Vol 1, No 2 (2012)

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Biblical Contexts

SHELLEY ASHDOWN, GRADUATE INSTITUTE OF APPLIED

LINGUISTICS

ABSTRACT

This is a M.A. level class taught specifically for Bible translation students studying applied linguistics. Students are required to discuss the assignments in the topical outline for the class day sharing their conclusions and questions as well as exploring application possibilities in the translation task. The instructor moderates and guides the discussion. Additionally, the course is designed for two modes of delivery, either face to face seminar discussion or an online medium with forums, blogs, and chats.

COURSE DESCRIPTION

Biblical Contexts explores non-biblical sources that contribute to understanding the linguistic, historical, socio-cultural, political, and religious context of the biblical text. Considerable attention is directed to the comparative study of parallels between ancient Near Eastern texts and the Hebrew Bible. Specific focus is on the epic, social, and religious language sources from civilizations of the ancient Near Eastern world, particularly those of Mesopotamia, Egypt, Canaan, and Israel. Attention is also given to Rabbinic literature that informs so much of the material in the Gospels and the early Church. Readings for comparisons with New Testament passages include texts from the Dead Sea Scrolls, the Talmud (Mishnah), and the Pseudepigrapha. Included in the course are a wide range of materials and issues related to the contexts of the Old and New Testaments involving archaeology, geography, manners and customs, and supernatural world view.

COURSE LEARNING OUTCOMES

1. Students will demonstrate familiarity with biblical archaeology and basic skill in its application to the Old Testament and New Testament contexts.

2. Students will explain linguistic, historical, and socio-cultural characteristics of ancient Near Eastern and Rabbinic literature in comparison with biblical texts of the same period.

3. Students will examine non-biblical texts of ancient Near East (ANE) and the Mediterranean to gain understanding of cosmological and theological authorial viewpoints and then describe how these contribute to Old Testament and New Testament understanding.

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PROGRAM LEVEL LEARNING OUTCOMES

1. M.A. graduate students will understand and be able to apply the insights about the nature of human conceptualization, the communication of meaning in language, and how communication events are packaged in discourse.

2. M.A. graduate students will be able to analyze and describe linguistic patterns using standard linguistic terms and concepts.

3. M.A. graduate students will demonstrate familiarity with and ability to use the professional linguistic literature.

4. M.A. graduate students will be able to do competent biblical exegesis and accurate translation, using sound exegetical and translation principles.

COURSE REQUIREMENTS AND ASSESSMENT

1. Class Attendance 5% (requirement for VA benefits)

2. Position Paper #1 25%

3. Position Paper #2 25%

4. Research Paper with Annotated Bibliography 45%

TWO POSITION PAPERS

1. Position Paper #1: Choose one genre of texts from the ANE and take a position on the significance of this particular literature to the study of selected Old Testament texts. You may choose one or more ANE texts from different languages/people to draw your arguments.

Due Class 27, Position Paper #1. Maximum 25 points.

2. Position Paper #2: Choose one genre of texts from Rabbinic, Greek, or Roman literature and take a position on the significance of this particular literature to the study of selected New Testament texts. You may choose one or more Rabbinic, Greek, or Roman texts to draw your arguments.

Due Class 37, Position Paper #2. Maximum 25 points.

 Position papers should be a minimum of 5 pages, single spaced.

 Literature may be taken from course readings or chosen from texts not analyzed in homework.

 The student is welcomed to consult secondary sources. The class emphasis is on reading primary texts, but you need also to develop your ability to interact with scholarly assessments of the literature and evaluate the merit of these scholarly opinions. Be sure to cite references if you draw information from a source.

Position Paper Rubric Excel (5) Strong (4) Accp (3) Weak (2) Unacc (1)

1. Statement of Position 2. Supporting Arguments 3. Literature Examples 4. Conclusion

5. Graduate Level Writing

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RESEARCH PAPER

1. Begin with this question: What contextual information is needed for a translator to meaningfully situate the biblical text under exegetical analysis for translation?

2. Choose contextual information embedded in the biblical text (OT or NT). This may be a linguistic feature(s), socio-cultural or political characteristic, an historical point, etc.

3. Give a detailed description of the information.

4. Argue the relevance to exegetical analysis, biblical understanding, and the translation task of this contextual feature.

5. Paper Details: Maximum 45 points.

a. The Research Paper should be between 10-15 pages, single spaced. b. You may use either footnotes or endnotes.

c. Cite references in the body of the paper (Moses 2011) and also quotes (Moses 2011:6). d. Include the 9 details listed below in the research paper:

Research Paper Rubric

1. Title (no pts)

2. Author's Name (no pts)

Excel (7.5) Strong (6) Accp (5.25) Weak (4.5) Unacc (1)

3. Abstract (250 word max.) 4. Introduction

5. Description of contextual information

6. Relevance 7. Conclusions

8. Annotated Bibliography

Choose one style to follow consistently such as APA, MLA, Chicago, LSA, etc.

9. Appendix (no pts)

Points: 45 max. _____

Rubric Key

Excellent Superior; thorough understanding of ideas and theories with solid application.

Strong Good, solid understanding w/ some weaknesses of ideas and theories. Demonstrated application w/minimal inaccuracy.

