Taylor Seminary Course Location: Vanguard College 12140 103 St., Edmonton AB T5G 2J9 - i - www.vanguardcollege.com

NT 520 The Biblical Theology of Luke-Acts 3 Credit Hours | Winter 2015

Rm. 212, Vanguard College | Thursdays, 1:25-4:05 p.m.

Professor: Rev. Jonathan Kienzler (B.Th., M.Div., M.Th., Ph.D.) Wk. 780-452-0808

Email: jonathan.kienzler@vanguardcollege.com

Blog: www.dailyreadingtheword.com Contact by email is preferred except in an emergency

COURSE DESCRIPTION

This course is a biblical exposition of the pneumatology in Lukan literature. It evaluates the relevant Lukan data narratively, grammatically and contextually. It will look at the different perspectives and ways of approaching Luke-Acts, paying close attention to the significant themes of salvation, empowerment for mission, and judgment. Modern interpreters of Lukan

pneumatology will be critically evaluated. The OT background, Luke’s particular use of the Septuagint (LXX), will also be appreciated at each step. A major concern of the course will be the relevancy of Luke’s message for us today.

COURSE OBJECTIVES

Cognitive (knowledge)

This course is primarily designed to introduce students to the major themes of Lukan

pneumatology. By the conclusion of this course each student should know:

1. The Spirit as a character within the narrative framework of Luke-Acts; 2. The Septuagint as the primary background for Luke’s presentation of the Spirit; 3. The Spirit’s role in the presentation of the Messiah within Luke-Acts;

4. The Spirit’s interaction with people, specifically in relation to Jesus’ disciples, Israel, and the Gentiles;

5. The purpose of the manifestations associated with the Spirit.

Conative (skills)

This course is designed to facilitate the development of hermeneutical skills in reading and interpreting Luke-Acts. By the end of this course each student should be able to:

1. Interpret passages regarding the Spirit, taking into account the wider literary context;

2. Critically approach scholarly works about the Spirit; 3. Interact with other perspectives regardless of agreement; 4. Express their understanding of Lukan pneumatology in relation to other perspectives;

5. Demonstrate the relevancy of Luke’s pneumatology for believers today.

Affective (Volitional) Each student shall be encouraged to personally interact with the text of Luke-Acts in such a manner that he/she:

1. Understands the relevancy of the Spirit in Luke-Acts to his/her life; 2. Desires a closer relationship with the Spirit; 3. Is confident about the Spirit’s ongoing work in his/her life; 4. Develops a greater commitment to the Spirit;

5. Seeks the will and purposes of the Spirit in his/her life.

Taylor Seminary Course Location: Vanguard College 12140 103 St., Edmonton AB T5G 2J9 - ii - www.vanguardcollege.com

COURSE TEXT

1. Study Guide – Contains all the notes and outlines the student will need for the course

(included in course fees; given out on first day of class). 2. Kienzler, Jonathan (2014). Fiery Holy Spirit: the Spirit’s relationship with judgment in Luke-

Acts. Journal of Pentecostal Theology Supplement Series. Blandford Forum, Dorset, UK: Deo Publishing.

3. Bible: NASB, ESV, NIV, RSV, NRSV, or NKJV – Do not use “The Message,” “The New Living Translation,” or “the Contemporary English Version” in this class. They are not serious Study Bibles.

RECOMMENDED TEXT

1. Menzies, R. P. (2013). Pentecost: This story is our story. Springfield, MO: Gospel Publishing

House. 2. Stronstad, R. (2012). The charismatic theology of St. Luke: Trajectories from the Old

Testament to Luke-Acts. Grand Rapids, MI: Baker Academic.

3. Turner, M. (1996). Power from on high: The Spirit in Israel's restoration and witness in Luke-

Acts. Sheffield: Sheffield Academic Press.

4. Logos Bronze Library or greater. Most students will buy through the college. See https://www.logos.com/upgrade. (Don’t buy except with academic pricing.)

ATTENDANCE POLICY

*See Appendix I *For each unexcused late 1% will be deducted from the final grade.

*Any attendance or late marks will be deducted once the final grade has been submitted to the Registrar. ASSIGNMENT POLICY

a. Assignments are due on the due date in the syllabus. b. Any extensions must be formally requested in writing to the professor and are at the

discretion of the professor. (email is acceptable) c. Unless otherwise noted, any assignment handed in late will be deducted 10% in week 1 and

20% in week 2. After this point, the assignment will be graded out of 60% d. One week will be considered to be 7 days from the original due date and due time.

*The date on which assignments are delivered must be clearly marked on them.

