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SEBK 610 Introduction to Hebrew Bible

Fall 2014
Wednesdays 6:00-8:50 Genadendal

Deborah Appler (o) 610-861-1523; (h) 484-542-0662
(Fax) 610-861-1569 applerd@moravian.edu
Office hours TBD or by appointment or drop on by.

Course Description: The Old Testament/Hebrew Bible is both formative for
Christianity and Judaism and used as a guide by many people of faith to understand their
relationship with God and with humanity. Therefore as clergy, educators, counselors and
faith community leaders it is vital to have a grasp of its content, its varied interpretations
and the many ways this text can be integrated into individual ministries. The goal of this
required introductory course is to provide the historical, cultural and religious contexts
behind the Hebrew Bible (the Torah, Prophets, and Writings)a text whose creation,
interpretation and transmission takes place over many generations and represents a
multiplicity of voices. It explores how these living and Sacred texts continue to shape
communities of faith today within many social locations. Students will be introduced to
critical tools and interpretive approaches (including gender, sexuality, ethnicity, race,
economics, ability, age, agrarian) that will strengthen their skills for preaching,
community ministry, counseling, and further academics and teaching in a diverse and
multicultural world. By the end of the course you should be able to:
Understand and analyze many of the historical, literary and theological
traditions of the Hebrew Bible/Old Testament
Critically research and interpret a text or Old Testament issue using
exegetical methods. Based on your conclusions you will create a resource that can
be used in ministry (retreat, liturgy, sermon, class, artwork or music, community
outreach program, etc.).
Articulate some ways that the HB/OT functions in Judaism, Islam,
Christianity, and in other parts of modern culture.
Acquire technological tools through use of the ipad and other modes
internet media
Reflect critically on readings from various social locations
Recognize the possibilities presented in the Hebrew Bible for personal and
corporate formative spiritual development both inside and outside your
denominational/faith tradition.
Appreciate the importance of collaboration through group discussion,
presentation, and peer feedback.
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Required Texts: (YOU CAN BUY MOST OF THESE ON IPAD IN
KINDLE, IBOOKS, NOOK)
Introduction to Hebrew Bible 2014 Class IBook (free and updated each
Sunday)
Douglas Knight and Amy-Jill Levine. The Meaning of the Bible: What the Jewish
Scriptures and Christian Old Testament Can Teach Us. Harper One, 2011.
ISBN-13: 978-0061121753 $17.28
Bruce Birch, Brueggemann, Fretheim, Peterson. A Theological Introduction to
the Old Testament. 2
nd
edition. Abingdon, 2005. ISBN-13: 978-0687066766
$26.46 (There is a Kindle version too)
Curtiss Paul DeYoung, et. al. eds, The peoples' companion to the Bible.
Fortress, 2010. 978-0800697020 $26.00
Olive Tree software for ipad and buy another version that you use.
Recommended:
Gale Yee. Judges and Methods. New Approaches in Biblical Studies. Fortress,
2
nd
Ed. 2007. 978-0800638580 OR:
Carolyn Sharp. Wrestling the Scripture. Fortress, 2010, 978-0664230678 $17
A Note about the Readings
The extra readings can be found on ATLA or in the Google drive and are comprised
of a multitude of exegetical approaches from differing social locations. I hope that
all of you chose to read outside of your comfort zone at times just to taste
something different. Keep in mind that, though the syllabus looks overwhelming, you
do not have to read every article listed You must read everything at the top of the
date and then choose one extra article. Feel free to bring me something that I have
not assigned and you find to be interesting and relevant to the topic of the day.
Have a wonderful time reading and learning!!!!!
EVERY WEEK you should open up the class Ibook. There will be extra material that
will be integrated into the classroom and on your own. Bear with me, I am new to
this .

Learning Assessments:
Assignment Due Date % of grade
Social Location Reflection exercise September 3
rd
10
Weekly Journal/Comprehensive Exam
(10 entries @ 2.5)
Each week during the
semester
25
Class Participation During the 13 wks of class 5
Group Presentation Sign-up- through semester 10
Exegesis Paper and project Process
Reflection Paper on chosen text
Bibleworks Exercise
Proposal and annotated bibliography
Final Paper Due
Project connected with paper

October 15
th

October 22
nd

November 5
th

December 3
rd

December 10
th


10
5
5
20
10
3

NOTE: Papers MUST be in by the due datea half a grade will be taken off for
every late day. At the end of the semester the final due date is final!!! Also, papers
must be turned in on the google drive. NO EXCEPTIONS!

