Cultural and Religious Diversity in the New Testament World RS 114

Description and Format		Course Texts	Evaluation
Grading Scale		Schedule	Bibliography

Course Description and Format (top of page)

1. Catalog Description

A study of the texts, cultures, and religions of the Mediterranean World that formed the context for the NT and the rise of Christianity. Prerequisites: RS1 and RS 10 or permission of professor.

2. Course Format

We shall combine lectures and interaction with daily readings in Primary and Secondary literature, web-searches, small-group discussion, written and oral reports, and a final exam. Since this syllabus is an web document, it can also serve as a springboard for web-based research. We shall also be making use of WebCT, a web-based course management system, for out-of-class communication and small-group discussions. We shall assume that all students have access to the internet, and can navigate the web using one of the standard browsers. Since the success of this course is tied to pre-class reading and preparation, and to lively in-class participation, students should make every effort to complete reading assignments, in both Primary and Secondary literature, prior to class on the date specified.

Course Texts (top of page)

Required Texts
NOAB	The New Oxford Annotated Bible with the Apocrypha (NRSV). Oxford, 1991; 3rd ed. 2001.
DNTB	Evans, Craig A. and Stanley E. Porter, eds., Dictionary of New Testament Background: A Compendium of Contemporary Biblical Scholarship. IVP, 2000.
Reader	Davenport, B. ed., The Portable Roman Reader. Penguin, 1977.
War	Josephus: The Jewish War. G. A. Williamson, trans. Penguin, 1984.
Additional Required, Recommended and Reserve Readings
Barrett	Barrett, C. K. ed. The New Testament Background. HarperSanFrancisco, 1989.
Charlesworth	Charlesworth, J. H. ed. The Old Testament Pseudepigrapha. 2 vols. Doubleday, 1983, 1985.
Cohen	Cohen, Shaye J. D. From the Maccabees to the Mishnah. Library of Early Christianity. Westminster, 1987.
Colson	Colson, F. H., G. H. Whittaker, J.W.Earp, and Ralph Marcus, trans. Philo. 12 vols. LCL. Harvard, 1927-1962.
Evans	Evans, Craig A. NonCanonical Writings and New Testament Interpretation. Hendrickson, 1992.
Kugel	Kugel, James L. The Bible as It Was. Harvard, 1997.
Martinez	Garcia Martinez, F. The Dead Sea Scrolls Translated: The Qumran Texts in English. 2nd ed. Eerdmans, 1996.
Mikra	Mulder, Martin Jan. ed. Mikra: Text, Translation, Reading and Interpretation of the Hebrew Bible in Ancient Judaism and Early Christianity. Fortress, 1990.
Reardon	Reardon, B. P. Collected Ancient Greek Novels.Univ. of California Press, 1990.
Reddish	Reddish, M. Apocalyptic Literature: A Reader. Abingdon, 1990.
Schneemelcher	Schneemelcher, W., ed. New Testament Apocrypha. Vol.2 Westminster/John Knox, 1992.
Stone	Stone, Michael E. ed. Jewish Writings of the Second Temple Period: Apocrypha, Pseudepigrapha, Qumran Sectarian Writings, Philo, Josephus. Fortress, 1984.
Thackeray	Thackeray, H. St. J. , R. Marcus, A. Wikgren, L. Feldman, trans. Josephus. 10 vols. LCL. Harvard, 1926-1965.
VanderKam	VanderKam, James C. The Dead Sea Scrolls Today. Eerdmans, 1994.
Vermes	Vermes, Geza. The Dead Sea Scrolls in English. 3rd ed. Penguin, 1987.
Whiston	Whiston, W. trans. The Works of Flavius Josephus (Christian Classics Ethereal Library).
Wise	Wise, M., M. Agegg, & E. Cook, The Dead Sea Scrolls: A New Translation. HarperSanFrancisco, 1996.
Yonge	Yonge, D. D. trans. The Works of Philo: New Updated Edition. Hendrickson, 1993.

