COURSE NUMBER BST 512 St John s Theological College Anglican Studies TITLE Biblical Texts: The Gospel of Luke Today COURSE LEVEL 5 NZQF CREDIT VALUE 10 COURSE AIM To introduce participants to the Gospel of Luke. Using narrative and historical critical method the Lukan narrative is explored with emphasis upon its main themes, portrayal of Jesus, and the distinctiveness of its message. Participants will connect Luke s message and concerns to their own lives and ministries. LEARNING OUTCOMES (LO) Upon successful completion of the course students will be able to : 1. Describe the historical context behind the Lukan text; questions and issues that are raised for reading and interpreting Luke 2. Demonstrate familiarity with the Lukan text its major divisions and themes, its emphasis, and its distinctive portrayal of Jesus. 3. Use exegetical skills to interpret a passage applying it to life and ministry DELIVERY Class time Tutorial On line Pre reading for Class Assignment 1 Assignment 2 TOTAL Face to Face Delivery 24 hours : 1 weekend 16 hours 2 weekend 8 hours 4 hours 6 hours 16 hours 20 hours 30 hours 100 HOURS INDICATIVE CONTENT 1. Historical The author, date, setting, genre, audience, and purpose of Luke. The cultural, social, political and literary context of the Gospel. The relationship of Luke to Acts, the other Gospels, and other sources. 2. Narrative The shape of the Lukan narrative, its main divisions and Luke s emphasis. Luke s presentation of Jesus and what it means to follow him (discipleship). 1
Key Lukan themes such as salvation, the Holy Spirit, poverty and riches, women, prayer and praise and their application today 3. Application Narrative and Historical Critical Methods of interpretation Approaches to application of biblical texts. How we can be shaped by and lead others in light of Luke s Gospel. Luke and contemporary issues, global and local ASSESSMENT Assessment Word count Weighting Online posts 150 words each 10% Thematic Study or sermon 1200 words 40% Exegetical essay 2000 words 50% 1. On line posts 10 % 3 responses to set readings 150 words each Criteria In each post you will 1. Outline at least one point from the reading 2. Describe why it interests you Criteria Marks 1.Outline on point from the reading 2 2.Describe why it interests you 1 Total 3 2.Thematic Study or Sermon LO1;LO2;LO3 (1500 words) 40% Write a sermon or a Bible study on salvation in Luke using Luke 4:16-30 as a focus. The sermon or study should survey the theme of salvation throughout the gospel. Luke 4:16-30 should be explored in detail, demonstrating how Luke uses the passage to both reflect the theme of salvation and to sharpen and clarify its meaning. Apply what Luke is saying to your own ministry. Criteria 1. Outline how Luke understands salvation 2. Examine Luke 4:16-30 to show its themes and sources 3. Demonstrate how Luke 4: 16-30 connects with Luke s understanding of salvation 2
3. Apply Luke s understanding of salvation to your own ministry. Your study will Criteria: Marks 1. Outline how Luke understands salvation 10 2 Examine the text of Luke 4:16-30 and show its themes and sources 3. Demonstrate how Luke 4: 16-30 connects with Luke s understanding of salvation 4.Apply Luke s understanding of salvation to your own ministry 5 10 10 4. Writing and Research 5 TOTAL 40 3. Exegetical Essay LO1; LO2; LO3 2000 words 50% Write an exegetical essay on either Luke 5:1-11, 7:36-50, or 24:13-25. Your essay needs to demonstrate that you are aware of the relevant historical context of the passage. It should identify and describe where it fits within the Lukan narrative, how it reflects the Lukan emphasis, and how it elucidates important Lukan themes. Apply your findings in your own community. The exegesis will 1. Outline the passage in its context in Luke 2. Examine the passage itself: explain the meaning of key points 3. Discuss any particular issues in interpreting the passage (e.g. words or concepts, literary or historical features that need explaining). 4. Apply the passage appropriately in today s context taking account of culture then and now. 5. Writing and research marks will be awarded for evidence of research, referencing Accurate grammar, punctuation, style 3
Criteria: 1. Outline the passage, its place in the gospel of Luke and within Lukan themes Marks 10 2 Examine the detail of the text 15 3. Locate the passage historically 10 4 Apply the passage to today s context 10 5 Writing and Research 5 TOTAL 50 BIBLIOGRAPHY Commentaries Bock, Darrell L. Luke. 2 Vols. BECNT; Grand Rapids: Baker, 1994-1996. Bovon, François. (ETr. C. M. Thomas) Luke 1: A Commentary on the Gospel of Luke 1:1-9:50. Hermeneia; Minneapolis: Fortress, 2002. Fitzmyer, Joseph A. The Gospel According to Luke. 2 Vols. AB; New York: Doubleday, 1981-1986. France, Richard T. Luke. TTCT; Grand Rapids: Baker, 2013. Green, Joel B. The Gospel of Luke. NICNT; Grand Rapids: Eerdmans, 1997. Johnson, Luke T. The Gospel of Luke. SP; Collegeville: Liturgical, 1991. Marshall, I. Howard. The Gospel of Luke: A Commentary on the Greek Text. NIGTC; Exeter: Paternoster, 1978. Studies in Luke Bailey, Kenneth E. Poet & Peasant and Through Peasant Eyes: A Literary-Cultural Approach to the Parables in Luke. Eerdmans, 1983. Bock, Darrell L. God s Promised Program, Realized for All Nations: A Theology of Luke and Acts. BTNT; Grand Rapids: Zondervan, 2012. Cassidy, Richard J. Jesus, Politics, and Society: A Study of Luke s Gospel. Maryknoll: Orbis, 1978. Cullen, Peter J. "Euphoria, Praise and Thanksgiving: Rejoicing in the Spirit in Luke-Acts." Journal of Pentecostal Theology 3 no. 6 (1995): 13-24. De Long, Kindalee Pfremmer. "Praise as Resistance: A Reading of Mary s Song (Luke 1.46-55)." Leaven 17, no. 4 (2011): 4. 4
