Syllabus. Goal: To introduce the student to the literature of the New Testament, its form, content, historical development and interpretation.

Transcription

1 RELS 130AM: New Testament Online Spring Term, 2017 Dr. Millar (503) (H) Syllabus Goal: To introduce the student to the literature of the New Testament, its form, content, historical development and interpretation. Textbooks: Robert W. Funk, The Parables of Jesus (Sonoma, CA: Polebridge Press, 1988) Robert J. Miller, ed., The Complete Gospels (4th edition; Sonoma, CA: Polebridge Press, 2010) Bruce J. Malina, The New Testament World: Insights from Cultural Anthropology (3rd Edition; Louisville, KY: Westminster John Knox, 2001) Arthur J. Dewey, Roy W. Hoover, Lane McGaughy, Daryl D. Schmidt, The Authentic Letters of Paul ( Salem, OR: Polebridge Press, 2010) Elaine Pagels, Revelations: Visions, Prophecy, and Politics in the Book of Revelation (New York: Viking, 2012) Any translation of the non-gospel materials of the New Testament Learning Objectives for all students taking RELS 130: New Testament: To write and speak knowledgeably about the New Testament within its historical context; To gain an understanding of the origins of Christianity; To distinguish between the Jesus of History and the Christ of Faith; To compare and contrast canonical and non-canonical writings about Jesus in the pre-constantine (325 C.E.) period of history. For those taking RELS 130: New Testament for Ultimate Questions credit for the Linfield Curriculum, the learning objectives are to learn and demonstrate growth in the following: To articulate and evaluate unexamined assumptions and paradigmatic ways of acquiring knowledge;

2 2 To analyze critically fundamental beliefs, cultural practices, and competing truth claims. For those taking RELS 130: New Testament for Living Past credit for the Linfield Curriculum, the learning objectives are: To learn how to analyze and contextualize primary sources; To learn how to analyze and critique secondary, scholarly arguments about the past; To learn how to make an analytical or interpretive argument about the past; To recognize that differences separate people past and present, though all people share a common humanity; To understand the nature and limits of knowledge about the human past. Course Requirements: 1. Active participation in online discussion. Four postings per week on Blackboard are expected as part of the participation grade (20% of final). 3. Four Response Papers (20% each of final). Portland and OCE: Students with disabilities are protected by the Americans with Disabilities Act and Section 504 of the Rehabilitation Act. If you are a student with a disability and feel you may require academic accommodations contact Cheri White, Program Director of Learning Support Services (LSS), as early as possible to request accommodation for your disability. The timeliness of your request will allow LSS to promptly arrange the details of your support. LSS is located in Loveridge Hall, Room 24, ( ), or chwhite@linfield.edu. We also encourage students to communicate with faculty about their accommodations. Students are expected to adhere to Linfield s requirements of academic honesty articulated in the College Catalogue. Reading Assignments UNIT ONE: THE QUEST FOR THE HISTORICAL JESUS Week One: The Quest for the Historical Jesus Feb 13: Malina, New Testament World, Chapter One

3 3 14: Malina, New Testament World, Chapter Two 16: Malina, New Testament World, Chapter Three 17: Malina, New Testament World, Chapter Four Week Two: The Quest for the Historical Jesus 20: Malina, New Testament World, Chapter Five 21: Malina, New Testament World, Chapter Six 23: Malina, New Testament World, Chapter Seven 24: Robert Funk, The Parables of Jesus, 1-5 Week Three: The Quest for the Historical Jesus 27: Robert Funk, The Parables of Jesus, : Robert Funk, The Parables of Jesus, Mar 02: Robert Funk, The Parables of Jesus, : Robert Funk, The Parables of Jesus, Week Four: The Quest for the Historical Jesus 06: Robert Funk, The Parables of Jesus, : Set Topics for Response Paper on the Quest for the Historical Jesus 09: Work on Response Papers 10: Work on Response Papers Due Midnight Sunday March 12 UNIT TWO: THE CHRIST OF FAITH: MARK, Q, MATTHEW, AND LUKE Week Five: The Christ of Faith: Mark, Q, Matthew, and Luke 13: Mark 14: Mark 16: Mark 17: Mark

4 4 Week Six: Mark, Matthew, and Luke 20: Mark 21: Mark 23: M: = Material just in Matthew 24: L: = Material just in Luke Week Seven: Spring Break (March 27-31) Week Eight: The Christ of Faith: Mark, Q, Matthew, and Luke 03: Q: Material in Matthew and Luke but not in Mark Robert J. Miller, The Sayings of Q, in The Complete Gospels, pp : Q: Material in Matthew and Luke but not in Mark Robert J. Miller, The Sayings of Q, in The Complete Gospels, pp : Set topics for Response Paper on Mark 07: Work on Response Papers Due Sunday Midnight April 09 UNIT THREE: THE CHRIST OF FAITH: PAUL AND JOHN Week Nine: The Christ of Faith: Paul and John 10: Arthur J. Dewey, et. al., The Authentic Letters of Paul, Galatians and Philemon. 11: Dewey, First and Second Corinthians 13: Dewey, First Thessalonians and Philippians 14: Dewey, Romans Week Ten: The Christ of Faith: Paul and John 17: John 1 and the Doctrine of Incarnation 18: John 2-10

