1 New Testament 1, Spring 2019

NEW TESTAMENT 1: THE TEXTS & THEIR WORLD BIBL 5240 (3 credit hours)

North Park Theological Seminary – School of Restorative Arts

Stateville Correctional Center Mondays, Spring 2019

INSTRUCTOR: Will Andrews ACADEMIC & WRITING SUPPORT: Andrew McKenna

COURSE DESCRIPTION (from the NPTS course catalogue): This course explores the interpretation, context, and content of the New Testament. Attention is given to the nature of the New Testament as Scripture and to fundamental hermeneutical issues, with a focus on historical criticism as a basis for theological interpretation. The political, social, and religious worlds of Second Temple Judaism and of Greco-Roman society are described as a framework for studying Matthew through Revelation. The content of selected books from each of the genres and historical phases of the New Testament is examined, and important theological themes running across the canon are introduced (e.g. Christology, eschatology). Particular emphasis is placed on engagement with texts in their historical contexts and the development of basic exegetical skills. LEARNING OUTCOME: The learning outcome intended for this course in the Master of Arts in Christian Ministry with a Restorative Arts Track: “Interpret Scripture with historical and theological integrity in relation to one’s ministry.”

COURSE OBJECTIVES: By the end of this course students will be able to

Demonstrate knowledge of the content and literary character of the books of New Testament

Demonstrate knowledge of the Jewish and Greco-Roman contexts in which the New Testament writings emerged

Demonstrate knowledge of the New Testament writers’ use of the Old Testament and the unity of the testaments

Apply historical, literary, contextual, and canonical approaches to the interpretation of New Testament texts

Integrate course materials with issues of ministry and contemporary application

COURSE METHODS: Most weeks, after a quiz, the three hours of the class meeting will be divided between three activities: (1) lecture and discussion; (2) discussion of secondary readings; and (3) close reading of biblical texts together as a class. There will also be multiple writing assignments designed to engage with specific issues and passages.

REQUIRED READING:

1. The CEB Study Bible. Nashville: Abingdon Press, 2013. 2. DeSilva, David A. An Introduction to the New Testament: Contexts, Methods & Ministry Formation. Downers

Grove, IL: InterVarsity Press, 2018. 3. DeYoung, Gafney, Guardiola-Sáenz, Tinker, and Yamada (eds). The Peoples' Companion to the Bible.

Minneapolis: Fortress Press, 2010. 4. Freedman, Beck, Myers (eds.). Eerdmans Dictionary of the Bible. Grand Rapids: William B. Eerdmans Publishing

Company, 2009. 5. Longenecker, Bruce W. The Lost Letters of Pergamum: A Story from the New Testament World. Grand Rapids,

MI: Baker, 2016.

RECOMMENDED READING

1. The New Jewish Annotated New Testament (NRSV) 2. Carr, David. Holy Resilience: The Bible’s Traumatic Origins. New York: Yale University Press, 2014. 3. Moyise, Steve. The Old Testament in the New: An Introduction. New York: Continuum, 2001.

2 New Testament 1, Spring 2019

COURSE REQUIREMENTS IN BRIEF

1. Participation: 5 % 2. Book Review 5% 3. Quizzes: 10 % 4. Thematic Essays (5 @ 10% each) 50% 5. Exegesis Paper: 30 %

COURSE REQUIREMENTS IN DETAIL

1. Participation: This includes attendance, engagement in class, and completion of all assignments. No assignments will be accepted late without a prior written agreement between the student and the instructor. (5%)

2. Read and review B.W. Longenecker’s novel, The Lost Letters of Pergamum. Your review should concentrate on what you have learned from reading the book about the cultural context of early Christianity. The review should be 1000 words in length. The review is due on January 14. (5%)

3. Quizzes: There will be approximately ten (10) short quizzes on “key terms” at the beginning of class time. (10 %)

4. Thematic Essays: You will write five (5) essays of about 750 words each. The essays will be on five different themes: (i) a comparison of the portrayals of Jesus in the gospels; (ii) ecclesiology in two NT authors; (iii) civil government in two NT authors; (iv) wealth and poverty in two NT authors; and (v) the role of women in the church and society according to two NT authors. More details about the precise format will be given for each in advance. Please see the rubric below. (5 @ 10% each = 50%)

Grading Rubric for Short Papers

CATEGORY 10 Points --Wow 9 Points –Very Good 8 Points –O.K. 1-7 Points—Whoops.

Key Principles

Discussion is substantive and demonstrates a keen understanding of the key principles of the assignment

Discussion is substantive and relates to key principles of the assignment

Reference made to key principles but the paper could be better integrated

Inadequate or no reference to key principles; evident that student misunderstood the principles.

Examples Examples are well integrated effectively into response

Examples are well integrated effectively into response

Examples are either not present or do not support the key principles of the assignment.

The professor will comment.

