Critical Interpretation of the New Testament GB Fall 2008 Weekends: Sept 26-27; Oct 24-25; Nov 14-15

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1 Critical Interpretation of the New Testament GB Fall 2008 Weekends: Sept 26-27; Oct 24-25; Nov Instructor: Dr. George Goldman Office: Ezell 220 Phone: (office) (cell) Office hours: MWF: 12:00-1:00, 2:00-3:00; TR: 10:00-11:00; 1:00-2:30 (Other times by appt.) Course Overview (description from the graduate catalog): Like its Old Testament counterpart, this course is intended to equip the student to become a competent and responsible interpreter of the New Testament. The student will explore: the nature and formation of the NT canon; the historical and cultural contexts for the beginnings of Christianity (the social, cultural, and religious circumstances of the Hellenistic world, Diaspora Judaism, and Jewish contemporaries to early Christianity such as Philo and Josephus); critical scholarship on the NT; and the hermeneutical issues, methods, and skills involved in interpreting and applying these texts. This course is foundational for subsequent NT text and theology courses. LEARNING OBJECTIVES Students completing this course will be able to: 1) demonstrate knowledge of the social, cultural, and religious context of the New Testament world and aptitude in applying that knowledge to interpreting New Testament texts. 2) describe the formation and nature of the New Testament canon. 3) identify the major introductory/critical issues that arise in the study of the New Testament (i.e., "the critically assured minimum"). 4) formulate an educated opinion on the inspiration and authority of the New Testament. 5) understand and use the basic resources of New Testament exegesis and hermeneutics. 6) accurately identify and interpret texts from the various genre contained in the New Testament. HOW DELIVERED Reading Ferguson and Suetonius, class lecture Reading Carson and Moo, other assigned readings, class lecture Carson and Moo, Eddy and Boyd, class lecture Assigned readings, class lecture Reading Patzia, Fee and Stuart, class lectures Reading Fee and Stuart, class lectures HOW ASSESSED Exams, book reviews, term paper Exams Exams, book reviews Essay question on final exam Exams, term paper Exams GOALS Page 1 of 11

2 7) grow in competently interpreting the New Testament as God s word to Christians and the church today. Reading Webb, Carson, Thielicke, class discussion Exams, term paper, book review Required Texts: 1. Carson, D. A. and Douglas J. Moo, An Introduction to the New Testament, 2nd Edition. Grand Rapids: Zondervan, ISBN: Carson, D. A. Exegetical Fallacies. 2nd Edition. Grand Rapids: Baker, ISBN: Fee, Gordon D. and Douglas Stuart. How to Read the Bible for All Its Worth, 3 rd Edition. Grand Rapids: Zondervan, ISBN: Ferguson, Everett. Backgrounds of Early Christianity, 3rd Edition. Grand Rapids: Eerdmans, ISBN: Patzia, Arthur G. and Anthony J. Petrotta. Pocket Dictionary of Biblical Studies. Downers Grove, IL: InterVarsity Press, ISBN: Suetonius, The Twelve Caesars. ISBN: Eddy, Paul Rhodes and Gregory A. Boyd. The Jesus Legend: A Case for the Historical Reliability of the Synoptic Jesus Tradition. Grand Rapids: Baker, ISBN: Webb, William J. Slaves, Women, and Homosexuals: Exploring the Hermeneutics of Cultural Analysis. Downers Grove, IL: InterVarsity Press, ISBN: Thielicke, Helmut. A Little Exercise for Young Theologians. Grand Rapids: Eerdmans, 1962; reprint 1998 any edition will be fine ISBN: Note: various articles from dictionaries, journals, and web sites may also be required throughout the semester. Course Requirements, Assignments, and Projects: 1. Before weekend 1: Learn the "Terms to Learn" listed below. (Use Patzia and Petrotta, Pocket Dictionary of Biblical Studies) On Saturday September 27th at 8:00 AM you will take a quiz over the "Terms to Learn." You will have to write out the definitions to about 15 of them (I choose which ones). Write your summary of Suetonius's The Twelve Caesars (only certain sections required, see below) and it to me before 5:00 PM on September 26. Write your review of Ferguson's Backgrounds of Early Christianity and it to me before 5:00 PM on September 26. Note: You do NOT have to read the entire book. Skim each major section until you find something you want to write about. See below. Read the assigned readings for weekend 1 listed below. 2. Before weekend 2: Write your summary of The Jesus Legend (only certain chapters required, see below) and it to me before 5:00 PM on Oct 24. Read the assigned readings for weekend 2 listed below. 3. Before weekend 3: Be prepared for a quiz over Carsons, Exegetical Fallacies (about 10 multiple choice, T/F questions) on Friday Nov. 14 th at 5:00 PM. Write your review of Webb's Slaves, Women, and Homosexuals and it to me before 5:00 PM on November 14 th. (see below) Read the assigned readings for weekend 3 listed below. Page 2 of 11

