COURSE NUMBER BST 510 TITLE THE BIBLE STORY: OLD TESTAMENT COURSE LEVEL 5 NZQF CREDIT VALUE 15 COURSE AIM St John s Theological College Anglican Studies To introduce participants to the literature of Old Testament through reading representative texts from its major literary categories, discussing linguistic, cultural and historical factors that affect its interpretation, and practicing the art of applying its messages to contemporary contexts. LEARNING OUTCOMES (LO) Upon successful completion of the course students will be able to 1. Demonstrate knowledge of the content of the Old Testament that includes its nature as literature and the history and cultures that it describes and of which it is a product. 2. Explain a selection Old Testament ideas and motifs evaluating and applying them to contemporary contexts. 3. Use exegetical tools to interpret selected Old Testament texts applyng them to a particular ministry or mission context. DELIVERY Face to Face Delivery Class time Pre reading for class Assessment 1 Assessment 2 Assessment 3 Total 36 hours 34 hours 20 hours 20 hours 40 hours 150 hours Block Teaching Weekends Plus 3 Tutorials Class time Reading Tutorial Reading On line Reading Assessment 1 Assessment 2 Assessment 3 22 hours 18 hours 7.5 hours ( 3 x 2.5 hour sessions) 12 hours 3.5 hours (3 post and 3 response) 7 hours 20 hours 20 hours 40 hours
INDICATIVE CONTENT Pentateuch Introduction to genre, content, and Ancient Near Eastern context and contemporary reading. Historical Books Sample texts from Joshua to Nehemiah exploring content, theological perspectives, historical context and contemporary application. Prophecy Sample texts from the prophets focusing on genre and context. Prophetic texts and our world. Wisdom and Poetry Selected texts looking at genre, content and purpose. Application to worship and faith. ASSESSMENTS Assessment Word Count Weighting Topic Introductions 1600 words 30% Exegetical Essay 1200 words 30% Essay 1500 words 40% 1. Topic Introductions LO 1. 4 x 400 words 30% Using resources such as Bible Dictionaries and Introductions to the Hebrew Bible/Old Testament explain what the following terms refer to: a. Torah (Law) b. Deuteronomistic History c. Wisdom literature d. The Septuagint (LXX) Each topic should be introduced in less than 400 words and the total essay should not exceed 1600 words Criteria Descriptions of each element are clear and accurate Marks 15 Use of multiple quality resources 10 Well written with accurate references 5 TOTAL 30 2. Exegetical Essay LO 1, 3. 1200 words 30%
Choose one of the passages below, identify its genre, describe its key features (structure, style, key words.) and identify and explain two things you found in commentaries that helped you understand the passage. Finish with a summary of the message of the passage and its relevance for today s context. a. Deuteronomy 6:4-19 b. Psalm 8:1-9 c. Isaiah 6:1-13 d. 1 Kings 17:1-23 Criteria Marks Description of the genre is accurate 5 Description of the structure, style and key words is accurate Two things from commentaries that helped your understanding are described Concluding summary is clear and links with today 10 10 3 Well written with accurate referencing 2 TOTAL 30 3. Essay LO 1, 2. 1500 words 40% Choose one of the themes from the list and fulfil the following three tasks: a. briefly describe the theme in the Old Testament b. identify one passage in the Old Testament that has something to say about the theme and describe what it contributes to the theme c. state a way the theme applies to a contemporary context Theme list: Covenant, Faithfulness, Hospitality, Repentance, Redemption Criteria Marks Summary of the theme is clear and accurate 8 Identification of Old Testament passage and its link with the theme Explanation of the passage s contribution to the theme is clear Application to modern life and faith is realistic 7 10 10
Well written with accurate referencing 5 TOTAL 40 FINAL COURSE GRADING A 100-90 A+ 89-85 A 84-80 A- B 79-75 B+ 74-70 B 69-65 B- C 64-60 C+ 59-55 C 54-50 C- D 49-0
