PARABLES OF JESUS NTS 6661/7761 ASHLAND THEOLOGICAL SEMINARY Spring, 2018 THURSDAY, 8:30 AM 11:30 AM, ASHLAND Dr. John Byron

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1 PARABLES OF JESUS NTS 6661/7761 ASHLAND THEOLOGICAL SEMINARY Spring, 2018 THURSDAY, 8:30 AM 11:30 AM, ASHLAND Dr. John Byron Office Phone: (419) I. Course Description This course examines the nature and use of parables in the Gospels and early Jewish literature. It will include a survey of interpretative approaches, as well as historical, cultural and geographical issues. Students will be given the opportunity to consider the usage and repackaging of parables in modern media. Special attention will be given to exegetical examination of parables and their usage in ministry settings. II. Student Learning Outcomes As a result of this course, students will be able to: 1a. Articulate the major critical issues associated with interpretation of New Testament parables. 1b. Exegete parables proficiently with theological and ethical reflection upon the text. [2. Not assessed in this course.] 3a. Identify the limits of their own cultural and social location upon reading and interpreting parables. 3b. Identify strategies to overcome the limits of their own cultural and social location to produce a richer engagement with parables. III. Course Requirements A. Textbook(s) Snodgrass, Klyne R. Stories with Intent: A comprehensive Guide to the Parables of Jesus. (Grand Rapids: Eerdmans, 2008). ISBN Bomberg, Craig L. Preaching the Parables: From Responsible Interpretation to Powerful Proclamation (Grand Rapids: Baker Asademic, 2006). ISBN B. Attendance According to the Student Handbook, attendance at all class sessions is expected, unless the professor has been notified in advance and has approved the absence. Students should be on time and should stay through the duration of all classes. Any student missing more than six class hours (2 weeks) will be required to do additional work, receive a lower grade, audit or withdraw from the class, or be penalized otherwise at the discretion of the professor. 1 1 This policy also includes tardiness.

2 C. Assignments/Assessment of Student Learning 1. Students are expected to attend lectures, complete all assigned reading and participate in class discussions. 2. Each student will complete an exegetical paper that analyzes one or more of Jesus parables. Students will be expected to engage with the parable(s) as well as historical and cultural issues. The paper should reflect evidence of interaction with scholarly contributions as well as personal consideration. Students must have their parable selection preapproved by the professor. The Paper is to be double-spaced, 12-point font, words in length excluding footnotes and bibliography. The paper is due on the last day the class meets. All work must conform to Turabian format and include a bibliography (See the ATS Writing Handbook). No late papers will be accepted. 3. Each student will complete two three-page (1000 words) analyses of the films Barbette s Feast and Footnote. This analysis will consider what elements of the film reflect parable genre, how the film has used (or abused) portions of Jesus parables and how the film might reflect modern sentiments. Both analyses are due on the last day the class meets. 4. All students will participate in the Talents Project. Each student will receive an envelope of money at the first class. Students are encouraged to read the parable of the talents in either Matt 25:14-30 or Luke 19:11-27 and then to come up with ways to increase the money from the envelope. On the last day of class students will return the original money they received as well as any extra earned. Students may add personal funds to the Talents as long as it does not exceed twenty five percent of the original total. The project is to be described in a two page document to be submitted with the final collection of Talents. Opportunity will be given for students to share their experience of the project. All monies submitted will be donated to a predetermined charity. D. Calculation of Grade Assignments Learning Outcomes Percent of Final Grade Film Analysis Papers 1a 30% Exegetical Paper 1a,b 45% Talents Project 3, a, b 25% IV. Course Schedule - Lecture Outline and Reading Assignments Date Topic Assignment January 11, 2018 What is a Parable? (Part 1)

