North Park Theological Seminary 3225 W. Foster Ave., Chicago, IL 60625

BIBL 5240 1: The Texts & Their World Monday, August 26, 2019 – Friday, December 13, 2019

Instructor: Dr. Lyn Nixon Location: Online Phone/text: 231/944-5521 Email: [email protected]

CATALOG DESCRIPTION OF COURSE: This course explores the interpretation, context, and content of the New Testament. Attention is given to the nature of the New Testament as Scripture and to fundamental hermeneutical issues, with a focus on historical criticism as a basis for theological interpretation. The political, social, and religious worlds of Second Temple Judaism and of Greco-Roman society are described as a framework for studying Matthew through Revelation. The content of selected books from each of the genres and historical phases of the New Testament is examined, and important theological themes running across the canon are introduced (e.g. Christology, eschatology). Particular emphasis is placed on engagement with texts in their historical contexts and the development of basic exegetical skills.

OUTCOMES Upon successful completion of this course, students will be able to: 1. Demonstrate knowledge of the New Testament texts by describing their genres, historical origins, general content and literary relationships to each other [knowledge]. 2. Explain the significance of the world of the New Testament (historical, social, cultural, and religious contexts) for the interpretation of its texts [comprehension]. 3. Analyze selected New Testament texts in light of critical scholarship [analysis]. 4. Formulate interpretations of selected New Testament texts within their literary, cultural and historical contexts [synthesis]. 5. Apply and illustrate the hermeneutical principles involved in interpreting the New Testament texts for Christian discipleship and ministry today [application].

TEXTBOOKS AND MATERIALS:  The New Oxford Annotated with the Apocryphal/, rev. ed. (New York: Oxford University Press, 2010). This is a study edition of the NRSV. Other translations are acceptable, but please do not use a paraphrased translation (e.g. New Living Bible) or an idiomatic/colloquial one (e.g. Eugene Peterson’s The Message) or the Amplified Bible. As helpful as they can be in the right context, a more literal translation of the Greek texts is necessary for this class. If you have any questions about what translation to use, please consult the instructor.

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 deSilva, David. An Introduction to the New Testament: Contexts, Methods and Ministry Formation. Downers Grove: IVP Academic, 2004. ISBN: 978-0-8308-2746-6.  Evans, Craig A., and Stanley E. Porter, eds. Dictionary of New Testament Background. Downers Grove: IVP Academic, 2000. ISBN: 978-0-8308-1780-1. Abbreviated: DNTB.  Green, Joel B., Jeannine K. Brown, and Nicholas Perrin, eds. Dictionary of Jesus and the , 2nd ed. Downers Grove: IVP Academic, 2013. ISBN: 978-0-8308-2456-4. Abbreviated: DJG.  Longenecker, Bruce W. The Lost Letters of Pergamum. Grand Rapids: Baker Academic, 2003. ISBN: 978-0-8010-2607-2.

ARTICLES , ESSAYS AND VIDEOS PROVIDED IN CANVAS:  Brown, Jeannine. “An Invitation to Active Engagement” and “Genre as Communication.” Chapters 6 and 7 of Scripture as Communication, 120-165. Grand Rapids: Baker Academic, 2007.  Brown, Jeannine. “Appendix A: Guidelines.” In Scripture as Communication, 275- 280. Grand Rapids: Baker Academic, 2007.  Burge, Gary M., Lynn H. Cohick, and Gene L. Green. “The World of Jesus in His Jewish Homeland” and “The Mediterranean World of the Apostle Paul.” Chapters 3 and 4 of The New Testament in Antiquity: A Survey of the New Testament within Its Cultural Context, 53-105. Grand Rapids: Zondervan, 2009. Abbreviated BCG.  Gooder, Paula. “The of John.” Available at: https://youtu.be/ZBD1dRXBWk4.  Gorman, Michael J. “Paul’s Theology: A Dozen Fundamental Convictions.” Chapter 6 of Apostle of the Crucified Lord: A Theological Introduction to Paul and His Letters, 131-145. Grand Rapids: Eerdmans, 2004.  Green, Joel B. “Neglecting Widows and Serving the Word?: ‘History’ and Theological Interpretation.” Chapter 2 of Practicing Theological Interpretation: Engaging Biblical Texts for Faith and Formation, 43-70. Grand Rapids: Baker Academic, 2011.  Levine, Amy-Jill. “Putting Jesus Where He Belongs: The Man from Nazareth in His Jewish World.” Perspectives in Religious Studies 27 (2000): 167-178.  Paul, Ian, and Stephen Travis. “The Apostle Paul’s Corinth.” Available at: https://youtu.be/ynhH6tPeFLo.  Strauss, Mark. “How to Read a Gospel.” Available at: https://youtu.be/4HoVPJ2cNUc.  Verseput, Donald. “Revelation: A Prologue.” Used by permission.  Wright, N. T. “Galatians Overview.” Available at: https://youtu.be/IZUDuBu1xvY.  Wright, N. T. “Gospel and Empire.” Chapter 4 of Paul in Fresh Perspective, First Fortress Press ed., 59-79. Minneapolis: Fortress Press, 2005.  Wright, N. T. “Romans Introduction.” Available at: https://youtu.be/7glk-aSt-TM.  Wright, N. T. “The Shape of Paul’s Theology.” Available at: https://youtu.be/jN_LSIF9ySk.

