old testament Theology

UNIT 1 DAILY ASSIGNMENTS FOR THL 217-A & B (2.00 & 3.30pm) Spring 2016

Revised Feb 4, 2016

HOW TO USE THIS DAILY ASSIGMENTS DOCUMENT

Two textbooks ( listed below), plus a modern Bible, are required for this course. In addition, other documents and online readings are required as part of the course. When you are asked to read a certain document, instructions for finding it will be given as well.

Birch, Bruce C. What Does the Lord Require?: The Old Testament Call to Social Witness. Westminster John Knox Press. 1985. ISBN-10: 0664246303 or ISBN-13: 978-0664246303

Donahue, John R. Seek Justice That You May Live: Reflections and Resources on the Bible and Social Justice . Paulist Press. ISBN: 978-15876-8363-3 or ISBN-10: 0809148749 or ISBN-13: 978-0809148745

Abbreviations. When a page number has an a, b, c, or d, this means the first, second, third, or fourth quarter of the page. For example, "Birch, 24b" means page 24, in the second quarter of the page.

Online documents and readings are posted on Blueline. Click on "Modules" (in the Course Menu); in the module “Online Documents and Readings for Unit 1,” click on the assigned reading.

Daily readings. Daily preparation in the form of assigned readings in the textbooks is required as preparation for each class. Reasons: [a] you will get more out of each class session by doing this preparation; [b] we will have more time for good discussion in class; and [c] we can't cover everything in class anyway, so this prep. is course knowledge from your out-of-class teachers (your textbooks and online readings).

The study questions. The study questions are meant to guide your understanding of the daily readings. Come to class prepared to discuss them. Taking notes on them for yourself is a good idea. But they are not for written submission.

Self-Introductions. Please introduce yourself to the class and to me, with a short paragraph or two about yourself. Include your home town, major and minor, interests, activities, experiences--anything that would help the rest of us begin to know who you are and where you are coming from. Then follow with a little about your experience with the Old Testament--things like where you have learned about it, how much contact you have had with it, and what you are hoping to get from the course. (This will help me to tailor the course to your interests and deliver a class that will serve you better.) My own is in "About the Instructor" (in the "Course Information" module at the top). It's sort of pompous and self-important, but sometimes I'm a real person.

· Click on "Discussions" (in the Course Menu), then on "Self-introductions."

· Due Wed Jan 13.

Wed Jan 13 Class 1

We will hit the ground running today with a full and solid learning agenda. Come to class totally prepared to discuss the assigned readings and study questions below. (This is not a written assignment for turning in, but taking notes for yourself will be worthwhile.)

Syllabus. Read the course description and requirements in the syllabus (on Blueline, in the “Course Information” module) so you will know what you are committing to by taking this course. Questions? Bring them to class.

What is the Old Testament, and Why Study It? Class discussion.

· As one guide to your thinking, read and absorb the online document: “Studying the Bible,” by John Barton and John Muddiman. [Reminder: click on "Modules" (in the Course Menu); find the module “Online Documents and Readings for Unit 1”; click on the assigned reading from the list.]

Meet the Old Testament (the "Hebrew Bible").

· Read and absorb the online document: “Contents of the Old Testament,” by John Barton. This is a more academic description. Still, what did you find interesting or unexpected or surprising here?

· Now read and absorb Birch, 13-18. This describes a more faith-based approach. What did you find interesting or unexpected or surprising here?

· Come to class prepared to discuss all of the above, that is, the key topics and themes, the two lists of questions, and what you found interesting or unexpected.

· Did you know that there are actually two forms of the Old Testament, and both of them are in use to this day? For a short summary, see the online document “Two Forms of the Old Testament.”

How (and How Not) to Read the Old Testament.

· Read and absorb the online documents: “Biblical Criticism,” by John Barton and John Muddiman; and “Post-Critical Movements,” by John Barton and John Muddiman

· Why should we read the Old Testament "critically," that is, analytically?

· Why should we NOT read it ONLY critically?

· Does any of this undermine the credibility of the text as Scripturefor sacred use?

The Basic Storyline or "Meta-narrative" of the OT.

· Why meta-narrative? The OT collection of writings was arranged from very early to produce a long continuous storyline. To understand anything that happens within it, we need to know the whole story.

· Read the online document: "Shortest Form of the Old Testament Meta-narrative." Get a basic take on what is happening in the OT as a story as far as the Babylonian Exile, because this is important already for understanding the Book of Genesis. Note the section titled “Part Four: In the Babylonian Exile,” and in particular this highlighted sentence: “Result: to understand many of the writings of the Old Testament, we need to picture them addressing the issues of the Israelites in exile.”

· So get a good basic grasp of this storyline. We will be using the longer form in almost every class session for the whole semester, and you will need it as a study guide for every exam and paper.

What is Social Justice in the Bible?

· For a summary of basic vocabulary, first read the online document “Terminology: Force, Violence And Social Justice.”

· Then read and absorb core selections on this subject in Donahue, 8c-9a (starting at “The Catholic understanding” and ending at “their own vital commitments”); and p. 13, the middle paragraph (starting at “Biblical justice” and ending at “various hierarchies (ibid., 49).”

