THE GOSPEL OF MARK

BIBL 374 Gary Martindale, Ph.D. SPRING 2006 [email protected]

Course Description An analytical study of the Gospel of Mark in its historical and cultural contexts, with emphasis on narrative criticism and the gospel’s rhetorical features.

Course Rationale Since the Bible stands at the center of Evangel University’s curriculum, the courses offered by the Department of Theology are designed (1) to help students understand the content of the Old and New Testaments; (2) to provide tools that help students carefully and wisely interpret these Scriptures; (3) to increase students’ understanding of Christian doctrines, and in particular to develop an appreciation of the Pentecostal theological tradition; and (4) to lay the foundation for a biblical view of the world and life, leading to the integration of faith and learning.

Learning Objectives Upon successful completion of the course, the student will be able to:

1. Discuss biblical introduction issues pertaining to the book (authorship, date, audience, occasion, purpose, and structure).

2. Give a brief history of scholarly interpretation of this Gospel.

3. Discuss the book’s leading themes, theological emphases, and intertextual dynamics.

4. Summarize the main rhetorical devices of Mark and provide examples from the text.

5. Articulate an evangelical approach to Mark, noting the role of “context.”

6. Interpret Mark’s Gospel through the lens of narrative analysis.

7. Describe the role of secrecy in Mark and discuss the book’s ending.

Learning Resources Textbooks:

1. A standard text of the Bible, preferably one of the following: New Revised Standard Version (NRSV), New English Bible (NEB), New American Standard Bible (NASB), or the New International Version (NIV). Martindale, page 2

2. Hurtado, Larry H. Mark. New International Biblical Commentary. Peabody, MA: Hendrickson, 1995.

3. Kelber, Werner H. Mark’s Story of Jesus. Philadelphia: Fortress, 1979.

Supplemental sources: See extensive bibliography under separate cover.

Student Evaluation Grade percentages: A (93-100%) A- (90-92%) B+ (87-89%) B (83-86%) B- (80-82%) C+ (77-79%) C (73-76%) C- (70-72%) D+ (67-69%) D (63-66%) D- (60-62%) F (below 60%)

Quizzes & Assignments 20% Response Paper 10% Three Tests 40% Annotated Bibliography 10% Theme Paper 20%

Quizzes: Quizzes may cover material from the previous class period and/or reading assignments for the new session. Ordinarily, quizzes cannot be taken late. Students may, however, drop the lowest quiz or assignment grade. (See “Contract Between Professor and Student Regarding Late Papers and Tests,” at the end of the syllabus.)

Response Paper: Students will read Werner H. Kelber’s Mark’s Story of Jesus and provide a brief response. Complete the assignment by February 8. Papers should be no longer than one page. Indicate two or three strong points of the book and supply references to specific pages. Then, note significant points where you disagree with the author and supply page numbers from Kelber’s text. Give a brief rationale for your divergence from Kelber’s perspective. If you do not disagree with Kelber at any point, you may respond to the following question to complete the assignment: What did I learn from reading Mark’s Story of Jesus?

Three Tests: Students can expect true and false options, multiple-choice questions, some listing, and one or two short-answer responses. The final exam will include one or two essay questions. The first and second tests as well as the final exam cover material from the biblical text, lectures, Hurtado, handouts, certain reading assignments, and class discussion. Test dates are February 15 and April 3. The final exam for 374-1 is Wednesday, May 3 at 7:30 a.m. The final for 374-2 is Monday, May 1 at 12:30 p.m. The final is cumulative.

Annotated Bibliography: Students study and assess two scholarly articles/essays. An annotation is a brief summary and an appraisal of the article/essay. Each entry should be no longer than one fourth of a page, single spaced. Typically, annotators do not formulate annotations in complete sentences. For this assignment, however, please write in complete sentences. The assignment is due March 20th. For additional help, see Turabian (sixth edition) page 174 and examples attached to the syllabus. Martindale, page 3

Edwards, J. R. “Markan Sandwiches: The Significance of Interpolations in Markan Narratives.” Novum Testamentum 31 (1989): 193-216.

