OTS 6600DL: GENESIS ASHLAND THEOLOGICAL SEMINARY, ONLINE

Transcription

1 OTS 6600DL: GENESIS ASHLAND THEOLOGICAL SEMINARY, ONLINE Spring Semester, January 11 May 6, 2016 David W. Baker, Ph.D. Professor of Old Testament and Semitic Languages Through BlueQuill This course utilizes an online component (BlueQuill) as its major teaching medium. Access to a reliable computer and the internet through a high-speed means (dial-up access does not usually work satisfactorily in this course) is required, as is familiarity with the use of BlueQuill (assistance in BlueQuill is provided in video format within the course). You will also need access to a webcam and microphone to take part in the course. It is highly recommended that you be familiar with computer and web functions prior to starting the course since it is not advised to try to learn them while the course is in progress. On-line learning often requires more self-motivation than a regular class and is not suitable for every student. *Students will interact with the professor, other students, and all course content through the ATS BlueQuill (BQ) learning management system ( Students are required to login to the BQ course page frequently to ensure that they keep up-to date with course work such as online discussions, assignments, etc. Further, all correspondence for the duration of the semester will be through the communication tool (messages) within BQ. I. Course Description A comprehensive consideration of the literary structure, content, and theological perspective of the book of Genesis. Special attention will be given to the many issues of Genesis Prerequisites: Students must have passed OTS II. Student Learning Outcomes 1a. Articulate the content and major themes of Genesis. 1b. Demonstrate proficiency in biblical exegesis and theological reflection (including appropriate use of the biblical languages), arising from this portion of the Old Testament Not assessed in this class. III. Course Requirements A. Textbooks Required 1. EITHER Kenneth A. Mathews, Genesis 1-11:26, The New American Commentary 1A (Nashville, TN: Broadman & Holman, 1996), ISBN: and 1

2 , Genesis 11:27-50:26, The New American Commentary 1B (Nashville, TN:Broadman & Holman, 2005), ISBN: OR Gordon J. Wenham, Genesis 1-15, Word Biblical Commentary 1 (Nashville, TN: Thomas Nelson, 1987), ISBN: and, Genesis 16-50, Word Biblical Commentary 2 (Nashville, TN: Thomas Nelson, 1994), ISBN: A modern translation: e.g., New Revised Standard (recommended), Today s New International Version, Tanakh (JPS), and English Standard Version 3. James K. Hoffmeier, Gordon J. Wenham, and Kenton L. Sparks, Genesis: History, Fiction, or Neither? Three Views on the Bible s Earliest Chapters, ed. Charles Halton; CounterPoints (Grand Rapids, MI: Zondervan, 2015): ISBN: Michael Barrett and Ardel B. Caneday, ed.; Denis O. Lamoureux et al., Four Views on the Historical Adam, Counterpoints (Grand Rapids, MI: Zondervan, 2013), ISBN: EITHER Kyle Greenwood, Scripture and Cosmology: Reading the Bible between the Ancient World and Modern Science (Downers Grove, IL: InterVarsity, 2015), ISBN: OR Mark Harris, The Nature of Creation: Examining the Bible and Science, Biblical Challenges in the Contemporary World (Durham, UK: Routledge, 2014), ISBN: OR Denis O. Lamoureux, Evolutionary Creation: A Christian Approach to Creation (Eugene, OR: Wipf & Stock, 2008), ISBN: Recommended David W. Baker and T. Desmond Alexander, Dictionary of the Old Testament: Pentateuch (Downers Grove: InterVarsity, 2003), ISBN: David Noel Freedman, ed., The Anchor Bible Dictionary, 6 volumes (New York: Doubleday, 1992), ISBN: The standard dictionary for biblical studies. I. Howard. Marshall, ed., New Bible Dictionary, 3 rd ed. (Downers Grove: InterVarsity Press, ISBN An important one-volume dictionary. John Walton, Victor Matthews, and Mark Chavalas, IVP Bible Background Commentary: Old Testament (Downers Grove: InterVarsity Press, ISBN: Excellent background material. John Walton, Genesis, Zondervan Illustrated Bible Background Commentary (Grand Rapids, MI: Zondervan, 2009), ISBN: Background literature and illustrations from the ANCENT Near East. B. Attendance/participation Since this course is a purely online course, there is no formal attendance in the traditional use of the term. Therefore, attendance will be determined by weekly participation in course activities such as Class Participation (see below for more). Students who do not actively engage their classmates during any given week will be marked as absent for that week. 2

