September, 2009

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Review – The Book of Job: Judaism in the 2nd Century BCE by Leslie S. Wilson

Friday, September 25th, 2009

The publisher was kind enough to provide a review copy of The Book of Job: Judaism in the 2nd Century BCE: An Intertextual Reading by Leslie S. Wilson. Anyone who has frequented this blog for any amount of time will know that the Book of Job is one of my greatest interests. I was excited to receive and read the book, and I now share my thoughts with you.

Summary:
Leslie Wilson undertakes to do what many before have attempted: understand the Book of Job. Specifically he argues that the book is best understood via an intertextual reading within the cultural milieu of mid-2nd century Palestine. Job then becomes a kind of a book about messiahs. In Wilson’s own words, “[the author of the Book of Job] describes a paradox, the enigmatic conundrum articulated above. A ‘messiah’ is simply a logical impossibility…salvation at the hands of Yahweh will be apocalyptic….for humanity and indeed the deity to survive, there must be a truce,” (pg 4).

Wilson’s methodology is best conveyed, again, in his own words: “the roots of this study of the Book of Job lie in the recognition in the Prologue of a pattern of words and phrases that seemed to frequently originate from the book of Genesis.” To this end the greater part of the book is spent discussing the intertextual links between Job chapters one and two, and the Book of Genesis. Wilson proposes many such intertextual links, though to be sure he finds many links outside of Genesis, especially in the wider Pentateuch.

The second half of the book is devoted to discussing the poetic sections in rapid succession. Of these sections Wilson perhaps focuses most the the “blessing and the curse,” as well as the Elihu narrative, though all poetic sections of the book are dealt with to some degree. In the end Wilson concludes, “Scholars have traditionally perceived intertextuality as a device intended to evoke an inexact association with a person or event. Our author takes intertextuality to a new level…he applies intertextuality to entire stories in the pursuit of his agenda,” (pg 245, emphasis original). Ultimately the Book is unable to answer the question which it sets out to do, according to Wilson. Namely, the issues of a messiah and salvation are impossibilities. There must be an eternal tension between the divine and humanity. Between human and divine “wholeness” (צדק) (cf. pgs 248-249).

The Good:
First I must commend Wilson for dealing with the book as a literary unity. Too often scholars deal with the book in sections, and thereby avoid many of the difficult interpretational issues that arise. Wilson takes the bull by the horns, so to speak, and grapples with the book as a literary whole. Indeed, seeing the book as a unity is vital to his methodology and conclusions.

Second, Wilson makes an attempt at understanding what is going on with the YHWH speeches at the end of the book in light of the book as a literary unity. I fear that he goes too far, and is perhaps reading too much into the text and making the Hebrew do what it can’t do–but I need to check this a bit further. Either way, his willingness to attempt to make sense of the book as a whole deserve commendation.

Third, he has done a huge amount of searching for intertextual parallels. Although I do not find the majority of his examples convincing (see below), a number of them I do find interesting. It may be worthwhile to remove Wilson’s “code” methodology and see what may be found in some of these parallels with a less…stringent method of comparison.

The not so good:
I have already quoted Wilson as writing, “Scholars have traditionally perceived intertextuality as a device intended to evoke an inexact association with a person or event,” (pg 245). There is a reason scholars traditionally view intertextuality in this light–they are being careful. Unfortunately, Wilson goes too far in his attempt at an intertextual reading. It is simply beyond believability that the author of Job expected his readings to pick up on so much of this intertextual rendering.

Even if this were not the case, Wilson at times picks and chooses his parallels to support his arguments. A single example with suffice to illustrate my point. He picks out of the first phrase in Job 1.1 the first two words, איש היה. From here he makes the parallel with Gen 6.9, which reads: נח איש צדיק תמים היה. There are, of course, other parallels to איש היה. The most notable of these is 2 Sam. 12.1. Wilson acknowledges this in a footnote, but explains that “exact wording” is important in intertextual antecedents and since 2 Sam. 12.1 uses the plural it does not qualify. However, one must wonder how it is that “exact wording” can be so important when the Genesis passage moves the descriptors צדיק and תמים before the verb while in Job 1.1 similar words do not occur until the end of the verse, well after the verb. Indeed, צדיק does not occur at all in Job 1.1.

Sadly this same picking-and-choosing may be seen throughout Wilson’s analysis. To say that Job 1 and 2 are attempting to situate Job within the patriarchal world is one thing. To say, as Wilson does, that they are situating Job next to Abraham and Isaac, but excluding Jacob is going to far. Similarly to say that Job 1.1 is meant to recall Gen. 6.9, and thereby introduce Job as a איש צדיק when צדיק is not used in verse one and there are other parallels to איש היה is going too far.

