Religion 109 A
Introduction to the Hebrew Bible
Fall Semester 20076 M W F 9:30-10:20
Instructor: Jonathan Brumberg-Kraus
Office Hours: MWF 10:30-12:20 and by appointment
Office: 102 Knapton
Phone: x3694 E-mail: jkraus
DESCRIPTION:
In this course we will move through the wide span of religious viewpoints in
ancient Israel, from the time of Abraham to the Dead Sea Scrolls, developed in
response to particular historical events within a broader ancient Near Eastern
cultural setting. We will cover such topics as mythic thought, prophetic
consciousness, religion and politics, the problem of evil, archeology, literary
analysis, trends in modern scholarship--all as they apply to understanding the
religion of ancient Israel. Prerequisites: none.
Enhanced section of Introduction to the Hebrew Bible - Rel 198 (1.5 credits)
I am offering an enhanced version of the Introduction to the Hebrew Bible
course, in which we will spend an additional hour a week reading some of the
assigned Biblical texts in Hebrew. It is open to students with some previous
knowledge of Hebrew. Let me know within the first two weeks of class if you're
interested. If so, the course number for your schedule is Rel 198, instead of
Rel 109a, and is worth 1.5 credits.
TEXTS:
Required:
1) Oxford Study Bible
2) Lawrence Boadt, Reading the Old Testament (NY, NY: Paulist, 1984)
3) Cain Hope Felder, Race, Racism, and the Biblical Narratives (Minneapolis: Augsburg/Fortress, 2002)
4) Renita J. Weems, Battered Love: Marriage, Sex, and Violence in the Hebrew
Prophets (Minneapolis: Augsburg/Fortress,
2002)
Recommended:
Richard E. Friedman, Who Wrote
the Bible? (NY, NY: Harper)
On reserve:
Back to the Sources, ed.
Barry Holtz (Murray Lichtenstein, "Biblical Poetry")
Phyllis Trible, God and the Rhetoric of
Sexuality
Robert Alter, The Art Of Biblical Poetry
Course Schedule
W 8/29/07 Introduction
I. Interpreting Biblical Literature: an in-depth look at Genesis 1-3
A. Compare 1: 1-2:4a with 2:4b-25 order of creation, time of creation, name of
God,
view of God and man
B. Cultural background of the stories
C. Parallels with, and differences from, the Babylonian creation story
D. 1: 1-2:4a and 2; 4b-25 conflicting or complementary
E. The Eden story, the "isness" vs. the "wasness" of early
biblical literature
F. Other Pre-Abrahamic Stories
Assignment
F 8/31/07Genesis 1-4; 6-9; 11
M 9/3/07 No Class Labor Day
Assignment
W 9/5/07 Boadt, 109-132; Friedman 15-32, 50-69
II. A Brief History of Pentateuch Scholarship
A. Witter and two sources
B. Eichhorn, Hupfeld--and four sources
C. De Wette and the dating of D (2 Kings 22:1-23:25; Deut. 12:1-14)
D. Wellhausen and the chronology of the four sources
F 9/7/07 Boadt 89-108; 2 Kgs
22:1-23:25, Deut 12:1-14; [Friedman 33-49]
E. Gunkel, oral tradition, and the development of form criticism
F. An example of form criticism: Alt on the laws of the Pentateuch (Exod
20:1-17;
22: 1-13)
G. Alt on the origin of the twelve tribes of Israel (Gen.34: Josh 24)
Assignment
M 9/10/07 Exod. 20:1-17; 22:1-13; Genesis 34; Joshua 24
H. History of tradition: the work
of von Rad and Noth (Deut. 26 5-9)
I. Noth's "G" hypothesis, oral tradition, and the sources of the
Pentateuch
Assignment
W 9/12/07 Friedman 15-32; Boadt 69-88; Deut 26 5-9 (Erev Rosh Hashanah)
III. The Origins of Mesopotamian Civilization
A. Sumerian culture: the city-state and its relationship to the pantheon of
gods
B. Sumerian society: the move from primitive democracy to kingship (3010-2500
B C.E.)
C. The Story of Gilgamesh, fourth king of Uruk
D. Oral tradition, the flood story, and the formation of epic cycles in the
ancient Near East.
Assignment
F 9/14/07 Boadt 28-36, 40-45,61-64; 124-132; Genesis 12-15; 18-19; 21-25
(Second Day of Rosha Hashanah – No Class)
E. The Akkadians: appearance of the first Semitic people in Mesopotamia (2500-
2000 B.C. E.)
F. The Amorites: appearance of the second wave of Semitic peoples in
Mesopotamia
(2000-1500 B C.E.)