Mon Jan 18 Class 2

Meet the Book of Genesis, the Story of Beginnings.

· Read and absorb the short online document: “Genesis - Introduction,” by R. N. Whybray.

· What are the main points here which will help us understand the Book of Genesis as a whole?

Cosmic and Human Origins: Two Stories About Beginnings.

· The first two stories in the Old Testament are both about origins. They are often studied separately, but they should also be studied together because the editors of Genesis put them in there side-by-side. We will do both, in that order.

Cosmic Origins: The Creation Story in Genesis.

· Bible reading: Genesis 1:1-2:3.

· Read the online document: "The Creation Story and Social Justice."

· What are the main points in these readings which will help us understand the Creation Story?

· What traditional interpretations or misunderstandings of the Creation Story might need revising?

Early Humanity: The Garden of Eden Story.

· Read Genesis 2:4-3:24.

· Read the online document: "The Garden of Eden Story and Social Justice."

· What are the main points here which will help us understand the Garden Story?

· What traditional interpretations or misunderstandings of the Garden Story might need revising?

The Two Origin Stories, Taken Together.

· Read Birch, 18-29.

· Read Donahue, 28d-32c [beginning with “It is customary” and ending with “toil is its consequences”]

· In these two readings, plus what we have already seen studying the two stories or origins, what might relate to social justice or related issues?

· What has Pope Francis said on creation and human moral responsibility? E.g., in the document “Laudato Si.” Get online and find out [i.e., do a Google search or equivalent].

Wed Jan 20 Class 3

What were Empires like in the Biblical Period?

· For an understanding of this important background to Genesis and to most of the Old Testament, read the first part of the online document “Salvation Geography in the Book of Genesis,” up to the section “II. Dark Side of the City.”

Ideals and Violence in the Primeval Cycle: From Cain and Abel to the Tower of Babel.

· Read Gen 4-11.

· Symbolic geography begins to play a role in the Old Testament storyline. Read the next portion of the online document "Salvation Geography in the Book of Genesis," from “III. City and Civilization in the Genesis Stories” to "Tower of Babel." What are the main points and ideas here? How might they help us understand the storyline at this point, plus in the rest of the Old Testament?

· Read Birch, 30-31.

· Read Donahue, 32c-35c, beginning with “The narratives of Genesis 4 – 11” and ending with “theology of social justice”.

· For understanding the Flood story, note the important vocabulary found in the online document “Flood Story Important Vocabulary.”

· What might be considered to have enduring value? What might relate to social justice or related issues?

Mon Jan 25 Class 4

The Ancestral Saga and the Mission.

· Read Gen 12-50.

· Read Birch, 33-37b.

· Read the online document: "Meta-narrative (Major Story Line) of the Old Testament," up to the section "From Abraham and Sara to a Coffin in Egypt (Gen 12-50)."

· What is happening in these chapters as a story? What is the trend or direction of thought and action?

· Symbolic geography begins to play a role in the Old Testament storyline. In the online document "Salvation Geography” read the section from "Ancestor (Patriarchal) Narratives" to the end. What are the main ideas here? How might they help us understand the storyline at this point, plus the rest of the Old Testament?

Desert Background. The desert context for these stories plays an important role.

· Read selected parts of the online document "Desert Themes in the Bible," the sections titled: Desert; Introduction; Negev; Conditions and lessons; and Abraham to Joseph.

· Read the online document "Desert Living: The Traditional Bedouin Way of Life."

· How does knowledge of the desert context help us understand what is happening?

· What misunderstandings or traditional interpretations of this section might need revising?

· What might be considered to have enduring value?

Wed Jan 27 Class 5

Justice and Violence in the Exodus Story. One of the most dramatic, famous, and beloved stories in the entire Old Testament is the saga of the Israelites escaping from empire slavery in ancient Egypt, led by their extraordinary leader, Moses.

· First read the story itself in Exodus chapters 1-18. What is happening in these chapters as a story?

· Read the online document Exodus: The Story and Its Meaning.. What are the main points and ideas here? What might relate to social justice or related issues?

· Read Birch, 37b-48. and Donahue, 35-40. Again, what are the main points and ideas here? What might relate to social justice or related issues?

· The desert context continues to play an important role. How does it help us understand what is happening?

· What misunderstandings or traditional interpretations of this section of the Bible might need revising?

Social Ethics in the Mt. Sinai Covenant. Another of the most famous stories in the Bible is what happens at Mt. Sinai, even though nothing seems to be happening in the way of action drama. God gives a covenant—the famous Covenant at Mt. Sinai. The real subject is social ethics for a new, model community for the human race.

Overview. In the online document "Meta-narrative (Major Story Line). . . ," read the section "Forming the World-Saver Nation (Exodus-Deuteronomy)."

At Mount Sinai: The Famous Ten Commandments.

· Read Exodus 20:1-21.

· What is the function of the Ten Commandments as a whole?

· Which of them might bear on social ethics, and how?

