BITH 213

New Testament Literature and Interpretation

Spring 2016Section 3 MWF 11:30–12:35Section 4 MWF 12:45–1:50

BGC 138

“Anyone who wishes to understand the mind of the sacred writers must first cleanse his own

Office: BGC 527Amy Peeler

BGC 527630-752-5081

amy.peeler@wheaton.eduwww.amypeeler.com/classes

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life, and approach the saints by copying their deeds.” Athanasius, On the Incarnation

Telos

Catalogue Description:An overview of the New Testament, tracing its teaching with respect to historical background and literary character.

Prerequisites: Students will have taken “Gospel Church and Culture” (BiTh 111). Ideally “OT Literature and Interpretation” (BiTh 211/212) will have been taken as well. This course should prepare students for “Christian Thought” (BiTh 315).

Course Purpose:New Testament Literature and Interpretation serves a fundamental role in

meeting Wheaton’s General Education purpose to “ground all aspects of life in the Word of God” and the Biblical and Theological Studies’ mission “to cultivate Christians who are biblically rooted and theologically formed.”

Academic study of the biblical canon, which is the application of our minds and the shaping of our habits, serves as the primary vehicle by which we will seek to accomplish these tasks. If we are successful, our study of the New Testament will encourage deeper knowledge and love of the Triune, incarnate God who reveals himself in and through his Word.

Course Objectives:At the end of the course, the student should be able to:

1. Identify basic content and themes of the 27 books of the New Testament in their major groupings. 

2.Recognize fundamental features of the literary, historical, cultural, and geographical contexts of the New Testament.

3.Understand and evaluate some of the divergent interpretations of New Testament passages and various methods and criticisms utilized to arrive at those interpretations.

4.Practice the science and art of scriptural exegesis.

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5.Apply the teachings of the New Testament to contemporary situations in the student’s personal, vocational, ecclesial, and communal life.

Texts

1. Any translation of the Bible. Please bring your printed Bible to each class.

2. Burge, Gary, Lynn Cohick, and Gene Green. New Testament in Antiquity. Grand Rapids, MI: Zondervan, 2009.

 Requirements

1. Read the assigned passages.

Before each class period, read the material from the New Testament first followed by the assignments from the textbook or supplementary readings.

2. Post on Packback Answers (8%)

Packback Answers platform will be used for online discussion about class topics. On the weeks we use the platform, ten points will go towards your participation on the community. In order to receive these points, you must ask 1 question and answer 1 question (with at least 1 citation) based on the readings and discussion that week.

The question can involve history (What else was going on in the world that might have affected this event? How would people of this time have responded to this situation?), style (How does the placement of this text in the writing affect its interpretation? Why are specific words or phrases emphasized here?), worship (Where does this passage occur in the lectionary? Does it provide the text of hymns or songs?), theology (What does this passage tell us about the nature of God? How is this passage pushing its readers to respond?), or some combination thereof. Shape questions that will make for good discussion, and ask something you are honestly interested in.

Poor question: “What does Mark 7:27 mean?”

Great question:

“In Mark 7:27, Jesus says, ‘Let the children be satisfied first for it is not good to take the children’s bread and throw it to the dogs.’ This really bothered me because it

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seems like Jesus is calling the Syrophoenician woman a dog. I think Jesus might be giving her a chance to show her faith. Are there other ways to explain his response?

Poor answer: “Yes, that bothered me too!”

Great answer: “That does seem legitimate that Jesus is giving her a chance to display her faith. One commentary I looked at (NTL by Clifton Black) said that she is the one who displays the humble kind of faith that Jesus is looking for (see Mark 8:35).”

3. Quizzes (10%)On several occasions throughout the semester, we will have a quiz over the material covered since the previous quiz or exam. These quizzes will consist of objective questions covering content of the readings and/or lectures.