REQUEST FOR EXTENSION POLICY (See appendix V)

Extensions must be requested in writing prior to the due date (email is preferred). The reason given must be deemed to be extenuating, i.e., Events beyond your control that make it especially difficult to

complete your work on time. Poor planning and or study habits will not be considered adequate reasons. Students must attach approved extension requests by email to their papers. Concerned students should speak to the professor. ACADEMIC INTEGRITY STATEMENT

Honesty and integrity are essential to the academic and college community. It is wrong to attempt to deceive others to believe that you have completed something that you have not. Students are required to be aware of the following:

1. Plagiarism and cheating are serious academic offences subject to penalty. a. Plagiarism or cheating will result in either 40% on the assignment, 0% on the

assignment, or 0% on the assignment and automatic failure of the course.

Taylor Seminary Course Location: Vanguard College 12140 103 St., Edmonton AB T5G 2J9 - iii - www.vanguardcollege.com

b. Additional details concerning plagiarism and cheating may be found in the Student Handbook.

2. Submission of a Reading Log indicates that you have indeed read all of the required reading. COURSE MARK BREAKDOWN

1. Textbook Reading (9X) 26% 2. Article Notes (4X) 13% 3. Student Choice 36%

a. Group Project i. Major Paper (Mar 19) (15%)

ii. Presentation (Apr. 9) (10%) iii. Reading Log of Research (Mar 19) (6%) iv. Description of Group Dynamics (Apr 16) (5%)

b. Exegetical Paper (Mar. 19) i. Major Paper (30%) ii. Reading Log of Research (6%)

4. Critique of (other) Presentations (Apr 16) 5%

5. Take Home Final (Due: Apr 20) 20%

COURSE REQUIREMENTS

1. Textbook Readings and Discussion: On the following dates, we will discuss seven chapters from the textbook, Fiery Holy Spirit. Note the pages read (including footnotes), and

write questions/comments (type-written) on each chapter prior to discussion. In addition, each student must answer the key question(s) of each chapter. Notes must be emailed to professor before each class (3% each unless noted); any late assignments will receive a maximum grade of 60%.

a. Jan. 22 – Chapter 1: Introduction. What is presented as the centre of Luke’s work?

b. Feb. 5 – Chapter 2: The Judgment of the Messiah’s Baptism with the Spirit and Fire (Luke 3:16–17). How is the baptism with the Spirit and fire defined?

c. Mar. 5 - Chapter 3: The Blasphemy Against the Spirit (Luke 12:10). What is the blasphemy against the Spirit?

d. Mar. 12 - Chapter 4: Ananias and Sapphira: Swift and Final Judgment by the Holy Spirit (Acts 5:1–11). Why are Ananias and Sapphira killed?

e. Mar. 26 - Chapter 5: Resisting the Spirit: The Trial of Stephen (Acts 6:3–8:3). What is resisting the Spirit?

f. Apr. 2 - Chapter 6: The Samaritans Receive the Spirit and Simon Desires to Control

the Spirit (Acts 8:5–24). What is Simon’s sin? g. April 9 – Chapters 7-8. What is God’s judgment upon Bar-Jesus? How are the Roman

Jews divided? No class discussion but your thoughts on the chapters should be completed. (5%)

h. Apr. 16 – Chapter 9: Conclusion. What are the five implications for Pentecostal

theology? Do you agree?

2. Article Notes (13%): On the following dates, we will discuss four article/book sections.

Write notes (type-written) on each work prior to discussion (ready for 1:25 p.m.). Notes must be emailed to professor before each class. Provide an outline of content along with brief interaction. Also answer the questions: Do you agree/disagree with the author’s conclusions? Why? Provide at least one question/point of debate that arises because of the article. Be prepared to share your thoughts each class. Assignments are to be ready for discussion in

class; therefore, any late assignments will receive a maximum grade of 60%. (~2 pages) See Appendix VI for sample.

a. Jan. 15 - Fee, G. D. (1991). Baptism in the Holy Spirit: The issue of separability and subsequence. In Gospel and Spirit: Issues in New Testament hermeneutics (pp. 105-119). Peabody, MA: Hendrickson. (3%)

b. Jan. 29 - Noel, B. T. (2004). Gordon Fee and the Challenge to Pentecostal Hermeneutics: Thirty Years Later. Pneuma 26, 60-80. (4%)

Taylor Seminary Course Location: Vanguard College 12140 103 St., Edmonton AB T5G 2J9 - iv - www.vanguardcollege.com

c. Feb. 26 - Turner, M. (2003). The Work of the Holy Spirit in Luke-Acts. Word & World 23, 146-153. (3%)

d. Mar. 19 - Keener, C. (2007). Why does Luke use tongues as the sign of the Spirit’s empowerment? JPT 15, 177-184. (3%)

3. Student Choice

Students must choose from the following topics: Lk. 2:25-27 - The Spirit and Simeon. Ideas: Spirit upon Simeon; Revealed by the Spirit;

Came in the Spirit. (Central concerns: the Spirit's role in revelation/guidance.) Lk. 10:21 - Jesus rejoiced in the Spirit (Central concerns: What is the relationship

between the Spirit and joy in Luke-Acts? What does Jesus rejoice over? What is the revelation Jesus gives [by the Spirit]? How is this revelation important to Luke-Acts?)

