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Religion And Society
Religion And Society
Literary analysis paper on the bible
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A Textual Analysis of Genesis and the Epic of Gilgamesh The stories of the floods found in both Gilgamesh and Genesis contain many striking similarities that are inevitably beyond mere coincidence. One could surmise that both of these stories might have a basis in common historical occurrence. However, despite the fact that both of these works discuss a common topic, the portrayal of this event is quite different. Like identical twins raised in different cultures, the expressions of these works are products of their environment. The focus of this analysis is on Genesis (chapter 7) and Gilgamesh (lines 1 - 25). These two different passages will be analyzed to relate each document and how the author's worldview shapes his account of the flood. First we shall examine the background of text so that we might understand how the culture and society had an impact on the works. The story of Gilgamesh supposedly started to take form around the year 2500 B.C., but was not written down until about 1300 B.C. The epic was passed down and developed in oral form for approximately one thousand years. As a result, the story must have changed drastically from the original, until it was finally written down on Sumerian clay tablets. The Old Testament of the Bible, which includes the Book of Genesis, was also passed down through oral tradition before the Hebrews wrote it down from 1000-300 B.C. Both of these documents express the religious attitudes of these people as their story of the creation of the world and of humankind unfolds. So let's look at how these two selected passages allude to the nature of the works as they each give account of the great flood that kills all of mankind. The author of Gilgamesh portrays ... ... middle of paper ... ...a "stupor of despair went up to heaven" and "even the gods were terrified and the flood, they fled to the highest heaven." This apparently shows that the society in which Gilgamesh was written had little faith in the ability of the gods to control their anger or their own powers. It is this lack of faith, which contributes to the morose undertones of this epic. Through analyzing passages from both works, one can see how the author's environment and worldview has helped to shape the style and mood of each text. Both texts share a common event although told through different cultures. Even more, the unique perspectives of this tale help to develop the whole ambience of each document. Eac author unknowingly leaks valuable insight about his time and culture into his account to be locked in time for thousands of years. Now that's something real special.
It contains useful comparisons and historical data to help support his analysis. The author considers the story to hold very value for Christians. It concerns the typical myths that were tied to pagan people. Despite that theory, there have been many Christians who have studied the afterlife and creation in the epic. He suggests an interesting thought when he starts to explain the story. The author hints that maybe the main character, Gilgamesh, was a historical figure. The base analysis for his line of thought is the story of the flood found in the bible. After looking at the lengths of time of each story, he considers it to not be a problem. To provide some evidence, the author shows a chart of a series of questions about each flood and compares the two. The most striking comparison in the chart was the command to build a boat; "O man of Shuruppak, son of Ubar-Tutu, tear down thy house, build a ship; abandon wealth, seek after life; scorn possessions, save thy life. Bring up the seed of all kinds of living things into the ship which thou shalt build. Let its dimensions be well measured."17 The text from the quote can almost match what the bible said. In both stories the person was commanded to build a boat because a flood is coming due to man’s sins or man’s wickedness. In the conclusion of the article, the author says a bold statement; “the widespread nature of flood traditions throughout the entire human race is exce...
The Sumero-Babylonian version of the epic of Gilgamesh, after two and a half millennia of dormancy, was resurrected by British archaeologists in the nineteenth century. Amid the rubble of an Assyrian palace, the twelve clay tablets inscribed the adventures of the first hero of world literature – King Gilgamesh, whose oral folk tales go back to at least 3000 years before Christ (Harris 1). Tablet XI contains the story of the Flood. In this essay let us compare this flood account to the more recent Noah’s Flood account in Genesis of the Old Testament.
...ce, although both writings are interesting in their own ways, the most interesting aspect of both writings together is that they both have a similar plot and theme. It is rare that two
The Epic of Gilgameshis thought to have been orally recited in the late third millennium B.C.E in Sumer. Gilgameshis a semi historical, two- thirds god and one-third man, ruler of the city of Uruk in Sumer in the region of Mesopotamia approximately in 2800 B.C.E (19). The book of job takes place in Uz around the 530’s B.C.E (34).
