WISDOM LITERATURE S 2145 · wisdom literature; 4. Be able to integrate wisdom principles into their...

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WISDOM LITERATURE

S 2145 Fall 2019

COURSE INFORMATION

Jesse Harris, M.Div., B.S.

Title: Wisdom Literature Location: Classroom TBA e: [email protected]

Credit: 3 Units Academic Term: Fall 2019 p: 915.383.7133

Twitter: @jessewharris Schedule: See below w: www.gs.edu

COURSE DESCRIPTION

S 2145: Wisdom Literature. An analysis of the wisdom movement growth throughout the ancient Near

East with attention given to the content and message of Job, Proverbs, Ecclesiastes, and Song of Songs,

providing their relevance for contemporary society and their applications to the human predicament in light

of current research.

Class Meetings:

•Thurs, 6-9 pm

•Aug 26 - Dec 12

Office Hours:

•Tues and Wed, 1-4pm

• Fall Semester

mailto:[email protected]

http://www.twitter.com/freddycardoza

http://www.gs.edu/

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COURSE RESOURCES

Throughout the academic term, hard-copy documents or online digital resources may be made available to

students registered for this class. Those resources may be presented in class or could be posted on the

seminary web portal, or by email. It is the student’s responsibility to regularly make himself or herself aware

of such materials and to save, print, archive, read, reference, and bring such items to class sessions.

Materials may appear online unannounced throughout the academic term.

SEMINAR OBJECTIVES AND INDICATORS

OBJECTIVES: Upon the successful completion of this seminar, learners will:

1. Possess an introductory understanding of ancient Near East wisdom literature;

2. Demonstrate the ability to articulate and analyze important textual, historical, and theological

aspects of biblical wisdom;

3. Demonstrate the ability to apply critical and analytical methodology for exegetical study of

wisdom literature;

4. Be able to integrate wisdom principles into their ministry and lives;

5. Grow in the love and pursuit of biblical wisdom.

INDICATORS: The learner will demonstrate they have satisfactorily fulfilled course objectives by:

1. Writing three interactive book reviews on important aspects of biblical wisdom literature

(Objectives 1, 2);

2. Engaging with a scholarly article or chapter and being able to effectively and cogently present

the content and personal insight to an unfamiliar audience (Objective 1, 2, 3);

3. Systematically working through important books of wisdom literature and producing outlines and

summaries (Objective 1, 2, 3);

4. Writing an academically proficient research paper on a topic or passage from biblical wisdom

literature (Objective 2, 3);

5. Developing a creative character sketch , applying the principles learned from biblical wisdom

(Objective 3, 4);

6. Integrating and implementing biblical wisdom in class discussion and presentations (Objective

4);

7. Completing a comprehensive examination of the material covered throughout the semester

(Objective 1, 2).

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Note: Each of the assignments in this course will be built upon these indicators. Refer to the numerous tasks

below for more complete descriptions of assignments. Students are expected to closely follow the letter and

spirit of each task description, otherwise full credit and a superior score on any given assignment will be

impossible to earn. When deemed necessary, visual examples are provided by the professor. Students are

first expected to read, collaborate as class members, and think creatively about the assigned tasks but are

encouraged to contact the professor as necessary.

REQUIRED TEXTS

DISABILITY SERVICES

Disability Services exist to assist any doctoral student who thinks he or she may need such assistance.

Students desiring accommodations for this class on the basis of physical learning, psychological and/or

emotional disabilities are to contact the professor and/or the seminary switchboard for more information

about learning assistance and disability services.

The Fear of the Lord is Wisdom: a Theological

Introduction to Wisdom in Israel

Author: Tremper Longman III

ISBN-13: 978-0-8010-2711-6

Hardback: 311 pages

Publisher: Baker Academic

(2017)

The Goldsworthy Trilogy: Gospel and Kingdom, Gospel and Wisdom, and the Gospel

in Revelation

Author: Graeme Goldsworthy

ISBN-13: 978-1-8422-7036-3

Hardback: 575 pages

Publisher: Paternoster Press (1995)

Ancient Near Eastern Thought and the Old Testament

Author: John H. Walton

ISBN-13: 978- 0801027505

Paperback: 368 pages

Publisher: Baker Academic

(2006)

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REQUIREMENTS FOR CREDIT

Special Instructions: Please submit all assignments via Canvas before the deadline on the Due Date.

Projects received after the due date will be penalized 15% and will not be accepted after the last day of class.

All assignments should be submitted in 12pt Times New Roman font.

Additionally, although reading the wisdom literature books will not be formally graded, it is necessary that

you read each section of wisdom literature before the day of class we lecture and discuss it in class. For

instance, read Proverbs 1-9 before the third week of class, and so on each week.

Task 1: Book Reviews

Due Date: September 1; September 15; October 1 (11:59pm PST)

Weighting: 15%

Possible Points: 150 points (50 points each)

Description: Carefully following the instructions below, write three book reviews, one for each of the

required texts (only “Gospel & Wisdom” in Goldsworthy). Each book review will be between 500 and 600

words. They should be single spaced with 12pt Times New Roman font. Papers should be saved in Word

format (.doc or .docx) with name, assignment, and date (John Smith_FA2019_Longman). No cover page.

