The New Testament PMIN 214 Winter 2016, San Bernadino Instructor: Diana Gibson Email: dcgibson@scu.edu Office: Kenna 317 Phone: 650-248-3104 Required Course Readings Warren Carter and Amy-Jill Levine, The New Testament: Methods and Meanings. Nashville: Abingdon, 2013. (Carter & Levine) Daniel J. Harrington, S.J., How Do Catholics Read the Bible?, Come and See. Lanham, Maryland: Rowman & Littlefield, 2005. (Harrington) Recommended, not required: Grassi, Joseph A., Informing the Future: Social Justice in the New Testament. Mahwah, New Jersey: Paulist, 2003. (Grassi) Bible I recommend either the New Revised Standard Version (NRSV, online http://biblia.com/books/nrsv/mk1) or New American Revised Edition (NABRE, online: http://www.usccb.org/bible/books-of-the-bible/). You can find these online as indicated above. However, you absolutely do need a hard copy of the Bible to bring to class when we meet in person and to have with you for the zoom sessions. The hard copy may be any translation, but not a paraphrase. If you are purchasing a Bible for this class, I suggest The Catholic Study Bible, Second Edition, Oxford University Press, 2011. Other required reading articles will be provided on Camino. Course Learning Objectives The GPPM Program learning objectives for the core New Testament course stipulate that, by the end of this course, you will be able to: 1. Demonstrate an understanding of the New Testament according to the following competencies (GPPM Objective 1.A): a. Summarize principles of Catholic and academic biblical interpretation (Quiz 1). b. Describe the overall structure, peculiar purpose, literary genre, theological themes and probable audience for one gospel (Quiz 2). c. Use the basic tools for biblical exegesis, namely the concordance, synopsis, commentary, biblical or theological dictionary, New Testament Abstracts and the ATLA Religion Database (Assignments 3, 4 & 7; Exegetical Research Paper). d. Identify and apply the definition, steps, assumptions, goals, and limitations of two critical exegetical methods (Assignments 2 & 4; Exegetical Research Paper). 2. Integrate the perspective of the poor and marginalized in your reflection on theological and pastoral issues (Assignments 5 & 6; Exegetical Research Paper; GPPM Objective 4.B). Assessment and Grading Class Participation 35% Assignments 30% Presentation of Research Projects 10% Exegetical Research Paper 25%
Class Participation will assess your preparation and intellectual engagement during the time we spend together, both in person and during the zoom sessions. For many class sessions, individual students will be assigned specific readings and expected to report back to the whole group. These reports should include a wellprepared and organized description of the context and perspective presented in the reading, new insights you gained, and two discussion questions for us to consider. Please always come with questions or ideas to discuss, as well as the scheduled readings and assignments completed. Assignments are the smaller exercises and papers noted throughout the class schedule, plus the quizzes. Follow the instructions as to whether the assignment should be emailed to me prior to our meeting, or brought with you for our meeting. If the assignment is to be emailed to be before I meeting, it should be typed and sent as an attachment in.doc or.pdf format, no later than the night before we meet. If I ask that you bring the paper with you, it may be hand written or typed, whichever you prefer. The Exegetical Research Paper will be focused on a text of your choice from any of the four gospels. In it you will examine the social and theological content of the text, engage at least one explicit critical method (such as narrative criticism, redaction criticism, etc.), and explore the possible pastoral significance of the passage. You will specifically look for the impact the text may have for poor or marginalized people or communities, either within your own ministry context or beyond. You will conclude the paper by creating a study guide for the passage that you might use in your own parish setting. Assigned Readings from the Bible: For most classes, you will be asked to read an entire book of the Bible in one sitting, if