Before looking in detail at the scriptures for this week, consider the following possible chiastic parallels between the story of Moses’s life and the story of Israel’s experience. Of course parallels are what we make of them. Some may see these as more tightly like one another than others do. Some may be skeptical about these chiasmuses, especially since one of them has missing parts. Some may see nothing at all. If you don’t find these parallels interesting, or at least thought-provoking, skip them and go on to the questions. If you do find them interesting, perhaps they will be useful for thinking about these stories—but don’t make more of them than is reasonably possible. (Some of the tables I used to diagram the chiasmuses turned out strange, though readable, when I pasted this from Word. The others turned out fine. I don’t have a clue why, so I also don’t have a clue how to fix them. Thanks for your patience.) I. Moses life: A: Moses is born. B: Moses is introduced into a life in two communities (Israel and Egypt) via an act of violence, the killing of the children. C and D: Moses is a member of both communities, but the dominant community is that of Egypt. E: Moses is cast out of both Egypt and Israel by and act of violence, killing the Egyptian taskmaster. F: Moses tends sheep in the wilderness. G: Moses discovers who…
Category: SS Lesson – Old Testament
OT Lesson 12 Study Notes: Genesis 40-45
Genesis 40 Verse 1: How long do you think “after these things” might represent, a long time or a short time? Why do you think we hear nothing further about Potiphar’s wife and what became of her? Verse 2: Note that “butler” is probably better translated “cup bearer,” and “baker” is probably better translated “royal scribe.” These are important palace officials. Does that suggest anything about the prison director’s thoughts about Joseph? Why doesn’t the writer tell us anything about how they have made the Pharaoh angry? Are we supposed to see a parallel between the servants of Pharaoh who (literally) “sinned against their master” and Joseph who has refused to do so because it would be a sin against God (Genesis 39:9)? What do you make of the fact that in chapter 39 (22), Joseph was put in charge of all of the prisoners, but here he must wait on two of them? Has his status changed or does this say something about these two prisoners? Verse 3: In whose prison is Joseph? Why is Potiphar’s name absent, but his title used? Verse 5: The Egyptians believed that “sleep puts us in real and direct contact with the other world where not only the dead but also the gods dwell” (Vergote, Joseph én Égypte 48). How is this relevant to the butler’s, baker’s, and Pharaoh’s dreams? How does this explain their sadness or frustration (verse 6)? Why does verse…
OT Lesson 11 Study Notes: Genesis 34 and 37-39
Genesis 34 What was the sin of Dinah’s brothers? Was it that they took vengeance? Reread the Abrahamic covenant to see what it promises, and think about that covenant as it relates to this event. Did they violate that covenant? How does this chapter portray Jacob? Beyond the rape, what does Shechem do, through his father, that is an affront to Jacob and his sons? For an excellent discussion of this chapter, read Meir Sternberg, The Poetics of Biblical Narrative 445-475. Chapters 37-47 It is obvious that, like we who try to study and teach the large amounts of material assigned for each lesson, those who created these Sunday School lessons have struggled to deal with the amount of material to be covered. They have had to divide the story of Joseph in two, chapters 37-39 in this lesson and chapters 40-45 in lesson 12, and they have had to omit the denouement of Joseph’s story, chapters 46-47 as well Jacob’s deathbed blessing of his sons and Joseph’s death (48-50). The result forces us to focus on parts of the story and, perhaps, to overlook the story as a whole—which is likely to change our understanding of the parts. However, to understand the story of Joseph, I think that we need to read it as a whole. We can understand the story as having these parts (Word Biblical Commentary 2:344): Joseph is sold into Egypt 37:2-36 Tamar and…
OT Lesson 10 Study Notes: Genesis 24-29
I will concentrate my questions on Genesis 25:19-34 and 27:1-45, and I will add Genesis 33:1-20 to the reading because I think it rounds out the story of Genesis 27. Chapter 25 Verse 19: We expect a genealogy to follow when we are told, “these are the generations of so-and-so,” but here none follows. What meaning does the word “generations” have in this verse? Does that tell us anything about the usual meaning of genealogy? Does it add any depth to our understanding of genealogy? The form of this genealogy is unusual in that it first mentions Isaac and then goes back to Abraham, his father, rather than going immediately to Isaac’s descendants. How would you explain this unusual form? Verse 20: Why do you think the writer mentions Isaac’s age when he married? Why is it important that we know the ethnic identify of Bethuel—and therefore also Rebekah and Laban? (See also Deuteronomy 26:5.) Most modern translations identify Bethuel and Laban as Aramean rather than Syrian. Verse 22: Why do you think the writer makes a point of what seemed to Rebekah like a fight between the twins she is carrying? Rebekah is having a difficult pregnancy and asks, “If this is the way it is, why am I here?” In other words, “Why do I continue to live?” Though many pregnant women have asked this question, perhaps all and especially those with multiple babies, her case is different:…
