Fall 2015 IBSL 507A Genesis.pdf - Google Drive

IBSL 507A: PENTATEUCH: GENESIS Tuesdays, 6:00 -‐ 8:40 PM August 18 – December 1, 2015 Room: Classroom Building, Room 206 Rev. Vanessa Lovelace, Ph.D. Assistant Professor of Hebrew Bible/Old Testament Office: Classroom Building, Room 306 Office Telephone: 404.527.7746 Email: [email protected] Office hours: Wednesdays 8:00 -‐ 10:50 AM; Thursdays 11:00 AM -‐ 1:00 PM All other sessions by appointment ______________________________________________________________________

ITC MISSION STATEMENT The Interdenominational Theological Center (ITC) is primarily a consortium of denominational seminaries whose mission is to educate Christian leaders for ministry and service in the Church and the global community. The ITC educates and nurtures women and men who commit to and practice: a liberating and transforming spirituality; academic discipline; religious, gender and cultural diversity; and justice and peace.

COURSE DESCRIPTION The interpretation of scripture involves two interrelated but separate disciplines: exegesis and hermeneutics. Exegesis is the close reading of a biblical passage, using a series of academic methods of interpretation including but not limited to historical, literary, ideological, gender, racial/ethnic and postcolonial criticisms. Hermeneutics describe wider principles around the interpretation of texts, including but not limited to the goals of the interpreter, the intersection of race, gender, sexuality and class and interpretation, the community for which the interpreter reads scripture, the cultural value, social relevance and ethics of the reader's stance. In this course students will learn to exegete a biblical passage from the book of Genesis in the first division of the Jewish Tanakh (Torah) or the Pentateuch in the Christian Old Testament, for the completion of a biblical exegesis paper. Genesis contains the formative narratives of the people of Israel and the politics of belonging that decided who was included as a member of Israel and who was excluded. Students will use a contextual approach to engage the text in order to educate “Christian leaders for ministry and service in the Church and the global community,” with commitments to “a liberating and transforming spirituality; academic discipline; religious, gender, and cultural diversity; and justice and peace.” • •

The prerequisites for this course are IBSL 501 Introduction to Hebrew Bible/Old Testament and IBSL 531 Introduction to New Testament This course fulfills the Biblical Exegetical Requirement for Core Courses

1 ITC Syllabus Template

SATISFACTORY ACADEMIC PROGRESS POLICY In order to obtain credit for a course, students must attend at least 85 percent of the contact hours for a particular course. A 16-‐week, 1 day a week course requires that a student miss no more than 15 percent or 2.4 numbers of classes. A student can be dropped after missing three classes. Please note that the class schedule meets this minimum such that an unexcused absence of one session can severely hinder the student’s ability to meet the required hours and may consequently affect the student’s ability to make satisfactory attendance, which may affect the student’s satisfactory academic progress for financial aid. Please see Mandatory Attendance Policy for further guidance.

DISABILITY ACCOMMODATION POLICY The Office of Student Services provides services for qualified students with verified physical or mental disabilities in accordance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. (ADA). Services provided include, but are not limited to: readers, note takers, equipment loan, interpreters, adaptive computer software, large print copying, test proctoring, community referral, and advocacy. The mission of the Abilities office is “empowerment through education,” These services provide disabled students with equal access to education and an opportunity to fully participate in activities related to the academic pursuits. Students with disabilities must identify themselves in order to receive support from the Student Services office. All documentation related to the existence of a disability is treated as confidential information. For further information contact the Office of Student Services at [email protected].

ACADEMIC INTEGRITY POLICY (abbreviated): The ITC is actively engaged in the pursuit of academic excellence. In keeping with this endeavor, the Board of Trustees of the ITC has ruled, in the case of academic misconduct (plagiarism, cheating, and other acts of inappropriate behavior laid out in Student Handbook 4.2): That all members of the ITC faculty notify the Provost, who shall notify the President, of all incidents of cheating by students and further that the President be authorized to take such action(s) that may be appropriate, including reprimand, suspension, and termination in line with the institution’s policy; and the student fails the class. Once an instructor reports a student’s work for academic misconduct to the Provost, after notifying the department/area chair, it is out of the hand of the instructor and cannot be reversed. All appeals must be made to the Provost’s office.

