NTST567 THEOLOGY OF THE ENGLISH NEW TESTAMENT - COLOSSIANS Denis Fortin

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1 SEVENTH-DAY ADVENTIST THEOLOGICAL SEMINARY NTST567 THEOLOGY OF THE ENGLISH NEW TESTAMENT - COLOSSIANS Denis Fortin InMinistry Center Intensive MA in Pastoral Ministry Last update: 29 September 2011

2 SEVENTH-DAY ADVENTIST THEOLOGICAL SEMINARY NTST567 THEOLOGY OF THE ENGLISH NEW TESTAMENT COLOSSIANS March 25-30, 2012 InMinistry Center Intensive Master of Arts in Pastoral Ministry GENERAL COURSE INFORMATION Course acronym: NTST567 Course name: Theology of the English New Testament Colossians Semester credits offered: 3 Semester & year: Spring 2012 Class location: Class time/day: Atlantic Union Conference (site to be determined) Sunday, March 25, 7:00pm 9:00pm Monday - Thursday, March 26-29, 8:00am 12:00 noon; 2:00-4:00pm Exam: Thursday, March 29, 6:00-8:00 pm INSTRUCTOR CONTACT DETAILS Instructor: Denis Fortin, PhD Dean and Professor of Theology Telephone: Work (269) fortind@andrews.edu Office location: Seminary Building N228 COURSE OBJECTIVES The primary objectives of this course are: Knowledge Upon successful completion of this course, students will 1. Acquire an excellent knowledge of the biblical concepts taught in the epistle to the Colossians 2. Be familiar with major theological themes in the epistles of Paul 2

3 3. Better understand the foundations of Seventh-day Adventist beliefs and practices in regard to salvation, the Sabbath and ethical behavior Skills Upon successful completion of this course, students will be able to 1. Reflect critically on various New Testament theological themes and issues and their contemporary relevance 2. Incorporate various New Testament themes in sermons and Bible studies Attitudes, Values, and Commitments Upon successful completion of this course, students will 1. Be more committed to follow the leading of Christ and Scripture in his/her life 2. Value the importance of prayer and of a Christ-centered life in ministry 3. Place greater value in a biblically-based approach to Christian life and ethical behavior. PROGRAM COMPETENCIES AND LEARNING OUTCOMES This course provides skill competencies and learning outcomes needed by students in the Master of Arts in Pastoral Ministry program. The student graduating with a Master of Arts in Pastoral Ministry degree demonstrates competencies as a 1. Capable Biblical Interpreter who Demonstrates proper biblical interpretation skills and applications of biblical teaching 2. Ethical Minister who Applies ethical principles in the context of the Seventh-day Adventist ministry 3. Minister Grounded in Seventh-day Adventist Theology who Understands the historical-theological development of major SDA doctrines Focus *** * ** Means of learning Class lectures Required reading Essay on Col 2:16 Sermons Class lectures Required reading Class lectures Essay on Col 2:16 4. Skilled Preacher who Prepares and delivers effective expository and prophetic sermons ** Sermons 3

4 TEXTBOOKS, RECOMMENDED READINGS AND COURSE BIBLIOGRAPHY Required Reading: Ridderbos, Hermann. Paul: An Outline of His Theology. Grand Rapids, MI: Eerdmans, 1975, pp. Garland, David E. Colossians and Philemon (NIV Application Commentary). Grand Rapids, MI: Zondervan, Read one of these references from Samuele Bacchiocchi (the chapter in which he addresses the issue of the Sabbath in Colossians 2:16): From Sabbath to Sunday: A Historical Investigation of the Rise of Sunday Observance in Early Christianity. Rome: Pontifical Gregorian University Press, 1977, pp The Sabbath in the New Testament: Answers to Questions. Berrien Springs, MI: Biblical Perspectives, 1985, pp The Sabbath under Crossfire: A Biblical Analysis of Recent Sabbath/Sunday Developments. Berrien Springs, MI: Biblical Perspectives, 1998, pp du Preez, Ron. Judging the Sabbath: Discovering What Can t Be Found in Colossians 2:16. Berrien Springs, MI: Andrews University Press, Tonstad, Sigve K. The Lost Meaning of the Seventh Day. Berrien Springs, MI: Andrews University Press, 2009, pp Selected Bibliography I recommend that you purchase two or three other commentaries on Colossians to enhance your library and learning experience for this course. Here are some of the most current commentaries you can get. Bruce, F. F. The Epistles to the Colossians, to Philemon, and to the Ephesians (New International Commentary on the New Testament). 2 nd ed. Grand Rapids, MI: Eerdmans, pp. Hay, David M. Colossians (Abingdon New Testament Commentary). Nashville, TN: Abingdon Press, pp. Martin, Ralph P. Ephesians, Colossians, and Philemon (Interpretation, a Bible Commentary for Teaching and Preaching). Louisville, KY: John Knox Press, pp. 4