ADDITIONAL RECOMMENDED RESOURCES (NOT REQUIRED):  Snodgrass, Klyne. Stories with Intent: A Comprehensive Guide to the Parables of Jesus. Grand Rapids: Eerdmans, 2008.  Strauss, Mark L. Four Portraits, One Jesus. In Introduction to Jesus and the Gospels. Grand Rapids: Zondervan, 2007.

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METHODS OF ASSESSMENT Instructions for all assignments are available in Canvas, along with due dates, submission requirements and grading rubrics, if any: 1. Forums (5 @ 5% = 25% total, not including Introduction Forum). Forum initial posts and responses will be evaluated on their quality of critical thinking and respectful interaction with others. 2. Discussion Groups (2 @ 5% = 10% total). The two online synchronous discussion groups will be held in advance of the submission of the exegetical projects to discuss the format of those projects and the students’ preliminary conclusions. An alternative assignment will be made available for students who cannot participate in the discussion groups at the time they are initially held. 3. Quizzes (3 @ 5% = 15% total). Students will take three closed-book quizzes on media lessons and course readings. 4. Exegetical Projects. Students will complete two projects, one on each of the major NT genres: a. Narrative Analysis (10%). Students will complete a narrative analysis of a select Gospel passage. Instructions are available in the Canvas course. b. Logical Analysis (10%). Students will complete an epistle logical analysis (map) of a select Pauline passage. Instructions are available in the Canvas course. 5. Final Paper (30%). Students will write an exegetical paper on the passage that they selected either for their narrative analysis or their epistle logical analysis. Instructions are available in the Canvas course. The Final Paper will be evaluated according to the Rubric for Research Papers in (see below).

GRADING SCALE: A: 100% - 95% B+: 92.9% - 91% C+: 85.9% - 84% D+: 77.9% - 76% F: 69.9% - 0% A-: 94.9% - 93% B: 90.9% - 88% C: 83.9% - 80% D: 75.9% - 72% B-: 87.9% - 86% C-: 79.9% - 78% D-: 71.9% - 70%

ACADEMIC HONESTY In keeping with our Christian heritage and commitment, North Park Theological Seminary is committed to the highest possible ethical and moral standards. Just as we will constantly strive to live up to these high standards, we expect our students to do the same. To that end, cheating of any sort will not be tolerated. Students who are discovered cheating will receive a failing grade on the assignment and are subject to discipline up to and including failure of a course and expulsion. Our definition of cheating includes but is not limited to: 1. Plagiarism – the use of another’s work as one’s own without giving credit to the individual. This includes using materials from the internet. 2. Copying another’s answers on an examination. 3. Deliberately allowing another to copy one’s answers or work. 4. Signing an attendance roster for another who is not present. For additional information, see the Seminary Academic Catalog, pp. 25–27.

ACCOMMODATIONS North Park is committed to creating an inclusive learning environment. If you anticipate or experience any barriers to learning in this class related to a disability, contact the Center for Student Engagement by email at [email protected] or phone at 773-244-5737 to schedule an appointment with the

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Learning Specialist. You can also stop by the Center for Student Engagement, located on the first floor of the Johnson Center.

TITLE IX Students who believe they have been harassed, discriminated against, or involved in sexual violence should contact the Dean of Students (773-244-5565) or Director of Human Resources (773-244-5599) for information about campus resources and support services, including confidential counseling services. As members of the North Park faculty, we are concerned about the well-being and development of our students and are available to discuss any concerns. Faculty are legally obligated to share information with the University’s Title IX coordinator in certain situations to help ensure that the student’s safety and welfare is being addressed, consistent with the requirements of the law. These disclosures include but are not limited to reports of sexual assault, relational/domestic violence, and stalking. Please refer to North Park’s Safe Community site for contact information and further details.

