For the major readings in the class, certain passages will be noted for analysis as you read the assignments. You are required to keep notes on these (any format you prefer, as long as your name is attached when handing it in for review) as a guide to bring with you to class to enhance the seminar discussion. The RAG is both a guide to key issues in the readings and a stimulus for following up during class discussion on points in the readings. For this reason it is important that you raise questions for further probing the readings. You do not need to do so for every question noted below, but try to do so for at least one out of every three. The RAG will also serve as the review for the short answers on the final exam. Every student will be asked to show the professor his or her RAG at some point during the semester.

The RAG is worth 20 points. Yes it is a lot of work, but it serves as a replacement for a midterm exam and allows you as a student to monitor your own progress in understanding the material. The grading criteria for the RAG are as follows: 4 points (impressive), 3 points (good, but not excellent), 2 points (adequate), 1 point (a gift for handing any comments in):

a. Comprehensive responses to most questions (more than phrase or simple gist)
b. Recognizes key issues involved
c. Raises further questions about what is read
d. Provides personal views and opinions (you will not be graded on what you say, but you must make an effort to state how the course material affects your understanding of the material)
e. Overall level of effort and engagement with material

You may bring your RAG at any time to discuss it with the professor in his office.

Sample RAG Question

• What are the main differences between the two Christian interpretive models of creations: hierarchical and egalitarian? (Kvam et al, pp. 6-8)

• Christian hierarchical model is dominant, God intended that man in charge of woman, blames woman for sin and death, tends to treat second account as authoritative

• Christian egalitarian model in minority, based on first Genesis account, original equality

• Jewish have both models, tend to be more tolerant of each other

• Muslims have both models, in Quran gender hierarchy not grounded in Adam and Eve story (which is not mentioned)

• my question: Are the talmudic and midrashic texts really egalitarian at times simply because they blame Adam or say men should be humble?

I suggest you read the modern translation by Mitchell (on Blackboard) first to get a sense for the story. Then start the discussion by Kvam et al. Note that some of the points raised in the introduction will be dealt with in greater detail later on in the text.

Kvam et al. (1999:1-14) “General Introduction” and “Hebrew Bible Accounts” (pp. 15-40)

• What is important about midrash texts in Judaism? Use the example of how Eve was created to illustrate this. (p. 3)

• What do the authors (Kvam et al.) mean when they say “In many ways the text has functioned as a mirror – reflecting interpreters’ presuppositions about gender roles and social order”? Think of examples of this as you read on. (p. 5)

• Pick two important issues raised in the final paragaph of the introduction and explain why you consider them important and what you already know about them. (p. 12)

• What is the basic idea of the JEPD (also called dodumentary hypothesis) approach to literary criticism of the Bible? (p. 16)

• What is your reaction to what Carol Meyers says in the quote on p. 19? On p. 20 the authors suggest that if the account was written at a late date it is possible that the story of Eve was not known before. What is your reaction to this?

• What does it mean to be “created in God’s image”? After looking at the commentary, what is your reaction to the suggestion that the structure of verses 27-28 deals with sexual differentiation? (see p. 24)

• Why is a male pronoun used for “God” in the Hebrew Bible? (p. 25)

• Which of the three interpretations noted for verse 2:7 (p. 27) make the most sense to you and why?

• Which sense of the word “helper” (‘ezer in Hebrew) in verse 2:18 makes the most sense to you and why? (pp. 28-29)

• Why is it important in the story if Adam is by Eve’s side when she is tempted? (pp. 33-34)

• Which of the interpretations of woman’s “desire” (tesuqa in Hebrew) make most sense to you and why? (pp. 35-36)

2/5 The Biblical Creation Myth in Mesopotamian Context
READ: The Adapa Myth handout

• In what ways can Adapa be compared to Adam in the biblical account?

• Who is to blame for Adapa failing to get enternal life? How does the Adapa account differ from the biblical one?

Kramer (1959:143-149) “The First Biblical Parallels” on Blackboard

• Why could not the Sumerians have influenced the Hebrews directly and how did any possible influence work? (p. 144)

• Read the summary of the Enki and Ninhursag myth on pp. 144-145. What do you see as the main parallels (not exact fit but still a similarity) with the biblical story of Adam and Eve?

• How does the Sumerian myth help explain why Eve is created from a “rib”? (p. 146)

• React to the lines from the myth on the bottom half of p. 147. How does this part differ from the Genesis story in tone and style as well as specific content?

• Why do you think the eight deities were created (see the lines on p. 149)?

and Heidel (chapter one, pp. 1-9) on Enuma Elish myth

• How is the beginning of Enuma Elish similar to the first part of the Genesis creation account as a metaphor of nature? (p. 3)

• How was mankind created here? (p. 9) What does this say about the relation of mankind to the gods?

