Subscribe to the IHARE Blog

Moses

Teaching and Reading the Bible in Texas Schools (Part II)

July 31, 2026
by Peter Feinman
The Lee Greenwood Bible endorsed by Donal Trump

This blog examines the biblical texts that Texas intends to assign to its 5.4 million students. The overview does not cover proposed changes to the history curriculum. Texas uses different English versions for the different readings. When quoting a biblical text, I have used the text chosen by Texas. In these English versions the translators generally use “LORD” regardless of the actual Hebrew “Yahweh.” I presume teachers will be instructed to use BC and not BCE.

Kindergarten

There are no biblical texts assigned here. Students will read “The Cat in the Hat” by Dr. Seuss and “George Washington and the Cherry Tree” from The Children’s Book of Virtues.” The readings are those that have stood the test of time. They focus on building moral and intellectual character.

Grade 1 Jonah and the Whale

One problem is that the King James Version doesn’t say “whale,” it says “great fish.”

KJV Jonah 1:17 Now the LORD had prepared a great fish to swallow up Jonah. And Jonah was in the belly of the fish three days and three nights.

This difference was part of the famed cross-examination in the Scopes Monkey trial between Clarence Darrow and William Jennings Bryan. It provides an excellent opportunity to differentiate between what people think is in the Bible and what actually is in the Bible. Think of Eve and the apple. Of course, this is too much for a first-grader to understand but when in the curriculum will students be old enough?

Grade 2 David and Goliath

Here we have another adult story being treated as a children’s story.

KJV 2 Samuel 21:19 And there was again a battle in Gob with the Philistines, where Elhanan the son of Jaareoregim, a Bethlehemite, slew the brother of Goliath the Gittite, the staff of whose spear was like a weaver’s beam.

RSV 2 Samuel 21:19 And there was again war with the Philistines at Gob; and Elhanan the son of Jaareoregim, the Bethlehemite, slew Goliath the Gittite, the shaft of whose spear was like a weaver’s beam.

Two different bible versions, two different translations. Biblical scholars generally agree the second version with “Goliath the Gittite” is the better translation. The King James Version added “the brother of” to remove the discrepancy between the David story in I Sam. 17 and in 2 Sam 21:19 on who killed Goliath. In addition, scholars generally agree the name “Goliath” was added to the story in I Sam 17 where David’s foe originally was simply an anonymous Philistine warrior.

Even the word “Philistine” provides a teaching opportunity. The name for the people living there in ancient times was given to the land (especially by the Assyrians). Eventually it became “Palestine” in English. It was the political name for the region as New York is today with no racial or ethnic considerations. Jews, Christians, and Moslems in the land of Palestine were all called Palestinians just as if they live in New York today they are all New Yorkers. Thus an Aegean-based people gave their name to the land of Palestine which after 1948 became the name for the non-indigenous Arabs living there.

Of course, all this is too much for a second-grader to understand but when in the curriculum will students be old enough?

Grade 3 Daniel in the Lion’s Den

Here again we have an adult story not intended for children that probably will be taught as a children’s story. The lesson for children shows how faith can overcome adversity. What would really be of value is to return to this story when children have matured. Then a teacher could say remember those children’s stories you read in first, second, and third grades, now let’s look at them as adults. Think of Odysseus which is not on the Texas list and how many adult-issue discussions, op-ed pieces, and articles the movie has generated.

Grade 4 “The Necessity of Humility (Luke 14:7-11)

KJV Luke 14:7 And he put forth a parable to those which were bidden, when he marked how they chose out the chief rooms; saying unto them, 8 When thou art bidden of any man to a wedding, sit not down in the highest room; lest a more honourable man than thou be bidden of him; 9 And he that bade thee and him come and say to thee, Give this man place; and thou begin with shame to take the lowest room. 10 But when thou art bidden, go and sit down in the lowest room; that when he that bade thee cometh, he may say unto thee, Friend, go up higher: then shalt thou have worship in the presence of them that sit at meat with thee. 11 For whosoever exalteth himself shall be abased; and he that humbleth himself shall be exalted.

There are many texts from many cultures and religions which could be used to teach values like humility. One hopes that the teacher will point this out.

Grade 5 Moses (Exodus 3: The Burning Bush and Exodus 14: The Parting of the Red Sea)

I confess, I have no idea what instructions the teachers will be given for these verses or if Cecil B. deMille will be involved. I can easily imagine lawsuits here but not necessarily by Christians. Biblical scholars may be of little use as well. Yes, there was an Exodus from Egypt with miracles or without miracles; Yes, there was an Exodus but it was from the land of Canaan and by the Egyptians; No, there was no Exodus from Egypt. My own book, Exodus, An Egyptian Story, states yes there was an Exodus from Egypt but with no miracles. There are many choices here for teachers. With the story of the Burning Bush, teachers may focus on transformation experiences people undergo even to this day rather than focus on the miracle here.

Grade 6 “Do not be anxious (Book of Matthew, Chapter 6, Verses 25-34)”

Here is where the line becomes problematical between teaching and preaching. The first part, verses 25-29, are perfect for the almost-teenage-student. They directly relate to the anxieties of the student. They could easily generate meaningful classroom discussions.

The remaining verses are questionable for a public school unless the topic is Christianity. Those verses provide a Christian answer to the anxieties raised in the previous verses. That’s fine in a Sunday School but not public school teaching:

ESV Matthew 6:25 “Therefore I tell you, do not be anxious about your life, what you will eat or what you will drink, nor about your body, what you will put on. Is not life more than food, and the body more than clothing? 26 Look at the birds of the air: they neither sow nor reap nor gather into barns, and yet your heavenly Father feeds them. Are you not of more value than they? 27 And which of you by being anxious can add a single hour to his span of life? 28 And why are you anxious about clothing? Consider the lilies of the field, how they grow: they neither toil nor spin, 29 yet I tell you, even Solomon in all his glory was not arrayed like one of these. 30 But if God so clothes the grass of the field, which today is alive and tomorrow is thrown into the oven, will he not much more clothe you, O you of little faith? 31 Therefore do not be anxious, saying, ‘What shall we eat?’ or ‘What shall we drink?’ or ‘What shall we wear?’ 32 For the Gentiles seek after all these things, and your heavenly Father knows that you need them all. 33 But seek first the kingdom of God and his righteousness, and all these things will be added to you. 34 “Therefore do not be anxious about tomorrow, for tomorrow will be anxious for itself. Sufficient for the day is its own trouble.