Lk. 11:13 – The Father gives the Spirit to those who ask (Central concerns: When is Jesus talking about? What is the Spirit ‘for’, especially in light of the context (Lk. 11:1-13)? How often are disciples to ask?)

Acts 5:32 - God gives the Spirit, Spirit is a witness (Central concerns: How is the Spirit a

gift? How is the Spirit a witness?) Acts 10:44-48 - The Spirit falls upon the Gentiles (Central concerns: What's so important

about the Gentiles? What does the Spirit do for the Gentiles? What does the experience tell Peter/the church?)

Acts 16:6-10 – The Spirit’s guidance. (Central concerns: Explain the expression, “Spirit of Jesus”. How does the Spirit guide? What does this say about missionary work?

Acts 19:1-7 – Disciples of John receive the Spirit (Central concerns: What kind of disciples

are they? Are they Christians before they are baptized? What’s the connection between water baptism and Spirit-baptism? Why these 12?)

Acts 21:1-14 - The Spirit, Suffering, and God's will (Central concerns: What is the Spirit's

role? What role does prophetic speech have in the church? in guiding personal decisions?)

a. Exegetical Paper and Presentation: In groups of 4-5 (groups to be determined),

prepare an exegetical paper (3500-4000 words (15%) and presentation of 20-25 minutes (10%) on one of the passages listed above (including class discussion), focusing

on the role/ministry/action/character of the Spirit. i. Each passage can only be used by one group. Therefore it will be a first-come first-

serve basis (first to email: Jan. 16 @ 2 p.m.). Please include top three choices. ii. Presentations will take place on Apr. 9. Order will be based on text chosen. iii. Your paper must have at least five major sections (not necessarily in this order):

OT background related to passage Narrative background (How does the previous passages in Luke-Acts [from its

beginning] prepare for the present context?) Exegesis of passage (e.g., word studies, exploring character, setting, conflict

and explanation of passage) Continued development (How does the rest of Luke-Acts develop the meaning of

the passage; parallels). You can also refer to further NT development. Application for us today

iv. A handout and powerpoint are expected.

v. Each student is expected to do a significant part of the research. A reading log by

each student is to be kept. It should contain at least 150 pages of reading in

commentaries, articles, and books related to the group's topic, aside from assigned

textbook/articles (6%). This must be completed individually and submitted

with the major paper (Mar 19).

vi. Your final bibliography should contain at least 15 sources.

vii. Each student is to hand in a one page response/evaluation of the project, group

dynamic, and total experience (5%). This is to be submitted one class after the

presentation (Apr. 16), because it takes all elements of project into account. Explain

what you would do differently in a group project next time. A breakdown of who did

what, and how many hours each contributed must be included. E.g.,

Taylor Seminary Course Location: Vanguard College 12140 103 St., Edmonton AB T5G 2J9 - v - www.vanguardcollege.com

Student Section/role % Hours spent

Suzy Q Narrative background, application, overall editor

40 35

Joe Smith Exegesis of passage, presenter, research coordinator

30 30

Mary Brown OT background, Continued development, overall leader

30 30

viii. Students will have two class segments to work on their presentations: the first to

divide into groups and get started and a second to move towards completion.

Students will be expected to meet as needed outside of class. The professor is available to meet with groups as well.

ix. Full grade will be determined based on paper submitted, presentation, and individual contribution (the same mark is not necessarily given to each one in the group). See

Appendix IV for Major Paper Marking Guide and Appendix V for Evaluation of Project Presentation.

Due: See dates outlined above

b. Exegetical Paper: Students may choose to write an individual exegetical paper (30%). Same criteria as above (a) applies, but all must be done by the individual. A reading log by each student is to be kept. It should contain at least 150 pages of reading in

commentaries, articles, and books related to the group's topic, aside from assigned textbook/articles (6%). See Appendix IV for Major Paper Marking Guide

Due: Mar. 19

4. Critique of Presentations (5%): Students must conduct a critique of the presentations on Apr. 9. Major areas to be assessed are

content (depth)

clarity

creativity

application

engagement

handout/powerpoint Please assign a mark out of 10 and a comment in each area.

