NT501: Syllabus Dr. W. Edward Glenny

NT501: Syllabus Dr. W. Edward Glenny Summer 2009 Bethel Seminary August 3 – August 31 [email protected] Mod V2: Mondays 5:30-10pm (O) 651-628-3418

TA: Dieudonne Tamfu [email protected]

The Gospels (English)

Course Description: An introduction to the reading of the individual Gospels within their first-century contexts. The goal of this course is to develop the student’s capacity to articulate the point of a Gospel text in the context of the completed narrative and with sensitivity to the author’s conceptual framework.

Course Objectives: Upon successful completion of this course, the student shall be able to demonstrate…  A thorough knowledge of the contents of the New Testament Gospels (Matthew, Mark, Luke, and John).  The basic skills of biblical exegesis, with particular attention to those aspects specific to the gospels.  Knowledge of critical issues pertaining to the four canonical gospels and historical Jesus studies.  The ability to exegete a text from the gospels in preparation for preaching and teaching.  The capacity to think carefully and reflectively about appropriately applying texts of the gospels to your own spiritual formation and leadership role.

Textbooks: Required: Blomberg, Craig L. Jesus and the Gospels: An Introduction and Survey. Nashville: Broadman & Holman, 1997. ISBN: 0805410589. Wright, N. T. The Challenge of Jesus: Rediscovering Who Jesus Was and Is. Downers Grove, IL: InterVarsity Press, 1999. ISBN: 0830817778

Recommended: Aland, Kurt, Synopsis of the Four Gospels. New York: American Bible Society, 1985. English Only Edition. ISBN: 0826705006. Green, Joel B. and Scot McKnight, eds. Dictionary of Jesus and the Gospels. Downers Grove, Ill.: IVP, 1992. ISBN: 0830817778. New American Standard Bible (NASB). It is assumed that you have some access to the NASB (1977 or 1995, either is fine). Fully searchable versions are available online from numerous websites, including www.biblegateway.com, www.searchgodsword.org, etc. page 2

Materials That Will Be Provided To Students:

Aland, Kurt, ed. Synopsis of the Four Gospels. English Edition: 40-41, 155-157. United Bible Societies, 1982. ISBN: 0826705006

Glenny, W. Edward, “The Issue of A Text’s Meaning in Different Contexts: A Proposal from Matthew 1-2.” An unpublished paper originally read as the Presidential Address for the Midwest ETS Meeting, March 1999.

Assignments:

1. Reading and Class Participation (10%): All readings listed on the schedule are to be completed by the class sessions with which they are listed. At the end of the course (August 31) the student will be expected to submit a signed statement to the instructor, indicating what percentage of the reading was completed on time and what was finished late. (Any reading not completed should be stated on the reading report.) Since this class involves a lot of class discussion, a small part of the grade will involve attendance, participation in class discussion and in-class projects. It is expected that students will take notes on the readings for the week and/or make notations in their books so they will be ready to discuss the reading when they come to class. This preparation for discussion and the students’ contribution to class is considered part of the class participation grade. Also, there will be a deduction from this grade for class absences. Students are expected to attend all classes, unless there is an emergency requiring them to miss class.

2. Two Synopsis Worksheets (10%): The student will complete the color-coding of two synoptic passages (cf. provided Aland material on Mark 2:1-12 and 9:14-29 and the parallels of each) and the two correlating worksheets (due August 3).

3. Exegesis Assignment (30%): This assignment is a central part of the student’s work in this class. The primary goal for the assignment is for the student to discover the meaning of the assigned text and to state the main point in one sentence, supporting the analysis in the paper from the text itself and from its literary and historical contexts. Specific instructions for this paper are given on another page of the syllabus and in the taped lectures for week 4 (August 24). Students may write their papers on either Matthew 8:5-13 or John 12:1-11. This is due at the beginning of class on August 31.

