Parallel Guide 16 - Concluding Exodus

Learning Objectives

• Exodus 25:1-31:18
• Identify the tabernacle and the Urim and Thummin
  


• tabernacle was the meeting place between God and the high priests
• Urim and Thummin perhaps were dice for casting lots or divination
  


• relationship between golden calf and King Jeroboam


• Jeroboam, 1Ki 12:25-30, 1st king of the Northern Kingdom


• constructed two temples at Dan and Bethel, each with a golden calf
• account in Kings uses identical language.
  




• definition for YHWH's glory


• later term shekinah
  


• equated with theophany
• represented as halo
  


• earlier term kabod


• a euphemism for God




• two characteristics of God demonstrated by God's involvement with historical existence of Israel


• God is steadfastly loving (chesed), but also judges
• 
  


• God:creator::God:Lord of history
• Outcomes of violating covenant


• strict legalism - law-breakers are damned
• assumed guarantees of the grace of God offered despite iniquity
• search for restoral of God's right relationship with mankind
  
• Other features:
  


• suffer the consequences - no more protection
  
• has no effect unless accepted




• Mercy seat was the covering for the ark fashioned of gold with cherubim facing each other, but a space between


• a mistranslation of the original
• from Hebrew kapporet - the covering up of sin
  


• biblical and naturalistic views of Exodus/Sinai are alike


• both are interpretations of the salvation history of Israel
  

---

Notes on Notes

• analysis of text of the tabernacle construction in terms of plausibility


• highly unlikely that such an elaborate device would be built in the wilderness


• the fabrication of the golden calf


• Aaron says "out comes this calf!"
• two traditions: magic and human craftsmanship
• account was said to be inserted to malign Aaron's reputation

Class Roster (Munged)

Cecil McGuire	cmcguir1 AT san D0T rr D0T com
Steve Confer	SConfer AT aol D0T com
Jay Sadler	jaymsadler AT cox D0T net
Susan Ward	susanward961 AT sbcglobal D0T net
Bob Spalding (rws67)	rws AT rsiskip D0T com
Scott Stric	StricScott AT aol D0T com
Laura Murray	laura_e_murray AT hotmail D0T com
Shannon Hueter	shueter AT cox D0T net
Rebecca Jeffries	rjeffries10 AT cox D0T net
Joan	JOANGHARVEY AT aol D0T com
Christine Spalding	spaldingc AT stpaulcathedral D0T org
Elaine	wfbecb AT copper D0T net

Theological Reflection Issue (Paradox) Method Option A v2

Example

Theological Reflection

Issue (Paradox) Method

Using Option A

Version 2

1 – One person presents Incident for Reflection (both Options A and B do this step)

2 – Presenter outlines Incident; Group helps decide places of tension or turning points; Presenter with Group's help selects one turning point to explore further (both Options A and B do this step)

3 –Group develops and states the turning point as an issue  (both Options A and B do this step) — When choosing an issue statement, strive for:

• An "I" statement
• An issue reflecting conflicting tension in me, not in the outside world
• An issue that is actual, not moralistic
• An issue that is not true for everyone all the time
• But is an issue that is true for everyone some of the time

4 – Individuals in Group identify with issue (both Options A and B do this step)

5 – Group analyzes costs and promises of the agreed upon  issue  (both Options A and B do this step) (using example above)

Issue Statement
Costs of First half of issue statement	Promises of First half of issue statement
1.	1.  . . .
2.  . . .	2. . . .
3.	3. . .
etc	etc
Costs of Second half of issue statement	Promises of Second half of issue statement
1. . . .	1.
2. . . .	2. . . .
3. . . .	3. . . .
etc	etc

6 – Option A begins:  Group examines scripture/selects one text from scripture

           

Again, Group discusses possible Biblical texts and selects a text from Exodus for further discussion:

           

7 – (Continuing Option A): Group explores the text from scripture that it has selected/sets out costs and promises of the           selected text:

Summary of selected text framed as an issue statement
Costs of  first half of selected text's Issue statement	Promises of first half selected text's Issue statement
1	1.
2. . .  .	2. . .
3. . . .	3. . . .
etc	etc
Costs of second half of selected text's Issue statement	Promises of second half of selected text's Issue statement
1.	1.
2.	2.
3.	3.
etc	etc

8 - (Option A and Option B both come back to this step): Group compares costs and promises of both issue statement and selected text:

How are the costs alike?	How do the costs differ?
1.  2. 3. etc	1. 2. 3. etc
How are the promises alike?	How do the promises differ?
1. 2. 3. etc	1. 2. 3. etc

9 –Group discusses influence of culture (both Options A and B do this step)

Using the example above, the Group decides to focus on one aspect of culture. Then the Group discusses/lists ways in which this cultural aspect addresses the costs and promises analyses (both the issue statement and the selected text) just discussed.

