COURSE SYLLABUS: REL 503: English Exegesis: Gospel and Epistles of John. Spring 2016 Yale Divinity School

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1 COURSE SYLLABUS: REL 503: English Exegesis: Gospel and Epistles of John Spring 2016 Yale Divinity School Hugo Mendez Postdoctoral Associate Yale Institute of Sacred Music Course Description: The gospel and three epistles of John contribute to a major thread within New Testament and early Christian thought, one that balances the Synoptic and Pauline traditions in influence and importance (Lieu 2008:1). This course explores exegetical and hermeneutical issues relevant to the study of the Johannine corpus through a careful analysis of these texts in English translation and a critical reading of their modern interpreters. Objectives Specific a) To address the main critical issues associated with the analysis of the gospel and epistles of John, at the levels of passage, book, and corpus. b) To form students in the application of various critical approaches to the Johannine corpus, including traditional methods (e.g., exegetical and philological studies, redaction criticism), as well as a wide range of contemporary critical approaches (e.g., feminist criticism, postcolonial criticism, disability theory). c) To develop a sophisticated and critical understanding of multiple interpretive options for the texts examined in this course. d) To facilitate a critical moral and ethical reflection on the legacy of the Johannine texts with respect to historical Christian anti-semitism and Christian sectarianism. General e) To strengthen skills in written composition, analysis, and presentation. f) To strengthen skills in oral expression, analysis, style, and interaction. h) To foster critical thinking. 1

2 Requirements: 15% Class Participation (H, HP, P) Timely attendance and active participation at every class session is required. Unavoidable absences must be excused in advance. 10% Student-Led Discussions (H, HP, P) Rotating pairs of students will introduce the class discussions on the portions of the text assigned for the day. (Each student in the pair is evaluated separately.) 15% Book Reviews (Pass/Fail) Each student will then present a 5 minute synopsis of a text selected in consultation with the instructor. 5% Paper Prospectus (Pass/Fail) Each student write a 2pp. prospectus of the term paper they intend to write, with a sample bibliography attached (1 p. long). Due: March 3. 40% Term Paper (H, H-, HP+, HP, HP-, P) Students will write a pp. research project on a topic related to the content of the seminar to be approved by the professor. Due: May 5. 15% Student Presentations (H, HP, P) Each student will lead schedule and lead a min. guided discussion of the content of their term paper. Required Texts: English translation of the Bible (in the RSV/NRSV/ESV family). Culpepper, R. Alan, Anatomy of the Fourth Gospel: A Study in Literary Design (New Testament Foundations and Facets; Philadelphia: Fortress, 1983). Lieu, Judith, The Theology of the Johannine Epistles (New Testament Theology; Cambridge: Cambridge University Press, 1991). Martyn, J. Louis. History and Theology in the Fourth Gospel. 3 ed. Louisville: Westminster John Knox, 2003 [1968]. Sloyan, Gerard S., What are They Saying About John? 2 nd ed. Mahwah, NJ: Paulist, Other secondary literature (on Library Reserve or ClassesV2). 2

3 Special Accommodations: Please speak with the instructor early in the semester if you have specific learning challenges that require special accommodations. Per the Yale Divinity School Bulletin: The faculty and staff of YDS make every reasonable effort to facilitate the learning of students capable of graduate-level seminary work. Any student who has a condition that may prevent full demonstration of her or his abilities should contact the Yale Center for Dyslexia & Creativity to request disability-related accommodation or service. Students should also contact their teachers to discuss learning needs and accommodations to ensure the students' full participation and evaluation in their courses. If difficulties arise during the semester that make it challenging for you to meet course expectations, it is important that you communicate these challenges to the professor and/or the Associate Dean of Students. 3

