Paul s FIRST letter to the CORINTHIANS

Paul s FIRST letter to the CORINTHIANS Course description An exegetical and theological study of 1 Corinthians in English that seeks to deepen students familiarity with the letter, introduce them to recent interpretive trends, and hone their interpretive skills. Learning outcomes Upon completion of this course students will be able to: 1. summarize the tensions in the early church and the local situation Paul addressed in 1 Corinthians. 2. articulate the main components of Paul s theology as they appear in 1 Corinthians. 3. identify key themes in the letter to the 1 Corinthians. 4. analyze the biblical text by isolating grammatical features and explaining their significance. 5. articulate the significance of 1 Corinthians for contemporary Christian discipleship and ministry. Required texts Gordon D. Fee, Paul, the Spirit, and the People of God (repr.; Grand Rapids: Baker Academic, 1996). Richard B. Hays, First Corinthians: Interpretation: A Bible Commentary for Teaching and Preaching (Louisville: Westminster John Knox, 2011). Anthony C. Thiselton, 1 Corinthians: A Shorter Exegetical and Pastoral Commentary (Grand Rapids: Eerdmans, 2006). James W. Thompson, The Church According to Paul: Rediscovering the Community Conformed to Christ (Grand Rapids: Baker Academic, 2014). Additional articles and readings from the supplemental bibliography distributed by professor. COURSE REQUIREMENTS I. Attendance: Students are expected to make class attendance a priority, especially since this is a two-week intensive course. One absence is permitted, but two or more absences will result in failure for the course. II. Reading: Readings from the class texts must be completed when assigned. We will be discussing the assigned reading each day, so the reading must be done in order to contribute to and benefit from class times. Further, excellent final essays will demonstrate a thorough knowledge of the required reading. III. Assignments: A. Textual observations. The purpose of this aspect of the course is two-fold: To familiarize students with 1 Corinthians itself and to gain skills in careful and faithful reading of the biblical text. Students will repeatedly and carefully read the assigned portion of 1 Corinthians for the day, making note of the grammatical and structural features of the passage. Students will come to class ready to discuss their observations of the text. B. Final essays. The purpose of this final set of essays is to allow students the opportunity to reflect upon and summarize discussions of key topics covered throughout the course, based upon their reading, written work, and class discussion. Due Friday, July 3. C. Critical essay on Cruciformity. Cruciformity (i.e., conformity to the cross) is an important theme in Paul s letters and it is especially strategic in 1 Corinthians. Students will complete the assigned readings and write a summary of the topic and how Paul develops it in his argument in this letter. See the assignment in the course Moodle page for further information. Due Friday, July 17. D. Critical essay on the Church. Paul s rich theology of the church is prominently on display throughout 1 Corinthians. Students will read Fee s and Thompson s books on the church and write an essay that describes how Paul conceives of the church and how he makes his exhortations to the church in 1

Corinth on the basis of his theology of the church. See the assignment in the course Moodle page for further information. Due Friday, August 7. NOTE: Critical does not mean criticizing or dismissing Paul or the authors of the assigned readings. It has to do with the student s posture toward her/his own presuppositions, the readings, and the biblical text. It entails an awareness of one s own biases, a care in rightly representing the proposals and arguments of others, and a recognition that others with whom one may disagree are making an honest effort to understand the biblical text. A critical essay engages the assigned topic in an attempt to rightly represent it and summarizes faithfully the work of others. Papers in Bible and Theology courses should be formatted and sources documented according to the GRTS Guideline for Papers and Theses (see sample footnotes and bibliography on p. 13-16). This guideline is based on the Turabian/Chicago Manual of Style and the SBL Handbook of Style. Please consult these works at the following link: http://grts.cornerstone.edu/programs/research IV. Class participation: It is essential that each student prepare for class each day so that she/he will be able to discuss the biblical text and other materials relevant to class discussion. Each student must come to class with questions for discussion based on the reading from the course texts, along with the biblical text. ASSESSMENT Cruciformity essay 25% Church essay 30% Final Essays 35% Class Participation 10% Grading Scale: A = 98-100 A- = 95-97 B+ = 92-94 B = 88-91 B- = 85-87 C+ = 82-84 C = 78-81 C- = 75-80 D+ = 72-74 D = 68-71 F = 67 or below Interpretation of Grade Levels: A level grades are assigned for work that is truly exceptional in its grasp of the material, execution of the work, and originality and creativity of insight. B grades indicate a good, solid grasp of the material, are awarded for well-presented arguments that show understanding of the issues involved. This level of work indicates a level of mastery that is commendable for one who aspires to Christian leadership. C grades are given for work that demonstrates an adequate, basic grasp of the material. Often this work lacks clear organizing principles or arguments and shows need for some improvement in the area of expression and writing. Some misunderstanding or trite repetition of the material typifies work assigned a C level grade. This work is below average for seminary students, but still acceptable. D grades are given for work that shows some effort and yet does not demonstrate an adequate, basic grasp of the material. F grades are assigned for work that does not answer questions asked, that badly and consistently misreads both biblical material and secondary sources, that is incomprehensible due to problems with spelling, grammar, and usage, that contains large amounts of irrelevant material, and /or that inappropriately uses outside materials (e.g., plagiarism). 2