For quotations, use in-text citations, ex: (Longman, 25). Keep quotations to a minimum and no block

quotations are allowed.

Structure of Sections for Book Reviews:

Bibliographic information (Turabian) and percent of pages read

Information on Author, thesis, and purpose of book (50-100 words)

Overview of book and its content (150-250 words)

Positive points, ideas, and take-a-ways (150-250 words)

Negative critique of several points (150-250 words)

*Note: Be concise in your language and attempt to meaningfully engage with the central ideas while paying

close attention to the minor or peripheral points. Use this example as a model.

Grading: Each book review has five sections (10 possible points for each of the five sections) and is worth a

total of 50 points (150 total possible points for the three book reviews).See Appendix B.

Task 2: Article and Chapter Presentations

Due Date: Assignments will be determined first day of class and due on scheduled class dates

Weighting: 10%

Possible Points: 100 points

Description: Students will be assigned scholarly journal articles or book chapters (see Appendix A), relating

to wisdom literature scholarship, to present to the class during normally scheduled class periods.

Assignments will take place on the first day of class. Presentations will begin the second day of class. The

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student will seek to fully understand the assigned reading and will make them clearly understandable to the

class. Each student will be assigned two presentations. Each presentation will be worth 50 points.

Directions: Presentations will be 15 min followed by 5 min of Q&A. The presentation will consist of an

overview of the article/chapter and a critical interaction with the content. This insightful and thoughtful

interaction will likely require some additional reading and research in order to form original thoughts and

fully present the pros and cons of the article/chapter.

Grading will take into consideration 1) how well prepared and logical the presentation is, 2) the level of

interaction with the content, 3) delivery, 4) attention to allotted time, and 5) professional/godly handling of

Q&A.

*Note: A copy of the presentation manuscript or outline MUST be turned in at the time of presentation in

order to receive credit. Though this will not be formally graded, it will be necessary to receive a grade on

the assignment.

Grading: Each presentation has five sections and is worth a total of 50 points (100 total possible points for

the two presentations). See Appendix B.

Task 3: Character Sketch Paper

Due Date: October 15, 11:59pm PST

Weighting: 10%


Description: This assignment will allow the student to think deeply about one of the characters mentioned in

the wisdom literature corpora covered in the class. To complete this assignment, the student will choose one

character to analyze and put themselves in the shoes of (examples: the father figure in proverbs, Elihu in Job,

etc.). This paper should be creative and thoughtful but rooted in the actual text and words. So, the student

should seek to imagine the characteristics and qualities of their character, asking questions like: what are

they like, what do they want, what do they fear, what motivates them, what are things might they say or

think, and so on. There is no particularly right way to make the character sketch but it should be fun and

engaging. Second, the student will then write a section responding to the character’s questions and

personality. Principles of biblical wisdom should be applied as though being given to a friend or family

member but specific to character just sketched. This paper will be worth 100 points.

The paper will be 1500-2000 words. The first two-thirds will be the character sketch and the last third the

interactive response. The paper should be single spaced with normal formatting. No cover page or

bibliography. This is creative rather than research oriented paper. Grading will take into account creative

engagement and effort, along with writing style and assignment requirements.

Grading: See Appendix B for grading rubric.

Task 4: Research Paper

Due Date: November 15, 11:59pm PST

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Weighting: 25%


Description: Students will conduct scholarly research on a topic within the field of wisdom literature. The

purpose of this assignment is to deepen the level of understanding and interaction with a topic or passage of

choice. Students will apply knowledge and skills to evaluate the relevant literature and cogently synthesize

and argue a sound thesis. Topics or passages must be pre-approved. Papers will be between 4000 and 5000

words (including footnotes but not title page, content page, or bibliography). Papers should include a title

page, contents page, body of content, footnotes, and a bibliography. The paper should be double-spaced with

1in margins, following Turabian style in 12pt Times New Roman font. Papers should be saved in a Word

format (doc or docx) and include the students name, semester, and assignment).

Grading for this paper will assess five areas: Content (100 points), Structure (50 points), Writing (50

points), Resources (25), and Formatting (25). Excellent papers will demonstrate both depth and breadth of

their chosen topic or passage with appropriate and scholarly resources. Excellent papers will develop a very

clear thesis and craft the flow of information, sections, and interaction in a logical and persuasive manner.

Excellent papers will demonstrate professional and graduate level writing, which conform to proper

formatting, grammatical rules, and scholarly writing style. See Appendix B.

*Note: Topic approvals must be submitted on the course website by October 1. Failure to submit topic on

time will result in a 10% deduction from the paper’s grade

Task 5: Outline and Summary of Wisdom Books

Due Date: December 1, 11:59pm PST

Weighting: 20%


Description: Students will produce book outlines and summaries for important wisdom literature books:

Proverbs, Job, Ecclesiastes, Song of Songs, Sirach, and Wisdom of Solomon. Outlines will seek to build a

structure of content for each book. This outline should seek to provide a heading, followed by one to two

sublevels of headings with the related chapter and verse numbers. Each heading should be a summary of the

content within the verses designated. Each outline will also include a one-sentence thesis of the book and a

summary of the book between 100 and 200 words. The summary should include a brief overview of the

content and the theological message and purpose of the book. These outlines and summaries should be

single-spaced.

