OT 511: Pentateuch
WebCT-Based Course
September 2003
Draft 2; 7/4/2003- to be updated
David W. Baker, Ph.D.
Office phone: (419) 289-5177 Fax: (419) 289-5969 Email: dbaker@ashland.edu
Web page: http://www.ashland.edu/~dbaker/ClassNotes1.htm
IT 501: Biblical Hermeneutics is a prerequisite for this
course. You may not enroll in
this course without the prerequisite. Since the course is Web-based, there
are technological requirements which must be met in order to be able to take
the course.
The Pentateuch expresses and defines the core of Israel's faith. Its grand themes trace the constitution of a people through the testimony of God's calling, deliverance, covenant, and guidance. Its narratives and songs vividly portray the acts of God and the varieties (and consequences) of human response. Its legal codes establish the boundaries of appropriate response to God's gracious acts and provide the basis for establishing a society in which people can fully experience life as God's gift.
This course will introduce you to the Pentateuch through a survey of its contents, with attention to: 1) its social and historical contexts, 2) its distinctive literary forms and features, 3) its major themes and theological assertions, and 4) its enduring message and relevance.
Cognitive objectives (what you should know).
At the completion of this course, you will have gained a fundamental understanding of the following issues and topics related to the study of the Pentateuch:
1. The significance of the major figures of the Pentateuch for Israel's (and our) faith.
2. The main themes, affirmations, and emphases of the Pentateuch.
3. The composition of the Pentateuch.
4. The forms and functions of Israelite law.
5. The Israelite priesthood and cultic system.
6. The nature and meaning of the covenant as the central element of Israel's response to God.
7. The bearing of studies in Ancient Near Eastern history, literature, and social customs on the
interpretation of the Pentateuch.
At the completion of this course, you will also have the opportunity to initiate skills in interpretation. These will include:
1. An ability to recognize and understand the significance of the various literary genres (e.g. legal, narrative, poetic) that comprise the Pentateuch.
2. An ability to relate comprehensive themes to specific texts.
3. An ability to apply fundamental insights of historical and literary study.
4. An ability to assess the application of relevant Ancient Near Eastern materials.
5. An ability to discriminate between essential questions and peripheral ones.
Affective Objectives (what you should feel and do). At the end of this
course, the student should:
1. Appreciate the unique message of each book.
2. Desire to do further study in each book.
3. Anticipate God's unfolding development of his promises.
4. Avoid the sinful attitudes and actions denounced in the
Pentateuch.
5. Obey the commands and principles in the books that are
relevant to one's spiritual life.
6.
Share the information and insight gleaned from the study of
the Pentateuch with others.
Required
Alexander, T. D. and D. W. Baker, eds. Dictionary of the Old Testament: Pentateuch. Downers Grove, Ill.: InterVarsity, 2002. ISBN: 0-8308-1781-6.
Michael J. Gorman, Elements of Biblical Exegesis: A Basic Guide for Students and Ministers, Hendrickson Publishers, Inc., 2001. ISBN: 1-56563-485-3.
Recommended
W. S. LaSor, D. Hubbard, F. W. Bush, Old Testament Survey. 2nd ed. (Grand Rapids: Eerdmans, 1996). ISBN 0-8028-3788-3
I. H. Marshall, ed. New
Bible Dictionary. 3rd
ed. Downers Grove, Ill.: InterVarsity, 1996.
ISBN 0-8308-1439-6.
This course will be a combination of in-class meetings and on-line discussion, learning, and assessment.
I. In-class sessions- There will be three in-class sessions in Detroit. They will be held on these dates:
a. Sept 5: This class will include an introduction to the course and to the on-line technology that will be used for the class. There will also be a reading quiz over the material assigned for the class (see Quizzes, below). Here is a sample quiz. Non-attendance at this class session will result in the student being automatically dropped from the class.
b. Sept 12: This class will include small-group discussions, questions and answers, and lecture material.
c. Sept 26: This class will include lecture, discussion, and an in-class written final exam. Non-attendance at this class can significantly affect the final exam grade.
II. On-line material will include discussion groups, assignments, quizzes, and learning resources. The program in which the course will be run is called “WebCT”, which does not necessitate any additional software acquisition, but does need a Pentium PC or Mac machine, and internet access, preferably with at least a 56K-modem or high-speed access. Composition will be done using either Word or Word Perfect. Some of the material is available using PowerPoint and/or Adobe Acrobat (PDF files). Free downloads of readers for each are available by clicking on their name in the last sentence.
