Old Testament Biblical Theology. Course Syllabus

Transcription

1 Dr. Matthew J. Lynch Grand Rapids Theological Seminary/ Cornerstone University Graduate Studies BBL Online Old Testament Biblical Theology Fall 2015 Old Testament Biblical Theology Course Syllabus Course Description The course is a study of Old Testament history, literature and theology with emphasis upon the historical development of key concepts of Old Testament biblical theology. Among other essential themes, students explore the meaning of image of God, blessing and abundance, stewardship of cultural and redemptive mandates, covenant community and social ethics, justice and grace. Course Objectives Focus What was the faith of our spiritual forebears in the days of Abraham, Moses, David, Isaiah, and Zechariah? How does their experience of the Creator-God relate to us, and how does God s work through them lay the foundation for the redemption in Jesus Messiah? The Old Testament was the Bible of Jesus and the Apostles, so how does it continue to inform faith and life for the believer today? Why biblical theology? Systematic theology explores faith and practice from the horizon of modern people, approaching the Bible with questions generated by 21st-century culture. Biblical theology explores the Bible by focusing on the unfolding message of God s kingdom from the historical horizon of original audience(s), examining questions and categories of thought generated in the original, historical context by those who witnessed the manifold works of God. Both systematic and biblical theology serve a mutually informing role and contribute important truth for our faith and life today. This course focuses on the biblical theology of the Old Testament. Cognitive Objectives By the end of the course, the student will be able to: Follow the historical development of the Old Testament and how individual books fit into that development. Trace the development of major themes of OT biblical theology studied in the course. Apply the method for doing OT biblical theology to specific books of the Old Testament.

2 2 Explain the significance of OT biblical theology for the New Testament. Articulate the importance of major themes of OT biblical theology for Christian life and ministry. Follow with understanding contemporary, critical discussion concerning compositional and historical issues related to the Old Testament. Affective Objectives Beyond these cognitive goals, my hope is that you will (1) gain a greater appreciation for the importance of the Old Testament for Christian faith and living; (2) gain confidence in using the Old Testament in personal devotion, worship, and ministry; and (3) grow in grace by encountering the Living Word through the written word. Required Textbooks Longman III, Tremper and Raymond B. Dillard. An Introduction to the Old Testament. 2nd edition. Grand Rapids: Zondervan, We will utilize this text only to familiarize you with current historical-critical discussions of which you need to be aware. Therefore, you will only read about 150 pages of the whole, which are the pertinent sections relevant to this goal. But the whole book is an excellent, general introduction, which will serve you for years as a first stop reference in your future study of the Old Testament. Their end-of-chapter bibliographies will point you toward further research on each Old Testament book. Routledge, Robin. Old Testament Theology: A Thematic Approach. Downers Grove: IVP, This text provides a strong overview of Old Testament theology from a thematic perspective. The pastoral and international experience of the author brings important dimensions to the subject; and his attention to the broader, cultural conflict of Israel with its ancient Near Eastern context is rewarding. You might find this textbook a mental stretch, but learning takes place on the frontiers of our understanding, even if we do not capture the whole of it the first time around! Wright, Christopher J. H. The Mission of God s People. Grand Rapids: Zondervan, Wright s book serves three important purposes in this course. First, it presents some of the more important concepts related to the purposes of God in creation and redemption, especially as they apply in practical ways to God s people, who are agents in God s plan. Second, it bridges the Old and New Testaments, showing continuity of this plan throughout the one book we call the Bible. Third, it offers this vital content to beginning students who may struggle with the depth of Routledge. Supplementary Bibliography General Reference on Old Testament Theology The following sources are particularly helpful and deserve first reference for help on papers in this course:. Dictionary of the Old Testament (Pentateuch; Historical Books; Wisdom, Poetry & Writings; Prophets). 4 vols. Downers Grove: IVP,