Course Learning Outcomes Upon completing this exegetical course, as evidence of their commitment to academic discipline and scholarship, students must demonstrate the ability: 1. To interpret ancient biblical texts and evaluate the arguments of ancient biblical writers through the employment of primary critical skills in methods of historical, literary, ideological, gender, racial/ethnic and/or postcolonial critical methods 2. To evaluate contemporary biblical interpreters 3. To develop exegetical and hermeneutical arguments about a biblical text 4. To apply this analysis to the academy, the church and/or the wider community 2 ITC Syllabus Template

COURSE OUTCOMES EVIDENCE OF PROGRAM AND STUDENT LEARNING OUTCOMES The course outcomes are evidence of the Master of Divinity and Master of Arts in Christian Education degree program outcomes in the following competencies: M.Div. SLO Competencies M.Div. PLOs MACE PLOs Measured by (Indicate Specific Course Assignment) Story Linking Use Storytelling/Linking Skills – Students apply Biblical Interpretation, historical accounts, and/or ethical and philosophical Ideas to contemporary realities to address moral/social dilemmas

PLO-‐1. Develop and express the basic tenets of faith, religion, and denominational traditions for ministerial vocation and leadership

Define and describe biblical, theological, philosophical, historical, sociocultural, and psychological tenets that under-‐ gird the socio-‐cultural experiences of the African diaspora as they relate to the concrete practices of teaching learning.

Methodological Papers, Exegesis assignment, Group projects

Critical Thinking Use Thinking Skills – students decode Significance, clarify Meaning (Interpret); Examine Ideas, Detect, Analyze Arguments (Analyze); Assess Claims, or Arguments (Evaluate)

PLO-‐2. Execute sermons, liturgies, programs, and performances that demonstrate their religion, faith, and commitment to live out a liberating and transforming spirituality

Employ oral and ocular worldviews to illustrate, compare, contrast, and critique the various theories supporting core courses.

PLO-‐3. Construct worship services, educational sessions, forums in the community, church, and academy to evidence their leadership and administrative skills

Demonstrate the capacity to implement teaching-‐learning practices that reflect denominational traditions, religious heritages, and a liberating and transforming spirituality.

PLO-‐4. Contribute to the advancement of research and creative projects that substantiate the contribution, role, and function of the African and African American experience

Research, design and administer curriculums that relate oral and ocular worldviews as operative in contemporary communities of the African Diaspora

Exegesis Assignment

Intrapersonal Demonstrate Intrapersonal Skills -‐ Self-‐articulation; Self-‐ examination; and/or Self-‐ correction

Community Demonstrate Community Building Skills -‐ Design; Organize; Plan; Advocate; Use Collaborate Strategies (in the Church and the Academy Communities)


GRADING POLICY – EVALUATION AND GRADING SYSTEM

Course Evaluation Assignment Rubrics The evaluation criteria applied to all course requirements for this course are listed in the assignment rubrics on the Moodle page. The intent of rubrics is to enable you to evaluate your own work on the class assignments, cluster work, and/or individual assignments by the same standards as the course facilitator. Completing the assignment is not evidence of excellent (A) work. The following criteria are assigned to all components of this course and, (specific) rubric for each assignment.

Course Evaluation Scale (points or percent) of Assignment Methodological Papers – 30 points (see rubric on Moodle) Exegesis Paper – 50 points (see rubric on Moodle) Group Projects – 20 points (see rubric on Moodle)

NOTE: All written work is to be typed, double-‐spaced, with page numbers. An average typed page is roughly 300-‐350 words. While dialogue with other students will be an important element of this class, all written work is to be in your own words, without plagiarism. Please consult the ITC catalogue to reference school policies. All direct quotes and paraphrasing must be cited!!! Please follow the Kate L. Turabian Manual for Writers. Refer to the ITC catalogue for a detailed description of the grading scale. The Vice President for Academic Services will immediately address all cases of cheating. Therefore “A” work is: A very clear, insightful assignment that includes: • Some original thinking • An excellent grasp of the subject matter • Clear evidence of personal engagement with course material and critical thinking • Goes beyond the minimum • Thorough and timely preparation of the assignment • Willingness to be changed by new insights and discoveries • Correct spelling and grammar

