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  • Professor Christine Hayes: You don't need me to

  • tell you that human civilization is very, very old.

  • Nevertheless, our knowledge of the earliest

  • stages of human civilization was quite limited for many

  • centuries. That is, until the great

  • archaeological discoveries of the nineteenth and twentieth

  • centuries, which unearthed for us the

  • great civilizations of the Ancient Near East,

  • of which I have drawn a remarkably life-like map here on

  • the board: [laughter] Mediterranean,

  • I always start with the Mediterranean Ocean,

  • the Nile River, the Tigris and the Euphrates.

  • So: the great civilizations of ancient Egypt,

  • Mesopotamia and the area we refer to as the Fertile

  • Crescent, of which a little part here

  • about the size of Rhode Island is Canaan.

  • And archaeologists in the nineteenth and twentieth

  • centuries were stunned to find the ruins and the records of

  • remarkable peoples and cultures--massive,

  • complex empires in some cases but some of which had completely

  • disappeared from human memory.

  • Their newly uncovered languages had been long forgotten;

  • their rich literary and legal texts were now indecipherable.

  • That soon changed.

  • But because of those discoveries, we are now in a

  • position to appreciate the monumental achievements of these

  • early civilizations, these earliest

  • civilizations. And so many scholars,

  • and many people, have remarked that it's not a

  • small irony that the Ancient Near Eastern people with one of

  • the, or perhaps the most

  • lasting legacy, was not a people that built and

  • inhabited one of the great centers of Ancient Near Eastern

  • civilization. It can be argued that the

  • Ancient Near Eastern people with the most lasting legacy is a

  • people that had an idea.

  • It was a new idea that broke with the ideas of its neighbors,

  • and those people were the Israelites.

  • And scholars have come to the realization that despite the

  • Bible's pretensions to the contrary,

  • the Israelites were a small, and I've actually

  • overrepresented it here, I'm sure it should be much

  • smaller, a small and relatively

  • insignificant group for much of their history.

  • They did manage to establish a kingdom in the land that was

  • known in antiquity as Canaan around the year 1000.

  • They probably succeeded in subduing some of their

  • neighbors, collecting tribute--there's some

  • controversy about that--but in about 922 this kingdom divided

  • into two smaller and lesser kingdoms that fell in

  • importance. The northern kingdom,

  • which consisted of ten of the twelve Israelite tribes,

  • and known confusingly as Israel, was destroyed in 722 by

  • the Assyrians. The southern kingdom,

  • which consisted of two of the twelve tribes and known as

  • Judah, managed to survive until the

  • year 586 when the Babylonians came in and conquered and sent

  • the people into exile.

  • The capital, Jerusalem, fell.

  • Conquest and exile were events that normally would spell the

  • end of a particular ethnic national group,

  • particularly in antiquity.

  • Conquered peoples would trade their defeated god for the

  • victorious god of their conquerors and eventually there

  • would be a cultural and religious assimilation,

  • intermarriage.

  • That people would disappear as a distinctive entity,

  • and in effect, that is what happened to the

  • ten tribes of the northern kingdom to a large degree.

  • They were lost to history.

  • This did not happen to those members of the nation of Israel

  • who lived in the southern kingdom, Judah.

  • Despite the demise of their national political base in 586,

  • the Israelites alone, really, among the many peoples

  • who have figured in Ancient Near Eastern history--the Sumerians,

  • the Akkadians, the Babylonians,

  • the Hittites, the Phoenicians,

  • the Hurrians, the Canaanites--they emerged

  • after the death of their state, producing a community and a

  • culture that can be traced through various twists and turns

  • and vicissitudes of history right down into the modern

  • period. That's a pretty unique claim.

  • And they carried with them the idea and the traditions that

  • laid the foundation for the major religions of the western

  • world: Judaism, Christianity and Islam.

  • So what is this radical new idea that shaped a culture and

  • enabled its survival into later antiquity and really right into

  • the present day in some form?

  • Well, the conception of the universe that was widespread

  • among ancient peoples is one that you're probably familiar

  • with. People regarded the various

  • natural forces as imbued with divine power,

  • as in some sense divinities themselves.

  • The earth was a divinity, the sky was a divinity,

  • the water was a divinity, had divine power.

  • In other words, the gods were identical with or

  • imminent in the forces of nature.

  • There were many gods.

  • No one single god was therefore all powerful.

  • There is very, very good evidence to suggest

  • that ancient Israelites by and large shared this world view.

  • They participated at the very earliest stages in the wider

  • religious and cultic culture of the Ancient Near East.

  • However, over the course of time, some ancient Israelites,

  • not all at once and not unanimously,

  • broke with this view and articulated a different view,

  • that there was one divine power, one god.

  • But much more important than number was the fact that this

  • god was outside of and above nature.

  • This god was not identified with nature.

  • He transcended nature, and he wasn't known through

  • nature or natural phenomena.

  • He was known through history, events and a particular

  • relationship with humankind.

  • And that idea, which seems simple at first and

  • not so very revolutionary--we will see,

  • that's an idea that affected every aspect of Israelite

  • culture and in ways that will become clear as we move through

  • the course and learn more about biblical religion and biblical

  • views of history, it was an idea that ensured the

  • survival of the ancient Israelites as an entity,

  • as an ethnic religious entity.

