newweek 11 & exam schedule  (posted 12 Apr 2010)

 

It is not so very important for a person to learn facts. For that he does not really need a college. He can learn them from books. The value of an education in a liberal arts college is not the learning of many facts but the training of the mind to think something that cannot be learned from textbooks.

(Albert Einstein, 1921, in response to Thomas Edison’s opinion that a college education is useless)

 

Without education we are in a horrible and deadly danger of taking educated people seriously.

(G. K. Chesterton)

 

In much wisdom is much vexation, and those who increase knowledge increase in sorrow.

(Ecclesiastes 1.18)

 

Health is merely the slowest possible rate at which one can die.

(Anonymous)

 

Education is not the filling of a pail, but the lighting of a fire.

(William Butler Yeats)

 

You must unlearn what you have learned.

(Yoda [Star Wars V: Empire Strikes Back])

 

The unexamined life is not worth living.

(Socrates [Plato, Apology, 38a])

 

Schedule
 
Evaluation
 
Exegesis Guidelines
 
Resources
 
Na home

 

Westminster College 

Westminster homepage

 REL 107: New Testament

Spring Semester • 2010 

 

 Welcome!

Welcome back to campus and to Religion 107: New Testament! As the course title indicates, the main objective of the course is to provide a general introduction to understanding the New Testament. More specifically, our aim will be:

•

to clarify what the New Testament is and to consider its significance for the history of Western civilization, the world, and us
•

to become familiar with the contents of the NT and to discern major themes and issues
•

to read carefully and critically passages from a variety of NT & non-canonical books
•

to explore the meaning of these passages in their historical contexts (e.g., cultural, geographical, literary, political contexts) as well as in relation to contemporary thought
•

to become familiar with the methodological issues involved in biblical interpretation
•

to cultivate a reading of biblical texts that is both critical and creative by developing exegetical skills and using modern methods of interpretation, especially the historical-critical method

Achieving these goals will require hard work on your part, which will bring many challenging, enlightening, exciting, frustrating, and rewarding experiences.

 

Accessibility Statement:

Westminster College actively strives for the full inclusion of all our students. Students with disabilities who require access solutions for environmental or curricular barriers should contact Corey Shaw, Director of Disability Support Services: 209 Thompson-Clark Hall; 724-946-7192; shawcj@westminster.edu.
 Caveat

This course is designed so that anyone, religious or not, who does the required work can attain the goals mentioned above. This course is not designed to persuade you to a particular faith or religious point of view. Nor is it intended to build up or disparage existing faith, although an informed understanding of the New Testament can lead to a deeper appreciation of Christianity. Students who consider themselves to be followers of any religion or of no religion at all are all welcome on this semester journey to become better acquainted with the New Testament, to learn to appreciate it better, and to become informed and responsible interpreters of it.

 Requirements and evaluation for the course

Evaluation

For my criteria for evaluation of assignments go to Evaluation and read the information carefully.

 

NB: If you have any questions regarding any assignment, please ask in class or make an appointment to see me.

Assigned

readings

 Assigned readings should be completed before the class for which they are assigned—use your best judgment to divide the readings evenly for each week. Keeping notes on the readings is highly recommended. Occasionally I may assign additional readings, but these will ordinarily be short. You must come to class with at least 2 written questions or comments you have about the readings (see Participation). The primary focus throughout the course will be on NT texts and on cultivating the ability to ask informed questions about them based on the knowledge you gain along the way.

NB: Not all the assigned readings may be covered in class discussions or exams, but they are required for your edification. The more you refer to them in class and in your work, the more impressive your mastery of the readings will be.

Map paper

You will draw a map of the Roman Empire during the first century and write a paper on one of the places on the map.

