BNT 323: GOSPEL OF LUKE (3 CREDIT HOURS)
Cincinnati Christian University, Early Fall 2011
Jon Weatherly, Professor Email:
Office Phone: (513) 244–8121 Office: Presidents Hall, 2nd floor, NE wing, first office
Home Phone: (513) 681–7556
Mobile Phone: (513) 240–4903
Fax: (513) 244–8123
CCU MISSION
The mission of Cincinnati Christian University is to teach men and women to live by biblical principles and to equip and empower them with character, skills, insight, and vision to lead the church and to impact society for Christ.
CCU UNDERGRADUATE BIBLICAL STUDIES COMPETENCIES:
After completing the Biblical studies major, the student will be able to:
1. Exegete and apply biblical literature, employing basic interpretive principles.
2. Place biblical literature into historical, cultural, and theological contexts.
3. Conduct biblical research and present findings responsibly.
4. Articulate informed belief in the inspiration of the Scriptures.
5. Set forth a coherent theology thoroughly grounded in the teaching of the Bible.
COURSE DESCRIPTION
A survey of the background and distinct theological perspective of the Lukan corpus, followed by exegesis of selected texts. Prerequisites: BCS 100, BOT 150, BNT 150, BNT 220.
RATIONALE
Understanding of the canonical Gospels is central to any Christian understanding of Scripture. CCU offers advanced courses in individual Gospels to refine further the skills in the exegesis of the Gospels attained in BNT 220, Introduction to the Gospels.
OBJECTIVES
Students who complete this course successfully will be able to:
· Exegete thoroughly and coherently any pericope from the Gospel of Luke, using relevant data of history, culture, language, context and literary design [competencies 1, 2, 3]
· Articulate major themes of the Gospel of Luke [competencies 1, 2, 3, 4, 5]
· Connect themes of the Gospel of Luke to themes of the book of Acts [competencies 1, 2, 3, 4, 5]
· Explain the theological significance of individual pericopae and wider themes of the Gospel of Luke for present-day cultures [competencies 3, 4, 5]
SCHEDULE
Three-hour courses meet for 37.5 hours. One week intensives adhere to this standard, with some flexibility for the fact that testing normally is done outside of classroom hours. The following is an approximate schedule, subject to change as the class develops.
Monday, August 15: 10:00 a.m.–12:00 p.m.; 1:00–2:30, 2:45–4:15, 4:30–5:30 p.m.
Tuesday, August 16 to Thursday, August 18: 8:00–10:00 a.m.; 10:15 a.m.–12:00 p.m.; 1:00–2:30, 2:45–4:15, 4:30–5:30 p.m.
Friday, August 19: 8:00–10:00 a.m.; 10:15 a.m.–12:00 p.m., 1:00–3:00 p.m.
LEARNING EXPERIENCES, ASSIGNMENTS AND GRADING FORMULA
- Class sessions will be devoted to lectures and question-and-answer discussion of introductory issues the text of Luke. Active participation in discussion will be a vital component to the success of the course; students should come to class ready to engage meaningfully in discussion.
- To prepare for discussion students must read carefully the entire Gospel of Luke between May 15 and August 14, 2011. A signed statement reporting this reading will be required on August 15 at 10 a.m. This assignment is worth 10% of the final grade.
- To prepare for robust discussion of a key topic, students must submit a two-page, double-spaced essay describing (a) how Luke-Acts presents the theme of “all nations” coming under subjection to God’s kingdom; (b) briefly describing some of the important issues or problems that must be overcome for the church today to put that mandate into practice. Essays must be submitted at the beginning of class on August 17, 2011. This assignment is worth 5% of the final grade.
- By September 2, 2011, students must read the entirety of Stein, Luke (see “Required Texts,” below) and submit a review essay of 750–1250 words (computer generated either in hard copy or submitted electronically via Moodle) that discusses the following:
(a) The author’s primary methods of exegesis (How does Stein find the meaning of Luke’s Gospel? Does he rely on historical information, comparison with other gospels, literary-critical methods like plot and characterization, linguistic issues, historical-critical judgments, etc.?), evaluating the strengths and weaknesses of his method (are certain factors given too much attention or too little? are theological or ideological biases evident?).
(b) Significant, unusual or striking conclusions that the book draws (e.g., conclusions different from those widely held, different from your own conclusions, or different from conclusions drawn in class: note matters that would make the book worth reading for the typical reader). Indicate not simply what the unusual conclusions are but how the author arrives at the unusual conclusions, evaluating his method as above. Remember that it is not sufficient simply to say that the conclusions agree or disagree with the professor’s or someone else’s; rather, you must explain how it is that Stein comes to different conclusions and evaluate his method.
(c) The book’s contribution to the student’s understanding of Luke’s Gospel. As a more or less typical reader, what did you learn by reading this book?
(d) The exact pages of the book that the student actually read.
This assignment is worth 10% of the final grade.