  • In various complicated ways, the view of an utterly

  • transcendent god with absolute control over history made it

  • possible for some Israelites to interpret even the most tragic

  • and catastrophic events, such as the destruction of

  • their capital and the exile of their remaining peoples,

  • not as a defeat of Israel's god or even God's rejection of them,

  • but as necessary, a necessary part of God's

  • larger purpose or plan for Israel.

  • These Israelites left for us the record of their religious

  • and cultural revolution in the writings that are known as the

  • Hebrew Bible collectively, and this course is an

  • introduction to the Hebrew Bible as an expression of the

  • religious life and thought of ancient Israel and as a

  • foundational document of western civilization.

  • The course has several goals.

  • First and foremost, we want to familiarize you with

  • the contents of the Hebrew Bible.

  • We're not going to read every bit of it word for word.

  • We will read certain chunks of it quite carefully and from

  • others we will choose selections,

  • but you will get a very good sense and a good sampling of the

  • contents of the Bible.

  • A second goal is to introduce you to a number of approaches to

  • the study of the Bible, different methodological

  • approaches that have been advanced by modern scholars but

  • some of which are in fact quite old.

  • At times, we will play the historian, at times we will be

  • literary critics.

  • "How does this work as literature?"

  • At times we will be religious and cultural critics.

  • "What is it the Israelites were saying in their day and in their

  • time and against whom and for what?"

  • A third goal of the course is to provide some insight into the

  • history of interpretation.

  • This is a really fun part of the course.

  • The Bible's radically new conception of the divine,

  • its revolutionary depiction of the human being as a moral

  • agent, its riveting saga of the nation

  • of Israel, their story, has drawn generations of

  • readers to ponder its meaning and message.

  • And as a result, the Bible has become the base

  • of an enormous edifice of interpretation and commentary

  • and debate, both in traditional settings

  • but also in academic, university, secular settings.

  • And from time to time, particularly in section

  • discussion, you will have occasion to consider the ways in

  • which certain biblical passages have been interpreted--sometimes

  • in very contradictory ways--over the centuries.

  • That can be a really fun and exciting part of the course.

  • A fourth goal of the course is to familiarize you with the

  • culture of ancient Israel as represented in the Bible against

  • the backdrop of its Ancient Near Eastern setting,

  • its historical and cultural setting, because the

  • archaeological discoveries that were referred to in the Ancient

  • Near East, reveal to us the spiritual and

  • cultural heritage of all of the inhabitants of the region,

  • including the Israelites.

  • And one of the major consequences of these finds is

  • the light that they have shed on the background and the origin of

  • the materials in the Bible.

  • So we now see that the traditions in the Bible did not

  • come out of a vacuum.

  • The early chapters of Genesis, Genesis 1 through 11--they're

  • known as the "Primeval History," which is a very unfortunate

  • name, because these chapters really are not best read or

  • understood as history in the conventional sense--but these 11

  • chapters owe a great deal to Ancient Near Eastern mythology.

  • The creation story in Genesis 1 draws upon the Babylonian epic

  • known as Enuma Elish.

  • We'll be talking about that text in some depth.

  • The story of the first human pair in the Garden of Eden,

  • which is in Genesis 2 and 3 has clear affinities with the Epic

  • of Gilgamesh, that's a Babylonian and

  • Assyrian epic in which a hero embarks on this exhausting

  • search for immortality.

  • The story of Noah and the flood, which occurs in Genesis 6

  • through 9 is simply an Israelite version of an older flood story

  • that we have found copies of: a Mesopotamian story called the

  • Epic of Atrahasis a flood story that we also have incorporated

  • in the Epic of Gilgamesh.

  • Biblical traditions have roots that stretch deep into earlier

  • times and out into surrounding lands and traditions,

  • and the parallels between the biblical stories and Ancient

  • Near Eastern stories that they parallel has been the subject of

  • intense study. However, it isn't just the

  • similarity between the biblical materials and the Ancient Near

  • Eastern sources that is important to us.

  • In fact, in some ways it's the dissimilarity that is remarkably

  • important to us, the biblical transformation of

  • a common Near Eastern heritage in light of its radically new

  • conceptions of God and the world and humankind.

  • We'll be dealing with this in some depth, but I'll give you

  • one quick example.

  • We have a Sumerian story about the third millennium BCE,

  • going back 3000--third millennium, 3000 BCE.

  • It's the story of Ziusudra, and it's very similar to the

  • Genesis flood story of Noah.

  • In both of these stories, the Sumerian and the Israelite

  • story, you have a flood that is the result of a deliberate

  • divine decision; one individual is chosen to be

  • rescued; that individual is given very

  • specific instructions on building a boat;

  • he is given instructions about who to bring on board;

  • the flood comes and exterminates all living things;

  • the boat comes to rest on a mountaintop;

  • the hero sends out birds to reconnoiter the land;

  • when he comes out of the ark he offers a sacrifice to the

  • god--the same narrative elements are in these two stories.

  • It's just wonderful when you read them side by side.

