1 2 THESSALONIANS (NTGK ) Advanced Greek Exegesis Spring 2009 Dr. Gerald L. Stevens

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1 1 2 THESSALONIANS (NTGK ) Advanced Greek Exegesis Spring 2009 Dr. Gerald L. Stevens I. MISSION STATEMENT The mission of New Orleans Baptist Theological Seminary is to equip leaders to fulfill the Great Commission and the Great Commandment through the local church and its ministries. II. COURSE DESCRIPTION: This course is advanced study giving consideration to text-critical, grammatical, syntactical, literary, and historical issues through text analysis in the letter of Romans. The course will emphasize sound hermeneutical principles for discovering the meaning of the text and for applying the text in teaching and preaching. Prerequisites are: Introduction to Biblical Hermeneutics, Exploring the New Testament, Introduction to Greek Grammar, and Intermediate Greek Grammar. III. COURSE OUTCOMES: Knowledge Students who complete this course successfully should: Know a biographical outline of Paul s life and letters, with special focus on the historical background of the letters to the Thessalonians Know the major issues in the critical study of Paul s life and letters as these impact an interpretation of 1 2 Thessalonians Know the structural outlines of 1 2 Thessalonians as presented in class and given in a class handout Attitudes Students who complete this course successfully should: Appreciate the richness of 1 2 Thessalonians for Christian doctrine over the centuries Recognize the importance of original language for sound exegesis Be more confident in interpreting 1 2 Thessalonians Skills Students who complete this course successfully should be able to: Translate the Greek text of 1 2 Thessalonians with sufficient proficiency as to understand the grammatical and syntactical issues raised in commentary discussion Provide critical commentary of any section of 1 2 Thessalonians demonstrating interaction with the text, class lecture, and of commentary reading IV. TEXTS: Martin, D. Michael. 1, 2 Thessalonians in The New American Commentary, Vol. 33. Nashville: Broadman & Holman Publishers, Bruce, F. F. 1 & 2 Thessalonians in Word Biblical Commentary, Vol. 45. Waco, TX: Word Books, Publisher, Donfried, Karl P. and Johannes Beutler, eds. The Thessalonians Debate: Methodological Discord or Methodological Synthesis? Grand Rapids: William B. Eerdmans Publishing Company, 2000.

2 [1 2 Thessalonians, Advanced Greek, Spring 2009, Stevens] 2 Other Resources: Ernest Best, A Commentary on the First and Second Epistles to the Thessalonians in Black's New Testament Commentary (England) and Harper's New Testament Commentaries (United States), This is a highly regarded but older volume. Charles A. Wanamaker, The Epistles to the Thessalonians: A Commentary on the Greek Text, in the International Greek Text Commentary, eds. I. Howard Marshall and W. Ward Gasque (Grand Rapids: William. B. Eerdmans, Publishing Co., 1990). This newer commentary distinguishes itself by reviving the old sequence hypothesis that 2 Thessalonians is written first. Robert Jewett, The Thessalonian Correspondence: Pauline Rhetoric and Millenarian Piety in Foundations and Facets, ed. Robert W. Funk (Philadelphia: Fortress Press, 1986). This volume is a rich resource for rhetorical analysis. Jewett s thesis is that a millenarian radicalism in Thessalonica misunderstood the first letter, requiring a second letter to defuse the situation. Jewett s book provides a good bibliography divided into exegetical and historical studies, rhetorical and linguistic studies, and social-scientific studies. Jewett also lays out the structure of the epistles in charts according to proposed outlines of 1, 2 Thessalonians. E. Randolph Richards, Paul and First-Century Letter Writing: Secretaries, Composition and Collection (Downers Grove: InterVarsity Press, 2004). Richards has investigated carefully the first-century setting of ancient letter writing and challenges many presuppositions and false assumptions one brings to the historical question of Paul as a letter writer. InterVarsity Press s Dictionary of Paul and His Letters (IVP-DPL). One always should consult these articles as a great quick start to any investigation into Paul. V. GRADES: Daily Quiz is possible at the beginning of any class hour on the translation and reading assignment. Three lowest are dropped, minus tardies and absences. Taking a quiz then cutting class counts as a zero for that quiz. NO MAKE-UPS. Translation from the Greek New Testament is required on the assigned passage for each class session. Students will be asked to translate in class and answer questions about grammar and syntax. Book Review. A book review will be submitted on Donfried and Beutler s book, The Thessalonians Debate. The review should be one to two pages, single-spaced, 12 point Times, one-inch margins. The header information should look like the example at the end of this syllabus, but with correct margins. Class Discussion will be important. The class will be handled more like a seminar, rather than lectures. Students will present class reports as assigned. Report topics will be given as assigned and indicated in the syllabus. The format of the class report is flexible (panel discussion, interview, individual part summaries, skit, etc.). Each report should include a written summary for all class members in single-spaced Times font, 12 point size, with one inch boarders. Pertinent bibliography should be included. Introductory Topics: 1. Authorship 1.1 Dependent literary relationship 1.2 Eschatological teaching 1.3 Impersonal tone

