OT1720 -- The Wisdom Literature: A Survey of the wisdom genre and wisdom literature in the Old Testament with special emphasis on Job and Proverbs.

Wednesdays from 8:00 A.M. until 11:00 A.M. Spring Semester, 2000
Professor James L. Haddix, Ph.D.

 

The purpose of this course is to introduce students to the books in the Christian Old Testament that are commonly called "Wisdom Literature." The course begins with the book of Job and literary and critical matters pertaining to it. A recent book by Bruce Zuckerman, Job the Silent: A Study in Historical Counterpoint, uses a well-known Yiddish play, "Bontsye Shvayg" (or Bontsye the Silent) as a window on interpreting and understanding the book of Job. The class will read the play Bontsye Shvayg and will consider broader biblical themes and backgrounds against which the book of Job can be read. In addition to Zuckerman’s novel approach to Job, J. Gerald Janzen’s Interpretation commentary on Job is also required.

After Job, the course turns to consider wisdom as found in the book of Proverbs with particular attention to the development of the so-called "wisdom tradition" in ancient Israel and to "Lady Wisdom." R.B.Y. Scott’s Anchor Bible Commentary on Proverbs and Ecclesiastes will be used for this part of the course.

A secondary purpose of the course is to explore the broader wisdom genre in the Old Testament, wisdom themes and ideas through the inter-testamental period and, to some extent, these themes and ideas in early Christian theology and writing. These matters necessarily involve consideration of canon, meaning, and authority of biblical texts.

There will be two papers. The first paper (due March 1st) will deal with the question of the unity of the book of Job. The second paper (due April 26) may be exegetical or on a subject mutually agreeable to the student and professor. There may be examinations or a final examination (the final, if any, may be held on May 10).

In addition to a formal equivalence English translation of the Old Testament (RSV or NIV preferred), required texts are:

 

1. Janzen, J. Gerald. Job. Interpretation: A Bible Commentary for Teaching and Preaching. Atlanta: John Knox Press, 1985.

2. Scott, R. B. Y. Proverbs Ecclesiastes: Introduction, Translation, and Notes. The Anchor Bible, Volume 18. Garden City, New York: Doubleday & Company, Inc, 1973.

3. Zuckerman, Bruce. Job the Silent: A study in Historical Counterpoint. New York: Oxford University Press, 1991.

This course description does not represent a contract and outcomes are not guaranteed. For more information please contact James Haddix at 207:942-7354 or by e-mail at jh10bdwy@aol.com. Please indicate the nature of your inquiry on email so your email correspondence will be opened. Unidentified or unknown email is not opened.

Standards for Grades and Written Work follow:

 

 

Standards for Grades

In this course you are graded on your grasp of the subject matter as demonstrated through various forms of examination and conversation, by your attendance, and by your participation in the work of this course. As a rule of thumb, you should expect to read about two hours each week for each credit hour (thus, expect to do about six hours of reading each week).

To meet Minimum Requirements:

1. you must be prepared for each class and able to respond in conversation, quizzes, examinations, and/or in writing to the assigned content;

2. you must be prepared both in readings and in materials presented in lectures (they may not always be the same);

3. you must read the Scripture passages assigned and know their content;

4. you must be prepared to recite or to write any passages of Scripture designated for memorization;

5. you are expected to know issues of dating and authorship for particular books of the Bible;

6. you are expected to know important names, dates, ancient and modern; schools of thought, philosophical and literary issues associated with the subject matter of the course, as well as theological implications of subjects covered; and

7. you are expected to be able to do biblical exegesis according to the canons of modern critical scholarship (this is crucial; in exegesis I am not primarily interested in your feelings about a text nor even particularly in what you think about it!).

 

 

For 'A' level work:*

your answers must be correct, and correctly presented (proper composition, spelling, punctuation, and grammar);

you must show a clear grasp of the material (variety and expressiveness are valued even in objective tests);

you must demonstrate a superior grasp of the materials presented (both in lecture and in reading);

you must perform consistently better than the majority of other members of the class;

you must show that you are in full control of the materials presented in the class.

 

*Note: Numerical values for grades as established in the current Bangor Theological Seminary Student Handbook are followed in this course.

 

 

 

 

 

 

 

 

Grade Criteria for Term Paper and other Written Work:

 

An 'A' paper conveys immediately a sense of person behind the words; an individual voice speaks firmly and clearly from the page.

The title and lead sentences work smoothly to indicate the direction, tone, and scope of the whole piece. Word choices, especially verbs, are accurate, sensitive to connotations. There is an absence of "clutter" -- heavy or hackneyed expressions used instead of a short word that means the same thing. Sentences read well aloud.

The writing is packed with information. Examples or comparisons are carefully chosen. Occasionally there is a vivid image or deft comparison.

Organization of material is logical and clearly developed. Transitions are smooth, and the reader does not stumble or hesitate over the sequence of facts and ideas.

Sentences are varied. Phrasing is often fluent and graceful. Punctuation is appropriate. There are no mechanical errors (grammar and spelling).

 

 

A 'B' paper has all the characteristics of an 'A' paper, with the following flaws:

Information may be thin. Examples or illustrations may feel slightly forces or exaggerated.

Organization is clear; the reader does not confuse the sequence of information or ideas. However, transitions (especially between paragraphs) may be awkward or abrupt.

Sentences tend to be of similar structure and are occasionally awkward or wordy.

Word choices are workable and clear, though verbs may lack bite or strength.

Punctuation is occasionally confusing, though other mechanics of the paper (grammar and spelling) are still error free.

 

 

A 'C' paper is characterized by awkwardness throughout. It does not read smoothly aloud. Information tends to be adequate, but barely sufficient for clarity. Organization is occasionally confused, especially between sentences.

Sentences have little or no structural variety. Diction is usually characterized by wordiness and clichés. Unnecessary words and phrases make the writing loose.

There are several grammar, spelling, and punctuation errors.

 

 

In a 'D' paper the main impression is one of haste, carelessness, lack of attention, or simply an inability to draft even direct or simple statements.

The paper may make some sense, but only if the reader struggles to find it. The writer obviously has scanty control of the material.

There are numerous structural and spelling errors, and the visual presentation is sloppy.

 

[This section on written work taken from Roger Garrison's How a Writer Works, New York: Harper and Row, 1981]