RELATION OF COURSE TO CURRICULUM

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1 Gordon-Conwell Theological Seminary-Charlotte NT 630 Exegesis of Philippians Fall 2009: October 2-3; 30-31; December 4-5 Fridays, 6:30 9:30 p.m.; Saturdays, 8:30 a.m. 4:30 p.m. COURSE DESCRIPTION An exegetical study of the Greek text of Philippians, with special reference to its occasion, structure, theological themes, and application to Christian life and ministry. In addition, the course will introduce students to intermediate Greek grammar as they apply it to exegetical work. COURSE OBJECTIVES At the end of this course, students will... Develop advanced exegetical skills for studying the Greek New Testament. Interpret Philippians with greater precision. Engage current scholarship on the epistle. Learn to evaluate the strengths and weaknesses of biblical commentaries. Interact effectively within a community of Christian learners. Apply the message of Philippians to their personal lives and ministries. RELATION OF COURSE TO CURRICULUM Since this course builds upon skills learned in Greek and New Testament interpretation, Greek I, Greek II and Interpreting the New Testament are prerequisites. It satisfies the requirement within several degrees of an exegesis course in the epistles. TEXTBOOKS Required O Brien, Peter T. The Epistle to the Philippians. NIGTC. Grand Rapids: Eerdmans, ISBN: Wallace, Daniel B. Greek Grammar Beyond the Basics. Grand Rapids: Zondervan, ISBN: Wallace, Daniel B. and Grant G. Edwards. A Workbook for New Testament Syntax. Grand Rapids: Zondervan, ISBN: Recommended Bauer, Walter. A Greek-English Lexicon of the New Testament and Other Early Christian Literature. 3d edition. Revised and edited by F. W. Danker. Chicago: University of Chicago Press, ISBN: Note: Students will need access to the third edition of BDAG, either hard copy or electronic version (the CD-Rom version is available from Logos Research Systems or as an add-on to the Bible Works software program).

2 In addition to reading O Brien s commentary, students are encouraged to read selectively from one or more of the following commentaries on Philippians: Fee, Gordon D. Paul s Letter to the Philippians. NICNT. Grand Rapids: Eerdmans, Hawthorne, Gerald F. Philippians. WBC 43. Waco: Word, Osiek, Carolyn. Philippians and Philemon. Abingdon New Testament Commentaries. Nashville: Abingdon, Silva, Moises. Philippians. BECNT. Grand Rapids: Baker, Thielman, Frank. Philippians. NIV Application Commentary. Grand Rapids: Zondervan, Note: Normally one would not suggest a commentary from the NIV Application series for an exegetical course. However, in this case, Thielman s work is worth consulting, especially as one develops a methodology for understanding the contemporary significance of the ancient text. On Reserve The following selections will be placed on reserve in the library and should be read before the appropriate class meeting as noted in the SCHEDULE below: Gorman, Michael J. Philippians: The Hymn of the Crucified Lord in the Cruciform Community. In Apostle of the Crucified Lord: A Theological Introduction to Paul and His Letters, Grand Rapids: Eerdmans, Hawthorne, G. F. Philippians, Letter to the. In Dictionary of Paul and His Letters, ed. Gerald F. Hawthorne, Ralph P. Martin, and Daniel G. Reid, Downers Grove: IVP, Thielman, Frank. Rubbish and Resource: The Law of Moses in Philippians. In Paul and the Law: A Contextual Approach, Downers Grove: IVP, COURSE REQUIREMENTS 1. Exegetical Notebook and Class Participation (passages in Philippians) Prior to each of the three weekend sessions, students should complete an exegesis of the assigned passages in Philippians, using the process spelled out below and recording their findings in an exegetical notebook. A template for this notebook follows below at the end of the syllabus and on CAMS. Students must come to class prepared to interact with both professor and colleagues on the assigned material from the Greek text. My philosophy is to facilitate your learning and equip you for a lifetime of rewarding study of the New Testament, not simply to lecture on my findings from Philippians. The following is an exegetical process that should be employed for every verse: 2

