To develop Christ-minded leaders who make a difference in the world. NT 520 - Biblical Theology (The Charismatic Theology of Luke-Acts)

Winter 2017

INSTRUCTOR: Rev. Jonathan Kienzler (B.Th., M.Div., M.Th., Ph.D.) 780-452-0808 [email protected] www.dailyreadingtheword.com Contact by email is preferred except in an emergency.

SCHEDULE: Room 211, Thursdays, 1:25 – 2:40 pm

CREDITS: 3 Credit Hours

All assignments must be submitted by email in a Microsoft Office Word Format (docx). The title of your doc should start with your last name, and then put course initials (BT), followed by the assignment title (e.g., Smith BT Textbook 1).

DESCRIPTION: This course is a biblical exposition of the in Lukan literature. It evaluates the relevant Lukan data narratively, grammatically and contextually. It will look at the different perspectives and ways of approaching Luke-Acts, paying close attention to the significant themes of salvation, empowerment for mission, and judgment. Modern interpreters of Lukan pneumatology will be critically evaluated. The OT background, Luke’s particular use of the Septuagint (LXX), will also be appreciated at each step. A major concern of the course will be the relevancy of Luke’s message for us today.

OBJECTIVES:

Cognitive (knowledge)

This course is primarily designed to introduce students to the major themes of Lukan pneumatology. By the conclusion of this course each student should know:

1. The Spirit as a character within the narrative framework of Luke-Acts; 2. The Septuagint as the primary background for Luke’s presentation of the Spirit; 3. The Spirit’s role in the presentation of the Messiah within Luke-Acts; 4. The Spirit’s interaction with people, specifically in relation to ’ disciples, Israel, and the Gentiles; 5. The purpose of the manifestations associated with the Spirit.

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Conative (skills)

This course is designed to facilitate the development of hermeneutical skills in reading and interpreting Luke-Acts. By the end of this course each student should be able to:

1. Interpret passages regarding the Spirit, taking into account the wider literary context; 2. Critically approach scholarly works about the Spirit; 3. Interact with other perspectives regardless of agreement; 4. Express their understanding of Lukan pneumatology in relation to other perspectives; 5. Demonstrate the relevancy of Luke’s pneumatology for believers today.

Affective (Volitional)

Each student shall be encouraged to personally interact with the text of Luke-Acts in such a manner that he/she:

1. Understands the relevancy of the Spirit in Luke-Acts to his/her life; 2. Desires a closer relationship with the Spirit; 3. Is confident about the Spirit’s ongoing work in his/her life; 4. Develops a greater commitment to the Spirit. 5. Seeks the will and purposes of the Spirit in his/her life.

TEXTBOOK(S):

1. Study Guide – Contains all the notes and outlines the student will need for the course (included in course fees; given out on first day of class). 2. Kienzler, Jonathan (2014). Fiery Holy Spirit: the Spirit’s relationship with judgment in Luke-Acts. Journal of Pentecostal Theology Supplement Series. Blandford Forum, Dorset, UK: Deo Publishing. 3. Bible: NASB, ESV, NIV, RSV, NRSV, or NKJV – Do not use “The Message,” “The New Living Translation,” or “the Contemporary English Version” in this class. They are not serious Study Bibles.

RECOMMENDED TEXTS:

1. Menzies, R. P. (2013). Pentecost: This story is our story. Springfield, MO: Gospel Publishing House. 2. Stronstad, R. (2012). The charismatic theology of St. Luke: Trajectories from the Old Testament to Luke-Acts. Grand Rapids, MI: Baker Academic. 3. Turner, M. (1996). Power from on high: The Spirit in Israel's restoration and witness in Luke- Acts. Sheffield: Sheffield Academic Press. 4. Logos Bronze Library or greater. Most students will buy through the college. See https://www.logos.com/upgrade. (Don’t buy except with academic pricing.)

ASSIGNMENT POLICY: a. Assignments are due on the due date in the syllabus. b. Any extensions must be formally requested in writing to the professor and are at the discretion of the professor (email is acceptable).

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c. Unless otherwise noted, any assignment handed in late will be deducted 10% in week 1 and 20% in week 2. After this point, the assignment will be graded out of 60% d. One week will be considered to be 7 days from the original due date and due time. *The date on which assignments are delivered must be clearly marked on them.