I. Quizzes- can be taken after going through study material provided, which will include textbook reading assignments, a list of important concepts and terms to be covered on the quiz, and PowerPoint presentations on material related to the topic. Each quiz will only be accessible once, and will have a 20-minute time limit for completion. 20% of grade
II. The final exam will be held
during the last class session, and will be cumulative, covering material from
the entire course. 15% of grade
III. A series of 4 exegetical papers will help the student develop skill in the exegetical process. Students will develop these through small discussion group collaboration (4-5 students per group), with each group working on a passage assigned on the first day of class. While work will be done collectively, each student is responsible for submitting her/his own paper, and grades will be given individually. Here is a sheet with paper evaluation criteria. Identification of the chosen text must be included in the title page for each paper submitted, along with the student’s name and the date on which the paper is submitted. This page will not count toward the page suggestions. Provide bibliographic information for all secondary resources you use. The four papers are:
a. Survey and Literary Context
(3-5 pages) Due by 6 PM, 9/12.
1.
In one paragraph, explain why
you chose this particular passage.
2. In one paragraph, identify the markers that set it off as a self-contained unit. In what ways does the passage begin and end so as to signify a unit? What markers set it apart from what precedes and what follows? Write a one-paragraph introduction to the passage based on your preliminary reading of it, following Gorman chapter 3.
3. Read an overview on the book in which the passage is located (e.g. a Bible dictionary article, introduction of a commentary, or the relevant section in an introductory textbook). Write a separate paragraph that summarizes the content, themes, and historical context of the book.
4. Submit a general outline of the entire biblical book in which your passage occurs of not more than one page, broken down into main points and subsections (I.A.B., II.A.B., etc.). You may copy one from a scholarly source, but if so you must document the source properly and will not receive higher than a “B” grade for this assignment.
5. In the appropriate place in the outline of 4 above, give a ½ page, more detailed outline of your own passage. Based on the combined outline (4+5) write a one or two paragraph description of how the passage contributes to the larger plot or flow of thought. How does it follow from the preceding passage? How does it prepare for or lead to what follows? How does it contribute to the overall message of the book? 10% of grade
b. Historical Context and Formal Analysis (4-6 pages) Due 6 PM, 9/19
1. Consult at least three works from sources like those mentioned above (in a.3. as well as relevant articles in the Alexander-Baker text). Write a synopsis of the arguments advanced to explain the composition of the book in question and offer a preliminary assessment of the arguments. Identify where your passage fits in the 2 main compositional schemes proposed (Mosaic authorship/Documentary Hypothesis).
2. On a separate page for each, discuss 3 points of history, geography, or culture that arise from your passage and are important for understanding it. Consult at least 2 commentaries or dictionaries written since 1960 for this point.
3. Consult the same resources above to identify the genre of the book.
4. Consult a comprehensive commentary for information on the genre of the passage that might aid in understanding it.
5. Using your own outline of the passage, broken down according to main points and secondary points (a.5.), in one or two paragraphs, describe the flow of thought or events in the passage, being particularly alert to Gorman’s comments on exposition and narrative (pp. 84-87). This will entail a description of plot for a narrative text, argumentation for a hortatory text, logical progression for a didactic or legal text, or poetic structure for a poetic text. Provide bibliographic information for all secondary resources you use. 12.5% of grade
c. Detailed Analysis (5-6
pages) Due 6 PM 9/26
1. Do not consult commentaries for this assignment. The only outside sources you should access for this paper are standard reference works (concordances, word books, dictionaries, etc.) and works devoted to the interpretation of Hebrew literature.
2. Submit your own detailed
description of the passage, based on your own observations on the text. This must include, but is not limited to,
word study on one or two key terms,
description of metaphors and symbols, identification and explanation of
rhetorical or narrative devices, and intersections with other biblical texts,
that is whether it uses previous scripture, and how, and whether it, or
portions of it, is used later in other scripture, either in the OT or the NT,
and how. This should include a description of characterization, point of view,
and any interpolation of the narrator’s voice. 17.5% of grade
d. Final corrections and synthesis Due 6 PM, 10/3
1. Resubmit your original papers as they were returned to you, with corrections made where they were requested in a different colored font.
2. Provide a 2-3 page synthesis and reflection on the contemporary relevance of your passage, using such questions as ‘what does what I have learned from the study of my passage mean to me, to my church, and to the world?’ 10% of grade
III. Various discussion groups will be required or available for extra-credit.
a. Required discussions will be posted every 4 days. Each student must post at least 3 contributions of substance to each discussion (that is, a few words will not be a sufficient response).
b. Submitting a devotional on a portion of the Pentateuch and hosting a discussion of it may earn extra-credit. Submitting and hosting can earn up to 5% extra credit, and at least 2 substantive responses to the discussion of the devotional can earn 1% for each devotional. Note- extra credit points can only move a grade up a maximum of 2 levels, e.g., from a ‘B-‘ to a ‘B+’. 10% of grade
Hesed is the Hebrew word for covenant or family love. ATS as an institution wants not only to affirm but also to support this love in relationship. Therefore, each student is required, during the course of the quarter, to do the following:
1. Plan an activity which:
a. Does not involve the Seminary,
b. Will take about 4 hours,
c. Involves at least 1 other person (friend, spouse, child, parent)
2. Take part in the activity.
Late papers will be accepted
(with deduction in grade of 2% per day) until noon on September 29th. No written work will be
accepted after this date unless an Extension has been granted previously.