4. Short Assignments (30%): These assignments involve answering the questions listed and preparing a 1-2-page paper (typed, the Mark assignment excepted) to turn in on each assignment. The assignments are meant to supplement the reading for the class. They are all due at class time on the day for which they are assigned. page 3

Mark Assignment (Due August 3): As you read the Gospel of Mark (preferably in one sitting) note, with Scripture references, what Mark says about Jesus under four headings: (1) his identity; (2) his actions; (3) his teaching; (4) the reactions of others to him. It is probably best to do this on one page of paper, if possible, with four columns, one for each topic. Then on the back of the page note the following to prepare for class discussion: (1) something that surprised you about Mark; (2) something that was a new insight through your reading; (3) a particular question that was raised for you; (4) a point you want to find out more about.

Wright Assignment (Due August 10): As you read Wright and Blomberg, 177-197, on the topic of historical Jesus studies, note for class discussion interesting and important information and questions that you have, especially from the Wright reading. Submit a brief review (ca. 2 pp.) of Wright’s book, giving a short paragraph explanation of each of the chapters and a summary of what you think is the thesis of the book.

Luke Assignment (Due August 24): As you read Luke (preferably in one sitting) note references to salvation and teaching about it. Then outline Luke’s understanding of salvation in a 1-2 page paper. Questions that could be considered in this study are: (1) Who is the one who saves in Luke? (2) What is salvation (from) in Luke? I.e., what are people saved from? (3) Who is invited to salvation in Luke? (4) What is required in order for one to be saved in Luke?

5. Integrative Assignment (10%): Students will select a single, primary theme from one of the Gospels that has been important in their learning during the quarter and will explore this theme in relation to one of the following areas. a. Personal/spiritual formation theory or practice; b. The student’s theology (e.g., their hermeneutic, their Christology, their view of salvation, etc.); c. An area of ministry theory or practice. Use at least 2 academic sources (at least one focused on the chosen theme). This assignment is to be 800 words, plus or minus 100 words (about 3 pages double- spaced), and it is due on August 24. Integrative Portfolio: In addition to submitting this assignment to the course instructor, you are also required to upload your assignment to your Integrative Portfolio once the Integrative Portfolio technology is introduced. This requirement applies to all degree seeking students who begin fall of 08-09 and after.

6. Discussion Forums: (10%) Participation in our Discussion Board Forums is expected. You are expected to post regular, thoughtful, and well-informed (from your reading/study) threads of interaction as you work on the five Discussion Board Forums. Each of you should post at least one thread each week in response page 4

to the questions for each week. Your thread should be posted by Friday midnight the week before the class for which it is assigned. Then you should post at least two responses to other threads by Sunday midnight the day before the class for which it is assigned. Discussion items will be provided on blackboard under “Discussion Board.”

Late policy: It is expected that you work well enough ahead of time that your work will not be late. So, generally speaking, late work will only be acceptable for reasons similar to those you would use in explaining to your church why you were late to preach. I.e., only extreme cases of dire emergency are acceptable. Please plan ahead.

A Note about Writing: It is expected that you use writing style appropriate for Master’s level education. That is, you may not use slang, contractions, split infinitives, etc. As your ministry undoubtedly involves a great deal of communication, it is important that you do so with proper English grammar. Failure to meet Master’s level standards on writing will adversely affect the grade, as will failure to stay within page limits.

Grading Scale:

96-100 A 94-95 A- 91-93 B+ 88-90 B 86-87 B- 83-85 C+ 80-82 C 78-79 C- 75-77 D+ 72-74 D 70-71 D- 0-69 F

Academic Course Policies (Please see catalog for full range of requirements.):

Academic Integrity (88-9): “Written material submitted must be the original work of the student. Academic dishonesty constitutes a serous violation of scholarship standards at Bethel and can result in denial of credit and possible dismissal from the school. Any act that involves misrepresentation regarding the student’s academic work is forbidden. Academic dishonesty includes cheating on assignments or exams, plagiarism, fabrication of research, multiple submissions of work in different courses, misrepresentation of academic records, the facilitation of academic dishonesty, and depriving others of necessary academic resources.” page 5

Course Papers (90): “All assigned course and term papers in all degree programs (with the exception of those in Marriage and Family Studies) are to be submitted in thesis form in conformity with the most recent edition of Kate Turabian’s A Manual for Writers…. Students submitting papers in the Marriage and Family Studies and Marital and Family Therapy programs should follow the requirements of the fifth edition of The Publication Manual of the America Psychological Association.” “In addition, students are expected to use inclusive language.”