3 (1) Meditation: Spend a few minutes at the outset to ponder the text, noting the words used, their position, the grammar, possible difficulties, and tentative interpretation. (2) Textual: Are there different readings in other manuscripts? Considering both external and internal evidence, which reading gives the strongest evidence of having been written by the biblical author? Examine the textual apparatus and comment on the most significant variant readings. (3) Context: In a brief sentence or two, explain how this verse fits in with the preceding and following verses; i.e., how it contributes to the progression of the argument. (4) Lexical: For each word in the verse, define exactly what it means, using a reputable Greek lexicon (preferably BDAG, 3 d edition). Go beyond a general definition of the word to examine what specific nuance is being emphasized in context. For instance, in Philippians 1:5, koinwni,a is defined by BibleWorks as fellowship, contribution, but BDAG lists several fuller, more revealing definitions, along with NT occurrences: 1. close association involving mutual interests and sharing, association, communion, fellowship, close relationship 2. attitude of good will that manifests an interest in a close relationship, generosity, fellow-feeling, altruism 3. abstr. for concr. sign of fellowship, proof of brotherly unity, even gift, contribution 4. participation, sharing The job of the interpreter is to sort through the options and determine which meaning is most appropriate for this context. (5) Grammar: Note the syntactical relation of the word or phrase to the rest of the sentence. Does its grammatical function shed any light on the interpretation or give any insights into truth? Identify the grammar of each word/phrase by using recognized categories of Greek grammar such as those found in Daniel Wallace, Greek Grammar Beyond the Basics. For example, a. Is the genitive objective or subjective? b. How does the participle function in the sentence? On what does it depend? c. What use of the dative is the author employing? d. What is the significance of the presence or absence of the article? (6) Figurative: Identify any figures of speech that obscure or enhance the meaning. (7) Theological: Make note of both theological difficulties and contributions that arise from the passage under consideration, stating how this text sheds light on important theological truths. (8) Commentaries: Use commentaries judiciously, asking a series of questions: How do the scholars take this verse? Can they shed some light on my understanding of it? Can they correct my errors? Can I detect their flaws? It is best to wait to consult the commentaries until you have done your own exegetical work as described in the previous steps. In that way, they will 3

4 become advisors and discussion partners rather than crutches that prevent you from the joy of discovery. (9) Translation: Based on your work so far, create your own personal translation of the verse, not a compilation of published English translations but one that reflects your understanding of what is written. (10) Interpretation: Now you are in a position to provide a legitimate interpretation of the verse. In the inductive method, you are ready to move beyond observation to interpretation from learning what the verse meant to its original audience to what it means today. (11) Application: This is where you personalize God s Word to your own life and ministry. A series of questions is helpful in this process: What is God saying to me in this text? How should this passage affect my life and ministry? Is there a promise to claim? A command to obey? A sin to confess and forsake? An example to follow? A warning to heed? Etc. (12) Structural: This step goes beyond the verse level to identify how important portions of the entire paragraph relate to each other. Some prefer sentence diagramming or a mechanical layout to accomplish this task, but whether you use these tools or not, it is important for you to understand how the parts work together in the whole message. For example, in the Great Commission of Matthew 28:19-20, what is the significance of the use of one main verb and three participles? How does understanding the structure of these verses enlighten us concerning what Jesus is calling his followers to do? Structure relates to syntax, which refers to the arrangement of words in sentences, but its use here broadens the analysis to complete units of thought. (13) Main Idea: The primary unit of thought in the epistles is neither the chapter nor the verse but the paragraph, so one should study them by paragraphs. After studying a paragraph by a detailed examination of all the verses comprising it, one can now reflect on the meaning of the whole. Taking the time to discover the main idea of each paragraph will yield great dividends for your personal intake of Scripture as well as your communication of its truths to others. To discover the main idea, identify the subject and complement of the paragraph and summarize them in one complete sentence. a. Subject = What is the author talking about in this paragraph? b. Complement = What is the author saying about the subject? c. Subject + Complement = Main Idea The main idea is the key truth of the passage and should reflect and summarize the whole. This task can be challenging, but it is extremely rewarding. The exegetical notebook for this course should include the main idea for the following paragraphs in Philippians: 1:3-8, 1:9-11, 1:12-18, 1:19-26, 1:27-2:4, 2:5-11, 2:12-18, 2:19-24, 2:25-30, 3:1-11, 3:12-16, 3:17-4:1, 4:2-3, 4:4-7, 4:8-9, and 4:

5 Note: Not all of these thirteen areas will be applied equally to every verse. For instance, in some verses there will be no figures of speech that need to be unpacked. In others, no textual problem will require comment. However, students should use this process as a guideline to identify what questions to ask of every verse. It is acceptable to conclude that a given verse needs no written comment on some of these categories; it is not acceptable to fail to contemplate that decision every time. 2. Wallace Workbook (passages outside of Philippians) Students will translate selected Scriptures outside of Philippians and complete the relevant portions of A Workbook for New Testament Syntax as noted on the SCHEDULE below. These passages correspond to grammatical points made in Wallace s grammar and are intended to illustrate the same. While the text of Philippians is the focus of this course, students are responsible for examining these supplemental passages also. 3. Reading Students will read and complete a reading report for the following: a. Wallace, Greek Grammar b. 400 pages from O Brien, NIGTC c. 200 pages from other commentaries on the recommended list d. Assigned articles (Gorman, Hawthorne, Thielman) Note: These are the minimum reading requirements. Class discussion will use exegetical analysis as the foundation for larger discussions of theological and ministry concerns, so students should read as widely as possible. Other articles may be suggested by the professor throughout the course. 4. Exegesis Paper Students will write a page exegesis paper that analyzes a passage in Philippians. The passage chosen should be a complete unit of thought consisting of 6-10 verses. Students must employ all of the steps listed above in the exegetical process and demonstrate their ability to use primary sources and interact critically with scholarly literature. Further guidance for this project will be given in class and can be obtained by referring to works such as Gordon Fee, New Testament Exegesis, and material posted on CAMS. Specifically, see Rollin G. Grams, Research and Writing for New Testament Studies, for the section on writing an exegesis paper and the appropriate roles of behind-the-text, in-the-text, and in-front-of-the-text issues. 5

6 GRADING 1. The student s final grade will be determined as follows... Exegetical Notebook 40% Exegesis Paper 20% Reading 20% Class Participation 10% Wallace Workbook 10% 2. The 100 points will be broken down as follows: A = B = C = D = F = 69 and below ACADEMIC POLICIES 1. Attendance. Each student must attend class and participate in discussion. The three-weekend format at GCTS assumes full attendance, and exegesis courses assume full participation in class. All weekend sessions should be attended, and if a student is unable to attend all three weekends, the course should be dropped. If a small portion of one of the sessions must be missed for an emergency, the student should discuss with the professor the possibility of making up missed work in order to avoid receiving a lower grade. 2. Tardiness. Classes will begin at the announced time. Because tardiness is disruptive and deprives the professor of valuable teaching time, three (3) late arrivals will be considered an absence and will lower the student s final grade for the course. 3. Plagiarism and Cheating. For written work to demonstrate scholarship and integrity, documentation must be given for all ideas, paraphrasing, and quotations. Failure to do so is viewed as a very serious offense. Any assignment containing plagiarized material will be graded F. Cheating in any form will be treated in the same manner as plagiarism. Any breach of academic integrity will be referred to the seminary for appropriate action. 4. Late Work. All work must be submitted by the due date stated on the SCHEDULE. Because the assignments for this course are critical to successful class interaction and learning, late work will not be accepted by the professor, except in the case of genuine emergencies. 5. Greek Competency. Every exegesis course at Gordon-Conwell has a language component that must be passed in order to pass the entire course. In this course, testing of Greek language skills and preparation will occur through: (1) the exegetical notebook, (2) facility in translation in class, and (3) the use of Greek in the exegetical paper. Students should bring an unmarked Greek NT to each session, and translation work in class will be done from this unmarked Greek NT, not from 6

