BBL 555 Galatians (Online) Fall 2015 CONTACT INFORMATION Dr. Timothy Gombis Phone: 616-254-1618 Associate Professor of New Testament Email: timothy.gombis@cornerstone.edu COURSE DESCRIPTION A verse-by-verse interpretation of the letter with special attention to its literary structure, the character of its argument, its theological orientation within the ancient ideological setting, and its vision for the church. COURSE OUTCOMES Upon completion of this course students will be able to: 1. summarize the tensions in the early church and the local situation Paul addresses in Galatians. 2. articulate the main components of Paul s theology as they appear in Galatians. 3. identify key themes in the letter of Galatians. 4. analyze the biblical text by isolating grammatical features and explaining their significance. 5. articulate the significance of Galatians for contemporary Christian discipleship and ministry. REQUIRED TEXTBOOKS/MATERIALS Richard Hays, The Letter to the Galatians, Volume 11 of The New Interpreter s Bible (12 volumes: Nashville: Abingdon, 2000). Bruce W. Longenecker, The Lost Letters of Pergamum: A Story from the New Testament World (Grand Rapids: Baker Academic, 2002). Bruce W. Longenecker, The Triumph of Abraham s God: The Transformation of Identity in Galatians (Nashville: Abingdon, 1998). Thomas R. Schreiner, Galatians (ZECNT; Grand Rapids: Zondervan, 2011). SUPPLEMENTAL READINGS/BIBLIOGRAPHY John M. G. Barclay, Obeying the Truth: Paul s Ethics in Galatians (Minneapolis: Fortress, 1991). C. K. Barrett, Freedom and Obligation: A Study of the Epistle to the Galatians (Philadelphia: Westminster Press, 1985). Michael F. Bird, Introducing Paul: The Man, His Mission, and His Message (Downers Grove, IL: IVP Academic, 2008). James D. G. Dunn, The Theology of Paul s Letter to the Galatians (Cambridge: Cambridge University Press, 1993). James D. G. Dunn, The Theology of Paul the Apostle (Grand Rapids: Eerdmans, 1998).
Page 2 of 8 James D. G. Dunn, The Cambridge Companion to St. Paul (Cambridge: Cambridge University Press, 2003). C. A. Evans & S. E. Porter (eds.), Dictionary of New Testament Background (Downers Grove, IL: IVP, 2000). Timothy G. Gombis, Paul: A Guide for the Perplexed (London: T&T Clark, 2010). Michael J. Gorman, Cruciformity: Paul s Narrative Spirituality of the Cross (Grand Rapids: Eerdmans, 2001). Michael J. Gorman, Apostle of the Crucified Lord: A Theological Introduction to Paul and His Letters (Grand Rapids: Eerdmans, 2004). Michael J. Gorman, Reading Paul (Eugene, OR: Cascade, 2008). Michael J. Gorman, Inhabiting the Cruciform God: Kenosis, Justification, and Theosis in Paul s Narrative Soteriology (Grand Rapids: Eerdmans, 2009). G. F. Hawthorne, R. P. Martin, D. G. Reid (eds.), Dictionary of Paul and His Letters (Downers Grove, IL: IVP, 1993). David G. Horrell, An Introduction to the Study of Paul (New York: T&T Clark, 2006). J. Louis Martyn, Theological Issues in the Letters of Paul (Nashville: Abingdon, 1997). Bruce L. McCormack (ed.), Justification in Perspective: Historical Developments and Contemporary Challenges (Grand Rapids: Baker Academic, 2006). Mark D. Nanos, The Galatians Debate: Contemporary Issues in Rhetorical and Historical Interpretation (Peabody, MA: Hendrickson, 2002). Thomas R. Schreiner, The Law and Its Fulfillment: A Pauline Theology of Law (Grand Rapids: Baker, 1993). Kevin J. Vanhoozer, et al (eds.), Dictionary for Theological Interpretation of the Bible (Grand Rapids: Baker Academic, 2005). Stephen Westerholm, Perspectives Old and New on Paul: The Lutheran Paul and His Critics (Grand Rapids: Eerdmans, 2004) N. T. Wright, The Climax of the Covenant: Christ and the Law in Pauline Theology (Minneapolis: Fortress, 1993). N. T. Wright, What Saint Paul Really Said: Was Paul of Tarsus the Real Founder of Christianity? (Grand Rapids: Eerdmans, 1997). N. T. Wright, Paul: In Fresh Perspective (Minneapolis: Fortress, 2005). N. T. Wright, Justification: God s Plan and Paul s Vision (Downers Grove, IL: IVP Academic, 2009). ONLINE EDUCATIONAL ASSUMPTIONS The on-line courses were designed according to the learning paradigm. This paradigm shifts the focus from teaching to learning and places greater authority and responsibility upon the learner. The role of a course instructor is not primarily to impart their knowledge, but to create valuable learning experiences utilizing diverse resources and educational methods. Success within this paradigm and in on-line learning requires significant student initiative, discipline, and commitment. On-line learning is not for everyone, since it assumes greater levels of student ownership and engagement in the teaching and learning process.
