Welcome to the Synoptics Online Course!

Transcription

1 1 Synoptics Online: Syllabus Welcome to the Synoptics Online Course! Taking an online course successfully demands a different kind of approach from the student than a regular classroom-taught course. The successful online student is selfmotivated, capable of setting up his/her own study timetable and then sticking to it. The greatest challenge will be not to set aside study time for the online course when the other assignments and tests pile up and need to be faced. to the Course Since the Gospel of Mark forms the backbone for the Gospels of Matthew and Luke, the focus of the course will be on the Gospel of Mark. However, the Gospel of Mark will be studied synoptically, i.e. importance will not only be given to what Mark said about Jesus and his mission, but also how Matthew and Luke, the earliest "commentators" interpreted Mark. Specific Aims At the end of the course, participants should 1. have read carefully the Gospels of Mark, Matthew, and Luke and have a thorough knowledge of their content. 2. have a thorough knowledge of the Gospel of Mark 3. have a lesser, but adequate knowledge of Matthew and Luke over against Mark 4. be acquainted with basic, pastorally oriented methods of working with the text of Scripture 5. with Matthew and Luke as guides, be aware what is involved in applying the Gospel to people living in different circumstances, with different needs, and immersed in a different culture. Course Organization and Requirements 1. Reading Mark, Matthew and Luke All course participants need to have a thorough knowledge of the content of the Gospels of Mark, Matthew and Luke. Every student will have to systematize his/her observations of content and structure of the Gospels in an overview chart showing

2 2 clearly structure and general content. Doing this will help the students to achieve aims 1 to 3 above. 2. Exegetical Work Students will learn a method of working with shorter and longer passages. They will also be taught to do theme studies. This work with the text will assure achieving aim 4 above. 3. Each student will do a short survey to find out what people in his or her apostolate area actually believe and know of the Kingdom of God. The results of this survey will be the basis for an interactive, multimedia Bible study on an aspect of the Kingdom for that group,. 4. Pastoral Project: Development of a Bible Study on an aspect of the Kingdom of God for the student s apostolate group. The purpose of the project is to apply what was learned in the course in a parish or renewal group setting. The project helps to achieve aim 5 above. 5. Summary paper of one of the Synoptic Gospels similar to a book report, bringing out story line, plot development, major characters and overall meaning. Course Methodology All learning materials are uploaded and can be found at under Theo 225 C: Synoptics Online. The material to be covered is divided into learning modules, each with its own learning objectives. Each module will present general input. It is expected that students will read this material carefully. In addition, the uploaded class materials will also give instruction about how to do various assignments and models to guide students in their assignments. The module also contains reading assignments and work assignments. Most of these need to be handed in for evaluation and feedback. At the end of each module the student will find a short bibliography on the matter studied for further reading. Course Content Module 1: to the Course

3 3 The first module deals with practical and introductory questions to the Synoptic Gospels. 1. to the course and explanation of the course syllabus 2. YouTube dramatic reading of the Gospel of Mark a. Review of introductory questions b. The meaning and use of the term gospel in the early Church c. The relationship of the Synoptic Gospels to one another d. Author, date, and place of composition of the Synoptic Gospels 4. Assignments: Careful reading of Matthew, Mark, and Luke and coming up with an overview chart of each Gospel Module 2: to Jesus Christ (Mark 1:1-13; Mt 1:1-4:11; Luke 1:1-4:13) Part I. to Jesus in the Synoptics Course participants study the introduction to Jesus found in Mark 1:1-13, which is made up of three sections: 1. The appearance, preaching, and mission of John the Baptist 2. The baptism of Jesus and his heavenly confirmation as Son of God 3. The temptation in the wilderness Mark s introduction will be compared with the introductions of Jesus in Matthew and Luke. Both used Mark, but added to it information from their own unique traditions and a common source, called Q (an abbreviation of Quelle, the German for source). Objectives of the Module The module has the following objectives 1. Students should be able to explain the overall structure and content of Mark based on the overview chart they have made. 2. Explain Mark 1:1-13 based on their structural diagram, observations, questions for understanding and research done

