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COS 421 Bible IV

COS 421 Bible IV. Dr. Rodney K. Duke. DAY 2 Assign: (see handout) 1) (Daily) Write in a journal entry 2) #5 Analyze Pro 26:22 and 17:22 3) #6 Form psalm pairs 4) #7 Learn about the Israelite priesthood and * cultic symbol system posted as Duke_Priests.pdf)

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COS 421 Bible IV

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  1. COS 421 Bible IV Dr. Rodney K. Duke

  2. DAY 2 Assign: (see handout) 1) (Daily) Write in a journal entry 2) #5 Analyze Pro 26:22 and 17:22 3) #6 Form psalm pairs 4) #7 Learn about the Israelite priesthood and *cultic symbolsystem posted as Duke_Priests.pdf) 5) Review for discussion: Section B. #5 [*“cult” = tangible expression/practice of religious beliefs] Day Objectives: (Finish Wisdom Lit and Intro Hymnic Lit.) 1) Describe the nature of wisdom lit. and how proverbs apply. 2) Describe the Israelite world-view and how it relates to wisdom. 3) Describe how psalms functioned in the Temple setting. 4) Define “cult” and identify Israelite cultic elements.

  3. JOURNAL THOUGHTS & OBSERVATIONS Homework problems?

  4. What are some popular opinions you have heard about translations of the Bible? “The Bible has been translated so many times, it cannot be accurate!”

  5. Often, people hold two mistaken notions: 1) Confusion between textual transmission and textualtranslation. 2) Assumption: translations have progressed in a linear fashion through time, starting with the earliest and ending with a late, corrupt version. FALSE Assumption about translations: A (“first”) -> B -> C -> D -> E -> F (late, corrupt)

  6. Textual Transmission: The Exponential Growth of a Text Gospel written by end of first century Copies quickly made as the Church spreads. Etc. By mid second century: 4 Gospels and 13 Letters of Paul were standard fare for Christian communities throughout the Mediterranean, and copyists are comparing copies, creating “families” of text types. Question: How possible would it be after just a few “generations” of a Gospel being copied for someone (like Marcion) to “revise” the words of Jesus in a Gospel and effectively change Christian teaching?

  7. In reality, textual critics work with all of the manuscript evidence available to understand the history of how the text was transmitted over time (text criticism) and to create the best reconstructed (“earliest”) text for translators to use. As a result each modern translation (A-F) has its own merit – and most are very reliable. B A F C Reconstructed text E D

  8. Translation Approaches Highly literal (word for word) Idiomatic (phrase for phrase) Loosely paraphrased Interlinear Bibles NASV NRSV New International Version “Cotton Patch Gospel” Living Bible

  9. Process of Communication:Three Images Addresser Rhetorical intent “Window” (world behind) Embeds some authorial intention Rhetorical strategy/“rules” Literary features “Picture”(world of) focus on text itself Referent Medium Form Content Reading strategy/ “rules” “Mirror” (world in front)Reflects what reader brings Rhetorical impact Addressee

  10. WISDOM LITERATURE

  11. Defining/Describing Genres Prequestion: Suppose you had to describe a genre that was new to you. How would you do it? What categories would you use?

  12. Speaker Communication Chart Rhetorical intent Rhetorical strategy/“rules” Literary features Referent Medium text Form Content creates = effective communication Reading strategy/ “rules” = effective communication Rhetorical impact Addressee

  13. Formulate a tentative definition/description of the genre "wisdom literature." (Towards developing a Reading Strategy) Read: Proverbs 1:8-19; 10:1-5; Ecclesiastes 1:12-18; Psalm 49. The above texts are classified as "wisdom literature." Describe: Speaker Audience Content Form Intention

  14. Literary Description (1 of 2) Wisdom Lit. Speaker: -wise person, “parent” figure, authority based on experience Audience: -general, but sometimes addressed in personal tone (2nd person, commands, “son”) -someone in need of instruction Referent/Content: -common, daily matters -sometimes “philosophical” concerns of nature of good and evil

  15. Literary Description (2 of 2) Means/Form: -form varies: direct speech, extended poems, 2-line proverbs, “sayings of the wise,” numerical sayings, riddles, etc. -frequently illustrative and “poetic” Functions/Intentions: -teach, instruct, persuade

  16. Rhetorical Strategies Literary Features

  17. Formulate a Reading Strategy for the 2-Line Proverb (mashal) Obj.: Define the subtype of wisdom literature called the "mashal" or "proverb" proper. See Pro 10, in which each verse is the form called a mashal. • (N) Describe the mashal. • (N) Formulate a step-by-step reading strategy you would need to follow to fully comprehend and apply a mashal to receive its total impact. (Work with 10:26, but word your strategy to apply to all mashalim [plural of mashal].) As vinegar to the teeth and smoke to the eyes, so is a sluggard to those who send him.

