NB changes in weeks 11 & 12 (posted 11 Nov)

NB changes in week 13 & final week (posted 18 Nov)

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])

 

Welcome!

Welcome to Religion 301: Applied Biblical Interpretation! The course title indicates our main objective, which is to examine biblical texts for meaning and to explore possible ways in which the meaning can be applied in various contexts (e.g., church education, ethics, 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. At the same time, you can expect this course to be full of exciting, challenging, enlightening, frustrating, and rewarding experiences.

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 1) ask in class for the benefit of others or 2) make an appointment to see me.
Assigned readings	Assigned readings are essential and should be completed before the classes 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 and their application.
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 about 10 minutes. What you present, especially your questions, will launch the class discussion for that class hour. 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 sheet, 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 on John 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.
Exams & Quizzes	There will be 2 short quizzes (ca. 15 minutes) and 1 longer quiz at midterm (ca. 30 minutes). They will cover the materials in the course you will have learned by the time of the quizzes, including the reading assignments and terms. 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% • quiz #2 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. 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.
	Ferguson, Duncan S. Bible Basics. Louisville: Westminster/John Knox Press, 1995.
*	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.
*	Turner, Nicholas. The Handbook for Biblical Studies. Philadelphia: Westminster Press, 1982.
	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.)

C o u r s e   S c h e d u l e		TR 1540–1710          PH 131
Date	Assigned readings • = required > = recommended + = read in the library (do not check out)	Project / texts bold = primary text(s) for discussion red bold = important deadline highlight = R-drive file	Class / topics
Week 1   Aug 26 T Aug 28	•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 33 [1980]: 133–58) •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)   >Optical Illusions >Riddles >Bible Hunt >Study Guide 1 (2008: these may be helpful, but they may not always correspond with assignments)	•Bible Hunt •Optical conditioning •World-view (R-drive/NaFiles) •General orientation •What is the Bible? •Biblical theology & dogmatic theology (Gabler)
Week 2   Sep 2 T Sep 4	•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 9 T Sep 11	•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: Gabriel •Discussion: Kennedy
Week 4   Sep 16 T Sep 18	•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: Kim •Discussion: Magnuson
Week 5   Sep 23 T Sep 25	•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)	•Quiz 1 (Sep 23)   •Discussion: Muska •Discussion: Saeler
Week 6   Sep 30 T Oct 2	•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	•Discussion: Smith •Discussion: Thompson
Week 7   Oct 7 T Oct 9   Oct 11–14 (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	•No class Oct 7, 9 (review course materials & work on exegesis & presentation)
Oct 18 Sa	Movie night with the Nas 7:47 P.M.-ish directions on the R-drive or here (view in MS Word: in menu, click View>Print Layout) or click here
Week 8   Oct 16 R Oct 21	•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	•Discussion: Trump •What do you do with a text like this?
Week 9   Oct 23 R Oct 28	•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	•Quiz 2 (Oct 23) (early dismissal; review course materials & work on exegesis & presentation)   •Is God ethical? •Variety of voices in the Bible •Where did Mary & Joseph originally live?
Week 10   Oct 30 R Nov 4	•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? •No class Nov 4 (review course materials & work on exegesis & presentation)   •Bible in our scientific world
Week 11   Nov 6 R Nov 11	•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: Trump •The parable of whom, for whom? •Apocalypticism & eschatology •Y2K has come & gone; were Jesus & Paul wrong? •Presentation: Thompson (moved to Nov 18) •Sola fide? (or "What you do is who you are?")
Week 12   Nov 13 R Nov 18	•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: Smith •Does life have any meaning? •Presentation: Thompson (moved from Nov 11) •A twofer healing?
Week 13   Nov 20 R Nov 25   Nov 26–30 (break)	•Achtemeier: ch. 7; epilogue •Meyer: “Faith and History Revisited” in Princeton Seminary Bulletin, vol.10 no.2 (1989) 75–83 •Pritchard: vol.1: 85–86	•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: Saeler •Faith & history (& uniqueness of biblical stories?) •Quiz 3 (Nov 25) (early dismissal; review course materials & work on exegesis & presentation)   •Presentation: Muska (moved to Dec 10) •Paul's gospel & ethnicism
Week 14   Dec 2 T Dec 4	>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) •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 not 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)	•Presentation: Magnuson •Evil, suffering & theodicy •Presentation: Kim •Evil, suffering & theodicy
Dec 9 T	Reading Day •Last day for extra credit papers: Dec 9 (R-drive; file name = "last name extra.doc")
Final week   Dec 10 W	1500–1549	•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: Kennedy •Belonging to Christ & baptismal identity
	1551–1639	•2Sam 11.1–12.23 (cf. Ps 51) Role: Chaplain of the US Congress Audience: Bible study group of senators and representatives	•Presentation: Gabriel •Above the law?
	1641–1730	•Gal 3.27–29 Role: youth group leader Audience: group members involved in either Neo-Nazi groups or the KKK	•Presentation: Muska (moved from Nov 25) •Paul's gospel & ethnicism
Merry Christmas & Happy New Year!