CORE367/ PHIL368: Liberation Thought
Spring 2007
Project on Reading the Bible with Third-World
Eyes
Groups of 3 will work on one of the Bible readings in the Robert McAfee Brown
book to present to the rest of the class. The presentation should include the
following:
- A presentation of the context that Brown gives us for the relevance of
the Biblical passage. For example, the “Mary’s Song” passage discussed in
chapter 5 focuses first on the question of expectations and a certain kind
of “selective hearing” that we can have in considering Biblical passages,
especially “well-known” ones—this text was often set to beautiful classical
music. Then Brown examines the actual content of the “song” and puts the
details in their historical Hebrew context if oppression. In laying out the
context for the Biblical passage, the group should explain what is important
in this context, how it establishes or shifts the ground of the passage to
be studied, and anything else relevant to the context. It is also possible,
given the 20+ years that have elapsed since the first printing of this book,
to modify or suggest changes or even explain new continuities for this
context.
- The Biblical passage itself will have to be presented and read or
summarized in some way. Depending on the length of the passage, this should
perhaps be done in an initial way and then repeated, at least in part, as
the group highlights the interpretation suggested by Brown.
- The main lines of the interpretation Brown suggests should be presented
by the group, with an emphasis on tying the interpretation to the perceived
reality of those considered oppressed, marginalized, somehow “other” or
“Third World.” The group can add their own insights to the interpretation or
raise different issues, but they should present what they see Brown’s main
insights to be (at least the insights he claims are central).
- Finally, give some reaction to the “Items for Reflection and
Discussion,” highlighting some aspect you think could be fruitful for
discussion or further reflection. This could take up one of Brown’s
suggestions directly, or adapt it to something you believe is more
contemporary.
- We will do 4-5 of these passages per day, taking time at the end of the
presentations (if any time is left) for general discussion. If the group
wants to involve the rest of the class in some limited way in their
presentation, you may do so; however, 15 minutes has to be a strict limit,
so involvement of “the class” would have to be accomplished relatively
quickly—no more than 3-5 minutes. Still, there are creative ways to do this,
especially if you prepare people by email.