3 3 This set of four volumes has become my place of first reference for all topics in OT studies. House, Paul R. Old Testament Theology. Downers Grove: IVP, Merrill, Eugene H. Everlasting Dominion: A Theology of the Old Testament. Nashville: Broadman and Holman, VanGemeren, Willem A., gen. ed. New International Dictionary of Old Testament Theology & Exegesis. 5 vols. Grand Rapids: Zondervan, This is the best overall word-study tool available. The articles are of optimal length and are written by competent, evangelical specialists. The fourth volume in this set is particularly relevant as it contains a topical dictionary, including articles on the theology specific books and subject areas. Waltke, Bruce K. An Old Testament Theology: An Exegetical, Canonical, and Thematic Approach. Grand Rapids: Zondervan, Internet Resources Bible study resources are multiplying on the Internet. They vary from web sites with helpful information and translations of the Bible to computer programs that enable sophisticated search and analysis tools and contain a library of e-books. Many software publishers have demos of their programs on their web sites that can be downloaded and tried out on your computer. Remember that anyone can put anything on the Internet let the user beware! Rarely do internet sites offer peer reviewed work by scholars. Consequently, content derived from the internet is almost always below even undergrad standards, not to mention the academic rigor expected for a graduate course. Therefore, dependence on such sources are more likely to hurt the quality of your papers (hence, your grade) than help. Here is a sampling of some good internet resources, but few offer content: Handy site for finding exegetical commentaries. Bible Gateway for Bible translations and classic Bible study resources. From CrossWalk.com. A variety of translations and Bible study resources. Bible.org offers the downloadable NET Bible as well as maps. Notes are extremely well done and give a wealth of technical, but understandable commentary at a glance. This is one of the exceptions to my comments above about internet content. Helpful resources. Bible study versions and resources. Logos Research Systems, Inc. Popular Bible study computer software. Its strength is the variety of secondary reference sources available. Accordance from OakTree Software ( for MacOS, and Bible Works ( for WindowsOS. These both offer Bible study search capability that is superior to Logos and also have secondary reference sources. Cornerstone University s Miller Library This contains

4 information and research search engines (such as FirstSearch adn ATLA) for finding relevant books and scholarly refereed articles. Some full-text articles. For an introduction to the Library s resources, check the Help & FAQ s tab on their main page. Google has a Scholar version that focuses on more meaty publications - Tyndale Tech Extensive collection of resources for biblical studies from Tyndale House in Cambridge, England. 4 For work in this course, I strongly advise you to make good use of your textbooks, the OT biblical-theological books listed under Supplementary Bibliography, and avail yourself of materials (especially journals) available from the CU library (NOT the internet). In addition, I strongly advise against using Matthew Henry s commentary, which is not meant for doing the kind of work required in this course. Course Requirements 1. Online Educational Assumptions The on-line courses were designed according to the learning paradigm. This paradigm shifts the focus from teaching to learning and places greater authority and responsibility upon the learner. The role of a course instructor is not primarily to impart their knowledge, but to create valuable learning experiences utilizing diverse resources and educational methods. Success within this paradigm and in on-line learning requires significant student initiative, discipline, and commitment. On-line learning is not for everyone, since it assumes greater levels of student ownership and engagement in the teaching and learning process. 2. Interactivity Requirement (Threaded Online Discussions) Threaded discussions are a required aspect of all graduate level on-line courses. Each course will differ in the frequency and nature of interaction. There are two types of on-line interaction: synchronous and asynchronous. Synchronous interaction consists of on-line discussions that occur in real time and at the same time. Asynchronous interactions consist of on-line interaction over an extended, and sometimes defined, period of time. This usually takes the form of threaded discussion posts. There are two types of on-line posts original posts and response posts: Original posts should include the student s reflections on the theoretical content, meaning, relationships of ideas, and implications of course material. Original posts should be insightful, inquisitive, and reflective in nature. Typically, original posts will be crafted as responses to a set of questions posed by the course instructor, questions designed to foster reflection and discussion. Response posts are offered in reply to the original posts of peers and should seek clarification for deeper understanding and/or extend the level of critical reflection on the topic of discussion.

