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History 4217, Fall 2012
(WH 219, Tu 3:30-6:20)
Jew, Greek, and Roman: Backgrounds of Early Christianity
Instructor:
Dr. Christopher Fuhrmann ()264 Wooten Hall,(940) 565-4527
Office Hours:Thursdays 9:30-11:30, and by appointment
Course description:
This class will offer a historical introduction to ancient Judaism and polytheism, and to the origins and early spread of the world’s largest religion, Christianity. The first half of the course will cover the historical climate into which Christianity first emerged: Jewish monotheism, the Roman Empire, and the cosmopolitan culture of the Hellenistic Greek cities. The second half will address the origins and “strange triumph” of Christianity itself: the ministry of Jesus, persecution, the career of Paul, the slow growth of Christian communities, and the conversion of Emperor Constantine. This course will not focus on matters of faith; students from all backgrounds are equally welcome.
Goals of this class:
-To understand the diversity of religious practice and belief practiced in the ancient Near East and Mediterranean, from the dawn of civilization to the fourth century CE/AD (especially focusing on the 8th century BCE through the 3rd century CE).
-To grasp the originsof Judaism and Christianity, and the polytheistic (“pagan”) setting into which they emerged.
-To see the Roman Empire as a smithy or crucible of ancient religion: The Romans never would have imagined that in crucifying a single Jew circa 30CE, and then destroying the center of Jewish life (Jerusalem and the Temple) in 70CE, they were actually helping lay the framework for the successful growth and adaptation of two great world religions: Christianity and Judaism – monotheistic religions which would outstrip traditional (Roman) forms of polytheistic worship. Don’t understand what I mean? You will.
-In general, to read and discuss interesting books of and about ancient religion (both ancient texts and modern scholarship).
-What this class is NOT about: personal views or hang-ups (mine or yours) about religion, The Da Vinci Code (!eurt lla s’ti), The History Channel (cursed be its name), Mel Gibson movies.
Warning: Past students enjoyed this class, but several of them have said it is the hardest class they have ever taken. It will follow a demanding schedule, in which the average reading load will well exceed 100 pages per week. Moreover, you will be held accountable for this work by means of regular reaction papers and numerous objective quizzes. If you do not have adequate time to commit to this class this semester. In past years, one-third of the original enrolled students dropped by the end of the semester, or were expelled for cheating.
In addition, this is not a lecture-based class in which I spit out facts and dates for you to memorize. It will largely be based on student discussion of ideas from ancient texts, in which there are more questions than answers (often the best we can hope for are good guesses, rather than firm facts). Participation in class discussion is required.
While we won’t be tackling issues of faith or miracles per se, we will be treating the Bible as a problematic historical text which has been shaped by human hands. A rational historical approach to the biblical narratives is frequently inconsistent with a so-called “literal reading” of the Bible. Inconsistencies and contradictions (which are numerous) will be tackled head-on and unflinchingly. If this will be upsetting to you, you might want to drop the class.
Finally, text-messaging in class is strictly forbidden. Students who are unable or unwilling to comply with this rule will be dropped or flunked.
REQUIRED books(five in all):
The New Oxford Annotated Bible with Apocrypha, NRSV, ed. M. Coogan, 4th edn (9780195289596).
Apuleius, The Golden Ass, trans. P.G. Walsh, Oxford U.P., 1994 or later, ISBN 0192838881
E. P. Sanders, The Historical Figure of Jesus, Penguin, 1996, 9780140144994
Sarah Ruden, Paul among the People: The Apostle Reinterpreted and Reimagined in His Own Time, Image,
2010, 9780385522571
Elaine Pagels, The Gnostic Gospels, Vintage Books, 1979 ISBN 0679724532
For this class students must use the Bible specified above, henceforth abbreviated NOABA.
Optional book:
Joseph Lynch, Early Christianity: A Brief History, Oxford UP, 2009, 9780195138030
*A note on not buying the books:*Some students choose not to buy the books for their classes. This is a horrible mistake, especially for this class. Buy the books, and buy them at the beginning of the semester, preferably at the UNT bookstore. New, the required books cost well under $100. Being poor (a condition I know all too well) is not an excuse: I am not your friend and it would please me greatly for you to live in soul-crushing poverty. See me for suggestions if you have specially strained circumstances.