Acceptable Acceptable understanding of ideas and theories though basic. Generally applied theory appropriately but some vagueness and inaccuracies.

Weak Important points of ideas and theories missing or dealt with cursorily. Minimal and unconvincing application.

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Topical Outline & Timeline of Assignments

Class # Topic Assignment Digital Resources

1 Syllabus Introduction 2 Comparative Studies &

the Old Testament Text Hebrew Scriptures in ANE Setting

1.View Yale Digital Lecture 2, titled: The Hebrew Bible in Its ANE Setting-Biblical Religion in Context. Lecturer Dr. Christine Hayes.

2. Read ZIBBC1 1: viii-xv, Methodology: Introductory Essay.

3.Read ZIBBC 1:1-43, Genesis 1-5.

Yale Digital Lecture 2: The Hebrew Bible in Its ANE Setting.

Biblical Religion in Context. Lecturer Dr. Christine Hayes.

3

ANE Contexts Mythology & Legends

Creation Stories:

Enuma Elish (1200 BC) → Gen. 1; Ps. 89; Dan. 7 ZIBBC

1:10

4:552

5:396

A. Read ZIBBC 1:10; 4:552; and 5:396 (refers to

Enuma Elish).

B. Read Enuma Elish the first two paragraphs, numbered 1-39 and 40-94.

1. How does the view of the gods in Enuma Elish contrast with the view of God in

Genesis 1? with Genesis 2 –4? 2. How does the creation of the

cosmos/universe in Enuma Elish differ from

Genesis 1?

3. How does the creation of people in Enuma Elish differ from Genesis 1? Genesis 2?

4. How does the length of reigns specified in the Sumerian King List compare with the ages of people in Gen 5?

C.Read Hasel, G. 1972. The Significance of the Cosmology in Genesis I in Relation to Ancient Near Eastern Parallels. Andrews University Seminary Studies 10:1-20.

D. Read Seely, P. 1991. The Firmament and the Water Above. The Westminister Theological Journal 53:227-240.

E.OPTIONAL: View Yale Digital Lecture 3, titled: The Hebrew Bible in Its ANE Setting- Genesis 1-4 in Context. Lecturer Dr. Hayes.

1.Enuma Elish text 2.The Sumerian King List

3.Hasel article under Genesis 1 heading

4. Seely article under Genesis 1 heading

5. Yale Digital Lecture 3, titled: The Hebrew Bible in Its ANE Setting-Genesis 1-4 in Context. Lecturer Dr. Hayes.

1

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Class # Topic Assignment Digital Resources 4 3 Flood Stories:

Eridu Genesis → Gen. 6

ZIBBC 1:25, 39, 48

Epic of Gilgamesh → Gen. 6; 41; Judg. 7; 2 Sam. 1; 1 Ki 12; Eccl intro; Ezek. 18 (2100-1700 BC).

ZIBBC 1:31, 49 and 130

A. Read ZIBBC 1:43-60, Genesis 6-10. B. Read Eridu Genesis (Ziusudra), Epic of

Gilgamesh (tablet 11), & Genesis 6-9. 1. What similarities are there between the

flood story told by Utnapishtim and the narrator in Eridu Genesis and that found in

Genesis 6–9?

2. What striking theological differences are there between the three flood stories? 3. What do you personally conclude about the

striking similarities in content between the flood story in Genesis and the Gilgamesh Epic and Eridu Genesis?

C. Read: Wolde, Ellen Van. 2009. Why the Verb

ארב Does Not Mean 'to Create' in Genesis

1.1-2.4a. Journal for the Study of the Old Testament 34 (1):3-23.

Evaluate the evidence and suggest possible translations for the Hebrew word 'create' (ארב) supported by ANE.

D. OPTIONAL: View Yale Digital Lecture 4, titled: Doublets and Contradictions, Seams and Sources-Genesis 5-11 & Historical Critical Methods. Lecturer Dr. Christine Hayes.

1.Sumerian Flood Narrative

(Eridu Genesis)

2.Gilgamesh Epic (tablet 11) 3. Major Characters in Gilgamesh

Epic see HANDOUT

4. For helpful explanations of the identity of the Babylonian deities mentioned in the Sumerian and Babylonian stories, see the website. For a picture of one of the

tablets containing the

Gilgamesh Epic, see ANE picture #69.

 For other examples of Cuneiform writing see here.  A helpful collection of pictures

of ancient Mesopotamian tablets, statues, etc.

5. Yale Digital Lecture 4, titled: Doublets and Contradictions, Seams and Sources. Genesis 5-11 & Historical Critical

Methods. Lecturer Dr. Hayes. or Online course.

5 Archaeological Methods

ZIBBC 1:60-137 ZIBBC 4:32

1. Read ZIBBC 1:60-137, Genesis 11-50. 2. Read “Bible Dudes” webpage on Biblical

Archaeology.

3. Read: “Stratigraphical Layers in the Southern Levant” at Bible Dudes website. 4. Read short segment on Cuneiform Tablet at:

USC’s Western Semitic Research Project website.

5. View video, The Bible’s Buried Secrets:

Archeological Methods.