1. Two Amorite kingdoms: Assyria and Babylonia
2. The rule of Hammurabi (1700 B.C.E.)
3. Abram the Amorite
Assignment
M 9/17/07 Boadt 133-154; Genesis 27-33
G. The Patriarchal Period
1. Urban versus semi-nomadic society
2. The religion of Abraham in its ancient Near Eastern setting
a. Mari
b. Nuzi
H. The Patriarchal Cycles of
Stories: Abraham, Jacob, and Joseph
I. Types of Patriarchal Stories
Assignment
W 9/19/07 Genesis 37-46
IV. "Israel" in Egypt
A. The Hurrians and the Hyksos
(1750-1550 B.C.E.)
B. The expulsion of the Hyksos from Egypt (1550 B.C.E.)
C. The biblical connection: the rule of Joseph and Hebrew bondage
D. The Hittite empire and the suzerainty covenant
Assignment
F 9/21/07 Boadt 36-40, 46-51, 155-169; Exod 1:1-6:9; 10-11 (Erev Yom Kippur)
1.
E. Moses and the escape from Egypt
F. The formation of the Exodus cycle
G. Exodus and the Passover celebration
Assignment
M 9/24/07 Boadt 169-172; Exod 12-16
V. The Sinai experience and Mosaic religion
A. The purpose of Israel (Ex. 19:4-6)
B. The nature of the god of Moses
The name YHWH
2. Active in history
3. Monotheism
4. YHWH as holy
5. The covenant structure
C. The gods and YHWH; the gods versus YHWH
Assignment
W 9/26/07 Boadt 173-194; Exodus 19-24; Leviticus 16-19 [Erev Sukkot]
VI. The Wilderness Narratives - before & after the Golden Calf
Review lecture notes & previous reading assignments
F 9/28/07
M 10/1/07 FIRST HOURLY QUIZ
7:30 PM (Dessert in my Sukkah,
at my home in Providence, RI, weather permitting)
Assignment
W 10/3/07 Friedman 70-88; Exodus 32-34; Numbers 11 - 14; 16; 20-24; Deut 31:
14-34: 12
VII. The Origins of Israel: Three Theories
A. Alt/von Rad/Noth--the gradual
Hebrew buildup in Canaan
B. Kaufmann and Wright--the unified Hebrew blitzkrieg into Canaan
C. Mendenhall--the Hebrew social-political revolution in Canaan
D. The geography of Palestine
Assignment
F 10/5/07 Boadt 195-212, 52-61, 64-68; Joshua 3; 6-7; 10; Judges 1 (Simhat
Torah)
VIII. The Tribal League Period
(1200-1000 B C.E.)
A. YHWH as king: charismatic rule
B No other gods
C. Central, movable shrine (ark and tent)
D Covenant law
E Holy war
F. The problem of the Judges
M 10/8/07 No class October
Break
Assignment
W 10/10/07 Joshua 24; Judges
4-8; 11; 13-16
Assignment
F 10/12/07 Boadt 213-226; Deut 32:7-9; Psalm 82; 74:12-17; Isaiah 51:9-11
IX. The Rise of Monarchy in Israel (1025-922
B.C.E.)
A. The Canaanites
1. Economic and cultural middlemen of the ancient Near East
2. Canaanite myth and ritual
3. The nature and purpose of myth
B. Early Israel's response to myth
Saturday 10/14/07 Evening (@6PM) Filed trip to Simhat
Torah Celebration – Temple Emanuel,
Providence, RI)
Assignment
M 10/15/07 Boadt 227-244; 1 Samuel 1-4; 7-11; 13-22; 24-25; 27-31
C. The Philistine threat and Israel's move toward kingship: Samuel and Saul
D. The Kingdom of David and Solomon (1000-922 B.C.E.)
E. Israel's return to the wilderness ([Hosea?] 2: 14-23) Characteristics of
prophetic eschatology; comparing/contrasting Amos & Hosea
Assignment
W 10/17/07 Boadt 292-308, 309-324; Hosea 1-6; 11
Excursus: Characteristics of Biblical Poetry
Assignment
F 10/19/07 Murray Lichtenstein, "Biblical Poetry," in Back to
the Sources, ed. Barry Holtz (on
reserve)