5% Class Participation:
Please Remember to bring ipad to every class
Everyone will be expected to have read the assigned material and to participate in
class and internet discussions and/or exercises. A knowledge of both the readings
and your ability to actively engage with the material will enhance your
participation grade. Your presence is valued and required therefore, let me know
if an emergency prevents you from attending class asap. Each class missed
without an excellent reason will drop your participation grade 5%.
You will be graded on participation on the following as agreed to by faculty:
Attendance: missing 3 classes without excellent reasons and without
consulting the instructor will lead to an F in the class.
Effective participation (effective meaning more than just talking a lot. At times
a frequent contributor lowers the level of conversation rather than raising it, if he
or she is mainly talking to hear himself/herself speak. In comparison, one who
speaks seldom but with insight and knowledge can be a much more effective
contributor.)
Showing knowledge of the readings
Showing insight into the topics being discussed
Showing focus on what others are saying and not just talking about own ideas;
genuinely engaging others instead of simply proclaiming ones own ideas
Respecting faculty and peers (see student handbook for behavior standards)
Proper use of computer and cell phone or other communication devices
(computers and phones should only be used to take notes and do class related
searches).
Recording in Class: Students are not permitted to record a class, or any part of a
class, by any means without prior express authorization of the faculty member.
Unauthorized recording may be deemed a violation of the Student Code of
Conduct.
Meetings: Each student will meet with me at least once this semester for
around 15-20 minutes. Some of what can happen in this meeting: Discussions on
the material; individual help on the writing projects; Guidance through a
projectthis time is mandatory and will be tailored to fit the needs of each
student. You are responsible for making the appointment.

25% Journal/Progressive Comprehensive Exam (@ 2.5 points
each):
Each student will reflect critically and personally on the readings of the week,
class discussion, an insight that you gain from the biblical text, and challenges
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and questions that were raised for you in the context of the question that is
asked each week. I want these journals to enable you to explore your own
attitudes, experiences, and feelings around biblical texts and, at the same time,
demonstrate your engagement with the course material. Journal entries should
be no longer than 2 pages (500 typed words) and must be submitted on
Wednesdays by 6:00 on the Google drive or full credit will not be given. Points
will be earned based on the entrys engagement with the course material as you
answer the weekly question. As you write each week also relate your
observations and the material to your particular ministry.
o For MAPC students: How might your reading and understanding of
the biblical texts this week impact affect your practice of being with
clients/counselees? Even if you have not taken a practicum or
internship, try to hypothesize about how you are changing and how
your comfort level with difference may impact you in counseling.
o For MDiv: How do these questions impact your preaching, teaching,
pastoral care and/or outreach in your faith community?
o For MATS: How might your understanding of the material impact your
understanding of the Hebrew Bible and how might this be applied to
your future goals? (like interfaith dialogue or graduate school
preparation).
I will try to grade these entries every week so it is important to be up to date.
A minimum of 10 journal entries are expected @2.5 points each beginning
September 3rd (you can skip 2 weeks but EVERYONE must turn in either
September 3
rd
s question or September 10
th
). Remember- this is a semester
long exam in lieu of a Comprehensive final in December. Take it seriously!
Also, TRY NOT TO QUOTE MATERIAL but put things in your own words and
cite the source/author. I am interested in seeing how you engage with the
material. I want these to be readable, but they dont have to be as polished
as the final paper and project.

10% Social Location Reflection Paper (4-5 pages double space)
Read the following:
DeYoung et. al., ed. Peoples Companion for the Bible, Minneapolis: Fortress,
2010, xxix-xxxii (on Google drive) and read something about how your
denomination or faith tradition regards the Hebrew Bible (check your
denominations website or doctrines).
Then write a reflection paper that discusses what social, cultural, and
theological factors shape how you read the Hebrew Bible. You will not be able
to answer all of the questions but make certain to focus on the most
important factors that shape your social location and readings. Also, make
certain to include what role the Hebrew Bible/Old Testament plays in your faith
tradition or denomination.
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Note: if the Hebrew Bible is not part of your theological formation, your
preconceptions or beliefs will still have an impact on how you read texts this
semester. DUE SEPT 3

10% Group Presentation (no more than 5 and no less than 3 in a
group and 30 minutes total- presentation and questions).
Each group will sign up for a week and consult with the instructor to choose a
biblical topic, text, or issue appropriate for the assigned day. First each group
should present some of the interpretive issues associated with the topic and then
provide a solid example of how this material can be relevant for today. Feel free
to use technology that you are learning to enhance your presentation. A sign up
sheet will be placed in the Google Drive and a grading rubric will soon follow.
Grades will be based on peer and instructor feedback. We will begin presentations
September 17
th
.

