BTS-5250/3 New Testament Exegesis and Interpretation: Luke-Acts Canadian Mennonite University. Graduate Course Syllabus

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1 THE FOLLOWING SYLLABUS IS A TENTATIVE DRAFT ONLY. ALTHOUGH THE BASIC SHAPE OF THE COURSE WILL REMAIN THE SAME, DETAILS MAY CHANGE. BTS-5250/3 New Testament Exegesis and Interpretation: Luke-Acts Canadian Mennonite University Fall Semester, Slot 28: Tuesdays, 6:00 8:45 p.m. Professor: Sheila Klassen-Wiebe, Ph.D. (Union Theological Seminary, Richmond, VA) Office: C08, South side of campus Phone: , ext sklassen-wiebe@cmu.ca Course Description Graduate Course Syllabus In this course students will study the Gospel of Luke and the Acts of the Apostles as two parts of a unique biblical narrative, which begins with the ministry of Jesus and ends with the spread of the church into all the world. The course will examine various themes distinctive to Luke-Acts as well as specific texts in the two volume work, paying particular attention to Luke-Acts as a theological narrative. Attention will be given to literary features, theological perspectives, and historical context of the work. Students will be introduced to various scholarly interpretations in the academic study of Luke-Acts and will be invited to consider the power of the story to shape individuals and the church today. Course Objectives Upon successful completion of this course students will have 1. a thorough knowledge of the content and storyline of both Luke and Acts; 2. greater competency in reading a biblical text closely, particularly with a view to its literary and theological significance in Luke-Acts; 2. greater proficiency in reading the entire work of Luke-Acts as a skilfully crafted narrative, with literary integrity and unity of purpose; 3. familiarity with many of the key themes in Luke-Acts, including why these themes are distinctive to the third Gospel and how they are continued and developed in Acts (e.g., Christology, conflict, wealth and possessions, continuity with the Old Testament and Judaism...); 4. familiarity with various scholarly perspectives on key issues pertaining to Luke-Acts; 5. appreciation for the ongoing significance of Luke-Acts for the church and Christian faith today. 1

2 Textbooks and Readings Bible - any standard version, not a paraphrase. Class instruction will be based on the NRSV. Students who have facility in Greek are encouraged to use a Greek or Greek-English New Testament. Essays, articles, and chapters from other books and journals will be assigned throughout the semester and will be available on CMU Library Reserve, electronically, or in a course pack available for purchase. Other texts TBA Course Requirements (TENTATIVE) (more detail in following pages) Class attendance and participation 10% Weekly written responses to readings and inductive study questions 25% Research essay 40% Take home final examination 25% Additional Terms of Reference Voluntary Course Withdrawal The final date for voluntary withdrawal from the course without academic penalty is November 17, Due Dates and Extensions Students are expected to hand in assignments at the beginning of class time and to write tests on the days that they are scheduled. Permission for extensions should not be taken for granted and will normally be considered at the last minute only for serious reasons. Requests for extensions should be made in writing at least one week prior to the due date. The professor reserves the right to deduct a half to full letter grade for work submitted late without permission for an extension. Submission of Assignments All assignments must be submitted in paper form. If a student is unable to be in class the day the assignment is due (e.g., because of illness or weather conditions), the student may arrange with the instructor to submit the assignment electronically in order to get it in on time. The instructor will send an confirming that the assignment has been received, normally within 24 hours (unless on a weekend). The student should not consider the assignment received until he or she has received such confirmation from the instructor. Furthermore, the student is still expected to bring in a paper copy of the assignment at the next class. 2

3 Academic Integrity Plagiarism and cheating are serious academic offences. Students are expected at all times to submit their own work and to properly acknowledge and document sources used. Such sources include books and articles, but also the Bible, internet sources, hand-outs and class notes, and work of other students or professors. If it becomes evident that a student has plagiarized an assignment, that assignment will receive a failing grade. For help with proper documentation of sources, students should use L. Troyka and D. Hesse, Simon & Schuster Handbook for Writers, 4 th Can. ed. Grading Scheme A % Exceptional A Excellent B Very good B Good C Satisfactory C Adequate D Marginal F 0-49 Inadequate 3

4 Course Requirements (details) Class attendance and participation Regular class attendance and participation in class discussion are essential for the successful completion of this course. Students are expected to do the assigned primary and secondary readings before coming to class and should be prepared to engage the issues and questions raised by the readings in class discussion. To this end, students should read interactively, writing down questions and observations as they read. As part of class participation, students will be expected to lead the discussion of the reading response topics once or twice a semester, depending on the size of the class. Reading Responses and Inductive Studies The purpose of these short written assignments is three-fold: to equip students to participate in discussion of the topic scheduled for the day; to train students to read biblical texts inductively, using their skills of observation and analysis; to acquaint students with some of the critical scholarly discussion surrounding selected topics and issues in Luke-Acts More detailed instructions for each assignment will be given in the course of the semester. In general, the assignment will require students to read selected sections of Luke-Acts and one to three secondary articles or book chapters related to the topic or texts under discussion. Students will then prepare a word response to questions about the readings. The readings and written responses will be the focus of part of each class, and students will take turns initiating and leading the discussion of the topic or texts. Since students will need to have done the reading and reflection in preparation for class discussion, late assignments will generally not be accepted. Essay The purpose of this assignment is to give students the opportunity to explore in greater depth a topic or theme in Luke-Acts that is of particular interest to them. In order to do this, each student will write a research essay approximately words in length (13-15 double-spaced pages, 10 or 12 point font). A list of possible topics will be provided early in the semester but students options are not limited to this list. Students are encouraged to develop their own ideas on topics of particular interest to them, but should discuss topic ideas with the instructor prior to beginning work on the essay. Early in the semester, students will submit a preliminary bibliography and a short written essay proposal. This proposal should outline in a paragraph or two the intention, scope, and approach of the essay. The essay should discuss and analyse the content and meaning of the passage(s) being studied, or explore the various dimensions of the topic which students have chosen. It must show evidence of careful reading and research, and ideas should be communicated in a clear, coherent, and organized fashion. The introductory paragraph of the essay should state clearly the direction and main thesis of the essay. The body of the essay should develop the argument clearly, with each paragraph contributing to the development of the thesis. The essay should survey some of the relevant scholarship on the text or topic, and indicate familiarity with different scholarly viewpoints on the text or topic in question. Where 4

5 differences of opinions exist, the essay should include some of the student s own evaluation of the issue. A conclusion should effectively summarize the discussion, suggest implications, or point ahead to arising issues that could be explored In researching the essay students should consult a variety of secondary sources such as topical studies, journal articles, monographs, Bible dictionaries, and commentaries. Since it is important to be familiar with recent scholarly work on a topic, more than half of the sources should be from the last twenty years. Internet sources should be used with great discretion and should not be the primary source of research. At least sources should be consulted, in addition to internet sources (unless they are electronic academic journal articles). All sources must be properly credited and documented, according to the University of Chicago Style, and the essay must include a bibliography, in addition to footnotes. Since both form and content are essential ingredients of a good university research paper, grading will be based on style and quality of presentation as well as content, clarity, and use of scholarly materials. It is expected that the essay will contain a minimum of stylistic, grammar, and spelling errors. Final Take-Home Examination The final take-home exam will be an opportunity for students to synthesize and reflect on learnings acquired in the course of the semester. It will not require additional research but students will be expected to integrate lectures, readings, and discussions from throughout the semester. 5

6 Course Outline (TENTATIVE) A. Introduction to the course Introductory issues in the study of Luke and Acts: authorship, purpose, composition Historical criticism and narrative approaches The question of the unity of Luke and Acts B. Gospel of Luke [lecture/discussion on some or all of the following topics] Prologue Birth narratives The message of Jesus and beginnings of ministry The Kingdom of God Disciples and teachings on discipleship The portrait of the disciples Wealth and possessions Healings and ministry to outsiders The role of women in the Gospel (and Acts) Conflict in Luke Table fellowship and meals The death and resurrection of Jesus C. Acts of the Apostles [lecture/discussion on some or all of the following topics] Themes that continue and discontinue from Luke Acts and history/salvation history Pentecost Literary function and theology of the speeches and sermons in Acts (with particular attention to certain speeches) The conversion of Saul/Paul (Acts 9, 22, 26) The role of the Holy Spirit in the narrative of Acts The spread of the gospel to Gentiles: issues, controversies, and turning points (with particular attention to Acts 8, and 15) Conflict: within the church, with Jewish religious leaders, with Roman authorities Ecclesiology, politics, and economics in Acts Divine agency and human participation Relationship to the Old Testament and Judaism 6