TPC005  "HEARING THE BIBLE IN THREE DIFFERENT KEYS": AN EXEGETICAL, RABBINIC AND PATRISTIC ACCOUNT OF CENTRAL BIBLICAL TEXTS (A.Y. 2023/2024)

• Accademic Unit

  Faculty of Theology

• Course

  Licentiate in Theology specialization in Patristic and Tradition of Fathers Theology , Annual Diploma in Judaic Studies and Jewish-Christian relations, Licentiate in Judaic Studies and Jewish-Christian relations, Licentiate in Theology with specialization in Spirituality, Licentiate in Theology with specialization in Spirituality, Licenza in Spiritualità Ignaziana, Licentiate in Theology specialization in Biblic Theology, Licentiate in Theology specialization in Dogmatic Theology, Licentiate in Theology specialization in Fundamental Theology, Licentiate in Theology specialization in Moral Theology, Licentiate in Theology specialization in Comparative Theology of Christian Traditions and Ecumenical Studies

Objectives: This course aims at a dialogue between three different, and often contradictory, approaches to the Bible. The goal of the course is to make a student familiar with the interpretative techniques of the modern and ancient exegesis.

Content: This course will examine three foundational figures of the Old Testament/Hebrew Bible, namely, Abraham, David, and Solomon. In particular, we will concentrate on Abraham and Isaac story in Genesis 22, the story of David and Bathsheba in 2 Samuel 11-12; and Solomon’s dream in 1 Kings 3. These passages will be examined from three different viewpoints. First, P. Dubovsky will study the passages using modern exegetical tools, then D. Meyer will present how the Jewish tradition interpreted these key figures of the Hebrew Bible, and P. Renczes will examine the patristic interpretations of these biblical passages.

Methodology: The seminar will be taught in blocs. The first block will be dedicated to the introductions to three exegetical traditions. Each of the professors will introduce the techniques of interpretation to be used in the following classes: (12.10 – Dubovsky, 19.10. – Meyer, 26.10 - Renczes). The second block will be dedicated to the application of three exegetical methods: Genesis 22 (2.11 – Dubovsky, 9.11. – Renczes, 16.11. – Meyer), 2 Samuel 11–12 (23.11. – Dubovsky, 30.11. – Renczes 7.12. – Meyer), and 1 Kings 3 (14.12. – Dubovsky, 11.01. – Renczes, 18.01. – Meyer).

Means of evaluation: The examination will consist of a written exam structured around three questions. Each question will focus on each of the three areas presented and developed during the course of the semester. Each of the three professors will correct and grade their respective part of the examination. The final grade will be obtained by averaging the grades of the three parts of the paper.

• Information
• Teachers
• Lesson schedule/Room
• Bibliography

Information

• Semestre: 1° Semestre
• ECTS: 3

Teachers

Philipp Gabriel RENCZES

Peter DUBOVSKY

David MEYER

Lesson schedule/Room

Semester	Day	From	To	Room	Floor	Building	Notes
1° Semestre	Martedì	10.30	11.15	VEDI NOTE	0		il corso si svolge al PIB
1° Semestre	Martedì	11.30	12.15	VEDI NOTE	0

Bibliography

• Modern exegesis: Westermann, C., Genesis 12-36: A Commentary, Augsburg Publishing House, Minneapolis 1981; Morrison, C., 2 Samuel, Liturgical Press, Collegeville 2013; Mulder, M.J., 1 Kings. Historical Commentary on the Old Testament, Vol. 1, Peeters, Leuven 1998;
  
  Jewish interpretation: Banon, D., La Lettura infinita. Il Midrash et le vie dell’interpretazione nella tradizione Ebraica, tr.it. Regalzi, G., Jaca Book, Milano 2007; Boyarin, D., Intertextuality and the Reading of Midrash, Bloomington, Indianapolis 1990; Hartman, G.H. – Budick, S., ed., Midrash and Literature, New Haven, London 1986.
  
  Patristic interpretation: Kannengiesser C., Handbook of Patristic Exegesis: The Bible in Ancient Christianity I-II, Brill, Leiden/Boston 2004; Simonetti, M., Biblical Interpretation in the Early Church: an Historical Introduction to Patristic Exegesis, T&TClark, Edinburgh 2001; Young F., Biblical Exegesis and the Formation of Christian Culture, Cambridge University Press, Cambridge 1997.