possible. I also ask you to try to read it as if you were reading it for the very first time. (I know this is hard!) An attentive, unhurried reading of the whole book will do much to enhance your comprehension and insight into the text as well as your understanding and critical thinking regarding the secondary readings. However, if reading the whole book in one sitting just isn t possible, you are expected to minimally spend one two-hour period, or two one-hour periods, reading the assigned biblical text in preparation for our class meeting (whether in-person or via zoom), in addition to the other assigned readings, of course. Academic Honesty: Santa Clara University insists on honesty and integrity from all members of its community. The standards of the University preclude any form of cheating, plagiarism, forgery of signatures, and falsification of data. A student who commits any offense against academic honesty and integrity will be reported to the Office of Student Life and may receive a failing grade without a possibility of withdrawal. An offense may also dictate suspension or dismissal from the University. In particular, it is each student s responsibility to understand the serious nature of plagiarism and the consequences of such activity. Please be certain to cite your sources very carefully in your papers. If you have any questions about what constitutes plagiarism, please do not hesitate to ask me. A thorough explanation of the policy can be found at www.scu.edu/academics/bulletins/undergraduate/academic-integrity.cfm Disability Accommodation: To request academic accommodations for a disability, please contact Disabilities Resources located in Benson, room 216, 408-554-4109 online at
www.scu.edu/disabilities. You will need to register and provide professional documentation of a disability prior to receiving academic accommodations. It is best to read Required Documentation on the website before starting the registration process in order to determine what is needed. Please initiate a conversation with me about your accommodations at the beginning of the quarter so that satisfactory arrangements can be made. Attendance: Regular participation in both the on site meetings and the zoom meetings are critical for you to stay up to speed with our course material. If you are sick or must miss a class, please notify me in advance, if possible, and definitely within 2 days after the missed class. If you miss 5 or more hours of our meeting time (on site or via zoom) it will most likely not be possible for you to complete the course. My Availability: I am available via email and will respond promptly. Grading Scale A (95-100) = Outstanding. Awesome. Takes my breath away! A- (90-94) = Amazingly good. I want to stand up and cheer. B+ (87-89) = Very good. I want to clap, but I m still in my seat. B (83-86) = Good, solid work. I m impressed. B- (80-82) = Good work, but I m not excited. C+ (77-79) = Above average. No complaints. C (73-76) = Average. You ve completed the assignment. C- (70-72) = You have mostly completed the assignment, but not thoroughly. Something is lacking, or perhaps your grammar or composition needs work. D (61-69) = I ll give it back to you and give you another chance, but only once, and that is if it is not a presentation or the final exam. F (60 & below) = Failure. Let s not even go there. TENTATIVE Class Schedule Class 1: On site, Saturday January 9 Getting Started Read in preparation for our first meeting: Harrington, chapters 1, 3, 4 & 6 Carter & Levine, Introduction Miguel A. De La Torre, Reading the Bible from the Margins, Introduction, pp. 1-10 (Camino) Optional: Grassi, chapters 1-3 (read or skim; more important if you have not taken a Hebrew Scripture (Old Testament) class yet, but still optional) Assignment #1 in preparation for our first meeting: How do you currently engage with scripture in your life and ministry? Please write a short (1-2 page) essay reflecting on how you currently engage with scripture both in your personal life as well as in your ministry setting. This will not be graded but will be useful as a starting point for us. Please email this to me as an attachment by the end of Thursday, January 7, and bring a hard copy with you to class on Saturday.