6. View interactive video, Radiocarbon dating at NOVA.org

7. Read ZIBBC 4:32, Dating Methods (OT relative dating)

1.Bible Dudes

2.For “Stratigraphical Layers in the Southern Levant” go to the

Bible Dudes homepage and click on the link in the bottom right part of the screen. Site provides illustration of civilization layers of ancient cities.

3.For Cuneiform Tablet go to USC’s Western Semitic Research Project Website 4.The Bible’s Buried Secrets:

Archeological Methods(10:17

minutes)

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6 Historical Event

Triumph/Victory Hymn

Merneptah Stele or Israel stele (1210 BC) → Ex. 12; Josh. 10; Jdg. 5

ZIBBC

1:210

2:48 & 2:143-144

1.Read ZIBBC 1:161-223, Exodus 1-18 2.Read ZIBBC 2:143-44, Judges

3.Read Merneptah Stele translation and compare to The Song of Moses, Exodus 15:1-18.

a. What similar features can you identify between the two compositions?

b.In what ways are these two victory hymns dissimilar?

4.View video, The Bible’s Buried Secrets:

Merneptah Stele

1.Merneptah Stele translation and comments

2.The Bible’s Buried Secrets:

Merneptah Stele (6:45)

7 Law Collections:

Er-Nammu (2100 BC) → Ex. 20

ZIBBC 1:234 and 287

Hammurabi (1750 BC) → Deut. 5; 2 Ki. 4; 8; Ps. 19; 72; Prv. 28; Isa. 1; 10; Ezek. 34

ZIBBC 1:449

3:130, 3:143

5:326, 5:377, 5:496

1. Read ZIBBC 1:224-267, Exodus 19-40 2. Read ZIBBC 1:285-289, Leviticus Intro 3. Read Er-Nammu and Hammurabi Texts:

a. What insights do these law collections provide about the cultures of the people who wrote them?

b.How does the form of these laws compare with the form of the laws of Moses in

Exodus 20–23?

1.Hammurabi Text 2. Er-Nammu Text

Conquest of Canaan (13th century BC, 1220ish BC)

ZIBBC 1:424

1. Read ZIBBC 1:419-441, Deuteronomy 1-3. 2. See also ZIBBC 3:314-315, Geography of

Promised Land.

3. Read Fouts, David. 1997. A Defense of the Hyperbolic Interpretation of Large Numbers in the Old Testament. Journal of Evangelical Theological Society 40(3):377-387.

a. Compare the summary statement of the conquest of Canaan in Joshua 11:16-23 with the account in Judges 1 in light of Fouts’s article.

4.Viewvideo, The Bible’s Buried Secrets: The Canaanite Cities

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9 Texts & the

Socio-Religious World of Israel: Covenant & Treaty Literature

ZIBBC 1:444

2:84-85

1.Read ZIBBC 1:441-470, Deuteronomy 4-12:1. 2.Note ANE Treaties & Covenants chart ZIBBC

1:444.

3. See ZIBBC 2:84-85, Comparison of Jos 24 & Hittite Treaty.

4. Read Kitchen, K. 2006. Chapter 6, Lotus Eating and Moving On-Exodus and Covenant. pp. 241-312. In On the Reliability of the Old Testament. Grand Rapids: Wm. B. Eerdmans. a.What does Kitchen conclude about the

influence of ANE covenant literature on the biblical Old Testament covenant?

b. What are the significant positive and negative repercussions of his premise?

Kitchen. ch. 6, Lotus Eating and Moving On-Exodus and

Covenant, on the reserve shelf in the library.

Israel’s Emergence in the Promised Land

AT 456 → Joshua 1-24 ZIBBC 2:11

1. ZIBBC 2:3-86, Joshua 1-24.

2. Read Hess. R. 2002. The Book of Joshua as a Land Grant. Biblica 83:493-506.

a.Evaluate the comparisons Hess discusses between AT 456 and the Joshua account. b. Is his point well argued? Justifiable

comparisons?

c. Where is his main premise weak?

1. Text of AT 456 in HANDOUTS (also in Hess article & ZIBBC 2:11)

2.Hess article

3. See archaeological dig at Alalakh, Turkey.

11 Texts & the

Socio-Religious World of Israel Ras Shamra, Ugarit (Epic of Kret) (1450 BC) & the OT

1. Read ZIBBC 1:419-425, Deuteronomy; 1:291, Leviticus

2. Read ZIBBC 4:238-240, Jeremiah 1:15-2:12. 3. Read Brantley, G. 1993. Pagan Mythology

and the Bible. Reason & Revelation 13(7):49-53.

4. Read Hisner, M. What’s Ugaritic Got to Do with It? Logos.com website. Accessed October 2010.

5. Read The Epic of Kret (tablet 1):

a.What motifs can you identify that appear parallel to biblical motifs (for example: deaths of children)? Where do they occur in the Bible?

b. What role does King Kret's vow to Asherah in the story's plot? (see ZIBBC2:120;

4:381)

c.What is the significance of the gods participating in the banquet? (see ZIBBC 1:472-473)

d. What biblical passages can you identify where God eats and drinks with humans?

1. Brantley article, Pagan Mythology and the Bible

2.Hisner article, What’s Ugaritic Got to Do with It?