F. Isaiah of Jerusalem (742-687 B.C. E.)
1. Let us reason together
(1:10-20)
2. Israel as the vineyard (5 1-7)
3. Isaiah's call to prophecy (6:1-13)
4. Isaiah in the Syro-Ephraimite war (7:1-17)
5. Other involvements in foreign policy
a. 714 B.C. E (14:28-32; 18;
20)
b. 705-01 B C E (28-31)
c. 687 B C
E. (36-37)
Assignment
M 10/22/07 Boadt 324-337; Isaiah 1-2, 5-7
Biblical Poem due. Post yours
on Blackboard
G. Micah (ca. 730 B.C.E.)
1. Micah and Jerusalem (3)
2. What YHWH requires (6: 1-8)
Assignment
W 10/24/07 Boadt 338-343; Isaiah 9-11; Micah 3, 6
X. The Last Flourishing of
Prophecy in Judah (640-540 B.C. E )
A. Historical background (687-622 B C.E.)
1. The rise and fall of Assyria
2. The reign of Manasseh (687-642 B C E.)
3. King Josiah, the reformer
Assignment
F 10/26/07 Deut 1-6, 31-32
B. The Rediscovery of Mosaic Torah (622 B C.E.): the Book of Deuteronomy
1. Obedience as a response to
God's love (6:20-25)
2 Basis of Israel's election (7:6-11; 9:4-12)
3. Relationship of Torah to YHWH (29:29)
4. Strong contemporarizing tone (5: 2-3)
5. Sermonic/exhortation tone (6 4-15; 10: 12-22; 15:7-18)
6. Role of the Levites (31:9-13)
7. The structure of Deuteronomy
C. Deuteronomic history
Assignment
M 10/29/07 Boadt 343-359; Friedman pp. 89-135; Deuteronomy 5-10; 14-15; 2
Kings 21-23
D. Jeremiah
1. 626--his call to prophecy (1)
2. 622--Deuteronomic reform (4:1-4; 2:1-13; 3:1-10)
3. Events of 612-609 B.C.E.
4. 609--Temple sermon (7 and 26)
5. 609-605--the loincloth and the potter (13: 1-11; 18-19)
6. 605--The battle of Carchemish (36)
7. 597--The first exile (27-28)
8. 589-587--The final siege
a. Jeremiah arrested (37)
b. Redeeming the field (32)
c. Preaching in prison (38)
d. Midnight consultations (37-38)
e. Babylonian reception (39:1-40:6)
9. 584--Down into Egypt (42:1-43:7)
10 Jeremiah's "confessions" (12:1-6; 15:10-21; 20:7-18)
11. Who is the true prophet? (23:16-22; compare Dt. 13:1-5; 18:15-22)
12. From the end to the beginning (4:23-31; 31:31-34)
Assignment
W-F 10/31/07-11/2/07 Boadt 360-382; 2 Kings 24-25; Jeremiah 1-4; 7; 26-32;
38-43
[N.B.: Remember to make your appointments with me
this week (10/29-11/2) to recite the passage from Deuteronomy]
XI. The Emergence of Normative Judaism
A. The challenge of the Diaspora--transforming a religion which has been tied
to land,
temple, and king
B Cyrus and the return to Palestine
C. Religious viewpoints
1. YHWH's justice in history--Torah preserves the relationship and points the
way to fullness of life.
2. "You must be holy"--Torah as preserving a unique heritage
3 Stress on YHWH's transcendence--YHWH had fulfilled his actions in
Torah; now it was up to Jews to respond
4 New stress on individualism--each person rewarded or punished according
to his/her response.
5 Death of prophecy: Haggai, Zechariah, Malachi, "Third Isaiah,"
Obadiah,
Joel
6. Return to theocratic rule (Ezra and Nehemiah)
Assignment
M 11/5/07 Boadt 449-471; Ezra 1; 4-7; 9-10; Nehemiah 8-9; 2; 4; 6
W 11/7/07
Assignment Boadt 472-491; all the highlighted passages below
XII. Wisdom in Israel
A. Secular origins of wisdom; theologized during the Exile
B. Man's search for wisdom (Job 28; Prov. 2)
C. Bina as "understanding"
D. Modes of wisdom thought
1. A is in some mysterious way like B (Prov.30: 18- 19)
2. A might seem like B, but it really is not; A might seem better than B, but
under certain circumstances it is not (Sir. 20:6-7; Prov 26:4-5)
