Carey Theological College. BIBL 503: Reading the Bible in Contexts

Transcription

1 Carey Theological College BIBL 503: Reading the Bible in Contexts Professor: Dr. Craig A. Smith At Carey Theological College: October 5-7, 2015 On-line: September 21-October 3 and October 12-Nov Graduate Credits (135 hours) Course Description: The message of the Bible takes place in settings and cultures significantly different from those in which we live today. The writers of these scriptures used contemporary literary tools available to them some of which are different from those used today. The goal of the biblical writers was to present a message that would be understandable to their readers. The challenge for readers today is to uncover the authoritative meaning of the text then and to apply this meaning to their present context. This course seeks to help the student achieve this through examining the different aspects that affect meaning and interpretation. Educational Objectives: Through this course the participants should develop a deepening understanding of the various genres and literary forms in scripture and the need to contextualize their meaning for the audience. Towards this end the participants should: 1) gain an understanding of the literary styles, forms and genres of the Bible and the role of the interpreter in various cultural settings; 2) be able to articulate the significance of exegesis, including the importance of the historical, geographical, political, social and literary context of the scriptures; 3) gain an understanding of the role of the preacher and teacher in presenting the Word of God to the audience; 4) develop an awareness to the inter and intra cultural principles for cross cultural communication; 5) be equipped as students, pastors and church workers to interpret and apply scripture for themselves so they may begin to equip Bible study groups, lay preachers and lay leaders to be more faithful bearers of the word of God. Course Outline: Abbreviations: GF How to Read the Bible for All Its Worth RT Biblical Interpretation: An Integrated Approach

2 Online Discussions: Sept. 21-Oct. 3 September Online: Introduction to Hermeneutics Read the following chapters GF ch. 1-2; pp RT pp. ch. 1-2; ch. 8; September 28-Oct. 3 Online: Getting Familiar with the Different Genres Read the following chapters in order to prepare for the Face-to-Face sessions at Carey Theological College next week. GF ch. 3-6, 9, RT ch. 5-6 Carey Theological College Component Oct. 5 Carey Theological College Epistles Oct. 6 Carey Theological College OT Narratives Historical Material (Acts) Oct. 7 Carey Theological College OT Law Apocalyptic Material (Revelation) Wisdom Literature GF ch RT review ch. 5 on Hebrew Poetry DA Poetry and Wisdom: Introduction On-Line Discussions October Gospels GF ch. 7 RT ch. 4; ch. 9 Discussion Questions: Gospels I have personally found redaction criticism a very helpful tool when interpreting the Gospels. Consider the Death of Jesus (Matt. 27:45-56; Mk. 15:33-41; Lk. 23:44-49; Jn. 19:29-37). What are some of the major differences that you notice between the texts? What significance do these changes have for the respective authors?

3 October 26-Nov. 7 Parables GF ch. 8 RT review ch. 6 Discussion Questions Jesus spoke about the kingdom of God using parables and was killed for it. What made His teaching so powerful? Why did it bring such division? How can we capture this same power today in our use of parables? November 9-27 OT Prophets GF ch. 10 RT review ch. 5 on Hebrew Prophecy Discussion Questions The prophets were there to remind the people to uphold the Law. How would you understand Is. 58:13 in light of the original historical situation and its application for today? ACADEMIC REQUIREMENTS 1. Reading There are two required books for the course. The relevant section should be read either before or during the week of unit in which it is assigned. You will be asked at the end of the course what percentage of the total reading you have done. There is no grade for reading but the percentage of reading will factor in the final grade. Gordon Fee and Douglas Stuart. (2003) How to Read the Bible for All Its Worth Third Edition, Grand Rapids: Zondervan. W. Randolph Tate. (2003) Biblical Interpretation: An Integrated Approach. Third Edition. Peabody Mass.: Hendrickson Publishers. 2. Discussions Based on the readings and learning module material (on CONNECT) for that week, each student is expected to participate in the online discussions. There will be questions posted each week that will provide the framework for the discussions. Every student is expected to make one initial posting for each discussion topic and provide two brief responses to the postings of other students. A general rule of thumb is for initial postings to be done by Wednesday evening of each week and responses by Saturday night. (In other words, for every discussion each student will provide a minimum of three postings.) This shows your active participation in the course. PLEASE NOTE THAT YOU WILL NOT BE ABLE TO POST ANYTHING FOR THAT UNIT AFTER SATURDAY EVENING AT MIDNIGHT. YOU NEED A SABBATH. Your initial posting is expected to demonstrate informed interaction with the topic and readings. The length of your initial posting will vary, but words should be adequate for an