3.The Epic of Kret

For translation of all 3 tablets see here

4. Canaanite Pantheon of Deities

online

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Class # Topic Assignment Digital Resources 12 Ras Shamra, Ugarit (1450

BC) Slave & Marriage contract

ZIBBC 1:95 & 1:102

1. Read Mendelson, I. 1946. Slavery in the Ancient Near East. Biblical Archaeologist 9(4):74-88.

2. Read Manumission and Bridewealth Contractfrom Ras Shamra literature: Manumission:

a.Compare and contrast this slave release contract with the Israelite regulations concerning slave release in Exodus 21:1-11, Leviticus 25:39-46, and Deuteronomy 15:12-18.

b. Compare and contrast how slavery

functioned in ancient Babylon, Israel, Ugarit, and the U.S.

c.What would motivate a slave-owner in the ancient world to release a slave? (See Mendelson 1946)

d. Why were ritual actions and ritual declarations necessary? Why were these carried out before witnesses?

Bridewealth Contract: (see ZIBBC1:95, Gen. 20:16 & 1:102, Gen. 24:53)

e.The document leaves unstated the consequences of Burianu refusing to consummate the marriage to Eliyawa. What would the consequences likely have been? f. What conclusions might one draw from

Burianu paying Gilben in silver rather than with livestock, pottery, or the like?

1. Manumission and

Bridewealth Contract 2. Mendelson article can be

found at: Library, Ebsco Host full text.

13 Gezer Calendar (925 BC): Deut. 8; Ruth 1; Amos 7 ZIBBC

1:465

2:251

1.Read Wright, G. 1955. Israelite Daily Life. Biblical Archaeologist 18(3):50-79.

2.Read ZIBBC 1:465, Deuteronomy 3.Read2:251, Ruth

4. Read Gezer Calendar:

a. What functions might this inscription have served?

b.What does this inscription tell us about the agricultural year in Palestine?

c.What does this inscription tell us about peasant crops? What is the importance of crop diversity and crop rotation for peasant farming?

d. How did the major festivals of ancient Israel relate to this seasonal pattern?

1.Gezer Calendar

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14 Battle Accounts:

Inscription of Tiglath Pileser I (1114-1076 BC) ZIBBC 2:104-5

Black Obelisk of

Shalmaneser III (841 BC) ZIBBC 3:149

Annuals of Assurnasirpal

(630 BC) ZIBBC 2: 311

1. Read ZIBBC 2:95-221, Judges 1-21. 2. Read ZIBBC 3:147-150, 2 Kings 9:1-10. 3. Note ANE Ruler Timeline ZIBBC 2:98-99.

4. Read Battle Accounts:Inscription of Tiglath Pileser I (during the Judges);Black Obelisk of

Shalmaneser III(Jehu bows); and Annals of

Assurnasirpal(during the Judges).

a.To what do these accounts attribute the victory of these kings in battle?

b.Note the proud accounts of what these kings did to those they conquered. How do they compare with the stories in Joshua 6:15-21; 8:1-29; 10:12-43?

c.How do you personally respond to these stories?

1.Inscription of Tiglath Pileser I, King of Assyria, B.C. 1150 2.Black Obelisk of Shalmaneser

II, King of Assyria

3. Annals of Assurnasirpal, King of Assyria

15 Moabite Stone or Mesha Stele (850 BC) → 1 Sam. 15; 2 Ki. 1; Jer. 48; Nah. 1 ZIBBC

2:336-38

3:116

4:342

5:152

1.Read ZIBBC 2:336-338, 1 Samuel 15-1-11. 2.Read ZIBBC 3:111-117, 2 Kings 1:1-18. 3.Read ZIBBC 4:341-343, Jeremiah 48:1-11. 4. Read ZIBBC 5:152.

5. Read The Moabite Stone (King Mesha of Moab rebels against Omri, King of Israel): a. What were the implications of Israel's

invasion and occupation of Moab? b.What does the stele tell us about the roles

of ancient monarchs?

c. What sort of rhetorical propaganda does Mesha use to make his points?

d. What does the stele tell us about the construction of political religion in ancient Moab? How does this compare with ancient Israel?

e.How does Moab's ideology of military mass destruction compare with that of Israel's? (See Joshua 10–11 and 1 Samuel 15).

Moabite Stone (Mesha Stele) translation

16 Sennacherib’s Prism (690 BC) → Josh. 12; 2 Ki. 18; 2 Chr. 32; Is. 36

ZIBBC 3:363

1. Read ZIBBC 3:359-366, 2 Chronicles 32-33. 2. Read ZIBBC 4:122-123.

3. Read Millard, A. 1985. Sennacherib’s Attack on Hezekiah. Tyndale Bulletin 36:61-77. 4. Read Sennacherib’s Prism(Assyrian account

of surrounding Judah during Hezekiah’s reign):

a. What do you make of the language and content of the inscriptions?

b. What purpose could such an account of Sennacherib serve? How accurate is the

1. Millard article

or ONLINE (Folder: Course Readings, titled:

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17 Texts & the

Socio-Political World of Israel:

Nabopolassar Cylinder

(626 BC),

Ishtar Gate Inscription

(600 BCE)

1. Read: Cylinder of Nabopolassar, p. 192-196.

In Lost Treasures of the Bible by C. Fant & M. Reddish. 2008. Grand Rapids: Wm. B.