ESV Matthew 6:32 For the Gentiles seek after all these things, and your heavenly Father knows that you need them all.

could be seen as crossing the line into Christian preaching in a public school setting.

Grade 7 “The Shepherd’s Psalm (Book of Psalms, Chapter 23)

This psalm is beautiful writing. It could be taught in a religion or literature class. It is Jewish writing as well. It is identified as being from the Hebrew Bible as well as the Old Testament. The text seems to address the same anxieties raised in the reading from the previous year not that students will remember or teachers will refer to it. No scaffolding. The solution is not Jesus here. The comfort is provided by the Lord.

KJV Psalm 23:1 <A Psalm of David.> The LORD is my shepherd; I shall not want. 2 He maketh me to lie down in green pastures: he leadeth me beside the still waters. 3 He restoreth my soul: he leadeth me in the paths of righteousness for his name’s sake. 4 Yea, though I walk through the valley of the shadow of death, I will fear no evil: for thou art with me; thy rod and thy staff they comfort me. 5 Thou preparest a table before me in the presence of mine enemies: thou anointest my head with oil; my cup runneth over. 6 Surely goodness and mercy shall follow me all the days of my life: and I will dwell in the house of the LORD for ever.

The second biblical text for the 7th grade delivers a different message.

“The Eight Beatitudes (Book of Matthew, Chapter 5 Verses 1-12)”

KJV Matthew 5:1 And seeing the multitudes, he went up into a mountain: and when he was set, his disciples came unto him: 2 And he opened his mouth, and taught them, saying, 3 Blessed are the poor in spirit: for theirs is the kingdom of heaven. 4 Blessed are they that mourn: for they shall be comforted. 5 Blessed are the meek: for they shall inherit the earth. 6 Blessed are they which do hunger and thirst after righteousness: for they shall be filled. 7 Blessed are the merciful: for they shall obtain mercy. 8 Blessed are the pure in heart: for they shall see God. 9 Blessed are the peacemakers: for they shall be called the children of God. 10 Blessed are they which are persecuted for righteousness’ sake: for theirs is the kingdom of heaven. 11 Blessed are ye, when men shall revile you, and persecute you, and shall say all manner of evil against you falsely, for my sake. 12 Rejoice, and be exceeding glad: for great is your reward in heaven: for so persecuted they the prophets which were before you.

The text is a Christian one but is not an example of Christian Nationalism Consider the nearby verse not included:

RSV Matthew 5:14 “You are the light of the world. A city set on a hill cannot be hid.

Those images really get to the heart of American history. Speaking of which, “The Letter to the Hebrew Congregation at Newport” by George Washington also is part of the seventh-grade reading list. These beatitudes could generate some good student discussion even in a secular setting.

Grade 8 “To Everything There is a Season (Book of Ecclesiastes, Chapter 3).

This text also is identified as from the Hebrew Bible and Old Testament. It became the folk-rock song “Turn! Turn! Turn!” by Pete Seeger in 1959 and then a number-one hit by The Byrds in 1965. I defy anyone to turn this into an example of Christian Nationalism. More likely it will appeal to the musically-inclined students to write and perform a version for today.

Grade 8 “Book of Lamentations, Chapter 3″

This text is identified as coming from the Tanakh and the Tanakh alone. How the decisions were made as to determine which English translation to use is not always clear. This is a text which cries out for a student performances individually or collectively. The emotions it contains are very strong indeed. The more students can relate those emotions to their own life the more powerful any spoken performance would become. It is easy to imagine students in tears if they think about their own lives as they voice these words.

Grade 9 “Parable of the Prodigal Son (Book of Luke, Chapter 15, Verses 11-32)

ESV Luke 15:11 And he said, “There was a man who had two sons. 12 And the younger of them said to his father, ‘Father, give me the share of property that is coming to me.’ And he divided his property between them. 13 Not many days later, the younger son gathered all he had and took a journey into a far country, and there he squandered his property in reckless living. 14 And when he had spent everything, a severe famine arose in that country, and he began to be in need. 15 So he went and hired himself out to one of the citizens of that country, who sent him into his fields to feed pigs. 16 And he was longing to be fed with the pods that the pigs ate, and no one gave him anything. 17 “But when he came to himself, he said, ‘How many of my father’s hired servants have more than enough bread, but I perish here with hunger! 18 I will arise and go to my father, and I will say to him, “Father, I have sinned against heaven and before you. 19 I am no longer worthy to be called your son. Treat me as one of your hired servants.”‘ 20 And he arose and came to his father. But while he was still a long way off, his father saw him and felt compassion, and ran and embraced him and kissed him. 21 And the son said to him, ‘Father, I have sinned against heaven and before you. I am no longer worthy to be called your son.’ 22 But the father said to his servants, ‘Bring quickly the best robe, and put it on him, and put a ring on his hand, and shoes on his feet. 23 And bring the fattened calf and kill it, and let us eat and celebrate. 24 For this my son was dead, and is alive again; he was lost, and is found.’ And they began to celebrate. 25 “Now his older son was in the field, and as he came and drew near to the house, he heard music and dancing. 26 And he called one of the servants and asked what these things meant. 27 And he said to him, ‘Your brother has come, and your father has killed the fattened calf, because he has received him back safe and sound.’ 28 But he was angry and refused to go in. His father came out and entreated him, 29 but he answered his father, ‘Look, these many years I have served you, and I never disobeyed your command, yet you never gave me a young goat, that I might celebrate with my friends. 30 But when this son of yours came, who has devoured your property with prostitutes, you killed the fattened calf for him!’ 31 And he said to him, ‘Son, you are always with me, and all that is mine is yours. 32 It was fitting to celebrate and be glad, for this your brother was dead, and is alive; he was lost, and is found.'”