REQUEST FOR EXTENSION POLICY: (See appendix V) Extensions must be requested by email prior to the due date. Students must attach approved extension requests by email to their papers. Concerned students should speak to the professor. No more than one extension per course will be granted.

ACADEMIC INTEGRITY STATEMENT: Honesty and integrity are essential to the academic and college community. It is wrong to attempt to deceive others to believe that you have completed something that you have not. Please see Student Handbook Students are required to be aware of the following: 1. Plagiarism and cheating are serious academic offences subject to penalty. 2. Submission of a Reading Log indicates that you have indeed read all of the required reading. *Please refer to Current Student Handbook for further details.

COURSE OUTLINE: *See Appendix VII: Course Schedule (subject to change)

EVALUATION:

1. Textbook Reading (9X) 27% 2. Fee Article Notes (Jan 28) 4% 3. Other Article Notes (3X; Apr 6) 9% 4. Student Choice 35% a. Group Project i. Major Paper (Mar 23) 15% ii. Presentation (Apr. 13) 10% iii. Reading Log of Research (Mar 23) 5% iv. Description of Group Dynamics (Apr 20) 5% b. Exegetical Paper (Mar. 23) i. Major Paper 30% ii. Reading Log of Research 5% 5. Critique of (other) Presentations (Apr 20) 5% 6. Take Home Final (Due: Apr 25) 20%

COURSE REQUIREMENTS: 1. Textbook Readings and Discussion (27%): On the following dates, we will discuss nine chapters from the textbook, Fiery Holy Spirit. Along with reading the respective chapter (note percentage of reading completed), note the pages read (footnotes not required), provide an outline of content, along with brief interactions on each point. Include at least one question/comment (type-written) on each chapter. In addition, each student must answer the key question(s) of each chapter. Notes must be emailed to professor before each class (4% each unless noted); any late assignments will receive a maximum grade of 60%. a. Jan. 19 – Chapter 1: Introduction. What is presented as the centre of Luke’s work? b. Feb. 2 – Chapter 2: The Judgment of the Messiah’s Baptism with the Spirit and Fire (Luke 3:16–17). How is the baptism with the Spirit and fire defined?

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c. Feb. 9 - Chapter 3: The Blasphemy Against the Spirit (Luke 12:10). What is the blasphemy against the Spirit? d. Mar. 2 - Chapter 4: Ananias and Sapphira: Swift and Final Judgment by the Holy Spirit (Acts 5:1–11). Why are Ananias and Sapphira killed? e. Mar. 9 - Chapter 5: Resisting the Spirit: The Trial of Stephen (Acts 6:3–8:3). What is resisting the Spirit? f. Mar. 16 - Chapter 6: The Samaritans Receive the Spirit and Simon Desires to Control the Spirit (Acts 8:5–24). What is Simon’s sin? g. Mar. 30 – Chapters 7: A Dark Judgment Upon Bar-Jesus. What is God’s judgment upon Bar-Jesus? h. Apr. 6 – Chapter 8: The Spirit’s Role in the Division of the Jews. How are the Roman Jews divided? i. Apr. 20 – Chapter 9: Conclusion. What are the five implications for Pentecostal theology? Do you agree?

2. Fee Article Notes (4%): On January 28, we will discuss Gordon Fee’s article, “Baptism in the Holy Spirit: The Issue of Separability and Subsequence. (In Gospel and Spirit: Issues in hermeneutics; pp. 105-119. Peabody, MA: Hendrickson, 1991). Notes must be emailed to professor before each class. Provide an outline of content along with brief interaction. Also answer the questions: Do you agree/disagree with the author’s conclusions? Why? Provide at least one question/point of debate that arises because of the article. Email notes prior to class (ready for 1:25 p.m.). Any late assignments will receive a maximum grade of 60%. (~2 pages) See Appendix VI for sample.

