THE BIBLE AND ITS INFLUENCE ON WESTERN CULTURE
REL 204-Winter 2003
There are two main goals related to this course of
study. The first is to serve as an
introduction to some of the major elements of the biblical traditions as placed
in their cultural and historical context.
The second is to increase awareness of the Bible’s influence on Western
Culture. Concurrent with these two
formal goals are general educational goals of sharpening critical thinking,
problem solving, improving skills in written communication, and a recognition of how the value systems of a people continue
to influence the present and impact the future of a society.
Instructor: Dr. Robert B. Smith, 372 Millett Hall, 775-3062. The best way to contact me is by e-mail: robert.b.smith@wright.edu. This syllabus is available on my faculty web page: http://www.wright.edu/~robert.b.smith.
Office hours by appointment.
Class Procedure: Classes will be devoted to discussions of the readings and
supplemented by lectures.
Requirements:
1. Class attendance: Only exceptional circumstances would justify
missing class, and arrangements would need to be made ahead of time. Students must come prepared to participate in
class discussion having completed the relevant readings. At the end of each session, a study sheet
will be distributed. This sheet must be
competed and returned at the time of the next class. It is the student’s responsibility to acquire
a study sheet which will only be
accepted in the class when it is due.
This is accounts for 30% of the final grade. No exceptions. In this course your Bible is the major
textbook, and you are expected to have it with you for class participation. When readings are assigned, the notes in The New Oxford Annotated Bible (TNOAB)
are considered a part of that assignment.
2. Report: This is a writing intensive course requiring a short research paper (4-5 pages) on a specific topic. Your choice of topic and a thesis is due January 22nd. A first draft will be due on February 5th. The draft will be returned to you by February 19th, and your final draft will be due on March 3rd. Instructions and suggested topics are listed below. This report will account for 20% of your final grade, and will largely determine whether you pass the “Writing Across the Curriculum” portion of the class. Your written answers on the study sheets will also be a factor in whether you receive credit for the writing portion of your grade.
3. Examinations: There will be two examinations. The mid-term will count for 20% of the grade and the final will be worth 30%. Each will consist of objective questions and one essay. Your best preparation for the final will be the completion of all the study sheets and attendance at lectures.
4. Textbooks: Stephen Harris, Understanding the Bible (Fifth Edition).
The New
Deuterocanonical Books (Edited by: Bruce Metzger and Roland Murphy)
5. General notes: You will be graded on what you know, not on what you believe (or whether you agree with the instructor). You are expected to master the biblical data and to attain an analytical perspective on that data and to attain an analytical perspective on that data and its influence on Western civilization. Sometimes this analytical perspective will be disconcerting to your faith perspective (other times, it may enhance it), but the course is not designed to challenge or support your faith. You must, however, demonstrate an awareness of historical and cultural differences which affect present understandings of the ancient texts, and how the Bible itself has influenced Western thought.
January
6 M Looking Over a Time Gap: The Bible as an ancient, oriental literature.
A brief overview of the form and structure of the Bible within various faith
traditions and the making of ancient books will be offered. An introduction to the
historical/cultural approach to interpretation and discussion on translations and the
politics of power is also included.
8 W Words, Words, Words: The use of language in the structuring of thought. The
Western world has inherited an affinity for abstraction. Hebrew is a picture-
language. How do these two worlds of language interact in biblical interpretation?
Read: Psalm 42; Genesis 4:1-16; Harris, Chapter 1.1-1.5 (pp. 1-6)
10 F Saga vs. History: What is considered primary, the meaning or the event? In this
class we shall examine the role of storytelling in the formation of community.
Read: Genesis 6:1 - 9:17; Harris, Chapter 1.13-1.17 (pp.25-33)
13 M Motifs From the Time Before Time: Genesis 1-11. In this first presentation we
will approach the creation story as a theological narrative rather than as a science.
What does the text tell of the purpose of God and the relationship of the human
family to the earth? How have differing interpretations colored attitudes toward
eco-justice?
Read:
Genesis 1:1 - 2:25; Psalm 8; Harris,
15 W Motifs From the Time Before Time: Genesis 1-11 (continued). Humanity
redefines itself by trying to take what it has already been given. Is the serpent the
cause or the excuse? How can you maintain the concept of God’s sovereignty in
the face of the presence of evil?
