{"id":1845,"date":"2022-01-07T11:55:18","date_gmt":"2022-01-07T16:55:18","guid":{"rendered":"https:\/\/pages.charlotte.edu\/john-reeves\/?page_id=1845"},"modified":"2025-01-14T11:31:00","modified_gmt":"2025-01-14T16:31:00","slug":"course-syllabus-for-building-bible","status":"publish","type":"page","link":"https:\/\/pages.charlotte.edu\/john-reeves\/course-materials\/rels-2000-topics-courses-in-religious-studies\/building-bible\/course-syllabus-for-building-bible\/","title":{"rendered":"Course Syllabus for Building Bible"},"content":{"rendered":"

RELS 2000
\nBuilding Bible: Uncovering Its Blueprints
\nW 2:30-5:15
\nDr. John C. Reeves
\n204B Macy
\nOffice hours: send an email to
\njcreeves@charlotte.edu<\/a>
\nhttps:\/\/pages.charlotte.edu\/john-reeves\/<\/a><\/p>\n

Course description:<\/strong>\u00a0 Who or what made Bible?\u00a0 In this course, we will seek out, uncover, and analyze \u2018fingerprints\u2019 and ‘tracks’ left behind by biblical copyists, compilers, and editors.\u00a0 Some of these markers will be blatant and relatively easy to identify, whereas others will be more subtle.\u00a0 This class will be a laboratory wherein we seek to unravel the threads woven by the ancient scribes during their production of the scriptural anthology (library?) we call Bible.<\/p>\n

Warning<\/u><\/em>: In this class you will hear or read ideas which may disturb, shock, dismay, or outrage you, and you will be compelled to think using methodological paradigms which you may deem troubling, wrong-headed, blasphemous, or even sacrilegious.\u00a0 If you think you might be uncomfortable in this situation, then this is definitely not the class for you<\/u>.\u00a0 On the other hand, if you think you can suspend your uncritical attachments to certain notions about scriptures, their meaning, and the circumstances surrounding their production, then you will undoubtedly learn a great deal about the historical and cultural matrices betwixt which Judaism, Christianity, and Islam arose and flourished.<\/p>\n

Texts:<\/strong>\u00a0 Web links to many of the primary texts we will read are available on the course website<\/a>.\u00a0 Other texts will be distributed by the instructor electronically on Canvas as needed.<\/p>\n

Course requirements:<\/strong><\/p>\n

a. Readings<\/em>. The nature of this course entails a significant amount of close reading and reflection both within and outside of class. Students are responsible for completing the reading assignments (outlined below or assigned in class) in a timely manner.\u00a0 Every student must read and critically engage substantial portions of Bible, other scriptural and parascriptural works, commentaries, and testimonia which have been englished from texts originally written in Akkadian, Hebrew, Aramaic, Syriac, Mandaic, Greek, Latin, Coptic, Arabic, Persian, and Ethiopic.\u00a0 Critical engagement with a select set of secondary readings authored by modern theorists, analysts, and historians is also required.<\/p>\n

b. Take-home written exercises<\/em>. An indeterminate number of written exercises (usually one per week; optimally one per class) will be prepared and submitted for in-class discussion and out-of-class evaluation. These exercises vary in length from less than one (1) to a maximum of five (5) typewritten or electronically printed pages.\u00a0 All of these exercises will be announced and explained by the instructor during the course of or at the conclusion of a class meeting.\u00a0 The instructor\u2019s evaluation of the student\u2019s collective written exercise performance (using a scale \u221a+ = A-; \u221a = C+; \u221a- = D) will comprise 75% of the course grade.<\/p>\n

c. Final take-home essay<\/em>. Instead of an in-class three-hour final examination, you will prepare a final essay wherein you will be expected to synthesize many of the major issues and themes discussed in class and in the required readings, as well as to demonstrate your knowledge of the specific source materials and facts which pertain to those issues and themes. Once its topic is assigned (on the final class meeting day), this essay will be delivered to the instructor before the date and time officially mandated for the final examination of this course by the UNC Charlotte administration.\u00a0 The final essay is worth 15% of the course grade.<\/p>\n