Page 3 of 8 INTERACTIVITY REQUIREMENT Threaded discussions are a required aspect of all graduate level on-line courses. Each course will differ in the frequency and nature of interaction. There are two types of on-line interaction: synchronous and asynchronous. Synchronous interaction consists of on-line discussions that occur in real time and at the same time. Asynchronous interactions consist of on-line interaction over an extended, and sometimes defined, period of time. There are two types of on-line posts: original posts and response posts. Original posts should include the student s reflections on the theoretical content, meaning, relationships of ideas, and implications of course material. Original posts should be insightful, inquisitive, and reflective in nature. Typically, original posts will be crafted as responses to a set of questions posed by the course instructor, questions designed to foster reflection and discussion. Response posts are offered in reply to the original posts of peers and should seek clarification for deeper understanding and/or extend the level of critical reflection on the topic of discussion. All on-line interactions should be substantive, succinct, and grammatically accurate. By substantive, we do not mean extended descriptions of personal opinion and personal experience. Nor do we mean comments that lack coherence and critical reflection. By substantive, we mean comments that are reflective and insightful, coherent, theoretically informed, and link theory to practice. By succinct, we mean that on-line posts should be between 120-160 words, unless otherwise defined within the given course. Finally, all posts should be grammatically clean, which requires editing before the post is submitted. The interactivity grade for the course will be determined based on the number of posts as well as the character of the post (i.e., substantive, succinct, and grammatically accurate). EVALUATION The student's final grade will be calculated on the following basis: The following scale will be used for the course: Weekly summaries 40% 100-97 A 80-77 C+ Interactive discussions 20% 96-93 A- 76-73 C Critical reviews 30% 92-89 B+ 72-69 C- Participation 10% 88-85 B 68-65 D 84-81 B- 64-0 F ASSIGNMENTS Lectures Each week a lecture will be posted about that week s assigned passage or topic. This will appear as an mp3 file in the folder of documents for that week, and will be posted by noon on Monday. Students should listen to that lecture at some point between Monday at 1:00 p.m. and the end of the day on Wednesday. These lectures will provide an overview of that week s passage, integrate discussions from the course texts, and highlight distinctive features of Paul s argument.
Page 4 of 8 Summaries of Argument Along with listening to the lecture, students will read over that week s passage in Galatians carefully and repeatedly and also read the assigned pages in the course texts (this can be done before or after listening to the lecture). Students will then write a summary of the passage, noting Paul s main point (or points) and how he supports or develops his argument. For these summaries, students should use the translation of Galatians provided. Other translations may be consulted, but the literal translation based on the NASB provides the best opportunity to trace the logic of Paul s arguments closely. These summaries will consist of between 350-600 words and are due each Sunday by 11:00 p.m. INTERACTIVE DISCUSSIONS Four times throughout the semester, I will post a topic for discussion that will require students to draw upon the course material to that point. Discussions may cover Paul s argument in the letter, theological integration of the text, or practical application of passages from Galatians. Each student will respond with an initial post of 100-150 words and then respond to the posts of two other students. CRITICAL REVIEWS Students will write two critical reviews: First, they will write a book review, engaging with the presentation and argument of Bruce Longenecker s book, The Triumph of Abraham s God. Each review will identify the main thrust of the book and elaborate on how the argument develops. A critical book review is not necessarily one that criticizes the author, but engages the book s argument objectively by focusing on the purpose and development of thought, including the representation of the subject matter (i.e., how the author handles Scripture and relates it theologically to Christian discipleship) (1,000-1,500 words). Second, students will write a second review, engaging the issue of the new perspective on Paul. Students will read assigned articles advocating both sides of this issue in order to have a good understanding of how these two perspectives approach Paul, his theology, the interpretation of his letters, and his relationship to Judaism and the Mosaic Law. Students will summarize competing perspectives and evaluate the arguments presented (1,500-2,000 words).