5 All on-line interactions should be substantive, succinct, and grammatically accurate. By substantive, we do not mean extended descriptions of personal opinion and personal experience. Nor do we mean comments that lack coherence and critical reflection. By substantive, we mean comments that are reflective and insightful, coherent, theoretically informed, and link theory to practice. By succinct, we mean that on-line posts should be between words, unless otherwise defined within the given course. Finally, all posts should be grammatically clean, which requires editing before the post is submitted. The interactivity grade for the course will be determined based on the number of posts as well as the character of the post (i.e., substantive, succinct, and grammatically accurate). Each of the required posts with specific questions & instructions is listed in the course schedule (here and online) Reading/Listening Read the appropriate sections of the textbooks. Review the PowerPoint slides and listen to the audio lectures that are located under the Lessons tab in the Folder for each week on the course Moodle webpage ( 4. Written Assignments There are four papers (three 3-4-page; one 10-page). Papers must be uploaded in the Moodle course webpage in the Turnitin Box by Friday midnight of the week due. Please save your paper with your last name and a short title for the paper, such as Smith_Covenant. The topics are as follows and restated in the course outline on the week in which they are due: (1) The Image of God Summarize what it means to be the image of God (Hint: reflect on Routledge s and Wright s discussions). Conclude with a one paragraph reflection on how imaging God has relevance to your own vocation, ministry, homelife, or recreation. (Week 4; 3-4 pages) (2) The New Covenant Explain the messages of Jeremiah and Ezekiel concerning the New Covenant, in particular, what each book contributes to an understanding of the New Covenant, why is it necessary, and what does God do through it. (Week 7; 3-4 pages) (3) Mini Theology of an OT Book This assignment is preparation for your final paper, though you must choose a different book for your final essay (#4 below). Write a paper that develops the biblical theology of an Old Testament book of your choice. Be sure to include a one-sentence boldface thesis statement in your introduction. This should articulate what you perceive to be the book's dominant or overriding theological purpose. Your paper should defend this thesis with careful text-based analysis. ADVICE: Please be sure that your paper keeps focused on the theology of the book. Don t get side-tracked by matters of date, authorship, and so on unless you can show that they impinge directly on the theological significance of the book. Also, make sure the sub-sections of your paper clearly relate to and support your thesis. Please refer to the sample paper for an example in substance and form. See the PDF, Doing

6 OT Biblical Theology in the relevant Lesson for more information. (Week 8; 3-4 pages) 6 (4) The Theology of an OT Book Write a paper that develops the biblical theology of an Old Testament book of your choice. Be sure to include a one-sentence boldface thesis statement in your introduction. This should articulate what you perceive to be the book's dominant or overriding theological purpose. Your paper should defend this thesis with careful text-based analysis. Length: 8-10 pages, double-spaced. The shorter the book, the more thorough your discussion needs to be in details, such as explaining the meaning of key theological words. Please refer to the sample paper for an example in substance and form. See the PDF, Doing OT Biblical Theology in the relevant Lesson for more information. (Week 12; 8-10 pages). Note on Academic Style: Written assignments should be formatted and sources cited according to an Author-Date-Page format, enclosed in parentheses within the body of your paper, for example: (Hilber 2012, 3). You may also use Turabian or SBL style if you prefer this more complex system. If you follow Author-Date-Page format, provide a full bibliography at the end of the paper (this must follow the SBL Handbook of Style, the APA manual, or Turabian). Footnotes are used for additional comments that would disrupt the flow of thought if inserted within the main text. The SBL Handbook of Style may be consulted for help with abbreviations. The main thing I am looking for is that you consistently follow an accepted style. If your style format is not reasonably acceptable, the paper will be returned, unmarked, for correction and resubmission. Recommendation for Reading the Old Testament The Reader s Digest version of the Old Testament, assigned the first week of class, will direct you to sample the most salient parts of the Old Testament, but there is no substitute for reading the whole in context! If you wish to expand beyond this Reader s Digest version, first choose Genesis; Exodus; Deuteronomy; Joshua; Samuel; Kings; Psalms; Proverbs; and Isaiah. If you are at the very beginning of Old Testament studies, you might consider reading the following introduction: Tremper Longmann III, Introducing the Old Testament: A Short Guide to Its History and Message (Grand Rapids: Zondervan, 2012). This will provide helpful background for your 3 rd and 4 th papers. Grading 1. Rubrics for Letter Grades A = Exceptional performance, clearly beyond the expected standards. Student exhibits broad knowledge, cogent oral and written communication, independent application of course material, interaction with scholarly theory, correct spelling and grammar. B = Expected standards have been met. Student grasps goals of assignments, communicates with few errors, organizes and develops thoughts clearly, shows awareness of relevant