d. Individual involvement<\/em>. Almost perfect attendance (see below) is an essential requirement for this course. Each class meeting builds upon the knowledge gained during previous meetings.\u00a0 Moreover, in-class discussion and analysis comprises a significant portion of every class meeting.\u00a0 Preparation for every class usually involves the completion of a series of assigned readings and\/or written assignment(s).\u00a0 Students are expected to contribute in an informed manner<\/u>[1]<\/a> to the public analysis and discussion of any assigned topic, and the instructor reserves the right to administer occasional unannounced \u2018pop-quizzes\u2019 should he deem the situation so warrants (grades for such quizzes are averaged with those of the take-home exercises).\u00a0 The instructor\u2019s assessment of one\u2019s attendance, class preparation, and informed oral contributions will constitute 10% of the final course grade.<\/p>\n

e. Zakhor<\/em> (Remember!): Mastery of the assigned readings and diligent class attendance are necessary prerequisites for the successful completion of this course. Each student is responsible for all lectures, class discussions, assignments, and announcements, whether or not he\/she is present when they occur.<\/p>\n

Miscellaneous information:<\/strong><\/p>\n

a. The grading scale used in this course is as follows:<\/p>\n

91-100\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 A\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 =\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 demonstrable mastery of material; can creatively synthesize<\/p>\n

81-90\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 B\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 =\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 some demonstrable proficiency in control of material & analysis<\/p>\n

71-80\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 C\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 =\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 satisfactory performance of assignments; little or no analysis<\/p>\n

61-70\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 D\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 =\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 inadequate and\/or faulty understanding of material<\/p>\n

0-60\u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 \u00a0 F\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 =\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0 unacceptable work<\/p>\n

b. One of the requirements of this course is to complete the work of the course on time. Sometimes there are legitimate reasons for late work\u2014an illness or other emergency. \u2018Emergency,\u2019 however, does not include your social involvements, travel plans, job schedule, disk, wi-fi, and\/or printer failures, the state of your love life, your obligations to other courses, or general malaise over the state of the world.\u00a0 The world has been in a mess as long as anyone can remember, and most of the world\u2019s work is done by people whose lives are a mass of futility and discontent.\u00a0 If you haven\u2019t learned yet, you had better learn now to work under the conditions of the world as it is.\u00a0 Therefore:<\/strong><\/p>\n

1) There is no such thing as a \u2018make-up pop quiz.\u2019\u00a0 No exceptions will be considered or granted.<\/p>\n

2) For accounting purposes, letter grades bear the following values: A=95; A-=92; B=85; C+=78; C=75; D=65; F=30.<\/p>\n

3) Homework exercises fall due on the date announced by the instructor in class. They must be typed and submitted by email to me in either Microsoft Word or Adobe format prior to the start of the class for which they have been assigned.\u00a0 No physical copies of homework will be accepted or returned<\/u>.\u00a0 Since we will normally discuss these exercises together in class on that date, it would clearly be unfair to those who submitted their work on time for me to accept \u2018late\u2019 work from those who were privy to our in-class discussion.\u00a0 Hence I will not accept \u2018late\u2019 homework submissions (even from those of you who may be physically absent during our discussion); however, \u2018early\u2019 submissions (i.e., before the start of class) are always welcome and will receive full credit.\u00a0 These exercises are graded using a scale \u221a+ = A-; \u221a = C+; \u221a- = D; failure to submit = 0.<\/p>\n

4) Since your diligent physical participation is critical for the success of this course, attendance at class meetings will be monitored by the instructor.\u00a0 One or two absences are regrettable; three absences are the limit of tolerability.\u00a0 Each successive absence lowers this portion of your course assessment by one letter grade; <\/u>seven (7) or more results in an automatic F <\/u>for the course<\/u>.\u00a0 Please note that\u2014with the exception of religious holidays\u2014the instructor does not distinguish \u2018excused\u2019 from \u2018unexcused\u2019 absences.\u00a0 Unsanctioned late arrivals and early departures will be tallied as absences.<\/p>\n

