Course Description

An introduction to the study of Religion through an exploration of the Bible, bothin its original setting and as a continuing standard for the worshiping communities which revere it. The class will become aquainted with the Near-Eastern and Greco-Roman cultures that formed its historical context, the oral and literary context 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 centeral elements of course procedure. Area B, Fall and Spring semesters.

[ Course Requirements | Textbooks | Schedule | Goals and Objectives | Feb | Mar | April | May ]

 

Re 110 "The Bible"

Spring 2003

REL110-001: MWF 8:00AM, NHS 305

 

Professor:

Dr. Andy Vaughn

office: OM 105C

office telephone: x7475

home telephone: 934-1225 (before 8PM)

email: avaughn@gustavus.edu

office hours: M 9:00-10:00; W 9:00-10:00; F 1:30-2:20 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 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 two 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.
4. Complete a final exam during the period assigned by the registrar. The content of the final exam will be similar to the two 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."

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Anticipated Method of Evaluation:

Participation: 5%

First Exam 20%

Second Exam 35%

Final Exam 40%

____

100%

Note on exams: All exams must be taken at the designated time except in the case of an emergency. If a student is phsically unable to take an exam because of illness, written confirmation from a college nurse or a physician is required before a makeup exam will be given. Oversleeping or lack of preparation are not adequate excuses and will not warrent a makeup test. If a student does have to miss a test because of an emergency, he or she should know that the makeup test will normally be scheduled for either 5:30AM or 6:00AM as the early morning hours are the only times where there are no other conflicts. If a student fails to take an exam and is not allowed to take a makeup exam, he or she will receive a grade of "0" for that exam.

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ANTICIPATED SCHEDULE OF TOPICS AND READINGS

Section One: Opening

Feb. 10 (M) Course introduction.

12 (W):Is the Bible True?

-Cambridge Companion, 1-31

-We will focus on Placher's article in class, but start reading the Cambridge Companion for what we will cover on Friday. Much of this introductory material will be covered on the first test and not reviewed in class.

-W. Placher, "Is the Bible True," Christian Century 112 (Oct. 11, 1995): 924-28 (on reserve in library)

-questions: 1) Make a list of things that you like about Placher's argument and a list of things that you do not like. 2) Think about this question: How does Placher know the Bible is "true" for him? Can he be disproven from his perspective? Is his perspective / personal knowledge necessary for everyone else? How might one describe Placher's view as a "faith statement?"

14 (F): campus-wide discussion: no class

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Section Two: Genesis and the Critical Study of the Bible

17 (M): Creation and the Documentary Hypothesis, Part 1

-Gen 1-2

-We will focus on Genesis 1 in class today, but read Genesis 2 so you will be able to describe differences between the 2 creation accounts in class. The professor will call on students at random to describe the differences between the story in Genesis 1 and Genesis 2.

-Cambridge Companion, 1-15, 32-35, 43-48

-"The Enuma Elish Stories," OTP, 9-18

-"The Hymn to Ptah," OTP, 3-5

-"Stores of Adapa," OTP, 41-45

-With all 3 stories, students should be prepared in class to summarize the content of each story and describe how the story is similar or different from the biblical stories. Students should also begin to think about the significance of these similarities and differences.

-notes on comparison between Gen 1 (P account of creation) and the enuma elish

-definitions of myth used in class (make sure and read these definitions before class. We will discuss them 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)?

19 (W): Creation and the Documentary Hypothesis, Part 2

-Gen 2-3

-Cambridge Companion, 36-42

-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?

19 (W) or 20 (R): Night meeting discussion meetings with Dan Pioske or Rachel Schwingler (required)

-times and location to be determined (there were be at least 4 different times arranged, and students will need to attend one of them)

21 (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

-With both of these stories, students should be prepared in class to summarize the content of each story and describe how the story is similar or different from the biblical stories. Students should also begin to think about the significance of these similarities and differences

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?