3 All assignments must be submitted to BlueQuill on or before the designated due date. Late material will be subject to a deduction in grade. Discussion posts and summary and evaluations will receive no credit if submitted after the due date. Extensions will be granted only in the event of unexpected disruptions in your personal or professional life, not for regular job, family, or church matters. It will be your responsibility to apply for an extension prior to the final week of the class. C. Assignments/Assessment of Student Learning 1. Summary and evaluations. Summary and evaluations on the assigned commentary readings and, if applicable, any video lectures to be posted on BlueQuill. Each will be submitted by 11:59 p.m. on the Sunday ending the week for which the reading was assigned. They include two parts: 1) A summary, in not more than 2 pages, of at least 7 exegetical insights you found which were either new or unconvincing to you from the readings and videos. Include mention of either what was new to you or why you disagree, and, in the latter case, what your counterproposal might be and why. Periodically this section could include responses to study questions, which will replace some or all of the 7 exegetical insights. 2) Up to a page of your evaluation of the videos and readings as regards usefulness for your life and ministry. Conclude with 2 sentences: The most striking/challenging/useful point from the material this week was and A question I have about this week s material is Due weekly 2. Discussions will be held through BlueQuill. Discussions will work in three ways: 1. Most weeks there will be a discussion question to which you must respond at least three times during the course of the week. Discussions will open at 12:01 a.m. on Monday morning and close at 11:59 p.m. on the following Sunday night each week. Your first post will be in response to the question posed. The second and third will be responses and exchanges between you and other students regarding the questions. Your first response will be posted by noon Wednesday. To summarize To get full credit for your participation in each written discussion you must post three clear and insightful thoughts; the first as a response to the question and the other two as responses or comments to the thoughts of another student. Grades will reflect the amount and clarity of thought and insight shown (Evidence of understanding the question: 2 points; evidence of critical interaction with the question: 4 points; evidence of critical interaction with the responses of others: 4 points). 2. In the week in which the first 2 book analyses are due, we will have a discussion based on each of them. These could also be through BlueQuill or might also be through live video link. 3. In conjunction with the final book analysis, each student will give an oral, live video presentation of their book and help facilitate discussion of it. This is since each student will not be reading the same book, so class members can become familiar with the other works besides the one which they are reading. Due weekly 3. Book analyses will show an understanding of and critical thought on the content of each book read. A. Genesis: History, Fiction, or Neither?: In not more than 2 pages each, summarize the 3 views presented, stating the position and summarizing the arguments used in support. In one additional page for each of the 3 positions, summarize the responses given by the other authors. In one final page, present your own position, providing support for it from the book or other material which you might have read. Reflect on why the question is important. Due January 31 3

