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Home , Abraham in Islam

The University of Texas at Austin Department of Middle Eastern Studies

CTI f375 (82124) / MEL f321 (85369) / MES f342 (85489) / RS f353 (86187) / JS f363 (84654) and the Summer 2015

Meeting Times: MTWThF 1:00–2:30pm Meeting Location: Mezes (MEZ) 2.118

Instructor: Professor Jonathan Kaplan Email: [email protected] Office: Calhoun (CAL) 503 Phone: (512) 471-9453 Office Hours: by appointment

Course Description: The biblical character Abraham is considered to be the father of , , and by each religion’s adherents. How did Abraham become “Father Abraham?” Why does each of these three communities claim to be the people of Abraham exclusively? The primary aims of this course are to explore how Abraham is presented in the book of Genesis and how each of these religions transforms Abraham into a key figure of their tradition. After examining the figures of Abraham, his wife , and his sons and in Genesis 12–25, the remainder of the course will consist of exploring how Judaism, Christianity, and Islam each retell the story of Abraham and his family. We will take note of the interpretive strategies employed by each tradition as it utilizes the story of Abraham in constructing a communal narrative of chosenness. Some attention will be paid to how participants in contemporary inter-religious dialogue approach the figure of Abraham. This course requires no prior exposure to biblical literature or Judaism, Christianity, and Islam.

Prerequisites: None

Global Cultures Flag: This course carries the Global Cultures flag. Global Cultures courses are designed to increase your familiarity with cultural groups outside the United States. You should therefore expect a substantial portion of your grade to come from assignments covering the practices, beliefs, and histories of at least one non-U.S. cultural group, past or present.

Ethics & Leadership Flag: This course carries the Ethics and Leadership flag. Ethics and Leadership courses are designed to equip you with skills that are necessary for making ethical decisions in your adult and professional life. You should therefore expect a substantial portion of your grade to come from assignments involving ethical issues and the process of applying ethical reasoning to real-life situations.

Learning Goals: After completing this course successfully, students should be able to: • Outline the Abraham cycle in the Book of Genesis.

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The University of Texas at Austin Department of Middle Eastern Studies

• Describe the major modes of scriptural interpretation in Judaism, Christianity, and Islam. • Describe how two different stories about Abraham are interpreted in Judaism, Christianity, and Islam. • Articulate what is meant by the concept “Abrahamic Religions” and evaluate its strengths and weaknesses. • Identify and evaluate two major ethical issues in the Abraham cycle and its interpretation.

Grading Policy: Grading in this course will be administered according to university policies, including the assignment of + and – grades. Your final grade in this course will be based upon successful completion of the following course requirements, weighted as listed in determining the final course grade:

(1) Class attendance and participation – 25% (2) Five one-page reading responses (3% each) – 15% (3) Quality of two 3–4 page systematic moral analysis essays (15% each) – 30% (4) Quality of 7–8 page comparative interpretation paper – 30%

Grading Scheme: Total % Letter Grade Total % Letter Grade 94–100 A 72–75.9 C 90–93.9 A- 69–71.9 C- 87–89.9 B+ 66–68.9 D+ 84–86.9 B 63–65.9 D 80–83.9 B- 60–62.9 D- 76–79.9 C+ < 60 F

Major Course Requirements and Assignments: (1) Class Attendance and Participation counts for twenty-five percent of the course grade, and one cannot participate if he or she is not in class. That being said, I understand that students sometimes miss class. More than two unexcused absences will result in a lowering of a student’s participation grade. If there is a personal or medical reason for multiple absences, please alert me. I understand that students may be hesitant to speak in class for a variety of reasons. If students have any concerns about class participation and would like to meet with me to discuss alternative ways to participate and/or strategies to improve class participation, please do not hesitate to contact me. (2) One page reading responses – Students are asked to write a one-page response (250-300 words) to a given class session’s readings and discussions for five class sessions during the course of the term. Responses should be formulated after having completed the reading for a given session and attending the session. A copy of the response should be submitted to me by email no later than 12pm on the day after the class at which the readings will be discussed. Students receive full credit for turning in five of these responses during the course of the term. (3) Quality of two 3–4 page systematic moral analysis essays – Essays dealing with ethical issues raised by the primary sources covered in class. Specific instructions will be passed out in-class. DUE 6/15 & 6/25

