Historical Re-Telling in the Psalms (B627; D

Historical Re-telling in the Psalms (B627; D.Min., Oct 15-19 2012)

Melody D. Knowles

Associate Professor of Hebrew Scriptures 773-573-5879 (cell)

McCormick Theological Seminary, Chicago 773-947-6340 (office)

Note that the first assignment is due at the beginning of the first class. For more details, see section III: Expectations, Assignments, and Grading.

Also, the time limitations necessitate that, as much as possible, you pre-read the assigned readings before class begins. Additional short hand-outs will be given out in class.

Readings from texts not listed as required (i.e., II.a) will be available on the moodle site.

I. Course Description:

Woven throughout the Psalter are re-tellings of Israel’s past, re-tellings that are often quite different in terms of content and use. We will look at the significant changes that the poets made to the stories of the ancient community (i.e., the stories of creation, the exodus, wilderness wanderings, and the choice of David), and chart the very different functions of these stories.

While looking at the ancient community, we’ll also have our contemporary congregations/ministry setting in view and examine how historical narratives function currently, and how they can motivate communal change and theological boldness. How are historical narratives used (and changed!) in ancient and contemporary communities of faith? In times of crisis, how is the past re-envisioned? What stories are considered significant enough to re-tell? What aim do these stories have? How can these same stories be re-worked to have different functions?

The course will combine a study some of the broader and more recent issues of the Book of Psalms applicable to the ministry context of D.Min. students, with exegetical study of individual psalms with an eye to the larger projects that we will work out together. We will employ some fairly recent resources for study such as Robert Alter’s new translation in The Book of Psalms (emphasizing the texts’ rhythm and syntax), and some of the newer commentaries that emphasize poetry and metaphor, historical background, reception history [LXX, Targum, NT] and theological significance.

At the end of the class, students should have refreshed their general familiarity with the contents of the Psalter, reviewed the interpretive significance of the types of psalms, exegeted and interpreted several psalms, and gained a fuller appreciation of the hermeneutics of interpreting the Psalms.

The class will be a mix of plenary sessions (with lecture and small-group discussion), library research and writing time, and regular worship experiences.

Although this class does not require Hebrew as a pre-requisite, you will be encouraged to work with the Hebrew text if you have studied the language.

II. Texts

II.a Required Texts (please read the required sections before class begins)

The NRSV or RSV version of the Psalms

Robert Alter, The Book of Psalms: A Translation with Commentary (New York: Norton, 2007).

Before class read xiii-xl for an overview of the Psalms, contemporary scholarship & his translation.

William P. Brown, Seeing the Psalms: A Theology of Metaphor (Louisville: Westminster John Knox, 2002).

Before class read: 1-14, 213-15 (imagery); 31-53 (Ps 23/pathway metaphor); 55-79 (Ps 1/tree metaphor)

W. Brueggemann, Psalms and the Life of Faith (P.D. Miller, ed.; Philadelphia: Fortress, 1995).

Before class read: 3-32 (one version of how Psalms work); 67-97 and 98-111 (use and function of lament; 112-34 (use and function of praise)

II.b Recommended Commentaries for further research, available at JKM

Leslie C. Allen, Psalms 101-150 (WBC 21; Waco: Word, 1983).

Peter C. Craigie, Psalms 1-20 (WBC 19; Waco: Word, 1983).

Robert Davidson, The Vitality of Worship: A Commentary on the Book of Psalms (Grand Rapids: Eerdmans, 1998).

Erhard S. Gerstenberger, Psalms (vol. 1-3; Grand Rapids: Eerdmans, 1988).

Han-Joakim Kraus, Psalms 1-59 and Psalms 60-150 (Minneapolis: Augsburg, 1989)

James Luther Mays, Psalms (Interpretation; Louisville: John Knox, 1994).

Marvin E. Tate, Psalms 51-100 (WBC 20; Waco: Word, 1990).

Frank Lothar Hossfeld and Erich Zenger. Psalms 2. Translated by Linda M. Maloney (Minneapolis:

Fortress, 2005).

Frank Lothar Hossfeld and Erich Zenger. Psalms 3. Translated by Linda M. Maloney (Minneapolis:

Fortress, 2012).