Due Date: Jan. 26

3. Other Article Notes (9%): Each student must read and complete notes on the following three articles. Provide an outline of content along with brief interaction. Also answer the questions: Do you agree/disagree with the author’s conclusions? Why? Provide at least one question/point of debate that arises because of the article (~2 pages). See Appendix VI for sample. a. Noel, B. T. (2004). Gordon Fee and the Challenge to Pentecostal Hermeneutics: Thirty Years Later. Pneuma 26, 60-80. (3%) b. Turner, M. (2003). The Work of the Holy Spirit in Luke-Acts. Word & World 23, 146- 153. (3%) Keener, C. (2007). Why does Luke use tongues as the sign of the Spirit’s empowerment? JPT 15, 177-184. (3%) Due: Apr. 6 4. Student Choice (35%) Students must select from the following topics (and choose one of the following assignments):  Lk. 2:25-27 - The Spirit and Simeon. Ideas: Spirit upon Simeon; Revealed by the Spirit; Came in the Spirit. (Central concerns: the Spirit's role in revelation/guidance.)  Lk. 10:21 - Jesus rejoiced in the Spirit (Central concerns: What is the relationship between the Spirit and joy in Luke-Acts? What does Jesus rejoice over? What is the revelation Jesus gives [by the Spirit]? How is this revelation important to Luke-Acts?)  Lk. 11:13 – The Father gives the Spirit to those who ask (Central concerns: When is Jesus talking about? What is the Spirit ‘for’, especially in light of the context (Lk. 11:1-13)? How often are disciples to ask?)  Acts 5:32 - God gives the Spirit, Spirit is a witness (Central concerns: How is the Spirit a gift? How is the Spirit a witness?)

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 Acts 10:44-48 - The Spirit falls upon the Gentiles (Central concerns: What's so important about the Gentiles? What does the Spirit do for the Gentiles? What does the experience tell Peter/the church?)  Acts 16:6-10 – The Spirit’s guidance. (Central concerns: Explain the expression, “Spirit of Jesus”. How does the Spirit guide? What does this say about missionary work?  Acts 19:1-7 – Disciples of John receive the Spirit (Central concerns: What kind of disciples are they? Are they Christians before they are baptized? What’s the connection between water baptism and Spirit-baptism? Why these 12?)  Acts 21:1-14 - The Spirit, Suffering, and God's will (Central concerns: What is the Spirit's role? What role does prophetic speech have in the church? in guiding personal decisions?)

a. Group Project: In groups of 4-5 (groups to be determined), prepare an exegetical paper (3500-4000 words (15%) and presentation of 20-25 minutes (10%) on one of the passages listed above (including class discussion), focusing on the role/ministry/action/character of the Spirit. i. Each passage can only be used by one group. Therefore it will be a first-come first-serve basis (first to email: Jan. 20 @ 2 p.m.). Please include top three choices. ii. Presentations will take place on Apr. 14. Order will be based on text chosen. iii. Your paper must have at least five major sections (not necessarily in this order):  OT background related to passage  Narrative background (How does the previous passages in Luke-Acts [from its beginning] prepare for the present context?)  of passage (e.g., word studies, exploring character, setting, conflict and explanation of passage)  Continued development (How does the rest of Luke-Acts develop the meaning of the passage; parallels). You can also refer to further NT development.  Application for us today iv. A handout and PowerPoint are expected. v. Each student is expected to do a significant part of the research. A reading log by each student is to be kept. It should contain at least 150 pages of reading in commentaries, articles, and books related to the group's topic, aside from assigned textbook/articles (5%). This must be completed individually and submitted with the major paper (Mar 23). vi. Your final bibliography should contain at least 15 sources. vii. Each student is to hand in a one page response/evaluation of the project, group dynamic, and total experience (5%). This is to be submitted one class after the presentation (Apr. 20), because it takes all elements of project into account. Explain what you would do differently in a group project next time. A breakdown of who did what, and how many hours each contributed must be included. E.g.,

Student Section/role % Hours spent

Suzy Q Narrative background, application, overall editor 40 35

Joe Smith Exegesis of passage, presenter, research 30 30 coordinator

Mary Brown OT background, Continued development, overall 30 30 leader

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viii. Students will have two class segments to work on their presentations: the first to divide into groups and get started and a second to move towards completion. Students will be expected to meet as needed outside of class. The professor is available to meet with groups as well. ix. Full grade will be determined based on paper submitted, presentation, and individual contribution (the same mark is not necessarily given to each one in the group). See Appendix IV for Major Paper Marking Guide and Appendix V for Evaluation of Project Presentation. Due: See dates outlined above

b. Exegetical Paper: Students may choose to write an individual exegetical paper (30%). Same criteria as above (a) applies, but all must be done by the individual. A reading log by each student is to be kept. It should contain at least 150 pages of reading in commentaries, articles, and books related to the group's topic, aside from assigned textbook/articles (5%). See Appendix IV for Major Paper Marking Guide Due: Mar. 23

