Hebrew Exegesis OT506
Spring 2014
Richard (Dick) P. Belcher, Jr.
rbelcher@rts.edu
I. Course Description
This course introduces basic tools for interpreting the Old Testament. Attention is given
to a working knowledge of biblical Hebrew and to principles of interpretation as they
inform effective preaching and teaching of the Old Testament.
II.
A.
B.
C.
D.
E.
Course Goals
To increase the student's grasp of basic vocabulary.
To strengthen the student's competence in translation.
To equip the student to handle the issues of Hebrew syntax.
To be able to use the textual apparatus of BHS in analyzing textual variants.
To develop a method for using Hebrew in exegesis and sermon preparation.
II. Textbooks
A. Students may already have the following books, which are required:
1) A Hebrew Bible: Biblia Hebraica Stuttgartensia (Hebrew text only) or Biblia Sacra
(Hebrew and NT Greek)
2) Hebrew Vocabulary Cards (Dillard)
3) W. L. Holladay, A Concise Hebrew and Aramaic Lexicon of the Old Testament
B. Other Required Books:
1) Bill T. Arnold and John H. Choi, A Guide to Biblical Hebrew Syntax
2) E. R. Brotzman, Old Testament Textual Criticism
3) Steven D. Mathewson, "Appendix A: Advanced Plot Analysis," in The Art of Preaching
Old Testament Narrative (APOTN); this text is used in Homiletics II
4) Dennis R. Magary, "Keeping Your Hebrew Healthy," in Preaching the Old Testament
(ed. Scott M. Gibson; Grand Rapids: Baker, 2006), 29-56
5) William R. Scott, A Simplified Guide to BHS (SG)
6) The Trinity Psalter, Crown and Covenant Publications, 1994: purchased through the
RTS Charlotte bookstore
C. Other Resources
1) Christianity Today articles on translation are made available to the students.
2) Recommended: Todd J. Murphy, Pocket Dictionary for the Study of Biblical Hebrew
(Downers Grove, IL: InterVarsity Press, 2003): this book defines terms a student
Hebrew Exegesis Syllabus
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will come across in the study of languages and is not only useful while in seminary
but also for the future.
3. Recommended for students without a computer program (Bible Works, Logos,
Gramcord/Accordance):
a) Tod S. Beale, Old Testament Parsing Guide
b) Benjamin Davidson, The Analytical Hebrew and Chaldee Lexicon
c) Wigram, The New Englishman's Hebrew Concordance, or it may be titled The
Englishman's Hebrew Concordance of OT
III.
Basic Course Structure
A. Hebrew Exegesis is set up as a lab because of classroom participation in reading the
Hebrew, translating the text, and discussing the grammar of the text. It is scheduled to
meet for three hours even though it is a two-hour credit class.
B. Quizzes: the quizzes will be given at the beginning of class. The quizzes will cover
vocabulary, translation, parsing, and possibly questions related to syntax. Any question
on a Worksheet that has an asterisk could be asked on the quiz. Twelve quizzes will be
given; the lowest quiz grade will be dropped. The first time you miss a quiz, for whatever
reason, will be your dropped quiz.
C. Translation: a portion of Hebrew text will be assigned for each class with a Worksheet
on the passage that needs to be completed. You should translate the passage, parse all the
verbs, and complete the Worsksheet.You do not need to hand in your translation, parsing,
or the Worksheets, but there will be a question on the quiz concerning whether you
completed the Worksheet. The following is what will be on the quiz in relationship to the
parsing of verbs (the terms in parenthesis are Futato's terms):
Form
Root
Stem
Aspect
(Pattern)
ljoq.YIw: ljq
PGN
Additives
(Conjugation)
Qal
Impf
not imp
3ms
wcs
D. An Exegesis Paper is required. It should be based on a Hebrew text of of 7-8 verses
(see the handout on "Basic Format of the Exegesis Paper").
E. A homiletical outline on an assigned text from Ruth is required. In addition to the
outline, your exegetical work on the passage should also be handed in (see the handout
"Assignment for Homiletical Outlines").
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F. Classroom participation is important and can be a factor in your final grade. If you are
regularly late, miss class, leave early, or are not well-prepared for class, it can affect your
final grade. Such participation includes coming to class, reading the Hebrew text from
BHS, translating the text, parsing the verbs, and answering questions in the Worksheets.
You must bring your Hebrew Bible to class.
G. Although students may use BibleWorks (or an equivalent) to prepare homework,
BibleWorks is not to be used when going over homework in class. Thus each student
should bring the results of their homework on a separate sheet of paper (parsing of verbs,
translation of the verse, and any other questions on the Worksheet).
