THE CATHOLIC UNIVERSITY OF AMERICA
SCHOOL OF THEOLOGY & RELIGIOUS STUDIES
TRS303 CREATION AND COSMOS IN THE OLD TESTAMENT AND ANCIENT NEAR EAST
Spring 2009
3 Credit Hours
Prerequisites: Any TRS or HSTR 200-level course.
O’Boyle Hall 108
MWF 1:10-2:00
Instructor contact information:
Dr. Robert D. Miller, S.F.O., Associate Professor of Old Testament
423 Caldwell Hall
Phone: 6702
E-mail: millerb@cua.edu
Office Hours
Course Description In this course we examine how peoples of the ancient Near East
(Egyptians, Babylonians, Assyrians, Canaanites, and Israelites) explained the origins of
the gods (theogony), the cosmos (cosmogony), and the structure of their world
(cosmology) -- in short, ancient Near Eastern creation mythologies, although these deal
with much more than creation itself. Our examination of these ancient ideas will proceed
through a reading of the primary texts: from Egypt, from Mesopotamia (e.g., Enuma
Elish, Gilgamesh) and Canaan (Baal Cycle), and biblical accounts (primarily Genesis), as
well as other biblical descriptions of or allusions to the creation event or process (Job,
Psalms, Isaiah, etc.). We then move into matters of interpretation and particular problems
that have plagued the examination of these traditions (the sociopolitical function of
creation myths; the relationship between the ancient biblical cosmology and those of
Israel's neighbors; what type of interpretive light do these nonbiblical texts shed on the
Bible?; and does the Bible itself present a consistent view of the creative event/process
and God’s role in it?). Finally, we will explore the theological meaning of the biblical
creation texts, seen in this broader context, in dialogue with modern interpreters such as
Dietrich Bonhoeffer and Benedict XVI.
Instructional Methods
“We use the Socratic method here: I call on you, ask you a question, and you answer it.
Why don't I just give you a lecture? Because through my questions you learn to teach
yourselves. Through this method of questioning-answering, questioning-answering, we
seek to develop in you the ability to analyze that vast complex of facts that constitute the
relationships of members within a given society. Questioning and answering.”
Professor Kingsfield, “The Paper Chase”
Required Text
Stephanie Dalley (trans.), Myths from Mesopotamia: Creation, The Flood, Gilgamesh,
and Others. Rev. edition (Oxford University Press, 2000 or 2008)
New Oxford Annotated Bible, New Revised Standard Version with Apocrypha (3rd,
College Edition, Oxford University Press 2001, ISBN 0195284852 paperback)
Materials placed on the course BlackBoard website.
Reading materials on reserve
Chris Impey and Catherine Petry, Science and Theology (Rome: Liber Editrice Vaticana,
2003)
Course Goals
(e.g. The purposes or goals of the course are to…)
Goals for Student Learning
(e.g. At the conclusion of the course, the student will be able to…
OR The student will demonstrate…)
Course Requirements
1) Due January 30, a short review of one of the essays in Chris Impey and
Catherine Petry (eds.), Science and Theology (Rome: Liber Editrice Vaticana,
2003), which is on reserve in the library (BL240.3 S36)
(i.e., what is the argument, how does the author present his thesis, what are its
strengths/weaknesses, etc.?). You will summarize the essay and your critique
orally in class on the due date. A handout with guidelines will be provided. –
15%
2) Mid-term Essay Exam (15%).
This exam (passage IDs plus essays) will cover material on Egypt, Mesopota
mia, and Canaan. A study guide will be distributed prior to the exam. It is imp
erative that the student notify me in advance
if he or she is unable to attend an exam. You may call me at my office (202319-6702) or leave a message via phone at the School of
Theology. Make-up exams,
permitted only with a valid excuse, may be of a greater degree of difficulty tha
n those given in class.
3) In addition, there is a major term paper of 12-15 pages that will be completed
in six graded stages:
By January 30, the topic is due for an automatic 5 percentage points
By February 13, title, purpose, audience, main points, and production
schedule are due for up to 5 points
By February 27, a working bibliography of sources is due (5 points)
By March 30, an outline is due (5 points)
By April 17, a draft of the entire paper is due (automatic 5 points)
The final paper is due Friday, May 1, and no postponements can be
granted except under special circumstances to be determined by prior consultation with
the instructor. The paper itself will count for 20 points (thus all paper components total
45% of your grade)
A list of possible topics will be distributed in our second class meeting.