• You must draw (or trace) the map by hand (on a letter-size paper). How colorful or artistic the map is will not affect the grade.
• The map must show important boundaries, territories, and cities of the Roman Empire. Show also:
1) the most significant places in Palestine, including the main areas of Jesus' ministry
2) other significant places around the Mediterranean Sea
3) all the places where Paul sent his undisputed letters (see textbook)
4) the 7 cities mentioned in Revelation 2–3
 
The map should include at least the following: Alexandria, Antioch, Athens, Jerusalem, Rome.
• Write a 2–3 page paper about one of the places (area or city). Include:
 1) basic or notable facts about the place
 2) reasons for its significance for the Roman Empire or for understanding the New Testament, or both
NB: Do not just report where or how many times in the NT the place is mentioned. Do not just write summaries or paraphrases of biblical narratives.
• Follow all the instructions given on my Evaluation page under Written assignments. Use footnotes to document your sources following the Chicago Manual of Style (or Turabian). Learn the automatic footnote function of your word processor.
• The Oxford Bible Atlas and the maps at the end of NOAB (see Required books below) are good places to start. You may find NOAB 505–25 ES also helpful. For a little extra help click here.
• As soon as you submit your paper, make an appointment to review your graded paper with me.new

Exegesis

paper

You will submit a 3–4 page exegesis paper on 1 Corinthians 15. For ideas, look at some critical commentaries (i.e., scholarly books on 1 Corinthians with lots of [foot]notes).  For help with exegesis go to Exegesis guidelines and read the information carefully. Make an appointment for the second week to discuss which part of 1 Corinthians you want to write on.

•

You must submit (on the R-drive) and discuss with me the following two preliminary assignments, the quality of which may affect your final paper grade. Make an appointment as early as you can (see schedule below) to bring a hard copy of each of these for discussion.

 

1) Proposal: Submit the following in one file:
 

1.1) a paragraph stating your exegetical interest, including which portion of 1 Cor 15 you propose to analyze—the narrower and more specific your proposal, the better (try to formulate a thesis)
 

1.2) a preliminary bibliography that includes at least 5 books (besides course textbooks or reference books) and at least 5 periodical journal articles (magazines acceptable if appropriate for the topic) you found to be promising for your paper.

 

NB: Electronic sources count only if you provide evidence that they are scholarly sources.

 

Use the Chicago Manual of Style (or Turabian) for the bibliography.

Submit your proposal as early as possible in the semester, so that it can be approved for you to begin work.

 

2) Draft: Submit the following in one file:
 

2.1) a clear introductory paragraph that includes the thesis of your paper
 

2.2) at least two sample paragraphs
 

2.3) your revised bibliography (or works cited)

•

The paper should represent original work (i.e., your own thoughts), not a mere digest of other people’s opinions. Your own reading and re-reading of the relevant texts, as well as review of other materials, are fundamental to the task. I want to know what you discover in your engagement with the text(s)—a "text" can be written works, art works, music, plays, movies, interview, research results, poll data etc.—whether or not you agree with the authors or the opinions presented in class, including mine.

 

Focus on honing your ability (1) to argue for your opinions and conclusions persuasively and (2) to support them with evidence from texts (especially primary sources) and other relevant sources. You may find the sample papers on the R-drive helpful. You may also find the Tips for writing papers helpful.

•

Your final bibliography (or works cited) must contain at least 8 sources used in your paper, including 4 periodical (journal) articles. NB: Electronic sources count only if you provide evidence that they are scholarly sources.

 

Use footnotes or endnotes to document your sources following the Chicago Manual of Style (or Turabian). Learn the automatic footnote function of your word processor.

•

Follow all the instructions given on my Evaluation page under Written assignments.

Terms

Throughout the semester, you will be responsible for learning significant terms covered in our texts or in class (see the terms file on the R-drive). You will be responsible for the definitions. Use (1) the course texts, e.g., glossary, index, (2) the resources listed in Resources to consider below, or (3) any other appropriate sources of information. The terms may constitute a part of any quiz or exam.

Quizzes

&

exams

There will be a midterm exam covering all the materials in the course, including the reading assignments and terms we will have covered by the time of the exam. The final exam will cover the entire sweep of the course. There may be pop quizzes, the results of which will affect the evaluation of your participation. See my Evaluation page under Quizzes and examinations.

 

In lieu of the final exam, you may take a 30-minute oral exam. You must inform me by April 15 to discuss this option.

Grades

Grades will be assigned as fairly as possible. See my Evaluation page under Grades for more information. The final grade for the course will consist of the following:

•

exegesis paper

30%

NB: participation is a significant part of this course.

See my Evaluation page under Participation

for more information and instructions.

•

 final examination

25%

•

map assignment

20%

•

 midterm examination

15%

•

participation (including pop quizzes)

10%

NB: If you have any questions about how you're doing in the course, please make an appointment to see me.