ITC Grading Scale Grade Quality Points Value A 4.0 A-‐ 3.7 B+ 3.3 B 3.0 B-‐ 2.7 C+ 2.3 C 2.0 C-‐ 1.7 D+ 1.3 D 1.0 F 0.0

Numerical

96-‐100 90-‐95 87-‐89 83-‐86 80-‐82 77-‐79 73-‐76 70-‐72 67-‐69 63-‐66 60-‐62 4

ITC Syllabus Template

REQUIRED TEXTS, MEDIA, OR FIELD EXPERIENCES Attridge, Harold, et al. HarperCollins Study Bible-‐Student Edition, NRSV. Fully Revised and Updated. San Francisco: HarperCollins, 2006. 9780061228407. Brenner, Athalya, Lee, Archie Chi-‐Chung, Gail Yee, eds. Genesis. Texts @ Contexts Series. Minneapolis: Fortress, 2010. 9780800659998. (LR)* De La Torre, Miguel. Genesis. Belief: A Theological Commentary on the Bible. Louisville: Westminister John Knox, 2011. 9780664232528 (LR)* Gorman, Michael. Elements of Biblical Exegesis: A Basic Guide for Students and Ministers. Revised and expanded edition. Peabody, Mass.: Baker Press, 2010. 9781598563115. Towner, W. Sibley. Genesis. Louisville: Westminster John Knox Press, 2012. 9780664252564.* *Read all corresponding biblical texts and Genesis Commentary to each week’s assigned readings.

RECOMMENDED TEXTS

Felder, Cain Hope. Stony the Road We Trod: African American Biblical Interpretation. Minneapolis: Augsburg Fortress, 1991. (LR) Newsom, Carol, Sharon Ringe, and Jacqueline Lapsley, eds. Women’s Bible Commentary, 3rd ed., revised & updated. Louisville: Westminister John Knox, 2011. Page Jr, Hugh R., Randall C. Bailey, and Valerie Bridgeman, Et al, eds. The Africana Bible: Reading Israel’s Scriptures from Africa and the African Diaspora. Minneapolis: Fortress, 2009. (LR)

CLASS SESSION FORMAT This course uses inquiry-‐based learning and collaborative learning that promotes critical thinking by encouraging students to question, evaluate, and revise their conclusions, collaborative problem solving, and community building.

COURSE ASSIGNMENTS – DESCRIPTION AND INSTRUCTIONS Embedded Measure (Assignment) – Students are required to upload a graded copy of this assignment into their eFolio at the end of the course. In demonstration of this outcome, students will write a 12 page exegesis paper worth 50% of their grade in which they interpret an ancient biblical text, evaluate the arguments of (an) ancient biblical writer(s), describe and defend their interpretations of particular biblical passages using methods of Historical, Literary, Ideological, Gender, Racial/Ethnic, and/or Postcolonial Critical Methods; and apply this analysis to the academy, the church and/or the wider community. A draft version of the paper will be submitted for feedback prior to the final paper’s submission. Due Tuesday, December 1.


