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Jan 9, 2024
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Quiz – 15min, Thursday, Oct. 5, beginning of class (2:45 sharp)
1.
The three main “methods” into which we’ve delved
a.
Sources of the Text (Source Criticism)
1. Sources of the Text:
In the Sources of the Text approach, analysis is done to identify earlier written documents that
have been combined by editors or redactors. The hypothesis that the Bible is a compilation of
texts written over a significant period is fundamental to this approach. It categorizes the sources
of the Bible into J (Yahwist), E (Elohist), D (Deuteronomist), and P (Priestly), each associated with
unique characteristics and terminology, particularly names for God.
Arguments for Multiple Documents in Creation Story:
The lecture notes that there are fundamental differences in vocabulary, style, and content in the
two creation stories in Genesis 1-3. The creation stories should be separated and viewed as
composed by different authors. Evidence of distinct style, terminology, and perspective further
fortifies this claim, necessitating an extended sequence of passages for solid literary evidence.
2. Comparison to Earlier Ancient Near Eastern Material:
The Comparison to Earlier Ancient Near Eastern Material approach underscores the influence of
cultural and literary traditions of the ancient Near East on the Bible. The comparative study of
similar stories or themes in other texts from the same period and region highlights this
connection. For instance, the flood narrative in the Bible and the Epic of Gilgamesh share
discernible similarities, suggesting shared or overlapping cultural and literary contexts.
3. The Literary Approach:
The Literary Approach is a literary analysis focused on the Bible's writing style, structure, and
language use to decipher its meaning. This approach considers the Bible as a literary work,
subject to techniques similar to those used in other literary analyses. It pays significant
attention to the repetition of phrases, stories, or themes, and the concept of intertextuality,
assisting in unearthing deeper textual and contextual understanding.
What Can We Learn From the Different Emphases and Worldviews of the Two Creation Stories?
Although the lecture did not address this, analyzing the differing emphases and worldviews in
the creation stories using the outlined methods enhances our understanding of the text's
richness and multifaceted nature. It unearths diverse perspectives and themes, offering more
comprehensive insights into the text's historical and cultural contexts.
What Details are Included? Style? Character Portrayal? Messages Conveyed? Observations in
the Text?
The lecture suggests that an intricate literary evidence analysis involves assessing style,
terminology, and perspective. The Literary Approach, emphasizing writing style, structure, and
language use, aids in understanding the text's meaning and unearthing detailed insights into
character portrayal, thematic messages, and other textual details.
Key Elements for Analyzing Biblical Texts:
Analyzing how human-divine and human-human relationships are depicted forms an essential
part of understanding biblical texts. The lecture suggests that the Literary Approach can
elucidate these depictions, contributing to a more profound thematic and relational
understanding of the text.
In Conclusion:
These approaches do not "rip apart the sacred text" but rather enhance the comprehension of
its layered complexity, historical context, and literary richness. They provide tools for a
multifaceted analysis, allowing for a more in-depth exploration and understanding of the biblical
texts, highlighting the intricate interplay of history, culture, and literature within its pages.
OTHER ANSWER:
Similarities and Differences Between Biblical and Ancient Near Eastern Flood Stories:
Based on the information provided in the lecture:
Similarities:
Both the Biblical and Ancient Near Eastern flood stories (like those in the Epic of Gilgamesh and
the Atrahasis epic) share several common elements, as mentioned in the recount of the lecture.
The hero is depicted as close to their respective deity in both traditions.
Sacrifices play a crucial role in the aftermath of the flood.
The ark or boat in both stories rests on a mountain post-flood.
The decision of bringing about a flood is a divine one in both narratives.
Differences:
While these elements are common, the specifics, like the name of the mountain, the shape of
the ark, and the number of flood days, diverge in the different traditions.
The Biblical flood story in Genesis concludes one epoch and commences another in human
history, transitioning from Creation to the advent of the people of Israel.
Unique Aspects of the Bible’s Flood Story:
Regarding the second question, the lecture does not provide explicit information, but drawing
upon the detailed analysis of the first question:
Uniqueness of the Bible’s Version:
The Bible’s flood story uniquely situates itself in a grand narrative between Creation and the rise
of the Israelite people.
This strategic placement indicates a transition and a fresh beginning, showcasing a pivotal
moment in Biblical history.
What It Reveals About Differing Worldviews:
This placement within a larger narrative framework reflects the distinctive worldview and
beliefs of the Israelites.
It highlights their understanding of divine intervention, judgment, and renewal, and underlines
the significance of historical and cosmic events working together to shape human history as
perceived by the Israelites.
Conclusion:
In conclusion, the lecture effectively emphasizes the need for diverse methods to study the
Bible, demonstrating their application in understanding intricate narratives like the flood story.
By considering the sources, comparing to earlier Ancient Near Eastern texts, and employing a
literary approach, one can achieve a more robust comprehension of Biblical texts, as evident
from the detailed examination of the flood narratives. This multi-faceted analysis not only offers
insight into the narratives themselves but also provides a window into the historical, cultural,
and religious contexts that shaped and were shaped by these foundational stories.
2.
Things we’ve repeated/seen repeatedly are important, and some recall of at least a few
specifics
Repetitive Elements and Their Importance:
Number 40:
The number 40 is repeated in the flood story.
It may symbolize a period of testing or purification.
Understanding the symbolism behind the number can provide deeper insight into the text's
meaning and the cultural or religious context of the ancient Israelites.
Genealogies:
Genealogies are another element repeated in the Bible.
This repetition may serve to emphasize lineage, connections, and the continuity of God's
covenant with humanity through specific individuals or families.
Specific Phrases or Motifs:
Certain phrases or motifs reappear throughout the Bible.
Noting these repetitions can illuminate underlying themes and provide a richer understanding
of the text.
Thematic Repetition:
Themes are also repeatedly emphasized in the Biblical narrative.
For instance, themes of exile and return are highlighted in the book of Ezra, portraying the story
of the Jews returning to Jerusalem after exile in Babylon.
Understanding these recurring themes assists in deciphering the overarching narrative and
messages of the Bible.
Specifics in Context of Lecture:
Flood Stories:
The lecture cites the flood story in Genesis as a narrative with parallels in other ancient texts.
By recognizing and analyzing these repeated narratives across different cultures and texts, the
similarities and differences can be examined to glean a more profound understanding of the
flood story in its historical and cultural context.
Creation Stories:
The lecture also touches upon the different creation stories in Genesis.
Analyzing these stories using the Sources of the Text method reveals different perspectives on
God and humanity.
In conclusion, the lecture underscores the significance of repetition in Biblical studies. Paying
attention to repeated elements such as numbers, motifs, and themes offers a multifaceted
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