• Why does Heidel think that the purpose of Enuma Elish was not to tell a creation story? (pp. 10-11)

James Tracy “The Bible & History: Parts 1 and 2"

• In what ways do Psalms 89 and 74 indicate earlier Babylonian cosmology? (Part 1)

• There are two Genesis creation accounts, one a later Priestly account edited during the Babylonian captivity and the otehr an earlier and more primitive account in ch. 2. What is one of the main ways in which scholars distinguish these two accounts? (Part 2)

2/10 Jewish Postbiblical Interpretation

READ: Kvam et al. (1999:41-47, 50-54, 57-100)

Since pp. 41-47 introduce the readings in the rest of ch. 2, you might want to read the introduction of each part in relation to the selected reading later in the chapter. I organize the questions here by selection.

JUBILEES
• What does “Pseudepigrapha” mean and how do they differ from the Apocrypha? (pp. 45-46)

• What does the author of Jubilees find significant in the creation of Eve on the 6th day of the second week to justify the length of time a baby is ritually impure after birth? (p. 52)

• Why did Adam need to guard his plants in the Garden of Eden before the fall? (p. 53

• Why was Adam commanded to wear clothes but not the other animals? (pp. 53-54).

• Where did Cain get his wife? (p. 54) Remember this line when we get to the Scopes Trial.

LIFE OF ADAM AND EVE (LATIN VERSION)

• Why does Adam eventually agree to allow Seth and his mother to go back to Eden and seek help for his pains? (p. 59)

• Why does Eve cry at the end of the selection? (p. 59)

APOCALYPSE OF MOSES (GREEK VERSION)

• How did Satan convince Eve differently from the account in Genesis? (pp. 60-61)

• As you read the account (esp. sections 19-21), in what sense might one argue that Eve is not really to blame? (pp. 61-62)

• What is Adam promised in place of the fruit from the tree of life? (p. 63) What do you think this symbolizes in the real world?

PHILO
• What is Philo’s allegorical interpretation of the two creation accounts? (p. 42, also 64-66)

• What are the practical gender implication’s of Philo’s interpretation of Genesis 2:21? (p. 64)

JOSEPHUS
• What is the rationale for the curse placed upon the serpent? (p. 68)

MIDRASH AND TALMUD

• Why is the image of an “androgyne” creation not necessarily egalitarian? (p. 72)

• Why should we not assume the Rabbis stereotyped women, as explained by Leila Bronner (p. 73)

• What does the term “midrash” mean and how is it distinguished from the Talmud? (p. 75)

• As you read the selections from pp. 77-100 note examples where the commentary casts a light on gender roles that have become normalized either in Judaism or Christianity. I suggest you either make notes in your book or use post-its so we can discuss these in class.

2/12 Medieval Jewish Interpretation

READ: Kvam et al. (1999:161-169, 203-225)

• What were the four main textual genres in medieval (600-1500 CE) Jewish writings about Adam and Eve? (p. 161) Think about how these genres differ as you read along.

• How does Rabbi Nathan absolve Eve and blame Adam for the seduction of Eve by the serpent? (p. 162 and p. 206)

• Whatever the origin of “Lilith,” by the medieval period she is linked to Adam as a wife who left him and turns into a kind of demon. What were the problems between Adam and Lilith (pp. 162-163, p. 204)

• How does Maimonides allegorize Adam and Eve? (p. 164 and pp. 216-220) How does the gender model compare to ideas in our own society about masculine and feminine?

• In the Kabbalah what are the two parts of God and how do these define a gender model when symbolized in Adam and Eve? (p. 165)

• According to Rabbi Solnik (ca. 1557) why do Jewish women need to repent in their prayers? (p. 167)

• According to Rabbi Eliezer (p. 205) why did God decide to create Eve for Adam?

• What extra curses did Rabbi Eliezer add to Eve and what does this say socially or culturally about women (probably of his own time)? (pp. 206-207)

• According to Nahmanides, why is the fruit of the tree not about sexual awareness? (pp. 213-214)

• How does the sexual relationship of Adam and Eve differ from other animals? (p. 215)

• In what way could it be argued, as shown by Maimonides, that originally Adam and Eve were joined as one person? (p. 219)

2/17 Early and Medieval Christian Interpretation
READ: Kvam et al. (1999:108-155, 169-172, 225-235)

• Symbolically how did early Christian understanding (especially in the rite of baptism) of Adam and Eve underscore the egalitarian relationship of male and female? (p. 109)

• How does the New Testament book I Timothy subordinate women according to the interpretation of Adam and Eve? (p. 110 and p.119)

• How did the gnostics interpret the Adam and Eve story in a way that validates celibacy or at least a non-sensual view of marriage? (pp. 109-110, and p. 222)

• According to Augustine, what is the only role a woman serves as man’s helper? (p. 112 and p. 150 but read the whole page of 150)

• How did the female martyr Thecla reverse the shame of nakedness brought on by the fall of Adam and Eve? (p. 114, pp. 126-128) What does this story say about celibacy and virginity?