Galligan, John Sheila. "The Tension between Poverty and Possessions in the Gospel of Luke." Spirituality Today 37 (1985): 4-12. Green, Joel B. The Theology of the Gospel of Luke. NTT; Cambridge: Cambridge University Press, 1995. Levine, Amy-Jill and Marianne Blickenstaff, eds. A Feminist Companion to Luke. London: Sheffield Academic Press, 2002. Myers, Ched, The Wilderness Temptation and the American Journey. In Richard Rohr: Illuminations of His Life and Work. Ed. Andreas Ebert and P. Brockman, 143-157. New York: Crossroads, 1993. Neyrey, Jerome H., ed., The Social World of Luke-Acts: Models for Interpretation. Massachusetts: Hendrickson, 1991. O Brien, Peter T. "Prayer in Luke-Acts." Tyndale Bulletin 24, no. 24 (1973): 111-127. Phillips, Thomas E. "Reading Recent Readings of Issues of Wealth and Poverty in Luke and Acts." Currents in Biblical Research 1, no. 2 (2003): 231-269. Powell, Mark A. What are they Saying about Luke? New York: Paulist, 1989. Powell, Mark A. Salvation in Luke-Acts. Word & World 12/1 (1992): 5-10. Tannehill, Robert C. The Narrative Unity of Luke-Acts: A Literary Interpretation. Vol. 1: The Gospel According to Luke. Philadelphia: Fortress, 1986. Dictionaries and Reference Books Brown, Raymond E. An Introduction to the New Testament. AB; New York: Doubleday, 1997. Duling, Dennis C. The New Testament: History, Literature and Social Context. Belmont: Wadsworth, 2003. Drane, John. Introducing the New Testament. 4 th ed. Minneapolis: Fortress, 2010. Ehrman, Bart D. The New Testament: A Historical Introduction to the Christian Gospels. 4 th ed. New York: Oxford University Press, 2008. Freedman, David N., ed. The Anchor Bible Dictionary. 6 vols. New York: Doubleday, 1992. Green, Joel B., and Lee M. McDonald, eds. The World of the New Testament: Cultural, Social, and Historical Contexts. Grand Rapids: Baker, 2013. Green, Joel B., Jeannine K. Brown, and Nicholas Perrin, eds. Dictionary of Jesus and the Gospels: A Compendium of Contemporary Biblical Scholarship. 2 nd ed. Downers Grove: IVP Academic, 2013. Malina, Bruce J., and Richard L. Rohrbaugh. Social Science Commentary on the Synoptic Gospels. 2 nd ed. Minneapolis: Fortress, 2003. 5
Porter, Stanley E. Dictionary of Biblical Criticism and Interpretation. London: Routledge, 2007. Powell, Mark Allan. Introducing the New Testament: A Historical, Literary, and Theological Survey. Baker: Grand Rapids, 2009. Ryken, Leyland, and Tremper Longman III, eds. The Complete Literary Guide to the Bible. Grand Rapids: Zondervan, 1993. Vanhoozer, Kevin J., Craig G. Bartholomew, and Daniel J. Treier, eds. Dictionary for Theological Interpretation of the Bible. Baker Academic, 2005. Reading Luke and the Application of Scripture Alter, Robert. The Art of Biblical Narrative. New York: Basic, 1981. Bartholomew, Craig G., Joel B. Green, and Anthony C. Thiselton, eds. Reading Luke: Interpretation, Reflection, Formation. SHS 6; Milton Keynes: Paternoster, 2005. Bauckham, Richard. Jesus and the Eyewitnesses: The Gospels as Eyewitness Testimony. Grand Rapids: Eerdmans, 2006. Bauckham, Richard, ed. The Gospel for All Christians: Rethinking the Gospel Audiences. Grand Rapids: Eerdmans, 1998. Blomberg, Craig L. Interpreting the Parables. Leicester: Apollos, 1990. Burridge, Richard A. What are the Gospels?: A Comparison with Graeco-Roman Biography. 2 nd ed. Grand Rapids: Eerdmans, 2004. Forbes, Greg W., and Scott D. Harrower. Raised from Obscurity: A Narratival and Theological Study of the Characterization of Women in Luke-Acts. Eugene: Pickwick, 2015. Hays, Richard B. The Moral Vision of the New Testament: A Contemporary Introduction to New Testament Ethics. Edinburgh: T & T Clark, 1996. Osborn, Grant R. The Hermeneutical Spiral: A Comprehensive Introduction to Biblical Interpretation. Downers Grove: IVP, 1991. Powell, Mark A. What is Narrative Criticism? Minneapolis: Fortress, 1990. Wright, N. Tom. "How can the Bible be authoritative?" Vox Evangelica 21 (1991): 7-29. Classic Works Bultmann, Rudolf. The History of the Synoptic Tradition. New York: Harper and Row, 1963. Cadbury, Henry J. The Making of Luke-Acts. 2 nd ed. London: SPCK, 1958. Conzelmann, Hans. (ETr. E. Buswell) The Theology of St. Luke. London: SCM, 1982. 6
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 7
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 Shows some ability to analyse, argue, synthesise, contextualise and/or respond appropriately 8
Creative presentation (oral, visual, mixed media) Oral presentation Questioning skills Interpersonal skills Facilitation Personal reflection Groupwork 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 Personal reflection Groupwork Little or no evidence of an ability to facilitate discussion that is inclusive, sensitive and insightful. Little or no evidence of perceptiveness, insight and selfunderstanding. Lack of cohesion, activity and respect amongst members. 9