New Article in the Journal of Semitic Studies

The latest issue of the Journal of Semitic Studies (2014; 59/1) is out and has an article that I wrote with my doctoral student, Andrew Jones.

Robert D. Holmstedt and Andrew R. Jones. 2014. “The Pronoun in Tripartite Verbless Clauses in Biblical Hebrew: Resumption for Left-Dislocation or Pronominal Copula?” Journal of Semitic Studies. 59(1): 53-89.

This article is related to this earlier post, as well as this JBL article that came out last Fall.

For the full article, see here and scroll down.

A little Phoenician

Phoenician is a close relative of ancient Hebrew, so …

I’m happy to announce the imminent release of a collection of articles that I’ve co-edited with Aaron Schade (BYU-Hawaii). The volume is dedicated to the memory of J. Brian Peckham, who taught NWS epigraphy at U of T for 30 years. Aaron wrote his doctoral thesis under Peckham at U of T and had the privilege of knowing Brian a few more years than I did. But even during the all-too-brief three years I knew him, I came to understand just how encouraging and inspiring this scholar-teacher was — he was warm, welcoming, witty, and more than happy to share his considerable knowledge and wisdom. Indeed, on one our first meetings when I came to U of T, he shared his many class notes with me; after he passed, I learned from his executor that Brian had specified that I was to get first choice of anything in his extensive library. For these and many more reasons, I will also be indebted to J. Brian Peckham.

Although Brian passed away (September 2008) before the contributions to the volume in his honor were finished, the project had already taken shape by the summer of 2008 and I was able to tell him about during our last beer-and-burger lunch together in  August, just weeks before his final hospitalization. Surprised delight is the only way to describe his reaction. While Brian loved Phoenician and it was both the topic of his doctoral thesis and a subject he taught his entire career, it seems to me that he didn’t realize how much he contributed to the field. But, that was Brian — humble and self-effacing.

Eisenbrauns is running a sale of Phoenician right now, including pre-orders for our book. Take a look!

Also, take a look at Peckham’s final work — his history of Phoenicia, which will be published posthumously by Eisenbrauns.

Peckham

Genesis 1.1-3, Hebrew Grammar, and Translation

*(revised after the clarification given in the initial comment)*

Introduction 

Genesis 1.1 is one of the most discussed verses in the Hebrew Bible. It is the first verse of the first book, initiates the Hebrews’ grand cosmology, and … contains an apparent grammatical crux. Phooey! You would think that one could get further than one word into the Hebrew Bible without a grammatical problem.

In fact, there is no problem, only a long-term misunderstanding of Hebrew grammar. In a 2008 article appearing in Vetus Testamentum (which revised a sub-section taken from my 2002 thesis), I argued for an analysis of the first verse that is grounded both in my long-term research on the Hebrew relative clause and comparative Semitic grammar. You can find the article linked here.

But recently I was criticized (on a blog), for failing to explain how my analysis of 1.1 fit into an interpretation of 1.1-3. So, although my argument for Gen 1.1 stands ably on its own, I will take the opportunity presented by the recent criticism to summarize my argument for 1.1 and provide my analysis of vv. 1-3.

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Pedagogy and the Lesser-Taught (Ancient) Northwest Semitic Languages

In late September I sent out a survey via Jack Sasson’s Agade list. The topic was the pedagogy of less-commonly-taught ancient Northwest Semitic languages (that is, courses in Hebrew epigraphy, Phoenician and Punic, Aramaic, and Ugaritic). My interest is to learn from others by determining a sort of ‘best practices’ short list for teaching these languages.

You may wonder why I am concerned. It’s not because I’ve had poor teaching results. Final exam results and the quality of research projects illustrate that my students are learning about as much as is possible in a term (indeed, they might say is that my “as much as possible” is actually “inhumanly” possible, based on how hard I push them!). Rather, what drives the survey and this post is my own dissatisfaction with how the course unfolds. I become … I hesitate to admit it … bored with my own techniques about half way through the term. There must be a better way (or ways)!

As with my undergraduate Biblical Hebrew courses, I am always looking for better techniques—techniques that are both more effective and more fun. For BH this motivated our second textbook, which recognizes the student interest in learning to “read Bible” but also tries to draw what we reasonable can from modern language techniques. The question is, can we do something similar for the less-commonly-taught ancient NWS languages? Is that even possible, given the nature of the evidence? For example, Ugaritic has a large corpus, but little narrative and very little vocalization. How could it be taught more “communicatively”. And if we could find a way, would the method serve our teaching goals (i.e., would the [mostly graduate] students learn enough of what we want them to learn)? [For a thought-provoking blog discussion of this issue on BH, I suggest starting here and following the various links.]

I wrote the simple survey to probe others who teach NWS languages regarding their goals, curricular structure, and pedagogical style. I received only 8 replies, but they were instructive and represented an interesting distribution (seminary and research university, North America, Europe, and Israel).

I used the survey comments to provoke a discussion at the just-finished MICAH gathering (that is, the Mainz International Colloquium on Ancient Hebrew**). Many commented and below I have summarized both the email survey responses.

** What a blast this event was! The level of expertise, and thus papers, on Hebrew and Semitic languages represented by the participants was impressive and inspiring. So much to learn …

I am indebted to the organizer, Dr. Reinhard Lehmann for inviting me to speak and participate in the panel discussion. I will also take this chance to thank publicly those who organized the event with Dr. Lehmann: Dr. Johannes Diehl, Dr. Anna Zarnacke, Kwang Cheol Park, Anna Schneider, Karoline Ehinger, and Editha Lefebre. Vielen Dank!

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