10 – Individuals in the Group state their individual positions (both Options A and B do this step)

[In this step the Group does not have to arrive at a "Group position." This step is an opportunity for individuals in the Group to express what they have learned from this theological reflection to this point].

11- Individuals in the Group identify insights/questions (both Options A and B do this step) [Again, in this step the Group does not have to arrive at a "Group insight or question." This step is another opportunity for individuals in the Group to express what they have learned from this theological reflection to this point.]

           

12 – Individuals in the Group decide implications (both Options A and B do this step)

           

Theological Reflection Issue (Paradox) Method Option B v2

Example

Theological Reflection

Issue (Paradox) Method

Using Option B

Version 2

1 – One person presents Incident for Reflection (both Options A and B do this step)

2 – Presenter outlines Incident; Group helps decide places of tension or turning points; Presenter with Group's help selects one turning point to explore further (both Options A and B do this step)

3 –Group develops and states the turning point as an issue (both Options A and B do this step) — When choosing an issue statement, strive for:

• An "I" statement
• An issue reflecting conflicting tension in me, not in the outside world
• An issue that is actual, not moralistic
• An issue that is not true for everyone all the time
• But is an issue that is true for everyone some of the time

            4 – Individuals in Group discuss how they identify with issue (both Options A and B do this step)

5 – Group analyzes costs and promises of the agreed upon  issue  (both Options A and B do this step) (using example above)

Issue Statement
Costs of first half of issue statement	Promises of first half of  issue statement
1.	1.
2.  . . .	2. . . .
3.   . . .	3. . . .
etc	etc
Costs of second half of issue statement	Promises of second half of issue statement
1.	1.
2.	2.
3.	3.
etc	etc

6 - Option B begins: The Group explores the "world" of the issue statement [Note: this is not the moment to explore the "culture" aspects of the issue. That comes in step 9].

Optional: Group may spend some TR time here to discuss the creation, sin, judgment, and redemption aspects of this issue.

7 – Option B continues- Group brainstorms and selects one text from scripture, develops an issue statement based on this text, and conducts a costs/promises analysis of the text.

Summary of selected text framed as an issue statement
Costs of first half of selected text's Issue statement	Promises of first half of selected text's  Issue statement
1.	1.
2. . .  .	2. . .
3. . . .	3. . . .
etc	etc
Costs of second half of selected text's Issue statement	Promises of second half of selected text's Issue statement
1.	1.
2.	2.
3.	3.
etc	etc

8 - (Option A and Option B both come back to this step): Group compares costs and promises of both issue statement and selected text:

How are the costs alike?	How do the costs differ?
1.  2. 3. etc	1. 2. 3. etc
How are the promises alike? 1. 2. 3. etc	How do the promises differ? 1.   2. 3. etc

9 –Group discusses influence of culture (both Options A and B do this step)

10 – Individuals in the Group state their individual positions (both Options A and B do this step)

[In this step the Group does not have to arrive at a "Group position." This step is an opportunity for individuals in the Group to express what they have learned from this theological reflection to this point].

11- Individuals in the Group identify insights/questions (both Options A and B do this step)

[Again, in this step the Group does not have to arrive at a "Group insight or question." This step is another opportunity for individuals in the Group to express what they have learned from this theological reflection to this point.]