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. Copyright violation and plagiarism Copyright violation and plagiarism have serious ramifications for Cornerstone students, both legally (the former) and ethically (the latter). 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 Research: Copyright Questions.. Disability accomodation 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 learningcenter@cornerstone.edu. Further information about applying for and utilizing accommodations is provided in the Student Handbook and on the university s website. 3

Day Subject Reading/Assignments Due Day One June 8 Introduction to the class Introduction to Pauline theology Biblical & Theological context Corinth, DNTB 1 Corinthians, DTIB Hays, pp. 1-14 Thiselton, Preface and pp. 1-27 Day Two June 9 1 Corinthians 1:1-3:4 Read over 1 Corinthians 1:1-3:4, making observations Hays, pp. 15-50 Thiselton, pp. 29-61 Day Three June 10 Day Four June 11 Day Five June 12 Day Six June 15 Day Seven June 16 Day Eight June 17 Day Nine June 18 Day Ten June 19 1 Corinthians 3:5-6:20 Read over 1 Corinthians 3:5-6:20, making observations Hays, pp. 51-109 Thiselton, pp. 62-99 1 Corinthians 7 Read over 1 Corinthians 7:1-40, making observations Hays, pp. 110-134 Thiselton, pp. 99-122 1 Corinthians 8:1-9:27 Read over 1 Corinthians 8:1-9:27, making observations Hays, pp. 134-158 Thiselton, pp. 123-148 1 Corinthians 10:1-11:1 Read over 1 Corinthians 10:1-11:1, making observations Hays, pp. 159-181 Thiselton, pp. 149-169 1 Corinthians 11:2-34 Read over 1 Corinthians 11:2-34, making observations Hays, pp. 181-206 Thiselton, pp. 169-191 1 Corinthians 12-13 Read over 1 Corinthians 12-13, making observations Hays, pp. 206-233 Thiselton, pp. 191-235 1 Corinthians 14 Read over 1 Corinthians 14:1-40, making observations Hays, pp. 233-252 Thiselton, pp. 235-253 1 Corinthians 15-16 Read over 1 Corinthians 15:1-58, tracing Paul s argument. Hays, pp. 252-282 Thiselton, pp. 253-290 4

supplemental bibliography Kenneth E. Bailey, Paul Through Mediterranean Eyes: Cultural Studies in 1 Corinthians (Downers Grove, IL: IVP Academic, 2011). C. K. Barrett, A Commentary on the First Epistle to the Corinthians (BNTC; London: A & C Black, 1971). Michael F. Bird, Introducing Paul: The Man, His Mission, and His Message (Downers Grove, IL: IVP Academic, 2008). Hans Canzelmann, 1 Corinthians: A Commentary on the First Epistle to the Corinthians (Philadelphia: Fortress, 1975). Roy E. Ciampa and Brian S. Rosner, The First Letter to the Corinthians (PNTC; Grand Rapids: Eerdmans, 2010). Raymond F. Collins, First Corinthians (Collegville, MN: Liturgical Press, 1999). James D. G. Dunn, The Theology of Paul the Apostle (Grand Rapids: Eerdmans, 1998). James D. G. Dunn, The Cambridge Companion to St. Paul (Cambridge: Cambridge University Press, 2003). Gordon D. Fee, The First Epistle to the Corinthians (NICNT; Grand Rapids: Eerdmans, 1987). Joseph A. Fitzmyer, First Corinthians: A New Translation with Introduction and Commentary (New Haven: Yale University Press, 2008). David E. Garland, 1 Corinthians (BNTC; Grand Rapids: Baker Academic, 2003). Timothy G. Gombis, Paul: A Guide for the Perplexed (New York: 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). David G. Horrell, An Introduction to the Study of Paul (New York: T&T Clark, 2006). David G. Horrell & Edward Adams (eds.), Christianity at Corinth: The Quest for the Pauline Church (Louisville: Westminster John Knox, 2004). Richard Horsley, 1 Corinthians (Nashville: Abingdon, 1998). Craig S. Keener, 1-2 Corinthians (Cambridge: Cambridge University Press, 2005). Pheme Perkins, First Corinthians (PNTC; Grand Rapids: Baker Academic, 2012). Daniel N. Schowalter and Steven J. Friesen (eds.), Urban Religion in Roman Corinth (Cambridge, MA: Harvard University Press, 2005). Anthony C. Thiselton, The First Epistle to the Corinthians: A Commentary on the Greek Text (NIGTC; Grand Rapids: Eerdmans, 2000). Bruce W. Winter, After Paul Left Corinth: The Influence of Secular Ethics and Social Change (Grand Rapids: Eerdmans, 2001). Bruce W. Winter, Philo and Paul Among the Sophists: Alexandrian and Corinthian Responses to a Julio- Claudian Movement (Grand Rapids: Eerdmans, 2002). Bruce W. Winter, Roman Wives, Roman Widows: The Appearance of New Women and the Pauline Communities (Grand Rapids: Eerdmans, 2003). Ben Witherington III, Conflict and Community in Corinth: A Socio-Rhetorical Commentary on 1 and 2 Corinthians (Grand Rapids: Eerdmans, 1995). 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). 5