3 4. Regular attendance and participation in class. You should come to class already having done the assigned reading for that weekend. Good participation entails having done the assigned readings on time. (5%) 5. Review of Ferguson's, Backgrounds of Early Christianity. The book is divided into 6 major sections. Take at least one subject in each section and in a half page essay (single spaced) describe how it might relate to an aspect of your personal understanding of NT interpretation. For example, in the Society and Culture section, p. 78, there is a statement from a Jewish prayer book: "Blessed art thou, O Lord our God, who has not made me a woman." However, this statement is not necessarily misogynistic because it probably refers to women being restricted from fulfilling certain religious rituals. There are many positive statements in rabbinic literature about women. How might this apply to statements about women's role in the NT? (5%) 6. Review of selected sections of Suetonius, The Twelve Caesars. Write a two page (double spaced) summary description on each of the following Caesars (you will have twelve pages total, two pages per Caesar): Augustus, Tiberius, Gaius (Caligula), Claudius, Nero, Domitian. (5%) 7. Quiz over "Terms to Learn" (5%) 8. Summary of Eddy and Boyd, The Jesus Legend. Read chapters 1-3 and Write a 3-5 page summary of each chapter (you may make your summary longer if you wish, but for grading purposes I'm only looking for at least 3-5 pages.). (10%) 9. Review of Webb's Slaves, Women, and Homosexuals. Read the entire book and write a 6-8 page summary and review (you may make your summary and review longer if you wish, but for grading purposes I'm looking for 6-8 pages). In the first three pages, summarize Webb's argument. In the next three pages, explain your agreement or disagreement with his "redemptive movement hermeneutic." I will post reviews by Grudem (against) and McKnight (in favor) on Blackboard which may help you as you formulate your own position. (10%) 10. Quiz over Carson's Exegetical Fallacies (5%) 11. Exams. There will be a take-home exam after each weekend session. The exam will cover lectures and readings. It will be ed to you and be due by midnight on Friday of the week after the class meets. The third exam will be comprehensive. (35%) 12. Paper. The paper will be typed, double-spaced pages. Content will be the most important consideration in grading, but resources, grammar, spelling, etc., will also affect the grade. Late papers will be penalized. For the topic and requirements see the attached Paper Guidelines. Due by midnight on December 13th. (20%) Grading: % - A; 89-80% - B; C; below -F Attendance Policy: Students are expected to come to class. Any absences should be discussed with me. Academic Integrity: In keeping with our identity as a Christian University and our goal to help shape lifelong disciples of Christ, academic integrity will be taken very seriously in this class. Unless specific permission is given to collaborate on assignments with other students, each student's work shall be his/her own. Cheating on exams or assignments and plagiarizing on written assignments will, depending on the severity of the case, result in penalties ranging from a significantly reduced grade on the assignment to failing the course. Decisions in these matters rest with the instructor. Instances of cheating or plagiarism will also be reported to members of the administration. See the Student Handbook or Lipscomb s web site. Students Requiring Accommodations: If you require special considerations for a documented disability, please discuss this with me immediately. If you are entitled to accommodations but have not yet registered with the Counseling Center, contact that office at Page 3 of 11