4 Appendix A. Course Readings and Calendar (in descending order of importance to class discussion) Bible: Students should be prepared to discuss the assigned texts of the week in one of the RSV, NRSV or ESV translations (all sharing a common English textual base). Students able to read Greek are strongly encouraged to also examine the day s passage in the 28th edition of the Nestle-Aland Greek New Testament or the 5th edition of the UBS Greek New Testament. Readings: Students will be assigned readings selections in the range of pp. per week. On certain weeks of class, the reading of articles will be displaced by readings from the course s four required texts: Week 2: Sloyan, Gerard S., What are They Saying About John? 2 nd ed. Mahwah, NJ Paulist, (130pp.) Week 5: Martyn, J. Louis. History and Theology in the Fourth Gospel. 3 rd ed. Louisville: Westminster John Knox, 2003 [1968]. (168pp.) Week 7: chs. 5, 6, 7: Culpepper, R. Alan, Anatomy of the Fourth Gospel: A Study in Literary Design. New Testament Foundations and Facets; Philadelphia: Fortress, (127pp.) Week 9: Lieu, Judith, The Theology of the Johannine Epistles. New Testament Theology. Cambridge: Cambridge University Press, (120pp.) Commentaries: On the first day of class, the instructor will pair students with a Johannine commentary to consult in conjunction with the day s readings, especially for detailed technical questions of grammar and literary structure. Copies of these commentaries will be placed on library reserve. Barrett, Charles K., The Gospel According to St. John. 2 nd ed. Philadelphia: Westminster, London: SPCK, Brown, Raymond E., The Gospel According to John. 2 vols.. AB 29, 29a. Garden City, NY: Doubleday, Bultmann, Rudolf, The Gospel of John. Philadelphia: Westminster; Oxford: Blackwell, Haenchen, Ernst, A Commentary on the Gospel of John. Hermeneia; 2 vols.; Philadelphia: Fortress, ET of Das Johannesevangelium (ed. Ulrich Busse; Tübingen, 1980). Malina, Bruce J., and Richard L. Rohrbaugh, Social-Science Commentary on the Gospel of John. Minneapolis, MN: Augsburg-Fortress,

5 Michaels, J. Ramsey, The Gospel of John. Rev. ed. NICNT. Grand Rapids: Eerdmans, Schnackenburg, Rudolf, The Gospel according to St. John. Kevin Smyth, trans.. 3 vols. London: Burns & Oates; New York: Crossroad, ET of Das Johannesevangelium. 3 vols. HThKNT 4, 1 3. Freiburg: Herder, German: Thyen, Hartwig, Das Johannesevangelium. HNT 6. Tübingen: Mohr Siebeck, Book Reviews: To help introduce the class to the voluminous book-length literature on the gospels and epistles of John, each student will be required to select one book listed in the course calendar. On the appropriate class date, he or she will then present a 5-minute synopsis of the book, and a discussion of its significance to Johannine studies, having consulted critical reviews and/or critical discussions of the book in other works. (A close reading of the selected book is not required for the assignment.) Class Procedures: After the day s book reviews have been shared (0-15min.), the student discussion leaders of the day will inaugurate the class discussion of the day s selected passages. These presentations should be brief (roughly 10 minutes), and should lay out critical issues raised in each chapter, especially in conjunction with the day s assigned readings and other sources suggested in the attached bibliography. The day s student leaders will then guide the discussion that follows, having jointly prepared 5-6 discussion questions to advance the conversation as necessary. Each student participating in the discussion should be prepared to contribute the perspective of their assigned commentary and/or other strands of secondary scholarship (source criticism, literary analysis, history of interpretation, perspectival criticism, etc.). Week Dates Readings and Discussions UNIT 1: The Fourth Gospel 1 Jan 19, 21 The Johannine Group Optional: Harold Attridge, Johannine Christianity, in Margaret M. Mitchell and Frances M. Young, eds., The Cambridge History of Christianity, Vol. 1: Origins to Constantine (Cambridge: Cambridge University Press, 2006)

6 John 1 Either: Peder Borgen, Logos was the True Light : Contributions to the Interpretation of the Prologue of John, repr. in David E. Orton, The Composition of John s Gospel: Selected Studies from Novum Testamentum (Leiden/Boston/Cologne: Brill, 1999) Or: Harold Attridge, Philo and John: Two Riffs on one Logos, Studia Philonica Anuual 17 (2005) Jan 26, 28 John 2 Book 1: Gerard S. Sloyan, What are They Saying About John? 2 nd ed. (Paulist, 2006), Review: Mary Coloe, God Dwells with us: Temple Symbolism in the Fourth Gospel (Collegeville, MN: Liturgical Press, 2001). John 3 J. Ramsey Michaels, Baptism and Conversion in John, in Baptism, the New Testament and the Church: Historical and Contemporary Studies in Honour in R. E. O. White (JSNTSup 171; Sheffield: Sheffield Academic Press, 1999). Leander Keck, Derivation as Destiny: Of-ness in Johannine Christology, Anthropology, and Soteriology, in Culpepper, Exploring, Review: Jeffrey Trombower, Born from Above: The Anthropology of the Gospel of John (HUTh 29; Tübingen: Mohr, 1992). Review: Craig Koester, Symbolism in the Fourth Gospel: Meaning, Mystery, Community (Minneapolis: Fortress, 1995; 2d ed.; 2003). Jan 29: Last day to add/drop course without charge. Feb 2: Last day to change course grade mode. 3 Feb 2, 4 John 4 Adeline Fehribach, The Samaritan Woman, The Women in the Life of the Bridegroom: A Feminist Historical- Literary Analysis of the Female Characters in the Fourth Gospel (Collegeville, MN: Liturgical Press, 1998),

