This course was taught in Spring 1996 at Perkins School of Theology, Southern Methodist University, Dallas, Texas.
Danna Nolan Fewell
Christopher Heard
The books of Daniel and Esther contain stories about life in the Diaspora. They are stories about oppression, theodicy, ambition, and religious/ethnic identity (among other things). Our goal this semester is to become well acquainted with the content of each of these books, with the issues involved in the interpretation of these books. Along with reading should come reflection. There should be ample opportunity for us to explore the theological dimensions of these texts, what these texts have to say to us and to each other, and the difference that it makes how one reads these texts and, indeed, whether one reads these texts.
We will be following a discussion format, which means that we are all responsible for the learning experience that takes place in class. Please come well prepared. The quality of our discussion depends on you.
Class preparation. For each class, please read the assigned biblical text in at least three different translations (do not consider the RSV and NRSV different translations for this purpose), making note of any significant discrepancies you find. Reflect on how the different wordings affect your understanding of the text. After you are thoroughly familiar with the biblical text itself, read the corresponding passages in the secondary literature, making note of what these interpreters have seen that you have not seen. Reflect on whether or not you agree with these readers and the reasons for your stance.
Grading. Your grade for the semester will be based upon your class participation (1/3), a group project (1/3), and an individual project (1/3).
Class participation. Your class participation grade will be influenced by two primary factors. One is the quality and appropriateness (neither of which is necessarily related to quantity) of your contributions to class discussions. The other is the quality and appropriateness of your contributions to an on-line discussion of the books of Daniel and Esther. Before each class session, you should read in one of the following commentaries the section pertaining to the text to be discussed at the next class session.
Commentaries on the Book of Esther
- Baldwin, Joyce G. 1978. Esther: An Introduction and Commentary. Tyndale Old Testament Commentaries. Leicester: IVP.
- Clines, David J. A. 1984. Ezra, Nehemiah, and Esther. New Century Bible. Grand Rapids: Eerdmans.
- Craghan, John. 1982. Esther, Judith, Tobit, Jonah, Ruth. Old Testament Message: A Biblical-Theological Commentary 16. Wilmington: Michael Glazier.
- Moore, Carey A. 1971. Esther. Anchor Bible. Garden City: Doubleday.
- Paton, Lewis Bayles. 1908. A Critical and Exegetical Commentary on the Book of Esther. International Critical Commentary. New York: Scribner's.
- Re'emi, S. Paul. 1985. "Esther." In Israel among the Nations: A Commentary on the Books of Nahum and Obadiah. International Theological Commentary. Grand Rapids: Eerdmans and Edinburgh: Handsel.
Commentaries on the Book of Daniel
- Anderson, Robert A. 1984. Signs and Wonders: A Commentary on the Book of Daniel. International Theological Commentary. Grand Rapids: Eerdmans and Edinburgh: Handsel.
- Baldwin, Joyce G. 1978. Daniel: An Introduction and Commentary. Tyndale Old Testament Commentaries. Leicester: IVP.
- Collins, John J. 1981. Daniel, First Maccabees, Second Maccabees: With an Excursus on the Apocalyptic Genre. Old Testament Message: A Biblical-Theological Commentary 15. Wilmington: Michael Glazier.
- Collins, John J. 1993. Daniel. Hermeneia. Minneapolis: Fortress.
- Hartman, Louis F. and Alexander A. DiLella. 1978. Daniel. Anchor Bible 23. Garden City: Doubleday.
- Lacocque, André. 1979. The Book of Daniel. Atlanta: John Knox Press.
- Montgomery, James A. 1927. A Critical and Exegetical Commentary on the Book of Daniel. International Critical Commentary. New York: Scribner's.
- Porteous, Norman W. 1965. Daniel. Old Testament Library. Philadelphia: Westminster.
- Towner, W. Sibley. 1984. Daniel. Interpretation: A Commentary for Teaching and Preaching. Atlanta: John Knox Press.