24 (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

26 (W): The Primeval History, the Tower of Babel, and Gilgamesh

-reread Gen 1-3

-reread Gen 6:1-4

-who are the sons of the gods? Who are the human women that these divine beings have sex with? Does the passage indicate that there might have been the possibility for deathlessness if humans have sex with the gods? Why or why not? NB: This is a strange but interesting passage.

-read Gen 11:1-9; Gen 12:1-4

-Is the desire to make the name great positive or negative in Genesis 11? What about in Genesis 12? Why the difference?

-reread the selections of Gilgamesh in OTP

-Think about how the story of Gilgamesh is a story about "growing up" and accepting one's limitations as a human. How does this realization allow Gilgamesh to make strides in terms of achievement? How might the biblical writers react to these strides if God were left out of the picture? All of these questions help us understand how Gilgamesh is adapted in Genesis 1-11.

28 (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?

Mar 03 (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

-a Test Study Guide will be made available on the web

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Section Three: Religion and Politics

07 (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

10 (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?

-

12 (W): The "Occupation of the Land, Part 1"

-Deut 30

-Jos 1-2; 6; 8-13:7; Jud 1; 3

-Cambridge Companion, 96-107

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?

14 (F): 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?

17 (M): 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)?

19 (W): 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?

21 (F): The Last Days of Judah and the Chronicler's History (link)

-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?

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Section Four: Prophecy and Writings

24 (M): Introduction to the Prophets: Metaphor and Meaning

-Ezekiel 16

-Judith Sanderson, "Nahum" (in reference section)

-Nahum 1-3

-Cambridge Companion, 127-128, 161-171

26 (W): Prophecy, Part I (State and Peripheral Prophets)

-"Mari Letters," OTP, 318-322

-Cambridge Companion, reread 161-166

28 (F): No class

31 (M): Spring Break (no class)

Apr 02 (W): Spring Break (no class)

04 (F): Spring Break (no class)

07 (M): Prophecy, Part II (Eighth-Century Prophets)

-Amos chapters 1; 3-5

-Isa chapters 1-3; 6

-Isa chapters 4-5; 7-12; 31; 36-39 (skim: doesn't mean ignore)

-Cambridge Companion, 171-175; 200-207

Study Questions:

 

09 (W): Prophecy, Part III (Sixth-Century Prophets)

-Jer 1-4, 31-33

-Ez 1-6; 10, 34:23-26; 37:24-27; 40-48

-Cambridge Companion, 175-179, 182; 183-188

Study Questions:

11 (F): The Rise of Apocalyptic Literature

-reread Ezekiel 40-48

-Dan 1-3; 5; 7

-Cambridge Companion, 189-194; 271-280

-link to definitions used in class

14 (M): Wisdom Literature: Focus on Job

-Job 1-4; 6, 8, 38-39

-Cambridge Companion, 246-249; 253-257

-The material from today will be included on Test #3 in the identification section but not in the essay questions.

16 (W): Second Exam over Sections Three and Four (35%)

-A Test Study Guide will be made available on the web

18 (F): Easter Recess (no class)

21 (M): Easter Recess (no class)

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Section Five: The New Testament

23 (W): Judaism Encounters the Hellenistic World

-Cambridge Companion, 288-293; 306-321; 368-378

25 (F): No class (professor at conference)

28 (M) 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?

30 (W): MAYDAY! (no class)

May 02 (F): 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?

05 (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

07 (W): The Gospel of Luke

-Luke 1-2; 15; 23-24

-Cambridge Companion, 519-525

09 (F): Luke / Acts

-Acts 1-2; 6-7; 9-11:18; 15:1-35; 26; 28

-Cambridge Companion, 526-537

12 (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?

14 (W): Paul, Part I (The Mission to the Gentiles)

-Galatians

-Cambridge Companion, 468-480

16 (F): Paul, Part II (Romans)

-Romans 1-8; 12-14

-Cambridge Companion, 484-490

19 (M): Paul, Part III (The Disputed Pauline Letters)

-Ephesians 1-6

-Cambridge Companion, 492-498

21 (W): Makeup day or review for final exam

Exam period: Final Exam (40%)

-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 set by the registrar (to be announced)