Adam and Eve in the Jewish Tradition

I have typically taught adult education courses, particularly in Jewish settings.  Since I do not enjoy teaching on Zoom, I have largely avoided doing so over the last few years.  This semester, though, I am beginning a new one, a ten-class course on “Adam and Eve in the Jewish Tradition.”  I wanted it to be fully in person but, alas, we ended up compromising on a hybrid format.  In any case, my syllabus is here:

Adam and Eve in the Jewish Tradition 

Spring, 2023

As the first human beings, Adam and Eve became for later Jews and Christians a rich source of reflection about the nature of humanity. Yet the biblical story of Adam and Eve is full of ambiguities. Do the first chapters of Genesis describe one creation, or two? Why did God create the first couple? Why would — or better, how could — creatures created “in the image of God” sin? What does the story teach us about human sexuality? This course will focus on how Jews, as well as the Christians with whom they were in dialogue, have interpreted this story and offered answers to these and other pressing questions.

Learning Objectives

By the end of this class, you should:

1. Know the story of Adam and Eve better than you ever thought possible and, more seriously, see the many different ways it was understood in antiquity;
2. Have a basic understanding of the wide range of literature produced by Jews in antiquity;
3. Know the different interpretative techniques used by Jews and Christians in antiquity;
4. Understand the role that the story of Adam and Eve played in the construction of gender roles among both Jews and Christians;
5. Have more resources for thinking about some of the crucial issues raised in this short story, such as love and family.

Instructor

Professor Michael Satlow, Religious Studies and Judaic Studies, Brown University.  My research specialization is in Jews and Judaism in antiquity, although I teach a wide range of classes.  I have a blog at mlsatlow.com and I tweet @mlsatlow, and am the author of How the Bible Became Holy.

I can be reached at msatlow@gmail.com and try to respond to emails within 2 business days.  I am always interested in your feedback.

Hybrid Format

You may all have had more experience learning in a Zoom environment than I have!  I largely avoided Zoom and hybrid teaching, in large measure because I find the in-person learning experience to be much more productive and exciting.  That said, I do realize that these are complex times, and that the use of video learning environments opens access to many.

We will thus be holding this course in hybrid format, which is something I have never done.  So I beg your indulgence in advance as I figure out how best to manage a class like this.  We will go over the technical details during our first class, although I have little doubt that we will have to make adjustments in the course of the semester.

Resources

We will be reading one book in its entirety, Bruce Feiler, The First Love Story: A Journey through the Tangled Lives of Adam and Eve.  I would characterize this book as a meditation on the story of Adam and Eve through the lens its later interpreters, Jewish and Christian, religious and secular.  I think that it will help you to see this story in a new way that might be particularly relevant.

Other readings will be posted in our shared Google Drive Folder at least a week in advance.  You should print these out and bring them to class.  It may also be helpful for you to always have a Bible handy.  Since we’ll be referencing some New Testament texts, I would recommend Holy Bible: New Revised Standard Version (ISBN: 978-1585160303), but really any version would work (including only a Tanakh).

Expectations

It is a pleasure for me to teach adults, who have actual, fully-developed social skills.  While you all know these things, just a few reminders:

1. You are all adults with big, messy lives. I have tried to keep the readings manageable, but even so, I realize that not all of you will be able to prepare for every class, and that’s fine.  Moreover, some of these readings, particularly of ancient primary texts, are complicated and difficult to understand.  Do what you can; don’t work to the point of frustration.  We will often go over these texts slowly and in detail in class.
2. I like to run a lively class that gives you space to discuss, disagree, and develop ideas. I will typically begin class with an open-ended question about the readings, just to get an idea of what you, as a class, found interesting, confusing, etc.  You should be prepared each class to say something about the readings, but since I like to hear from everyone, be concise!
3. Sometimes I might break you up into smaller groups to discuss a text or issue, or work on a project. As we gel as a class, I will have a better sense of how to handle this.
4. I anticipate spending some time each class lecturing, but it will not be for the majority of the class. As I speak, I welcome questions that ask for clarification.  Most comments and responses, though, should wait until I finish.
5. Please silence your phone during class or, even better, turn it off if you can. If you are on Zoom, please stay muted unless called upon to speak.  We will figure out together how to use the Zoom chat to effectively further our discussionsyou’re your participation.
6. We will have ample time for discussion. Your participation is important!  I only ask that you are respectful of the opinions of others and of the time.  We are all responsible for everybody’s learning, so let’s make sure that everybody has an opportunity to contribute.
7. We will usually have a 10-15 minute break in the middle of the class.
8. Have fun!

Tentative Schedule