Additional readings will be provided electronically via our internet space on Blackboard Learn (log on with your EUID at learn.unt.edu). You will need to check this space for updates/announcements before every class (I should post any important announcement by 5pm on the day before class).
Course Components
Final exam: 20% of your final grade.Book review or research paper: 20%
Reaction papers: 20%Participation and preparation: 20%
Quizzes: 20%
Final grades will be determined as follows, based on percent-averages of your grades:
100-90=A (excellent)89-80=B (good) 79-70=C (mediocre)69-60=D (poor)>60=F (fail)
Details:
There is no midterm exam, nay, there will only be one test in this course: The finalexam will require long, hand-written essay responses toquestions over our reading assignments, lectures, and discussions, along with short-answer questions on specific texts and issues. Further details will be announced later; in the meantime, each student is expected to construct his or her own study guide over the course of the semester.
The book reviewwill be a 5-6 page original and informed reaction to an approved book about the history of ancient religion. You will choose your own book, but I must approve it in an individual consultation. Possible titles are legion; see Blackboard for several examples (some of the books from that long list I know by title only, so do not assume each is pre-approved; browsing the library shelves may be a good idea). The criteria for a suitable book include rigorous documentation, applicable subject matter, historical methodology, and accessibility; books which are mostly theological, devotional, apologetic, or polemic are rarely suitable for this assignment. Book reviews are due no later than Nov. 27.
Guidance on writing the review is posted on Blackboard (“BookReviewInstructions.doc”).
Each student will submit the book review in two formats: hardcopy, and electronically via Blackboard (where it will be checked by the plagiarism-detection program TurnItIn). The most important requirement is that all your work in this class is your own work; once you have made your book selection DO NOT USE THE INTERNET or any other outside resource in composing your review. Each student must adhere to the class’s Academic Integrity standards; I cannot grade your review until I have a signed Academic Integrity statement from each of you (see attached, and on Blackboard). Any plagiarism – especially cutting and pasting from the internet – will earn you an F in the course and a formal university prosecution. I promise.
If you would rather do a research paper instead of a book review, talk to me. I am open to that possibility.
If you ever feel the need to appeal a grade you have received on any piece of work, please wait 24 hours, then state your case in writing, and resubmit the graded item with your statement.
Reaction paperswill be turned in at the beginning of class, covering the reading assigned on that day. See Blackboard for instructions on format. The goal of these papers is to get you to read and think about the primary sources in advance of the discussion; it’s OK to give a “wrong” answer or dubious interpretation in your paper, as long as it represents your own good-faith effort to analyze the readings. The point is not to summarize the reading, but to offer an informed reaction to it, answering the posted analytical questions (which will be posted on Blackboard). There are 13 chances to do a reaction paper; you must turn in at least four papers, and the first one (on the Hebrew Bible) is mandatory. You can turn in more than 4 if you wish to improve your grade.
The main basis for the grade you’ll receive on each paper is how well you show me that you have read and pondered the entire assignment (proven by ample specific references to the reading material) and thought about the posted analysis questions. In addition, I want you to offer a personal reaction and evaluation of the readings (e.g. what you liked or disliked about the reading). Papers should also be well written and free of grammatical or typographical errors. Again: do not merely summarize the reading or tell me what it says. Plagiarism on any reaction paper will yield the same results described above.
Participation and preparationencompasses a number of things.
1. Attendance. Each student is expected to attend every class session and be prepared to participate. You may have two unexcused absences, no questions asked. Save them for an emergency. An absence may be excused only with proper documentation (doctor’s note, funeral program/obituary, etc. Absences due to work commitments are not excusable.) Each unexcused absence after the two permitted ones will result in a five point deduction from your final grade. A roll will be called or passed at each class meeting; it is your responsibility to make sure you are counted present. I will drop students who attain 7 unexcused absences and assign them a grade of F or WF.
2. Punctuality. I understand the difficulties of student life; coming in late does not offend me and I would much prefer you to come in late than not at all. But late entries distract me and your classmates. Each tardy or early departure will count as one-half absence (with a parallel effect on your grade; i.e. a 2.5 point deduction for a tardy or early departure if you already have 2 unexcused absences or 4 tardies/early departures).