Quiz #1: After we have discussed Harrington in the morning I will give you a short quiz on principles of Catholic biblical interpretation based on the Harrington reading. Morning Reflection on your essays regarding how you currently engage with scripture What the Bible is and where it comes from Relationship between Hebrew Scriptures and New Testament Principles of Catholic biblical interpretation The questions you ask shape the answers you get: hermeneutics, methods and critical reading Afternoon Discussion Topics Introduction to Mark Narrative criticism: Mapping Mark s story Biblical research tools: Concordance, Biblical Apparatus, Dictionaries, Commentaries and use of SCU library. Class 2: Zoom Session The Gospel of Mark Read in preparation: Read the entire gospel, in one sitting if possible. Try to read it as if you were reading it for the very first time. (I know this is hard!) Carter & Levine, chapter 2, Mark (Re-read) Myers, Appendix 1: Mapping Mark s Narrative from Say to this Mountain Mark s Story of Discipleship by Ched Myers, Marie Dennis, Joseph Nangle, Cynthia Moe-Lobeda, Stuart Taylor (Camino) Individual Readings (You will be assigned one chapter or article from the list below. You are to read it and come to class (zoom session) prepared to briefly report on the context, perspective, argument and new insights and pose two discussion questions): Grassi, chapter 5, Mark: Breaking Down Walls in the Roman Empire Nicole Wilkinson Duran, Mark: Text @ Context, chapter 1, 2, 6, 7, or 9 Myers & Enns, Jesus as Practitioner of Nonviolent Direct Action (Mark 1-3) in Ambassadors of Reconciliation Assignments: #2: Use Myers explanation of narrative analysis (narrative criticism) in Appendix 1 as a guide to more completely map and analyze the reading unit you started on in class. Myers suggests the following as reading units: 1:21-2:12; 2:13-3:6; 3:7-35, 4:1-34, 4:35-5:20, 5:21-43, 6:1-56, 7:1-37, 8:1-21, 8:22-9:1, 9:2-29, 9:30-10:16, 10:17-31, 10:32-52, 11:1-25, 11:27-33 and 12:13-17, 12:1-12, 12:18-13:2, 13:3-37, 14:1-25, 14:26-52, 14:53-15:20, 15:21-46, 15:47-16:8. You can choose a new reading unit. Follow Myers instructions to complete each of the five exercises explained for your chosen unit. Email this to me by the evening before our zoom session. If it is handwritten, scan and send as a pdf.
#3: After completing your narrative analysis, use several highlights from your analysis to practice using the following biblical research tools: Concordance, Biblical Apparatus, Dictionaries, Commentaries. Make notes as you go about what you have learned from each of the tools, adding any questions you might encounter regarding the use of the tool. Find and briefly explain at least one example of an interesting insight discovered from each tool. Send this to me no later than the evening before our zoom session. Be ready to share what you have learned with others in class. New insights from and about Mark s gospel and Mark s theology Questions from or about Mark s gospel and Mark s theology Reading Mark from the margins: what is the good news? Key learnings and/or questions from your use of narrative criticism in Mark Key learnings and/or questions from your use of biblical research tools Introduction to the Two-Source Hypothesis for the synoptic gospels and redaction criticism How to use the Synopsis of the Four Gospels, Kurt Aland, ed., or other similar book Class 3: Zoom Session The Gospel of Matthew Read in preparation: Read the entire gospel, in one sitting if possible Carter & Levine, chapter 1, Matthew Individual Readings (You will be assigned one chapter or article from the list below. You are to read it and come to class (zoom session) prepared to briefly report on the context, perspective, argument and new insights and pose two discussion questions): Latin American, African & Asian perspectives on Matthew 5:1-12, in Levison & Pope-Levison, ed., Return to Babel, 117-135 Nicole Wilkinson Duran, Matthew: Text @ Context, chapter 2, 3, 4, 6, 8, 10, or 11 Jesus Vision: A Task for the Nations on Matthew 25:31-46 in Robert McAfee Brown, Unexpected News: Reading the Bible with Third World Eyes, 127-141 Herman Waetjen, Intimation of the Year of Jubilee in the Parable of the Workers in the Vineyard and Jennifer Henry, Jubilee Activism in Liberating Bible Study, Dykstra and Myers, ed. Assignment: #4: Practice redaction criticism using a Synopsis of the Four Gospels and submit your paper to me on email the night before our zoom meeting. Choose one passage that is present in both Mark and Matthew. (It may also be in Luke or John, but you can ignore those for now.) Using the synopsis, examine the text as it appears in the Mark and Matthew columns. Carefully note the similarities and differences between the two passages. In a 2-3 page paper: o Identify your chosen passage, and explain the literary relationship between the two versions of the story.
