Vanderbilt University Department of Religious Studies, College of Arts and Science |
TENTATIVE SCHEDULE
W-Jan. 9 Introduction.
PART I: DISCIPLESHIP ACCORDING TO THE SERMON ON THE MOUNT
F-Jan. 11 Discussion Groups : Discussion of Step # 1 reports (see
page one of syllabus)
ROUNDTABLE # 1: Discussing your Contextual Interpretations
of Matthew 5:3-12.
READING: Patte, Stubbs, et al. The Gospel According
to Matthew: A Contextual Introduction (Short title: “Contextual Introduction”)
, pp. 1 - 10. (Suggested, Patte, Challenge, 1-32.)
ASSIGNMENT: CONTEXTUAL INTERPRETATION of Matthew
5:3-12: “TRIAL RUN.” Theme: Discipleship. Using the
form provided with the syllabus (make copies! You will need at 6 during the
semester), come to class with your contextual interpretation in which you
a) identify a particular life context today in which Matt. 5: 3-12 would
have a teaching for Christian believers about their “discipleship,” and b)
formulate the teaching of these verses for these specific Christian
believers in their particular situation today.
NOTE 1: You do NOT need to be a Christian
believer to recognize the teaching of this text “for Christian believers”–people
whom you know or whom you can imagine.
NOTE 2 : The reading in Contextual
Introduction, pp. 1-10 will lead you through the process.
M-Jan. 14 Preparing Roundtable # 2. Comparing your interpretation
of Matt. 5:3-12 with W. D. Davies and Dale Allison’s interpretation
READING: A Contextual Introduction,
pp. 14-21
Oxford Annotated
Bible, pp. 7-8, 13-18 ( = Matthew ch. 5:1-12 AND the notes)
W-Jan. 16 Preparing Roundtable # 2. Comparing your interpretations
with Walker’s, Jordan’s, and, Strecker’s.
READING: A Contextual Introduction, pp. 21-27
(Suggested, Patte, Challenge, 43-63)
ON RESERVE: Alice Walker: “The Gospel according
to Shug” in The Temple of My Familiar.
F-Jan. 18 ROUNDTABLE # 2: Come ready to say how your interpretive
choices are DIFFERENT as compared with those of three of the following:
Davies and Allison, Walker, Jordan, and Strecker. (Differences regarding
both your and their analytical-textual choices = choices of what is most significant
in the text; and your and their conceptual-hermeneutical choices, including
the view of discipleship you used.)
Two students in each group open the discussion with a
joint handout showing these differences concerning both of their own interpretations.
[Complete draft of it must be e-mailed to instructors
on Jan 17. Grade based on a) the quality of this outlined comparison;
and b) on the creativity and effectiveness of their leadership during the
discussion.]
READING: Patte, Challenge, pp. 33-38 (suggested:
on five views of discipleship and of the moral life, pp. 67-69; 74-79; 87-92;
98-103; 109-113).
M-Jan. 21 Preparing Roundtable # 3. Assessing which ONE among
the four kinds of interpretation discussed is the “best” interpretation for
believers in a contemporary situation.
SHORT QUIZ ( = 1 quiz unit): on the distinction among
“contextual,” “conceptual-hermeneutical,” and “analytical-textual” interpretive
choices involved in each interpretation of a scriptural text..
READING: A Contextual Introduction, pp. 28-30 (review
of pp. 1-27 for Quiz)
Patte, Challenge, on five views of discipleship and of
the moral life, pp. 67-69; 74-79; 87-92; 98-103; 109-113.
W-Jan. 23 ROUNDTABLE # 3. DEBATE among four teams of two
students. Each team makes the best possible argument in favor of one
of the four interpretations (i.e., either Davies and Allison, Walker, Jordan,
or Strecker, as assigned.) And why the other three are not as good..
Specific life-context to be considered: situations where violence is perpetrated
against innocent people – including terrorist attacks (see Contextual Interpretation,
p. 36.)
Each team prepares a one-to-two page outline of their
argument; they must sent it by e-mail to the instructors on Tuesday Sept 11.
Graded on the quality of the argument you make.
F-Jan. 25 ROUNDTABLE # 1: Discussing your Contextual Interpretation
of Matthew 15:21-28 (use the form!)
ASSIGNMENT Contextual Interpretation on Matthew 15:21-28:
“LAST TRIAL RUN.” Using the form – and an e-mail abbreviated form.
Theme: The place of “Others” in the Church. On Thursday Jan 24, send
your interpretation by e-mail 1) your discussion group leader and 2) to one
of the students in your group. Come to class with your evaluation of
the other student’s Contextual Interpretation and ready to explain: 1) What
are the differences between your two interpretations? 2) How, after
reading another interpretation, you could have done your own report better?