7 Bible software such as BibleWorks or Logos. Students will be asked to translate and comment on exegetical matters randomly and should be prepared to do so in any session, without reading a prepared English translation. Students who have not taken a course using Greek in the spring semester, 2009, need to take a Greek competency quiz prior to the first day of class. If this is the case, contact Trish King in Registration. 6. Internet Usage. Students should refrain from accessing the internet at any point during class sessions, unless otherwise instructed by the professor. 7. Chapel. Chapel is held from 6:30 p.m. to 6:55 p.m. in the Chapel every Friday night during the Fall and Spring semesters. Students are encouraged, but not required to attend chapel. 8. Submission of Assignments. Students should staple all written work rather than using paper clips or any special binders or covers. Assignments will be turned in at the beginning of each weekend session on Friday evening (though students are encouraged to have a second copy available for reference during the class). Final assignments should be mailed to the professor, with a postmark of no later than January 5, 2010 (address on page 8). If you would like to receive a copy of your graded work, please include a self-addressed, stamped envelope for this purpose. SCHEDULE Due Topic Reading Assignment Philippians 1:1-30; 200 pages from the Exegetical notebook for 10/2/09 commentaries; Philippians 1:1-30; Ephesians 1:13-18; Hawthorne, ; Workbook, (Eph. 1:13- Galatians 6:9-17 Wallace, ) and (Gal. 6:9-17) 10/30/09 12/4/09 Philippians 2:1-30; Colossians 1:9; 13-20; Romans 11:9-12 Philippians 3:1-4:23; 1 Thessalonians 4: pages from the commentaries; Gorman, ; Wallace, ; 200 pages from the commentaries; Thielman, ; Wallace, Exegetical notebook for Philippians 2:1-30; Workbook, (Col. 1:9; 13-20) and (Rom. 11:9-12) Exegetical notebook for Philippians 3:1-4:23; Workbook, (1 Thess. 4:1-9) 1/5/10 Exegesis paper; reading report 7

8 Before the first weekend of class, students should: 1. Complete an exegetical notebook for Phil. 1:1-30, including main ideas for 1:3-8; 1:9-11, 1:12-18, and 1:19-26; 2. Translate the Greek text of Eph. 1:13-18 and Gal. 6:9-17, and answer the questions pertaining to these passages in the Workbook by Wallace; 3. Read pages of Wallace, Greek Grammar; 4. Read at least 200 pages from approved commentaries on the introduction and chapter 1 of Philippians; and 5. Read Hawthorne, Before the second weekend of class, students should: 1. Complete an exegetical notebook for Phil. 2:1-30, including main ideas for 1:27-2:4, 2:5-11, 2:12-18, 2:19-24, and 2:25-30; 2. Translate the Greek text of Col. 1:9, and Rom. 11:9-12, and answer the questions pertaining to these passages in the Workbook by Wallace; 3. Read pages of Wallace, Greek Grammar; 4. Read at least 200 pages from approved commentaries on Philippians 2; and 5. Read Gorman, Before the third weekend of class, students should: 1. Complete an exegetical notebook for Phil. 3:1-4:23, including main ideas for 3:1-11, 3:12-16, 3:17-4:1, 4:2-3, 4:4-7, 4:8-9, and 4:10-20; 2. Translate the Greek text of 1 Thess. 4:1-9 and answer the questions pertaining to it in the Workbook by Wallace; 3. Read pages of Wallace, Greek Grammar; 4. Read at least 200 pages from approved commentaries on Philippians 3-4; and 5. Read Thielman, By 1/5/10, students should: 1. Mail their exegesis paper and reading report to the following address: Dr. Jerry Barber, c/o Harvest Community Church Eastfield Rd. Huntersville, NC Note: If you would like a copy of this or any of your graded work, please include a self-addressed, stamped envelope for this purpose. CONTACT INFORMATION jerry@harvestcharlotte.com (the best way to interact with me) Phone: (if is down) Office hours: By appointment Forum: A discussion forum will be set up on CAMS for interested students. Saturday lunch: I will be available during lunch on Saturdays to discuss the class, seminary studies, or Christian ministry. 8

9 Reading Report (cut and paste to create your own file or retrieve it through CAMS) Name: Box # Reading Report Total number of pages of Wallace, Greek Grammar, read: Total number of pages of O Brien, Philippians, NIGTC, read: Total number of pages of (commentary) read: Total number of pages of (commentary) read (if applicable): Total number of pages of (commentary) read (if applicable): Total number of pages of (commentary) read (if applicable): Total number of pages of Gorman, Philippians: Hymn read: Total number of pages of Hawthorne, Philippians, Letter read: Total number of pages of Thielman, Rubbish, read: Total number of pages read: Reading Grade = Total pages read divided by 13.59: [For example, if one read all 1359 pages and divided that total by 13.59, the resulting grade for the reading assignment would be 100 ] 9

10 Template for Exegetical Notebook (cut and paste to create your own file or retrieve it through CAMS) Verse: Philippians 1:1 Textual: Context: Word or Phrase Lexical Grammar Figurative: Theological: Commentaries: Translation: Interpretation: Application: Structural: (continue for each verse) Main Idea Text Philippians 1:3-8 Subject Complement Main Idea (continue for all other paragraphs) 10