Eerdmans. (Google Books site)

2. Read Nabopolassar Cylinder & Ishtar Gate Inscription:

a.What is the significance of identifying ancient Near Eastern kings as "shepherds"?

Compare with 2 Sam 5:2; Psalm 78:70-71; Isaiah 44:28; Hammurabi Intro & Epilogue; Sennacherib Prism, line 3.

b. Why does Nabopolassar call himself "son of a nobody"?

c. Compare and contrast this inscription with that of Nebuchadnezzar (Nabopolassar's son and successor) on the Ishtar Gate.

1.Nabopolassar Cylinder

2.Ishtar Gate Inscription: (in

Nabopolassar Cylinder

handout)

3. See a great picture of the Nabopolassar Cylinder

4.For Cylinder of Nabopolassar, p. 192-196, Lost Treasures of the Bible

5.see ZIBBC 2:98-99 for ANE King Chart

18 Battle Accounts:

Lachish Letters (590 BC) → 2 Ki. 24; Jer. 1; 29; 34; Ezek. 33

ZIBBC 3:206

1. Read ZIBBC 3:204-210, 2 Kings 23:31 through 25:30.

2. Read: Schniedewind, W. 2000. Sociolinguistic Reflections on the Letter of a ‘Literate’ Soldier (Lachish 3). Zeitschrift für Althebraistik 13(2):157-167.

3. View video, The Bible’s Buried Secrets: Birth of Judaism

4.Read Excerpts from Lachish Letters

(Babylonian assault on Lachish, Judah during Zedekiah’s reign under Nebuchadnezzar): a. What do the use of "lord" and "servant"

indicate about the relative social status of the sender and receiver in the third ostraca? b.Where in the Bible does the name

Conaniah/Yeconiah appear? In what eras did these men live?

1.Lachish Letters

2.Schniedewind article or ONLINE (Folder: Course Readings, titled:

Schniedewind-Sociolinguistic Reflections on Lachish Letter 3).

3.The Bible’s Buried Secrets: Birth of Judaism (11:02)

19 Texts & the

Socio-Political World of Israel:

Cyrus Cylinder (539 BC) → Ezra 1; Isa. 44; Hab. 1 ZIBBC 4:153

1. Read ZIBBC 4:152-160, Isaiah 22:28-48:10 2. Read ZIBBC 3:395-405, Ezra 1-3

3. Read Cyrus Cylinder (Persian Cyrus ruled all ANE except Egypt):

a. In what ways would such an inscription serve state ideology? How are Cyrus's gods part of this?

b.How does Cyrus's cylinder inform or raise new questions for reading II Chronicles 36:22-23 and Ezra 1:1-4?

c. What was Cyrus called by the Judahite prophet in Isaiah 44:28—45:6?

d.What motivated ancient kings to conquer neighboring countries?

e.What functions did tribute serve?

Cyrus Cylinder

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Class # Topic Assignment Digital Resources 20 Ancient Temple Building

ZIBBC 5:210-211

1.Read ZIBBC 3:27-42, I Kings 6-9.

2.View video, The Bible’s Buried Secrets: Ideas About Worship

3. Read ZIBBC 5:203-227, Zechariah 1-14. a. What features and beliefs concerning

temple building were significant to ANE world view?

b.Which of these are present in the biblical text?

The Bible’s Buried Secrets: Ideas

About Worship (9:18)

21 Comparative Study of

Wisdom Literature and Songs

EgyptianWisdom of Amen-em-Opet (1292-1075 BC) vs. Prov. 22:17– 24:22.

1. Read: Black, J. 2002. Chapter 4: Theological Context: Amenemope and the Hebrew Bible.

In Ph.D. Diss., The Instruction of Amenemope: A Critical Edition and

Commentary, Ancient Religions of the Eastern Mediterranean, University of Wisconsin-Madison.

2. Read: Black, Appendix II: Parallels with the words of the Wise. Same as above.

3. Compare the Wisdom of Amen-em-Opet with

Prov. 22:17–24:22.

a. What similarities do you notice between

Amen-em-Opet and Prov. 22:17–24:22 with respect to sequence and content of the sayings?

b.What differences do you notice?

1.Black, Chapter 4: Theological Context: Amenemope and the Hebrew Bible or Online course.

2. Black, Appendix II: Parallels with the Words of the Wise or Online course.

3.Introductory info and text of

Wisdom of Amen-em-Opet

22 Egyptian love songs & poetry vs. the Song of Solomon 1-8

ZIBBC 5:521

1. Read ZIBBC 5:519-530, Song of Solomon 1-8. 2. Read through Egyptian 9 Love Songs & Love

Poetry:

a. Determine what you can about the structure and content (themes) of the Egyptian poems and love songs. b.In other words, if you were going to

determine what characterizes this genre of love songs, what would you report? 3. Analyze the Song of Songs (Song of Solomon)

in light of the Egyptian love poems.

a. How does the structure and content of the

Song of Songs compare with the Egyptian poems?

b.What insight do the Egyptian poems give us for how to interpret the Song of Songs?