3 January 18, 2018 What is a Parable? (Part 2) January 25, 2018 Interpreting the Parables Snodgrass, Stories, 1-35 February 1, 2018 Comparing Parables: Rabbinic, Greek, African and Arab Snodgrass, Stories pp.37-59; Young, The Parables pp.3-38; February 8, 2018 The Trilogy of the Lost Things (Luke 15) Class prepares: The Good Samaritan (Luke ). Snodgrass, Stories, ; Blomberg, Preaching, 33-44; 56-69; Blomberg, Interpreting, ; Capon, Grace, 51-67; Levine, Short Stories, ; Young, The Parables, February 15, 2018 Parables and Reception History Breed, What is Reception History? February 22, 2018 Movie Babbette s Feast Thomas J. Curry, Babbette s Feast and the Goodnes of God, in Journal of Religion and Film. March 1, 2018 The Parables of the Lost Sheep and Unforgiving Servant (Matthew 18) March 8, 2018 **Spring Break No Class** March 15, 2018 The Social Function of Parables In Class Exercise March 22, 2018 Parable of the Workers in the Vineyard (Matthew ) March 29, 2018 April 5, 2018 April 12, 2018 April 19, 2018 **Maundy Thursday, No Class** Feasting Parables (Matt ; Luke ; Gospel of Thomas 64) Movie Footnote The Persistent Widow and the Pharisee and Publican (Luke ) Class prepares: The Unjust Steward and the Richman and Lazarus (Luke 16). Snodgrass, Stories, Blomberg, Preaching, 70-81; 82-93; Blomberg, Interpreting ; Capron, Grace, ; Landry and May JBL 119 (2000): ; Herzog, Parables as subversive speech, ; Young, The Parables, Snodgrass, Stories, ; Levine, Short Stories, Class: Two or three students will present their work Snodgrass, Stories, Class: Two or three students will present their work Snodgrass, Stories, Blomberg, Preaching, Levine, Short Stories, April 26, 2018 Preaching the Parables May 3, 2018 Report on Talents Project All written Work is Due

4 V. Seminary Guidelines A. ATS Academic Integrity Policy Ashland Theological Seminary expects each student to uphold the Seminary s core value of academic excellence by contributing to an environment that is both challenging and supportive. In such an environment a student will neither seek nor offer improper assistance. All students have an obligation to be forthright in their academic endeavors and to respect ethical standards. The work that one submits for academic evaluation must be one s own, unless an instructor expressly permits certain types of collaboration. Academic integrity requires that each student will use one s own capabilities to achieve one s fullest potential and will neither offer nor accept aid that is not in keeping with regularly accepted standards of academic integrity. Failure to conform to this conduct shall constitute academic dishonesty. The full Academic Integrity Policy statement may be found in the Student Handbook. B. Seminary Writing Consultation Service The Seminary Writing Consultation Service can help you brainstorm, draft, and revise your writing assignments in your graduate Seminary classes. Masters-qualified Consultants can advise you online or in person. your request for assistance to swc_group@ashland.edu Include the following information: Your name, the course # & professor s name, a brief description of the assignment, and your timeline. For more information, visit: C. Accessibility Resources and Accommodations It is Ashland University s goal that learning experiences be as accessible as possible. If you anticipate or experience physical or academic barriers based on a disability, please contact the Student Accessibility Center at , or send an to dservices@ashland.edu. The Student Accessibility Center office and the course instructor will work together in order to establish accommodations and to meet your learning needs. D. ATS Grading Scale Grade Percent Grade Points Description A Superior achievement of course objectives, diligence and originality, high degree of freedom from error, outstanding evidence of ability to utilize course knowledge, initiative expressed in preparing and completing assignments, positive contributions verbalized in class. A B B Good work submitted, commendable achievement of course objectives, some aspects of the course met with excellence, substantial evidence of ability to utilize course material, positive contributions verbalized in class, consistency and thoroughness of work completed.

