{"id":1979,"date":"2024-08-21T07:34:18","date_gmt":"2024-08-21T11:34:18","guid":{"rendered":"https:\/\/pages.charlotte.edu\/john-reeves\/?page_id=1979"},"modified":"2024-08-21T07:34:20","modified_gmt":"2024-08-21T11:34:20","slug":"course-syllabus-for-alternative-messiahs","status":"publish","type":"page","link":"https:\/\/pages.charlotte.edu\/john-reeves\/course-materials\/rels-2000-topics-courses-in-religious-studies\/alternative-messiahs\/course-syllabus-for-alternative-messiahs\/","title":{"rendered":"Course syllabus for Alternative Messiahs"},"content":{"rendered":"

RELS 2000
\nAlternative Messiahs
\nW 2:30-5:15
\nDr. John C. Reeves
\n204B Macy
\nOffice hours: by appointment only
\njcreeves@charlotte.edu<\/a>
\nhttps:\/\/pages.charlotte.edu\/john-reeves\/<\/a><\/p>\n

\u2018Then I saw a man (who was) despicable, broken down and in pain \u2026 I asked him, \u201cSir, what is the name of this place?\u201d He said to me, \u201cThis is mighty Rome, wherein I am imprisoned.\u201d\u00a0 I said to him: \u201cWho then are you? What is your name? What do you seek here? What are you doing in this place?\u201d\u00a0 He said to me: \u201cI am the Messiah of the Lord, confined in prison until the time of the End.\u201d\u2019 (Sefer Zerubbabel<\/em> in Ms. Oxford Bodl. Heb. d. 11)<\/p>\n

Course description:<\/strong>\u00a0 An overview of the different ways that the figure known as \u2018the messiah\u2019 or Christ was portrayed and interpreted by a variety of biblically affiliated religious groups.\u00a0 In this course we will engage in the close reading of a large number of narrative, poetic, and ritual texts which mention this character in an attempt to gain a better understanding of the variegated roles it can play in pre-modern Jewish, Christian, Islamic, and other religious contexts.\u00a0 Careful attention will also be given to the cultural issues surrounding the generation and promulgation of competing character profiles of such figures both within and outside the scriptures of these kindred religions.<\/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. If you think you might be uncomfortable in this situation, then this is definitely not the class for you<\/u>. 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 should undoubtedly learn a great deal about the historical and cultural matrices betwixt which Judaism, Christianity, and Islam arose and flourished.<\/p>\n

Texts:<\/strong><\/p>\n

You do not need to buy anything from the bookstore.\u00a0 Web links to many of the texts we will read are available on the course website.\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 or via email) in a timely manner.\u00a0 Every student must read and critically engage substantial portions of Bible, Qur\u2019\u0101n, parascriptural works, commentaries, testimonia, folktales, incantations, prayers, hymns, and assorted esoterica which have been englished from texts originally written in Hebrew, Aramaic, Syriac, Mandaic, Greek, Latin, Coptic, Arabic, Persian, and Ethiopic.<\/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) 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. 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 comprise 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 transform class discussions into unannounced oral \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 25% of the final course grade.<\/p>\n

d. 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 college-level 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) All unsubmitted assignments will be averaged as a 0 in the computation of the course grade.\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, double-spaced, 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) Attendance at class meetings will be monitored by the instructor.\u00a0 One or two absences are somewhat understandable, three (3) is the limit of tolerability.\u00a0 Four (4) or more absences will result in an automatic F 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:
\nWednesday, October 2 (Erev Rosh Hashanah)
\nWednesday, October 16 (Erev Sukkot)
\nWednesday, November 27 (Thanksgiving break)<\/p>\n

d. Assistance and solicitation of criticism is 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.uncc.edu\/john-reeves\/course-materials\/<\/a>.<\/p>\n

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

1. Some issues surrounding methodology and terminology
\na. how to read a \u2018religious\u2019 text: goals and caveats
\nb. terminological issues
\nc. considering Isa 45:1
\nRequired:<\/strong>
\nIsa 45:1
\nR. J. Zwi Werblowsky, \u201cMessianism in Jewish History,\u201d Journal of World History<\/em> 11 (1968): 30-45.
\nGershom Scholem, \u201cToward an Understanding of the Messianic Idea in Judaism,\u201d in idem, The Messianic Idea in Judaism and Other Essays on Jewish Spirituality<\/em> (New York: Schocken Books, 1971), 1-36.<\/p>\n

2. Scriptural & parascriptural antecedents
\na. what exactly is a \u2018messiah\u2019? why do they emerge?
\nb. creating a \u2018messianic\u2019 cv
\nc. screening some suggested candidates
\nRequired:<\/strong>
\n2 Samuel 7:1-17; Psalm 89:19-37; Jeremiah 33:14-18; Psalm 132:11-12; 1 Kings 2:4; 8:22-26; 1 Chronicles 28:7
\nAmos 9:11-12; Ezekiel 34:20-31; 37:15-28
\nHaggai 1-2; Zechariah 3-6
\nGenesis 49:10; Numbers 24:17<\/p>\n