4. Vocation Paper (5%) Due Friday, February 26th

Reflect on how your study of the history of the New Testament period and/or Paul’s Letters has shaped the sense of your own vocation. You may choose to write on:

a. Your present vocation as a student ORb. Your future vocation in all or any of the three areas below:

1. In relationship2. In service3. In career

This 1000 word paper will be assessed by:a. quality of discussion of a passage from Paul or from a book about the

history of the New Testamentb. quality of discussion of how that insight might affect at least one of the

vocations mentioned above and how that vocation might impact the reading of that passage.

5. Practice Scriptural Exegesis (40%)

Scriptural Exegesis is the science and art of biblical interpretation that aims to understand the message of the text. Choose any question about Scripture. Some example questions include:

What does the Bible mean by “fearing God”? What is the role of women in the church?Is the Bible against rich people?How can Christians be appropriately humble?What do the disciples misunderstand about Jesus walking on water (Mark 6:45)?

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Please turn in your Scripture passage/question AND your historical issue (see below) by the beginning of class on Wednesday, January 27th.

In order to answer that question, you will investigate a passage throughout the semester, completing the assignment in four stages.

1. How does the historical context of the New Testament help to answer your question? (10%)Due Wednesday, February 17th

What do you need to know about the first-century world in order to answer your question? Decide on just one topic like Jewish worship, Greco-Roman education, crucifixion, etc. Begin with dictionaries and encyclopedias to investigate that topic. Cite at least one primary source (other than the Bible) that discusses that topic and record what you learn.

In the report:List the sources you used (at least one secondary/tertiary source and one primary source)Summarize what you learned from your sourcesRecord how your research helped you answer your question (or not) The report should be at least 700 words. Please include a word count.

2. How does the context and arrangement of the passage help you answer your question? (10%)Due Wednesday, March 16th

This paper will be a close reading of your Scripture text. It takes time (at least a week) to complete this assignment well! Using only your Bible, a concordance, and your working knowledge of the book in which your text is located, answer the questions below.(Adapted from “Beginning Guide to Exegesis” by Beverly Roberts Gaventa)

A. Context: Pay attention to your passage’s immediate context. 1. Record what precedes and follows your passage. 2. Note the major themes and concerns of the book. Do any of them

appear in your passage?

B. Translation: What interpretations have shaped the English versions?1. Compare several translations and paraphrases

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2. Note any major differences among them and discuss why they might alter someone’s understanding of the text. These differences may provide clues to some debated aspects of your text.

C. Structure: How is the text put together? 1. Create an outline of the passage, with major points and

subpoints or in descriptive paragraphs. 2. Note repetitions, parallels, and especially interruptions of a

thought of argument.

3. Write a few sentences to answer the questions below. a. In the case of the letters, for example, what kinds

of arguments are used? What imagery serves to make the author’s point?

b. In the case of a narrative, consider how it begins and ends, what characters are involved and what you know about them, what changes takes place in the story, what gaps characterize the narration?

D. Language: Which words are unclear? Which words seem particularly important to the text in question? Using your Bible and a Concordance, do word studies on those important or confusing words.

i. Examine the use of the word by the writer in question in the book you are studying. Then, see how that author uses that word in other places (if applicable). You can also investigate how the word is used elsewhere in the NT.

ii. Record the various meanings of the word in question and then describe its particular meaning in your passage based upon the context of the passage.

E. Comparison: How does this passage compare with others in Scripture?i. If you are looking at a gospel text, make sure to check its

parallel passages in the other gospels. Consult A Synopsis of the Four Gospels edited by Kurt Aland or any other synopsis. What similarities does your passage share with the other gospels? How is it unique?

ii. If you are looking at a text in Paul, check out Pauline Parallels by Walter Wilson. What distinguishes your passage from those to which it is similar?

iii. If you have chosen another text, record any lexical or thematic parallels in the New Testament to your passage.

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iv. If your passage cites or alludes to an Old Testament passage, check to see if the context of the Old Testament passage informs your understanding of the New Testament passage.