5 B C C Acceptable work completed, satisfactory achievement of course objectives, demonstrating at least some ability to utilize course knowledge, satisfactory class contribution. C D D Passing but minimal work, marginal achievement of course objectives, poor performance in comprehension of work submitted, inadequate class contributions. D F Below 65 0 Unacceptable work resulting in failure to receive class credit, inadequacy of work submitted or of performance and attendance in class. VI. Selected Bibliography Beavis, Mary Ann (ed), The lost coin: parables of women, work, and wisdom. (London; New York : Sheffield Academic Press, 2002). Beavis, Mary Ann Ancient Slavery as an Interpretive Context for the New Testament Servant Parables: with Special reference to the Unjust Steward (Luke 16:1-8), in Journal of Biblical Literature 111 (1992): Blomberg, Craig Interpreting the Parables (InterVarsity Press, 1990) Preaching the Parables: From Reponsible Interpretation to Powerful Proclamation. (Grand Rapids: Baker Academic, 2004). Capon, Robert Farrar, The Parables of Grace (Eerdmans, 1988) The Parables of the Kingdom (Eerdmans, 1985) The Parables of Judgment (Eerdmans, 1989). Crossan, John D., The Good Samaritan in Semeia 2 (1974) In Parables: The Challenge of the Historical Jesus. (NY: Harper & Row, 1973) The Servant Parables of Jesus Semeia 1 (1974): Donahue, John R. The Gospel in Parable. (Minneapolis: Fortress Press, 1990). Udoh, Fabian. The Tale of an Unrighteous Slave (Luke 16:1-8 [13]). Journal of Biblical Literature 128 (2009): Ford, Richard Q. The Parables of Jesus: Recovering the Art of Listening. (Minneapolis: Fortress Press, 1997). Glancy, Jennifer A. Slaves and Slavery in the Matthean Parables. Journal of Biblical Literature 119 (2000): Harrill, J.A. The Indentured Labor of the Prodigal Son (Luke 15:15), Journal of Biblical Literature 115 (1996): Herzog, William R. Parables as subversive speech: Jesus as pedagogue of the oppressed. Westminster/John Knox Press, Hultgren, Arland J. The Parables of Jesus: A Commentary, The Bible in Its World. Grand Rapids, MI: Eerdmans, Jeremias, Joachim The Parables of Jesus. (NY: Scribners Press, 1972) Landry and May Honor Restored: New Light on the Parable of the Prudent Steward (Luke 16:1-8a) Journal of Biblical Literature 119 (2000): Levine, Amy-Jill, Short Stories by Jesus (New York: Harper HarperOne, 2015). Longenecker, Richard N. (ed) The challenge of Jesus' parables. (Grand Rapids, Mich: Eerdmans, 2000).

6 McArthur, Harvey K. & Robert M. Johnston, They also taught in parables: rabbinic parables from the first centuries of the Christian era. (Grand Rapids, Mich.:Academie Books, 1990). Pearl, Chaim Theology in rabbinic stories. (Peabody, Mass: Hendrickson publishers, 1997). Schottroff, Luise The Parables of Jesus (Minneapolis: Fortress Press, 2006). Scott, Bernard Brandon, Hear Then the Parable: A Commentary on the Parables of Jesus. (Minneapolis MN: Fortress, 1989). Sider, John W. Interpreting the parables: a hermeneutical guide to their meaning (Grand Rapids, Mich.: Zondervan, 1995). Snodgrass, Klyne R. Stories with Intent: A comprehensive Guide to the Parables of Jesus. (Grand Rapids: Eerdmans, 2008). Stiller, Brian C. Preaching Parables to Postmoderns. (Minneapolis: Fortress Press, 2005). Stern, David Parables in Midrash : narrative and exegesis in rabbinic literature. (Cambridge, Mass : Harvard University Press, 1991). Tucker, Jeffery T. Example Stories: Perspectives on Four Parables in the Gospel of Luke (Sheffield, 1998). Young, Brad H. The Parables : Jewish tradition and Christian interpretation. (Peabody, Mass: Hendrickson, 1998).