In a time of widespread refugees, migrations, and family separations, this passage might veer off into unexpected areas from a traditional religious one. The students may make this passage their own. Without having the curriculum guidelines it is not possible to know what the state expects from the teaching of this passage. Animal Farm by George Orwell, the “Lyceum Address” of Abraham Lincoln, Great Expectations by Charles Dickens are some of the other readings for the this grade. It would be interesting to know how these readings are to be weaved into a coherent whole before passing judgement on one of them.

Grade 10 “The Book of Job, Chapters 1-7, 11, 14,19,26, 38-42)

This reading assignment from the Hebrew Bible/Old Testament will be a real workout for the teachers. I wonder how much time they will have to teach it. It is easy to imagine reading portions of this aloud with the students. I wonder after reading about all the travails Job has experienced how that may relate to some of the hardships the students themselves have experienced, and how they will react to the “surprise” ending:

NIV Job 42:10 After Job had prayed for his friends, the LORD made him prosperous again and gave him twice as much as he had before. 11 All his brothers and sisters and everyone who had known him before came and ate with him in his house. They comforted and consoled him over all the trouble the LORD had brought upon him, and each one gave him a piece of silver and a gold ring. 12 The LORD blessed the latter part of Job’s life more than the first. He had fourteen thousand sheep, six thousand camels, a thousand yoke of oxen and a thousand donkeys.

Is that how life works out?

I also wonder about the grouping of this text with “The Tragedy of Julius Caesar” by William Shakespeare; “General Douglas MacArthur’s Farewell Speech to the Corps of Cadets at the U.S. Military Academy at West Point (excerpt paragraph 3: Duty, Honor, Country) by Douglas MacArthur; “Pericles’ Funeral Oration (excerpt of Book 2 from Chapters 34 46 of “History of the Peloponnesian War) by Thuycides; “The Inferno” by Dante Alighieri; and “I’ve Been to the Mountaintop” by Martin Luther King among others. Having only a list of the readings to be assigned renders any judgement questionable. These readings call for strong student reactions.

Grade 11 Adam and Eve (Book of Genesis, Chapters 2 and 3)

This text from the Hebrew Bible/Old Testament arguably has had more impact on human history than any other passages in the Bible. Again, what guidance will be given the teachers on how to teach them? Will students be exposed to how the chapters have been interpreted from Augustine to the present? Will students be exposed to the various approaches scholars have taken? What about the role of women? Suppose a student is interested in the geography of the story? Certainly on merit it deserves to be included in a history of western civilization but not from a Protestant evangelical approach alone. In addition, students may bring their interpretation from home or church to the classroom The more information is provided about the curricular guidelines for the teaching of these chapters, the more of a public outcry there is likely to be.

Chapter 12 “The Definition of Love (Book of I Corinthians, Chapter 13)

ESV 1 Corinthians 13:1 If I speak in the tongues of men and of angels, but have not love, I am a noisy gong or a clanging cymbal. 2 And if I have prophetic powers, and understand all mysteries and all knowledge, and if I have all faith, so as to remove mountains, but have not love, I am nothing. 3 If I give away all I have, and if I deliver up my body to be burned, but have not love, I gain nothing. 4 Love is patient and kind; love does not envy or boast; it is not arrogant 5 or rude. It does not insist on its own way; it is not irritable or resentful; 6 it does not rejoice at wrongdoing, but rejoices with the truth. 7 Love bears all things, believes all things, hopes all things, endures all things. 8 Love never ends. As for prophecies, they will pass away; as for tongues, they will cease; as for knowledge, it will pass away. 9 For we know in part and we prophesy in part, 10 but when the perfect comes, the partial will pass away. 11 When I was a child, I spoke like a child, I thought like a child, I reasoned like a child. When I became a man, I gave up childish ways. 12 For now we see in a mirror dimly, but then face to face. Now I know in part; then I shall know fully, even as I have been fully known. 13 So now faith, hope, and love abide, these three; but the greatest of these is love.

Regardless of all other considerations the verse that resonates most with me is

11 When I was a child, I spoke like a child, I thought like a child, I reasoned like a child; when I became a man, I gave up childish ways.

This reading is in the senior year. Remember those children stories from the early grades? What do those stories mean to the almost-adult? I am not saying that is what state intended, I am merely suggesting it is one avenue to pursue. And teachers in the classroom have a lot of leeway. Here is an opportunity to examine the changes/growth of a student over the k-12 years. If students keep a portfolio on their interactions with the texts, not just the biblical ones, there will be an opportunity for students to see themselves over time. The same for teachers and on college interviews.

There also is an opportunity here for the Society of Biblical Literature (SBL). How will teachers learn about these biblical texts in a non-Sunday School setting? The SBL can take a leadership role in disseminating such information through webinars, podcasts, websites, and special sessions at the annual conference. The SBL should use this proposed reading lists as a gift.

King David Did Not Have Immunity: “Thou art the man!”

April 30, 2024
by Peter Feinman
https://www.alamy.com/stock-photo/david-nathan-bible.html?blackwhite=1&sortBy=relevant

The story of David and Nathan is one of the most dramatic in the Hebrew Bible. Even as one reads the words, one can see the figures in one’s mind. There is no mention of Nathan extending his arm in the direction of David, yet we see it. There is no mention of Nathan pointing a finger at David, yet we see it. There is no mention of David’s physical reaction to the words and gestures of Nathan, yet we see it. Only when Nathan is telling his parable, does the storyteller mention an emotion, the anger of David. The story teller leaves it to our imagination to visualize David’s appearance after Nathan’s exclamation.

