INTRODUCTION TO THE NEW
TESTAMENT
Spring Semester 2010
Professor: Dalen C. Jackson, Ph.D.
Phone: Office: (859) 455-8191 Home:
(859) 373-0848
Email: dalen.jackson@bsky.org
Website: http://www.bsky.org
COURSE DESCRIPTION
Introduction to the
writings of the New Testament, with attention to the literary character and
history of the texts; the historical context of the life of Jesus and the rise
of the church and Christian faith; and the role of the New Testament texts as a
contemporary foundation for Christian faith.
COURSE OBJECTIVES
Successful students
will:
1) learn the stories and themes of the New
Testament writings and their place in the historical context of early Judaism
and emerging Christianity.
2) develop practices of reading with respect to
critical perspectives on the literary character and literary history of the New
Testament writings.
3) develop competencies for reading, and for
leading faith communities to read, the biblical texts as transforming and
formational Christian story.
4) develop an imagination for learning and
interpreting the biblical story sacramentally and for
performing it in moral, liturgical, and devotional contexts.
5) develop competency in the use of a variety
of tools and methods for the study of the Bible, and with proper style for the
presentation of research.
REQUIRED TEXTS
Powell, Mark Allan. Introducing the New
Testament: A Historical, Literary, and
Theological Survey.
Bible. (For a good study Bible, some good options
would be the HarperCollins Study Bible, New Oxford Annotated Study Bible,
Oxford Annotated Study Bible, or Access Bible.)
CLASS PROCEDURES
The class will
involve lectures, discussion, and audio and/or visual presentations. Students will be expected to fulfill daily
reading assignments and be prepared to discuss assigned topics for each class
period. Assessment will be based
primarily on exams and research assignments.
COURSE REQUIREMENTS
Participation: Class attendance is crucial, and
students should bring the course text(s) and Bible to class. Students will be expected to have read both
the assigned readings in the text and relevant sections of scripture before
coming to class.
Projects: Each student will be expected to
complete two projects, which are described in some detail at the end of the
syllabus. Related to the latter project,
students will be expected to perform a biblical text as an in-class
presentation.
Exams:
Two exams will be
given, a mid-term and a final. The exams
will consist of terms and questions from the study guides below. On each
test I will give you 12-15 terms to choose from and ask you to identify 10 of
them. Similarly, I will give you sets of 2-4 study questions and ask you
to choose one or two questions from each set. There will not be any
terms or questions on the exam which are not on the study guide below.
I will want you to give me a paragraph or so on each of the terms, and the
questions will vary as to how lengthy an essay they require. In both
cases, I am primarily interested in having you show me what you know (not what
you don't know--I'm not a stickler
for names, dates, minutia, etc., although I can be impressed by them). I
want to see if you have the big picture and can show more than simply
memorization of factual statements. Show me how information is relevant
to broader issues in the study of the Bible and theology, how it is connected
to other information, how the information has been and can be studied and
evaluated, different perspectives on the information, etc. Think of the
identifications and essays as an opportunity to demonstrate the breadth and depth
of your knowledge and understanding of the subject matter.
EVALUATION:
A student may take an examination or submit an assigned
project at other than the scheduled time only under extenuating circumstances
and with permission from the instructor.
Cumulative grade point averages are computed on a
quality point system. The interpretation
of the letter grades and their quality point value is as follows:
Quality
Pts. Per Credit Hr.
A Exceptional mastery of the course
4.0 100%-93%
A/B More than required mastery of
course essentials
3.5 92%-89%
B Required mastery of course
essentials
3.0 88%-82%
B/C Slightly more that course
essentials
2.5 81%-78%
C Course essentials
2.0 77%-70%
D Minimal comprehension of course
essentials
1.0 69%-65%
F Inadequate comprehension of
course essentials 0 Below 65%
I Incomplete
AU Audit
W Withdrawal
Grades for the course will be weighted as follows:
Project #1
25%
Project #2
25%
Mid-term exam
25%
Final Exam
25%
Tentative Schedule and
Study Guide
Tuesday, February 2
Introductions; Overview of the
Course; The New Testament in its Historical
Environment
Reading Assignment:
Powell, 15-61
Handout(s)
Study Questions:
-Compare ancient Greco-Roman religion to modern Western religion.