4 B. Four Views on the Historical Adam: In not more than 2 pages each, summarize the 4 views presented, stating the position and summarizing the arguments used in support. In one additional page for each of the 4 positions, summarize the responses given by the other authors. In an additional 1 page each, summarize the two pastoral reflections. In one final page, present your own position, providing support for it from the book or other material which you might have read. Reflect on why the question is important. Due February 28 C. Greenwood or Harris or Lamoureux: In not more than 6 pages, summarize the chosen book as regards: the question(s) addressed; the supporting arguments employed; positions(s) rebutted and arguments used in rebuttal. In up to 2 additional pages, present your own position as regards the point(s) raised, presenting what you feel to be the best arguments for that position and against others. In a final page, reflect on why the issue(s) under discussion is/are important for life and ministry. Be prepared to make a 10-minute presentation of the book to your classmates (summarizing, though not repeating verbatim) your submitted book analysis. Due April 10 D. EXTRA CREDIT: Read up to 300 pages from any of the marked (*) supplementary resources at the end of this syllabus, or other book or journal material approved by the professor. Assessment of the reading will be determined in consultation with the professor, depending on the material chosen. Due May 1 4. Theological Reflection Paper. A reflection on and analysis of the following theological/ethical topic from the biblical material covered in the course will be submitted on or before the last week of class. The paper will reflect the student s own serious grappling with the issue: what do you see as the theological issue; why is it important; what different ways has it been resolved or at least addressed, showing summaries and reactions to suggestions made by at least five different approved commentaries; which of these ways seems most suitable to you, and why do you feel that; what are the implications of the particular response you are espousing? 5-7 pages. TOPIC: What is truth? Exploring and evaluating the commonalities in Genesis 12:12-13; 18:15; 20:2; 26:7; 27:5-35. Due May 1 Writing Matters Papers are to be descriptive and analytical, exhibit clear organization of thought, and give proper attention to style and grammar. Correct documentation of sources must be followed, as specified in the ATS Writing Handbook. Papers are to typed and doubled-spaced with one inch margins and with font set at 12 point Times New Roman. Evaluation of papers will be based on the depth of critical interaction with the topic, coherence and organization of ideas, clarity of writing, and informed incorporation of secondary materials. Papers will receive a deduction in grade if: The paper is significantly less than or more than the assigned limits The paper is submitted after the due date (2 percentage points per day). The paper does not follow the correct format for documenting sources (up to one grade deduction). Submissions All written work is to be submitted in electronic format (MSWord or compatible program). Files will be sent within BlueQuill to the appropriate Drop Box. Each assignment must be saved as, 4

5 and identified like this: Last name Assignment. For example, if I submitted the first assignment, it would be saved and identified as Baker Summary 1 and the first book analysis as Baker-Genesis History. Hard copies of assignments will not be accepted. NOTE: No written work will be accepted after the last week of the course. D. Calculation of Grade and Connection with Learning Outcomes Assignments Learning Outcomes Percent of Final Grade Summary and 1A, 1B 35% evaluations Book analyses 1A, 1B 25% Discussions 1A, 1B 20% Theological reflection 1A, 1B 20% EXTRA CREDIT analysis 1A, 1B Up to 10% of grade IV. Course Schedule Week Week ending at 11:59 p.m. on Assignments [The biblical passages refer to the commentary material to be covered.] 1 January 17 Genesis 1:1-3:24 2 January 24 Genesis 4:1-6:8 3 January 31 Genesis 6:9-9:29; Genesis: History, Fiction, or Neither? 4 February 7 Genesis 10:1-11:26 5 February 14 Genesis 11:27-15:21 6 February 21 Genesis 16:1-19:38 7 February 28 Genesis 20:1-23:20; Four Views on the Historical Adam 8 March 6 Genesis 24:1-28:9 March 7-11 SPRING BREAK 9 March 20 Genesis 28:10-30:43 10 March 27 Genesis 31:1-34:31 11 April 3 Genesis 35:1-37:36 12 April 10 Genesis 38:1-41:57; Greenwood or Harris or Lamoureux 13 April 17 Genesis 42:1-44:34 14 April 24 Genesis 45:1-47:31 15 May 1 Genesis 48:1-50:26; theological reflection paper V. Recommendations for Lifelong Learning 5

