THEO3200: Sacred Texts and Traditions Spring 2018 Interpretation of the New Testament : Academy and Culture Tutor: Charlotte Naylor Davis, PhD

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1 THEO3200: Sacred Texts and Traditions Spring 2018 Interpretation of the New Testament : Academy and Culture Tutor: Charlotte Naylor Davis, PhD The New Testament texts are ancient texts, but also sacred texts being used, applied and called upon every-day in political and ethical discourse. How then should one read and understand these documents? The aim of this module is to show how understanding of the New Testament has developed over time; to teach skills of critical engagement with the texts as both ancient and modern documents; and to engage with sacred texts as academic and cultural documents. Using the New Testament texts as examples this module will lead the student through key issues in the history of critical interpretation, and engage the student in different reading methodologies applicable to the study of ancient and sacred texts. The module will focus on both the interpretation of scripture in the academy and wider culture, placing art and literature within the discussion of how sacred texts are received by communities and the populous, and encouraging the student to understand the effect of historical academic study on the interpretation of the NT in a wider context. In focussing on specific NT texts it will develop critical reading skills including but not limited to: exegesis, rhetorical criticism, historical critical skills and engagement with ideologies surrounding New Testament interpretation. It will also present artistic criticism as a further way of understanding the impact of these texts on culture and society. By the end of the module the student will have explored the history of biblical interpretation and be able to identify major methods in the development of biblical hermeneutics. The core texts for this course will be the letters of Paul and the Gospels. In class these will be further narrowed to 1 Corinthians and Galatians, and texts from Matthew and Mark. However, students should be familiar with the wider New Testament canon. There is reading as preparation for every week: Please refer to the course structure to find out what is required for a particular week. You may also be given handouts in class. It is the student s responsibility to make sure they are prepared for class discussion if you have trouble getting hold of materials contact me as soon as possible. Assessment: Assessment will take place throughout the course in 4 formats: A critical article review, two exegetical essays on biblical texts and a short oral presentation to the class. Please refer to the final pages of this document for guidance on assessment tasks. Course aims and objectives Teaching Aims : To give a good background to the formation of the New Testament and the texts in their ancient context. To strengthen awareness of the different ways in which the Bible has been both interpreted and received within the academy and wider culture. To enable reflection on different hermeneutical approaches toward the bible and other sacred texts. Use exegetical skills appropriately in critical evaluation.

2 To enable reflection upon the role of ideology and theology in the interpretation of texts. Evaluate critically the interdependence of sacred texts and the communities which use them. Analyse the reception of biblical texts in music and art Transferable skills: An ability to engage in a close reading of texts The ability to read critically and discuss ideas including the work of scholars Planning, testing and appropriately modifying personal ideas, views and attitudes Communicating both orally and in an appropriate written form A capacity to construct and present an argument, using evidence, coherent reasoning and critical reflection. An ability to use commentaries, critical articles and books in the engagement with ancient texts. Finding bibliographical resources and using them appropriately in research Assessment: There are four tasks (laid out below) the rubric is as follows: Participation grade: 10% Assignment 1 -Critical Article Review -10% Assignment 2 Exegetical Essay - 20% Assignment 3 Exegetical Essay - 20% Final in class presentation 40% Core Texts The Bible The New Revised Standard Version (Anglicised Edition) Please use the NRSV as your text for this course. It is a critical edition of the Bible. Study bible or annotated version of this translation are acceptable. Bring your Bible to every class! Johnson, Luke Timothy., The Writings of the New Testament: An Interpretation, SCM Press (Canterbury, 2009) Barton, John (ed)., The Cambridge Companion to Biblical Interpretation, Cambridge University Press (Cambridge, 1998) Wider Bibliography Alter, Robert The Art of Biblical Narrative, George, Allen and Unwin. (London, 1981) Barton, J., The Cambridge Companion to Biblical Interpretation (CUP, 1998); J. Barr, Fundamentalism,, SCM Press. (London, 1977) Davies, P. Whose Bible is it Anyway? Sheffield Academic Press. (Sheffield, 1995) Coleman, John. A., The Bible and Sociology in Sociology of Religion, Vol. 60, No 2 (Summer, 1999) pp Oxford University Press. Exum, J.C. Plotted, Shot and Painted. Sheffield Academic Press. (Sheffield,1996)