-Discuss the socio-political structure of Roman Palestine and important
social values and relationships (honor/shame, patron/client, etc.) in that culture.
-Compare and contrast two of the following groups of people in
first-century
Terms for study:
-phylactery, BCE, CE, Alexander the Great, Antiochus IV Epiphanes, Maccabean revolt, Mishnah, Talmud, Torah, Sanhedrin, Pharisees, Sadducees, Essenes, Zealots, Herodians,
Samaritans, Gentile, Caesar Augustus, Herod the Great, Herod Antipas, Pontius
Pilate, Herod Agrippa I, Hellenism, Diaspora Jews, Aramaic, apocalypticism,
mystery religions, Gnosticism, Docetism, purity,
defilement, patron, client, honor, apostolic, catholic, exegesis, hermeneutics,
Josephus (see online resources)
Internet resources:
http://www.religiousstudies.uncc.edu/JDTABOR/indexb.html
http://www.mindspring.com/~scarlson/synopt/index.html
Tuesday, February 9
Mark
Reading Assignment:
The Gospel of Mark
Powell, 81-101, 125-145
Study Questions:
- How does the Gospel of Mark end?
-List and briefly describe the distinctive characteristics of the Gospel
of Mark.
-Describe four or five of the main themes of Mark’s gospel and how they
are developed in the narrative.
- Discuss Mark’s portrayal of the disciples,
particularly Peter. How are they presented and why?
-Describe in order the progression of the main events in the life of
Jesus according to the gospel of Mark:
Name at least 10 significant events in
Terms for study:
- gospel, evangelist, parable, transfiguration, passion, synoptic
gospels, John the Baptist, Galilee, messianic secret, kingdom of God, Peter,
intercalation
Internet resources:
http://www.religiousstudies.uncc.edu/jdtabor/mark.html
Tuesday, Feb. 16
Matthew
Reading Assignment:
The Gospel of Matthew
Powell, 103-123
Study Questions:
- How does the Gospel of Matthew use “fulfillment statements”?
-Discuss the significance of Matthew’s genealogy of Jesus.
-List and briefly describe the distinctive attributes of the Gospel of
Matthew.
- Discuss the importance of “binding and loosing”
for Matthew’s view of the church.
Terms for study:
- fulfillment citation, Sermon on the Mount,
Beatitudes, golden rule
Internet resources:
http://www.class.uidaho.edu/jcanders/Matthew/gospel_of_matthew.htm
Tuesday, Feb. 23
Luke
Reading Assignment:
The Gospel of Luke
Powell, 147-167
Study Questions:
-Describe the distinctive emphases and key themes, and distinctive
features of Luke's gospel.
- Discuss the banquet motif present in Luke.
- Why does Luke use both Hellenistic and Jewish
images to convey who Jesus is? Give some
examples.
Terms for study:
- Theophilus, ascension, sermon on the plain, the
Great Reversal (see p. 161)
Internet resources:
http://www.geocities.com/gospelofluke/
Tuesday, March 2
John; Johannine Epistles
Reading Assignment:
The Gospel of John
Powell, 169-189, 493-507
Study Questions:
-List and discuss the unique features of the Gospel of John.
-Decribe the kinds of sources that some
scholars suggest may lie behind John’s gospel.
-Discuss the literary motif of “misunderstanding” that occurs
in John’s Gospel.
-What is the role of the Paraclete in the
Fourth Gospel?
-How does the Fourth Gospel present Jesus’ death as his “glorification”?
- What situation(s) or occasion(s) does the “love
ethic” attempt
to address in the Johannine letters?
Terms for study:
- Logos, beloved disciple, Incarnation,
Signs gospel, Paraclete, propitiation, expiation
Internet resources:
http://catholic-resources.org/John/
Tuesday, March 9
Jesus in History and Context; Acts
Reading Assignment:
The Acts of the Apostles
Powell, 63-79, 191-213
Study Questions:
- Powell argues that “the goal of New Testament studies is always to
understand each book in its own terms” (p. 72). Why is this goal important in
New Testament studies, and how is it achieved?
-When scholars examine the Gospels to study the “historical Jesus,” what
are they looking for?