COURSE SCHEDULE Date Week One: Sept. 7-13 Description Topic: Cultural Backgrounds Read The Lost Letters of Pergamum in its entirety Assignments Due: Reflect on how the cultural dynamics portrayed in Lost Letters sheds light on first century churches and how the gospel would have sounded in a first century context. Note especially the contrast between the two churches Antipas encounters and the dynamics of honor in the Roman culture (500-750 words) (by Sunday at 11:00 p.m.). Page 5 of 8 Week Two: Sept. 14-20 Week Three: Sept. 21-27 Week Four: Sept. 28-Oct. 4 Week Five: Oct. 5-11 Week Six: Oct. 12-18 Week Seven: Oct. 19-25 Topic: Background of Paul s Life and Ministry Gombis, chapters 1 & 3 (available via e-reserve from the library) Paul in Acts and Letters, in DPL (available via e-reserve from the library) Assignments Due: The letter to the Galatians presents Paul in conflict over vital issues affecting his churches. Provide a brief summary of Paul s relationship with other Jewish Christians, especially those in Jerusalem and the leaders of the Jerusalem church (350-600 words) (by Sunday at 11:00 p.m.). Topic: Introductory Issues Hays, pp. 183-199 Schreiner, pp. 21-59 Read through the letter 3-4 times throughout the week and make notes on what can be known about the situation from the letter itself. Assignments Due: Provide a summary of the occasion and purpose of Galatians (350-600 words) (by Sunday at 11:00 p.m.). Topic: Galatians 1:1-10 Hays, pp. 200-209 Schreiner, pp. 71-91 Interactive Discussion #1 Topic: Galatians 1:11-24 Hays, pp. 210-220 Schreiner, pp. 92-113 Topic: Galatians 2:1-14 Hays, pp. 220-235 Schreiner, pp. 114-149 Topic: Galatians 2:15-21 Hays, pp. 235-248 Schreiner, pp. 150-176 Interactive Discussion #2
Page 6 of 8 Week Eight: Oct. 26-Nov. 1 Week Nine: Nov. 2-8 Week Ten: Nov. 9-15 Week Eleven: Nov. 16-22 Week Twelve: Nov. 23-29 Week Thirteen: Nov. 30-Dec. 6 Week Fourteen: Dec. 7-13 Topic: Galatians 3:1-9 Hays, pp. 249-256 Schreiner, pp. 177-198 Topic: Galatians 3:10-14 Hays, pp. 256-262 Schreiner, pp. 199-222 Interactive Discussion #3 Topic: Galatians 3:15-29 Hays, pp. 262-279 Schreiner, pp. 223-261 Book review of Longenecker, Triumph of Abraham s God due (by Sunday at 11:00 p.m.) Topic: Galatians 4:1-20 Hays, pp. 280-298 Schreiner, pp. 262-291 Topic: Galatians 4:21-5:12 Hays, pp. 299-319 Schreiner, pp. 292-329 Interactive Discussion #4 Topic: Galatians 5:13-26 Hays, pp. 319-330 Schreiner, pp. 330-357 Review of the new perspective on Paul articles due (by Sunday at 11:00 p.m.) Topic: Galatians 6:1-18 Hays, pp. 331-348 Schreiner, pp. 357-401
Page 7 of 8 OTHER INFORMATION Technology Support Students experiencing technological difficulty in accessing a course and/or negotiating technological aspects of the course are encouraged to contact the Cornerstone University Informational Technology Center. IT staff can be reached at 616-222-1510 or e-mail to technologysupport@cornerstone.edu Papers and Projects Papers in Bible and Theology courses should be formatted and sources documented according to the GRTS Guideline for Papers (see sample footnotes and bibliography on p. 10-13). This guideline is based on the Turabian/Chicago Manual of Style and the SBL Handbook of Style. Papers in Ministry and Counseling courses should be formatted and sources documented according to APA Style. To access these style guides in EaglesNest Go to eaglesnest.cornerstone.edu Select GRTS The GRTS Guideline for Papers and APA Style Guide are in the Quick Links menu under "Academic Writing Resources" Inclusive Language As noted in the GRTS academic catalog, writing and discussion should reflect the GRTS policy on inclusive language when referring to other people, regardless of their gender, nationality, culture, social class or religion. Email Communication Email is the official means for communication with every enrolled student. Students are expected to receive and read those communications in a timely fashion. Since the