Request for Designation as a Problem Solving (IA) Course in Explorations
Name____Amy Cottrill______
Course number and title__RE 205 Hebrew Bible______
Departmental endorsement______
Has this course been submitted for any other Explorations designation? ____yes______
If so, which one? ___GP______
Please list which of your course assignments or activities addresses each of the guidelines, state briefly how this is accomplished, and attach a syllabus or a preliminary redesign plan for the course.
Criteria for problem solving courses include the use of a formal method of interpretation/analysis
This class employs historical, theological, and literary methods of analysis.
- that can be applied to discrete problems/goals and
A primary problem that is addressed in this class is the ability to recognize and analyze the diversity of theological, historical, and political voices that are included in this ancient, sacred text. Though the Hebrew Bible looks like a coherent text, much like a modern book by a single author, it is actually a collection of texts collected over hundreds of years, containing many genres and theological/ideological perspectives. Learning to read this text according to the particular literary conventions and genre expectations, and against the original historical context (to the extent that that is possible) are all necessary in order to recognize the multivocal nature of the Hebrew Bible and to be able to differentiate the “voices” of the texts from modern voices of biblical interpretation.
- that require students to apply that method in specific ways.
In addition to exams and weekly reading questions that help students contextualize the Hebrew Bible theologically and historically, each student is asked to develop skills of “close reading” of a particular narrative of their choice. Because the Hebrew Bible has its own literary conventions that are unlike other literary traditions with which modern readers are more familiar, this assignment focuses on helping students pay close attention to the particular ways one biblical character is portrayed. The goal is to isolate the “gaps” in the text that must be filled by the reader in order to create meaning. These skills in “close-reading” are essential to the larger questions of comparative theology addressed in the course. These larger comparative questions are addressed mainly in the essay sections of the exams.
Return this form as one electronic file with a syllabus appended to by 30 May 2011.
RE 205 Hebrew Bible
Fall 2010, Birmingham-Southern College
Location: Humanities Center 227
Time: 12:30-1:50 p.m. M/W
Professor: Amy C. Cottrill, Ph.D.
Office Location: Humanities Center 211
Office Hours: Tuesday, 9 a.m.-12 p.m.; Thursday 9 a.m.-12 p.m.; Friday 1-3 p.m.
I am also available by appointment.
Contact Information: I can be reached at my office extension (x7830) or by e-mail (). Please do not hesitate to get in touch with me if you have any questions or concerns about the course.
Course Description
The Hebrew Bible is one of the most influential and compelling texts in Western history, important as a sacred text of the Jewish and Christian traditions and as a cultural touchstone for exploration of ancient Israel. It is an extraordinarily rich and complex text, not only in its literary achievement (think of the book of Job), but also in its history of interpretation and continuing impact on modern cultures. This text does not, however, speak with one theological voice or offer one unified vision of God, humanity, and the world. A primary focus of this course is to introduce students to the diverse kinds of materials and ideological and theological voices that combine in the Hebrew Bible. In addition to gaining knowledge about the diversity of voices within the text, we will also focus on the diversity of interpretive approaches to the Hebrew Bible that characterize the academic study of the Bible. Moreover, we will explore different ways the writings of the Hebrew Bible have been interpreted in our own diverse modern world.
Course objectives
- Students will become familiar with the content of the books of the Hebrew Bible and the variety of theologies, perspectives, and ideologies embedded in this sacred text.
- Students will have achieved a working knowledge of the historical and cultural context that shaped the Hebrew Bible.
- Students will have been exposed to a variety of interpretive practices that characterize the academic study of the Hebrew Bible, especially historical, literary, sociological, and ideological criticisms.
- Students will begin to understand how ancient texts inform modern individuals and modern cultures.
Course Philosophy
Onepreliminary note before we begin: Many of you are familiar with the Hebrew Bible (or Old Testament) either from previous study (personal or academic) or from your experience in a religious community. Many students, however, are familiar with only one approach to interpretation of the Bible and thus they can be surprised when they learn about the variety of ancient understandings of God, modern approaches to the interpretation of the Bible, as well as the variety of views held by their contemporary classmates. I will ask, therefore, that you pay careful attention to your preexisting ideas and that you attempt to read assigned texts with an open mind. Your success in this course will require you to be willing and able to understand that others (in the present and the past) read these texts with different perspectives than you. There might be times in the course when you do not agree with the various positions advanced in readings, lecture, and/or class discussions. Although you will never be required to accept any of these points of view as your own, you will be expected to understand them and to demonstrate your mastery of them. One of the ground rules for this course is respect for other students, both as people and as co-learners/teachers. A second ground rule is respect for the texts. Take them seriously enough to engage them in lively debate. The texts themselves are not fragile. They have withstood vigorous questioning and continue to invite dialogue. It is important to read and listen carefully enough to develop well-reasoned and compassionate responses.