Structure for Book Outlines and Summaries:

Book Title

Thesis sentence

Summary

Outline

*Note: Each book should have this structure. All books should be included on the same document, in the

order given in the description. Do not go overboard with the outline subheadings. Each outline should be

between one and three pages, depending on the length and complexity of the book.

Grading: The assignment is worth 200 points and will be graded as a whole. The grading will be broken

down into the three sections. The thesis sections altogether will be worth 20 points and the summaries

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altogether will be worth 70 points. The outlines altogether will be worth 110 points. See Appendix B.

. Task 6: Final Exam

Due Date: December 15, 11:59pm PST

Weighting: 20%


Description: Students will take an online final exam. This exam will be available on the course website

from December 6 to December 12. It will be open book and open notes. The exam will consist of two

sections: multiple choice questions and essays. The multiple choice will have fifty questions worth 100

points. The essay section will have four prompts worth 25 points each.

CLASS INFORMATION

1. Class Attendance and Attendance Policy:

Attendance and Tardiness

Attendance to class is a matter of stewardship and ministerial calling. A high level of expectation rests

on students in this regard, and all students should exhibit the highest degree of attention to this matter, as

it is foundational to the proper functioning of the learning environment and the educational experience as

a whole. In keeping with these values, attendance will be taken at the beginning and, at the professor’s

discretion, also the end of each class. Being tardy is both unprofessional and interrupts the learning

environment of each student and the professor who arrived for class on time. Persistent tardiness, early

departure, or disruptive behavior will result in a 5% deduction in overall grade for the course.

Absence Policy

Students are expected to attend the entire course instructional time on each day of class and full

attendance is required for the successful completion of the seminar. More than two absences will result

in a failing grade.

2. Late Assignments:

Every late assignment will be penalized 15% and will not be accepted after the last day of class.

Turning in high-quality work, complete and on-time, is a vocational expectation in ministry and in

graduate studies. As such, that value is cultivated in this course by expecting students to complete work

as assigned.

3. Turning in Assignments:

Please submit all assignments via Canvas before the deadline on the Due Date. All assignments should

be submitted in 12pt Times New Roman font. Papers should be saved in Word format (.doc or .docx)

with name, assignment, and date (John Smith_FA2019_Longman).

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4. General Requirements for Written and Oral Projects:

Gateway Seminary desires to maintain the highest standards with respect to the composition of all written

work. As such, any student paper exhibiting poor grammar, spelling errors, typographical errors,

colloquialisms-slang, or any other egregious substandard work shall have the overall grade for that paper

reduced accordingly. If/when needed, and for cover pages, use a Turabian style manual with footnotes.

Moreover, at the discretion of the professor, the severely substandard paper may be returned to the

student ungraded for immediate correction and resubmission with appropriate grade penalties. Students

are asked not to use Courier fonts in their papers/presentations, or other fonts that may be considered

unprofessional or distracting.

5. Professional Courtesy

Students are expected to uphold the highest standards of courtesy and professionalism to the professor,

classroom guests, and fellow doctoral students. This includes the employment of institutional and

academic titles when addressing faculty, administrators, and other seminary personnel or classroom

guests. Classroom dress, proper grooming, behaviors, and hygiene should be such that they are not

distracting or offensive to classmates or dishonoring to the Lord Jesus Christ and this institution.

6. Respect for Divergent Viewpoints

In Christian higher educational institutions, it can be assumed that each believer-learner is at a different

place of personal maturity and educational preparedness. For these reasons, it is requested and expected

that each student exhibit mutual respect, even when divergent viewpoints are expressed in the classroom.

Such respect, even when it results in a student’s frustrated silence, does not require or imply agreement

with or acceptance of any such perspectives.

7. Technology Use and Classroom Etiquette

Students should refrain from behaviors that negatively affect the teaching environment or its facilities.

This includes any potentially distracting action that could inhibit the primary purposes of the classroom–

namely, learning and personal transformation. Students should conduct themselves as ministerial

professionals who give, and are worthy of, a high level of respect. Material presented in the classroom

represents the intellectual property of the professor and of others who may have contributed to the

professor’s perspectives. Class meetings may not be recorded by audio and/or video without the express

consent of the professor.

The use of items like laptops, cell phones, mp3 players, and all other electronic or digital devices are

matters that are strictly governed in academic environments such as this. With the exception of laptops

(which are to be used solely and strictly for educational purposes directly related to what is happening

moment by moment in this class) and other similar note-taking devices, students are expected to take the

initiative and choose either not to bring such devices or to “fully power down” each of these items prior

to the beginning of class and to keep them off until class is dismissed.

Neither the professor nor one’s classmates should expect to endure buzzing, vibrating, ringing, singing,

or other intended/not intended but nevertheless distracting noises from your device(s).

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Except for those very infrequent genuine emergencies, students who fail or “forget” to turn off

communication devices and who receive such communications show marks of immaturity, a lack of

social awareness, or both. Incidents like these are frowned upon and cannot be tolerated for the integrity

of the learning atmosphere. In addition, it is expected that students not participate in distracting activities

such as e-mailing, web-surfing, instant messaging, and computer gaming during class.

8. Plagiarism:

Gateway Seminary sees any form of plagiarism as a serious problem with serious consequences. Please

refer to the academic integrity statement in the Seminary Catalog.

If a student is discovered to be actively participating in plagiarism, disciplinary action will be taken. This

may include failing the assignment, overall grade reduction and, in some cases, failing the seminar.

Unwitting participation in plagiarism or copying from other sources will also cause formal academic

action to be taken against the student. In such cases, the Academic Dean will be notified of the situation

and it will become a high-level administrative matter.

9. Computation of Final Grade:

1. Book Reviews =150 points

2. Presentations =100 points

3. Character Sketch =100 points

4. Research Paper =250 points

5. Book Outline/Summaries =200 points

6. Final Exam =200 points

Total Possible Points: =1000 points

GENERAL INFORMATION

1. The Grading System adopted by this professor is:

A 940+ points A- 900-939 points

B+ 870-899 points B 840-869 points B- 800-839 points

C+ 770-799 points C 740-769 points C- 700-739 points

D+ 670-699 points D Below 669 points

2. Method of Instruction:

The following methods of instruction may be included in this course:

1. Lecture 07. Other Audio/Visual Resources

2. Group Discussion 08. Reading

3. Written Reports 09. Digital and/or Print Media

4. Oral Reports 10. Library and Qualitative Research

5. Electronic Presentations 11. Guest Presenters

6. Use of the Internet 12. Technical Writing and Digital Product Production

3. Posting of Final Grades:

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The professor does not post, nor provide final grades to individual students. Final grades are delivered

by the Registrar’s Office, whose responsibility it is to perform that task.

4. Incomplete Grade:

In virtually every case that students do not meet the course requirements and when required course tasks

are not submitted to the professor on time, those students should anticipate receiving a failing grade. In

rare and unusual situations (e.g., serious illness of the student or illness or death of a student’s

immediate family), when written agreements have been made by the professor-student, the professor

may grant an extension in the form of an incomplete grade. Receiving an Incomplete is rare. In those

cases an Incomplete is given, the student must submit the late work at the earliest opportunity and by a

required date. Missing those required dates automatically forces the Incomplete into a failing grade for

the course.

5. Course Calendar

The following course calendar and daily schedule are given as a courtesy to the student and may change

as the need and dynamics of the course transpires.

WEEK DATE COURSE SECTION OR CLASS LECTURE

CLASS INFORMATION

1

Aug 22 THURSDAY 6:00-9:00pm

Syllabus and introductions

Overview and introduction to wisdom literature

2

Aug 29 THURSDAY 6:00-9:00pm

Ancient Near East

Presentations 1&2

Sept 1 SUNDAY

11:59pm PST

Book Review (Longman) DUE

3

Sept 5 THURSDAY 6:00-9:00pm

Proverbs: chapters 1-9

o History, Text, Theology

Presentations 3&4 Read and prepare

4


Proverbs: chapters 10-31



Sept 15 MONDAY

11:59pm PST

Book Review (Walton) DUE

5


Job: chapters 1-27



Sept 26

NOTE: SCHEDULE IS SUBJECT TO CHANGE IN ORDER TO MEET THE NEEDS OF STUDENTS AND THE OBJECTIVES OF THE CLASS.

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6 THURSDAY 6:00-9:00pm

Job: chapters 28-42 o History, Text, Theology

Presentations 9&10

Read and prepare

Oct 1 TUESDAY

11:59pm PST

Topic Approval Submission DUE

Book Review (Goldsworthy) DUE

7 Oct 3

THURSDAY 6:00-9:00pm

Ecclesiastes: chapters 1 and 12


Presentations

11&12 Read and prepare

8 Oct 10


Ecclesiastes: chapters 2-11


Presentations


Oct 15 TUESDAY

11:59pm PST

Character Sketch DUE

9 Oct 17


Song of Songs


Presentations


10

Oct 24 THURSDAY 6:00-9:00pm

Sirach: chapters 1-25 o History, Text, Theology

Presentations


11

Nov 7 THURSDAY 6:00-9:00pm

Sirach: chapters 26-51 o History, Text, Theology

Presentations


12


Wisdom of Solomon: chapters 1-9


Presentations


Nov 15 FRIDAY

11:59pm PST

Research Paper DUE

13


Wisdom of Solomon: chapters 10-19


Presentations


Nov 28 THANKSGIVING WEEK

Dec 1 11:59pm PST

Book Outline and Summeries DUE

14

Dec 5 THURSDAY 6:00-9:00pm

Review of wisdom literature, discussion of

research papers, and Q&A

15

Dec 6- 12

11:59pm PST

Final Exam DUE

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BIBLIOGRAPHY FOR WISDOM LITERATURE

Commentaries:

Akin, Daniel L., and Jonathan Akin. Christ-Centered Exposition: Exalting Jesus in Proverbs. Christ-

Centered Exposition. Edited by Daniel L. Akin, David Platt, and Tony Merida. Nashville: Holman

Reference, 2017.

