Pauline Interpretation of Christianity: ROMANS Div/Rel 3162 Jan 10, 2012 Jan 10, 2012.

Pauline Interpretation of Pauline Interpretation of Christianity:Christianity:

ROMANSROMANS

Div/Rel 3162Div/Rel 3162

Jan 10, 2012Jan 10, 2012

Today’s ScheduleToday’s Schedule

4:00-5:20 4:00-5:20 Presentation of the Presentation of the SemesterSemester

5:20-30 Preparing Your reading 5:20-30 Preparing Your reading of: Rom 1:1a of: Rom 1:1a “Paul, a servant/slave “Paul, a servant/slave of Jesus Christ” of Jesus Christ”

5:30-6:30 Roundtable Discussion: 5:30-6:30 Roundtable Discussion: getting to know you, the form, getting to know you, the form, and reviewing syllabus.and reviewing syllabus.

Interpreting Scripture always Interpreting Scripture always mattersmatters

Christians live by this teaching…. Christians live by this teaching…. It affects people positively or negatively; It affects people positively or negatively; brings forgiveness or condemnation;brings forgiveness or condemnation; comforts or hurts; comforts or hurts; includes or excludes; includes or excludes; liberates or oppresses; liberates or oppresses; brings good news of love or destructive news of hate; brings good news of love or destructive news of hate; gives life or kills-literally.gives life or kills-literally.

It Is Essential To Assume Responsibility For It Is Essential To Assume Responsibility For Our InterpretationsOur Interpretations

Pauline Interpretation of Pauline Interpretation of Christianity: RomansChristianity: Romans

Studying Paul = studying Studying Paul = studying Paul’s Paul’s interpretation of the gospelinterpretation of the gospel he he received, received, More on this next weekMore on this next week

and also: Studying and also: Studying your/our own your/our own interpretationsinterpretations of Romans of Romans

Your Interpretations Are One Of The Two Your Interpretations Are One Of The Two Main Topics In This ClassMain Topics In This Class

Each interpretation will be respected Each interpretation will be respected because: because:

Your interpretations will be Your interpretations will be respected because: respected because:

I expect you have insights into the text and about its I expect you have insights into the text and about its significance for believers that the rest of us do not significance for believers that the rest of us do not have; have;

The rest of us need to learn from you The rest of us need to learn from you ALL OF YOU are TEACHERS in this seminar… ALL OF YOU are TEACHERS in this seminar… Roundtable…Roundtable… everybody is equal everybody is equal Do not worry: I also have something teach you!Do not worry: I also have something teach you!

I will learn from you I will learn from you by appreciating by appreciating what is what is differentdifferent in your interpretation in your interpretation Do not repeat to me an interpretation which is like mine!!!Do not repeat to me an interpretation which is like mine!!!

I will deem your interpretation to be legitimate, I will deem your interpretation to be legitimate, plausible, and valid, until proven otherwiseplausible, and valid, until proven otherwise and not vice-versa.and not vice-versa.

But this is not Critical Biblical Studies, is it? But this is not Critical Biblical Studies, is it?

But, this is not Critical Biblical But, this is not Critical Biblical Studies, is it? Yes, it is!Studies, is it? Yes, it is!

What I taught for many years (note What I taught for many years (note pastpast tense!) tense!) and what and what waswas my view until it slowly changed my view until it slowly changed

from1975 to 1990 …. Though it is possibly your view from1975 to 1990 …. Though it is possibly your view todaytoday

ExegesisExegesis (Gk. "leading out of" [the complexity of a (Gk. "leading out of" [the complexity of a text]). Detailed exposition, explanation and text]). Detailed exposition, explanation and interpretation of the texts of Scriptures interpretation of the texts of Scriptures ““Establishing what the text Establishing what the text meantmeant” ” when it was writtenwhen it was written: :

Krister Stendahl “Biblical Theology” IDB = the task of biblical scholarsKrister Stendahl “Biblical Theology” IDB = the task of biblical scholars Hermeneutics.Hermeneutics. Exposition of “ Exposition of “what the text what the text meansmeans” ”

for people for people todaytoday, on the basis of , on the basis of Krister Stendahl “Biblical Theology” IDB = the task of Krister Stendahl “Biblical Theology” IDB = the task of

theologians, homileticians, preachers, etctheologians, homileticians, preachers, etc