6 This course only touches the surface of the riches found in this biblical book. I hope that you will continue to plumb its depths not only for personal enrichment, but also to deepen your ministry in whatever areas to which God is calling you. I encourage you to read other sources, both books and journals, listed in the bibliography for ongoing growth and development, including increasing your ability for critical thinking. See also: 1. Relevant modules from Logos Bible Software Alumni access to the Ashland University Library Page for journal articles through the ATLA Serials and Academic Search Complete databases. I recommend the following professional, and other, organizations that you may want to join, or at least be aware of. Many have student membership rates and hold regional as well and national/international meetings at which they often seek student papers. o Catholic Biblical Association ( o Christians for Biblical Equality ( o Evangelical Theological Society ( o Society of Biblical Literature ( VI. Seminary Guidelines A. ATS Academic Integrity Policy Ashland Theological Seminary expects each student to uphold the Seminary s core value of academic excellence by contributing to an environment that is both challenging and supportive. In such an environment a student will neither seek nor offer improper assistance. All students have an obligation to be forthright in their academic endeavors and to respect ethical standards. The work that one submits for academic evaluation must be one s own, unless an instructor expressly permits certain types of collaboration. Academic integrity requires that each student will use one s own capabilities to achieve one s fullest potential and will neither offer nor accept aid that is not in keeping with regularly accepted standards of academic integrity. Failure to conform to this conduct shall constitute academic dishonesty. The full Academic Integrity Policy statement may be found in the Student Handbook. B. Academic Support Services If you need assistance with writing projects for your coursework, contact the ATS Academic Support Center. The center provides free sessions with a peer consultant who can help you with all of your concerns about academic support including writing, critical thinking, documentation, reading skills, study skills, test taking skills, time management. Contact the center if you have a question about how to complete your assignment, if you have documentation questions, or if you would like to have your paper evaluated for areas needing improvement. The ATS Academic Support Center can be reached at or by at [email protected]. C. Students with Disabilities A student who has a specific physical, psychological or learning disability and requires accommodations is encouraged to inform the instructor during the first days of the 6

7 semester so that learning needs can be appropriately met. It is the student s responsibility to document the disability with Disability Services located in the Center for Academic Support, Library Seventh Floor, (419) , [email protected] prior to receiving accommodations. Ashland University makes every effort to comply with Sections 504 and 508 of the Rehabilitation Act of 1973, the Americans with Disabilities Act of 1990, and the Amendments to the Act (2008).. D. ATS Grading Scale Grade Percent Description A Superior achievement of course objectives, diligence and originality, high degree of freedom from error, outstanding evidence of ability to utilize course knowledge, initiative expressed in preparing and completing assignments, positive contributions verbalized in class. A B B Good work submitted, commendable achievement of course objectives, some aspects of the course met with excellence, substantial evidence of ability to utilize course material, positive contributions verbalized in class, consistency and thoroughness of work completed. B C C Acceptable work completed, satisfactory achievement of course objectives, demonstrating at least some ability to utilize course knowledge, satisfactory class contribution. C D D Passing but minimal work, marginal achievement of course objectives, poor performance in comprehension of work submitted, inadequate class contributions. D F Below 65 Unacceptable work resulting in failure to receive class credit, inadequacy of work submitted or of performance and attendance in class. Baker s Interpretation of the ATS Grading Scale (I am indebted to my colleague Dr. Hawk for this list)* A Signifies work that generally exhibits a depth of research, thought and critical thinking, and may include an insight I haven t thought of before or information I haven t encountered. Sparks are flying. You ve got me thinking! B Signifies work that exhibits thoughtful integration, a direct and careful engagement with the assignment, and sound critical thinking. I experience a deep sense of fulfillment that learning has taken place. 7