3. Regular, active engagement in class discussion. I understand some students are shy and might be hesitant to speak up. I will call on such students (in a friendly way). The goal is to have all students participate on a relatively equal basis. I cannot, will not allow any particular student to dominate discussion. After every class I will assign each student an actual grade for that day’s discussion. You may ask yourself, “What if I’m completely unprepared for class? Should I just skip?” No! Come and take your chances. In February I will also give each student two “Get out of jail free cards,” which you can turn in at the beginning of class, to allow you to lay low for a class with no problems. Students who always come prepared will be handsomely rewarded; for one thing, at the end of the semester I will redeem unused, unneeded Out of Jail cards for bonus points.
4. Maintaining classroom etiquette and a respectful atmosphere. Religious matters can be touchy; it is absolutely essential that we maintain a respectful atmosphere. In general, let’s follow Jesus’ golden rule, and treat each other as you would like to be treated. Try to see things from my perspective; lecturing and leading class discussion is demanding and I am easily distracted by certain atrocious student behaviors. As a result, the class suffers, and so will your grade if necessary. Avoid the following at all costs:
A. Talking (any private conversation, even if it’s supposedly about class, is very distracting).
B. Punching buttons on a cell phone (put them away and KEEP them away – I don’t want to see them).
C. Surfing the web or playing games on laptop, also use of email or chat; if I have any more problems with laptops, I will have to ban them.
D. Reading a newspaper, doing a crossword puzzle, etc.Listening to an I-POD or having earphones in.
Quizzes. You should be ready to take a quiz on all readings. Note that there may be a quiz early in the semester covering the very policies outlined in this syllabus.
ACADEMIC INTEGRITY: If you cheat or commit any other act of academic dishonesty, you fail the course, or worse. Your papers (book reviews, reaction papers, take-home quizzes and essays) must be individual endeavors (though I encourage you to use the Writing Center). I am particularly determined to prevent WEB PLAGIARISM. If you cut and paste from the web on for any class assignment, and fail to credit your source, I will do everything in my power to have you expelled from the university. See more information.
ADA STATEMENT: UNT makes reasonable academic accommodation for students with disabilities. Students seeking accommodation must first register with the Office of Disability Accommodation (ODA) to verify their eligibility. If a disability is verified, the ODA will provide you with an accommodation letter to be delivered to faculty to begin a private discussion regarding your specific needs in a course. You may request accommodations at any time, however, ODA notices of accommodation should be provided as early as possible in the semester to avoid any delay in implementation. Note that students must obtain a new letter of accommodation for every semester and must meet with each faculty member prior to implementation in each class. For additional information see the Office of Disability Accommodation website at or call them at 940-565-4323.
*** The instructor reserves the right to alter this syllabus. ***
Tentative schedule:
Always print and bring the requiredBlackboard readings.
Sept. 4: Introductions, goals, and expectations; historical overview.
Lecture on polytheism and monotheism in Egypt, the Levant, and Mesopotamia.
During the break in the middle of class, read as many of the first chapters of Genesis as you can.
Sept. 11: The Old Testament, cont. Laws and literature.Note discussion questions in the Blackboard folder “Old Testament.” Read the following:
“BibleGuide.doc”
NOABA pp. 3-6; also read the scholarly introduction to each assigned book of the Bible, e.g. pp. 7-11 for Genesis. (In fact, always do this for subsequent weeks.)
Genesis 1--22, 25, 27-30, 32-33, 50;
Exodus 1, 20-22, 32;
Leviticus 7:22-27, 11-12, 15, 18; Numbers 31;
Deuteronomy 5-10, 27-30, 32- 34;
Excerpts from Reis, Reading the Lines(PDF scans on B’board)
Joshua 1, 5:13-7:1; Judges 19:22-30;
2 Samuel 11-12;
Job 1-2, 23-26, 31, skim 32-37, 38, 41-42.
Psalms 1, 4, 6-7, 14, 17, 23, 124, 136-137; Proverbs 1-2;
Ecclesiastes 1-3, 5, 9, 12.
Song of Songs (also known as the Song of Solomon or the Canticles of Wisdom), entire.