5 Moo, Douglas J. The Letters to the Colossians and to Philemon (Pillar New Testament Commentary). Grand Rapids, MI: Eerdmans, pp. O Brien, Peter T. Colossians-Philemon (Word Biblical Commentary). Nashville, TN: Thomas Nelson, pp. Sumney, Jerry L. Colossians: A Commentary (New Testament Library). Louisville, KY: Westminster John Knox Press, pp. Wall, Robert W. Colossians and Philemon (IVP New Testament Commentary Series). Downers Grove, IL: InterVarsity Press, pp. Wright, N. T. The Epistles of Paul to the Colossians and to Philemon: An Introduction and Commentary (Tyndale New Testament Commentaries). Send the Light, pp. EXAMINATION and REFLECTION ESSAY At the end of the intensive course, students will write an examination in the form of a reflection essay. This exam will be given on Thursday, March 29, at 6:00 8:00 pm. The exam will consist of two essay questions on what has been learned during the course. Students will be able to use a Bible and class notes. The instructor will give students two passages of the epistle to the Colossians and ask students to reflect on what they have learned regarding these two passages. What issues presented in these passages have challenged them personally? What have they been most impressed by in these passages and why? How will their learning experience affect their theology and praxis of ministry? WRITTEN ASSIGNMENTS Pre-Intensive Assignments (due on March 25, 2012) Note: Before the first day of class for this course, students should complete the following assignments. All these assignments are due on Sunday, March 25. Grades given for assignments received after the first day of class will be reduced by 25% -- no exception! The purpose of these assignments is to help the participants acquire a good knowledge of some of the epistle s biblical and theological themes and issues before we begin our study together in class. The more students know before we meet, the better our class discussions and more fulfilling our learning experience will be. 5

6 Reading Reports 1. Students are required to read several chapters from Hermann Ridderbos book Paul: An Outline of His Theology pages , , On the first day of class, on March 25, students must turn in a reading report stating how much of this book they have read. (See appendix for reading report form.) 2. Students are required to write a summary of some chapters of Ridderbos book. This report is due on the first day of class, March 25. (See appendix for grading criteria for this assignment.) Summarize in one paragraph what the author says about the following key themes of Colossians: a. The Firstborn from the Dead (chapter 9) b. In Christ, with Christ. The Old and the New Man (chapter 10) c. Christ, the Son of God and the Image of God (chapter 12) d. The Firstborn of Every Creature (chapter 13) e. Death and Resurrection with Christ (chapter 37) f. The New Man (chapter 39) g. Liberty and Conscience (chapter 47) h. Life in the World (chapter 49) i. Social Relationships (chapter 51) j. Body and Head (chapter 61) k. Baptism as Means of Salvation (chapter 65) l. Worship (chapter 73) 3. Students are required to read David Garland s commentary, Colossians and Philemon, from the NIV Application Commentary series. (Read only the section on Colossians.) On the first day of class, on March 25, students must turn in a reading report stating how much of this book they have read. (See appendix for reading report form.) 4. Students are required to read the documents listed in the bibliography on Col 2:16: one of Samuele Bacchiocchi s chapters on this text, Sigve Tonstad s chapter and Ron du Preez s book. This reading assignment is due at the latest on August 31 without penalty. If students turn in this report on March 25, 10 bonus points will be given. (See appendix for reading report form.) Essay on the Authorship of Colossians. Who is the author of the epistle to the Colossians? For various reasons, scholars don t agree on who is the author of Colossians. Read the introduction chapter of a few commentaries on the epistle to the Colossians, review the position taken by these authors, and then write an essay explaining your position. Your essay should be at least 2 pages, double space, with footnotes references, and bibliography of the books you have consulted. Post-Intensive Assignments (due on August 31, 2012) Essay on the Interpretation of Colossians 2:16. 6