8 C Signifies a minimal engagement with the assignment characterized by a perfunctory or hackneyed response and shallow critical reflection. I yawn. D Signifies gaps in thinking or a deficient response to the readings or written work. I reach for my Tums. F Signifies failure to address the core components of the reading or written assignments. I watch an episode or two of Monty Python in a vain attempt to restore my cheery disposition. VII. Selected Bibliography Approved Commentaries Commentary Series [Check with the professor regarding commentaries outside this list] Anchor Bible (Doubleday) [The commentary series, NOT the Anchor Bible Dictionary] Apollos Old Testament Commentaries (InterVarsity) Believers Church Bible Commentary (Herald)* Berit Olam: Studies in Narrative & Poetry (Liturgical Press) Daily Study Bible (Westminster)* Forms of Old Testament Literature (Eerdmans) Hermeneia (Fortress) International Critical Commentary (T & T Clark) Interpretation (Westminster/John Knox)* New American Commentary (Broadman) New Century Bible (Eerdmans) New International Biblical Commentary (Hendrickson) New International Commentary on the O.T. (Eerdmans) New International Version Application Commentary (Zondervan)* Old Testament Library (Westminster) Tyndale Old Testament Commentary (InterVarsity) Word Bible Commentary (Word) * These marked commentaries above have an exegetical component but are primarily focused on application. Supplementary Resources *Baden, Joel S. The Promise to the Patriarchs. Oxford: Oxford, *Blenkinsopp, Joseph Abraham: The Story of a Life. Grand Rapids, MI: Eerdmans, *Charles, J. Daryl, ed. *Dawn, Marva J. *Enns, Peter Fretheim, Terence E. *Goldingay, John Reading Genesis 1-2: An Evangelical Conversation. Peabody, MA: Hendrickson, In the Beginning, God: creation, Culture, and the Spiritual Life. Downers Grove: InterVarsity, The Evolution of Adam: What the Bible Says and Doesn t Say about Human Origins. Grand Rapids, MI: Brazos, Creation Untamed: The Bible, God, and Natural Disasters. Grand Rapids, MI: Baker, Old Testament Theology. Volume 1: Israel s Gospel. Downers 8

9 *Greenway, William Grove, IL: InterVarsity, 2003, For the Love of All Creatures: The Story of Grace in Genesis. Grand Rapids, MI: Eerdmans, Hallo, W. W. The Context of Scripture, 3 vol. Leiden/NY: Brill, Hess, R.S. et al. He Swore and Oath: Biblical Themes from Genesis Cambridge: Tyndale House, *Houston, James M. I Believe in the Creator. Grand Rapids, MI: Eerdmans, *Kaltner, John Kitchen, K. A. *Klingbeil, Gerald A. *Lennox, John C *Madueme, Hans and Michael Reeves, ed. *Middleton, J. Richard *Millard, A. R. and D. J. Wiseman Ramm, Bernard *Rolnick, Philip A. *Ross, Hugh *Sarna, Nahum M. *Steinmetz, Devora *Van Til, Howard J. et al. Wilson, Lindsay Inquiring of Joseph: Getting to Know a Biblical Character through the Qur an. Collegeville, MN: Michael Glazier, Ishmael Instructs Isaac: An Introduction to the Qur an for Bible Readers. Collegeville, MN: Michael Glazier, 1999, Ancient Orient and Old Testament. Chicago: InterVarsity, Out of print. On the Reliability of the Old Testament. Grand Rapids, MI: Eerdmans, The Genesis Creation Account and its Reverberations in the Old Testament. Berrien Springs, MI: Andrews University Press, God s Undertaker: Has Science Buried God? 2 nd ed. Oxford: Lion, 2009 Adam, the Fall, and Original Sin: Theological, Biblical, and Scientific Perspectives. Grand Rapids: Baker, The Liberating Image: The Imago Dei in Genesis 1. Grand Rapids, MI: Brazos, Essays on the Patriarchal Narratives Winona Lake, IN: Eisenbrauns, The Christian View of Science and Scripture. Grand Rapids, MI: Eerdmans, Origins: God, Evolution, and the Question of the Cosmos. Waco, TX: Baylor, The Genesis Question: Scientific Advances and the Accuracy of Genesis. Colorado Springs, CO: Navpress, Understanding Genesis: The Heritage of Biblical Israel. New York: Schocken, From Father the Son: Kinship, Conflict, and Continuity in Genesis. Louisville, KY: Westminster/John Knox, Portraits of Creation: Biblical and Scientific Perspectives on the World s Formation Grand Rapids, MI: Eerdmans, Joseph Wise and Otherwise: The Intersection of Wisdom and 9

10 *Wolters, Albert M Covenant in Genesis Carlisle: Paternoster, Creation Regained: Biblical Basics for a Reformational Worldview. Grand Rapids, MI: Eerdmans,