5. Critique of Presentations (5%): Students must conduct a critique of the presentations on Apr.14. Major areas to be assessed are  content (depth)  clarity  creativity  application  engagement  handout/PowerPoint Please assign a mark out of 10 and a comment in each area. Due: Apr. 20

6. Take-Home Final Exam (20%): The final exam for this course will be given to the students on Apr. 16. The student will be asked what percentage of Luke-Acts they have read (worth 10% of exam). Due: Apr. 25

GRADING SYSTEM *See Appendix I * Also See Appendix III for Major Paper Marking Guide and Appendix IV for Evaluation of Project Presentation.

ATTENDANCE POLICY: Please refer to the current Vanguard Student Handbook.

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FINAL REMARKS:

Formatting. All studies and papers should be typed and formatted according to the Society of Biblical Literature writing style as outlined in the Seminary’s Guidelines for Research Writing in Religion & Theology (SBL). For the full stylesheet, please refer to Patrick H. Alexander, et al., ed., The SBL Handbook of Style: For Biblical Studies and Related Disciplines (Atlanta: SBL Press, 2014) which is in Reading Room.

Research Language. You should employ acceptable research language for your paper which is not too informal yet reads inclusively. Avoid the use of gender specific language (e.g., Do not refer to “man” generically or to “mankind,” “men,” “he”; rather use “humankind,” “humanity,” “person,” etc.)

Plagiarism. Academic honesty and integrity is essential to the academic enterprise and the Seminary community. All written work submitted must be your own. Guidelines for Research Writing defines plagiarism as the failure to give credit where credit is due: “To plagiarize is to give the impression that you have written something original which in fact you have borrowed from another without acknowledging that other person's work” (Guide for Research and Writing, 2016, p. 11-13). If you borrow ideas or distinctive phrases, or include direct quotations in your written assignments, you must acknowledge your source(s) properly by in-text citation or footnote. It is also wrong to copy another person’s work or to submit an assignment previously handed in for credit in another course. Students guilty of plagiarism may receive a grade of zero for the assignment and may be brought to the attention of the Seminary’s Academic Committee.

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. Beyond those dates, an “F” will be recorded on the student’s transcript.

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APPENDIX I

ALPHA GRADE DESCRIPTIONS

The following chart contains the Alpha Grad Descriptions adopted as of June 2005 as the standard for marking assignments and courses at Vanguard College. Purely objective assignments and most exams will continue to be marked using percentage grades. All other assignments will be assigned a letter grade based on the following Alpha Grade Descriptions.

To interpret an assigned mark simply read the Alpha Grade Description assigned to that letter grade. Percentage conversions for calculating final marks will be based on the middle number for each grade, e.g. an assignment given a B grade will be calculated at 84.5%.

ALPHA GRADE PERCENT ALPHA GRADE DESCRIPTION GRADE POINT AVERAGE A+ 4.0 97-100 Exceptional Work- An “honourific” grade. Demonstrates a compete and comprehensive understanding of the subject matter, full mastery of all concepts and skills including interpretive, analytical, stylistic and grammatical skills, and evidences a striking intellectual initiative and originality. A 4.0 93-96 Superior Work- A superior grasp of the subject matter. Conceptual ability and skills including interpretive, analytical, stylistic and grammatical skills are consistently at a high level. Shows intellectual initiative and originality. A- 3.7 90-92 Very Good Work to Superior Work - A very good grasp of the subject matter. Conceptual ability and skills, including interpretive, analytical, stylistic and grammatical skills are moving toward a consistently high level. Shows some intellectual initiative and originality. B+ 3.3 87-89 Strong Work - Substantial understanding of subject matter and concepts. Good to very good interpretive and analytical skills. Stylistic and grammatical skills meet or exceed acceptable college requirements. All course objectives and requirements achieved. B 3.0 83-86 Good Work - Substantial understanding of subject matter and concepts. Good interpretive and analytical skills. Stylistic and grammatical skills meet acceptable standards at a college level. All course requirements and objectives achieved. B- 2.7 80-82 Average to Good Work – Average to above average understanding of subject matter and concepts. Average to above average interpretive and analytical skills. Relatively few stylistic and grammatical errors. All major course requirements and objectives achieved.