This story exemplifies the oral nature of biblical storytelling. It cries out for a physical performance. Undoubtedly, that was how most Israelites originally experienced the story – not read silently alone but as a public display. The op-ed pieces of yesteryear were performed in ancient Israel.

One key ingredient in the story is frequently overlooked. It is not the historicity of the story but its believability. There is no sense in the story that it lacks validity. The story is not one of science fiction, fantasy, or even dreams. It is a presented as a real world event that the audience easily could believe as true. There is no surprise in the display of truth to power. There is no sense that it defies all credulity that someone could call the king to task. There is no astonishment about the actions of Nathan. The only uncertainty is in the reaction of the accused.

That credibility extends beyond the prophet denouncing the action of the king to his face. Just as Nathan’s declaration garners no surprise, neither does David’s reaction. The king’s repentance is presented in just as routine a manner as Nathan’s charge. As far as the audience is concerned, it is expected that a prophet would call a king to task. It is equally expected that the king would respond positively when he heard the words of the prophet and repent his wrongdoings.

In ancient Israel, the word of someone sent by the Lord trumped the power of the king. Part of the uniqueness of ancient Israel was the belief that an individual, or at least a prophet, could confront the king. Can you imagine someone standing before Sargon the Great and bellowing “Thou art the man!”? How about before Hammurabi? Sargon II? How about before Pharaoh? With Pharaoh, it actually is easier to imagine. There is a major story from the ancient Near East precisely involving a person sent by the Lord to exclaim “Thou art the man!” The person is Moses, the prophet of prophets in the biblical tradition.

The origin story of Israel in history and celebrated to this very day involves an individual confronting a person in power. Time and time again, the Israelite tradition told the story the prophet challenging the power of the king in the name of the Lord. Such occurrences were not isolated incidents but part of an ongoing pattern:

Samuel against Saul
Nathan against David
Ahijah against Rehoboam and Jeroboam
Elijah against Omri and Jezebel.

The independence of the prophet reaches a point where a king can even make of fun of it while not ignoring it:

1 Kings 22:8 And the king of Israel said to Jehoshaphat, “There is yet one man by whom we may inquire of the LORD, Micaiah the son of Imlah; but I hate him, for he never prophesies good concerning me, but evil.”

So how is that Israel was so different? Was it something in the water? Did the landscape or ecology render Israel different? Did Canaanite kings act the same way only we do not have their stories? The obvious answer is “no.” The difference is a cultural one that needs to be understood within Israel’s history. Can you imagine Russia or China televising to the world a direct challenge to a nominee of the political leader of those countries? The idea is absurd. On the other hand, the United States was born in a declaration levied against a king who was compared to a Pharaoh. Truth to power is in the American DNA.

What about ancient Israel? What is it in the history and culture of ancient Israel whereby a prophet could challenge a king and a king was expected to adhere to the word of God expressed through this non-royal person?

And as with the story of Nathan and David, the idea itself of Moses challenging Pharaoh is presented as a believable part of the story. It is not a miracle that he stood before Pharaoh. It is presented to the audience as something which could occur. But how in the real world could anyone do that? There is nothing in the Egyptian cultural construct that suggests such a challenge was possible. The Egyptian tradition despised the hot head, it did not make a hero of one who waxed hot with anger before king. When Sinuhe returned to Egypt from the land of Canaan is was to be reunited with Pharaoh so he could die and be buried as an Egyptian. That was the Egyptian ideal. Israel’s version was quite different. It was legitimate to challenge the authority of the king who had abused his power.

Moses, too, could be held accountable. He did have immunity. Instead he wandered in the wilderness until he died. He only glimpsed the Promised Land (remember the final scene with Charlton Heston).

So too, Israel had to wander in the wilderness. The people of the covenant were not above the law either.

Israel and the United States share a tradition where no one is above the law. Not Moses, not the King, not the people, not the President, not no one. At least until now.

 

 

 

Egyptologists, Biblical Scholars, and The Exodus

March 10, 2022
by Peter Feinman

Egyptologists and Biblical scholars treat the Exodus differently. They approach the idea of an historical Exodus from different assumptions and perspectives and they respond differently to new information about the Exodus. In this blog, I present a speculative case study on how the two disciplines will react differently to the same information drawing on my own book, The Exodus, An Egyptian Story.

The information for this comparison derives from the life of Moses as an Egyptian before he fled from Ramses into the wilderness (in the book) and encountered the Kenites (not in the book). Specifically,

1. Moses helped plan and organize Seti’s campaigns against the Shasu and the Canaanites.
2. Moses was popular with the Egyptian military.
3. Moses was probably 10 to 15 years older than Ramses (not mentioned in the book).

Based on this information derived from Egyptian sources, how would Egyptologists and Biblical scholars react?

EGYPTOLOGISTS

As previously stated, Egyptologists avoid the Exodus like plague. No Egyptologist wants to jeopardize their academic careers by delving into the historicity of the Exodus. They can accept based on Manetho and Donald Redford, that it has something to do with the Hyksos, but beyond that tidbit, they do not wish to get involved.

In the previous blog (Passover and Pharaoh Smites the Enemy), I presented information from Kara Cooney in her new book The Good Kings: Absolute Power in Ancient Egypt and the Modern World. She expresses the normally academically taboo of having changed her mind about a fundamental truth in her discipline. She refers to herself as a recovering Egyptologist from an abusive relationship. In Egyptology, she is referring to the traditional acceptance of the concept of maat in a positive sense while overlooking or being blind to the violence it legitimizes by Pharaoh in the real world.