Read: Genesis 3:1-24; Harris, pp.100-104
17 F The Journey Begins: The Age of the Patriarchs. During a wave of migrations
from the east, one family sets out on a pilgrimage.
Read: Genesis 12:1-9; 15:1-20; 16:1-6; 18:1-15; 21:1-19
20 M Martin Luther King, Jr.
Day (No class)
22 W Fathers and Mothers: The Jacob cycle. (Report topic is due.)
Read: Genesis 27:1 - 28:22
24 F Sons and Brothers: The Joseph cycle.
Read: Genesis 37:1-36 41:46 - 45:15
27 M Mid-term Examination
29 W Duel of the Gods: A king seals his doom.
Read: Exodus 1:15 - 2:22; 3:1-15
30 F Passover: An event beyond time. Recitation and ritual in the formation of
community.
Read: Exodus 12:21-42; Deuteronomy 26:4-11; Harris, pp. 121-123
February
3 M Moses and the Covenant:
Read: Exodus 20:1-17; Exodus 32:1-20; Exodus 33:7 -34:10; Harris, pp.124-127
5 W Wilderness Wandering: Two views. Is it a punishment, or the golden age?
The Tabernacle presence (First draft is due.)
7 F Conquest of the Land and the Rise of the Judges: An uneasy time.
Read: Joshua 4:1-24; Judges 6:11 - 7:23; I Samuel 3:1-21; Harris, pp. 149-57
10 M Voices Nearly Mute: The Story of Ruth and Naomi.
Read: Ruth; Harris, pp. 257-259
12 W To Be Like the Nations: A crisis in leadership or redefinition of faith?.
Read: I Samuel 8:1-22; I Samuel 28:3-19; Harris, 161-172
14 F Saul, David, and the
Institution of the
Read: I Samuel
17 M The Writings: Poetry, proverbs, and the teaching of the wise. Translating the
experience of God into the life of the people.
Read: Proverbs 1:7; 8:1-36; 11:1, 24 Psalm 46; Psalm 84
Characteristics of Hebrew Poetry, pp. 392-397 (TNOEB)
19 W Divided Kingdom and the Rise of Prophesy: A people at the crossroads of
world power. Reliance on treaties and alliances endangers the covenant people.
Prophets challenge the status quo, and clarify the way of faith.
Read: I
Kings 17:1-24;
21 F Exile and Restoration: An apocalyptic vision.
Read: Harris, pp. 285-293 Psalm 137
24 M The Inter-testament: The world is conquered, but there is no peace.
Read: Harris, pp. 316-333
26 W The Form and Structure of the New Testament: Its background, growth, and
content.
Read: Harris, 351-363
28 F Prophetic
Tradition of the New Testament: John the Baptist and Jesus.
Gospels as Jesus in the memory of the early church.
Read: Luke 3:1-22; 4:1-37
March
3 M Peasant teachings and Revolutionary Times: Jesus’ critics find fault, the people
give praise.
Read:
Luke 15:1-32 Luke 16:19-31 (Final draft is due.)
5 W The Little Apocalypse: Is it the end of the world or just what it says? Before
jumping to conclusions, look at the context and the imagery. Seem familiar?
Read:
Mark 13:1-37 Daniel
7 F Events Overtaking the Times: The proclamation of the kerygma inaugurates a
community of faith.
Read: Acts 1 & 2
10 M Meaning Overtaking Events: The Apostle Paul. Some observers of Western
culture attribute the Apostle Paul with greater influence than Jesus. In fact, the
term “Pauline Christianity” is used to delineate the teachings of this man who, in
all likelihood, never met Jesus of Nazareth.
Read: Harris, pp.459-469
Romans
8:1-39; Philippians
2:1-11; Galatians:
12 W Images of the Kingdom: Christianity Under Persecution.
Read: Revelation 1:1-8 Revelation 21:1 - 22:21
14 F Ancient Motifs and Modern Myths: The present reality of the biblical witness
FINAL EXAM: Wednesday, March 19,
The following report topics are suggested. These topics will be addressed in the early lectures, which should assist you in the formation of your thesis. If you wish to report on another topic, please speak with your instructor to make sure that it fits within the parameters of the assignment. If you wish to review a book, Dr. Smith has a bibliography from which you can choose. Here are the suggested topics:
1)
Trace the influence of Bible translations on political
and social attitudes and directions.