4 analysis and thoughtful contribution to the discussion. Imagine you are in a classroom and everyone in the group needs to add to a discussion I am not looking for monologues on the topic, but a sense that you have understood the question, examined the material and gleaned insights. You do not need to add something new to the discussion but your initial post should feature your own insights, questions, or summary according to the question(s) posted. Do not make personal experience or feelings the central feature of your post. The professor is looking for critical thinking and thought answers that incorporate what you have learned through your readings and learning modules. Your responses to other students postings need to demonstrate a considered reply. It is not sufficient to simply state that you agree with him/her. You may agree or disagree with what your classmate posts; but in words you need to communicate why. Keep your responses concise remember you are reading a lot of them over the course of the term! Encouraging comments in your responses are fine but they must be a small part of your response (you can them personally with your personal more pastoral comments). Each discussion is monitored and graded on the depth of your initial posting (i.e. how well you incorporated the readings and learning module material and cited external sources) and your responses to other students comments. Your discussion postings grade reflects your participation in the class. You must include the word count of your discussion posting at the end of it. 3. Cross-cultural Issue Paper Each student will write a paper (2000 word double spaced) discussing one cross-cultural issue from either the OT or NT in which the ritual, tradition, practice as described in scripture differs from the present cultural practice (e.g. Rites of passage, baptism [including baptism of the dead], marriage, death, Lord s Supper, worship, women in ministry, ordination etc.) or does not exist today (e.g. food offered to idols). You must put the word count on the title page of the paper. Papers that exceed the word count or are more than 100 words below the word count will be penalized. Due: October 26, Genre paper Each student will write a paper (2500 words double spaced) interpreting a passage from a particular genre. The purpose of this essay is to apply the hermeneutical principles that you have learned in this course to a particular genre of material from the Bible. One must explain the meaning of the passage in its original historical context and try to ascertain the author s original intended meaning in light of its literary context. Of the 2500 word limit, 500 words must be allotted to applying this passage in your present context. The work must interact with 2-3 commentaries and 8-10 journal articles that are appropriately referenced in the footnotes and bibliography. You may choose one of the following passages or you may choose a different text but, it must be approved by the instructor. 1 Tim 2:8-15; 1 Cor. 11:17-34; Gen. 34; 1 Sam. 17; Acts 9:1-19; Acts 19:1-22; Matt. 5:3-12 (Lk. 6:17-26); Mk. 6:32-44 (Lk. 9:10-17); Matt. 13:31-34 (Mk. 4:30-32; Lk. 13:18-21); Gen. 34:1-31; 1 Sam. 8:1-22; 1 Ki. 19:1-21; Jer. 29:1-23; Jer. 31:15-40; Ps. 34; Prov. 31:10-31; Eccl. 4:1-12; Ezek. 28:1-19; Rev. 12; Rev. 13. Due date: Nov. 23, 2015