Ramses and the Exodus figure in her study. She asserts that Ramses tried to convince the populace that he was truly what he said he was. At the Battle of Kadesh, we are to understand that if it had not been for the heroics of Ramses combined with the blessings of Amun [whom Ramses beseeched], that Egypt would have lost. Cooney claims that Ramses compared himself to Seth, the god of violence who the Egyptians believed could vanish Apophis, the force of chaos, every night in the seventh hour [when as it turns out, the historical Passover occurred]. Cooney adds that we can be sure that some of the military knew the complicated truth, particularly the ones who were there at the battle. [In my book, I cite other Egyptologists making that same claim and would have included her if her book had been published earlier. The military people who knew the truth were the ones who either participated in the Exodus or who allowed it to occur without interfering.]

According to Cooney, Ramses portrayed himself in innovative ways not previously seen before in a Pharaoh. He appeared in the company of his men, driving his horses into the maelstrom of battle, even getting off his chariot and fighting hand-to-hand with his sword. Strategically, this Ramses positioned himself as the direct patron of Egypt’s mercenaries. This depiction is part of new development within Egyptology where the Delta in general and the military in particular are described as “diverse,” an equivalent of “mixed multitude.”

Finally Cooney daringly states that “This zeitgeist is an origination point for the Exodus story in the Hebrew Bible….I am not saying that Ramses II was the pharaoh of the Exodus or that such a series of events actually happened in reality, supernaturally aided or not. But I am saying that the biblical narrative holds kernels of truth” (243-244). To the best of my knowledge Cooney is neither an evangelical Christian nor an Orthodox Jew and she still is in good standing as an Egyptologist despite situating a possible historical Exodus in a real-world Egyptian context.

Now Cooney has the opportunity to take the next step as an Egyptologist and incorporate new information/interpretations. She writes of Ramses excelling in the art of spin and hyperbole (211). Her Ramses seeks to be like Maximus Decimus Meridius in Gladiator (239). She asks “What kinds of insecurities was this king hiding?” (212). Now she has the answer. As suggested in the three points above, Moses was Maximus while the younger Ramses was Commodus. The Sun God lived in the shadow of the man Moses his entire life. Ramses acted exactly the way Cooney describes and had the exact insecurities she asked about and the Exodus did occur precisely in the zeitgeist she portrays at the hour she mentions without realizing it. The missing ingredient that pulls the pieces together into a coherent narrative is Moses. With Moses, she can build on her presentation to tell a fuller story about Ramses than she does without him. The existence of Moses does not threaten her paradigms or standing as an Egyptologist; it enables her to be a better one by applying this new information/interpretation from a book she has read and for which she has written a recommendation.

BIBLICAL SCHOLARS     

The situation is quite different for biblical scholars. Consider the following interpretations which are legitimate in scholarship today:

1. The Israelites were Shasu.
2. The Israelites were nomads.
3. The Israelites were revolting Canaanites.
4. The Israelites were Canaanites of long duration filling a void.
5. Israel did not leave Egypt, Egypt left Canaan.
6. There was not one Exodus but multiple teeny-weeny exodii.
7. A teeny-weeny “Pilgrim” exodus group spread its experience to all Canaan.
8. The Exodus story was (piously) concocted in Exilic times.
9. The Exodus story was (piously) concocted in Post-Exilic times.
10. The Exodus story was (piously) concocted in Hellenistic times.

Has anyone suggested Roman or Byzantine times yet?

All these legitimate interpretations within biblical scholarship share one trait in common – they reject the very notion of “Yahweh led thee out of the land of Egypt.” It’s as if any explanation for the American Revolution is acceptable as long as it does not include the words “life, liberty, and the pursuit of happiness” except as something concocted centuries later.

Now consider the opportunity available to biblical scholarship following the same information available to Cooney. When Moses flees to the wilderness he does so as one who previously had organized, planned, and participated in a campaign against the Shasu. He is no Sinuhe. He already knows the name “Yahweh” but “led thee out of the land of Egypt” is his new hope, vision, and political goal.

Moses does not encounter the Kenites by chance. These smiths are the one neutral or protected people among the various Shasu tribes. They offer him a sanctuary or safe haven. Moses marries into/is inducted into the Kenite tribe. He now has the mark of Cain which renders him safe from those he had fought as a Hyksos Egyptian under Seti. At this point Moses does not expect to be wandering in the wilderness when he leads people out of Egypt against the will of Ramses.  Some of the Shasu decide to assist Moses in his effort against Egypt. Later they will become Calebites and be included in the Exodus narrative alongside those who did depart from Egypt. The kingdom of Judah under David thus will be an odd combination of Canaanite Jebusites (Elyon) who had been allies of Egypt, Amorite Benjaminites (Shaddai) who had been part of the Exodus from Egypt and had a Mesopotamian orientation, and Shasu Calebites (Yahweh) who became allies of Israel during the Exodus.

This scenario was not in my book. That study was limited to Egyptian sources. This reconstruction partakes of biblical exegesis which would have added a whole new dimension to the book and made it much longer. However it does reveal the opportunity available to a biblical scholar if one should abandon one of the accepted Exodus paradigms listed above.

A recent article “Was King David a Nomad. New Theory Sparks Storm Among Israeli Archaeologists” by Ariel David (Haaretz), highlights the challenge. He writes: “Most scholars agree that the preceding stories [to David] in the Bible, such as the Patriarchs cycle and the Exodus are not historical events and are essentially foundation myths.” Exactly. That is the paradigm from which one must not deviate if one is to be taken seriously within biblical scholarship.

An example of this restriction may be seen in the current issue of Biblical Archaeological Review. Daniel Master, Wheaton College, has an article “Piece by Piece: Exploring the Origins of the Philistines. The article is not about the Exodus but is reflective of biblical scholarship towards the Exodus. Master makes three claims in the article.

1. based on the archaeology, the Philistines came from Crete.
2. based on archaeology, the Philistines remembered their Cretan origin centuries later even after they had assimilated with the 12th century BCE population.
3. based on textual information, Israel also remembered the Philistine origin in Crete.

