{"id":525,"date":"2013-04-25T20:12:54","date_gmt":"2013-04-25T20:12:54","guid":{"rendered":"http:\/\/pages.charlotte.edu\/john-reeves\/?page_id=525"},"modified":"2021-02-07T16:57:43","modified_gmt":"2021-02-07T21:57:43","slug":"course-syllabus","status":"publish","type":"page","link":"https:\/\/pages.charlotte.edu\/john-reeves\/course-materials\/rels-4107\/course-syllabus\/","title":{"rendered":"RELS 4107: Course Syllabus"},"content":{"rendered":"

RELS 4107\/5107
\nVarieties of Early Judaism
\nR 2:30-5:15
\nDr. John C. Reeves
\nMacy 204B
\nOffice hours: send email to
\njcreeves@uncc.edu<\/a>
\nhttps:\/\/pages.charlotte.edu\/john-reeves\/<\/a><\/p>\n

\u2018… ancient Judaism was complex, capacious, and rather frayed at the edges ….\u2019 \u2013 Seth Schwartz[1]<\/a><\/p>\n

\u00a0<\/strong>Course description:<\/strong>\u00a0 This course focuses upon the history and literature of the period during which rabbinic Judaism develops and evolves into the classical expression of Jewish religiosity; i.e., from roughly 500 BCE to the mid-600s CE.\u00a0 Special attention will be devoted to the literature produced by the rabbinic Sages in order to introduce students to the basic corpora of oral Torah, as well as to the various ways in which the rabbis read and supplemented written scripture.\u00a0 Some comparative study of contemporary non-rabbinic currents of Jewish religious expression will also transpire.<\/p>\n

Texts:<\/strong>\u00a0 You do not need to buy anything from the bookstore.\u00a0 Web links to many of the texts we will need are available on the course website (https:\/\/pages.charlotte.edu\/john-reeves\/course-materials\/rels-4107\/<\/a>).\u00a0 The following secondary text is required<\/strong> and available to you electronically via Atkins Library<\/a>:<\/p>\n

Seth Schwartz, Imperialism and Jewish Society, 200 B.C.E. to 640 C.E.<\/em> (Princeton: Princeton University Press, 2001).<\/p>\n

Also available electronically via Atkins Library<\/a> are the following recommended<\/strong> texts for answering questions pertaining to terminology and chronology:<\/p>\n

Shaye J. D. Cohen, From the Maccabees to the Mishnah<\/em> (3d ed.; Louisville, Ky.: Westminster John Knox Press, 2014).<\/p>\n

Peter Sch\u00e4fer, The History of the Jews in the Greco-Roman World <\/em>(rev. ed.; London and New York: Routledge, 2003).<\/p>\n

Supplementary required readings will be assigned or electronically distributed by the instructor 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. Students are responsible for anticipating and completing the reading assignments (outlined below) in a timely manner.\u00a0 Every student is expected to read and critically expound the required work mentioned above in its entirety.<\/p>\n

b. Logistics<\/em>. This class will be conducted synchronously on Zoom for the entire spring 2021 semester. You will never need or be required to come to a campus classroom or office.<\/p>\n

c. Seminar presentations\/papers<\/em>. At almost every class meeting, an individual student will be responsible for leading the first half of our collective discussion of that week\u2019s assignment from Schwartz or another assigned author. Students should use the template found later in this syllabus as a rough guide for their presentation.\u00a0 All students (including the discussion leader) will prepare and electronically submit to the instructor before the beginning of class a written summary and brief analysis (maximum length of five [5] pages) of that week\u2019s reading assignment.\u00a0 The instructor\u2019s evaluation of the student\u2019s collective written summaries\/analyses (based on the scale \u221a+ = A-; \u221a = C+ for undergrads; B- for grads; \u221a- = D for undergrads; C for grads) will comprise 40% of the course grade.<\/p>\n

d. Research project<\/em>. One (1) formal research project to be presented in oral and written form (10-15 double-spaced pages, exclusive of notes and list of sources) that focuses upon a particular topic relevant to the study of early Judaism. A suggested list of topics is provided later in this syllabus; otherwise, in consultation with the instructor, the student should select a topic of individual interest that permits such an extended exposition, analysis, and\/or evaluation.\u00a0 The project will be presented orally to the rest of the class (approximately 20 minutes) during the final two class meetings on Thursday, April 22 and 29; a formal written version of the papers must be submitted to the instructor no later than 12:00 PM on Friday, May 7.\u00a0 The research project accounts for 40% of the course grade.<\/p>\n

e. 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, close reading, and analysis by both the instructor and class members 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), and individual students initiate our collective examination and discussion of the weekly topics.\u00a0 Students are expected to contribute in an informed manner<\/u>[2]<\/a> to the public analysis and discussion of any assigned topic.\u00a0 The instructor\u2019s assessment of one\u2019s attendance, apparent class preparation, presentations, and informed oral contributions, will constitute 20% of the final course grade.<\/p>\n

f. 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

91-95+\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 \u00a0B\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 \u00a0C\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 \u00a0D\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\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