OT Lesson 9 Study Notes: Abraham 1; Genesis 15-17, 21-22
I repeat the reminder: these are notes for study rather than notes for a lesson. Of course study notes can help one prepare a lesson, but my intention is less to help teachers prepare lessons (though I have no objection whatever to them finding my notes useful for that purpose, if they do) than it is not help class members prepare to participate in the lessons taught. Those who use these notes should feel free to add to them with their own comments and observations—and, of course, corrections. Because there is so much material to cover I’m going to abbreviate some of what I do. I’ll feel guilty about skipping over Abraham 1 and try to get it into these notes the next time around. I’ll deal with Genesis 15-17 and 21 relatively briefly and then concentrate on Genesis 22. As you can well imagine, the scholarly literature on Genesis 22 is enormous, thousands and thousands of pages. I don’t pretend even to have dipped into that literature. At the most I’ve wetted the tip of my finger, so I cannot pretend to do justice to the chapters assigned. Genesis 15 Synopsis: The chapter begins with Abram’s complaint to the Lord: You’ve not provided me with an heir, so my servant will inherit my estate. The Lord responds with a promise that Abram will have an heir and that his descendants will be as numerous as the stars. The Lord…
OT Lesson 8 Study Notes: Genesis 13-14, 18-19
Chapter 13 Verses 1-2: Are there elements in Abram’s journey to Canaan that typify Israel’s later exodus from Egypt? If there are, what would be the point of that parallel? Verse 1: Notice the difference in the way the families are described in Genesis 12:5 and here. Does anything in these verses suggest a change in the family situation? If yes, of what sort? Journeys from Egypt to Canaan are said to be “up” and journeys from Canaan to Egypt are said to be “down.” We might use the same metaphors because of the way we have constructed the map of the world, with Canaan to the north of Egypt, but that similarity is misleading since they didn’t have maps or use the points of the compass as we do. So why would ancient people have used that language of up and down? Verse 2: What is the point of this detail? Does the comment about their wealth in verse 6 explain it, or is it here for some other reason? The word used for “rich” in Hebrew means “heavy.” It is used to describe Abram’s wealth and also the famine (Genesis 12:1). Any wealth that a nomad had beyond his flocks would have to be carried by camel and it would be a heavy for them, so the word makes sense. Was Abram’s wealth a burden to him in any other sense? Verse 3-4: Why does Abram go back…
OT Lesson 7 Study Notes: Abraham 1:1-4; 2:1-11; Genesis 12:1-8; 17:1-9
Abraham 1 Verse 1: Why does this work use the name “Abraham” for the person in question when we know from Genesis that his name was as yet still “Abram”? What does it tell us that Abraham says “the residence of my fathers” (plural) rather than “the residence of my father” (singular)? Why did Abraham think he needed to “find another place of residence”? (Compare Genesis 12:1 as well as Abraham 1:5-12 and 2:1-4.) What do you make of the dispassionate, deliberate character of Abraham’s language in this verse and, in the later verses, of his account of the Chaldean attempt to sacrifice him? Is that an artefact of translation, perhaps, or does it show us something about Abraham? Verse 2: What does Abraham mean by “the blessings of the fathers”? Verse 4 tells us that the phrase refers to the priesthood. Then why is it plural? If it does not refer to the priesthood in this verse, to what does it refer? What would it mean to have the right to administer the blessings of the fathers? Who were the fathers? Assuming that this verse is about the priesthood, how does possessing the High Priesthood make Abraham “one who possessed great knowledge”? Are having the priesthood and possessing great knowledge the same thing for Abraham? How would having this blessing that he desires make him “a greater follower of righteousness”? What do you make of this double repetition: Having…
OT Lesson 6 Study Notes: Moses 8:19-30; Genesis 6:5-22; 7:11-24; 8:1-22; 9:8-17; 11:1-9
Moses 8 Verse 9: The Hebrew of Genesis 5:29 shows us that Noah’s name means “rest.” How does his father, Lamech, explain the name? Is Noah’s name significant to the story of the flood? Verses 19-21: Why don’t the people listen to Noah? What do the things they say about themselves tell us about them? (Compare verse 21 to verse 14.) Why does what they say focus on marriage and children? How is what they say a reply to Moses’ message of repentance? Do we see anything here about how they understand what it means to have dominion? Verse 22: Compare this verse to what God says of creation (e.g., Moses 2:10, 31). What has happened to creation? How has it happened? Verse 23-24: What does Noah promise the people of the earth if they will repent? How is the reception of the Holy Ghost a blessing? Verses 25-26: Why does the Lord decide to destroy the earth? In Genesis 6:6 the Lord says of human beings: “It repent me that I have made them.” The comparable verse of Moses (8:26) says “It repenteth Noah that I have created them.” What is the significance of that difference? Is it just a matter of Moses giving us a better version of the story, or is there a difference in what the two versions are telling us? Verse 27: What does it mean to be just? What does it mean that Noah…
OT Lesson 5 Study Notes: Moses 5-7
