Course of Study School at Perkins School of Theology 2018 Lindsey M. Trozzo, Ph.D. lindsey.trozzo@gmail.com Bible III: Gospels (321) This class invites us to be curious, interested, and imaginative readers of the Gospels. We will focus on the content, message, and theological perspectives of the Gospels and the practice of exegesis. I believe we find the Bible even more interesting as we learn how to read it. As informed readers, we will not only encounter the contents of our New Testament texts, we will also work together to gain a critical appreciation and respect for the historical distance between us as modern readers and the ancient texts. To consider how these texts were heard or read by their ancient audiences, we will ask historical, literary, rhetorical, theological and ideological questions of the texts. We will also consider certain critical perspectives needed to evaluate the contemporary interpretations of the Bible that are all around us: in church, in literature, in politics, and in the conversations we share with family and friends. My hope is that our class will facilitate our ability to read these texts with understanding, appreciation, and enjoyment. I trust that our work together will develop our competence in the critical analysis and interpretation of the texts while at the same time fostering our capacity to read and discuss the texts generously, for the common good. To that end, we will challenge each other with new perspectives, relying on one another to listen with empathy, share with sincerity, and learn in our diverse community. Our Goals: To that end, we will work together this semester to... 1. Understand the origin, message, and purpose of each Gospel. To become familiar with the contents and theological emphases of the Gospels according to Mark, Matthew, Luke, and John. To understand the critical issues surrounding these texts, including: o their composition, transmission, and canonization o the Synoptic Problem o the relationship between the Synoptics and the Johannine Literature To become acquainted with the historical, political, cultural, and religious context of the world in which these texts were written, including: o cultural and political life in the first century Roman world o cultural and religious life in the context of first century Judaism. 2. Exegete Gospel literature. To become acquainted with the exegetical method and the various types of criticism and analysis useful for interpretation, developing into competent exegetes. 3. Apply exegesis to preaching, pastoral responsibilities, and current issues. To grow in appreciation for the rich diversity of literature surrounding interpretation of these texts To initiate/continue the process of personal reflection upon how these texts relate to the tenets of the Christian faith and their importance for the individual, the church, and the society at large. 1
Our Texts: New Revised Standard Version Bible Jaime Clark-Soles, Engaging the Word: The New Testament and the Christian Believer. WJK, 2010. (JCS in class schedule) Michael Gorman, Elements of Biblical Exegesis: A Basis Guide for Students and Ministers. Peabody, Mass.: Hendrickson, 2009. (Powell in class schedule) Mark Allan Powell. Introducing the New Testament: A Historical, Literary, and Theological Survey. Grand Rapids, MI: BakerAcademic, 2009. (Powell in class schedule) (also available as an ebook through the library) Participation Beyond attending class, we are all expected to contribute to the discussion. The class will welcome and expect questions, comments, and dialogue from each participant. We will rely on one another to summarize readings, evaluate arguments, and pose questions (which you will prepare in your Course Portfolios). Don t let fear hold you back. Share your insights and your questions. We all benefit when you share, I didn t understand a certain aspect of this concept, can someone help me to clarify it? Learning takes place best in community. We re all in this together and that s a good thing! Pre-Class Assignments 1. Portfolio on Primary Literature (4 entries, 20 points each) The Gospel according to Mark The Gospel according to Matthew The Gospel according to Luke The Gospel according to John For your Portfolios on Primary Literature, you will begin by reading each Gospel in its entirety in one sitting. After reading, you will fill out a Background Information worksheet on each Gospel text (draw on your own reading of the text and Powell s Introducing the New Testament for this information). You will also provide your own short outline of the content of each Gospel, present at least three theological emphases observed from your reading of that Gospel, and compose a short statement on the unique characterization of Jesus in that Gospel. For an example, see the sample entry on Acts included below. Follow the template: -------------------------------------------------------------------------------------------------------------------- 2