3. A sets into motion a series of events usually leading to B.
E. Insight into the human condition
F Attitude toward women (Prov.31: 10-31; 7:6-27; Sir 42:9-14)
G. Two "women" and their enticing appeals (Prov. 9:1-6;
Sir. 24:1-9, 12, 16-22)
H. What can a person really know? (Job 26:6-14)
Assignment
F 11/9/07 Boadt 472-491; Ecclesiastes 1-3; 7; 11-12
Qoheleth
1. Introduction
2 Search for meaning
a. All is hebhel
b. Eternal movement, no change
c. Crooked can't be straightened
d. Cosmic pattern
e. Denial of retribution
f. Death cancels (gives?) meaning
3. In pursuit of happiness
a Face facts
b Adapt yourself
c. Enjoy the moment
CALLIGRAPHY ASSIGNMENTS DUE
- IN MY OFFICE, KNAPTON 102
Assignment
M 11/12/07 Job 1-5; 9; 12; 14; 19; 29-31; 38-42
Review your lectures notes
& reading assignments
The Book of Job
1. Structure of the book
a. Prologue (1-2)
b Dialogue (3-31)
c. Elihu speeches (32-37)
d YHWH speeches (38:1-42:6)
e. Epilogue (42:7-17)
Assignment
W 11/14/07 Find the specific passages in the following outline where 1) the
comforters make these arguments; 2) Job's charges against God; 3) God's
responses to the comforters' and Job's arguments.
2. Arguments of the comforters
a. Fear not-innocent will not
perish (4:7)
b. All people are fallen
(4:17-21)
c. Punishment purifies (5: 17)
d. Repent & be forgiven (8:3-7)
e. God's ways are unknowable (11 :8-12)
3. Job's pilgrimage
a. Wish for death (3)
b. God's isolation (7:11-21)
c. Job's umpire (9)
d Life after death? (14)
e. Job's witness (16:18-21)
f. Job's redeemer (19:23-27)
g Job's righteousness (29-31)
4 YHWH speeches (38: 1 -42:6)
5. Puzzling ending (42:7-17)
6 Purpose of book
F 11/16/07 SECOND HOURLY QUIZ I will be attending a national conference
on Religious and Biblical Studies (AAR/SBL)
M-F 11/19-25 NO CLASS AAR/SBL
conference, Thanksgiving Break
XIII. Biblical Literature as
"Sacralization" of Social Norms:
Afro-centric
Approaches to Race, Ethnicity, and Gender in the Hebrew Bible
M 11/26/07 Felder
Assignment
W 11/28/07 Weems
[Trible 166-196 (optional)]
Student
summaries
Assignment
F 11/30/07 Weems
Student summaries
Assignment
M 12/3/07 Weems
Student summaries
XIV.Post-exilic Jewish literature: Ruth,
Jonah & Esther
W 12/5/07 Student Evaluation of
Instruction
Assignment
Boadt
492-516; Ruth 1-4; Jonah 1-4; Esther 1-8
F 12/7/07
Conclusions;; Guide for Final Exam.
REVIEW FOR FINAL EXAM
FINAL COURSE EXAMINATION - DECEMBER 2007 (Self-scheduled)
Course Expectations
1. That you become familiar with the major figures of ancient Israel and with
the biblical
literature in which they are described.
2. That you learn the basic outline of ancient Israelite history.
3. That you understand the major religious concepts which are covered in the
course, knowing the historical-cultural background in which these concepts
developed. Often you will be asked to compare and contrast religious concepts.
4. That you sharpen your eye for reading the Bible by learning the various
methodologies developed by scholars to analyze biblical literature.
5. That you become familiar with some of the main figures of ancient Near
Eastern history and some of the main features of ancient Near Eastern culture,
noting the cultural interaction between Israel and her neighbors
How to do Well in Rel 109
This course will focus on religious ideas as they are expressed in the Hebrew
Bible. We will always discuss those ideas as they relate to particular
individuals or groups who lived at a particular time, in a particular area.
Thus in many ways Rel 109 will be like a history course which stresses
religious ideas by analyzing certain texts. In order to grasp the material as
thoroughly as possible, you should try to work up the following review notes as
you go along:
1 Divide the course into significant "ages" (e.g., Mesopotamian
culture, the Patriarchal period, Israel in Egypt, Exodus-Sinai, the Tribal
League period, etc.). Under each heading make a list of the main things going
on historically (i.e., under "Israel in Egypt) you could
write: 'many of the ancestors of Israel probably entered Egypt while the Hyksos
controlled
the land. But when the Egyptians rebelled and drove the Hyksos out, many of the
ancestors of Israel were captured and made slaves in Egypt).
