REL 301 Syllabus

see link for quiz #3 (posted 18 Nov 2010)

see corrections for final week (posted 18 Nov 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])

ΕΝ ΟΙΔΑ ΟΤΙ ΟΥΔΕΝ ΟΙΔΑ.

(Socrates)

Na home

Westminster College
REL 301: Applied Biblical Interpretation
Fall Semester • 2010

Welcome!

Welcome to Religion 301: Applied Biblical Interpretation! As the course title indicates, our main objective is to examine biblical texts for meaning(s) and to explore possible ways in which the meaning(s) can be applied in various contexts (e.g., church education, ethics, politics, mission, preaching, theology, military chaplaincy, hospital chaplaincy, nursing home, orphanage). More specifically, our aim will be:

•	to clarify what the Bible is and to consider its significance for Western civilization, the church, and for us
•	to become acquainted with various approaches to biblical interpretation
•	to become familiar with the methodological issues involved in biblical interpretation
•	to consider the distinction between biblical theology and dogmatic theology
•	to read carefully and critically passages from a variety of biblical books
•	to explore the meaning of biblical passages in their historical contexts (e.g., cultural, geographical, literary, political contexts) as well as in relation to contemporary thought, and to discern the issues arising from them, especially in the light of contemporary contexts
•	to cultivate a reading of biblical texts that is both critical and creative by developing exegetical skills using modern methods of interpretation
•	to explore creative ways to transform the fruits of exegesis into practical application

Achieving these goals will not be easy; the course will require hard work on your part, which will bring you 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 for students who have already taken at least one course on the Bible (e.g., 101, 106, 107) and have some familiarity with biblical exegesis.

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 biblical texts and their application.

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 for the bolded reading(s) covering

•	the main idea(s) of the reading assignment and
•	your critique or response to it, and questions you had while, or after, reading the assignment (including references to previous readings).

You should aim for 10–15 minutes. What you present, especially your questions, will launch the discussion for that class. You should include or suggest challenges, discoveries, insights, problems, questions, etc. for class discussion. See my Evaluation page under Presentations for evaluation criteria (ignore the "Communication Skills" section of the Presentation evaluation for the discussion starter). If you'd like to use "smart" equipment, let me know as soon as possible.

Presentation

You will prepare one presentation, about 30-minutes long, focusing on the text(s) assigned for your particular day (see Project/text column below for the date you're assigned). You're expected to have read the text(s) carefully and be able to share the penetrating questions or issues you dealt with during your research or preparation. You will show your understanding of how you would apply your exegesis (see below re. the exegesis paper) in a particular situation by treating the class as your intended audience. If you have a creative and challenging scenario (or biblical text) in mind and would prefer it over the one suggested in the Project/text column, you may ask for permission to use it (please inform me as soon as possible). If you'd like to use "smart" equipment for your presentation, let me know as soon as possible.

•

Take a few minutes to describe your role and any details about the intended audience that may be helpful to your presentation, e.g., particular place, time, gender mix, expected behaviors. Be as creative and imaginative as you wish without sacrificing critical, effective work.

•

After you present, (1) your classmates will complete presentation evaluation sheets, and (2) there will be a discussion focusing on the text and its application. The discussion will include constructive criticism in which all students are expected to take active part. NB: The critical responses of your peers will be considered in assessing their participation in the course. Likewise, your responses to others' analysis and critique will also be considered in evaluating your presentation.

NB: Every student will prepare 1–2 pages of notes for each presentation as if he or she were the presenter. I.e., everyone is expected to do all the preparatory work for every presentation (do thorough exegesis, plan the application, and be ready to respond to critique) with the exception of writing the exegesis paper. The instructor reserves the right to collect these unannounced.

Exegesis

paper

As part of your preparation for the presentation you will submit a 3–4 page exegesis paper of your text(s) at least 2 weeks before your presentation. If there are more than one passage, then choose one as your focus, using the other(s) as you see fit. In all cases discuss parallels and relevant passages elsewhere in the Bible. For ideas, look at some critical commentaries and academic journals, i.e., scholarly books and articles with lots of (foot)notes. If you need some tips for doing exegesis, see the Exegesis Guidelines page. You may find the Tips for writing papers helpful.