Accordingly, A class on Accordingly, A class on Romans should teach you--Romans should teach you--but but

I will not!I will not! What Paul What Paul truly truly taught in Romans, taught in Romans,

through a detailed exposition, explanation and through a detailed exposition, explanation and interpretation of “what the text interpretation of “what the text meantmeant” ”

((ExegesisExegesis)) So that you can figure out on this basis So that you can figure out on this basis

“what the text “what the text meansmeans” for people today, on ” for people today, on the basis of “what the text meant” the basis of “what the text meant” ((HermeneuticsHermeneutics))

Yes. This is What I taught for many years. Yes. This is What I taught for many years. No. It is No. It is NOT what I will teach you in this NOT what I will teach you in this

classclass

Because, I discovered in Because, I discovered in 1990 1990

That what I taught for many years That what I taught for many years ExegesisExegesis “Establishing what the text meant” “Establishing what the text meant” Hermeneutics.Hermeneutics. Exposition of “what the text Exposition of “what the text

means” for people today, on the basis of “what means” for people today, on the basis of “what the text meant”the text meant”

Is neither critical, nor ethically Is neither critical, nor ethically responsibleresponsible … …

A hard lesson to learn… from someone A hard lesson to learn… from someone whom I could not but take seriously whom I could not but take seriously

CONTEXT: South Africa, CONTEXT: South Africa, Dinner - September 1990Dinner - September 1990

The man across the dinner table asked me what I The man across the dinner table asked me what I was doing in South Africa:was doing in South Africa: Consultant for the SA ministry of Education: Invited by Professor Consultant for the SA ministry of Education: Invited by Professor

Bernard Lategan, Stellenbosch University.Bernard Lategan, Stellenbosch University.

How to teach the Bible in Seminary and Universities How to teach the Bible in Seminary and Universities in a Post-Apartheid Societyin a Post-Apartheid Society? ? I explained as simply as I could (Biblical studies was clearly not his I explained as simply as I could (Biblical studies was clearly not his

field). field). My answer: It is essential to use a multiplicity of critical methods, My answer: It is essential to use a multiplicity of critical methods,

and identify among many possibilities the teaching most helpful in and identify among many possibilities the teaching most helpful in SASA

This man listened patiently, asking questions about the methods.This man listened patiently, asking questions about the methods.

With a kind but sad smile, he finally told me:With a kind but sad smile, he finally told me:


““You still exclude You still exclude all truly African interpretations of the all truly African interpretations of the Bible… you know, those of the Independent Bible… you know, those of the Independent churches” churches”

I did not know… I did not know… ““The interpretations in the many The interpretations in the many African Initiated African Initiated

ChurchesChurches”” Zulu Zion Christian Church 7 million membersZulu Zion Christian Church 7 million members African Independent Church in Southern Africa 13 millionAfrican Independent Church in Southern Africa 13 million and he went on talking about oral cultures, and and he went on talking about oral cultures, and

how “oral reading” is different from reading with how “oral reading” is different from reading with the eyes. Mentioning books on this by Walter Ong.the eyes. Mentioning books on this by Walter Ong.

Books I had not read…. Books I had not read….


I was amazed.. What a well educated person!I was amazed.. What a well educated person! I was unsettled… Yes, he was right I would not I was unsettled… Yes, he was right I would not

accept the readings of these African Christians in accept the readings of these African Christians in my classroommy classroom They cannot be valid; they are often so fanciful… They cannot be valid; they are often so fanciful…

It took me a long time to grasp what he had said It took me a long time to grasp what he had said to meto me

I later understood, he had gently shown me that I later understood, he had gently shown me that my teaching was my teaching was condoning &condoning & promoting promoting apartheidapartheid … … I was silencedI was silenced

CONTEXT : South Africa, CONTEXT : South Africa, Dinner - September 1990Dinner - September 1990

The tall man across the The tall man across the table, who earlier had table, who earlier had greeted me with a cordial greeted me with a cordial handshake, taking my hands handshake, taking my hands in his very callous hands;in his very callous hands;