2 Make a list of the main persons who play significant roles during each age
(e.g., under
"Patriarchal period" you would put--Abraham, Sarah, Lot, Ishmael,
Hagar, Isaac,
Rebekah, Jacob, Esau, Rachel, Leah, Joseph, Hammurabi, Amorites, Canaanites)
and give
a brief 2-3 sentence description of what they said or did which was noteworthy.
3. Make a brief "story line" of the Bible as you read it, so you can
see the overall narrative
flow (e.g., under "Patriarchal period" you would put--Abraham, Sarah,
Lot, Ishmael, Hagar, Isaac,
Rebekah, Jacob, Esau, Rachel, Leah, Joseph, Hammurabi, Amorites, Canaanites)
and give
a brief 2-3 sentence description of what they said or did which was noteworthy.
3. Make a brief "story line" of the Bible as you read it, so you can
see the overall narrative
flow (e.g., under "Patriarchal period" the Bible reading assignment
is Genesis 12-50. You
could begin: 'Abraham is told to leave his homeland for a new country which God
shows
him, telling him that his descendants will one day possess the land. After he
arrives, a
famine forces Abraham and his family to go down to Egypt, where he pretends
that Sarah is his sister to save his life. After Godsends plagues on Egypt,
Abraham is allowed to return to Canaan--where he divides the land with his
nephew Lot...).
4.The Boadt book and the lectures will focus on
the religious ideas. Make brief descriptions
of the main religious beliefs of each age, noting comparisons and contrasts
between
different groups during the same age (e.g., whereas the urban peoples of the
ancient Near
East believed in a pantheon of gods and that what existed on earth reflected
what existed
in heaven, Abraham was related in covenant to one god who promised his
descendants a
future fulfillment of land, a great people, and a blessing to all nations) or
of the same
group during different ages (e.g., whereas the religion of Abraham stressed a
friendly god
who was a guardian and guide--eternally related to his people, the religion of
Moses
stressed a powerful, holy god who had set his people free and would only be
their god if
they would respond and be his people)
5.Since all of the biblical stories take place
within a certain geographical setting, it is important for you to get the
"lay of the land" as soon as possible.
The first hourly will have a map question on the ancient Near East in which
you will be asked to locate the following:
|
Countries |
Cities |
Bodies of Water |
|
Hittites |
Tyre |
Red Sea |
|
Moab |
Beersheba |
Tigris River |
|
Sinai |
Jerusalem |
Nile River |
|
Babylonia |
Nuzi |
Persian Gulf |
|
Israel |
Thebes |
Euphrates River |
|
Philistia |
Ur |
Mediterranean Sea |
|
Egypt |
Mari |
Salt (Dead) Sea |
|
Edom |
Damascus |
Aegean Sea |
|
Babylon |
Nineveh |
Jordan River |
|
Assyria |
Ugarit |
|
|
Phoenicia |
Shechem |
|
|
Ammon |
Memphis |
|
|
Syria |
Haran |
|
The second hourly will have a map question on the land of Israel in which
you will be asked to locate the following:
|
Tribes & Countries |
Cities |
Mountains/Water |
|
Dan (North) |
Damascus |
Mediterranean Sea |
|
Reuben |
Shiloh |
Chinnereth Sea |
|
Asher |
Sidon |
Jordan River |
|
Judah |
Gilgal |
Salt Sea |
|
Naphtali |
Tyre |
M t. Carmel |
|
Simeon |
Jericho |
Jezreel |
|
Zebulun |
Hazor |
Mt. Gilboa |
|
Philistia |
Bethel |
|
|
Issachar |
Megiddo |
|
|
Phoenicia |
Jerusalem |
|
|
Manasseh |
Hebron |
|
|
Edom |
Ramoth-gilead |
|
|
Ephraim |
Beer-sheba |
|
|
Moab |
Ashdod |
|
|
Benjamin |
Jabesh-gilead |
|
|
Ammon |
Gaza |
|
|
Gad |
Gath |
|
|
Aram/Syria |
Shechem |
|
|
Samaria |
|
|
A Suggested Learning Procedure
1. Read the assigned biblical reading quickly straight through, writing your
"story line."
Don't get bogged down in details.
2. Attend the lecture. Be sure you understand the main points of each lecture
(outlined in
this syllabus)
3. Read the assignment in Boadt. Boadt will be especially helpful in a) working
up your
identification list (e.g., to distinguish "Hyksos" from
"Hurrians" from"Hittites") and b)
giving more details and further discussion of the historical background and
religious
concepts covered in class.
