CUR 140-001, 002 : "The Biblical Tradition"

MTuWF 8:00am and 9:00am: Con 128

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.

[ Requirements | Textbooks | Schedule | Goals and Objectives | September | October | November | December ]

 
Professor:
 Dr. Andy Vaughn
Office: OM 105C
Office telephone: x7475
Home telephone: 625-2797 (before 9PM)
Email: avaughn@gustavus.edu
Office hours: MWF 10:30-11:30; MW 1:30-2:30; AND by appointment

 
Required Texts:
-Kee, Rogerson, Meyers, and Saldarini, The Cambridge Companion to the Bible
-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:
  1. Gain an understanding of the content and framework of the Bible.
  2. 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.
  3. Explore major questions and methods within biblical scholarship, including historical criticism, literary criticism, and socio-locations criticism of the Bible.
  4. 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:

  1. Faithfully attend class and participate in class discussions.
  2. 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). You will notice that I have placed a high percentage of the final grade on class participation (which involves the completion of the reading assignments and study questions before class).
  3. Complete three short essay assignments (described below) that specifically examine the appropriation of biblical narratives by modern communities.
  4. Complete three written exams that are non-cumulative. These exams will be written during the class hour and 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.
  5. Complete a final exam during the period assigned by the registrar. The content of the final exam will be similar to the three other exams, except that the final exam will be cumulative. The focus of the final exam will be on the material covered during the final section of the course, so at least 50% of the final exam will be from Section Five "The New Testament."
Short Essays: Three short essays will be assigned at different points throughout the course. The essays should be typed using a 12 pt. font, doubled spaced, and have one-inch margins on all sides. The first essay should be about a page. Subsequent essays should be about 2 pages. An essay may be returned to the student without comments or a grade if the essay contains sentence fragments or incomplete sentences. Returned essays must be resubmitted to the professor within one week or the grade will be affected adversely. If the essays are resubmitted there will be no penalty in the grade.
note on grading: Papers with grade "B" or better will receive a satisfactory grade (S). Papers below the level of "B" will receive a "rewrite" (R). Exceptional papers will be given a grade of excellent (E). Papers that receive a grade of "R" must be resubmitted within 9 days or else the grade will be a "D" or an "F" at the discretion of the professor. Students that receive an "R" are strongly encouraged to consult with the professor before submitting the rewritten paper. Rewrites that do not attain the level of "B" work will be given a letter grade.
-First Essay: "Why study the Bible today?"
-Second Essay: "Is the Bible valuable if it is not interpreted literally?"
-Third Essay: "Which Jesus: Matthew's, Mark's, or Luke's?"
Anticipated Method of Evaluation:
Short essays and participation: 10%
First Exam 20%
Second Exam 20%
Third Exam 20%
Final Exam 30%
____
100%

ANTICIPATED SCHEDULE OF TOPICS AND READINGS (note: continue to check to the web syllabus instead of just printing out a copy-- you will be responsible for changes that are made and announced in class and by the class email alias)
 
