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SEBO 951 Gender Dynamics in the Hebrew Bible

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SEBO 951 Gender Dynamics in the Hebrew Bible SEBO 951 Gender Dynamics in the Hebrew Bible Spring 2000 Wednesdays 1:30- 4:20 Kunwald Instructor: Deborah Appler (o)610-861-1523 (h)610-882-5971 Office hours M- 12:30-1:30; W- 10:30-11:30 or by appointment Course Description: The Church and the field of religious studies continue to be transformed by new modes of gender discourse, discourse that has arisen out of other academic fields such as philosophy and linguistics. Issues of gender continually impact the Church and the Church’s interpretation of Scripture, especially regarding discussions of God language, ordination, sexuality, and gender relations. Consequently, the goal of this course is two- fold. Initially we will explore feminist theory, men’s studies, and post-modern discourse particularly as they impact our understanding(s) of the cultural construction of gender, and issues of difference, essentialism, sexuality, language and power, subjectivity, and epistemology. The work of Julia Kristeva, Luc� Irigaray, Patricia Hill Collins, bel hooks, Harry Brod, Michael Kaufman, Michael Messner, and others will form the framework for these discussions. Secondly, we will observe how biblical scholars have integrated this theory into their own work and how such integration has impacted the interpretations of biblical texts and the study of religion. Among those whom we will read are Alice Bach, Mieke Bal, Howard Eilberg-Schwartz, Danna Fewell, David Gunn, Renita Weems, Amy-Jill Levine, Kwok Pui Lan, Stephen Moore, and James Nelson. This is an upper level seminar course providing an environment for cooperative learning through discussions, lectures, and presentations. The reading is quite heavy but fascinating. You are required to read the assignments by the appropriate class period. In fact, many assignments may benefit by multiple readings. Remember that discussion and constructive reflection on the material constitutes 40% of your grade. Although the readings are at times complex, we will work through this material together and will receive a solid background for understanding gender dynamics. Such understanding is essential if our work is to be relevant for the church and for the academy during the next millennium. Teaching Philosophy: I consider all of us to be responsible for the teaching and learning that takes place in this class. For this reason I place a high value on class participation and on your assessments of both the biblical and secondary readings, recognizing that there is much that we can learn from one another. In order for us to freely explore the sometimes difficult biblical and faith issues, I request that we allow room for disagreement and that we work hard to hear and to understand the ones who think differently than we do. Furthermore, I recognize that there might be times when the issues dealt with in this class challenge our very faith structures. My office is open should you need to process, scream (but not too loudly- we don't want to disturb the neighbors!), disagree, clarify, or question material covered in class. I also ask that we employ inclusive language in all papers and discussions. This is great practice for the parish or counseling center. Please inform me of any special learning needs that you might have so that I can accommodate you. Requirements •20% Class Participation and Attendance—It is essential that you come to class and that you come having read the material assigned for the day ready to engage in the dialogue. Questions for reflection have been provided to help you to focus as you read and to provide a springboard for your journal writing. If you must miss a class, please notify me ahead of time. •25% Class Presentation— Students will present the material for a given day in teams or alone. Together, summarize or illustrate the issues and then initiate a class discussion on these issues. The team is responsible for the first 50 minutes of the class. Feel free to be creative and informative. A two page (double space) summary of the presentation is required of each student and is due on the day of the presentation. Please meet with me at least one week prior to your presentation bearing an informal outline of what you plan to do in class. •20% Journal—Each student is to keep a journal that will be turned in by Thursday, May 4th. Journals should contain reflections on the readings, not summaries. Engage in the material. What did you like? What was or was not helpful? How have the readings affected your outlook on gender? How might this material be applied to your own field of studies or particularly to your readings of biblical texts? You may use the questions of the day as a starting point but I am more interested in how you interact with the material than with how you summarize the author’s argument. Dealing with this material can be a mind boggling enterprise so the journal is both an opportunity for you to begin to process