A Work that goes significantly beyond the assignment (though not necessarily in length); characterized by exceptional and creative engagement with the assignment, depth of reflection, or superior research and/or preparation, as well as clarity of thought and presentation.
B Exhibits a serious engagement with the assignment; characterized by thoughtful reflection and preparation, as well as coherence and integration of thought.
C Fulfills but does not go beyond the minimum requirements; a superficial or muddled response.
D Deficient response to the assignment; characterized by failure to address one or more key facets of the assignment or by addressing them in an inadequate manner.
F Failure to address the main point or several key components of the assignment; a fragmented or incoherent response.
For students who have specific physical, psychiatric or learning disabilities and require accommodations, please let the professor know early in the quarter (preferably the first class) so that your learning needs can be appropriately met. In order to receive accommodations, documentation concerning your disability must be on file with Classroom Support Services, 105 Amstutz Hall, Ashland University, 401 College Ave., Ashland, OH 44805 (419-289-5953; fax- 419-289-5294). Please contact them with any questions you may have.
9/5/03 Class meeting- Introduction to class, course and technology. Quiz #1. Discussion topic one posted.
9/9/03 Discussion topic two posted.
9/12/03 Class meeting- Questions/answers; discussion and lecture; Survey and literary context paper due
9/13/03 Discussion topic three posted.
9/17/03 Discussion topic four posted.
9/19/03 Historical context and formal analysis paper due
9/21/03 Discussion topic five posted.
9/25/03 Discussion topic six posted.
9/26/03 Class meeting- Discussion and lecture; final examination; Detailed analysis paper due
9/29/03 Last date late papers accepted
10/3/03 Corrections, synthesis paper, and hesed project due.
Quiz Number
|
Dictionary articles covered [Material within brackets is supplemental and not required] |
Bible Readings covered |
Important terms/concepts |
1
|
DOTP “Adam”, “Cosmology”, “Creation”, “Eve”, “Genesis, Book of”, “God, Names of, 1-4” [NBD “Creation II D", “Adam"; LaSor 15-31] |
Elohim/Yahweh; Adam & Eve; Cain, Abel, Seth;
Formless/void (tohu/bohu); Enuma elish; Sin and fall |
|
2
|
DOTP “Abraham”, “Egypt, Egyptians”; “Flood”, “Isaac”, “Jacob”, “Promises, Divine |
Flood: Local/universal; Gilgamesh; Noah- Shem, Ham, Japheth; Abraham, Isaac, Jacob, Joseph; Ishmael,
Esau |
|
3
|
DOTP “Authorship of the Pentateuch”, “God, Names of, 5”, “Literary Structure of the Pentateuch”, [“Pentateuchal Criticism, History of”], “Source Criticism”, “Women” [LaSor 3-14; NBD 'Pentateuch'] |
|
Documentary hypothesis/ Source criticism (JEDP);
Arguments-pro/con; Moses; J. Astruc, J. Wellhausen, H. Gunkel; form
criticism; Sarah/Hagar; Rebekah; Rachel/Leah |
4
|
DOTP “Exodus, Date of”, “Jethro”, “Moses”, “Decalogue”, “Covenant”, “Tabernacle” |
Exodus - date, route, theology; Archaeological evidence -
Egypt, Transjordan, Canaan/Israel; Merneptah, Asiatics; Ramesses; Moses; Moses
and God - sovereignty and name; Decalogue/Ten Commandments - order, contents;
Covenant: OT and Ancient Near East- Elements, theology, differences, rituals;
Tabernacle - layout, contents, theology, symbolism |
|
5
|
DOTP, “Holy and Holiness, Clean and Unclean”, “Law”, “Leviticus, Book of”, “Sacrifices and Offerings” [NBD "Clean and Unclean", "Purity"; LaSor 80-98] |
"Cult”; Torah/Law–definition; Holy/common/
clean/unclean – sacrifice (types of); Leviticus |
|
6
|
DOTP, “Balaam”; “Numbers, Book of”, “Historical Criticism”, “Priests, Priesthood,” “Wilderness, Desert”; “Deuteronomy, Book of,” “Election,” “Herem,” [LaSor 99-110] |
|
Numbers - genre; Balaam + Balak; Wilderness; (Zelophehad,
daughters- Extra credit); Deuteronomy - genre, theology, name; herem |