Name: Primary Literature Portfolio Background Information Worksheet: 1. How might we classify the overall genre of this text? How does this genre category affect your expectations about the text? 2. When do we think this text may have been written? What evidence supports the various theories? 3. What do we know about the author? What evidence supports the various theories? 4. What do we know about the audience? What evidence supports the various theories? 5. List some of this text s unique features (style, content, etc.) 6. Is there a stated or implicit purpose for this text? Is there a key verse or verses? Short Outline of the Gospel Theological Emphases (at least three) A Short Statement on the Unique Characterization of Jesus -------------------------------------------------------------------------------------------------------------------- 2. Portfolio on Secondary Literature (10 entries, 10 points each) 1. Clark-Soles, 1-12 2. Clark-Soles, 13-34 3. Clark-Soles, 127-148 4. Powell, Preface and ch. 1 (9-45) 5. Powell, ch. 2 (47-61) 6. Powell, ch. 4 (81-101) 7. Powell, ch. 3 (63-79) 8. Gorman (read the entire book, but focus your summary on Part Two) 9. Clark-Soles, 103-126 10. Clark-Soles, 35-54 Your Portfolio on Secondary Literature will include 10 entries on selected chapters from our course textbooks. For each entry, you will compose a summary of the assigned reading (250-500 words), prepare at least two questions for class discussion, and offer a short personal reflection on the content. Follow the template: 3
-------------------------------------------------------------------------------------------------------------------- Name: Date: Secondary Literature Portfolio Reading Assignment: Summary (250-500 Words): Question for Discussion: Personal Reflection -------------------------------------------------------------------------------------------------------------------- 4
Sample Primary Literature Portfolio _Acts_ Background Information Worksheet: 1. How would you classify the overall genre of this text? How does this genre category affect your expectations about the text? Acts appears to be the second part to Luke s historical narrative. We may call it Theological History, since it offers a historical narrative account from a theological perspective. It differs from the Gospels in that it does not focus on the life of Jesus. Rather, Acts focuses on the developing early Christian community. 2. When do we think this text may have been written? What evidence supports the various theories? Acts was likely written shortly after the Gospel of Luke, probably in the mid-80 s. One issue with this date is that Acts ends its account of church history in the early 60 s and does not tell about the persecutions under Nero or the martyrdoms of Paul, James, and Peter. Therefore, some scholars think the book was written in the early 60 s. The majority of scholars think the perspective of this book fits better with the next generation of Christianity, suggesting that Luke is writing Acts some 20 years later. 3. What do we know about the author? What evidence supports the various theories? While the book itself is anonymous, it claims to be written by the same person who authored the Gospel of Luke. This could possibly be the person whom the church has traditionally identified as Luke a physician who is mentioned in Col. 4:14, Phil. 24, 2 and Tim. 4:11. Acts indicates that the author personally accompanied Paul on some of his travels ( we passages in Acts), but as Powell explains, not all scholars believe this is a veritable claim. Regardless of his precise identity, the author of Acts is a well-educated and competent historian. The author was most likely a Gentile. 4. What do we know about the audience? What evidence supports the various theories? Like Luke, Acts is written to Theophilus, a name that means friend of God. This could be an actual convert or an abstract reference to those who are friends of God. According to Powell, Theophilus was most likely the person responsible for commissioning the project, a wealthy patron who put up money to cover the cost that the production and distribution of the work. The emphasis of spreading the Gospel to the Gentiles suggests that the audience whom Theophilus represents is likely a Gentile audience. The Gentile mission in Acts is presented as an outgrowth of Israel s faithfulness and obedience to God. Broadly speaking, the audience lives keenly aware of the domination of Rome. 5. List some of this text s unique features (style, content, etc.) The writing is detailed, elaborate, and exciting. Boldness becomes a recurring theme. Believers were added to their numbers The growth and expansion of the church is emphasized. Key elements are witness, repentance, and conversion. 5