F. Reactioni. Audience – how would the original audience have reacted?ii. Biblical Studies – What questions might Biblical scholars ask of

the text?iii. Theology –What does this text have to say about God/Jesus/Holy

Spirit and God’s work with creation?

Your paper will consist of two sections. 1) In the first, answer each of the questions above. You may do so in

prose or in outline form. This may be as long or as short as you desire. My only requirement is that you engage each question (except the ones that do not apply to the genre of your book).

2) In the second, summarize what you have learned and how this exercise helped to answer your question (or not) in at least 500 words. (Please include a word count).

3. How do other interpreters help answer your question? (10%)Due Friday, April 22

In the next portion of your paper, you will listen to what other interpreters have to say about your text.

1. Show your passage to two different people at your church (local or home). My preference is that you speak to non-Wheaton students of a different age than your own. You are more than welcome to talk to your family members! Ask them about the text. Some sample questions include: What is confusing about the passage? What do they think is the central message of the passage? How would they answer my question?

2. Investigate what ancient interpreters had to say about your passage. Choose a well- respected scholar. The Ancient Christian Commentary on Scripture or www.earlychristianwritings.com are good places to begin. Find 2–3 different theologians who comment on your text and/or provide an answer to your question.

3. Attend to the wisdom of the guild of Biblical Studies. Read through 2–3 different commentaries, monographs, or articles on your passage (One must be from a non-American scholar, i.e. Latin American, Native American, Asian, African; bibliography is available on the

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class website; One must be from an American contemporary scholar). Did they help you see anything new? Did they confirm what you had already discovered? How do they help answer your question?

Your paper should1. List each source you consulted (there should be at least 6: two people,

two ancient, one global, one contemporary American)2. Summarize what you learned and how other interpreters helped to

answer your question (or not) in at least 600 words. (Please include a word count.)

For these three assignments, students who meet requirements will receive a 90%. Students who exceed requirements could receive up to 100%.

4. How would you now answer your question? (15% or 10%)Due Friday, April 22

Draw together all the work you have done on your passage to present an answer to your question (or maybe what questions still remain). This can one of the forms listed below:

1. Using any creative method you desire (prose, poetry, art, music, film, etc) share your exegetical journey, your findings, and any life applications. Include a one-page summary. If you choose to do the creative method, you will not need to complete the comprehensive portion of the final exam.

2. Presentation – In 10 min, present your findings to the class. You may imagine yourself as a lecturer or use another method to share your question, your journey, and your results.

3. Present your answer as a thesis. This is a research paper and should not be written in first person. In this instance, do not share about your journey in this paper, but instead the results of your journey. Imagine you are writing the answer to your question for a reader who has not read any of your previous papers. You may draw from your other papers (even cut and paste!) to support your thesis.

a. You may do a long paper (at least 2500 words + bibliography) and not do the comprehensive question on the final exam.

b. You may do a shorter paper (at least 1200 words + bibliography) and complete the comprehensive question on the final exam.

The assignment will be graded upon1. a clearly articulated question2. a clearly articulated answer to the question and/or questions that still remain

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3. citation of at least two sources (for the creative method ) or four sources for the short paper or presentation and seven sources for the long paper that helped to provide the answer or shaped new questions

4.a.(for the creative method or presentation) clarity and creative effortb.(for the paper) general clarity of expression, grammar, spelling, and

punctuation.

Note: Students who meet the requirements should expect a grade in the high B range. Students who show mastery of the requirements with excellence will be given an A grade.

6. Complete the Exams (40 or 45%)

Each test may include Scripture memory (check out www.scripturetyper.com), objective questions (maps, matching, multiple choice, fill in the blank), and essays. The questions will be drawn from the biblical material, assigned secondary readings, and class lectures and discussions.