Writing Style

Syntax is appropriate, terminology used accurately and appropriately, language is understandable and concise, organization is logical, sources are properly cited

Many of these are present - Syntax is appropriate, terminology used accurately and appropriately, language is understandable and concise, organization is logical, sources are properly cited

Only 2 or fewer are present: Syntax is appropriate, terminology used accurately and appropriately, language is understandable and concise, organization is logical, and sources are properly cited

No assignments will be accepted late without a prior written agreement between the student and the instructor.

5. Exegesis Paper: You will research and write an exegesis paper of about 3,000 words that engages a single passage from Matthew. The passages will be assigned during Week 13 (April 15th). You will integrate the historical, literary, and canonical approaches to Scripture you have learned to interpret a passage for application in your own contemporary context. More details will be given later and time will be provided to “workshop” this paper together in small groups. See the following rubric. (30 %)

3 New Testament 1, Spring 2019

Rubric for Research Paper in General BIBL Courses (OT1-3, NT1-2, OT/NT Electives)

Grade A B C D F

Capacity to engage Historical & Literary Contexts that is directly relevant to the interpretation of the text

Excellent explanation of historical cultural context of the biblical text, its author and/or readers; excellent use of ancient primary sources to explore cultural context; excellent assessment of literary structure and canonical context

Solid explanation of the historical cultural context of the biblical text, its author, and/or readers; solid use of ancient primary sources to explore cultural context; solid assessment of literary structure and canonical context

Acceptable explanation of historical cultural context of the biblical text, its author, and/or readers; sometimes the info is too general to be of direct relevance to the interpretation of the text; acceptable but sometimes too broad an assessment of literary structure and canonical context

Weak explanation of historical cultural context of the biblical text, its author, and/or readers; many times the info is too general to be of direct relevance for interpreting the text; too weak or broad an assessment of literary structure and canonical context

Poor or no explanation of historical cultural context of the biblical text, its author, and/or readers; the info is so general it provides no help for interpreting the text; poor or way too broad an assessment of literary structure and canonical context

Clarity of Argument/Thesis

Creative and insightful thesis with key issues identified; very clear and cogent argument leading to a compelling conclusion; excellent interaction with appropriate number/quality of secondary sources

Clearly stated thesis with most key issues identified; coherent argument throughout leading to a worthwhile conclusion; solid interaction with appropriate number/ quality of secondary sources

Acceptable thesis with some key issues identified but some missed; somewhat coherent argument leading to a defensible conclusion; acceptable interaction with some number of quality secondary sources but some are too popular or inadequate

Weak thesis with several key issues missed; argument frequently lacking in coherence and leading to a weak conclusion; only a poor level of interaction with secondary sources; most sources are inadequate

Thesis not clearly stated with little identification of key issues; generally incoherent argument that fails to lead to a conclusion; little or no interaction with secondary sources

Proficiency in Use of Original Languages (Greek/Hebrew) OR Use of English Bible trans, commentaries, and other secondary sources to show how the original languages affect interpretation

Work with several Eng Bible trans [or one’s own trans of Greek/Heb], commentaries and other sources show an excellent evaluation of grammatical issues; insights integrated superbly into the argument; textual variants are assessed where relevant

Work with a few Eng Bible translations [or Greek/Heb], commentaries, and other sources show a very good evaluation of grammatical issues; insights integrated well into the argument

Work with a good Eng Bible trans, commentaries, and other sources show an adequate evaluation of grammatical issues; insights integrated adequately into the argument

Work with a good Eng Bible trans, commentaries, and other sources show an inadequate and weak evaluation of grammatical issues; insights integrated inadequately into the argument

Work with a good Eng Bible trans, commentaries, and other sources show an very poor evaluation of grammatical issues; no insights integrated into the argument

Insight in Application

Very strong evaluation of theological issues in the text; genuine depth of insight concerning contemporary implications

Solid evaluation of theological issues in the text, several worthwhile insights concerning contemporary implications

Some appropriate evaluation of theological issues in the text, limited but valid insights on contemporary implications

Very limited or inadequate evaluation of theological issues in the text, very few valid insights concerning contemporary implications

Little or no capacity to evaluate theological issues in the text, little or no identification of contemporary implications

Attention to Standards in Presentation

Right length; excellent grammar and spelling; excellent style and citation

Right length; few minor lapses in grammar and spelling; very good style and citation

Good length; some lapses in grammar and spelling; good style and citation

Major lapses in proper length, grammar and spelling, style and citation

Improper length; very poor grammar and spelling, style and citation

No assignments will be accepted late without a prior written agreement between the student and the instructor. ACADEMIC HONESTY: In keeping with our Christian heritage and commitment, North Park University is committed to the highest possible ethical and moral standards. Just as we will constantly strive to live up to these high standards, we expect our students to do the same. To that end, cheating of any sort will not be tolerated. Students who are discovered cheating will receive a failing grade on the assignment and are subject to discipline up to and including failure of a course and expulsion. For additional information, see the Seminary Academic Catalog, pp. 25–27. Our definition of cheating includes but is not limited to:

1. Plagiarism – the use of another’s work as one’s own without giving credit to the individual. This includes using materials from the internet.