3 [1 2 Thessalonians, Advanced Greek, Spring 2009, Stevens] Forgery references 2. Integrity 2.1 Redactional theories 2.2 Interpolation theories (1 Thess. 2:13 16; 5:1 11) 2.3 Combination theories 3. Sequence 3.1 Separate recipients theories 3.2 Reversed sequence theory 3.3 Canonical sequence theory 4. Chronology 4.1 Correlation with Acts 4.2 The Knox hypothesis 4.3 Date calculations 5. Outline 5.1 Thematic outlines 5.2 Epistolary outlines 5.3 Rhetorical outlines Exegetical Topics: as assigned (consult the syllabus assignments) Research Papers. These are the major written assignments in the class. You will demonstrate both research and writing skills in these assignments. Background Study. Compile a background study about the historical and cultural context for any topic the student will decide related to the term paper passage the student chooses from 1 2 Thessalonians (see below on the term paper). The study should include primary and secondary sources and the student s own evaluation of the subject in light of the sources. The study should be two to three pages, single-spaced, 12 point Times, one-inch margins. The header information should look like the example at the end of this syllabus, but with correct margins. Word Study. Compile a word study using the tools discussed in the Hermeneutics course for any word the student will decide related to the term paper passage the student chooses from 1 2 Thessalonians (see below on the term paper). The study should be three to four pages, single-spaced, 12 point Times, one-inch margins, using the format presented in the Hermeneutics class. The header information should look like the example at the end of this syllabus, but with correct margins. Term Paper. The paper will be based upon a passage in 1 2 Thessalonians chosen by the student and approved by the professor. The paper should be Turabian style, twenty to twenty-two double-spaced pages, plus preliminaries (title, blank, contents) and a bibliography of a minimum of twenty modern, critical resources. A penalty of 5 points/day will be assessed for late papers. Note that an example of a properly formatted paper with bookmarks to discussions of Turabian form can be downloaded at the following link: The paper s required outline is given in detail below: Introduction build interest; indicate the purpose for the paper, the general nature of the passage being studied, and the exegetical promise of the passage

4 [1 2 Thessalonians, Advanced Greek, Spring 2009, Stevens] 4 VI. Chapter 1: Text and Historical Background (1) Text provide your translation with verse numbers and paragraph divisions; locate all verbal forms; include at least one word study of a theologically significant term (2) Historical Background give historical background material pertinent to the specific book and author and the particular passage being studied; include at least one in-depth background study of a key topic in the passage Chapter 2: Exegetical Analysis (1) Literary Context overview the literary context in terms of placement of the passage in the immediate and larger outline of the letter (2) Literary Analysis indicate the internal structure of the logic and argument of the passage and an exegetical outline, with critical commentary of the verses (3) Central Theme state the central theme of passage in one concise sentence as supported by the exegetical analysis and then expand on the idea; indicate a central biblical truth supported by the passage to guide teaching and preaching Chapter 3: Practical Application (1) Title give a title for the application that either invokes a key idea or teases the audience with an interesting angle (not cutsey or trite, though, such as silly puns or simplistic play on words) (2) Truth the central bible truth or Christian living key to come from studying or preaching this passage, derived directly from the theme indicated above (3) Objective a clear, concise, short statement of a.) desired lesson or sermon outcome and b.) appropriate audience response (4) Outline not the same as the exegetical outline, which follows grammar and logic flow, this outline is based upon the exegetical work but is developed topically or logically for teaching or preaching the passage (5) Development if a bible study, this would include your opening attention getter or illustration or activity, and a fleshing out of the outline with points and appropriate illustrations; if a sermon, this would be your opening attention getter or audience rapport device, and a fleshing out of your sermon outline with points and appropriate illustrations (6) Conclusion if a bible study, this would include your final illustration, activity, or teaching aid that reinforces the focal truth; if a sermon, this would be your specific conclusion and challenge for response (illustration, story, etc.) Final Average daily quiz = 10% translation = 15% book review = 10% class discussion = 20% background study = 10% word study = 10% term paper = 25% CLASS ATTENDANCE and ETIQUETTE: Attendance: Class attendance for all sessions is expected. In a two-hour semester class, you are allowed to miss a total of nine classroom hours, which is less than six 80 minute class periods. Class periods missed because of late enrollment are counted

