Delta A Team Rocket Hebrew SEALS Force 5 in Black, P.I.

Biblical Hebrew is an elective for my students, and of those who take it at all, most work it into their last year of study. In recent years, though, I have had an unusually high percentage of second-year students, and even first-year folk, learning Hebrew.

This means that they can bring their mad skillz into the advanced-level Bible courses they take later in their course of study. These are English-language courses—that is, there is not a Hebrew prereq—but the professors can be really good about finding ways for these few Hebrew-reading students to stretch their fledgling wings.

This term, my former and current Hebrew students have infiltrated courses in Jonah/Ruth, in Job, and in Judges. Like sleeper agents, they move among their classmates unseen. Like yeast, they quietly transform the unleavened dough of the English-language exegesis course. They are behind the system; beyond it: the Black Ops of biblical interpretation. They are everywhere and nowhere, ubiquitous and invisible, getting into place and preparing to blow your mind.

It’s kind of cool, is my point. Anybody else teaching biblical languages as an elective? Do your students normally get the opportunity to use it while still in their degree program?

[Delta A Team Rocket Hebrew SEALS Force 5 in Black, P.I. was written by G. Brooke Lester for Anumma.com and was originally posted on 2010/02/09. Except as noted, it is © 2010 G. Brooke Lester and licensed for re-use only under CC BY-NC-ND 3.0.]

Is it Just Me?

Or do you hear the strains of a modern Qohelet in the weary workplace recollections of a dime-store Cassandra? (Eff-Bomb Alert: grown-up language for grown-ups.)

Creating a Biblical Persona

[Reminder: nominate posts to me for the upcoming Biblical Studies Carnival.]

In my online course, “Literature of Ancient Israel,” I have a discussion forum reserved for student questions addressed to one “Hananiah Ben-Ishbaal,” a 1000 year old Israelite whose life spans the history of the people Israel. Students may ask Ben-Ishbaal about his daily life, his memories of the history of his people, and about his responses to particular biblical texts.

As I recall, credit Credit for the idea goes to Daniel Ulrich at Bethany Theological Seminary. Since Professor Ulrich teaches New Testament, the persona of his creation is of course a man of normal life span, living in the First Century C.E. Professor Ulrich discussed his practice while presenting to the section, “Academic Teaching and Biblical Studies” at the 2009 Annual Meeting of the Society of Biblical Literature. For my purposes, if a single “persona” is to span our Hebrew Bible curriculum, then I need to take some poetic license and allow “Ben-Ishbaal” the not-uncommon narrative fiction of unnaturally long life.

I have only begun answering student questions, but the decision-making process is already intriguing. For example:

  • Is Ben-Ishbaal’s family priestly or lay?
  • In what periods is his life agricultural, or urbanized?
  • Is he literate (in literary sense) or no? To what degree is he exposed to biblical texts and traditions, and by what means?
  • Is he close to power, or far from it?
  • How “orthodox” is Ben-Ishbaal, from the perspective of the final form of the Hebrew Bible? For example, how late into Israel’s history does he assume the existence of gods other than Yahweh? How does he view divine activity in history (e.g., the fall of Jerusalem) and in his own life (e.g., in personal tragedy or blessings)?
  • By what epithets does he call the god of Israel, and at what periods in history?
  • What is his family life: when was he married, and to how many women (concurrently or serially), and what has become of his descendents?
  • Other questions?

What other questions would you add to this list, in sketching out a character like “Hananiah Ben-Ishbaal”? How would you, personally and as an instructor, choose to answer some of these questions in your creation of this character? Why?

[Creating a Biblical Persona was written by G. Brooke Lester for Anumma.com and was originally posted on 2010/02/05. Except as noted, it is © 2010 G. Brooke Lester and licensed for re-use only under CC BY-NC-ND 3.0.]

This Week in Context of Scripture

[Reminder: support Blogroll Amnesty and the Biblical Studies Carnival by nominating posts this month.]

As you may know, Charles Halton had published a reading schedule for Hallo and Younger’s The Context of Scripture (three volumes; Leiden: Brill, 2003). This week, we have been into Hittite archival documents. Two things have my attention: the scribal “postscripts” in the letters from the king to one Kaššu (a provincial leader dealing with local harassment; 3:13-29), and the letters between the royalty of Hatti, Egypt, and Babylon (the superpowers of the day; 3:30-31).

