Folklore and the Hebrew Bible: Interdisciplinary Engagement and New Directions
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Teaching Values Through Fables
LESSON 10 Museum Connection: Family and Community Lesson Title: Teaching Values through Fables Purpose: In this lesson students will analyze two fables—one African, the other African American—in order to explain how fables are used to impart cultural values from one generation to the next. Applying what they have learned about the interaction of narrative elements in a fable, students will create a modern fable of their own. Grade Level and Content Area: Middle, Language Arts and Social Studies Time Frame: 3-5 class periods Correlation to State Social Studies Standards: PNW 7.2 Students understand how individuals, groups, and institutions sustain and influence cultures. Social Studies: Maryland College and Career Ready Standards 2.A.1.a (Grade 7) Apply understandings of the elements of culture to the studies of modern world regions, such as art, music, religion, government, social structure, education, values, beliefs and customs. 2.B.1.a (Grade 8) Describe the effects of cultural exchange and interactions among Europeans, Africans and Native Americans on the development of the United States. Correlation to State Reading and English Language Arts Maryland College and Career Ready Standards: 3.A.3.b (Grades 6 and 7) Analyze the conflict and the events of the plot. 3.A.3.b (Grade 8) Analyze the conflict and its role in advancing the plot. 3.A.3.e (Grades 6, 7, and 8) Analyze relationships between and among characters, setting, and events. 1.E.1.a (Grades 6, 7, and 8) Listen to critically, read, and discuss texts representing diversity in content, culture, authorship, and perspective, including areas such as race, gender, disability, religion, and socio-economic background. -
Ashland Theological Journal 2009 Hermann Gunkel, Creation And
Ashland Theological Journal 2009 Book Reviews Hermann Gunkel, Creation and Chaos in the Primeval Era and the Eschaton: A Religo Historical Study of Genesis 1 and Revelation 12. With contributions by Heinrich Zimmerman. Translated by K. William Whitney, Jr. Grand Rapids: Eerdmans, 2006 Pp. xlii, 442. Paper. $36.00 Originally published in 1895 and reprinted in 1921, Gunkel's Schopfung und Chaos in Urzeit und Endzeit has now finally been translated into English. Thus, one of the great classics of biblical criticism is now available to a wider audience. Since Gunkel's method and conclusions are well known, a legitimate question is what need is there for a review of a work so foundational and well known? Very little discussed has not been covered elsewhere, Even the appendix (pp. 253-83) which provides translations of selected Babylonian myths does not provide readers access to material not available elsewhere, such as Pritchard's Ancient Near Eastern Texts, or Hallo's Context of Scripture. Nevertheless, a review of this translation is warranted for several reasons. First, the preface by Peter Machinist provides the reader with a brief analysis of both the significance and shortfalls of Creation and Chaos (xv-xx). In particular, the reader is informed that Gunkel focused too exclusively upon Mesopotamian mythology for cultural parallels with the Hebrew Bible. Gunkel could not be blamed for not anticipating later discoveries, particularly of Canaanite and West Semitic literature, whose impact on the biblical tradition is undoubtedly more profound than the Mesopotamian or Babylonian parallels (xix). Nevertheless, twenty-first century readers are well advised that the discussion has advanced. -
The Ghostmodern: Revisionist Haunting in Turn-Of-The-Century American Literature (1887-1910)
THE GHOSTMODERN: REVISIONIST HAUNTING IN TURN-OF-THE-CENTURY AMERICAN LITERATURE (1887-1910) by MATH TRAFTON B.A., University of Colorado, 2003 B.S., University of Colorado, 2003 M.A., University of Colorado, 2005 M.A., University of Colorado, 2008 A dissertation submitted to the Faculty of the Graduate School of the University of Colorado in partial fulfillment of the requirement for the degree of Doctor of Philosophy Department of Comparative Literature 2013 This dissertation titled: The Ghostmodern: Revisionist Haunting in Turn-of-the-Century American Literature (1887-1910) written by Math Trafton has been approved for the Department of Comparative Literature Dr. Karen Jacobs, committee chair Dr. Mark Leiderman Dr. Eric White Dr. Sue Zemka Date The final copy of this thesis has been examined by the signatories, and we Find that both the content and the form meet acceptable presentation standards Of scholarly work in the above mentioned discipline. iii Trafton, Math (Ph.D., Comparative Literature) The Ghostmodern: Revisionist Haunting in Turn-of-the-Century American Literature (1887- 1910) Dissertation directed by Associate Professor Karen Jacobs This project attempts to identify and explain numerous significant transformations in the genre of the literary ghost story in the period roughly contemporary with the earliest emergence of literary Modernism. Through a detailed examination of the literary encounters with invisibility in pivotal American ghost stories from the end of the twentieth century, the project considers the rich literary trope of ghostly haunting according to its capacity to provoke an engagement with marginalized, liminal spaces. In traditional ghost stories, however, as ghosts are ultimately overcome and order is restored, normative structures resume, and such engagements are trivialized. -