Additional Assignments Methodological Analysis Papers (30 points) Students will write three papers (10 points each), 250-‐500 words in length, to assist them with thinking critically about the historical, sociopolitical, literary and canonical context within which the biblical texts are written, as well as prepare to write the exegetical paper. Students will select a passage (it may or may not be the passage selected to write the exegetical paper on) to use for all three papers. The first paper is the Contextual Analysis Paper, where you will describe the passage’s historical situation, the sociopolitical context and cultural conditions of the writer and recipients (due Tuesday, September 8); the second paper is the Formal Analysis Paper, where you will describe the form of the passage, how the passage is structured, and how the text moves from the first to the last verse (due Tuesday, September 29); the third paper is a Character Analysis Paper, where you will describe the characterization of each character in the passage, his or her role, and his or her power dynamic relationship to the other characters, especially in relation to gender, ethnicity, class, etc. (due Tuesday, October 27). Each paper will refer to the corresponding section of Gorman. All written assignments are to be uploaded to Moodle by 11:55 PM the date due. See Moodle for further directions. Group Project (20 points) Students will work in groups on a methodological approach to exegesis. Students will be assigned one of the three methodological approaches described in Gorman (synchronic, diachronic and existential) and select a passage and demonstrate the approach. The presentation should describe the approach, its strengths and weaknesses, questions raised, its social and cultural relevance, and ethical and religious implications. Due Tuesday, October 13. ALL DUE DATES FOR ASSIGNMENTS ARE TO BE STRICTLY ADHERED TO. COURSE WEEKLY SCHEDULE

Week

Date 8/18

Topic Introduction to the Course and the book of Genesis

1

Readings The book of Genesis

Assignment

“Introduction: Why Genesis? Why Now?” De La Torre Sadler, “Genesis” (AB) Niditch, “Genesis” (WBC)

8/25

The Story of Beginnings

Gorman, Chapters 1 & 2 De La Torre, 11-‐63

2

Lead interlocutor on Brenner essay

Select/approve passage for Select/assigned one essay exegesis from Brenner, Et al., 13-‐80, 107-‐127


9/1

The Story of Rebellion

3

Gorman, Chapters 3 & 4; Appendix B

De La Torre, 64-‐86 Brenner, Et al, 81-‐106 9/8

Rebellion, continued.

4

Gorman, Chapter 5

Contextual Analysis Paper

De La Torre, 87-‐138

(PLO 1)

9/15

The Story of Abraham and Sarah


The Story of Ishmael and Isaac

Gorman, Chapter 6

5

9/22 6

9/29

Sarah and Hagar

Midterm 7

Week


Lovelace, “This Woman’s Formal Analysis Paper Child Shall Not Inherit with (PLO 1) Mine” James, “Sarah, Hagar, and their Interpreters” (WBC) Waters, “Who Was Hagar?” (Felder)

10/6 8

Abraham and Hagar

Gorman, Chapter 7; Appendix A

Thesis Statement Due

Brenner, Et al., 247-‐292


10/13

The Story of Esau and Jacob De La Torre, 243-‐254

9

Group Projects (PLO 1)

10/20

Trickster Images


10

10/27

The Story of the Twelve Sons

11

Gorman, Chapter 8; Appendix C

Character Analysis Paper (PLO 1)

De La Torre, 300-‐346 Brenner, Et al., 221-‐246 11/3

Formation Stories


12

11/10

Redreaming with Joseph

Gorman, Chapter 9

Draft Exegesis Paper Due


13

11/17

Redreaming with Others

Gorman, Chapter 10


14

11/24

Intersections of Gender and Brenner, Et al., 213-‐246 Ethnicity

15


12/1 16

Finals Week

NO CLASSES

Final Exegesis Paper Due (PLO 1, 2)


OTHER PERTINENT INFORMATION

ITC Hours Statement The expectation for this course is that you will spend 2 hours and 40 minutes per week in class and you will spend up to eight (8) hours per week studying, reading, and completing assignments for this course.

Woodruff Library and Theology Librarian A liberative education doesn’t tell you what to think, nor does it provide a set of verbal indicts—we’ll teach you how to think. You'll learn how to gather information, analyze, and synthesize. Don't worry about the "gathering"... that's the easy part. We have peer support, information specialists, and a theology librarian to help you find the information you need. Woodruff Library provides access to scholarly books, journals, eBooks, and databases of full text articles from scholarly journals. To begin using these materials, visit the library web page http://www.auctr.edu Mr. Brad Ost, Theology Librarian is available to assist you at the AUC Woodruff Library campus, via chat on the library’s home page, or by emailing him at [email protected]. You may contact the library at (404) 978-‐2067. If you attend classes online, please check your course management page.

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