Classroom Content and response (4O pts); 2 replies (10 pts)
Required Texts
*Coogan, Michael D., ed. The New Oxford Annotated Bible (NOAB). 4th Edition. New York: Oxford University Press, 2001.
*Brettler, Marc. How to Read the Jewish Bible. New York: Oxford University Press, 2007.
Chapman, Erie. Radical Loving Care: Building the Healing Hospital in America. Nashville: Baptist Healing Hospital Trust, 2007
Chapman, Erie. Inside Radical Loving Care: The Power of The Mother Test.: Kingston Springs: Westview. Baptist Healing Hospital Trust, 2013
*denotes textbooks used in BIB 314
Answer in your mind: What color is a YIELD sign? (the road sign)
After you have answered, watch this v
ideo, then come back here and make a brief post in response
n addition to the required texting assignment you will read about below, post a short response below that shows you integrated this teaching. Mention something specific from each video.
---
These FPU Bible classes are famous (and infamous), and have been for years. For decades, everyone has had to take a version of this class. There is some fear involved.
At first, it can be hard to get a handle on what these classes are about. If you are not well-versed (pun intended!) in the Bible and its background, you may worry you are not equipped.
It sure scared me to register for it!
Here's a pic of me in my main campus dorm room c. 1983, writing my signature paper for this class on something called a typewriter.
I think it helps to know that all of us are already experts in the key discipline needed in this class: texting!
I know what you're likely thinking: "Huh? Texting??"
FPU professor (and 'textpert') Greg Camp introduced the brilliant idea of having students text the instructor during class as a way of demonstrating that we all are experienced in sending and receiving messages...and reading texts, and discerning context and subtext etc. We all intuitively use the skills of what we will call "The Three Worlds" in making sense of messages we receive/read.
This will prepare us for the reading of our textbooks, especially the "text" of the Bible.
What is a 'TEXT'?
TEXT: the word does not anymore mean just written words, or text message.
a TEXT is
"any message,
in any medium,
designed to communicate anything"
... so obviously the Bible counts as a "TEXT message."
We will be reading the Bible..and even if it is a new book to you, and even if you are not a believer, you are already a good interpreter of texts.
You do it every day.
Watch this video, which should help. Be sure to follow the instructions you will hear at the beginning.:
When you interpret a text, it can be crucial to discern emotion, volume, atmosphere, tone, context and "CONTEXTURE" (atmosphere, tone).
Watch this video as an example of 'contexture':
After reading the above, and watching the videos, do the following:
1)Post a short response below that shows you integrated this teaching. Mention something specific from each video.
2) Send your instructor a random text message (if you haven't already) as he instructed on the video. His number is in the video . It can be anything! TEXT it, do not post it here;
- Make it fun if you like.
- Maybe the very next text message you receive would be interesting?!
- The instructor will post or read some of these later.
- Do not skip this assignment. (:
These texts will become our curriculum as we interpret them. Remember the "Three Worlds" concept your instructor talked about in the video (review just the 2 min to 3 minute mark). The worlds help us interpret a text in context and "contexture," and are the key approach we take in FPU Bible classes to interpret texts, especially the Bible.
ach week, we will introduce a :literary symbol or "SIGN" that is significant (SIGNificant) in interpreting any text, especially the Bible. This week is CHIASM.
Instructions
Watch this short video on chiasm, and post your answers to the questions posted below it.
a)List at least two examples of chiasm used in the video .
b)List at least two examples of chiasm you find online, create, or know of (that were not used in video).
c)Talk about chiasm. Is this a new idea/term for you? Interesting? Why or why not? How might catching chiasm help you in reading the Bible, or any text?
ead the book of Philemon from the Bible. It is very short.
It's in your class Bible, or posted below.
Read it a few times, maybe listen to it here below on the YouTube audio..
Then post some impressions, feelings, observations, questions about what it seems to be about, Mention repeated words, ideas, anything. No pressure. Don't research it,
This will be the text for your final signature paper, but no need to worry or jump ahead. Just get what you can out of this first read.
The Letter to Philemon:
Overview
Instructions
Part a)Even many people well-seasoned in the Bible don't realize there are two accounts (not one) of creation in the Bible. A helpful Three Worlds discipline to hone is this: when there are more than one version of a story (ex. Matthew, Mark, Luke and John all tell the story of the miraculous feeding), it is productive to compare and contrast accounts. Read the first account of creation in Genesis Chapter 1, continuing through Genesis 2:4. Then read the second account (beginning with Genesis 2.4 through the end of chapter 2. What are the characteristics of each account? How are they the same/different? Did they feel like they were written in different styles, genres, even by different writers? Jot down some informal notes about your observations in the forum below, bullet points might be helpful. R
Part b) Do this part only after completing notes on part a, but before publishing your post /
Glance at the faculty notes on Two Creation Accounts in forum below this. Regarding the item printed in red there: answer below in your post whether or not you noticed that as you made . Comment on the power of not missing significant observations/differences in reading texts, and in life in general.
