See the syllabus and paper rubric on Blackboard. The prompts below provide
several possibilities. However, you should regard the prompts as prompts—some
ideas to get you started thinking about what you might like to write about. You can
modify existing prompts of devise paper topics of your own. Note that the prompts
envision you writing (or speaking) to a specific audience for a specific purpose.
However, your paper might (like most academic papers) have no specific audience
and purpose. The prompts are constructed this way because many students find it
easier to write well if they have a specific audience and purpose, so feel free to use
your imagination and creativity to develop a paper (or other project) for this course.
I encourage you to think broadly about possible paper topics and need not limit
yourself strictly to the Old Testament, since the wider issue of violence in the media
is part of the course. Try to find something of lasting interest and significance to you.
CENSORING PSALMS: LITURGY OF THE HOURS
Following the Second Vatican Council (Vatican II), the Church revised the Liturgy of
the Hour (aka Divine Office). In this ancient tradition, Christian monks have prayed
all of the psalms on a regular basis. In the modern revision, certain psalms and parts
of psalms were omitted from the Liturgy of the Hours so that monks no longer pray
all of the psalms. Specifically, three psalms are entirely omitted: Psalm 58; 83; 109.
Parts of nineteen other psalms (one verse or several verses) are also omitted: 5:10;
21:8-12; 28:4-5; 31:17-18; 35:3a, 4-8, 20-21, 24-26; 40:14-15; 56:6b-7; 54:5; 55:15;
59:5-8, 11-15; 63:9-11; 69:22-28; 79:6-7, 12; 110:6; 137:7-9; 139:19-22; 140:9-11;
141:10. Note that these verse numbers are according to the NRSV. In the NAB, the
verse numbers will often be off by one verse (-1, that is, because NRSV does not
number psalm headings as verses, but NAB does).
Another church council has been called and the subject of Scripture is being
discussed again. Like Vatican II, Vatican III involves Catholic bishops and
representatives from non-Catholic traditions. Some bishops want to retain or even
expand the censorship of Psalms in the Liturgy of the Hours, while others want to
return to the older tradition of praying all the Psalms without any censorship.
You have the opportunity to address your bishop on this issue. You have ten
minutes (about 5 pages) to state your case for or against censoring Psalms in the
Liturgy of the Hours.
CENSORING SCRIPTURE: THE LECTIONARY
At the Second Vatican Council (Vatican II), the bishops of the Catholic Church
decided that the riches of Scripture should be made more fully available to
laypersons through a revision of the lectionary. Since Vatican II, many more biblical
passages from both Testaments appear in the lectionary and are read in church.
However, the Old Testament material is still limited and unsystematic (OT passages
are selected to ‘fit’ with the gospel readings, so the OT is highly fragmented in the
lectionary). Passages that are ‘problematic’ for various reasons are omitted for that
reason.
Another church council has been called and the subject of Scripture is being
discussed again. Like Vatican II, Vatican III involves Catholic bishops and
representatives from non-Catholic traditions. Some bishops want to retain or even
expand the omissions of OT passages in the lectionary. For example, the Easter Vigil
includes Genesis 22 and Exodus 14, and some would like to remove them. Other
‘problematic’ passages are not included in the lectionary (most of the flood story,
almost all of Joshua, Ezekiel 16; 23, etc.).
You have the opportunity to address your bishop (or the committee revising the
lectionary) about the proposed exclusion of a specific passage (e.g., Genesis 22;
Exodus 14) or the inclusion of a specific ‘problematic’ passage (e.g., Ezekiel 16). You
may choose the passage and whether you are arguing for excluding something
presently in the lectionary or including something currently missing from it.
BOOK BANNING
A group of concerned and pious parents has moved to ban several books from the
library at the high school (or elementary school) that your child attends (or that you
attend) for their unedifying content.