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C+ 2.3 77-79 Average Work - Average understanding of subject matter and concepts. Average interpretive and analytical skills. May struggle with some grammatical and stylistic skills. All major course requirements and objectives achieved. C 2.0 73-76 Acceptable Work - A basic understanding of subject matter and concepts. Fair but not necessarily good interpretive and analytical skills. Other skills may be fair or incomplete. Some major and /or minor objectives of the course may not be complete. C- 1.7 70-72 Minimally Acceptable Work - Some understanding of subject matter and concepts and only partial development of relevant skills. Some major and/or minor objectives of the course may not be complete. D+ 1.3 67-69 Unsatisfactory Work - Unsatisfactory understanding of subject matter and concepts. Weak skill development. May have significantly weak stylistic and grammatical skills. Major course requirements may be incomplete or poorly done*. D 1.0 63-66 Poor Work - Weak understanding of subject matter and concepts. Marginal skill development. May have significantly weak stylistic and grammatical skills. Major course requirements may be incomplete or poorly completed*. D- 0.7 60-62 Marginal Work - Work is marginal in all areas. Significant portions may be at a failing level. Major course requirements may be incomplete*. F 0.0 35-59 Insufficient evidence of a minimal understanding of course matter and concepts, insufficient evidence of minimal skill development and interpretive and analytical ability. May have failed to achieve major and minor objectives of the course.

* Some professors require all major course requirements to be complete and will not assign a passing grade until all assignments or work is complete within the stated time limit

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APPENDIX II

BIBLIOGRAPHY

Beale, Gregory K. (2004). The temple and the church's mission: a biblical theology of the dwelling place of God. Nottingham: Inter-Varsity.

Beale, G. K. (2005a). The Descent of the eschatological temple in the form of the Spirit at Pentecost: Part 1: The clearest evidence. Tyndale Bulletin, 56 (1), 73-102.

Beale, G. K. (2005b). The Descent of the Eschatological Temple in the Form of the Spirit at Pentecost: Part 2: Corroborating Evidence. Tyndale Bulletin, 56 (2), 63-90.

Beale, G. K. (2005c). Eden, the temple, and the church's mission in the new creation. Journal of the Evangelical Theological Society, 48, 5-32.

Bock, D. L. (1994). Luke. Baker Exegetical Commentary on the New Testament (2 vols.). Grand Rapids: Baker Books.

Bock, D. L. (2007). Acts. Baker Exegetical Commentary on the New Testament. Grand Rapids: Baker Academic.

Dunn, J. D. G. (1970). Baptism in the Holy Spirit; A re-examination of the New Testament teaching on the gift of the Spirit in relation to pentecostalism today. Studies in Biblical theology, 2d ser., 15. Naperville, Ill: A. R. Allenson.

Dunn, J. D. G. (1998). The Christ and the Spirit: Collected essays of James D.G. Dunn; Volume 2: Pneumatology. Grand Rapids: W.B. Eerdmans Pub.

Fee, G. D. (1991). Baptism in the Holy Spirit: The issue of separability and subsequence. In Gospel and Spirit: Issues in New Testament hermeneutics (pp. 105-119). Peabody, MA: Hendrickson.

Fee, G. D. (1991). Hermeneutics and historical precedent: A Major Problem in Pentecostal Hermeneutics. In Gospel and Spirit: Issues in New Testament hermeneutics (pp. 83-104). Peabody, MA: Hendrickson.

Green, J. B. (1997). The Gospel of Luke. The New International Commentary on the New Testament. Grand Rapids: W.B. Eerdmans Pub.

Green, J. B. (1995). The theology of the gospel of Luke. Cambridge: Cambridge University Press.

Hinze, B. E., & Dabney, D. L. (Eds.). (2001). Advents of the Spirit: An introduction to the current study of pneumatology. Milwaukee: Marquette University Press.