Grading
5 Points
Due Date & Time
Sunday before 11:59PM Pacific Standard Time
1.6 Journal: Two Creation Accounts (by Sun pm)
Excerpts from the Babylonian Creation Account
Outside of the Bible, there were other stories circulating in the ancient world about how creation happened. Here is a popular one of the day. Glance at it now, and make some mental notes about what it makes you think, how it makes you feel. Ask yourself if you are glad this is not the Bible's version of the story. Be prepared to revisit this account in this week's "Movie Night: Everything is Spiritual"
It's in your syllabus and printed below.
-----------------
Excerpts from the Babylonian Creation Account (required reading for Week 1)
In the following translation, parentheses enclose words that have no equivalent in the original but have been added for fluency or intelligibility. Words in brackets are restorations. (?) is added to words of uncertain meaning. Ellipses due to breaks in the original or due to the unintelligibility of the text are marked.... Words that are underlined are transliterations from the original language.
Reading 1
When above the heaven had not (yet) been named, (and) below the earth had not (yet) been called by a name; (when) Apus primeval, their begetter, Sununu, (and) Tiamat, she who gave birth to them all, (still) mingled their waters together, And no pasture land had been formed (and) not (even) a reed marsh was to be seen; When none of the (other) gods had been brought into being, (When) they had not (yet) been called by (their) name(s, and their) destinies had not (yet) been fixed, (At that time) were gods create within them.
Reading 2
Morduch, thou art (the most) important among the great gods,
Thy destiny is unequaled, thy command is (like that of) Anu.
From this day onward thy command shall not be changed.
To exalt and to abase -- this shall be thy power!
Dependable shall be the utterance of thy mouth, thy command shall not prove vain.
Reading 3
They gave him an irresistible weapon smiting the enemy, (saying:)
"Go and cut off the life of Tiamat. May the winds carry her blood to the out-of-the-way places.”
After the gods his fathers determined the destiny of Bel,
They set him on the road -- the way to success and attainment.
He made a bow and decreed (it) as his weapon;
An arrowhead he put (on the arrow and) fastened the bowstring to it.
He took up the club and grasped (it) in his right hand;
The bow and the quiver he hung at his side.
The lightning he set before him;
With a blazing flame he filled his body.
He made a net to enclose Tiamat within (it),
(And) had the four winds take hold that nothing of her might escape;
The south wind, the north wind, the east wind, (and) the west wind,
The gift of his (grand)father, Anu, he caused to draw high to the border(s) of the net.
He created imhullu: the evil wind, the cyclone, the hurricane,
The fourfold wind, the sevenfold wind, the whirlwind, the wind incomparable.
He sent forth the winds which he had created, the seven of them;
To trouble Tiamat within, they arose behind him.
Reading 4
and then he returned to Tiamat, whom he had subdued.
The Lord trod upon the hinder part of Tiamat.
And with his unsparing club he split (her) skull.
He cut the arteries of her blood
And caused the north wind to carry (it) to out-of-the-way places.
When his fathers saw (this), they were glad and rejoiced
(And) sent him dues (and) greeting gifts.
The Lord rested, examining her dead body,
To divide the abortion (and) to create ingenious things (therewith).
He split her open like a mussel (?) into two (parts);
Half of her set in place and formed the sky (therewith) as a roof.
He fixed the crossbar (and) posted guards;
(He loved his HCA program at FPU…)
He commanded them not to let her waters escape....
