RELIGIOUS STUDIES: 142 NEW TESTAMENT INTRODUCTION
INSTRUCTOR: Dr. Leslie R. James, Ph.D.
SEMESTER: Spring 2003
TIME: 9:15-10:05 AM MWF
LOCATION: 222 Asbury Hall
OFFICE: 213 F Harrison Hall
OFFICE HOURS: MW: 1:30-3:30 TR 9:30-11:30 AM or by Appointment
TEL. # (765) 658-4887
E-MAIL: ljames@depauw.edu

2. Harris, Stephen L. The New Testament: Student’s Introduction. 4th. ed. CA: Mayfield Pub. Co., 2001.

3. Fredriksen, Paula. Jesus of Nazareth: King of the Jews. New York: Vintage Books, Random Inc., 2000.

4. Essays, videos, and other course related materials placed on reserve by Instructor at the Roy O. West Library.

COURSE OBJECTIVES AND PROCEDURES:

This course is an academic introduction to the New Testament (early Christian canonical/non-canonical ) literature. The New Testament, like the Bible of which it is part, can be read from different perspectives. The approach in this course will be primarily that of the historical-critical method: it will be concerned principally with understanding the New Testament texts in relationship to their socio-historical context/environment, how the texts which comprise the New Testament were generated and transmitted, the issues and problems they were responding to in their time and situation of composition, the purpose of the New Testament texts, and the historical and other processes which led to the canonization of these texts. You will therefore be expected to appreciate the causes which led to the emergence of the New Testament texts in relationship to Middle Eastern/Mediterranean location, the way in which the New Testament changed the way in which the world was seen, and how it has helped to shaped society initially and subsequently Western society (in particular) and non-Western societies. The syllabus should be conceived as a trajectory of the course with the major units designed to extrapolate course objectives. Students will be exposed to the following and others themes/issues in the course:

~Jewish Culture

~Greco-Roman Culture and Civilization

~The Jerusalem Temple

~Crisis, Conflict, Power, Hope, and the Search for Humanity in the New Testament World

~John the Baptizer

~Images/Portraits of Jesus of Nazareth

~The Concept of the Hero in the New Testament World

~Paul of Tarsus: His Life, Ministry, and Ethical Teachings

~New Testament Literature and Literary Genres (Gospels, Parables, Aphorisms, Recitation, Tales of the End)

~The Development and Importance of the New Testament Canon ~Matriarchy and Patriarchy in the New Testament

~The Preservation of Memory in the New Testament

The New Testament and Apocalyptic Literature

~Messianism

~Embodiment in the New Testament

~The Impact of the New Testament on Western Civilization

In the final analysis the hope is that, through the study of the New Testament, we will gain knowledge and insights into the potential of religion to transform/transfigure humankind and societies into models of existence they would otherwise not be, the nature of religion, and its accomplishments in the world. Instruction will consist of four basic components: (1) assigned readings; (2) lectures; (3) class discussions/seminars/conferences, presentations, exercises, videos, et al; (4) writing assignments, papers, and exams as scheduled on the syllabus. Reading assignments are to be done before the class period for which they are assigned. Class lectures, discussions and other activities will be based on the assumption that students have done the readings. Instructor’s lectures will focus more on synthesizing readings, generating discussion/reflection, and clarifying issues raised by the readings; not simply summarizing contents of readings. Class dialogues and exercises are designed to promote students’s insights into the dynamics of the culture, history, aspirations, and world-view/s of the communities from which the New Testament texts emerged. Through the various learning components it is anticipated that each student will achieve a greater appreciation of the New Testament as a religious text, its past and present impact on Western and non-Western history/civilization, on literary canons, and historical consciousness. The hope is that each student will appreciate the hermeneutical presuppositions she/he brings to the reading of the New Testament, acquire skills to enable him/her to be a reflective interpreter/reader of the New Testament, appreciate the role of religion in relationship to social change and transformation.