Preliminary Schedule for New Testament 1: The Texts & Their World

Week Topic(s) Assignments (readings in italics) WEEK 1 INTRODUCTORY ISSUES August 26–31 The Second Temple Prior to Week 1: Introduction to NT1: The Texts & Their World Period: The deSilva: Chapters 1-3 Political, Religious BCG: Chapter 3, “The World of Jesus in His Jewish Homeland” (provided) & Social Setting of BCG: Chapter 4, “The Mediterranean World of the Apostle Paul” (provided) the New Testament Green: Chapter 2, “Neglecting Widows and Serving the Word?” (provided) DJG: “Herodian Dynasty”; “Judaism, Common” DNTB: “”; “Hellenism §5”; “Hellenistic Judaism”; “Purity” Introduction to Brown: Chapter 6, “An Invitation to Active Engagement” (provided) Hermeneutics and Brown: Chapter 7, “Genre and Communication” (provided) Exegesis DNTB: “Genres of the New Testament” Media: “Context” Introductions (ungraded forum) WEEKS 2-6 THE GOSPELS AND ACTS Week 2 Introduction to the The 4 Gospels deSilva: Chapter 4 September 3-7 Gospels Levine: “Putting Jesus Where He Belongs” [September 2 is Skill Introduction: DJG: “Gospel: Genre”; “Christ”; “Disciples and Discipleship”; “Ethics of Jesus”; “God”; Labor Day] “Israel”; “Kingdom of God/Heaven”; “Lord”; “ in the Gospels”; “Priests and Analyzing a Narrative Priesthood”; “Prophets, Prophecy”; “Rich and Poor”; “Son of God”; “Son of Man” DNTB: “Judaism and the New Testament”; “Messianism”; “Piety, Jewish”; “Temple, Jewish” Media: “Interpreting the Gospels: Narrative” Forum #1: The Jewish Context of Jesus Week 3 The Gospels of Matthew, Mark, Luke September 9-14 (Matthew, Mark, deSilva: Chapters 5-7 Luke) DJG: “Synoptic Problem” Media: Strauss, “How to Read a Gospel” Media: Parables Discussion Group #1: Narrative Analysis

Fall 2019 6 Week 4 The Gospel of John September 16-21 deSilva: Chapter 9 DJG: “Synoptics and John”; “‘I Am’ Sayings” Media: Gooder, “The Gospel of John” Assignment: Narrative Analysis Worksheet Week 5 The Lukan Writings: Acts September 23–28 Luke and Acts deSilva: Chapter 8 Longenecker: Prefaces and Letter Collections 1-7 Media: “The Unity of Luke and Acts” Media: “Acts Overview” Reading/Media Quiz 1 Week 6 From Acts to Paul: deSilva: Chapter 11 September 30 - Paul’s Missionary Longenecker: Letter Collections 8-14, Postscript and Appendices October 5 Journeys Gorman: Chapter 6, “Paul’s Theology” (provided) Wright: Chapter 4, “Gospel and Empire” (provided) Overview of the DNTB: “Letters, Greco-Roman”; “Family and Household”; “Honor and Shame”; “Patronage”; Epistle Genre and “Religion, Greco-Roman”; “Ruler Cult”; “Slavery”; “Social Values and Structures”; the Pauline “Women” Media: “From Acts to Paul” Media: “Introduction to Epistle Genre” Media: “Overview of the ” Media: Wright, “The Shape of Paul’s Theology” Forum #2: Longenecker and the Socio-Historical Context of the NT WEEKS 7-11 PAULINE EPISTLES Week 7 1 and 2 Corinthians, 1 and 2 Corinthians, Philippians October 7-12 Philippians deSilva: Chapters 14, 16 Media: “Honing Your Exegetical Skills: Epistle” Skill Introduction: Media: “Interpreting Epistles (Logical Analysis)” Logical Analysis Media: “The Apostle Paul’s Corinth” Media: “2 Corinthians” Discussion Group #2: Epistle Logical Analysis Worksheet Week 8 Reading Week October 14-18

