Freud, Oedipus and the Hebrew Bible

The current paper examines the question of why Freud employed Greek rather than Hebrew foundation legends, specifically the story of Oedipus, as a basis for psychoanalysis, Freud's choice of Oedipus emanates from his deterministic view of the universe, paralleling the Greek rather that the Biblical story of creation. In the Biblical account God precedes and creates nature with no sign of an Oedipal conflict. In the Greek account, nature precedes the gods and the Oedipal conflict is inherent. Freud's choice has implications for his view of human psychology.     

Manifest Glory: Phenomenological Indications from the Hebrew Bible

I offer a phenomenological analysis of the syntagm ‘glory of Yhwh’ which appears in relatively few but significant places in the Hebrew Bible. I discuss the biblical sense of this syntagm and make the argument for understanding it as a ‘formally indicative’ concept, in Heidegger’s sense of ‘formale Anzeige’. I thereby make the case for understanding the anthropomorphic, amoral and numinous qualities of the biblical syntagm in a way that illuminates contemporary phenomenological senses of being, including contingency, unforeseeability, respect, dignity, sublimity and saturation. The biblical syntagm is thus shown to contravene and outstrip metaphysical theology while illuminating contemporary experience, both sacred and secular.     

《圣经》中希伯来医学文化探析

医学文化是希伯来文明的重要组成部分,是世界非物质文化遗产。在圣经时代,希伯来人的医学与宗教紧密结合。一些宗教戒律逐渐演变成希伯来的民俗和传统文化。希伯来人治疗心理疾病主要通过宗教仪式和祈祷求得上帝的拯救;在保健和预防疾病方面是保持圣洁。犹太教的一些戒律具有养生保健作用。犹太教在希伯来医学的发展中打下了深刻的烙印。     

《希伯来圣经》中的神迹与现代犹太思想

《希伯来圣经》中有很多关于神迹的描写,这些神迹被后世学者进行了不同的注解和诠释,奠定了犹太集体意识中理解神迹的基础。《希伯来圣经》中的神迹对现代犹太思想有着一定的影响,开拓出宗教文化独到的认识,推动了现代犹太哲人思想的孕育。神迹在建构犹太集体记忆中都有着举足轻重的作用,是犹太文化史的一面旗帜。     

Sour Grapes: Transgenerational Family Pathology in the Hebrew Bible

An analysis of Bible stories about the patriarchs' treatment of their children reveals pathological family patterns, which reoccur in subsequent generations. The outcome of parental favoritism and of unhealthy coalitions is sibling rivalry, leading to hatred and to violence among the children. The transgenerational chain of pathologies is traced back to God's differential treatment of Cain and Abel and to the resultant murder. The legitimization of family pathologies by the biblical stories is discussed.     

Human Conception in Antiquity: The Hebrew Bible in Context

Abstract

This article explores ideas concerning human conception as reflected in the Hebrew Bible in particular. After reviewing above all biological texts from ancient Indian, Greek and Roman sources, the various clues as to how human conception may have been understood in the ancient Hebrew context are thoroughly investigated. The notion that Aristotelian ideas of preformationism and pneuma inform the Hebrew Bible is refuted. Instead, both divine and female contributions to conception appear to be more prominent.     

Catholic/Jesuit Values in an Introductory Religious Studies Course

A growing interest in the communication to students of the mission and identity of a higher education institution prompted this study about the presence of Catholic, Jesuit values in the introductory religious studies course at a faith‐based university. To conduct this study a survey instrument was developed, piloted, further refined, and then administered again to about four hundred and fifty students. The study's results showed that the introductory course had a positive effect on the majority of students surveyed, namely, those who had no Catholic schooling or only had a Catholic elementary school education. Statistically significant advances in several areas of knowledge about Catholic teachings endorsed by Catholic bishops and the pope occurred. Although less extensive, knowledge of Jesuit values also advanced in the course.     

Teaching the Bible as a common culture

This essay discusses the teaching of Bible in the Israeli public school as reflected in the encounter between new immigrants and long-time Israelis during the two first decades of the state. The Israeli secular curriculum defines the study of the Bible as a prime agent of Zionist acculturation. This definition, however, was challenged by the arrival of new immigrants, pupils and teachers alike, who did not view the Bible – as it was taught in secular schools – as primarily a means of reinforcing the link between Jews and their land. For them, this conception had no resonance in the traditional cultures in which they had been reared, which perceived and taught the Bible as an important component in defining Jewish religious identity. The result was cultural interaction, which expressed itself in various ways. Some immigrants assimilated the prevalent secular view of the Bible, while others expressed reservation and continued to voice criticism. At the same time, there were non-immigrant teachers who adopted immigrant usages, for instance, men covering their heads during Bible lessons. But there was also interaction between teachers of varying background, and here the result was an amalgam, even a fruitful pluralism of approaches.     

As If Religion Matters: Teaching the Introductory Course as if it Does

This essay chronicles the academic odyssey of a young professor who sets out to revise the department's Introduction to Religion course only to realize that she must first clarify her vocational commitments before she can create a teachable course. She is convinced through working with many students who express disdain or even hostility toward the subject matter that she wants to model a relationship to the subject matter that says religion matters, but is uncertain how to do this. After an autobiographical foray into her academic upbringing in active learning, the author articulates four values to model in her teaching: personal relevance, academic responsibility, ethics, and community. The author then engages current scholarship in active learning, and narrates the process of translating those four values into concrete course goals and particular assignments. The essay concludes with an assessment of teaching the revised course.     

How We Teach Introductory Bible Courses: A Comparative and Historical Sampling

This study identifies the dominant modes of biblical interpretation being taught in introductory Bible courses through a qualitative analysis of course syllabi from three institutional contexts: evangelical Christian colleges, private colleges, and public universities. Despite a proliferation of methods and scholarly approaches to the Bible, this study reveals that historical‐critical approaches continue to predominate in pedagogical contexts, especially private colleges and public universities. In Christian colleges, theological approaches appear more frequently, usually alongside historical criticism and rarely supplanting it. The study also shows that teachers have been deploying social scientific and ideological approaches with increasing frequency over the past decade. Additionally, the study tracked instruments of student assessment in these courses. Public universities showed a particularly high level of pedagogical conservatism in this regard, while Christian colleges exhibit the greatest diversity with respect to course assignments and evaluations. See also “ Response to ‘How We Teach Introductory Bible Courses’ ” by Caryn A. Reeder, Tat‐siong Benny Liew, Jane S. Webster, Alicia J. Batten, and Chris Frilingos, published in this issue of the journal. The complete data set is included in an extended Appendix at the end of the article, and is also available electronically on the “Supporting Information” tab of the article's webpage and at the Wabash Center ( http://www.wabashcenter.wabash.edu/pdfs/AppendixCornellandLeMon.pdf ).     

《希伯来圣经》中的神人约——仪式、性质及团体意识

《希伯来圣经》中神人约的订立需要举行特定的仪式。尽管立约由神一方提出,神人约的完成却需要双方的努力。神人约具有双向性,它反映了神人双方的相互需要。神人约中蕴涵着深厚的团体意识,它使以色列成为一个非常有凝聚力的民族整体。