Hur, J. (2001). A dynamic reading of the Holy Spirit in Luke-Acts. Sheffield: Sheffield Academic Press.

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Litwak, K. D. (2005). Echoes of scripture in Luke-Acts: Telling the history of God's people intertextually. New York: T&T Clark International.

Marshall, I. H. (1998). Luke: Historian & theologian. Downers Grove, Ill: InterVarsity Press.

Marshall, I. H. (1977). The significance of Pentecost. Scottish Journal of Theology, 30, 347-369.

Marshall, I.H. (1973) The meaning of the verb “to Baptize”. EvQ, 45, 130-140.

Marshall, I. H., & Peterson, D. (Eds.). (1998). Witness to the Gospel: The theology of Acts. Grand Rapids: William B. Eerdmans Pub.

Menzies, R. P. (1993). Spirit and power in Luke-Acts: A response to Max Turner. Journal for the Study of the New Testament, 49, 11-20.

Menzies, R. P. (1994). Empowered for witness: The Spirit in Luke-Acts. Sheffield, England: Sheffield Academic Press.

Menzies, W. W. & Menzies, R. P. (2000). Spirit and power: Foundation of Pentecostal experience: a call to Evangelical dialogue. Grand Rapids: Zondervan.

Noel, B. T. (2004). Gordon Fee and the challenge to Pentecostal hermeneutics: thirty years later. Pneuma, 26, 60-80.

Nolland, J. (1989-1993). Luke. Word Biblical Commentary (3 vols.). Dallas: Word Books.

O'Neill, J. C. (1996). The connection between baptism and the gift of the Spirit in Acts. Journal for the Study of the New Testament, 63, 87-103.

Pawson, J. D. (1999). Believing in Christ and receiving the Spirit: A response to Max Turner. Journal of Pentecostal Theology, 15, 33-48.

Penney, J. M. (1997). The missionary emphasis of Lukan pneumatology. Journal of Pentecostal Theology, v.12. Sheffield: Sheffield Academic Press.

Resseguie, J. L. (2004). Spiritual landscape: Images of the spiritual life in the Gospel of Luke. Peabody, Mass: Hendrickson.

Shelton, J. B. (1991). Mighty in word and deed: The role of the Holy Spirit in Luke-Acts. Peabody, Mass: Hendrickson.

Stronstad, R. (2012). The charismatic theology of St. Luke: Trajectories from the Old Testament to Luke- Acts. Grand Rapids, MI: Baker Academic.

Stronstad, R. (1999). The prophethood of all believers: A study in Luke's charismatic theology. Sheffield: Sheffield Academic Press.

Turner, M. (1996). Power from on high: The Spirit in Israel's restoration and witness in Luke-Acts. Sheffield: Sheffield Academic Press.

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Turner, M. (2001). Interpreting the Samaritans of Acts 8: The waterloo of Pentecostal soteriology and pneumatology? Pneuma, 23, 265-286.

Turner, M. (2003). The Work of the Holy Spirit in Luke-Acts. Word & World, 23, 146-153.

Webb, R. L. (1991a). The activity of John the Baptist's expected figure at the threshing floor (Matthew 3:12 = Luke 3:17). JSNT, 43, 103-111.

Webb, R. L. (1991b). John the baptizer and prophet: A socio-historical study. Journal for the study of the New Testament. Sheffield: JSOT Press.

Wenk, M. (2000). Community-forming power: The socio-ethical role of the Spirit in Luke-Acts. Sheffield: Sheffield Academic Press.

Woods, E. J. (2001). The 'finger of God' and pneumatology in Luke-Acts. Sheffield: Sheffield Academic Press.