4 4 3. Explain the use Matthew and Luke made of the Markan introduction and why they expanded it the way they did. 4. Methodologically the module focuses primarily on observation and systematically recording observations. Course participants should show a certain facility with this process at the end of the module. Module 3: God s Kingdom Proclaimed and Opposed (Mark 1:14-4:34 and parallels) Module 3 focuses on the first part of the public life of Jesus from the initial proclamation in Galilee to the collection of parables in chapter 4. The basic orientation is expressed by the title of the module, the Kingdom Proclaimed and Opposed. Part I. The Big Picture of 1:14-4:34 The study of the sections begins with an observation of the section and recording discoveries of structure and major content in an overview chart. The course participants are led to observe carefully how Matthew and Luke used the material of Mark in their own Gospels. Part II. Working with the Text: Detail and theme studies Mark 1:14-15 will be studied in detail. The students will again use a structural diagram for observation and questions for interpretation. They will then be taught how to discover meaning, i.e. do exegesis and how to summarize their discoveries. This will lead to a theme study on Kingdom of God in the rest of the Gospel. Part III. The Kingdom Proclaimed and Opposed This last section will focus on the ways the Kingdom of God is proclaimed and the reasons for which and by whom it is opposed. This part will include input on the nature and interpretation of parables and how they have already been allegorized in the Synoptic Gospels Learning Objectives of the Module At the end of the module the course participants should be able 1. to explain the overall structure and major content of Mark 1:14-4:34 and how this material was used by the Gospels of Matthew and Luke 2. to explain the methodological steps of interpretation and summarization based on work done. 3. to show the centrality of Kingdom of God in Mark and explain the meaning of the expression based on the texts studied

5 5 4. to explain how the Kingdom was proclaimed in the section and why it was opposed and by whom. The student should be able to explain what a parable is and how it differs from allegory. 5. With respect to method, the students continue to gain facility in their skills of observing exactly what the text says and in their ability to get at meaning through research directed by their questions for understanding on what they have observed. Module 4: A People for God of Jews and Gentiles (4:35-8:21) The focus of the module is on the second part of the public ministry of Jesus beginning with the first crossing of the Sea of Galilee in 4:35 and ending with a final crossing back to the Jewish side of the lake in 8: Part I. The Big Picture The study of this section of the Gospel begins again with observing content and structure of this second major part of the public life of Jesus and with recording observations in an overview chart. Part II. Ministering to Jews and Gentiles Students will be made aware of the theological importance of geography in this section. A number of theme studies will be done: 1. Purifying Gentile territory Healing of the Gerasene Demoniac (5:1-20) 2. Removing boundary markers to allow entrance of Gentiles to God s people Abrogation of the Laws of Purity (7:1-23) 3. Feeding the multitude of Jews and Gentiles Training the disciples to pasture a people of Jews and Gentiles (6:30-44; 8:1-11) 4. Theme study on discipleship with a focus on the disciples response to Jesus in this section. Methodological Focus of the Module The present module focuses on theme study. The students need to be trained to see larger units of meaning emerging from their understanding of individual pericopes. The module uses a number of new tools: 1. The use of maps and tracing the movement of Jesus together with careful observation of how the various transitions are described.

6 6 2. Study of the presuppositions for Jesus ministry to Gentiles and a comparison with the parallel sections in Matthew and Luke Module 5: Healing the Disciples Blindness (8:22-10:52) Module four focuses on discipleship. Methodologically it makes the students aware of the importance of structure. Interpretation and meaning of larger and smaller units are dependent on accurate observation of where a section or unit begins and ends. Part I. To include or not to include (8:22 or 8:27) The students are made aware of how a number of commentaries have handled the question where the section to be studied actually begins: Does 8:22-26 open the section that ends with 10:52 or does the section begin with 8:27? The healing of a blind man opens and closes the section if it begins with 8:22. The question students are encouraged to ask is what difference does it make where one begins a section. Part II. Healing of Blindness The course participants will study in detail the following: 1. Healing of blindness in 8:22-26 and 10: The importance of the inclusion of two healings of blind men for an understanding of the section thus sandwiched. 2. The 3 passion predictions and response of the disciples (Mark 8:31-33; 9:31-32 with 33-37; 10:32-34 with 35-45) Two contrasting paradigms Part III. Matthew and Luke on Mark The last part of the module focuses on a study of the parallel passages to the above. The students need to become aware how the other evangelists understood and interpreted the response of the disciples in this section. Method In this module the students continue to gain greater familiarity in using what they have learned up to this point. Their skills are sharpened by a study of structure and its importance for interpretation. Module 6: The Destruction of Temple and Cult (11:1-13:37) This module focuses on the Jerusalem ministry of Jesus immediately before the Passion. A correct understanding of the Temple episode is the key to the right reading of the entire passage. The students will continue to grow in their ability to interpret