• The passage in I Corinthians 15:21-22 is said by the editors to reflect an egalitarian view of male and female (p. 117) A similar passage is found in Romans 5:12-14. Does this passage really let Eve off the hook, given what the same book says in 11:3-12?

• In what way does the metaphor of Christ and the church symbolize the ideal relationship of husband and wife, according to Ephesians 5:21-33? (p. 118)

• In what way does Anastasius Sinaita defend Eve (pp. 130-131). Is this really a put-down of Adam?

• What is your reaction to the misogynous statement by Tertullian (pp. 131-132)? So what do you think this attack has to do with women’s fashion?

• According to Origin, how is man in the image of god both male and female (p. 134). Note that Origin is talking about allegory and symbolism here.

• How did Eve’s disobedience alter her ideal relationship with Adam before God, according to St. John Chrysostom? (p. 146)

2/19 “Medieval” Muslim Interpretation
READ: Kvam et al. (1999:156-161, 178-203)

[I will arrange the comments by type of source.]

• What does the Arabic term “Islam” literally mean? (p. 156) Note that this word is related to salam (shalom in Hebrew), which means peace.

Quran:

• In what ways does the Quran not treat Eve as inferior to Adam, as we have seen in the majority of the Jewish and Christian texts? (p. 157)

• In what way does Surah 2 (“The Cow”) explain menstruation and validate legitimate sex between a man and his wife? (pp. 179-180)

• What role does Iblis play in the fall of Adam and Eve? (pp. 182-183)

• What does Surah 24 (“Light”) say about what women should cover and wear? (pp. 183-184). Think back to the passage by Tertullian (p. 132)

Traditions:

• Read the several traditions (not all of these are said to go back to Muhammad) for commenting on Surah 2:36 (pp. 187-189). What new items do you find not mentioned in the Jewish or Christian interpretations?

Stories of the Prophets:

• In Part #14 (pp. 191-192) there is a discussion about the creation of Eve. What is your reaction to this, especially the final statement by Ali at the top of p. 192?

• What were Adam and Eve wearing in Eden before they ate the fruit? (p. 193)

• How does the curse on Ee in this story define the idealized gender role of a medeival Muslim woman? (p. 194)

• Why is Friday night the night for sex? (p. 197) What is your general reaction to the elements of the story in #29? What purpose do you think an embellished myth like this is intended to serve?

• How does this story solve the problem of where Cain got his wife? (p. 198) What is the significance of the account on the names of Eve’s children?

Ibn al-Arabi (died 1240 C.E.):

• In what sense is the Prophet Muhammad between two feminine entities? (p. 200 and p. 203, but earlier reading in the passage may help here)

2/24 Hammering Eve’s Daughters
READ: Kvam et al. (1999:241-248)

• What makes women dangerous to men, according to the Malleus? (p. 242)

• Why are women likely to have sex with devils? (pp. 242-243)

• Why are women said to be more superstitious, especially due to interpretation of the Adam and Eve story? (pp. 243-244)

• What do you think Valerius (quoted near the top of p. 245) means in his quote about women as the Chimaera?

• In what sense is woman more bitter than death? (p. 245-246) What do you think this means in the real world and how might it have afected the way women were treated?

• Look at the seven “sins of women as pronounced in the Papal Bull quoted in the Malleus (p. 246). Can you make sense of this list as a whole? In other words why these particular claims about women?

• What power does the Devil have over men? (pp. 247-248)

“Thou Shalt Not Suffer a Woman To Live”  (http://www.shanmonster.com/witch/misogyny.html)

No specific questions, but bring your questions about claims on the site.

2/26 Protestant Reformation Interpretation
READ: Kvam et al. (1999:249-304)

• What was the impact of the Protestant notion of “priesthood of the believer”? (pp. 249-250)

ANABAPTISTS
• How did Aristotle’s view of procreation (what we would call genetics today) influence Menno Simons (founder of the Mennonites)? (p. 256)

• For Dirk Philips how was the persecution of the Anabaptists (he was a Swiss Brethren) related to the story of Adam and Eve? (p. 257)

• Why did Roland Bainton think that anabaptists :alone of all Reformation factions” established equality between men and women? (p. 257)

• What is the distinction between body, soul and spirit, according to Hubmaeier? (p. 263)

• According to Hubmaeier, why is it no longer right to blame Adam and Eve for human sin?
(p. 266)

MARTIN LUTHER
• What did Luther see as the role of “government” after the fall and how did this impact his view of women, especially the reasons for mariage? (p. 252)

• For Luther what are the practical social implications of Eve as a “building of God”? (p. 269)

• What does Luther see as the double glory of Eve, despite God’s curse on her? (pp. 273-274)

JOHN CALVIN
• What four features of the hierarchical interpretation of the creation story did Calvin reject? (pp. 253-254)

• What does Calvin think about those who advocate celibacy? (pp. 276-277)

• DWhat position does Calvin take on Genesis 3:6 about the blaming of Eve for the fall? (p. 279)

MARGARET FELL (Quaker)
• How did Quakers (founded by George Fox in the 1640s) think of and treat women differently than the established Church of England? (p. 259)

• How does Fell interpret the verses in I Timothy 2, which seem to subordinate women to men? (pp. 286-287)

JOHN MILTON
• In what specific ways does Milton’s (1667) Paradise Lost subordinate women as a result of his characterization of Eve? (pp. 258-259) Look for at least three examples in the selected passage.

de Haan (1966:15-27) on Blackboard.