BIBLIOGRAPHY Introductions Collins, John J. Introduction to the Hebrew Bible. Minneapolis: Fortress, 2004. Drane, John. Introducing the Bible. Minneapolis: Fortress, 2005. Fee, Gordon & Douglas Stuart, How to Read the Bible Book by Book. Grand Rapids: Zondervan, 2002. Lucas, Ernest C. Exploring the Old Testament Vol. 3: A Guide to the Psalms and Wisdom Literature. Downers Grove: InterVarsity Press, 2003. McConville, G.J. Exploring the Old Testament Vol. 4: A Guide to the Prophets. Downers Grove: IVP, 2002. Metzger, Bruce M. & Michael D. Coogan, eds. The Oxford Companion to the Bible. Oxford: Oxford University Press, 1993. Satterthwaite, P.E. & McConville, G.J. Exploring the Old Testament Vol 2: A Guide to the Historical Books. Downers Grove: IVP, 2007. Wenham, Gordon J. Exploring the Old Testament Vol. 1: A Guide to the Pentateuch. Downers Grove: IVP, 2003. Dictionaries and Encyclopaedias Alexander, T. Desmond & David W. Baker, eds. Dictionary of the Old Testament : Pentateuch. Downers Grove: InterVarsity Press, 2003. Arnold, Bill T. & H.G.M. Willianson, eds. Dictionary of the Old Testament: Historical Books. Downers Grove: InterVarsity Press, 2005. Boda, Mark J. & J. Gordon McConville, eds. Dictionary of the Old Testament Prophets. Downers Grove: InterVarsity Press, 2012. Friedman, David N., ed. The Anchor Bible Dictionary. 5 vols. New York: Doubleday, 1992. Longman III, Tremper & Peter Enns, eds. Dictionary of the Old Testament: Wisdom, Poetry & Writings. Downers Grove: InterVarsity Press, 2008. Longman, T., P. Enns & M.L. Strauss, eds. The Baker Illustrated Bible Dictionary. Grand Rapids: Baker, 2013. Sakenfeld, Katharine D, ed. The New Interpreters Bible Dictionary. 5 vols. Nashville: Abingdon, 2006. How to Read the Bible Bandstra, Barry L. Reading the Old Testament, Belmont, Ca.: Wadsworth, 2004. http://www.hope.edu/bandstra/rtot/rtot.htm Barton, John. Reading the Old Testament: Methods in Biblical Study. Louisville, Ky: Westminster John Knox, 1984; rev. ed., 1996.
Duvall, J.S. & J.D. Hays. Grasping God s Word. Grand Rapids: Zondervan, 2012. Fee, Gordon & Douglas Stuart, How to Read the Bible for all Its Worth. Grand Rapids: Zondervan, 1993. Gorman, Michael. Elements of Biblical Exegesis. Peabody: Hendrickson, 2001. ANGLICAN STUDIES MARKING CRITERIA Assessment Tasks are assessed against criteria. The criteria will be marked against these standards. Grade A grades Description The assessment criteria are met in this way 80%-100% Knowledge Argument Critical Reflection Use of evidence and resources Constructed Argument Language and Style Referencing Presentation The writer demonstrates a comprehensive understanding of the subject area covers all aspects in depth and demonstrates a complete mastery of the subject The argument is clear and compelling There is evidence of outstanding and insightful critical reflection The work is supported by provided and additional resources with evidence that is compelling The assignment is constructed with clarity -there is an introduction, the work is in a logical sequence and ends with a conclusion The work is fluent Referencing Is accurate according to the required referencing style The work meets all requirements stated in the St John s College Academic Handbook B grades 65-79% Apply knowledge and understanding Creative presentation (oral, visual, written, mixed media) Oral presentation Questioning skills Interpersonal skills Facilitation Personal reflection Groupwork Knowledge Excellent clarity of thought, argument, analysis, synthesis, contextualise and/or ability to respond Very effectively tailored to context, highly creative, well organised with excellent use of media Highly eloquent, convincing and persuasive, excellently organised Evidence of an excellent ability to frame discerning questions Evidence of outstanding listening skills Evidence of excellent and effective facilitation of discussion inclusive, sensitive and insightful. Highly discerning, perceptive and insightful, evidencing deep- and wide-ranging self-understanding Exceptionally cohesive with all members active and showing high levels of mutual respect The assessment criteria are met in this way The writer demonstrates a full understanding of the subject area covers all aspects with some depth and demonstrates a clear mastery of the subject
