Review sheet for Genesis 1-11.docx

Review sheet for Genesis 1-11\ Vocabulary: anthropomorphism giving God human characteristics alienation impact if sin overtime myth-as a genre describes creation, humans, and good vs, evil, to teach deep and important truths, uses symbolism no not facts, aimed at the imagination oral tradition t...

Review sheet for Genesis 1-11\ Vocabulary: anthropomorphism giving God human characteristics alienation impact if sin overtime myth-as a genre describes creation, humans, and good vs, evil, to teach deep and important truths, uses symbolism no not facts, aimed at the imagination oral tradition transmission of a people's history, culture, religion and laws by word of mouth from one generation to the next sheol Hebrew word for place of departure(no afterlife) abyss primordial ocean that's outside of the world salvation history God will save us from sin and death bereshit Hebrew word for beginning ruah Hebrew word for breath or spirit seven perfection, completion, fulfillment in the image and likeness of God conveys the sanctity of human life creation God's action of bringing forth the world and humans dominion/stewardship God entrusting the care of the world to humans sin choosing to go against God's will free will gift from God that lets us choose our own actions sexuality gift from God that draws us in to a relationship Adamah dirt creature Sabbath day of rest documentary hypothesis theory that the Pentateuch came from four literary sources(Yahwist, Elohist, Deuteronomist, Preistly) Literary genre of myth\ When and why did humanity begin to use the word "myth" to mean false? Humans found that myths aren't scientifically or historically accurate\ Name one scholar of religion that helped modern people better understand the purposes\ of the genre of myth. Joseph Campbell\ Where did the creation/flood stories found in the Bible come from? Babylonian mythology\ What are the characteristics of the genre of myth? Plot- origin of the world, humans, and good vs. evil meaning- to teach deep truths which are important topics and the nature of human beings stories to live by uses symbolism so not facts aimed at the imagination common motifs- creation stories\ What is the purpose of these stories\...information (science/history) or formation\ (faith/religious)? the purpose is to teach lessons and religion Interpretation Issues\ Essay preparation: You will be given one of the following possible essays.\ 1. Using the description of the genre of myth, be able to explain why scholars\ view the stories in Genesis 1-11 as inspired myths. For example, what is the\ plot of myth and where is that in Genesis 1-11? how do the Genesis stories\ use symbolic language? What are some common motifs in creation/flood\ stories? the flood, the forbidden item, formed out of the ground, exaggerated ages what deeper truths about God, the world, and human beings are\ conveyed in Genesis 1 and 2? God cares for and loves his\ creation God desired relationship with humanity The earth is our home Humans are made for relationship---social beings Humans are given free will Human life is sacred Or\ 2. Describe the historical situation which gave rise to the inspired story of\ creation found in Genesis 1-2:4a. Contrast the images and values of the\ Babylonian creation story with the inspired truths asserted by the biblical\ story. For example, what understandings of the divine, the world, human\ beings found in the Babylonian story did the biblical writer reject? Babylonians believe gods are divine and all powerful, the world is made of a dragon and humans are slaves. We believe that God is merciful and kind, the world was carefully created by God and humans are mad in God's image and likeness. What does the Babylonian myth teach about violence? What profound truths about God, the world, human beings, and the purpose of life are revealed in\ Genesis 1-2:4a? God cares for and loves his\ creation God desired relationship with humanity The earth is our home Humans are made for relationship---social beings Humans are given free will Human life is sacred\ Or\ 3. In the stories of the spread of sin, symbolism is used to talk about how the\ effects of sin begin within the person and spread to outer actions. In your essay\ describe the effect of sin (alienation) on various relationships (to our body, to God,\ to self, etc) as it shows up in the Bible and in the world today. Nakedness- Alienation from body Hiding from God- Alienation from God Shifting the Blame- Alienation from Self Struggle to Survive- Alienation from Nature Patriarchal relationship- Alienation between sexes Murder- Alienation from Each Other Flood- Alienation within Society Tower- Alienation among