Extra credit

You may earn extra credit any time during the semester.

•

Submit a 2–3 page reflection paper relating something from popular culture (e.g., movie, play, TV show, book, any performance) to a particular NT text or theme (consult the instructor). It should be mostly critique and not merely a plot summary.
• Do other extra credit assignments described in the file on the R-drive.

NB: The instructor reserves the right to make the final determination concerning any extra credit. You can earn a maximum of 5% toward the final grade. You may write more than one, if you wish, but you won't receive more than 5% total in extra credit.

 Required books

•

The New Oxford Annotated Bible with the Apocrypha (NRSV), 3rd ed. You may use another Bible, if you wish, but the New Oxford Annotated Bible (NOAB) will be the common text for class assignments and discussions. In all cases, you are encouraged to use other English translations (e.g., NIV) and Bibles in other languages in addition to the NRSV. The Tanakh is especially recommended for comparison of Old Testament passages.

•

 Aland, Kurt, ed. Synopsis of the four Gospels. New York: United Bible Societies, 1982.

•

Brown, Michael J. What They Don't Tell You: A Survivor's Guide to Biblical Studies. Louisville: Westminster John Knox Press, 2000.

•

Ehrman, Bart D. A Brief Introduction to the New Testament. New York: Oxford University Press, 2008.

 Recommended books (* = highly recommended)
*

Tanakh. Philadelphia: The Jewish Publication Society, 1985 (5748).
* Achtemeier, Paul. Inspiration and Authority: Nature and Function of Christian Scripture. Peabody: Hendrickson Publishers, 1999.
* Brown, Raymond E. Biblical Exegesis and Church Doctrine. Wipf & Stock, 2002.
*

_____. An Introduction to the New Testament. New York: Doubleday, 1997.
* _____. An Introduction to New Testament Christology. New York: Paulist Press, 1994.
* _____. Responses to 101 Questions on the Bible. New York: Paulist Press,1990.
* Bultmann, Rudolf. Jesus Christ and Mythology. New York: Simon & Schuster, 1996.
  Ehrman, Bart D. The New Testament. New York: Oxford University Press, 1997.
  _____. The New Testament and Other Early Christian Writings. New York: Oxford University Press, 1998.
* Goodacre, Mark. The Synoptic Problem: A Way Through the Maze. London: T. & T. Clark, 2001.
  Hengel, Martin. Judaism and Hellenism. London: SCM Press, 1974.
* Meyer, Paul. The Word in This World. Louisville: Westminster John Knox Press, 2004.
  Pelikan, Jaroslav. Jesus through the Centuries: His Place in the History of Culture. New Haven: Yale University Press, 1985.
* Robinson, James M. A New Quest of the Historical Jesus. London: SCM Press, 1959.
  Sanders, E. P. and Margaret Davies. Studying the Synoptic Gospels. London: SCM Press, 1989.
  Segal, Alan F. Rebecca's Children: Judaism and Christianity in the Roman World. Cambridge: Harvard University Press, 1986.

*

Strunk, William, Jr., and E. B. White. The Elements of Style. New York: Macmillan Publishing, 1979. (See my Resources page under Miscellaneous for the first edition of Strunk.)

 Resources to consider

 

See my Resources page for McGill, AV, & Web resources, esp. The NT Gateway.
  Bible concordances (McGill library)

 

 R-drive: course folder and the "Religion" folder

 Keeping informed and in touch

During the semester check your e-mail regularly for the latest messages from me regarding course matters. For updates to the syllabus, visit and reload this page regularly, as well as my home page for other information and resources related to the course. Please feel free to make an appointment any time about any course matters.

 Tips from former students

For some practical advice from former students, see the tips page.

 One last word …

Regardless of how demanding all of this is, I’m pretty much a nice guy. I promise to be as fair as possible. I recognize that you’ll be very busy this semester pursuing various obligations and passions. I understand. I have my passions too, e.g., my wonderful family, music, philosophy, nature, mountain biking, fixing things, food. But I’m also very passionate about education, both yours and mine—I don’t just mean the business of acquiring knowledge, but more importantly the total development of honorable human beings. I don't require you to share my excitement about all the things we'll cover, but I do expect you to complete the requirements for the course. To help you do that as well as you can, I will make myself available outside the class time and the office hours. I'll be more than glad to help you out when you're stuck while doing an assignment. Or if you have any questions, concerns, complaints, and even compliments, I will do my best to take the time to listen and offer my response. Keep in mind that I'm here to help you learn. So, again, welcome to Religion 107: New Testament!