  • So what is of great significance though is not

  • simply that the biblical writer is retelling a story that

  • clearly went around everywhere in ancient Mesopotamia;

  • they were transforming the story so that it became a

  • vehicle for the expression of their own values and their own

  • views. In the Mesopotamian stories,

  • for example, the gods act capriciously,

  • the gods act on a whim.

  • In fact, in one of the stories, the gods say,

  • "Oh, people, they're so noisy,

  • I can't sleep, let's wipe them all out."

  • That's the rationale.

  • There's no moral scruple.

  • They destroy these helpless but stoic humans who are chafing

  • under their tyrannical and unjust and uncaring rule.

  • In the biblical story, when the Israelites told the

  • story, they modified it.

  • It's God's uncompromising ethical standards that lead him

  • to bring the flood in an act of divine justice.

  • He's punishing the evil corruption of human beings that

  • he has so lovingly created and whose degradation he can't bear

  • to witness. So it's saying something

  • different. It's providing a very different

  • message. So when we compare the Bible

  • with the literature of the Ancient Near East,

  • we'll see not only the incredible cultural and literary

  • heritage that was obviously common to them,

  • but we'll see the ideological gulf that separated them and

  • we'll see how biblical writers so beautifully and cleverly

  • manipulated and used these stories,

  • as I said, as a vehicle for the expression of a radically new

  • idea. They drew upon these sources

  • but they blended and shaped them in a particular way.

  • And that brings us to a critical problem facing anyone

  • who seeks to reconstruct ancient Israelite religion or culture on

  • the basis of the biblical materials.

  • That problem is the conflicting perspective between the final

  • editors of the text and some of the older sources that are

  • incorporated into the Bible, some of the older sources that

  • they were obviously drawing on.

  • Those who were responsible for the final editing,

  • the final forms of the texts, had a decidedly monotheistic

  • perspective, ethical monotheistic perspective,

  • and they attempted to impose that perspective on their older

  • source materials; and for the most part they were

  • successful. But at times the result of

  • their effort is a deeply conflicted, deeply ambiguous

  • text. And again, that's going to be

  • one of the most fun things for you as readers of this text,

  • if you're alert to it, if you're ready to listen to

  • the cacophony of voices that are within the text.

  • In many respects, the Bible represents or

  • expresses a basic discontent with the larger cultural milieu

  • in which it was produced, and that's interesting for us,

  • because a lot of modern people have a tendency to think of the

  • Bible as an emblem of conservatism.

  • Right? We tend to think of this as an

  • old fuddy-duddy document, it's outdated,

  • has outdated ideas, and I think the challenge of

  • this course is that you read the Bible with fresh eyes so that

  • you can appreciate it for what it was,

  • in many ways what it continues to be: a revolutionary,

  • cultural critique.

  • We can read the Bible with fresh and appreciative eyes only

  • if we first acknowledge and set aside some of our

  • presuppositions about the Bible.

  • It's really impossible, in fact, that you not have some

  • opinions about this work, because it's an intimate part

  • of our culture. So even if you've never opened

  • it or read it yourself, I bet you can cite me a line or

  • two--"an eye for an eye, a tooth for a tooth," and I bet

  • you don't really know what it means.

  • "The poor will always be with you": I'm sure you don't really

  • know what that means.

  • These are things and phrases that we hear and they create

  • within us a certain impression of the biblical text and how it

  • functions. Verses are quoted,

  • they're alluded to, whether to be championed and

  • valorized or whether to be lampooned and pilloried.

  • But we can feel that we have a rough idea of the Bible and a

  • rough idea of its outlook when in fact what we really have are

  • popular misconceptions that come from the way in which the Bible

  • has been used or misused.

  • Most of our cherished presuppositions about the Bible

  • are based on astonishing claims that others have made on behalf

  • of the Bible, claims that the Bible has not

  • made on behalf of itself.

  • So before we proceed, I need to ask you to set aside

  • for the purposes of this course, some of the more common myths

  • about the Bible. I have a little list here for

  • you. The first is the idea that the

  • Bible's a book. It's not a book.

  • We'll get rid of that one.

  • The Bible is not a book with all that that implies,

  • that it has a uniform style and a message and a single author,

  • the sorts of things we think of when we think in a conventional

  • sense of the word "book."

  • It's a library. It's an anthology of writings

  • or books written and edited over an extensive period of time by

  • people in very different situations responding to very

  • different issues and stimuli, some political,

  • some historical, some philosophical,

  • some religious, some moral.

  • There are many types or genres of material in the Bible.

  • There's narrative, wonderful narrative stories.

  • There's all kinds of law.

  • There are cultic and ritual texts that prescribe how some

  • ceremony is supposed to be performed.

  • There are records of the messages of prophets.

  • There's lyric poetry, there's love poetry,

  • there are proverbs, there are psalms of

  • thanksgiving and lament.

  • So, there's a tremendous variety of material in this

  • library, and it follows from the fact that it's not a book but an

  • anthology of diverse works, that it's not an ideological

  • monolith. And this is something a lot of

  • students struggle with.

  • Each book, or strand of tradition within a book,

  • within the biblical collection sounds its own distinctive note

  • in the symphony of reflection that is the Bible.

