5040 Pentateuch Syllabus
Spring 2015, March 2-7
Instructor: Lance Hawley
Email: lancerhawley@gmail.com
Phone: (608) 509-8977
Monday-Friday 8:00-10:55 a.m. and 1:00-4:15 p.m.
Saturday 9:00-11:00 a.m.
“Open my eyes, so that I may behold wondrous things from your torah.” - Ps 119:18
COURSE GOALS
The corpus of our study is the first five books of the Hebrew Bible: Genesis, Exodus, Leviticus,
Numbers, and Deuteronomy. This course has three interdependent goals, each representing a
unique aspect of Pentateuchal studies. We approach the text with all three of these in mind at
once, not as independent segments of study.
1. To read and interpret the Pentateuch in light of its ancient Near Eastern and canonical
contexts. We will consider multiple scholarly approaches to the Pentateuch, including
History of Religions, Reception History, Source Criticism, and Narrative Criticism, as
means to evaluate and interpret particular texts.
2. To identify and synthesize theological and rhetorical emphases in particular texts and
theological themes that run throughout the Pentateuch.
3. To draw attention to our present interpretive community as we participate as readers and
practitioners in the life and tradition of Torah. I hope that this class makes us all better
readers, interpreters, and executors of Scripture.
READINGS
Required Texts
1. Ska, Jean-Louis. Introduction to Reading the Pentateuch. Translated by Pascale Dominique.
Winona Lake, IN: Eisenbrauns, 2006.
2. Alter, Robert. The Art of Biblical Narrative. Revised and Updated. New York: Basic Books,
2011. (older edition is fine too)
OR (If you have previously read Alter’s work, you may read Bar-Efrat’s book instead.)
Bar-Efrat, Shimon. Narrative Art in the Bible. London: T & T Clark, 2004.
3. George, Andrew, trans. The Epic of Gilgamesh: A New Translation. Penguin Classics.
London: Penguin Books, 2003.
4. An English translation of the Bible. Your assigned reading begins with the biblical text itself.
You should read the entire Pentateuch prior to our class meetings. I will be working from the
NRSV and supplement our discussion with observations from the Hebrew text. Feel free to use a
different major committee based translation that you would like. Ask me if you are unsure about
your translation. You will be responsible for pointing out important differences in translation in
the course of our discussions. Hebrew is not required for this course, but if you have taken
Hebrew, please take the time to look up important texts and formulate questions for class
accordingly. You should also choose a Bible in which you feel good about writing notes (see the
Final Exam instructions).
Textbooks can be ordered through a link on the HST website. The Textbooks tab can be viewed
on the navigation bar on any page of the website. Check the book list provided under the
Textbooks tab (http://hst.edu/students/textbook-services/) for correct ISBN’s and editions to
insure correct ordering. A link provided there will take you to Amazon where you will only need
to enter the ISBN to order your books. By going through our website, HST will receive some
credit from the order. Thanks for your support.
Required Articles and Book Chapters
The following readings are available on Canvas or ATLA
Finkelstein, Israel and Amihai Mazar. “Using Archaeology to Assess the Bible’s Traditions
about ‘The Earliest Times.’” Pages 37-65 in The Quest for the Historical Israel: Debating
Archaeology and the History of Early Israel. Edited by Brian B. Schmidt. Atlanta: SBL,
2007.
Hallo, William W. and K. Lawson Younger, Jr., eds. Context of Scripture: Canonical
Compositions from the Biblical World. Vol. 1. Leiden: Brill, 2003.
Hendel, Ronald. “The Exodus in Biblical Memory.” Journal of Biblical Literature 120 (2001):
601-620.
Kugel, James L. The Bible as It Was. Cambridge, MA: Harvard University, 1997. Pages 1-49,
65-82.
Levinson, Bernard M. “The Right Chorale: From the Poetics to the Hermeneutics of the Hebrew
Bible.” Chapter 1(Pages 7-39) in “The Right Chorale”: Studies in Biblical Law and
Interpretation. Forschungen zum Alten Testament 54. Tübingen: Mohr Siebeck, 2008.
Miller, Patrick D. “God and the Gods: History of Religion as an Approach and Context for Bible
and Theology.” Pages 365-396 in Israelite Religion and Biblical Theology: Collected
Essays. JSOT Supp 267. Sheffield: Sheffield Academic Press, 2000.
__________. “The Place of the Decalogue in the Old Testament and Its Law,” Interpretation 43
(1989): 229-242.
__________. “The Way of Torah.” Pages 497-507 in Israelite Religion and Biblical Theology:
Collected Essays. JSOT Supp 267. Sheffield: Sheffield Academic Press, 2000.