7 Jerome H. Neyrey, S.J., Jacob Traditions and the Interpretation of John 4:10 26, Catholic Biblical Quarterly 41 (1979) Review: Susan Hylen, Imperfect Believers: Ambiguous Characters in the Gospel of John (Louisville: Westminster John Knox, 2009). Review: Dorothy Lee, Flesh and Glory: Symbolism, Gender, and Theology in the Gospel of John (New York: Crossroad, 2002). John 5 Jennifer L. Koosed and Darla Schumm, "Out of the Darkness: Examining the Rhetoric of Blindness in the Gospel of John," Disability in Judaism, Christianity, and Islam (New York: Palmgrave Macmillan, 2011), Harold Attridge, Argumentation in John 5, in Anders Eriksson, Thomas H. Olbricht, Walter Übelacker, eds., Rhetorical Argumentation in Biblical Texts, (Emory Studies in Early Christianity 8; Harrisburg, PA: Trinity Press International, 2002) Review: George Parsenios, Rhetoric and Drama in the Johannine Lawsuit Motif (WUNT 1.258; Tübingen: Mohr Siebeck, 2010). Review: Pancaro, Severino, The Law in the Fourth Gospel: The Torah and the Gospel, Moses and Jesus, Judaism and Christianity according to John (NovTSup 42; Leiden: Brill, 1975). 4 Feb 9, 11 John 6 Wayne Meeks, The Man from Heaven in Johannine Sectarianism JBL 91 (1972), Maarten J. J. Menken, "John 6:51c-58: Eucharist or Christology? in Culpepper, Critical Readings, Review: Paul Anderson, The Christology of the Fourth Gospel: Its Unity and Disunity in the Light of John 6 (WUNT 2.77; Tübingen: Mohr Siebeck, 1995). Review: Susan Hylen, Allusion and Meaning in John 6 (BZNW 137; Berlin, New York: de Gruyter, 2005). 7

8 John 7 8 Adele Reinhartz, Jews and Jews in the Fourth Gospel, Anti-Judaism and the Fourth Gospel, ed. Bieringer, R., D. Pollefeyt and F. Vandecasteele- Vanneuville (Westminster John Knox, 2001), Jerome Neyrey, S.J., The Trials (Forensic) and Tribulations (Honor Challenges) of Jesus: John 7 in Social Science Perspective, Biblical Theology Bulletin 26 (1996) Review: Anti-Judaism and the Fourth Gospel. Review: David M. Ball, I Am in John s Gospel: Literary Function, Background and Theological Implications (JSNTS 124; Sheffield: Sheffield Academic Press, 1996). 5 (abbr.) Feb 16 John Book 2: Martyn, J. Louis. History and Theology in the Fourth Gospel. 3 ed. Louisville: Westminster John Knox, 2003 [1968]. Hugo Mendez, Night and Day in John 9.4 5: A Reassessment, NTS 61 (2015). Reading period: Feb Feb 23, 25 John ; John 11 Mark W. G. Stibbe, A Tomb with a View: John in Narrative-Critical Perspective, New Testament Studies 40 (1994) Review: other articles in: Adeline Fehribach, The Women in the Life of the Bridegroom: A Feminist Historical- Literary Analysis of the Female Characters in the Fourth Gospel (Collegeville, MN: Liturgical Press, 1998). Review: R. Alan Culpepper, Anatomy of the Fourth Gospel: A Study in Literary Design (New Testament Foundations and Facets; Philadelphia: Fortress, 1983). (238pp.) John Judith Kovacs, Now Shall the Ruler of This World Be 8