o Summarize what is common to both versions of the passage. o Identify and describe the differences between the passages, from what you judge to be of greatest to least significance. o Select one or more of the most significant differences. Presuming the Two- Source Hypothesis and based on what you have learned about Mark and Matthew, explore a few ideas about why Matthew (the redactor, in this case) might have changed the source text (Mark) in that way that he did. New insights from and about Matthew s gospel and theology Questions from or about Matthew s gospel and theology Reading Matthew from the margins: what is the good news? Key learnings and/or questions from your practice of redaction criticism Key learnings and/or questions from your use of biblical research tools Choosing a pericope for your exegetical paper Introduction to New Testament Abstracts (NTA) and the ATLA database Class 4: Zoom Session The Gospel of Luke Read in preparation: Read the entire gospel in one sitting if possible Carter & Levine, chapter 3, Luke Individual Readings (You will be assigned one chapter or article from the list below. You are to read it and come to class (zoom session) prepared to briefly report on the context, perspective, argument and new insights and pose two discussion questions): Robert McAfee Brown, Unexpected News: Reading the Bible with Third World Eyes, chapter 5 (Luke 1:46-55), 6 (Luke 4:16-30), or 7 (Luke 10:25-37) In those days a decree was issued: Contextual Bible Studies on Luke 2 in The Bible in a World Context, offering Latin American (Elza Tamez, context of violence), African (Justin Ukpong, socio-historical dimension and methodology of inculturation hermeneutics), and Japanese (Seiichi Yagi, in light of Buddhist- Christian dialogue) readings, 53-75 Jesus of Minjung on the Road to Emmaus by Sophia Park (Asian American) in Lassalle-Klein, ed., Jesus of Galilee: Contextual Christology for the 21 st Century Grassi, chapter 7, Luke: Theology and Praxis of a Perpetual Jubilee Assignments: #5: Before you do your reading, write a 1-2 page reflection paper on what economic issues are present in your ministry setting. Look at the broadest economical concerns regarding material, social and personal well-being, and consider how this impacts the human dignity of everyone involved. Submit this to me via email when you are done. #6: After you have completed your readings, add a new section (1-2 pages in length) to your paper in light of your reading of and reflections on Luke. This paper may include significant connections you notice between the gospel context and your own,
concerns you now see differently, new issues you had not earlier mentioned, more spiritual or theological considerations on these issues, or new calls to action or transformation. Indicate what scriptural texts or stories prompted your new insights. Submit this to me via email the night before our zoom session. #7: Proposal for your exegetical research paper and using New Testament Abstracts and ATLA. Having chosen your pericope, use NTA and ATLA to collect your resources. Identify what primary critical method you choose to use, and what primary questions you bring to your research. Submit your proposal to me by the night before our meeting. Your proposal should include 3-5 sentences indicating your chosen pericope, your chosen primary critical method, and your primary questions. This should be followed by a bibliography of 8 titles: 6 from your NTA and ATLA searches, one book or chapter from a book on your chosen method, and one commentary on your biblical book. As you collect these sources, it may help you to briefly annotate them (noting topics or items of significance or interest for your paper). New insights from and about Luke and Luke s theology Questions from or about Luke and Luke s theology Reflection on economic issues in your ministry setting and insights from Luke Reading Luke from the margins: what is the good news? Review of your exegesis proposal Brief introduction to the gospel of John Class 5: On Site, Saturday, February 6 th The Gospel of John Read in preparation: Read the entire gospel, in one sitting if possible Carter & Levine, chapter 4, John Individual Readings (You will be assigned one chapter or article from the list below. You are to read it and come to class prepared to briefly report on the context, perspective, argument and new insights and pose two discussion questions): A Case Study: A Feminist Interpretation of John 4:1-42 in Sandra M. Schneiders, The Revelatory Text Symbolic Narrative examples in chapters 7 (John 3:1-15), 8 (John 4:1-42), 9, (John 11:1-53), 10 (John 13:1-20), 11 (John 20:1-10), 12 (John 20:11-18), or 13 (John 21:1-14) in Schneiders, Written that You May Believe Latin American, African & Asian perspectives on John 1:1-18, in Levison & Pope- Levison, ed., Return to Babel, 139-157 Grassi, chapter 6, John: Ideal Models for New Relationships Water God s Extravaganza: John 2:1-11 by Sr. Vandana in R.S. Sugirtharajah, ed., Voices from the Margin: Interpreting the Bible in the Third World Assignment: Start work on your exegesis paper! Morning Synoptic Gospels: What have we learned?