4 Dropping the Course: Deciding to stop attending class does not constitute dropping the course. After August 29th, a drop/add form (available in the Registrar's Office) must be signed by the teacher and processed in the Registrar's Office before the drop is official. If your name is still on the roster at the final grading time you will be assigned a grade based on the policies of this syllabus. August 29--Last day to drop on the web (no drop form necessary) October 31--Last day to drop Class Schedule: Sept 26-27: 1. Course introduction; 2. Brief History of Biblical Research; 3. Textual Criticism, Translations; 4. Canon Issues; 5. How We Know About the New Testament World: Methods and Resources; 6. The Use of the OT in the NT Assignments due before class: 1. Review of Ferguson 2. Summary of Suetonius 3. Know the Terms to Learn for the Quiz on Saturday morning Read before class: 1. Phillip Camp, "A Very Brief History of Biblical Research" (on Blackboard) 2. Carson and Moo, Chapter 1; Chapter Fee and Stuart, Chapters Why Doesn t the NT Always Quote the OT Accurately? (on Blackboard) Articles I will hand out in class: 1. Brian McLaren, "Why I Am Liberal/Conservative," A Generous Orthodoxy. Grand Rapids, Zondervan, Daniel J. Harrington, "The Old Testament Apocrypha in the Early Church and Today," in The Canon Debate, ed. Lee Martin McDonald and James A. Sanders. Peabody, Mass.: Hendrickson, Eugene Peterson, Chapters 8 &9 from Eat This Book. Grand Rapids: Eerdmans, 2007, pp Oct 24-25: 1. The Synoptic Problem; Form and Redaction Criticism; 2. John's Gospel 3. The Quests for the Historical Jesus; 4. Interpreting the Gospels: Narrative and Parables; 5. Acts and Historical Precedent Assignment due before class: 1. Summary of The Jesus Legend, chapters 1-3, Read: 1. Carson and Moo, Chapters 2, 6, Fee and Stuart, Chapters You should begin reading Webb, Women, Slaves, and Homosexuals Nov 14-15: 1. Authorship of Paul s Letters; 2. Hebrews and Catholic Epistles; 3. Interpreting Epistles; 4. Word Studies and Exegetical Fallacies; 5. Revelation and the Apocalyptic Genre; 6. Inspiration and Inerrancy; 7. Thielicke Assignments due before class: 1. Review of Webb's Slaves, Women, and Homosexuals 2. Quiz over Carson's Exegetical Fallacies (about 10 multiple choice, T/F questions) on Friday Nov. 14 th at 5:00 PM. Read: 1. Carson's Exegetical Fallacies 2. Webb, Women, Slaves and Homosexuals. (I will also post two reviews on Blackboard.) 3. Carson and Moo, Chapters 8-9, 17, 19-22, Fee and Stuart, Chapters 3-4, 13 Page 4 of 11

5 5. Joel Stephen Williams, "Inerrancy, Inspiration, and Dictation," Restoration Quarterly 37 (1995). Web site: /williams.html 6. P. D. Feinberg, "Inerrancy and Infallibility of the Bible," Web site: 7. Thielicke, A Little Exercise for Young Theologians Articles I will hand out in class. 1. N.T. Wright, "Developing a Multilayered View: The Five-Act Model," in The Last Word (New York: HarperCollins, 2005), Joel Stephen Williams, "Required, Permissible, or Forbidden," in A Primer on Hermeneutics (unpublished). Page 5 of 11

6 Terms to Learn The meaning and significance of each of the following terms should be learned. Use Patzia s and Petrotta s Pocket Dictionary for this purpose. You should aim to be able to define each term with a sentence or two, showing that you recognize the term and its significance. Allegorical Method Amanuensis Apocalyptic Apparatus, Critical Autograph B.C.E. Biblicism Bibliolatry C.E. Canon Canonical Criticism Catholic Epistles Codex Deconstruction Demythologization Deuterocanonical Books Dissimilarity, criterion of Early Catholicism Eschatology Gattung Genre Gloss Gnosticism hapax legomenon Hellenism, hellenization Historie, historisch (and Geschichte) ipsissima verba Jesu ipsissima vox Jesu Kerygma Koine LXX Minuscule Narrative Criticism Oral Tradition Papyrus Paranesis Parchment (Vellum) Parousia Passion Narrative Pastoral Epistles Pauline school Pericope Pesher Provenance Pseudepigrapha Pseudonymous Recension Redactor Salvation History (or Heilsgeschichte) Second Temple Judaism sensus literalis sensus plenior Sitz im Leben Talmud Targum terminus a quo terminus ad quem Textus Receptus Typology Uncial vaticinium ex eventu Vorlage Vulgate Page 6 of 11

