Pauline Interpretation of Pauline Interpretation of Christianity:Christianity:

ROMANSROMANS

Div/Rel 3162Div/Rel 3162

Jan 11, 2011Jan 11, 2011

Today’s ScheduleToday’s Schedule

4:00-4:50 4:00-4:50 Presentation of the Presentation of the SemesterSemester

4:50-5:00 Div/MTS Preparing 4:50-5:00 Div/MTS Preparing Your reading of: Rom 1:1-7 Your reading of: Rom 1:1-7

4:50-5:00 PhDs Organization4:50-5:00 PhDs Organization 5:10-6:30 Roundtable 5:10-6:30 Roundtable

Discussion: getting to know you, Discussion: getting to know you, the form, and reviewing syllabus.the form, and reviewing syllabus.

Interpreting Scripture always Interpreting Scripture always mattersmatters

Christians live by this teaching…. Christians live by this teaching…. It affects people positively or negatively; It affects people positively or negatively; brings forgiveness or condemnation;brings forgiveness or condemnation; comforts or hurts; comforts or hurts; includes or excludes; includes or excludes; liberates or oppresses; liberates or oppresses; brings good news of love or destructive news of hate; brings good news of love or destructive news of hate; gives life or kills-literally.gives life or kills-literally.

It Is Essential To Assume Responsibility For It Is Essential To Assume Responsibility For Our InterpretationsOur Interpretations

Pauline Interpretation of Pauline Interpretation of Christianity: RomansChristianity: Romans

Studying Paul and Paul’s interpretation Studying Paul and Paul’s interpretation of the gospel he received, and alsoof the gospel he received, and also More on this next weekMore on this next week

Studying your/our own interpretations Studying your/our own interpretations of Paul and Romansof Paul and Romans

YOUR INTERPRETATIONS ARE ONE OF YOUR INTERPRETATIONS ARE ONE OF THE TWO MAIN TOPICS IN THIS CLASSTHE TWO MAIN TOPICS IN THIS CLASS

Each of your interpretations will be Each of your interpretations will be respected: respected:

Your interpretations will be Your interpretations will be respected because: respected because:

I expect you have insights into the text and its I expect you have insights into the text and its significance for believers that the rest of us do significance for believers that the rest of us do not have; and that we need to learn from you;not have; and that we need to learn from you; ALL OF YOU ARE TEACHERS IN THIS SEMINAR… Yes ALL OF YOU ARE TEACHERS IN THIS SEMINAR… Yes

we are many, and next week more will be here, but we are many, and next week more will be here, but we will work as a seminar.we will work as a seminar.

Roundtable… everybody is equalRoundtable… everybody is equal Do not worry: I also have something teach you!Do not worry: I also have something teach you!

I will learn from you by appreciating I will learn from you by appreciating what is what is different in your interpretationdifferent in your interpretation

Your interpretation will be deemed to be Your interpretation will be deemed to be legitimate, plausible, and valid, until proven legitimate, plausible, and valid, until proven otherwise , otherwise ,

and not vice-versa.and not vice-versa.

But, this is not Critical Biblical But, this is not Critical Biblical Studies, is it? Yes, it is!Studies, is it? Yes, it is!

What I taught for many years (note past tense!) What I taught for many years (note past tense!) and what was my view until it slowly changed and what was my view until it slowly changed

from1975 to 1990 …. from1975 to 1990 …. And possibly what is your viewAnd possibly what is your view

ExegesisExegesis (Gk. "leading out of" [the complexity of a (Gk. "leading out of" [the complexity of a text]). Detailed exposition, explanation and text]). Detailed exposition, explanation and interpretation of the texts of Scriptures interpretation of the texts of Scriptures ““Establishing what the text meant” Establishing what the text meant” Krister Stendahl “Biblical Krister Stendahl “Biblical

Theology” IDB =the task of biblical scholarsTheology” IDB =the task of biblical scholars Hermeneutics.Hermeneutics. Exposition of “what the text means” Exposition of “what the text means”

for people today, on the basis of “what the text for people today, on the basis of “what the text meant” . meant” . Krister Stendahl “Biblical Theology” IDB = the task of Krister Stendahl “Biblical Theology” IDB = the task of theologians, homileticians, preachers, etctheologians, homileticians, preachers, etc

Accordingly, A class on Accordingly, A class on Romans should teach youRomans should teach you