• In what sense does de Haan view the opening verses of Genesis as revealing Christ? (pp. 16-17)

• According to de Haan, why did Satan get at Adam through Eve rather than directly? (pp. 23-24)

• In what way is Adam said to be a diffenret kind of sinner and at the same time a type of Christ? (p. 26)

3/3 The Road to Darwin
READ: Gardner (2000:7-14) “Did Adam and Eve Have Navels?” on Blackboard

• How did Philip Gosse attempt to solve the difficulty of Adam being made as an adult with a navel? (pp. 10-11)

• How would you respond to the claims made by John Patterson on p. 13?

Robbins “The History and Implications of a Cultural Confrontation” in Robbins/Cohen, 1-19

• What percentage of the American public believe that God created man and woman in their present form within the last 10,000 years? p. 3

• What religions in America did Justice Hugo Black argue did not teach belief in God? (p. 6) How would you define “secular humanism”?

• How does anthropologist Vincent Crapanzano define “literalism”? (p. 9) What other methods of interpretation besides “Biblical” can be called literalist and what makes them so?

• What is “scientific contingency”? (p. 10) Do you think it is compatible with “Biblical contingency”?

• What is your understanding of Crapanzano’s third point about biblical literalism, after he visited the ICR creation museum? (p. 12)

• What was Thomas Kuhn’s argument about the nature of scientific revolutions? (p. 13)

• Why should we reject the idea that there is something called “objectively valid scientific knowledge” as opposed to “personal opinion”? (pp. 13-14) Why does this not the same as saying science is wrong?

• What is your reaction to the quote by Daly at the end of p. 19? How would you resolve it?

3/5 Darwin on Evolution
READ: Darwin (1958:11-85 or 11-71)

Note: There are two editions of this text out there; if you have a brand new book (with 1993 added on the title page)it is probably the second set of pages indicated below.

• What was Darwin’s view of Dr. Butler’s school? How does it differ from your view of Hofstra? (pp. 27-28 or pp. 26-27)

• On p. 32 or p. 29 Darwin talks about his father having told him how many women he had known and counseled that were miserable. What is your reaction to this statement and what do you think it reveals about Darwin’s character?

• What do you think of Darwin’s fathers “golden rule” noted on p. 42 or p. 37? How do you think this might have influenced Darwin? (keep this in mind as you rread further and learn more about Darwin).

• What was Darwin’s views of lectures as compared to reading? (pp. 46-47 or pp. 41-42). Can you relate to this view? What is your own?

• How did Darwin view “blacks” based on the comment on p. 51 or pp. 44-45?

• When Darwin entered Cambridge, after deciding not to be a physician, what were his views on the Church of England? (pp. 56-57 or pp. 49-50) How does he justify his belief at the time.

• What does the anecdote about Fitz-Roy and slavery tell you about Darwin’s own views of race? (pp. 73-74 or pp. 62-63)

• Darwin had several books with him on the Beagle, not only those related to science. What do you think of his selections mentioned on p. 85 or p. 71?

Mayr “Darwin’s Influence on Modern thought” in Robbins/Cohen, 130-136

• What are the four basic insights that Mayr attributes to Darwin’s theory of evolutionary biology? (p. 131)

• Why does Mayr think that theories in biological evolution are not based on “laws” the way that laws are used in chemistry and physics? (p. 133)

• What is the implication of Mayr’s statement on p. 134: “Populations vary not by their essences but only by mean statistical differences.”

• What does Mayr see as the basis in Darwin’s idea of evolution for human ethics independent of any teleology or theology? (p. 136)

3/10 Darwin on Man and God
Darwin (1871:385-396) The Descent of Man, chapter 21, “General Summary and Conclusion” (choose p. 385 on webpage and start reading)

• According to Darwin, from what is man descended? (p. 389)

• According to Darwin, what is the advantage in natural selection of humans having intelligence? (pp. 390-391)

• According to Darwin, where do human morals evolve from? (pp. 391-392)

• why does Darwin not believe that belief in God is innate in humans? (pp. 394-395)

Darwin (1958:85-145 or 71-118)

• Why does Darwin say he “came to disbelieve in Christianity as a divine revelation”? (pp. 85-87 or 71-72) What is your reaction to his reasons? Which do you think are the strongest reasons he makes and why?

• If Darwin’s theory of natural selection suggests that there is a constant struggle for life, how does he see this as a better explanation for relations of animals than the notion of an all-powerful God? (p. 90 or p. 75)

• In what sense does Darwin say he deserves to be called a Theist, even though he is content to remain an Agnostic? (pp. 92-94 or pp. 76-77)

• What was Darwin’s view of Huxley? (pp. 106-107 or p. 88) How do you think Huxley as described differs from Darwin in his approach to other scientists (note that you just read his views of a number of distinguished British scientists of his day).