You may imagine something more specific based on actual cases. For example, Huckleberry Finn is
often banned in the US (for use of “the n-word” among other things), The Catcher and the Rye
(Holden Caulfield is a corrupting influence on teenagers), various plays of Shakespeare (for violence,
sex, and in Merchant of Venice, unflattering depiction of Shylock the Jew), the Harry Potter series
(occult/Satanic and anti-family themes), Maya Angelou’s I Know Why the Caged Bird Sings (explicit
rape and sexual abuse).
Some of the parents want to add the Bible to the list because of its sexual and violent
themes and unedifying depictions of God and heroes. This proposal has fractured
the parents. Some want to ban the other books, but not the Bible. Some want to ban
the Bible but not the other books. And still others want to ban both the Bible and the
other books.
You have 10 minutes to address a school board on this topic. It would be helpful to
focus your remarks on a specific topic and to narrow the scope to the scenario
accordingly. For example, you may be addressing the question of whether the Bible
should be removed from the school library. Or you might focus on whether some
other book should be removed (your choice of book, but select one that has actually
been banned), but not address the Bible at all.
You can find many lists of banned books online. For example:
http://www.banned-books.com/bblista-i.html
http://www.nytimes.com/library/cyber/nation/082297nation-list.html
http://www.abffe.com/bbw-booklist-detailed.htm
http://www.ala.org/ala/issuesadvocacy/banned/frequentlychallenged/index.cfm
(links to left include lists of books and ‘statistics’ with info about most common
reasons for challenging a book, who challenges a book, etc.)
Note also this news editorial about a bowdlerized version of Huckleberry Finn that
replaces every instance of “the n-word” with “slave”:
http://www.nytimes.com/2011/01/07/books/07huck.html Is bowlderization a
reasonable solution to censorship?
BOOK BANNING: CATHOLIC INDEX
Between the Council of Trent and Vatican II (from 1559 to 1966), the Catholic
Church periodically published the “Index of Prohibited Books” (Index Librorum
Prohibitorum), often referred to simply as “the Index.” It included several now
classic works of fiction and non-fiction. Although the Index was abolished, it
survives in the modern Catholic tradition of some books being published with a
“Nihil Obstat” or “Imprimatur.” These designations mean that a Church censor has
found nothing damaging to faith or morals in the work (nihil obstat=nothing stands
in the way) or that it may be publish (imprimatur=let it be ppublished). These
indications are not an endorsement of the book, only an indication of what is NOT in
the book.
At a new Church council (Vatican III), some bishops are proposing that the Index be
revived and the Church seek to prohibit Catholics from reading certain books (or
movies, etc—a contemporary version would likely consider all media). You have the
opportunity to address your bishop about whether the Index is a good or bad idea,
or whether some other proposal might be better than the Index.
NOTE: The USCCB has online reviews of movies and television with a view
specifically to their moral content: http://www.usccb.org/movies/ Not an Index,
but something sort of similar. You might write a paper offering a more detailed
review (agreeing or disagreeing with the one online) or evaluate the criteria and
rating system that the reviewers use (e.g., propose emendations):
http://www.usccb.org/movies/criteria.shtml
CHILDREN’S BIBLE: COMPOSING
A small publisher is compiling a children’s Bible and has asked you if you would be
interested in contributing to the volume. You have agreed to retell a biblical story
for the money that the publisher is offering, but the publisher specifically asks you
to select a biblical passage that is “problematic” due to its violent or sexual content.
To collect your paycheck, you must deliver two things to the publisher: (1) your
retelling of a “problematic” story and (2) a short explanation of why you told the
story in the way that you did so that the editor can explain the rationale to the
editorial board overseeing the project.
CHILDREN’S BIBLE: CRITIQUING
A friend of yours wants a children’s Bible appropriate for his/her child (in late
elementary or junior high school). This friend has asked you to examine several
children’s Bibles to recommend one that strikes a balance between accurately
representing Scripture, but not reproducing the mature content of Scripture (sex
and violence, problematic images of God). Write an email detailing the results of
your research (what Bibles you looked at and how you evaluated them) and your
recommendation (and rationale for your recommendation).