12 – Individuals in the Group decide implications (both Options A and B do this step)

           

Parallel Guide 15 - Law in the Old Testament

Learning Objectives

• Ex 19:1-20:21; 34:11-26; Dt 5:6-21; 12-26; 27:14-26; Lv 1-27; Nu 1-10;
• Names/dates of 7 major codes of law


1. Decalogue 
2. Code of Hammurabi
3. Carta Magna
4.  
5.  
6.  
7.  


• OT sources for Jesus' summary of law was Dt.
• define


• sabbatical year
• jubilee year - every 50 years a jubilee cancelled out all debt
• 3 major feast days celebrated by Israel annually
  


• Passover
• Rosh Hashanna
• Yom Kippur


• scapegoat's role (Azazel)
• Nazirites


• Recite Aaronic blessing


• 
  

Parallel Guide 14 - From Egypt to Sinai

Lesson Objectives Ex 15:22-20:21

• directions by P for executing Passover
• distinguish between P and D on Passover and J on Passover


•  P and D
•  J


• P vs J on crossing sea of reeds


• P 
• J


• hymn of Miriam
• how to make Manna


• God makes Manna


• describe the ark its symbolism


• 
  


• what is the relationship of Law to Grace as proposed by St. Paul and its connection with the exodus to sinai
• compare Passover and the Eucharist
• analyze Passover in four-source model


•  
•  


• modern parallels of Exodus and Sinai events (life, Bible, contemp events)
• how is the Eucharist symbolic (or not) of the meal


• 
  

---

Notes on Notes

• continued emphasis on textual critism (linearity, modern rationalization of details, changes of voice)
• continued emphasis on interpretation from modern historic perspective
• 
  

---

Notes on Class

• Discussed the second common lesson. Myers and Briggs personality
  

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Parallel Guide 13 - Moses and the Pharoah

Learning Objectives Ex 1-13:16

• How did Passover ritual affect Israel?


• it is a tradition to dramatically reenact the exodus


• how do we experience emancipation?
  




• Miraculous birth stories, besides Moses
  


• Jesus
• John the Baptist


• possible locations for Mt. Sinai/Mt. Horeb


• at apex of the Arabian peninsula
• in current Saudi Arabia (west of Kadesh-barnea)
  


• theological significance of YAHWEH


• i am that i am
• i will be that i will be
• i am who i am
• i am he who causes to be


• the name was never used by Moses and was for Moses own understanding alone
  




• significance of God's hardening Pharoah's heart


• free will vs determinism


• not at the individual level, but at the divine level
  


• contest between monotheism and polytheism


• between the God of Israel and the incarnation of the Gods of the Egyptians




• deliverance from bondage


• symbolism in modern times
• emanicipation from slavery
  
• emanicipation from the closet


• significant foundation stories in my life

---

Notes on Parallel guide

• two approaches to interpreting


• Abraham's covenant is the watershed event
• Moses' acceptance of the covenant is key (one accepted here)
  


• don't interpret the number of Israelites in the exodus literally


• cf. the fundamentalist/literalist reading of exodus


• feminist reading of Exodus


• role of women in shaping crucial events


• Zipporah
• Shiphrah and Puah
• Jochebed
• Miriam
• Pharaoh's daughter




• modern historian viewpoint


• we are not supposed to be concerned with details
• it doesn't have to be internally consistent


• theory


• identifier of the sign that God is with Moses is missing from the text
• or the burning bush itself is the sign


• mysterious story about the bridegroom of blood and Zipporah saving Moses' life
• the Hebrews have no sense of national identity at the time of the Exodus, making them hard to manage
• naturalist explanations of the plagues

---

Notes on class

Theological Reflection

• made progress on analyzing
  

Parallel Guide 12 - The Exodus and the Settlement of Canaan

Exodus; Nu 10ff, 20-24, 27, 31-32; Josh 1-11

• a LOT of reading this week my friends!


• retell the narrative of the Exodus and how Canaan was settled


• to which place did Moses flee?


• Moses went to Midian ? (land of Laban) when he fled from Egypt


• what does YHWH mean


• I am that I am
• I will be that I will be


• What were the circumstances surrounding the covenant?


• Moses received the law on Mount Horeb/Mount Sinai


• Balaak and Balaam, who were they?


• Balaak, Moabite king, asks Balaam, a magician to prophesy against the Israelites, but ironically Balaam says blessings on Israel.
  


• site of Moses' passing. died on Nebo and was gathered to his people.
  


• symbolically, the mountain was not in Canaan


• Moses' successor was Joshua
  


• which Pharaoh ruled Egypt during the Joseph's tenure?


• Akh-en-Aton perhaps. A religious reformer, worshipped Aton, the sun-god.
  


• which Pharaoh ruled Egypt during the oppression of the Hebrews?


• Rameses II


• which Pharaoh ruled Egypt during the Exodus?


• Rameses II's son Merneptah
  


• what are the Hyksos?