•	Include at least a historical-critical understanding of the text(s) and present possible meanings in it (them).
•	Include an analysis of the structure of the text(s).
•	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 biblical text, whether or not you agree with the course books, commentaries, or opinions presented in class, including mine. NB: Focus on honing your ability to argue for your opinions and conclusions by supporting them with evidence from texts (especially primary texts) and other relevant sources. Use footnotes 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. Please submit your paper on the R-drive (file name = "last name exegesis.doc"; see example on R-drive) and inform me that you did so (via phone or e-mail).

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 2 short quizzes (ca. 15 minutes) and a midterm exam (ca. 30 minutes). They will cover the materials in the course you will have learned by the time of the tests. 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. The final grade for the course will consist of the following:

•

presentation

30%

NB: participation is a significant part of this course.

See my Evaluation page under Participation

for more information and instructions.

•

exegesis paper

20%

•

participation

20%

•

discussion starter

10%

•

midterm exam

10%

•

quiz #1 & 3

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 particular biblical text, theme, or character (consult the instructor). The paper should be an analysis of popular culture, indicating how you've been able to integrate the theoretical dimensions of biblical exegesis and the practical dimensions of bringing that exegesis into a concrete teaching or discussion situation. The paper 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.
•	Achtemeier, Paul. Inspiration and Authority: Nature and Function of Christian Scripture. Peabody: Hendrickson Publishers, 1999.
•	Brown, Michael J. What They Don't Tell You: A Survivor's Guide to Biblical Studies. Louisville: Westminster John Knox Press, 2000.
•	Hayes, John H. and Carl R. Holladay. Biblical Exegesis. Atlanta: John Knox Press, 1987.

Recommended books (* = highly recommended)
	Tanakh. Philadelphia: The Jewish Publication Society, 1985 (5748).
*	Aland, Kurt, ed. Synopsis of the four Gospels. New York: United Bible Societies, 1982. (highly recommended; also available in Greek-English version)
	Anderson, Bernhard W. Understanding the Old Testament. Upper Saddle River: Prentice Hall, 1998.
*	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.
*	Meyer, Paul. The Word in This World. Louisville: Westminster John Knox Press, 2004.
*	Percy, Walker. Lost in the Cosmos: The Last Self-Help Book. New York: Picador, 1983.
*	_______. Signposts in a Strange Land. New York: Picador, 1991.
	_____. The New Testament and Other Early Christian Writings. New York: Oxford University Press, 1998.
	White, Heath. Postmodernism 101: A First Course for the Curious Christian. Grand Rapids: Brazos Press, 2006.
*	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 301: Applied Biblical Interpretation!

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

MWF 1100–1230 PH 131

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 301: Applied Biblical Interpretation

Week 1

Aug 31 T

Sep 2

•Course syllabus (including Evaluation link)

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

•Brown: Prolegomena; ch. 1

•Fisher: Effective Learning

>Brown, Responses, Q1–4: Translations of the Bible

>Bible in 50 words

>Bible Contradiction & Responses

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

•Copy all relevant Web pages to your hard disk or diskette

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

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

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

>Study Guide 1 (2010: these may be helpful, but they may not always correspond with assignments)

•Bible Hunt

•Optical conditioning

•Context & perspective

•World-view

•General orientation

•What is the Bible?

•Biblical theology & dogmatic theology (Gabler)

Week 2

Sep 7 T

Sep 9

•Gabler: "Biblical and Dogmatic Theology"

•Hayes: ch. 1 (first 2 sections)

•Brown: Prolegomena, ch. 1; Rule of Thumb 1–19

>Brown, Responses, Q5–10: Genuine and apocryphal books of the Bible

>Myth

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

>Brown, Responses, Q11–14: How to read the Bible

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

•Gen 1–2 (esp. 2.4–25)

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

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

>Transmission errors

>Study Guide 2

>Study Guide 3

•Gabler again

•The Bible ain't what it used to be: how to read the Bible again

•Canon

Week 3

Sep 14 T

Sep 16

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

•Brown: Rule of Thumb 20–28; ch. 5

•Hayes: ch. 1

>Brown, Responses, Q15–17: Church guidance; Q18–22: Why read the Bible

>Redaction & hermeneutics (funny, interesting & instructive)

•Gen 1–2 (esp. 2.4–25)

•Isa 7–8 (esp. 7.10–17)