 C o u r s e   S c h e d u l e

MWF 10:30–11:30          PH 112


Date


Assigned readings

• = required

> = recommended

+ = read in the library (do not check out)

 


Project / texts

bold = primary text(s) for class discussion

red bold= dates to remember

highlight = R-drive file

 


Class / topics

 

REL 107: New Testament

Week 1

 

Jan 20 W

Jan 22

Jan 25

•Course syllabus (including Evaluation link; review requirements, expectations & criteria for grading—ask Qs, if you have any)

•Fisher: Effective Learning

•Ehrman: xvii, xxi, xxv–xxix; Ch. 1 (tip: "Questions for Study and Reflection" provide a helpful review for quizzes & exams)

•Brown: Prolegomena; Chs. 1–2 (RoT 1–10)

 

>NOAB: vii–xxvii; 453–525 ES (skim); 534–35 ES; 543–73; Index (NB: ES pages appear after the NT—skim carefully)

>+Brown, Responses: Q1–14

>The NT Gateway (excellent Web resources)

>Bible in 50 words

>Bible Contradiction & Responses

>Myth
 >Resurrection

>Johnson & Spong on Jesus' birth

>Resurrection theories

>More on Jesus' birth (check out "resources" page)

>Chronology (info & links)

>Manuscript marginalia (an interesting example)

>Do you know how to think? (a self-exam)

•Keep (& update) copies of all relevant Web pages

 

•Reminder: bring your Qs & Cs to each class (see Participation)

 

•Easter Quiz (NB: take this "quiz" before reading the following)

•1Cor 15.3–10

•Mk 15.40–16.8

•Mt 27.55–28.20

•Lk 23.48–24.53

•Jn 19.25–21.25

•Acts 1.1–2.4

•Gos Pet (NB: Q10 on "Easter Quiz")

•Translation comparison

•Memorize the books of the Protestant canon in order (learn correct spelling).

 

>Ehrman study aids (helpful for review: chapter summaries, reading guides; quizzes; other resources)

>"Quiz"

>Calendar

>Perception quiz

>Riddles

>Study Guide 1 (These may be helpful, but they may not always correspond to the readings.)

>Study Guide 2

•Bible Hunt

•Optical conditioning

•Optical illusion

•Adam and Eve

•Context & perspective

 

•World-view

•Xmas Quiz

 

•General orientation

•"What is the New Testament?"

 

•Greek NT: 1st page

•Manuscript

Week 2

 

Jan 27 W

Jan 29

Feb 1

•Ehrman: Ch. 2
 •Brown: Ch. 2 (RoT 11–19); Ch. 3

•1 Macc (skim slowly)
•Brown: Chs. 4–5

•Ehrman: Ch. 3

 

>NOAB: 3–10 AP; 453–71 ES (skim); 507–33 ES (514–25 esp. helpful if you haven't had courses on the Bible or the Old Testament/Hebrew Bible)

>The Greeks (interactive site): read about Socrates, Plato, etc.

>Blogging the Bible (an interesting viewpoint that might resonate with your life)

•Transmission errors

•1 Macc 1–2; 4.36–61 (Hanukkah)

 

>Interpreting Ancient Manuscripts (very helpful)

>Manuscript

>Synoptic solutions (found on The NT Gateway)

>Study Guide 3

>Study Guide 4

>Study Guide 5

•"The Greco-Roman World"

•"World of Ancient Judaism"

Week 3

 

Feb 3 W

Feb 5

Feb 8

•Ehrman: Ch. 3
•+Brown: Intro to NT Christology, 155–61 (“A Brief History of the Development of the Royal Messianic Hope in Israel”)

•Ehrman: Ch. 4
•+Sanders & Davies: Synoptic Gospels, 51–119 (skim)
•Apostles' Creed
•Nicene Creed
•Inf Gos Thom
 