1.9 Love Songs - Ancient

Egyptian Literature—A Book of Readings, Volume II: The New Kingdom, translated by Miriam Lichtheim. The University of California Press, Berkeley, California, 1976. pages 182-193.

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Class # Topic Assignment Digital Resources 23 Wisdom of Jesus Ben Sira:

Sirach/Ecclesiasticus 1–6; 25-26. (OT Apocrypha 180–175 BC)

1. Read ZIBBC 5:465-471, Proverbs introduction. 2. Read general comments on Sirach (Ben Sira)

at USCCB website.

3. View short video on Sirach by theologian, Simon Oliver.

4. Analyze Sirach/Ecclesiasticus 1–6. (OT Apocrypha). Note that Ben Sira’s (Sirach) wisdom has many similarities with the content of Proverbs.

a.What is Ben Sira’s view of God? (describe his theology).

b. What is Ben Sira’s view of proper family relationships? (What are proper roles for husbands, wives, children?)

c.Earlier wisdom documents do not comment on the laws of Moses. What does Sirach say about them?

d. Does Ben Sira believe in afterlife or in Sheol?

5. Analyze Sirach 25–26.

a. What is Ben Sira’s view of women in chapters 25-26?

b.What advice does Ben Sira give on disciplining children?

c. What advice does Ben Sira give on drinking wine?

d. According to Ben Sira, what qualities and training should a scribe have?

e.Of what benefit is a scribe to society? f. What further insight into Ben Sira’s belief in

Sheol or in heaven and hell do these chapters reveal?

1.General comments on Sirach Text

2.Text of Sirach/Ecclesiasticus 1– 6, 25-26 (OT Apocrypha) on-line or HANDOUT

3. Video clip on YouTube about Sirach (sponsored by Bibledex, University of Nottingham's Department of Theology and Religious Studies)

24 Wisdom of Solomon 1–9 : (OT Apocrypha, 1st -2nd century BC) vs. Proverbs 8

1.Analyze Wisdom of Solomon 1–9 : (OT Apocrypha).

a. How does the author’s belief about human souls and afterlife differ from Ben Sira’s (Sirach) views?

b.What is the author’s view of the pervasive OT theology of retribution?

c. What does the author say is the source of wisdom, and of what benefit is wisdom to people?

2. Analyze Wisdom of Solomon 10–14:

a.According to Wisdom 10–12, what role did wisdom play in biblical history? and… b.How does this compare with Proverbs

8:1-36?

1.See General comments on Wisdom (of Solomon) Text 2. Online Text of Wisdom of

Solomon 1–14 (OT Apocrypha) 3.Video clip on YouTube about

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Class # Topic Assignment Digital Resources 25 Psalms of Solomon: (OT

Apocrypha, 70-40 BC)

ReadPsalms of Solomon: (OT Apocrypha). 1.What was your response to the expressions of

deep yearning to please God that are expressed in these poems?

2. What does the poet believe about God and God’s dealings with people?

3.How do the poet’s messianic expectations compare with those expressed in Luke 1:67-79 and 3:7-17?

4.How do the poet’s beliefs about judgment and afterlife compare with what is expressed in the New Testament?

For Psalms of Solomonsee: R. Charles. 1973. The Apocrypha and Pseudepigrapha of the Old Testament in English, Vol. 2, Library or online

26 Elegy: Epic of Gilgamesh and 2 Sam. 1:17-27 (2100-1700 BC) ZIBBC 2:415-6

Elegy: OT Parallels with Epic of Gilgamesh

(tablet 8)

1. Read ZIBBC 2:415-6.

2. Read Elegy of Gilgamesh (mourns Enkidu) and compare with 2 Samuel 1:17-27 (David mourns Saul & Jonathan)

a. What similarities do you see between the two texts in their style and content of mourning?

Elegy of Gilgamesh (tablet 8)

27 Prelude to the NEW

TESTAMENT CONTEXT Dead Sea Scroll and Silver Scrolls

(2nd century BC)

1. View video, The Bible’s Buried Secrets: Sacred Scrolls.

2. Visit the website: Great Isaiah Scroll Directory

for views of the Dead Sea Scrolls. 3.Read Handout – Dead Sea Scrolls

4.View video(s), Qumran Tour from the Hebrew University of Jerusalem. There are 13 different short videos under the titles in the Left

Column. View the Introduction video and choose 3 others to view (such as Caves or Scriptorium or Economic Life).

 What are the distinctives of the Qumran community that make this Jewish community different from others? 5. Review Geographic Timeline: Hebrew

Diaspora from the 6th century through the 1st century BCE from PBS Heritage series.

6.see PBS Heritage: Civilization and the Jews  Episode 1, A People is Born (3800 BC-586

BC): Handout

 Episode 2, The Power of the Word (586 BC-72 CE): Handout

 Episode 3, The Shaping of Traditions (30 AD-732 AD): Handout

1.The Bible’s Buried Secrets:

Sacred Scrolls (8:34)

2.Dead Sea Scrolls HANDOUT

3.Great

Isaiah Scroll Directory

4.Qumran videos

5.Geographic Timeline: Hebrew Diaspora from the

6th century through the 1st century BCE [HANDOUTS NT Period folder]

6.PBS Heritage:

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28 NT Archaeological

Discoveries Herodian Temple, 2nd Temple Mount

1.View video DVD, In the Shadow of Herod

(Vol. 3, No. 1, 18 min.).