50% Exegesis Paper and Project Process:
Write a10 page interpretation (exegesis) paper (double spaced) on a text or topic
from the Hebrew Bible.Consider what question(s) you would like to ask the text
as you work through your interpretation. These papers will combine the
scholarly tools of biblical criticism and academic research with the so-what
questionhow might this research apply to your academic/ministry/counseling
situation? You should select a short passage of the text (a.k.a. pericope) or focus
one of the major themes presented throughout the semester (e.g. theodicy and
suffering, violence, interfaith dialogue and the Bible, etc.)
For those of you who are in the MACC program, your secondary sources might be
counselors/biblical scholars who have applied counseling theory (psychoanalytic theory,
trauma studies, systems, etc.) so you can feel free to integrate what you have learned in
your program with biblical texts and I can guide you to other resources. Still, you will be
expected to read the biblical texts carefully.
MATS students: if there is a text or concept that connects with your MATS thesis or
project, feel free to make that the focus of your paper.
MDiv Students: your research can go into many directions so think of something that
would be helpful to your future ministry.
Everyone MUST discuss his/her paper topic with me in advance.
All papers must show evidence of a close reading of primary texts and an
integration of secondary sources. At least 8 secondary sources must be used along
with the primary source (the Hebrew Bible). The papers should be a minimum
of 10 double-spaced pages long.
Since many of you do not work with the Hebrew language, make certain to
include at least one or two commentaries that consider translational issues (Old
Testament Library; Anchor Bible; New Interpreters Bible). We will meet at least
once to discuss your particular paper proposal (after the text is chosen and before
the thesis statement is turned in). Deadlines for this paper are as follows:

Step 1:
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10% Preliminary Reflection paper on the chosen text: (3-4 double space)
Closely read your text or a text related to your topic and pay attention to
things that pop out for youwords, symbols, images or theologies. Think
about what you might want to explore in this text. What interests you about
the text? What surprises you or disturbs you? How might you interpret the
text? You do not need to answer these questions but these are questions to get
you started. DO NOT CONSULT SOURCES AS YOU WRITE THIS
PAPER. DUE October 15
th

Because you are not consulting sources, there will be no bibliography or
footnotes. These are your thoughts alone.
Step 2:
5% Bibleworks exercise
I will be teaching you how to use the program, Bibleworks that serves as a
helpful concordance, interlinear resource and translation aid for studying the
Bible. This tool will be used throughout your Bible courses at Moravian and
we want to make sure that you understand how to use it. You will receive an
exercise that will walk you through the program and I will set up extra time to
work with groups of students who need further help. There are designated
computers in the computer room that have this software on them. More
information to come. This exercise will be in the IBOOK. Due October 22
nd

Step 3:
5% Research Proposal/annotated bibliography that should include the
following:
A 2-3 paragraph statement of the question that you want to explore in your
research/interpretation/exegesis paper and what you hope to argue.
Make certain that you look a couple of things up on BibleWorks. I
will be teaching you how to use Bibleworks and place a sentence or two
about what you have learned from your search into the proposal.
Turn in an annotated preliminary bibliography that contains 5 sources
that you will use to exegete your text. These bibliographies must be
properly formatted in the style that you use in your program. See
instructions for an annotated bibliography on Google drive. November 5
th

Step 4:
20% Interpretation/Exegesis Paper (see above) due Dec 3
rd

Step 5:
10% Project that connects directly with the paperthe So What? Put
together something that could help in your ministry (like a counseling
resource, a sermon, liturgy, piece of art, retreat, story, play, you tube clip,
creative podcast, song) or do something in the community and connect
it to your biblical text (POWER and other organizations in the community
would love to have you volunteer, etc.). What I want as a final product:
A 1-2 page commentary/explanation on how the project embodies
the Hebrew text or issue that you researched.
A very detailed outline or finished product of the project or a
detailed reflection on your community work and its relationship to
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the Bible. I want some substance to the project. Again, we will talk
about this individually. MAKE IT FUN!!!! Due December 10
th
.

Course Outline:
August 27 Introduction/Authority of Scripture/Canon
Readings:
Knight and Levine, Intro and ch 2
Birch et. al, ch 1 (somewhat review)
DeYoung et. al., ed. Peoples Companion for the Bible, Minneaopolis:
Fortress, 2010, xxix-xxxii
Class Ibook on ipad
Howard Cox. The Pentateuch. History or Story? University Press, 2005,
1-20 (textual issues)
Further Reading:
Beal, Timothy. What Would Jesus Read? The Rise and Fall of the Bible.
Boston: Mariner Books, 2011, 85-110.

