Women in the Bible: Bible 324

Goshen College

Professor Jo-Ann A. Brant

(Warning: I have migrated this course to Blackboard and have not updated materials since 2005.)

During the last decade, books and articles devoted to the women in the Bible have tumbled off the academic presses at a rate that far surpasses earlier publications on that subject. It is as if some new text had been unearthed by archaeologist and now there were women to study where none had been known before. In fact, many factors contribute to this new attention to women. A major factor is, no doubt, the women's movement and the use of a feminist critique as an interpretive tool. Closely related to this is the increased participation of women in the academic study of religion. Another factor is the emergence of a plethora of new methodologies better suited for the study of the narrative texts in which women appeared. At the same time as women become the focus of scholarly activity, a storm wages in many denominations over the role of women within the church. Some conservative traditions go so far as to argue that if one supports the ordination of women then that person does not hold the Bible to be authoritative. For these denominations, a church's position on ordination of women becomes a litmus test for biblical orthodoxy. Given our cultural proclivity for dualism, this has led to a mistaken propensity to equate interest in women in the Bible with the rejection of its authority. That is to say, by focusing upon women, one is ignoring the Bible's interest in men and by definition one is counter reading. I am the first to say that focusing on women while reading the Bible can be an unsettling activity, not because it challenges biblical authority, but because one might read something that challenges tradition or our cultural assumptions about women. Reading the Bible becomes an adventure in which one must be prepared for surprises. One must muster all of one's energy and tenacity to get through some difficult, even painful, terrain. One must look beyond the trees to see the forest and ultimately the broader horizon if one is really to grasp the possibilities for humanity that God seems to have envisioned. In this course, we will read many texts, asking old and new questions, listening to ancient and modern voices in order to gain as clear an understanding of the women in the Bible and what their presence in the text signifies for us. As a result, we will reflect upon the presuppositions that we bring to the text. We will become conscious of the hermeneutics that we employ. We will learn new methodologies, and we will gain a better understanding of the social world of the text. We will learn to consider the complex relationship between character and narrative world, character and the world of her audience, and text and reader. We will hone our analytic skills and we will use our critical and evaluative skills with sound judgment.

Lecture Schedule and Readings

Cultural Representation Project Guidelines and Resources

Sample Annotated Bibliography

Web Resources for Thesis Papers:

Women in the Ancient World, by James C. Thompson, B.A., M.Ed.

Objectives:

Students will argue for their own interpretation of the text methodically and with reference to relevant data.
Students will clarify their own values and convictions.
Students will adopt, provisionally, unfamiliar perspectives or hermeneutics and then determine which ones lead to valid interpretations or significant readings of the text.
Students will explore how biblical texts about women and gender have been appropriated in the history of Judeao-Christian societies.
Students will gain a basic literacy in biblical texts relevant to the study of women.
Students will create engaging presentations that invite fellow students to think in new ways about the text.
Students will identify the facts that lead to disputes about women's role in Judaism and Christianity.
Students will respect the integrity of other's experiences and positions

Texts:

Bible
Assorted Articles:
Reserve
On-line

Periodicals in Good Library

Primary and Secondary Reading is required to successfully complete course requirements.

Assignments:

1. For Sept 1, find and read an older article or commentary on Genesis 1-3. Take notes about the interpretation of the creation of both man and woman in God's image and Eve's role in the story in order to be able to contribute to class discussion on Monday. This counts as a entry in the Reading Journal.

2. Reading Journal, Participation and Attendance 10%

3. Group Presentation: Cultural Representation of Women 25 % -- Working in groups, students will identify historically significant treatments of their chosen character and discuss how the character serves particular purposes in the socio/religious milieu in which she is appropriated. Students will present examples from art, music, literature, and film that illustrate how this character has been viewed or used by cultural interpreters. Consult, J. Cheryl Exum, Plotted, Shot, and Painted: Cultural Representations of Biblical Women, (Sheffield Academic Press, 1996) before you begin your preparation in order to set off on the right track.

Miriam

Delilah

Bathsheba
Esther
Ruth

Martha
Mary Magdalene

Recommended Resources:

Rabbinic Midrash: Midrash Rabbah BM517.R3 A3 1939

Jewish Encyclopedia on Line: Search using your character's name

Goshen Public Library: Videos, DVDs, and Children's books

Church Librarys

AMBS Library (has a selection of children's books)

Index for the Bible in Art

4. Annotated Bibliography: 10% Submit a list in proper bibliographic format of major and related works on the character about whom you will write your major paper. Submit a two-page review of the literature about the character about whom you will write your major paper. What was written about her before the 1970s and what sorts of attention has she been getting lately?

5. Major Paper: 30 % -- Write a 6-8 page paper on one female character from the Bible with whom you are particularly intrigued. You may choose from a list of recommended topics or develop your own thesis.

6. Final Exam: 25%

Evaluation:

90-100% A is reserved for work that is original, insightful and indicates a mastery of the material.
75-89% B signifies that the work is competent and demonstrates an adequate grasp of the concepts of the course.
65-74% C signifies satisfactory work that is either wanting in presentation, understanding or accuracy.
50-64% D indicates that all work has been submitted but the quality is not satisfactory.

Evaluation in this course is based upon demonstration of knowledge and understanding of the course content and application of concepts and knowledge in a variety of contexts. Beliefs and opinions are not evaluated in this course, rather clear articulation of ideas and reasoned judgment are attributes that students should seek in the expression of their beliefs in order to attain desired grades. (If you miss a class without an explanation, 1 % will be subtracted for each hour you miss. Cumulative minutes for tardiness will be recorded. Due dates are firm. Extensions must be approved by the professor at least one week in advance of the due date, otherwise late assignment will be subject to a penalty of 1 % per day up to 10% total.)

Plagiarism: Plagiarism entails the use of the ideas and/or words of a source without citation. Students must use one of the forms of citation described by Diana Hacker, A Writer's Reference, pp. 269-334. Any assignment containing plagiarism will receive an automatic 0.

Collusion: Collusion entails the representation of another students work as your own or allowing another student to submit your work as their own. Any assignment containing collusion will receive on grade to be shared by the students involved. This means that if two students who have colluded receive a grade of 60%, they will each receive 30% for the assignment.

All incidents of plagiarism and collusion with be reported to the Dean's office.