Module THEO2431: Lands of the Bible

Department: Theology and Religion

THEO2431: Lands of the Bible

Prerequisites

• none

Corequisites

• none

Excluded Combination of Modules

• none

Aims

• To provide students with relevant historical knowledge, and to familiarise them with important geo-political features and individual sites, as well as selected literary traditions relating to the lands of the Bible.
• To provide students with basic methods of historical topography and archaeology relative to the area studied.
• To present key points of interaction between history, archaeology and literary tradition, asking for the extent and the limits of their mutual illumination, and establishing criteria for determining these.

Content

• The ‘lands of the Bible’ provide the topographical space that is referenced in much of Biblical literature. This space is reflected in the Bible in various ways, e.g. by explicit references to localities, underlying geo-political realities, exigencies of natural terrain, or fauna and flora. The module is designed in such a way that, in each year in which it runs, one ‘land of the Bible’ is studied from the following list: (1) Israel & Palestinian Territories, (2) Turkey (west and south), (3) Greece, (4) Jordan, Syria & Lebanon. There is no fixed rota, and the choice of the region studied depends on educational and practical considerations as well as staff availability.
• At the beginning of the course, we ask for the history and the reasons of the interest in the ‘land’ studied and discuss the idea of ‘Biblical’ places as commemorative concepts as particularly associated with the work of M. Halbwachs.
• Next, students familiarise themselves with selected features of the geography and climate of the region studied, as well as aspects of the land as ‘habitat’ of typical animals and plants. We ask how these factors are reflected in relevant Biblical texts and how their study informs the interpretation of these texts.
• Subsequently, students are introduced to the main features of the history of the region and to the distinction of archaeological periods. Students learn about the principles of selected archaeological methods: topographical survey, dating of pottery, types of excavation, approaches in classical archaeology, and recent scientific methods.
• Equipped with a foundational understanding of archaeology, students will be introduced to the debate about the relationship between Biblical scholarship and archaeological research. This debate will be studied with reference to a uniquely well-documented test case: the question of the Unified Monarchy of Israel under David and Salomo. Students engage with both the traditional and the revisionist view: for the former, the Bible and archaeology ‘in concert’ corroborate the existence of the Unified Monarchy ruled from Jerusalem; for the latter, the texts tell a fictional story of an idealised past at variance with the history of the period, from which, it is claimed, only insignificant material remains have survived. Proceeding from this case, students will ask more generally for the relationship between literary and material evidence in the area studied.
• The remainder of the module is devoted to the study of selected individual settlements: their history, role in the literary tradition, and material remains, in which the acquired knowledge about sources, methods, and approaches comes to bear. While some sites are presented by the teacher, each student focuses on up to two settlements, which they introduce to the class in the form of seminar presentations.

Learning Outcomes

• Knowledge of the history, geography and climate of the region studied, and an appreciation of their relevance for the interpretation of Biblical texts.
• Knowledge of archaeological methods applied to settlements relevant to study of the Bible.
• An understanding of how theoretical approaches (e.g., theories of cultural memory) can make sense of both the Biblical text and imaginations of the lands of the Bible.
• An appreciation of the relationship between history, archaeology, and literary tradition in contemporary attitudes to the lands of the Bible.

• An ability to analyse Biblical texts with respect to their historical and topographical setting.
• Skills in using a variety of sources and artefacts in the study of the history of the region.
• An ability to assess the application of archaeological methods to the study of the lands of the Bible.
• Skills in reading, and working with, archaeological reports.
• An ability to relate the religious and cultural heritage of the Mediterranean to ‘Western’ civilisation.

• Skills in the acquisition of information through reading and research, and in the structured presentation of information in written and oral form.
• Skills in critical analysis and the exercise of independent judgement.
• Oral communication and presentation skills, including the use of technology and/or audio-visual equipment to convey information clearly and effectively.
• Time-management skills developed through independent study in preparation for seminar presentations and essays.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lectures convey information and exemplify an approach to the subject-matter, enabling students to develop a clear understanding of the material and to improve their skills in interpreting and evaluating information.
• Seminars enhance subject-specific knowledge and understanding both through preparation and through interaction with students and staff, promoting awareness of different viewpoints and approaches.
• Formative seminar presentations enhance the ability to select relevant academic information and develop skills of oral communication and presentation, including the employment of relevant media.
• Formative essays develop subject-specific knowledge and understanding, along with student skills in the acquisition of information through reading and research, and in the structured presentation of information in written form.
• Summative essays assess subject-specific knowledge and understanding, along with student skills in the acquisition of information through reading and research, and in the structured presentation of information in written form.
• Through group discussion, tutorials provide feedback on student work and the opportunity to discuss specific issues in detail, enhancing student knowledge and writing skills.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

Two seminar presentations, or one seminar presentation and one essay (1,500 words each).

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University