  18. FIGURES OF COMPARISON Known Target burns unpleasant stings lingers Smoke to the eyes Vinegar to the teeth Sending a sluggard (a lazy, irresponsible person)

  19. Literary Description: Literary Features of the Mashal (HO p. 7) 1. Formal element: a) 2 lines in relationship (various kinds) 2. Style: a) brief and to the point b) figurative language 1) descriptive, graphic (26:11) 2) hyperbole (exaggeration) (pluck out eye) 3) simile, metaphor (27:17) 4) irony c) elliptical (14:16 will illustrate) d) humorous (26:14) e) stereotypical language 3. Content: a) common life experiences b) wise vs. foolish c) life vs. death

  20. How to do #3: Proverbs 20:1-15 Verse 1: a: two images (metaphors & personification) b: complements ‘a’ by giving a conclusion/teaching explicitly Verse 2: a: simile (could stand alone) b: explains simile in ‘a’ by drawing out consequence of the relation Verse 3: a: makes a statement b: ("but") stands in contrast to 'a' note ellipsis: [ ] honor avoid strife fool [ ] quick to quarrel wise man shame

  21. READING STRATEGY (HO p. 8) A. Formal Level of Analysis Identify the key literary features and how they are intended to lead the audience’s thought. (how the "parts" function) B. Level of Specific Content Carry out the function of what the literary features “ask” you to do. (Dwell in the imagery, draw out the comparison, fill in the ellipsis, etc. Remember the vinegar!) “As a cow chews its cud, so a wise person reads a proverb.” Duke 

  22. READING STRATEGY C. Synthesis [Your “commentary”] Relate the whole process of how the literary features led your thinking and imagination to the conclusions that you came to. (Discuss your observations from A and B.) D. Application Personal reflection on how the proverb draws you in three directions: <- Back to past experience (Can I relate to this?) Then to present assessment (How do I compare?), and -> Forward to future change (What do I want to be like?)

  23. Sample analysis of Proverbs 14:16 (HO p. 9) A wise man fears Yahweh and shuns evil, but a fool is hotheaded and reckless. A. Formal level of analysis. • Relationship: contrast between lines. 2. Reader perceives that elements in one line balance elements in the other as opposites. Yet, there is not a complete balance. There are some ellipses/omissions which the reader must fill in in order to complete the implied balance. Line 1 gives a subject with two actions. The second action might be linked to the first as a result. Line 2 gives a subject who is qualified by two predicate adjectives, which describe the nature of the subject. 1. Subject [no qualifiers] does X and does Y. 2. Subject is A and B [no actions ].

  24. Proverbs 14:16 (2 of 4) 3. Image in line 2 (hotheaded) makes reader visualize person from own experience. B. Analyze specific content. Wise person fears Y [ ] shuns evil. | | | | Fool [ ] hotheaded and reckless [ ] coolheaded and cautious not fear Y gets into trouble

  25. Proverbs 14:16 (3 of 4) C. Synthesis: This proverb, by using a contrast between balancing elements between its two lines, causes the reader to reflect on the opposite nature, actions and results of people who are wise and foolish. Through the proverb's use of ellipsis, it causes the reader to discover more characteristics about the wise and foolish person than what are explicitly stated. As a result the reader is invited to reflect on the concept that a wise person fears Yahweh and as a result, in contrast to the fool, is levelheaded and cautious, and therefore is able to stay away from evil. The fool, who is hotheaded and reckless, does not fear Yahweh, and, as a result, ends up getting involved in that which is evil. Moreover, the term "hotheaded" and its counterbalance, "coolheaded," add negative and positive emotional images to one's picture of the fool and the sage. I picture ...

  26. Proverbs 14:16 (4 of 4) D. Application: When I wonder about the origin of this proverb, I think back to examples in my [or others'] past when I was rash and got into trouble.... As I result I realize I tend to be somewhat foolish at times [present].... This proverb "hits home" for me in such a way that in the future I ....

