apocalypse-puppy

A record of thoughts about teaching, writing, and living the academic life.

Wednesday, July 14, 2010

Tearing Apart and Putting Together: The Icons at Um er-Rasas

Instead of working on the next chapter of my Revelation writing project, yesterday afternoon I spent a fair amount of time labeling photos I took at Um er-Rasas (known in the ancient world as Kastrom Mefa'a) in Jordan. The site, a UNESCO heritage site, is interesting for a number reasons, including the fact that in a relatively small area 16 Byzantine churches have been uncovered. A number of these churches have incredible floor mosaics, including the Church of St. Stephen. There are a number of interesting things about the mosaics at St. Stephen, besides their detail. First, an inscription names the mosaicist. The mosaic includes an "inscription" naming the mosaicist as Staurachios Ezbontinos. It also says that his colleague Euremios paved the presbytery in March 756. Second, the mosaic includes a border section depicting ecclesiatcial cities in the region. The images begin in the right corner next to the presbytery with Kastrom Mefa'a, move on to Madaba, Philadelphia (modern Amman), etc. Opposite Kastrom Mefa'a is they "Holy City" or Jerusalem. The mosaic (see above) includes an image of the Church of the Holy Sepulchre, just as the Madaba map!

Another interesting thing about these mosaics is that you can see the work of iconoclasts. While we often think of iconoclasts destroying figural art, it is interesting to see how they actually reconstructed the mosaics into non-human figures. The image to the left, for example, is a fish that has been put in the place of a human figure that was apparently riding some sea animal. You can see the blacked out human face in the upper-right corner. They also "scrambled" many human figures in the central part of the mosaic and even replaced some with symbols, such as spades. The explicitness of their work is thought provoking . . .

Monday, July 12, 2010

Questioning Categories: Roman Judea/ Galilee Was Really Roman


I had good intentions about blogging while I was in Israel and Jordan. But since my access to the internet was only occasional and since we spent a good deal of time on-site, my intentions weren't fulfilled. So, now that I am home, I will be processing some of what I learned (I learned more than I ever could have imagined), as I also begin to look at the next stage of my current writing project on Revelation.

The main thing I learned while in Israel was that Roman Judea/ Galilee was saturated with Roman influence. I expected Roman influence, as suggested in previous posts, yet I had no idea of how pervasive Hellenistic/ Roman culture was in ancient Judea. In graduate school, my instructors spent a significant amount of time trying to dispel the myth of an ancient Judaism that was hermetically sealed off from Hellenistic and later Roman influence. I've continued this refrain in my teaching, for example, highlighting the portions of 1 & 2 Maccabees which suggest that it was Jewish sects that embraced and promoted Hellenism (e.g. the gymnasium) rather than having it foisted upon them by Antiochus IV. Yet, I had never fully realized the number of temples dedicated to Hellenistic/ Roman deities in the region, nor had I realized all the ways that the upper classes (Herod in particular) seemed to emulate Hellenistic/ Roman trends. In other words, I think I have been holding on to the Jewish-Hellenistic/ Roman dichotomy more than I realized. It's not that the ancient forms of Judaism do not have some particularities. However, I think I'm seeing more clearly how these particularities can fit within the range of what it means to be Roman. In fact, I'm beginning to realize that my past notion of Roman-ness was not as nuanced as it could have been.


One of the things that struck me while visiting ancient sites was how marking something as Jewish had the effect of suggesting that something was religious. This was initially made clear at Massada, when we visited an area described as a "synagogue." While the term synagogue signifies to us a religious function, Jodi Magness (see above) pointed out to us that we really have no idea of whether or not the room served a religious purpose. The space does include a structure seemingly functioning as a genizah (some scroll fragments were found buried there). Other than this, there is nothing that suggests this was more or less than an assembly hall. It may have been used for religious functions, but also for political or other communal gatherings. To mark the space primarily as religious has a significance for us that might not have been present in the ancient world.

Similarly, I was curious about the labeling of mikvot as "ritual baths." Many of the sites we visited had these stepped baths which were used for immersion. Traditionally, these were used to rid oneself of ritual impurity. There is at least one extant mikvah by the Temple Mount and the cisterns from around the Temple suggest that there could have been many more. The homes in Herodian quarter in Jerusalem had numerous mikvot, since these homes were likely inhabited by priests or priestly families. Yet, in one of these homes, the mikvah was close to and looked similar to a bathing area, which included a seating area. This made me wonder why we describe the use of mikvot as ritualistic, which suggests a special significance, and not Roman baths. The importance and complexity of baths in Roman cities suggests that they were for more than hygiene and health, that they served important social and communal functions. Did they have functions that could be understood as "ritualistic" or "religious"? How do the functions of these baths relate to the functions of the mikvot? Clearly, I need to read Fagan's Bathing in Public in the Roman World to start getting a sense of the issue. The point is, for me, how we mark supposedly Jewish things as "religious" in a way that we don't when it comes to non-Jewish things or spaces. Ultimately, it raises the question of what constitutes religion . . .

Friday, June 25, 2010

teaching material . . . strategies


One of my motivations for putting together a digital archive of images from "Roman Judea" is to find new ways of incorporating material culture into my teaching. Currently, I use images of material objects (e.g. monuments, votives, statues, coins) to illustrate the points I make in class lecture and discussions. I show these using power point, because it is easy to use, although I only use minimal text. (I've noticed a number of my teaching colleagues proudly proclaim their dislike of PP or happily point to the fact that students praise them for not using it. I find it helpful for showing images, but like other tools it takes time to use it in effective manner.) I think using images as illustrations is important and my students often comment that it makes things "more real." Seeing, for many of them, is believing and if I can help them that Rome celebrated the destruction of the Temple by showing images of the Arch of Titus, than I've done something pedagogically important. Or, to reference one of my favorite images, if I can show my students that ancient Romans looked to the gods for healing, which can help understand Jesus' healing ministry, by showing pictures of votive uterii (see above), I've had a good day!

While material culture can be used for illustration, I'm interested in other ways it might be used pedagogically. This interest is related to how I use visual art images to prompt student to think about biblical texts. Dan Clanton and I actually cowrote an essay on using art to teach the Bible an edited volume entitled The Bible and Popular Culture and the Arts: Resources for Instructors (Roncase and Gray, eds., SBL) which outlines different models for using images to teach texts. An excerpted version of the essay can be found at the SBL forum. One of the models we propose is using art as illumination. By this we mean that images can be used to prompt students to engage complex ideas. Images can be used as entry ways into abstract thinking about texts and interpretative issues. I offer some examples of this in the Roncase and Gray volume.

Now that I'm thinking about material culture, I want to find ways of using material culture in a similar way . . . as more than illustration. I'm interested in thinking about ways that the things I see and experience in Roman Judea might be used to develop case studies for students to use in conjunction with class readings or a type of problem based learning that focuses on the past. I can imagine using material culture images to get students to discover for themselves that the boundary between "Judaism" and "Hellenism" was blurry to non-existent. Or, perhaps, I can put together a set of images and readings that allow students to see the complex ways that space and gender interact, complicating the simple notion that female space was private and male space was public. I guess one of the things that I need to think about now is how to collect images (i.e. take pictures) in a thoughtful enough manner to facilitate this. I'm sure I'll be talking about this more as I actually begin my archive.

Also, a topic for the future . . . teaching students to read material culture objects. I've worked on guides for teaching students to read images in a way that is analogous to texts, but now I need to think more carefully about reading stones and bones!