7 What did Paul mean when he wrote to the Colossians that others should not judge them about the Sabbath (Col 2:16)? This verse has puzzled a lot of people through the centuries, and Sabbath-keepers in particular. Review the positions taken by Adventist scholars Samuele Bacchiocchi, Ron du Preez and Sigve Tonstad on this matter and write an essay explaining your position. You may also consult various Bible commentaries on this passage. Your essay should be at least 4 pages, double space, with footnotes references, and bibliography of the books you consulted. Two Sermons on Themes from Colossians Students are required to write, in manuscript format, two sermons on themes or passages from the epistle to the Colossians. These manuscripts should follow closely the standard outline of a sermon. (See the appendix Evaluation Form for Written Sermons.) Ten bonus points will be given for each sermon if the sermons have been preached in a local congregation by the due date of August 31, (If you have not taken a course in homiletics and do not know what a standard sermon outline is, you should consult a textbook on homiletics. I recommend Haddon Robinson s Biblical Preaching: The Development and Delivery of Expository Messages.) Late Submission The following penalties will be applied for late submission of post-intensive assignments: Assignments received by due date: no penalty Late submission of up to 60 days: 10% reduction of final grade Late submission of up to 90 days: 15% reduction of final grade Late submission of up to 120 days: 20% reduction of final grade Late submission of up to 150 days: 25% reduction of final grade GRADING CRITERIA AND COURSE ASSESSMENT Estimation of Time Use for Completing Assignments for this Course A graduate-level 3-credit course taken at the Seventh-day Adventist Theological Seminary requires a total of 135 hours for course lectures, reading requirements and written assignments. For this course, the instructor estimates that this total of 135 hours will be distributed in the following activities: Class Lectures during the Intensive: 30 hours Reading: 50 hours Written Assignments: 35 hours Sermons: 20 hours DETERMINATION OF FINAL GRADE Reading reports 10% of final grade Summary report on Ridderbos book 10% 7

8 Essay on the authorship of Colossians 15% Essay on Colossians 2:16 20% Exam 15% Sermons 30% o TOTAL: 100% Grading system (in percentages) A: B+: B-: C: D: A-: B: C+: C-: F: 0-49 WHAT NOT TO EXPECT FROM YOUR INSTRUCTOR You cannot be graded on the type of paper you could have turned in if you had had more time to prepare for it. You cannot be graded or given credit on extra-curricular activities you may be involved in. It is unreasonable to expect a better grade because you are a nice person or friend with the instructor. It is unreasonable to demand a good grade because you believe you have been called by God, and thus, should automatically be given good grades despite poor performance. No one is entitled to a good grade simply by taking this course. Your assignments have been specifically designed to measure and provide evidence of your competency with relation to the subject matter taught in this course. This is to meet University accreditation standards. Thus, you will only be graded on the content of the assignments you submit. The instructor cannot give a grade for what is not in your assignments and must give a grade only on the basis of what you have written. ENGLISH LANGUAGE AND GRAMMAR There is an expectation that a person who participates in a Master s program will have advanced English language skills. Thus, no special consideration will be given to students who speak English as a second language or native-english speakers who struggle with written English. Such students are advised to seek assistance of a professional academic editor prior to the submission of their assignments. Students are encouraged to have someone else read their assignments aloud to them prior to submission. This practice will provide you with immediate feedback as to how written assignments sounds/reads to another person. You may even want to have a friend or a professional academic editor look over your assignments to identify any typing, spelling or punctuation errors. 8