• What was Darwin’s approach to studying scientifically his interest in modification of species through adaptation? (pp. 118-119 or pp. 97-98). What do you think makes this “scientific”?

• How did Thomas Malthus’ book give Darwin “a theory by which to work”? (pp. 120-121 or pp. 98-99)

• How long does Darwin say it took him to write his seminal “Origin of Species”? (p. 122 or o. 100)

• To what does Darwin attribute the success of his “Origin of Species”? (pp. 123-124 or pp. 101-102)

3/12 The Bishop and Darwin’s Bulldog: Who Won the Great Debate?
READ: Caudill (1997:1-45)

• What do you think the meaning of “episcopophagus” is and why is it relevant to Huxley? (p. 1)

• What does “agnostic” mean and why did Huxley coin it? (p. 8)

• Look at Darwin’s letter to Huxley, after the latter reviewed his “Origin of Species.” (p. 12) Now think of it as an e-mail. What is your reaction? Do you agree with Caudill that Darwin is acting out of self-interest?

• Read the selection of Darwin’s letter to Hooker on p. 17. Do you agree with Caudill that this is an example of Darwin’s “meanness”?

• What is the alleged retort of Huxley to Bishop Wilberforce and why is it so important? (p. 28)

• Why have some revisionist historians challenged the idea that Huxley carried the day with his retort to Bishop Wilberforce? (p. 34)

• Caudill argues that there is “considerable press record” of the Huxley-Wilberforce debate but that it is inconclusive? (p. 45) What is your view of the press evidence he presents?

3/17 Playing with Darwin
Bowden “Did Darwin Become a Christian” (http://www.carm.org/evo_questions/deathbed.htm)

• Based on what you have read in Darwin's autobiography, what is your reaction to the story by Lady Hope (published in 1915)?

• Why do you think it is important that anti-evolutionists believe Darwin recanted later in life?

Caudill (1997:46-60)

• After reading the supposed account of Darwin's death-bed conversion (pp. 47-48), find three things that strike you as hard to believe, given what you read in Darwin's autobiography. Do this before you read the whole chapter.

• Why was Northfield School in Massachusetts a good place for Lady Hope to launch her myth about Darwin's conversion? (pp. 50-51)

• Why would Darwin support the work of missionaries, if he did not believe in their doctrines? (p. 51)

• What do you think Darwin meant when he said that his disbelief in revelation "crept over me at a very slow rate, but was at last complete. The rate was so slow that I felt no distress." (p. 54)

• What does Caudill mean by calling the survival of the Darwin conversion account as an "alienation myth" important to Christianity? (pp. 56-57)

• In t he 1920s how many anti-evolution bills were introduced by state legislatures in the U.S. and how many were passed? (p. 57)

3/19 In Bryan’s Image
Film: "Monkey Trial" (2002) V-5782
READ: Bryan (1922:86-135) “The Origin of Man” on Blackboard

Note: here are the missing Lines on the xerox of p. 102 “Some evolutionists reject Darwin’s line of descent and believe that man, instead of coming from the ape, branched off from a common ancestor farther back, but ‘cousin’ ape is as objectionable as ‘grandpa’ ape. While ‘survival of the fittest’ may seem plausible when applied to individuals of the same species, it affords no explanation whatever of the almost infinite number of creatures that have come under man’s observation. To believe that natural selection, sexual selection or any other kind of selection can account for the countless differences we see about us requires more”

• On what basis does Bryan argue that belief in God is fundamental to religion? (pp. 86-87)

• Bryan quotes Darwin that “it is useless to speculate on this subject” about the earliest ape ancestors in Africa (p. 91) What do you think of Bryan’s reasoning here? Is it substantive or rhetorical?

• React to the following statement: “Can anything be less scientific than trying to guess what an animal is thinking about?” (p. 96) How does this question relate to the Adam and Eve creation story?

• Are you convinced by Bryan’s “intelligent design” argument for the eye? (pp. 97-98) What are the assumptions involved here?

• On p. 107 Bryan makes an analogy of houses sizes to critique the idea that man and chimp share an ancestry (p. 107). Your reaction to this?

• On pp. 111-112 Bryan gives a scenario of how college corrupts the reglious and why so many people leave religion. Your reaction? Note the implied reference to Huxley here in the passage.

• What does Bryan mean by saying that Darwin’s confession of leaving religion is “a telling indictment against his own hypothesis”? (p. 115)

• Bryan suggests that “Darwinism” led to the German aggression in World War I (pp. 124-125, also p. 133) Your reaction?