Due: Apr. 16

5. Take-Home Final Exam (20%): The final exam for this course will be given to the students

on Apr. 16. The student will be asked what percentage of Luke-Acts they have read (worth

10% of exam). Due: Apr. 20

* Electronic submissions are expected but only in a Microsoft Office Word Format.

GRADING SYSTEM

*See Appendix II * Also See Appendix IV for Major Paper Marking Guide and Appendix V for Evaluation of Project Presentation.

COURSE BIBLIOGRAPHY

*See Appendix III

Taylor Seminary Course Location: Vanguard College 12140 103 St., Edmonton AB T5G 2J9 - vi - www.vanguardcollege.com

APPENDIX I NOTE: This is a cross-listed course for Taylor/Vanguard. The following attendance policy

does not apply to Taylor students who are taking this course for graduate credit. It applies

only to undergraduate students of Vanguard College. Please refer to the Taylor Seminary

catalogue for current policies for Taylor students.

ATTENDANCE POLICY

Regular Courses

At Vanguard College, regular class attendance/participation is vital for student learning and progress. Attendance will be taken at all classes.

Students are allowed up to the following amount of absences for any reason without attendance

penalty: 50 minute class: 2 classes 75 minute class: 1 class Block Class: 2/3 of a class

This is intended to cover emergencies (e.g., flat tire, terrible cold, nasty flu, bad weather, etc.). They do not need to call the office or the instructor to explain the reason for the absence.

Students may also obtain an excused absence in the case of bereavement, family emergency, or illness (with a doctor’s note provided).

Students who need an excused absence for ministry may obtain one (up to a maximum of 2 per semester) providing that their program director, or ministry supervisor through their program director, communicates with the professor in writing in advance.

Practicum absences extend for the entire year; therefore the student has one unexcused absence

per semester, and one ministry absence per semester. All other absences will be considered unexcused. Any exceptions must be presented in writing to

the Academic Affairs Committee through the Academic Administrator’s Office. Unexcused student absences, relating to class attendance, exceeding six class hours will mean that

the student automatically fails the course. The two allowable absences count towards these six class hours. (The unexcused student absences for Practicum courses are three per semester and a student exceeding six class hours for the entire year will automatically fail the course).

Students with more than six unexcused absences (ie. Six hours) of a course scheduled on Monday, Wednesday, and Friday will fail the course. (2% per unexcused absence will be deducted)

Students with more than four unexcused absences (ie. Six hours) of a course scheduled on Tuesday and Thursday, will fail the course. (3% per unexcused absence will be deducted).

Excused student absences, relating to class attendance, exceeding six class hours will initiate an

automatic review will be done by the Program Director, Chief Academic Officer, Registrar, and the Professor.

At such time, options of filing an Incomplete/Volunteer Withdraw will be reviewed If the student wishes to continue in the course, he/she will be required to complete

additional work to compensate for class hours missed A student’s absences will be reviewed each week for the remainder of the semester.

For each unexcused late, 1% may be deducted from the final grade at the discretion of the professor.

Attendance deductions will be taken off the final grade. Note that professors may implement a stricter policy for their courses; however, they must/will not

apply a more lenient policy.

Taylor Seminary Course Location: Vanguard College 12140 103 St., Edmonton AB T5G 2J9 - vii - www.vanguardcollege.com

APPENDIX II NOTE: This is a cross-listed course for Taylor/Vanguard. The following description of Alpha Grades does not apply to Taylor students who are taking this course for graduate credit. It applies only to undergraduate students of Vanguard College.

Please refer to the Grading System listed in the Taylor Seminary catalogue.

ALPHA GRADE DESCRIPTIONS

The following chart contains the Alpha Grad Descriptions adopted as of June 2005 as the standard for marking assignments and courses at Vanguard College. Purely objective assignments and most exams will continue to be marked using percentage grades. All other assignments will be assigned a letter grade based on the following Alpha Grade Descriptions.

To interpret an assigned mark simply read the Alpha Grade Description assigned to that letter grade. Percentage conversions for calculating final marks will be based on the middle number for each grade, e.g. an assignment given a B grade will be calculated at 84.5%.

ALPHA GRADE

GRADE POINT AVERAGE

PERCENT ALPHA GRADE DESCRIPTION

A+ 4.0 97-100 Exceptional Work- An “honourific” grade. Demonstrates a compete and

comprehensive understanding of the subject matter, full mastery of all concepts

and skills including interpretive, analytical, stylistic and grammatical skills, and

evidences a striking intellectual initiative and originality.

