"Only the educated are free."
The piece below is simply a high-school course I've designed to ensure politicians will no longer be able to use the word "Jesus" and what they consider a national -- maybe even nationalistic -- religion to block change and progress, to fatten already obese corporations, and trash a planet they claim to believe was created by the Judaeo-Christian notion of God.
Especially the "Jesus" part is just bugging the shit out of me. They have to stop tossing his name around like a slobbery dog-chewed Frisbee they found stuck on the roof of an abandoned duplex.
As for the religion called "Christianity," I can't be sure it was ever part of Jesus' plan in the first place, so I'll leave it at that.
But I have read and thought about Jesus ever since I left the church, and I assure you he is not that guy the "religious right" pummels us with. They get away with this travesty because their constituency, "Christians" as a whole, don't know much about Jesus or the bible in general, so they believe whatever people in suits tell them.
|Christian vote getter|
It's okay: They're not perfect, just forgiven. I'm neither. But I'm informed and I have an attitude, and I really will be damned if I don't do my part to save my fellow Americans from ever electing another person to any office because s/he claims to be a Christian, claims to know the teachings of Jesus, and claims to know the intentions of the Creator of the Universe.
What a load of crap!
So here is a course guaranteed to protect the next generation of Americans from falling for the God-Is-a-Republican card and all this God-Bless-America nonsense. It is required of all students, whether they come from Christian families or not, and will continue to be required until we rid ourselves of this pack of Neo-Pseudo-Pharisees.
Hey, the religious right wanted the bible back in school, well here it is, baby!
Read the course description. You'll see. All will be well after all, and all manner things will be well. The truth will totally set you free!
**Press Release from Seminal County Public Schools**
Faculty Position Opening for Academic Year 2017-18
Candidates must be either agnostics or atheists, to prevent possible proselytizing. Agnostics must provide evidence that they do not know if there is a God; atheists must provide proof that there isn't one; consideration will be given, however, to atheists who pass a polygraph test, re: "Do you believe there is a God?"
|Christian vote getter|
Candidates must be qualified (preference given to those with graduate degrees in Christian theology, history of Judaism, geology, anthropology, paleontology, Middle Eastern history and languages) to teach the following required 2-year (junior and senior years) course:
"Informed Christianity" -- Proposed syllabus for first week:
Monday: Foundation Information: For example, "Christ" wasn't Joseph's last name, so it wasn't Jesus's either. Nor was "H" Jesus's middle initial. Discuss.
Tuesday: Sources and authorship of each major book in the bible, in both "Old" and "New" Testaments, including a history and analysis of surviving original manuscripts. Why, for example, is Moses credited with writing books that contain material he would have known nothing about? How did David find time to write all those psalms?
Related to the above, a survey of the changing meaning of "authorship" from 1500 B.C.E. to the present.
|Christian vote-getting pussy grabber|
An examination of the canonization process: How did certain books of the bible became considered the "word of God" while other similar works did not?
Out of all first-century gospels, for example, how were the four we have now superior to the others? How was the order of the biblical books determined? Why, for example, does Matthew's gospel precede Mark's?
Why and when did Christians change the Hebrew scripture's organization in the process of turning it into "the Old Testament"? When did "Old Testament" replace the collection's original title "All the People and Events that Led up to and Predicted Christianity"?
A thorough study of Mosaic Law and its relationship to the core teachings of Jesus, and its focus on justice for the needy. Required reading for this unit: Marilynne Robinson's essay "The Fate of Ideas: Moses."
|How forensic scientists believe Jesus would've actually looked. Good luck getting on a plane, Jesus!|
Who decided to close the biblical canon and when and why? Why not accept additional manuscripts for, say, 125 more years?
Wednesday: A thorough analysis of the four currently canonized gospels' discrepancies, and possible explanations for any outright contradictions. Do they agree, for example, that Jesus was born in Bethlehem, and if so do they mean the one in Judea or Galilee? Or was he more likely born in Nazareth? Are the references to his birthplace symbolic or merely an effort to be geographically accurate for the benefit of future Christian tour buses? And is there really a Good Friday, or is some other day Good, and if so, why? And why not?