The unstated implication of the analysis is that is that if both the Philistines and the Israelites could remember the Philistine migration from Crete, why couldn’t Israel similarly remember its departure from Egypt? Of course, Israel could and did. So while Egyptologist Cooney can directly posit an historical Exodus in the zeitgeist of Ramses II, Master only implies that one occurred.

THE ANOMALY

An anomalous situation may develop. Theoretically, Egyptologists can accept as legitimate an historical reconstruction of a Moses-led Exodus against the will of Ramses based on Egyptian evidence that is not trying to prove the Bible true because it does not threaten any deeply held Egyptological attitudes towards the event. By contrast, biblical scholars cannot accept as legitimate an historical reconstruction of a Moses-led Exodus against the will of Ramses based on Egyptian evidence that is not trying to prove the Bible true because it does threaten deeply held biblical scholar attitudes towards the event as listed above.

As long as Egyptologists continue to avoid the Exodus like the plague, there is no problem for biblical scholars. The more Egyptologists are willing to accept as legitimate an Egyptian based historical reconstruction of the Exodus, the more the onus shifts to biblical scholars as to why they cannot. Obviously the disruption to the timeline of Israelite history and writing of the Hebrew Bible would be significantly affected if an historical reconstruction of the Exodus in the time of Ramses is accepted as legitimate. The revised “Kenite Hypothesis” described above is just the tip of the iceberg of the potential changes which would follow. So the question becomes not whether this historical construction is correct, but if it is even legitimate based on the Egyptian, not biblical, evidence.

Passover and Pharaoh Smites the Enemy

February 19, 2022
by Peter Feinman
Narmer's Palette

To understand historical Passover it must be placed in the context of Egyptian violence. Egyptologists who avoid the Exodus like the plague do not do this. Biblical scholars who know that there was no historical Passover do not do this either. They confine themselves to literary and/or ritual studies. However to understand historical Yahweh smites the Pharaoh’s men, one must understand the ideology and action of Pharaoh smites the enemy which Passover turns topsy turvy.

THE VIOLENCE OF A MA’AT-BASED WORLD

In her new book The Good Kings: Absolute Power in Ancient Egypt and the Modern World (Washington D.C., National Geographic, 2021), Egyptologist Kara Cooney refers to herself as a recovering Egyptologist from an abusive relationship. She does so in her opening chapter entitled “We Are all Pharaoh’s Groupies.” She states, “I work in a field of apologists who believe in an Egypt of truth, beauty, and power—and in many ways, I am still an adherent to my chosen faith.”

Now her eyes have been opened to the truth of ancient Egypt… or so she claims. One example she cites is the treatment of ma’at. Generally, Egyptologists understand this term positively. By this perception, Cooney is referring to the traditional view that posits ma’at as an expression of the best of Egyptian culture. It reflects understanding of the harmonious and ordered universe in contrast to the ever-present chaos which threatens it. After all, who wouldn’t favor the ordered sense of well-being of a society governed by the rules of ma’at to the disorganized world of chaos?

Cooney’s concern is for the always-overlooked flip side of ma’at in the real world. For Pharaoh, ma’at a tool of control. It is an authoritarian political ideology that justifies the power to oppress. In other words, it provides the ruler with carte blanche to act against those who disrupt ma’at as the forces of chaos. Specifically, smiting the enemy is “a necessary cruelty against those who harm the king’s people.” She sees Narmer’s Palette as celebrating the horrific subject matter while the moment of carnage itself is not displayed by the artisans. Cooney concludes that “ancient Egypt seemed better at hiding how cruel they could be, masking the viciousness with a morality that communicated a necessity for pain in search of what was right.”

Cooney focuses on the practical application of the doctrine of ma’at by a ruling king. She observes that in “ancient Egypt the most violent rhetoric occurred in textual form and not in visual imagery.” She refers to the laudatory hymns and dramatic reenactments of battles. In my book, The Exodus: An Egyptian Story, I present the skull of Seqenenre as a striking example of the physical reality of “Pharaoh strikes the enemy.” The (racist) failure to recognize the skull as such derives from the refusal of Egyptologists to accept the kings of the 15th Dynasty as real Pharaohs.

Pharaoh himself does not of course do the smiting in Egypt. He has people to do the dirty deed. Cooney claims “the elites were the ones actually tasked with creating the blood and gore.” Without intending to, Cooney has identified the people who died in the historical Passover. The very people tasked by Pharaoh with the responsibility for smiting Moses and his supporters were the ones who were smited first instead.

Cooney concludes, “I, myself, have been co-opted, unable to recognize the propaganda that the ancient Egyptians were creating.” And all this is just chapter one. The rest of the book describes the violence perpetrated by leading royal figures—Khufu, Senwosret III, Akhnaton, Ramses II, and Piankhy. Her observations about Ramses II are particularly relevant to understanding the historical Exodus but outside the scope of this blog.

After this review of the savage brutal, and violent reigns of these kings, Cooney closes with some devastating comments about her field and her complicity in it.

           We Egyptologists are members of the ancient Egyptian law-and-order party.

            We Egyptologists often become apologists for a return to good kingship as the only thing that can save people from themselves.

            In effect, the ancient Egyptians have hoodwinked us into believing that those periods of monarchical centralization were exactly the times when most ancient Egyptians themselves would have preferred to live … [because] the ideology of authoritarianism is seductive.

            The Book of Gates incantation connects the patriarch’s [Pharaoh] use of violence to maintain a cosmic purpose.

She tells her grad students that Egyptology is dead. She herself is a “recovering Egyptologist. She acknowledges how the clever ideology of Egyptian Pharaohs worked on her mind and now recognizes how Egyptologists acquiesce to these ancient spin doctors. “[A]lmost all our scholarship is uncritically supportive of authoritarian policies. Unfortunately her book was published the same month as mine and I was unable to incorporate her comments especially on Ramses and the use of the term “Intermediate” by Egyptologists into it. Fortunately she was willing to write an endorsement of the book (see below).

