Syllabus
GB 5303 01 The Gospels
Fall, 2016 Cohort M.Div.
John O. York, Instructor
Course Description:
“Based on the English text, attention is given to backgrounds, critical issues, and original language insights. Critical issues of the individual book are reviewed in relation to the wider issues of the surrounding biblical material. Characteristic of each course is a careful reading of the specific book, a study of the general contents, and integrating the material into the life and practices of ministry.
Teaching Purposes
1. To develop knowledge of the literary relationship among the Synoptic Gospels, and the various theories that attempt to explain that relationship.
2. To develop knowledge of the introductory issues and major themes in Matthew, Mark, Luke, and John respectively.
3. To develop critical awareness and theological perspective regarding the social and historical circumstances of the four Gospels for the sake of hermeneutical applications in contemporary settings.
4. To develop the student’s capacity to work exegetically and theologically in the four accounts in order to make contemporary application of the material in teaching and preaching.
Learning Objectives
Students Completing this course will:
Learning Objectives / How Delivered / How Assessed / GoalsArticulate the contents of the four gospels. / Read the biblical text / Summaries, outlines, journal entries / Successful identification in written projects.
Explain the various theories of interrelationship among the Synoptic Gospels, and the distinctiveness of John’s account. / Lecture, readings, media. / Journal entries, summaries, class discussion. / Successful identification in papers, journal entries.
Demonstrate knowledge of critical introductory questions regarding Matthew, Mark, Luke-Acts, John. / Lecture, readings, media, online materials. / Course discussion, outlines, summaries, written reviews, journal entries / Successful identification in summaries, written project.
Articulate the general theological interests of each Gospel. / Lecture, readings, media, online materials. / Summaries, journal entries. / Successful identification in summaries, written project.
The student will develop competencies in exegetical and theological inquiry in the four gospels. / Lecture, readings, media, online materials. / Summaries, journal entries, sermon materials. / Successful identification in written project, sermon.
Apply Biblical text appropriately when dealing with such issues as sexism, racism, and classism / Lecture, readings, media, / Journal entries, Summaries, written reviews / Able to guide church through careful study of current issues in a way that is faithful to the Bible and relevant to one’s culture
Required Texts:
1. Kurt Aland. Synopsis of the Four Gospels. United Bible Societies, 2010. ISBN
9781585169429
2. Warren Carter. The Roman Empire and the New Testament: An Essential
Guide. Abingdon Press, 2006. ISBN 9780687343942 (143 pp.)
3. Joel B. Green, Jeannine K Brown and Nicholas Perrin, eds. Dictionary of
Jesus and the Gospels. 2nd edition. IVP Academic, 2013. ISBN 9780830824564
4. Richard B. Hays, Reading Backward: Figural Christology and the Fourfold
Gospel Witness. Baylor University Press, 2014 ISBN 9781481302326 (145 pp.)
5. Mark Alan Powell. Introducing the New Testament: A Historical, Literary, and
Theological Survey. Baker Academic, 2009. ISBN
9780801028687 (180 pp.)
Course Requirements:
This is a hybrid course, with online and in class assignments. The course schedule for weekly online assignments prior to the one-week residency is listed below. The residency is scheduled for October 7-12.
Online portion: August 22-October 5; October 16-November 12.
1. Detailed outlines of the content of the four gospels.
2. 1000 word summaries of the content and theology and distinctive features of each gospel.
3. 2 book reviews (each 750 words – 500 word content summary; 250 word “so what” for teaching/preaching the gospels. Books reviewed are Carter and Hays.
4. 1 sermon/class on selected text from Mark or John. Turn in exegetical notes, focus and function statements, sermon mss.
5. During the online portion, weekly journal posts.
6. Content Quiz on four gospels during intensive week.
Grading:
Your final grade will be based on an average of the following:
Although a curve may be applied, you will get no lower than the following grade for the percentages indicated.