Translation from Alexander Heidel, The Babylonian Genesis, University of Chicago Press, 2nd ed., 1951, as quoted in Norman K. Gottwald, A Light to the Nations. Harper and Row Publishers, 1959. Online as a PDF file at http://tiny.cc/bib314babyloniangenesis
Recommended to finish 1.6 before reading this
The two accounts are separate but complementary, like the four gospels. They can be read at different levels, from literal to figurative, with no bearing on the truth of it. Poetry is not less true than a newspaper, just a different kind or mode of truth. And, one must always ask the question what the implied author intended and what the implied audience would have understood. Ancient notions of history are very different from ours.Genesis 1:repetitious, tabular, formaldays of creation reported in the same way, formulaicauthority and brevitystyle of ordering material into a series of similar solemn commands are unchallengedcontent presents major divisions of creation known to writercatalog or tabulation of events and commandsvocabulary = create (bara), humanity as likeness/image, male/femaleDIFFERENT NAME FOR GOD USED IN THE TWO ACCOUNTS, IN GENESIS 1, God = "God" (Hebrew word is Elohim, characterized as powerful cosmic organizer, speaks things into being, stands outside of cosmos and controls itHumanity = created as vice regent, created in image gives representative statuspolemic against mythical concepts of life and creationGenesis 2:relationship of characters emphasizedlanguage is picturesque and flowing, poetic terms, colorfulGod's actions more interrelated than separated by divisions of time or set expressions (idioms)no two acts are alike and none are preceded by divine commandvocabulary = form (yasar), humanity as living being, man/womanDIFFERENT NAME FOR GOD USED IN THE TWO ACCOUNTS, IN GENESIS 2,God = "Lord God" (In Hebrew language, "Yahweh," characterized by immanence, personal nearness, involvement on human scene, intimate master, depicted humanly (hands, walking, digging)Humanity = ready contact with and immediate responsibility to God. Humanity's creation linked to ground (word play on adam = man and adamah = ground) and curse is alienation from the land, is distinctive because Yahweh personally addresses himpolemic against fertility cults in CanaanYou may come to love "Movie Night" in this class. We will have a film/video here every week.
Highly recommended you watch with someone else (family, friend, class mate). Large screen and popcorn may help.
Challenge kids or loved ones to watch, and even help with your homework questions on it
Sorry to say that this week's film will be the longest of the entire class by far. BUT I am almost positive you will enjoy it.
This week the movie is this
It is (among other things) a complement and follow-up to our discussion on the Three Worlds of the two creation accounts in Genesis (1.4). Notice the speaker also talks about an alternative ancient creation account. It is the Babylonian account in your syllabus and 1.6, and reading for Week 1.
--
Questions:
part a: BEFORE WATCHING VIDEO, Take a look at the picture posted here of the "Everything is Spiritual" video's "outline" (if you don't see any picture, or want to enlarge picture, click this). In your mind, does it make any sense? What is the first word or phrase you said/thought when you saw it? What might you guess any of this might mean? Any clues as to the content? Post your answer below.
Part b:
AFTER answering part a, Watch the "Everything is Spiritual" video below ( Remember: Do NOT worry about detail .DON'T stress or even try to get all the content: impossible).
Post a few paragraphs which:
--convinces the teacher you watched the whole thing (and didn't copy another student's post)
-- are a significant summary and/or response and/or review (300 words min)
-Include at some point:
-comment on what you see as the thesis or the big idea (put the big idea/thesis in a phrase or a sentence) and 2 or 3 of your favorite parts.
-Comments on the benefits/drawbacks of an "outline" of a presentation that consists of signs (pictures, images and whiteboard markings)-- like the one posted above the video.
- IMPORTANT: how did the other "other" creation account he mentioned (it is the Babylonian account in your syllabus and forum reading for Week 1) compare/relate to the biblical account in Genesis ? Fill in the blank with a word or phrase:
"Maybe the biblical account of creation is meant to __________ the other creation accounts."
If you listen carefully when he starts talking about the "other" account, this should be easy. BUT beware, most students get this wrong (even giving an answer opposite the correct one).
Memorizing Philemon part 1
Memorize Philemon Part 1: You can do it!!
100 points, 20 points each week, starting week 1
I am actually pretty sure that everyone who has done one thing well has not only done well on the Philemon paper, but got an A, and had a life-changing experience.
Of course a qualifier: That is no guarantee you will get an A if you do it well. It's not doing the thing that got the A, it's that doing the thing apparently helped the student "get" and internalize Philemon so well that it really helped them think deeply about the paper.
You may groan, or immediately say "No" or "I can't do it!"
But here is the one thing:
Memorize Philemon.
We have offered it as a challenge in several classes now, and now, it is actually required.
So here's how we do it. It's only 25 verses, So we do 5 verses at a time; 5 per week. Below you see how to do the first five.
and links to the other parts.
You get credit for each of the five sections, and of course more when you complete. The idea of course is to do it all.
-------------------------------------------------------------
Overview
YOU CAN DO IT! Our signature assignment is the very short New Testament book of the Bible, Philemon. Find it in your class Bible (NOAB),, using the index, or click here. It is also posted at the bottom of this page.
We will be memorizing small chunks (five verses of Philemon each part), and posting a video of us reciting each section
(or reciting it i on zoom to the teacher).