Who had talked about Who had talked about political and economic political and economic issues all evening long with issues all evening long with other guests,other guests,

And yet knew a lot about And yet knew a lot about literature, cultural studiesliterature, cultural studies

had gently shown me that had gently shown me that my teaching was my teaching was condoning condoning & & promoting promoting apartheidapartheid

Western Readings Are not the Western Readings Are not the Only True Readings of the Only True Readings of the

BibleBible He taught me in no uncertain terms that He taught me in no uncertain terms that Claiming that in order to be a faithful reader Claiming that in order to be a faithful reader

of the Bible one needsof the Bible one needs

to read the Bible according to Western critical to read the Bible according to Western critical standards,standards,

is adopting a racist, colonialist, imperialist is adopting a racist, colonialist, imperialist attitudeattitude -- --

This is what I learned the hard way in South Africa, This is what I learned the hard way in South Africa, when I was gently told by my interlocutor that my when I was gently told by my interlocutor that my teaching of the Bible was promoting apartheid.teaching of the Bible was promoting apartheid.

White Male Readings Are not White Male Readings Are not the Only True Readings of the the Only True Readings of the

BibleBible I realized that it was the same thing I was being I realized that it was the same thing I was being

taught bytaught by Vincent Wimbush, Vincent Wimbush, Elizabeth Schussler FiorenzaElizabeth Schussler Fiorenza Ana Maria Isazi DiazAna Maria Isazi Diaz Fernando SegoviaFernando Segovia Mary Ann TolbertMary Ann Tolbert At a meeting that I had called earlier the same year At a meeting that I had called earlier the same year

following the confrontation we had with African following the confrontation we had with African American students at VU in 1989 who claimed that we American students at VU in 1989 who claimed that we were excluding the reading from the Black Churcheswere excluding the reading from the Black Churches

Scholarly Readings Are not the Scholarly Readings Are not the Only True Readings of the Only True Readings of the

BibleBible They taught me in no uncertain terms that, They taught me in no uncertain terms that,

in the North Atlantic contexts in which we in the North Atlantic contexts in which we are, are,

That we should bring the readings by actual That we should bring the readings by actual believers in the class roombelievers in the class room

Because their readings of the Bible are also Because their readings of the Bible are also true readings true readings

Excluding common believers’ readings as Excluding common believers’ readings as simply wrong, is marginalizing themsimply wrong, is marginalizing them

And it is failing to learn from them And it is failing to learn from them

Stendahl’s view of Critical Stendahl’s view of Critical Biblical Studies Biblical Studies is up-side downis up-side down NOT: 1) ExegesisNOT: 1) Exegesis “Establishing what the text meant” “Establishing what the text meant” 2) Hermeneutics.2) Hermeneutics. Exposition of “what the text means” for Exposition of “what the text means” for

people today, on the basis of “what the text meant” people today, on the basis of “what the text meant” BUTBUT 1) Hermeneutics…1) Hermeneutics… what the text means what the text means

for people today … the readings of for people today … the readings of believers… including African believers, etc. believers… including African believers, etc.

2) Critical assessment2) Critical assessment of this of this hermeneutical interpretation (including hermeneutical interpretation (including close examination of the text)… involves close examination of the text)… involves learning from all these readings.learning from all these readings.

Up-side Down Critical Biblical Up-side Down Critical Biblical Studies =Studies =

1) Exegesis1) Exegesis “Establishing what the text meant” “Establishing what the text meant” 2) Hermeneutics.2) Hermeneutics. Exposition of “what the text Exposition of “what the text

means” for people today, on the basis of “what the means” for people today, on the basis of “what the text meant”text meant”

VERSUS 1) Hermeneutics…VERSUS 1) Hermeneutics… what the what the text means for people today … for text means for people today … for believers… believers…

2) Critical assessment2) Critical assessment (= (= exegesis of exegesis of these interpretationsthese interpretations -- including close -- including close examination of the text)… involves examination of the text)… involves learning from all these readings.learning from all these readings.