II. c Recommended texts for further general reading and research, available at JKM

Craig C. Broyles, The Conflict of Faith and Experience in the Psalms: A Form-Critical and Theological

Study (JSOTSupp. 52; Sheffield: Sheffield Academic Press, 1988).

Walter Brueggemann, Message of the Psalms (Minneapolis: Augsburg, 1984).

William L. Holladay, The Psalms Through Three Thousand Years: Prayerbook of a Cloud of Witnesses

Minneapolis: Fortress, 1993).

Hans-Joakim Kraus, The Theology of the Psalms (Minneapolis: Fortress, 1992).

James L. Mayes, The Lord Reigns: A Theological Handbook to the Psalms (Louisville: Westminster/ John

Knox, 1994).

Patrick D. Miller, Jr., They Cried to the Lord: The Form and Theology of Biblical Prayer (Philadelphia:

Fortress, 1994).

III. Expectations, Assignments, and Grading

20% Preparation/Participation: Much of the class time will be devoted to discussion of ideas and texts, so the quality of the experience will depend heavily on you.

-Reading assignments on the class schedule have been purposely limited and are designed to be read before the class session for which they are assigned.

-volunteers will be asked to lead us in short (10 minutes) Psalm-rich worship twice a day, making use of Ps 95:1-7 in the morning, and Ps 134 at the close of class. In order to facilitate unity and use a translation that may be new to us all, let’s use the Common English Bible version of these (you can find them on the CEB’s website).

15 % Report on Historical narratives used in your church/ministry setting (presented during the first day of class)

In order for us to explore this aspect of historical narratives at play in the Psalms and our ministry contexts, please write and present a two-to-three page report (5 minutes long) on the historical narratives used (formally or informally) by your church or ministry context. Please bring along a physical object that represents some aspect of these narratives. In your written report, please include 2 parts: a record (what are these stories?) & analysis (how do these stories function?).

Questions that might help you to think about the “record” part of this assignment include:

-what does a stranger hear from members of the community when they first arrive (i.e., on a plaque, from the person directing them where to go, during coffee hour, etc.)

-what parts of your ministry setting’s history that you hear about throughout the year?

-what were some of the stories that you heard (or didn’t hear) during your interview?

-what are some of the historical artifacts on display in the building?

-for chaplains: think of a specific pastoral encounter &what past histories were related.

Questions that might help you think about the analysis section include:

-who do these account name as insider/outsider?

-what values and virtues are being upheld?

-what kind of a future do they imagine?

-What do these stories try to do?

For those of you in parish settings, this assignment aims to have you look at the way in which your church presents itself, with the ultimate goal of helping you ask about the way that the church wants to be (or the ways in which you are discerning possible avenues of growth for your congregation). Where do you discern opportunities for growth? What are the learning edges for your congregation? What are you emphasizing with your church vis a vis your D.Min. program? How might the stories that the church tells about itself flex together with the future vision?

For those of you in chaplaincy settings, this assignment aims to have you look at the way in which individuals present themselves and their past with the ultimate goal of helping you ask about the way that they want to be. How might the stories that someone tells about him/herself flex together with the future vision?

10 % Psalm (handed in and shared with the class during our final class session)

Write a psalm (lament, hymn, or praise, perhaps incorporating historical reflection).

15% + 40% Project (1st draft due the last day of class; 2nd draft due Jan 8)

The largest part of your grade will consist of a project that you will design based on your particular ministry situation. Each member of the class will design a project describing how the Psalms (ideally, but not necessarily, their use of history and historical reworking) could be used in the context of ministry. The more precise and concrete this project is the better. As a context for designing your project, you could select preaching, liturgy, pastoral care, prayer, bible study, parish life, etc. You could focus on special occasions such as funerals or confirmation, or on one of the seasons of the church year, or on a contemporary issue such as the family, ecology, hospitality, social justice, immigration, etc. You could aim at children, youth, adults, or the elderly; at men or at women. Most likely, you will combine a number of these different aspects of context to identify the situation you want to address. The goal is to make the Psalms (and the ways that they re-work historical narratives) a more lively part of your ministry and thoughts about ministry.

Your project should include the following four parts. You may adapt this plan to your own particular needs and the shape of your project, but these basic issues should be in some manner considered and addressed.