Robbins “William Jennings Bryan and the Trial of John T. Scopes” in Robbins/Cohen, 99-116

• Why did the ACLU want to challenge the Tennessee anti-evolution law? (p. 100)

• Read the progressive issues that William Jennings Bryan supported as a politician (p. 102). How does this affect your view of his defense of Biblical creation in the Scopes trial?

• If Bryan was not going after “science,” what was he going after, according to Robbins (p. 104)?

• Read the dialogue between Darrow and Bryan on pp. 107-109. Do you think that Darrow made a fool out of Bryan? What is your own view of the points in the dialogue?

• To what was the play “Inherit the Wind” intended as a critique? (p. 111) Why is it an inaccurate depiction of who won the trial?

3/24 Teaching Evolution, Teaching Creationism
READ: Gould “Creationism: A Distinctly American Violation of NOMA” in Robbins/Cohen, 42-52

• What is NOMA and what is its significance for Gould as a scientist? (p. 42)

• What is your reaction to the following statement by Gould? “In other words, our struggle with creationism is political and specific, not religious at all, and not even intellectual in any genuine sense.” (p. 44) Can “religious” be separated from “political”?

• In what sense was the Scopes Trial not a victory for those who considered evolution proper science? (pp.47-48)

• What is your reaction to the quotation of Darrow at the end of Gould’s essay (p. 52)?

Larson “The Battle between Creation and Evolution…” in Robbins/Cohen, 155-165

• What do you think of Larson’s statement about the start of anti-evolutionism by American Fundamentalists in the 1920s: “Indeed, it was the scientific method as applied to all facets of life more than any particular scientific theory that lay at the heart of modernity -- but Darwinism was critical in applying that method to the key issues of biological origins and human morality” (pp. 156-157)?

• Look at the statement on p. 161 that was inserted into the US Senate bill on “No Child Left Behind” by conservative Senator Santorum of Pennsylvania (top paragraph of p. 161). Do you think this is a valid statement as worded? Why might scientists be opposed to this language?

• What is the problem with the scientific credibility of Michael Behe, a biochemist who touts “Intelligent Design”? (p. 161)

• What is your reaction to the disclaimer statement that Cobb County, Georgia, wanted read in science classrooms: “Evolution is a theory, not a fact, regarding the origin of living things. This material should be approached with an open mind, studied carefully, and critically considered.” (p. 163)

Perras “Turmoil” in Robbins/Cohen, 176-184.

• Do you agree with Laura Perras that as a student “what the teacher says might as well be written on stone tablets.” (p. 179)

• Read the paragraph at the top of p. 180. Do you think the teacher did anything wrong, as Laura implies. if he was charged with teaching basic biology to 7th graders?

• What is your reaction to the first new paragraph on p. 182 (beginning “Tolerance...”)? How would you respond to this statement?

• React to the following statement: “If religion must be tolerant of science, then science must be tolerant of religion.” (p. 183)

3/26 The Evolution of Scientific Creationism
READ: H. Morris (1980) handout and online at http://www.icr.org/article/tenets-creationism/

• Compare the tenets of “Scientific Creationism” with those of “Biblical Creationism” In what sense are any of the first set of tenets amenable to scientific investigation?

Varisco (1982)

• Instead of my telling you what to look for, I want each of you to think up four questions based on issues discussed in my article (indicate the relevant page number for these). Try to pick major points that are useful to discuss in class. You are welcome to bring up a point you disagree with or think overly rhetorical.

SURF [take a look at the following brief commentaries about dinosarus and Noah's ark and be prepared to discuss the idea in class): http://www.icr.org/article/reclaiming-dinosaurs-for-jesus/

http://www.icr.org/article/did-dinosaurs-survive-flood/

http://www.answersingenesis.org/articles/2000/04/03/dinosaurs-on-noahs-ark

3/31 Intelligent Design Deja Vu
READ: Johnson “The Intelligent Design Controversy Summarized” in Robbins/Cohen, 81-83

This is a short piece, briefly what do you think are the major points being made by Johnson in is criticism of materialist macroevolution and his belief that “Intelligent Design” must be behind the origin of life, especially human life. Does the fact that Johnson is not a trained scientist, but a lawyer, affect your view of his argument?

Marks “Intelligent Design…” in Robbins/Cohen, 87-99.

• According to Marks, “The most basic facts of modern biology in 1780 posed very difficult theological problems for biologists trying to make sense of God’s handiwork.” (p. 91) What precisely were these problems, as described here by Marks?

• How does Marks define “Natural Theology” (pp. 92-93)

• What does Marks mean by the following statement: “it’s not that ID is demonstrably wrong -- it is just anachronistic.” (p. 94)

• Look at the four challenges proposed to supporters of ID by Marks (pp. 95-96). Which of these do you think is the strongest argument and which the weakest?

• React to the argument by Marks that the ID argument by design, using a machine builder analogy, fails because the philosophy is a literary device and not a literal truth. (p. 98) what do you think he means by this?