A 4.0 93-96 Superior Work- A superior grasp of the subject matter. Conceptual ability and

skills including interpretive, analytical, stylistic and grammatical skills are

consistently at a high level. Shows intellectual initiative and originality.

A- 3.7 90-92 Very Good Work to Superior Work - A very good grasp of the subject matter.

Conceptual ability and skills, including interpretive, analytical, stylistic and grammatical skills are moving toward a consistently high level. Shows some

intellectual initiative and originality.

B+ 3.3 87-89 Strong Work - Substantial understanding of subject matter and concepts. Good

to very good interpretive and analytical skills. Stylistic and grammatical skills meet

or exceed acceptable college requirements. All course objectives and requirements achieved.

B 3.0 83-86 Good Work - Substantial understanding of subject matter and concepts. Good

interpretive and analytical skills. Stylistic and grammatical skills meet acceptable

standards at a college level. All course requirements and objectives achieved.

B- 2.7 80-82 Average to Good Work – Average to above average understanding of subject

matter and concepts. Average to above average interpretive and analytical skills. Relatively few stylistic and grammatical errors. All major course requirements and

objectives achieved.

C+ 2.3 77-79 Average Work - Average understanding of subject matter and concepts. Average

interpretive and analytical skills. May struggle with some grammatical and stylistic

skills. All major course requirements and objectives achieved.

C 2.0 73-76 Acceptable Work - A basic understanding of subject matter and concepts. Fair but not necessarily good interpretive and analytical skills. Other skills may be fair

or incomplete. Some major and /or minor objectives of the course may not be

complete.

C- 1.7 70-72 Minimally Acceptable Work - Some understanding of subject matter and

concepts and only partial development of relevant skills. Some major and/or minor objectives of the course may not be complete.

D+ 1.3 67-69 Unsatisfactory Work - Unsatisfactory understanding of subject matter and

concepts. Weak skill development. May have significantly weak stylistic and

grammatical skills. Major course requirements may be incomplete or poorly done*.

D 1.0 63-66 Poor Work - Weak understanding of subject matter and concepts. Marginal skill development. May have significantly weak stylistic and grammatical skills. Major

course requirements may be incomplete or poorly completed*.

D- 0.7 60-62 Marginal Work - Work is marginal in all areas. Significant portions may be at a

failing level. Major course requirements may be incomplete*.

F 0.0 35-59 Insufficient evidence of a minimal understanding of course matter and concepts,

insufficient evidence of minimal skill development and interpretive and analytical ability. May have failed to achieve major and minor objectives of the course.

* Some professors require all major course requirements to be complete and will not assign a passing grade until all assignments or work is complete

within the stated time limit

Taylor Seminary Course Location: Vanguard College 12140 103 St., Edmonton AB T5G 2J9 - viii - www.vanguardcollege.com

APPENDIX III

BIBLIOGRAPHY

Beale, Gregory K. (2004). The temple and the church's mission: a biblical theology of the dwelling

place of God. Nottingham: Inter-Varsity.

Beale, G. K. (2005a). The Descent of the eschatological temple in the form of the Spirit at Pentecost:

Part 1: The clearest evidence. Tyndale Bulletin, 56 (1), 73-102.

Beale, G. K. (2005b). The Descent of the Eschatological Temple in the Form of the Spirit at Pentecost: Part 2: Corroborating Evidence. Tyndale Bulletin, 56 (2), 63-90.

Beale, G. K. (2005c). Eden, the temple, and the church's mission in the new creation. Journal of the Evangelical Theological Society, 48, 5-32.

Bock, D. L. (1994). Luke. Baker Exegetical Commentary on the New Testament (2 vols.). Grand

Rapids: Baker Books. Bock, D. L. (2007). Acts. Baker Exegetical Commentary on the New Testament. Grand Rapids: Baker

Academic. Dunn, J. D. G. (1970). Baptism in the Holy Spirit; A re-examination of the New Testament teaching on

the gift of the Spirit in relation to pentecostalism today. Studies in Biblical theology, 2d ser.,

15. Naperville, Ill: A. R. Allenson.

Dunn, J. D. G. (1998). The Christ and the Spirit: Collected essays of James D.G. Dunn; Volume 2: Pneumatology. Grand Rapids: W.B. Eerdmans Pub.

Fee, G. D. (1991). Baptism in the Holy Spirit: The issue of separability and subsequence. In Gospel

and Spirit: Issues in New Testament hermeneutics (pp. 105-119). Peabody, MA: Hendrickson. Fee, G. D. (1991). Hermeneutics and historical precedent: A Major Problem in Pentecostal

Hermeneutics. In Gospel and Spirit: Issues in New Testament hermeneutics (pp. 83-104). Peabody, MA: Hendrickson.