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

>Study Guide 4

•The Bible ain't what it used to be: how to read the Bible again

•Discussion: Wilson

•Discussion: Smith

Week 4

Sep 21 T

Sep 23

•Hayes: ch. 2: Textual Criticism

•Hayes: ch. 3: Historical Criticism

>Brown, Responses, Q23–27: Is the Bible literally true; Q28–30: Biblical criticism

•Translation comparison

•Isa 7–8 (esp. 7.10–17)

>Greek NT: 1st page

>Mt1

>Manuscript

>Interpreting Ancient Manuscripts (very helpful)

>Transmission errors

•Discussion: Roberts

•Discussion: Pungitore

Week 5

Sep 28 T

Sep 30

•Hayes: ch. 4: Grammatical Criticism

•Hayes: ch. 5: Literary Criticism

>Brown, Responses, Q31–33: Biblical fundamentalism; pp. 137–42; Q34–37: How literally true is the NT

•Isa 7–8 (esp. 7.10–17)

•Discussion: Paden

•Discussion: Mack

Week 6

Oct 5 T

Oct 7

•Hayes: ch. 6: Form Criticism

•Hayes: ch. 7: Tradition Criticism

>Brown, Responses, Q38–44: The Gospels; Q45–51 Jesus' words and deeds

>Reflections on the Cotton Patch Version

•Lk 10.25–37: exegesis (use various criticisms)

•Cotton Patch: Lk 10.25–37

>The Cotton Patch NT

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

•Oct 5: Quiz 1

•Discussion: Larson

Week 7

Oct 12 T

Oct 14

Oct 16–18 (break)

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

•Hayes: ch. 8: Redaction Criticism

•Hayes: ch. 9: Structuralist Criticism

>Brown, Responses, Q52–53: Jesus' resurrection; Q54–60: Jesus' birth

>Brown: Intro to NT Christology, 162–70 (“The Reality of the Resurrection of Jesus”)

>Brown: Intro to NT, 817–830 (“The Historical Jesus”)

>Reflections on the Cotton Patch Version

•Lk 10.25–37: exegesis (use various criticisms)

•Cotton Patch: Lk 10.25–37

>Redaction & hermeneutics (funny, interesting & instructive)

>The Cotton Patch NT

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

Oct 12: no class (work on papers presentations)

•Oct 14 Discussion: Domske

Week 8

Oct 21 R

Oct 26

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

•Hayes: ch. 10: Canonical Criticism

•Hayes: ch. 11: Exegesis with a Special Focus

>Brown, Responses, Q61–68: Mary (esp. of interest to Roman Catholics); Q69–76: Jesus' knowledge

•Jn 1.1–18

Role: Church school teacher

Audience: 6th grade church school class during Advent examining the incarnation

•Gen 38

Role: young adult group leader

Audience: young adult group studying biblical narratives with a focus on human ethics & God's will

•Alternative #1:

Role: college chapel staff

Audience: college Bible study group trying to recover the relevance of OT texts

•Alternative #2:

Role: Women's Bible study leader

Audience: Women's Bible study on the role of women in society & in God's plan for human history

•Oct 21: no class (work on papers presentations)

•Oct 26: Quiz 2

Week 9

Oct 28 R

Nov 2

•Hayes: ch. 12: Integrating Exegetical Procedures

•Hayes: ch. 13: Fruits of exegesis

>Brown, Responses, Q77–78: Foundation of the church; Q79–85: The sacraments

•Gen 22.1–19

Role: pastor

Audience: adult church school class studying biblical narratives with a focus on human ethics & God's will

•Alternative

Audience: adult church group sharing grief experiences, focusing on God'w will & human ethics

•Mt 1.18–2.23 & Lk 2.1–20

Role: youth group leader

Audience: sr. high students who are confused by the Christmas story

•Discussion: Conley

•Is God ethical?

•Discussion: Mack

•Variety of voices in the Bible

•Where did Mary & Joseph originally live?

Week 10

Nov 4 R

Nov 9

•Achtemeier: Intro; ch. 1

•Achtemeier: ch. 2

>Brown, Responses, Q86–88: Early Christians and the Jews; Q89–92: Early Church administration

•Josh 6.15–21

Role: military chaplain

Audience: soldiers in the midst of a bloody war; or Christian pacifists

•Gen 1

Role: Christian educator

Audience: church youth group whose members are confused by what they're learning in their biology classes at school

•Why so violent?

