Course Number: SAS 651 Course Title: Synoptic Gospels Term: Fall 2016 Professor Dr. Matthew Ramage

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1 Course Number: SAS 651 Course Title: Synoptic Gospels Term: Fall 2016 Professor Dr. Matthew Ramage 1. COURSE DESCRIPTION This course explores the stylistic and literary characteristics of Matthew, Mark, and Luke. Students study the Synoptic Gospels' theological, spiritual, and historical background. 2. ENVISIONED LEARNING OUTCOMES Students will be able to articulate the core content of the Gospels: their message, themes, and the mysteries of Christ s life. Students will be able to demonstrate familiarity with the historical and geographical context in which the Gospels were written (able to recognize/identify key people, places, events, and dates) Students will be able to summarize the purpose, audience, structure and theology of each Synoptic Gospel as well as to compare and contrast these features of each Synoptic Gospel with the others and with the Gospel of John where applicable. Students will be able to apply both patristic-medieval and modern historical-critical methods of interpretation to study of the Synoptic Gospels, with an emphasis on underscoring how the Old Testament is fulfilled in Christ and how the Gospel applies to the life of the Church today. Students will be able to appraise and respond to critiques of the Gospels as levied by influential modern skeptical scholars. 3. COURSE SCHEDULE Week 1: Course Introduction & Foundations for Study of the Gospels Benedict XVI, Verbum Domini Benedict XVI, From the Baptism, Foreword & Introduction Course overview/introduction (video/powerpoint) Foundations for the study of Sacred Scripture within the heart of the Church (video/powerpoint) Praying with Sacred Scripture (video/powerpoint) 1

2 Write a short autobiographical essay--tell the class who you are and what you hope to gain from this course (The place to write this can be found under the Discussions tab). Week 2: Intro to the Gospels: Historical Setting and the Synoptic Problem Gospel of Mark (all) Historical Setting of the New Testament (video/powerpoint) Intro to the Gospels & the Synoptic Problem (video/powerpoint) Week 3: Baptism and Temptations of Jesus Benedict XVI, From the Baptism, chs. 1-2 Benedict XVI, Farewell to the Devil? Matthew 3-4 Baptism of Jesus (video/powerpoint) Temptations of Jesus (video/powerpoint) Week 4: The Gospel of the Kingdom and Sermon on the Mount Benedict XVI, From the Baptism, 3-4 Matthew 5-7 Luke 6 The Kingdom of Jesus (video/powerpoint) The Sermon on the Mount (video/powerpoint) 2

3 Submit paper proposal Week 5: The Lord s Prayer and The Disciples Benedict XVI, From the Baptism, 5-6 Luke 11 Matthew 8-15 The Lord s Prayer (video/powerpoint) Jesus Disciples (video/powerpoint) Week 6: Jesus Parables, Peter s Confession, and the Transfiguration Benedict XVI, From the Baptism, 7, 9 Matthew Luke chs. 10; 15; 16 Jesus Parables (video/powerpoint) Peter s Confession of Faith and the Institution of the Papacy (video/powerpoint) The Transfiguration (video/powerpoint) Week 7: Triumphal Entry, Cleansing of Temple, and Eschatological Discourse Benedict XVI, Holy Week, Foreword & chs. 1-2 Matthew The Triumphal Entry and Cleansing of Temple (video/powerpoint) Jesus Eschatological Discourse (video/powerpoint) Week 8: Last Supper, Agony, and Trial of Jesus 3

4 Benedict XVI, Holy Week, 5-7 Matthew John 6 John The Last Supper (video/powerpoint) Gethsemane and the Agony of Jesus (video/powerpoint) The Trials(s) of Jesus (video/powerpoint) Week 9: The Crucifixion and Burial of Jesus Benedict XVI, Holy Week, 8 Luke 23 Lecture The Crucifixion and Burial of Jesus (video/powerpoint) Week 10: The Resurrection Benedict XVI, Holy Week, 9 Matthew 28; Luke 24; Mark 16; John Lecture The Resurrection of Jesus (video/powerpoint) Week 11: Ascension & Parousia Benedict XVI, Holy Week, Epilogue Acts 1-2 The Ascension of Jesus (video/powerpoint) The Parousia (video/powerpoint) 4