3. Messianism in the Dead Sea Scrolls
\na. the so-called \u2018True Teacher\u2019 (Moreh [ha]-\u1e62edeq<\/em>)?
\nb. a plurality of messiahs?
\nc. the Testaments of the 12 Patriarchs<\/em>
\nRequired:<\/strong>
\n1QS 9.11; 1QSa 2.11-22; 1QSb 5.20-28; CD 6.10-11; 7.18-20; 12:23-13.1; 14.19; 20.1; 4QpPs 37 III.15; 1QpHab; 11QMelch
\nT. Reuben<\/em> 6.8; <\/span>T. Simon<\/em> 7.2; <\/span>T. Levi<\/em> 2.11; 8.11ff.; 18; <\/span>T. Judah<\/em> 21.2-5; 24; <\/span>T. Dan<\/em> 5.10; <\/span>T. Gad<\/em> 8.1<\/span>
\nHebrew T. Naphtali<\/em><\/p>\n

4. Early heterodox Jewish & Christian currents
\na. Simon Magus
\nb. Elchasai
\nc. Mani
\nd. the \u2018True Prophet\u2019
\ne. the Arab prophet in the Doctrina Jacobi<\/em>
\nRequired:<\/strong>
\nVarious sources on these figures<\/p>\n

5. Messianism in some postbiblical Jewish and Christian apocalypses
\na. Sefer Zerubbabel
\nb. Daniel apocalypses
\nc. \u2018Ten Signs\u2019 (\u2018Eser \u2019Otot<\/em>) apocalypses
\nRequired:<\/strong>
\nVarious postbiblical apocalypses<\/p>\n

6. Some Islamicate messianic currents
\na. Ab\u016b \u2018\u012as\u0101 al-I\u1e63fah\u0101n\u012b
\nb. Bih\u0101far\u012bd
\nc. Muqanna\u2018
\nRequired:<\/strong>
\nVarious sources on these figures<\/p>\n

7. Maimonides & messianism
\na. his Mishnah Commentary and his Mishneh Torah<\/em>
\nb. his \u2018Epistle to Yemen\u2019
\nRequired:<\/strong>
\nPassages from these works of the Rambam<\/p>\n

8. Kabbalah & messianism
\na. introductory remarks
\nb. the Sabbatian movement & its aftermath
\nRequired:<\/strong>
\nGershom Scholem, \u201cRedemption Through Sin,\u201d in idem, The Messianic Idea<\/em>, 78-141; 346-53.<\/p>\n

9. Final thoughts<\/p>\n

SUPPLEMENTAL BIBLIOGRAPHY FOR RELS 2000<\/strong><\/p>\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 and<\/u> which are 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 The New Interpreter\u2019s Dictionary of the Bible<\/em> (5 vols.; ed. Katherine Doob Sakenfeld; 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 the Harper\u2019s Bible Dictionary<\/em> (ed. Paul J. Achtemeier; 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, Third Edition<\/em> (Leiden: Brill, 2007-\u00a0 ); the Encyclopaedia of the Qur\u2019\u0101n<\/em> (6 vols.; ed. Jane Dammen McAuliffe; Leiden: Brill, 2001-2006), and The Qur\u2019\u0101n: An Encyclopedia<\/em> (ed. Oliver Leaman; London and New York: Routledge, 2006).<\/p>\n

[1]<\/a> Note 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 forth worthless nonsense.\u2019<\/p>\n","protected":false},"excerpt":{"rendered":"

RELS 2000 Alternative Messiahs W 2:30-5:15 Dr. John C. Reeves 204B Macy Office hours: by appointment only jcreeves@charlotte.edu https:\/\/pages.charlotte.edu\/john-reeves\/ \u2018Then I saw a man (who was) despicable, broken down and in pain \u2026 I asked him, \u201cSir, what is the name of this place?\u201d He said to me, \u201cThis is mighty Rome, wherein I am […]<\/p>\n","protected":false},"author":454,"featured_media":0,"parent":1975,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"jetpack_post_was_ever_published":false,"footnotes":""},"class_list":["post-1979","page","type-page","status-publish","hentry"],"jetpack_shortlink":"https:\/\/wp.me\/P3kl1F-vV","jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/pages.charlotte.edu\/john-reeves\/wp-json\/wp\/v2\/pages\/1979","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=1979"}],"version-history":[{"count":1,"href":"https:\/\/pages.charlotte.edu\/john-reeves\/wp-json\/wp\/v2\/pages\/1979\/revisions"}],"predecessor-version":[{"id":1980,"href":"https:\/\/pages.charlotte.edu\/john-reeves\/wp-json\/wp\/v2\/pages\/1979\/revisions\/1980"}],"up":[{"embeddable":true,"href":"https:\/\/pages.charlotte.edu\/john-reeves\/wp-json\/wp\/v2\/pages\/1975"}],"wp:attachment":[{"href":"https:\/\/pages.charlotte.edu\/john-reeves\/wp-json\/wp\/v2\/media?parent=1979"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}