GENESIS 22
Your son (or daughter) has come home upset after hearing Genesis 21 read in
church (or school). [Or he may be old enough to have read it on his own.] What do
you tell your child about this disturbing story and what it says about God and Godfearing and faithful parents (like yourself).
JUDGES 11
Your daughter (or son) has come home upset after hearing Judges 11:29-40 read in
church (or school). [Or she may be old enough to have read it on her own.] What do
you tell your child about this disturbing story and what it says about God and Godfearing and faithful parents (like yourself).
INTIMATE PARTNER VIOLENCE
Among your circle of friends, there has been an incident of intimate partner
violence. You are friends with a couple named Romeo and Juliet, and you met both
of them at the same time as a couple. In the course of an argument, Romeo hit Juliet.
She is shocked and he is apologetic. It has never happened before and Romeo insists
that it will never happen again.
In this situation what do you say to either of your friends, or how do you navigate
the dual friendship (or do you drop one of them)? Consider this variant: you have
been friends with Romeo since you were kids; you’ve only known Juliet for the few
months they were dating. Or, you are related to one of them.
Variant: Juliet hit Romeo, or they have both hit each other.
You might compose the journal of your experience of being connected to this
relationship, or write if from the perspective of Romeo or Juliet.
Or: how might you construct a campus campaign to raise awareness during Teen
Dating Violence Awareness Month (February)?
Or: you are a consultant for CUA. You have been hired to provide an expert opinion
about how the university could create a model program for prevention of dating
violence. Based on the evidence, what would you recommend?
RAPE
One of your friends (Juliet) has accused another of your friends (Romeo) of rape.
You have known them both for as long as you have been in college, and you are all in
the same circle of friends. They have never been an “item,” just friends.
In this situation what do you say to either of your friends, or how do you navigate
the dual friendship (or do you drop one of them)? Consider this variant: you have
been friends with Romeo since you were kids; you’ve only know Juliet since coming
to college. Or, you are related to one of them.
You might compose the journal of your experience of being connected to these two
people, or write if from the perspective of Romeo or Juliet.
Or: how might you construct a campus campaign to raise awareness during Sexual
Assault Awareness Month (April)?
Or: you are a consultant for CUA. You have been hired to provide an expert opinion
about how the university could create a model program for prevention of sexual
assault. Based on the evidence, what would you recommend?
ATHEIST MORAL CRITIQUE OF BIBLE
Several atheist (and deists) have cited the violence in the Old Testament as proof
that the OT is not inspired by God, but merely a human document. This argument is
used to argue either for atheism or at least against traditional Christianity (and
Judaism). Find an example of such an argument (a recent famous one is Richard
Dawkin’s The God Delusion (2006, see chap. 7).
How would you respond to Dawkin’s argument? Note that you might critique his
position and defend Scripture or elaborate and reinforce his argument.
Alternative: Take the side of the atheist to argue against St. Augustine or others who
uphold the Bible as edifying and sacred literature.
WAR
Imagine you are a recruiting officer for a branch of the US military. How would you
motivate young people to enlist? You might imagine the challenges of specific
populations (students at a religious university that may see military service as
contrary to religious teachings about peace and forgiveness). Or you might imagine
constructing a wider advertizing campaign. What would that campaign look like? Or
what would you say given the chance to address the students at the religious
university? How might you handle a conversation with a potential recruit with
ethical misgivings about becoming a soldier who may have to kill other people.
Alternative: write from the perspective of the potential recruit or (concerned) friend
of the recruit.
MEDIA ANALYSIS
For any of the above topics (among many other possibilities), you could examine
how the media presents a given form of violence. You will need a definition of the
violence (homicide, rape, etc) and a defined corpus of media to analyze. The study
could combine both quantitative (counting incidents) and qualitative (analysis of
details) aspects in light of other similar studies and information on the effects of
media. Or you could examine two samples of media (from different time periods, for
example) for comparison. Or compare biblical violence to how it is represented in
movies made of the biblical story.