7 7 passages by various literary devices used by the author. The students are once more confronted by one of Mark s favorite devices, namely that of inclusion Part I. The Larger Picture The study of a section always begins with observation of the whole and with recording significant observations of content and structure in an overview chart. Part II. The Temple Episode as the Key to Understanding the Section The following detail studies will be done by the students: 1. Like the Fig Tree so the Temple (11: : :20-21) 2. Like the Temple so Israel (11: :27-12:44 13:1-2) Jerusalem controversies 3. Background study on the place of the Temple in Judaism Module 7: The New Covenant in His Blood (14:1-16:8) The module focuses on the institution of the New Covenant in Jesus blood. The module focuses first on the actual institution of the Eucharist in Mark in the light of the parallels in Matthew, Luke and Paul (1 Corinthians 11). Secondly, the Markan passion narrative will be compared with Matthew and Luke to bring out the uniqueness of Mark. Finally, the Centurion s acclamation: Truly this was the Son of God will be studied in detail in order to understand the meaning of the Markan passion narrative in a deeper way. Part I. Overview Study The students will begin their work on this module with an overview study of chapters 14 and 15;16:1-8 of Mark. Observations on content and structure will be recorded in an overview chart. Part II. The Institution of the Eucharist: Detail Study The Markan institution text will be studied and compared with the parallels in the other synoptics and Paul Institution of the Eucharist (Mark 14:22-25; Mt ; Lk ; 1 Cor ) Part III. The Death of Jesus Part III begins with a comparison of the narrative of the death of Jesus. The focus is on how and why Mark, Matthew, and Luke depict the death of Jesus the way they do. 1. The death of Jesus (Mark 15:33-39; Mt ; Lk ; Jn )

8 8 2. Detail study of Mark 15:33-39 with emphasis on the confession of the Centurion 15:39). Part IV. The Empty Tomg A detail study of 16:1-8 ends the work with the text. The focus will be on questions like the following: 1. Is verse 8 really the ending of the Gospel or did we lose a part of the manuscript. 2. If it is the genuine ending, what is the meaning of these last 8 verses? The Pastoral Project: Developing a Bible Study: Method 1. Design a bible study that is participative and uses a variety of media on the Kingdom of God in the Synoptics as proclaimed in one of the following passages: a. The parable of the Sower and the Seed (Mark 4:3-8 and parallels) b. The parable of the mustard seed (Mark 4:32-33 and par). c. The parable of the wheat and the weeds (Mat 13:24-30 d. The healing of the centurion s servant (Mat 8:5-13 and par) e. The healing of the man with the unclean spirit in the Synagogue of Capernaum (Mark 1:21-28 par) f. The raising of Jairus daughter (Mark 5: par) g. Jesus defense against the charge of exorcising with the power of Beelzebub (Mark 3:19-27 par). 2. As mentioned above a survey needs to be taken by the student of what their target participants (those who for whom the study will be designed) already knows or not knows about the Kingdom of God in the Synoptics. The question to be asked is What does the expression Kingdom of God mean? The responses need to be taken into consideration when designing the Bible study. 3. The approach needs to be process oriented and interactive. 4. Audiovisual material need to be incorporated to help people appropriate the teaching. Course Evaluation Assignments to be submitted will count for 50% of the course mark. The Bible study and a summary paper on either Mark, Matthew, or Luke, similar to a book report, will count for 25% each.

9 9 Learning Materials Needed All course participants need to have a complete Bible (Old and New Testament). 1. Class Notes and Materials uploaded on moodle. Course notes and other learning materials needed are uploaded and available on the course website, accessable through e-classroom link of the schools website: lst.edu. 2. Research Materials Each module will have a bibliography at the end that will list required readings and suggested readings. All materials will be available at the LST Library or the Internet.