Osnova sekce

    • Overview

      • Choosing the text, limits of the selected text, context
      • Preparing the text: reading and translating, division into sentences and clauses
      • Dealing with text-critical issues

    • Comment

      Already choosing the specific biblical text for exegesis is a matter of hermeneutic consideration. Does the exegete have some pre-understanding about the chosen text? Is such preunderstanding shaped by some specific tradition? The exegete has to critically evaluate these pre-understandigs. The traditional divisions into the verses is not always reliable. The reader must take into the account the broader context of the passage. Reading the passage in the original language (Hebrew, Aramaic), in ancient versions (Septuagint, Vulgate) and in modern translations (English and other available) often exposes the exegetical issues, with which the exegete must deal in the following phases of the exegetical task.

      The task of textual criticism is to reconstruct the best original text of the passage. On the level of this course, the student must deal at least with the text-critical notes of BHS and with text-critical notes in the selected commentaries.

      The practical steps in this phase include:
      • choosing the text for exegesis, settings its limits
      • reading the passage in the original language, providing own tentative translation
      • reading the passage in ancient versions and modern translations
      • textual criticism: dealing with the critical apparatus of BHS, possibly also with own translations of the versions
    • OTE 03 Step 1 Soubor
    • OTE 03a Psalm 1 Text preparation Soubor
    • OTE 03b Psalm 1 Textual criticism Soubor

    • Literature for individual study

      Stuart, Old Testament Exegesis, 33-42.
      Waltke “Textual Criticism of the Old Testament and Its Relation to Exegesis and Theology.”

    • Stuart, Old Testament Exegesis, 33-42. Soubor
    • Waltke “Textual Criticism of the Old Testament and Its Relation to Exegesis and Theology.” Soubor

    • Verifying comprehension

      1. Have a look at Genesis 1-2. How would you divide it into meaningful units for exegesis?
      2. How would you define a textual unit for meaningful exegesis with regard to the story of the call of Abram (around Genesis 12)? Are there any reasonable alternatives to your first definition of the textual unit?
      3. Read book of Jonah in English. How important is the overal context of the book for the interpretation of so-called "Psalm of Jonah" in Jonah 2:2-10?
      4. Most modern English translations read Gen 20:13 similar to NRSV. However, the Bible in Czech Ecumenical Translation (CEP) has a different readings (an English paraphrase of CEP given below, after NRSV). Check the Hebrew text, check also the critical apparatus of BHS.  Try to explain the reasons for difference in these two translations.
        • NRSV: "And when God caused me to wander from my father's house, I said to her...."
        • CEP: "Když mě bohové po odchodu z otcova domu nechali bloudit, řekl jsem jí...." = "When gods caused me to wander from my father's house, I said to her...."
      5.   Compare the reading of 1 Sam 1:5 in NRSV and RSV. Check the critical apparatus of BHS and the reading of the Septuagint (LXX). Explain the difference in the English translations.
        • "but to Hannah he gave a double portion, because he loved her, though the LORD had closed her womb." (NRSV)
        • "and, although he loved Hannah, he would give Hannah only one portion, because the LORD had closed her womb." (RSV)
      6. Read Waltke's examples of unintentional and intentional changes of the biblical text (59-60). Write three types of unintentional changes and two examples of intentional changes.