REL 395 Tracts for Troubled Times Reading Daniel and Revelation in their social and political contexts

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1 REL 395 Tracts for Troubled Times Reading Daniel and Revelation in their social and political contexts April 9-13, 2018 Jackson s Point Conference Centre Instructor Name: Bruce Power, PhD Contact bruce_power@boothuc.ca Duration: March 12 June 8, 2018 In person intensive classes at Jackson s Point: April 9-13, 2018 Delivery Mode: Hybrid Credits: 3 credit hours Prerequisites: REL 100 and one 200 level course or two courses at the 200 level Voluntary Withdrawal Deadline: May 8, 2018 Time Extension Application Deadline: May 25, 2018 Course Description Daniel and Revelation have proven difficult for the average Christian reader to comprehend, and while there are always, in our age, guides willing to unpack the secret prophetic meanings of these books, such approaches usually distort and sensationalize the text. While the layering of ancient Near Eastern tradition, apocalyptic imagery and biblical allusion make interpretation an invigorating matter, the basic messages of Daniel and Revelation have always remained clear, and deserve a place in our proclamation of biblical truth. We will work at these texts in an effort to understand their original contexts and social, political and theological concerns, and then attempt to understand the relevance of their witness for today. The class will run as a seminar. Each person is expected to prepare the assigned portion for the class and come prepared to contribute to the discussion. The interests of the class will determine the emphasis placed on various issues and questions. Students may feel free to bring any issues or questions arising from the readings into focus during each class meeting. The more we are able to assume a good grasp of relevant reading, the more the group will be free to explore ideas of interest to class members. Learning Outcomes for students By the end of the course students will have:

2 1. gained practical experience in reading and understanding prophetic and apocalyptic texts. 2. worked to develop a clear knowledge of the basic contours of Daniel and Revelation, and the issues involved in interpreting these challenging texts. 3. advanced their skills in reading and interpreting Scripture, worked on text using a variety of interpretive methods, and considered and evaluated a variety of secondary sources. 4. examined how method impacts interpretation and presentation. Required Textbooks Goldingay, John E. Daniel. Word Biblical Commentary. Waco: Word, Grand Rapids: Zondervan, ISBN , ISBN Keener, Craig S. Revelation. The NIV Application Commentary. Grand Rapids: Zondervan, ISBN , ISBN-13: Wright, Christopher J. H. Hearing the Message of Daniel. Sustaining Faith in Today s World. Grand Rapids: Zondervan, ISBN Course Outline Monday am Introductory matters The emergence of apocalyptic From prophetic archive to literary text Symbols and symbol systems in Daniel and Revelation Each class we will work through the portion of scripture indicated. Students should review the textbook comments on the section. You are also encouraged to consult other relevant commentary or specialized studies that explore areas of the text of interest to you. Monday pm Daniel 1-6 Tuesday am Daniel 7-12 Tuesday pm Revelation 1-3 Wednesday am Revelation 4-6 Wednesday pm Revelation 7-10 Thursday am Revelation Thursday pm Revelation Friday am Revelation Friday pm Wrapping up