9 Driven Out : Jesus Death as Cosmic Battle in John 12: 20 36, Journal of Biblical Literature 115 (1995) Francis, J. Moloney, The Function of John within the Johannine Narrative, in Fernando F. Segovia, ed., What is John? Vol. 2, Literary and Social Readings of the Fourth Gospel (SBLSymS 7; Atlanta: Scholars, 1998) Review: John Ashton, The Interpretation of John (Issues in Religion and Theology 9; London: SPCK, 1986). Review: Jerome H. Neyrey, S.J., An Ideology of Revolt: John's Christology in Social-Science Perspective (Philadelphia: Fortress, 1988). 7 March 1, 3 John Stephen S. Smalley, The Paraclete : Pneumatology in the Johannine Gospel and Apocalypse, in Culpepper, Exploring, Review: Johannes Beutler, Do not be Afraid: The First Farewell Discourse in John s Gospel (New Testament Studies in Contextual Exegesis 6; Frankfurt am Main, New York: Peter Lang, 2011). Review: Tricia Gates Brown, Spirit in the Writings of John: Johannine Pneumatology in Social-scientific Perspective (JSNTSup 253; London, New York: T&T Clark, 2003). John March 3: Paper Prospectus Due. C. Clifton Black, The Words That You Gave to Me I Have Given to Them : The Grandeur of Johannine Rhetoric, in Culpepper, Exploring, Review: George Parsenios, Departure and Consolation: the Johannine Farewell Discourses in light of Greco- Roman Literature (NovTSup 117; Leiden: Brill, 2005). Review: C. H. Dodd, Historical Tradition in the Fourth Gospel (Cambridge: Cambidge University Press, 1963). 9

10 8 March 8, 10 John Book 3: *Selections from: Culpepper, R. Alan, Anatomy of the Fourth Gospel: A Study in Literary Design (New Testament Foundations and Facets; Philadelphia: Fortress, 1983). Review: Martinus de Boer, Johannine Perspectives on the Death of Jesus (CBET 17; Kampen: Kok Pharos, 1996). Review: Donald Senior, The Passion of Jesus in the Gospel of John (Collegeville, MN: Liturgical Press, 1991). Review: Tom Thatcher, Greater than Cαεsar: Christology and Empire in the Fourth Gospel (Minneapolis: Fortress, 2009). John 20 Brendan Byrne, The Faith of the Beloved Disciple and the Community in John 20, Journal for the Study of the New Testament 23 (1985) 83-97, repr. in Stanley Porter and Craig Evans, The Johannine Writings: A Sheffield Reader (Sheffield: Academic Press, 1995) Either: Francisco Lozada Jr., "Journey and the Fourth Gospel: A Latino/a Exploration," Interpretation 65 (2011), Or: Harold Attridge, Don t be Touching Me: Recent Feminist Scholarship on Mary Magdalene, in A.-J. Levine, ed., A Feminist Companion to John (2003) Raymond E. Brown, The Resurrection in John 20 A Series of Diverse Reactions, Worship 64 (1990) Review: William Bonney, Caused to Believe: The Doubting Thomas Story as the Climax of John s Christological Narrative (BIS 62; Leiden, Boston: Brill, 2002). Review: Tan Yak-Hwee, Re-presenting the Johannine Community: A Postcolonial Perspective (New York: Peter Lang, 2008). Spring Break: March

11 9 March 29, John 21 Harold Attridge, The Restless Quest for the Beloved Disciple, in David H. Warren, Ann Graham Brock, and David W. Pao., eds., Early Christian Voices: In Texts, Traditions, and Symbols: Essays in Honor of Francois Bovon (BIS 66; Leiden: Brill, 2003) Review: Bradford B. Blaine, Jr., Peter in the Gospel of John: The Making of an Authentic Disciple (Leiden, Boston: Brill; Atlanta: SBL, 2007). UNIT 2: Johannine Epistles 9, cont., 10 April 1, 5, 7 1 John Judith Lieu, The Theology of the Johannine Epistles (New Testament Theology; Cambridge: Cambridge University Press, 1991). (120pp.) Review: Urban C. von Wahlde,, The Johannine Commandments: 1 John and the Struggle for the Johannine Tradition (Mahwah, NJ: Paulist, 1990). Review: Raymond Brown, The Epistles of John (AB 30; Garden City, NY: Doubleday, 1982), , 3 John 11 April 12, 14 Student Presentations 12, 13 (abbr.) April 19, 21, 28 Student Presentations May 5 Term Papers Due May 12: Grades Due 11