3 Hayes, J.H and Holladay, C.R, Biblical Exegesis: a Beginner s handbook SCM (London: 1987) Moyise, Steve., Introduction to Biblical Studies., Bloomsbury (New York, 2013) Neufield, Dietmar and DeMaris, Richard E. (Eds)., Understanding the Social World of the New Testament., Routledge Press (New York, 2010) Sanders, E.P Paul Oxford University Press (Oxford: 1991) Throckmorton, B.H, 1992, Gospel Parallels: a Comparison of the Synoptic Gospels (Nashville: Thomas Nelson Inc 5th ed) Wood, Charles M., Scripture, Authenticity, and Truth in Journal of Religion, Vol.76, No 2, (April 1996) pp

4 COURSE STRUCTURE Section 1 WEEK 1 15/16 th January Introduction to sacred texts: what is this book/books? Issues of canonisation; issues of translation; what is a text and what makes it sacred? Why study the bible critically at all? WEEK 2 22/23 rd January Biblical texts and their history: How did the Bible come to be what it is? and a practical session on how to work with a question ancient texts using commentaries, close reading skills Gospel of Matthew and Gospel of Mark (Please read at least one of these to be able to take part in class discussion) WEEK 3-29/30 th January Living the ancient world Visit to the British Museum WEEK 4 5/6 th February The New testament in its first century context and how to study it: A session on some of the more prevalent ideas of Greco-Roman society. The texts in an ancient and modern context; a brief historical context of the New Testament texts 1 Corinthians and Galatians (please read at least one of these to be able to take part in class discussion) Johnson, pp WEEK 5 12/13 th February Paul s Letters- social setting Using historical information on culture, language, sociological data of the 1 st century in textual interpretation. 1 Corinthians - specifically 1 Cor 4, chs 8-10 Please read these passages in detail thinking about the preparation reading questions given in class. Barton in Cambridge Companion to Biblical Interpretation, pp 9-22 WEEK 6 19/20 th February Paul s Letters Themes and Theology Galatians it isn t a long book, please do a careful and close reading of the letter.

5 Whitelam, K The Social World of the Bible in Barton, Cambridge Companion to Biblical Interpretation, pp WEEK 7 26/27 th February (SECOND ASSIGNMENT DUE) Gospels What is a gospel? 4 Gospels, 1 Jesus The synoptic problem, canonical readings, the OT in the NT One set out of : Matthew 13:18-23; Mark 4:13-20; Luke 8:11-15 OR Matt 14:13-21; Mark 6:30-44; Luke 9:10-17 Johnson, pp Johnson, pp WEEK 8 5/6 th March NO SESSION! Term Break WEEK 9-12/13 th March The Gospels as books narrative and literary elements of the texts. Matthew 1-2 Mark 16 Johnson, pp Handout: Mark without chapters. Section 3 sessions Ideological, Cultural and artistic approaches to texts. WEEK 10 19/20 th March (ASSIGNMENT 3 DUE) 20 th and 21 st methods of interpretation Feminist and Ethical Approaches to texts The marginalised in the ancient world and today 1 Corinthians 7 and 11; John 4 the woman at the well The sermon on the mount/ Matt 25 Loades, Ann Feminist Interpretation in Barton, Cambridge Companion to Biblical Interpretation, pp 81-94

6 WEEK 11 26/27 th March Politics and the gospel This lecture will include a class debate on the political use of the bible please refer to the handouts given at the previous session. Todays lecture will require preparation by watching a video of a lecture by Lloyd Pietersen on Anarchist readings of the bible. Romans 13 Lloyd Pietersen Anarchist Readings of Romans 13 from the Dead Letters and Living Words Conference, Newman University, The text is Romans, but the method and introduction are applicable to all our texts. Please watch the video and TAKE NOTES Do you think this type of reading makes sense? Can we apply the bible in this way? Should we apply the bible to modern political or ethical debates? Please also read one of the handouts given in class WEEK 12 2/3 rd April MONDAY - NO CLASS (Easter Monday) TUESDAY - BRITISH LIBRARY TRIP WEEK 13-9/10 th April the bible in music and film Bach St John Passion Handel Messiah Oratorio Metallica Creeping Death Article: Johnny Cash and the Bible WEEK 14-16/17 th April the bible in literature and art Please refer to the handouts given in class WEEK 15-23/24 th April WEEK th April/1 st May Oral Presentations

