New Testament Biblical Theology

Transcription

1 New Testament Biblical Theology Course description A study of the leading themes of the New Testament as these themes correlate into a New Testament biblical theology. Learning outcomes Upon completion of this course students will be able to: 1. Rehearse the basic historical and canonical setting of the New Testament. 2. Explain how the various New Testament writers theologize about the identity of Jesus and the ways of God with his people. 3. Explain biblical theological dynamics in ways that are disciplined by the biblical text. Required texts Bruce W. Longenecker, The Lost Letters of Pergamum: A Story From the New Testament World (Grand Rapids: Baker Academic, 2003). Timothy G. Gombis, Paul: A Guide for the Perplexed (New York: T&T Clark, 2010). Michael J. Gorman, Reading Revelation Responsibly: Uncivil Worship and Witness: Following the Lamb Into the New Creation (Eugene, OR: Wipf & Stock, 2011). N. T. Wright, How God Became King: The Forgotten Story of the Gospels (New York: HarperOne, 2012). Mark Allan Powell, Introducing the New Testament: A Historical, Literary, and Theological Survey (Grand Rapids: Baker Academic, 2009). Additional articles and readings from the supplemental bibliography distributed by professor. COURSE REQUIREMENTS I. Attendance: Students are expected to attend all class sessions. More than two absences will result in a significant grade reduction and more than three absences will result in failure for the course. II. Assignments: A. Book reflection #1. Students will write a reflection of words on The Lost Letters of Pergamum, addressing the manner in which the book sheds light on the social dimensions of the New Testament world. How does the NT gospel sound against such a cultural background and in what way does the gospel confront and overturn cultural corruptions? Submit via . Due Friday, May 15. B. Book review. Students will write a review of 1,000-1,500 words that engages the argument of Wright s book, How God Became King. Students reviews will address Wright s overall case for understanding Jesus in his first century context, and will include discussions of the following: the sorts of understandings of Jesus that Wright is seeking to overturn and why he claims they are deficient; the key components of Wright s case regarding Jesus in his historical & canonical context; the extent to which Wright s case sheds light on a more fruitful understanding of Jesus. Submit via . Due Friday, June 19. C. Cruciformity reflection. In conversation with chapter 4 of Paul: A Guide for the Perplexed, students will write a reflection of words on Paul s theology of the cross and how it orients Christian discipleship. Reflections will describe the notion of cruciformity and how it plays a role in Paul s life, theology, and his exhortations to his churches. Submit via . Due Friday July 10. 1

2 D. Book reflection #2. Students will write a reflection of words on Reading Revelation Responsibly, addressing the manner in which Gorman frames the Book of Revelation. In what way has his presentation helped you to read Revelation? Has he helped to make it make sense? Or, do you think there are deficiencies in his presentation? Submit via . Due Friday, July 31. E. Biblical-theological reflections. Students will read and reflect upon three NT documents; a Gospel, Acts, and a letter. They will read each twice in a major translation and write a word reflection on how the writer draws upon the Scriptures to do biblical theology that is, how that writer draws upon the Scriptures to theologize about the identity of the God of Israel, the identity of the people of God, the identity of Jesus in relation to the God of Israel, and what it is that God wants from followers of Jesus. The Gospel paper is due May 29. The Acts paper is due June 26. The paper on a letter is due July 17. Submit all papers via . III. 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 Book reflection #1 15% Book review 15% Cruciformity reflection 15% Book reflection #2 15% B-T reflections 35% Class Participation 5% Grading Scale: A = A- = B+ = B = B- = C+ = C = C- = D+ = D = F = 65 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

3 Papers and Projects Papers in Bible and Theology courses should be formatted and sources documented according to the GRTS Guideline for Papers (see sample footnotes and bibliography on p ). This guideline is based on the Turabian/Chicago Manual of Style and the SBL Handbook of Style. Papers in Ministry and Counseling courses should be formatted and sources documented according to APA Style. To access these style guides in Moodle (Learning Management System): Go to moodle.cornerstone.edu Select New Student Resources course Click on the General Information tab/folder communication is the official means for communication with every enrolled student. Students are expected to receive and read those communications in a timely fashion. Since the seminary will send official communications to enrolled students by using their Cornerstone University addresses (i.e., first.last@cornerstone.edu), students are expected to check their official addresses on a frequent and consistent basis to remain informed of seminary communications. Students can access their Cornerstone University account as follows: o Go to gmail.cornerstone.edu o Enter CU username (e.g., n ) and password Students can forward or IMAP to a preferred address as follows: o Log into CU o Select Settings in the upper right hand corner o Select Forwarding and POP/IMAP o Follow the on-screen instructions Students are responsible for any consequences resulting from their failure to check their on a regular basis for official seminary communications. Confidentiality and disclosure Students may request that information shared with a faculty or staff member in individual settings will remain confidential, except under the following conditions: There has been serious harm or threat of harm to self or others. There is reasonable suspicion of abuse of a child, elder or vulnerable person. There is a court order mandating disclosure of information. There is a dispute between a student and faculty/staff member and disclosure is necessary for resolution The faculty or staff member seeks appropriate consultation with CU faculty and/or administration. Student course evaluation In the last week of each resident course, all students are expected to complete a course evaluation (IDEA Form). This paper-based assessment form will be distributed and completed in class. In Ministry Residency, Counseling Practicum and Counseling Internships, and for all online courses, student evaluations will be completed within Moodle (see final week of course in Moodle). These assessments provide an opportunity for students to offer feedback to professors on the quality of the learning experience, feedback that informs future offerings of the course. More information about these evaluation processes will be provided late in the given semester. 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. 3

4 Copyright violation and plagiarism Copyright violation and plagiarism have serious ramifications for Cornerstone/GRTS students, both legally and ethically. 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 Library Tools menu) Copyright, Fair Use, & Plagiarism : Disability accommodation 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 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) or via at learning.center@cornerstone.edu. Further information about applying for and utilizing accommodations is provided in the Student Handbook and on the university s website. 4

5 Day Subject Reading/Assignments Due Day One May 5 Introduction to the class Defining biblical theology Biblical-theological context - Read Introducing the New Testament, ch. 1-2 Day Two May 12 Day Three May 19 Day Four May 26 Historical Context The Gospel of Matthew The Gospel of Mark The Gospel of John The Gospel of Luke The Book of Acts - Read Introducing the New Testament, ch Read Introducing the New Testament, ch. 6, 8 - Read Introducing the New Testament, ch. 7, 9 Day Five June 2 Introduction to Paul - Read Introducing the New Testament, ch Day Six June 16 Pauline Theology - Read Introducing the New Testament, ch Day Seven June 30 Day Eight July 14 Pauline Theology - Read Introducing the New Testament, ch Theology of the General Letters - Read Introducing the New Testament, ch