Distinction in Leadership Studies students:
For those taking this course as part of the requirement for the Leadership Studies program, your final Characterization Analysis paper will focus on the particular ways your selected character in the narratives of the Hebrew Bible enact leadership roles. What are the successes and failures of your character’s leadership style? How does your selected character create community, exert power within certain situations, empower others, or make change in the context of his or her situation? You should combine the course material with your previous work in the theory of leadership that you examined in Leadership Studies (LS 200) to analyze the depiction of your character. Finally, you must make a B in the course to fulfill the program requirements.
Required Texts (Available in college bookstore)
Tanakh: The Holy Scriptures, The New Jewish Publication Society Translation
Blu Greenberg, How to Run a Traditional Jewish Household
Other research resources in the library:
Anchor Bible Dictionary (This work offers thorough entries on every book in the Bible.)
**Additional readings will be handed out in class or will be made available to students on Moodle.
**Please bring the Tanakh and all other relevant readings to class for every meeting.
Course Expectations:
1. Reading Questions and Participation: One goal in this class is to establish a “reading community,” in which each person takes responsibility for their participation as well as the progress of the class as a whole. This class will involve a mixture of lecture and discussion, both with the class as a whole and in smaller groups. A major element of this grade has to do with the student’s willing, respectful, and engaged presence as a member of the class (positive participation). Behavior that detracts from the class, such as sleeping, whispering, answering phone calls, etc., or negative participation, will negatively influencethe final grade.
I do not understand participation to be completely verbal; the ability to listen carefully and help to clarify the ideas of one’s peers is also part of discussion. Nonetheless, I do believe that classes are more enjoyable for everyone when we can talk to one another in thoughtful, considered ways. In order to help you prepare to contribute your thoughts and observations in discussion, I have provided Reading Questions throughout the syllabus. This assignment is designed as a tool to help students refine reading practices and be prepared for discussion.
Please type 1-2 pages of responses that address the Reading Questions. Each set of RQs will be evaluated according to a “check” system. A “check-plus” indicates excellent, thoughtful consideration of and response to the question. A “check” indicates adequate response to the question. A “check-minus” indicates less than adequate response to the question.
Every student should submit reading questions 7 times during the semester. The RQs cannot be turned in late, as the intent of the questions is to prepare you for class discussion. In addition, the RQs will not be accepted if the student is not present in class. There is flexibility built into this assignment, so please do not request to turn in RQs late!
Note: Every student should keep track for him/herself the number of RQs turned in. In other words, please do not request frequent updates on the number of RQs turned in.
2. Characterization Analysis Paper: The goal of the assignment is to gain facility in interpreting Hebrew Bible narrative and examining the specific ways that HB narratives tell stories and present characters. Using the methodological approach of literary analysis introduced in this course, each student will select a character or a story in the Hebrew Bible to analyze. (A detailed description of this assignment will be distributed in class.) The paper should be 6-8 pages in length. (See above for special instructions for Leadership Studies students.)
3. Midterm Exam: The midterm exam will cover the material from the first half of the class and will consist mostly of short answer and essay questions.
4. Final Exam: The final exam will be comprehensive, though it will focus on the material from the second half of the class.
5. Attendance: Attendance should be a special priority for all students. Excessive absences will damage the final grade. More than four absences are grounds for failure of the course. Please use your absences wisely. Each student should be sure to sign an attendance sheet, which the instructor will make available at the start of every class.
REMEMBER: To be successful in this course, the student must attend class, complete the readings, and turn in assignments on time. Commit to developing these habits early in the course!
Grade Distribution:
The breakdown of the final grade by percentage is as follows:
Reading Questions and Participation15%
Characterization Analysis Paper 25%
Midterm Exam30%
Final Exam30%
Grade Definitions:
The following are the standards that I apply when grading.
A: Exceptional. Engages course material critically, engages its wider implications, and applies it creatively. Submitted work is superior in content and presentation.
B: Very good. Demonstrates interest in and comprehension of the material and the underlying scholarship. Submitted work is neat and free of errors.
C: Satisfactory. Meets the course requirements and shows adequate knowledge and understanding of the material. Submitted work is presented according to expectations.
D: Poor. Completes course requirements, but submitted work does not show understanding of the material.
F: Failing. Course requirements are not met and submitted work indicates a lack of understanding.