1. The ministry context

a. Give the specific, concrete details of the situation, as it exists now, in which you wish to work out your project.

b. Briefly describe your goal in using the psalms in this context.

c. Explain why you selected this context and this goal. What made you think of this project?

2. The biblical and historical context

a. Describe the psalms that you will use, and provide some basic exegetical analysis of them.

3. The project itself

a. Describe exactly how you wish to implement your plan. Include the details of your implementation, including the where, when, how, with whom, in what way, etc.

b. Include supporting materials you have created or selected to use in your implementation. You can put them here or in an appendix.

4. The benefits of the project.

a. Describe what you hope is gained by this project, what results you would like to see.

b. Explain any new insights into the psalms, historical reflection, and/or ministry that you have found as a result of this project.

This project will be presented in three versions.

1. A presentation made to the class or a portion of the class during the course week. This is an opportunity to try out your idea and get feedback. Your presentation should be about 10 minutes and we will have additional time to discuss your project together. Your presentation should include the four major elements in the outline above.

2. A final written edition of your project, incorporating class input and further work on the project. The paper should be 15-20 pages in length.

3. A one-page “how to” description of your project to share with other members of the class for their own edification. This should accompany your final written edition.

IV: Overview of preparation needed before the course week.

1. Read the required sections of the required texts (Section II. a)

2. As a brief review to some of the preliminary issues in Psalms scholarship, please read Brent Strawn, “The Psalms: Types, Functions, and Poetics for Proclamation.” Pages 8-40 in Psalms for Preaching and Worship: A Lectionary Commentary. Edited by Brent Strawn & Roger Van Harn.Winona Lake: Eerdmans. (posted on moodle)

3. Complete the assignment due during the first class (described in Section III)

4. Complete the readings for each class, including the assigned psalms (in both the NRSV and Alter’s version), and commentaries on some of these.

5. Begin to think about your oral presentation of your class project (described in Section III).

6. Not required before we meet, but if you have a chance it would be good if you could skim through the Knowles article on David posted on moodle. We’ll cover it more in-depth in class, but reading it beforehand will give you a sense of how we will make use of historical narratives in class (and, hopefully, in your project)

7. Again not required, but I’d encourage you to read/memorize Ps 95:1-7 and Ps 134 before we meet (from the Common English Bible). We’ll be incorporating both of these into our morning and evening worship as a way to get some of the Psalm texts into our “fabric,” and your familiarity with these beforehand will make this experience even more fruitful.

V. Course Schedule

Monday, 1:00-4:30

Introductions, Historical Narratives; Psalm types and their function

Opening Worship led by instructor

Discussion -We will introduce ourselves and our ministry context via our presentations of the

historical narratives in our ministry context.

-Basic review of Psalm types (lament, complaint, praise, thanksgiving)& functions

Closing Worship

Readings -Several essays by Brueggemann in The Psalms and the Life of Faith:

-“Psalms and the Life of Faith,” 3-32 (one version of how Psalms work)

-“From Hurt to Joy, From Death to Life” (67-97) and “The Costly Loss of Lament” 98-111 (use and function of lament)

-“Praise and the Psalms: A Politics of Glad Abandonment” 112-34 (use and function of praise)

-Alter, The Book of Psalms, xiii-xl (general overview of Psalms and his translation)

-Strawn, “The Psalms: Types, Functions, and Poetics for Proclamation.” Pages 8-40 in Psalms for Preaching and Worship: A Lectionary Commentary. Edited by Brent Strawn & Roger Van Harn.Winona Lake: Eerdmans. (review of major issues; posted on moodle)

-Selected Psalms:

-Ps 148 (extended invocation to praise),

-Ps 13 (individual lament/complaint)

Tues am: Poetry and Function of the Psalms

Opening Worship

Discussion How do Psalms and the poems assigned in class work poetically and rhetorically? What function do they have (i.e., what do they make you do and feel, and how do they do this?)

Readings Pss 1, 23

-Brown, Seeing the Psalms 1-14 and 213-215 (imagery); 31-53 (Ps 23 and pathway

metaphor); 55-79 (Ps 1 and tree metaphor)

In-class handouts -C. S. Lewis, “A Word About Praising”

-James Brown, “Please, Please, Please” (p. 46 in Gourevitch)

-Maya Angelou, “Phenomenal Woman”

-John Donne, Holy Sonnets, I and VII