Akin, Daniel L. Christ-Centered Exposition: Exalting Jesus in Song of Songs. Christ-Centered Exposition.

Edited by Daniel L. Akin, David Platt, and Tony Merida. Nashville: Holman Reference, 2017.

Andersen, Francis I. Job : An Introduction and Commentary. The Tyndale Old Testament Commentaries.

Downers Grove: InterVarsity, 1976.

Clines, David J. A. Job. Volume 17ABC. Word Biblical Commentary. Grand Rapids: Zondervan, 2017.

Duguid, Iain M. The Song of Songs: An Introduction and Commentary. Tyndale Old Testament

Commentaries volume 19. Downers Grove, Illinois: InterVarsity Press, 2015.

Fox, Michael V. A Time to Tear down and a Time to Build up: A Rereading of Ecclesiastes. Grand Rapids:

Eerdmans, 1999.

Hamilton, James M. Song of Songs: A Biblical-Theological, Allegorical, Christological Interpretation.

Fearn, Scotland: Christian Focus, 2015.

Hartley, John E. The Book of Job. The New International Commentary on the Old Testament. Grand Rapids:

Eerdmans, 1988.

Loader, J. A. Ecclesiastes: Text and Interpretation. Grand Rapids: Eerdmans, 1986.

———. Proverbs 1-9. Historical Commentary on the Old Testament. Walpole, MA: Peeters, 2014.

Longman, Tremper. Proverbs. Baker Commentary on the Old Testament Wisdom and Psalms. Grand

Rapids: Baker Academic, 2006.

Seow, C. L. Job 1-21: Interpretation and Commentary. Illumination Commentaries Series. Grand Rapids:

Eerdmans, 2013.

Waltke, Bruce K. The Book of Proverbs. The New International Commentary on the Old Testament. Grand

Rapids: William B. Eerdmans Pub, 2004.

Ancient Near East

Alster, Bendt. The Instructions of Suruppak: A Sumerian Proverb Collection. Copenhagen: Akademisk

Forlag, 1974.

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Cheon, Samuel. The Exodus Story in the Wisdom of Solomon: A Study in Biblical Interpretation. Journal for

the Study of the Pseudepigrapha Supplement Series 23. Sheffield: Sheffield Academic, 1997.

DeSilva, David Arthur. Introducing the Apocrypha: Message, Context, and Significance. 2nd ed. Grand


Glicksman, Andrew T. Wisdom of Solomon 10: A Jewish Hellenistic Reinterpretation of Early Israelite

History through Sapiential Lenses. Deuterocanonical and Cognate Literature Studies. Berlin: De

Gruyter, 2011.

Lambert, W. G. Babylonian Wisdom Literature. Winona Lake, IN: Eisenbrauns, 1996.

Linebaugh, Jonathan A. God, Grace, and Righteousness in Wisdom of Solomon and Paul’s Letter to the

Romans: Texts in Conversation. Supplements to Novum Testamentum 152. Boston: Brill, 2013.

Journal Articles

Fox, Michael V. “Job 38 and God’s Rhetoric.” Semeia 19 (1981): 53–61.

———. “The Epistemology of the Book of Proverbs.” Journal of Biblical Literature 126, no 4 (2007): 669–

84.

———. “The Pedagogy of Proverbs 2.” Journal of Biblical Literature 113.2 (1994): 233–43.

Hayman, A P. “Qohelet and the Book of Creation.” Journal for the Study of the Old Testament 16.50 (1991):

93–111.

Murphy, R. E. “Wisdom Literature and Biblical Theology.” Biblical Theology Bulletin 24.1 (1994): 4–7.

James, Elaine. “Battle of the Sexes: Gender and the City in the Song of Songs.” Journal for the Study of the

Old Testament 42.1 (2017): 93–116.

Samet, Nili. “Religious Redaction in Qohelet in Light of Mesopotamian Vanity Literature.” Vetus

Testamentum 66.1 (2016): 133–48.

Szpek, Heidi M. “On the Influence of the Septuagint on the Peshitta.” The Catholic Biblical Quarterly 60.2

(1998): 251–66.

Vayntrub, Jacqueline E. “The Book of Proverbs and the Idea of Ancient Israelite Education.” Zeitschrift Für

Die Alttestamentliche Wissenschaft 128.1 (2016): 96–114.

Biblical Wisdom Literature

Bartholomew, Craig G., and Ryan O’Dowd. Old Testament Wisdom Literature: A Theological Introduction.

Downers Grove, IL: IVP Academic, 2011.

Berry, Donald K. An Introduction to Wisdom and Poetry of the Old Testament. Nashville: B&H, 1995.

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Blenkinsopp, Joseph. Wisdom and Law in the Old Testament: The Ordering of Life in Israel and Early

Judaism. The Oxford Bible Series. New York: Oxford University Press, 1990.