5 Exegetical paper due Week 12: Annunciation and Nativity Benedict XVI, The Infancy Narratives, Foreword and chs. 1-2 Luke 1-2 Matthew 1-2 John 1 The Annunciation (video/powerpoint) The Nativity (video/powerpoint) Week 13: The Magi, Flight into Egypt, and Twelve-Year Old Jesus in the Temple Benedict XVI, The Infancy Narratives, 3-4, Epilogue The Magi and Flight into Egypt (video/powerpoint) Twelve-Year Old Jesus in the Temple (video/powerpoint) Week 14: Jesus Skeptics: The Historical Jesus vs. the Christ of Faith Lecture Ehrman, How Jesus Became God Jesus Skeptics: The Historical Jesus vs. the Christ of Faith (video/powerpoint) Week 15: How to Respond to Jesus Skeptics: The Case for Jesus Pitre, The Case for Jesus 5

6 Lecture The Case for Jesus (video/powerpoint) Final exam due 4. COURSE REQUIREMENTS Please begin each week first by reading the required text(s) then by viewing or listening to the lecture(s) I post in Populi. This order is important because my lectures will build upon the readings and assume your knowledge of them. Be sure to complete the readings and lectures before engaging in any activity (e.g. quizzes, discussion posts). The breakdown of your grade will be determined as follows: Discussion postings (20% of total grade). Students will complete discussion posts each week of class. The posts are to be made in light of knowledge gained from the required reading(s) and lecture(s) for that week. No make-up posts are allowed. Posts are due by Saturday at 11:59 PM of each week. However, it is better to post as early as possible in the week so that your classmates can respond to you and you respond to them. You must post at least twice each week: one post directly in response to the discussion topic and then at least one post as a comment upon another s post. While you may post as often you wish, I will evaluate your discussion contributions based upon content and not upon quantity of words. While length may vary, aim to convey your direct response to the discussion question in approximately one to three paragraphs (roughly words). Your responses to fellow students will vary in length, but make sure that they are substantial and not just I agree or I disagree, etc. Weekly quizzes (30% of total grade): Students will take a quiz each week of class. The quiz covers the required reading(s) and lecture(s) for that week. No make-up quizzes are allowed. As with discussions, so quizzes are due by Saturday at 11:59 PM of each week. Exegetical paper (20% of total grade): Students will choose a particular Gospel pericope (passage) and develop an exegetical paper. The paper should address the passage in its literary context, historical context, and canonical context. The paper should also include sections devoted to showing how the passage fulfills the Old Testament as well as how the passage applies in the life of the Church today. Students should identify a topic and submit to the professor for approval. Students should then develop an 8 10 page paper on the specific passage, utilizing 8 10 quality, academic resources, both ancient and modern. If you have any questions about what is a quality, academic resource, please ask. Final exam (30% of total grade): A study guide and more details will be provided later in the semester. Guidelines for Papers Before beginning your essays, please refer to the Guidelines for Papers, Projects, and Theses, which is available here. Guidelines for Papers, Projects, and Theses Citations in Discussion Posts Please use parenthetical references to document any source for the weekly discussions in Populi. When referring to an idea or when giving a direct quote from any source, you must use a parenthetical reference. A parenthetical reference is placed at the end of your sentence, before the punctuation mark. Give the author s last name followed by a comma, an abbreviated book or article title followed by a comma, and then record the page or paragraph number to which you refer. Example: Ramage, Dark Passages, 54. 6

7 When quoting from a website, providing the link to the web address of the article suffices. You may also provide the author s name and the title of the piece. However, be judicious about citing from internet sources. Countless important and helpful sources are available online, but remember that not every source is credible. Citing from poor sources will be reflected in the grade of your posts and paper. 5. REQUIRED READINGS and RESOURCES: Holy Bible (any translation is acceptable but RSV-CE2 is preferred) Benedict XVI, Jesus of Nazareth: From the Baptism in the Jordan to the Transfiguration Benedict XVI, Jesus of Nazareth: Holy Week Benedict XVI, Jesus of Nazareth: The Infancy Narratives Bart Ehrman, How Jesus Became God Brant Pitre, The Case for Jesus Any other required resources and readings not listed above will be provided in Populi 6. SUGGESTED READINGS and RESOURCES: Orthodox readings Ignatius Catholic Study Bible New Testament Benedict XVI, Why I Am Still in the Church Benedict XVI, The Feeling of Things, the Contemplation of Beauty Benedict XVI, Jesus, the Apostles, and the Early Church Peter Enns, The Bible Tells Me So N.T. Wright, The Challenge of Jesus Dale Allison, The Historical Christ and the Theological Jesus Dale Allison, The Luminous Dusk Dale Allison, Night Comes: Death, Imagination, and the Last Things Michael Bird, How God Became Jesus Mark Goodacre, The Synoptic Problem: A Way Through the Maze Mark Goodacre, Thomas and the Gospels: The Case for Thomas's Familiarity with the Synoptics Alvin Plantinga, Knowledge and Christian Belief Alvin Plantinga, Where the Conflict Really Lies Brian Davies, The Reality of God and the Problem of Evil Scott Hahn, Reasons to Believe C.S. Lewis, Miracles St. Paul Center for Biblical Theology The Sacred Page Truth in Charity (Dr. Ramage s blog) Heterodox or challenging readings John Dominic Crossan, Jesus: A Revolutionary Biography John Dominic Crossan, How to Read the Bible and Still Be a Christian John Dominic Crossan, The Power of Parable: How Fiction by Jesus Became Fiction about Jesus John Dominic Crossan, The Birth of Christianity Bart Ehrman, How Jesus Became God Bart Ehrman, Jesus, Interrupted Bart Ehrman, Misquoting Jesus Bart Ehrman, Jesus Before the Gospels Bart Ehrman, Forged: Writing in the Name of God Bart Ehrman, God's Problem 7