>NOAB: 3–6 NT; 491–505, 538–39 ES

>Chalcedonian definition

>Chalcedonian definition (excerpts)
>Chronology (info & links)

>Synoptic Problem (summary of theories)

>Gos Thom
>From Jesus to Christ

>Redaction & hermeneutics (funny, interesting & instructive)

>The Diatessaron

•Know the various Jewish groups & significant characteristics

•Know the 4-source hypothesis well

•Feeding 5K (cf. 2 Sam 6.17–19?):

Mk 6.30–44 (cf. 8.1–10; 19–20)

Mt 14.13–21 (cf. 15.32–39; 16.9–10)

Lk 9.10–17

Jn 6.1–15

 

>Basic Synoptic solutions

>Synoptic solutions (found on The NT Gateway)

>Suggested colors to use to mark your synoptic texts

>The Case Against Q (see 10 Reasons to Question Q)

>Quiz

>Study Guide 6

>Study Guide 7

>Study Guide 8

•"World of Ancient Judaism"

•The Gospels
•The Synoptic Problem

 

>Redaction & hermeneutics (funny, interesting & instructive)

Week 4

 

Feb 10 W

Feb 12

Feb 15

•Mk 1.1–16.8 (–16.20)
•Ehrman: Ch. 5

 

>"Immediately"

>From Jesus to Christ

>The Diatessaron

>Chalcedonian definition

>Chalcedonian definition (excerpts)

Last day for exegesis proposal: Feb 10 (R-drive; file name = "last name proposal.doc"; see example of file name on R-drive)

 

•Mk 1.1–15 (esp. vv. 9–11, 12–13, 14–15) & ||s
•Mk 4.1–20 (esp. vv. 11–13), 33–34 & ||s: purpose of parables?
•Mk 4.35–41 & ||s: power over nature (cf. Gen 1.1–3)
•Mk 6.1–6a & ||s: unable or unwilling to do mighty works?
•Mk 8.1–9.1 (esp. 8.27–33, 9.1) & ||s
•Mk 15.33–16.8 (–16.20) & ||s: What really happened?

 

>Study Guide 9

>Study Guide 10

>Study Guide 11

•Mark: a trend-setter?
•Suffering Messiah

 

>Redaction & hermeneutics (funny, interesting & instructive)

Week 5

 

Feb 17 W

Feb 19

Feb 22

•Matthew
•Ehrman: Ch. 6

 

>O Little Town of Nazareth?

>From Jesus to Christ

>The Diatessaron

>Redaction & hermeneutics (funny, interesting & instructive)

>Chalcedonian definition

>Chalcedonian definition (excerpts)

Map of Roman Empire due Feb 22 (R-drive; file name = "last name map.doc"; see example of file name on R-drive)

 

•Mt 1.1–17 & ||: the begat list (cf. 1 Chr 1)
•Mt 1.18–2.23 & || (?): where did Joseph & Mary live?
•Xmas Quiz
•Mt 5.1–7.27 & ||s (?): Sermon on the Mount (walk this way; talk this way)
•Mt 5.3–12 & ||: Beatitudes
•Mt 5.17–20; 7.21–23: Torah (cf. Heb 3.1–6)
•Mt 6.5–15 (cf. Lk 11.1–4): Lord's Prayer
•Mt 7.12: Golden Rule
•Sermon on the Mount
•Phraseology: KoG & KoH
•Mt 10.1–11.1 & ||s
•Mt 10.34–39: anti-family?
•Mt 13.1–52 & ||s
•Mt 18.1–35 & ||s
•Mt 19.1–11 & ||s

•Mt 20.1–16: fair?
•Mt 21.1–11 & ||s: how many animals can Jesus ride?
•Mt 25.31–46: sheep & goats

 

>Study Guide 12

>Study Guide 13

>Study Guide 14

>Study Guide 15

•Matthew: the teacher par excellence

Week 6

 

Feb 24 W

Feb 26

Mar 1

•Luke

•Ehrman: Ch. 7

•+Brown: Responses, Q54–60
•Luke: pairs

 

>O Little Town of Nazareth

>From Jesus to Christ

>The Diatessaron

>Redaction & hermeneutics (funny & instructive)

>Reflections on the Cotton Patch Version

>Chalcedonian definition

>Chalcedonian definition (excerpts)

