Bible and Western Culture

RELG 203 | Bible and Western Culture, Fall 2024

Mondays and Wednesdays | 10:05-11:25 – SADB 2/36

Instructors:
Amanda Rosini: Amanda.Rosini@mcgill.ca
Daniel Fishley: Daniel.Fishley@mcgill.ca

Teaching Assistants:
Genevieve Kilburn-Smith: Genevieve.Kilburn-Smith@mail.mcgill.ca
Lauren Mayes: Lauren.Mayes2@mcgill.ca

Course Description
This course will examine how the Bible has come to influence Western culture, both ancient and
modern. To that end, we will focus on the role that biblical themes, symbols, and characters have
had on art, literature, music, film, and popular culture. We will also explore why the Bible
continues to exert an enormous influence over many people's (“secular”) lives and how the Bible
has been employed by both ‘high’ and ‘popular’ culture, especially for political ends. The Bible,
as we will discover, is used by some to oppress and by others to liberate; it is appealed to by those
who fight for equality and, equally, by others who seek to maintain a system of subordination. A
dynamic and complex history informs these diverse readings and interpretations. In this class, our
aim will be to understand the historical and cultural contexts that led to these distinctive outcomes.
We will accomplish this task by being critically minded in our evaluation of the material we
engage, while nonetheless being sympathetic to the individuals and circumstances that gave rise
to the matter under analysis. To both challenge and be challenged by the biblical text, its key
figures, its major ideas, and the central concerns it presents to its readers— this is our intention.

Learning Objectives
By the end of this course, students will be able to critically evaluate the biblical text, appreciate its
historical and cultural impacts, and recognize the ongoing impacts of the biblical tradition on
Western thought. In pursuit of this outcome, class content and readings will be driven by three
objectives: (1) to provide an introductory appreciation of the textual world of the biblical canon;
this will be accomplished by (2) exploring how key biblical motifs and themes unfold and take
shape historically within and upon the Western imagination; and (3) to give students the critical
tools necessary to identify the continued influence of the biblical canon and its key thematic motifs
in/on contemporary issues.

Assessment
Students will be tested on their ability to engage class material as follows: (a) Ten 350-word
reflections that address the material presented in the weekly readings and/or other pertinent issues
discussed in class; (b) three learning cell assignments in which students will write on key themes
and issues from the biblical text and discuss their analysis with their classmates.

Required Texts and Videos

Students are expected to complete all required readings and visualization indicated in the syllabus
before coming to class.

1
 Bible and Western Culture

• All readings for the course will be uploaded to myCourses.

• A Bible; however, each Bible reading will be posted on myCourses.
In addition, for each class, we have included a number of YouTube clips (all found in myCourses)
that are both required and suggested for students to watch in order to help facilitate their
understanding of course material.

Evaluation
- 10 Reading Reflections: 50% (5% each of 350 words, due before midnight on the date
assigned)
- Learning Cells and Discussion: 2 x 15% (#1 Sept 27; #2 Oct. 30)
- Final Learning Cell: 15% (Dec 12)
- Final Learning Cell proposal discussion: 5% (Dec 4)

Learning Cells: Students will be required to read specific biblical passages in light of 2-3 secondary
academic sources that show diverse interpretations of said passage. Students will be given a question
and asked to critically engage with both the primary and the secondary sources. Further instructions
and details will be given two weeks prior to the due date of each learning cell.

Final Learning Cell presentations: On Dec. 4th students will discuss their final Learning Cell paper
proposal with one of the instructors or teaching assistants. Students will need to come to class with a
clear proposal of their final paper. Proposals must include a brief introduction of the object of analysis,
a brief explanation of how it is connected to the biblical text (must have specific example), and which
two articles from the last section of the course will be used to analyze the object. Students will be
evaluated on clarity, coherence, and their ability to make connections between key biblical themes and
modern cultural/social issues.

Reading Reflections: In these reflections, students will thoughtfully reflect on and examine weekly
topics by answering a question prompt designed to have you explore issues such as tensions in biblical
scholarship and methodology, the historical and literary contexts of central biblical issues, and the
various biases and assumptions imposed on the biblical text. Students are expected to cite and support
their arguments and analysis.

Students are responsible for understanding and following McGill’s policy on academic honesty.
Ignorance is not an excuse. All relevant information is available online and/or in the Handbook
of Student Rights and Responsibilities. McGill’s rules on plagiarism and other kinds of cheating
are laid out for example at www.mcgill.ca/students/srr/honest/. Written work may be
submitted in either English or French. Grammar and style will affect grades. Late work is
worth less each day: A to A-, A- to B+, etc.