3 Course Evaluation and Grading System Pre-intensive assignment Read Hearing the Message of Daniel. Sustaining Faith in Today s World. Discuss one new perspective resulting from your reading. [1 page] 10% This assignment is due the first day of class and should be ed as a Word document. Intensive evaluation Participation and preparation [peer evaluation 10% + instructor s evaluation 10%] 20% Post-intensive assignments. Research paper on a major theme in Daniel or Revelation [approximately 15 pages] 40% A 300 word reflection on a resource used in research for your paper 10% A 750 word reflection on: Are these texts relevant to my world? 20% Post-intensive assignments are due June 8, All assignments should be submitted by as Word documents. If I have not acknowledged receipt within 24 hours, please resubmit. Letter Grades & Grade Points A+ (4.5) Exceptional performance with evidence of outstanding original thinking, superior organization, exceptional capacity to analyze and synthesize, a superior grasp of the subject matter with sound critical evaluations, evidence of an extensive knowledge base. A final grade of A+ may be awarded only with the approval of the Academic Dean. A (4.0) Excellent performance with evidence of excellent original thinking, excellent organization, excellent ability to analyze and synthesize, an excellent grasp of the subject matter with sound critical evaluations, evidence of an extensive knowledge base. B+ (3.5) Very good performance with evidence of original thinking, very good organization, demonstrated ability to analyze and synthesize, a very good grasp of the subject matter, evidence of good critical judgment, a very good understanding of the relevant issues under examination, very good familiarity with the relevant literature. B (3.0) Good performance with evidence of a good grasp of the subject matter, evidence of critical capacity, good analytical ability, a good understanding of the relevant issues under examination, evidence of good familiarity with the relevant literature. C+ (2.5) Satisfactory performance with evidence of a satisfactory grasp of the subject matter, evidence of critical capacity, demonstrated analytical ability, an understanding of the relevant issues under examination, evidence of familiarity with the relevant literature. C (2.0) Adequate performance with evidence of an adequate grasp of the subject matter; some evidence of critical capacity, an ability to develop solutions to simple

4 problems found in the material; evidence of familiarity with some of the relevant literature. D (1.0) Marginal performance with evidence of marginal familiarity with the subject matter and some evidence that critical and analytical skills have been used. F (0) Inadequate performance with little evidence of even a superficial understanding of the subject matter; serious weaknesses in critical and analytical skills; limited or irrelevant use of the literature; failure to satisfy course requirements. The University College does not use a standard percentage scale to correspond to the letter grade and grade points. If an instructor intends to use a percentage scale, that scale must be included in the course syllabus. Bibliography The following resources are mostly commentaries to help you get started on studies of the texts. There are so many general and specialized studies that could be of interest, even a beginning bibliography could prove massive. If you would like bibliographical suggestions for a specified topic, please let me know. Archer, Gleason L., Jr. "Daniel." In The Expositor's Bible Commentary, 7: Grand Rapids: Zondervan, Aune, David. Prophecy in Early Christianity and in the Ancient Mediterranean World. Grand Rapids: Eerdmans, Aune, David. Revelation. 3 Volumes. Waco: Word, Baldwin, Joyce G. Daniel, An Introduction and Commentary. TOTC. Downers Grove: InterVarsity, Bauckham, R. The Climax of Prophecy. Studies in the Book of Revelation. Edinburgh: Clark, Beale, G. K. The Book of Revelation. A Commentary on the Greek Text. Grand Rapids: Eerdmans, Boring, Eugene. Revelation. Louisville: John Knox, Caird, G. B. A Commentary on the Revelation of St. John the Divine. New York: Harper and Row, Charles, Robert H. A Critical and Exegetical Commentary on the Book of Daniel. Oxford: Clarendon Press, Charles, R. H. A Critical and Exegetical Commentary on the Revelation of St. John. 2. Volumes Edinburgh: Clark, Collins, A. Y. The Apocalypse. Wilmington: Glazier, Collins, J. The Apocalyptic Imagination. New York: Crossroad, Collins, J. Daniel. Minneapolis: Fortress, Collins, J. Daniel: with an Introduction to Apocalyptic Literature. Grand Rapids: Eerdmans, 1984.