Clements, R. E., and Edward Ball, eds. In Search of True Wisdom: Essays in Old Testament Interpretation in

Honour of Ronald E. Clements. Journal for the Study of the Old Testament 300. Sheffield, England:

Sheffield Academic Press, 1999.

Crenshaw, James L. Old Testament Wisdom: An Introduction. Rev. and enl. Louisville: Westminster John

Knox Press, 1998.

———, ed. Studies in Ancient Israelite Wisdom. The Library of Biblical Studies. New York: Ktav

Publishing House, 1976.

Day, John, and John Adney Emerton, eds. Wisdom in Ancient Israel: Essays in Honour of J. A. Emerton.

Cambridge: Cambridge University Press, 1998.

Dell, Katharine J., and Will Kynes, eds. Reading Job Intertextually. Library of Hebrew Bible Old Testament

Studies 574. New York: Bloomsbury, 2013.

Frydrych, Tomáš. Living under the Sun: Examination of Proverbs and Qoheleth. Supplements to Vetus

Testamentum v. 90. Boston: Brill, 2002.

Goldsworthy, Graeme. Gospel and Wisdom: Israel’s Wisdom Literature in the Christian Life. Carlisle:

Paternoster Press, 1995.

Hunter, Alastair. SCM Core Text: Wisdom Literature. SCM Press, 2006.

Longman, Tremper. The Fear of the Lord Is Wisdom: A Theological Introduction to Wisdom in Israel. Grand


Murphy, Roland E. Wisdom Literature: Ruth, Esther, Job, Proverbs, Ecclesiastes, Canticles. Grand Rapids:

Eerdmans, 1981.

Passaro, Angelo, and Giuseppe Bellia, eds. The Wisdom of Ben Sira: Studies on Tradition, Redaction, and

Theology. Deuterocanonical and Cognate Literature Studies 1. New York: De Gruyter, 2008.

Perdue, Leo G., ed. Scribes, Sages, and Seers: The Sage in the Eastern Mediterranean World. Forschungen

Zur Religion Und Literatur Des Alten Und Neuen Testaments Bd. 219. Göttingen: Vandenhoeck &

Ruprecht, 2008.

———. Wisdom Literature: A Theological History. Louisville: Westminster John Knox, 2007.

Rad, Gerhard von. Wisdom in Israel. Nashville: Abingdon Press, 1972.

Longman, Tremper, and Peter Enns, eds. Dictionary of the Old Testament: Wisdom, Poetry & Writings.

Downers Grove, IL: IVP Academic, 2008.

Whybray, R. N. The Intellectual Tradition in the Old Testament. Beiheft Zur Zeitschrift Für Die

Alttestamentliche Wissenschaft 135. New York: De Gruyter, 1974.

———. Wisdom in Proverbs: The Concept of Wisdom in Proverbs 1-9. Eugene, OR: Wipf and Stock

Publishers, 2009.

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Wilken, Robert Louis, and Notre Dame, Ind, eds. Aspects of Wisdom in Judaism and Early Christianity.

Studies in Judaism and Christianity in Antiquity 1. Notre Dame: University of Notre Dame Press,

1975.

Old Testament

Arnold, Bill T., and Richard S. Hess, eds. Ancient Israel’s History: An Introduction to Issues and Sources.

Grand Rapids: Baker Academic, 2014.

Bartholomew, Craig G., and David J. H. Beldman, eds. Hearing the Old Testament: Listening for God’s

Address. Grand Rapids: Eerdmans, 2012.

Greidanus, Sidney. Preaching Christ from the Old Testament: A Contemporary Hermeneutical Method.

Grand Rapids: Eerdmans, 1999.

Harrison, R. K. Introduction to the Old Testament. Reprint. Peabody, MA: Hendrickson, 2016.

Johnson, Dru. Biblical Knowing: A Scriptural Epistemology of Error. Eugene, OR: Cascade Books, 2013.

Kaplan, Jonathan. My Perfect One: Typology and Early Rabbinic Interpretation of Song of Songs. New

York: Oxford University Press, 2015.

Longman, Tremper, and Raymond B. Dillard. An Introduction to the Old Testament. 2nd ed. Grand Rapids:

Zondervan, 2006.

Waltke, Bruce K., and Charles Yu. An Old Testament Theology: An Exegetical, Canonical, and Thematic

Approach. Grand Rapids: Zondervan, 2007.

Walton, John H. Ancient Near Eastern Thought and the Old Testament: Introducing the Conceptual World

of the Hebrew Bible. Grand Rapids: Baker Academic, 2006.

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Appendix A: Articles and Chapters

Week 2:

Purdue, Leo G. “Sages, Scribes and Seers in Israel and the Ancient Near East: an Introduction” in

Scribes, Sages, and Seers: The Sage in the Eastern Mediterranean World.

Lemaire, André. "Wisdom in Solomonic Historiography" in Wisdom in Ancient Israel.

Week 3:

———. “The Pedagogy of Proverbs 2.” Journal of Biblical Literature 113.2 (1994): 233–43.

———. “The Epistemology of the Book of Proverbs.” Journal of Biblical Literature 126, no 4

(2007): 669–84.