A study of shifts in the gospels' style, tone, rhetorical methodology and emphasis in subject-matter, and an exploration of what those shifts suggest about textual layering, redaction and tampering between the death of Jesus in roughly 30 C.E. and the composition of the gospels beginning somewhere between 20 and 40 years later, continuing with John's gospel circa 100 C.E, then to intentional, accidental, incidental and substantive tweaking during the translation process up till, say, last night.
Did monk scribes working under the stress of fasting and celibacy ever emend the texts to express their own frustrations and resentment toward "playas" or to pitch their personal interpretation of Jesus' teachings?
A thorough study of ancient Hebrew (including the Aramaic dialect) and Greek (including the Koine dialect), and the Latin of the first century C.E.
Close examination of the "Virgin and the Whore" motif as engendered by the Virgin Mary and Mary Magdalene, with emphasis on the source of the latter's alleged prostitution and the subsequent fascination with her alleged raunchiness-turned-righteousness as she became one of Jesus' more faithful and courageous friends, possibly culminating in her becoming the first nun, i.e., the bride of Christ.
The Magdalene story may then be used as a foil to the tradition of Mary's ability to retain her virginity while being impregnated by the Creator of the Universe, leading to her eventual Assumption, as well as to the more general assumption that sex -- even between a man and a woman -- was the original enjoyable sin allegorized by the serpent and the fruit, back in the day.
This unit should culminate with a review of other heroes and gods who were the offspring of deity-human commingling, with special emphasis on William Butler Yeats's "Leda and the Swan" as it compares to Luke's version of Mary's conception and the anonymous medieval's poet rendering of that phenomenon in "I Sing of a Maiden."
Thursday, first 25 minutes: An extended unit on "Proportion in the Bible," for example, comparing the number of biblical sentences pertaining to sexuality as opposed to the number pleading for justice in God's domain (or "kingdom," for those who think chiefly in terms of royalty).
This would also include a sub-unit on the etymology of the Greek words "arsenokoitai" and "malakos," and a sub-sub-unit focused on the historical and sociological context of every reference to "homosexuality" in both the Old and New Testaments. Did the majority of these admonitions target the abuse of power, i.e., child abuse (forced pederasty, for ex.), rape, child prostitution, etc., or did they uniformly define same-sex relationships as mortal sins and abominations before God?
Also, students will perform a thorough, perhaps even computerized quantification of Jesus' references to homosexuality in an effort to clearly define his position on it. Will the study reveal that he was more concerned with underpants-related activity than with feeding the poor?
Also, as a sort of pedagogical aside, students will research sociological studies comparing the rippling damage caused by adultery, compared to that of two humans of the same sex having a loving relationship that might well include intercourse unmotivated by a desire to propagate the species.
Thursday, last 25 minutes:Thorough and extended study of literary forms such as myths, parables, fables, allegories, aphorisms, proverbs, epistles, hyperboles, paradoxes, reversals, irony, riddles, syllogisms, and apocalyptic narratives as these forms are used in the bible, and esp. in the sayings of Jesus.
The goal here is to make certain students can distinguish among these genres and sub-genres, recognize the literary conventions at work, then ponder possible meanings without the deleterious distraction of literalism.
Students will analyze the protean nature of purpose and emphasis of texts as their (the texts') perceived original audience, i.e., the one who hears the message at the time of composition, dies off and is replaced by later generations who read iffy translations, then filter, and thus further alter, the literature (and therefore the message, should there be one) through drastically different post-pastoralism values.
(We now know, for example, that the character Moses actually received the 10 commandments from the Cloud, but a pastoral scribe or bard would have lacked the tools to convey that.)
The class will survey natural laws as they relate to, for example, the story of the Flood, Joshua stopping the movement of the sun, Jesus walking on water, and Lot's wife being turned into a pillar of salt, then review the major teachings of Galileo, Copernicus, Newton, Einstein, and Neil DeGrasse Tyson.
Friday: "BYO Bread and Wine Day" as students' celebrate the knowledge that, even after one week, never again will they waste time poring over spiritual texts in search of science or history, nor will they dilute the power and beauty of said spiritual texts by wildly and dangerously miscalculating the intent of their authors, nor will they ever allow a politician to use boogeyman comic-book theology to shame, control and fleece the flock s/he has been elected to lead.
See a future post for the second week's syllabus.