REL 209 Syllabus

new movie night (posted 26 Feb 2010)

new midterm exam link (posted 26 Feb 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
REL 209: Paul and His Letters
Spring Semester • 2010

Welcome!

Welcome to Religion 209: Paul and His Letters (or "Everything you always wanted to know about Paul, but were too afraid or busy to ask")! As the course title indicates, the main objective of the course is to provide a general introduction to portions of the New Testament attributed to Paul. More specifically, our aim will be:

•	to become familiar with the contents of Pauline letters and to consider their significance for the history of Western civilization, the world, and us
•	to explore the meaning of Pauline texts in their historical contexts (e.g., cultural, geographical, literary, political contexts) as well as in relation to contemporary thought
•	to discern major themes and issues for clarifying what Paul wrote
•	to become familiar with the methodological issues involved in Pauline interpretation
•	to read carefully and critically various passages in the undisputed letters of Paul
•	to survey the deutero-Pauline letters (i.e., disputed letters) while comparing their content to the undisputed letters
•	to cultivate a reading of Pauline letters 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. 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 Paul's letters, 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 at least 2 written questions or comments you have about the readings (see Participation). The primary focus throughout the course will be on the Pauline 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.

Discussion

starter

You will prepare a discussion starter during the semester covering

•	the main idea(s) of the assigned readings (see the Assigned readings column in the course schedule below),
•	your critique or response to it (including references to previous readings)—this should be the focus of the presentation—and
•	critical questions, challenges, discoveries, insights, etc. to initiate class discussion.

You should aim for 10–15 minutes. You're expected to have read the text(s) carefully and be able to share the penetrating questions or issues you dealt with in your reading, preparation, or even further research. NB: you don't necessarily have to understand everything before class, but you should demonstrate that you prepared and that you're familiar with the major issues in the text(s).

Remember that questions are more valuable than answers. You should include or suggest challenges, discoveries, insights, questions, etc. for class discussion. See my Evaluation page under Presentations for evaluation criteria (ignore "Communication Skills" section of the evaluation sheet). If you'd like to use "smart" equipment, let me know as soon as possible.

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 2) other significant places around the Mediterranean Sea 3) all the places where Paul sent his undisputed letters 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) to which an undisputed Pauline letter was addressed. Include: 1) the basic or notable facts about the place 2) reasons for its significance for the Roman Empire or for understanding Paul's letter(s), 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 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.

Exegesis

paper

You will submit a 3–4 page exegesis paper on one of the Pauline passages in the Project / texts column in the schedule below. 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.

•

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—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 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 and, when appropriate, significant biblical passages related to the terms. 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 (ca. 45 mins.) 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. There may be pop quizzes, the results of which will affect the evaluation of your participation. See my Evaluation page under Quizzes and examinations.

Grades

Grades will be assigned as fairly as possible. See my Evaluation page under Grades for more information. (See also p. xii in the Inquiry textbook for grade descriptions.) 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

20%

•

participation (including pop quizzes)

15%

•

map assignment

15%

•

discussion starter

10%

•

midterm exam

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 Pauline 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.
•	Keck, Leander L. Paul and His Letters. Philadelphia: Fortress Press, 1988.
•	Roetzel, Calvin. The Letters of Paul. 5th ed. Westminster John Knox Press, 2009.

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.
	Beker, J. Christiaan. Paul the Apostle: The Triumph of God in Life and Thought. Philadelphia: Fortress Press, 1980.
*	Brown, Michael J. What They Don't Tell You: A Survivor's Guide to Biblical Studies. Louisville: Westminster John Knox Press, 2000.
*	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.
	Duling, Dennis C. and Norman Perrin. The New Testament: Proclamation and Parenesis, Myth and History. 3rd ed. Fort Worth: Harcourt Brace College Publishers, 1994.
	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.
*	Käsemann, Ernst. Perspectives on Paul. Philadelphia, Fortress Press, 1971.
	Meeks, Wayne, ed. The Writings of St. Paul. New York: W. W. Norton & Company, Inc., 1999.
*	Meyer, Paul. The Word in This World. Louisville: Westminster John Knox Press, 2004.
*	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.
	R-drive: course folder and the "Religion" folder
	Bible concordances (McGill library)
	Ferguson, Duncan S. Bible Basics. Louisville: Westminster/John Knox Press, 1995.
	Turner, Nicholas. The Handbook for Biblical Studies. Philadelphia: Westminster Press, 1982.