A = 92-100% B = 83-91% C = 74-82% F = 0-73%
Online Resources:
Mark Lanier, Biblical Literacy Classes: http://lessons.biblical-literacy.org/lessons/new-testament-biblical-literacy/?limit=20
N.T. Wright, How God Became King Video: https://www.youtube.com/watch?v=iu1w-pv3lsg
______. What is the Gospel: https://www.youtube.com/watch?v=ICHovRHJAYY
______. Who Was Jesus: https://www.youtube.com/watch?v=8WVysqUd4Gg
www.ntwrightpage.com
Academic Integrity Policy:
This is a course designed to integrate one’s experience of the Gospel of Jesus Christ in such a way that, by word and deed, the gospel is proclaimed to others. For that reason, academic integrity and excellence in effort is expected of every student. As your instructor, I will deal with each student fairly and honestly. As students, you are expected to do your own work on tests and oral presentations unless I indicate that collaboration is allowed on a specific assignment. Penalties for integrity violations will range from failure on the assignment involved to failure in the course. As your instructor, I reserve the right to report violations to members of the administration. For clarification, refer to the university’s Code of Conduct (http://campuslife.lipscomb.edu/content.asp?SID=41&CID=306) and the Academic Integrity Policy (http://academics.lipscomb.edu/content.asp?CID=5329&SID=12).
Course Communication:
Students are welcome to catch me before or after class, call or come by my office, or email me. It is my intent to respond to communications from you (email or phone calls) within 24 hours and hopefully sooner. If I need to contact you, I will likely email you through your Lipscomb email account.
Lipscomb has established your student email account as the “official” means of communication. Students are asked to check their Lipscomb email regularly. Your Lipscomb email may be forwarded to another account, and instructions to do so are found on the university website. The university is not responsible for information you miss if an email has been sent to your Lipscomb account.
Timeliness of my evaluations of your assignment submissions is typically governed by assignment length and complexity. My goal is to be as expeditious as possible in providing feedback on your work. Typically assignment feedback is provided within one week of your assignment being due. With your journal entries, I will respond by the following Tuesday after the assignment is due.
Technology Help:
Blackboard Help—Blackboard help is provided once you log into Blackboard by clicking on the Help link in the main course menu on the left.
Technical Support— Contact the Information Technology Help Desk if you experience issues with the myLipscomb portal or Blackboard, need help to reset your network password or get connected to Lipscomb’s network, or need help with common network, email or other software issues. The Help Desk is available for walk in visits during Beaman Library business hours. The IT Help Desk is located on the 2nd floor of Beaman Library. Our student workers are there to help you with computer software issues (e.g., Mac & Windows operating systems, remove viruses, spyware, and malware). Students can create a Help Ticket online at http://helpdesk.lipscomb.edu. When providing information about the issue you are encountering, please provide as much information about the system you are on and if possible provide a screenshot of the browser window.
Online Library Resources—Students can access the online library resources at http://library.lipscomb.edu/search~S1.
Netiquette Guidelines—Your instructor and fellow students wish to foster a safe online learning environment. All opinions and experiences, no matter how different or controversial they may be perceived, must be respected in the tolerant spirit of academic discourse. You are encouraged to comment, question, or critique an idea but you are not to attack an individual.
Our differences will add richness to this learning experience. Please consider that sarcasm and humor can be misconstrued in online interactions and generate unintended disruptions. Working as a community of learners, we can build a polite and respectful course ambience. Remember that it is easy to misinterpret written communication. Sometimes you may inadvertently seem impolite or feel that someone else was doing the same - talk it out instead of assuming the person meant to be rude.
Other Student Resources:
Academic Success Center—The Academic Success Center (ASC) provides students with one place to go to for academic questions and services. The ASC staff help students with academic advising questions, tutoring needs, test-taking strategies, academic enrichment activities, and financial aid questions and provides space for student collaboration activities. The ASC is a great starting point for students with any academic-related question. Even if an issue is ultimately passed on to another operational area on campus to address, the ASC staff will stay in contact with the student to make sure his/her situation is resolved. Throughout the semester, the Academic Success Center (ASC) provides hands on training sessions for Microsoft Office products. Students needing additional help are encouraged to contact the ASC for a calendar of training sessions offered. The ASC is located in Beaman 141 (accessible from the back side of the library).
Disability Accommodations
If you are a student with a disability: In compliance with Lipscomb University policy and equal access laws, I am available to discuss appropriate academic accommodations that you may require. Requests for academic accommodations need to be made during the first two weeks of the semester to allow for appropriate arrangements. You must be registered with the ACCESS Ability Program, located in the Academic Success Center, for disability verification and determination of reasonable academic accommodations. Please contact Kaitlin Shetler, ACCESS Program director at 615.966.6301 for any further questions.