• a group of Northern invaders/conquerors to the Nile Delta (Joseph may be one of these semites)
  


• plot out Moses' movement during the Exodus and significant places


• relate the movement with milestones in the emancipatory movements today
• relate the Exodus to my life


• 4-step cycle of salvation-history (i haven't read our lesson yet)
  


1. sin
2. judgment
3. repentance
4. restoration

• how does this theme play out in the Book of Judges (? was that in our reading assignment? no?)
• relate these steps to my life

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Notes on Reading

• Ex 4:10 "oh my Lord, I have never been eloquent, neither in the past nor even now that you have spoken to your servant; but I am slow of tongue."
• Ex 4:24-26: A bridegroom of blood by circumcision... Zipporah

---

Notes on last class session

• Rebecca, Christine, Bob, Scott, Steve, Cecil, Laura, Shannon, Jay
• Third year students


• Western vs. Eastern philosophy/spirituality


• Constantinople vs Rome


• Western appoach is open and outward-moving while Eastern is introspective and closed


• one notion of John Chrysodom is that there is an in-borne demon that causes sin


• Easter spirituality uses the Jesus Prayer: "Jesus Christ, son of God, have mercy on me"
• in the 3-4th century, it was easier to be a Christian, no persecution, and no requirement for one year of preparation.
  


• this level of comfort allowed the Desert Fathers to develop theology without restriction
  




• "the patriarchs listened to their inner voices and became leaders" ?
  


• discussion of what is an external God vs what is experienced as an inner voice


• the external God was often involved in negotiation throughout the Pentateuch


• our inward meditation in prayer - is it a conversation with God or with ourself?


• we sometimes seek immediate answers to specific requests and we don't get them
• in centering prayer, the WORD is uttered not as a way of self-hypnosis like the continually repeated mantra, but as a way to escape distraction from prayer, a recentering word.
  


• other formulas for prayer:


• Anglican: ACT: adoration, confession, thanksgiving




• deep thoughts abt these scriptures
  


• why is there conflict?
• why was the firstborn slain?


• Theological reflection


• T.R. extrapolates from our conversations in class and experiences in life
• what is the definition of theology?


• how does this relate to me and my ministry?
• how does this connect with my understanding of faith, God, and religion?


• the issue method


• the issue identified must be universal -- to the group
• should not be written in the negative
• should not be emotionally charged, but still personal
• must meet certain shared criteria


• the importance of metaphors is not relevant to the issue method
• results


• changed or different thinking
• no opinion at all (but conscious of not making a choice)
• but always leads to thinking


• it is counter-productive to step through T.R. as an intellectual exercise


• the issue method has these steps:


• Identify
  
• Explore (in the culture or tradition)
• Connect
• Apply


• or as Vicky Weiss put it, Analyze then Synthesize
  

Parallel Guide 11 - The Joseph Novel

Gen 37:1-36; 38:1-30; 39-50:26

• levirate marriage
  
  
  
  • levir = brother-in-law; brother-in-law of the widow must marry her to preserve the family lineage (inheritance and name of husband). Brother-in-law has right of refusal, but consequences for the man (as well as for the woman) are humiliating, mandating sandal-snatching and face-spitting.
  • Deut 25:5 ff
  
  
• the story of Judah and Tamar are included here as explanations of the mixed lineage of King David. David descended from a Canaanite and Moabite (?)
  

Assignments to Deepen Someone's Understanding

• Sheol, or Hades represents a shadowy world after life, which is neither heaven nor Hell. No redemption or fulfullment was possible once a man passes into Sheol.
  
• Associations Exercise on Gen 50:14-21. 
• Reflect on Tradition, Culture, Position, Action as an interpretive framework for this story.



¹⁴ After burying his father, Joseph returned to Egypt, together with his brothers and all the others who had gone with him to bury his father.

Joseph Reassures His Brothers
¹⁵ When Joseph's brothers saw that their father was dead, they said, "What if Joseph holds a grudge against us and pays us back for all the wrongs we did to him?" ¹⁶ So they sent word to Joseph, saying, "Your father left these instructions before he died: ¹⁷ 'This is what you are to say to Joseph: I ask you to forgive your brothers the sins and the wrongs they committed in treating you so badly.' Now please forgive the sins of the servants of the God of your father." When their message came to him, Joseph wept.
¹⁸ His brothers then came and threw themselves down before him. "We are your slaves," they said.
¹⁹ But Joseph said to them, "Don't be afraid. Am I in the place of God? ²⁰ You intended to harm me, but God intended it for good to accomplish what is now being done, the saving of many lives. ²¹ So then, don't be afraid. I will provide for you and your children." And he reassured them and spoke kindly to them.