>The "Parable of the Good Samaritan" with a humorous twist

•Lk 1.46–55: radical song?
•Lk 3.23–38 (cf. Mt 1.1–17): significance?
•Lk 4.1–13: when will the devil return? (see 22.3)
•Lk 4.14–30: why are they outraged? (cf. 1.46–55; 4.14–30)
•Lk 6.17–38, esp. 24–26: cf. Mt

•Lk 10.25–37: who's the neighbor?
•Cotton Patch: Lk 10.25–37
•Lk 10.27 & ||s; Dt 6.4–5; Lev 19.18; Rom 13.9; Gal 5.14; Jas 2.8
•Lk 10.38–42: women disciples?
•Lk 11.1–4 (cf. Mt 6.7–13): which Lord's Prayer should Christians pray?

•Lk 15.11–32: lost & found?
•Cotton Patch: Lk 15
•Lk 16.1–9: huh? fair?

•Lk 22.7–23 & ||s: Last Supper (when was it? which was first: bread or wine?)

 

>Study Guide 16

>Study Guide 17

>Study Guide 18

>Study Guide 19

Tentatively no class Mar 1? (review course materials & work on paper)

 

•Luke: champion of the outcast

Week 7

 

Mar 3 W

Mar 5

 

Mar 6–16 (break)

 

Mar 17 W

•Course syllabus (including Evaluation link; review requirements, expectations & criteria for grading—ask Qs, if any)

•Jn 1.1–21.25

•1–3 Jn

•Ehrman: Ch. 8

•+Brown: Responses, Q34–44

 

>Jesus in Synoptics & Jn
>From Jesus to Christ

>The Diatessaron

>Jesus & Superman? (scroll all the way down to see the comparison)

>Chalcedonian definition

>Chalcedonian definition (excerpts)

•logos ("the Word") in English: highlight or note all the English definitions (tip: look for the breaks or spaces)

•Jn 1.1–18: Logos Christology

•Jn 3.1–21; 4.1–42; 6; 10; 20

•Jn 6.22–71: eat what?

•Jn 12.27–36; cf. Mk 14.32–42 & ||s): agony?

•Jn 13.1–20: eat or feet?

•Jn 13.31–35: how would others know?

•Jn 18.2–11; cf. ||s: the arrest

•Jn 20.19–29 (esp. vv. 22, 28); cf. Lk 24.36–43

•Phraseology: KoG & KoH

 

>Study Guide 21

>Study Guide 22

>Study Guide 23

•Midterm exam (Mar 3)new

•John: love divine

Week 8

 

Mar 19 F

Mar 22

Mar 24

•Course syllabus (including Evaluation link; review requirements, expectations & criteria for grading—ask Qs, if any)

•+Brown: Intro to NT, 99–122 (“Gospels in General”)

 

>Chalcedonian definition

>Chalcedonian definition (excerpts)

>Jesus & Superman? (scroll all the way down to see the comparison)

>C. S. Lewis: historical Jesus

•Ehrman: Chs. 9–10
•+Brown: Intro to NT, 817–30 (“The Historical Jesus”); 105–7 (“Portraits of Jesus”)
•Charlesworth, "The Historical Jesus and Exegetical Theology" in Princeton Seminary Bulletin, vol.22 no.1 (2001): 45–63

•Apostles' Creed
•Nicene Creed
•Gos Thom
•Sec Gos Mk
•Gos Pet
•Inf Gos Thom
•Prot Jas

 

>+Brown: Responses, Q45–60, 69–78

>The Diatessaron

>From Jesus to Christ
>Jesus & Superman? (scroll all the way down to see the comparison)

>C. S. Lewis: historical Jesus

>Video: “From Jesus to Christ,” pt.3: Jesus in the Gospels (AV; very good for review)

 

•Bring notes on the exciting, interesting, puzzling, or even upsetting thing you discovered in your study of the Gospels.

>Study Guide 20

•Review beginnings of the Gospels

•Mt 10.2–4 & ||s: who were the disciples (NB: order)

•Phraseology: KoG & KoH
 

>Study Guide 24

>Study Guide 25

>Study Guide 26

 

 

>Development of the canon

>C. S. Lewis: historical Jesus

>Chronology (info & links)

 

•Gospels in retrospect

•The historical Jesus?