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 209: Paul and His Letters!

C o u r s e S c h e d u l e

MWF 1100–1230 PH 132

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 209: Paul and His Letters

Week 1

Jan 21 R

Jan 26

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

•2Pet 3.15–16
•Roetzel: prefaces & Introduction
•Keck: Preface & Introduction

•Fisher: Effective Learning

•NOAB: 453–525 ES (NB: ES pages appear after the NT—skim carefully; also see following week; 514–25 esp. helpful if you haven't had courses on the Bible or the Old Testament/Hebrew Bible)

>NOAB: vii–xxvii; 534–35 ES; 543–73; Index (skim carefully)

>Brooks & Collins: “Introduction” to Hebrew Bible or Old

Testament

>+Brown, Responses: Q1–14

>Chronology (info & links)

>The NT Gateway (excellent Web resources)

>Development of the canon

>Manuscript marginalia (an interesting example)

>Bible in 50 words

>Bible Contradiction & Responses

>Myth

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

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

•Translation comparison

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

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

•Bible Hunt

•Optical conditioning

•Optical illusion

•Adam and Eve

•Context & perspective

•World-view

•Xmas Quiz

•General orientation

•Who was Paul?

•"Introduction: Contrary Impressions"
•Trying to understand Paul

•Greek NT: 1st page

•Manuscript

•Apostles' Creed
•Nicene Creed

Week 2

Jan 28 R

Feb 2

•NOAB: 453–525 ES (NB: ES pages appear after the NT—skim carefully; 514–25 esp. helpful if you haven't had courses on the Bible or the Old Testament/Hebrew Bible)

•Roetzel: ch. 1

•Roetzel: ch. 2
•1Thess 1.1–10
•1Cor 1.1–9
•2Cor 1.1–7
•Gal 1.1–5
•Phil 1.1–11
•Rom 1.1–17
•Phlm 1–7

>NOAB: 3–10 AP

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

>Syncretism and Harry Potter

•Translation comparison

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

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

>Interpreting Ancient Manuscripts (very helpful)

>Manuscript

>Redaction & hermeneutics (funny & instructive)

>Transmission errors

>Study Guide 2

>Study Guide 3

•1. "Paul & His World"

•Discussion: Magnuson

•2. "The Anatomy of the Letters"
•Discussion: Mills

Week 3

Feb 4 R

Feb 9

•Roetzel: ch. 3

•Isa 49.1–6
•Jer 1.1–10
•Rom 1.3-5; 3.25; 4.25; 10.9
•1Cor 11.23–25; 15.3–7
•Phil 2.6–11

•NOAB: 453–525ES (NB: these pages appear after the NT); skim carefully

•Roetzel: ch. 4

>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

>Study Guide 4

>Study Guide 5

•3. "Traditions behind the Letters"
•Discussion: Muska

•4. "The Letters as Conversations"

•Discussion: Paden

Week 4

Feb 11 R

Feb 16

•Roetzel: ch. 5

•Phil 2.6–11
•Rom 8.38; 1Cor 15.24
•Eph 1.20–23 (cf. 1Cor 15.25–28; Ps 8.6; 110.1); 3.10; 6.10–17
•Col 1.16; 2.10, 15
•1Pet 3.22

•Roetzel: ch. 6

•2Pet 3.15–16

>Myth

>Chalcedonian definition

>Chalcedonian definition (excerpts)

Last day for exegesis proposal: Feb 12 (R-drive; file name = "last name proposal.doc"; see example of file name on R-drive)

>Study Guide 6

>Study Guide 7

•5. "Paul and His Myths"
•Discussion: Pungitore

•6. "The Interpreters of Paul in the New Testament"

•Discussion: Smith

Week 5

Feb 18 R

Feb 23

•Roetzel: ch. 7

•Rom 13 (cf. 1 Pet)

•Keck: ch. 1

•Rom (esp. Rom 1–4)
•Rom 2.13; 3.20, 28; 10

•2Cor 5.10
•Jas 2
•Mt 7.12–29
•Ernst Käsemann, "The Faith of Abraham in Romans 4" in Perspectives on Paul, 79–101
•Keck 50–54 (review; esp. 52), 66–67
•Heikki Räisänen, "Paul's Conversion and the Development of His View of the Law," New Testament Studies 33 (1987) 404–19

>Roetzel: ch. 4

Map of Roman Empire due Feb 23 (R-drive; file name = "last name map.doc"; see example of file name on R-drive)

•Rom 13.1–7 (cf. 1 Pet): what about the empire? (cf. Rev's point of view on the empire & how believers ought to relate to it)

•Rom 4 (cf. Gal 3): pistis & nomos

>Study Guide 8

>Study Guide 9

~~•Quiz #1~~
•7. "Currents and Crosscurents"

•Church & state?