World Myths and Folktales: the Stories of Human Kind
9/12/2016 Language Arts Ms. Muhlbaier Literary Significance Myths and folktales are the world’s oldest stories, passed on by word of mouth from generation to generation. Stories have always played a significant role since the dawning of humankind. 1 9/12/2016 Literary Significance Myths and folktales remain vital to modern readers because they reveal common truths, patterns, and themes that are familiar to all ages and cultures. Myths explain the human experience: Who we are Where we came from What we believe in “…myths and folktales are in some ways even ‘truer’ than history.” -Joseph Campbell 2 9/12/2016 What is a Myth? An anonymous, traditional story that explains a belief, custom, or mysterious natural phenomenon. Functions of Myths: To explain the creation of the world and universe. To explain the human condition: how and why people were created, why they are flawed, why there is suffering in the world, why people must eventually die, and what happens to people after death. To explain natural phenomena—i.e. phases of the moon. 3 9/12/2016 Functions of Myths: To explain the nature of gods and goddesses and how these deities and human beings interact. To explain the meanings behind religious rituals, customs, and beliefs. To explain historical events. To teach moral lessons. Myths were created out of a human need to make sense of the universe and explain how the world and its inhabitants came to be. 4 9/12/2016 The Differences Between Myths and Folktales As myths were retold and retold over generations, they transformed. -
Myths and Legends
Name Class ( ) Myths and Legends A myth is a traditional story that explains the beliefs of a people about the natural and human world. The main characters in myths are usually gods or supernatural heroes. The stories are set in the distant past. The people who told these stories believed that they were true. A legend is a traditional story about the past. The main characters are usually kings or heroes. Some examples of well-known legends include the tales of Odysseus from Ancient Greece, Beowulf from the Norse lands and King Arthur from Old England. Like myths, legends were thought to be true. Mythology is a body of myths and legends from a particular region and culture. Some examples are Greek Mythology, Roman Mythology, Norse Mythology, Celtic Mythology and Chinese Mythology. Many cultures have creation myths, which explain how the world came to be. These stories are interesting to read and compare. Useful websites: http://teacher.scholastic.com/writewit/mff/myths.htm An introduction to different myths and cultures around the world http://teacher.scholastic.com/writewit/mff/mythmachine.htm A website where students can create their own myths http://mythicjourneys.org/bigmyth/2_eng_myths.htm An interactive website with audio, visuals, texts and supporting materials, featuring 25 myths from various regions and cultures http://myths.e2bn.org/mythsandlegends/ A large collection of myths and legends from Britain and other parts of the world Here is another useful resource for exploring myths: ‘Two Greek Myths’ in Teen Time Remix: Using Authentic Materials for Developing Secondary Students’ Listening Skills, English Language Education Section, CDI, EDB, HKSAR, 2008. -
Exploring Myths & Legends
Exploring Myths & Legends • Recommended childrenʹs books • Writing activities • Drawing, mask-making and other creative activities • Ideas for sharing childrenʹs stories and writing • Writing organizers and templates Myths & Legends Myths are stories told aloud that were passed down from generation to generation for thousands of years. Myth is from the Greek word, “mythos” — which means “word of mouth” — oral stories shared from person to person. Myths have helped people from different cultures to make sense of the natural world, before scientific discoveries guided our understanding. Myths explained the reason for an erupting volcano, or thunder and lightning, or even night following day. Many myths feature gods, goddesses or humans with supernatural powers. Kids may be familiar with Zeus, the king of all gods in Greek mythology, who could throw lightning bolts from the sky down to Earth. Myths often include a lesson, suggesting how humans should act. A legend is a traditional story about a real place and time in the past. Legends are rooted in the truth, but have changed over time and retelling and taken on fictional elements. The heroes are human (not gods and goddesses) but they often have adventures that are larger-than-life. The tales of Odysseus from Ancient Greece and King Arthur from Medieval England are two examples of legends. Myths and legends can be found throughout the world. Many of these traditional stories feature similar subjects, but express the unique culture and history of the regions where they are from. There are flood myths from India, aboriginal legends from Australia, Taino creation stories from Puerto Rico, the legend of the Chinese zodiac, Norse myths, and many more. -
Myth and One-Dimensionality