Torah/Pentateuch
Origins. Creation and the Birth of Humanity
Sept 3 Origins of Life: God the creator and Recreator
Introduction to Primeval History (Genesis 111)
Adam and Eve; Cain and Abel and the Flood
Introduction to exegesis (textual)
Readings: Genesis 1-11
Knight and Levine chapter 7
Birch et.al., chapter 2
Gafney, Wil. Reading the Bible Responsibly, The Africana Bible.
Reading Israels Scriptures From Africa and the African Diaspora.
Ed Hugh Page, ed. Fortress, 2010, 45-51.
The Peoples Bible, Introduction to the Pentateuch (Yamada, 127-131),
Introduction to Genesis (Bailey 132-133)
CLASS IBOOK
Choose 1:
Brian Brown, Higher than Angels: Adam/Aadam in Noahs Other Son:
Bridging the Gap Between the Bible and the Qur an. New York:
Continuum, 2007, 29-38. (Interfaith focus)
Cain Hope Felder, Race, Racism, and the Biblical Narratives, Stony the
Road We Trod: African American Biblical Interpretation. (C. Felder,
ed.) Minneapolis:Fortress 1991, 127-145. (African American interp)
Dennis Olsen, Untying the Knot? Masculinity, Violence, and the
Creation-Fall Story of Genesis 2-4, 73-88 in Engaging the Bible in a
Gendered World. Ed. By L. Day and C. Pressler. Louisville: WJK, 2006.
(mens studies)
Carol Meyers, Procreation, Productivity, and Protection: Male-Female
Balance in Early Israel. JAAR L1/4, 569-93. (Archaeology, Bible)
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Ellen Davis. Seeing with God Israels Poem of Creation. Scripture and
Agriculture. An Agrarian Reading of the Hebrew Bible. Cambridge:
Cambridge, 2008, 42-65. (Environmental Approach)

*Sept 10 Gods New Family(ies)
Abram and Sarai, Hagar and Promise
Hairy and GrabbyThe Jacob Cycle and Ishmael
Of Coats and GoatsThe Joseph Story
Readings: Genesis 12-50
Birch et.al. Chapter 3
Levine and Knight, 231-239
Laleh Bakhtiar, Torah in the Quran, Torah, Gospel, and Quran. Three
Testaments. Ed. Brian Brown. Rowman and Littlefield, 2012, 417-26.
Israel Finkelstein and Ami Mazar. The Quest for the Historical Israel.
Debating Archaeology and the History of Early Israel SBL, 2007, 41-
66. (archaeology)
Class IBook
Choose 1:
Lai Ling Elizabeth Ngan. Neither Here nor There: Boundary and
Identity in the Hagar Story. Ways of Being, Ways of Reading. Asian
American Biblical Interpretation. Ed. J. Kuan. Chalice, 2006, 70-83
Delores Williams, Hagars Story, Sisters in the Wilderness,15-33
(womanist voice)
Return to Babel. Global Perspectives on the Bible, 13-27 (global
voices)
Jennings, Theodore. Joseph as Sissy Boy. Jacobs Wound:
Homoerotic Narrative in the Literature of Ancient Israel. New York:
Continuum, 2005, 177-98. (queer reading)
Avery-Peck, Alan. Midrash and Exegesis: Insights from Genesis
Rabbah on the Binding of Isaac. Method Matters. Essays on the
Interpretation of the Hebrew Bible in Honor of David Petersen. Ed.
Joel LeMon and Kent Richards. Atlanta: SBL, 2009, 441-459.
(midrash)
Nicole M. Simopoulos. Who Was Hagar? Mistress, Divorcee, Exile,
or Exploited Worker: An Analysis of Contemporary Grassroots
Readings of Genesis 16 by Caucasian, Latina, and Black South
African Women, Gerald O. West (ed.), Reading Other-Wise: Socially
Engaged Biblical Scholars Reading with Their Local Communities
(SBLSS 62; Atlanta: Society of Biblical Literature, 2007), 63-72
(contextual criticism)
Phyllis Trible. L. Russell, Unto the Thousandth Generation, Hagar,
Sarah, and Their Children: Jewish, Christian and Muslim
Perspectives, WJK, 2006, 1-32. (interfaith focus)


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Sept 11 Convocation: Jody Williams: Nobel Laureate:
Johnson Hall 9:30 AM (recommended)

Sept 17 Whose Land and Promise? Building Shalom
Watch and Discuss the film Beyond Right and Wrong
Readings: Focus: Genesis 12:1-3; Gen 15, Gen 22:15-19, Gen 26, Psalm 122
Brueggeman, Walter. Peace. St. Louise: Chalice Press, 2001, 1-36
De Young, C. The Bible as an Instrument of Reconciliation, The
Peoples Bible, 77-84.
Levine and Knight, chapter 1, 3 (skim)
Eliezer Schweid, The Promise of the Promised Land Reprint from
Contemporary Jewish Religious Thought, edited by Arthur A.
Cohen and Paul Mendes-Flohr, New York: Free Press, 1988.
http://www.myjewishlearning.com/israel/Jewish_Thought/Biblical_an
d_Rabbinic/In_the_Bible_Prn.shtml accessed 8/24/14