(For example, the King James Version on the newly formed
2) How have interpretations of the creation story shaped attitudes toward ecological responsibility for the planet?
3) Identify and discuss possibilities and pitfalls of interpreting a book written in an ancient “picture” language to a world enamored with scientific accuracy.
4)
Parts of the
Your essay should have a
clear title, and an opening paragraph that states your thesis. Reports must be typed and sources cited
according to standard term paper conventions.
Grammar, spelling, and content will all be considered in determining
your grade, and while a short paper is not expected to be exhaustive, your
arguments must show clarity of thought and expression. PLEASE
make sure to acknowledge your sources, and avoid citing historical facts or
interpretations from memory. There is a
real gap between the “street version” of history and actual documentation. (For example, students write that the
The following is offered to guide you in the process of writing an academic paper:
How to Write a Term Paper
I. Collecting Information
Opinion
is a fine thing, but in an academic paper your opinions are only worthwhile if
they are backed up by facts and arguments. You must collect information, and,
since many topics will be new to you, it is worthwhile looking at the work and
opinions of more than one author. You should begin with background reading
related to the topic or area of study.
Use the library as a source of information. Make it a top priority to
learn how to find a book in the Library.
While the use of the Internet is popular, make sure you know whether the
sources you select are authoritative.
There are many sites online which are set up as an outlet for opinion
rather than information.
II. Recording Information
Take notes when you are doing your background reading. This will help you get your main points in
order. Identify quotes from your sources
which you may want to include in the paper.
Make sure to record all the publication/source information so that the
page can be referenced in your text and listed in your bibliography.
III. Defining the Topic
After
you have read as much as you need, DO NOT just start to write. Think about what
you have read and consider what points your would like to make in your
paper. Develop your thesis, that is, a
statement which clearly defines your topic.
This will make writing your paper much easier. An unclear thesis means that the paper will
be weak and unfocused.
IV. The Plan
Outline
the ways you can present your topic and your ideas. You might use a short
phrase or a word to indicate the topic of each od a series of paragraphs. Each paragraph will serves as a step in a
logical progression toward the defense your thesis. The final paragraph will be a summary of your
whole discussion and show how it has confirmed the opening hypothesis.
V. Writing and Editing
You
cannot expect to just write out a paper and hand it in. The first step is to
create a rough draft. When creating a first draft, you may not wish to stop to
edit or correct spelling and grammatical mistakes. Writing and editing are
different skills, and, at least initially, getting your ideas out is the first
step. Even though you may think what you are writing is awkward or stupid, once
you have your ideas down on paper then you can go back and improve what you
have written. As you edit, you can correct grammar and smooth out sentence
construction. Your goal ought to be
making sure that you are getting your meaning across to the reader.
VI. Style
Good
grammar is essential in an academic paper.
Below are a few common errors that you should avoid:
·
Its and It’s Its is the possessive form of it (as is his or her). It’s
is the contraction for it is.
·
Apostrophes are not used to make words plural. Apostrophes are used to make a noun
possessive. In the phrase the professor’s books, the words
indicate that a single professor has more than one book. When a word ends in an “s”, it is made
possessive by adding an apostrophe. In
the phrase the professors’ books, the
words indicate that more than one professor has more than one book.
·
The use of first person pronouns should be avoided. Use “I” and “me” only when necessary to avoid
confusion. The same is true with the use
of slang. A research paper requires a
certain level of objectivity which can get lost in a document that is too informal.
·
Improve the readability of the document by using active verbs. Avoid words that add color, but not meaning
(for example: “unbelievable”, “incredible”, “literally”, “pretty”, etc.).
·
Capitalize the first word in the sentence and proper nouns. Capitalize words such as “President” or
“King” when they refer to specific people.
Do not capitalize pronouns just because they are used to refer to
God. It may seem pious, but it is not
grammatically correct.
·
Short quotations must be within quotes and referenced. Longer quotes should be indented and single
spaced. Always, the source of the
quotation must be cited.
VII. Finishing Touches
Before
you hand a paper in make sure it is in the proper form. Correct any spelling
and grammatical errors, and make sure all your references are cited properly.
Add a bibliography which includes the works you cited and any background
reading which helped shape the content of your paper.