Vanderbilt
University
Department of Religious Studies, College of Arts and Science |
TENTATIVE
SCHEDULE
W-Aug. 30 Introduction:
PART
I: THE TEACHINGS ABOUT THE KINGDOM OF MARK 1:1–5:43
1) F-Sept. 1
Listening to Mark 1:1–5:43
Reading: Anderson and Moore,
Mark and Method, 1-21 Suggested: Patte, Challenge, pp.
3-22.
< What the different
ways of reading Mark according to Anderson and Moore?
< What are the (lives
of) “Mark” which make sense to you? What are those which do not make
sense to you?
2) M-Sept. 4
Discussion of Step 1A Reports on the Teaching about the kingdom for believers
today of Mark 1:1–5:43 (paying close attention to the interpretation of
Mark 1:15; 3:24; 4:11, 26, 30 and the contexts of these verses; see also
Mark 9:1, 47; 10:14, 15, 23, 24, 25; 12:34; 14:25): Learning
about the distinctiveness of one’s interpretation from others in the class,
by listening to their interpretations and respecting their differences.
Reading; Mark 1:1–5:43
Suggested Reading: Patte.
Challenge of Disicipleship, 23-42
Assignment Step 1A # 1:
Using the form e-mailed to you on Friday, before class submit by e-mail
your answer to the question: “What is, according to you, the
teaching of Mark 1:1–5:43 about the Kingdom for specific Christian
believers today?” Bring to class a hard-copy of it.
NOTE: You do NOT NEED to
be a Christian believer to be able to recognize the teaching of this text
“for Christian believers”–people whom you know or whom you can imagine.
3) W-Sept. 6
Discussion of Step 1B Reports: Assuming Responsibility For Our Interpretations.
Learning about the distinctiveness of one’s interpretation, by comparing
some of the interpretive choices we made with those made by others (Step
# 1). What other comparative questions should we raise (Step # 2)?
Reading: John Donahue, “Mark,”
in Harper's Bible Commentary (Divinity School Library, REFERENCE
ROOM-- BS 491.2 .H37 1988) pages 983-991.
Assignment # 2Step 1B # 1:
Using the form provided on Friday, come to class with a comparative analysis
of your interpretation of the teaching of Mark 1:1–5:43 with another
interpretation.
Suggested Reading: Patte,
Challenge, 43-63 = Categories for Step # 2.
< What kind of contextual
frame characterizes your interpretation? What are alternatives? (See
pp. 49-52)
< What kind of hermeneutical
frame characterizes your interpretation? Which view of Scripture
did you presuppose? What are alternatives? (See pp. 52-60)
< A tougher question:
What kind of analytical frame characterizes your interpretation?
(See pp. 60-62).
4) F-Sept. 8 Step
2 (Hermeneutical frame): Comparison of the View of the Kingdom You Presupposed
in Your Reading with the Views of the Kingdom Presented by Abesamis.
Reading: Abesamis,
A
Third Look at Jesus, 27-154 (Stopovers 3, 4, 5, 6, 7, 8, 9, 10, 11,
12)
< Abesamis presents 10
different teachings about the “kingdom..” Which conception of the Kingdom
is the closest to the conception of the Kingdom presupposed in your
interpretation? What is in each case the teaching about the kingdom FOR
BELIEVERS TODAY? (Which believers?)
Assignment: Class Report
# 1: (all students) Presentation, with a brief (one-page) handout
(e-mailed on Thursday Sept. 7), of the “characteristics of
the view of the Kingdom” in two (2) of the Abesamis’ stopovers (as assigned);
comparison with the view of the kingdom presupposed in your own interpretation.
What is in each case the teaching about the kingdom FOR BELIEVERS TODAY?
(Which believers?)
PLEASE E-MAIL HANDOUTS AT
THE LATEST (AND EARLIER IF POSSIBLE) BY 11AM THE DAY BEFORE THEIR
DISCUSSION.
5) M-Sept. 11 Step
2 (Hermeneutical frame): Comparison of the View of the Kingdom You Presupposed
in Your Reading with the Views of the Kingdom Presented by Blount
Reading: Blount,
Go Preach, 3-29
Assignment: Class Report
# 1: (1 student) ___________________________________
Reporter: Prepare handout
on the following questions to be discussed in class. Blount presents
several different teachings about the “kingdom”–and advocates one (boundary
crossing). How are these conceptions of the kingdom related to those
listed by Abesamis? Which conception of the Kingdom is the
closest to the conception of the Kingdom presupposed in your interpretation?
What is in each case the teaching about the kingdom FOR BELIEVERS TODAY?
(Which believers?)
6) W-Sept. 13 Step 2 (Analytical
frame): The socio-cultural context of the Text of Blount’s Interpretation.
Reading: Blount,
Go Preach, 33-76
Assignment: Class Report
# 1: (1 student) ___________________________________
Reporter: Prepare handout
on the following question to be discussed in class. How, according
to Blount, did Mark’s first readers hear when his Jesus used the kingdom
of God symbol? Why is a sociolinguisitic approach useful to addres
this question? Why does one need to reconstruct the “socio-historical
context (of culture) [= hermeneutical frame] and story-world context
(of situation) [contextual frame] of the first readers”? How
do these correspond to h-frame and c-frame of the readers presupposed by
your own interpretation?
7) F-Sept. 15
Step 2 (Hermeneutical frame): What does the
text of Mark (especially, the passages in Mark 1:1–5:43) say about the
kingdom, according to Blount?
Reading: Blount,
Go Preach,79-125
Assignment: Class Report
# 1: (1 student) ___________________________________
Reporter: Prepare handout
on the following question to be discussed in class. What are Blount’s
conclusions about “what the text says about the kingdom”? How do
they compare with your conclusions?
8) M-Sept. 18
Step 2 (Analytical frame): How does Blount social-cultural approach compare
with the “social criticism” of David Rhoads?
Reading: David
Rhoads, “Social-Criticism,”in Anderson and Moore, Mark and Method, 135-159.
(Review: Blount,
Go Preach,79-125)
Assignment: Class Report
# 1: (1 student) _________________________________________
Lecture at 4:30 pm.
Daniel Marguerat, “God as a Murderer ? The case of Ananias et Saphira
(Acts
5,1-11. History and
Theology in The Acts of the Apostles”
9) W-Sept. 20
Step 3 : (Contextual frame): According to Blount, What Is the Teaching
of Mark about the Kingdom for the Black Church Today? How does it
compare with the teaching of Mark for believers today in YOUR interpretation?
Would this teaching be appropriate for the Black churches?
Reading: Blount,
Go Preach,199-247
Assignment: Class Report
# 1: (1 student) _________________________________________
Reporter: Prepare handout
on the above question to be discussed in class. In addition: What
is the “correspondence” between Mark’s context and the Black Church context
which provides a bridge between the text and today? What view of
Scripture does Blount presuppose?
10) F-Sept. 22;
What did we learn so far? About Mark? About Our interpretations
of Mark?
11) M-Sept. 25
Step 2 (Hermeneutical frame): Comparison of Your Reading of Mark 1:1–5:43
with Myers: Which conception of the Kingdom do Myers and his colleague
presuppose? How is it related to the conception of the Kingdom
presupposed in your interpretation? For Myers: Is the teaching about
the kingdom the most important FOR BELIEVERS TODAY? If so, what is
this teaching? For which believers? If not, which other teaching
is most important? How does this teaching compare with the teaching
for believers today you identified? Did you envision the same kind
of believers?
Reading: Myers, Saying on
this Mountain, 3-50
Assignment: Class Report
# 1: (1 student) _________________________________________
Reporter: Prepare handout
on preceding questions.
12) W-Sept. 27
Step 2 (Analytical Frame): Comparison of Your Reading of Mark 1:1–5:43
with Myers: On which textual dimension is this interpretation primarily
grounded (see pp. ix-xv and 213-222)? What is their narrative approach?
How does it compare with the narrative approaches described by Elizabeth
Struther Malbon?
Reading: Myers, Saying on
this Mountain, ix-xv and 213-222 (review 3-50)
Elizabeth Struther Malbon,
“Narrative Criticism,” in Anderson and Moore, Mark and Method, 23-48
Assignment: Class Report
# 1: (2 students) ___________________________________ and _________________________________________
Reporters: Prepare handout
on preceding questions.