And 3) what could have the other student done better (respecting the
logic of his/her interpretation)? What grade would you give yourself?
And the other student?
M-Jan. 28 Roundtable # 2. Matthew 15:21-28. Comparing
your interpretation with four other interpretations. Come
with your questions about the reading, and how to relate these interpretations
with yours.
Reading: Patte, Stubbs, et al. Contextual Interpretation,
pp. 31-37
Levine, "Matthew" in Women's Bible Commentary, pp.
339-349; Ringe, “When Women Interpret the Bible, “in Women's Bible Commentary,
pp. 1-9. SHORT QUIZ
W-Jan. 30 Roundtable # 3. DEBATE: What
is “the best” interpretation among the four presented in the readings?
Specific life-context to be considered: Asian Women (see Contextual Interpretation,
p. 36.)
Reading: Patte, Stubbs, et al. Contextual Interpretation,
pp. 31-37
F-Feb. 1 ROUNDTABLE # 1, Discussing your Contextual Interpretation of Matthew
28:16-20
ASSIGNMENT: Step # 1 REPORT: Contextual Interpretation
on Matthew 28:16-20 (TO BE GRADED. Use the form!): Theme: the Mission
of the Church according to the ‘Great Commission.”
Discussion led by two students:
In preparation, each of the two discussion leaders prepares a one-to-two page
outline of the differences in interpretive choices between their two
interpretations; to be e-mailed to instructors on Sept 20. Graded on
a) the quality of this outlined comparison; and b) on the creativity and effectiveness
of their leadership during the discussion.
M-Feb. 4 Roundtable # 2. Comparing your interpretation with
four interpretations of Matthew 28:16-20
Reading: Patte, Stubbs, et al. Contextual Interpretation,
pp. 38-46 SHORT QUIZ
W-Feb. 6 Roundtable # 3. DEBATE: What is “the best” interpretation
among the four presented in the readings. Specific life-context to be
considered: TBA (see Contextual Interpretation, p. 44.)
Reading: Patte, Stubbs, et al. Contextual Interpretation,
pp. 38-46
F-Feb. 8 ROUNDTABLE # 1, Discussing your Contextual Interpretation
of Matthew 5:13-48
ASSIGNMENT: Step # 1 REPORT: Contextual Interpretation
on Matthew 5:13-48 (TO BE GRADED. Use the form!) Theme: Discipleship
and the Moral Life.
Discussion led by two students:
In preparation, each of the two discussion leaders prepares a one-to-two page
outline of the differences in interpretive choices between their two
interpretations; to be e-mailed to instructors on Sept 20. Graded on
a) the quality of this outlined comparison; and b) on the creativity and effectiveness
of their leadership during the discussion.
M-Feb. 11 ROUNDTABLE # 2, PREPARING STEP # 2 REPORT due Feb 15. The
Conceptual-Hermeneutical Choices of your Contextual Interpretation of
Matthew 5:17-48 and 7:12 and five other interpretations: Which view of Discipleship
and of the Moral Life did you choose?
READING: Review: Patte, Challenge, pp. 33-38
and on five views of discipleship and of the moral life, pp. 67-69; 74-79;
87-92; 98-103; 109-113.
New Reading: Patte, Challenge, 141-143; 148-151; 157-159;
173-176; 186-189.
W-Feb. 13 ROUNDTABLE # 2, PREPARING STEP # 2 REPORT
due Feb 15. The Analytical-Textual Choices of your Contextual
Interpretation of Matthew 5:17-48 and 7:12 and five other interpretations:
what is most significant in the the Sermon on the Mount.
Reading: Patte, Challenge, (the paragraphs about “textual
evidence) 69-71; 79-81; 92-95; 103-108; 113-115; (the paragraphs about analytical
frame) 138-139; 144-145; 151-155; 162-165; 177-180.
F-Feb. 15 Discussion focused on the Step # 2 Report:
ASSIGNMENT DUE : STEP # 2 REPORT due Feb
15. Comparing your interpretation with five other interpretations
regarding 5:38-42 (about not resisting evil) (Resource: Patte, Challenge,
136-189)
M-Feb. 18 Preparing Roundtable # 3. A Third
Look at Jesus and History. From Analytical and conceptual choices back to
CONTEXTUAL CHOICES.
Reading: Abesamis , A Third Look at Jesus, 1-56 (suggested,
57-70) CLASSPAK Elsa Tamez, "Women's Rereading of the Bible."
SHORT QUIZ (you should be ready to address any of the
following questions) – What is a “Third Look” at the NT?
