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.)