4/2 Creationism Today
READ: “Big Daddy” tract handout (also online at http://www.chick.com/reading/tracts/0055/0055_01.asp)

Branch “Creationism as a Global Phenomenon” in Robbins/Cohen, 137-151

• From 1986-2006, Gallup polls indicate that U.S. adults accepting evolution had declined from 45% to 40% and those rejecting evolution had declined from 48% to 39% with a increase of those “not sure: from 7% to 21% (p. 139). What do you think accounts for this? Remember that this is basically the period in which you have grown up, so how has your education differed from your parents?

• Look at the chart about of opinion polls on evolution from different countries from 2005 (p. 141) What do you think accounts for the major differences geographically? Consider this question after you read the whole article.

• What is the formal Catholic position on evolution (p. 144). If you are Catholic, were you aware of this before?

• Where did Muslim creationist Harun Yahya get his creationist information from and what is the significance of his pseudonym? (p. 147)

• Why might there be a rise in creationist belief in “the new Christian world of the South” (the reference is not to the American South here)? (p. 151)

Hewlett and Peters “The Science of Evolution and the theology of Creation” in Robbins/Cohen, 67-81.

• What does it mean to say that the theory of evolution is a “model”? What do scientists mean when they use the term “theory”? (p. 69)

• The authors state on p. 71 that “The model of warfare was proposed so that Darwinian atheists could fight Christianity, win, and replace childish Christianity with a mature science.” What ate the assumptions in making this claim? Based on what we have studied thus far in the course, who do you think started the “war.” Is the term “atheist” necessarily for someone who wants to replace Christianity as a religion?

• On p. 73 the authors state that “the single most important scientific sense” of “scientific creationism” is that God created separate species and macroevolution (what Darwin called transmutation of species) never occurred. Do you agree that this argument can be “scientific”? If I hypothesize that the moon is made of green cheese, is this “scientific” simply because it does not appeal to the authority of the Bible?

• The authors lay out an argument for “theistic evolution” (pp. 78-80). Which of these seven points do you think are strong and which are weak and why?

4/14 Social Darwinism
READ: Caudill (1997:61-78, 96-143)

• What has “social Darwinism” been used to justify? (p. 66)

• What was the basis of Herbert Spencer’s social philosophy? (p. 67)

• What was Spencer’s view of government? (p. 72) Why does Caudill argue that Spencer was not advocating eugenics (eliminating the ‘inferior’)?

• How did eugenicists fit into American mythology alongside Daniel Boone and Davy Crockett, according to Caudill? (p. 97)

• What does the word “eugenics” mean and how was it coined? (pp. 98-99)

• React to the description of eugenics work in Nassau County in the 1920s? (p. 104) If this effort had been successful, what would the population of Hofstra be like today?

• What was the purpose of the racial laws adopted by the German Reichstag in 1935? (p. 119)

• Why did Houston Chamberlain think Christ could not have been Jewish? (p. 120)

• Why did anthropologist Franz Boas not agree with the pricniples of eugenics? (pp. 126-127)

• What do the archetypes of the puritan and frontiersdman have to do with the acceptance of social Darwinism in America? (p. 140)

4/16 Slavery and Racism
READ: Kvam et al. (1999:305-315, 323-339, 496-502)

• What are the major changes in the 1846 Breslau conference that changed the roles of Jewish women in Reform Judaism? (pp. 306-307)

• What was the change in rationale, related to the curse on Eve, for why Jewish women lit the Sabbath candles? (p. 308)

• How did early 19th century proponents of slavery use the Bible (both Old and New Testaments) to justify slavery in their time? (p. 311)

• What did abolitionists find in the Genesis creation story to argue against slavery? (p. 312)

• According to Samuel How, how does the curse of Noah on Canaan justify slavery in his time? (pp. 329-330)

• Charles Elliott in his selection lists 6 reasons why slavery is wrong. Which of these is the most compelling argument to you personally and why? Be prepared to discuss this in class.

• According to Wesley Swift, how does the tree in the garden of Eden justify separation of the races? (p. 498)

Ariel (1867:3-10,19-26, 45-48) on Blackboard

• What two errors does Ariel set out to correct about the “negro”? (p. 3) Before you read on, think about where he might be leading you? When you see his argument, did you see it coming?

• How does Ariel use the Genesis creation curse story to argue that the curse on Ham/Canaan in the Bible does not mean Ham was black? (p. 6)

• Follow the logic of Ariel’s scenario about Ham. Where in this sense could Ham’s negro wife have come from? (pp. 19-20) The idea is to trace the rationale of Ariel; obviously his point is absurd to us.

• According to Ariel, how is the “negro” related to apes and monkeys? (p. 23) What evidence does he suggest? Make a list of traits given by Ariel.

• According to Ariel, why did God send the flood to destroy the earth? (p. 45)

Note: for a modern day fundamentalist rejection of Ariel’s argument, go to http://www.biblestudents.com/htdbv5/r3042.htm.

4/21 Feminist Interpretation
READ: Kvam et al. (1999:346-356, 363-367, 421-443, 463-476) Remember when these items were written and that the information about history and science mat not be what would be written today.