Rendtorff, Rolf. “Is it Possible to Read Leviticus as a Separate Book?” Pages 22-35 in Reading
Leviticus: A Conversation with Mary Douglas. Ed. John F. A. Sawyer. JSOT Supp 227.
Sheffield: Sheffield Academic Press, 2000.
Recommended Reading
In addition to Ska, you may find the following introductions helpful for theological themes and
outlines of the Pentateuchal books. I encourage you to read through/consult one of these as you
read the biblical text. This will aid you in preparing for our discussions and the final.
Fretheim, Terence E. The Pentateuch. Nashville, Abingdon, 1996.
Mann, Thomas W. The Book of the Torah: The Narrative Integrity of the Pentateuch. Louisville:
Westminster John Knox, 1988.
McEntire, Mark. Struggling with God: An Introduction to the Pentateuch. Macon, GA: Mercer
University, 2008.
COURSE REQUIREMENTS
1. “Reflection” paper (20%; due Tuesday, March 3) – Write an 8-10 page reflection on
the nature of the Pentateuch as Scripture based on the readings, especially Ska, Alter, and
Levinson. This is called a “reflection” to emphasize that it a synthesis of your ideas and
not a report about what other scholars think. However, you must support and exemplify
your arguments with specific texts from the Pentateuch. I also expect to see selective
interaction with the assigned readings. As with any paper, cite your sources. You will
hand in a hard copy of your paper following our discussion on Tuesday morning, March
3. The paper should address questions such as:
a. What is the Pentateuch?
b. Why was it written?
c. How does its compositional history matter for its status as “Scripture”?
d. How does its function within ancient Israelite and second Temple Jewish
communities matter for you and your current Christian community.
2. Mark-up and presentation of narrative text (20%) – Each student will select a
narrative text from Genesis 12-50 or from Exodus and present a “mark-up” of the text in
class (currently scheduled on March 3 and 4). The mark-up is a visual literary analysis of
a narrative unit that includes observations about characterization, repetition, direct
speech, the role of the narrator, and other literary features found in your text (See Alter or
Bar-Efrat and examples on Canvas). Each student will distribute their mark-up to the
other students at the time of presentation, either by printing color copies for everyone or
by presenting it on the LCD projector. We will allow ten minutes or so for each
presentation and 5 minutes for discussion. It is up to you as the reader to select a text
(10-20 verses) and notify me of your selection no later than February 20. This is first
come, first serve; once a student has selected a text, it is unavailable for other students, so
that we have one student per text.
3. Final exam (25%; Saturday, March 7) – Students will be asked to outline one of the
books of the Pentateuch and discuss its critical interpretive issues and major theological
themes. This is an open Bible test. Students should prepare for all five books by taking
notes in their Bibles as they read. The only question/instruction will be: “Describe and
discuss the structure and major theological themes of the book of __________. Support
your points with evidence from biblical texts. Take into account the critical issues raised
in our readings and in our class discussions. You have up to two hours.”
4. Research paper (25%; due Friday, May 1) – Choose your own adventure. The paper is
an opportunity for students to explore a theological theme or critical issue in a particular
Pentateuchal text. You may choose to write an exegetical paper that seeks to expose the
contextual/intended meaning of a short text (e.g., the meaning of “in our likeness” in Gen
1:26) or a paper that addresses a theme in a series of texts (e.g., holiness in Leviticus). In
either case, you must address historical-critical issues, considering how they influence the
meaning of the text in its current canonical context. You must consult with me about
your topic and get my approval prior to March 6. I encourage you to get an early start.
The paper is to be 12-15 pages not including bibliography, written in 12 pt Times New
Roman and according to the standards of Turabian’s Manual for Writers and HST’s
Supplement to Turabian. Please attach your paper as a word document and as a pdf and
email it to me by 11:59 p.m. on May 1. Late papers will be downgraded one point per
day.
5. Class participation (10%) – Participation and collaboration are essential components of
scholarship and Christian community. You are responsible to listen attentively, raise
questions, provide feedback, and share insights based on your readings and experiences.
Your grade for this portion is based on your demonstration of serious engagement with
the assigned readings, the lectures, and the student mark-up presentations.
ADDITIONAL POLICIES AND INFORMATION
Communication
The best way to communicate with me is by email. I check it often and expect you to check it as
well for class announcements and additional documents. Although we meet in person in March,
our class officially begins January 20th. Feel free to contact me with your questions any time.
Students with Disabilities
It is the policy of Harding University to accommodate students with disabilities, pursuant to
federal and state law. Any student with a disability who needs accommodation should inform
the instructor at the beginning of the course. Students with disabilities are also encouraged to
contact Steve McLeod, the Associate Dean, at 901-761-1353.