- By September 9, 2011, students will select and read a popular-level exposition of material from Luke’s Gospel (sermons, lessons or Bible studies, or a popular-level book, not a college textbook or commentary), and write and submit a critique of the exegesis of the text as carried out in that exposition. The material selected should include at least five sermons, lessons or studies or fifty pages of printed material devoted to material in Luke. It must be published (not printed or posted for distribution in a single church or similar setting), be commercially released (distributed for sale, not for free [note this especially with web sites]), be in written form (whether printed on paper or in alphabetic digital format: no materials that are primarily video or audio), and by a single author or a team of collaborators (not several contributors to a collection of sermons or studies, for example, but something with a singular point of view), presented in full text (not just outlines for sermons, for example) and composed in the last 20 years (students are encouraged but not required to get the professor’s approval of their selection before they begin reading and critiquing). Note that you’ll need to spend some time “shopping” for this material—and learning how to shop for such material. That’s part of the purpose of the assignment. Critiques should be 750–1250 words (preferably computer generated either in hard copy or via email attachment, though neat, legible handwriting is acceptable) and computer-printed. They may comment briefly on the effectiveness with which the material communicates with its intended audience, but the focus should be on the way the author approaches the interpretation of Luke’s Gospel, analyzing and evaluating that approach. This assignment is worth 10% of the final grade.
- By September 23, 2011, students will submit a research paper of 8–12 pages, 10–12 point proportionally-spaced font, double spaced, following MLA style (please do not attempt footnotes unless you are sure you understand exactly how to format them according to the Chicago Manual of Style). The paper may be either (a) an exegesis of a specific pericope of the Gospel of Luke; (b) an analysis of a specific theme in the Gospel of Luke. All papers should discuss relevant historical, cultural, contextual and linguistic features of the text that lead to the paper’s conclusions about the text’s meaning. Exegetical papers will focus closely on how various factors at work in the pericope combine to convey meaning. Thematic papers will discuss more broadly how various pericopae contribute to an idea presented throughout the Gospel of Luke. All papers should discuss the significance of the passage or theme for the original audience of the Gospel of Luke and its significance for Christians today. Works cited should include at least eight books or articles originally published within the last 30 years and representing informed scholarship (a recommended bibliography for research is included in this course plan). This assignment is worth 25% of the final grade.
- The final exam will be administered via the course web site and will have two parts. Part 1 will consist of true/false and multiple choice questions with a time limit of 15 minutes. This part should be taken without reference to a Bible, other books or notes (the time limit will make referring to such materials very difficult). Part 2 will consist of three essay questions with a two-hour time limit. Students may refer to a Bible for this part of the exam only. To assist in preparation for the exam, a review list and a true/false-and-multiple-choice practice test will be available on the course web site. The two parts of the exam will be posted on September 23 and must be completed by October 1 at 11:59 p.m. EDT. This assignment is worth 40% of the final grade.
POLICIES ON ATTENDANCE AND SUBMISSION OF ASSIGNMENTS
The intensive schedule of the class puts a high premium on regular attendance and alertness. Students who expect to miss more than three hours of the class because of other appointments should not register for the course. If unforeseen circumstances beyond the student’s control prevent a student from attending six hours or more of the class, the student should consult with the professor, who may advise that the student drop the course and register later for another course that fulfills the same requirement. Students who do not voluntarily drop the class under such circumstances will receive a grade of FW. Students who sleep in class will be considered absent for the time that they sleep. Therefore, students who expect to work evenings or nights or stay up late during this week should not register for the course.
Assignments are due on the dates indicated above. Late work will not be accepted unless the student was prevented by illness or family emergency from completing the assignment and makes arrangements with the professor for an extension.
REQUIRED TEXT
Stein, Robert H. Luke. New American Commentary 24. Nashville: Broadman, 1992.
RECOMMENDED, ANNOTATED BIBLIOGRAPHY FOR RESEARCH
Bock, Darrell L. Luke. Baker Exegetical Commentary; 2 vols. Grand Rapids: Baker, 1994. Highly thorough and conservative discussion of the Greek text.
Fitzmyer, Joseph A. The Gospel According to Luke. Anchor Bible 28; 2 vols. Garden City, NY: Doubleday, 1981, 1985. A scholarly standard.
Green, Joel. The Gospel of Luke. New International Commentary on the New Testament. Grand Rapids: Eerdmans, 1997. Thorough discussion of Luke as a continuous narrative.
Marshall, I. Howard. The Gospel of Luke. New International Greek Testament Commentary. Exeter: Paternoster, 1978. Conservative interaction with critical views on the Greek text.
Morris, Leon. The Gospel According to St. Luke. Tyndale New Testament Commentary. Grand Rapids: Eerdmans, 1974. Concise and readable.
Nolland, John. Luke. Word Biblical Commentary 35; 3 vols. Dallas: Word, 1989-93. Thorough and insightful on the Greek text.
Plummer, Alfred. A Critical and Exegetical Commentary on the Gospel According to S. Luke. International Critical Commentary. Edinburgh: Clark, 1896. Classic commentary on the Greek text.