A charming feature of the king’s letters to his subordinate Kaššu is the “postscripts” that the king’s scribe writes to his counterparts serving out in the provincial center, whom he calls his “dear brother[s].” The king’s scribe reassures the provincial scribes about the well-being of their families, so we can see that the provincial scribe has left his family in the monarch’s city (Hattusa?). I wonder if this was common practice, and if it reflects a relative danger or discomfort in the provincial center. In the last of the letters to Kaššu, the scribe writes his postscript, not to another scribe, but to the three military men for whose ears the king has written the body of the letter. Since one regular scribal assignment was to accompany campaigns (see, e.g., 3.2, the Egyptian “craft of the scribe” letter), a picture of profession-crossing cameradarie begins to suggest itself.

The letters between royalty (3:30-31) offer an accessible illustration of the “parity” relationship as I describe it to my students when they learn “covenant.” In 3:30, the queen of Egypt repeatedly calls her counterpart in Hatti “my sister,” acknowledges inquiries concerning her health and well-being, and offers such “greeting-gifts” as, here, twelve linen garments and a gold necklace.

It’s never too late to begin reading COS in a year: just pick up where we are, and follow through to the same point next year. The pace is generally easy, and the rewards steady. Thanks again, Charles!

Blogroll Amnesty and the Next Biblical Studies Carnival

It must be kismet. Today is Blogroll Amnesty Day, and what is more, I find that Duane informs me that I am hosting next month’s Biblical Studies Carnival: in other words, this be the month in which I collect nominations for said Carnival.

So, in the spirit of Blogroll Amnesty Day, in which Wee Little Blogs get the attention they deserve—and, might as well face it, all biblical studies blogs are Wee Little Blogs scurrying ant-like on the smooth, concave, mobian surface of teh intertubes—I will reward nominators throughout the month of February by providing links to their own content.

That’s right: send me a nomination for the upcoming Carnival, and I will go to your site, find something link-worthy, and link to it in a post here. Literally scores of eyeballs will be drawn to your site (or, as you like to think of it, The Hardest Working Site in Blog Business).

Bonus offer: for those who nominate posts more than once during the month, I will do my best to find legitimate cause to festoon my link with high-value search term context words like “Tea Party,” “Lady Gaga,” “iPad,” and “DADT.”

Run and see the current Carnival at Duane’s, and also go see the instructions for nominating posts.

Blogroll Amnesty means linking to the smaller blogs. Send me anything at all you find Carnival-worthy, but let’s keep a special eye on the little folk. Have fun, and keep ’em coming.

[Addendum: you big ol’ biblioblogs can support Blogroll Amnesty Day and the Biblical Studies Carnival even further simply by linking to this post: Thanks!]

Carnival. Noun. (2)…

…“An exciting or riotous mixture of something.”

That about sums it up. Yes, yes, yes: the latest Biblical Studies Carnival is up! Go see it at Duane’s.

I may be hosting the upcoming Biblical Studies Carnival right here at Anumma: announcement coming when I get a ’firm.

“The Story” (Zondervan): Reading the Bible?

As a kind of resolution for 2010, our rector has decided that we’ll be reading the Bible this year (I pause here for jokes about the Episcopal Church and knowing nods; better now? okay). The initial vehicle will be a ten-week reading group, working through The Story: Read the Bible as One Seamless Story from Beginning to End (revised edition; Grand Rapids: Zondervan, 2008). Amazon/Publisher

I should say right away that, on balance, I am excited that we’re pushing Bible and finding ways to encourage familiarity with it. This church happens to have racked up some pretty staggering accomplishments in outreach, in community service, in local and international charity, and (less quantitatively but not less noticeably) in growing a community marked by a joyous mutual love. A more solid biblical foundation can only strengthen the kind of theological thinking that already drives the congregation.

Now for the gripes.

The Story starts with the TNIV as a base text. Put positively: at least it’s not a paraphrastic, expansionistic re-telling of the biblical text tending toward commentary (like at least one prominent translation I could name). Put negatively: I didn’t have any use for the NIV, and the TNIV doesn’t do anything to change that assessment. I believe strongly in the educational value of underscoring, rather than denying, tensions among the biblical texts. Harmonizing translations interfere with that project of teaching and learning, so I normally avoid them except for illustrations of the problems I associate with the harmonizing project. Overall, then: could be worse.