Graduate students are graded using a scale of A, B, C, and U.\u00a0 A grade of \u2018C\u2019 for a graduate student is equivalent to that of a \u2018D\u2019 for undergraduates; \u2018U\u2019 signals unacceptable graduate-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 unwritten papers and unsubmitted written 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) All papers and written exercises are due on the dates scheduled in the syllabus, or on the date announced by the instructor in class (usually, the following class meeting).\u00a0 \u2018Late\u2019 submissions bear the following penalties: one day late\/one letter grade; two days late\/two letter grades; three or more days late\/F.\u00a0 Please note: these \u2018days\u2019 are calendar days, not class meeting days<\/u>.\u00a0 For accounting purposes, letter grades bear the following values: A=95; A-=92; B=85; C+=78; C=75; D=65; F=30.\u00a0 An untyped paper or written assignment automatically receives the grade F, as do those typed papers which violate the required parameters or which the instructor deems physically unacceptable and\/or grammatically incomprehensible.<\/p>\n

3) Seminar papers 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 were physically absent during our discussion); however, \u2018early\u2019 submissions (i.e., before the start of class) are always welcome and will receive full credit.<\/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 absence is regrettable; two absences are the limit of tolerability.\u00a0 Three (3) or more absences will result in an automatic F or 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) 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 number and quality of the grades you earn and performing the arithmetic required (using the equivalency tables listed above) to generate a \u2018rough\u2019 grade average.<\/p>\n

6) 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

c. 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

d. 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

ROUGH COURSE OUTLINE<\/strong><\/h4>\n

Jan 21<\/p>\n

Introduction to the class (abbreviated)<\/p>\n

Jan 28<\/p>\n

Questions surrounding identity<\/p>\n

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

Schwartz, Imperialism<\/em>, 1-16.<\/p>\n

Steve Mason, \u201cJews, Judaeans, Judaizing, Judaism: Problems of Categorization in Ancient History,\u201d Journal for the Study of Judaism<\/em> 38 (2007): 457-512.<\/p>\n

Feb 4<\/p>\n

Schwartz, chapter 1<\/p>\n

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

Schwartz, Imperialism<\/em>, 19-48.<\/p>\n

Cohen, From the Maccabees to the Mishnah<\/em>, 1-18.<\/p>\n

Feb 11<\/p>\n

No class (spring (?!) break)<\/p>\n

Feb 18<\/p>\n

Schwartz, chapter 2<\/p>\n

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

Schwartz, Imperialism<\/em>, 49-99.<\/p>\n

Peter Hayman, \u201cMonotheism\u2014A Misused Word in Jewish Studies?\u201d Journal of Jewish Studies<\/em> 42 (1991): 1-15.<\/p>\n

Feb 25<\/p>\n

Schwartz, chapter 3<\/p>\n

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

Schwartz, Imperialism<\/em>, 103-28.<\/p>\n

Hayim Lapin, \u201cEpigraphical Rabbis: A Reconsideration,\u201d Jewish Quarterly Review<\/em> 101 (2011): 311-46.<\/p>\n

March 4<\/p>\n

Schwartz, chapter 4<\/p>\n

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

Schwartz, Imperialism<\/em>, 129-61.<\/p>\n

Jodi Magness, \u201cHeaven on Earth: Helios and the Zodiac Cycle in Ancient Palestinian Synagogues,\u201d Dumbarton Oaks Papers<\/em> 59 (2005): 1-52.<\/p>\n

March 11<\/p>\n

Schwartz, chapter 5<\/p>\n

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

Schwartz, Imperialism<\/em>, 162-76.<\/p>\n

Benjamin G. Wright, \u201cWere the Jews of Qumran Hellenistic Jews?\u201d Dead Sea Discoveries<\/em> 24 (2017): 356-77.<\/p>\n

March 18<\/p>\n

Schwartz, chapter 6<\/p>\n

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

Schwartz, Imperialism<\/em>, 179-202.<\/p>\n

Daniel Boyarin, \u201cBeyond Judaisms: Me\u1e6da\u1e6dron and the Divine Polymorphy of Ancient Judaism,\u201d Journal for the Study of Judaism<\/em> 41 (2010): 323-65.<\/p>\n

March 25<\/p>\n

Schwartz, chapter 7<\/p>\n

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

Schwartz, Imperialism<\/em>, 203-14.<\/p>\n

Louis H. Feldman, \u201cProselytism by Jews in the Third, Fourth, and Fifth Centuries,\u201d Journal for the Study of Judaism<\/em> 24 (1993): 1-58.<\/p>\n

April 1<\/p>\n

Schwartz, chapter 8<\/p>\n

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

Schwartz, Imperialism<\/em>, 215-39.<\/p>\n

Martin Goodman, \u201cReligious Variety and the Temple in the Late Second Temple Period and its Aftermath,\u201d Journal of Jewish Studies<\/em> 60 (2009): 202-13.<\/p>\n

April 8<\/p>\n

Schwartz, chapter 9<\/p>\n

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

Schwartz, Imperialism<\/em>, 240-74.<\/p>\n

Michael E. Stone, \u201cEnoch, Aramaic Levi and Sectarian Origins,\u201d Journal for the Study of Judaism<\/em> 19 (1988): 159-70.<\/p>\n

April 15<\/p>\n

Schwartz, chapter 10 & conclusion<\/p>\n

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

Schwartz, Imperialism<\/em>, 275-92.<\/p>\n

Jonathan Klawans, \u201cThe Essene Hypothesis: Insights from Religion 101,\u201d Dead Sea Discoveries<\/em> 23 (2016): 51-78.<\/p>\n

Apr 22<\/p>\n

Research projects (part I)<\/p>\n

Apr 29<\/p>\n

Research projects (part II)<\/p>\n

SOME POSSIBLE RESEARCH PROJECT TOPICS<\/h4>\n