5) Policy regarding Audits<\/u>: the instructor expects auditors (whether formally enrolled as such or not) to meet the same attendance, preparation, and oral participation standards as those students who are taking the course for credit.\u00a0 The instructor does not expect auditors to prepare and submit any written assignments.<\/p>\n

6) I do not post grades on Canvas or use it for grading.\u00a0 You can easily determine your own course progress (or lack thereof) by paying attention to the number and quality of the grades you earn over the course of the semester and performing the simple arithmetic required (using the equivalency tables listed above) to generate a \u2018rough\u2019 grade average.<\/p>\n

c. There will be no class meetings on the following days:<\/p>\n

Wednesday, March 5 (spring break)<\/p>\n

d. Assistance and solicitation of criticism are your right as a member of the class. It is not a privilege to be granted or withheld. Do not hesitate to request it nor wait too late in the course for it to be of help.<\/p>\n

e. The standards, requirements, and procedures set forth in this syllabus are subject to modification at any time by the course instructor.\u00a0 Notice of such changes will be by announcement in class, or by email, or by changes to this syllabus posted on the course website at https:\/\/pages.charlotte.edu\/john-reeves\/course-materials\/<\/a>.<\/p>\n

<\/h3>\n

ROUGH COURSE OUTLINE<\/strong><\/h3>\n

I. Introduction<\/p>\n

a. scope of \u2018Bible\u2019 (Jewish, Christian, Muslim testimonia)<\/p>\n

b. what ideological factors seem to be determinative for \u2018Bible\u2019?<\/p>\n

c. codicological and paratextual elements in \u2018Bible\u2019<\/p>\n

d. the case of the Chronicler and his sources<\/p>\n

e. the case of Ezra-Nehemiah\/1 Esdras<\/p>\n

II. (De)-Constructing the book of Daniel<\/p>\n

III. (De)-Constructing the book of Proverbs<\/p>\n

IV. (De)-Constructing the book of Psalms<\/p>\n

V. (De)-Constructing different collections of \u2018Prophets\u2019<\/p>\n

VI. (De)-Constructing the Pentateuch<\/p>\n

VII. Concluding remarks: who did all this work, and to what ends?<\/p>\n

My own preference is to allow this course extremely wide latitude in terms of the kinds of work we do and the order in which we do it, so do not be surprised if we vary from this \u2018(de)-construction\u2019 sequence and\/or intersperse occasional concerns about who may have been responsible for certain kinds of editorial work or why they may have done the kinds of things we suspect them of doing.<\/p>\n

SUPPLEMENTAL BIBLIOGRAPHY FOR RELS 3000<\/strong><\/h3>\n

In response to student requests for recommendations regarding useful and enlightening discussions of certain topics, themes, and personalities that are presented in class and\/or readings, I offer the following suggestions for further study at the student\u2019s leisure.\u00a0 I confine myself to materials which I myself have used with profit.\u00a0 Not all of these may be currently available at Atkins Library.<\/p>\n