5 Evaluation: Reading 0% Participation in regular Web platform submissions 15% Cross Cultural Issue paper 35% Genre Paper 50% Hours: 1. Reading (32 hours) 2. Class Participation & Discussions (38 hours) 3. Cross Cultural Issue Paper (25 hours) 4. Genre Paper (40 hours) Total (135 hours) Text Books Required: Bibles (TNIV will be used but other versions will also be needed for comparison) Gordon Fee and Douglas Stuart, How to Read the Bible for All Its Worth Third Edition, (Grand Rapids: Zondervan, 2003). W. Randolph Tate. Biblical Interpretation: An Integrated Approach. Third Edition. (Peabody MA: Hendrickson Publishers, 2003). Recommended as Supplemental Reading: David Alexander, Patricia Alexander (eds.) Zondernvan Handbook to the Bible: Third Edition (Grand Rapids: Zondervan Publishing House, 1999). D.A. Carson, Douglas J. Moo, and Leon Morris, An Introduction to the New Testament (Grand Rapids: Zondervan, 1992). William Sanford LaSor, D.A. Hubbard, and F.W. Bush, Old Testament Survey (Grand Rapids: Eerdmans, 1996). William W. Klein, C.L. Blomberg, R.L. Hubbard, Jr., Introduction to Biblical Interpretation (Dallas: Word Publishing, 1993) Dan McCartney, C. Clayton, Let the Reader Understand: A Guide to Interpreting and Applying the Bible (Wheaton, IL: Bridgepoint Books, 1994) Grant R. Osborne, The Hermeneutical Spiral: A Comprehensive Introduction to Biblical Introduction (Downers Grove, IL: InterVarsity Press, 1991) ATTENTION: The best place to find on-line sources is to use the Allison Library Databases. There are many full text journals that you can download which will provide more than adequate resources for your written assignments. Contact Richard Matiachuk (rmatiachuk@regent-college.edu) or Zoë Ducklow (zducklow@carey-edu.ca) for the instructions and passwords to use this resource.

6 Note: you can limit your search to full text journals. This is helpful if you do not have access to a library, but I recommend that you do not do this since you might be able to find the full text by going to the website of the journal. For example, if you search for Craig Smith under Christian Periodical Index (CPI) you will find several articles including Reaching the Kidderminster Kids in the Christian History journal. There is no full text on CPI but if you go to the Christian History website ( you will find the full text article in pdf format ( EXTENSION POLICY: Extensions for course work will only be granted in exceptional circumstances. If a student requests an extension that will make it impossible for the professor to submit the final grade no later than one month following the final assignment, the student must petition the Registrar s Office. If the Registrar s Office grants such a request, the extension deadlines will be clearly established and will be final. Work granted an extension may receive a grade reduction. GENDER LANGUAGE POLICY: As language usage changes over time, the church must discern where its own language must change in order to continue to bear witness faithfully to the gospel. Modern English usage has moved away from using masculine terms to refer to groups that include women. The continued use of such terms in worship, writing, or conversation miscommunicates the invitation of the gospel and the nature of the church. This policy refers to humankind. Examples of inclusive language for persons can be found in the NRSV and the TNIV translations. In regards to Scripture texts, the integrity of the original expressions and names of God should be respected. The language of previous eras and other authors need not be rewritten to conform to contemporary usage. It is expected that inclusive language will be used in written work, publications, and classroom conversation at Carey Theological College. COURSE ATTENDANCE: Students are expected to attend all scheduled class sessions in order to fulfill the degree requirements. COURSE WITHDRAWAL POLICY: After the period for which tuition refunds are available, a W will be placed on the transcript of a student who withdraws from any course within the first half of the course. Beyond those dates, an F will be recorded on the student s transcript. ACADEMIC INTEGRITY: Academic integrity is honest and responsible scholarship. Students are expected to submit original work and give credit to other peoples' ideas. Academic dishonesty is acting in a manner to gain unearned academic credit. Examples of academic dishonesty are: - Plagiarising by misrepresenting the work of another person (in whole or in part) as a student s own work or failing to give credit for either wording or ideas that belong to another. - Submitting the same material for credit in more than one course (whether the earlier submission was at Carey or another institution). - Using unauthorized aids of any sort in examinations, completing work in unauthorized collaboration with others, or the unauthorized recording and use of class lectures are all examples of breaches in academic integrity. Penalty for a lack of academic integrity may include a failing grade in the assignment, examination or course, depending on the severity of the offense. All students are responsible for knowing and practicing academic integrity. Students are expected to become familiar with the Plagiarism Resource Centre for students at: