Vanderbilt
University
Department of Religious Studies, College of Arts and Science |
REQUIREMENTS
1. Sharing your interpretation
of Mark with the class (see below, Step # 1 reports) and preparing at least
3 (three) Handouts-Class Reports showing how it differs from other interpretations
of Mark in the readings. NOTE: In order to receive credit for a handout,
you must e-mail it at least 24 hours before its presentation (11 am the
day before) (25 % of the semester grade).
2. Providing feedback
about the class (What was new for you? What did you miss? Questions?)
both in class and by e-mail (required: at least three
feedbacks by e-mail during the semester--one before the end of September,
one before the end of October, and one before November 15). (5 % of the
semester grade).
3.Three (3) Step # 1 Part
A Reports Your interpretations of the teachings of 3
texts (3 x 5% =) 15%
4. Three (3) Step
# 1 Part B Reports Comparative Preliminary Analysis of your interpretation
(3 x 5%=) 15%
5. One "Step # 2 Reports,"
(3 pages) 10%
7. Two "Steps # 2
and # 3 Reports," (4 pages) (2 x 15%=) 30%)
LATE WORK will be accepted. But 1/3 of a letter grade will be taken off for each calendar day (except for valid and verified excuses).
HONOR CODE: Throughout the semester, you are under the Honor Code of Vanderbilt University. All your quizzes, reports and your paper should represent YOUR OWN work. Identify your sources, so as to avoid plagiarism. Sign you work (or, on e-mail submission, type your Social Security Number) as a pledge of compliance with the Honor Code (i.e., you wrote it without receiving aid from--or giving aid to--any other person, except as specified).
PROCEDURE: “Reading the Bible Is Not a Spectator Sport!” You need to get involved.
Three step procedure for
the study of any given text:
Step # 1 Formulating the
Teaching of the Text for Christian believers Today and its Preliminary
Analysis
a) Presentation of the teaching
and concrete illustration (in Step # 1 Reports, Presentation): What
is, according to you, the teaching for Christian believers today of a given
passage from the Gospel of Mark? What difference it makes for believers
in a specific situation?
b) Preliminary analysis
of its contextual frame (in Step # 1 Reports, Part B, Analysis) comparing
your interpretation with another one, to begin seeing its distinctiveness).
How do each of these two interpretations relate the text to the Christian
believers’ lives? In each case: 1) What is the issue
in life which the text invites the Christian believers/readers to think
about? 2) What is the problem (need) the text address for Christian
believers? 3) What is the solution they provide? 4) What is
the transformation brought about by this teaching for Christian believers?
New insights or instructions about their identity, about their life
or for their life? 4) How do you personally assess the value of this
teaching?
Step # 2 Comparing the Themes and Textual Evidence emphasized in other interpretations with those emphasized by your own interpretation of each text: a) (Focus of Step # 2 Reports and Quizzes) Elucidation of their hermeneutical frames: What are the themes which focus these interpretations? How do Christian believers make sense of these texts in terms of these themes? How do scholars interpret the same themes? How did you? b) (Focus of Quizzes) Elucidation of their analytical frames: What is the specific (textual, historical, literary, sociological, etc.) evidence upon which these interpretations are based? How do Christian believers and scholars ground their interpretations in the text? How did you?
Step # 3 Comparing Reasons for Choosing an Interpretation (in Step # 3 Reports). Further elucidation of the contextual frames. Each interpretation is characterized by the choices of a specific hermeneutical frame (theme) and of a specific analytical frame (significant textual dimension). Why was this interpretation chosen? Is it the best in a given context? More specifically, about each interpretation we ask: What needs does it address or fail to address in a specific context? What problematic effects does it have (or could potentially have) in a specific context? Who benefits? Who is hurt? What is the role of convictions and values in the Christian believers’ choices of an interpretation? In the scholars’ choices of interpretations? In your choice of an interpretation?
EXPECTATIONS:
Active participation in class (and thus, regular attendance). The
course depends upon it! In this course, you cannot learn by yourself!
You will learn about the distinctiveness of your interpretation from others
in the class, by listening to their interpretations and respecting their
differences. And other members of the class will learn from you.
So, active participation is essential! (See requirements).