  27. (HW #1) “Subtypes” • Pro 1:20-33 Extended Wisdom Poems • Pro 10:1-5 mashalim, “proverbs” • Pro 22:17-23 Sayings of the Wise • Pro 30:15-16, 18-19, 21-23 Numerical Sayings

  28. (HW #2) Proverbs 20:1-15 (1 of 3) 1 a: two images (metaphors & personification) b: complements by giving a conclusion/teaching explicitly 2 a: simile (could stand alone) b: explains simile by drawing out consequence of the relation 3 b ("but") stands in contrast to 'a' note ellipsis: [wise person] honor avoid strife fool [shame] quick to quarrel 4 a: cause b: effect/result ("so") 5 a: metaphor (could stand alone) b: qualifies ("but") 'a'

  29. (HW # 2) Proverbs 20:1-15 (2 of 3) 6 a: makes a claim (could stand alone) b: qualifies/contradicts ("but") 7 a: makes a statement of principle/definition b: gives a result, making 'a' a cause 8 a: begins temporal sequence "when” b: gives following event (then) 9 a: raises a theological question using imagery b: continues/clarifies 'a' further, more explicit note 'ballast': "Who can say" implied in line b 10 a: object of verb given first (emphasis) b: gives subject and verb = evaluation of 'a'

  30. (HW #2) Proverbs 20:1-15 (3 of 3) 11 b: builds on 'a,' expands on the last element ("stair step" pattern) 12 a: object of verb given first (emphasis) b: gives subject and verb = evaluation of 'a' 13 a: states point in negative form b: “synonymous” to 'a' by stating point in positive form 14 a: presents an illustration from life (market place) b: in sequence to 'a,' serves as commentary on market tactics 15 b: stands in contrast to 'a' a: seems to be an exaggeration until contrasted to 'b’ (serves as "hook")

  31. (HW #3) Like one who seizes a dog by the ears,is a passer-by who meddles in a quarrel not his own. Proverbs 26:17 Target Known What is similar?

  32. (HW #3) Proverbs 13:14 The teaching of the wise is a fountain of life, turning a person from the snares of death. Relationship between lines: cause and effect? 1st line: uses metaphor 2nd line: graphic image of hunting

  33. (HW #3) Proverbs 25:27 (comparison implied) Target Known What is similar? Not honorable to seek honor Not good to eat too much honey result result (Images evoked) Get sick! Disgusting

  34. Discuss Wisdom Literature • A.2. Obj.: Uncover some aspects of the historical context of wisdom literature (composer, transmitter, collector). • (N) List some non-biblical proverbs. • (W) Reflect on: settings of the origins? How passed on? Why collected? • Speculate on how the biblical proverbs originated. Verses to guide your thinking: • Read: Group 1: 24:30-34; 25:2; 30:24-28. • Read: Group 2: 10:2,16; 11:4; 12:28; 14:31; 16:2,9; 19:21. • (N) What differences do you notice between these two groups regarding their sources/origins?

  35. Proverbs 24:30-34 (NIV) 30 I went past the field of the sluggard, past the vineyard of the man who lacks judgment; 31 thorns had come up everywhere, the ground was covered with weeds, and the stone wall was in ruins. 32 I applied my heart to what I observed and learned a lesson from what I saw: 33 A little sleep, a little slumber, a little folding of the hands to rest-- 34 and poverty will come on you like a bandit and scarcity like an armed man.

  36. #A. 2cont. Read: Pro 1:1; 10:1; 22:17; 24:23; 25:1; 30:1; 31:1. (N) What is the function these verses have in common? (W) What do you learn about the preservation and transmission of proverbs in these verses? What do you learn about the history of the composition of the Book of Proverbs?

  37. Results of A 2. Main points: a) Our proverbs: often based on experience, observation. b) Biblical: based on 1) experience, and 2) faith perspective. c) Collected by kings (sages were connected with court). Titles do not really show authorship. Solomon is not the author of all of the proverbs, but the archetypal wise person. d) Proverbs is a collection of collections. Jar used to store written documents

  38. Excursus: BIBLICAL INSPIRATION* Nature of Inspiration: Does the literature in the Bible carry out God’s communicative purposes? NOTE:Maybe not our21st century expectations of being able to determine the authorship, date of writing, unity of writing, etc.) (For modern people “author” = “authority”.) Question: Could God work through the community of faith over several generations to preserve, shape, and edit the biblical text AND it still be inspired for God’s communicative purposes? *See slides, Reliability and Modern Assumptions.pptx