7 Paper Guidelines Paper Content The paper will be typed, double-spaced pages (not counting the bibliography). Content will be the most important consideration in grading, but resources, grammar, spelling, etc., will also affect the grade. Your paper must be ed to me by midnight on December 13 th. Late papers will be penalized. The intent of your paper is to provide an exegesis of 1 Timothy 2: As sources, each student should consult at least the following: At least four modern (copyright 1970 or later), scholarly commentaries. The commentaries should reflect the theological spectrum. Though they have some good insights, do not use commentaries such as Calvin, Luther, Coffman, Boles, Lipscomb, Dehoff, Barnes Notes, Barclay s Daily Study Bible, Adam Clarke, Matthew Henry, Johnson s Notes, notes in a Study Bible, or on-line commentaries. Commentary series that generally represent the liberal-critical position are: Anchor Bible Commentary; Augsburg Commentary; Continental Commentary; Hermeneia; International Critical Commentary; Interpretation; New Century Bible Commentary. Commentary series that generally represent the conservative end are: College Press NIV Commentary; Living Word (pub. by Sweet/Abilene Univ.); New American Commentary; New International Commentary on the New Testament; New International Greek Testament Commentary; Tyndale Commentaries. Two commentary series that generally fall in the middle of the spectrum are New International Biblical Commentary and Word Biblical Commentary. *You are not limited to these commentary series. At least two articles from scholarly journals. These articles should address a debated issue you are examining. Such journals include: Biblica; Bibliotheca Sacra; Catholic Biblical Quarterly; Expository Times; Harvard Theological Review; Interpretation; Journal of Biblical Literature; Journal of the Evangelical Theological Society; Journal for the Study of the New Testament; Journal of Theological Studies; Themelios; New Testament Studies; Novum Testamentum; Restoration Quarterly. You are not required to use any on-line sources, and be aware that most of the material online is either out of date or not scholarly. If you decide to do research on-line, you may use only the following sources: A portion of the paper grade will depend on the use of proper grammar, spelling, etc. Here are some suggestions: Page 7 of 11

8 1. Use Turabian format. For a helpful guide on this format see the examples below and also: 2. Include a Works Cited page at the end. Here you should include only those sources cited in your paper. You may consult many sources that go unused in your paper. This is a sad element of research that you just have to learn to live with. 3. Margins should be at least 1 inch on all sides, and the font should be Times New Roman 12 point. 4. If you use someone else s words, put the words in quotation marks. If you directly cite an author or use his/her idea, give credit. Use footnotes. Plagiarism (i.e., the unacknowledged use of another s words or ideas) will result in a 0 grade for the paper. 5. You may not consult with other students or use other students papers (past or present). This is to be your work based on your research. 6. Proofread your work. Better yet, have someone else do it. Run the spell-checker, and watch for common slips that the spell-checker will not catch (e.g., confusing there and their, or to and too, or using her/him when you should have used she/he ). Samples of Commonly Used Turabian Styles Commentary in a Series Footnote: D. A. Carson, The Gospel According to John, Pillar New Testament Commentary (Grand Rapids: Eerdmans, 1991), Works Cited: Carson, D. A. The Gospel According to John. Pillar New Testament Commentary. Grand Rapids: Eerdmans, Journal Article Footnote: Linda Belleville, "'Born of Water and Spirit:' John 3:5," Trinity Journal 1 (1980): 125. Works Cited: Belleville, Linda. "'Born of Water and Spirit:' John 3:5." Trinity Journal 1 (1980): Dictionary Article Footnote: James D. G. Dunn, "Spirit," in NIDNTT, ed. Colin Brown (Grand Rapids: Zondervan, 1978), 3:699. Works Cited: Dunn, James D. G. "Spirit." In NIDNTT, ed. Colin Brown, vol. 3, Grand Rapids: Zondervan, Page 8 of 11

9 COMMON TERM PAPER PITFALLS 1) Deficiencies in Structure a) Failure to delimit your topic sufficiently. b) Poor organization. Please i) lay out your goal(s) plainly near the beginning of the paper ii) organize your paper around your goal(s) iii) use subheadings and/or topical sentences to provide clear delineation of various sections iv) summarize your results at the end c) Wandering into peripheral areas. Restrict your discussion to that which is directly pertinent to your goal(s). 2) Deficiencies in Research a) Reliance on popular level sources, which often promote inaccuracies. b) Reliance on older materials that reflect positions that are now out-ofdate. (Of course, they may be cited as part of a history of interpretation.) 3) Deficiencies in Argumentation a) Failure to cover all significant positions on your subject. b) Failure to reply to all major arguments against your own position or in favor of other positions. c) Illegitimate use of scholars as authorities. The authority lies in the evidence and arguments presented by scholars, not in the scholars themselves. d) Writing a bibliographical essay that reports on the viewpoints espoused by various scholars but does not evaluate them and move toward your own opinion. e) Failure to note whether your source actually agrees with a certain view or just presents it as one option among many. 4) Deficiencies in Academic Style a) Overquoting. Use direct quotations reluctantly. b) Inefficient use of footnotes. In addition to providing necessary references, footnotes should be used for additional bibliographical information (e.g., a list of those who hold a particular view) and for items that are significant, but do not contribute directly to your goal (e.g., technical sidelights such as minor textual variants, interesting quotes that do not quite belong in the text, etc.). 5) Other Problems a) Misspellings and other evidence of not proofreading carefully. b) Lack of attention to Turabian. c) Do not put your paper in a folder of any kind. Just staple it and turn it in. Page 9 of 11