Grades (91): “Grades will be assigned using the full range of letter grades (A-F), representing the following levels of performance: A Excellent work submitted; evidence of outstanding ability to synthesize and use course knowledge; consistent evidence of creativity and originality; insightful contributions in class; consistent demonstration of integrative and critical thinking skills; regular class attendance; and respectful interaction. B Good work submitted; evidence of substantial ability to analyze and use course knowledge; evidence of creativity and originality; thoughtful contributions in class; demonstration of integrative and critical thinking skills; regular class attendance; and respectful interaction. C Acceptable work submitted; evidence of adequate ability to analyze and use course knowledge; appropriate contributions in class; attempts at integration and critique; regular class attendance; and respectful interaction. D Poor work submitted; little evidence of ability to analyze and use course knowledge; inconsistent evidence of mastery of course content; few contributions in class; no attempts at integration and critique; inconsistent class attendance; and respectful interaction. F Inadequate work submitted; insufficient evidence of ability to analyze and use course knowledge; inappropriate and/or disrespectful contributions in class; poor class attendance; or failure to complete course requirements.”

Incomplete Course Work (92): “Students are expected to submit all work by the dates set by the course instructors and complete all course requirements on or before the last day of the quarter. The grade ‘Incomplete’ is temporary and will be granted only in unusual circumstances (such as serious illness or critical emergencies) and will not be considered for a student who is simply behind in the assignments.”

Harassment Policies (93): “Bethel Seminary is committed to providing a Christ-centered community where students, faculty, and staff can work together in an atmosphere free from all forms of harassment, exploitation, or intimidation, including racial and sexual harassment. All members of the Bethel community are expected to educate themselves about sexual and racial harassment.”

Accessibility: Please contact the instructor as soon as possible if disability-related accommodations are needed. Accommodations for students with documented disabilities are set up through the office of Disability Services. Contact Kathy McGillivray, director of Disability Services, at (651) 635-8759. page 6

Course Schedule with Assignments for Each Class

August 3—Introduction to the Course and the Gospels (4 hrs. class) Reading: Mark (3 hrs.) and Blomberg, 1-125 (5 hrs.) Due: Mark Assignment (4 hrs.) and Worksheets 1 and 2 on Gospel parallels (4 hours) Listen to: “Course Introduction” (1/2 hr.); “Genre of Gospel: Part One” (1/2 hr.) and “Genre of Gospel: Part Two” (1/2 hr.) Discussion Forum #1: The reading in Blomberg, pp. 7-72, discusses the background of the Gospels. How did this reading help you understand the Gospel of Mark? Post one paragraph, giving an example with references from Mark and Blomberg. You might also consider how such background studies could be misleading or lead you to misunderstand the text of the Gospels? (1/2 hr.)

August 10— Historical Jesus and Theology (4 hrs. class) Read: Wright, The Challenge of Jesus (7 hrs.), and Blomberg, 177-197 (1 hr.) and 365-415 (2 hr.) Due: Wright assignment (4 hrs.) Listen to: “Introduction to Mark: Part One” (3/4 hr.) and “Introduction to Mark: Part Two” (3/4 hr.) Discussion Forum #2: Can you identify any of the presuppositions you bring to the reading of the Gospels? How did your understanding of how to read the Gospels change based on the information received in the first class? What presuppositions about reading the Gospels do you feel you need to adjust and which should you keep? (1/2 hr.)