  • Genesis is concerned to account for the origin of things and

  • wrestles with the existence of evil,

  • the existence of idolatry and suffering in a world that's

  • created by a good god.

  • The priestly texts in Leviticus and Numbers emphasize the

  • sanctity of all life and the ideal of holiness and ethical

  • and ritual purity.

  • There are odes to human reason and learning and endeavor in the

  • wisdom book of Proverbs.

  • Ecclesiastes reads like an existentialist writing from the

  • twentieth century.

  • It scoffs at the vanity of all things, including wisdom,

  • and espouses a kind of positive existentialism.

  • The Psalms are very individual writings that focus on

  • individual piety and love and worship of God.

  • Job, possibly the greatest book of the Bible,

  • I won't give away my preferences there,

  • challenges conventional religious piety and arrives at

  • the bittersweet conclusion that there is no justice in this

  • world or any other, but that nonetheless we're not

  • excused from the thankless and perhaps ultimately meaningless

  • task of righteous living.

  • One of the most wonderful and fortuitous facts of history is

  • that later Jewish communities chose to put all this stuff in

  • this collection we call the Bible.

  • They chose to include all of these dissonant voices together.

  • They didn't strive to reconcile the conflicts,

  • nor should we. They didn't, we shouldn't.

  • Each book, each writer, each voice reflects another

  • thread in the rich tapestry of human experience,

  • human response to life and its puzzles, human reflection on the

  • sublime and the depraved.

  • And that leads me to my second point, which is that biblical

  • narratives are not pious parables about saints.

  • Okay? Not pious tales.

  • They're psychologically real literature about very real or

  • realistic people and life situations.

  • They're not stories about pious people whose actions are always

  • exemplary and whose lives should be models for our own,

  • despite what Sunday School curricula will often turn them

  • into. And despite what they would

  • have us believe. There is a genre of

  • literature that details the lives of saints,

  • Hagiography, but that came later and is

  • largely something we find in the Christian era.

  • It's not found in the Bible.

  • The Bible abounds with human not superhuman beings,

  • and their behavior can be scandalous.

  • It can be violent, it can be rebellious,

  • outrageous, lewd, vicious.

  • But at the same time like real people, they can turn around and

  • act in a way that is loyal and true above and beyond the call

  • of duty. They can change, they can grow.

  • But it's interesting to me that there are many people who,

  • when they open the Bible for the first time,

  • they close it in shock and disgust.

  • Jacob is a deceiver; Joseph is an arrogant,

  • spoiled brat; Judah reneges on his

  • obligations to his daughter-in-law and goes off and

  • sleeps with a prostitute.

  • Who are these people?

  • Why are they in the Bible?

  • And the shock comes from the expectation that the heroes of

  • the Bible are somehow being held up as perfect people.

  • That's just not a claim that's made by the Bible itself.

  • So biblical characters are real people with real,

  • compelling moral conflicts and ambitions and desires,

  • and they can act shortsightedly and selfishly.

  • But they can also, like real people,

  • learn and grow and change; and if we work too hard and too

  • quickly to vindicate biblical characters just because they're

  • in the Bible, then we miss all the good

  • stuff. We miss all of the moral

  • sophistication, the deep psychological insights

  • that have made these stories of such timeless interest.

  • So read it like you would read any good book with a really good

  • author who knows how to make some really interesting

  • characters. Thirdly, the Bible's not for

  • children. I have a 12-year-old and an

  • 8-year-old. I won't let them read it.

  • I won't let them read it.

  • Those "Bible Stories for Children" books,

  • they scare me. They really scare me.

  • It's not suitable for children.

  • The subject matter in the Bible is very adult,

  • particularly in the narrative texts.

  • There are episodes of treachery and incest and murder and rape.

  • And the Bible is not for naive optimists.

  • It's hard-hitting stuff.

  • And it speaks to those who are courageous enough to acknowledge

  • that life is rife with pain and conflict, just as it's filled

  • with compassion and joy.

  • It's not for children in another sense.

  • Like any literary masterpiece, the Bible is characterized by a

  • sophistication of structure and style and an artistry of theme

  • and metaphor, and believe me,

  • that's lost on adult readers quite often.

  • It makes its readers work.

  • The Bible doesn't moralize, or rarely, rarely moralizes.

  • It explores moral issues and situations, puts people in moral

  • issues and situations.

  • The conclusions have to be drawn by the reader.

  • There are also all kinds of paradoxes and subtle puns and

  • ironies, and in section where you'll be doing a lot of your

  • close reading work, those are some of the things

  • that will be drawn to your attention.

  • You'll really begin to appreciate them in time.

  • The fourth myth we want to get rid of: the Bible is not a book

  • of theology, it's not a catechism or a book of

  • systematic theology.

  • It's not a manual of religion, despite the fact that at a much

  • later time, very complex systems of theology are going to be spun

  • from particular interpretations of biblical passages.

  • You know, there's nothing in the Bible that really

  • corresponds to prevailing modern western notions of religion,

  • what we call religion, and indeed there's no word for

  • religion in the language of biblical Hebrew.

  • There just isn't a word "religion."

  • With the rise of Christianity, western religion came to be

  • defined to a large degree by the confession of,

  • or the intellectual assent to, certain doctrinal points of

  • belief. Religion became defined

  • primarily as a set of beliefs, a catechism of beliefs or

  • truths that required your assent,

  • what I think of as the catechism kind of notion of

  • religion. That's entirely alien to the

  • world of the Bible.

  • It's clear that in biblical times and in the Ancient Near

  • East generally, religion wasn't a set of

  • doctrines that you ascribed to.

  • To become an Israelite, later on a Jew--the word "Jew"

  • isn't something we can really historically use until about

  • this time, so most of our period we're

  • going to be talking about the ancient Israelites--to become an

  • Israelite, you simply joined the Israelite

  • community, you lived an Israelite life,

  • you died an Israelite death.

  • You obeyed Israelite law and custom, you revered Israelite

  • lore, you entered into the historical community of Israel

  • by accepting that their fate and yours should be the same.

  • It was sort of a process of naturalization,

  • what we think of today as naturalization.

  • So the Hebrew Bible just isn't a theological textbook.

  • It contains a lot of narratives and its narrative materials are

  • an account of the odyssey of a people,

  • the nation of Israel.

  • They're not an account of the divine, which is what theology

  • means, an account of the divine.

  • However, having said this, I should add that although the

  • Bible doesn't contain formal statements of religious belief

  • or systematic theology, it treats issues,

  • many moral issues and some existential issues that are

  • central to the later discipline of theology,

  • but it treats them very differently.

  • Its treatment of these issues is indirect, it's implicit.

  • It uses the language of story and song and poetry and paradox

  • and metaphor. It uses a language and a style

  • that's very far from the language and style of later

  • philosophy and abstract theology.

  • Finally, on our myth count, I would point out--well I don't

  • really need to cross this out, this is something to discuss--I

  • would point out that the Bible was formulated and assembled and

  • edited and modified and censored and transmitted first orally and

  • then in writing by human beings.

  • The Bible itself doesn't claim to have been written by God.

  • That belief is a religious doctrine of a much later age.

  • And even then one wonders how literally it was meant--it's

  • interesting to go back and look at some of the earliest claims

  • about the origin of the biblical text.

  • Similarly, the so-called five books of Moses--Genesis,

  • Exodus, Leviticus, Numbers,

  • Deuteronomy, the first five books we call

  • the Pentateuch of Moses--nowhere claim to have been written in

  • their entirety by Moses.

  • That's not something they say themselves.

  • Some laws in Exodus, you know, the Book of the

  • Covenant, a few things--yes, it says Moses wrote those down,

  • but not the whole five books that tradition later will

  • ascribe to him. The Bible clearly had many

  • contributors over many centuries, and the individual

  • styles and concerns of those writers,

  • their political and religious motivations, betray themselves

  • frequently. I leave aside here the question

  • of divine inspiration, which is an article of faith in

  • many biblical religions.

  • It's no doubt an article of faith for people in this very

  • room. But there is no basic

  • incompatibility between believing on faith in the divine

  • inspiration of the Bible and acknowledging the role that

  • human beings have played in the actual formulation and editing

  • and transmission and preservation of that same Bible.

  • And since this is a university course and not perhaps a

  • theological course or within a theological setting,

  • it's really only the latter, the demonstrably human

  • component, that will concern us.

  • It's very easy for me to assert that our interest in the Hebrew

  • Bible will be centered on the culture and the history and the

  • literature and the religious thought of ancient Israel in all

  • of its diversity rather than questions of faith and theology.

  • But the fact remains that the document is the basis for the

  • religious faith of many millions of people, and some of them are

  • here now. It is inevitable that you will

  • bring what you learn in this course into dialogue with your

  • own personal religious beliefs, and for some of you,

  • I hope all of you, that will be enriching and

  • exciting. For some of you it may be

  • difficult. I know that,

  • and I want you to rest assured that no one in this course

  • wishes to undermine or malign religious faith any more than

  • they wish to promote or proselytize for religious faith.

  • Religious faith simply isn't the topic of this course.

  • The rich history and literature and religious thought of ancient

  • Israel as preserved for us over millennia in the pages of this

  • remarkable volume, that is our topic,

  • and so our approach is going to be necessarily academic;

  • and especially given the diversity of people in this

  • room, that's really all that it can be,

  • so that we have a common ground and common goals for our

  • discussions. But it has been my experience

  • that from time to time students will raise a question or ask a

  • question that is prompted by a commitment,

  • a prior commitment to an article of faith.

  • Sometimes they're not even aware that that's what they're

  • doing, and I want you to understand that on those

  • occasions I'll most likely respond by inviting you to

  • consider the article of faith that lies behind that question

  • and is creating that particular problem for you.

  • I'm not going to be drawn into a philosophical or theological

  • debate over the merits of that belief,

  • but I'll simply point out how or why that belief might be

  • making it difficult for you to read or accept what the text is

  • actually and not ideally saying, and leave you to think about

  • that. And I see those as wonderful

  • learning opportunities for the class.

  • Those are in no way a problem for me.

  • All right, so let's give a few sort of necessary facts and

  • figures now about the Bible and then I need to talk a little bit

  • about the organization of the course.

  • So those are the last two things we really need to do.

  • An overview of the structure of the Bible.

  • So you have a couple of handouts that should help you

  • here. So, the Bible is this

  • assemblage of books and writings dating from approximately 1000

  • BCE--we're going to hear very diverse opinions about how far

  • back this stuff dates--down to the second century:

  • the last book within the Hebrew Bible was written in the 160s

  • BCE. Some of these books which we

  • think are roughly from a certain date, they will contain

  • narrative snippets or legal materials or oral traditions

  • that may even date back or stretch back further in time,

  • and they were perhaps transmitted orally and then

  • ended up in these written forms.

  • The Bible is written largely in Hebrew, hence the name Hebrew

  • Bible. There are a few passages in

  • Aramaic. So you have a handout that

  • breaks down the three major components.

  • It's the one that's written two columns per page.

  • Okay?

  • We're going to talk in a minute about those three sections,

  • so you want to have that handy.

  • These writings have had a profound and lasting impact on

  • three world religions: Judaism, Christianity and

  • Islam. For the Jewish communities who

  • first compiled these writings in the pre-Christian era,

  • the Bible was perhaps first and foremost a record of God's

  • eternal covenant with the Jewish people.

  • So Jews refer to the Bible as the Tanakh.

  • It's the term you see up here.

  • It should be also on that sheet, Tanakh,

  • which is really the letter "t", "n" and "kh",

  • and they've put little "a's" in there to make it easy to

  • pronounce, because kh is hard to

  • pronounce, so Tanach.

  • Okay? And this is an acronym.

  • The T stands for Torah, which is a word that means

  • instruction or teaching.

  • It's often translated "law"; I think that's a very poor

  • translation. It means instruction,

  • way, teaching, and that refers to the first

  • five books that you see listed here, Genesis through

  • Deuteronomy. The second division of the

  • Bible is referred to as Nevi'im,

  • which is the Hebrew word for "prophets."

  • The section of the Prophets is divided really into two parts,

  • because there are two types of writing in the prophetic section

  • of the Bible. The first or former Prophets

  • continues the kind of narrative prose account of the history of

  • Israel, focusing on the activities of Israel's prophets.

  • All right? So, the Former Prophets are

  • narrative texts. The Latter Prophets are poetic

  • and oracular writings that bear the name of the prophet to whom

  • the writings are ascribed.

  • You have the three major prophets, Isaiah,

  • Jeremiah and Ezekiel, and then the twelve minor

  • prophets, which in the Hebrew Bible get

  • counted together as one book, because those twelve are very

  • small. The final section of the Bible

  • is referred to as Ketuvim in Hebrew, which simply means

  • "Writings," and that's probably about 50%

  • of the Hebrew you're going to get in the whole course,

  • so please don't be scared.

  • You know, I've got two or three other terms that'll be useful

  • along the way, but there's really no need to

  • know Hebrew. I just want you to understand

  • why Tanakh is the word that's used to refer to the

  • Bible. So the Ketuvim,

  • or the Writings, are really a miscellany.

  • They contain works of various types, and the three parts

  • correspond very roughly to the process of canonization or

  • authoritativeness for the community.

  • The Torah probably reached a fixed and authoritative status

  • first, then the books of the Prophets and finally the

  • Writings. And probably by the end of the

  • first century, all of this was organized in

  • some way. If you look at the other

  • handout, you'll see, however, that any course on the

  • Bible is going to run immediately into the problem of

  • defining the object of study, because different Bibles served

  • different communities over the centuries.

  • One of the earliest translations of the Hebrew Bible

  • was a translation into Greek known as the Septuagint.

  • It was written for the benefit--it was translated for

  • the benefit of Jews who lived in Alexandria--Greek-speaking Jews

  • who lived in Alexandria, Egypt in the Hellenistic period

  • somewhere around the third or second century BCE.

  • The translation has some divergences with the traditional

  • Hebrew text of the Bible as we now have it,

  • including the order of the books, and some of these things

  • are charted for you on the chart that I've handed out.

  • The Septuagint's rationale for ordering the books is temporal.

  • They've clustered books Genesis through Esther,

  • which tell of things past; the books of Job through the

  • Song of Songs or the Song of Solomon contain wisdom that

  • applies to the present; and then the prophetic books,

  • Isaiah to Malachi, contain or tell of things

  • future. Some copies of the Septuagint

  • contain some books not included in the Hebrew canon but accepted

  • in the early Christian canon.

  • The Septuagint, the Greek translation,

  • became by and large the Bible of Christianity,

  • or more precisely it became the "Old Testament" of the Hebrew

  • Bible. The church adopted the Hebrew

  • Bible as a precursor to its largely Hellenistic gospels.

  • It was an important association for it, with an old and

  • respected tradition.

  • Our primary concern is the Bible of the ancient Israelite

  • and Jewish community--the 24 books grouped in the Torah,

  • Prophets and Writings on that other sheet--which is common to

  • all Bibles. Whether Jewish or Christian,

  • those 24 are the baseline common books.

  • So those are the 24 that we're going to focus on.

  • Because the term "Old Testament" is a theologically

  • loaded term, it sort of suggests the doctrine that the New

  • Testament has somehow fulfilled or surpassed or antiquated the

  • Bible of ancient Israel, you're going to hear me refer

  • to the object of our study as the Hebrew Bible.

  • You may certainly use any other term, and you may certainly use

  • the term Old Testament, as long as it's clear we're

  • talking about this set of 24 books and not some of the other

  • things that are in the Old Testament that aren't in the

  • traditional Hebrew Bible.

  • It means you're studying less, so that might be a good thing.

  • So, it's fine with me if you want to use that but I will

  • prefer the more accurate term "Hebrew Bible."

  • Also while we're on terminology, you'll notice that

  • I use BCE to refer to the period before 0 and CE to refer to the

  • period after 0; the Common Era and Before the

  • Common Era, and in a lot of your secondary readings and writings

  • they'll be using the same thing.

  • It corresponds to what you know as BC, Before Christ,

  • and Anno Domini, AD, the year of our Lord.

  • It's just a non-Christian-centric way of

  • dating and in a lot of your secondary readings you'll see

  • it, so you should get used to it:

  • BCE and CE, Before the Common Era and the Common Era.

  • From earliest times, Christians made use of the

  • Bible but almost always in its Greek translation,

  • and the Christian Old Testament contains some material not in

  • the Hebrew Bible, as I've mentioned.

  • And some of these works are referred to as the Apocrypha--so

  • you will have heard that term.

  • These are writings that were composed somewhere around here,

  • sort of 200 BCE to 100 CE.

  • They were widely used by Jews of the period.

  • They simply weren't considered to be of the same status as the

  • 24 books. I'm glad they pick up the

  • garbage at 11:10 [laughs] on Wednesday mornings.

  • But they did become part of the canon of Catholic Christianity

  • and in the sixteenth century, their canonical status was

  • confirmed for the Catholic Church.

  • With the Renaissance and the Reformation, some Christians

  • became interested in Hebrew versions of the Bible.

  • They wanted to look at the Hebrew and not the Greek

  • translation from the Hebrew.

  • Protestants, the Protestant church,

  • denied canonical status to the books of the Apocrypha.

  • They said they were important for pious instruction but

  • excluded them from their canon.

  • There are also some works you may know of, referred to as the

  • Pseudepigrapha--we'll talk about some of these things in a little

  • more detail later--from roughly the same period;

  • tend to be a little more apocalyptic in nature,

  • and they were never part of the Jewish or the Catholic canon,

  • but there are some eastern Christian groups that have

  • accepted them in their canon.

  • The point I'm trying to make is that there are very many sacred

  • canons out there that are cherished by very many religious

  • communities, and they're all designated

  • "Bibles." So again, we're focusing on

  • that core set of 24 books that are common to all Bibles

  • everywhere, the 24 books of what would in

  • fact be the Jewish Tanakh.

  • Not only has there been variety regarding the scope of the

  • biblical canon in different communities,

  • but there's been some fluidity in the actual text itself.

  • We don't, of course, have any original copies of

  • these materials as they came off the pen of whoever it was who

  • was writing them, and in fact before the middle

  • of the twentieth century, our oldest manuscripts and

  • fragments of manuscripts of the Bible dated to the year 900.

  • That's an awful long distance from the events they're talking

  • about. And we've got to think about

  • that, right? You've got to think about that

  • and what it means and how were they transmitted and preserved

  • without the means of technology, obviously, that we have today;

  • and what was so exciting in the middle of the twentieth century

  • was the discovery of the Dead Sea Scrolls.

  • I'm sure that you've heard of them.

  • They brought about a dramatic change in the state of our

  • knowledge of our Hebrew manuscript evidence.

  • The Dead Sea Scrolls were found in caves in the Judean desert.

  • We used to think they were a library of a sectarian

  • community; now I think they think it was a

  • pottery factory or something.

  • So maybe they were just shoved there by people fleeing the

  • Roman conquest in 70.

  • So that's up for grabs.

  • But we have this really great collection of scrolls,

  • and among them we have found an almost complete copy of every

  • book of the Bible.

  • Sorry--almost complete copy of the Book of Isaiah and then

  • partial copies or fragments of all of the biblical books,

  • except maybe Esther.

  • Am I wrong about that?

  • I don't think there's an Esther from Qumran, I think that's the

  • only one. And some of them date back to

  • the fourth and third century.

  • So do you understand now why everybody was so excited?

  • Suddenly, we have evidence, thirteen or fourteen hundred

  • years earlier, that people were reading this

  • stuff and, by and large,

  • it's a pretty constant textual tradition.

  • Sure there are differences, sure there are differences.

  • We see that our manuscripts are not exactly like those

  • fragments, but there is a remarkable degree,

  • a high degree of correspondence so that we really can speak of a

  • relatively stable textual tradition but still some

  • fluidity. And that's going to be

  • interesting for us to think about.

  • There are many translations of the Bible, but I would like you

  • to purchase for this course the Jewish Study Bible .

  • So let me turn now to just some of the administrative,

  • organizational details of the course, the secondary readings

  • that we'll be using.

  • I'm asking you to pick up the Jewish Study Bible not

  • only for the translation of the Tanakh,

  • which is a very good translation, but because it

  • contains wonderful scholarly articles in the back.

  • It used to be we had a course packet for this course that was

  • two volumes, and now with the purchase of this,

  • I've been able to really consolidate the readings.

  • They're really wonderful; great introductions to the

  • individual books of the Bible and so I think you will find

  • that this will become like a Bible to you [laughs].

  • So you need to pick that up.

  • It's at the Yale bookstore.

  • I also would like you to pick up this paperback,

  • it's not terribly expensive.

  • We're going to be using it in the first few weeks especially:

  • The Ancient Near East.

  • Other readings, the secondary readings for the

  • course, are all already online.

  • I will be also making them available at Allegra for people

  • who would like to just purchase them already printed out so you

  • don't do it yourself, but I know some people really

  • prefer to work online--and certainly for the first week of

  • reading, you can get started because it

  • is online. I don't think things will be

  • available at Allegra's until probably tomorrow afternoon.

  • The syllabus. As you can see,

  • it's a pretty thick syllabus, but it's divided into a

  • schedule of lectures and then a schedule of readings.

  • All right? So, understand that there are

  • two distinct things there.

  • It's not just all the scheduled lectures.

  • The last few pages are a schedule of the actual readings,

  • and the assignment that you'll have for the weekend and for

  • next week's lectures are the readings by Kaufman.

  • I really, really need you to read that before the next class,

  • and I want you to read it critically.

  • Kaufman's ideas are important, but they are also overstated,

  • and so they're going to be interesting for us.

  • We're going to wrestle with his claims quite a bit during the

  • course of the semester.

  • The secondary readings are heavier at the beginning of the

  • course when we are reading very small segments of biblical text.

  • That will shift. Right?

  • Towards the end of the course you're going to be reading,

  • you know, a couple of books in the Bible and maybe a ten-page

  • article of secondary reading; so, you know,

  • it's front loaded with secondary readings.

  • So you'll want to get started on the Kaufman,

  • because for the first few weeks it's quite a bit of secondary

  • reading but we're covering just a few chapters of Bible each

  • time in the first few weeks.

  • Sections: We're going to be doing this online registration

  • thing that I've never done before, so I hope it works.

  • We do have three teaching fellows for this course.

  • I hope that will be sufficient.

  • Actually, if the teaching fellows could stand up so people

  • could at least recognize you, that would be wonderful.

  • Anyone wants to volunteer, we could have a fourth.

  • Okay, so we have two in the back there, we have Tudor Sala

  • raising his hand and Tzvi Novick here.

  • They will be running regular discussion sections and then

  • Kristine Garroway will be running a writing requirement

  • section. I don't think that was listed

  • in the Blue Book, but it should've been listed

  • online that it is possible to fulfill your writing skills

  • requirement through this course.

  • So Kristine will be running that.

  • We will bring on Monday--so please have your schedules as

  • well-formed as they are, on Monday--we will put up times

  • and we will take a straw poll to figure out if we can accommodate

  • everybody within the times.

  • One more extremely important announcement,

  • it's on your syllabus, but I want to underline it even

  • more than it is already underlined and boldfaced.

  • I want to underline the importance of the section

  • discussions in this course.

  • In fact, it's really wrong to call them section discussions.

  • It sounds like you're discussing the lectures and the

  • readings and you're really not.

  • The section discussions are a complement to the lectures.

  • What I mean is: this is an awfully big thing to

  • spend just one semester studying,

  • and I can't do it all, and in my lectures I'll be

  • trying to set broad themes and patterns and describe what's

  • going on, but I want you to have the

  • experience of actually sitting and reading chunks of text and

  • struggling with that and understanding the history of

  • interpretation of passages and how so many important things

  • have happened historically because of people's efforts to

  • understand this text.

  • So in sections, a large part of the focus in

  • section will be on specific passages,

  • reading and struggling with the text, the kind of thing I can't

  • do in lecture. This is important because your

  • final paper assignment will be an exercise in exegesis,

  • an interpretation.

  • The skills that you will need for that paper I am fairly

  • certain are not things that you would've acquired in high school

  • and, if we have some

  • upperclassmen--I don't know, but maybe not even some

  • upperclassmen will have acquired here yet.

  • Exegesis is a very particular kind of skill and the teaching

  • fellows will be introducing you to methods of exegesis.

  • So it's really a training ground for the final paper,

  • and we have found that people don't succeed in the course in

  • the final paper without the training they get in section

  • discussion, which is why section

  • participation is worth ten percent of your grade.

  • However, if there are repeated, unexcused absences,

  • there will be an adjustment in the grade calculation,

  • and it will be worth twenty to twenty-five percent of your

  • grade, and it will be a negative grade also.

  • And believe me, this is a favor to you.

  • It is definitely a favor to you.

  • These sections are critically important in this course.

  • Okay? So, if you have any questions,

  • I can hang around for a few minutes, but thank you for

  • coming. We'll see you Monday.

Professor Christine Hayes: You don't need me to

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B1 中級

講義1.全体のパーツ (Lecture 1. The Parts of the Whole)

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    林雅歌 に公開 2021 年 01 月 14 日
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