Evaluation (top of page)

1. Readings and Class Discussion (18%)

• during this course, we will read various articles from the Dictionary of New Testament Background, all of Josephus' The Jewish War, and selections from the Apocrypha, Pseudepigrapha, Dead Sea Scrolls, Mishnah, and various Roman authors, including Cicero, Livy and Apuleius. Plan to complete assigned readings on schedule, mark up your texts, take concise notes, and come to class with texts (excluding the Dictionary) and questions in hand, ready to discuss.
• primary sources (even in translation) invariably require extra levels of concentration, but there is no better way to explore ancient cultures than to read their literary legacy. Keep a dictionary handy as you read, and consider forming an accountability group with one or more others in the class to help you keep up with the readings.
• expect periodic, unannounced quizzes and graded in-class exercises.
• follow the weekly schedule below. Unless otherwise announced in class, all readings are due on the first day noted, at class time.
• tips and strategies for academic reading may be found here.

2. Small Group E-discussion (12% plus up to 3% bonus)

• Groups: to enhance and extend class discussion, each student shall contribute to a web-based Discussion Group. Each student has been assigned to a group with 4 others. Click here to go to Westmont's WebCT log-in page. To log in, use your Westmont e-mail user name (e.g., jsmith). Your password is your student i.d. number. Additional instructions will be given in class.
• Content: each student shall post at least one substantive remark in September, two in October, and one in November. "Substantive" means thoughtful, not hurried, relevant, demonstrating more than ignorance, respectful of others. Legitimate topics include:
  • reflections on reading assignments (primary or secondary literature)
  • continuations of in-class discussion
  • responses to another student's posted comments
  • comments on the relevance for Biblical interpretation of some aspect of historical, literary, political, social and religious backgrounds.
• Value: up to 3 points for each of 4 contributions. Up to 3 bonus points for additional postings of exceptional quality.

3. Term Paper and Research Report (40 + 10 = 50%)

• All papers shall show proper attention to English style, spelling and punctuation, research and citation technique. In length, it need be no longer than 14 pages (12 pt., double-spaced, standard margins, etc.). Include a bibliography of sources used.
• Each student is responsible to schedule with the instructor a 5-10 minute block of class time, during which she or he will present to the class something of a report on the topic of the paper. The report should include at least one visual or audio-visual aid (e.g., handout, short video clip, pictures / charts on overhead, drama), and it should summarize the student's findings in a concise, helpful and engaging way.
  Things not to include in the presentation:
  • complaints and horror stories about how hard it was to find material
  • material from pop or non-academic web sites (see instructor when in doubt)
• Papers are due on November 9. Most requests for extensions will be denied; all requests should, in any case, be in writing.
• The last day to present in class will be Monday, November 26. Since we can only accomodate one or two presentations per day, those who procrastinate may be shut out (thus losing 10 percent). Suggestion: schedule your presentation date early and get started right away.

Paper Options

Option One	Early Jewish Biblical Interpretation
Option Two	The Ancient Novel
Option Three	Hellenistic Religions and Philosophies
Option Four	Josephus and the Jewish War

Option One: Early Jewish Biblical Interpretation (Will the text bend or will it break?)

• The goal of this assignment is to observe and describe early biblical interpreters going about their task of interpreting scripture. You aim should be to understand the interpreter's world on its own terms. Proceed by comparing carefully the rewritten version or interpretation of a biblical text with the scripture(s) on which it depends.
• Select one of the following passages for a careful study of early Jewish biblical interpretation.