Conclusion:
Although I have found things that make this book quite worthwhile and helpful, the constant attempts at an intertextual reading go too far. It is not that I completely doubt the validity of intertextual readings, rather I doubt that one may expect them to be so specific. The idea of uncovering a code in Job that explains these parallels is dubious at best. It also would have been good to see more pages devoted to defending Wilson’s dating of Job in the 2nd century. Much of his thesis rides on Job being extremely late (so that almost every other book in the Hebrew Bible could have been written and known for the author of Job to pull from). Unfortunately, Wilson only defends this dating at the end, based on the conclusions of his analysis. This is circular reasoning, and further detracts from the feasibility of his study. If Wilson had dealt with the dating of the book more thoroughly, I would recommend it for purchase. As it stands at present, I cannot do so.

New Online Biblical Studies Resource

Saturday, September 19th, 2009

The new resource I speak of is Bible Ref Shelf. John has already mentioned it, but this is potentially too great a resource to keep quite about. There is not a great deal of resources yet on the reference shelf, but I imagine that the number will grow as time goes on.

If you need me, I’ll be reading my new PDF of A.B. Davidson’s Job Commentary.

Claims about the Bible

Friday, September 18th, 2009

John Hobbins recently published a post with the following title: Claims about the Bible work best if you actually read it. To be certain, the title is somewhat lengthy, but one can hardly fault John for that. In fact, much of what he says is spot on. Too often people who read the Bible (I primarily speak here of people reading it from a faith perspective, though this is by no means the only subset of people who make claims about the Bible but fail to read it) do so with a preconceived notion of what it says. They then conveniently skip the parts that don’t fit, or they ignore what those parts actually say and reimagine them as something which they most certainly aren’t.

John’s post is worth reading, and I encourage you to do that. I have only one thing to add: I’m really not sure how how might go about changing this. How does one impact the “popular” reading of the Bible in order to bring it around to something that takes the text itself more seriously?1 A further challenge is that often certain readings of the Bible, which might be “mosquito netting” as John puts it, are part of the special doctrine of a particular church, denomination, cult or other group. This is an area in which, perhaps, pastors and other religious leaders need to take part in the discussion. But alas, many pastors read the Bible with the thickest mosquito netting possible.


  1. Talk about ironic! Too often many people who do exactly what John mentions think that people who come to different conclusions than them are not taking the text seriously. Oh, how the tables have turned.

The Start of Fall 2009

Tuesday, September 15th, 2009

My semester has officially begun. I’m very excited about the classes I’m taking this semester. I’m constantly reminded that GCTS truly affords students some wonderful opportunities when it comes to studying the Hebrew Bible and Hebrew language. Mandy has already posted her classes and so, without further ado, my classes:

Middle Egyptian I – I’m taking this class at Boston University. So far it has been absolutely wonderful. The professor is very concerned with moving at a pace the entire class can handle, and because of this he’d rather move too slowly rather than too quickly. Either way I’m finding the material fascinating. I think I’m doing well, other than the fact that I can not draw to save my life. Luckily the professor is gracious in this regard, and so I won’t have to worry too much about my grade being negatively effected by a falcon that looks a bit…odd.

History and Archaeology of the Ancient Near East – Mandy actually took this class two years ago, and I am not playing a bit of catch up. This class is extremely interesting. It makes me wonder if maybe, just maybe I might like digging in the Levant at some point in the not too distant future. Eric keeps encouraging me to join him at Tell es-Safi, and this class might help him in that goal. I’m also finding the textbooks (Mazar’s Archaeology of the Land of the Bible and Kuhrt’s The Ancient Near East) engrossing. Because of this I think Mandy is finding me odd.

Advanced Hebrew Grammar – This is the single class that I have been looking forward to the most. Dr. T. Petter is doing a directed study with Mandy and I. Throughout the summer the syllabus has morphed and changed as the three of us (Dr. Petter, Mandy and I) have all given input. Now that the syllabus has been finalized I can say with confidence that I’m excited. We’ll be focusing on the Biblical Hebrew verbal system in prose. I will probably solicit your suggestions on additional readings that might be helpful to us in the coming weeks. The final evaluation for the course will be a paper dealing with the verbal system in prose via an analysis of a pericope in Judges, with special attention to the verbal system throughout the book. The specifics, of course, are subject to some small amount of change over the next couple weeks, but that’s the basic outline.

OT Prophetical Books – This will be my first class with Dr. D. Petter, and it seems like it’s going to be great. It has been a while since I’ve done any type of sustained study in the prophets, and so that alone makes this interesting. Dr. Petter is also extremely personable, and I’m sure that the class itself will be fascinating. It’s also another opportunity to work with the Hebrew text and that is always a worthwhile endeavor.

Akkadian – Finally, I will be taking Akkadian this semester. It might more properly be called “An introduction to Akkadian grammar,” since we won’t be learning any vocabulary, nor will we be learning the signs. Nevertheless I think this will be an interesting class as it will allow me yet more exposure to semitic languages. I fear my excite for this class is somewhat dimmed in light of the flaring beacon that is Middle Egyptian, but I still expect the class to be interesting.