Section One—Text and Context: The Hebrew Bible and its World

(A) August 28 – Class Introduction(s), Syllabus Review, Introductory Discussion

Required Reading: John Barton, “Introduction: The Bible Today,” in A History of the Bible: The
Story of the World’s Most Influential Book, pp.1-15.
Class Discussion: What is the Bible? What is Western culture? What are the differences between
Jewish, Catholic, Protestant and Orthodox Canons? How are religious and scholarly readings of the
Bible different? How do scholars critically assess the Bible? What is the historical context of the
Bible?
2
 Bible and Western Culture

Video Supplement: What is the Bible? | Bible Project

Sept 2 – Labour Day Holiday, No Class

(A) Sept 4 – The Old Testament/Hebrew Bible An Introduction to Ancient Israel

Required Readings: Joseph Blenkinsopp, “Humanity: The First Phase,” in Creation, Un-Creation,
and Re-Creation, pp. 1-19 Gen 1-11
Class Discussion: Who were the ancient Israelites? Who were their neighbours and how were they
influenced by them? What is Prehistory? Why are creation stories from the ancient Near East
(Enuma Elish or the Epic of Gilgamesh) relevant to understanding the Creation stories in Genesis?
What are the accounts of creation that we find in the Bible? How do they differ? How are the
characters in the Garden of Eden depicted?
Video: The Bible is mostly not factual - BBC debate with biblical scholar Francesca Stavrakopoulou
& What's the Difference Between History and The Past? | PBS Idea Channel

Reading Reflection #1: What type of “history” is Genesis 1-11 supposed to represent? (Due by
Sept. 13, 11:59 pm). *It is important that you cite the reading when you are answering this question.
Students can also use lecture slides to supplement their answers.

(A) Sept 9 – The Stories of the Hebrew Bible: From Tribe to Monarchy
Required Readings: Carol L. Meyers “Was Ancient Israel a Patriarchal Society?” pp. 8-27. Gen. 22;
31: 17-36; Ex. 14; 1 Sam. 8:1-20.
Class Discussion: Who are the patriarchs and who are the matriarchs? Why are eldest sons
important? Why are covenants important? How did the Israelites escape bondage in Egypt? What
historical evidence do we have about the Exodus? What kind of covenant is being made between
God and Israel? Why does Israel need a king? How is the king of Israel chosen? Who is David?
What does the Bible tell us about the ideal king?
Video: Covenants | Bible Project

(A) Sept 11 – Legal Narratives and Motifs of the Hebrew Bible

Required Readings: Assnat Bartor, “Law and Narrative,” in The Oxford Handbook of Biblical Law,
ed. Pamela Barmash, (2019) pp.217-232. Ex. 20: 2-17; Deut. 5:6-17
Class Discussion: Why is Moses important when speaking about biblical law? What is the role of the
divine in biblical law? Whose laws and whose benefits? What is the law of retribution? The role of
economy and politics in the formation of law. How is gender constructed in the legal narrative of
Deuteronomy? How does Biblical law present servitude and foreigners?
Video: How to Read the Bible: The Law | Bible Project

Reading Reflection #2: Laws of the Hebrew Bible are written in a narrative context; thus, they are
part of a larger story being told by a narrator. How are the laws used in the narrative? Are they
intended to be humanistic and moralistic? (Due by Sept. 16, 11:59 pm). *It is important that you cite
the reading when you are answering this question. Students can also use lecture slides to
supplement their answers.

(A) Sept 16 – Prophecy and the Exilic Period

Required Readings: Steven L. McKenzie, Forthtelling, Not Foretelling," in How to Read the Bible:
History, Prophecy, Literature--Why Modern Readers Need to Know the Difference and What it
Means for Faith Today (2005), pp.67-89. Ezek 3: 1-9; Jer.29: 1-19; Is. 7; Dan. 11:2-33
3
 Bible and Western Culture

Class Discussion: What is a prophet? How does one become a prophet? Is prophecy an Israelite-
exclusive phenomenon? What types of prophecies existed in the ancient Near East? What roles
do the prophets play in the exilic and post-exilic periods? What is apocalyptic literature?
Video: Do Prophets Still Exist Today? | THE BEAT by Allen Parr & The Unexplained Prophecies of
Nostradamus | History Channel