Daniel 10-13;
Jonah (all);
Optional: Epic of Gilgamesh.
Sept. 18: Greek polytheism, culture, philosophy. Read the following PDFs in the “The Greeks” folder on Blackboard:
Homer’s Iliad, book I
Homer’s Odyssey, book I
Excerpts from Hesiod’s Theogony and Works & Days
Hellenistic religious documents (also compare the one page posted from Rigsby’s Asylia, which I will
explain in class)
Lucianexcerpts and Greek epitaphs
Handout on Greek philosophy(Cynics, Epicureans, and Stoics, etc.)
Plato’s allegory of the cave (from The Republic)
Handout on third-century AD NeoPlatonists
*For help on keeping straight the periods and major developments of Greek history, note the two historical outlines at the bottom of the folder
Sept. 25: Triumphalism: Jews, Greeks, and Romans at (religious) war.
On the Romans: “Livy-memo.doc” and Livy Early History of Rome PDF, plus “RomanEmpireReadings.doc”
Recall the last 6 or so pages of the Hesiod assignment from last week
Also read 1 Maccabees, entire (@ p. 1555ff in NOABA, but also see the helpful Blackboard files on this work, e.g. “MaccabeesDiscussion.doc”)
Excerpts from 2 Maccabees (including 12:38-46, others TBA)
Skim 3 Maccabees (pp. 1659ff; remember to read NOABA introductions for the three Maccabees books we’re looking at today)
Josephus, The Jewish War excerpts on sects, John, and Jesus
Also note “JewishSectsAndTimeline.doc” on Blackboard, in preparation for the New Testament readings. There will be a lecture on Jewish sects and the ministry of John the Baptist and Jesus.
Oct. 2: Jesus. Read (with applicable memos in the Blackboard folder and NOABA introductions):
Gospel of Mark, entire
Gospel of Matthew, entire
Gospel of Luke 1:1-4, 1:26-39, 1:80-2:52, 3:23-38, 6:20-45, 7:36-50, 9:51-62, 10:25-11:4, 12:49-59, 15:11-32, 16:18-31, 18:18-30, 21:1-4, 23:1-24:53
Gospel of John, verses TBA. Also B. Ehrman, Jesus: Apocalyptic Prophet of the New Millennium, 78-100 (pp. 32-77 are optional); the criteria for historical verisimilitude Ehrman starts discussing on pp. 87ff are very important.
Oct. 9: Jesus, cont.
Sanders, The Historical Figure of Jesus (see Blackboard for exact page numbers and other guidance)
Ehrman, Jesus, further excerpts
Ehrman, Peter, Paul, and Mary Magdalene, excerpt
Oct. 16: Saul Paulos–a Jew, Greek, and Roman. Read (w/ applicable B’board memos and NOABA intros):
Acts of the Apostles, entire
Paul’s letter to the Galatians, entire
Paul’s Epistle to the Romans 1-3, skim 4-5, read 6-9, 12-13, 15-16;
1 Corinthians 1, 2:16-3:8, 3:18-9:7, 11-15:11, 15:35-44, 16
Philemon, entire (NOABA pp. 2100-2102)
Excerpt from Ehrman, Peter, Paul, and Mary Magdalene. Also recall Ehrman, Jesus, 78-79.
Read selectively from Blackboard excerpts of H. Maccaby’s Mythmaker: Paul and the Invention of Christianity (“Mythmaker.pdf”); take with a grain of salt
Finally, try Daniel Boyarin, A Radical Jew, Ch. 6, “Was Paul an “Anti-Semite”? (access via netLibrary or, better, escholarship.org:
Oct. 23: Paul and the context of Christianity’s spread. Read
Sarah Ruden, Paul among the People (including the Preface)
K. Hopkins, World Full of Gods, pp. 7-45, 177-205, on Blackboard as “hopkinsWorldFullofGods1.pdf” and “hopkinsWorldFullofGods2”; note that not all pages therein are required. Look at the pictures at the end of the 2nd file; they’re followed by the relevant endnotes.
Also start Apuleius, The Golden Ass, 1-74, with “Apuleius1.doc” and Augustine’s City of God 18.18.
Oct. 30: Apuleius, and Roman religious invective