Traditional Critical Biblical Traditional Critical Biblical StudiesStudies

Scientist as a model Scientist as a model Exegesis:Exegesis: “Establishing what the text “Establishing what the text

meant”: meant”: Task:Task: Overcoming the Overcoming the problemproblem of of

MISUNDERSTANDINGS of the text= MISUNDERSTANDINGS of the text= posed by (religious, doctrinal, etc.) posed by (religious, doctrinal, etc.) “pre-understandings”“pre-understandings” Scholarly task:Scholarly task: overcoming pre- overcoming pre-

understandings by using strict critical understandings by using strict critical methods… historical critical methods, methods… historical critical methods, philology, form criticism, redaction criticism, philology, form criticism, redaction criticism, literary criticism, ideological criticism, etc. literary criticism, ideological criticism, etc.

How most Scholars study a How most Scholars study a Biblical Text = Biblical Text = Contextual & Contextual &

Theological Theological Goal: provide the “true” & right interpretation by Goal: provide the “true” & right interpretation by showing that showing that

everybody else is wrong YET IT IS HIGHLY CONTEXTUAL & THEOLOGICALeverybody else is wrong YET IT IS HIGHLY CONTEXTUAL & THEOLOGICAL Read the Biblical textRead the Biblical text

Use a critical method that Use a critical method that focuses the attention on its most focuses the attention on its most significant featuressignificant features = = Analytical Frame = A CHOICEAnalytical Frame = A CHOICE

Identify in it Theological or Ethical themesIdentify in it Theological or Ethical themes ““Traditionally misunderstood” Traditionally misunderstood” Seeking to correct these misunderstandings Seeking to correct these misunderstandings Acknowledge a Problem: Potential pre-understandings “to be Acknowledge a Problem: Potential pre-understandings “to be

overcome” = overcome” = Hermeneutical/Theological frame = CHOICEHermeneutical/Theological frame = CHOICE Reject any anachronistic interpretation (the context is Paul’s Reject any anachronistic interpretation (the context is Paul’s

context). Problem? As above. context). Problem? As above. Potential pre-understandings Potential pre-understandings Contextual frame = CHOICEContextual frame = CHOICE

How a Preacher prepares a How a Preacher prepares a Sermon: Three necessary steps Sermon: Three necessary steps Preacher as Model for Critical Biblical StudiesPreacher as Model for Critical Biblical Studies Read the Biblical textRead the Biblical text

find most significant features of it = find most significant features of it = Analytical FrameAnalytical Frame Identify in it Theological or Ethical themesIdentify in it Theological or Ethical themes

particularly significant for her congregation… particularly significant for her congregation… how they are positively or negatively related to the how they are positively or negatively related to the

congregation’s and her own religious views and congregation’s and her own religious views and experience = experience = Hermeneutical/Theological frameHermeneutical/Theological frame

Identify how this text might address the needs of Identify how this text might address the needs of the congregation = the congregation = Contextual frameContextual frame

Nothing Wrong with this! PREACHER AS A MODEL Nothing Wrong with this! PREACHER AS A MODEL OF CRITICAL INTERPRETATIONOF CRITICAL INTERPRETATION

How we will proceed: YOUR How we will proceed: YOUR OWN interpretation is our OWN interpretation is our

starting pointstarting point Using Form:Using Form: Read a passage from RomansRead a passage from Romans = I assume = I assume

you know how to read =you know how to read = find what is most significant for you in it = find what is most significant for you in it = Analytical FrameAnalytical Frame

Focus your reading on a Theological or Ethical themeFocus your reading on a Theological or Ethical theme What is particularly significant in what Paul says about this What is particularly significant in what Paul says about this

theme for you in a particular context or situation … theme for you in a particular context or situation … how is this teaching positively or negatively related to the how is this teaching positively or negatively related to the

religious views and experience that believers (you or religious views and experience that believers (you or someone else) have in this context = someone else) have in this context = Hermeneutical/Theological frameHermeneutical/Theological frame

Identify how this text might address the concrete needs of the Identify how this text might address the concrete needs of the people in this situation = people in this situation = Contextual frameContextual frame

In so doing you have begun to do a critical reading In so doing you have begun to do a critical reading … to be prolonged by comparing YOUR … to be prolonged by comparing YOUR interpretation with the interpretation by OTHERSinterpretation with the interpretation by OTHERS

First Step: On a First Step: On a PASSAGEPASSAGE of Romans of Romans and a and a THEME THEME (that we/you chose) (that we/you chose)

In YOUR interpretation PART A: Analyzing the passage regarding PART A: Analyzing the passage regarding

what it what it says about “this” themsays about “this” themee A1 (15/30), which one of the several plausible

views of the given theological/ethical THEME (see CDC) does Paul present in the assigned passage of Romans? Why not the others?