Similarities can be found between actions and teachings of Jesus and the disciples and Paul (raising people from the dead, healing people). The narrative emphasizes inclusivity of all humanity- Jews, Gentiles, outcasts. Believers suffer persecution. The narrative emphasizes community and sharing possessions in the early church. 6. Is there a stated or implicit purpose for this text? Is there a key verse or verses? Acts 1:8 seems to be a theme verse: You will receive power when the Holy Spirit has come upon you and you will be my witnesses in Jerusalem, in all Judea and Samaria, and to the ends of the earth. Thus, the purpose of Acts seems to be to trace the progress of the gospel from Jerusalem to Rome and to tell the story of the church s early years in a way that would both inspire and challenge its readers. Powell says that Acts attempts to a) offer an irenic portrayal of Christian origin that would help to unify a church that was becoming increasingly diverse b) demonstrate the political innocence of Christians in a way that would forestall further persecution from the Roman government c) convert pagans to adopt the new faith d) explain how Christianity became a largely Gentile religion in a way that would allow Christians to be viewed as the legitimate heirs of God s promises to Israel e) present a long-term theology of mission for a church that had come to recognize the second coming of Christ might lie in the distant future Short Outline I. Prologue, Ascension, and beginnings of the Church (1:1-8:40) II. Conversion of Saul (9:1-31) III. Peter s Ministry, Vision, Imprisonment (9:32-12:25) IV. First Missionary Journey (13:1-14:28)- Cyprus/SE Asia Minor (Paul and Barnabas) V. The Jerusalem Council (15:1-35) VI. Second Missionary Journey (15:36-18:22)- Asia Minor and Greece (Paul and Silas) VII. Third Missionary Journey (18:23-21:16) - Asia Minor and Greece VIII. Paul imprisoned, shipwrecked, final years in Rome (21:17-28:31) Theological Emphases (at least three) The role of the Holy Spirit is emphasized. Multiple miraculous escapes from prison- through angels and earthquakes and supernatural healings are included. God s providence and plan are steady. It is necessary is repeated frequently. God makes promises and keeps them. He is faithful to Israel even in bringing the Gospel to the Gentiles. A Short Statement on the Unique Characterization of Jesus Unlike in the Gospels, Acts does not focus on the character of Jesus. Nevertheless, Jesus is physically absent from earth but is present through the Holy Spirit, the Word, the lives of his followers, the use of his name, and in the Church. 6
Guidelines and Grades Guidelines Guidelines for writing and submitting pre-class assignments and information on academic dishonesty are provided in the Course of Study catalog, available on the website. For all preclass assignments, please use the cover sheet provided there. Submit your assignments in two parts: 1) Your Primary Literature Portfolio should include your entries for Mark, Matthew, Luke, and John. 2) Your Secondary Literature Portfolio should include the ten entries for the readings from Clark-Soles, Powell, and Gorman. Use appropriate headings to divide sections within your Portfolios. Assignments should be typed in 12 pt Times New Roman font with 1 inch margins on all sides and double spacing. Please use the order given in the syllabus, as this will be our sequence for the course. Assignments will be evaluated on the following criteria: 1) demonstrating clarity and creativity in presenting your own thinking, 2) clearly engaging the literature, 3) meeting the deadline established by Perkins COSS, 4) following rules for proper spelling, grammar, and syntax, 5) completing the full assignment as demonstrated in the sample entries. For your Portfolios, do not consult other sources (study Bibles, etc.). For the Primary Literature Portfolio, rely on your own reading of the Gospel texts and consult Powell s chapters on the Gospels to answer critical questions. For the Secondary Literature Portfolio, utilize the assigned textbooks. Grades Primary Literature Portfolio 40 points (10 points per entry) Secondary Literature Portfolio 100 points (10 points per entry) Library Skills Worksheet (in class) 100 points Exegesis Project 200 points Online Participation 60 points TOTAL 500 points 7
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