 

•Nicene Creed & Apostles' Creed

•Gos Thom
•Sec Gos Mk
•Gos Pet
•Inf Gos Thom
•Prot Jas

•Charlesworth, "The Historical Jesus and Exegetical Theology" in Princeton Seminary Bulletin, vol.22 no.1 (2001): 45–63

>Brown: Intro to NT, 817–30 (“The Historical Jesus”); 105–7 ("Portraits of Jesus")

>C. S. Lewis: historical Jesus

>Brown: Intro to NT, 817–30 (“The Historical Jesus”); 105–7 ("Portraits of Jesus")>Resurrection

Mar 27

Movie night with the Nas 7:47 p.m.-ish

Feel free to bring DVDs or VHSs of movies you think your classmates should see.

directions on the R-drive or here (view in MS Word: in menu, click View>Print Layout) or click here

Week 9

 

Mar 26 F

Mar 29

Mar 31

 

Apr 2–5 (break)

•Acts

•Ehrman: Ch. 11

•Gal 1.13–17
•Isa 49.1–6
•Jer 1.1–10
•1 Thess
•Ehrman: Chs. 12–13

•Wrede on Paul

 

>From Jesus to Christ

Last day for exegesis draft: Mar 29 (R-drive; file name = "last name draft.doc"; see example of file name on R-drive)

 

•Acts 2; 10–11; 15.1–35: the spirit moves in mysterious & blasphemous ways

•Acts 9.1–22; 22.4–16; 26.9–18: reports  of Paul's conversion
•Acts 17.16–34: apostle among philosophers in Athens
•Acts 28.30–31

•2 Pet 3.15–16: what does this say about Paul?

•Gal 1.13–17 (cf. Acts 9.1–22; 22.4–16; 26.9–18): Paul's call
•Isa 49.1–6

•Jer 1.1–10

•1 Thess 4.13–5.11 (cf. 1 Cor 15.51–53): Paul's (early) eschatology

>Study Guide 27

>Study Guide 28

>Study Guide 29

•Acts: the early church, from Jerusalem to Rome

•Trying to understand Paul
•Second founder of Christianity?

•Pauline eschatology

Week 10

 

Apr 7 W

Apr 9

Apr 12

•1 Cor
•2 Cor
•Ehrman: Ch. 14

•Gal
•Phil
•Phlm
•Ehrman: Ch. 15

•Rom
•Ehrman: Ch. 16

•1 Cor 6.1–20; 10.14–33; 15.51
•1 Cor 12: unity
•1 Cor 13 (cf. Rom 13.8–10; John 13.34–35; Gal 5.14; Mk 12.28–34; Mt 22.34–40; Lk 10.27; Jas 2.8; Lev 19.18): apostle of love

•Gal 2.11–14 (cf. Acts 10–11): Gentiles & Jews in the church
•Gal 3 (cf. Rom 4), Rom 7.7–13: what about the Torah?
•Gal 3.23–29; cf. 1 Cor 12.12–13 (cf. Col 3.1–11): freedom in Christ
•Phil 2.6–11; 3.2–11

•Rom 1.1–6: Paul's Christology
•Rom 9–11: what about Israel?
•Rom 13.8–10 (cf. 1 Cor 13; John 13.34–35; Gal 5.14; Mk 12.28–34; Mt 22.34–40; Lk 10.27; Jas 2.8; Lev 19.18): apostle of love

 

>Study Guide 30

>Study Guide 31

>Study Guide 32

•Unity & freedom in Christ
•Corinthian problem with freedom

•Faith (pistis) & freedom
•Galatian problem with freedom

•Phil: joy & the Parousia

•Faith (pistis) & freedom in Phlm

•Faith (pistis) & freedom again

Week 11

 

Apr 14 W

Apr 16

Apr 19

•2 Thess
•Col & Eph (in this order)
•1–2 Tim
•Titus
•Ehrman: Ch. 17–18
•+Brown: Responses, Q89–92

•Heb
•1 Pet
•Ehrman: Ch. 19

•Jas
•Jude & 2 Pet (in this order)

•1–3 Jn

•Ehrman: Ch. 20

•Who's in charge?:

1 Cor 11.3–16

Eph 5.21–6.9

Col 3.18–4.1

1 Tim 2.8–15

1 Pet 2.18–3.7

(cf. Rom 10.11–13; Gal 3.27–29; 1 Cor 12.12–13; Col 3.9–11)

•Heb 2.1–4; 3.1–6 (cf. Mt); 5.7

•Heb 2.14–18; 4.14–16: Christology
•1 Pet 2.11–4.11 (esp. 2.13–17, 18–25): faith & societal issues
•2 Pet 3.1–18: the delay of the Parousia

•Jas 2.14–26: not quite Paul (cf. Mt)

 

>Study Guide 33

>Study Guide 35

>Study Guide 34

•Pauline tradition: Paul revisited, revised?

•The early church organizes: on the way to "orthodoxy"?

•Who’s in charge?: the masculinization of the church & gospel of freedom

•Faith under fire

 

•Video: “From Jesus to Christ," pt. 2: Apostle Paul and His Messagenew

•The church in conflict

•False (?) teachers & alternatives to Paul

•Orthodoxy, heterodoxy, heresy

 

•Video: “From Jesus to Christ," pt. 3: Jesus in the Gospelsnew

Week 12

 

Apr 21 W

Apr 23

Apr 26

•Course syllabus (including Evaluation link; review requirements, expectations & criteria for grading—ask Qs, if any)

 

•Jas
•Jude & 2 Pet (in this order)

•1–3 Jn

•Ehrman: Ch. 20

•Rev
 •Ehrman: Ch. 21

•The End Is Always Near (skim)

•Jas 2.14–26: not quite Paul (cf. Mt)

•Rev 1.1–3

•Rev 5.6; 12.3–9; 13.11–18: portrait of good & evil

•Rom 13.1–7, 1 Tim 2.1 & 1 Pet 2.13–17: faith & the empire

•The church in conflict
•False (?) teachers & alternatives to Paul
•Orthodoxy, heterodoxy, heresy

•The church under persecution
•Persecution, apocalyptic & eschatology

Week 13

 

Apr 28 W

Apr 30

May 3

•Rev
 •Ehrman: Ch. 20

•The End Is Always Near (skim)

•Gabler: "On the Proper Distinction between Biblical and Dogmatic Theology and the Specific Objectives of Each" (Scottish Journal of Theology 33 [1980] 133–58)

•+Brooks & Collins: "Introduction" to Hebrew Bible or Old Testament?

•+Brown: Intro to NT Christology, 162–70 ("The Reality of the Resurrection of Jesus")

 

>666 or 616? (click on "numerology")

 

•Rev 1.1–3
•Rev 5.6; 12.3–9; 13.11–18: portrait of good & evil
•Rom 13.1–7, 1 Tim 2.1 & 1 Pet 2.13–17: faith & the empire

•Gabler: bring your Qs & Cs (esp. on the distinction between biblical theology & dogmatic theology)

 

>Study Guide 36

>Study Guide 37

>Study Guide 38

•The church under persecution
•Persecution, apocalyptic & eschatology

•Biblical theology
•Canon

Week 14

 

May 5 W

May 7

May 10

•Gabler: "On the Proper Distinction between Biblical and Dogmatic Theology and the Specific Objectives of Each" (Scottish Journal of Theology 33 [1980]: 133–58)

•Meyer: "Faith and History Revisited" (Princeton Seminary Bulletin 10 [1989]: 75–83)

 •+Brown, Responses: Q1–10, 19–27

 

>Resurrection

Last day for exegesis paper: May 3 (R-drive; file name = "last name paper.doc"; see example of file name on R-drive)

 

Last day for extra credit papers: May 10 (R-drive; file name = "last name extra.doc")

 

•Gabler: bring your Qs & Cs (esp. on the distinction between biblical theology & dogmatic theology)

•Bring some synoptic examples that illustrate the issues discussed by Gabler & Meyer (esp. on the distinction between biblical theology & dogmatic theology)


>Study Guide 39

>Study Guide 40

 

•Faith, history & text

•Final thoughts

May 11 T

Reading Day (Review for final exam?)

May 12 W

F  i  n  a  l     e  x  a  m: 11:30–14:00 (regular classroom)

Have a great summer!

 

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