August 17—Matthew (4 hrs. class) Read: Matthew (3 hrs.); Blomberg, 126-139 (1 hour) and Blomberg, 198-362 (6 hrs.); Glenny, “The Issue of a Text’s Meaning in Different Contexts: A Proposal from Matthew 1-2” (1 ½ hr.) Discussion Forum #3: Interact with Glenny’s treatment of the use of Hosea 11:1 in Matthew 2:15. Do you feel this is a legitimate “fulfillment” of Scripture? Explain why or why not. Do you feel Matthew is using the text of Hosea accurately and in a way that is true to the original authorial intent in Hosea? Explain and defend your answer. Is Matthew’s use of Hosea a misuse of or twisting of the intent of the text of Hosea? Explain. (1 hr.)

August 24—Luke (4 hrs. class) Read Luke (3 hrs.) and Blomberg, 140-155 (1 hr.) Due: Luke assignment (3 hrs.); Integrative assignment (6 hrs.); and begin working on your exegetical assignment (4 hrs.) Listen to: “Instructions for Exegesis Paper: Part One” and “Instructions for Exegesis Paper: Part Two” (1 hr.) page 7

Discussion Forum #4: Work together on your Luke assignment for this week. You may share information for this assignment (and this is the only assignment for which you may do this). Share information you find on salvation in Luke, questions you have, and interact with others on this assignment. (1 hr.)

August 31—John (4 hrs. class) Read John (3 hrs.) and Blomberg, 156-176 (1 hr.) Due: John paper—Exegetical assignment—Matthew 8:5-13 or John 12:1-11 (16 hrs.) and Reading Report Discussion Forum #5: Use discussion board to discuss methodological issues among yourselves for the exegetical paper. While you may discuss method, you may not work together or share with respect to content. (2 hrs.) page 8

NT501 Exegetical Paper Guidelines Matthew 8:5-13 or John 12:1-11

1. Contextual Analysis: An analysis of how the passage fits in its immediate and broader narrative contexts in terms of plot flow and thematic development (e.g., Matt 8:5-13 within Matt 8-9, and then 8-9 within the whole Gospel; and John 12:1-11 within John 11-12, and then 11-12 within the whole Gospel). Describe the movement of the plot in this section of the Gospel (e.g. Matt 4:17-9:38 and John 5-12) and how the passage fits into the larger plot. Then identify key themes that characterize this part of the Gospel and intersect with the passage you are studying. Approximately 400-500 words (2 pages).

2. Passage Analysis: A point-by-point analysis of the passage, commenting on important features of individual verses (sometimes referred to as a close-reading of the text). Included in this section should be a discussion of the flow of story in this passage; discussion of pertinent historical information (e.g., who a centurion is); identification of thematic material and where that same theme appears in other parts of the immediate and larger contexts (concordance work can be fruitful at this point); and comments on important (key) ideas raised in the story. Approximately 800-1,000 words (3-4 pages).

3. Summary and Defense: A one-sentence summary statement of the main point of the passage, supported by textual and contextual reasons for your conclusion. The argument from textual evidence should be 250-350 words (one page) in length and will summarize a number of your findings from your contextual and systematic analyses in 1 and 2 above.

4. Integration of the content of the passage:: Apply the teaching in the passage to your ministry and/or life. For students beginning seminary in the 2008-2009 school year: In addition, to submitting this assignment to the course instructor, you are also required to submit it (upload it; the integrative part) to your Integrative Portfolio. Approximately 150-250 words (1/2-1 page).

5. A bibliography: Here you should cite the commentaries and other sources that you consulted. You are required to consult at least three commentaries per paper and at least two periodical articles. You should cite commentaries and articles where they have contributed to the content of your paper as well as where they support your conclusions. Avoid excess quotation of commentaries. Rather summarize significant ideas from commentaries, putting ideas in your own words, being sure to cite a commentary via footnotes wherever you utilize one.