the readings for class and for me to have a better sense of your level of engagement with the material. At least two journal entries should be written each week. •30% Exegesis Paper and Project- A 3-5 page paper on your chosen biblical text from the Hebrew Bible. Exegete this text with a focus on the gender dynamics present in your pericope choosing at least one of the interpretive methods covered in this course (i.e., womanist, post-structuralism, queer theory, men’s studies, and so forth). Include in your paper a discussion of the questions that you will ask the text, what method(s) you will employ to answer these questions, and what conclusions about gender dynamics can be drawn from your reading. This part of the exegesis project is worth 10 % Next create ONE of the following: a liturgy, artwork, liturgical vestment, retreat, liturgical dance, counseling approach, youth event, Bible study, internet resource or game, sermon, hymn, and so forth that is based on your reading of your text. The Project is 20%. Due May 4th My Expectations for your papers---I want: A clear thesis statement that lays out your argument. Support for your position through a good integration of biblical and secondary source material especially the theoretical material related to gender. A well written paper with careful attention to grammar, sentence structure, flow of argument, use of footnotes, and bibliographical notation. Web Page- http://home.moravian.edu/users/sem/medaa01/webpage A web page has been set up with a course syllabus, bibliography, and list of resources. Feel free to add books and information that you believe may prove invaluable for present or future use. In addition, the web page will remain current and list lectures and discussions in the academic and the surrounding community that relate to feminist theory and men’s studies and/or feminist/womanist and men’s readings of biblical texts. This is our web page; feel free to use it to the fullest! Required Texts: All assigned books and articles can be found in the reserve section of the library. The articles are copied and in a folder in the library and by the seminary copier. A major portion of the following books have been assigned and you may wish to purchase these. They are available in the divinity bookstore. These are: Tong, Rosemarie. Feminist Thought. A More Comprehensive Introduction. Boulder: Westview Press, 1998 Brod, Harry and Michael Kaufman. Theorizing Masculinities: Research on Men And Masculinities. Thousand Oaks: Sage, 1994. Boyd, Stephen, M. Longwood, and M. Muesse. Redeeming Men: Religion and Masculinities. Louisville: Westminster/John Knox, 1996 Armour, Ellen T. Deconstruction, Feminist Theology, and the Problem of Difference. Subverting the Race/Gender Divide. Chicago: U of Chicago Press, 1999. Recommended Texts: Bach, Alice. Women, Seduction, and Betrayal in Biblical Narrative. Cambridge: Cambridge University Press, 1997. Messner, Michael. Politics of Masculinities: Men in Movements. Thousand Oaks: New York, Sage, 1997 Books to add to your resources: Bach, Alice. Women in the Hebrew Bible: A Reader. New York: Routledge, 1998 Fiorenza, Elisabeth Sch�ssler, ed. Searching the Scriptures. A Feminist Introduction. New York:Crossroad, 1993 Neuger, Christie Cozad and J. Poling, eds. The Care of Men. Nashville: Abingdon, 1997 Russell, Letty and S Clarkson, ed. Dictionary of Feminist Theologies. (DFT) Louisville: Westminster/John Knox, 1997 Schedule of Reading Assignments Wednesday, February 2 Introduction to the Course I. Questions for reflection- What is feminism? hermeneutics? Readings: Bach, A, "Reading Allowed: Feminist Biblical Criticism Approaching the Millenium" in Currents in Review 1 (1993), 191-215 Levine, Amy-Jill, "Hermeneutics of Suspicion" in Dictionary of Feminist Theologies (DFT). Russell and Clarkson, eds. 140-141. Fiorenza, Elisabeth Sch�ssler, "Feminist Hermeneutics" in DFT, 99-100. Tong, Rosemarie, Feminist Thought: A More Comprehensive Introduction, 1-9. *** Questions for reflection- What is men’s studies? Readings: Messner, M, Politics of Masculinities. Men in Movements, 1-35. Neuger, Christie and J. Poling (ed.), "Intro" and "Gender and Theology," 13-45 *** Questions for reflection- Do feminism and men’s studies make "strange bedfellows"? Readings: Reuther, R, "Patriarchy and the Men’s Movement: Part of the Problem or Part of the Solution," Women Respond to the Men’s Movement. San Francisco: Harper, 1992, 13-18. Eisler, Riana, "What do Men Really Want? The Men’s Movement, Partnership, and Domination," Women Respond, 43-54. hooks, bel, "Men in the Feminist Struggle—The Necessary Movement, Women Respond, 111-117. Messner, "Backlash or Social Justice?" 89-110. Wednesday, Feb 9 The Social Construction of Gender Questions for Reflection- What is gender? What is sex? Why does Ortner rely on "practice theory" to define gender? What are Graham’s 4 movements in the issues of gender? Readings: Graham, Elaine, Making the Difference: Gender, Personhood, and Theology Introduction, Chapter 1, pp.1-34.
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