• Joseph's travels and the paths of Jacob's sons. political implications and the likely Pharaoh at the time.
• Thoughts abt threatening/dangerous world events. 
• How is God working through these to fulfill his purpose. Does God bring good out of evil? and solely attributable to God?

---

Notes on readings

• A man found Joseph wandering Gen 37:15
  
  
  • "here comes this dreamer" Gen. 37:19
  • they threw Joseph into the pit then sat down to eat (just ordinary occurrence!)
• Burning is the punishment for being reported as a whore. Gen 38:24
• Gen 38:26.
  Judah said "she is more in the right than I.." And he did not lie with her again. -- no sh*t! was this extra bit of information necessary? if she was not in the right, she would have been burned. if she was just as right as he was, he would have slept with her again, or would he have offered Shelah to her?
• midwife or Tamar said "you have made a breach for yourself!"
• breach
  
  
  • An opening, a tear, or a rupture.
  • A gap or rift, especially in or as if in a solid structure such as a dike or fortification.
  • A violation or infraction, as of a law, a legal obligation, or a promise.
  • A breaking up or disruption of friendly relations; an estrangement.
• why the crimson thread in the first place?
• Joseph: handsome and goodlooking: Moses, et. al.
• Joseph in prison, like Paul in prison. the lord showed them favor
• Gen 40:8
  "Do not interpretations belong to God? Please tell them to me."
• would hate to be the Pharaoh's chief baker and have the dream interpreted so that he could be hanged (put on a pole) the next day.
• Gen 41:37
  Pharaoh "Can we find anyone else like this--one in whom is the spirit of God?"
• Reuben -- I told you so.
• Gen 45:24
  "He sent his brotheres on their way, and as they were leaving he said to them, "Do not quarrel along the way."
• Hebrews (as slaves?) dining together with (Gen 43:32 ) and (Gen 46:34) shepherds are abhorrent to the Egyptians
• hand under thigh oath Jacob to Joseph

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Notes on this class session

• Susan and Sam will be going on vacation.
  
• The economic well-being of women is a key goal of the Levirate marriage, just like contemporary Africa condones polygamy
  
• A secondary goal of the L. marriage is to preserve the father's name.
• Tamar is in the lineage of Jesus, though she acted like a prostitute to achieve God's wll.
• Joseph was the univeral savior portrayed as an underdog who was favorable and righteous
• The Hebrew midrash states that if you save one life, you have saved the world.
• Sons, especially the first-born, were essential to the patriarchical society.


• we still have naming traditions for sons.
• From the 3rd year students:


• eastern (constantinople) vs western (rome) definition of the trinity varied considerably.


• in the east, certain elements defined Jesus as less than divine.
• in the west, shaped by writings of Augustine, the trinity was considered as a non-analyzable unit.


• differences between the two: the understanding of the H.S. (east - proceeds from the Father. west - proceeds from the Father and the Son).
  
• uses a metaphoric approach to explanation


• the lover, the beloved and love itself
• memory, knowledge, will
• Theology is a way of explaning the faith. Augustine was greatly influenced by the metaphorical.
• The Nicene exists in various localized forms to fit best with doctrine of the same church.
• a recent work about biblical interpretation: From Literal to Literacy.


• conclusion of the work: you are worse off to be a literalist than to ignore metaphorical meanings.
• Theological Reflection


• points of tension, or critical turning points.


• friend seeking abortion needs help
• tradition


• what's it like living in the world?
• define an issue


• make it emotionally neutral, but one which we can identify with
• if it's emotionally charged, we get distracted by the issues


• like abortion
• generalize the issue statement, such as i believe xyz is morally wrong.


• but this removes the relevance of the issue to our personal experience.
• make it a statement from a completed problem in your life
• what are the promises vs the costs?


• I believe abortion is morally wrong, and I also have an obligation to my friend
• make this a dilemma that everyone can understand and feel
• issue


• i am morally opposed to abortion AND i have a duty to help my friend
• scriptural passages to support


• the story of adultery. David and Bathsheeba
• the story of Jesus eating meat on the Sabbath. 1Cor8
• King Solomon slicing the baby in 1/2 to settle dispute