2.Read ZIBBC NT 1:3-106, Matthew 1-16. a. What actions by men and/or women in

these chapters of Matthew are noteworthy considering the power and control of King Herod?

3.Explore the Herodian Temple Mount by reconstruction imagery by the Jerusalem Archaeological Park, Davidson Center.

4. View video, Excavations Diary (excavations of the 2nd temple mount in Jerusalem).

5. View series of pictures & explanatory text on

The Shaping of Traditions: Early Synagogues

at the PBS Heritage interactive website.

1. DVD, In the Shadow of Herod - Library-reserve shelf. From the video series by Focus on the Family, That the World May Know, Vol. 3: On the Life & Ministry of the Messiah. 2. Herodian Temple Mount by

the Jerusalem Archaeological Park, Davidson

3. Excavations Diary video

(excavations of the 2nd temple mount in Jerusalem). Click on History of Research then click video film.

4. PBS Heritage: The Shaping of Traditions: Early Synagogues 29 Rabbinic Context & the

New Testament The Talmud

1.For an introduction to Rabbinic Literature (Talmud, Mishnah, etc.) speed read the 1st part of Encyclopedia Britannica article on Talmud2 and Midrash.

2. View Talmud DVD.

3. View secondary source, Talmud: The Shaping of Traditions, A Page of the Talmud – PBS Heritage: Civilization and the Jews series. 4.Read: Glossary of Rabbinic Literature.

1. Talmud and

Midrash

article, Encyclopedia Britannica

online

2. DVD, Talmud -

Library - reserve shelf. 3. Talmud: The Shaping of

Traditions, A Page of the

Talmud – PBS Heritage: Civilization and the Jews series

4. Glossary of Rabbinic

Literature at: Online course

2

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Class # Topic Assignment Digital Resources 30 Mishnah: Tractate

Aboth/Avot 1, 2 → Ps.95

Heb. 3:7-19

Mt. 5:9; 9:13; 23:1-14 Lk. 10:40-42; 17:10 Jn. 7:37-40

Rom. 9:4

1.Read: Divine Plan of Redemption: Genesis to Revelation by A. Ross.

2.Read: Mishnah, An introduction to Mishnah

literature by Dr. E. Segal.

3. Read: How the Mishnah was Compiled, PBS Heritage website.

4.Read: The Mishnah: Tractates Aboth/Avot 1, 2.3: Aboth 1 & 2 establish the chain of Jewish tradition. Beginning with Moses, Joshua, and the elders, the rabbis are listed in order through Yochanan ben Zakkai, who

established the academy at Yavneh after the destruction of the Temple in Jerusalem. a.Read ZIBBC NT4 4:23-24, Hebrews 3:7-19.

 How is Hebrews 3 explained by Ps. 95?

 What does the text mean to Jewish listeners?

 Does considering Ps. 95 influence translation choices for Hebrews 3? b. How does Jesus in Matthew 23:1-14

interpret Aboth 1:1 (hint: “fence around the Law”)?

c. Aboth 1:14 is a famous tractate describing the Jewish ideal balance between

particularisms and a more universal outlook. How does this compare with Hebrews 3:13? d. Compare Aboth 1:2 & 1:18 with Matthew

9:13; Romans 9:4, and Matthew 5:9. e. How is Aboth 2:8 manifested in Luke

10:40-42; 17:10?

f.In what way does Jesus use Aboth 2:8 to validate his authority in John 7:37-40?

1. Divine Plan of Redemption: Genesis to Revelation by A. Ross

2. Mishnah, An introduction to

Mishnah literature by Dr. E. Segal at his University of Calgary interactive website 3. PBS Heritage interactive

website: How the Mishnah was Compiled

4. Tractates Aboth/Avot 1-5 5. Mishnah text is on Google

Books (use the TOC to navigate to the text you want)

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Class # Topic Assignment Digital Resources 31 Gamla

Mishnah: Tractate

Aboth/Avot 3, 4, 5 → Acts 5:38-39

Rom.2:17-29

2 Cor. 3:3; 1 Tim. 4:12 Jam. 1:12

1.Read: The Religious World of Jesus by A. Ross. 2.View Video DVD, The Rabbi (Vol. 3, No. 5, 19

min.).

3. Read: The Mishnah: Tractates Aboth/Avot 3, 4, 5.

a. What do you make of Romans 2:17-29 in light of Aboth 3:3, 3:12, and 3:18? b.Is 2 Corinthians 3:3 and 1 Timothy 4:12

supported by Aboth 4:20? Explain your conclusions.

c. What commonalty exists between Aboth 5:3

James 1:12?

d. How is Rabbinic wisdom used in Acts 5:38-39 (see Aboth 5:17)? Can this influence translation choices for vs. 38-39?

1. The Religious World of Jesus

by Allen Ross

2. DVD, The Rabbi-Library-reserve shelf. From the video series by Focus on the Family, That the World May Know, Vol. 3: On the Life & Ministry of the Messiah.