It is often helpful for the student to begin with appropriate articles in the standard Bible dictionaries.\u00a0 The most up to date are Katherine Doob Sakenfeld, ed., The New Interpreter\u2019s Dictionary of the Bible<\/em> (5 vols.; Nashville: Abingdon Press, 2006-09) and The Anchor Bible Dictionary<\/em> (6 vols.; New York: Doubleday, 1992).\u00a0 Dated but still reliable are The Interpreters\u2019 Dictionary of the Bible<\/em> (4 vols.) and its Supplementary Volume<\/em> (ed. George A. Buttrick; Nashville: Abingdon Press, 1962 & 1976), and Paul J. Achtemeier, ed., Harper\u2019s Bible Dictionary<\/em> (San Francisco: Harper & Row, 1985).\u00a0 Highly recommended are the relevant articles in the new Encyclopaedia Judaica<\/em> (22 vols.; Detroit: Macmillan Reference USA\/Thomson Gale, 2007), the Encyclopaedia of Islam<\/em> (2d ed.; 11 vols.; Leiden: Brill, 1954-2002), the Encyclopaedia of the Qur\u2019\u0101n<\/em> (6 vols.; ed. Jane Dammen McAuliffe; Leiden: Brill, 2001-06), and The Qur\u2019\u0101n: An Encyclopedia<\/em> (ed. Oliver Leaman; London and New York: Routledge, 2006).<\/p>\n

A multitude of books have appeared over the course of the past two centuries which address the question of how Bible came into being.\u00a0 A number of these are quite useful and insightful, others much less so due to their lack of historical rigor or blithe acceptance or parroting of uncritical postulates.\u00a0 The discovery and publication of the Dead Sea scrolls should have revolutionized the way people think about and write about the making of Bible, but sadly too many scholars still today remain locked within obsolete and untenable paradigms and models for explaining how Bible acquired its present form(s).\u00a0 During this semester we will read and analyze some selected examples from this literature in order to assist us in our work of (de)-constructing biblical collections, books, and textual assemblages.<\/p>\n

[1]<\/a> Note well Prov 15:28: \u05dc\u05d1 \u05e6\u05d3\u05d9\u05e7 \u05d9\u05d4\u05d2\u05d4 \u05dc\u05e2\u05e0\u05d5\u05ea \u05d5\u05e4\u05d9 \u05e8\u05e9\u05e2\u05d9\u05dd \u05d9\u05d1\u05d9\u05e2 \u05e8\u05e2\u05d5\u05ea, which I\u2019m inclined to render as \u2018the mind of the devoted (student) contemplates before answering, whereas the mouth of the clueless spews out worthless nonsense.\u2019<\/p>\n","protected":false},"excerpt":{"rendered":"

RELS 2000 Building Bible: Uncovering Its Blueprints W 2:30-5:15 Dr. John C. Reeves 204B Macy Office hours: send an email to jcreeves@charlotte.edu https:\/\/pages.charlotte.edu\/john-reeves\/ Course description:\u00a0 Who or what made Bible?\u00a0 In this course, we will seek out, uncover, and analyze \u2018fingerprints\u2019 and ‘tracks’ left behind by biblical copyists, compilers, and editors.\u00a0 Some of these markers […]<\/p>\n","protected":false},"author":454,"featured_media":0,"parent":1793,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-1845","page","type-page","status-publish","hentry"],"jetpack_shortlink":"https:\/\/wp.me\/P3kl1F-tL","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/pages.charlotte.edu\/john-reeves\/wp-json\/wp\/v2\/pages\/1845","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pages.charlotte.edu\/john-reeves\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/pages.charlotte.edu\/john-reeves\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/pages.charlotte.edu\/john-reeves\/wp-json\/wp\/v2\/users\/454"}],"replies":[{"embeddable":true,"href":"https:\/\/pages.charlotte.edu\/john-reeves\/wp-json\/wp\/v2\/comments?post=1845"}],"version-history":[{"count":2,"href":"https:\/\/pages.charlotte.edu\/john-reeves\/wp-json\/wp\/v2\/pages\/1845\/revisions"}],"predecessor-version":[{"id":1999,"href":"https:\/\/pages.charlotte.edu\/john-reeves\/wp-json\/wp\/v2\/pages\/1845\/revisions\/1999"}],"up":[{"embeddable":true,"href":"https:\/\/pages.charlotte.edu\/john-reeves\/wp-json\/wp\/v2\/pages\/1793"}],"wp:attachment":[{"href":"https:\/\/pages.charlotte.edu\/john-reeves\/wp-json\/wp\/v2\/media?parent=1845"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}