Section One: Opening
Sep. 06 (W): Course introduction and "Why Study the Bible"
08 (F): Is the Bible True?
-complete group assignment before class
-Cambridge Companion, 1-31
-W. Placher, "Is the Bible True," Christian Century 112 (Oct. 11, 1995): 924-28 (on reserve in library)
Section Two: Genesis and the Critical Study of the Bible
11 (M): Creation and the Documentary Hypothesis, Part 1
-Gen 1-2
-Cambridge Companion, 32-35, 43-48
-"The Enuma Elish Stories," OTP, 9-18
-"The Hymn to Ptah," OTP, 3-5
-"Stores of Adapa," OTP, 41-45
-notes on comparison between Gen 1 (P account of creation) and the enuma elish
-definitions of myth used in class
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)?
12 (Tu): Lecture on Greece for "The Historical Perspective"
13 (W): Creation and the Documentary Hypothesis, Part 2
-Gen 2-3
-Cambridge Companion, 36-42
-first essay due at the beginning of class
-notes on characteristics of J, E, P, and D
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 (F): The Flood Story
-Cambridge Companion, 47-51
-Gen 5-8 (you may skim the genealogies)
-"Stories of Gilgamesh," OTP, 19-30
-"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?
18 (M): Workshop on the Documentary Hypothesis
-complete worksheet on characterization in Gen 1-3 or Gen 6:5-13
-write short statement (less than 1 page) on why multiple sources may be identified in the passage you have chosen from the work sheet
-you will not hand this statement in to the professor, but rather it will be used to begin studying for one of the core questions on your first test
19 (Tu): Orientation to the Library (meet librarian in the library at normal class time)
20 (W): The Primeval History, the Tower of Babel, and Gilgamesh
-reread Gen 1-3
-read Gen 11:1-9; Gen 12:1-4
-reread the selections of Gilgamesh in OTP
22 (F): The Ancestral Narratives, Part 1
-Cambridge Companion, 51-60
-Gen 12, 15, 17, 21-22 (required)
-rest of Gen 12-22 (optional)
-"Nuzi Archives," OTP, 46-51
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 do the Nuzi Archives help us understand Gen 12-22?
25 (M): The Ancestral Narratives, Part 2
-Gen 24; 25:19-34; 27; 29; 37:12-36; 41-43, 50 (required)
-rest of Gen 23-50 (optional)
-"Stories of Anubis and Bata," OTP, 61-65
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?
26 (Tu): Lecture on Nobel Conference by Nobel Chair
27 (W): First Exam over Sections 1 and 2 (15%)
-a Test Study Guide will be available on the web
Section Three: Religion and Politics
29 (F): Moses and the Exodus
-Ex 1-15
-Cambridge Companion, 61-71
-rest of Exodus (optional)
study questions:
-study tool: list of JEP for Exodus
Oct. 02 (M): Covenant and the Law in Exodus and Deuteronomy
-Ex 16-24
-Deut 1-6
-"The Code of Hammurabi," OTP, 101-109
-Cambridge Companion, 71-95
study questions:
-How does the Code of Hammurabi compare / differ with the biblical laws?
-
03 (Tu): Nobel Conference
04 (W): Nobel Conference
06 (F) The "Occupation of the Land, Part 1"
-Deut 30
-Jos 1-2; 6; 8-13:7; Jud 1; 3
-Cambridge Companion, 96-107
-link for lecture slides
study questions:
-locate on a map (found at 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 chapters 1 and 3
-What are the inconsistencies that you see here?
09 (M): The "Occupation of the Land, Part 2"
-Cambridge Companion, 108-119
-Cambridge Companion, reread 88-95 while paying care attention to the term "Deuteronomistic History"
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?
-What are some ways in which Deut serves as an introduction to Jos ­ Kings?
-What is meant by the term "Tetrateuch"?
-Why does the theory of the "Tetrateuch" and the "Deuteronomistic History" help with the duplication of material in Exodus and Deuteronomy?
10 (Tu): Lecture by Dr. Ann E. Killebrew, University of Haifa "Using Archaeology to 'Prove' The Bible" (tentative title)
11 (W): Origination of the Monarchy
-Jud 6; 9
-1 Sam 3, 8-10, 31
-2 Sam 2, 6-7
-Cambridge Companion, 119-126; 129-132; 133
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)?
13 (F): The Divided Kingdoms
-1 Kings 3, 11-14
-Cambridge Companion, 132-148
-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?
16 (M): The Last Days of Judah and the Chronicler's History