12 Appendix B. Grading Parameters for Class Participation (Ordinarily, a student receiving these grades will meet each and every condition below.) H A student receiving an Honors grade for participation will have: o Participated frequently in class discussions. o Demonstrated a sophisticated and critical understanding of one or more interpretive options for each text; o Formed a coherent analysis of the text, with signs of originality, prior to the beginning of the class discussion; o Anchored his or her analysis to the discussion of previous texts; HP A student receiving a grade of High Pass will have: Participated regularly in class and completed informative required reports; o Participated regularly in class discussions. o Demonstrated a sophisticated understanding of one or more interpretive options for each text; o Formed a coherent analysis of the text prior to the class discussion. o Anchored his or her analysis in the discussion of previous texts; P A student receiving a grade of Pass will have: Participated regularly in class and completed required reports; o Participated in a majority of class discussions. o Demonstrated a basic grasp of the principles of one or more interpretive options for each text; o Formed a coherent analysis of each text through the class discussion. All but the first standards also guide the evaluation of: Student-led Discussions and Student Presentations. 12

13 Appendix C. Grading Parameters for Research Paper (Ordinarily, a paper receiving these grades will meet each and every condition below. Adapted from Prof. Teresa Berger.) H Exemplary (A/A+) Instructor s characterization: Pre-publication quality. A compelling, original, well-defined task for the paper (aka thesis ). Exemplary command of the topic; persuasive arguments in support of the thesis; and attention to possible counterarguments. A highly persuasive and effective argumentative structure: e.g., an introduction that clearly defines the paper s task, consistent conversation with the thesis throughout the paper, a clear motivation for each section, etc. Outstanding engagement with secondary literature (comprehensive, critical). Outstanding fulfillment of all other requirements for the assignment (e.g., time of submission, page-length, etc.). Stellar writing throughout. H- Excellent (A-) Instructor s characterization: Excellent paper quality. A well-defined vision for the paper s task (aka thesis ), marked by a significant degree of originality. Exemplary command of the topic; and persuasive arguments in support of the thesis; limited attention to counterarguments. An effective argumentative structure: e.g., an introduction that clearly defines the paper s task, consistent conversation with that thesis, a clear motivation for each section, etc. Excellent engagement with secondary literature. Excellent fulfillment of all other requirements for the assignment (e.g., time of submission, page-length, etc.). Excellent or very good writing marred by few syntactical, grammatical, or spelling errors. HP+ Very good (B+) Instructor s characterization: Solid paper quality. A well-expressed vision for the paper s task (aka thesis ) if lacking in originality or not articulated as forcefully. Solid argumentation that is reasonable, if lacking in nuance or complexity. 13

14 A good argumentative structure, normally including a good introduction, and a fairly consistent argumentative structure, if somewhat unconsolidated. Admirable engagement with secondary literature. Reasonable fulfillment of all other requirements for the assignment (e.g., time of submission, page-length, etc.). Very good or clear writing with only a few syntactical, grammatical, or spelling errors. HP HP- LP Good (B) Instructor s characterization: Good paper quality. A well-expressed vision for the paper s task (aka thesis ) if lacking in originality or not articulated as forcefully. Solid argumentation that is reasonable, if lacking in nuance or complexity. A fair argumentative structure, if unconsolidated, and mostly descriptive. Good engagement with secondary literature. Reasonable fulfillment of all other requirements for the assignment (e.g., time of submission, page-length, etc.). Very good or clear writing with only a few syntactical, grammatical, or spelling errors. Satisfactory (B-) Instructor s characterization: Satisfactory paper quality. No more than adequate writing. No more than an adequate thesis. Adequate argumentation. Adequate engagement with secondary literature. Adequate fulfillment of all other requirements for the assignment. Acceptable (C) Instructor s characterization: Acceptable paper quality. Significant problems in logic or flow of argument; ineffective or poor argumentative structure. Inadequate fulfillment or ignoring of other requirements for the assignment. Unclear writing marred by a significant number of syntactical, grammatical, and/or spelling errors Credit/No Credit: Work must be at the level of HP minus or better to earn a grade of Credit for the course. All assignments must be completed to earn credit. 14