Between Feb 13 and 27, we will attend a Semitics Library Research Workshops on
“Ancient Near East: Languages/Linguistics/Hebrew Bible,” focusing on electronic
resources (CUA Libraries databases and the Internet) useful for research in Semitic
studies.
4) A final examination, three hours in length, covering the material of the entire
course, on May 8 at 1:30. 15% of total grade
5) Attendance/Participation (10%).
Students are required to attend class and participate in discussions. You are pe
rmitted a total of THREE
absences, for whatever reason, over the course of the term. Any number greate
r than this could result in a lowered or failing grade for the course. As for read
ing assignments and participation in class, I will assume
that you have read the texts before coming to class
and will not summarize or retell the narratives. Students should expect
to be called upon to respond to questions about the readings. In addition, I ma
y give brief writing assignments and/or unannounced quizzes if students are n
ot keeping up with the assigned material; these will also count in my determin
ation of your grade.
Expectations and policies
Academic honesty: Academic honesty is expected of all CUA students. Faculty
are required to initiate the imposition of sanctions when they find violations of
academic honesty, such as plagiarism, improper use of a student’s own work,
cheating, and fabrication.
The following sanctions are presented in the University procedures related to
Student Academic Dishonesty (from
http://policies.cua.edu/academicundergrad/integrityprocedures.cfm): “The
presumed sanction for undergraduate students for academic dishonesty will be
failure for the course. There may be circumstances, however, where, perhaps
because of an undergraduate student’s past record, a more serious sanction, such
as suspension or expulsion, would be appropriate. In the context of graduate
studies, the expectations for academic honesty are greater, and therefore the
presumed sanction for dishonesty is likely to be more severe, e.g., expulsion. ...In
the more unusual case, mitigating circumstances may exist that would warrant a
lesser sanction than the presumed sanction.”
Please review the complete texts of the University policy and procedures
regarding Student Academic Dishonesty, including requirements for appeals, at
http://policies.cua.edu/academicundergrad/integrity.cfm.
Other Policies or Expectations. Because this is a discussion course, you are
expected to arrive to class on time. Habitual lateness will impact your
participation grade. Because your input is vital to the overall class discussion, you
are expected to refrain from texting, emailing, websurfing, etc., during class.
Campus Resources are available for student support (e.g., tutoring center,
writing center, counseling center). See me if you need more information.
Accommodations for students with disabilities: Any student who feels s/he
may need an accommodation based on the impact of a disability should contact
the instructor privately to discuss specific needs. Please contact Disability Support
Services (at 202 319-5211, room 207 Pryzbyla Center) to coordinate reasonable
accommodations for students with documented disabilities. To read about the
services and policies, please visit the website: http://disabilitysupport.cua.edu.
Assessment
On essays, quizzes, and other non-objective tests, a grade of “A” means that the
student has fulfilled essentially all requirements, has developed the relevant ideas
critically and appropriately, and has shown the creativity and initiative to generalize and
apply them. A grade of “B” means that the student has met the essential requirements
and has shown some capacity to develop and/or apply them. A grade of “C” means that
the student has grasped a substantial proportion of the essential facts and their relevance.
A grade of “D” means that the student has picked up some of the details but not their
connections and relevance. A grade of “F” means that the student has not grasped the
essential details much less their connections.
The University grading system is available at
http://policies.cua.edu/academicundergrad//gradesfull.cfm#II.
Reports of grades in courses are available at the end of each term on
http://cardinalstation.cua.edu . Percentage grades convert to letters according to the
following scale:
A = 100-94
A- = 93-90
B+ = 89-86
B = 85-83
B- = 82-80
C+ = 79-76
C = 75-73
C- = 72-70
D = 69-60
F <60
Course Schedule
I. Introduction: Faith and Science, The Problem of Definition and Method, the
Function of Creation Myths (Jan 12, 14, 16)
Discussion (all readings here on BlackBoard):
John Paul II, “Faith Can Never Conflict with Reason” sections 9-12
Sr. Joan Gormley, “Creation in the Bible: Genesis 1,” pp. 48-75 in Creation and
Evolution, ed. M. Behe (St. Louis: Institute for Theological Encounter with
Science & Technology Faith/Science Press, 1998)
Or (for Protestant students): Ernest Lucas, “Science and the Bible,” Science and
Christian Belief, 17 (2005)” 137-154.