A2 (15/30) what is the textual evidence (the most significant features of the text) that supports this particular view of the THEME?

PEDAGOGICAL GOALSPEDAGOGICAL GOALS: : 2) Learning to interpret 2) Learning to interpret

RomansRomans A) In a weekly exercise you will be expected to A) In a weekly exercise you will be expected to

develop develop your ownyour own interpretation of Romans interpretation of Romans by the end of the semester, you will be expected by the end of the semester, you will be expected to to

know the content of Paul’s letter to the Romansknow the content of Paul’s letter to the Romans B) “Some people claim to know the Bible, but B) “Some people claim to know the Bible, but

the Bible doesn’t know them,” warned a the Bible doesn’t know them,” warned a Ghanaian preacher [quoted by Gerald West]: Ghanaian preacher [quoted by Gerald West]: in your weekly exercise you will illustrate how in your weekly exercise you will illustrate how believers allow Romans to know their life in believers allow Romans to know their life in their specific life and religious contexts. their specific life and religious contexts.

And compare it with a Scholarly InterpretationAnd compare it with a Scholarly Interpretation

First Step: On a First Step: On a PASSAGEPASSAGE of Romans of Romans and a and a THEME THEME (we/you chose) (we/you chose)

CompareCompare In YOUR interpretation PART A: Analyzing the PART A: Analyzing the

passage regarding passage regarding what it what it says about “this” themsays about “this” themee

A1 (15/30), which one of the several plausible views of the given theological/ethical THEME (see CDC) does Paul present in the assigned passage of Romans? Why not the others?


In a commentary PART A: What did passage PART A: What did passage

regarding regarding what it what it says about says about the themethe theme ( (wewe chose as focus) chose as focus)

A1. (25/50) For the commentator which one of the several plausible views of the given theological/ethical THEME does Paul present in the assigned passage of Romans?

A2 (25/50) what is the textual evidence which the commentator supports this particular view of the THEME?

PEDAGOGICAL GOALSPEDAGOGICAL GOALS: : 3) assessing your 3) assessing your interpretations interpretations

Learning to do a critical assessment of your Learning to do a critical assessment of your interpretation by comparing it with other interpretation by comparing it with other interpretations (scholarly interpretations and interpretations (scholarly interpretations and also Christian believers’ interpretations) also Christian believers’ interpretations)

Analyzing the textual, contextual, and Analyzing the textual, contextual, and theological/religious choices involved in theological/religious choices involved in each interpretation each interpretation By the end of the semester, you will be By the end of the semester, you will be

expected to show that you can compare expected to show that you can compare several interpretations on the basis of the several interpretations on the basis of the choices they made; and to assess their choices they made; and to assess their relative values.relative values.


In YOUR interpretation PART A: Analyzing the passage regarding PART A: Analyzing the passage regarding what it what it says says

about “this” themabout “this” themee A1 (15/30), which one of the several plausible views of the

given theological/ethical THEME (see CDC) does Paul present in the assigned passage of Romans? Why not the others?


Choosing most significant Choosing most significant featuresfeaturesof a textof a text


Bible Works (in Library)Bible Works (in Library) Go toGo to http://www.library.vanderbilt.edu/ Find articles & databases (find under “B” BIBLE WORKS 8(find under “B” BIBLE WORKS 8 Use Beginner ModeUse Beginner Mode ““View” tab click on “Choose display View” tab click on “Choose display

Versions” Versions” English… choose several versionEnglish… choose several version Greek… choose GNT Greek… choose GNT Any other language you know in the list Any other language you know in the list