9 MISCELLANEOUS COURSE POLICIES Disability Accommodations If you qualify for accommodations under the American Disabilities Act, please see the instructor as soon as possible for referral and assistance in arranging such accommodations. Audit You must clear with the InMinistry office to audit this class. Regular attendance is required of those who are taking the course for an audit. Emergency Protocols Andrews University takes the safety of its students seriously. Signs identifying emergency protocol are posted throughout the buildings. Instructors will provide guidance and direction to students in the classroom in the event of an emergency affecting that specific location. It is important that you follow these instructions and stay with your instructor during any evacuation or sheltering emergency. Other Policies Laptop Computer and Lecture Notes: Laptop computers may be used for taking notes. But no hard copies or copies of the files containing the lectures may be made from the notes with the intention of circulating them either in the name of the course or of the instructor. The notes are for the sole use of the student taking the course. If the student wishes to sell or publish whole or part of the lectures, he or she must obtain the instructor s prior and written approval. The decision to remain in the course constitutes the consent to this stipulation. Recording: The student may not use any electronic recording devices to record or reproduce the lectures. Changes in the Terms of this Syllabus: The terms outlined in this syllabus may be changed during the semester at the discretion of the teacher, with the consent of the class. Class Attendance Regular attendance at all classes, laboratories and other academic appointments is required for each student. Faculty members are expected to keep regular attendance records. Whenever the number of absences exceeds 10% of the total course appointments, the teacher may give a failing grade. Merely being absent from campus does not exempt the student from this policy. Absences recorded because of late registration, suspension, and early/late vacation leaves are not excused. The class work missed may be made up only if the teacher allows. Three tardies are equal to one absence. Andrews University Bulletin , page 30. Academic Integrity Andrews University takes seriously all acts of academic dishonesty. Academic dishonesty includes (but is not limited to) falsifying official documents; plagiarizing; misusing copyrighted material; violating licensing agreements; using media from any source to mislead, deceive or defraud; presenting another s work as one s own; using materials 9

10 during a quiz or examination other than those specifically allowed; stealing, accepting or studying from stolen examination materials; copying from another student; or falsifying attendance records. For more details see the Andrews University Bulletin , page 30. Consequences may include denial of admission, revocation of admission, warning from a teacher with or without formal documentation, warning from a chair or academic dean with formal documentation, receipt of a reduced or failing grade with or without notation of the reason on the transcript, suspension or dismissal from the course, suspension or dismissal from the program, expulsion from the university or degree cancellation. Disciplinary action may be retroactive if academic dishonesty becomes apparent after the student leaves the course, program or university. Andrews University Bulletin , page 30. Plagiarism and Academic Dishonesty Replicating writing, cutting and pasting or moderately paraphrasing text from publications, internet sources, books, papers or publications written by friends, family members or ghost writers with the intent of passing it off as your own work, is strictly prohibited and unacceptable. Students found to be plagiarizing the work of others will receive an immediate failing grade. Your actions will be reported to the University and your sponsor (if sponsored). You may even face expulsion from the University. Your instructor will randomly sample sentences, phrases and paragraphs from your paper and compare them with papers from past students and with content on the internet. The instructor is also familiar with a lot of the publications and sources you will be using for your assignment and will also be able to identify any potential plagiarism. CONTENT OF THE COURSE 1 Introduction to the Course (Syllabus) 2 Introduction to the Epistle to the Colossians (Col 1:1-2) 3 Christian Spirituality (Col 1:3-14) 4 The Superiority of Christ (Col 1:15-23) 5 Paul s Labor for the Church (Col 1:24-2:5) 6 Spiritual Fullness in Christ (Col 2:6-15) 7 Freedom from Human Regulations (Col 2:16-23) 8 Feasts, New Moons, and Sabbaths (Col 2:16) 9 New Self and Holy Living (Col 3:1-17) 10 Instructions for Human Relationships (Col 3:18-4:6) 10