- The Gospel of John is said to have a “high
Christology.” What does this mean?
- What is the difference between the “earthly Jesus”
and the “exalted Jesus”?
- Is Acts a reliable historical witness? Briefly
explain why.
- How does Luke show that God is in control and faithful
in the book of Acts?
- How do the lives of the disciples in Acts mirror
or parallel the life of Jesus in Luke’s Gospel? Give a few examples of this and
discuss the significance of the parallels for understanding Luke-Acts.
- How is Luke’s portrayal of Paul in Acts different
from Paul’s self-portrayal in the letters?
Terms for study:
- exorcism, itinerant, “we” passages, Matthias,
Pentecost, Hellenists, Stephen, Saul of Tarsus, Philip, Barnabas, the Jerusalem
Conference (Acts 15)
Internet resources:
http://virtualreligion.net/forum/
http://www.pbs.org/wgbh/pages/frontline/shows/religion/
http://www.united.edu/portrait/
http://www.bibleinterp.com/articles/jesusresearch.htm
Tuesday, March 23
Mid-term Exam
Tuesday, March 30
Assignment Due: Project #1
Paul; 1 Thessalonians; 1 Corinthians;
Reading Assignment:
1 Thessalonians
1 Corinthians
Powell, 215-253, 273-291, 371-385
Study Questions:
- Describe the basic structure of an ancient letter.
-Summarize Paul's biography, from his career as a zealous Pharisee to
his work as a missionary among Gentile populations in
- Why do some scholars argue that Paul has had a
disproportionate influence on Christianity today?
- What kind of a network did Paul have with him, and
for what purpose?
- How does Paul’s Christology relate to his ethics?
Be sure to use specific examples of both the Christology and the ethics.
- Name one contradiction in Paul’s letters. How
might one understand these contradictions as addressing contextual issues in
the early Christian churches?
- What is the main purpose of Paul’s first letter to
the Thessalonians? How does Paul achieve this purpose? Give concrete examples.
-Discuss the causes of division at
-Discuss Paul's teaching on love (agape)
in 1 Corinthians 13 in relation to the conflicts at
Terms for study:
- amanuensis, creed, chiasm, pseudepigraphy, deuteron-Pauline, eschatology, parousia, glossolalia, insula, “rapture”
Internet resources:
http://www.sacred-destinations.com/footsteps/paul.htm
http://www.abrock.com/Greece-Turkey/FootstepsIntro.html
http://www.luthersem.edu/ckoester/Paul/Main.htm
http://www.religiousstudies.uncc.edu/jdtabor/corinth.html
Tuesday, April 6
2 Corinthians, Galatians,
Philippians, Philemon;
Reading Assignment:
Powell, 293-321, 343-355, 415-425
Study Questions:
-Describe the history of Paul’s interaction with the Corinthians in terms
of a sequence of visits and letters.
- Compare this
statement from the Book of Jubilees (
- Define ancient friendship. Then offer at least
three ways you see friendship operating in Philippians. Who is friend to whom?
What qualities do friends have in the Philippians letter?
- Why is it important to remember that Paul’s letter
to Philemon would be read aloud and in the public gathering of the church in
Philemon’s home?
Terms for study:
- “super-apostles,” “Judaizers,” circumcision,
fruit of the spirit, preexistence, Epaphroditus,
Timothy, Christ Hymn, Euodia and Synteche,
koinonia, Onesimus, Philemon
Tuesday, April 13
Romans; 2 Thessalonians
Reading Assignment:
Powell, 255-271, 387-395
Study Questions:
- Define the “New Perspective on Paul” and the interpretation that this
new perspective offers of Paul. Compare and contrast two understandings of
justification: “substitution” and “participation.”
- Discuss the meaning of Paul’s “thesis statement”
in Romans 1:16–17. How can the statement be read as a summary of Paul’s
theology and mission?
-Discuss the occasion and purpose of Paul’s letter to the Romans
- What do scholars learn from Romans 16 (the last
chapter of the letter)?
-Discuss the practice of pseudonymity among
Hellenistic-Jewish and early Christian writers.
- Compare and contrast the first and second letters
to the Thessalonians. Be sure to discuss how the similarities and differences
affect scholars’ thinking on the authenticity of 2 Thessalonians.