•Bible in our scientific world

Nov 11 R

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 11

Nov 11 R

Nov 16

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

•Presentation evaluation: be ready to offer each presenter good critique (focus is on the applied biblical interpretation evident in the presentations)

•Achtemeier: ch. 3

•Achtemeier: ch. 4

>Brown, Responses, Q93–96: Who celebrated the eucharist; Q97–100: Peter and the popes

•Lk 15.11–32

Role: youth group leader

Audience: jr. high students

•Alternative: 1Th 4.13–18; 1Cor 15.50–52; Mt 16.27–28 (cf. Mk 9.1; Mk 13.24–30; Lk 9.27)

Role: missionary

Audience: skeptics who claim the Bible was wrong in its predictions

>Luke: pairs

•Mt 7.15–27; 25.31–46; James 2.8–26 (cf. Rom 2.13; 3.21–4.5; 10.9–13; Gal 2.16–21)

Role: Christian (traditionally Protestants) who claims that salvation depends on only faith (you must define what you mean by faith)

Audience: Christians (traditionally Roman Catholics or Baptists) who claim that salvation depends on what a person does

•Presentation: Wilson

•The parable of whom, for whom?

•Apocalypticism & eschatology

•Y2K has come & gone; were Jesus & Paul wrong?

•Presentation: Smith

•Sola fide? (or "What you do is who you are?")

Week 12

Nov 18 R

Nov 23

Nov 24–28 (break)

•Presentation evaluation: be ready to offer each presenter good critique (focus is on the applied biblical interpretation evident in the presentations)

•Achtemeier: ch. 5

•Achtemeier: ch. 6

>Brown, Responses, Q101: How much has the church changed; 137–42 (esp. of interest to Roman Catholics)

•Eccl 1.1–2.23

Role: chaplain at a nursing home

Audience: elderly people whose lives are in their waning years

•Mk 5.21–43

Role: pastor

Audience: adult church school class studying Gospel narratives

•Presentation: Roberts

•Does life have any meaning?

•Nov 23: Quiz 3

Week 13

Nov 30 T

Dec 2

•Achtemeier: ch. 7; epilogue

•Pritchard, James, B., ed. The Ancient Near East: An Anthology of Texts and Pictures. Princeton: Princeton University Press, 1958. Vol.1: 85–86.

•Meyer: “Faith and History Revisited” in Princeton Seminary Bulletin, vol.10 no.2 (1989): 75–83.

•Ex 1.15–2.10 (cf. Pritchard: vol.1: 85–86; also consider esp. Meyer 78 & 80)

Role: pastor

Audience: college students who've recently learned that biblical stories were not unique in the ancient world, but often followed certain patterns or borrowed from other traditions

•Gal 3.27–29

Role: youth group leader

Audience: group members involved in either Neo-Nazi groups or the KKK

•Presentation: Pungitore

•Faith & history (& uniqueness of biblical stories?)

•Presentation: Paden

•Paul's gospel & ethnicism

Week 14

Dec 7 T

Dec 9

St. Nicholaus

>O Little Town of Nazareth?

>Xmas Carol Quiz

>Xmas Quiz

•Job 7.11–21; 9.14–24; Job 19.23–27 (cf. Job 1–2; 42.7–17)

Role: pastoral counselor

Audience: people of any age who have suffered extraordinary tragedies (e.g., Holocaust, Columbine HS, 9-11, Hurricane Katrina)

•Alternative

Role: Bible study/prayer group leader

Audience: mixed group of adults (grieving & not grieving)

•Genesis 2:4–17

Role: camp counselor (working at a camp where a literal interpretation of the Bible is taught)

Audience: 12–15-year-old campers, most of whom were raised in a Christian church and are familiar with popular Bible stories taught in church school

•Presentation: Mack

•Evil, suffering & theodicy

•Presentation: Larson

•Evil, suffering & theodicy

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

Final week

Dec 14 W

1130–1240

•Rom 8,14–25; Gal 4.1–7 (cf. Eph 1.3–14)

Role: director or chaplain of an orphanage

Audience: orphans of various ages who have either lost their parents through tragedy or were abandoned or given up by them

•Presentation: Domske