(A) Sept 18 – Wisdom Tradition and Angels in the Hebrew Bible

Required Readings: Annette Yoshiko Reed, “Multiplicity, Monotheism, and Memory in
Ancient Israel,” in Demons, Angels, and Writings in Ancient Judaism (2020) pp.65-81. Job 1-2;
“The Rebellion of the Watchers,” in the Book of the Watchers, chapters 6-11.
Class Discussion: What is understood as wisdom in the ancient Near Eastern and Mediterranean
contexts? Why is it so difficult to establish what is considered Wisdom literature? Can wisdom be
personified? What does it mean to be a sage?Or scribes? What ideas about “Good and Evil” forces
are developed in the wisdom tradition? Does the Hebrew Bible Speak of angels and demons?
Video: The Book of Proverbs, The Book of Ecclesiastes, and The Book of Job | Bible Project

Reading Reflection #3: Does the Hebrew Bible speak about angels and demons and if so, where do
we encounter these terms/ideas in the text? Are angels and demons necessarily associated with
concepts of good and evil? (Due by Sept. 20, 11:59 pm). *It is important that you cite the reading
when you are answering this question. Students can also use lecture slides to supplement their
answers.

(A) Sept 23 – Women in the Hebrew Bible

Required Readings: Esther Fuchs, “Status and Role of Female Heroines in the Biblical Narrative,”
in Women in the Hebrew Bible: A Reader, pp.77-84 and Nancy Nam Hoon Tan, “Chapter Three: The
Motif of “Foreign Wives” in Deuteronomistic Literature,” in The ‘Foreignness’ of the Foreign
Woman in Proverbs 1-9, pp.65-80.
Gen. 34; Gen. 38; Judges 4; 1 Kings 16; Ruth 1.
Class Discussion: If the Hebrew Bible is written by men for men how are women represented in the
stories? What is the role of the female construct in the Hebrew Bible? Are women ever depicted as
heroines? What is a Feminist Interpretation of the Bible?
Video: The Story of Deborah | Gideon Films & Esther | Bible Project

Sept 25 – Learning Cell #1 - Hebrew Bible Themes (TBD) (Due by Sept. 27, 11:59 pm)

Section Two — The New Testament and its World: Text and Context

(D) Sept 30 – The Christian Bible: Context

Required Readings: Barton, pp. 145-151, 154-160; Acts 17:16-34; Lk. 2:1-52; Mk. 2: 18-28. Class
Discussion: What was the political context before the New Testament was written? Who were the
major religious groups in Judea at this time? What role does the ‘Second Temple’ play here?
Suggested Video: Temple: BibleProject, Christianity from Judaism to Constantine: Khan Academy

(D) Oct 2 – The Christian Bible: Letters

Required Readings: Barton, pp. 164-172, 178-187; 1 Thes 4:1-18; Rom 3:1-31; 1 Cor 12:1-11
Class Discussion: Who was Paul? Why were letters used in the formation of the NT canon? Who was
Paul writing to? And why? What themes and concerns unify the letters?

4
 Bible and Western Culture

Video: Reading Paul for the First Time with Paula Gooder
Suggested Video: New Testament Letters: Historic Context, New Testament Letters: Literary Context

(D) Oct 7 – The Christian Bible: Gospels

Required Readings: Barton, pp. 188-194, 199-211; Mt. 1:18-25, 15:33-37; Mk. 2:1-12, 15:33-41;
Lk. 8:4-10; Jn. 20:19-23
Class Discussion: What is a ‘Gospel’? Why are there different gospels of Christ’s life and death?
What distinguished written accounts from oral accounts? What are the synoptic gospels? John’s
gospel?
Video: Dr. Richard Bauckham: Jesus and the Eyewitnesses
Suggested Video: How to Read the Bible: The Gospel, How to Read the Bible: The Parables

Reading Reflection #4: Discuss either (a) the difference between the synoptic gospels and John’s
gospel; or (b) the literary and historical context of Paul and his letters to the burgeoning Christian
communities (Due by Oct. 11, 11:59 pm). *Remember you need to cite to support your argument
and analysis.

(D) Oct 9 – The Bible: The Book of Acts and Revelation

Required Readings: Barton, pp. 160-163; Wright & Stuckenbruck, Satan in the New Testament pp.
184-195. Acts 2:1-47; Rev. 12:1-17.
Class Discussion: What key events shaped the early Church? What was ‘the end’ imaged in the book
of Revelation?
Suggested Video: The Book of Acts – Bible Project; Revelation Ch. 1-11.