Appendix III Major Paper Marking Grid

General Content ...... /20 Introduction/Conclusion ...... /10 Thesis Statement ...... /10 Depth of Research and Integration ...... /10 Bib/Citations ...... /10 Spelling/Grammar ...... /10 Style/Readability ...... /10 Structure (Use Titles) ...... /10 Application ...... /10 Total ...... /100

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Appendix IV Evaluation of Project Presentation

Inadequate Adequate Good Excellent Structure/ No apparent structure; Some structure; Logical structure; Logical, interesting Organization sequence of material is follows a somewhat sequence of material structure; sequence is not logical and could logical progression could be followed clear and intuitive; not be followed creative imagery

Knowledge of Presents irrelevant or Uncomfortable with At ease with the Demonstrates full the Topic incorrect information; the information; information; answers knowledge; answers lacks control of the provides basic answers questions with some questions fully; information; cannot to questions without elaboration elaborates as necessary answers questions elaboration

Graphics, Superfluous visual Limited or Visual aids related to Visual aids explain and Visual Aids & aids; no visual aids or inappropriate graphics; the central themes of reinforce the central Handouts multiple errors in graphics which do not the presenation; few themes of the spelling and grammar support central themes errors in spelling and presentation: no errors of the presentation; grammar in spelling and some errors in spelling grammar and grammar Eye Contact No eye contact with Occasional eye Maintains eye contact, Maintains eye contact the audience; reads the contact, but mostly but frequently returns with the audience; presentation reads the notes to notes seldom returns to notes

Elocution/ Mumbles, incorrectly Voice is low; speaks Speaks clearly, Speaks clearly; correct Delivery pronounces words; quickly; audience has pronounces words and precise speaks too quietly for trouble hearing correctly so whole pronunciation; the whole audience to audience can hear audience engaged hear Use of Time Did not use all the Rushed conclusions or Pace presenation Creative use of alloted allotted time; did not reduced material to time stay within time limits stay within alloted time Class No class participation Marginal class Involved the class in Class participation was Participation participation the presentation integral to presentation

Originality and Dull delivery; did not Acceptable delivery; Interesting delivery; Creative delivery; Relevance demonstrate any relevance considered relevance adequately relevance of material relevance of the addressed integral to presentation material

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Appendix V (Used with Permission)

ARTICLE 1: EDEN, THE TEMPLE, AND THE CHURCH’S MISSION IN THE NEW CREATION

Student Submission Box # 172

Dr. Jonathan Kienzler Biblical Theology TS3203 A paper presented in partial fulfillment Of the requirements for the degree of Bachelor of Arts Vanguard College September 30, 2011

Eden, the Temple and the Church’s Mission in the New Creation G.K. Beale  Is Revelation 21 actually depicting a literal temple? Or is it a symbolic representation of something different?

Outline 1. The Garden of Eden as a Temple in Creation a. 9 references to OT temple corresponding to the Garden of Eden b. Quotes supportive of Beale’s view 2. Christ and Believer’s Being New Temple a. Quotes from Beale with my own thoughts in italics 3. Questions for Debate

1. The Garden of Eden as a Temple in Creation  Eden was the first temple (Beale, 2005, p. 8).  1st -The later temple in the OT was where God’s presence resided and this was similar to that of Eden where the presence of God resided with Adam (p. 8)  2nd – Hebrew words (abad & shamar) mean “serve,” and “guard.” I found this particularly interesting. In the OT temple, priests were the ones who guarded and served in the temple, same use of the words as one sees in Eden with regards to Adam.  3rd – “the tree of life itself was probably the model for the lampstand placed directly outside the “Holy of Holies” in Israel’s temple: it looked like a small tree trunk with seven protruding branches, three on one side and three on the other, and one branch going straight up from the trunk in the middle” (p. 8)  4th – The OT temple had carvings and structure that resembled the Garden of Eden (ex: flower, pomegranates, trees etc.)  5th – Temple faced east, as with the Garden of Eden (the entrance)  6th – The ark resembled the tree of knowledge of good and evil (p. 9). The touching of both lead to death as commanded by God.  7th – “just as a river flowed out from Eden (Gen 2:10), so the postexilic temple and the eschatological temple in both Ezek 47:1-12 and Rev 21:1-2 have rivers flowing out from their center” (p. 9)  8th – “Eden, the area where the source of water is located, may be comparable to the inner sanctuary of Israel’s later temple and the adjoining Garden to the Holy Place” (p. 9).  9th – Ezekiel 28:18 is the one place in all of scripture where the Garden of Eden is referred to as a temple, or thee temple.

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Adam was to cultivate the land and subdue it by continually moving throughout the earth. Adam was never intended to stay in one place but to extend “Eden” throughout the entire earth, to spread God’s presence. “This meant the presence of God which was limited to Eden was to be extended throughout the whole earth” (p. 11).