In terms of “Seamless Story from Beginning to End”: obviously the editors have had to decide on a timeline. Decisions made here are predictable: early patriarchs and exodus; Isa 40–66 as predictive prophecy; Solomon as pious but ultimately satyric author of Proverbs (but not, apparently, Ecclesiastes. Hey, where the heck is Ecclesiastes? Holy mo…where’s Job!? I guess there’s no room for the “dissenting wisdom” in The Story). And so on.

Where The Story skips or summarizes parts of the Bible, their stated plan is to put such summaries in italics, so that this editorial material can be distinguished from the biblical text itself. A couple of observations:

  • That transitional material can run to heavy-handedness (for Noah’s generation, life had become “one big party”? How do you get that from the biblical text’s description of “wickedness” and an inclination toward “evil”?).
  • The book inserts plenty of non-biblical commentary that is not set into italics. For example, this piece, that follows Gen 15:16 (“it was credited to him as righteousness”):

Against all hope, Abraham in hope believed and so became the father of many nations, just as it had been said to him, “So shall your offspring be.” Without weakening in his faith, he faced the fact that his body was as good as dead—since he was about a hundred years old—and that Sarah’s womb was also dead. Yet he did not waver through unbelief regarding the promise of God, but was strengthened in his faith and gave glory to God, being fully persuaded that God had power to do what he had promised.

Similarly, after Gen 22:

Abraham reasoned that God could even raise the dead, and so in a matter of speaking he did receive Isaac back from death.

The perspicacious reader will observe that Paul of Tarsus has been set amok here, and that a brand of Pauline hermeneutic is shamelessly passing itself off as Hebrew Bible.

All this said: our rector is fully aware of the strengths and shortcomings of any attempt to abridge and narrativize the Bible, and she has invited the congregation up front to argue, wrestle, denounce, and question (which I’ve no doubt they will do). So, on balance, again, it’s a project that I can totally get behind and get excited about.

Anybody out there already have experience with The Story? Any stories about The Story?

RIP J.D. Salinger

I have gone back and forth on drafts for this post, mainly to justify its inclusion in a blog about “Hebrew Bible and Higher Education.” Let’s keep it simple, starting with the simple and plaintive fact that some of the most joyful reading hours of my life I continue to owe to Salinger. Raise High the Roofbeam, Carpenters and Franny and Zooey have ever been part of my essential, more or less annual, reading.

On Bible: his characters, especially the nearly omnipresent Glass family, seek God as incessantly, as devotedly, as intelligently, and with as much pleasure and sacrifice, as any of the holiest creatures I have had the pleasure to know.

On education: what could I add to the words of Buddy Glass, on the twenty-four young ladies (not one of whom, he is led to discover, “is not as much my sister as Boo Boo or Franny”) awaiting him, essays in hand, in room 307:

They may shine with the misinformation of the ages, but they shine.

Until raised in glory, let him rest clothed in the gratitude of all who are transformed by his art.

Science Denial (NPR Science Friday)

I mentioned yesterday the denial of history, specifically Holocaust-denial. While I wrote that post, I happened also to be listening to a podcast about another form of public misinformation: science denial.

On NPR’s Science Friday, Ira Flatow interviews Michael Specter, who is the author of Denialism: How Irrational Thinking Hinders Scientific Progress, Harms the Planet, and Threatens Our Lives (Amazon link).

The interview itself is not at all a typical “science v. religion” piece, and while I judge that if anything Specter soft-peddles the role of religionists in science denial, he successfully puts religion-based science denial into the larger context of our national pandemic (my words, not his) of irrational thinking, and of the calculated encouragement of irrational thinking by groups that benefit from the denial of science.

Unfortunately, Specter initially seemed to encourage a “blame the scientists” approach. He was simply (and rightly) trying to say that scientific progress itself moves too slowly for the public to become acutely aware of its astonishing but tortoise-paced successes. However, I think much of the fault there lies with the unrealistic promises of school officials writing press releases and the willful scientific ignorance of media editors, and not with the scientists themselves.

You need not be especially vested in the “science v. religion” public discourse to enjoy the interview. But, anyone in religious studies or religious education might be particularly interested in how Specter places religiously motivated denial of science into a larger cultural context of unreason.

International Holocaust Remembrance Day: Jan 27

This Wednesday is International Holocaust Remembrance Day. At this page, you will find over 160, fully up-to-date links, in nine languages, to educational resources about the Shoah, or Holocaust.

You may find information about this international day of remembrance at the website of the United States Holocaust Memorial Museum, and the page for the United Nations Outreach Programme.

History belongs to those who advocate for it, and education is the best defense against the history that the deniers would condemn us to repeat.