- How is the ideal community in Acts different from
that of 2 Thessalonians in terms of doing work, receiving care, and the
relationship of individuals to the community enterprise?
Terms for study:
- Pheobe, Prisca, Junia, justification
Tuesday, April 20
Colossians, Ephesians; Pastoral Epistles
Reading Assignment:
Powell, 323-341, 357-369, 397-413
Study Questions:
- Discuss whether or not you think Paul wrote Ephesians and what the
problems are for confirming or denying the authenticity of Ephesians. What
evidence and logic do you find most convincing?
- Explain the metaphor of putting on and taking off
clothes in Colossians.
- Powell writes that “Colossians has become a pivotal text for
considering the place of human beings in the universe and the relationship of
people to the environment” (p. 368). How so? In what ways can the theology and
ideas in Colossians be applied to current thinking about protecting the
environment?
-Discuss the concerns for church organization and administration found
in the Pastorals.
- What does it mean in 1 Timothy that a bishop be
“the husband
of one wife”?
Terms for study:
- Household codes (Haustafel), realized
eschatology, widows
Tuesday, April 27
Assignment Due: Project #2
Hebrews; James,
Reading Assignment:
Powell, 427-461
Study Questions:
- How does Hebrews “stress the continuity of Christianity with Judaism
while also emphasizing the supremacy of Christianity over Judaism” (Powell, p.
433)?
- How does James define the Christian life of faith?
Be sure to give concrete examples.
Terms for study:
- Septuagint, catholic letters/epistles, Melchizedek, wisdom
literature/tradition, diatribe
Tuesday, May 4
1 and 2Peter; Jude, Revelation
Reading Assignment:
Powell 463-491, 509-537
Study Questions:
- What kinds of suffering were the Christians of 1 Peter
experiencing? How does 1 Peter address this suffering?
- How is 2 Peter used in
the Revised Common Lectionary?
- How are 2 Peter and Jude related? Identify and
explore three or four parallels you see in the two texts.
- Define apocalyptic thought.
- Some people speak of “premillennialism”
in relation to Revelation. What is premillennialism?
- Compare the futurist and the historical approaches
to reading Revelation. Use specific examples from the text to illustrate your
points.
Terms for study:
- Silvanus, apocalyptic literature, gematria, millennium
Internet resources:
http://catholic-resources.org/Bible/Apocalyptic.htm
http://www.pbs.org/wgbh/pages/frontline/shows/apocalypse/
http://www.ambs.edu/LJohns/APJN.htm
Tuesday, May 11
Final Exam
Instructions for Projects
Each student will be required to complete two
projects: 1) a teaching presentation of
a whole book of the New Testament; and 2) An exegetical project related to a
particular passage from the book presented in project #1.
PROJECT #1: TEACHING A BOOK OF
THE NEW TESTAMENT
Step 1: Choose a
book of the New Testament (or, in some cases, it may be appropriate to teach a
group of books, such as the Pastoral Epistles or the Johannine
letters). You will prepare a Bible
study, approximately 4 hours in length, appropriate for presentation to a
church or church group.
Step 2: Begin with Mark Allan Powell, Introducing
the New Testament, and select 2-3 more sources that will give you a good
overview of the New Testament book you have chosen. Consider other New Testament introduction
books. Include at least one journal
article that gives an overview of the New Testament book you have chosen or
that gives an overview of recent scholarship on that book.
Step 3: Develop a
lesson plan to teach this New Testament book over approximately 4 hours of
contact time. (You can do 4 lessons of 1
hour, 2 lessons of 2 hours, 1 lesson of 4 hours, etc.) Consider audio-visuals, oral interpretation
of the biblical text, music, interactive material, or other creative ways to
present your lessons. Clarify what content
you plan to cover and your teaching methods and resources. If you are using PowerPoint, submit your
presentation. If a lecture, submit a
detailed outline of contents. Include a
bibliography of sources used.
PROJECT #2: EXEGETICAL ANALYSIS
OF A NEW TESTAMENT PASSAGE
Step 1: Choose a passage from the New Testament book which you prepared to teach
for Project #1. Find a passage that
occurs as a reading in the Revised Common Lectionary. (Go to www.textweek.com
and select “SCRIPTURE INDEX.” Select
your book, then find a reading in the left-hand
column.) Use this passage as a starting
point for your exegetical analysis.