In William Shakespeare’s play Romeo and Juliet, about two love struck teenagers whom aren’t able to be together due to their families feud/ social situation. There are two key themes that of love and hate. Before Romeo and Juliet meet, the audience is only aware that he is a Montague and that she is a Capulet. This adds to the scene being so dramatically effective as do other happenings throughout the length of the scene. These include the speech of Capulet and the happy and joyous mood of the party, The romantic speech of Romeo, The hatred and harshness of Tybalt’s speech, a direct contrast with that of Romeo’s and the drama when the two lovers, Romeo and Juliet first meet.
Throughout Romeo and Juliet we can see that hate and love are very significant themes in the play and often occur alongside each other. Although love is vital, it wouldn’t be so major if it weren’t for the elements of hate, which intensify the love by contrasting against it.
Both narratives compare as timeless tales of reputable heroes. They both include similar plots of long journeys back home. The main characters’ flaws are arrogance which is the source of many of their troubles.
To begin with, despite the foundation of the two narratives being the same, there are still withstanding variations in the complete story. Predominantly,
Hate is a very strong word. But in this theatrical it’s used very much to describe many concepts from the story. Romeo and Juliet is a play written by William Shakespeare about the children of 2 fighting families. They fall in love against their parents will. In the end they end up both killing themselves out of love for each other. Consequence of hate is a universal theme in the play because of Mercutio’s execration, Tybalt’s acrimony, and the parents detestation.
Ultimately`, William Shakespeare shows in many different ways throughout the play, ‘Romeo and Juliet’, that love is the more powerful force than hate. The readers see how the characters continuously forgive one another, even when the conditions are tough. The friendships between specific characters display a loving bond that cannot be broken with hate. Shakespeare demonstrates that Romeo and Juliet’s love can overpower the hate of many events in the play. He shows that their love can even overpower the death of one of their own family members. Romeo and Juliet’s love brings friendship between their feuding families. This story is a true example of how love can conquer all.
1. The Mesopotamians viewed the afterlife as a place of darkness where there was no return when entered. It was ruled by the Queen of the Underworld, Ereshkigal, who was accompanied by her recorder, Belit-Sheri. From reading the poem, it was thought of as a baron place where the dead wandered and little else existed. Those who were kings and high priests were now servants for the gods. It’s definitely portrayed as a place one wouldn’t look forward to, and that’s the dilemma that Gilgamesh contemplates.
The Epic of Gilgamesh has many similarities to the Bible, especially in Genesis and it’s not just that the both begin with the letter “g”’! One major similarity being the flood story that is told in both works. The two stories are very similar but also very different. Another being the use of serpents in both works and how they represent the same thing. A third similarity being the power of God or gods and the influence they have on the people of the stories. Within these similarities there are also differences that need to be pointed out as well.
Although there are differences between this ancient culture and ours, one similar idea found in the story is that of the worship of deity. There are many gods represented in the story of Gilgamesh. This reflects the tendency of the people of that time to cling to religious ideals to explain the unknown.
never return as they can be to scared to return and the young birds or
One of the main themes in the epic is that death is inevitable, which is shown through Enkidu's death. When Enkidu dies, Gilgamesh becomes very worried, because he realizes for the first time that everyone is going to die at some point in time. The fact that Enkidu is a close friend makes it even more visible to Gilgamesh that everyone is mortal. Then, along with this realization, comes the theme of denial. Gilgamesh does not want to accept the fact that he will die. He denies the truth, because he does not want to think about the truth or cope with the tragedy that has struck him. "And he-he does not lift his head. 'I touched his heart, it does not beat'" (Tablet VIII, Column II, 15-16). "'Me! Will I too not die like Enkidu? Sorrow was come into my belly. I fear death; I roam over the hills. I will seize the road; quickly I will go to the house of Utnapishtim, offspring of Ubaratutu. I approach the entrance of the mountain at night. Lions I see, and I am terrified. I lift my head to pray to the mood god Sin: For...a dream I go to the gods in prayer: ...preserve me!'" (Tablet IX, Column I, 3-12).