Standard formatting for the bibliography and footnotes should be followed; see Kate Turabian’s A Manual for Writer’s. You should not include the Bible page 9

versions you use in your bibliography. In addition study Bibles are not considered adequate reference material for graduate-level papers.

For the study of these Gospel texts, you are to use one modern version as your primary text and consult one other version in a secondary manner (i.e., to note significant differences in translation which then indicate the need to consult commentaries or lexicons on those differences). Note in the heading of your paper which translation you used as your primary version (e.g., NIV, NRSV, RSV, NASB, NKJV, ESV).

Commentaries and Other Reference Works

Narrative Commentaries

Culpepper, R. Alan. Anatomy of the Fourth Gospel: A Study in Literary Design. Philadelphia: Fortress, 1983. Davies, Margaret. Matthew. Sheffield: JSOT Press, 1993. Dowd, Sharyn. Reading Mark: A Literary and Theological Commentary on the Second Gospel. Macon, Georgia: Smyth and Helwys, 2000. Garland, David E. Reading Matthew: A Literary and Theological Commentary. Macon: Smyth and Helwys, 2001. Kysar, Robert. John’s Story of Jesus. Philadelphia: Fortress, 1993. Moloney, Robert. Belief in the Word: Reading John 1-4. Minneapolis: Fortress, 1993. ______. Signs and Shadows: Reading John 5-12. Minneapolis: Fortress, 1993. ______. Glory not Dishonor: Reading John 13-21. Minneapolis: Fortress, 1998. Rhoads, David, Johanna Dewey, and Donald Michie. Mark as Story: An Introduction to the Narrative of a Gospel. 2nd ed. Minneapolis: Fortress, 1999. Stibbe, M. John. Sheffield: JSOT Press, 1993. Talbert, Charles. Reading John: A Literary and Theological Commentary on the Fourth Gospel and the Johannine Epistles. New York: Crossroad, 1992. ______. Reading Luke: A Literary and Theological Commentary on the Third Gospel. Rev. ed. Macon, Georgia: Smyth and Helwys, 2002. Tannehill, Robert C. The Narrative Unity of Luke-Acts: A Literary Interpretation. Vol. 1: The Gospel According to Luke. Philadelphia: Fortress, 1986.

Standard Format English Text Commentaries

Blomberg, Craig. Matthew. NAC. Nashville: Broadman, 1992. Brooks, James. Mark. NAC. Nashville: Broadman, 199. Brown, Raymond. The Gospel According to John. AnB. 2 Vols. Garden City: Doubleday, 1966. Carson, D. A. The Gospel According to John. Grand Rapids: Eerdmans, 1991. ______. “Matthew” in The Expositor’s Bible Commentary. Vol. 8. Grand Rapids: Zondervan, 1984. Fitzmyer, Joseph. The Gospel According to Luke. AnB. 2 Vols. Garden City: Doubleday, 1985. page 10

Evans, Craig. Luke. NIBC. Peabody: Hendrickson, 1990. Green, Joel. The Gospel of Luke. NICNT. Grand Rapids: Eerdmans, 1997. Hill, David. The Gospel of Matthew. NCBC. Grand Rapids: Eerdmans, 1972. Johnson, L. T. The Gospel According to Mark. NICNT. Grand Rapids: Eerdmans, 1974. Johnson, R. H. St. John’s Gospel: A Commentary. Oxford: Clarendon, 1983. Lindars, Barnabas. The Gospel of John. NCBC. Grand Rapids: Eerdmans, 1972. Marcus, Joel. Mark 1-8. AnB. New York: Doubleday, 2000. Michaels, J. R. John. NIBC. Peabody: Hendrickson, 1989.