• After reading the entire unit, it may be appropriate to narrow the focus to a smaller textual unit. Confirm the focus of your paper with the instructor.
• As you read, reread and compare, consider questions like:
  • What parts of the biblical account are included / omitted?
  • What elements are expanded and embellished? What elements are condensed?
  • Are the reasons for various changes obvious? Can you propose a rationale for the interpretation?
  • Does the interpreter appear to be solving an apparent problem in the text?
  • Would something about the biblical account have been obscure or embarrassing to ancient readers?
  • Can you identify other biblical passages that might have aided the interpreter in his task?
  • Can you locate other parallel interpretations in early Jewish tradition? Can you locate counter-readings? (For these questions, you'll need the help of scholars, articles, commentaries, anthologies, etc.)
  • Can you discern the intended audience for this work? Or, in light of what scholars think was the intended audience, does this passage seem to fit? (This will be easier for Josephus than most others.)
  • Does the interpretation of scripture seem sound and reasonable to you? Why or why not?

Option Two: The Ancient Novel (What can wandering romantics reveal about real life?)

Drawing principally on at least two ancient Greek novels, supplemented by other sources, explore one or two of the following aspects of Greco-Roman culture:

• slavery and social status
• marriage, gender and the status of women
• homosexuality
• religious piety (prayer, faith, dreams, oracles and prophecies, the gods, etc.)
• sea and land travel (description, means, dangers, etc.)

The idea here is to use the ancient novel as a window on some aspect of Greco-Roman culture. This means watching for explicit descriptions but also attending to underlying assumptions. Since ancient romance and adventure literature is notoriously extravagant, with a certain predictability in both plot and characters, the trick will be to consider how this genre sheds light on the way things actually were in "real life." Take notes as you read, gradually develop descriptive categories, and compose a paper that brings order to the messiness of the data. Check your work in the primary literature by consulting some of the important secondary tools. Recommended novels (all in the collection by Reardon) include:

• Chariton, Chaereas and Callirhoe (mid-1st c. CE?)
• Xenophon of Ephesus, An Ephesian Tale (mid-2nd c. CE?)
• Lucian, A True Story (3rd quarter of 2nd c. CE)
• Achillels Tatius, Leucippe and Clitophon (late 2nd c. CE)

Option Three: Hellenistic Religion and Philosophy (Was Jesus another cult figure?)

Compose a series of fictional dialogues between (imaginary or real) advocates of three of the following philosophical or religious traditions. Where there are discernible historical stages for a movement in question, do your best to portray it as it was somewhere in the period between, say, 100 BCE and 200 CE. Complicating things is the fact that "membership" in these movements and schools frequently overlapped; someone could happily subscribe to tenets and practices of several systems at once. Accordingly, you may need to show both similarities and differences between your fictive representatives.

Epicureanism	Gnosticism	Mithraism
Stoicism	Middle Platonism	the cult of Dionysus
Cynicism	Neo-Pythagoreanism	Eleusinian mysteries
Skepticism	the Imperial (Ruler) Cult	Christianity (or one NT author)

Although these dialogues need not conform strictly to standard term-paper format, the best papers will show evidence of using both primary and secondary sources, and will use footnotes or endnotes to document central ideas. As always a bibliography is in order.

Option Four: Josephus and the Jewish War (Would you buy a used camel from this man?)

Select one of the following topics to explore in Josephus' account of the Jewish war with Rome. This will involve careful reading and notetaking in War, close rereading of selected portions, and interaction with the secondary literature. (You might start with the Josephus scholarship link in the Course Schedule.) The questions below each topic are intended merely to get you started; they are not an outline for the paper!

• Speeches and direct discourse
  • Does Josephus use the speeches of his characters as a vehicle for his own ideas?
  • Are there themes that tie many of the speeches together?
  • Did Josephus have access to actual speeches were actually delivered?
• Josephus' role in the war
  • How does Josephus describe his role(s), abilities and talents?
  • Does he appear to exaggerate his significance?
  • How does he justify his shift in allegiance?
  • Is there evidence that the author had his critics? What might their charges have been?
• Factors leading to the war
  • What people or groups are blamed for provoking the war?
  • How does Josephus assign blame? Is he subtle or obvious? Direct or indirect? Consistent or inconsistent?
  • What is God's role in the war? Does Josephus think the war was inevitable?
  • Does Josephus assign more blame to the Romans or the Jews?
  • Is Josephus' theory of causation historically plausible?

4. Exam (20%)

• The final exam will consist of 8 essay questions, from which each student shall select 4 on which to write fully-developed, thoughtful essays.
• The list (still under construction) from which the 8 questions will eventually be drawn can be found here.

Grading Scale (top of page)

A+	98-100	B+	87-89	C+	77-79	D+	67-69
A	93-97	B	83-86	C	73-76	D	63-66	F	0-59
A-	90-92	B-	80-82	C-	70-72	D-	60-62

Schedule (top of page)

Week	Weekly Topics	Weekly Readings (Required, Recommended)	Related Web Links
	Early Judaism: Politics and Faith during the Second Temple Period
Aug. 27-31	Course Introduction Second Temple Judaism: Historical Overview	DNTB 20-22 (Alexander the Great) DNTB 438-442 (Hasmoneans) NOAB: 1 Maccabees; Daniel 11 War 27-85 (Herod & his predecessors)	Part 1: From Exile to Alexander Part 2: From Alexander to Antiochus. Plutarch on Alexander.
Sept. 3-7	Second Temple Judaism continued: Pillars, Rituals, Festivals, Sects, Rivals	DNTB 485-494 (Herodian dynasty) DNTB 698-707 (Messianism) War 86-148 (Herod, Archelaus, Roman Rule) Thackeray (or Whiston ): Antiquities 17.149-167; 18:1-10, 55-59, 117-119, 261-272; 20.97-99 Cohen 27-59 (Jews and Gentiles); 104-123 (institutions) Evans 239-252 (Messianic Claimants)	Part 3: From the Maccabees to Roman rule. Part 4: Crises in Judea from 66 BCE to 135 CE. Second Temple synagogues. PBS timeline of Roman era.
Sept. 10-14	Josephus: Life and Works; Role in the War; the Testimonium Flavianum  Video: Echoes from the Ancients (Jotopata)	DNTB 590-600 (Josephus) War 9-24 (Josephus' life & work); War 149-222 (war, Jotapata, surrender) Thackeray (or Whiston ): Antiquities 1.1-26 (historiography)	Complete works of Josephus. Site for Josephus scholarship.
	Beyond Scripture: Text and Interpretation Between the OT and the Mishnah
Sept. 17-21	The Apocrypha: Introduction, Legends & Wisdom Literature The Septuagint: guest lecture by Karen Jobes	DNTB 58-64 (Apocrypha / Pseudepigrapha) NOAB 3-10 (iii-xii) AP (Intro to Apocrypha) NOAB: Judith, Tobit, Additions to Daniel Kugel 1-41 Charlesworth, vol.2, pp. 12ff.: Letter of Aristeas 1-51, 172-186, 301-322	RSV apocrypha. Another RSV apocrypha. Defending the apocrypha. IOSCS (LXX scholarship) Greek OT from The Unbound Bible (Biola) Resources for LXX study.
Sept. 24-28	The Pseudepigrapha: Introduction; Legends, Rewritten Bible, Testaments, Apocalypses	Review DNTB 58-64 (Apocrypha / Pseudepigrapha) DNTB 947-953 (Rewritten Bible) Charlesworth, vol.2, pp.304ff.: Pseudo-Philo 1-18, 40 Charlesworth, vol.2, pp52ff.: Jubilees 1-12 Thackeray (or Whiston ): Antiquities 1.215-237 NOAB: 2 Esdras (= 4 Ezra) Charlesworth, vol.1: 2 Baruch; Testament of Moses; Testament of Reuben Evans 20-47 (Pseudepigrapha) Kugel 165-178 (trials of Abraham)	R. H. Charles' translation of Pseudepigrapha Another source for Charles' Pseudepigrapha PBS site on origins of Apocalyptic literature. Interpretive models for reading the NT Apocalypse (Revelation).
Oct. 1-5	The Qumran Community and The Dead Sea Scrolls: Introduction	War 223-269 (Vespasian, Jerusalem) DNTB 883-887 (Qumran) DNTB 252-266 (Dead Sea Scrolls) VanderKam 71-98, 99-119 (identity of Qumran community)	Inventory of manuscripts from Qumran. Orion Center for Study of DSS. Library of Congress Dead Sea Scrolls exhibit.
Oct. 8-9	Fall Holiday