In what sense is a close cousin of the “first look”? In what sense is
the “third look” a critical analytical method? Which dimensions of
the text (See Patte, Challenge, 61-62) does it focus upon? What kinds
of methodologies characterizes it (see Contextual Introduction, ch. 2)
(Abesamis, 1-9) – What are the differences between the “second
look” and the “third look” at Jesus’ mission? Why can the “third look”
be regarded as being equivalent to the “first look”? (10-26) –
How is the teaching of the beatitudes about the Kingdom related to the teaching
of Isaiah? (27-37) Why and in which sense are the beatitudes in Matthew good
news to the poor? (38-56) Regrading TAMEZ: What are
the contextual issues (problems) her interpretation helps Christian beleivers
address? From which perspective(s) is she reading the Gospels?
W-Feb. 20 ROUNDTABLE # 3. DEBATE among five teams of two students.
Each team makes the best possible argument in favor of one of the five readings.
PART II. JESUS’ DEATH AND RESURRECTION ACCORDING
TO MARK, MATTHEW, AND LUKE
WEDNESDAY NIGHT AT THE MOVIES: “The Gospel According to
Mark”
(Reciting Performance of the entire Gospel of Mark by
Prof. David Rhoads.)
F-Feb. 22 ROUNDTABLE # 1: Discussing your Step # 1 Reports Contextual
Interpretation of Mark 14:1–16:8.
Two students in each group facilitate the discussion,
finding original ways of helping the members of the group to recognize the
differences in contextual interpretive choices made in their own interpretations.
In preparation, each discussion leader
writes a one-to-two page outline of the differences in interpretive
choices between their two interpretations; to be e-mailed to instructors on
Oct 11. Graded on a) the quality of this outlined comparison; and b)
on the creativity and effectiveness of their leadership during the discussion.
ASSIGNMENT Step # 1 Report Contextual Interpretation of Mark 14:1–16:8 Theme:
the significance of Jesus’ Death and Resurrection Using the form; come
to class with your report.
M-Feb. 25 Preparing Roundtable # 2: Conceptual choices regarding
the Significance of the Cross: The Spirituals and A Third Look at Jesus
Reading: Baldwin, Baldwin, ""Deliverance
to the Captives": Images of Jesus Christ in the Slave Community"
Abesamis, A Third Look at Jesus, 186-205
(see also 170-185)
W-Feb. 27 Preparing Roundtable # 2: Conceptual choices regarding
the Significance of the Cross:
Readings: CLASSPAK Myers, “Say To This Mountain”
and CLASSPAK Wilkinson, "Identity and Apocalypse in Mark's Passion."
F-Mar. 1 ROUNDTABLE # 2, Part 1: Discussing your Step # 1 Reports
on Mark 14:1 – 16:8: Your Conceptual choices regarding the Significance of
the Cross
Reading: Review Cone, Abesamis, 186-205, Myers, and Wilkinson
How did you conceive of THE SIGNIFICANCE OF THE CROSS in your interpretation
of Mark 14:1– 16:8? How is it differently conceived in each interpretation
of the group?
In preparation, each of the two discussion
leaders prepares a one-to-two page outline of the differences in interpretive
choices between their two interpretations; to be e-mailed to instructors on
Sept 20. Graded on a) the quality of this outlined comparison; and b)
on the creativity and effectiveness of their leadership during the discussion
*** HAVE A GOOD SPRING BREAK,***
M-Mar. 11 MAJOR QUIZ (= 4 quiz units)
Analytical interpretive choices. Historical Background
of the Gospels, on Methods of Interpretations, and on the Synoptic Gospels.
Readings: “Cultural Contexts: The Roman Period.”
NOAB, 519–525; “The Interpretation of the Bible rom the nineteenth to the
mid-twentieth Centuries,” NOAB 491-497, and “Contemporary Methods of Biblical
Criticism,” NOAB, 497-505, and “Introduction to the Gospels,” NOAB, 3-6.
W-Mar. 13 Preparing Roundtable # 2: Analytical and Conceptual
choices regarding the Significance of the Cross:
Reading: Tolbert, "Mark," in Women's Bible Commentary,
pp. 350-362 and New Oxford Annotated Bible, pp. 56-57 and notes pp. 84-91
(by Richard Horsley).
F-Mar. 15 ROUNDTABLE # 2, Part 2: Discussing your Step # 1 Reports on Mark
14:1 – 16:8. Your Analytical Interpretive choices and your Conceptual
choices regarding the Significance of the Cross.
Reading: Review: Tolbert, "Mark," in Women's Bible
Commentary, pp. 263-274 and New Oxford Annotated Bible, 56-57 and notes pp.
84-91 (by Richard Horsley).