7 ASSESSMENT Participation Grade The participation grade is made up of attendance and class participation. Every class requires reading and participation in discussion. You are expected to come to class prepared and ready to give your opinion and listen to others. This course is based around you joining in and is designed to be course on close reading and textual analysis. For that you must read. The attendance policy of Fordham is listed below in Course Policies. Written Tasks and Presentation Tasks are to be written to the prescribed length with footnotes and proper citations. The word count includes a 10% leeway over or below (i.e on a 2000 word piece you may submit between and 2200 words no more no less). You are expected to follow the word count. This is part of the assessment. Assessments may be handed in electronically or in hard copy but must be with me or my inbox by the end of class on the day the assessment is due. Penalties will apply. There is a basic marking criteria on Blackboard and attached, and a more detailed one to follow. You must fulfil these elements to get an A in this class, including good grammar and correct citation of work. You are expected to reference material correctly as per the Fordham University Academic Integrity Policy. This can be found here (further information also at the end of this document) Plagiarism is any presentation of work OR IDEAS without proper citation and credit given to the author/origin. The difference between plagiarism and getting an A for research is good citation. It is your responsibility to make sure that you have read and follow the policy. RESOURCES Critical engagement with texts requires reading the text itself and a number of other sources articles, commentaries etc. There are a variety of articles already loaded on to Blackboard. These are available via a number of methods including your own college library and e- journals, ATLA, JSTOR and the Heythrop Library which is on site. Though you cannot remove books from Heythrop the library there is extensive in Biblical studies and critical theory. I encourage you to use it to your full advantage. If you choose to use google to research please be very wary of the source of biblical commentary it is not just using some critical engagement that matters but the quality of the source. If you have problems accessing resources please speak to me as soon as possible. To get a high grade in this class you need to use a number of resources other than the Bible. There are a variety of articles already loaded on to Blackboard.

8 Task (A) Critical Article Review ( words- no more no less) - Due week 3 (10% of final mark) The first short task element will involve a Critical Article Review ( words). Students are to choose ONE article from ONE of the following listed books, in consultation with the module tutor. However, you are required to read all three and use them in your discussion. No other reading is necessary for this assignment. Reading them is part of the assignment as it will get you familiar with this type of scholarly article. It will also give you more material to reference in your article review. The articles focus on questions surrounding the nature of the Bible or its use: Anderson, B.W. Tradition and Scripture in the Community of Faith in The Journal of Biblical Literature, Vol. 100, No.1 (March 1981), pp 5-21 Stendahl, K. The Bible as Classic and the Bible as Holy Scripture in The Journal of Biblical Literature, Vol. 103, No 1 (March 1994), pp 3-10 Smith, D.M. When Did the Gospels Become Scripture? in The Journal of Biblical Literature, Vol. 119, No. 1 (Spring 2000), pp 3-20 These articles will be made available in hard copy as well as online on Blackboard and via resources such as ATLA and JSTOR Please refer to the guidelines below for further information on how to successfully complete this task. 1.a. The first coursework task is a critical article review ( words). The aims of asking you to do this are: - to help you to analyse an article; - present a substantiated evaluation of an argument; - familiarise yourself with some of the subject matter on critical methods of biblical interpretation - to familiarise you with thinking about the Bible as an ancient document, a text and an article of faith, but not always all three at the same time. - practice your writing skills. - to get used to presenting a critique of scholars work a critique is not always negative but it is always intelligently presented, thoughtful and given with evidence not merely opinion. - to help you think about the structure of critical essays and arguments You should first READ ALL THREE ARTICLES. Decide which one you are going to review after reading all of them it is a review of one article, using other information to compare or critique the arguments contained therein. Then write your piece: To complete this task successfully you will need to take account of the following: Your audience: Assume an intelligent general reader, without specialist knowledge. (It will therefore be necessary to define technical language, in particular your chosen author s