This week's part, part one, is only verses 1-5,
The rest of the parts are here, and you can do them week by week (or together if you like, or at your own pace)
- Week 1. Philemon part 1, here : verses 1-5
- Week 2 , Philemon part 2, here, verses 6-10
- Week 3 ,Philemon part 3 here, verses 11-15
- Week 4, Philemon part 4, here, verses 16-20
- part 5. Philemon here verses 20-25
------------------------------
You have arrived on part 1, verses 1-5 .This will really help you internalize the book, and deepen your eventual paper.
Philemon 1 Paul, a prisoner of Christ Jesus, and Timothy our brother, To Philemon our dear friend and co-worker,
Philemon 2 to Apphia our sister, to Archippus our fellow soldier, and to the church in your house:
Philemon 3 Grace to you and peace from God our Father and the Lord Jesus Christ.
Philemon 4 When I remember you in my prayers, I always thank my God
Philemon 5 because I hear of your love for all the saints and your faith toward the Lord Jesus.
Do NOT worry at all yet about studying what it all means as you memorize, Do NOT use another translation. Our class Bible translation is in New Revised Standard Version.
If you are even the least bit intimidated about memorizing the book of Philemon, this will help,Watch the following video by St. Todd Vasquez of FPU's Center for Online Learning. He developed an excellent method for memorizing in a way that streamlines the experience and ensures you remember the entire passage equally. He will give your instructions.
Instructions
Follow along with the instructions in the video.
When you are done with the video, choose "Add Journal Entry" and then the blue VidGrid button to record yourself reciting the verses you are responsible for this week.(or you can reciting it in class week 2 before or after class or on break to the teacher. If so, leave a comment about you choosing that option, so the gradebook doesn't mark you as unsubmitted for this lesson).Alternatively, you can login to Vidgrid using the "Enterprise Login" option with your @fresno.edu email address, record yourself reciting the verses, and then copy the URL link and paste the link in your journal entry. Special Note: If your link, for some reason does not show after pasting it, check to see if it has "https" at the front of the link instead of "http". Take the 's' out and resave and the video should then be viewable.Grading
Your instructor will be looking for signs that you have actually memorized the verses and are not just reading the passage. Working hard on this each week will ensure you are well prepared for the signature assignment.
20 points each weekRequirements
grats on finishing week 1. Before you know it, you'll be finishing week 2. I think it's a particularly fun week., I hope you do too. Looking forward.
Watch both a) and b) videos below and answer the questions
Video a) Hi Naomi. Watch this video from a prevvious class (ignire the class title and student names ) and I give you one "CORE" question to answer below, and an extra credit opportunity.Then move on to the second video and post below
Update to help you answer the extra cred. questions , the one about the S word. : Replay the 1:03:30 mark through the 1:05:45 mark of Bell's "Everything is spiritual" as a reminder of how the two accounts relate. No, he doesn't come out and say the exact word, but it should help
Video b) Be familiar with the three "sets" for the rest of the course, as we will be utilizing them frequently. F or each of the three sets of "set theory" ,post below one example of each of the three sets and an example that you yourself create for each of the three sets., Then tell which of the three sets is your favorite and why.
Video b:
Movie Night: The Ten Commandments are a ___________
Watch this interview of a congressman about the Ten Commandments
- =
"What are the Ten Commandments, Congressman?"
Watch this interview by Stephen Colbert with a congressman about the Ten Commandments,.
You can start the video at 1:43.
Then go to the next page..
terpreting the Congressman
You are always having to interpret "texts' of all kinds. Whenever we watch a video, interpret a song, receive text messages or have a conversation, you are intuitively and inevitably trying to interpret the message being sent .And even if you have never heard of The There Worlds until you came to FPU, you are using those skills.
So everything is practical practice for reading the text of the Bible in context, especially Philemon.
About that video, you might have asked:
-Was that real?
-Was that really a congressman?
-Did he really not know most of the Ten Commandments?
Be thinking about how you made your working conclusions to those questions
The Colbert Report was a comedy show, and Colbert was playing a character (an arrogant newsman and host, so there is some "unreality" and satire happening, but bottom line;
It was real interview with a real congressman who really didn't know the real Ten Commandments!
Okay, let's move on..next page..
Content Content 1: Now, next page > Jump 1: Next page Import questions | Add an end of branch | Add a content page | Add a cluster | Add an end of cluster | Add a question page hereImport questions | Add an end of branch | Add a content page | Add a cluster | Add an end of cluster | Add a question page hereImport questions | Add an end of branch | Add a content page | Add a cluster | Add an end of cluster | Add a question page hereImport questions | Add an end of branch | Add a content page | Add a cluster | Add an end of cluster | Add a question page here
If history is any record, here are some of the things you said.