As always, remember that these are questions for studying the reading assigned more than for planning the lesson itself. Even then, you are certainly going to find more questions here than you can deal with in one study session, though not, perhaps, more than you can deal with in a week. However, that said, the lesson itself has turned out to be more than I could deal with in a week. I had most of the lesson revised by Sunday evening and thought I would be able to finish adding material for chapter 7 by Tuesday or Wednesday. I was wrong, so I’m posting the materials incomplete. Perhaps next time around. Chapter 5 Verses 1-2: How do these verses connect to the story we learned in Moses 4? Given what we studied in the last lesson, what is the point of the last sentence of verse 1? Does verse 2 suggest anything about how the Old Testament prophets understand knowledge? They aren’t squeamish about discussing things that we often would rather not talk about, so it is difficult to think that the use of the word “knew” is just a euphemism. But if it isn’t a euphemism, then how did Moses and other writers of the Old Testament understand what it means to know something? Does that have any implication for what we mean when we say things like “I know the Church is true?” Verse 16: Verses 2 and…
OT Lesson 4 Study Notes: Moses 4; 5:1-15; 6:48-62
These notes focus on Moses 4, giving less attention to the other scriptures for this lesson. However, the other readings are necessary to understanding chapter 4. (The study questions for Moses 4:1-4 were part of the materials for lesson 2. I repeat them here so that they will be convenient.) Note that if Moses 2 tells of the spiritual creation (as is commonly but not universally believed among Latter-day Saints), then chapters 3 and 4 correspond to Moses 2:24-30, the sixth day. That would mean that carrying out the physical aspect of each day’s creation involved considerably more than we see explained in Moses 2. Moses 4 Verse 1: Why does the Lord say “that Satan,” using a demonstrative pronoun, rather than just “Satan”? Perhaps knowing what the word satan means will explain why the Lord refers to this being as “that Satan.” (How would we find the meaning of the word satan?) The Lord’s reference to Moses commanding Satan takes us back to Moses 1:13-15. Why is that reminder here? What does it mean to say that Satan was with the Father from the beginning? Compare the offer, “I will be thy son,” with what happens in Moses 1:19 and 5:13. What do we see? Why does Satan say “I will be thy son” rather than “I am thy son?” Isn’t he already a son of God? Does D&C 29:36 shed any light on why Satan’s request, “Give my…
OT Lesson 3 Study Notes: Moses 1:27-42, Moses 2-3
A reminder about these notes: They are intended to help people study the assigned material for this week’s Sunday School lesson. They are not intended as an outline for how to teach that lesson, though I assume that by studying the material a person might get ideas about how to teach it. And a note about these notes: These questions are for one particular kind of study, not the only kind nor necessarily the best kind. Sometimes we study a book of scripture from cover to cover, learning or reminding ourselves of its overall teachings and how the parts of its story or stories fit together. This kind of study is essential to our understanding the message the scriptures has for us. Sometimes we study chronologically, beginning with the earliest book or section and working our way toward the end so that we understand better the divine history recorded in the scriptures. Other times we study topically, trying to learn the things the scriptures have to say about particular problems or issues. These notes are for close reading, one more way to study. Close reading is helpful for seeing the depth of the scriptures, but it is a way that many of us have not had experience with. So, though I offer these scriptures to help those who wish to do close readings, I don’t suggest that close reading ought to be the only way we study. Now, for the…
OT Lesson 2 Study Notes: Abraham 3; Moses 4:1-4
Abraham 3 Verses 1-19: Why did the Lord reveal these things to Abraham? More important: why did he think it important to reveal them to us? Verse 1: Why is it important that Abraham tell us that he received the revelation that follows through the Urim and Thummim? Verse 2: Assuming that the throne of God is on a planet, why say that the star is near that throne / planet rather than that the throne / planet is near the star? In contrast, we don’t say that the sun is near the earth, but that the earth is near the sun. To what does the word ones in the phrase “there were many great ones” refer? Stars? Why is it important that we know this detail? Verse 3: What does it mean to refer to a star as governing? How can multiple stars govern? What do they govern? When the Lord tells Abraham that the star Kolob governs “all those which belong to the same order as that upon which thou standest” what is he saying? The word kolob may be related to a Hebrew root, klb, that appears to mean “bind,” though the words that follow from that root appear in late Hebrew rather than early. Verse 4: Why is this difference in time between the orders of stars and planets important for Abraham to know? Does “one thousand years” mean “a very long time” or is it…
OT Lesson 1 Study Notes: Moses 1
As the title of this post says, these are notes for studying the lesson rather than for teaching it, though presumably one who studies the lesson will have material from which to teach it.