9 definitions of particular terms). Give a clear, accurate synopsis of the article, not the story line. How is the piece structured? State briefly the main points of interest; how are they presented? How do you assess the author s argument? Note in particular the themes covered by the article. Does the author clearly explain the method(s)/idea(s) in question? How do you assess the author s argument overall? Bring in a brief comparison with another approach/point of view. You have access to other material on the same topic which could provide points of comparison. How far do you think the work achieved its objectives? What did you think of the article? Would you recommend it? If so, for whom? Please pay attention to referencing all quotations and scholar s ideas must be cited correctly. N.B. You may find it helpful to familiarise yourself with a range of critical book reviews in Theological Journals (such as JBL, JSNT, JSOT, Heythrop Journal, CBQ, SBL) to help you decide how to structure your review. [See the range at the Review of Biblical Literature Website ] Do not exceed the word limit of 3 pages. Do not limit yourself: if you have read relevant material outside of my bibliographies (which are very brief) include it. Your second two assessments are a close reading exercise called Exegesis. You will be given ample direction on how to do this in class and there is a How To document on Blackboard. It is your responsibility to make sure you have looked at these before embarking on the task. If you are unclear contact your professor. 2 ESSAY (2000 words)- Due week 7 20% of the final grade The purpose of this assignment is to carry out a close exegesis of a biblical text. Choose one of the texts below and using the tips on exegesis handout given in class, and the commentaries available to you write a critical exegetical discussion on the text. We will have talked about various methods of close reading, particularly historical critical methods of analysis. Keep these in mind. Text choices: 1 Corinthians 1: Corinthians 11: Corinthians 12:12-28

10 3 ESSAY (2000 words) Due week 10 20% of the final grade The purpose of this assignment is to carry out a close reading of a biblical text using one of the methods of analysis we have talked about in class. Choose one of the texts below and using the tips on exegesis handout given in class, and the commentaries available to you write a critical exegetical discussion on the text. Remember to state the method you are using. Matthew 9:18-26 Mark 10: Mark 12: 1-12 Assessment 4 10 MINUTE CLASS PRESENTATION AND WRITTEN ACCOMPANIMENT Final two weeks of term (TBA) 40% of the final grade Prepare a presentation for the class on one of the following areas. You may be as creative as you like in presentation. The written accompaniment should however include bibliography and references, and a written analysis of the work you presented. You will be given further direction on how to do this presentation nearer to the time. There is also a How To document on Blackboard. EITHER a) Present a critical/analytical appraisal of the use of a biblical text in a piece of art/music/film/literature. In doing this you should consider the following elements: i) The context of the biblical passage within the wider text use commentaries to note the literary or historical context of the passage and academic understandings of the meaning of the text. ii) The context of the work of art what is its purpose or aim? What is its historical or ideological context? iii) How is the biblical text used is this an interpretation? A form of iv) exegesis? A reflection? In what way is the hearer/ reader/ observer of this piece guided to encounter the text? Is this similar or different from the original biblical setting? Make sure that you are critical in your evaluation of the work and that you consider the biblical passage and how it is USED in the work you are evaluating. OR b) Present a critical/ analytical appraisal of the use of a biblical text as the basis for a political, ethical or theological position. In doing this you should consider the following elements:

11 i) The context of the biblical passage within the wider text use commentaries to note the literary or historical context of the passage and academic understandings of the meaning of the text. ii) iii) iv) Is the text being read in light of other biblical passages? What is the wider ideology surrounding the use of this text? Does this contrast with a traditional interpretation of this biblical passage or does it use the historical reception of the passage as justification for its use in this way. Is the reader/hearer/consumer encourage to put this text into a practice in some way? Does that make sense when seen in light of its biblical context. Make sure that you are critical in your evaluation of the use of the text as a basis of political, ethical or theological points of view