Mon Feb 1 Class 6

At Mount Sinai: Community Regulations (the "Covenant Code" laws) in the Book of Exodus. The Book of Exodus now continues with a collection of rules and regulations for the newly forming nation. It's about three chapters long--about 3 pages' worth in your Bible.

· Read Exodus 20:22 through 23:19, the section which is called the Covenant Code. Try to make sense of these regulations (or "laws"), even if some of them don't seem to make sense.

· What do you notice about these regulations if we picture them as law?

· What kind of beliefs or values might be perceived as their basis?

· Which of them might bear on social ethics, and how?

· Do they contain any timeless voice or meaning?

Desert Context.

· Again, the desert context plays an important role. How does it help us understand what is happening in the Mt. Sinai story?

Wed Feb 3 No Class

No class today so students can attend “Celebrating One Creighton: Interfaith Blessings on the Spring Semester, an interfaith prayer service to bless the Spring Semester. At 3:30 p.m. on Wednesday, February 3 in St. John’s Church.

Mon Feb 8 Class 7

Meet Leviticus: A Holy God, a Holy People. Leviticus is weird. Killing innocent animals, blood and guts all over the place, just to please God. This is the big barrier to reading straight through the whole Bible. People start out with good intentions, and then they hit Leviticus, and the rest is what might have been. But let's give it a chance.

Example Sacrifices. Now read Leviticus 4:27-31. What do you notice about this? Why do it? What does it mean? What beliefs or values might underlie this? Does anything have enduring value?

The Day of Atonement (Yom Kippur). Next read Leviticus 16:29-34. What is this special day about? What does it mean? What kind of beliefs might lie behind it? What its merit, and what enduring value might it have?

The Social Ethics of Leviticus. Finally, read Leviticus 19:9-37. What do you notice here? (For example, can the writer be serious about verses 13 and 19?) What kind of beliefs or values might be perceived behind this? Anything lasting, any timeless principles?

Side by Side. Why are these 3 kinds of things (sacrifices; holy days; social ethics instruction) set side by side in the same book? What might be the effect or message of that arrangement?

Wed Feb 10 Class 8

The Book of Numbers: In the Desert, Toward the Promised Land. Who would think that the barren dry regions of the Middle East might have a message for the world? In the Bible the deserts play a major role as a place where God shows the proper use of power, where people train and prepare to serve their God, and where God makes new beginnings for many people--often in contrast to the temptations of complacency and prosperity in well-watered land. All this comes to focus in, of all places, the Book of Numbers.

Desert Values and Social Ethics in the Bible. Also to prepare for understanding Numbers:

· Read the following sections of the online document "Desert Themes in the Bible": titled: Sinai; Paran; Zin; Kadesh Barnea; Conditions and Lessons; Mt.Sinai and 40 Years in the Desert.

· Again read and now absorb the online document "Desert Living: The Traditional Bedouin Way of Life."

Selections in Numbers. Now read Numbers 10:11 through chapter 14, plus 20:114.

· What is happening in these chapters as a story? How does it function as part of the meta-narrative?

· How does knowledge of the desert context help us understand what is happening?

· What might be considered to have enduring value?

Mon Feb 15 Class 9

End of the Journey: Deuteronomy as Moses' Final Speech and Action. At the end of the 40 year desert period, right on the doorstep to Canaan (the "Promised Land"), Moses gives a series of speeches which review the long story from slavery in Egypt until now. He also gives final advice to his people about their actions and the consequences for their future wellbeing, and this of course is the main point. The Book of Deuteronomy describes all this taking place.

Social Ethics in Deuteronomy. Read selected passages in the Book of Deuteronomy: 5:1-21; 6:4-9; 8:1-18; 10:12-13; and 15:7-18. What do you notice in these passages and how would it fit into the meta-narrative?

Now Choose Life! Why does Moses sound like Robert Frost in Deuteronomy 30:15-20?

Wed Feb 17 Class 10

Focus on the "Promised Land." Read the online document, "Promised Land and Social Justice in Torah." What are the main points in this article? What traditional misunderstandings have arisen about the Promised Land and how might we correct them?

What Does the Bible Say About Foreigners, Immigrants, and Aliens? Read the online document, "Non-Citizens in Biblical Perspective." What are the main points in this article, and what might we find challenging in contemporary America?

Bruce Birch and the Alternative Community. For a thoughtful take on Exodus through Deuteronomy and the implications for a just society, read Birch, 49-62. What are the main points in this reading, and what might we find challenging in the modern world?

John Donahue and the Community Shaped by Justice. For another thoughtful take on Exodus through Deuteronomy and the implications for a just society, read Donahue, 45-63. Again, what are the main points in this reading, and what might we find challenging in the modern world?

Sat Feb 20 10.00am – 11.20am Unit 1 Online Exam

Exam time is 10.00am - 11.20am. See “Unit 1 Instructions for the Online Exam” in the Unit 1 module.

Optional Paper. Note that an option is available for doing a paper instead of the online exam. See "Unit 1 Instructions for the Optional Paper Instead of the Online Exam" in the Unit 1 module.