(sorry no Chinese, no Korean)(sorry no Chinese, no Korean)

http://www.library.vanderbilt.edu/

http://www.library.vanderbilt.edu/heard/artdb.shtml

Scriptural CriticismScriptural CriticismThe Preacher as ModelThe Preacher as Model

Acknowledge We Make three Acknowledge We Make three kinds of Interpretive Choiceskinds of Interpretive Choices

three frames for any interpretation (analytical; three frames for any interpretation (analytical; contextual; hermeneutical/theological); contextual; hermeneutical/theological);

three modes of existence (autonomy, three modes of existence (autonomy, relationality, heteronomy) relationality, heteronomy)

Each interpretive frame involves consciously or Each interpretive frame involves consciously or sub-consciously sub-consciously choosingchoosing: any: any understanding-understanding-teaching of a text is an interpretive conclusion teaching of a text is an interpretive conclusion resulting from three choices: resulting from three choices: analytical choices; analytical choices; contextual choices—include ideological choices (power contextual choices—include ideological choices (power

structures)structures) hermeneutical/theological choices—include cultural hermeneutical/theological choices—include cultural

choices as well as religious oneschoices as well as religious ones

Reading Romans 1:1 Reading Romans 1:1 Using the Form Theme: Teaching of the way Using the Form Theme: Teaching of the way

Paul portrays his relationship to RomansPaul portrays his relationship to Romans

Romans 1:1a Paul, a slave/servant of Jesus Christ


In YOUR interpretation PART A: Analyzing the passage regarding PART A: Analyzing the passage regarding

what it what it says about “this” themsays about “this” themee A1 (15/30), which one of the several plausible

views of the given theological/ethical THEME (see CDC) does Paul present in the assigned passage of Romans? Why not the others?


PEDAGOGICAL GOALSPEDAGOGICAL GOALS of this of this class: Part class: Part 11) ) Introducing youIntroducing you

a) to Paul and his interpretation of a) to Paul and his interpretation of Christianity (in and for his context)Christianity (in and for his context)

b) to the different interpretations of Paul by b) to the different interpretations of Paul by his readers (biblical scholarshis readers (biblical scholars,, as well as as well as believers in different cultural contexts in believers in different cultural contexts in history and today), history and today),

By the end of the semester, you will be By the end of the semester, you will be expected expected To have gained a critical perspective on the variety To have gained a critical perspective on the variety

of interpretations that you will encounter as leaders of interpretations that you will encounter as leaders in the church and elsewhere. in the church and elsewhere.

To know To know major differences among three distinctive major differences among three distinctive scholarly interpretations of Paul scholarly interpretations of Paul

PEDAGOGICAL GOALSPEDAGOGICAL GOALS: Part 2) : Part 2) Learning to interpret RomansLearning to interpret Romans

A) A) In a weekly exerciseIn a weekly exercise you will be expected you will be expected to develop your own interpretation of Romansto develop your own interpretation of Romans by the end of the semester, you will be expected by the end of the semester, you will be expected to know to know

the content of Paul’s letter to the Romansthe content of Paul’s letter to the Romans B) “Some people claim to know the Bible, but B) “Some people claim to know the Bible, but

the Bible doesn’t know them,” warned a the Bible doesn’t know them,” warned a Ghanaian preacher [quoted by Gerald West in Ghanaian preacher [quoted by Gerald West in Reading Other-wise: Socially Engaged Biblical Reading Other-wise: Socially Engaged Biblical Scholars Reading with Their Local Scholars Reading with Their Local CommunitiesCommunities in your weekly exercise you will illustrate in your weekly exercise you will illustrate how believers how believers

allow Romans to know their lives allow Romans to know their lives in their specific life in their specific life and religious contexts. and religious contexts.

PEDAGOGICAL GOALSPEDAGOGICAL GOALS: Part 3): Part 3)assessing your interpretationsassessing your interpretations (discuss reports)(discuss reports)

Learning to do a critical assessment of your Learning to do a critical assessment of your interpretation by comparing it with other interpretation by comparing it with other interpretations (scholarly interpretations and also interpretations (scholarly interpretations and also Christian believers’ interpretations) Christian believers’ interpretations)

Analyzing the textual, contextual, and Analyzing the textual, contextual, and theological/religious choices involved in each theological/religious choices involved in each interpretation interpretation By the end of the semester, you will be expected By the end of the semester, you will be expected

to show that you can compare several to show that you can compare several interpretations on the basis of the choices they interpretations on the basis of the choices they made; made; and to assess their relative values.and to assess their relative values.