The historical Jesus and the Christ of faith Review of tools and preparation to start your research papers Afternoon New insights from and about John s gospel and theology Questions from or about John s theology Reading John from the margins: what is the good news? Gnostic gospels that didn t make it in the Bible Quiz #2: Having chosen the gospel from which you will write your exegesis paper, this quiz will ask you to discuss its overall structure, peculiar purpose, literary genre, theological themes and probable audience. Class 6: Zoom Session Acts of the Apostles Read in preparation for our 6 th meeting: Read the entire gospel in one sitting if possible Carter & Levine, chapter 5, Acts Individual Readings (You will be assigned one chapter or article from the list below. You are to read it and come to class (zoom session) prepared to briefly report on the context, perspective, argument and new insights and pose two discussion questions): Latin American, African & Asian perspectives on Acts 2:1-42, in Levison & Pope- Levison, ed., Return to Babel, 159-178 New insights from Acts about Luke and Luke s theology Questions from or about Acts and Luke s theology Reflection on economic issues in your ministry setting and insights from Acts Reading Luke from the margins: what is the good news? Class 7: Zoom Session Paul and I Corinthians Read in preparation for our 7 th meeting: I Corinthians read the entire book in one sitting, if possible Carter & Levine, chapter 7, I Corinthians Grassi, chapter 9, Paul the Apostle: Oneness Through Diversity The Pauline Letters in Raymond E. Brown s An Introduction to the New Testament, excerpts from pp. 409-456. New insights from and about Paul in I Corinthians or other Pauline letters Questions from or about Paul s theology Rhetorical Criticism in Paul
What is the good news for impoverished or marginalized people or communities according to Paul? How does this impact your own ministry? How is diversity experienced in your pastoral context, and what are the criteria for leadership? How does this relate to Paul? Class 8: Zoom Session James and the Book of Revelation Read in preparation for our 8 th meeting: James read entire book in one sitting, if possible Carter & Levine, chapter 17, James Revelations read excerpts as assigned Carter & Levine, chapter 21, Revelation Individual Readings (You will be assigned one chapter or article from the list below. You are to read it and come to class (zoom session) prepared to briefly report on the context, perspective, argument and new insights and pose two discussion questions): Elsa Tamez, The Scandalous Message of James: Faith Without Works Is Dead, excerpt chapters Wes Howard-Brook and Anthony Gwyther, Unveiling Empire: Reading Revelation Then and Now, The War of Myths between Revelation and Rome J. Nelson Kraybill, Apocalypse and Allegiance, Stampeding Empires: Revelation 12:18-13:10 Christopher A. Frilingos, Spectacles of Empire: Monsters, Martyrs and the Book of Revelation, A Vast Spectacle What is new and surprising in James? How does he differ from Paul? What is the good news for poor and marginalized according to James? What do you know about the book of Revelation? How have you seen it used in your pastoral context or in other settings? New insights and questions from the Book of Revelation Class 9: Zoom Session Read in preparation for our 7 th meeting: Harrington, chapter 7 Review, catch-up, and any discussion needed regarding your exegetical papers Review of hermeneutical methods with particular attention to the role of the reader and the worlds in front of the text. Class 10: On Site, Saturday, March 5 th Presentations of your research projects to the rest of the class FINAL EXEGETICAL RESEARCH PAPER due Friday, March 11.