The Aramaic Solution to Jesus' Conflicting Genealogies

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expression écrite - matière potentielle : that matthew
revision
expression écrite
leçon - matière potentielle : the text
leçon - matière potentielle : hl9b

The Aramaic Solution to Jesus' Conflicting Genealogies --- The following article is invaluable in solving this centuries-old problem. This is yet more evidence of the superiority of the Aramaic Scriptures, the Peshitta. It answers the following questions: • Why are there only list 13 generations listed from the Captivity of Babylon to Jesus, in Matthew's account? Doesn't Matthew say there should be 14 generations? • Why does Luke list 20 generations in the second series, and 22 in the third? If this is the same Joseph, shouldn't there be 14 generations in the second and third series of Luke as well?

rd series between the accounts
plain reading
‘husband
aramaic
major semitic languages - rbg
matthew
jesus
term
lineage

Sujets

Révision

Church

Ionia

Series

Aramaic language

Matthew

Reading

Informations

Publié par	irma
Nombre de lectures	21
Langue	English

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1
HUMA3603
Ancient Cultures: The Art of Magic
School of Humanities
Central Coast
Faculty of Education and Arts

Course Description: Deals with definitions of magic, witchcraft, religion and
the connections between occult practices and religious belief/practice. Later
lectures deal with the actual practice of various forms of magic in antiquity,
beginning with those who practiced it, and concluding with the degrees of
belief in such activities and reactions against them. Actual magic practices
such as curse tablets, binding spells, alchemy and astrology are analysed.
The second major component of the subject is based on the fantasy world of
magic and witchcraft in literature. In addition to looking at Greek and Roman
literature there is a comparative element involving fairy-tales and material
from the age of the Witch Hunts.

Contact hours: 2 lecture hours per week and 1 tutorial hour per fortnight
(approx)

Times:
Lectures: Tuesday 3-5 (CS2.01)
Tutorials: Tuesday 1-2 (CS2.07) OR 2-3 (CS1.06) OR 5-6 (CS1.04)

Assessment:
One tutorial paper (1000-1200 words) = 25%
One essay (2000-2500 words) = 50%
One case study [800-1000 words] = 15%
Class test = 10%

Textbook: Georg Luck, Arcana Mundi

Course Co-ordinator: Dr Marguerite Johnson
Marguerite.Johnson@newcastle.edu.au
43484058

Consultation Times: Tuesday 11-12 and Wednesday 2-3 (other times by
appointment)

Counts Towards Majors in: Gender Studies OR Literature & Performance
OR Societies & Cultures 2
Course Outline

Week Date Lecture Tutorial
1 25/2 Introduction & Definitions
2 4/3 Hecate
3 11/3 The Practitioners NON-ASSESSABLE
Reasons for Magic (but compulsory)
TUTORIAL: Definitions
4 18/3 Curse Tablets, Binding Spells Hecate
& Voodoo Dolls
5 25/3 Curse Tablets, Binding Spells The Practitioners
& Voodoo Dolls cont.
6 1/4 Greek Magical Papyri &
Spellbooks
7 8/4 Amulets & Herbalism Curse Tablets, Binding
Spells & Voodoo Dolls
SEMESTER RECESS
8 29/4 Astrology
9 6/5 Belief in the Efficiency of (Text Analysis Due in
Magic Lecture Time)
Reactions to the Practice of
Magic
10 13/5 The Tools of the Witch Amulets
Magic & Witchcraft in Greek
Literature
11 20/5 Magic & Witchcraft in Roman
Literature
12 27/5 Video Presentation: ‘The Witches in Greek &
Burning Times’ & Witchcraft in Roman Literature
Early Modern Europe
13 3/6 Magic & Witchcraft in Fairy Witchcraft in Early
Tales Modern Europe
14 10/6 (Class Test in Lecture Time)
15 17/6 (Major Essay Due by 5pm)
3
Additional Information

ACADEMIC MISCONDUCT:
Please read the information in the section entitled ‘Writing at Tertiary Level’ §7
and consult the University of Newcastle’s website.

ADVERSE CIRCUMSTANCES (THAT MAY AFFECT ASSESSMENT):
For PROGESSIVE ASSESSMENTS you must apply for ‘Notification of
Adverse Circumstances (that may affect progressive assessment).’ For the
CLASS TEST you must apply for Special Consideration (which is for
examinations / tests only). Forms and details are available on the University of
Newcastle’s website. Extensions will NOT be granted unless one of the
above forms is completed. Extensions will only be granted after the
Course Co-ordinator discusses the application with the Head of School.

ATTENDANCE:
It is the student’s responsibility to attend classes as required. For this course
tutorial attendance is compulsory. This course requires that students attend
every tutorial. A roll will be kept to assess attendance and students may not
miss more than one tutorial without (a) speaking with the Course Co-ordinator
or (b) submitting the ‘Notification of Adverse Circumstances’ form. Failure to
do so may result in exclusion from the course.

PENALTIES FOR LATE SUBMISSIONS:
It is the student’s responsibility to submit required work on time. Any late
submissions without the ‘Notification of Adverse Circumstances’ will receive a
10% deduction from the original mark. Work that is not submitted after one
week of the due date will not be accepted.