5 Collins, J. and P.W. Flint. The Book of Daniel: Composition and Reception. Leiden: Brill, Driver, Samuel R. The Book of Daniel. The Cambridge Bible for Schools and Colleges. 5th ed. London: Cambridge Univ. Press, Hanson, P. The Dawn of Apocalyptic. Philadelphia: Fortress, Hartman, Louis F., and Alexander A. DiLella. The Book of Daniel. The Anchor Bible. Garden City, NY: Doubleday & Co., Inc., Keel, Othmar. The Symbolism of the Biblical World. Winona Lake: Eisenbrauns, Koester, C. Revelation. Yale Anchor Bible. New Haven: Yale, Longman III, Tremper. Daniel. The NIV Application Commentary. Grand Rapids: Zondervan, Montgomery, J. A. A Critical and Exegetical Commentary on the Book of Daniel. ICC. Edinburgh: T. & T. Clark, Mounce, R. H. The Book of Revelation. Grand Rapids: Eerdmans, Murphy, F. "Introduction to Apocalyptic Literature." in Introduction to Apocalyptic Literature, Daniel, and the Minor Prophets. New Interpreter's Bible, Vol. VII. Abingdon Press, Newsom, C. and B. Breed. Daniel. OTL. Westminster John Knox, Oppenheim, A. L. "The Interpretation of Dreams in the Ancient Near East." Transactions of the American Philosophical Society 46 (1956): Osborne, G. Revelation. BECNT. Grand Rapids: Baker Porteous, Norman W. Daniel, a Commentary. 2d rev. ed. Philadelphia: Westminster, Ramsay, W. The Letters to the Seven Churches of Asia and their Place in the Plan of the Apocalypse. London: Hodder and Stoughton, Roloff, J. Revelation. Minneapolis: Fortress, Ryken, L., Wilhoit, J. and T. Longman III (eds.) Dictionary of Biblical Imagery. Downers Grove: InterVarsity Press, Smith-Christopher, Daniel L. "The Additions to Daniel." in Introduction to Apocalyptic Literature, Daniel, and the Minor Prophets. New Interpreter's Bible, Vol. VII. Abingdon Press, Smith-Christopher, Daniel L. "Daniel." in Introduction to Apocalyptic Literature, Daniel, and the Minor Prophets. New Interpreter's Bible, Vol. VII. Abingdon Press, Soew. C. L. Daniel. Westminster Bible Companion. Westminster John Knox, Towner, W.S. Daniel. John Knox, Witheringon III, Ben. Revelation. New Cambridge Bible Commentary. Cambridge: Cambridge, 2003.

6 Academic Policies Academic Integrity It is a serious offence to present a piece of work for course credit as one s own if the work or a portion thereof was done by some other person (plagiarism). Actions of plagiarism harm both the student and the reputation of the University College. Plagiarism or any form of cheating in examinations or term tests (e.g. crib notes) is subject to serious academic penalty that may include loss of part or all of the marks for an assignment/test, failure in the course, dismissal from the University College, or other serious consequences. Plagiarism or cheating in a course in which a student is cross-registered with the University of Manitoba may lead to disciplinary action by the University according to its policies. To plagiarize is to take ideas or words of another person and pass them off as one s own. In short, it is stealing something intangible rather than an object. Obviously it is not necessary to state the source of well-known or easily verifiable facts, but students are expected to acknowledge the sources of ideas and expressions they use in their written work, whether quoted directly or paraphrased. This applies to diagrams, statistical tables and the like, as well as to written material and materials or information from Internet sources. Failure to do so constitutes plagiarism. It will also be considered plagiarism and/or cheating if a student submits an assignment in whole or in part by someone other than him/herself, or copies the answer or answers of another student in any test, examination, or take-home assignment. At the beginning of their program of study, all students are required to complete the prescribed plagiarism tutorial. Instructors are required to report all allegations of plagiarism or cheating to the Academic Dean before a grade is assigned. The original assignment is submitted to the Academic Dean. The Academic Dean will chair a joint meeting of student and instructor to hear both the allegations and the student s response to the allegations. The Academic Dean will then make a determination whether or not plagiarism or cheating has in fact occurred and decide on appropriate disciplinary measures. The student and instructor will be notified of the Academic Dean s decision in writing. A copy of the decision will be sent to the Registrar and University College President. The student has the right to appeal the decision of the Academic Dean (see Academic Appeals). Policy on the Use of Personal Computers, Electronic Devices and Cell Phones in Booth Classrooms We consider the Booth classroom environment to be a special place of focused engagement between professors and students. As such, electronic devices are allowed in the classroom only for the purposes of course instruction. The use of computers, the internet (including ), downloaded material, or other electronic devices such as cell phones require the express permission of the instructor. Social networking sites such as Facebook, Twitter, blogging and other related activities are not permitted in Booth classrooms. The use of personal computers and other electronic devices in the classroom is a privilege which may be withdrawn at the discretion of the instructor.