M-Mar. 18 Preparing Roundtable # 2: Conceptual choices regarding
the Significance of the Resurrection: Interpreting the Resurrection in a Third
Look
Reading: Abesamis, A Third Look at Jesus, pp. 206-217
(218-222) (Stopovers 17, and 18)
W-Mar. 20 Preparing Roundtable # 2: Conceptual choices regarding
the Significance of the Resurrection:
Reading: CLASSPAK, Perrin, The Resurrection
According to Matthew, Mark, and Luke, pp. IX-38.
F-Mar. 22 ROUNDTABLE # 2, Part 3: Discussing your Step # 1 Reports on Mark
14:1 – 16:8. Your Analytical Interpretive choices and your Conceptual
interpretive choices regarding the Significance of the Resurrection
Reading: Review: Abesamis, Perrin, Cone, Tolbert, New
Oxford Annotated Bible.
M-Mar. 25 Preparing Roundtable # 3: Short QUIZ Difference conceptualizations
of the Resurrection in Mark, Matthew and Luke, according to Perrin.
The role of convictions in the conceptual and contextual choices.
Readings: CLASSPAK Perrin, The Resurrection,
pp. 39-84; Matthew 28, Luke 24 (and notes); and NOAB, 93-95 (On Luke by Marion
Soards)
W-Mar. 27 ROUNDTABLE # 3, DEBATE among four teams of two
students. Each team makes the best possible argument in favor of one
of the four interpretations of the Resurrection in Mark (i.e., either Abesamis,
Perrin, Tolbert, or Horsley, in New Oxford Annotated Bible, as assigned.).
PART III: EVIL, SIN, AND SALVATION ACCORDING TO ROMANS
F-Mar. 29 ROUNDTABLE # 1 on your Step # 1 Reports.
ASSIGNMENT "Step # 1 Report" on Romans. The Teaching of Romans 1:1--8:39
about Evil, Sin, and Salvation for Christian believers Today.
M-Apr. 1 Preparing Roundtable # 2 SHORT QUIZ
Conceptualizing Evil, Sin, and Salvation according to Romans
Reading: Gaventa, "Romans," pp. 403-410 in Women's
Bible Commentary. And Elliot, in NOAB, “Introduction to the Letters”
240-241; Romans, 242-243 and notes on pp. 243-255.
W-Apr. 3 Preparing Roundtable # 2 Conceptualizing Evil,
Sin, and Salvation according to Romans
Reading: CLASSPAK Stendahl, "Paul
Among Jews and Gentiles.” 7-40;
(On WEB) Mekilta on Exodus 20:2
F-Apr. 5 ROUNDTABLE # 2 Conceptualization of Evil,
Sin, and Salvation in your interpretation of Romans as compared with Gaventa’s,
Elliot’s and Stendahl’s
M-Apr. 8 Preparing Roundtable # 2 Conceptualizing Evil, Sin,
and Salvation according to Romans
Reading: CLASSPAK Jewett, Paul at the Movies,
(Star Wars); similarity and differences with the view of evil, sin, and salvation
in the Gospel of Thomas (on WEB)
W-Apr. 10 Preparing Roundtable # 2 Conceptualizing Evil,
Sin, and Salvation according to Romans
Reading: CLASSPAK Jewett, Paul at the
Movies, (Amadeus).
F-Apr. 12 ROUNDTABLE # 2 Part 2 Conceptualization of Evil, Sin,
and Salvation in your interpretation of Romans as compared with Jewett’s
Reading: CLASSPAK Jewett, Paul at the
Movies, pp. 65-76 (Grand Canyon)
M-Apr. 15 Preparing Roundtable # 2 Conceptualizing Evil, Sin,
and Salvation according to Romans
Reading: Patte, "The Gospel as Power of God
for Salvation." (ON WEB)
Part 1
and
Part 2
W-Apr. 17 Preparing Roundtable # 3
Readings:
Monya Stubbs, “Subjection, Reflection, Resistance: A Three-Dimensional Process
of Empowerment in Romans 13 and the Free-Market Economy”
F- Apr. 19 ROUNDTABLE # 2 and # 3 Conceptualization of Evil,
Sin, and Salvation in your interpretation of Romans as compared with Patte
and Stubbs
M-Apr. 22 ROUNDTABLE # 3 DEBATE Discussion of the third part
of your final assignment: Evil, sin, and Salvation according to Romans,
.
Reading :
Rabbi vs. Pastor on the “Mission to the Jews”
(ON WEB)
http://www.creators.com/Comics_Shell.cfm?pg=easter.html&comicname=bc
Final Report due April 27.
(Reading: Fitzmyer, Spiritual Exercises on Romans, “Exercises” # 1
(pp. 9-15), # 4, # 5 and # 6 (pp. 31-61) for the Final report.)