Green, J. B. (1997). The Gospel of Luke. The New International Commentary on the New Testament.

Grand Rapids: W.B. Eerdmans Pub.

Green, J. B. (1995). The theology of the gospel of Luke. Cambridge: Cambridge University Press.

Hinze, B. E., & Dabney, D. L. (Eds.). (2001). Advents of the Spirit: An introduction to the current

study of pneumatology. Milwaukee: Marquette University Press. Hur, J. (2001). A dynamic reading of the Holy Spirit in Luke-Acts. Sheffield: Sheffield Academic Press.

Litwak, K. D. (2005). Echoes of scripture in Luke-Acts: Telling the history of God's people intertextually. New York: T&T Clark International.

Marshall, I. H. (1998). Luke: Historian & theologian. Downers Grove, Ill: InterVarsity Press. Marshall, I. H. (1977). The significance of Pentecost. Scottish Journal of Theology, 30, 347-369.

Marshall, I.H. (1973) The meaning of the verb “to Baptize”. EvQ, 45, 130-140.

Taylor Seminary Course Location: Vanguard College 12140 103 St., Edmonton AB T5G 2J9 - ix - www.vanguardcollege.com

Marshall, I. H., & Peterson, D. (Eds.). (1998). Witness to the Gospel: The theology of Acts. Grand

Rapids: William B. Eerdmans Pub.

Menzies, R. P. (1993). Spirit and power in Luke-Acts: A response to Max Turner. Journal for the Study of the New Testament, 49, 11-20.

Menzies, R. P. (1994). Empowered for witness: The Spirit in Luke-Acts. Sheffield, England: Sheffield

Academic Press. Menzies, W. W. & Menzies, R. P. (2000). Spirit and power: Foundation of Pentecostal experience: a

call to Evangelical dialogue. Grand Rapids: Zondervan. Noel, B. T. (2004). Gordon Fee and the challenge to Pentecostal hermeneutics: thirty years later.

Pneuma, 26, 60-80.

Nolland, J. (1989-1993). Luke. Word Biblical Commentary (3 vols.). Dallas: Word Books.

O'Neill, J. C. (1996). The connection between baptism and the gift of the Spirit in Acts. Journal for the

Study of the New Testament, 63, 87-103. Pawson, J. D. (1999). Believing in Christ and receiving the Spirit: A response to Max Turner. Journal of

Pentecostal Theology, 15, 33-48.

Penney, J. M. (1997). The missionary emphasis of Lukan pneumatology. Journal of Pentecostal Theology, v.12. Sheffield: Sheffield Academic Press.

Resseguie, J. L. (2004). Spiritual landscape: Images of the spiritual life in the Gospel of Luke.

Peabody, Mass: Hendrickson.

Shelton, J. B. (1991). Mighty in word and deed: The role of the Holy Spirit in Luke-Acts. Peabody,

Mass: Hendrickson. Stronstad, R. (2012). The charismatic theology of St. Luke: Trajectories from the Old Testament to

Luke-Acts. Grand Rapids, MI: Baker Academic. Stronstad, R. (1999). The prophethood of all believers: A study in Luke's charismatic theology.

Sheffield: Sheffield Academic Press. Turner, M. (1996). Power from on high: The Spirit in Israel's restoration and witness in Luke-Acts.

Sheffield: Sheffield Academic Press. Turner, M. (2001). Interpreting the Samaritans of Acts 8: The waterloo of Pentecostal soteriology and

pneumatology? Pneuma, 23, 265-286.

Turner, M. (2003). The Work of the Holy Spirit in Luke-Acts. Word & World, 23, 146-153. Webb, R. L. (1991a). The activity of John the Baptist's expected figure at the threshing floor (Matthew

3:12 = Luke 3:17). JSNT, 43, 103-111. Webb, R. L. (1991b). John the baptizer and prophet: A socio-historical study. Journal for the study of

the New Testament. Sheffield: JSOT Press. Wenk, M. (2000). Community-forming power: The socio-ethical role of the Spirit in Luke-Acts.

Sheffield: Sheffield Academic Press. Woods, E. J. (2001). The 'finger of God' and pneumatology in Luke-Acts. Sheffield: Sheffield Academic

Press.