•Discussion: Sulla

•1. "Paul the Problem"

•The indicative & the imperative
•The nature of pistis
•Law & gospel

•Discussion: Larson

Week 6

Feb 25 R

Mar 2

•Keck: ch. 2

•Rom

•1Cor 11.17–34

•Gal 3.25–29

•Keck: ch. 3

•Rom

•Rom 8.28–30; 9.1–29
•1Cor 4.6–7
•2Cor 3.4–6
•Eph 1.2–23
•Isa 29.16; 45.9; 64.8
•Jer 18.1–11

>Roetzel: ch. 4

•Rom 6.1–7.6: baptism
•1Cor 11.17–34: Lord's Supper

•Rom 9.1–29: providence & grace

>Study Guide 10

>Study Guide 11

Tentatively no class Mar 2 (review course materials & work on research paper)

•2. "The Theology of Paul & the Theology of the Letters"

•Baptism & the Lord's Supper

•Discussion: Kennedy

•3. "The Pivotal Event"
•God's election
•Pottery & predestination: God's freedom

Week 7

Mar 4 R

Mar 6–16 (break)

Mar 18 R

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

•Keck: ch. 4

•Rom

•Rom 9–11
•Ernst Käsemann, "Justification and Salvation History in the Epistle to the Romans" in Perspectives on Paul, 60–78

•Keck: ch. 5

•1 Cor

•1Cor 1.10–17; 5; 10.23–14.40
•Gal 5

•Rom 9–11
•Ernst Käsemann, "Justification and Salvation History in the Epistle to the Romans" in Perspectives on Paul, 60–78

>Roetzel: ch. 4

•Rom 9–11: what about Israel?

•1Cor 6.12–20; 10.23–11.1 & 1Cor 13: pistis, eleutheria & agape

>Study Guide 12

>Study Guide 13

•Midterm exam (Mar 4)

•4. "The Salvific Response"

•Israel & God's promise
•The Jew-Gentile problem
•Discussion: Domske

•5. "The Deeper Logic of Paul's Gospel"

•Corinthian problems with freedom
•Ethos & ethics

•Discussion: DiNatale

Mar 20 Sa

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 8

Mar 23 T

Mar 25

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

•Keck: ch. 6

•1 Cor

•Keck: ch. 7

•1 Cor

•Eph 5.21–6.9
•Col 3.18–4.1
•1Tim 2.8–15
•1Pet 2.18–3.7
•Rom 10.11–13; Gal 3.27–29; 1Cor 12.12–13; Col 3.9–11

>Roetzel: ch. 4

•Bring notes on the exciting, interesting, puzzling, or even upsetting thing you discovered in your study of Paul's letters thus far.

•1Cor 6

•Who's in charge?:

•1Cor 11.3–16: what about women?

•Eph 5.21–6.9
•Col 3.18–4.1
•1Tim 2.8–15
•1Pet 2.18–3.7
•Rom 10.11–13; Gal 3.27–29; 1Cor 12.12–13; Col 3.9–11

>Study Guide 14

>Study Guide 15

•6. "Dimensions of Trust"

•Sex & marriage

•Discussion:

Conley

•7. "Spirit and Body"

•Is it Paul? Paul revisited, revised?
•Who’s in charge?: the masculinization of the church & the gospel of freedom
•The early church organizes: on the way to "orthodoxy"?

•Discussion:

Barker

Week 9

Mar 30 T

Apr 1

Apr 2–5 (break)

•Keck: ch. 8

•1 Cor

•Rom 13.8–10

•Keck: Appendix

•1 Cor

>Roetzel: ch. 4

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

•1Cor 13

•1Cor 15

>Study Guide 16

>Study Guide 17

•~~Quiz #2~~

•8. "The Moral Integrity of God"

•Why love?