RESPECT:
You should expect that classroom debate will be vigorous and individual
opinions may differ. In tutorials we must all agree to respect each other’s point
of view and opinions. While we may disagree or debate issues, personal
attacks and/or deprecating remarks will not be tolerated. This classroom will
be a secure place to discuss ideas.

READING:
• All readings are in Short Loans.
• Lectures will be taped and placed in Short Loans.
• Please note: the Central Coast Library has the collection: Cavendish,
R. Chief Ed. Man, Myth and Magic: The Illustrated Encyclopedia of
Mythology, Religion, and the Unknown. Vol.1–10. New York. 1997.
RQ133.03 MANM 1995.

4
COURSE AIMS:
• To gain an introductory knowledge of magic and the occult in the Greek
and Roman worlds
• To become familiar with the ancient materials involved in ascertaining
the above knowledge: artefacts; written documents; literary documents
• To develop an understanding of the connections between ancient
practices and beliefs and the post-Classical concepts of magic and the
occult in the Early Modern European Age (a minor aim)
• To develop analytical skills; skills in the presentation of an argument

5
Assessment

TUTORIALS:

Introductory Meeting: Definitions.
Due: Week 3: Tuesday
Question: At this introductory, non-assessable but compulsory tutorial,
students are asked to provide definitions of magic & religion. What – if any –
are the similarities between the two? What – if any – are the differences?

Reading:
Luck, G. Arcana Mundi: Magic and the Occult in the Greek and Roman
Worlds. Baltimore. 1985. 3-60.

Smith, K. F. ‘Magic (Greek and Roman).’ In Encyclopædia of Religion and
Ethics. Ed. J. Hastings. Vol. 8. Edinburgh. 1915. 269-98.

Plus any or all of the reading for Essay Topic 1.

Topic 1: Hecate.
Due: Week 4: 18/3
Question: Discuss the changes in the depiction of Hecate in Greek and
Roman religion and magic. Why does she change?
Advice: You must base your answer primarily on the ancient sources
provided in this course guide.

Reading:
Boedeker, D. ‘Hecate: A Transfunctional Goddess in the Theogony?’ TAPA
113 (1983): 79-93.

Caldwell, R. S. Hesiod’s Theogony: Translated, with Introduction,
Commentary, and Interpretative Essay. USA, 1987.

Clay, J. S. ‘The Hecate of the Theogony.’ GRBS 25 (1984): 27-38.

Edwards, C. M. ‘The Running Maiden from Eleusis and the Early Classical
Image of Hekate.’ AJA 90 (1986): 307-18.

Farnell, L. R. ‘Hecate’s Cult.’ In The Cults of the Greek States. Oxford, 1896.
Reprinted in The Goddess Hekate. Ed. S. Ronan. Hastings, 1992. 17-35.

Johnston, S. I. Hekate Soteira: A Study of Hekate’s Roles in the Chaldean
Oracles and Related Literature. Atlanta, 1990.

Lowe, J. E. ‘Magical Hekate.’ In Magic in Greek and Roman Literature.
Oxford, 1929. Reprinted in The Goddess Hekate. Ed. S. Ronan. Hastings,
1992. 11-15.
6
Marquardt, P. A. ‘A Portrait of Hecate.’ AJP 102 (1981): 243-60.

Rabinowitz, J. ‘Underneath the Moon: Hekate and Luna.’ Latomus 56 (1997):
534-43.

Topic 2: The Practitioners.
Due: Week 5: 25/3
Question: Who were the main practitioners of magic in antiquity? Provide
specific examples to illustrate you answer.
Advice: You should include in your answer, references to and excerpts from
the ancient sources. The issue of gender is also important and should be
considered.

Reading:
Dickie, M. W. ‘The Learned Magician and the Collection and Transmission of
Magical Lore.’ In The World of Ancient Magic. Edd. D. R. Jordan, H.
Montgomery and E. Thomassen. Bergen. 1999. 163-193.

Graf, F. Magic in the Ancient World. Trans. F. Philip. Cambridge, Mass. 1997.

Luck, G. Arcana Mundi: Magic and the Occult in the Greek and Roman
Worlds. Baltimore. 1985.

Topic 3: Curse Tablets, Binding Spells & Voodoo Dolls.
Due: Week 7: 8/4
Question: Discuss the main features of such magic (magical qualities as well
as physical features). What are the main aims behind the use of such magic?
Advice: You must base your answer primarily on the ancient sources – i.e.
the archaeological evidence.

Reading:
Crawley, A. E. ‘Cursing and Blessing.’ In Encyclopædia of Religion and
Ethics. Vol. 4. Ed. J. Hastings. Edinburgh. 1911. 269-89.

Faraone, C. A. ‘Binding and Burying the Forces of Evil: The Defensive Use of
“Voodoo Dolls” in Ancient Greece. CA 10 (1991): 165-205 + Plates.

---. ‘The Agonistic Context of Early Greek Binding Spells.’ In Magica Hiera:
Ancient Greek Magic and Religion. Oxford. 1991. 3-32.

Gager, J. C. Curse Tablets and Binding Spells from the Ancient World.
Oxford. 1991.

Graf, F. Magic in the Anci