-2 Kings 19-24
-2 Chr 29-33
-Cambridge Companion, 148-161; 228-236
-"Annals of Tiglath-Pileser III," OTP, 172-173 (skim)
-"Annals of Sargon II," OTP, 174-176 (skim)
-"Annals of Sennacherib," OTP, 177-179 (skim)
-"Annals of Nebuchadnezzar," OTP, 182-184 (skim)
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?
17 (Tu): Lecture on Rome for "The Historical Perspective"
18 (W): Second Test over Section Three (15%)
-A Test Study Guide will be available on the web
Section Four: Prophecy and Writings
20 (F): Reading Break-- no class
23 (M): Reading Break-- no class
24 (Tu): Orientation to web-based research (meet in library computer lab at your normal class hour)
25 (W): Introduction to the Prophets: Metaphor and Meaning
-Ezekiel 16
-Judith Sanderson, "Nahum" (in Women's Commentary of the Bible on reserve)
-Nahum 1-3
-Cambridge Companion, 127-128, 161-171
27 (F): Prophecy, Part I (State and Peripheral Prophets)
-"Mari Letters," OTP, 318-322
-Cambridge Companion, reread 161-166
-2nd brief essay: "Is the Bible valuable if it is not interpreted literally?"
-brief essay due at the beginning of class.
30 (M): Prophecy, Part II (Eighth-Century Prophets)
-Amos 1; 3-5
-Isa 1-3; 6
-Isa 4-5; 7-12; 31; 36-39 (skim)
-Cambridge Companion, 171-175; 200-207
31 (Tu): Lecture on Buddhism (by Dr. John Cha) for "The Historical Perspective"
Nov. 01 (W): Prophecy, Part III (Sixth-Century Prophets)
-Jer 1-4, 31-33
-Isa 40
-Ez 1-6
-Cambridge Companion, 175-179, 182; 183-188
03 (F): The Rise of Apocalyptic Literature
-Ezekiel 1-6, 40-48
-Dan 1-3; 5; 7
-Cambridge Companion, 189-194; 271-280
06 (M): Wisdom Literature: Focus on Job
-Job 1-4; 6, 8, 38-39
-Cambridge Companion, 246-249; 253-257
07 (Tu): Orientation to the Counseling Center (led by Jackie Alvarez, Director)
08 (W): The Psalter
-Ps 1-2; 8; 19; 44; 46; 96-99; 110; 132; 136
-Cambridge Companion, 133; 236-246
10 (F): Third Exam over Section Four (15%)
-A Test Study Guide will be made available on the web
Section Five: The New Testament
13 (M): Judaism Encounters the Hellenistic World
-Cambridge Companion, 288-293; 306-321; 368-378
14 (Tu): Lecture on The Middle Ages for "The Historical Perspective"
15 (W): The World of the New Testament and The Synoptic Problem
-Mark 1-3:6
-Cambridge Companion, 383-401; 447-454
-skim the parallel material in Matthew and Luke
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?
17 (F): no class-- professor at a conference
20 (M): Orientation to the Chaplain's Office and discussion of values (led by Chaplain Brian Johnson)
21 (Tu): Lecture on Japan for "The Historical Perspective"
22 (W): the Gospel of Mark
-Mark 8:22-16:8
-Cambridge Companion, 455-468
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?
23 (Th): Thanksgiving Day
25 (F): Thanksgiving Recess
27 (M): The Gospel of Matthew
-Matt 1-2, 11-13; 26-28
-Luke 1-3
-Cambridge Companion, 501-511
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
28 (Tu): Lecture on Renaissance for "The Historical Perspective"
29 (W): The Gospel of Luke
-Luke 1-2; 15; 23-24
-Cambridge Companion, 519-525
Dec. 01 (F): Luke / Acts
-Acts 1-2; 6-7; 9-11:18; 15:1-35; 26; 28
-Cambridge Companion, 526-537
04 (M): The Gospel of John
-John 1-3; 9; 11-13;17-21
-Cambridge Companion, 538-547
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?
05 (Tu): Orientation to the Advising Center (led by Jane Patchin, Academic Counselor)
06 (W): Paul, Part I (The Mission to the Gentiles)
-Galatians
-Cambridge Companion, 468-480
-3rd brief essay: "Which Jesus: Matthew's, Mark's, or Luke's?"
-brief essay due at the beginning of class
08 (F): Paul, Part II (Romans)
-Romans 1-8; 12-14
-Cambridge Companion, 484-490
11 (M): Paul, Part III (The Disputed Pauline Letters)
-Ephesians 1-6
-Cambridge Companion, 492-498
12 (Tu): Orientation to Community Service (led by Kari Lipke)
13 (W): The Apocalypse of John
-Rev 1; 6-7; 10-13; 18-22
-Cambridge Companion, 553-559
-final day of classes
 
Exam period: Final Exam (30%)
-the final exam is cumulative with concentration (with about 50%) on the NT section
-study guide will be made available on the web
-Tentative time for final exam is in CON 12`6 on Monday, December 18 from 10:30AM-12:30PM