Week 4:

Vayntrub, Jacqueline E. “The Book of Proverbs and the Idea of Ancient Israelite Education.”

Zeitschrift Für Die Alttestamentliche Wissenschaft 128.1 (2016): 96–114.

Waltke, Bruce K. “Theology” in The Book of Proverbs (NICOT).

Week 5:

Schultz, Richard L. “Job and Ecclesiastes: Intertextuality and a Protesting Pair” in Reading Job

Intertexually

Bartholomew, Craig. “Hearing the Old Testament Wisdom Literature: the Wit of Many and the

Wisdom of One” in Hearing the Old Testament: Listening for God’s Address.

Week 6:

Waltke, Bruce K. “The Gift of Wisdom” in Old Testament Theology.

Fox, Michael V. “Job 38 and God’s Rhetoric.” Semeia 19 (1981): 53–61.

Week 7:

Fox, Michael. “Excursus I: Time in Qohelet’s ‘Catalogue of Times’” in A Time to Tear Down and a

Time to build Up: A Rereading of Ecclesiastes.

Hayman, A P. “Qohelet and the Book of Creation.” Journal for the Study of the Old Testament 16.50

(1991): 93–111.

Week 8:

Johnson, Dru. “Scientific Epistemology, Wisdom, and the Epistles” in Biblical Knowing.

Blenkinsopp, Joseph. “Theological Wisdom” in Wisdom and Law in the Old Testament.

Week 9:

James, Elaine. “Battle of the Sexes: Gender and the City in the Song of Songs.” Journal for the Study

of the Old Testament 42.1 (2017): 93–116.

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Murphy, R. E. “Wisdom Literature and Biblical Theology.” Biblical Theology Bulletin 24.1 (1994):

4–7.

Week 10:

Rizzi, Giovanni. “Christian interpretations in the syriac version of Sirach” in The Wisdom of Ben

Sira: Studies on Tradition, Redaction, and Theology.

Gilbert, Maurice. “Methodological and Hermeneutical trends in modern exegesis on the Book of Ben

Sira” in The Wisdom of Ben Sira: Studies on Tradition, Redaction, and Theology.

Week 11:

Pistone, Rosario. “Blessing of the sage, prophecy of the scribe: Ben Sira to Matthew” in The Wisdom

of Ben Sira: Studies on Tradition, Redaction, and Theology.

Bellia, Giuseppe. “An historico-anthropological reading of the work of Ben Sira” in The Wisdom of

Ben Sira: Studies on Tradition, Redaction, and Theology.

Week 12:

Glicksman, Andrew T. “Exegesis” in Wisdom of Solomon 10.

Purdue, Leo G. “Wisdom and Alexandrian Hellenism” in Wisdom Literature.

Week 13:

Linebaugh, Jonathan A. “Soteriological Semantics: Righteousness and Grace in Wisdom and

Romans” in God, Grace, and Righteousness in Wisdom of Solomon.

Davies, Eryl W. “Walking in God’s Ways: The Concept of Imitatio Dei in the Old Testament” in In

Search of True Wisdom

Presentation Signup Sheet:

Student 1 Student 2

Week 2

Week 3

Week 4

Week 5

Week 6

Week 7

Week 8

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Week 9

Week 10

Week 11

Week 12

Week 13

Appendix B: Rubric Forms

Book Reviews:

Bibliography Author/Thesis Overview Positive Negative

TASK 1 5 points 5 points 10 points 15 points 15 points

Exceeds Standard Expectations

The Bibliographical information is present and perfectly formatted to Turabian style.

Includes in a clear and logical manner relevant and pertinent information about the author and their thesis and purpose for writing the book, free of grammatical errors and meets word count.

Provides a clear and logical overview of the book and its important sections, free of grammatical errors and meets word count.

Highlights and interacts with the important positive points in the book with engaging insight, free of grammatical errors and meets word count.

Highlights and interacts with the important negative points in the book with engaging insight, free of grammatical errors and meets word count.

POINTS 3-4 points 3-4 points 6-9 points 10-14 points 10-14 points

Meets Standard Expectations

The Bibliographical information is present but has minor Turabian style formatting errors.

Includes in a good manner relevant and pertinent information about the author and their thesis and purpose for writing the book, some grammatical errors and/or does not meet

Provides a good overview of the book and its important sections, some grammatical errors and/or does not meet word count.

Highlights and interacts with the important positive points in the book satisfactorily, some grammatical errors and/or does not meet word count.

Highlights and interacts with the important negative points in the book satisfactorily, some grammatical errors and/or does not meet word count.

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word count.

POINTS 2 points 2 points 4-5 points 5-9 points 5-9 points

Below Standard Expectations

The Bibliographical information is present but has major Turabian style formatting errors.

Includes information about the author and their thesis, grammatical errors or outside of word count.

Provides a weak overview of the book and its important sections, many grammatical errors and/or does meet word count.

Highlights and interacts with the important positive points in the book poorly, many grammatical errors and/or does not meet word count.

Highlights and interacts with the important negative points in the book poorly, many grammatical errors and/or does not meet word count.


Fails to Meet Minimum Expectations

Bibliographical information is missing.