Special Note about Late Work:
All work, including reading for each class, should be completed according to the due date indicated in the course schedule. If a student fails to submit completed assignments on the due date, a letter grade will be subtracted for each day the assignment is late. (Electronic submissions will be accepted for late work only, but will also be docked a letter grade.) For example, if a student turns in a paper that might normally earn a “B” but was sadly turned in two days late, the paper will earn a “D.”
Conduct in Class:
Please turn off all cell phones, texting devices, pagers or other communication tools before class begins and put them away. Use of such devices is not permitted in class. This is a serious request. Failure to honor this request will result in detrimental consequences to the student’s final grade. If there are emergency situations that require a student to be available by phone during class hours, please consult with the instructor before class. In addition, use of lap-top computers is strongly discouraged, as they often distract the student from active engagement.
Academic Accommodation
Please see me if you require academic accommodation.
Academic Misconduct:
Definition of Plagiarism as presented in the Birmingham-Southern Student Handbook (p. 2): “When you use someone else’s words, ideas, or data derived through experimentation or investigation without giving that person credit, you are plagiarizing. This is contrary to academic integrity and to the BSC Honor Code.”
Transformative learning occurs in a context of trust and respect, established not only between the teacher and the learner, but also between all the learners in a class. Academic misconduct is not only behavior that has serious ramifications institutionally, but also violates the spirit of trust that is the foundation for a positive learning experience for every individual in the course. In addition, it erodes one’s personal sense of integrity. Therefore, any incident of academic misconduct will result in failure of the course. Birmingham-Southern has a long-standing honor code. Please consult your student handbook for a description of the honor code. Please discuss any concerns you have about your academic progress with the instructor.
Course Schedule
Note: This schedule is subject to change at the discretion of the instructor. It is the student’s responsibility to keep up with changes, which will be announced in class.
Note: Readings that especially relate to Leadership Studies issues are marked with an asterisk.
The Construction of the Hebrew Bible: The Ancient Context
Sept. 1 (Wed.)Introduction to the Course
What is the Hebrew Bible? (Part 1: Nomenclature and Contents)
Sept. 6 (Mon.)Labor Day. No Class
Sept. 8 (Wed.)What is the Hebrew Bible? (Part 2: Translation and Text
Criticism)
Read: 1 Samuel 17 (LXX version posted on Moodle)
1 Samuel 17 (as printed in the Tanakh)
Reading Questions: Compare the LXX version and the Tanakh versions of these texts. What are the differences between the passages? Which one do you think was written first? Why would the second story (in your opinion) have been altered? (Remember: The antiquated English of the LXX version is a feature of the translation and does not have anything to do with the original Greek. The Tanakh version will sound more modern because it is translated into more contemporary-sounding English. Try not to focus on what the English sounds like and more on the dynamics of the story itself.)
Due: Student Survey
Sept. 13 (Mon.)Who Wrote the Hebrew Bible?
Read: Genesis 1-3
Reading Questions: Read Genesis 1 and Genesis 2:4-25 and take
notes on the following aspects of each of the passages:
- What is the name of the deity?
- What is the order in which things are created?
- How are humans created?
- What is the tone/mood of the text? (Awe-inspiring? Entertaining? Gloomy? Funny? Playful? Wondrous?)
Sept. 15 (Wed.)Comparative Ancient Near Eastern Mythology
Read: Genesis 1-3 (review); Genesis 4-11
Read: Enuma Elish and Gilgamesh (Moodle)
Read: *Byron L Sherwin, “Portrait of God as a Young Artist: The
Flood Revisited” (Moodle)
The Modern Context of Interpretation
Sept. 20 (Mon.)Read: *Marcus Borg, Reading the Bible Again for the First Time,
pp. 3-53 (Moodle)
Reading Questions:A central thesis of the Marcus Borg excerpt is that the Bible is a human product of religious experience. Why does Borg think this perspective is important and what do you think of it? What does Borg mean by the concepts of precritical naivete and postcritical naivete? What is myth, according to Borg? Choose one point from the Borg excerpt that you found helpful and explain why. Also choose one point that you found difficult or problematic and explain why. Reading Questions required for this assignment.
Hebrew Narrative and Characterization
Sept. 22 (Wed.)Abraham, Sarah, and Hagar
Read: Genesis 12-15; 16:1-16; 21:1-21
Renita Weems, Just a Sister Away, pp. 1-19
Walter Brueggemann, Genesis, pp. 150-153, 182-185
Sharon Pace Jeansonne, Women of Genesis, pp. 18-21, 27-
29, 43-52 (all articles on Moodle)
Reading Questions: Isolate and be prepared to present the main idea of each article to the class. How are the opinions of these authors similar and different? What are the theological and/or ideological commitments of each of the authors that lead them to the conclusions they draw in their articles?