Step 2: Do some basic analysis of your own before
turning to other resources:
Begin by reading
the passage, perhaps a few times:
- Use a good translation; it
may help to read a few translations
- Consider the translation methodology (You may want to review your notes
from Intro to the Bible for this! Also
check the introductory material to your Bible(s), which should have some
information about the translation process and philosophy.)
- Read the larger context: the
chapter or letter or book
Determine the
limits of the passage:
- Where does the writer begin/end the thought/story?
Note your specific
observations concerning the passage
- What is the internal structure of
the passage? (Is there a logical development of an argument or
topic, an arrangement of themes, characters, and/or topics, the repetition
of key terms or concepts, a shift from one scene or character to
another, or other literary and rhetorical devices? You may find it
helpful to make a chart of your passage, or perhaps to write a brief paragraph
describing its internal structure.)
- How does this passage fit into
the larger structure of the section and/or book in which it is found?
- Is there a particular literary
form of the passage to take note of (parable, miracle story, apothegm,
hymn, etc.)? (=form criticism) Of the larger book (genre)?
- What key words,
images, symbols are used? Any words that seem especially important
or difficult?
- Where else are key words in this passage used by the same writer? By
other biblical writers? Outside the Bible?
- What characters appear (if
any) and what are their relationships?
- If your passage is narrative: How
is the plot advanced? How are characters developed? How is conflict
introduced or resolved? Do features
such as symbolism and irony affect
the reader’s perception of what is happening? (=narrative criticism)
- Can you determine when, where,
why, or to whom the text was written? Is the author responding to
particular historical, social, political, or religious issues?
- Are there any variant readings
noted in the footnotes? (=textual criticism)
- Did the passage have a discernible source?
Do we have access to that source? (=source criticism)
- What unique views or emphases
does the writer place on the
text? (=redaction criticism)
o How has the writer used and/or reshaped the source for the author’s own
theological, social, political, or religious purposes?
o What is the writer's life situation or theological outlook?
- Are there any parallel texts
inside or outside of the Bible? If so, how are they similar and how are they
different? What significance might both
the similarities and differences have?
- How does your text contribute to (or how may it have been designed to)
create a persuasive effect upon an
audience? (=rhetorical Criticism)
o What types of arguments or proofs are offered (if any)?
o Is external evidence or documentation cited?
o Does the author defend his or her character?
o Are there appeals to the reader’s emotions or sense of logic?
- What historical, social, or religious
background information might illumine the passage at hand? What are the
socio-cultural codes embedded in the text (e.g., honour/shame)?
(=historical criticism, sociological criticism)
- Has the text been interpreted to
serve particular cultural or political interests (=ideological criticism), perhaps even in its own historical
context? Does the text assume or promote particular values, institutions, and
relationships? Has the text appealed to particular social, political, or
cultural groups, or been used against others?
o How does the text apply, or how has it been applied to the concerns of women, the economically oppressed,
African Americans, or other identifiable groups? Has the text been appropriated
by them, used against them, or both?
Step 3: Use commentaries, monographs, journal articles, concordances, and Bible
dictionaries to research your passage, focusing again on the questions
above. For this project, develop a
bibliography of at least 10 sources.
Step 4: Write your findings in two sections:
1) Answer as many of the questions above as possible clearly and thoroughly,
yet concisely. Do this either in Q&A
format or in essay form. Whichever form
you choose, cite your sources with parenthetical references and a reference list
or with footnotes and a bibliography.
2)Develop a detailed sermon
outline based on this passage. Remember
that you are not teaching the passage itself, but presenting the Christian
gospel with reference to the text. While your answers to the above questions are
critical for helping you to know how to use the passage in your sermon, be very
selective about including that information in your sermon.
or
Alternate assignment (requires
consultation with professor): Discuss
the implications of this passage for a pastoral, doctrinal, or ethical issue. This discussion should include how the
passage relates to other scripture passages and other information and
perspectives that have a bearing on understanding the issue.
Step 5: Perform your New Testament passage in class
on the day when the class is studying the book of the New Testament in which the
passage is found.