Oct 14 – Thanksgiving Holiday, No Class

Oct 16 – Reading Break, No Class

(D) Oct 21 – Allegory and Typology: The Church Fathers, Reading Scripture, and Seeing
Christ
Required Readings: Barton, pp. 339-348; Northrop Frye, ‘Images of Paradise: Trees and Water’.
Gen. 2: 7-10; Rev. 22:1-5. Jn. 10:1-16; Gal. 4:21-34
Class Discussion: How are metaphors, allegories, and typologies used in the Bible? Why? Who is
Northrop Frye? How were allegorical readings of Scripture used according to Frye? What type of
spiritual practices developed in light of this allegorical approach?
Suggested Video: Use of Typology in Biblical Interpretation, Why you’re Probably Reading the Bible
Wrong R. Bell

Reading Reflection #5: Discuss Frye’s typological approach to the bible. In what way does Frye’s
approach evidence a desire to unify the Hebrew bible with the New Testament? (Due by Oct. 25,
11:59 pm). *Remember you need to cite to support your argument and analysis.

(D) Oct 23 – The Bible and the Holy Roman Empire.

Required Reading: Barton, pp. 263-270; 285-290; McCulloch, pp. 189-200. Matt.
22:21; Rom. 13:1; Acts 1:13, 2:46.
Class Discussion: What was the Bible as ‘book’ like in the early Christian centuries? How was

5
 Bible and Western Culture

‘Empire’ altered in its engagement with Christianity? What key issues arose?
Suggested Video: The Codex Sinaiticus; Roman Empire and Christianity

(D) Oct 28 – Learning Cell #2 - New Testament Themes (TBD) (Due by Oct. 30, 11:59 pm)

Section Three—Text and Context: The Bible and Modernity

(D) Oct 30 – The Road to Modernity: The Reformation, and the Enlightenment
Required Reading: Barton, pp. 387-398; McCulloch, pp. 574-584; 794-806.
Rom. 1:17; Matt. 5:1-12; Ex. 34: 29-35
Class Discussion: Who was Luther, and what were his major claims? How did the Enlightenment
and its engagement with the Bible reflect both Renaissance and Reformation ideals?
Suggested Video: Luther and the Protestant Reformation; The Enlightenment.

(A/D) Nov 4 – The Bible and Translation: Language and Culture

Required Reading: Barton, pp. 436-468; 2 Tim. 3:16, Rom. 3:28, Rev. 22:18-19.
Class Discussion: What does it mean to ‘translate’ a text? How has biblical translation occurred?
What impact has this translation had on the development of language in general and the development
of literature in particular? What is a ‘good’ translation? What is a ‘bad’ translation?
Suggested Video: The Bible Explored – A Brief History: What is the Greatest Challenge in
Translating the Bible?

Reading Reflection #6: What role does the “interpreter” play in how ancient texts are translated and
interpreted? (Due by Nov. 8, 11:59 pm). *Remember you need to cite to support your argument and
analysis

(A) Nov 6 – The Bible: Race and Ethnicity

Required Readings: J. Daniel Hays, “Creation, Blessing, and Race (Genesis 1-12),” in From Every
People and Nation: A Biblical Theology of Race, pp. 47-62. Gen. 1:26, 9:21-27; Jeremiah 13:23;
Song of Solomon 1:1-6; Acts 10:39, 17:26
Class Discussion: How are the characters of the Bible represented in Western Art? What is the ethnic
composition of Biblical Israel? What does the Bible say about race? Does the Bible privilege one
race over another? What is the curse of Ham? Is the Bible used to support slavery? Is the Bible used
to end slavery?
Video: Martin Luther King I Have A Dream Speech How has Christianity contributed to Racism?
Cornel West on MLK's Bible

(D) Nov 11– The Bible: Gender, Sexuality, and Mysticism.

Required Readings: Rachel Muers, Feminism, Gender, and Theology (431-448); 2 Tim. 2:12; 1
Cor. 14:34-35, 16:19; Acts 8:26-40, 16:14-15; Matt. 5:28; Rom.
1:26-28; Lev. 18:22.
Class Discussion: How has the body, gender, and sexuality broadly been conceptualized in the
biblical tradition? How were women’s bodies and their ‘desires’ perceived in medieval Christian
spirituality? How have some feminist theologians understood the Biblical tradition?
Suggested Video: Julian of Norwich; The Bible: A queer positive book; Can Sex Workers and
Pastors Find Middle Ground? | Middle Ground