Credit Hour Workload
For every course credit hour, the typical student should expect to spend at least three clock hours
per week of concentrated attention on course-related work, including but not limited to time
attending class, as well as out-of-class time spent reading, reviewing, organizing notes, preparing
for upcoming exams, problem solving, developing and completing projects, and other activities
that enhance learning. Thus, for a three-hour course, a typical student should expect to spend at
least nine hours per week dedicated to the course.
Academic Integrity
Academic dishonesty in all its forms is inconsistent with Christian faith and practice, and will
result in penalties which could include a failing grade for the assignment, a failing grade for the
course, dismissal from the course, and even dismissal from the school.
Library Resources
If you have not taken 5990 (Advanced Theological Research) or 5770 (Research in Counseling),
or took either class more than a year ago, go to the HST Web site (www.hst.edu) for information
concerning library services to students. Under the “library” tab you will find a link to and
instructions for searching the HST online catalog (called Quest). There are also instructions for
using the following databases available through the library: OCLC FirstSearch, EBSCOhost,
Infotrac, PsycINFO, and Religious and Theological Abstracts. Contact the library for passwords
to these databases. Also available are the research guides distributed in 5990 and 5770. These
annotated bibliographies list basic tools you will find helpful in your research.
GRADING SCALE
A = 90-100
B = 80-89
C = 70-79
D = 60-69
F = < 60
SCHEDULE OF TOPICS AND READINGS
Monday, March 2
Session 1 – Introduction to reading the Pentateuch; Genesis 1
Critical topic: History of Religions (ANE backgrounds to Primeval narratives)
Theological topic: Genesis 1 as a trajectory story (its relation to the whole Torah)
Readings:
Hallo, Context of Scripture, 245-250 (CTA 2-CTA 3i 22); 255-262 (CTA 4-CTA 4 vii
25); 390-402 (Enuma Elish); 450-452 (Atra-hasis); 461 (Birth of Sargon)
George, Epic of Gilgamesh, Read the summary introductions for tablets 1-11. Read all of
tablets 1, 5, 6, 7, 10, and 11.
Miller, “God and the Gods,” 365-396.
Session 2 – Genesis 2-3
Critical topic: Reception History (the history of interpretation of Gen 2:4b-3)
Theological topic: On being human: sin and discerning between good and evil.
Readings:
Kugel, 1-49, 65-82.
Tuesday, March 3
Session 1 – Genesis 6-9
Critical topic: Source Criticism and the Pentateuch
Theological topic: God hits the restart – the collapse of creation and recreation
Discussion based on “reflection” papers:
“What is the Pentateuch and who are we to read it?”
Readings:
Ska
Alter/Bar-Efrat
Levinson, 7-39.
Session 2 – The Patriarchs
Critical topic: Narrative Criticism and the Bible
Theological topics: Covenant; promise; the efficacy of blessing
Student presentations of mark-ups for Genesis texts
Wednesday, March 4
Session 1 – Exodus: From Egypt to Sinai
Critical topic: Historicity and the exodus
Theological topics: Yahweh’s call of Moses; Pharaoh’s hard heart
Readings:
Finkelstein and Mazar, 37-65.
Hendel, 601-622.
Student presentations on mark-ups for Exodus texts
Session 2 – Exodus: Sinai, the making of a people
Topics: Law and identity; accommodating the presence of God
Readings:
Miller, “The Place of the Decalogue,” 229-242.
Thursday, March 5
Session 1 – Leviticus, Sinai continued
Critical topic: Redaction - The Holiness Code and the Priestly laws
Theological topic: Holiness and ethics; what can we learn from the animals? Leviticus 11
and the Priestly agenda; Lev 19, loving one’s neighbor in the context of Leviticus
Readings:
Rendtorff, 22-35.
Session 2 – Numbers and Deuteronomy (after Sinai)
Critical topic: The structure of Numbers
Theological topics: Blessings and Curses (Numbers 6 and Balaam blessings); trouble in
the desert
Friday, March 6
Session 1 – Deuteronomy, the Law again and again
Critical Topics: The reinterpretation of the law (legal hermeneutics); Idolatry in ancient
Israel
Theological Topics: God and the outsiders (poverty and biblical law); Only one Yahweh
(the Shema and Kuntillet ‘Ajrud inscriptions)
Session 2 – Finish Deuteronomy; The Pentateuch as Torah
Reading:
Miller, “The Way of Torah,” 497-507.
Saturday, March 7
Final exam 9-11 a.m.