3M03 final.pdf - Department of Religious Studies - McMaster University

Psalms and Wisdom in the Bible
Religious Studies 3M03 – Fall 2011
Instructor: Daniel Machiela Phone: 905.525.9140 ext. 24597
Office: University Hall 125
E-mail: machiel@mcmaster.ca
Office Hours: Tues. 8:30-11:30 (or by appointment; please e-mail to set up a time)
Lectures
Tutorials (50 Minutes)
Time: Mondays and Wednesdays 2:30-3:20 Session: Time: Place:
Place: TSH-B 107 1 Wed. 4:30 KTH 107
2 Wed. 10:30 KTH 106
Teaching Assistant:
Miriam DeCock (decockmj@univmail.cis.mcmaster.ca)
COURSE INFORMATION
Purpose and Approach of This Course:
This course is an introduction to a group of texts from the Hebrew Bible, or Christian Old Testament, often
referred to simply as “the Writings”, covering a fascinating assortment of books that are classified as ancient
Israelite “poetic”, “worship”, or “wisdom” literature. We will endeavor to meet the following goals:
Become conversant in the content of this group of books, or what they are actually about. This, in my
opinion, is the primary and most important goal of the course. Assignments and grading will reflect
this focus.
Be familiar with the overall message and literary conventions employed by the author(s). Going
beyond simple content, you should be able to say something coherent about the larger conventions
and messages – artistic, theological, social, political, etc. – conveyed over the course of these books.
Know something of the ancient cultural milieu in which these books were composed and
transmitted.
Understand some modern ways of reading these books (sometimes called “methodology”). This
involves a certain amount of “meta-thinking” about different ways in which readers approach and
understand the “Writings” portion of the Hebrew Bible (or any other text, for that matter).
Course Conditions
The components to be completed by each student, and evaluated by the instructor and TA, are as follows:
Attendance and Participation (15% of final evaluation)
Your presence during both lectures and tutorials is imperative, not optional. This is especially
important since we will cover material in class that is not part of the reading schedule. Beyond
simply showing up, the quality of your engagement with the class is very important and will
influence your final evaluation. This does not necessarily mean I expect you to be talking or asking
questions all of the time – this too will be evaluated on quality and not quantity, and I recognize is
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simply more comfortable for some than others – but to be alert, prepared, engaged and ready to
enter discussion when it is warranted.
Quizzes (30%; [2 @ 15% each])
There will be two quizzes during the semester aimed at testing your knowledge of the primary and
secondary reading material from the course, as well as central topics of discussion in lectures and
tutorials.
Essay or Project (30%)
As part of the course you will be required to do one of the following two options:
1.) Write an essay 6 pages in length (12 pt. font, double-spaced, 1 inch margins) consisting of two
parts. In the first (and probably longer) part, you should write about “wisdom today.” That is,
please give your own sketch of what constitutes “wisdom” in either prevailing North American
culture (however you define it, which should be part of the discussion), or another
contemporary world culture with which you are conversant or have a special interest (e.g.
South American, Japanese, Amish…). Though it is impossible for this not to be somewhat
subjective, you must do legitimate research on the topic and demonstrate this in your essay.
This should include at least several, creditable outside sources demonstrating and supporting your
point(s). These may include electronic resources (websites, etc.), but must also contain at least
one print source (book, legitimate newspaper, etc.). The more solid the research, the better
your grade.
In the second part of the essay I would like you to compare and contrast this sketch with our
study of biblical views of wisdom. What are the basic similarities and differences between the
two Can we see points of agreement or disparity You should aim to demonstrate concisely
your familiarity with the content and themes of the literature studied in this course within this
section. Be aware that I will be looking for how you “package” your essay – you will want to
have a clear introduction, coherent progression of points and/or arguments supported by your
research, and a concluding summary, tying things together.
2.) Complete an alternative media project based on one of the texts that we have read over the
course of the semester (e.g. a Psalm, a portion of Proverbs, Job…). This could take many
shapes: various forms of artwork like multimedia collage (poster), standard artwork, graphic
art, computer art/animation, manga, a musical piece (original to you, of course), a short story,
video presentation, sculpture, etc.; anything that you think would express this text best and
would fit your skills and interests. Let me stress that this assignment will not be evaluated
primarily on your technical skill in a given area (e.g. music or art), but on your engagement
with the text of your choice – the extent to which it is obvious you have “soaked it in” and put
thought and effort into re-expressing it in your chosen way. It is quite easy to see when
someone has slapped something of this sort together in a couple of days, or when they have
put a significant amount of time, thought, and effort into it. Though I am not opposed to you
“pushing the envelope” in certain ways with regard to this project, I do ask that you respect
the sanctity that many people do ascribe to these texts in your work.
A one to two page description must be handed in with the project, identifying the passage you
are working with, outlining the ways in which your project relates to this subject text, and
noting any elements of that text that were challenging (or especially fun) to recreate in your
chosen media.
Final Exam (25%)
The final will be split into two sections. In the first, you will be asked questions about the texts we
have immersed ourselves in over the semester. These will be “objective” (fill in the blank, multiple
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choice, true or false, etc.) or short answer. In the second section, you will write two essay
questions (one to two pages) on topics that I will give you in advance.
Required Texts:
The Harper Collins Study Bible. Fully Revised and Updated (NRSV trans.; Atlanta: Society of
Biblical Literature, 2006.
Ronald E. Clements, Wisdom for a Changing World (Berkeley, Calif.: BIBAL Press, 1990).
Coursepack, “Psalms and Wisdom in the Hebrew Scriptures,” (available in the Bookstore)
Department specific:
Staff in the office of the Department of Religious Studies will not date-stamp or receive papers and other assignments.
University mandated:
1. Academic Integrity
You are expected to exhibit honesty and use ethical behaviour in all aspects of the learning process. Academic
credentials you earn are rooted in principles of honesty and academic integrity. Academic dishonesty is to
knowingly act or fail to act in a way that results or could result in unearned academic credit or advantage. This
behaviour can result in serious consequences, e.g. the grade of zero on an assignment, loss of credit with a
notation on the transcript (notation reads: “Grade of F assigned for academic dishonesty”), and/or suspension or
expulsion from the university. It is your responsibility to understand what constitutes academic dishonesty. For
information on the various types of academic dishonesty please refer to the Academic Integrity Policy, located at
www.mcmaster.ca/academicintegrity
The following illustrates only three forms of academic dishonesty:
1. Plagiarism, e.g. the submission of work that is not one’s own or for which other credit has been obtained.
2. Improper collaboration in group work.
3. Copying or using unauthorized aids in tests and examinations.
2. McMaster Student Absence Form
There have been changes to the MSAF for September 2011:
The maximum value of the missed work for which the MSAF can be used will decrease
from 49% to 29%.
The maximum number of uses will be reduced from 2 to 1 per term.
“Personal Reasons” will no longer be a valid reason for using the MSAF.
The e-mail message that goes to students following their submission of the MSAF will
better describe the steps that students must take to receive relief for the missed work, and
the timelines for doing so. As of September 2011, students will be required to visit their
Faculty/Program Office and complete a Permission to use MSAF form, for the following reasons:
o The request for relief for missed academic work is personal.
o The request for relief for missed academic work is religious.
o A component of work they have missed is valued at more than 29%.
o They have already used the MSAF once in the Term. Such students may be asked by their
Faculty/Program Office to provide appropriate supporting documentation. If the student’s
request to use the MSAF is approved, the MSAF link will be made available (on a one-time
basis) to the student. The student and faculty member will continue to receive the same
email correspondence regarding the details of the request for relief for missed academic
work.
3. Note on Changes in the Course
The instructor and university reserve the right to modify elements of the course during the term. The university
may change the dates and deadlines for any or all courses in extreme circumstances. If either type of modification
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ecomes necessary, reasonable notice and communication with the students will be given with explanation and
the opportunity to comment on changes. It is the responsibility of the student to check her/his McMaster email
and course websites weekly during the term and to note any changes.
4. Social Sciences Faculty E-mail Communication Policy
Effective September 1, 2010, it is the policy of the Faculty of Social Sciences that all email communication sent
from students to instructors (including TAs), and from students to staff, must originate from the student’s own
McMaster University e-mail account. This policy protects confidentiality and confirms the identity of the student.
It is the student’s responsibility to ensure that communication is sent to the university from a McMaster account.
If an instructor becomes aware that a communication has come from an alternate address, the instructor may not
reply at his or her discretion.
TENTATIVE SCHEDULE
Date
12 Sept.
Monday
14 Sept.
Wednesday
19 Sept.
Monday
21 Sept.
Wednesday
26 Sept.
Monday
28 Sept.
Wednesday
3 Oct.
Monday
5 Oct.
Wednesday
Description/Assignment
Syllabus, Introductions, and the task of defining “Wisdom”
Assigned Reading for Next Class:
1 Samuel 12-17, 23:14-25:1; 2 Samuel 1:1-2:11, (chapters) 6-7, 11-12, 22; 1 Kings 1-2
Context I: The Stories of David
Assigned Reading for Next Class:
1 Kings 3, 5-6, 8-15; 2 Kings 17, 21, 24-25; 1 Chronicles 23:24-32
Context II: Solomon’s Greatness; the Decline and Exiles of Israel and Judah
Assigned Reading for Next Class:
John Ciardi and Miller Williams, “Introduction” and “Chapter One,” in Coursepack
Robert Alter, The Art of Biblical Poetry (Basic Books, 1985), 3-26
“Poetics” Inside and Outside of the Bible
Assigned Reading for Next Class:
Christopher Alexander, “The Quality without a Name,” in Coursepack
Genesis 1-3, Exodus 25-31 and 35-40 (skim)
Raymond Van Leeuwen, “Cosmos, Temple, House,” in Coursepack.
The Broad Setting of “Biblical Wisdom”: the Structure of Creation
Assigned Reading for Next Class:
Proverbs 1-9
R. Van Leeuwen, “In Praise of Proverbs,” in Coursepack
Introduction to “Proverbs” in the Harper Collins Study Bible (HCSB), 849-51
Proverbs: A Solomonic Compilation of Wisdom
Assigned Reading for Next Class:
Proverbs 10-24:34
Clements, Wisdom for a Changing World, 15-35
Proverbs (cont.)
Assigned Reading for Next Class:
Proverbs 24-29
Clements, Wisdom for a Changing World, 37-55
Proverbs (cont.)
Assigned Reading for Next Class:
Proverbs 30-31
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Clements, Wisdom for a Changing World, 57-77
A. Wolters, “Nature and Grace in the Interpretation of Proverbs 31:10-31,” in Coursepack
10 Oct.
Monday
12 Oct.
Wednesday
17 Oct.
Monday
19 Oct.
Wednesday
24 Oct.
Monday
26 Oct.
Wednesday
31 Oct.
Monday
2 Nov.
Wednesday
7 Nov.
Monday
9 Nov.
Wednesday
**QUIZ 1**
Proverbs (cont.)
Assigned Reading for Next Class:
Psalms 1-2, 5, 36, 91, 129
C. Westermann, “Introduction: Theology of the Psalms,” in Coursepack
Two Paths: The Program and Canonical Setting of the Book of Psalms
Assigned Reading for Next Class:
Psalms 32, 33, 34, 37, 49, 111, 112
Introduction to “the Psalms” in HCSB, 732-35
“Wisdom” Psalms: Internalizing Biblical Wisdom
Assigned Reading for Next Class:
Psalms 48, 87, 132, 137
The City and House of God in the Psalms
Assigned Reading for Next Class:
Psalms 8, 19, 119:1-32 and 57-97, 136, 148
Creation, Torah, and the Resplendent Revelation of God
Assigned Reading for Next Class:
Psalms 15, 24, 37, 112, 128 and 30, 51, 116, 128, 139
The Psalms on Human Conduct/The Individual and the Lord of Israel
Assigned Reading for Next Class:
Psalms 82, 93, 76, 110 and 94, 39, 40, 42, 44
King and Judge of Heaven and the Earth/An Unjust God
Assigned Reading for Next Class:
Jeremiah 7
2 Kings 24-25 (review)
Lamentations
Introduction to “Lamentations” in HCSB, 1085-86
Lamentations
Assigned Reading for Next Class:
Job 1-10
Introduction to “Job” in HCSB, 692-93
C. Newsom, “The Book of Job as Polyphonic Text,” in The Book of Job (Oxford: Oxford University Press,
2003), 1-31
Righteous Job and His Test
Assigned Reading for Next Class:
Job 11-28
Newsom, continued
[Perhaps we will also read “Like the Book of Job,” at
http://www.christianitytoday.com/ct/movies/interviews/2009/johnhillcoat-nov09.html
**QUIZ 2**
Job and His “Friends”: The Discussion Continues
Assigned Reading for Next Class:
Job 29-42
Read: http://www.nobelprize.org/nobel_prizes/peace/laureates/1986/wiesel-lecture.html
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14 Nov.
Monday
16 Nov.
Wednesday
21 Nov.
Monday
23 Nov.
Wednesday
28 Nov.
Monday
30 Nov.
Wednesday
Job Gets an Answer (sort of)
Assigned Reading for Next Class:
Ecclesiastes (Qohelet)
Introduction to “Ecclesiastes” in HCSB, 890-92
C. Bartholomew, “Qohelet in the Canon Current Trends in the Interpretation of Ecclesiastes,” Themelios 24:3
(1999): 4-20
Available online at: http://www.biblicalstudies.org.uk/pdf/qoheleth_bartholomew.pdf
**PAPERS OR PROJECTS DUE**
Ecclesiastes (Qohelet)
Assigned Reading for Next Class:
Esther
Introduction to “Esther” in HCSB, 680-81
After reading the Hebrew version please read Additions A, C, D, and F of the Greek (I will explain further in
class…)
Esther
Assigned Reading for Next Class:
Song of Songs/Song of Solomon
Introduction to “The Song of Solomon” in HCSB, 903
A. J. Heschel, “Duties of the Heart,” Heavenly Torah, 189-207
Song of Songs
Assigned Reading for Next Class:
Selections from either A. Astell, The Song of Songs in the Middle Ages or E. Ann Matter, The Voice of My Beloved
on Medieval Interpretation of the Song of Songs
Finishing Song of Songs and Looking Back over the Course
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