Intro to the Hebrew Bible

Instructor: Amy Erickson

TA: Camilla Belfon ( hcbelfon@gmail.com )

Draft Syllabus

---The Bible (*NRSV*).

Any study bible is fine as long as the translation is NRSV. I recommend HarperCollins Study Bible: Student Edition: Fully Revised & Updated. Edited by Harold W. Attridge, et al. Society of Biblical Literature; HarperOne, 2006.

ISBN-10: 0060786841 | ISBN-13: 978-0060786847

---Coogan, Michael. A Brief Introduction to the Old Testament. New York: Oxford University Press, 2011.

ISBN-10: 0199830118 | ISBN-13: 978-0199830114 | Edition: 2

---Brown, Michael Joseph. What They Don’t Tell You: A Survivor’s Guide to Biblical Studies. Louisville: Westminster Knox, 2000.

• ISBN-10: 066422220X ·  ISBN-13: 978-0664222208

*Note: please read Michael Brown’s book prior to the first class session

---Matthews, Victor Harold, and Don Carlos Benjamin. Old Testament Parallels: Laws and Stories from the Ancient Near East. Revised and Expanded 3rd Version. Mahwah, N.J: Paulist Press, 2007.

• ISBN-10: 0809144352 ·  ISBN-13: 978-0809144358

The primary goal of this course is to orient students to major aspects of the critical study of the Hebrew Bible. In order to accomplish this goal, we will:

1. introduce and familiarize students with the content of the Hebrew Bible, the types of literature contained therein, and the historical and cultural contexts in which this literature was produced, through readings, lectures, and examinations;
2. examine a number of critical issues and methods pertaining to the interpretation of the Hebrew Bible, through readings, lectures, and discussions;
3. develop students’ skills in the use of critical methodologies when interpreting the Hebrew Bible, through written assignments, readings, and discussions.

Assignments and Grading

Exams (2). 

There will be two examinations in the course: a mid-term and a final. Both the mid-term and the final will be open-book/notes essay examinations. Both exams will be comprehensive to that point in the course. You may employ as many or as few secondary sources as you would like.

Midterm: take-home essays (two essays, 1400-1600 words [about 6 pages] total) are due Tuesday, October 11 at the start of class. Essay questions will be distributed at the end of class on October 4 (40%).

Final: take-home essays (two essays, 1400-1600 words [about 6 pages] total) due Tuesday, November 15. Questions will be distributed and posted on Tuesday, November 8 (50%).

*Exams submitted late will be marked down at the rate of a grade per day.

Participation (showing up, engaging in class, working in groups) makes up 10% of your final grade. You are eligible for one excused absence.

Degree Learning Goals: Please take some time to look over the Professional Degree Learning Goals (MDiv, MASC, MAPSC) and the Academic Degree Learning Goals (MTS, MA).

Incompletes: see the Master's Student Handbook for Policies and Procedures.

Pass/Fail:  Masters students wishing to take the class pass/fail should submit a written request by the second class session (please email both Amy and Camilla).

Academic Integrity and Community Covenant:  All students are expected to abide by Iliff’s statement on Academic Integrity, as published in the Masters Student Handbook, or the Joint PhD Statement on Academic Honesty, as published in the Joint PhD Student Handbook, as appropriate.  All participants in this class are expected to be familiar with Iliff’s Community Covenant.

Accommodations:  Iliff engages in a collaborative effort with students with disabilities to reasonably accommodate student needs.   Students are encouraged to contact their assigned advisor to initiate the process of requesting accommodations.  The advising center can be contacted at advising@iliff.edu or by phone at 303-765-1146. 

Writing Lab:  Grammar and organization are important for all written assignments.  Additional help is available from the Iliff Writing Lab, which is available for students of any level who need help beginning an assignment, organizing thoughts, or reviewing a final draft. 

Inclusive Language:  It is expected that all course participants will use inclusive language in speaking and writing, and will use terms that do not create barriers to classroom community.