For more student resources go to: http://www.lipscomb.edu/studentlife/student-services
Dropping the Course:
There is a 100% refund if the student drops the course before August 22 and a 50% refund if the student drops the course before August 28. The last date to drop the course without a term grade being assigned is October 28. A drop/add form (available in the Registrar’s office) must be signed by the teacher and processed in the Registrar’s office before the drop is official.
Course Outline:
August 22-28
Read each of the gospels, preferably on four separate occasions early in the week, reading each account in one sitting. Read them in canonical order. For your journal entry at the end of the week, write a 500 word reflection on your experience of the similarities and differences – without reference to commentators or previous assumptions. Journal entry is due at noon on Saturday.
August 29-September 3
Read Powell, 15-45, 63-101; Hays, ix-xxii; Carter, ix-xi. Write a 150 word journal entry reflection on the readings. Due at noon on September 3. Note: While no specific reading assignments from Carter and Hays are given from this point forward, the student is encouraged to read each of the books alongside the assigned readings rather than waiting to read only for the sake of the reviews required at the end of the semester.
Schedule Skype, Facetime, or office visit with York for week of September 5-10.
September 5-10
Read Matthew 1-13 again; Powell 103-122; DJG articles on Birth of Jesus, Herodian Dynasty, Ethics of Jesus. Write a 150 word journal entry that connects at least two topics of interest in the readings to particular texts in Matthew 1-13. Journal entry is due at noon on September 10.
Meet with York during the week via visit, Skype, Facetime.
September 12-17
Read Matthew 14-28 again; DJG articles: Disciples, Scribes, Pharisees, Sadducees, Kingdom of God/Heaven. Write a 150 word journal entry that connects at least two topics of interest in the readings to particular texts in Matthew 14-28.
September 19-24
Read Mark 1-8 again; Powell, 122-145; DJG articles: Clean/Unclean, Parables, Sabbath. Write a 150 word journal entry that connects at least two topics of interest in the readings to particular texts in Mark 1-8. Journal entry due at noon on September 24.
September 26-October 1
Read Mark 9-16 again; DJG articles: Devil/Demon, Son of God/Son of Man, Apocalypticism. Write a 150 word journal entry that connects at least two topics of interest in the readings to particular texts in Mark 9-16. Journal entry due at noon on October 1.
October 3-8
Read Luke 1-12 again; Powell 147-67; DJG articles: Prayer, Women, Samaritans, Table Fellowship. Write a 150 word journal entry that connects at least two topics of interest in the readings to particular texts in Luke 1-12. Journal entry due at noon on October 8.
October 10-14
Residency Week. Outlines of four gospels due at beginning of Residency. Content quiz (Objective Test) over the Four Gospels to be taken at beginning of York’s assigned class time. No reading requirements for week; Class discussion will center on the relationships among the gospels and the nature of “gospel” in the Gospels.
October 17-22
Read Luke 13-24 again; DJG articles: Death of Jesus, Rich and Poor, Heaven/Hell. Write a 150 word journal entry that connects at least two topics of interest in the readings to particular texts in Luke 12-24. Journal entry due at noon on October 22.
October 24-29
Read John 1-12 again; Powell 169-89; DJG articles: Abiding, I AM Statements. Write a 150 word journal entry that connects at least two topics of interest in the readings to particular texts in John 1-12. Journal entry due at noon on October 29.
Schedule Skype, Facetime, or office visit with York for week of October 31-November 5.
October 31-November 5
Read John 13-21 again; DJG articles: Christology, Holy Spirit. Write a 150 word journal entry that connects at least two topics of interest in the readings to particular texts in John 13-21. Journal entry due at noon on November 5.
Meet with York via Skype, Facetime, or office visit.
November 7-12
Summaries of each of the four Gospels due at Midnight on November 12.
Read DGB articles: Quest for Historical Jesus, Gospels: History of Interpretation, Synoptic Problem. Write 150 word journal entry that connects at least two topics of interest in the readings with your experience of studying the four gospels during the semester. Due at noon on November 12.
Book Review of Hays due at noon on Saturday, November 16.
Book Review of Carter due at noon on Tuesday, November 29.
Sermon or Class Manuscript, including exegetical and theological notes (with sources cited), focus and function statements. NOTE: Notes should demonstrate engagement with the chosen text, AND with at least one module of study in Lavender’s Class and one module of study in Camp’s class. The sermon/class may explicitly or implicitly include that integration. Due at Midnight on December 7.