8 Bart Ehrman, Lost Scriptures: Books that Did Not Make It into the New Testament Robert Funk, The Five Gospels: What Did Jesus Really Say? Robert Funk, The Acts of Jesus: What Did Jesus Really Do? Immanuel Kant, Religion within the Limits of Human Reason Alone 7. EVALUATION Basis of evaluation with explanation regarding the nature of the assignment and the percentage of the grade assigned to each item below. Students who have difficulty with research and composition are encouraged to pursue assistance with the Online Writing Lab (available at GRADING SCALE: A ; A ; B ; B 84-86; B ; C ; C 74-76; C D 60-69; F 59 and below Grading Rubric for the Paper and for Discussion Board Postings 1 (F) 2 (D) 3 (C) 4 (B) 5 (A) CONTENT Absence of Understanding Lack of Understanding Adequate understanding Solid Understanding Insightful understanding Demonstrates no awareness of the discipline or its methodologies as they relate to the topic. Demonstrates a misunderstanding of the basic concepts addressed in the topic through an inability to articulate them. Demonstrates an adequate understanding of basic concepts addressed in the topic but could express them with greater clarity. Demonstrates a clear understanding and articulation of concepts with some sense of their wider implications. Clearly demonstrates an understanding and articulation of concepts of the topic; highlights connections to other concepts; integrates concepts into wider contexts. RESEARCH Missing Research Shows no evidence of research: citation of sources missing. Inadequate research and/or documentation Over-reliance on few sources; spotty documentation of facts in text; pattern of citation errors. Weak research and/or documentation Inadequate number or quality of sources; many facts not referenced; several errors in citation format. Adequate research and documentation but needs improvement Good choice of sources but could be improved with some additions or better selection; did not always cite sources; too many citation errors. Solid research and documentation A number of relevant scholarly sources revealing solid research; sources appropriately referenced in paper; only a few minor citation errors. WRITING & EXPRESSION Incomplete writing Is only partially written or completely misses the topic. Writing difficult to understand, serious improvement needed Fails to address the topic; confusing organization or development; little Acceptable writing, but could use some sharpening of skill Is an uneven response to parts of the topic; somewhat conventional treatment; satisfactory organization, but more Solid writing, with something interesting to say. Is an adequate response to the topic; some depth and complexity in treatment; Command-level writing, making a clear impression Is a thorough response to the topic; thoughtful and insightful examination of issues; compelling 8