  39. Differences between Oral and Writing Cultures Oral CultureWriting Culture • Authority based on spoken (memorized) wordsof teacher/tradent • Based on communal knowledge • Words are dynamic, visual and dramatic • Performance oriented • Fluidity to respond to audience and situation • Communal interpretations • Text as authority/orthodox • Text as unchanging artifact • Teaching is static • Rule oriented • Individual interpretations

  40. #A. 3. Discover How Proverbial Wisdom is to be Applied Prov. 26:4 Do not answer a fool according to his folly,or you will be like him yourself. Prov. 26:5 Answer a fool according to his folly,or he will be wise in his own eyes. Which proverb should the wise person follow?* Most proverbs (except theological ones) are generally applicable (across time and place) but are not absolutely applicable in every time and place. *The wise person knows what proverb applies in a given situation.

  41. A. 4. Obj.: Characterize the world-view behind Proverbs. • Read: Pro 1:18-19; 2:7-8; 10:27; 12:21; 13:21. • (T) What kind of assumptions or perspective about how the world operates seems to lie behind these passages? • Now read: Pro 11:16b; 13:23; 15:16; 16:8. • (T) How might these texts cause you to revise your first impression? • (W) Because the books of Job and Ecclesiastes reflect on the presence of evil, suffering, and disorder in the world; they have often been viewed as containing a "higher" order of wisdom than Proverbs. Proverbs is often characterized as simplistic, traditional wisdom, in which the good and the bad get their just rewards in a mechanistic way. Discuss whether or not this characterization of Proverbs correct. • (T) How does your worldview compare or contrast to that of Proverbs?

  42. A. 4How Does the World of Proverbial Wisdom Work? What kind of world do the sages of Proverbs envision? Does it operate simplistically and mechanically? Is the world complex? Main point: Most books on Proverbs say that this form of wisdom is very simple-minded. It thought the world operated mechanistically. This is a false impression created by the literary nature of proverbs: their use of stereotypes and stark contrast to make a principle clear. There is evidence within Proverbs that the world does not work so smoothly: It is better to be poor and righteous, than wealthy and wicked, etc.

  43. A. 5. Key to Israelite Wisdom 7. Obj.: Identify the Israelite "key" to living wisely. (If you were an ancient Israelite, what would you need first to "do" to become wise?) Read: Pro 1:7a; 9:10-12; 15:33; Ecclesiastes 12:13-14; Job 28:28; Psalm 111:10. a) (W) How would you define/explain the Israelite key to wisdom? (For more insight into the above concept, you might want to check: Deuteronomy 6:24; Psalm 130:4; Isaiah 11:2-3; Acts 10:35; Philippians 2:12; Hebrews 12:28-29.)

  44. A. 5. Key to Israelite Wisdom “FEAR OF YAHWEH” 2 Major Components: 1) Emotional: awe = Proper relationship 2) Action: obedience

  45. (HW #4) Genesis 1 Read Gen 1:1-2:3. Describe the literary form of this section. (What type/style of writing is this? How is it structured?) Describe your impression of the created world after reading this text. What does "good" mean here? Photograph from Hubble Telescope

  46. Genesis 1 “Spirit of God” Darkness Watery Deep Formless Earth

  47. Days of Creation Day 4 fills Day 1 -------------------darkness/light separates Day 2 -----------------------waters separates Day 5 fills Day 3 ---------------------- “earth” separates Day 6 fills Day 7 ----- rests

  48. One Egyptian Cosmology Sky-goddess Nut, arched as the heavens, supported by the air-god Shu; at his feet the earth-god Geb.

  49. Biblical Cosmology

  50. Form and Function of Genesis 1: Observations/Conclusions • (General) Hebrew ‘historical narrative’ combines: #historiography (“Something like this happened…”),#“science” (Rational explanation of cosmology from a phenomenological perspective (common observation), theology (The character and involvement of God), and aesthetics (Well composed “poetically”). #Early biblical interpreters: God “accommodated” Himself by using common language/concepts to communicate. • (Specific) *God has created an orderly world (nature, moral, etc.). Note how both the form and content of Genesis 1 work together to create the impact the God has created an ORDERLY world. *This teaching is the main theological presupposition of Israelite wisdom.

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