A. Backgrounds (10%)B. Paul (10%)C. Gospels (10%)D. Generals (10%)/ Comprehensive (5%)

Grading

Components1. Packback Answers 802. Quizzes 503. Vocation Paper 504. Exegesis Papers 370 or 420

Historical Context (100)Text (100)Interpretations (70)Presentation/Paper (150)*short paper (100)

5. Exams 350 or 400Backgrounds (100)Gospels (100)Paul (100)Generals (100)*Comprehensive (50)

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Total 1000 Points

Point Value

Letter Grade

Level of Work

Explanation

1000–930 A Excellent Shows mastery of assignment objectives; and provides new

insight for the field.929-900 A- Very Good Masters all assignment objectives;

evidence of original thinking; evidence of extensive knowledge

base.899-880 B+ Good Meets all assignment objectives;

some evidence of critical capacity and analytical ability; reasonable understanding of relevant issues;

firm grasp of subject matter; evidence of familiarity with

relevant material.

879-830 B829-800 B-

799-780 C+Satisfactory

Meets basic assignment objectives; evidence of some understanding of the subject

matter; ability to develop solutions to simple problems; reflects awareness of subject basics.

779-730 C729-700 C-

699-680 D+Marginal Pass

Falls short of basic assignment objectives; evidence of minimally acceptable familiarity with subject

matter; limited critical and analytical skills, gaps in

connections to relevant material.

679-600 D

599-below F Failure Fails to meet assignment objectives; insufficient evidence of

understanding of the subject matter; weaknesses in critical and

analytical skills; limited or irrelevant use of the literature.

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Policies and Procedures

1. Office Hours

BGC 5th floor room 527MWF 8:30–9, 2-3R 3:30–5

2. Absence Policy

Because we are a community of scholars who are learning from one another, attendance is vital to the success of this course. If a student has an unexcused absence (Excused absences include those for which you have a note from a Wheaton professor/coach or a nurse/doctor) and misses a quiz it cannot be made up.

3. Late Work Policy

Assignments are due in print on the appropriate day. Assignments turned in later that day will be deducted 5 points. For every day thereafter that the assignment is late (including weekends and holidays), 10 points will be deducted from the final grade for the assignment.

If you know you will be absent on an exam day, email me as soon as possible to arrange another time to take the exam. If you are sick the day of an exam, email me that morning and obtain a note from a nurse/doctor.

4. Written Language

For academic discourse, spoken and written, the faculty expects students to use gender inclusive language for human beings.For example:* When you speak of humanity in general, please refrain from using the term “man”

if “humanity” or “humankind” will serve just as well. * You may alternate between employing “she” and “he” as generic pronouns.* For more information, check out:

http://www.marquette.edu/wac/neutral/NeutralInclusiveLanguage.shtml.

I ask that you do this because if you wish to use any of your work from this class for future publications, almost all academic publishers require inclusive language from their authors. More importantly, because the meaning of language has changed in our society, using inclusive language for humanity conveys the Gospel’s message

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that all humans, both male and female, stand in need of a Savior and can respond to his call to discipleship.

5. Academic and Disabilities Support

Wheaton College is committed to providing reasonable accommodations for students with disabilities.  Any student with a documented disability needing academic adjustments is requested to contact the Academic and Disability Services Office as early in the semester as possible.  Please call 630.752.5941 or send an e-mail to jennifer.nicodem@wheaton.edu for further information.

6. Academic Misconduct Policy

Students are expected to do their own honest work on each assignment or exam. Cheating and/or plagiarism will not be tolerated and serious infractions will result in failure of the assignment or exam in question. Plagiarism is defined as using material created by others–in part or in whole–without properly attributing authorial and publication references for the correct source(s). Reference credit must be given for direct quotations, for work (including a form of argument, progression of ideas, or artistic creation), whether in whole or in part, that is paraphrased, adapted or summarized in the student’s own words or creative work, and for information that is not common. Cheating is defined as use of unauthorized notes, study aids, or non-approved sources for an examination, unauthorized alteration of a graded work after it has been returned and resubmission of the work for re-grading, submission of another person’s work to meet requirements for a course, and submission of identical or similar papers for credit in more than one course (concurrently or sequentially) without prior permission from the course instructors. If you are unsure about the correct use of a source, check out library.wheaton.edu or you are welcome to ask my opinion before turning in an assignment.