11 11 Final Greetings and Philosophy of Ministry (Col 4:7-17) INSTRUCTOR PROFILE Denis Fortin is dean and professor of theology at the Seventh-day Adventist Theological Seminary, Andrews University, Berrien Springs, Michigan. He was appointed dean in Since joining the Seminary faculty in1994, Fortin also served as director of the master of divinity program ( ), associate dean ( ), and chair of the department of theology and Christian philosophy (2006). Born in Quebec City, Canada, Fortin received a bachelor of arts degree in pastoral ministry from Canadian University College, Alberta, in He earned a master of divinity from the Seventh-day Adventist Theological Seminary of Andrews University in 1986 and a doctorate in theology from the Université Laval, Quebec, in His dissertation studied the development of early Adventism in Canada in the nineteenth century. Prior to coming to Andrews, Fortin served as a pastor in the Quebec Conference of Seventhday Adventists. Fortin has authored a number of publications on Adventist history and theology. In 2004 he published Adventism in Quebec: The Dynamics of Rural Church Growth, (Andrews University Press). He is co-editor of the forthcoming Ellen G. White Encyclopedia, to be published by the Review and Herald. He is married to Kristine Knutson, director of the Student Success Center and coordinator of advising services at Andrews University. Their children are Kimberly and her husband, Andrew Fish, Mark, and Erika. 11

12 Name: NTST567 Theology of the English New Testament: Colossians Reading Report Form (This report is due on the first day of class, March 25) The professor will take the word of the student that the required reading has been completed in all honesty. 1. I have read of the required (state how much of the required reading you have read: all, ¾, ½, etc.) chapters from Hermann Ridderbos book Paul: An Outline of His Theology. 2. I have read of David (state how much of this book you have read: all, ¾, ½, etc.) Garland s commentary on Colossians. 3. I have read the following documents from Adventist authors on Colossians 2:16 Yes No S. Bacchiocchi (one chapter on Col 2:16 from either book listed in the course syllabus) Yes No S. Tonstad (chapter on Col 2:16, pp ) R. du Preez, Judging the Sabbath (state how much of this required textbook you have read: all, ¾, ½, etc.) 12

13 Name: NTST567 Theology of the English New Testament: Colossians Evaluation Form Summary Report of Key Themes in Ridderbos A (100-91%) B (90-77%) C (76-60%) D (59-50%) F (49-0%) Clear grasp of the concepts. Well written, coherent essay. Evidence of the ability to work with abstract ideas and images. A fair grasp of the concepts. Reasonable level of clarity in writing. Some confusion over abstract concepts but overall good grasp of abstract ideas and images. Pervasive confusion with regard to abstract concepts. Recurrent inaccuracies in terms of information. Convoluted and incoherent writing. Poor grasps of the concepts. Poorly written essay. Unable to show evidence of having understood abstract concepts and images. Shows no evidence that the student has read the book. None of the concepts in the book are present in the essay. Poorly written essay. 13

14 Essay Evaluation Form Name Assignment Date A A B B B C C C D D F 49 0 This paper is sophisticated and is a pleasure to read. It stays focused on the assigned topic, and the topic is richly and fully developed. It has a clear thesis and organizational pattern. Sentence structures are varied, and the style is appropriate for the audience. Transitions and connections flow smoothly and naturally, and errors of conventions (spelling, punctuation, and grammar) are nonexistent. The format of the essay matches the requirements of the assignment. The instructor finds little to correct and is required only to suggest options the writer might try in future drafts that might be tried. This paper is good, though less sophisticated and not as engaging of the reader as the A paper. It keeps its focus on the assigned topic, though the topic is more superficially developed. The thesis may be less clear and the organizational pattern occasionally difficult to follow. Sentence structures are usually varied, and the style is usually appropriate for the audience. Transitions and connections usually flow smoothly, and errors of spelling, punctuation, and grammar are only occasional. The format is as the assignment requires. This paper occasionally loses its focus, digressing from the assigned topic. Its development of the topic is also lacking in completeness. The thesis may be difficult to pinpoint, and the organizational pattern is hard to discern. Sentence structures are mostly simple (though sometimes they attempt complexity with errors), and the style may often be inappropriate for the audience. There are problems with connections being absent or unsuccessful. Errors of spelling, punctuation, and grammar are distracting. There are some errors in the format of the paper. This paper has trouble maintaining its focus. Its topic is poorly developed, or the wrong topic is developed. The thesis and organizational structure are not apparent. Sentence structure shows little variety, or is plagued by errors. The style is not appropriate for the assignment or the writer s goals. The sentence structure shows little variety, or is plagued by errors. The style is not appropriate for the audience. Connections are mostly absent, and the spelling, punctuation, and grammar errors distract the reader. There are multiple errors in the format of the paper. This paper requires substantial revision to reach a readable quality. The paper is not on the assigned topic, OR the paper is plagiarized, OR no paper was submitted, OR this paper shows no attempt to take the assignment seriously. Grade A (96-100) A- (90-95) B+ (87-89) B (84-46) B- (80-83) C+ (77-79) C (73-76) C- (70-73) D (65-69) Comments: 14