5 [1 2 Thessalonians, Advanced Greek, Spring 2009, Stevens] 5 as absences. Three tardies equals one absence. Absence due to illness or emergency must be accompanied by documentation acceptable to the professor to be an excused absence with no penalty. Etiquette: Please silence cell phones before class begins. Otherwise, you may disrupt the entire class. If you expect an extremely important call, wait for that call outside class. Also, please do not disrupt class by leaving to take a cell phone call. We appreciate your cooperation in maintaining a positive learning environment. ASSIGNMENTS: WEEK Tuesday Thursday Week 1: Jan Week 2: Jan Week 3: Feb Week 4: Feb Week 5: Feb Week 6: Feb Week 7 Mar. 3 6 Week 8 Mar Break Mar Week 9 Mar Week 10 Mar. 31 Apr. 3 Class Introduction, Paul Staff and Syllabus Paul: Life, Letters, Apostleship 2MJ Visual Bible Video Acts 15:36 16:40 Authorship, Integrity Martin:25 30; Bruce: xix-xxviii Discussion: Authorship, Integrity Translation of 1 Thess. 1:1 10 Translation of 1 Thess. 2:1 3:13 MARDI GRAS Second Visit Plans (2:17 3:13) Martin: ; Bruce: Discussion: 2:17 3:13 Parenesis: Holiness, Love (4:1 12) Martin: ; Bruce: Discussion: 4:1 12 BOOK REVIEW DUE Translation of 1 Thess. 5:1 28 Paul and Eschatology Anchor, IVP, Eerdmans, etc. Discussion: Eschatology SPRING BREAK Paul: Life, Letters, Apostleship IVP-DPL: ( Paul in Acts and Letters, F. F. Bruce) 2MJ Visual Bible Video Acts 17:1 18:22 Sequence, Chronology, Outline Martin:30 34; Bruce: xxviii-xlvii Discussion: Sequence, Chron., Outl. Prescript, Thanksgiving (1:1 10) Martin:47 66; Bruce: 5-22 Discussion: 1:1 10 Translation of 1 Thess. 2:1 3:13 Defense, Thanksgiving (2:1 16) Martin: 67 95; Bruce: Discussion: 2:1 16 Translation of 1 Thess. 4:1 18 Parenesis: Parousia 1 (4:13 18) Martin:140 56; Bruce: Discussion: 4:13 18 Parenesis: Parousia 2 (5:1 11) Martin: ; Bruce: Discussion: 5:1 11 Paul and Eschatology Anchor, IVP, Eerdmans, etc. Discussion: Eschatology

6 [1 2 Thessalonians, Advanced Greek, Spring 2009, Stevens] 6 WEEK Tuesday Thursday Week 11 Apr Week 12 Apr Week 13 Apr Week 14 Apr. 28 May 1 Week 15 May 5 8 Week 16 May BACKGROUND STUDY DUE Parenesis: Leaders, Closing (5:12 28) Martin: ; Bruce: Discussion: 5:12 28 Translation of 2 Thess. 1:1 2:12 WORD STUDY DUE Parenesis: Apostasy (2 Thess. 2:1 12) Martin: ; Bruce: Discussion: 2 Thess. 2:1 12 Translation of 2 Thess. 2:13 3:18 Exhortation, Closing (3:6 18) Martin: ; Bruce: Discussion: 2 Thess. 3:6 18 Translation of 2 Thess. 1:1 2:12 Prescript, Opening (2 Thess. 1:1 12) Martin: ; Bruce: Discussion: 2 Thess. 1:1 12 Paul and Antichrist Bruce: Anchor, IVP, Eerdmans, etc. Thanksgiving, Prayer (2:13 3:5) Martin: ; Bruce: Discussion: 2 Thess. 2:13 3:5 TERM PAPER DUE Class Discussion FINAL EXAMS and GRADUATION

7 [1 2 Thessalonians, Advanced Greek, Spring 2009, Stevens] 7 Example Format Book Review: Your Name 1 2 Thessalonians (Greek) Book Review Spring 2009 Date Dr. Gerald L. Stevens Bibliographical entry of book for review here. 1. About the Author Find the book jacket and give biographical information about the author. Google the author s name, or check Amazon.com, and update the jacket information with additional material you discover about the author. 2. Book Review Summarize the book in about a page. Then, give your critique of the book in terms of the expressed purpose of the author. If you can, find a review of the book to use as a resource in this part of your review.

8 [1 2 Thessalonians, Advanced Greek, Spring 2009, Stevens] 8 Example Format Background Study: Your Name 1 2 Thessalonians (Greek) Background Study Spring 2009 Date Dr. Gerald L. Stevens 1. General Historical Background Topic: Your Topic Here Text: Your Text Here This would be a discussion of the general background of that topic. If the student were doing a background on the topic of a province, such as Asia Minor, for example, one would overview the history of the rise of Roman power in Asia Minor, and of the cities in particular. 2. Immediate Background This would be the more specific background of the book of Revelation, its author, date, and composition. For example, one would cover the two main suggestions for the background of the book, either Nero s reign or that of Domitian. One could explore the issue of whether Patmos ever was used as a penal colony. One could ask, exactly how should John s visionary experiences be understood? Example Format Word Study Your Name 1 2 Thessalonians (Greek) Word Study Spring 2009 Date Dr. Gerald L. Stevens 1. Diachronic Analysis (Etymology and History) Word: Your Word Here Text: Your Text Here This would be a discussion of the use of the word through time. The report outline would follow the traditional periods of analysis as given in the Hermeneutics class. 2. Immediate Background (Contemporary and Contextual) This would be the analysis of the contextual use of the word within the New Testament. The report outline would follow the form suggested in Hermeneutics class.