“The intention seems to be that Adam was to widen the boundaries of the Garden in ever increasing circles by extending the order of the garden sanctuary into the inhospitable outer spaces. The outward expansion would include the goal of spreading the glorious presence of God” (p. 11)

In my own thoughts regarding this, I had never expected the garden and the temple to correlate in such a manner. In my thoughts, I would like to find out if these are simply Beale’s thoughts or if there is other scholarly work to support such a view.

The temple in Israel is a miniature model of God’s huge cosmic temple that is going to take over the new heavens and earth at the end of days (p. 16).

I found Beale’s thoughts regarding the description of the temple to the world (universe, stars, planets etc) rather interesting. I never saw the correlation of the temple descriptions to the world and universe. After reading Beale’s thoughts on it, I find that it does make sense and I wonder if this has any direct influence on the temple in Revelation 21?

“Israel’s temple served precisely the same purpose. The temple was a small-scale model and symbolic reminder to Israel that God’s glorious presence would eventually fill the whole cosmos and that the cosmos would be the container for God’s glory and not a mere small architectural container” (p. 19).

2. Christ and Believers Have Become the New Temple

 Israel’s temple was a shadow that represented Christ and the church (p. 21)  Paul makes references to OT; Lev 26:11-12 & Ezek 37:26-27 – 2 Cor 6:16 (p. 22).  As Beale says, “Christ initially fulfilled the temple promise and the readers participate in that fulfillment also, as they are ones “having these promises” (7:1). The reason they and Paul fulfill the same promise that Christ does is because God “establishes us with you in Christ” by “sealing” believers and giving the “Spirit in our hearts as down payment” (p. 25).  Beale mentions that the entire universe will be the temple (p. 28). Is this a popular belief in evangelical thought? If so, why hasn’t it been taught more?

3. Question of debate: Why then is there an anticipation on behalf of the Jews to rebuild the temple? Is it probably that the author (Beale) is merely reading into something too much than what is intended to be? How can we say that the temple in Revelation 21 will not actually be literal while some scholars contend that it will be? Are his views subjective or objective when it comes to his interpretation of Revelation 21 and the correlation of the temple and Eden?

Overall, I found the author’s thoughts very interesting and compelling. I am inclined to agree with what he is saying yet, I still have some questions regarding his thoughts about the temple in Revelation 21. I still assume that it would be a literal temple, and to assume the temple would be the entire cosmos sounds interesting yet I am not sold on that idea. Overall, I found his thought’s intriguing and he had a very sound argument supported by scripture.

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Appendix VI Biblical Theology Course Schedule 2017 (Subject to Change) Class # Date Content/Discussion Syllabus 1 Jan-12 Methodology The Spirit in Luke-Acts Due: Textbook Reading Chapter 1 2 Jan-19 The Spirit in the OT 1 The Spirit in the OT 2 Due: Fee Article 3 Jan-26 The Spirit in Luke's Infancy Narratives The Purpose of Luke-Acts Due: Textbook Reading Chapter 2 4 Feb-02 Group Project Time John's Ministry Due: Textbook Reading Chapter 3 5 Feb-09 The Baptism with the Spirit and fire Due: Textbook Reading Chapter 4 6 Mar-02 Jesus' Baptism and Anointing Jesus' Temptations Due: Textbook Reading Chapter 5 7 Mar-09 The Blasphemy Against the Spirit Jesus' Mission Statement Due: Textbook Reading Chapter 6 8 Mar-16 Jesus the Anointed One Parallels - Ananias and Sapphira Mar-23 Due: Exegetical Paper (Student Choice b.) 9 Fire, Baptism, and Division Due: Textbook Reading Chapter 7 10 Mar-30 Group Project Day (Student Choice a.) Pentecost Due: Textbook Reading Chapter 8 Due: Other Article Notes 11 Apr-06 Pentecost Tongues Stephen, Simon 12 Apr-13 Group Project Presentations (Student Choice a.) Due: Textbook Reading Chapter 9 Due: Project Evaluation (Student Choice a.) 13 Apr-20 Due: Critique of Presentations PAOC Mission Statement Conclusion of Luke-Acts 14 Apr-25 Take-Home Final Exam

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