5 5 20: John : John Week Eleven: The Christ of Faith: Paul and John 24: Signs Gospel and Gospel of Mary Miller, pp ; pp : Set Topics for Response Paper on Paul and John 27: Work on Response Papers 28: Work on Response Papers Due Sunday Midnight Apr 30 UNIT FOUR: THE CHRIST OF FAITH: HEBREWS AND REVELATION Week Twelve: The Christ of Faith: Average Christianity, Hebrews, and Revelation May 01: 1st, 2nd Timothy; Titus; 1st, 2nd, 3rd John, Jude 02: Hebrews 04: Hebrews 05: Gospel of Thomas Miller, pp Week Thirteen: The Christ of Faith: Average Christianity, Hebrews, and Revelation 08: Gospel of Thomas 09: Gospel of Judas Iscariot 11: Apocalyptic and Gnosticism 12: Revelation Week Fourteen: The Christ of Faith: Average Christianity, Hebrews, and Revelation 15: Revelation 16: Revelation

6 6 18: Revelation 19: Review Course Week Fifteen: The Christ of Faith: Average Christianity, Hebrews, and Revelation 22: Set Topics for Response Paper on Hebrews and Revelation 23: Work on Response Papers 25: Work on Response Papers Due Midnight Thursday, May 25

7 7 Discussion Worksheet Date: Name: Author of Reading Attach this title page to the papers you use to complete your discussion worksheet. Complete Phase I and Phase II BEFORE meeting with your group. PHASE 1: WHAT IS THE AUTHOR TRYING TO SAY? (BEFORE CLASS) 1. Definitions: List key new terms and concepts in this reading. Define those you do not already know. Circle those that you feel need clarification or discussion. 2. Thesis Position: Express in the affirmative, the bottom-line one idea you see the author is seeking to persuade you to believe: one sentence (no conjunctions, no dependent clauses, no prepositional phrases, no internal punctuation) whether or not you agree with the author. 3.Author's Defense: What has the author offered as evidence which supports your choice of this thesis? At this stage, do not evaluate what you think of the thesis or the evidence offered. It is important simply to identify what you think the thesis and the evidence offered is. PHASE 2: WHAT DO YOU THINK ABOUT THE AUTHOR'S POSITION? (BEFORE) 4. Take a Stand: If everyone in the world believed the thesis position you have identified in #2, would the world be a better or worse place to live in? Why? Why not? Try not to sit on a fence. 5. Critique the Author's Defense: Go back over the list of evidence you identified in #3. Has the author overlooked relevant evidence to the discussion? Are there other possible conclusions one could draw from the evidence? Relate this discussion to the ongoing discussion of the course. What inter-connections do you see? PHASE 3: WHAT DO WE THINK ABOUT THIS? (IN-CLASS) 6. Definitions: Identify new words and make sure all in the group are clear as to the definitions. You do not need to discuss words everyone understands. 7. Thesis Position: Give everyone in the group an opportunity to present in one sentence what they think this reading's thesis is. That is your thesis #2. Discuss the various options until the group comes to a consensus. Add to your worksheet what the group has decided the thesis is (#7). This may or may not agree with your initial suggestion. I will want to see both in your worksheet. 8. Author's evidence: Give everyone in the group an opportunity to present what they see as the evidence the author offered for the thesis position. Discuss the various options until the group comes to a consensus. Don't give up your own voice unless you are convinced by arguments offered by others in the group. 9. Group Stand: Take a group stand with respect to the thesis and defense you have identified. If everyone in the world believed the thesis position identified, would the world be a better or worse place to live in? Why? Why not?

8 8 PHASE 4: EVALUATING THE DISCUSSION (Do this the last ten minutes of group meeting.) 10. A. Overall Reactions: A lot Some None I learned I participated I enjoyed C. General Dynamics Warm, non-threatening group climate Everyone participated Leadership functions were distributed Overall focus on resolving uncertainties and comparing insights Evaluation is accepted as an integral part of the group process B. Group Completion of Steps: Good OK Bad 6. Definitions 7. Thesis 8. Defense 9. Group Stand Yes? No D. Roles: Check ( x ) your own. Circle those you observed in others. Positive Roles Initiating Gatekeeping Asked for information Timekeeping Gave Information Encouraging Reaction Asked for Reactions Tension Release Gave Reactions Useful Pause Restated Point Gave examples/asked for examples Asked for Summary Summarized Discussion Dysfunctional Roles Sidetrack to Own Area Interrupted Others Monopolized Discussion Put-down Irrelevant stories, etc. Apologizing Withdrawal Premature Evaluation Failure to Listen E. Instructor Input: I would like to have the instructor comment on the following, relevant to the reading: F. Parting Comments: Any thoughts you may have about the group process, the reading, the class, suggestions for improvement, etc. This form is adopted from a handout at a workshop on the topic of process and content in learning led by Professor Craig Nelson of Indiana University. The form is modified from W. F. Hill, Learning Through Discussion (Sage Publication, 1969).