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The University of Texas at Austin Department of Middle Eastern Studies

(4) 7–8 page comparative interpretation paper – A paper in which students will be given the opportunity to explore how Judaism, Christianity, and Islam interpret a specific biblical story. Specific instructions will be passed out in class. Topics will be determined in consultation with the instructor. DUE 7/9

University Policy on Religious Holidays: A student who misses classes or other required activities, including examinations, for the observance of a religious holy day should inform the instructor as far in advance of the absence as possible (at least fourteen days in advance), so that arrangements can be made to complete an assignment within a reasonable time after the absence.

Extension Policy: Extensions on papers and exams will only be granted for documented, exigent circumstances.

Accessible Education: The University of Texas at Austin provides, upon request, appropriate academic accommodations for qualified students with disabilities. To request appropriate academic accommodations from the Division of Diversity and Community Engagement, Services for Students with Disabilities, call 471-6259 (voice) or 232-2937 (video phone) or http://www.utexas.edu/diversity/ddce/ssd.

Policy on Scholastic Dishonesty: “The core values of The University of Texas at Austin are learning, discovery, freedom, leadership, individual opportunity, and responsibility. Each member of the university is expected to uphold these values through integrity, honesty, trust, fairness, and respect toward peers and community” (University Honor Code). “As a student of The University of Texas at Austin, I shall abide by the core values of the University and uphold academic integrity” (New Student Honor Code). Students who violate University rules on scholastic dishonesty of plagiarism are subject to disciplinary penalties, including the possibility of failure in the course and/or dismissal from the University. Since such dishonesty harms the individual, all students, and the integrity of the University, policies on scholastic dishonesty will be strictly enforced. For further information please visit the Student Judicial Services Web site: http://deanofstudents.utexas.edu/sjs.

Use of Technology in Class: Students are permitted to use laptop computers or similar mobile computing devices (including cell phones, etc.) during class sessions for course-related activities only.

E-mail and this Course: Email is recognized as an official mode of university correspondence; therefore, you are responsible for reading your email for university and course-related information and announcements. You are responsible for keeping the university informed about changes to your e-mail address. You should check your e-mail regularly and frequently to stay current with university-related communications, some of which may be time-critical. University policy suggests that students should check e-mail at a minimum of twice per week. You can find UT Austin’s policies and instructions for updating your e-mail address at www.utexas.edu/its/policies/emailnotify.php.

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The University of Texas at Austin Department of Middle Eastern Studies

Drop Dates: Please consult the registrar’s website for important information on drop dates.

Resources for Life and Learning at UT Austin: The University of Texas has numerous resources for students to provide assistance and support for your learning. • Sanger Learning and Career Center: http://lifelearning.utexas.edu/ • Undergraduate Writing Center: http://uwc.utexas.edu/ • Counseling & Mental Health Center: http://cmhc.utexas.edu/

Required Books: § Levenson, Jon D. Inheriting Abraham: The Legacy of the Patriarch in Judaism, Christianity, and Islam (Library of Jewish Ideas; Princeton, N.J.: Princeton University Press, 2012). § Siker, Jeffrey. Disinheriting the : Abraham in Early Christian Controversy. Louisville: Westminster/John Knox, 1991. § Bible (any modern – not King James – translation is ok). Students are welcome to purchase Coogan, D. et al., eds. The New Oxford Annotated Bible with the Apocrypha, Augmented Fourth Edition, New Revised Standard Version, College Edition. New York: Oxford University Press, 2010. This edition is available for purchase at the Co-Op. § Selected readings available through Blackboard and/or on reserve at PCL.

Students are required to bring a print copy of the Bible or other primary texts to class on days on which we will be discussing selections from these works. Reading texts on a smartphone or other such small-screen device is not an acceptable way to engage ancient texts for the purposes of this class.