Oct. 10-12	Readings in the Dead Sea Scrolls Philo: Background, Works, Theology	DNTB 398-401 (Genesis Apocryphon) Genesis Apocryphon (1QapGen): read either Wise (pp. 74-84), Martinez (pp. 230-237) or Vermes (pp. 252-259) DNTB 1018-1023 (Rule of the Community) Community Rule (1QS): read either Wise (pp. 126-143), Martinez (pp. 3-19) or Vermes (pp. 61-80) DNTB 789-793 (Philo)	Web resources for the study of Philo.
Oct. 15-19	Rabbinic Judaism: Rise, Literary Corpus Paul's Use of Scripture in Light of Jewish Tradition	DNTB 914-917 (rabbis) DNTB 889-897 (rabbinic lit: midrash, mishnah, tosefta DNTB 902-908 (rabbinic lit.: targum) Barrett 177-192 (excerpts from rabbinic literature) 1 Cor. 10:1-14 Cohen 214-231 (emergence of rabbinic Judaism) Evans 114-148 (rabbinic literature), 232-238 (Jewish miracle stories)	Helpful Mishnah page
	The Roman World: Social Reality and Diversity during the Pax Romana
Oct. 22-26	The Empire: introduction, emperors, imperial cult	DNTB 959-962 (Roman Administr.) DNTB 968-984 (Emperors, Empire, Governors) DNTB 1026-1030 (Ruler cult) War 270-306 Reader 213-223 (Caesar's arrival in Britain)	Online Encyclopedia of Roman Emperors
Oct. 29 - Nov. 2	Roman Social Institutions: household, slavery, army, citizenship	DNTB 999-1003 (Roman Social Classes) DNTB 1124-1127 (Slavery) Reader 440-446 (Livy on women's liberation) Reader 533-564 (Petronius on dining among the rich) Reader 565-570 (Martial: II:4, V:34, X:47, 61) NOAB: 1 Corinthians 7; Ephesians 5-6	Roman marriage laws. Subordination in Roman marriage. PBS site on women in the Roman world (E. Clark, author)
Nov. 5-9	Religio: the gods, temples and priests, sacrifice, burial, holy men	Reader 619-641 (Apuleius on Cupid and Psyche) Reader 243-259 (Cicero on old age) War 307-354 (the seige of Jerusalem) Excerpts from Philostratus' Apollonius of Tyana (handout)	The Ancient Gods. Greek mythology. Apollonius of Tyana website with excerpts. Biblio on Apollonius as mediator figure. Article on Apollonius with hotlinks.
Nov. 12-14	Superstitio: mysteries, miracles and magic	DNTB 953-958 (Rhetoric) War 355-408 (destruction of city & temple)	Internet Ancient History Sourcebook: Roman mystery religions.
Nov. 16, 19	Video Screening: The Roman Empire in the First Century		PBS companion web site.
Thanksgiving: November 21-23
Nov. 26	Rhetoric Philosophy	DNTB 793-796 (Philosophy) Reader 176-212 (Lucretius on the mind, the soul, and fear of death)
Nov. 28-30	Video Screening cont.: The First Christians		PBS companion web site.
Dec. 3	Roman(ce) Novels: tales of descent and ascent	Reardon 21-49 (Chaereas and Callirhoe, books 1 & 2) Philippians 2:5-11	Ancient novel bibliography. Annotated bibliography on the ancient novel.
Dec. 5	The first Christian novel?	Schneemelcher, vol.2: 239-246	Available on web: Acts of Paul and Thecla
Dec. 7	Review & Exam Preparation
TBA	Final Exam	Final Exam questions.

Bibliography (top of page)