Austin Farrer, “Can Myth be Fact?” in Interpretation and Belief
Alphonso Groenewald, “Mythology, poetry and theology,” HTS 62 (2006): 909-23.
II. Creation and the Cosmos in Ancient Egypt: Overview of Egyptian History and
Literature (Jan 21)
Discussion:
Geraldine Pinch, “Mythical Time Lines,” in Egyptian Mythology
A. Early 3rd- Millennium Hypselis (Khnum) Cosmogony (Jan 23)
Primary Texts: Posted on BlackBoard
B. Hermopolitan (Nun/Thoth) Cosmogony (Jan 23)
Primary Texts (BlackBoard):
Papyrus Harris R
Coffin Text 335
C. Heliopolitan (Re/Atum/Great Ennead) Cosmogony (Jan 26)
Primary Texts (BlackBoard):
Re describes his creation
Pyramid Text 600
Coffin Text 76
Bremner-Rhind Papyrus
D. Memphite (Ptah) Theogony (Jan 28)
Primary Texts:
Creation according to the theology of Memphis
E. Theban Cosmogony of Khonsu (Jan 28)
Primary Texts: Posted on BlackBoard
Jan 30: In-class Presentations
III. Creation and the Cosmos in Ancient Mesopotamia
A. Overview of History, Language, Literacy, and Writing (Feb 2)
Primary Texts:
The Worm and the Toothache (http://www.youtube.com/watch?v=56cS6IjRoAc
and http://www.piney.com/BabWormTooth.html)
B. Adapa and the Problem of Wisdom (Feb 4)
Primary Texts:
The Grand Akkadian Adapa Mtyh (Dalley, pp. 182-88;
http://www.youtube.com/watch?v=3i5SebTyiBI)
Discussion:
Dalley, Introduction, pp. xv-xix.
Optional: Piotr Michalowski, “Adapa and the Ritual Process,” Rocznik
Orientalistyczny 41 (1980): 77-82.
C. The Sumerian Ewe and Wheat Myth (Feb 4)
Primary Texts:
LAHAR and Ashnan (Cattle and Grain) http://etcsl.orinst.ox.ac.uk/section5/tr532.htm
D. Sumerian Cosmogonies (Feb 6, 9)
Primary Texts:
KAR 4 (BlackBoard)
Nippur Creation of Man (BlackBoard)
Enki and the Ordering of the World (BlackBoard)
Enki and Ninmah (BlackBoard)
Enki and Ninhursanga (BlackBoard and
http://www.youtube.com/watch?v=_64qfh_2xjg)
Discussion:
Dalley, pp. 1-4
Optional: W. G. Lambert, “Myth and Ritual as Conceived by the Babylonians,”
Journal of Semitic Studies 13 (1968): 104-112
E. The Grand Old Babylonian Myth of Atrahasis (Feb 11)
Primary Texts: Atrahasis (Dalley, pp. 9-38, 338-39)
VAT 17017 (BlackBoard)
F. The Epic of Gilgamesh; Theogony of Dunnu (Feb 13)
Primary Texts:
The Separation of Heaven and Earth (from the Sumerian Gilgamesh)
(BlackBoard)
Excerpts from the Middle Babylonian Epic of Gilgamesh (Dalley, pp. 118-20)
Gilgamesh, Enkidu, and the Netherworld (Dalley, pp. 120-25)
Theogony of Dunnu (Dalley, pp. 278-81)
Discussion:
Dalley, pp. 39-49
G. Enuma Elish and the Ritual-Political Uses of Creation Myth (Feb 16)
Primary Texts:
The Old Babylonian Enuma Elish (Middle Assyrian Edition) Tablets 1, 4, 5, and 6
(Dalley, pp. 228-77, esp. p. 253-59)
FEBRUARY 18 (tentative) – Orientation to Library Resources
IV. Canaanite Mythology: Baal's Battle with the Sea (Feb 20)
Primary Texts:
The Baal Cycle (BlackBoard)
Discussion:
Mark S. Smith, “Myth and Mythmaking in Canaan” Civilizations of the Ancient
Near East 3:2031-34
V. Phoenician Cosmology: Sanchoniathon, Eudemos, and Mochos (Feb 23)
Primary Texts:
Eusebius, Praep. Evan. 1.100.10: online at www.sacred-texts.com/cla/af/af01.htm and
BlackBoard
Eudemos and Mochos (BlackBoard)
FEBRUARY 25 – Review for Midterm
FEBRUARY 27 -- Midterm
VI. Theomachic Creation and Yahweh's Battle with the Dragon and the Sea (Mar 9,
11, 13)
Primary Texts:
Isaiah 25:6-8; 27:1; 28:15-18; 43:16-21; 44:24-28, and 51:9-16
Psalms 24:12; 29; 65:6-8; 68:21; 74:12-17; 77:11-20; 89:9-10,25; 93:15, 104:2-9;
and 106:112
Exodus 15
Job 9:4-13; 26:5-14, and chaps. 38-41
Optional:
1 Enoch 99
Jubiliees 23:13
William Johnstone, “The Mythologising of History in the Old Testament,”
Scottish Journal of Theology 24 (1971): 201-217.