Ground Rules for Participation in Discussion: This course is a critical introduction to the figure of Abraham and his reception in Judaism, Christianity, and Islam. It is important to emphasize that the course does not expect students to have a particular religious perspective. Students who have such a perspective are encouraged to bring their own experiences into the classroom while respecting the opinions (and individuals) that may challenge those views. As such, I ask that during class discussions you (1) listen carefully and respectfully to the viewpoints of your classmates; (2) make sure you understand the position offered by your classmate (asking clarification questions if necessary) before responding; and (3) offer your contributions to the conversation respectfully and in the interests of advancing critical, academic discussion.

Use of Blackboard in Class: In this class I use Blackboard – a Web-based course management system with password- protected access at http://courses.utexas.edu – to distribute course materials, to communicate and collaborate online, etc. You can find support in using Blackboard at the ITS Help Desk at 475- 9400, Monday through Friday, 8 a.m. to 6 p.m., so plan accordingly.

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The University of Texas at Austin Department of Middle Eastern Studies

Course Outline (subject to change): Note: Assigned readings must be completed before the date on which they are to be discussed in class! Do not SKIM the readings from ancient texts (i.e., selections the Bible and other texts). They must be read S-L-O-W-L-Y, or else you will not understand them or be able to articulate what you do not understand about them.

Unit 1 – The Notion of Abrahamic Religions Th 6/4 – Course Introduction, Introduction to Systematic Moral Analysis

F 6/5 – Abrahamic Religions Levenson, Inheriting Abraham, 1–17.

Unit 2 – Abram and Sarai M 6/8 – Characters, Sources, and Structure in the Abraham Cycle Genesis 11:26–25:18 (skim) Richard Elliott Friedman, The Bible with Sources Revealed, A New View Into the Five Books of (San Francisco, Calif.: HarperSan Francisco, 2003), pp. 1–5, 32, 50–71.

T 6/9 – The Call of Abram Genesis 12:1–20 Levenson, Inheriting Abraham, 18–41.

W 6/10 – Abram, , and the Other Nations Genesis 13–14 Levenson, Inheriting Abraham, 41–43.

Th 6/11 – The Notion of Covenant in the Bible and the Abraham Cycle Genesis 15 Levenson, Inheriting Abraham, 43–46. Moshe Weinfeld, “The Covenant of Grant in the and in the Ancient Near East,” Journal of the American Oriental Society 90 (1970): pp. 184–203.

Unit 3 – Abraham and Sarah

F 6/12 – The Children of Father Abraham, Part 1 Genesis 16, 17 Levenson, Inheriting Abraham, 46–58. T. D. Alexander, “Gen 22 and the Covenant of Circumcision,” Journal for the Study of the Old Testament 25 (1983): pp. 17–22.

M 6/15 – Sodom and Gemorrah ETHICAL ANALYSIS #1 DUE Genesis 18–19 Levenson, Inheriting Abraham, 58–63.

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The University of Texas at Austin Department of Middle Eastern Studies

T 6/16 – The Children of Father Abraham, Part 2 Genesis 20, 21 Levenson, Inheriting Abraham, 63–65.

Unit 4 – The and the End of the Lives of Abraham and Sarah

W 6/17 – The Aqeda Genesis 22:1–19 Levenson, Inheriting Abraham, 66–89.

Unit 5 – Rewriting Abraham and Sarah in Second Temple Judaism

Th 6/18 – Scriptural Interpretation in Second Temple Times Sidnie White Crawford, Rewriting Scripture in Second Temple Times (Grand Rapids, Mich.: Eerdmans, 2008): pp. 1–15. James L. Kugel, How to Read the Bible: A Guide to Scripture, Then and Now (New York: Free Press, 2007), 8–17.

F 6/19 – Abraham and Sarah in Genesis Apocryphon GenApoc col. 19, 20 (Vermes, 485–487) White Crawford, Rewriting Scripture, 105–106, 116–27.

M 6/22 – Abraham and Sarah in Jubilees Jubilees 11:14–23:7 White Crawford, Rewriting Scripture, 60–82. Levenson, Inheriting Abraham, 91–94, 128–131, 143–145.