seminary will send official communications to enrolled students by email using their Cornerstone University email addresses (i.e., first.last@cornerstone.edu), students are expected to check their official email addresses on a frequent and consistent basis to remain informed of seminary communications. Students can access their Cornerstone University email account as follows: Go to gmail.cornerstone.edu Enter CU username (e.g., n0236522) and password Students can forward or IMAP their @cornerstone.edu email to a preferred address as follows: Log into CU email Select Settings in the upper right hand corner Select Forwarding and POP/IMAP Follow the on-screen instructions Students are responsible for any consequences resulting from their failure to check their email on a regular basis for official seminary communications.
Confidentiality and Disclosure Students may request that information shared with a faculty or staff member in individual settings will remain confidential, except under the following conditions: There has been serious harm or threat of harm to self or others. There is reasonable suspicion of abuse of a child, elder or vulnerable person. There is a court order mandating disclosure of information. There is a dispute between a student and faculty/staff member and disclosure is necessary for resolution The faculty or staff member seeks appropriate consultation with CU faculty and/or administration. Student Course Evaluation In the last week of each resident course, all students are expected to complete a course evaluation (IDEA Form). This paper-based assessment form will be distributed and completed in class. In Ministry Residency, Counseling Practicum and Counseling Internships, and for all online courses, student evaluations will be completed within Moodle (see final week of course in Moodle). These assessments provide an opportunity for students to offer feedback to professors on the quality of the learning experience, feedback that informs future offerings of the course. More information about these evaluation processes will be provided late in the given semester. Copyright Violation and Plagiarism Copyright violation and plagiarism have serious ramifications for Cornerstone/GRTS students, both legally and ethically. Unauthorized copying or use of copyrighted materials, including downloaded files of various kinds, can result in criminal charges and fines. Plagiarizing another s words or ideas (passing them off as your own) can result in loss of grade or failure. For a fuller explanation of these issues or of CU s copyright policy, see Miller Library s website (under Library Services menu) Copyright, Fair Use, & Plagiarism : http://library.cornerstone.edu/content.php?pid=125720&sid=1079827 Page 8 of 8 Disability Accommodation The University will make reasonable accommodations for students with disabilities, in compliance with Section 504 of the Rehabilitation Act of 1973 and with the Americans with Disabilities Act of 1990. The purpose of accommodation is to provide equal access to educational opportunities to students affected by disabilities, and the university does not intend that the standards be altered, nor that the essential elements of programs or courses be changed. Students having documented disabilities may apply for accommodations through Student Disability Services (SDS), which is part of the Cornerstone University Learning Center located in Miller Hall on the main campus. In the event that students have questions regarding whether they are eligible for accommodations, how they might provide appropriate documentation of disabilities, or how they might handle a disagreement with a professor over questions of accommodation, the Director of Academic Support should be contacted immediately at (616) 222-1596 or via email at learning.center@cornerstone.edu. Further information about applying for and utilizing accommodations is provided in the Student Handbook and on the university s website.