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)

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])

ΕΝ ΟΙΔΑ ΟΤΙ ΟΥΔΕΝ ΟΙΔΑ.
(Ἓν οἶδα ὅτι οὐδὲν οἶδα.)

(Socrates)

 

Welcome!

Welcome to Religion 207: Synoptic Gospels This course is a general introduction to and an exploration of the Gospels According to Matthew, Mark, and Luke, i.e., the Synoptic Gospels. More specifically, our aim will be: • to read carefully and critically various passages in the Synoptic Gospels • to explore the meaning(s) of various synoptic pericopes by setting them in their historical context (e.g., cultural, geographical, literary, political contexts) as well as in relation to our context • to discern major themes and issues in the Synoptics and to consider their significance for the history of western civilization and for us • to become familiar with the methodological issues involved in the Synoptic Problem • to note significant synoptic features that contrast with those in the Gospel According to John • to cultivate a reading of the Synoptic Gospels that is both critical and creative by developing exegetical skills using modern methods of interpretation 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 Resources: 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 Synoptic Gospels can lead to a deeper appreciation of Christianity. Students who consider themselves to be followers of any religion, or no religion at all, are all welcome on this semester journey to become better acquainted with the Synoptic Gospels, to learn to appreciate them better, and to become informed and responsible interpreters of them.

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 written questions or comments you have about the readings (see Participation). The primary focus throughout the course will be on the biblical texts.   For the pericopes assigned, do the following in order: • try to understand each of the passages in its particular Gospel context (see Exegesis guidelines for some tips) • compare with parallel texts in the Synopsis to note similarities and differences among the Gospels • look at some critical commentaries in our library  (i.e., scholarly books on Matthew, Mark, or Luke with lots of [foot]notes) to see what some scholars have noted about the assigned pericopes • bring your ideas and discoveries to contribute during class discussion
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, as well as the most significant places in Palestine, including the main areas of Jesus' ministry. The map should include at least the following: Alexandria, Antioch, Athens, Jerusalem, Rome. • Write a paper (2–3 pages) 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 for both NB: Do not just report where or how many times in the NT the place is mentioned. Do not write mere summaries or paraphrases of biblical narratives. • Follow all the instructions given on my Evaluation page under Written assignments. Use endnotes or footnotes to document your sources following the Chicago Manual of Style (or Turabian)—for help: NoodleTools. Learn the automatic (foot)note function of your word processor. • The Oxford Bible Atlas and the maps at the end of NOAB (see "Recommended books" below) are good places to start. You may find NOAB, 2234–53 Essays, 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.
Exegesis paper	You will submit an exegesis paper (3–4 pages) on a synoptic text of your choice. For ideas, look at the back of the Synopsis book or some critical commentaries. • 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 in one file:   1.1) a paragraph stating your research interest, including which pericope(s) 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 also are in print or are scholarly sources.   Use the Chicago Manual of Style (or Turabian) for the bibliography—for help: NoodleTools. Submit your proposal as early as possible in the semester, so that it can be approved for you to begin work.   2) Draft: Submit 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 (not 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. • 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)—for help: NoodleTools. 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'll be responsible for learning significant terms covered in our texts or in class (see the “terms” file on the R-drive). Use the course texts (e.g., glossary, index), the resources listed in Resources to consider below, or any other appropriate sources of information. The terms may constitute a part of any quiz or exam.
Exams & Quizzes	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, which will be an oral exam, will cover the entire sweep of the course. See my Evaluation page under Quizzes and examinations. There may be pop quizzes, the results of which will affect the evaluation of your participation.
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% Participation is a significant part of this course. See my Evaluation page under Participation for more information and instructions. • final examination 20% • map assignment 20% • participation 15% • midterm examination 15%   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 synoptic 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
•	Achtemeier, Paul. Inspiration and Authority: Nature and Function of Christian Scripture. Peabody: Hendrickson Publishers, 1999.
•	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.
•	Goodacre, Mark. The Synoptic Problem: A Way Through the Maze. London: T. & T. Clark, 2001.

Recommended books (* = highly recommended)
*	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.
	Tanakh. Philadelphia: The Jewish Publication Society, 1985 (5748).
*	Black, David Alan and David R. Beck, eds. Rethinking the Synoptic Problem. Grand Rapids: Baker Academic, 2001.
*	Brown, Raymond E. 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.
	Hengel, Martin. Judaism and Hellenism. London: SCM Press, 1974.
	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 in touch

During the semester check your e-mail regularly for messages regarding course matters (e.g., changes in the syllabus). Also visit this page for updates to the syllabus, as well as my homepage for other information and resources related to the course. Please feel free to make an appointment any time about any course matters.