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The Didactic Function of Proverbs 1-9 for the Interpretation of Proverbs 10-31

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The Didactic Function of Proverbs 1-9 for the Interpretation of Proverbs 10-31 The Didactic Function of Proverbs 1-9 for the Interpretation of Proverbs 10-31 Arthur J. Keefer Clare College A Dissertation submitted to the University of Cambridge for the Degree of Doctor of Philosophy Date of Submission (March 2018) i Abstract Proverbs 1-9 has long been called a “prologue” and “introduction” to the book of Proverbs, a label that I attempt to clarify by answering the following question: how does Proverbs 1-9 function with respect to the interpretation of Proverbs 10-31? I argue that, in the detail and holistic context of Proverbs, Proverbs 1-9 functions didactically by supplying interpretive frameworks in literary, rhetorical and theological contexts for representative portions of Proverbs 10-31. Proverbs 1-9 functions didactically by intending to teach interpretive skills, and it functions for the interpretation of Proverbs 10-31 by instilling the competence required to explicate this material. In this way, Proverbs 1-9 provides a didactic introduction for the remainder of the book. The exegetical starting point for this study is Prov 10:1-22:16, a collection of proverbs with hermeneutical challenges that require certain information and skills for interpretation. After exposing the assumptions that underlie these interpretive challenges, I demonstrate how Proverbs 1-9 informs them and hence how it functions didactically, whilst organising the material based on three features of the entire book of Proverbs: character types, educational goals, and the book’s theology. Character types involve the identity and function of certain characters in Proverbs, such as the wise, wicked or diligent man. Educational goals account for the overall aims and values towards which Proverbs guides the reader, as well as highlighting the importance of discerning moral ambiguity. The theological context considers passages representative of those that mention the Lord: human postures towards the Lord, the Lord’s affection and assessment, and his superior wisdom and sovereignty. With established conclusions regarding the relationship of Proverbs 1-9 and 10:1-22:16, the didactic function of Proverbs 1-9 for 22:17-31:31 is also explored, showing the book-wide function of this “introduction.” This study demonstrates the function of Proverbs 1-9 for Proverbs 10-31 in some of the most prominent interpretive contexts of the book and, in the process, advances current key interpretive debates within Proverbs scholarship. ii Declaration This dissertation is the result of my own work and includes nothing which is the outcome of work done in collaboration. It is not substantially the same as any that I have submitted, or, is being concurrently submitted for a degree or diploma or other qualification at any university. The thesis (including footnotes and references, but excluding prefatory material and bibliography) does not exceed the prescribed length of 80,000 words set by the Faculty of Divinity of the University of Cambridge. Signed: Date: iii Acknowledgments This project stems from an offhand comment made during a lecture in graduate school. “That would make an interesting PhD thesis,” said Prof. Jack Collins, referring to the relationship of Proverbs 1-9 and 10:1-22:16. I thank Jack for that comment and his support of me pursuing the idea as a doctoral thesis. Thanks is also due to the entire faculty of Covenant Theological Seminary, who taught me, among other things, how to interpret the Bible. My understanding of languages, cultures, texts, history, theology and the practice of research within particular faith traditions is due so much to the Covenant community. In Cambridge, Dr. Katharine Dell not only agreed to supervise this thesis but also committed to help me produce the best version possible, encouraging at the right times and cautioning me in those moments when humility and prudence were most needed. Dr. Nathan MacDonald read the bulk of this work as a temporary supervisor, and the final product, I hope, shows the marks of his meticulous perusal and charitable attitude towards the academic community. The insightful questions during a European Association of Biblical Studies conference also strengthened my approach to Proverbs. Clare College provided a space where the results of this study, prior to being in print, could benefit students, and also supplied a generous scholarship during two years of my research. I am grateful for the professional and personal direction of friends like David Illman and Dr. Richard Oosterhoff, the community at Tyndale House, Christian Heritage, Cambridge Presbyterian Church and many others unnamed here. My parents, Brent and Charlotte Keefer, have always supported my studies, not least financially, and continue to see the value of biblical studies for the church and world. My brother, Forrest, checked in on the process more than anyone else, from the start of this thesis to its conclusion. While finishing the thesis in three years did not surprise me, getting married during that time did. Emem, my wife, though no expert in Hebrew or the norms of biblical research, is expert in asking the right questions and encouraging and reprimanding in the right way. Her love and friendship has shaped, more than anything, my character, and I am thankful to her for the sake of this life and the next. I hope that readers of this thesis will feel more confident to approach the book of Proverbs but most of all confident that Proverbs will approach them. Thanks be to God. iv v Contents Abstract ........................................................................................................................................ i Declaration ................................................................................................................................. ii Acknowledgments ..................................................................................................................... iii Contents ...................................................................................................................................... v Abbreviations ............................................................................................................................. vi Introduction ................................................................................................................................. 1 Methodology ............................................................................................................................. 39 Character Types ........................................................................................................................ 55 The Identity of Character Types ........................................................................................... 61 The Rhetoric of Character Types .......................................................................................... 79 Educational Goals ..................................................................................................................... 97 The Aims and Values of Proverbs ........................................................................................ 99 Discerning Moral Ambiguity .............................................................................................. 131 Theological Context ................................................................................................................ 143 Human Postures Towards the Lord ..................................................................................... 145 The Supremacy of the Lord’s Wisdom and Sovereignty .................................................... 151 The Lord’s Affection and Assessment ................................................................................ 167 Conclusion .............................................................................................................................. 179 Bibliography ........................................................................................................................... 191 vi Abbreviations AB Anchor Bible AEL Miriam Lichtheim, Ancient Egyptian Literature: A Book of Readings, 3 Vols. Berkeley: University of California Press, 1973-1980. ANE Ancient Near East(ern) ANET James B. Pritchard, ANE Texts Relating to the Old Testament. Princeton: Princeton University Press, 1950. BBR Bulletin for Biblical Research BKAT Biblischer Kommentar Altes Testement BZAW Beihefte zur Zeitschrift für die alttestamentliche Wissenschaft CAD The Assyrian Dictionary of the Oriental Institute of the University of Chicago. Chicago: Oriental Institute, 1956-. CBQ Catholic Biblical Quarterly CBR Currents in Biblical Research ESV English Standard Version GKC Gensenius’ Hebrew Grammar, edited and enlarged by E. Kautzsch, trans. A. E. Cowley, 2nd ed. Oxford: Clarendon, 1910; repr. with corrections, 1966. IBHS Bruce K. Waltke and M. O’Connor, Introduction to Biblical Hebrew Syntax. Winona Lake, IN: Eisenbrauns, 1990. ICC International Critical Commentary JBL Journal of Biblical Literature JSCE Journal of the Society of Christian Ethics JETS Journal of the Evangelical Theological Society JHS Journal of Hebrew Scriptures JM Paul Joüon and T. Muraoka, A Grammar of Biblical Hebrew. 2nd Edition. Subsidia Biblica 27. Gregorian & Biblical Press, 2011. JNSL Journal of Northwest Semitic Languages JSJ Supplements to the Journal for the Study of Judaism JSOT Journal for the Study of the Old Testament JTI Journal of Theological Interpretation LHBOTS The Library of Hebrew Bible/Old Testament Studies vii LXX Septuagint MS(S) manuscript(s)
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