What Paul What Paul truly truly taught in Romans, taught in Romans, through a detailed exposition, explanation and through a detailed exposition, explanation and interpretation of “what the text interpretation of “what the text meantmeant” ”

((ExegesisExegesis)) So that you can figure out on this basis So that you can figure out on this basis

“what the text “what the text meansmeans” for people today, on ” for people today, on the basis of “what the text meant” the basis of “what the text meant” ((HermeneuticsHermeneutics))

Yes. This is What I taught for many years. Yes. This is What I taught for many years. No. It is No. It is NOT what I will teach you in this NOT what I will teach you in this

classclass

Because, I discovered in Because, I discovered in 1990 1990

That what I taught for many years That what I taught for many years ExegesisExegesis “Establishing what the text meant” “Establishing what the text meant” Hermeneutics.Hermeneutics. Exposition of “what the text Exposition of “what the text

means” for people today, on the basis of “what means” for people today, on the basis of “what the text meant”the text meant”

Is neither critical, nor ethically Is neither critical, nor ethically responsibleresponsible … …

A hard lesson to learn… from someone A hard lesson to learn… from someone whom I could not but take seriously whom I could not but take seriously

CONTEXT: South Africa, CONTEXT: South Africa, Dinner - September 1990Dinner - September 1990

The man across the dinner table asked me what I The man across the dinner table asked me what I was doing in South Africa:was doing in South Africa:

Consultant for the SA ministry of Education: Invited by Professor Consultant for the SA ministry of Education: Invited by Professor Bernard Lategan, Stellenbosch University.Bernard Lategan, Stellenbosch University.

How to teach the Bible in Seminary and Universities How to teach the Bible in Seminary and Universities in a Post-Apartheid Societyin a Post-Apartheid Society? ?

I explained as simply as I could (Biblical studies was clearly not his I explained as simply as I could (Biblical studies was clearly not his field). field).

My answer: It is essential to use a multiplicity of critical methods, My answer: It is essential to use a multiplicity of critical methods, and identify among many possibilities the teaching most helpful in and identify among many possibilities the teaching most helpful in SASA

This man listened patiently, asking questions about the methods.This man listened patiently, asking questions about the methods.

With a kind but sad smile, he finally told me:With a kind but sad smile, he finally told me:

CONTEXT: South Africa, CONTEXT: South Africa, Dinner - September 1990Dinner - September 1990

““You still exclude You still exclude all truly African interpretations of the all truly African interpretations of the Bible… you know, those of the Independent Bible… you know, those of the Independent churches” churches”

I did not know… I did not know… ““The interpretations in the many The interpretations in the many African Initiated African Initiated

ChurchesChurches”” Zulu Zion Christian Church 7 million membersZulu Zion Christian Church 7 million members African Independent Church in Southern Africa 13 millionAfrican Independent Church in Southern Africa 13 million and he went on talking about oral cultures, and and he went on talking about oral cultures, and

how “oral reading” is different from reading with how “oral reading” is different from reading with the eyes. Mentioning books on this by Walter Ong.the eyes. Mentioning books on this by Walter Ong.

Books I had not read…. Books I had not read….

CONTEXT: South Africa, CONTEXT: South Africa, Dinner - September 1990Dinner - September 1990

I was amazed.. What a well educated person!I was amazed.. What a well educated person! I was unsettled… Yes, he was right I would not I was unsettled… Yes, he was right I would not

accept the readings of these African Christians in accept the readings of these African Christians in my classroommy classroom They cannot be valid; they are often so fanciful… They cannot be valid; they are often so fanciful…

It took me a long time to grasp what he had said It took me a long time to grasp what he had said to meto me

I later understood, he had gently shown me that I later understood, he had gently shown me that my teaching was my teaching was condoning &condoning & promoting promoting apartheidapartheid … … I was silencedI was silenced

CONTEXT : South Africa, CONTEXT : South Africa, Dinner - September 1990Dinner - September 1990

The tall man across the The tall man across the table, who earlier had table, who earlier had greeted me with a cordial greeted me with a cordial handshake, taking my hands handshake, taking my hands in his very callous hands;in his very callous hands;

Who had talked about Who had talked about political and economic political and economic issues all evening long with issues all evening long with other guests,other guests,

And yet knew a lot about And yet knew a lot about literature, cultural studiesliterature, cultural studies

had gently shown me that had gently shown me that my teaching was my teaching was condoning condoning & & promoting promoting apartheidapartheid

Western Readings Are not the Western Readings Are not the Only True Readings of the Only True Readings of the

BibleBible He taught me in no uncertain terms that He taught me in no uncertain terms that Claiming that in order to be a faithful reader Claiming that in order to be a faithful reader

of the Bible one needsof the Bible one needs

to read the Bible according to Western critical to read the Bible according to Western critical standards,standards,

is adopting a racist, colonialist, imperialist is adopting a racist, colonialist, imperialist attitudeattitude -- --

This is what I learned the hard way in South Africa, This is what I learned the hard way in South Africa, when I was gently told by my interlocutor that my when I was gently told by my interlocutor that my teaching of the Bible was promoting apartheid.teaching of the Bible was promoting apartheid.

White Male Readings Are not White Male Readings Are not the Only True Readings of the the Only True Readings of the

BibleBible I realized that it was the same thing I was being I realized that it was the same thing I was being

taught bytaught by Vincent Wimbush, Vincent Wimbush, Elizabeth Schussler FiorenzaElizabeth Schussler Fiorenza Ana Maria Isazi DiazAna Maria Isazi Diaz Fernando SegoviaFernando Segovia Mary Ann TolbertMary Ann Tolbert At a meeting that I had called earlier the same year At a meeting that I had called earlier the same year

following the confrontation we had with African following the confrontation we had with African American students at VU in 1989 who claimed that we American students at VU in 1989 who claimed that we were excluding the reading from the Black Churcheswere excluding the reading from the Black Churches

Scholarly Readings Are not the Scholarly Readings Are not the Only True Readings of the Only True Readings of the

BibleBible They taught me in no uncertain terms that, They taught me in no uncertain terms that,

in the North Atlantic contexts in which we in the North Atlantic contexts in which we are, are,

That we should bring the readings by actual That we should bring the readings by actual believers in the class roombelievers in the class room

Because their readings of the Bible are also Because their readings of the Bible are also true readings true readings

Excluding common believers’ readings as Excluding common believers’ readings as simply wrong, is marginalizing themsimply wrong, is marginalizing them

And it is failing to learn from them And it is failing to learn from them

Stendahl’s view of Critical Stendahl’s view of Critical Biblical Studies Biblical Studies is up-side downis up-side down NOT: 1) ExegesisNOT: 1) Exegesis “Establishing what the text meant” “Establishing what the text meant” 2) Hermeneutics.2) Hermeneutics. Exposition of “what the text means” for Exposition of “what the text means” for

people today, on the basis of “what the text meant” people today, on the basis of “what the text meant” BUTBUT 1) Hermeneutics…1) Hermeneutics… what the text means what the text means

for people today … the readings of for people today … the readings of believers… including African believers, etc. believers… including African believers, etc.

2) Critical assessment2) Critical assessment of this of this hermeneutical interpretation (including hermeneutical interpretation (including close examination of the text)… involves close examination of the text)… involves learning from all these readings.learning from all these readings.

Up-side Down Critical Biblical Up-side Down Critical Biblical Studies =Studies =

1) Exegesis1) Exegesis “Establishing what the text meant” “Establishing what the text meant” 2) Hermeneutics.2) Hermeneutics. Exposition of “what the text Exposition of “what the text

means” for people today, on the basis of “what the means” for people today, on the basis of “what the text meant”text meant”

VERSUS 1) Hermeneutics…VERSUS 1) Hermeneutics… what the what the text means for people today … for text means for people today … for believers… believers…

2) Critical assessment2) Critical assessment (= (= exegesis of exegesis of these interpretationsthese interpretations -- including close -- including close examination of the text)… involves examination of the text)… involves learning from all these readings.learning from all these readings.

Traditional Critical Biblical Traditional Critical Biblical StudiesStudies

Scientist as a model Scientist as a model Exegesis:Exegesis: “Establishing what the text “Establishing what the text

meant”: meant”: Task:Task: Overcoming the Overcoming the problemproblem of of

MISUNDERSTANDINGS of the text= MISUNDERSTANDINGS of the text= posed by (religious, doctrinal, etc.) posed by (religious, doctrinal, etc.) “pre-understandings”“pre-understandings” Scholarly task:Scholarly task: overcoming pre- overcoming pre-

understandings by using strict critical understandings by using strict critical methods… historical critical methods, methods… historical critical methods, philology, form criticism, redaction criticism, philology, form criticism, redaction criticism, literary criticism, ideological criticism, etc. literary criticism, ideological criticism, etc.

How most Scholars study a How most Scholars study a Biblical Text = Biblical Text = Contextual & Contextual &

Theological Theological Goal: provide the “true” & right interpretation by Goal: provide the “true” & right interpretation by showing that showing that

everybody else is wrong YET IT IS HIGHLY CONTEXTUAL & THEOLOGICALeverybody else is wrong YET IT IS HIGHLY CONTEXTUAL & THEOLOGICAL Read the Biblical tehxtRead the Biblical tehxt

Use a critical method that Use a critical method that focuses the attention on its most focuses the attention on its most significant featuressignificant features = = Analytical Frame = A CHOICEAnalytical Frame = A CHOICE

Identify in it Theological or Ethical themesIdentify in it Theological or Ethical themes ““Traditionally misunderstood” Traditionally misunderstood” Seeking to correct these misunderstandings Seeking to correct these misunderstandings Acknowledge a Problem: Potential pre-understandings “to be Acknowledge a Problem: Potential pre-understandings “to be

overcome” = overcome” = Hermeneutical/Theological frame = CHOICEHermeneutical/Theological frame = CHOICE Reject any anachronistic interpretation (the context is Paul’s Reject any anachronistic interpretation (the context is Paul’s

context). Problem? As above. context). Problem? As above. Potential pre-understandings Potential pre-understandings Contextual frame = CHOICEContextual frame = CHOICE

How a Preacher prepares a How a Preacher prepares a Sermon: Three necessary steps Sermon: Three necessary steps Preacher as Model for Critical Biblical StudiesPreacher as Model for Critical Biblical Studies Read the Biblical textRead the Biblical text

find most significant features of it = find most significant features of it = Analytical FrameAnalytical Frame Identify in it Theological or Ethical themesIdentify in it Theological or Ethical themes

particularly significant for her congregation… particularly significant for her congregation… how they are positively or negatively related to the how they are positively or negatively related to the

congregation’s and her own religious views and congregation’s and her own religious views and experience = experience = Hermeneutical/Theological frameHermeneutical/Theological frame

Identify how this text might address the needs of Identify how this text might address the needs of the congregation = the congregation = Contextual frameContextual frame

Nothing Wrong with this! PREACHER AS A MODEL Nothing Wrong with this! PREACHER AS A MODEL OF CRITICAL INTERPRETATIONOF CRITICAL INTERPRETATION

How we will proceed: YOUR How we will proceed: YOUR OWN interpretation is our OWN interpretation is our

starting pointstarting point Read passage from RomansRead passage from Romans = I assume you know how = I assume you know how

to readto read find what is most significant for you in it = find what is most significant for you in it = Analytical FrameAnalytical Frame

Focus your reading on a Theological or Ethical themeFocus your reading on a Theological or Ethical theme What is particularly significant in what Paul says about this What is particularly significant in what Paul says about this

theme for you in a particular context or situation … theme for you in a particular context or situation … how is this teaching positively or negatively related to the how is this teaching positively or negatively related to the

religious views and experience that believers (you or religious views and experience that believers (you or someone else) have in this context = someone else) have in this context = Hermeneutical/Theological frameHermeneutical/Theological frame

Identify how this text might address the concrete needs of the Identify how this text might address the concrete needs of the people in this situation = people in this situation = Contextual frameContextual frame

In so doing you have begun to do a critical reading In so doing you have begun to do a critical reading … to be prolonged by comparing YOUR … to be prolonged by comparing YOUR interpretation with the interpretation by OTHERSinterpretation with the interpretation by OTHERS

PEDAGOGICAL GOALSPEDAGOGICAL GOALS of this of this class: class: 11) ) Introducing youIntroducing you

a) to Paul and his interpretation of a) to Paul and his interpretation of Christianity (in and for his context)Christianity (in and for his context)

b) to the different interpretations of Paul by b) to the different interpretations of Paul by his readers (biblical scholars, believers in his readers (biblical scholars, believers in different cultural contexts in history and different cultural contexts in history and today), today),

By the end of the semester, you will be By the end of the semester, you will be expected expected To have gained a critical perspective on the variety To have gained a critical perspective on the variety

of interpretations that you will encounter as leaders of interpretations that you will encounter as leaders in the church and elsewhere. in the church and elsewhere.

To know To know major differences among three distinctive major differences among three distinctive scholarly interpretations of Paul scholarly interpretations of Paul

PEDAGOGICAL GOALSPEDAGOGICAL GOALS: : 2) Learning to interpret 2) Learning to interpret

RomansRomans A) In a weekly exercise you will be expected to A) In a weekly exercise you will be expected to

develop develop your ownyour own interpretation of Romans interpretation of Romans by the end of the semester, you will be expected by the end of the semester, you will be expected to to

know the content of Paul’s letter to the Romansknow the content of Paul’s letter to the Romans B) “Some people claim to know the Bible, but B) “Some people claim to know the Bible, but

the Bible doesn’t know them,” warned a the Bible doesn’t know them,” warned a Ghanaian preacher [quoted by Gerald West]: in Ghanaian preacher [quoted by Gerald West]: in your weekly exercise you will illustrate how your weekly exercise you will illustrate how believers allow Romans to know their life in believers allow Romans to know their life in their specific life and religious contexts. their specific life and religious contexts.

PEDAGOGICAL GOALSPEDAGOGICAL GOALS: : 3) assessing your 3) assessing your interpretations interpretations

Learning to do a critical assessment of your Learning to do a critical assessment of your interpretation by comparing it with other interpretation by comparing it with other interpretations (scholarly interpretations and interpretations (scholarly interpretations and also Christian believers’ interpretations) also Christian believers’ interpretations)

Analyzing the textual, contextual, and Analyzing the textual, contextual, and theological/religious choices involved in theological/religious choices involved in each interpretation each interpretation By the end of the semester, you will be By the end of the semester, you will be

expected to show that you can compare expected to show that you can compare several interpretations on the basis of the several interpretations on the basis of the choices they made; and to assess their choices they made; and to assess their relative values.relative values.

Choosing most significant Choosing most significant featuresfeaturesof a textof a text

Choosing most significant Choosing most significant featuresfeaturesof a textof a text

Choosing most significant Choosing most significant featuresfeaturesof a textof a text

Bible Works (in Library)Bible Works (in Library) Go toGo to http://www.library.vanderbilt.edu/ Find articles & databases (find under “B” BIBLE WORKS 8(find under “B” BIBLE WORKS 8 Use Beginner ModeUse Beginner Mode ““View” tab click on “Choose display View” tab click on “Choose display

Versions” Versions” English… choose several versionEnglish… choose several version Greek… choose GNT Greek… choose GNT Any other language you know in the list Any other language you know in the list

(sorry no Chinese, no Korean)(sorry no Chinese, no Korean)

Choosing most significant Choosing most significant featuresfeaturesof a textof a text

Scriptural CriticismScriptural CriticismThe Preacher as ModelThe Preacher as Model

Acknowledge We Make three Acknowledge We Make three kinds of Interpretive Choiceskinds of Interpretive Choices

three frames for any interpretation (analytical; three frames for any interpretation (analytical; contextual; hermeneutical/theological); contextual; hermeneutical/theological);

three modes of existence (autonomy, three modes of existence (autonomy, relationality, heteronomy) relationality, heteronomy)

Each interpretive frame involves consciously or Each interpretive frame involves consciously or sub-consciously sub-consciously choosingchoosing: any: any understanding-understanding-teaching of a text is an interpretive conclusion teaching of a text is an interpretive conclusion resulting from three choices: resulting from three choices: analytical choices; analytical choices; contextual choices—include ideological choices (power contextual choices—include ideological choices (power

structures)structures) hermeneutical/theological choices—include cultural hermeneutical/theological choices—include cultural

choices as well as religious oneschoices as well as religious ones

Reading Romans 1:1-7 [NRSV]Reading Romans 1:1-7 [NRSV]Using the Form Theme: Teaching of the way Using the Form Theme: Teaching of the way

Paul portrays his relationship to RomansPaul portrays his relationship to Romans

Romans 1:1 Paul, a servant of Jesus Christ, called to be an apostle, set apart for the gospel of God, 2 which he promised beforehand through his prophets

in the holy scriptures, 3 the gospel concerning his Son, who was descended

from David according to the flesh 4 and was declared to be Son of God with power according to the spirit of holiness by resurrection from the dead, Jesus Christ our Lord, 5 through whom we have received grace and apostleship to bring about the obedience of faith among all the Gentiles for the sake of his name, 6 including yourselves who are called to belong to Jesus Christ,

7 To all God's beloved in Rome, who are called to be saints: Grace to you and peace from God our Father and the Lord Jesus Christ.