7 7 scholarship. C = Expected standards have not been met in many areas. Basic understanding has been achieved but organization of ideas is weak, interaction with scholarship is inadequate, and communication is hindered by significant grammar and spelling errors. D = Expected standards have not been met. Work is marginally acceptable for credit. Serious misunderstanding of basic conceptual framework of course exists, and/or extreme weakness in analysis and communication of ideas is evident.. F = Failure. There is fragmentary understanding of basic principles and materials of the course, inability to communicate ideas, cheating or plagiarism. 2. Grade Scale = A = B = C = D = F = A = B = C = D = B = C = D 3. Weight of Course Requirements Papers 1 3 (15% each) 45% Paper 4 (Book Theology) 30% Postings (Original and Response) 25% Course Policies 1. 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: Go to gmail.cornerstone.edu Enter CU username (e.g., n ) and password Students can forward or IMAP to a preferred address as follows:

8 8 Log into CU Select Settings in the upper right hand corner Select Forwarding and POP/IMAP 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. Note Especially: Course Moodle Webpage This course will use an online web page on the CU/GRTS Moodle server. To access the page, go to the Moodle URL: 2. Written Assignments See above comments after the list of written assignments regarding my expectations for Academic Style. 3. Plagiarism and Copyright Violation 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 Services Menu) Copyright, Fair Use, & Plagiarism If you need further clarification on what constitutes plagiarism, please see me privately. Note carefully that plagiarism is not just quoting someone without giving credit; it can also take the form of stealing another s ideas without giving them their due. Your grade does not diminish if you depend on other sources, so you gain nothing by failing to cite your sources. Discussion of assignments with other students may constitute plagiarism, depending on the extent of assistance offered. 4. 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. 5. 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

9 9 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. 6. 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. Class Schedule Date (Full) Week 1 Sept Description Topic: Introduction to the Course Readings: Hilber, A Reader s Digest Version of the Old Testament, PDF under Lessons; Hilber, The OT Metanarrative of Kingdom History, PDF under Lessons; Routledge, ch. 1 (pp , only) and ch. 2; Longman, Assignments: the Professor (matthew.lynch@cornerstone.edu) by Wednesday midnight with a brief paragraph (a few sentences) introducing yourself. Please include your current geographical and church setting, degree program, and ministry goals. Week 2 Sept Post 1 (Original, by Friday midnight): In about five sentences, how can there be one God yet many gods (e.g., Ps 82:6; 86:8)? Be sure to complete the reading in Routledge, ch. 2, first! Topic: The Biblical Covenants Readings: Kennedy, The Biblical Covenants, PDF under Lessons; Routledge, ch. 4; Wright, introduction and chs Assignments: Post 2 (Response, by Tuesday midnight): Respond to one of your peer s original posts regarding one God and many gods. Post 3 (Original, by Friday midnight): In 5-8 sentences, relate the purposes of the Abrahamic and the Mosaic covenants (see Routledge, ch. 4) to God s