Rhoads, David. “Social Criticism: Crossing Boundaries.” In Mark and Method: New Approaches in Biblical Studies, ed. Janice Capel Anderson and Stephen D. Moore, 135-161. Minneapolis: Fortress, 1992.

Theme Paper: Students may select one of the following themes and write a short paper: Discipleship in Mark, the Cross, Perceiving and Understanding.  Discuss Mark’s treatment of the discipleship theme. Students may approach the topic in a variety of ways, but one must answer the following questions at some point in the paper: How does Mark portray the disciples? Why does he portray them in this manner? What is the relationship of discipleship to Mark’s theme of the cross? How is Mark’s presentation relevant to believers today?  Discuss Mark’s use of the cross theme. Approach the topic by responding to the following related questions: Provide information regarding crucifixion in the first-century, Greco- Roman world. Describe Mark’s use of the cross and explain its significance in key passages as well as the larger message of his gospel? What is the relationship of discipleship to Mark’s theme of the cross? How is Mark’s treatment of the cross relevant to believers today?  Discuss the perceiving and understanding theme. Integrate the following into your paper: “The Impercipient” (by Thomas Hardy), parables, secrecy, foils, and the disciples. You may include other items as well. How is this theme relevant to people of faith today?

Do two things with your opening paragraph: Be creative and supply the paper’s thesis. The length of the paper should be four pages. In addition to Hurtado, use two other sources, only one of which may come from the internet. (Notes and comments in your Bible do not count as an additional source.) Use either Turabian (sixth edition) or MLA guidelines. Number pages, except for the first page. The paper is due April 19. See “Written Assignments.”

Written Assignments: Proofread your work. The instructor expects college-level work, which means students should comply with conventional English spelling, grammar, and punctuation. The instructor prefers inclusive language. Read carefully “Learning to Write” on the web link. The instructor will lower a student’s grade for failure to follow the directives in “Learning to Write.”

Adhere to the following format requirements:  Times New Roman font, 12-point  1” margins  Double-spaced  The following information should appear in single-spaced format in the upper-left corner of the first page, or students may use a conventional cover page. Your Name (example)  Bianca Flokstra Course identification BIBL 374-2 Due Date for the Assignment 2/8/06 Martindale, page 4

Assignment Response Paper

Attendance: The instructor will take role. According to university policy, students may not miss more than twenty-five percent of a scheduled class. Six missed classes constitute an excessive amount of absences. With the seventh absence, the student will receive either a “W” or an “F.” If the seventh absence occurs after April 19th, then the student will receive an automatic “F.” Students who are tardy should report to the instructor at the end of class. The instructor reserves the right to lower a student’s grade if one is habitually late to class. Three tardies equal one absence.

Course Outline Unit One Biblical Introduction Unit Two History of Scholarly Interpretation of Mark (including various methodologies) Unit Three Reading Mark: Narrative Criticism and the Biblical Text Unit Four Special Issues: Secrecy in Mark Revisited, Discipleship, and the Book’s Ending

Notable Quote “After being enlightened by Dr. Martindale, I will never take a lame duck approach to reading the Bible again.” Andrew Hauck, 2000

Attachments Examples of Annotations:

Satterthwaite, Philip. “’No King in Israel:’ Narrative Criticism and Judges 17-21.” Tyndale Bulletin 44 (1993): 75-88. Satterthwaite uses narrative criticism to evaluate Judges 17-21. He shows how literary techniques such as repetition, narration and dialogue, narrative order, characterization, style, and analogies serve the author’s objective in Judges 17-21: Israel needs a king; “not any king will do, but only a king who will set to rights wrongs such as these” (88). Satterthwaite’s interpretation of Judges 17-21 makes a strong case that pre-monarchic Israel needs righteous leadership to restore goodness and order. Those who take a counter view, such as Dumbrell, must adequately account for the literary design of the text. Satterthwaite organizes his material in a logical and easy to follow manner, and he supplies pertinent examples from the biblical text. (*adapted from Angela. S.)