Take note of the highlights of each commentator's reading, paying attention to the commentator's treatment of the structure of the chapter, characterization, language, and so on. No later than 24 hours before the class meeting in which the material is to be discussed, post a brief message introducing the questions or issues that arose during your reading about the content of the text and its use in ancient or contemporary settings. You are also encouraged to use the on-line forum as a means for further exploration of these questions as well as material discussed in class. N.B.: The technical details will be explained later. We will do our best to work out any problems related to computer access.
Group project. Your group project should consist of an extended study of the relationship between scripture and "the carnivalesque," using the books of Esther and Daniel as focal points and Craig's Reading Esther as a primary conversation partner. Your project should explore such questions as, "[How] can scripture be carnivalesque? [How] can the carnivalesque be scripture? [How] can scripture be read in a carnivalesque manner? What difference does a recognition of the carnivalesque in scripture, or a carnivalesque reading of scripture, make?"
Individual project. Your individual project should consist of an extended study of one of the topics listed below. The perspective you express in your project should be developed in conversation with the secondary literature available. (N.B.: Linda Day's Three Faces of a Queen: Characterization in the Book of Esther [JSOT Supplement Series 186; Sheffield: JSOT Press, 1995] and Sandra Beth Berg's The Book of Esther [SBL Dissertation Series 44; Missoula: Scholars, 1979] have been placed on reserve in Bridwell for your convenience; their bibliographies as well as their texts should prove useful to you in doing your research on your project topic.) Your project should also include a component exploring the ramifications of your topic for contemporary life; this component might take on a variety of forms depending on your particular ministry interests.
Project Topics
- a comparison/contrast of the characters Daniel and Esther
- a comparison/contrast of the characters Nebuchadnezzar, Belshazzar, Darius, and Ahasuerus
- the books of Esther and Daniel and a rhetoric of gender/sexuality
- the books of Esther and Daniel and a rhetoric of ethnic/religious identity
- the theme of writing and/or revelation in the books of Daniel and Esther
- the theme of power in the books of Daniel and Esther
January 26: Introduction
January 31: FirstClass orientation session
February 2: Esther 1
February 7: Esther 2
February 9: Esther 3
February 14: Esther 4
February 16: Esther 5-6
February 21: Ester 6-7
February 23: Esther 8
February 28: Esther 9-10
March 1: Reading the carnivalesque
March 6: Conversation with Rabbi Nancy Kasten
March 8: Carnivalesque reading
March 13, 15: Spring break (no class)
March 20: Daniel 1
March 22: Daniel 2
March 27: Daniel 3
March 29: Daniel 4
April 3, 5: Easter recess (no class)
April 10: Daniel 5
April 12: Daniel 6
April 17: Daniel 7
April 19: Daniel 8-9
April 24: Daniel 10-12
April 26: God, religion, scripture, and politics
May 1: Gender, religion, and politics
May 3: Ethnicity, religion, and politics
May 9: Projects due
In 1975 the Perkins Senate passed resolutions which bear on the relation of the Perkins curriculum to this school's common concern for the status of ethnic minority groups and women both in education for ministry and in the ministry itself. The following statement summarizes these resolutions with respect to all courses except those in the area of Ministry.
1. Instructors and students alike are urged to use inclusive language, images, and metaphors which will give full and positive value to the past contributions and the future prospects of ethnic minorities and women in the church and in society at large.
2. Instructors and students alike are urged to give sensitive consideration to the role of images from a predominantly white and male culture in shaping both the language and concepts of Christian theology and the models and methods of Christian ministry that are widely current today.
3. Instructors are urged to make every effort to provide -- in the syllabi, assignments, and formats of their courses -- opportunities (1) for women students and students from ethnic minority groups to pursue their study with special reference to their own status or tradition and (2) for all students to become acquainted with the special problems and conditions that affect women and ethnic minority groups in human society.