Why I Love Bonnie: A Review of Biblical Hebrew, by Bonnie Pedrotti Kittel, Victoria Hoffer, & Rebecca Abts Wright

Friday, September 4th, 2009

Disclaimer: This review is on the 1st edition. I have not as of yet had the opportunity (or extra cash) to buy the 2nd edition. However, from what I’ve seen briefly of the 2nd edition, I don’t think too much of what I say below would change.

I was asked in a blog post to share my thoughts on Biblical Hebrew: A Text and Workbook, by Bonnie Pedrotti Kittel, Victoria Hoffer, & Rebecca Abts Wright, and my comment just became too long, so I figured I’d post about it.

I used Kittel for first year Hebrew as a student in my undergrad and also use it as a teacher (laypeople, at the moment). One of the reasons I decided to use it when teaching is that I loved it as a student. In case you’re confused about the title of my post, we affectionately called the book “Bonnie” in my undergrad (a practice I continue with my students).

The book is very much what the subtitle says: “text and workbook.” It’s not a grammar, and it can’t really be used as one, so if the student wanted a beginning reference grammar he or she would require a supplemental book. However, for first year students I don’t really think that’s necessary. She does have a sizable and easy to read section in the back with all the verbal paradigms, which is nice for reference.

One of the reasons I love Bonnie is because it’s so inductive. Literally, lesson one (after learning the aleph-bet) starts you reading the Hebrew text. While I’ve not looked at every first-year Hebrew textbook out there, so far, Kittel’s is the only one I’ve found that does such a great job of getting you into the text quickly and easily. She accomplishes this by teaching what she feels are the most common elements of Hebrew first, and going on from there.

Now, some who have learned a little bit less inductively (which is most) might find the book to be a bit “disorganized,” but to some extent that is the nature of inductive study. She uses an example text (usually a phrase or sentence) for each lesson which exemplifies the aspects of Hebrew she wants to teach. Lesson One starts with ויאמר יהוה. Yes, she starts with the wayyiqtol 3ms, which is literally EVERYWHERE in the Hebrew Bible. The student doesn’t learn another PGN until several lessons later, and that’s the 3mp – finally, quite a few lessons later she springs the whole prefix paradigm on you. Intermingled are other new aspects – the qatal form, the Pi’el, singular and plural masculine nouns, etc. She almost always introduces a new form, stem, etc in part before she introduces it in full, using only elements the student already knows. Therefore, she might seem to “skip around” a lot – but once again, this isn’t a grammar, it’s a textbook.

It is also very much a workbook. She guides the student step by step through the lesson verse – asking key questions to nudge them in the right direction, making him or her fill in blanks along the way, and introducing new elements as one comes to them in the verse. As the student masters new concepts, she starts saying things like, “of course, you know by now that ….. means/is a _____:” and moves on quickly. Each lesson usually ends with some supplemental grammatical information, exercises (translation, as well as other types) that hammer on the new concepts learned that lesson, and instructions to memorize some more vocab (out of her list found at the back of the book).

She teaches parsing (and everything else) VERY diagnostically, so you could, theoretically, get away without ever memorizingverbal or noun paradigms when using her book (though she does recommend learning some of them throughout the book, she does such a great job there is very little that is required to be memorized). To some extent, how much needs to be memorized depends on the teacher. Nevertheless, her key word is recognize, not memorize. This last bit is one of the reasons I like using it for teaching the layperson: memorizing a ton of paradigms can be very daunting and a major stumbling block, and for just a 1st year reading knowledge of Hebrew, frankly, isn’t necessary.

Finally, at the end of the book she provides notes on reading and translating several handfuls of prolonged biblical texts (mostly narrative, some poetry at the end) that are meant to be worked through when the student reaches a particular lesson and has certain concepts under their belt (they start somewhere between lessons 12 and 19). I didn’t do this in my undergrad, as it’s optional, until after the fact, when I worked through several on my own. These help the student to begin working through longer texts using the knowledge they’ve learned, with some help from Bonnie.

This is not to say that the book doesn’t have it’s faults. There are things that I would change if I were writing a similar textbook (as I hope to do someday, geared for lay people, specifically). But, all-in-all, I still to this day (even though I’ve been shown other books that claim to be inductive) have yet to find a 1st year Hebrew textbook that does quite the job she does of getting a beginning student reading Hebrew quickly, and does it in an enjoyable way.

New (to me) Blog!

Wednesday, September 2nd, 2009

I just found out this evening that a friend from undergrad has a blog! You can check it out here. Any blog that can manage to have posts on Judges, Tobit, the Epistle of James, and King Arthur all under one roof deserves to be visited at least once.