7. Laptop computers/Electronic device use in the classroom:

I prefer that you read from a printed Bible and take notes by hand. If use of electronic devices becomes a problem, they will not be allowed in class.

Tentative Course Schedule

Da Date Topics and Readings Deadlines

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y Notes

M January 11 Introduction

W January 13 Jewish Historical Narrative

NTA, Ch. 1

F January 15 Jewish Historical Narrative

NTA, Ch. 2

M January 18 Martin Luther King Day, No School

W January 20 Manuscripts and Production

NTA, 441–447

T January 21 Packback Question and Answer due at 11:59 pm

F January 22 Jewish and Greco-Roman Backgrounds

NTA, Ch. 3–4

M January 25 Acts 1-12 Acts 1–12

W January 27 Library Day Scripture/Question and Historical Topic

F January 29 Exam Exam 1

M February 1 Acts 13-28 Acts 13–28NTA, Ch. 12

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W February 3 Galatians GalatiansNTA, Chs. 13 and 14

T February 4 Packback Question and Answer due at 11:59 pm

F February 5 1 and 2 Thessalonians

1 and 2 ThessaloniansNTA, Ch. 15

M February 8 1 Corinthians

1 CorinthiansNTA, Ch. 16“Sexual and Marital Ethics in 1 Corinthians 7” by Alice Yafeh-Deigh

W February 10

2 Corinthians

2 CorinthiansNTA, Ch. 17

T February 11

Packback Question and Answer due at 11:59 pm

F February 12

Romans 1–8

Romans 1–8

M February 15

President’s Day, No school

W February 17

Romans 9–16

Romans 9–16NTA, Ch. 18

History Paper

T February 18

Packback Question and Answer due at

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11:59 pm

F February 19

Ephesians and Colossians

Ephesians and ColossiansNTA, Ch. 19

M February 22

Philippians PhilippiansNTA, 350–58

W February 24

Philemon PhilemonNTA, 358–61.

T February 25

Packback Question and Answer due at 11:59 pm

F February 26

Pastoral Epistles

1 and 2 TimothyTitusNTA, Ch. 21

Vocation Paper

M February 29

Social Issues

W March 2 Exam 2 Exam 2

F March 4 Mark Mark

M March 7 Spring Break, No School

W March 9 Spring Break, No School

F March 11 Spring Break, No School

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M March 14 Mark NTA, Ch. 9

W March 16 Matthew MatthewNTA, Ch. 8

Text/Context Paper

T March 17 Packback Question and Answer due at 11:59 pm

F March 18 Luke LukeNTA, Ch. 10“Reading Luke” Kurt Anan

M March 21 Synoptics NTA, Ch. 5

W March 23 John JohnNTA, Ch. 11

F March 25 Good Friday, No School

M March 28 Who Do You Say That I Am?

W March 30 Exam Exam 3

F April 1 Hebrews Hebrews 1–8

M April 4 Hebrews Hebrews 9–13NTA, Ch. 23

W April 6 James/Jude JamesJudeNTA, Ch. 22

Interpretations Paper

T April 7 Packback Question

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and Answer due at 11:59 pm

F April 8 1 and 2 Peter

1 and 2 PeterNTA, Ch. 24

M April 11 1-3 John 1–3 JohnNTA, Ch. 25

W April 13 Revelation RevelationNTA, Ch. 26

F April 15 Non-Canonicals

Non-Canonical Gospel or Act

M April 18 Non-Canonicals

W April 20 Canon NTA, Ch. 27

F April 22 Presentations

Final Project Due

M April 25 Presentations

W April 27 Presentations

T April 28 Packback Question and Answer due at 11:59 pm

F April 29 Theology

W May 4,8:00–10:00

Section 4 Final

Final

T May 5,8:00–10:00

Section 3 Final

Final

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