10 10 Week 3 Sept 28-Oct 2 original desire for his creation (i.e., blessing ; Gen 1:28). Topic: Origins in Creation and Blessing Primeval Prologue and Patriarchal History of Genesis Readings: Wright, chs. 3-4; Routledge, ch. 3; Longman, Assignments: Post 4 (Response, by Tuesday midnight): Respond to one of your peer s original posts regarding the purpose of the covenants. Week 4 Oct 5-9 Post 5 (Original, by Friday midnight): How has Routledge s approach to reading the creation narrative in Genesis 1 challenged or augmented your own approach to this passage? Topic: God Redeeming, Revealing, Establishing Exodus, Leviticus, Numbers, Deuteronomy Readings: Wright, chs. 5-7; Routledge, ch. 5 and ch. 8 (pp only); Longman, 65-69, 84-91, Assignments: Post 6 (Response, by Tuesday midnight): Respond to one of your peer s original posts regarding Genesis 1. Week 5 Paper 1 The Image of God (by Friday midnight): See syllabus above for details. (3-4 pages) Topic: Israel s Story, Our Story Joshua, Judges, Ruth, Samuel, Kings Oct Readings: Wright, chs. 8-9; Routledge, ch. 7; Longman, , , Week 6 Assignment: Post 7 (Original, by Friday midnight): In 5 to 10 sentences, reflect back on Wright s (pp ) and Routledge s (pp ) discussions on the ethical lessons from the Mosaic law, and describe in concrete terms how one of these major principles is applicable for believers today. Topic: Preaching the Covenant (The Prophets) Amos, Hosea Oct Readings: Wright, ch ; Routledge, ch. 6; Longman, Assignments: Post 8 (Response, by Tuesday midnight): Respond to one of your peer s original posts regarding ethics and Old Testament law. Week 7 Post 9 (Original, by Friday midnight): In 8 or 10 sentences, summarize the key contribution of the Davidic Covenant to the unfolding of God s kingdom purposes (see esp. Routledge, pp ). Topic: Preaching the Covenant (The Prophets) Isaiah, Micah, Zephaniah, Joel, Jonah, Nahum, Habakkuk, Obadiah Oct Readings: Longman,

11 Assignments: Post 10 (Response, by Tuesday midnight): Respond to one of your peer s original posts regarding the Davidic Covenant. 11 Week 8 Paper 2: The New Covenant (by Friday midnight). See syllabus above for details. (3-4 pages) Topic: Judgment and Captivity Jeremiah, Ezekiel, Lamentations Nov 2-6 Readings: Longman, Week 9 Paper 3: Mini Theology of an OT Book (by Friday midnight): See syllabus above for details. (3-4 pages) Topic: Life in Exile and Diaspora Daniel, Esther Nov 9-13 Readings: Wright, ch. 12; Routledge, ch. 10; Longman, Week 10 Nov Assignment: Post 11 (Original, by Friday midnight): In a half page, summarize Routledge s main points on mission in the Old Testament. Topic: Restoration after Exile Chronicles, Ezra Nehemiah, Haggai, Zechariah, Malachi Readings: Longman, Week 11 Nov Assignment: Post 12 (Response, by Tuesday midnight): Respond to one of your peer s original posts regarding the theme of mission. Topic: Psalms & Wisdom Literature Proverbs, Job, Ecclesiastes, Song of Songs Readings: Wright, chs ; Routledge, ch. 8 (pp only); Longman, , , Week 12 Assignment: Post 13 (Original, by Friday midnight): In 8-10 sentences, write an encouraging devotional from a psalm of your choice to your online peers. You might focus on the character of God upon which the psalmist draws for encouragement. Topic: Old Testament in the New Testament Nov 30-Dec 4 Readings: Hilber, Messianism in the Psalms, PDF under Lessons; Wright, ch. 15; Routledge, ch. 9. Paper 4, The Theology of an OT Book (see special instructions under Lessons; due by Monday, December 7 th, midnight) (8-10 pages)