Does not include necessary information and/or severely misses word count.




Presentations:

Logical/Prepared Interaction Delivery Time Conduct

TASK 2 20 points 15 points 5 points 5 points 5 points


Presentation was well prepared and very logical in summarizing the content and the structure of the article/chapter.

Presentation shows excellent interaction and insight with the major points of the article/chapter.

Presentation is delivered in a well-prepared manner with evidence of ample consideration of the audience.

Presentation meets the time standard outlined in the task description.

Student interacts with author and fellow students during Q&A in a professional and godly manner.



Presentation was prepared and logical in summarizing the content and the structure of the article/chapter.

Presentation shows good interaction and insight with the major points of the article/chapter.

Presentation is delivered in a good manner with evidence of some consideration of the audience.

Presentation closely misses the time standard outlined in the task description.

Student interacts with author and fellow students during Q&A in a somewhat professional and somewhat godly manner.

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POINTS 5-11 points 4-7 points 2 points 2 points 2 points


Presentation was not well prepared in summarizing the content and the structure of the article/chapter.

Presentation shows weak or illegitimate interaction and insight with the major points of the article/chapter.

Presentation is delivered in a weak manner with little evidence of consideration for the audience.

Presentation greatly misses the time standard outlined in the task description.

Student interacts with author and fellow students during Q&A in a somewhat unprofessional and somewhat ungodly manner.



Presentation was poorly prepared and difficult to understand in summarizing the content and the structure of the article/chapter.

Presentation poorly interacts with the major points of the article/chapter.

Presentation is delivered poorly.

Presentation severely misses the time standard outlined in the task description.

Student interacts with author and fellow students during Q&A in an unprofessional and ungodly manner.

Character Sketch:

Character Sketch Interactive Response Writing

TASK 3 35-40 points 35-40 points 20 points


Character sketch is creative, well thought out, and provides intriguing aspects of the character.

Interactive response creatively and winsomely applies the principles of biblical wisdom to pressing issues facing the character.

Paper is free of grammatical errors, is structured and flows very well, and meets the word count.

POINTS 25-34 points 25-34 points 12-19 points


Character sketch is moderately creative, thought out, and provides interesting aspects of the character.

Interactive response applies the principles of biblical wisdom to pressing issues facing the character.

Paper has some grammatical errors, has acceptable structure and flow, and meets the word count.



Character sketch is not very creative, loosely developed, and weak in engagement with aspects of the character.

Interactive response attempts to apply the principles of biblical wisdom to pressing issues facing the character.

Paper has many grammatical errors, has weak structure and flow, and/or does not meet the word count.



Character sketch is minimally creative, poorly developed, and

Interactive response poorly applies the principles of biblical wisdom to pressing

Paper has severe grammatical errors, has poor structure and flow,

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does not engage well with aspects of the character.

issues facing the character. and/or does not meet the word count.

Research Paper:

Content Structure Writing Resources Format

TASK 4 90-100 points 45-50 points 45-50 points 25 points 25 points


Paper is an excellent work on the topic with excellent points, research, and engagement.

Paper follows a very logical and well laid out approach to the topic, meets word count.

Paper is free of grammatical errors and is written with with excellent and professional prose.

Paper shows a high level of interaction with relevant and important resources.

Paper follows proper formatting for Turabian style with no errors.



Paper is a good work on the topic with good points, research, and engagement.

Paper follows a logical approach to the topic, may not meet word count.

Paper has some grammatical errors and is written with with good and somewhat professional prose.

Paper shows a good level of interaction with relevant and important resources.

Paper nearly follows proper formatting for Turabian style with some errors.



Paper is a weak work on the topic with weak points, research, and engagement.

Paper does not follow a logical approach to the topic, may not meet word count.

Paper has many grammatical errors and is written with with weak and professional prose.

Paper shows a weak level of interaction with relevant and important resources.

Paper does not follow proper formatting for Turabian style and has many errors.



Paper poorly demonstrates research and engagement.

Paper poorly demonstrates approach to the topic, may not meet word count.

Paper poorly demonstrates attention to grammatical and professional prose.

Paper poorly demonstrates interaction with relevant and important resources.

Paper poorly demonstrates proper formatting for Turabian style and has severe errors.

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Outlines and Summaries:

Thesis Summary Outline

TASK 5 20 points 65-70 points 100-110 points


Clear, concise, and thoughtful thesis sentence for the book, free of grammatical errors.

Provides a well-thought and very useful summary of the book, free of grammatical errors and meets the word count.

Exceptional structure and flow of outline with original breaks and creative headings, free of grammatical and textual errors.



Good thesis sentence for the book, some grammatical errors.

Provides a good summary of the book, some grammatical errors and/or does not meet the word count.

Good structure and flow of outline with some original breaks and some creative headings, some grammatical and textual errors.



Weak thesis sentence for the book, many grammatical errors.

Provides a weak summary of the book, many grammatical errors and/or does not meet the word count.

Weak structure and flow of outline with no original breaks or creative headings, many grammatical and textual errors.



Does not include thesis or is poorly given.

Does not include summary or is poorly given.

Does not include outline or is poorly given.

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