humanities Article Myth and One-Dimensionality William Hansen Department of Classical Studies, Indiana University, Bloomington, IN 47405, USA; [email protected] Received: 16 November 2017; Accepted: 11 December 2017; Published: 14 December 2017 Abstract: A striking difference between the folk-narrative genres of legend and folktale is how the human characters respond to supernatural, otherworldly, or uncanny beings such as ghosts, gods, dwarves, giants, trolls, talking animals, witches, and fairies. In legend the human actors respond with fear and awe, whereas in folktale they treat such beings as if they were ordinary and unremarkable. Since folktale humans treat all characters as belonging to a single realm, folklorists have described the world of the folktale as one-dimensional, in contrast to the two-dimensionality of the legend. The present investigation examines dimensionality in the third major genre of folk narrative: myth. Using the Greek and Hebrew myths of primordial paradise as sample narratives, the present essay finds—surprisingly—that the humans in these stories respond to the otherworldly one-dimensionally, as folktale characters do, and suggests an explanation for their behavior that is peculiar to the world of myth. Keywords: legend; folktale; myth; folk narrative; supernatural; ancient Greece; ancient Rome; Genesis; abstract style; one-dimensionality 1. The Otherworldly in Legend An extraordinary event is reported to have taken place in the Greek city of Amphipolis during the fourth century BC. In the house of a certain family a maidservant was passing by the door of the guestroom, which was partly open, and as she glanced in, she saw a young man and a young woman sitting next to each other. -
Greek Religion and the Tradition of Myth Mythos
Greek Religion and The Tradition of Myth Mythos • Archaic Greek: a story, speech, utterance. • Essentially declarative in nature • Classical Greek: An unsubstantiated claim • Mythographos • Logographos • Logopoios Logos • An argument • A statement or story based on comparative evaluation or collection of data • The result of a process • A study • Bio-logy, Socio-logy, mytho-logy • Powell: • logos is defined by authorship, it has a known origin, • mythos is anonymous, it exists in a social milieu undefined by its origin Tradition • Orally transmitted through bards: • Aiodos • Ode • Mythode • Rhapsode • Stories are handed down generation to generation essentially intact… • But they are subject to change Modern Theories • Myths… “describe patterns of behaviour that serve as models for members of a society especially in times of crisis” (Powell, 2009: 3). • “Myth provides us with absolutes in the place of ephemeral values and with a comforting perception of the world that is necessary to make the insecurity and terror of existence bearable” (Morford et al., 5 citing Leszek Kolakowski, 1989: The Presence of Myth) Modern Definitions • “…Myth is defined as a complex of traditional tales in which significant human situations are united in fantastic combinations to form a polyvalent semiotic system which is used in multifarious ways to illuminate reality…” (Burkert 1985: 120). • “A traditional story with collective importance” (Powell, 2009: 2) A myth is… • A myth is any communally ratified narrative that serves to define or legitimate membership in the community, but which is not, and must not be, subject to examination. Indeed, any expression of doubt or skepticism identifies the miscreant as an alien. -
THE HUMAN NATURE of ANGELS in GENESIS Kristian Edosomwan
THE HUMAN NATURE OF ANGELS IN GENESIS Kristian Edosomwan Edosomwan 2 Introduction Genesis often portrays angels in very human ways. The angels described in Genesis 6:1-4 can both copulate and procreate with human women, giving them undeniably human characteristics. In Genesis 18 and 19, angels accept human hospitality and eat human food. And the angel in Genesis 32 uses a human form to wrestle with Jacob on even footing. As these three narratives show, and this paper will argue, angels in Genesis demonstrate an apparently human nature through their interactions with human beings. Genesis 6:1-41 Gen 6:1-4 gives us a window to view how ancient Israelites saw angels. Within the narrative the “sons of God” see the “daughters of men” and choose to marry them and have children (Gen 6:1-2). The “sons of God” are angels while the “daughters of men” are human women. This story has traditionally been looked at as a story of angels transgressing the boundary between heaven and earth and mingling illicitly with human women, such as in 1 Enoch and Jubilees. A common interpretation is that “sons of God” does not refer to angels and instead refers to minor deities under Yahweh. Early Israelite angelology can be seen as an adaptation of the polytheistic system of other Ancient Near Eastern nations.2 The term “sons of gods” was used to signify minor deities on the divine council in Canaanite mythology, but these deities became the angels of Hebrew angelology.3 The angels referenced in Gen 6:1-4 could be deities that the 1 For the sake of my argument I have ignored Gen 6:3, which is a break in the text and seems unrelated to the rest of Gen 6:1-4. -
Authorship of the Pentateuch