STOCKHOLM SYNDROME

The very question of the existence of sanctioned murder in ancient Egyptian is a contentious one. Egyptologists who have studied this aspect of Egyptian life have expressed obstacles against this recognition that Egyptians ceremonially killed other Egyptians in public. The very idea touches a raw nerve – the sacrifice of humans is abhorrent so how could the civilized ancient Egyptians have done it?

… the more a topic touches on the scholars’ religious and political viewpoints, the less they are able or willing to evaluate the evidence as objectively as possible. The same is true of topics that touch on subjects to which we have strong emotional reactions (Kerry Muhlestein, Violence in the service of order: The religious framework for sanctioned killing in ancient Egypt, British Archaeological Reports International Series 2299, Oxford: Archaeopress, 2011).

Muhlestein is referring here not to the Exodus but to the perception among scholars that they, the cultured educated intellectuals of Western Civilization view themselves as the “cultural inheritors of Egypt.” They therefore put on “intellectual blinders” so as not to see their cultural ancestors engaged in such repellent behavior. The challenge then, according to Muhlestein, is to confront the historical reality that ancient Egypt engaged in public human sacrifice and to understand it in the Egyptian context. Laurel Bestock cautions that one should resist the temptation to interpret Egyptian imagery of violence as a direct report of actual events. The imagery is part of a larger ideologically driven narrative and not true to history (Violence and Power in Ancient Egypt: Images and Ideology before the New Kingdom (Routledge: New York, 2018).

However, even as Bestock cautions us she lays the groundwork for royal violence. The king is the figure of power. She declares that everyone else is, at least potentially, violently subject to him. The Egyptian values of kingship require a king to be violently physically dominant. The very right to smash heads was an exclusive power of the king. She wonders if smiting scenes were part of a royal ceremony, a drama that included named characters with set roles. Still, this definition of kingship certainly is suggestive that such violence occurred in the physical world and not just metaphorically or theatrically.

The smiting scenes demand careful scrutiny. Related to these scenes of sanctioned murder are the scenes of brutality and pain preceding the act. Mark Janzen refers to these scenes as the “iconography of humiliation.” The king communicated his dominance over foreign captives often through degrading imagery. The victims are shown in tortuous poses of humiliating helplessness (The Iconography of Humiliation: The Depiction and Treatment of Bound Foreigners in New Kingdom Egypt, The University of Memphis, PhD Thesis, 2013). Janzen has collected examples of these bound foreigners. We know that horror movies still draw today. The famous smiting scene from “Psycho” has become part of American mythology. But for the ancient Egyptian such images of cruel pain and horrible death were sanctioned … and by the king!

Instruction to Merikare (Middle Kingdom)

The hothead is an inciter of citizens,
He creates factions among the young;
If you find that citizens adhere to him,

Denounce him before the councilors,
Suppress [him], he is a rebel,
The talker is a troublemaker for the city,
Curb the multitude, suppress its heat,
… (Miriam Lichtheim, Egyptian Literature, Volume I: The Old and Middle Kingdoms, Berkeley, University of California Press, 1975).

These instructions to a king warn of the danger of the hotheaded rebel who can rouse the multitude. One presumes the warning to the king was offered because such situations had arisen in Egypt. Those occurrences are not likely to have been part of the official records of the king.

The focus then shifts to the punishment of disrupters of ma’at. After the text specifies what the king must do maintain ma’at, the Instructions states:

Thus will the land be well-ordered;
Except for the rebel whose plans are found out,
For god knows the treason plotters,
God smites the rebels in blood.
 He who is silent toward violence diminishes the offerings.
God will attack the rebel for the sake of the temple,
He will be overcome for what he has done

One hardly needs to be an Egyptologist to recognize that in this world it is the king who is called upon in these Instructions to the king to be the one to implement the punishment against the rebels. To rebel against the king is to pay for it with your life.

I speculate that within the Egyptian context, Moses was the heated man. He was the hothead. He was the rebel. He was an inciter of citizens. He created factions. He violated ma’at. Therefore, one should expect Pharaoh to seek to respond to this heated man in accordance with Egyptian rules.

I speculate that Ramses correctly regarded Moses as an Apophis, a disrupter of ma’at. Therefore he decided to treat the hot headed rebel in accordance with Egyptian customs.

I speculate that Ramses intended to act at dawn of New Year against Moses and his followers when Sekhmet/Mut, the goddess of plagues and disease, acted as the destroyer of humanity. Moses knew this and did not wait to die before the face of Pharaoh (sunrise) would appear again.

Historical Passover where Yahweh smites Pharaoh’s tasked killers should be understood within this context of Pharaoh smites the enemy who disrupts ma’at.

Covenant to Lady Liberty: An Idea and Political Identity

August 21, 2019
by Peter Feinman
Moses and the Covenant (https://www.imdb.com)

There is more to Moses than Charlton Heston. Ignore the theology. Ignore the special effects. Ignore Cecil B. DeMille. Instead focus on the political. Focus on the fact that when Israel emerged in history it did not have a king, it did not have a temple, it did not have a capital city. It was not a nomadic people. Yet somehow people still were able to identify themselves as Israel. What the people did have that no one else had was a covenant. While not exactly a Constitution, it did serve to define the people. Whereas our defining document begins with WE THE PEOPLE, Israel’s began with “Yahweh thy God took thee out of the land of Egypt (Ex. 20:2).

Pharaoh Merneptah (1212-1202 BCE), the son and successor to Ramses II, claimed to have destroyed the seed of Israel. When the Merneptah Stele was discovered in 1896 with these words, it caused quite a stir as you might imagine.

Merneptah Stele, Cairo Museum (Wikipedia)

Merneptah used an indentifier with the word “Israel” to indicate that Israel was a not a settled people as were the people of the Canaanites cities that Egypt had ruled for centuries. But they were not nomads in the land of Canaan either. So what were they?

