2 Samuel: The Davidic Dynasty and the Prophetic Critique
https://www.youtube.com/watch?v=7uvMi8H6Iv8&t=6s
https://www.youtube.com/watch?v=J0Gw5LgBT9Q&t=1s
Read: 2 Samuel 1:1–24:25.
(Optional)
Read: Chapters 6-7 of Miller & Hayes, pp. 148–220.
Read: Chapters 3-4 of Brueggemann, pp. 39–79
• Question 1. What does Brueggemann mean by the royal consciousness? Where is this consciousness most acutely expressed in the Former Prophets material?
• Question 2. How does Brueggemann define prophetic criticizing? How does this criticism faithfully respond to the royal consciousness? Where do royal consciousness and prophetic critique most dramatically intersect in the 1 and 2 Samuel narratives?
• Question 3. How does David respond to opposition during his reign? How is his administration structured in such a way as to secure religious and political control over Judah/Israel?
Part 2
Based on the learning resources we engaged this week, what do the parallel events of the centralization of Jerusalem and the kingship of David suggest about the political and religious motivations of the author(s) of 2 Samuel? How is Nathan’s role as prophet comparable to that of Samuel, and how is it distinct? Do we witness the evolution of that role in this text?
efore must have been born with some of the traits that make a good leader. However, individuals can learn and develop traits that will make them a good leader. Being self-aware and education goes somewhat to developing an individual. Herbert Spencer’s theory supports the idea that the situation and group characteristic are a key element of good leadership. Stogdill first survey indicated that an individual does not become a leader solely because he or she possesses certain traits. Rather, the traits that leaders possess must be relevant to the situation in which the leader is functioning or found them self in . In today’s society leadership is in general, not a standalone individual. The leader is supported by a team of advisors to guide the leader in making an informed decision. What makes a good leader is how the decision is communicated to the followers.
As we have heard earlier in the paper, Charles de Gaulle was brought up in a patriotic environment. His upbringing shaped his beliefs and his determination to peruse them. Therefore he was not born patriotic, this was learned in adolescence. We have heard that he was intellectual, again a consequence of his upbringing. Encouraged to learn, he followed his mother’s desire to read and digest information. These basic foundations set de Gaulle up in to continue this later on in his military and political career.