Fall 2019 7 Week 9 Galatians and Galatians, Romans October 20–26 Romans deSilva: Chapters 12, 15 Media: Wright, “Galatians Overview” Media: Wright, “Romans Introduction” Assignment: Epistle Logical Analysis Worksheet Week 10 1 and 2 1 and 2 Thessalonians, Ephesians, Colossians, Philemon October 28- Thessalonians, deSilva: Chapters 13, 17-18; Excursus pp. 685-689 November 2 Ephesians, Media: “Introduction to Colossians and Ephesians” Colossians, Philemon Media: “Colossians” Media: “Ephesians” Reading/Media Quiz #2 Week 11 The Pastoral Epistles 1 and 2 Timothy, Titus November 4-9 deSilva: Chapter 19 Media: “The Pastoral Epistles” Forum #3: Paul’s Christology WEEKS 12-15 HEBREWS, GENERAL EPISTLES AND REVELATION Week 12 Hebrews and James Hebrews, James November 11-16 deSilva: Chapters 20-21 DNTB: “Persecution” Media: “James” Forum #4: A Case Study of Hebrews or James Week 13 The Remaining 1, 2, 3 John; 1 and 2 Peter; Jude November 18-23 General Epistles deSilva: Chapters 10, 22-23 DNTB: “Eschatology” Media: “Last and ‘Least’?: 2 Peter and Jude” Reading/Media Quiz #3 Week 14 Thanksgiving Break is November 28-29 November 25-30 Week 15 Revelation Revelation deSilva: Chapter 24 December 2-7 DNTB: “Apocalypticism” Media: Verseput, “Revelation: Prologue” Due: Final Paper WEEK 16 CLOSING December 9-13 Wrap Up Forum #5: Revelation

Rubric for Research Papers in Biblical Studies

Outcome A B C D F Capacity to engage Excellent explanation of Solid explanation of the Acceptable explanation of Weak explanation of Poor or no explanation of Historical & Literary historical cultural context historical cultural context historical cultural context of historical cultural context historical cultural context Contexts of the biblical text, its of the biblical text, its the biblical text, its author, of the biblical text, its of the biblical text, its that is directly relevant to author and/or readers; author, and/or readers; and/or readers; sometimes author, and/or readers; author, and/or readers; the the interpretation of the text excellent use of ancient solid use of ancient the info is too general to be many times the info is too info is so general it primary sources to explore primary sources to explore of direct relevance to the general to be of direct provides no help for cultural context; excellent cultural context; solid interpretation of the text; relevance for interpreting interpreting the text; assessment of literary assessment of literary acceptable but sometimes the text; too weak or broad poor or way too broad an structure and canonical structure and canonical too broad an assessment of an assessment of literary assessment of literary context context literary structure and structure and canonical structure and canonical canonical context context context Clarity of Creative and insightful Clearly stated thesis with Acceptable thesis with some Weak thesis with several Thesis not clearly stated Argument/Thesis thesis with key issues most key issues identified; key issues identified but key issues missed; with little identification of identified; very clear and coherent argument some missed; somewhat argument frequently key issues; generally cogent argument leading to throughout leading to a coherent argument leading to lacking in coherence and incoherent argument that a compelling conclusion; worthwhile conclusion; a defensible conclusion; leading to a weak fails to lead to a conclusion; excellent interaction with solid interaction with acceptable interaction with conclusion; only a poor little or no interaction with appropriate number/quality appropriate some number of quality level of interaction with secondary sources of secondary sources number/quality of secondary sources but some secondary sources; most secondary sources are too popular/inadequate sources are inadequate Use of English Bible trans, Work with several English Work with a few English Work with a good English Work with a good English Work with a good English commentaries, and other Bible translations, Bible translations, Bible translation, Bible translation, Bible translation, secondary sources to show commentaries and other commentaries, and other commentaries, and other commentaries, and other commentaries, and other how the original sources show an excellent sources show a very good sources show an adequate sources show an inadequate sources show a very poor languages, grammar, evaluation of grammatical evaluation of grammatical evaluation of grammatical and weak evaluation of evaluation of grammatical cultural contexts, history, issues; insights integrated issues; insights integrated issues; insights integrated grammatical issues; issues; no insights politics or religion(s) affect superbly into the argument; well into the argument adequately into the argument insights integrated integrated into the interpretation textual variants are assessed inadequately into the argument where relevant argument Insight in Application Very strong evaluation of Solid evaluation of Some appropriate evaluation Very limited or inadequate Little or no capacity to theological issues in the theological issues in the of theological issues in the evaluation of theological evaluate theological issues text; genuine depth of text, several worthwhile text, limited but valid issues in the text, very few in the text, little or no insight concerning insights concerning insights on contemporary valid insights concerning identification of contemporary implications contemporary implications implications contemporary implications contemporary implications Attention to Standards in Right length; excellent Right length; few minor Good length; some lapses in Major lapses in proper Improper length; very poor Presentation grammar/spelling; excellent lapses in grammar/ grammar/spelling; good length, grammar/spelling, grammar/spelling, style/citation spelling; very good style/citation style/citation style/citation style/citation