Other Books Related to this Course

Alexander, Patrick H., et al. The SBL Handbook of Style: For Ancient Near Eastern, Biblical, and Early Christian Studies. Peabody, MA: Hendrickson, 1999. Aune, David E. The New Testament in Its Literary Environment. Philadelphia: Westminster Press, 1987. Bauckham, Richard, ed., The Gospels for All Christians: Rethinking the Gospel Audiences. Grand Rapids: Eerdmans, 1998. Blomberg, Craig L., Interpreting the Parables. Downers Grove: InterVarsity Press, 1990. Bock, Darrel L. Jesus according to Scripture: Restoring the Portrait from the Gospels. Grand Rapids: Baker, 2002. Burge, Gary. Interpreting the Gospel of John. Grand Rapids: Baker, 1992. Burridge, Richard A. What Are the Gospels? A Comparison with Graeco-Roman Biography. Second Edition. Grand Rapids: Eerdmans, 2004. Carson, D. A. New Testament Commentary Survey. 5th edition. Grand Rapids: Baker, 2001. Carson, D. A., Douglas J. Moo, and Leon Morris. An Introduction to the New Testament. Grand Rapids: Zondervan, 1992. Charles, R. H. The Apocrypha and Pseudepigrapha of the Old Testament in English, with introductions and critical and explanatory notes to the several books. 2 vols. Oxford: Clarendon, 1913. Charlesworth, James H. Old Testament Pseudepigrapha. 2 vols. New York: Doubleday, 1983, 1985. Delamarter, Steve. A Scripture Index to Charlesworth’s The Old Testament Pseudepigrapha. London: Continuum, 2003. DeSilva, David. Introducing the Apocrypha. Grand Rapids: Baker, 2002. Evans, Craig A. Ancient Texts for New Testament Studies: A Guide to the Background Literature. Peabody, Mass.: Hendrickson, 2005. Evans, Craig A. The Bible Knowledge Background Commentary: Matthew, Mark, and Luke. Colorado Springs: Cook, 2004. Fee, Gordon D., New Testament Exegesis: A Handbook for Students and Pastors. Louisville, KY: Westminster/John Knox Press, 1993. Goodrick, Edward W., and John R. Kohlenberger III, eds. Zondervan NIV Exhaustive Concordance, 2nd ed. Grand Rapids: Zondervan, 1999. Guthrie, Donald. New Testament Introduction. Revised Edition. Downers Grove, Ill: InterVarsity Press, 1990. page 11

Kohlenberger, John R., III, Edward W. Goodrick, and James A. Swanson. The Greek- English Concordance to the New Testament (with New International Version). Grand Rapids: Zondervan, 1997. Mason, Steve. Josephus and the New Testament. 2nd edition. Peabody, Mass.: Hendrickson, 2003. McKnight, Scot. Interpreting the Synoptic Gospels. Grand Rapids: Baker, 1988. Metzger, Bruce M. The Apocrypha of the Old Testament. New York: OUP, 1965. Soulen, Richard N. and R. Kendall Soulen. Handbook of Biblical Criticism. 3rd ed. Revised and Expanded. Louisville, Kentucky: Westminster John Knox, 2001. Stein, Robert H., Gospels and Tradition: Studies on Redaction Criticism of the Synoptic Gospels. Grand Rapids: Baker, 1991. Stein, Robert, Jesus the Messiah. Downers Grove: InterVarsity Press, 1996. Stein, Robert, The Synoptic Problem: An Introduction. Grand Rapids: Baker, 1987. Strong, James, ed. The Strongest Strong’s Exhaustive Concordance of the Bible, rev. and corrected by John R. Kohlenberger and James A. Swanson. Grand Rapids: Zondervan, 2001. The Strongest NASB Exhaustive Concordance. Grand Rapids: Zondervan, 2004. Witherington, Ben III. The Jesus Quest: The Third Search for the Jew of Nazareth. Revised Edition. Downers Grove: IVP, 1997. Wenham, David and Steve Walton. Exploring the New Testament: A Guide to the Gospels and Acts. Vol. 1. Downers Grove, IL: InterVarsity Press, 2001.