Sept 24 Let my People Go! Liberation and Beginnings
Readings: Exodus 1-15
Knight and Levine, 239-257
Birch et. al. chapter 4
Brian Brown, The Foundation. Moses/Musa, Noahs Other Son,
122-132.
Guest Speaker: The Rev. Dr. Bruce Birch, Dean Emeritus
Wesley Theological Seminary, Washington, DC
Choose 1:
Bruce Birch. Moral Agency, Community, and the Character of God
in the Hebrew Bible. Semeia 66 (January 1, 1994), 23-41
A Passover Haggadah (see in the library or online)
Renita Weems. The Hebrew Women are not Like the Egyptian
Women: The Ideology of Race, Gender, and Sexual Production in
Exodus 1, Semeia 59 (1992) 25-34. ATLA ONLINE (womanist)
Stone, Ken. Border Anxiety. Food, Sex and the Boundaries of
Identity. Practicing Safer Texts. Food, Sex and Bible in Queer
Perspective. London: T&T Clark, 2005, 46-67 (queer reading)
Cheryl Kirk-Duggan, Let my people go! Threads of Exodus in
African American Narratives. Yet with a Steady Beat, ed. R. Bailey
Atlanta, Georgia : Society of Biblical Literature, 2003, 123-144
Jacqueline Grey, Threes a Crowd. Pentecostalism, Hermeneutics, and
the Old Testament. Eugene, Oregon: Pickwick Publications, 2011, 36-
61. (Pentecostal reading)

Oct 1 The Law as a Gift (And a Burden) and the Holy
Readings: Exodus 20:19-23:33, Leviticus 12-26, Numbers 5, Deut 17-26
Birch et. al. Chapter 5
Knight and Levine, chs 6, 10
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Extra Reading:
Richard Freidman and Dolansky, The Bible Now. Homosexualty,
Abortion,Women, Death Penalty, Earth. Oxford, 2011, 1-40.
Miller, Patrick, Introduction to Israelite Religion, NIB volume 1

Oct 8 Fall Break: Enjoy!!! (and get ahead!!)
Neviim: The Prophetic Witness
Oct 15 Settlement of the Land and Violence
What do we do with biblical violence?!!
Readings: Joshua, Judges, 1 Samuel 1-15 (skim)
Focus texts: Joshua 1-12; Judges 2-5; 13-16; 19-21; 1 Sam 7-15
Knight and Levine, ch. 9
Birch et al. Chapter 6
Choose 1:
Andrea Smith. Dismantling the Masters Tools with the Masters House:
Native Feminist Liberation Theologies. Journal of Feminist Studies in
Religion 22.2 (2006) 85-121 (feminist/postcolonial)
Eric Seibert. The Violence of Scripture. Overcoming the Old
Testaments Troubling Legacy. Fortress, 2012, 95-128 (violence)
Robert Warrior, Canaanites, Cowboys, and Indians. Union Seminary
Quarterly Review 59 no 1-2 (2005), p 1-8. (postcolonial)
Gale Yee, Judges 17-21 and the Dismembered Body in Judges and
Method. Fortress, 2007, 138-160. (ideological criticism)
Davidson, Steed V. Gazing (at) native women: Rahab and Jael in
Imperializing and Postcolonial Discourses. Postcolonialism and the
Hebrew Bible. Atlanta: SBL, 2013, 69-92 (postcolonial)
Edelman, The Disappearance of Mrs. God Google docs (archaeology)
Dever, William. Did God Have a Wife?: Archaeology and Folk Religion
in Ancient Israel. Eerdmans, 2005, 178-208 (archaeology)

Oct 22 The United Kingdom: David and Solomon
David the Hunk- and awesome king?
Solomon: How wise is he?!
Ableness, abuse of power and the Bible
Readings: 1 Samuel 16- 2 Samuel 24; 1 Kings 1-11 (skim)
Focus Texts: 1 Sam 16-2 Sam 1; 2 Sam 9-20; 1 Kings 1-11
Knight and Levine, Ch. 11
Birch et al, Chapter 7
Choose 1:
Appler, Deborah, Creating Safe Sanctuaries: Reading King
Davids Last Days through the Lens of Elder Abuse, In Process. (Pastoral
Care)
Jeremy Schipper, Disability Studies and the Hebrew Bible: Figuring
Mephibosheth in the David Story. T&T Clark, 2009, 29-60. (Ability)
Esther Mombo. Rape, the Invisible Crime, The Quaker Bible Reader.
Earlham School of Theology, 2006, 83-103. (gender violence)
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Nancy Bowen. Women, Violence, and the Bible. Ed. Linda Day and C.
Pressler. Reading the Bible in a Gendered World. St Louis: WJK, 2006, 186-
199 (gender violence).
Bosworth, David A. Faith and Resilience. King Davids Reaction to the
death of Bathshebas First Born. Catholic Biblical Quarterly 73, no. 4
(October 1, 2011), 691-707. (pastoral care)
Stone, Ken. 1 and 2 Samuel, Queer Bible commentary, p 195-221. London :
SCM, 2006, 195-221. (Queer interpretation)

Oct 29 The Tale of Two Kingdoms
The Fall of the United Kingdom
The North and the Omrides
The South and Judahite kings
Readings: 1 Kings 12:12 Kings 17:41; 2 Chronicles 10:12 Chron 28:27
Birch et.al. Chapter 8
Israel Finkelstein. The Forgotten Kingdom: The Archaeology and History
of Northern Israel. Atlanta: SBL, 2013, 83-113, 153-158.
Choose 1:
Miguel de la Torre. Trails of Hope and Terror: Testimonies on
Immigration. Maryknoll: Orbis, 2009, 139-186.
Deborah Appler, From Queen to Cuisine. Food Imagery in the Jezebel
Narrative, Semeia 86 (1999), 55-71 (gender/ideological)
Leslie Hoppe, There Shall be no Poor Among You. Poverty in the Bible.
Nashville: Abingdon Press, 2004, 42-67.
Danna Nolan Fewell, The Gift, The Children of Israel. Reading the
Bible for the Sake of Our Children, Nashville: Abingdon 2003, 85-104
Hens-Piazza, Gina. Nameless, Blameless, and Without Shame. Two
Cannibal Mothers Before a King. Collegeville, MN: Liturgical Press,
2003, 77-94.

Nov 5 Prophecy, Josiahs Reform and the Fall
8
th
Century Prophets
Josiahs Reform?
Fall of Judah
Readings: Amos; Hosea; Micah; Isaiah 1-39 (choose two of these)
Knight and Levine, ch 13
Birch et.al Chapter 9
Wayne G. Rollins and Andrew Kille, ed. Psychological Insight into the
Bible. Texts and Readings Eerdmans, 2007, 17-21. 214-218, 236-38
Choose one:
Phyllis Bird, To Play the Harlot: An Inquiry into an Old Testament
Metaphor, Missing Persons and Mistaken Identities. Women and Gender
in Ancient Israel. Minneapolis: Fortress, 1997, 219-238
Wonsuk Ma, Until the Spirit Comes. The Spirit of God in the Book of
Isaiah. Sheffield, 1999, 158-204
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Leonora Tubbs Tisdale, Prophetic Preaching. A Pastoral Approach.
WJK, 2010, 1-20
Renita Weems. Battered Love. Marriage, Sex, Violence in the Hebrew
Prophets. Minneapolis, Fortress, 1995, 35-67.
Uriah Kim. Decolonizing Josiah: Toward a Postcolonial Reading of the
Deuteronomistic History. Sheffield Phoenix, 2006, Pages TBD.
Brueggeman, Walter. Psychological Criticism: Exploring the Self in the
Text. Method Matters, 213-232.

Nov 12 Show me the Way to Go Home: The Exile and After
Exilic Prophets: 2
nd
Isaiah; Jeremiah
Ezekiel
3
rd
Isaiah
Readings: (choose2) Isaiah 40-66; Jeremiah; Ezekiel; Habakkuk, Obadiah,
Lamentations , Joel
Birch et.al. Chapter10
Cullar, Gregory. Voices of Marginality. Exile and Return in
Second Isaiah 40-55 and the Mexican Immigrant Experience. New
York: Peter Lang, 2008, 64-96.
Choose 1:
Billingham, Val. Some Ecological Perspectives on Jeremiah and Exile.
Colloquium 45/1 (May 1, 2013), 17-30.
Gunther Wittenburg, To Build or to Plant (Jer 1:10): The Message of
Jeremiah as a Source of Hope for the Exilic Community and its Relevance
for Community Building in South Africa, Journal of the Theology of
South Africa 112 (2002), 57-67. ATLA
James H Costen, How Can These Bones Live? Ezekiel 37, Journal of
the Interdenominational Theological Center 24 (1996-7), 51-65
(LIBRARY)
Andiach, Pablo. Latin American Approaches: A Liberationist Reading
of the Day of the Lord Tradition in Joel. Method Matters, 423-440.
Suzanne Scholz, Resisting the Rapist. Sacred Witness, Fortress Press,
179-208.
Ee Kan Kim, Outcry: Its Context in Biblical Theology, Interpretation
42 (1988), 229-39
Daniel Smith Christopher, Jeremiah as Prophet of Non-violent
Resistence: [Jer 29], JSOT 43 (1989), 95-107
Jean-Pierre Ruiz, Symbolism of the Street: Reading Prophecy as
Performance. Ezekiel 12:1-16, Readings from the Edges. The Bible and
People on the Move. Orbis, 2011, 71-82

Kethubim: Sing the Lords Song in a Foreign Land
Nov 19 Give Me Something to Sing About
Rebuilding Jerusalem
Dancing with the Persians
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Readings: Ezra and Nehemiah; Ruth; Esther, Jonah; Song of Songs, Psalms (Read
Ezra or Nehemiah and choose one from Ruth, Esther, Jonah, or Song of Songs)
Knight and Levine, ch. 12
Birch et.al. ch 12
Walter Brueggemann. The Psalms and the Life of Faith. A Suggested
Typology of Function. Soundings in the Theology of the Psalms,
ed. R. Jacobson. Fortress, 2010, 1-26.
Choose 1:
Jean-Pierre Ruiz, They Could not Speak the Language of Judah.
Readings from the Edges. The Bible and People on the Move. Orbis, 2011,
100-114
Raheb, Viola, Women in Contemporary Palestinian Society. A
Contextual Reading of the Book of Ruth, Feminist Interpretation of the
Bible and the Hermeneutics of Liberation. Ed. by Sylvia Schroer and S.
Bietenhard. New York, Continuum, 2004. Google drive
Clines, David, The Book of Psalms, Where Men are Men. On the Gender
of Hebrew Poetry, Google drive
McKinlay, Judith. Reading Rahab and Ruth. Reframing Her. Biblical
Women in Postcolonial Focus. Sheffield, Sheffield Phoenix Press, 2004,
37-56.
Laura Donaldson, The Sign of Orpah: Reading Ruth Through Native
Eyes.
Masenya, Madipoane (ngwana Mphahlele), Their Hermeneutics was
Strange! Ours is Necessity! Rereading Vashti as African-South African
Women. In Her MastersTools? Feminist and Postcolonial Engagements
of Historical-Critical Discourse, edited by Caroline Vander Stichele and
Todd Penner, 179-194. Atlanta: Society of Biblical Literature, 2005.
Brian Brown, Women who have Names, Noahs Other Son, 143-52.
Daniel Smith Christopher. Biblical Theology of Exile. Fortress Press,
2002., 27-74

Nov 26 No Class, Thanksgiving

Dec 3 Wise ones and Seers
Wisdom- Proverbs, Qoheleth; Job
Apocalyptic Literature; Daniel/Revelation
Where is God when it hurts? Theodicy
Readings: Proverbs and Qoheleth (Ecclesiastes); Job; Daniel (choose 2 and skim)
Knight and Levine, ch 14
Birch et.al. Chapter 11
Choose 1:
Madipoane Masenya, Proverbs 31:10-31 in a South African Context: A
Reading for the Liberation of African (Northern Sotho) Women, Semeia
78 (1997), 55-68 (ATLA ONLINE)
14
Claudia Camp, Wise and Strange: An Interpretation of the Female
Imagery in Proverbs in Light of Trickster Mythology, Semeia 42 (1988),
14-36 ATLA ONLINE
Deborah Appler, Digging in the Claws. Daniel 4 and the Predatory
Nature of Empire in The Crucial Nature of the Persian and Hellenistic
Periods: Essays in Honor of D. A. Knight. T & T Clark, 2012, 121-36.
Ecclesiastes 3:1-8, from Latin American Perspective (Elsa Tamez);
African (Franois Kabasele Lumbala); Asian (Choan-Seng Song), in
Return to Babel. Global Perspectives on the Bible. Louisville:
Westminster John Knox Press, 1999, 75-94
Sarojini Nadar. Barak God and Die!: Women, HIV, and a Theology of
Suffering. Voices from the Margins, ed. Sugirtharaja, Fortress, 2006,
189-204.
Seow, C. L. Jobs Wife, 141-152 in Engaging the Bible in a Gendered
World. Ed. By L. Day and C. Pressler. Louisville: WJK, 2006.
Amy Jill Levine, Bearing False Witness. Common errors made about
Early Judaism, The Jewish Annotated New Testament, ed. Levine
and Brettler. Oxford: Oxford, 2011, 501-4
Mark Brettler, The New Testament Between the Hebrew Bible (Tanakh)
and the Rabbinical Literature, The Jewish Annotated New Testament, 504-6.

Teaching Philosophy:
Deadlines:
I understand that emergencies crop up making it difficult to meet deadlines. I want to be
sensitive to your needs, but also wish to remind you that deadlines exist to enhance the
learning process in the classroom. Late projects will be penalized unless an emergency,
illness, or unforeseen crisis occurs in your life and you clear it with me. This syllabus is
subject to negotiation but only with your input. ONLY IN EXTREME PRE-
APPROVED CIRCUMSTANCES WILL INCOMPLETES BE GRANTED!! (see
student handbook) NOTHI NG will be accepted past midnight MayFriday Dec 13)

Cheating, plagiarism, disruptive classroom behavior and all that other ugly stuff:
I encourage you to study in groups with other students, as well as to do additional
research on your own. There is a wealth of material available about the Hebrew Bible.
You may use any books, websites (not all are good!!), and other resources to facilitate
your learning. However, all work you turn in must be your own. When citing someone
elses idea, please use proper documentation (see Bedford Handbook or Turrabien).
Please consult the student handbook for more information concerning what constitutes
plagiarism. There are severe consequences for such activities and I do take this seriously.
There is no excuse for ignoranceif you have questions on citing sources, check with the
writing center.

Moravian Colleges Academic & Disability Support Office is responsible for serving
otherwise qualified students with disabilities, as one of its many functions. Moravian
College adheres to Section 504 of the Rehabilitation Act of 1973 and the Americans with
Disabilities Act Amendments Act of 2008 in ensuring accessibility of its programs and
15
services. The Assistant Director of Academic & Disability Support is responsible for
assisting the College in providing reasonable accommodations for students with
disabilities enrolled in the Colleges courses, and serves as a resource for other College
departments in regards to serving individuals with disabilities as needed. If you require
any information in an alternative format, please contact Ms. Laurie M. Roth, M.Ed.
Phone:610--861--1410. Fax: 610625-7935 email: disabilitysupport@moravian.edu
For further information, see the Student Handbook.

Note on Papers, Journals, and Assignments: I want all papers turned in via
GOOGLE DOCUMENTS- no Blackboard, email, or hard copies. Blackboard will
be used for grades and announcements. I understand that electronics can
malfunction from time to time, however, materials reaching me on time is
your responsibility.
My Expectations for all papers---I want:
1. A clear thesis statement that lays out the primary issue including the
position that will be argued throughout the paper.
Support for this position through a good integration of biblical and
secondary source material (commentaries, articles, books). Make certain
that the paper has NO LESS THAN 10 refereed articles, books. Limit your
web sources to 2 websites (scholarly ones and ATLA or online journals
dont count)
2. Use of the Hebrew text or multiple translations of the text.
3. A paper well-cited but not over-quoted. Consult the Bedford Handbook to
help you paraphrase and cite.
4. I prefer footnotes over endnotes.
5. Sources that are peer reviewed. Be wary of websites and pay attention to
the website set up for our class on the Reeves library page.
6. A well-written paper with careful attention to grammar, sentence structure,
flow of argument, use of footnotes and bibliographical notation (APA or
Chicago)

In order to give a more diverse reading of the Hebrew Bible, I wish to provide options for
articles that bring different voices to the conversation. The following are far from
exhaustive and I invite you to find something else that you might wish to read instead.













16
The following is how we will conduct dialogue in the classroom:

RESPECTFUL COMMUNICATION GUIDELINE: (by Eric Law and Kaleidoscope Institute)

R = take Responsibility for what you say and feel without blaming others

E = use Empathetic listening

S = be Sensitive to differences in communication styles

P = Ponder what you hear and feel before you speak

E = Examine your own assumptions and perceptions

C = keep Confidentiality

T = Trust ambiguity because we are not here to debate who is right or wrong161616161616
(from The Bush was Burning but not Consumed by Eric H. Law. Used with permission.

Taken from http://www.kscopeinstitute.org/2007-02_Kaleidoscope_Newsletter.pdf


MUTUAL INVITATION:
A Process we will use along the way to open up a chance for everyone to talk. This tool was shared with us
by Stacy Kitahata and Valerie Norwood
1. The first in the group shares and then invites another person to share.
2. The one invited can choose to share, pass for now (if not ready) and pass (if
choose not to share. If one who passes changes his or her mind, he or she can let
the group know).
3. No matter what choice is chosen, the invited person now invites someone who has
not shared the opportunity to share.
4. Once everyone in the group has had an opportunity to share, group members can
continue to discuss the issue.
From Eric Law, The Wolf Shall Dwell with the Lamb and tool shared by Stacy Kitahata
and Valerie Norwood. Used with Permission