• What do you think of the 1890s "feminist" statement about the Godhead in Genesis 1: "But instead of three male personages, as generally represented, a Heavenly Father, Mother, and son would seem more rational." (p. 347) Could Christianity survive such a reading?

• On p. 352 the commentor says that Gen. 2:23 does not say the man should be in charge of the woman, but that she should be in charge of his household. What do you think of this interpretation?

• In what sense does the commentator think Eve "appears to great advantage" (p. 353) in the story of the discussion between Eve and the serpent in Gen. 2?

• Explain why you agree or do not with the following statement on p. 354: "With the evolution of humanity an ever increasing number of men have ceased to toil for their bread with their hands, and with the introduction of improved machinery, and the uplifting of the race there will come a time when there shall be no severities of labor, and when women shall be freed from all oppressions."

• Read the argument of Noyes on p. 365 (item #14). Which of the statements in this paragraph make sense to you and which do not? Regardless of your views on religion, does the argument make sense for a secular society?

• What do you think Noyes means by the following statement "we are bound to raise the amative office of the sexual organs into a distinct and paramount function" (p. 367 at end of first paragraph) Look carefully at how he distinguishes the "amative" form of love from the "propagative".

• Read the allegory of Judith Plaskow on pp. 424-425 about the sisterhood of Lilith and Eve. What do you think Plaskow's point is and what does it say about difficulties in male-female relations?

• Respond to the following observation Plaskow made about her allegory some time later: "Lilith is not a demon; rather she is a woman named a demon by a tradition that does not know what to do with a strong woman." (p. 426)

• Trible provides a feminist reading of the creation of Eve, arguing that Eve is the culmination of creation. What is the positive spin she puts on the idea of Eve created from the "rib" of Adam while Adam was created from the dust? (p. 433)

• Trible provides her own explanation (differing from a number of other noted commentators) about why the serpent chose Eve to talk with and not Adam (pp. 434-435). What is the main strength and major weakness of her explanation?

• How does the gender distinction between "adama" (dust) and "adam" (either "man" or "human") actually support the primacy of the female? (p. 440)

• How might the Quranic usage of "Adam", as explained by Riffat Hasan (p. 467) fit theistic evolution more easily than in Christian interpretatin of Genesis?

• Why does Hasan believe that the statement or "hadith" attributed to the Prophet Muhammad about Eve being created from a rib is not to be trusted for interpreting the Quranic view of creation? (p. 473-474).

4/23"Genesis as Myth": An Anthropological Reading
READ: Leach (1969:7-23) on Blackboard

• Why does anthropologist Leach think that "non-rationality of myth is its very essence"? (p. 7) Do you think this is a good way to define "myth" and still be religious?

• Leach says that there is a structure to myth in that myths set up "opposing categories" like heaven and earth, good and evil, male and female, etc. (p. 8) Note how he uses this as a grid in his figure 1 (see esp. his comments on the fifth day on p. 13). Be prepared to discuss this in class as we go over this figure.

• What does Leach see as the role of "mediation" between opposed or binary pairs in myth? (p. 11) Look at how this is illustrated in the example for Pueblo Indians.

• In what way does Leach think the Adam/Eve and Cain/Abel binaries deal with incest taboos? What do you think of his argument that this is universal and also applies to the Greek Oedipal myth? (pp. 17-18 and the chart on p.What 20)

• What do you think Leach means when he says that "The novelty of the analysis which I have presented does not lie in the facts but in the procedure." (p. 22)

4/28 Art: Naked and without Shame
READ: Eck (2001:603-632) on Blackboard

• What do you think of the statement by anthropologist Mary Douglas that clasification systems work best when they are dichotomous? (p. 606)

• What are examples where we find discomfort with ambiguity (see the first new paragraph on p. 607) in our society, especially in relation to gender and sexuality?

• Why does Eck think that in an art museum "the nude is understood, acceptable, and legitimate" (p. 610 and p. 612)?

• In what sense does a soft pornographic image of a female feature the woman as pouring out of the frame? (p. 613)

• Read the first new paragraph on p. 616. Can you think of an example where a painting or sculpture is "pornographic"?

• What is your reaction to the statement by Lutz and Collins about National Geographic photographs of naked women (P. 617)?

• Eck describes Calvin Klein ads featuring Kate Moss on p. 620. Look at the ad shown here. Apart from where it might be located, do you consider it art or pornography? Why?

• What is your reaction to the reaction of "Jenny"( (p. 625) a 19 year old to this kind of ad?

• Do you think acceptance of nudity in advertising is a frame "still under construction" (p. 628) in American society? Is it for you personally?

4/30 Satire: Mark Twain on Adam & Eve
READ: Twain (1962: 3-22, 75-92) on Blackboard

• For this delicious bit of satire, sit back and enjoy what you read. I only ask that you pick 3 specific passages that you especially enjoy, mark them and be prepared to discuss them in class. You do not need to write about these in your RAG.