12 COURSE POLICIES CONTACTING YOUR PROFESSOR My name is Charlotte Naylor Davis so my is I shall have office hours on Monday afternoons from 4pm. I travel in from Leeds in the north of England so cannot always see you in college, but can do skype conversations or by prior arrangement. If you need me SHOUT. I shall respond to s within a normal working week unless by prior arrangement. I do not respond to s over the weekend unless it is an emergency. If you need an immediate and urgent response, please contact Fordham as they can get me by other means and are better resourced to help you. Technology and Media Blackboard: Students are expected to check the Blackboard prior to class to check for updates and announcements. Laptop Usage: Students may bring a laptop to class. Students may not use their laptops during class for anything that is not part of the class activity, hence would distract them from the class, including but not limited to: checking , instant messaging, accessing social media sites such as Facebook and Twitter, browsing the web for non-class-related materials, working on assignments for another course, etc. If this appears to being abused I will request that laptop computers be closed for the duration of the class. Student Expectations Attendance Policy: Students are expected to attend every class. Absences for reasons of religious holidays, serious illness, death in the student s immediate family, or required participation in a University sponsored event are, with the appropriate documentation, permitted. All requests for absence must be processed through the office of the Assistant Head of the London Centre for Academics who will notify the instructor. Once an absence is excused, the student will be given an opportunity to make up any missed class examinations or other graded assignments. Absences due to any other reasons than those listed above will be considered unexcused. For each unexcused absence, a student s participation grade will be reduced a half letter grade. Students are expected to arrive to class on time and are expected to remain in the classroom for the full time period. Students leaving the room at times other than the break or prior to the end of class will be considered late for that class and it will impact their participation grade. Fordham University s Policy on the Integrity of Full-Time Study: Fordham University cannot compromise on its objective of the honest and wholehearted pursuit of academic excellence. Students must guard against allowing outside activities from interfering unduly with their academic pursuits.

13 Professionalism Policy: Students are expected to practice professional and courteous deportment during class. Internet surfing, texting, tweeting, facebooking, myspacing, IM-ing, playing games, or any other similar activity will distract you and your classmates and will result in a reduction of the student s grade. Fordham University s Academic Conduct Policy: As a Jesuit, Catholic university, Fordham is committed to ensuring that all members of the academic community strive not only for excellence in scholarship but also for integrity of character. In the pursuit of knowledge and personal development, it is imperative that students present their own ideas and insights for evaluation, critique, and eventual reformulation. As part of this process, each student must acknowledge the intellectual contributions of others. Academic integrity is the pursuit of scholarly activity in an honest, truthful, and responsible manner. Violations of academic integrity include, but are not limited to, plagiarism, cheating on exams, falsification, unapproved collaboration, and destruction of library materials. In this course and in every course you are expected to abide by Fordham University s Code of Conduct which includes, but is not limited to, Standards of Academic Integrity. For inclusive information on the University s policy on cheating, intentional or unintentional plagiarism, falsification and unapproved collaboration among other things, please visit the following website: Sanctions for violations of academic integrity outlined in the Fordham University Student Handbook include a receiving a failing grade on the assignment/examination, and possibly of receiving a failing grade for the course. University Policy regarding Disability Services: If you are a student with a documented disability and require academic accommodations, you need to register with the Office of Disability Services for Students (ODS) in order to request academic accommodations for your courses. Please contact the main ODS office at disabilityservices@fordham.edu to arrange for services and documentation. Accommodations are not retroactive, so you need to register with ODS prior to receiving your accommodations. Please see me after class or during office hours if you have questions or would like to submit your academic accommodation letter to me. Teaching materials for disability If you need me to provide materials in a different way (different coloured paper for dyslexia for example) or need me to present material in a way that is sensitive to your needs (facing forward so you can see my lips move) please come and tell me and I will try to adjust my teaching accordingly Safe spaces If at any time you are struggling with the class because of personal reasons or illness come and talk to me as soon as possible. My aim is to support your learning as best as I can but I cannot adjust marks once work has been submitted so talk to me first. This class will touch on politics and ethics, as well as personal issues such as belief, racism, sexism, abortion, sexual relationships, rape and abuse (sometimes in passing within the

14 biblical material). It is important to discuss these matters, and I expect the class to participate, but I also expect that all members of the class feel respected and safe. Please be aware that none of these subjects is academic and just because it has not been part of your experience does not mean that is not the experience of other class members please be considerate in your expression of views and values. No opinion is wrong, but you can always find a way to express it with respect. If there is a good reason why you need to be excused from one of these discussions, or you want to make me aware that you may find certain subjects difficult please do approach me and we can figure out a way forward. No one will be called on in class to express personal issues unless they volunteer them. If during a class you begin to find a subject upsetting, excuse yourself and then come back in and talk to me in the break. No conversation will be had in front of the class.