VII. Creation as an Exercise of Work (Mar 16, 18)
Primary Texts:
Psalms 33:7-8; 82; 115:16-17; 147:15; 148:5-6
Exodus 20:4
Isaiah 24:17-18; 40:12-23
Judith 16:14
MARCH 20 – No class: Please attend STRS Symposium on St. Paul
VIII. The Second Creation Story (Mar 23, 25, 30)
Primary Texts:
Genesis 2:4-25
Job 15:7-8
Optional:
Germain Grisez, Christian Moral Principles, Chap 14 “Sin of Adam and
Sins of Men and Women”
Gary Anderson, The Genesis of Perfection: Adam and Eve in Jewish and
Christian Imagination
MARCH 27 – Galileo Film
IX. Creation and Cosmos in Genesis 1 and Related Texts (Apr 1, 3, 6)
Primary Texts:
Genesis 1:1-26; 5:1-3
Isaiah 45:5-7
2 Macc 7:28
Discussion:
Richard Middleton, The Liberating Image, excerpts (BlackBoard)
Pope Benedict XVI, ‘In the Beginning ...” A Catholic Understanding of the Story
of the Creation and the Fall, pp. 1-18
Optional:
Moshe Weinfeld, “Sabbath, Temple, and the Enthronement of the Lord – the
Problem of the Sitz im Leben of Genesis 1:1-2:3,” in A. Caquot and M. Delcor, eds.,
Melanges Bibliques et Orientaux (Neukirchener Verlag, 1981), 501-512.
X. Creation and Science (Apr 8, 15)
Discussion:
Benedict XVI, pp. 19-58
John Paul II, “Faith Can Never Conflict with Reason” sections 9-12 (Link will be
provided)
Sr. Joan Gormley, “Creation in the Bible: Genesis 1,” pp. 48-75 in Creation and
Evolution, ed. M. Behe (St. Louis: Institute for Theological Encounter
with Science & Technology Faith/Science Press, 1998), 66-69
(BlackBoard)
Optional:
John Paul II, Theology of the Body, Part One “Original Unity of Man and
Woman: Catechesis on the Book of Genesis”
Msgr. Paul Langsfeld, “Creation and Evolution,” pp. 105-160 in Creation and
Evolution, ed. M. Behe
Thomas Sheahen, “Time: The Falsest God of All,” in Readings in Faith and
Science (ITEST)
Mark Midbon, “The Priest and the Big Bang,” Catholic Digest August 2000:
114-18
XI. A Biblical Protology (Apr 17)
Optional: John 1:3-10; Acts 17:24-31; 1 Cor 8:6; Col 1:15-20; Eph 1:3-14; Heb
1:1-3
XII. Lady Wisdom and Creation (Apr 20, 22)
Primary Texts:
Job 22:12-14
Proverbs 1:20-23; 4:5-6; 8:22-31
Bar 3:12, 31-33
Wisd 7:22; 8:1-6; 9:9;
Sir 1:1-10; 24:1-33
Optional:
Luke 7:33-35; 11:47-49
XIII. The Fall (Apr 24, 27, 29)
Primary Texts:
Genesis 3; 6:5; 8:21
Ezek 28:12-19
Discussion:
Benedict XVI, pp. 59-79
Optional:
Sir 25:24; Wisd 2:24
St. Ambrose, De Paradiso BR 60.F3 A4
St. Augustine, On Genesis Against the Manichees BQ 334.F3 A8413
MAY 1 – Review for Final Exam