3. Tractates Aboth/Avot 1-5

32 Capital Cases

Mishnah: Tractate

Sanhedrin 4:5 → Mt. 5:21; 16:26; 26:59-63; 27:25; Mk 14:36; Acts 17:26; Rom 2:26; Gal 3:16; 1 Tim 6:15

1.Read: The Mishnah: Tractate Sanhedrin 4:5 2.Compare and contrast Sanhedrin 4:5 with the

following NT texts concerning capital cases: a. Matthew 5:21; 16:26; 26:59-63; 27:25 b. Mark 14:36

c. Acts 17:26 d. Romans 2:26 e.Galatians 3:16 f.1 Timothy 6:15

1. Tractate Sanhedrin 4:5

2. Mishnah text is on Google Books (use the TOC to navigate to the text you want)

33 Justice

Mishnah: Tractate Baba Kamma 8:1 & Matthew 5:38-42

Read: Mishnah: Tractate Baba Kamma 8:1 1.What is the Rabbinic view of justice and how

does this compare with Matthew 5:38-42?

1. Tractate Baba Kamma 8:1

2. Mishnah text is on Google Books (use the TOC to navigate to the text you want)

34 Holy Sabbath

Talmud

Mishnah: Tractate

Shabbath

1. Read: Talmud readings governing the

Sabbath.

2. Read: The Mishnah: Tractates Shabbath 1-24.

3.Read: NT texts of Jesus’ Conflict with Jewish Leaders over the Sabbath:

a.ZIBBC NT 1:223-225, Mark 2:23-3:6 4.View video, Shabbath Elevator, on the NOVA

website.

1. Talmud text for Rules governing the Sabbath 2. Mishnah, Tractates Shabbath

1-24:

a. text translated by

b. Rodkinson is a 1918 10 volume abridgement of the Talmud, the Jewish

compendium of law & tradition

c. text translated by Danby – HANDOUT –

cross-referenced with NT 3. Video, Shabbath Elevator 4. Mishnah text is on Google

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35 Pseudepigrapha & the

New Testament Book of Jude

1 Enoch 1-15

1.Read ZIBBC NT 4:229-243, Jude 1 2.Read, 1 Enoch 1-15.

3.How does Jude utilize 1 Enoch in his book and in what way does knowing this enrich the meaning of the text for the reader?

1. Enoch text

36 Hellenistic Context

Platonic View Hebrews 8-10

1. Read “Myth of the cave” in Republic 29 (514a-521b) by Plato.

a. Draw your own picture of the cave as depicted in the account (do it on the basis of analyzing the text—not by finding a drawing on the internet and copying it!).

b.How does this view of what is truly “real” compare with that presented in Hebrews 8– 10?

Plato’s “Myth of the cave” in

Republic 29 (514a-521b)

37 Jewish Social Context & the

New Testament Marriage Chorizin

Mount of Beatitudes

1. Read: Daily Life in the Time of Jesus by A. Ross.

2. View video DVD, No Greater Love (Vol. 3, No. 4, 22 min.).

3.Read ZIBBC NT 1:134-5, Matthew 22:1-14 (parable of the wedding banquet). 4. Read ZIBBC NT 2:136-143, John 14.

c. How does contextual information enrich the meaning of these two passages?

1. Daily Life in the Time of Jesus 2. DVD, In the Shadow of

Herod-Library-reserve shelf. From the video series by Focus on the Family, That the World May Know, Vol. 3: On the Life & Ministry of the Messiah.

38 “Hypocrites” Matthew 6:2-4 & 6:16-18; Luke 6:41-42

1. View video DVD, Language of Culture (Vol. 3, No. 4).

2. Read Matthew 6:2-4 & 6:16-18; Luke 6:41-42. 3.What significant correlations can you see

between Jesus’ choice of the word “hypocrite” and the social context from which it is taken?

DVD, Language of Culture-Library-reserve shelf. From the video series by Focus on the Family, That the World May Know, Vol. 3: On the Life & Ministry of the Messiah. 39 Purity Ritual

The Jewish Mikveh and Christian Baptism

1.The Purity Ritual: The Jewish Mikveh and Christian Baptism. Christians practice of baptism as a "New Testament" ritual that is performed once. Jewish custom following Lev. 15 occurs not just once, but during every pilgrimage to the Tabernacle or Temple, particularly during the three pilgrim Feasts (Deut. 16).

2.Read ZIBBC NT 1:245-250, Mark 7:1-23 (purity issues).

3. Read ZIBBC NT 1:189-90, Matthew 28:19 (baptism).

a.What do you consider significant social, symbolic and religious differences between the Jewish Mikveh and NT baptism?

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Class # Topic Assignment Digital Resources 40 Early Church of the New

Testament Caesarea Philipi Sadis

Pergamum Ephesus Laodicea

1.View video DVD, The Early Church (Vol. 5, 130 min.)

Caesarea Philipi

Sadis

Pergamum

Ephesus

Laodicea

2.Choose one NT scripture/passage referring to each of the 5 places dealt with by the film and explain what you learned from the DVD that enlightens the meaning of the biblical text.