Taylor Seminary Course Location: Vanguard College 12140 103 St., Edmonton AB T5G 2J9 - x - www.vanguardcollege.com

Appendix IV

Major Paper Marking Grid

General Content ..................................................................................................... /20

Introduction/Conclusion .......................................................................................... /10

Thesis Statement ................................................................................................... /10

Depth of Research and Integration ........................................................................... /10

Bib/Citations ......................................................................................................... /10

Spelling/Grammar .................................................................................................. /10

Style/Readability .................................................................................................... /10

Structure (Use Titles) .............................................................................................. /10

Application ............................................................................................................ /10

Total .................................................................................................................. /100

Taylor Seminary Course Location: Vanguard College 12140 103 St., Edmonton AB T5G 2J9 - xi - www.vanguardcollege.com

Appendix V

Evaluation of Project Presentation

Inadequate Adequate Good Excellent

Structure/ Organization

No apparent structure; sequence of material is not logical and could not be followed

Some structure; follows a somewhat logical progression

Logical structure; sequence of material could be followed

Logical, interesting structure; sequence is clear and intuitive; creative imagery

Knowledge of the Topic

Presents irrelevant or incorrect information;

lacks control of the information; cannot answers questions

Uncomfortable with the information; provides

basic answers to questions without elaboration

At ease with the information; answers

questions with some elaboration

Demonstrates full knowledge; answers

questions fully; elaborates as necessary

Graphics,

Visual Aids & Handouts

Superfluous visual aids;

no visual aids or multiple errors in spelling and grammar

Limited or inappropriate

graphics; graphics which do not support central themes of the presentation; some errors in spelling and grammar

Visual aids related to

the central themes of the presenation; few errors in spelling and grammar

Visual aids explain and

reinforce the central themes of the presentation: no errors in spelling and grammar

Eye Contact No eye contact with the audience; reads the presentation

Occasional eye contact, but mostly reads the notes

Maintains eye contact, but frequently returns to notes

Maintains eye contact with the audience; seldom returns to notes

Elocution/ Delivery

Mumbles, incorrectly pronounces words; speaks too quietly for the whole audience to hear

Voice is low; speaks quickly; audience has trouble hearing

Speaks clearly, pronounces words correctly so whole audience can hear

Speaks clearly; correct and precise pronunciation; audience engaged

Use of Time Did not use all the allotted time; did not stay within time limits

Rushed conclusions or reduced material to stay within alloted time

Pace presenation Creative use of alloted time

Class Participation

No class participation Marginal class participation

Involved the class in the presentation

Class participation was integral to presentation

Originality and Relevance

Dull delivery; did not demonstrate any relevance of the material

Acceptable delivery; relevance considered

Interesting delivery; relevance adequately addressed

Creative delivery; relevance of material integral to presentation

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Appendix VI (Used with Permission)

ARTICLE 1: EDEN, THE TEMPLE, AND THE CHURCH’S MISSION IN THE NEW

CREATION

Student Submission

Box # 172

Dr. Jonathan Kienzler

Biblical Theology TS3203

A paper presented in partial fulfillment

Of the requirements for the degree of Bachelor of Arts

Vanguard College

September 30, 2011

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Eden, the Temple and the Church’s Mission in the New Creation

G.K. Beale

Is Revelation 21 actually depicting a literal temple? Or is it a symbolic representation of

something different?

Outline

1. The Garden of Eden as a Temple in Creation

a. 9 references to OT temple corresponding to the Garden of Eden

b. Quotes supportive of Beale’s view

2. Christ and Believer’s Being New Temple

a. Quotes from Beale with my own thoughts in italics

3. Questions for Debate

1. The Garden of Eden as a Temple in Creation

Eden was the first temple (Beale, 2005, p. 8).

1st -The later temple in the OT was where God’s presence resided and this was similar to that of

Eden where the presence of God resided with Adam (p. 8)

2nd

– Hebrew words (abad & shamar) mean “serve,” and “guard.” I found this particularly

interesting. In the OT temple, priests were the ones who guarded and served in the temple, same

use of the words as one sees in Eden with regards to Adam.

3rd

– “the tree of life itself was probably the model for the lampstand placed directly outside the

“Holy of Holies” in Israel’s temple: it looked like a small tree trunk with seven protruding

branches, three on one side and three on the other, and one branch going straight up from the

trunk in the middle” (p. 8)

4th – The OT temple had carvings and structure that resembled the Garden of Eden (ex: flower,

pomegranates, trees etc.)

5th – Temple faced east, as with the Garden of Eden (the entrance)

6th – The ark resembled the tree of knowledge of good and evil (p. 9). The touching of both lead

to death as commanded by God.

7th – “just as a river flowed out from Eden (Gen 2:10), so the postexilic temple and the

eschatological temple in both Ezek 47:1-12 and Rev 21:1-2 have rivers flowing out from their

center” (p. 9)

8th – “Eden, the area where the source of water is located, may be comparable to the inner

sanctuary of Israel’s later temple and the adjoining Garden to the Holy Place” (p. 9).