4. Re-read carefully those biblical passages mentioned specifically in the
lecture and/or in
Boadt. (Note especially the
suggested Biblical passages at the beginning of the assigned
chapters in Boadt.
5. Take notes on your notes. Your lecture notes are very important. Organize
and clarify
them as you go along, integrating new insights or specifics rowboat related to
historical
background or religious concepts. If you have any questions as you go along,
come by
and see your instructor (or e-mail him) to get some help.
Tests and Grades
1.There will be two hourly tests and one final
exam in the course:
First hourly October 1 (20% of the course grade)
Second hourly November 16 (20% of the course grade)
Final Exam December (25% of the course grade)
The tests will be predominantly objective, although there will be short--answer
essays.
Whereas the second hourly will concentrate only on the second third of the
course, the
final 2 hr. exam will be cumulative.
Policy on Make-Up Exams
Make-up exams will be given one week after the regular exams. They will be
considerably more difficult than the regular exams.
2.Class participation 10% of the course grade
An electronic discussion has been set up (on Blackboard) for this course to
which students are required to subscribe. This on-line discussion group is
intended to be forum for students to continue discussions begun in class, to
raise questions prior to in-class discussion, and for general communications,
syllabus updates, etc. between class members and the professor. Students are
expected to make at least 10 contributions to the on-line discussion (@one per
weekly topic) in order to receive full credit for class participation.
3. Two Scriptural Interpretation projects (each 5%)
Students will be exposed to 2 kinds of scriptural interpretations or practices
characteristic of Hebrew Biblical tradition. These assignments are intended to
allow students to "get inside” the Hebrew Biblical traditions, to think
about Scripture as if they were experiencing it from within It is a chance for
you tousle your creative imagination; I hope you have fun with them! It is not
meant to try to convert you to Judaism or ancient Israelite practice. It is
only an exercise that approximates what it is like to think and feel what it is
like to live out the Hebrew Biblical tradition, to help you understand what
academic scholars of religion call the phenomenology of religious experience.
Therefore each project requires an additional 1-3 page reflection paper on what
you learned and experienced as you did the project, as well as the actual
product you composed. You will have to hand in both the composition and the
reflection paper for each to get full credit. Your compositions will be
evaluated on how well you executed your work according to the conventions of
the form.
a. Compose a short poem, in English, in the style of
Biblical poetry (i.e., using parallelism and other stylistic devices discussed
by Robert Alter, Renita Weems, Phyllis Trible [on reserve]) Post your poems on
the "Poems in the Biblical Style" heading of our Religion 109
electronic discussion. DUE Wednesday 10/22.
b. Recitation of a verse in Hebrew, with trope
(the musical notation) and Hebrew calligraphy assignment.
i. Recite Deut. 6:4-7 in Hebrew (audiovisual
resources to be provided). Due date: Make
appointment to recite between 10/29 and 11/3.
ii. Copy the letters of the Hebrew alphabet from. DUE
Monday 11/12 (in my office in Knapton 102).
iii. Copy Deut. 6:7 in Hebrew as best as you can. DUE Monday 11/12
I strongly recommend you consult and read the Web
Site Hebrew
Alphabet used in writing STA"M (Sifrei Torah, Tefillin, and Mezuzos)
N.B.: Compliance with the Honor Code: For all course work, students will write and sign the following: "I have abided by the Wheaton College Honor Code in this work."
Be Forewarned!
The Hebrew Bible is a very powerful religious document. As we will see from the
Dead Sea Scrolls, its writings were reinterpreted and up dated by every
generation. Eventually one religious group would interpret the Hebrew Bible in
a way which led to the formation of the Talmud and the Midrash. Another
religious group would interpret the same writings as fulfilled in the New
Testament. Both interpretations are legitimate updatings--attempts to read the
ancient traditions in the light of new circumstances and insights.
Christians and Jews can read the Hebrew Bible and see many of its writings as
influential in shaping their contemporary beliefs. The Bible has an on-going
power to address people, and these religious/denominational interpretations are
appropriate; they are the focus of study in other courses that I teach in the
Religion Department. Though how Jews and Christians interpret the Bible today
cannot nor will not be completely ignored, in Rel 109, our primary focus
will be on recovering the meanings of the texts in their original contexts.
Content by Jonathan Brumberg-Kraus, Associate Professor of Religion
Designed by David Dudek, 2001
Last Update 8/28/07