 (F): Workshop: TBD
- Nov. 01 (M): Prophecy, Part II
(Eighth-Century Prophets) (sections meet jointly)
- -Harris, 195206
- -Amos 1; 3-5
- -Isa 1-3; 6
- -Isa 4-5; 7-12; 31; 36-39 (skim)
- 02 (Tu): Prophecy, Part III (6th century Prophet) (sections
meet jointly)
- -Harris, 207224
- -Jer 1-4
- -Isa 40
- -Ez 1-6
- 03 (W): Interpretation Module #4:
- -write a short essay on one
of the following: Isa 17:1-6, Amos 7:1-9, Jer 31:31-34, or Ez
37:1-14
- 05 (F): Wisdom Literature: Job (sections meet jointly)
- -Harris: 230255
- -Job 14; 6, 8, 3839
- 08 (M): Review for Test #2 (sections meet jointly)
- 09 (Tu): Test #2 (sections meet jointly)
- -a Test Study
Guide is available on the web
- -a grading guideline
is also available on the web
- Section Five: The New Testament
- 10 (W): Contexts of the NT: Hellenism and Judaism
- -Harris, 316-321; 335-346
- -1 Macc 1, 2, 4:36-5:23
- 12 (F): Discussion: Choosing a major.
- 15 (M): Gospels: Issues of Genre and the Synoptic Problem
(sections meet jointly)
- -Harris, 351-363
- -Mark 1-8
- -Matt 1-2
- -Luke 1-2
- Study Questions:
- -How does the beginning of Mark compare with what you would
expect of a normal biography?
- -How do you account for the differences / similarities in
Matthew and Luke?
- -What do you think about the proposals in Harris for this
relationship?
- 16 (Tu): Gospel of Mark (sections meet jointly)
- -Harris, 364-380
- -Mark 9-16
- Study Questions:
- -How does Jesus' emphasis on what pleases God differ from
the view of the Pharisees in Mark?
- -What portrait of the disciples emerges in chapters 9-16?
What do the disciples learn about leadership? How does their
view of greatness differ from Jesus'?
- -What portrait of Jesus emerges from these stories? On what
charge is Jesus convicted before the Sanhedrin? Before Pilate?
- -The best Greek manuscripts end with 16:8, so it seems that
this was the original ending to the gospel. What seems unusual
about this ending?
- 17 (W): Interpretation module #5
- -write a short essay on one
of the following: TBD
- 19 (F): The Gospel of Matthew
- -Harris, 381-397
- -Matt 1-2, 11-13; 26-28
- -Luke 1-3
- Study Questions:
- -Compare the birth narratives in Matthew and Luke. How do
they differ? What does Matthew emphasize?
- -What is different about the genealogies in Matthew and Luke?
- -What is Jesus' attitude towards the law in 5:17-20
- -How do the antitheses in 5:21-48 develop this view of the
law?
- -According to 7:13-27, what must characterize the disciple
of Jesus?
- -compare Matthew with Mark and see what he adds or leaves
out of the parallel stories (use Harris as your guide here)
- 22 (M): Workshop: working with web
- -Sandy Fuhr Guest Speaker
- -meet in the Library computer classroom
- 23 (Tu): Class period with Chaplain Brian Johnson (sections
meet jointly)
- -meet in our normal classroom
- 24 (W): portfolio workday
- 26 (F): Thanksgiving break
- 29 (M): Luke
- -Harris 398-412
- 30 (Tu): John
- -must hand in draft of portfolio in process
- -read John, chapters 1-5
- -Harris, 413-428.
- Study Questions:
- -How does John's beginning differ from the opening chapters
of the
Synoptics? What expectations does this beginning set up about
Jesus, and
about the content and style of this Gospel?
-What seems to be the "content" of Jesus' preaching
in the Gospel of
John? How does this compare to the content of his preaching in
the
Synoptics?
- Dec 01 (W): John
- -read John, chapters 8-12 and 17-21
- Study Questions:
- -Read John 9 closely. Think about the meaning of "blindness"
and "sight" as
metaphors for getting or missing the point about Jesus.
- -Also think about the concern the blind man's parents have
about their relationship to the
synagogue. What might this concern tell us about the experience
of the
Johannine Community?
- 03 (F): An Early Christian History: The Acts of the Apostles
- -Harris, 447-451
- -Read Acts of the Apostles, chapters 1-5, 10-11, 15
- Study Questions:
- -What is the focus of Acts? In other words, once Jesus leaves
the scene,
what is the author of Acts trying to accomplish with this book?
-What are three ways in which the early community of followers
of Jesus
(or its spread) is idealized within Acts?
- 06 (M): The Mission and Themes of Paul's Ministry
- -Harris, 452-469
- 07 (Tu): Issues in Early Christianity: Pauline Letters (1
Cor., Gal)
- -Harris, 472-480
- -Galatians 1--5
-1 Corinthians 1-4, 11-12, 15:1-28
- Study Questions:
- -What is the main problem which Paul is addressing in Galatia?
- -What is his advice, and why does he advise this?
- -In what ways does 1 Cor. 1--4 indicate a challenge to his
authority in Corinth?
- 08 (We): Issues in Early Christianity: Pauline Letters (Romans)
- -Harris, 481-484
- -Romans, 1--5, 9--11
- Study Questions:
- -What does Paul say in this letter about the role of the
law?
- -About the place of Jews and Gentiles within God's plan for
salvation?
- 10 (F): Apocalyptic Literature
- -Harris, 285-296; 512-520
- -Dan 1-3; 5; 7
- -Rev 1; 5-9; 18-22
- Study Questions:
- -
- -
- 12 (Su): Optional review and pizza party (location TBD)
- 14 (Tu) at 3:30PM to 5:30PM: Tentative time for final test
- -test given in Confer 331 and 332 (tentative room assignment)