9th – Ezekiel 28:18 is the one place in all of scripture where the Garden of Eden is referred to as a

temple, or thee temple.

Adam was to cultivate the land and subdue it by continually moving throughout the earth. Adam

was never intended to stay in one place but to extend “Eden” throughout the entire earth, to

spread God’s presence. “This meant the presence of God which was limited to Eden was to be

extended throughout the whole earth” (p. 11).

“The intention seems to be that Adam was to widen the boundaries of the Garden in ever

increasing circles by extending the order of the garden sanctuary into the inhospitable outer

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spaces. The outward expansion would include the goal of spreading the glorious presence of

God” (p. 11)

In my own thoughts regarding this, I had never expected the garden and the temple to correlate

in such a manner. In my thoughts, I would like to find out if these are simply Beale’s thoughts or

if there is other scholarly work to support such a view.

The temple in Israel is a miniature model of God’s huge cosmic temple that is going to take over

the new heavens and earth at the end of days (p. 16).

I found Beale’s thoughts regarding the description of the temple to the world (universe, stars,

planets etc) rather interesting. I never saw the correlation of the temple descriptions to the

world and universe. After reading Beale’s thoughts on it, I find that it does make sense and I

wonder if this has any direct influence on the temple in Revelation 21?

“Israel’s temple served precisely the same purpose. The temple was a small-scale model and

symbolic reminder to Israel that God’s glorious presence would eventually fill the whole cosmos

and that the cosmos would be the container for God’s glory and not a mere small architectural

container” (p. 19).

2. Christ and Believers Have Become the New Temple

Israel’s temple was a shadow that represented Christ and the church (p. 21)

Paul makes references to OT; Lev 26:11-12 & Ezek 37:26-27 – 2 Cor 6:16 (p. 22).

As Beale says, “Christ initially fulfilled the temple promise and the readers participate in that

fulfillment also, as they are ones “having these promises” (7:1). The reason they and Paul fulfill

the same promise that Christ does is because God “establishes us with you in Christ” by “sealing”

believers and giving the “Spirit in our hearts as down payment” (p. 25).

Beale mentions that the entire universe will be the temple (p. 28). Is this a popular belief in

evangelical thought? If so, why hasn’t it been taught more?

3. Question of debate: Why then is there an anticipation on behalf of the Jews to rebuild the

temple? Is it probably that the author (Beale) is merely reading into something too much than

what is intended to be? How can we say that the temple in Revelation 21 will not actually be

literal while some scholars contend that it will be? Are his views subjective or objective when it

comes to his interpretation of Revelation 21 and the correlation of the temple and Eden?

Overall, I found the author’s thoughts very interesting and compelling. I am inclined to

agree with what he is saying yet, I still have some questions regarding his thoughts about the

temple in Revelation 21. I still assume that it would be a literal temple, and to assume the temple

would be the entire cosmos sounds interesting yet I am not sold on that idea. Overall, I found his

thought’s intriguing and he had a very sound argument supported by scripture.

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Appendix VII

Biblical Theology Course Schedule 2015 (Subject to Change) Class # Date Content/Discussion

1 Jan-08

Syllabus

Methodology

The Spirit in Luke-Acts

2 Jan-15 Due: Article 1

The Spirit in the OT 1

The Spirit in the OT 2

3 Jan-22 Due: Textbook Reading Chapter 1

The Spirit in Luke's Infancy Narratives

The Purpose of Luke-Acts

4 Jan-29 Due: Article 2

Group Project Time

John's Ministry

5 Feb-05 Due: Textbook Reading Chapter 2

The Baptism with the Spirit and fire

6 Feb-26 Due: Article 3 Jesus' Baptism and Anointing

Jesus' Temptations

7 Mar-05 Due: Textbook Reading Chapter 3

The Blasphemy Against the Spirit

Jesus' Mission Statement

8 Mar-12 Due: Textbook Reading Chapter 4

Jesus the Anointed One

Parallels - Ananias and Sapphira

9

Mar-19 Due: Article 4

Fire, Baptism, and Division

Exegetical Paper

10 Mar-26 Due: Textbook Reading Chapter 5

Group Project Day

Pentecost

11 Apr-02

Due: Textbook Reading Chapter 6

Pentecost

Tongues

Stephen, Simon

12 Apr-09 Group Project Presentations

Due: Textbook Reading Chapters 7-8

13 Apr-16

Due: Textbook Reading Chapter 9

Due: Project Evaluation

Due: Critique of Presentations

PAOC Mission Statement

Conclusion of Luke-Acts

14 Apr-20 Take-Home Final Exam