Archaeologists have discovered hundreds of small unwalled settlements in the land of Canaan that date to this time. They are considered to be Israelite because realistically speaking who else could they be? Merneptah knew there was a people Israel there and they knew they were not a city-based people. So how did they maintain their identity?

The answer is the covenant renewal ceremony. They were united by an idea. Israel was not a people based on geography. It was not a people based on race. It was not a people based on ethnicity. It was a people based on an idea expressed in the covenant and later physically expressed in the Ark of the Covenant. Periodically, the people met (or at least the elders did) to renew that sense of identity. At first Israel did so at Mount Ebal as instructed by Moses (Deut. 11:29, 27:4, 13) and done by Joshua (Josh, 8:30-35). Archaeologists have discovered the altar used in the ceremonies but the consequences of admitting it are too much to accept.

The Altar at Mount Ebal (Biblical Archaeology Society)

After Mount Ebal, the covenant renewal ceremony relocated to Shiloh. Shiloh also served as a place for men to bring the unmarried women in their family to find mates (Judg. 21:19-23) much like the camp meetings in the early 1800s in the United States. The ark remained at Shiloh until it was captured by the Philistines.

Shiloh and the Capture of the Ark of the Covenant (Biblical Archaeology Society)

When David became king of all Israel, he continued this tradition of defining the people based on an idea. He brought the ark to Jerusalem, his new capital. Jerusalem, unlike with the founding of Washington, DC, had been enemy territory for centuries. Based on the archaeological record, Jerusalem had been a good vassal of Egypt during the more than three centuries of Egyptian rule in the land of Canaan.

Diplomatic Correspondence between Vassal Jerusalem and Egypt (Amarna Letters)

It is reasonable to conclude that Jerusalem like other vassal cities would have joined with Pharaoh Merneptah against the newcomer Israel. And according to the biblical account, Jerusalem organized a coalition against Israel (Josh. 10:1-5). In the biblical accounts of this time period, Jerusalem definitely is not part of Israel (Judg. 1:7-8, 21; 19:11-12).

Yet David makes the enemy city his capital. He installs the ark there (II Samuel 6). He buys land there from most likely the Jebusite king of the city and the Temple of Solomon would be built there (II Sam. 24:16-25; I Chr. 24:15-30; II Chr. 3:1). He does not massacre the Jebusite inhabitants of the city. Instead he welcomes them into his kingdom, his government, his family. Consider the words of Rahab the Canaanite, the female figure used to symbolize the Canaanite people who are now under the rule of David, King of Israel.

Joshua 2:10 For we have heard how Yahweh dried up the water of the Red Sea before you when you came out of Egypt, and what you did to the two kings of the Amorites that were beyond the Jordan, to Sihon and Og, whom you utterly destroyed.

Note that the Canaanites have heard what Yahweh has done. By contrast, the Israelites had seen what Yahweh had done.

Exodus 14:13 And Moses said to the people, “Fear not, stand firm, and see the salvation of Yahwweh, which he will work for you today; for the Egyptians whom you see today, you shall never see again.

In this contrast between those who saw and those who heard, one may recognize the difference between the Sons and Daughters of the American Revolution and the naturalized Americans who have no biological link to the Patriot cause. It is precisely this distinction and inclusion that Lincoln will replicate at Gettysburg (see below).

Before Lincoln did do that, four score and seven years earlier, the Founding Fathers had to first create the United States of America based on an idea. To understand what they accomplished it is necessary to put aside our racial classification system. Based on the standards of the time, they were trying to create “WE THE PEOPLE” out of a disparate amalgamation of peoples. There were English of various types, Scotch Irish, Irish Catholic, Dutch, Palatine Germans, Sephardic Jews, and French Huguenots among other peoples. There was no precedent for combining such a diversity into a non-imperial republic. Certainly no political entity was organized on such a basis in Euope. The idea of constituting themselves as a people was farfetched to say the least. They knew it was an experiment. They knew it might not work. They probably would be shocked by the idea of a pending 250th anniversary for such a political entity.

Lincoln at Gettysburg continued this definition of the political entity based on an idea. When he said “Four score and seven years ago, our fathers,” he knew that not everyone in his audience was a son or daughter of the American Revolution. But just as David included in the political kingdom of Israel people who had not been part of the people of Israel that Merneptah had claimed to have destroyed two centuries earlier, so Lincoln linked all the Americans of his present to the events 76 years earlier. If you stood for the Union now, you were one with those who had created the Union then.

This idea took a giant leap forward for humanity with Captain Kirk on the Starship Enterprise. His hero was Lincoln so I presume Lincoln was a hero to Gene Roddenberry as well. Earth like the 13 states was part of a Federation. Beings of different races were joined together in a single entity. The precise details of how the Federation of Planets operated are not the issue here. What is the issue is the concept of beings becoming one without abandoning their individuality as with the Borg or in Mainland China. In this regard, Federation with its Prime Directive and other defining principles is another step on a journey that began millennia earlier when a mixed multitude entered into a covenant. They are united not by geography, not by race, not by ethnicity, but by an idea.

It’s all one story. Moses in the wilderness with the covenant, David at Zion with the Ark of the Covenant, the Founding Fathers with the Constitution, Lincoln with the Gettysburg Address,  Kirk on the Enterprise are all part of a single story. As the Ark of the Covenant once was the physical expression of the covenant idea that defined Israel, so the Statue of Liberty is the physical expression of the idea that defines the United States. Both for the people who come here and those in Hong Kong, Russia, and elsewhere, the Statue of Liberty is the global symbol for people who want to be free. So which Charlton Heston ending will America choose? The Charlton Heston of The Ten Commandments who ends the movie with the words of the Liberty Bell to proclaim liberty throughout the land (Lev. 25:10) or the Charlton Heston of Planet of Apes overwhelmed by the sight of the Statue of Liberty buried in the sands?

Planet of the Apes (YouTube)