6
 Bible and Western Culture

Reading Reflection #7: Watch the Middle Ground debate, are you persuaded by any of the
arguments or claims made in that discussion? Use class material to think through your response. (Due
by Nov. 15, 11:59 pm). *Remember you need to cite to support your argument and analysis

(A) Nov 13 – The Bible: Head of States and Politics

Required Readings: Rob Meens, “Politics, Mirrors of Princes and the Bible: Sins, Kings and the
Well-Being of the Realm,” Early Medieval Europe 7 (1998): 345-357. Psalms 84:9-10; 141: 2; Matt.
22:15-22; Rev. 17:1-18 Acts 7:37-38
Class Discussion: How is the Bible a source of political authority? Why do modern-day leaders
seek justification for their political decisions in the Bible? In the ancient Near East and
Mediterranean, what role does the divine play in politics and state governance?
Video: The Crown Coronation of Elizabeth -Clips from Season 1

Reading Reflection #8: How does the biblical text provide a “leader” with political authority? Use
examples from the biblical text to support your answer. (Due by Nov. 18, 11:59 pm). *Remember you
need to cite to support your argument and analysis

(D) Nov 18 – The Bible: Art, Film, and Tolkien!

Required Readings: Pamela Grace, The Religious Film and the Hagiopic (p. 1-15, myCourses);
Bradley Birzer, ‘Christianity’ in J.R.R. Tolkien Encyclopedia (myCourses); ‘The White Rider’ (in
LOTR) Gandalf’s unveiling, p. 483-484. Matt. 17:1-13, Acts 19: 21- 34.
Class Discussion: How has the Bible been interpreted and framed via film? What do these film
adaptations tell us about therole of the Bible in modernity? How did the Bible and biblical themes
play out and influence Tolkien?
Suggested Video: Moses Parts the Sea - The Ten Commandments 1956, Silence (2016) - Rodrigues's
Step Scene; Mary Magdalene Trailer #1 (2019); Gandalf the White; Lewis and Tolkien Debate
Myths and Lies; Christianity in Lord of The Rings

Reading Reflection #9: Discuss two of the clips we watched this week. Compare and contrast the
biblical themes from these clips in light of Grace’s article (Due by Nov. 22, 11:59 pm). *Remember
you need to cite to support your argument and analysis

(A) Nov 20 – The Bible: Post-colonial World

Required Readings: Jeremiah W. Cataldo, “Sociological Perspectives in a Postcolonial Age,” in
Imagining the Other and Constructing Israelite Identity in the Early Second Temple Period, eds. E.
Ben Zvi and D. V. Edelman, pp. 1-19.
Class Discussion: What role is the Bible playing in the development of countries that are emerging
from colonial domination? How have different cultures embraced and interpreted the Bible in their
own way? How was the Bible being used by colonizers and missionaries? What role has Liberation
Theology or Biblical Feminist Interpretations played in Latin America and Africa?
Video: Clip from the Movie “Silence”

7
 Bible and Western Culture

Reading Reflection #10: In the colonial context creating a distinction between “Us vs. Them” is
important, why? And how is the biblical narrative used to support this dichotomy? (Due by Nov.
27,11:59 pm). *Remember you need to cite to support your argument and analysis

(D) Nov 25 –The Bible, Postmodernism, and (post)Theology

Required Reading: Graham Ward, Postmodern Theology (322-335); John 14:6, Acts 4:12, Ps.
119:160, Col. 3:1-25
Class Discussion: Do Christian concepts of transcendence necessitate classical metaphysics, or can it
be productively expressed in postmodern thought? What is a postmodern account of ‘God,’ salvation,
and Christian truth? What might Christian theology look like ‘after’ the ‘postmodern’?
Video: Marcus Pound, Postmodern Philosophy and Theology

(A/D) Nov 27 – The Bible: Where to Now?

Required Readings: Dietrich Bonhoeffer, Prison Letter April 30, 1944, ‘Religionless Christianity’;
Jer. 29:11; Is. 40:31; Prov. 19:21; 1 Cor. 15:35-58; 1 Thes. 5:2
Class Discussion: Who was Bonhoeffer? What did he mean by Religionless Christianity? How
should Christianity and society interact in modernity? What is the role of the Bible in public
discourse?
Video: Charles Marsh on Dietrich Bonhoeffer.

Dec 2 – Study day – extra time to work on your final Learning Cell, and proposals.

Dec 4 –Learning Cell #3 Group Discussion of Proposals (To be submitted at the end of class)