T 6/23 – ’s Interpretation of Abraham and Sarah Josephus, Jewish Antiquities, I – chapter 7 through 15 (http://www.ccel.org/j/josephus/works/ant-1.htm) Louis H. Feldman, Josephus’s Interpretation of the Bible, (Berkeley, CA: University of California Press, 1998), 262–266. Levenson, Inheriting Abraham, 126–128.

Unit 6 – Abraham and Sarah in the

W 6/24 – The Mark 1:1–15, 15:1–39; Matthew 1:1–17; John 3:16, 8:31–59 Levenson, Inheriting Abraham, 99–100, 149–151. Siker, Disinheriting the Jews, pp. 77–86, 128–143.

Th 6/25 – The Epistles ETHICAL ANALYSIS #2 DUE Romans 4; Galatians 3–4; James 2:20–24 Levenson, Inheriting Abraham, 100–102, 151–163.

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The University of Texas at Austin Department of Middle Eastern Studies

Unit 7 – Understanding the Significance of Abraham in Early Christian Writings

F 6/26 Epistle to Barnabas, chap. 8–9 (http://www.ccel.org/ccel/schaff/anf01.vi.ii.vi.html) Epistle of Ignatius to the Philadelphians, chap. 9 (http://www.ccel.org/ccel/schaff/anf01.v.vi.ix.html) Siker, Disinheriting the Jews, pp. 144–152.

M 6/29 Justin, Dialogue with Trypho, chap. 19 (http://www.ccel.org/ccel/schaff/anf01.viii.iv.xix.html) Siker, Disinheriting the Jews, pp. 163–184.

Unit 8 – Abraham and Sarah as Models of Rabbinic Piety

T 6/30 Genesis Rabbah – selections to be announced Stern, “Midrash and Jewish Interpretation,” in The Jewish Study Bible (ed. Adela Berlin and Marc Brettler; New York: Oxford University Press, 2004), pp. 1863–75.

W 7/1 Genesis Rabbah – selections to be announced

Th 7/2 Genesis Rabbah – selections to be announced Levenson, Inheriting Abraham, 95–98, 134–138, 145–149.

Unit 9 – Abraham in Islam

F 7/3 – Abraham as a in the Qur’an, part 1 (Islamic Spirituality) Brian M. Hauglid, “On the Early Life of Abraham: Biblical and Qur’ānic Intertextuality and the Anticipation of ,” in Bible and Qur’ān: Essays in Scriptural Intertextuality (ed. John C. Reeves; Atlanta: Society of Biblical Literature, 2003), pp. 87–105. Frederick Mathewson Denny, An Introduction to Islam, Second Edition (New York: Macmillan, 1994), 118–130. Levenson, Inheriting Abraham, 121–123. Brannon M. Wheeler, in the : An Introduction to the Quran and Muslim Exegesis. Continuum, 2002. pp. 1–14 and selections from the Quran in pp. 83–96.

M 7/6 – Abraham as a Prophet in the Qur’an, part 2 () Denny, An Introduction to Islam, 130–137. Reuven Firestone, “Abraham’s Journey to Mecca in Islamic Exegesis: A Form-Critical Study of a Tradition,” Studia Islamica 76 (1992): pp. 5–24. Brannon M. Wheeler, Prophets in the Quran: An Introduction to the Quran and Muslim

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Exegesis. Continuum, 2002. pp. 96–101, 104–108.

T 7/7 – The Binding of Isaac or Ishmael? Early Qur’anic Exegesis on the Aqedah Reuven Firestone, “Abraham’s Son as the Intended Sacrifice (al-Dhabîḥ, Qur’ān 37:99–113): Issues in Qur’ānic Exegesis,” Journal of Semitic Studies 34 (1989): pp. 95–131. Levenson, Inheriting Abraham, 104–106. Brannon M. Wheeler, Prophets in the Quran: An Introduction to the Quran and Muslim Exegesis (Continuum, 2002), pp. 102–4.

W 7/8 – The Legacy of Father Abraham Levenson, Inheriting Abraham, 173–214.

Th 7/9 – COMPARATIVE INTERPRETATION PAPER DUE

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