2. Copying another’s answers on an examination. 3. Deliberately allowing another to copy one’s answers or work. 4. Signing an attendance roster for another who is not present.

4 New Testament 1, Spring 2019

CLASS DECORUM: Students are expected to adhere to Stateville rules, as well as parameters and boundaries set in the class. Politeness and tolerance towards the views of others is a critical component to any class setting. Students should listen attentively to the instructor and always listen carefully to their fellow classmates. Students are expected to be respectful of the views of others at all times.

WEEKLY SCHEDULE (INT = Introduction to the New Testament; PCB = Peoples’ Companion to the Bible; + = coursepack)

Week Date Lecture/Topics Reading/Assignments

1

Jan 14

What is the New Testament?

Jewish & Greco-Roman Contexts of the NT Hermeneutics

Lost Letters of Pergamum (entire book) INT: Chapters 1, 2, & 3 + Amy-Jill Levine, “Bearing False Witness: Common Errors Made about Early Judaism” + Jeannine Brown, “Contextualization” Book review due

2

Jan 21

NO CLASS – STATE HOLIDAY

3

Jan 28

What is a Gospel?

Mark’s Gospel

Bible: Gospel of Mark INT: Chapters 4 & 5 PCB: Chapter 17, “Introduction to the Gospels”, “Mark” + Stephen Fowl, “The gospels and ‘the historical Jesus’” + Gospel of Thomas

4

Feb 4

Matthew’s Gospel

Bible: Gospel of Matthew INT: Chapter 6 PCB: “Matthew” + Jonathan Klowans, “The Law”

5

Feb 11

NO CLASS – STATE HOLIDAY

6

Feb 18

Luke’s Gospel

Bible: Gospel of Luke INT: Chapter 7 PCB: “Luke” + David Stern, “Midrash and Parables in the New Testament”

7

Feb 25

John’s Gospel and Communities

Bible: Gospel of John; 1-3 John INT: Chapters 9 & 10 PCB: “John” & “1 John,” “2 John,” and “3 John” Due: Portrayal of Jesus Essay

8

Mar 4

Acts of the Apostles Introduction to Paul

Bible: Acts of the Apostles INT: Chapters 8 & 11 PCB: “Acts of the Apostles,” “Introduction to the Pauline Letters” + Mark Nanos, “Paul and Judaism”

5 New Testament 1, Spring 2019

9

Mar 11

Galatians

Bible: Galatians INT: Chapters 15 PCB: “Galatians” Due: Ecclesiology Essay

10

Mar 18

Romans

Bible: Romans INT: Chapter 15 PCB: “Romans” + Jessica Van Denend, “The People v. The State: Understanding Romans 13:1-7 in a Maximum-Security Women’s Prison”

11

Mar 25

1 & 2 Thessalonians

Bible: 1 & 2 Thessalonians INT: Chapter 13 PCB: “1 Thessalonians,” “2 Thessalonians” Due: Government Essay

12

Apr 1

1 & 2 Corinthians

Bible: 1 & 2 Corinthians INT: Chapter 14 PCB: “1 Corinthians,” “2 Corinthians” + Frances Taylor Gench, “Women and Worship Wars”

12

Apr 8

Paul’s Prison Epistles

Bible: Philippians, Philemon, Ephesians, and Colossians INT: Chapters 16, 17, & 18 PCB: “Philippians,” “Philemon,” “Ephesians,” “Colossians” + Clarice Martin, “The Haustafeln (Household Codes) in African American Biblical Interpretation” Due: Wealth and Poverty Essay

13

Apr 15

The Pastorals

Bible: 1 & 2 Timothy and Titus INT: Chapters 20 PCB: “1 Timothy,” “2 Timothy,” “Titus” + Frances Taylor Gench, “Beyond Textual Harassment: Engaging Tyrannical Texts” Due: Women Essay

14

Apr 22

Letter to the Hebrews

Exegesis Paper Workshop

Bible: Hebrews INT: Chapter 20 PCB: “Hebrews” Due: Exegesis Focus Paragraph (only ONE paragraph!)

15

Apr 29

James; Peter; Jude

Exegesis Paper Workshop

Bible: James, 1 & 2 Peter, Jude INT: Chapters 21, 22, & 23 PCB: “Introduction to the General Letters and Revelation,” “James,” “1 Peter,” “2 Peter,” “Jude” + Elsa Tamez, “James: A Circular Letter for Immigrants” Due: Exegesis Paper Introduction (ONE page max!)

6 New Testament 1, Spring 2019

16

May 6

Revelation

Exegesis Paper Workshop

Bible: Revelation INT: Chapter 24 PCB: “Revelation” + Juan Stam, “Revelation: A Latin American Perspective” Due: Exegesis Paper Outline (ONE page max!)

17

May 13

NT Theology

The NT in the Church and World Today

Due: Exegesis Paper