9 elaboration of position; insufficient control of sentence structure and vocabulary; unacceptable number of errors in grammar, mechanics, and usage. development needed; adequate syntax and diction, but could use more vigor; overall control of grammar, mechanics, and usage, but some errors. persuasive organization and development, with suitable reasons and examples; levelappropriate syntax and diction; mastery of grammar, mechanics, and usage, with hardly any error. organization and development; superior syntax and diction; error-free grammar, mechanics, and usage. RESPONSES TO OTHER STUDENT POSTS (for discussions, not applicable to the paper) Inadequate response Response merely provides laudatory encouragemen t for original post Poor response Response misses the point of the original posting. Acceptable response Response makes a contribution to the posting to which it responds. Individuallyconscious contributory response Response makes a contribution to the posting to which it responds and fosters its development. Communityconscious contributory response Response makes a contribution to the learning community and fosters its development. 8. DISABILITIES ACCOMMODATIONS POLICY Holy Apostles College & Seminary is committed to the goal of achieving equal educational opportunities and full participation in higher education for persons with disabilities who qualify for admission to the College. Students enrolled in online courses who have documented disabilities requiring special accommodations should contact Bob Mish, the Director of Online Student Affairs, at rmish@holyapostles.edu or In all cases, reasonable accommodations will be made to ensure that all students with disabilities have access to course materials in a mode in which they can receive them. Students who have technological limitations (e.g., slow Internet connection speeds in convents) are asked to notify their instructors the first week of class for alternative means of delivery. 9. ACADEMIC HONESTY POLICY Students at Holy Apostles College & Seminary are expected to practice academic honesty. Avoiding Plagiarism In its broadest sense, plagiarism is using someone else's work or ideas, presented or claimed as your own. At this stage in your academic career, you should be fully conscious of what it means to plagiarize. This is an inherently unethical activity because it entails the uncredited use of someone else's expression of ideas for another's personal advancement; that is, it entails the use of a person merely as a means to another person s ends. Students, where applicable: Should identify the title, author, page number/webpage address, and publication date of works when directly quoting small portions of texts, articles, interviews, or websites. Students should not copy more than two paragraphs from any source as a major component of papers or projects. Should appropriately identify the source of information when paraphrasing (restating) ideas from texts, interviews, articles, or websites. 9

10 Should follow the Holy Apostles College & Seminary Stylesheet (available on the Online Writing Lab s website at Consequences of Academic Dishonesty: Because of the nature of this class, academic dishonesty is taken very seriously. Students participating in academic dishonesty may be removed from the course and from the program. 10. ATTENDANCE POLICY Even though you are not required to be logged in at any precise time or day, you are expected to login several times during each week. Because this class is being taught entirely in a technology-mediated forum, it is important to actively participate each week in the course. In a traditional classroom setting for a 3-credit course, students would be required, per the federal standards, to be in class three 50-minute sessions (or 2.5 hours a week) and prepare for class discussions six 50-minute sessions (or 5 hours) a week. Expect to devote at least nine 50-minute sessions (or 7.5 quality hours) a week to this course. A failure on the student s part to actively participate in the life of the course may result in a reduction of the final grade. 11. INCOMPLETE POLICY An Incomplete is a temporary grade assigned at the discretion of the faculty member. It is typically allowed in situations in which the student has satisfactorily completed major components of the course and has the ability to finish the remaining work without re-enrolling, but has encountered extenuating circumstances, such as illness, that prevent his or her doing so prior to the last day of class. To request an incomplete, distance-learning students must first download a copy of the Incomplete Request Form. This document is located within the Shared folder of the Files tab in Populi. Secondly, students must fill in any necessary information directly within the PDF document. Lastly, students must send their form to their professor via for approval. Approval should be understood as the professor responding to the student s in favor of granting the Incomplete status of the student. Students receiving an Incomplete must submit the missing course work by the end of the sixth week following the semester in which they were enrolled. An incomplete grade (I) automatically turns into the grade of F if the course work is not completed. Students who have completed little or no work are ineligible for an incomplete. Students who feel they are in danger of failing the course due to an inability to complete course assignments should withdraw from the course. A W (Withdrawal) will appear on the student s permanent record for any course dropped after the end of the first week of a semester to the end of the third week. A WF (Withdrawal/Fail) will appear on the student s permanent record for any course dropped after the end of the third week of a semester and on or before the Friday before the last week of the semester. 12. ABOUT YOUR PROFESSOR Dr. Matthew Ramage is an Adjunct Professor of Theology at Holy Apostles College and Seminary and is also Associate Professor of Theology at Benedictine College in Atchison, KS. His research and writing concentrates on the theology of Joseph Ratzinger/Pope Benedict XVI, biblical exegesis, and the continuity of papal doctrine. Dr. Ramage is author, co-author, or co-translator of several books, including Dark Passages of the Bible: Engaging Scripture with Benedict XVI and Thomas Aquinas (Catholic University of America Press, 2013) and Jesus, Interpreted: Benedict XVI, Bart Ehrman, and the Historical Truth of the Gospels (forthcoming from CUA Press in 2016). His articles have appeared in a number of scholarly journals including Nova et Vetera, Scripta Theologica, Cithara, and Homiletic and Pastoral Review as well as popular online venues such as Strange Notions, The Gregorian Institute, and Crisis. Dr. Ramage has been interviewed by news outlets including the National Catholic Register and First Things and has appeared on EWTN radio and the EWTN program Catholicism on Campus. Dr. Ramage lives in Atchison, Kansas, with his wife, Jennifer, and four children. For more on his work and his CV, visit Dr. Ramage's website 10

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