Studying the Old Testament
What are the scriptures for? How should we use them? How do we use them? “Proof-texting” is a procedure that begins by assuming we know the doctrines and then searches through the scriptures to find something to back up the belief. Because it begins with what we assume we know rather from what the scriptures teach, proof-texting always runs the danger of “wresting” the scriptures. Jesus accuses the Jews of wresting the scriptures by proof-texting in John 5:39. See also 2 Peter 3:16, Alma 13:20, and D&C 10:63. “Wrest” is the word from which the modern word “wrestle” comes, and it means “to twist or wrench; to pull violently.” How do we avoid wresting the scriptures? Read 2 Nephi 25:1. Why didn’t Nephi’s people understand Isaiah? According to Nephi, why do we find the Isaiah difficult? Why do we find the rest of the Old Testament difficult? What does Nephi say is necessary to understanding Isaiah (2 Nephi 25:4)? How might that apply to the Old Testament as a whole. What is the spirit of prophecy? The phrase occurs in the Bible only once, in Revelation 19:10. But it is a very popular phrase with Book of Mormon writers: Jacob 4:6; Alma 3:27, 4:13, 5:47, 6:8, 9:21, 10:12, 12:7, 13:26, 16:5, 17:3, 25:16, 37:15, and 43:2; and Helaman 4:12-23. (It also occurs in D&C 11:25 and 131:5; and in Joseph Smith History 1:73, Footnote 4.) How would the spirit of…
Understanding the Old Testament
Don’t expect Old Testament writers to have written their histories the way we would have written them.
What is the Old Testament?
The version of the Old Testament used by Protestants and Jews today contains 39 books. Catholic Bibles include 9 more books, as well as 2 additions to Daniel and 1 to Esther. At least some of those 9 additional books were used as scripture by Saints of the 1st century AD. For various reasons (mostly historical rather than doctrinal or revealed, I would guess) Latter-day Saints use the same version of the Bible as do the Protestants. The major difference between the Protestant and Jewish Bibles is that the order of the books in each is different. The Protestants arrange the books chronologically, and the Jews arrange them according to the scriptural authority they give the books. (The New Testament is arranged, not chronologically, but according to type: Gospels, history of the early Church, then letters. The Book of Mormon and Doctrine and Covenants are arranged more-or-less chronologically.) As you can see in Mike Parker’s chart of the Old Testament (which includes a schedule for reading the Old Testament in a year), Jews divide the Old Testament into three parts, each part less authoritative than the last, though all three parts are authoritative: the Law (or “Instruction,” namely the instruction a parent gives to a child), the Prophets, and the Writings. Scriptures such as Acts 28:23 reflect this arrangement. For other scriptures that also reflect it, see Zechariah 7:12; Matthew 5:17, 7:12, and 22:40; Luke 16:16, and 24:44; John 1:45; Acts 13:15 and…
An Overview of Genesis
It is daunting to be posting anything about scripture when Eric Huntsman is posting alongside. It ought to be daunting in any case, but it is easier to ignore the fact that I am a mere dabbler when my posts stand alone. In any case, I will be posting revised versions of my study questions for the Old Testament Sunday School lessons. I begin with several posts of background. These will all be cross-posted from Feast Upon the Word, a site you should become acquainted with if you aren’t already (and it is the blog daughter of its more important mother site, a site for commentary and explication of LDS scripture, Feast Upon the Word). I will keep insisting on this as I go, but it is important to remember that these are not notes on how to teach a lesson, but study notes on the lesson material. Of course, one could study using the notes, then create a lesson. So they aren’t irrelevant to teaching the lesson, just not intended as lesson materials. Genesis The Hebrew title is bereshit, “In the beginning,” the first word of the text. I. “Genesis” is a transliteration of the Greek title of the book, genesis. Speaking of Genesis, Margaret Barker says: The word bara´ [“to create”] is similar in sound and form to the word for covenant, berith, and the Hebrew dictionary suggests that the root meaning of “covenant” is “to bind.” This similarity of…