Satterthwaite, Philip. “’No King in Israel:’ Narrative Criticism and Judges 17-21.” Tyndale Bulletin 44 (1993): 75-88. The objective of this article is to show that narrative criticism can be applied to Judges 17-21. Satterthwaite illustrates techniques used by other Old Testament critics: patterns, repetition, narration and dialogue, narrative order and proportions, characterization, style, and comment by analogy. He concludes that narrative criticism helps the interpreter forge an effective, coherent interpretation of Judges 17-21. He also determines that this passage takes a negative view of pre-monarchic Israel and supports the need for a righteous king. Satterthwaite effectively makes his case. (*adapted from Sarah A.) Martindale, page 5

Satterthwaite, Philip. “’No King in Israel:’ Narrative Criticism and Judges 17-21.” Tyndale Bulletin 44 (1993): 75-88. Satterthwaite applies narrative criticism to Judges 17-21, a passage of scripture that has not generally been esteemed for its literary skill. He explains how techniques such as patterns, repetition, narration, dialogue, characterization, and analogy are used by the author of Judges to show that God disapproves of the actions of the Israelites. Satterthwaite also uses the techniques to discount the belief that the chapters are at many points composite. Instead, he shows how chapters 17 through 21 can receive a unitary explanation. Satterthwaite presents a valid argument for evaluating Judges 17-21 through literary criticism. His explanation of analogies in the chapters is especially thought provoking, as he shows how events in the chapters are not only analogous to other events in the chapters, but also analogous to events preceding and following the period of the Judges. By pointing out the techniques, Satterthwaite helps readers gain more of an appreciation for the literary beauty of Judges 17-21. (*adapted from Deborah F.)

Department of Theology Absence Policy:

CONTRACT BETWEEN PROFESSOR AND STUDENT REGARDING LATE PAPERS AND TESTS

1. If a detailed term paper is assigned, the professor must give it not less than five weeks prior to the due date. In this way, the student may begin to write the paper early so that it will not be late because of unforeseeable circumstances which may arise immediately prior to the due date.

2. All late papers will be lowered one letter grade for every calendar day after the due date (except Saturdays and Sundays) unless: A. The student has been ill for more than three days immediately prior to the due date. B. There has been a death in the immediate family within a week prior to the due date of the assignment.

3. Communication: Notice must be given to the instructor in person or by voice-mail prior to the test or due date of the paper so that permission may be considered.

4. This policy means that there will be no incomplete grades in the Biblical Studies and Philosophy Department except for the two reasons stated.

5. In case a student must take a test late or hand in a late paper for one of the reasons listed in 2 (A) or (B), s/he must do so not later than the first Thursday following the date of the exam or due date of the paper. For a test to be taken earlier or later than the scheduled time, the student needs to pick up a permission slip from the department office, have it signed by the professor, and leave it with the department office manager at least 24 hours in advance.

6. A fee of three dollars ($3.00) will be assessed by the Department for each exam taken early or late. [For quizzes, if the professor allows a makeup, the fee is fifty cents ($.50).] This fee must be paid to the Department before a test will be issued. Furthermore, students may take early / late exams only on Thursday between the hours of 3 and 5 p.m. Please report to the office manager to pay Martindale, page 6

your fee and receive the exam. You must make an appointment with the department secretary no later than Wednesday evening in order to take the test on Thursday. If a student fails to take a makeup exam at the agreed time, the opportunity to take the exam is forfeited.

RATIONALE: Students who allow their papers to become overdue find themselves overwhelmed and depressed at final examination time. We believe the above policy will encourage self- discipline, which will lead to self-satisfaction and growth.

* Call the office manager before the test to reschedule if you are sick, ext. 8510.

** For this class, illness must be documented by the attending physician. The instructor does not need to know the nature of the illness.

NOTES The instructor will place notes here periodically. Listen in class for announcements regarding posting schedule or check here periodically.