10 How to Write a Biblical Exegesis Paper (Adapted from Dr. Mark Black) 1. Choose a passage (usually from 5-20 verses). 2. Read entire document through several times, paying attention to historical context. 3. Read one or two good introductions to the book, to challenge or verify your impressions. 4. Confirm the limits of the passage. Is it a single, whole thought unit? 5. Establish the text. Check for variants in the Greek or Hebrew text. 6. Analyze the flow and logic of the text. Construct an outline of the text. 7. Analyze sentence structure, grammar, and significant words. 8. Research the historical and cultural background. What must one know in order to understand this text? 9. Ask questions related to specific genre. Most importantly, how does this text relate to the larger context? If an epistle, what part of the epistle is this? If a gospel, how does this passage relate to what comes before and after? If a gospel, how does it compare to the other gospels? 10. Determine the major point or points the writer intended to make to his original audience. Why did the writer include this passage? (This is the major concern of this paper.) 11. Consider the broader context. What does this writer say elsewhere that may shed light on this topic? What do other biblical writers say? 12. Read broadly in commentaries, encyclopedias, and journals to confirm or challenge your interpretations. Good commentaries serve as guides to what you should include and emphasize. 13. Write the paper. Suggested Outline 1. Introduction (matters related to whole passage) A. Assumptions regarding date, author, recipients, etc. B. Other introductory matters such as literary context of whole 2. Detailed comments (usually a verse by verse or paragraph by paragraph approach) A. Details of word meanings, grammar, historical and cultural details, parallel passages B. Details related to form, source, and redaction criticism 3. Meaning of whole A. Reconstruction of situation, if appropriate B. What author was intending to say to original readers Page 10 of 11

11 4. Conclusion A. Relationship to biblical context B. Meaning for today (optional) 5. Bibliography (commentaries, introductions, encyclopedias, journals, etc.) Common Mistakes of Writers of Exegesis Papers 1. Failure to delimit topic sufficiently. 2. Failure to utilize best resources. You must use recent works by authors who are scholars, and you must consult the journal literature. Older and popular-level writings will not suffice. 3. Failure to use primary sources. If, for example, you want to quote Josephus, read the appropriate section of Josephus for yourself before you cite it. 4. Illegitimate use of scholars as authorities. Authority does not lie in the writer but in his or her evidence for the position. 5. Overquoting. Rarely do you need long quotes. In fact, it is usually better to summarize rather than quote. You must still give credit to the source in a footnote. 6. Poor organization. Make clear what you intend to do in each section of the paper. Subheadings and topic sentences are helpful. 7. Inefficient use of footnotes. Footnotes are to be used for more than simply citing sources. They also should contain information which does not belong in the paper but which may be of interest to the reader. 8. Misspelling and other evidence of failure to proofread carefully (for example, its/it s and there/their.) 9. Failure to use proper form. Use Turabian s A Manual for Writers of Term Papers, Theses, and Dissertations. See or others. 10. Failure to use 1 margins and 12 point type (Times New Roman or similar). 11. Use of poor grammar, sentence fragments, comma splices, and run-on sentences. 12. Informal writing: Do not use contractions or slang. Use the first person rarely and the second person never. 13. Use of in-text notes. Use footnotes. 14. Use of presentation folders. Simply staple or use a paper clip. 15. Failure to keep a copy for yourself. 16. Too few or too many pages. The paper should be pages. 17. Preaching. This is an academic exercise in exegesis. If you want to make contemporary application, save it for a small labeled section at the end of the paper. Page 11 of 11