15 NTST567 Theology of the English New Testament: Colossians Evaluation Form for Written Sermons Name: Sermon Title: Elements A B C D F (100-91%) (90-77%) (76-60%) (59-50%) (49-0%) Communication Style (10 points) Very interesting, inspiring, thought provoking; well articulated. (10-9 points) Interesting, is articulate, holds the reader s attention. ( points) Generally wellwritten, but sometimes lacks relevance to the topic. (7-6 points) Not well-focused on the subject; relevance of the subject is not obvious. (5.5-5 points) Poorly written, lacks relevance and thoughtfulness. (4.5 0 points) Language Conventions (10 points) No spelling mistake and grammatical or style error. (10 9 points) No more than three spelling, grammatical or style errors. ( points) Has many spelling, grammatical, style errors. (7 6 points) Is full of grammatical, spelling and style errors. (5.5 5 points) Is full of mistakes in grammar, spelling and style. (4.5 0 points) Introduction (15 points) Presents the topic and purpose (thesis) of the sermon very clearly and succinctly. Creative, unique insights make reading inviting. (15 14 points) Presents the topic and purpose (thesis) of the sermon clearly, succinctly. Insightful. ( points) The topic and purpose (thesis) of the sermon lack some clarity. It tends to be overly wordy. Lack of direction is obvious. (11 9 points) The topic and purpose (thesis) of the sermon have limited clarity. It is not easily apparent what this sermon is about. ( points) The topic of the sermon is not clearly described nor is the purpose (thesis) expressed. (7 0 points) Development of Ideas and Logical Organization (40 points) Demonstrates attention to sermon outline; independent insight; comprehensive reading and research of the topic obvious. Ideas flow logically with Follows a sermon outline. Demonstrates extensive reading and research of topic. Ideas flow logically, with good transitions from one point to another. No clear evidence of sermon outline. Demonstrates limited reading and research. Not all ideas flow logically, transitions from one point to the next are usually No evidence of sermon outline. Demonstrates limited reading and research. Most ideas do not flow logically, transitions from one point to the next are weak. No evidence of sermon outline. References to reading and research poor; most ideas irrelevant to topic; no transitions between one point 15

16 excellent transitions. (40 36 points) ( points) weak. ( points) ( points) to the next. ( points) Use of Illustrations (10 points) All illustrations are clearly connected to supported points. (10 9 points) Most illustrations are connected to supported points. ( points) Illustrations are only tangentially related to supported points. ( points) Illustrations are irrelevant to supported points. ( points) Uses no illustrations. (4.5 0 points) Conclusion (15 points) Conclusion is a clear summary with personal reflection and persuasive appeal. (15 14 points) Conclusion is persuasive and appeal good. ( points) Conclusion has some merit, but appeal could be improved. (11 9 points) Conclusion lacks summary of ideas; no personal reaction; no obvious appeal. ( points) No clear summary of ideas; reflections not well thought out; lacks appeal. (7.0 0 points) 16

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