Nations What messages was the biblical editor trying to convey about sin, its spread, effects? He is saying that sin continues to get worse and worse, and he arranged them in this order. Why did he arrange the stories that way. Be able to draw and label the Hebrew understanding of the world\ \ be able to give examples of the sin stories in Genesis and discuss the symbolism\ and meaning of the stories Nakedness- Alienation from body Hiding from God- Alienation from God Shifting the Blame- Alienation from Self Struggle to Survive- Alienation from Nature Patriarchal relationship- Alienation between sexes Murder- Alienation from Each Other Flood- Alienation within Society Tower- Alienation among Nations know the two themes of the Book of Genesis (p. 57 in Bible) and other underlined\ material progeny and land\ be able to explain the primary teaching of the story of Noah and the Flood\ Sin (represented by flood) destroys // God/Faith (represented by ark) saves\ What's the connection between the story of Noah and the flood and other flood\ stories? (in the intro, footnotes, and charts) This story comes from Mesopotamian and Sumerian flood stories\ What is the effect of sin? Know examples of the types of alienation. Sin alienates us and makes us separate(war, murder, racism and sexism, and bullying)\ be able to explain the function of the first eleven chapters of Genesis in relation\ to the rest of the book, that is, as prelude/introduction to stories of\ Abraham/Sarah and other Jewish founders---the story of salvation history\ know the difference between a contextual and fundamentalist approach and be\ able to use the story of the Fall (Genesis 3) from Genesis to illustrate this\ For example, fundamentalist says it is historical, the first sin was when Eve and\ Adam ate the fruit, the snake did talk, etc\ Contextualist says it is myth being used to teach important truths such as humans\ are tempted to sin (as represented by the snake), that humans chose sin and that is\ the origin of sin, etc.\ What is the documentary hypothesis? Way to find different authors in literature Using the activity of trying to find the\ different levels of translation of the Beowulf story explain how scholars today can\ identify different sources of the Bible and figure out which ones go together. Be able to explain the different images of God and writing styles of the priestly and yahwist traditions. Be able to use the flood or creation stories to illustrate your points. Use the charts in the bible-p. 63 and 73 for help +-------------+-------------+-------------+-------------+-------------+ | | **Yahwist** | **Priestly* | | | | | | * | | | +=============+=============+=============+=============+=============+ | Reason for | Human | Human | | | | the flood | wickedness | corruption | | | | | | and | | | | | | lawlessness | | | +-------------+-------------+-------------+-------------+-------------+ | God's | Regret and | Decision to | | | | response | decision to | destroy | | | | | wipe out | | | | | | anything | | | | +-------------+-------------+-------------+-------------+-------------+ | Number of | 7 pairs of | 1 pair of | | | | animals in | clean | every | | | | the ark | animals and | animal | | | | | 1 pair of | | | | | | unclean | | | | | | animals | | | | +-------------+-------------+-------------+-------------+-------------+ | Duration of | 40 days and | 360 days=1 | | | | the flood | nights | year | | | +-------------+-------------+-------------+-------------+-------------+ | Reconciliat | Noah offers | God makes | | | | ion | a sacrifice | covenant | | | | with God | | with Noah | | | +-------------+-------------+-------------+-------------+-------------+ | **Tradition | **Approxima | **Place** | **Favorite | **Character | | ** | te | | name for | istics** | | | Date** | | God** | | +-------------+-------------+-------------+-------------+-------------+ | **Yahwist(J | 950 B.C. | Jerusalem/ | YHWH(Lord) | God with | | )** | time of | Judah | | human | | | Solomon | | | characteris | | First to | | | | tics; | | set events | | | | stories of | | in sequence | | | | sin and | | | | | | mercy; | | | | | | promises to | | | | | | Abraham; | | | | | | lively, | | | | | | colorful | | | | | | style | +-------------+-------------+-------------+-------------+-------------+ | **Priestly( | 550 B.C. | Babylon | El Shaddai, | Emphasis on | | P)** | and later, | | Elohim, | cult and | | | during the | | YHWH | worship; | | Final | Exile | | | genealogies | | editor of | | | | ; | | the | | | | God's | | Pentateuch | | | | fidelity- | | | | | | is there | | | | | | life after | | | | | | exile? | +-------------+-------------+-------------+-------------+-------------+