CompareCompare In YOUR interpretation PART A: Analyzing the PART A: Analyzing the

passage regarding passage regarding what it what it says about “this” themsays about “this” themee

A1 (15/30), which one of the several plausible views of the given theological/ethical THEME (see CDC) does Paul present in the assigned passage of Romans? Why not the others?


In a commentary PART A: What did passage PART A: What did passage

regarding regarding what it what it says about says about the themethe theme ( (wewe chose as focus) chose as focus)

A1. (25/50) For the commentator which one of the several plausible views of the given theological/ethical THEME does Paul present in the assigned passage of Romans?

A2 (25/50) what is the textual evidence which the commentator supports this particular view of the THEME?


CompareCompare PART B: (35 points) The

contextual choices behind your reading of what Paul says about this theme: what kind of problem do you think a teaching based on this theme would address for believers?

B1. (5/35) What aspect of the believers’ life do you think this teaching would address?

A) private life? B) family life? C) life in Christian Community? D) in society? E) in culture? F) in relations with different religions?

PART B: (20 points) The contextual choices behind the Commentator’s reading of what Paul says about this theme: what kind of problem do you think a teaching based on this theme would address for believers?

B1. (5/20) What aspect of the believers’ life do you think this teaching would address?

A) private life? B) family life? C) life in Christian Community? D) in society? E) in culture? F) in relations with different religions?


CompareCompare PART B: your reading B2. (10/35) Give a concrete

example of the kind of PROBLEM in this aspect of the believers’ life that a teaching based on this reading would address.

B3. (10/35) what is the ROOT-PROBLEM that needs to be addressed? A lack of (or wrong) A) KNOWLEDGE? B) ABILITY? C) WILL? D) FAITH-VISION or IDEOLOGY?

PART B: the Commentator’s

B2. (5/20) Give a concrete example of the kind of PROBLEM in this aspect of the believers’ life that a teaching based on this reading would address.

B3. (5/20) what is the ROOT-PROBLEM that needs to be addressed? A lack of (or wrong) A) KNOWLEDGE? B) ABILITY? C) WILL? D) FAITH-VISION or IDEOLOGY?

7 ROLES OF SCRIPTURES Note: You can use only one at a

time! A) LAMP TO MY FEET >>KNOWLEDGE (of God’s Will)

B) CANON >> KNOWLEDGE (of God’s will) or WILL (because fear of judgment)

C) GOOD NEWS >>KNOWLEDGE (of God’s love) or WILL (because of gratitude for God’s love)

= the most common modern views of the role of Scripture in Western World

7 ROLES OF SCRIPTURES Note: You can use only one at a

time! D) FAMILY ALBUM = BOOK OF THE COVENANT

=Testament >> FAITH =VISION of one’s identity as members of God’s family and WILL = call to a special vocation.

E) CORRECTIVE GLASSES >> FAITH =VISION of God’s active presence in their lives—also EMPOWERS/ENABLES

F) EMPOWERING WORD >> POWER/ABILITY to struggle for God’s justice

G) HOLY BIBLE >> shatters their view of life by giving them a new FAITH/VISION

H) ANOTHER METAPHOR?


CompareCompare PART B: your reading B4. (10/35) identifying The

Role of Scripture which needs to shape this teaching for the believers

Part C: (25/25) formulate the main teaching of this Scriptural text regarding this theme for these believers’ life as Christians in this situation today.

Make sure it address the specific root-problem these believers have and embodies the corresponding role of Scripture

PART B: the Commentator’s B4. (5/20) identifying The Role

of Scripture which needs to shape this teaching for the believers

Part C: (20/20) formulate the main teaching of this Scriptural text regarding this theme for these believers’ life as Christians in this situation today.

Make sure it address the specific root-problem these believers have and embodies the corresponding role of Scripture

Pauline Interpretation of Christianity: ROMANS Div/Rel 3162 Jan 10, 2012 Jan 10, 2012.

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