•Discussion:

Adams

•"Paul's Theology in Historical Criticism"

•The resurrection

•Discussion:

Week 10

Apr 6 T

Apr 8

•Phil 1.1–11 (+ critical commentary of your choice)
•2 Cor

•2Cor 12.1–10

•Phil 1.12–26
•Gal

•2Cor 5.14–19
•Acts 9.1–22; 22.3–21; 26.4–18
•Isa 49.1–6
•Jer 1.1–10
•Segal: "Conversion in Paul's Society" (Paul the Convert, 72–114)
•J. Christiaan Beker, Paul the Apostle, 3–10

>Roetzel: ch. 4

•2Cor 12.1–10

•Gal 1.13–17; 2.19–21 & Phil 3.4–11: call or conversion?

>Study Guide 18

>Study Guide 19

•Paul's visions?

•Discussion:

•Philippians (from this class on, we'll try to spend ca. 30 minutes of class time on Philippians)

•Paul's call (or is it conversion?)

•Discussion:

•Philippians

Week 11

Apr 13 T

Apr 15

•Phil 1.27–2.18
•Gal

•Gal 1.6–2.21

•Phil 2.19–30
•Gal

•Gal 3 & Rom 4

•Gal 5
•Rom 7.7–25

>Roetzel: ch. 4

>Resurrection

>Resurrection theories

•Gal 1.6–2.21: autobiography?

•Gal 3 & Rom 4: pistis & nomos (again)

>Study Guide 20

>Study Guide 21

Tentatively no class Apr 15 (review course materials & work on research paper)

•The truth of the gospel

•Discussion:

•Philippians

•The problem with Abraham
•What about the Torah?

•Discussion:

•Philippians

Week 12

Apr 20 T

Apr 22

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

•Phil 3.1–21
•Gal

•Rom 3 (esp. 22–23, 30)
•Col 3.5–11
•Eph 2.11–22
•Lev 19 (esp. 19.15, 33–34)
•Ex 23.1–3
•Keck: 6–36 (review), esp. conclusion

•Phil 4.1–9
•Gal

>Roetzel: ch. 4

•Gal 3.26–29; Rom 10.5–13; 1Cor 12.12–13 & Phlm: unity or equality, or both in Christ

•Gal 5.1–14: Christian freedom

>Study Guide 22

>Study Guide 23

•Paul's egalitarian faith
•Is everybody really in?

•Discussion:

•Philippians

•Galatian problems with freedom

•Philippians

Week 13

Apr 27 T

Apr 29

•Phil 4.10–20

•1 Thess

•Rom 13.11–14

•1Cor 15.12–28

•2Cor 4.13–15; 4.16–5.5

•Phil 3.17–21

•Col 3.1–4

•2Thess 2.1–12

•Phil 4.21–4.23

•Phlm

>Roetzel: ch. 4

•1Thess 4.13–18 (cf. 1Cor 15.51–58)

>Study Guide 24

>Study Guide 25

•Last things first

•The apocalyptic Paul (the Platonic Paul?)

•Discussion:

•Philippians

•~~Quiz #3 (early dismissal)~~

•One in Christ?

•Discussion:

•Philippians

Week 14

May 4 T

May 6

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

•Na: "The Meaning of Christ and Pauline Theology" (Korean New Testament Studies 9 [2002] 925–36); NB: handout

•Rom 4 (review)

•J. Christiaan Beker, Paul the Apostle, 11–19, 351–67

•Keck: 126–58 (review)

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

>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)

>Study Guide 26

>Study Guide 27

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

>Study Guide 39

>Study Guide 40

•Gabler & Paul
•Paul in biblical theology & dogmatic theology

•Discussion:

•Faith, history & text

•Issues in Pauline interpretation

•The relevance of Paul today

•The Christian-Jew problem

•Final thoughts

May 11 T

Reading Day (Review for final exam?)

May 12 W

F i n a l e x a m: 1500–1730 (regular classroom)

Have a great summer!

Schedule

Evaluation

Exegesis Guidelines

Resources

Na home

•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 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

•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

•2 Pet 3.1–18: the delay of the Parousia

•Jas 2.14–26: not quite Paul (cf. Mt)

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

•The End Is Always Near (skim)

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