M. Bajić: Authorship of the Pentateuch Authorship of the Pentateuch Monika Bajić Biblijski institut, Zagreb [email protected] UDK:27-242 Professional paper Received: April, 2016 Accepted: October, 2016 Summary This piece is a concise summary of the historical and contemporary develo- pment of Pentateuch studies in Old Testament Theology. This article aims to provide information on the possible confirmation of Mosaic authorship. The purpose is to examine how the Documentary Hypothesis, Fragment and Su- pplemental Hypotheses, Form and Traditio-Historical Criticism, Canonical and Literary Criticism have helped to reveal or identify the identity of the author of the Torah. To better understand the mentioned hypotheses, this article presents a brief description of the J, E, D, and P sources. Key words: Pentateuch, authorship, Mosaic authorship, Torah, Documen- tary Hypothesis, Fragment and Supplemental Hypothesis, Form and Tradi- tio-Historical Criticism, Canonical and Literary Criticism. In the most literal sense, the Pentateuch 1 (or Torah) is an anonymous work, but traditional views support the belief of Mosaic authorship (Carpenter 1986, 751- 52). Yet, with the advent of humanism and the Renaissance, the sense of intellec- tual freedom and upswing in research have led to the fact that many have begun to read the Bible critically, trying to challenge its text as well as the traditions and beliefs that are formed from it (Alexander 2003, 61-63). One of the most commonly attacked beliefs is Moses’ authorship of the Torah. There has been an 1 Taken from the Greek translation LXX. Pentateuch is derived from the Greek word pentateu- chos, which means a five-book work, known as the Books of Moses (Carpenter 1986). -
Questing Feminism: Narrative Tensions and Magical Women in Modern Fantasy
University of Rhode Island DigitalCommons@URI Open Access Dissertations 2018 Questing Feminism: Narrative Tensions and Magical Women in Modern Fantasy Kimberly Wickham University of Rhode Island, [email protected] Follow this and additional works at: https://digitalcommons.uri.edu/oa_diss Recommended Citation Wickham, Kimberly, "Questing Feminism: Narrative Tensions and Magical Women in Modern Fantasy" (2018). Open Access Dissertations. Paper 716. https://digitalcommons.uri.edu/oa_diss/716 This Dissertation is brought to you for free and open access by DigitalCommons@URI. It has been accepted for inclusion in Open Access Dissertations by an authorized administrator of DigitalCommons@URI. For more information, please contact [email protected]. QUESTING FEMINISM: NARRATIVE TENSIONS AND MAGICAL WOMEN IN MODERN FANTASY BY KIMBERLY WICKHAM A DISSERTATION SUBMITTED IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN ENGLISH UNIVERSITY OF RHODE ISLAND 2018 DOCTOR OF PHILOSOPHY DISSERTATION OF KIMBERLY WICKHAM APPROVED: Dissertation Committee: Major Professor Naomi Mandel Carolyn Betensky Robert Widell Nasser H. Zawia DEAN OF THE GRADUATE SCHOOL UNIVERSITY OF RHODE ISLAND 2018 Abstract Works of Epic Fantasy often have the reputation of being formulaic, conservative works that simply replicate the same tired story lines and characters over and over. This assumption prevents Epic Fantasy works from achieving wide critical acceptance resulting in an under-analyzed and under-appreciated genre of literature. While some early works do follow the same narrative path as J.R.R. Tolkien’s The Lord of the Rings, Epic Fantasy has long challenged and reworked these narratives and character tropes. That many works of Epic Fantasy choose replicate the patriarchal structures found in our world is disappointing, but it is not an inherent feature of the genre. -
GENESIS in the PENTATEUCH Konrad Schmid I in the Heyday of the Documentary Hypothesis It Was a Common Assumption That Most Texts
GENESIS IN THE PENTATEUCH Konrad Schmid Introduction In the heyday of the Documentary Hypothesis it was a common assumption that most texts in Genesis were to be interpreted as elements of narra- tive threads that extended beyond the book of Genesis and at least had a pentateuchal or hexateuchal scope (J, E, and P). To a certain degree, exe- gesis of the book of Genesis was therefore tantamount to exegesis of the book of Genesis in the Pentateuch or Hexateuch. The Theologische Realen- zyklopädie, one of the major lexica in the German-speaking realm, has for example no entry for “Genesis” but only for the “Pentateuch” and its alleged sources. At the same time, it was also recognized that the material—oral or written—which was processed and reworked by the authors of the sources J, E, and P originated within a more modest narrative perspective that was limited to the single stories or story cycles, a view emphasized especially by Julius Wellhausen, Hermann Gunkel, Kurt Galling, and Martin Noth:1 J and E were not authors, but collectors.2 Gunkel even went a step further: “‘J’ and ‘E’ are not individual writers, but schools of narrators.”3 But with the successful reception of Gerhard von Rad’s 1938 hypothesis of a tradi- tional matrix now accessible through the “historical creeds” like Deut 26:5– 9, which was assumed to have also been the intellectual background of the older oral material, biblical scholarship began to lose sight of the view taken by Wellhausen, Gunkel, Galling, and Noth. In addition, von Rad saw J and 1 Julius Wellhausen, Die Composition des Hexateuchs und der historischen Bücher des Alten Testaments (3rd ed.; Berlin: Reimer, 1899); Hermann Gunkel, Genesis (6th ed.; HKAT 1/1; Göttingen: Vandenhoeck & Ruprecht, 1964 [repr.