13) F-Sept. 29 Step 3 (Contextual
frame): According to Myers What Is the Teaching of Mark about the
Kingdom for Believers today? How does it compare with
the teaching of Mark for believers today in YOUR interpretation?
In Blount’s? In Abesamis’s? Who are the “believers”in each
case?
Reading: Review Myers, Saying
on this Mountain, 3-50; (also review Abesamis and Blount)
14) M-Oct. 2
Steps 2 and 3: Comparison of Your Reading of Mark 1:1–5:43 with Juel
(paying close attention to the interpretation of Mark 1:15; (3:24); 4:11,
26, 30 and the contexts of these verses). Which conception of the
Kingdom does Juel presuppose? How is it related to the conception
of the Kingdom presupposed in your interpretation? Can you
discern (or extrapolate) what is, for Juel, the most important teaching
of this text FOR BELIEVERS TODAY? (Which believers?) Is it
about the kingdom? (Be careful he might speak about the kingdom without
using this word! (For instance by using the phrase the “presence-of-God-come-too-near”)
If not, which other teaching is most important for Juel?
Reading: Juel, The Gospel
of Mark, 53-86 & 107-118.
Assignment: Class Report
# 1: (1 student) _________________________________________
Reporter: Prepare handout
on preceding questions. In addition address the question:
On which textual dimension is this interpretation grounded (see pp. 15-51)?
What is a rhetorical approach?
15) W-Oct. 4
Steps 2 and 3: Comparison of Your Reading of Mark 1:1–5:43
with Waetjen (paying close attention to the interpretation of Mark 1:15;
(3:24); 4:11, 26, 30 and the contexts of these verses).
Which conception of the
Kingdom does Waetjen presuppose? How is it related to the conception
of the Kingdom presupposed in your interpretation? Can you
discern (or extrapolate) what is, for Waetjen, the most important
teaching of this text FOR BELIEVERS TODAY? (Which believers?)
Is it about the kingdom? (Be careful he might speak about the kingdom without
using this word! (For instance by using the phrases such as “God’s rule”
or “reordering the world”or “new Israel” or even “community”)
If not, which other teaching is most important for Juel?
Reading: Waetjen, A Reordering
of Power, 63-123.
Assignment: Class Report
# 1: (1 student) _________________________________________
16) F-Oct. 6 NO CLASS: READING DAYS
17) M-Oct. 9 Comparison of
Your Reading with Matthew. Read the parallel passages about the kingdom
in Matthew 3:2; 4:17; 5:3; 5:10; 5:19-20; 6:10; 6:33; 7:21; 8:11-12; 10:7;
13:11, 19, 24, 31, 33, 38. How did Matthew interpret Mark’s teaching
about the kingdom for the believers of his time?
Reading: Petersen, pp. 938-950.
and Fuller, “Matthew” pp. 951-982 (relevant passages) in in
Harper's Bible Commentary (Divinity School Library, REFERENCE ROOM--
BS 491.2 .H37 1988)
ASSIGNMENT: PAPER # 1- Step 2 Report. Comparing the conceptions of the kingdom and of the role of this text as Scripture (hermeneutical frames) and the Textual Evidence (Analytical frames) presupposed in your interpretation with those presupposed by other interpretations of Mark 1:1–5:43. (See Topic TBA).
18) W-Oct. 11 Comparison
of Your Reading with Luke in Luke 1:33; 4:43; 6:20; 8:10; 10:9;, 11; 11:2;
11:17-20; 13:18, 20, 28, 29; 17:20-21; 18:16-29; Acts 1:3, 6; 8:12,
Reading: Craddock, “Luke,”
pp. 1010-1043 in Harper's Bible Commentary (Divinity School
Library, REFERENCE ROOM-- BS 491.2 .H37 1988)
19) F-Oct. 13
Step 3: What are the relative values of these interpretations? What
is the relative value of your own interpretation?
PART
II: THE TEACHINGS ABOUT DISCIPLESHIP OF MARK 6:1–12:44
20) M-Oct. 16 Listening to Mark 6:1-12:44
21) W- Oct. 18 Discussion
of Step 1A Reports
Assignment Step 1A # 2:
Using the form e-mailed to you, before class submit by e-mail your answer
to the question: “What is, according to you, the teaching of
Mark 6:1–12:44 about “being disciples of the crucified One” for specific
Christian believers today?” Bring to class a hard-copy of it.
22) F-Oct. 20 Discussion
of Step 1B Reports: How does your interpretation of Mark 6:1–12:44 compare
with that of Donahue? What would be for Donahue the teaching about
being disciples of the crucified One for believers today?
Reading: John Donahue,
“Mark,” in Harper's Bible Commentary (Divinity School Library, REFERENCE
ROOM-- BS 491.2 .H37 1988) pages 991–1001.
ASSIGNMENT DUE BEFORE CLASS:
Step 1B # 2 Using the form provided on Friday, come to
class with a comparative analysis of your interpretation of the teaching
of Mark 6:1–12:44 about “being disciples of the crucified One”
for specific Christian believers today with another interpretation.
23) M-Oct. 23 Step 2:
What is the conception of discipleship posited by Myers et al as they interpret
Mark 4:35–8:21? What does it mean to envision discipleship as a “journey
of solidarity”? How does this interpretation compare with your own?
Readings: Myers, Say
To This Mountain, 53-94
Assignment: Class Report
# 1: (1 student) _________________________________________
Reporter: Prepare handout
on preceding questions. In addition address the question:
On which textual dimension is this interpretation grounded?
24) W-Oct. 25 Step 2: What
is the conception of discipleship posited by Myers et al as they interpret
Mark 8:22–10:52? What does it mean to think that Jesus’ teaching
is a “catechism” for the disciples? Which view of the role of scripture
is posited? Is it consistent with the preceding view of discipleship
as journey of solidarity? How does this interpretation compare with
Waetjen’s? With your own?
Readings: Myers, Say
To This Mountain, 97-139
Waetjen, A Reordering of
Power, 123-179
Assignment: Class Report
# 1: (2 students) ___________________________________ and _________________________________________
Reporters: Prepare handout
on preceding questions. In addition address the question:
On which textual dimension is this interpretation grounded?
25) F-Oct. 27 Step
2: What is the conception of discipleship posited by Tolbert
as she interprets Mark 1:1-5:43? How does this interpretation compare
with your own?
Reading: Tolbert,
Sowing the Gospel: Mark's World in Literary-Historical Perspective,
127-175
See also, Tolbert, "Mark,"
in Women's Bible Commentary, pp. 263-274.
Assignment: Class Report
# 1: (1 student) _________________________________________
Reporter: Prepare handout
on preceding questions. In addition address the question:
On which textual dimension is this interpretation grounded (see Tolbert,
Sowing the Gospel, 90-126)?
26) M-Oct. 30 Step 2:
What is the conception of discipleship posited by Tolbert as she
interprets Mark 6:35-10:52? How does this interpretation compare with your
own?
Reading: Tolbert,
Sowing the Gospel: Mark's World in Literary-Historical Perspective,
176-230.
See also, Tolbert, "Mark,"
in Women's Bible Commentary, pp. 263-274.
Assignment: Class Report
# 1: (1 student) _________________________________________
Reporter: Prepare handout
on preceding questions.
27) W-Nov. 1.
Step 2: What is the conception of discipleship posited by Tolbert
as she interprets Mark 11:1–13:37? How does this interpretation compare
with your own?
Reading: Tolbert,
Sowing the Gospel: Mark's World in Literary-Historical Perspective,
231-270
See also, Tolbert, "Mark,"
in Women's Bible Commentary, pp. 263-274.
Assignment: Class Report
# 1: (1 student) _________________________________________
Reporter: Prepare handout
on preceding questions.
28) F-Nov. 3 Step 2: How does Anderson’s feminist approach compare with Tolbert’s (especially in the Women’s Bible Commentary)? Can you discrn or extrapolate what is for Anderson the teaching of Mark about discipleship?
Reading: Janice
Capel Anderson, “Feminist Criticism,” in Mark and Method, 103-133.
Assignment: Class Report
# 1: (1 student) _________________________________________
Reporter: Prepare handout
on preceding questions.
29) M-Nov. 6
Step 2: What does the text of Mark (especially,
the passages in Mark 8:27-11:33) say about discipleship and being disciples
of the crucified One, according to Blount?
Reading: Blount,
Go Preach,126-160
Assignment: Class Report
# 1: (1 student) _________________________________________
Reporter: Prepare handout
on the following question to be discussed in class.
30) W-Nov. 8
Step 3: What are the relative values of these interpretations? What
is the relative value of your own interpretation? Discussion of your
papers
PAPER: Topic TBA;
Step 2 and Step 3 on the different potential teachings about “being disciples
of the crucified One” and their relative values.
PART
III: THE TEACHINGS ABOUT THE SIGNIFICANCE OF THE RESURRECTION
FOR BELIEVERS TODAY OF MARK 14:1–16:8
31) F-Nov. 10 Listening to Mark 13:1–16:8
32)M-Nov. 13
Discussion of Step 1A # 3 Reports
Assignment Step 1A # 3:
Using the form e-mailed to you, before class submit by e-mail your answer
to the question: “What is, according to you, the teaching of
Mark 13:1–16:8 about the significance of the resurrection of the
crucified One” for specific Christian believers today?” Bring
to class a hard-copy of it.
33) W-Nov. 15
Discussion of Step 1B Reports: How does your interpretation of the teaching
of Mark 13:1–16:8 about the significance of the resurrection compare
with that of Donahue? What would be for Donahue the teaching about
the resurrection for believers today?
Reading: Donahue,
“Mark,” in Harper's Bible Commentary (Divinity School Library, REFERENCE
ROOM-- BS 491.2 .H37 1988) pages1001-1009
(No class F-Nov. 17 )
34) M-Nov. 27 Step
2: Comparison of Your Interpretation of the Teaching of Mark 13:1–16:8
about the Significance of the Resurrection With Perrin’s Interpretation
Reading: Perrin,
The Resurrection According to Matthew, Mark, and Luke, pp. IX-38.
Assignment: Class Report
# 1: (1 student) _________________________________________
Reporter: Prepare handout
on the following question to be discussed in class.
35) W-Nov. 29
Step 2: Comparison of Your Interpretation of the Teaching of Mark 13:1–16:8
about the Significance of the Resurrection With Those of Blount and Tolbert
Reading: Blount, Go Preach,
161-196.
and Tolbert, Sowing the
Gospel, 271-299.
Assignment: Class Report
# 1: (2 students) ___________________________________ and _________________________________________
Reporters: Prepare handout
on the following question to be discussed in class.
36) F-Dec. 1
Step 2: Comparison of Your Interpretation of the Teaching of Mark 13:1–16:8
about the Significance of the Resurrection With those of Waetjen and Myers
Reading : Waetjen, A Reordering
of Power, 196-251
Myers, Say to this Mountain,181-212
Assignment: Class Report
# 1: (2 students) ___________________________________ and _________________________________________
Reporters: Prepare handout
on the following question to be discussed in class.
37) M-Dec. 4 Step 2:
Comparison of Your Interpretation of the Teaching of Mark 13:1–16:8
about the Significance of the Resurrection With Abesamis and Juel
Reading : Abesamis, A
Third Look, 206-222
Juel, Mark, 139-192.
Assignment: Class Report
# 1: (2 students) ___________________________________ and _________________________________________
Reporters: Prepare handout
on the following question to be discussed in class.
38) W-Dec. 6
Step 2: Comparison of Your Reading with Matthew
Reading: Perrin, The
Resurrection, pp. 39-84
39) F-Dec. 8
Step 2: Comparison of Your Reading with Luke
Readings: Perrin,
The Resurrection, pp. 39-84
40) M-Dec. 11 Step 3: What are the relative values of these interpretations? What is the relative value of your own interpretation?
FINAL ASSIGNMENT: Step 2 and Step 3 paper on the different potential teachings of Mark 13:1–16:8 about the significance of the resurrection of the crucified One for specific Christian believers today and their relative values. Due Friday Dec. 15 by e-mail.