Argument Critical Reflection Use of evidence and resources The argument is clear and coherent There is good analysis and evidence of the writer s judgement and reflective perception in their ideas The work is supported by provided resources with evidence that is relevant Constructed Argument Language and Style Referencing The assignment is constructed with clarity -there is an introduction, the work is in a logical sequence and ends with a conclusion The work is clear Most referencing is accurate according to the required referencing style Presentation Apply knowledge and understanding Creative presentation (oral, visual, mixed media) The work meets most requirements stated in the St John s College Academic Handbook Very good ability to analyse, argue, synthesise, contextualise and/or respond appropriately Very good tailoring to context, creative, well organised with good use of media Oral presentation Questioning skills Interpersonal skills Facilitation Articulate, persuasive, well-organised Evidence of a very good ability to frame discerning questions Evidence of very good listening skills Evidence of a very good ability to facilitate discussion that is inclusive, sensitive and insightful. Personal reflection Groupwork Very discerning, perceptive and insightful, evidencing sound selfunderstanding Very cohesive with all members active and showing very good levels of mutual respect The assessment criteria are met in this way C grades 50-64% Knowledge Argument Critical Reflection The writer demonstrates an adequate understanding of the subject area covers some aspects and demonstrates a limited understanding of the subject The argument is acceptable for the most part There is some analysis and evidence of the writer s reflective ideas with some lapses Use of evidence and resources Constructed Argument Language and Style Referencing Presentation The work is supported by provided resources but these are not always effectively used The assignment is structured but some material is irrelevant and there are lapses in accuracy The language and style is fair but paragraphing or punctuation is inconsistent Referencing contains inaccuracies The presentation is adequate according to the requirements in St John s College Handbook
Apply knowledge and understanding Creative presentation (oral, visual, mixed media) Oral presentation Questioning skills Interpersonal skills Facilitation Personal reflection Groupwork Shows some ability to analyse, argue, synthesise, contextualise and/or respond appropriately Some tailoring to context, creativity, organisation and use of media Adequate fluency and organisation with an attempt at being persuasive Evidence of an ability to frame good questions Evidence of adequate interpersonal listening skills Evidence of an ability to facilitate discussion that is inclusive, sensitive and insightful. Some evidence of discernment, perceptiveness, insight and selfunderstanding Cohesive with most members active and showing some degree of mutual respect D Fail grade 49% < With the option to offer a resubmission Knowledge Argument Critical Reflection Use of evidence and resources Constructed Argument The assessment criteria are met in this way The writer does not demonstrate an adequate understanding of the subject area The argument is confused or demonstrates misunderstanding of the subject or task There is little or no evidence of analysis or the writer s reflective ideas The work is not supported by provided resources The assignment is unstructured and inaccurate in parts Language and Style Referencing Presentation The language does not convey meaning Referencing contains inaccuracies The presentation is adequate according to the requirements in St John s College Handbook Apply knowledge and understanding Creative presentation (oral, visual, mixed media) Oral presentation Questioning skills Interpersonal skills There is little or no evidence of the writer s ability to analyse, argue, synthesise, contextualise and/or respond appropriately. Little evidence of contextualisation, creativity, organisation and use of media. Little or no fluency, organisation or persuasiveness. Little or no ability to frame useful questions. Little interpersonal understanding and few listening skills. Facilitation Little or no evidence of an ability to facilitate discussion that is inclusive, sensitive and insightful.
Personal reflection Groupwork Little or no evidence of perceptiveness, insight and selfunderstanding. Lack of cohesion, activity and respect amongst members.