V. Grading
30%
30%
20%
10%
05%
05%
Quizzes
Exegesis Paper
Final Exam
Ruth Assignment
Class Participation
Reading
Hebrew Exegesis Syllabus
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Bibliography of Hebrew Lexicons
Brown, Francis, S. R. Driver and Charles A. Briggs, ed. A Hebrew and English Lexicon
of the Old Testament. Oxford: Clarenden, 1966. [abbreviated BDB]
This lexicon is based on the work of Gesenius, who died in 1842. Although it is dated and so does not
contain a century's worth of scholarship and references to Semitic texts (including the DSS), it is still very
accurate for most Hebrew words found in the Old Testament. It is especially strong for words ocurring
more than 3-4 times in the Hebrew Bible. Thus it has more information than Holliday, but is also contained
in one volume, which makes it more useful for students. Although BDB lists words by verbal roots, the
1979 edition published by Hendrickson adds a list in the back of words in alphabetical order which also
match the numbering system of Strong's Exhaustive Concordance. There is also a section on Biblical
Aramaic.
Holliday, William L. A Concise Hebrew and Aramaic Lexicon of the Old Testament.
Grand Rapids: Eerdmans, 1988.
This lexicon is based on the 3rd ed. of the work of Koehler and Baumgartner, Lexicon in Veteris Testamenti
Libros, who took a fresh look at the lexical evidence and took full advantage of the increase of knowledge
of Semitic linguistics. It lists entries in alphabetical order and not by arrangement of verbal rootes (like
BDB). This lexicon is an abridgement of the original German work and has omitted all etymological
material in the cognate languages, all bibliographic entries, and all citations to Sirach and the Qumran
material. What is retained is all entries of the German work when they exist as semantic items in the MT,
the arrangement and numbering of the definitional subdivisions, a skeleton of chapter and verse citations,
and the various inflectional forms of the word. The lexicon has tried to focus on what would be strictly
necessary for translation. There is also an Aramaic section. Very useful for beginning translation.
Koehler, L. and W. Baumgartner. The Hebrew and Aramaic Lexicon of the Old
Testament. Leiden: Brill, 1994-2001.
This is an English translation of the third edition of a German work. It is an improvement over BDB
because it incorporates scholarship and references to Semitic texts in the last 100 years. It is the most
authoritative and complete lexicon available and is now printed in two volumes (instead of five) and can be
obtained at times at a reasonable rate. This lexicon is particularly helpful for words that occur with low
frequency in the Hebrew Bible since it makes extensive use of Semitic cognates. This lexicon is now also
available in CD-Rom.
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Course Objectives Related to MDiv* Student Learning Outcomes
Course:
Professor:
Campus:
Date:
Hebrew Exegesis (OT 506)
Richard P Belcher
Charlotte
March 2009
MDiv* Student Learning Outcomes
In order to measure the success of the MDiv curriculum, RTS has defined
the following as the intended outcomes of the student learning process.
Each course contributes to these overall outcomes. This rubric shows the
contribution of this course to the MDiv outcomes.
Rubric




Mini-Justification
Strong
Moderate
Minimal
None
*As the MDiv is the core degree at RTS, the MDiv rubric will be used in this syllabus.
Broadly understands and articulates knowledge, both
oral and written, of essential biblical, theological,
historical, and cultural/global information, including
details, concepts, and frameworks.
Significant knowledge of the original meaning of
Scripture. Also, the concepts for and skill to research
further into the original meaning of Scripture and to
apply Scripture to a variety of modern circumstances.
(Includes appropriate use of original languages and
hermeneutics; and integrates theological, historical,
and cultural/global perspectives.)
Strong
Reformed
Theology
Significant knowledge of Reformed theology and
practice, with emphasis on the Westminster
Standards.
None
Sanctification
Demonstrates a love for the Triune God that aids the
student’s sanctification.
Articulation
(oral &
written)
Scripture
Desire for
Worldview
Burning desire to conform all of life to the Word of
God.
Winsomely
Reformed
Embraces a winsomely Reformed ethos. (Includes an
appropriate ecumenical spirit with other Christians,
especially Evangelicals; a concern to present the
Gospel in a God-honoring manner to non-Christians;
and a truth-in-love attitude in disagreements.)
Ability to preach and teach the meaning of Scripture
to both heart and mind with clarity and enthusiasm.
Preach
Worship
Shepherd
Church/World
Knowledgeable of historic and modern Christianworship forms; and ability to construct and skill to
lead a worship service.
Ability to shepherd the local congregation: aiding in
spiritual maturity; promoting use of gifts and callings;
and encouraging a concern for non-Christians, both
in America and worldwide.
Ability to interact within a denominational context,
within the broader worldwide church, and with
significant public issues.
None
Minimal
students are able to exegete
Scripture at the level of the original
language, to do research at that
level, and to formulate original
meaning and modern meaning
open each class with devotion and
singing of a psalm
None
None
Moderate
None
None
None
there is an emphasis on moving
from the text to the sermon
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