Students must bear in mind that the fundamental method of teaching in the course is that of the discussion/seminar. Discussion will therefore play an important role in this class. You are therefore expected to attend all classes and participate fully. Discussions will proceed in a respectful manner. The purpose of the course is not to create a sectarian battlefield. Through dialogue you will enter into the important issues which led to the development of the New Testament canon. At the same time you will help create the intellectual environment of the course and a sense of class community. Responsive openness is required.

Discussion reminds us of the importance of speech (S) in human existence, community and sustaining the democratic process. Writing (W) reminds us of the importance of the hands in expressing our ideas, grasping, shaping the material world around us, and adapting to our environment. Please remember that style and content are important in writing; they are not exclusive of each other. Quantitative reasoning (Q) reminds us that the mind is critical to the examination of life and that "a mind is a terrible thing to waste."

1. Regular attendance and class participation is required. It is important that you attend all classes. Absences can affect the class environment, your following the course development, comprehension of issues/themes dealt with in course, and your integration of course materials. All classes are important. You are therefore expected to bear this in mind at the outset of the course. Absences will be governed according to the University attendance policy (see current Student Handbook). University policy requires that advance notification be given only when an absence due to medical reasons will result in the student being unable to fulfill academic responsibilities such as papers and examinations. Notification is to be given by calling the departmental or Instructor’s office.) Irregular attendance will result in the lowering of course grade. Note will be taken of students’s class attendances.

2. The course grade will be assigned according to the following formula: (1) Class Participation=15% (Based on class attendance and analytical, insightful, and constructive contribution to class discussions); (2) Exams=50% [aggregate of exams/quizzes (mid-term, final, et al)]; (3) Paper=20%; (4) Group Presentation=15%.

3. Students must scrupulously observe DePauw University policy regarding academic integrity (plagiarism, etc.). This is a serious matter and requires students’s attention and careful consideration. See Student Handbook (2002-2003) on this matter. Students must also bear in mind the academic expectations of the University.

Students must also bear in mind the academic expectations of the University. For further guidance on the issue of cyberplagiarism/plagiarism visit the following website: http://acad.depauw.edu/~reflib/cyberplagiarism.htm.

4. Students’s conversations/dialogues/discussions with the Instructor beyond prescribed class times are critical to students’s overall performance in course. They are an integral to the Instructor’s pedagogy. Students are strongly advised to meet with Instructor at the commencement of the semester to discuss the course. In addition students are required to keep set times for conferences with the Instructor and be co-operative in working with peers on collaborative projects.

5. Assignments are identified in the syllabus, others will be announced in class. Assignments are due on dates specified at the beginning of the class period. Late submission of assignments will result in the reduction of grade. Computer and other problems which may arise at time assignments (papers, etc.) are due will not be considered acceptable for late submission of work. You are required to pay attention to and respect dates specified in the syllabus as well as official dates in the DePauw calendar.

6. You are always welcome to make an appointment with me to discuss any problems you might be have understanding any part of the course. It is critical that you address such areas in a timely fashion. The study of New Testament is not rote memory of various "texts." It involves serious, reflective study of the texts and the people/s who understood themselves through those texts in relationship to the historical issues they confronted in their time. Only thus can one grasp the ways in which subsequent generations have applied the texts to their situations and quest for meaning in life.

1. Research Paper: Ten (10) pages, nine (9) pages of text, plus one(1) page of bibliography. Typed, double-spaced, style=Turabian/MLA (or any recognized style) on regular bond paper. One inch (1") margin on left, right, and bottom sides; one-and-a-half inch (1.5") margin on the top side. Paper, including bibliography must be typed in 12pt font size. Type your name and the assignment due date in the top right hand corner of the first page. Do not use a title page! Pages must be numbered and stapled together! Presentation of work in the finest quality is important!

This research paper must be on any topic related to specific section/topic/aspect of the course. It must have a clear and well-defined focus and clear title (and subtitle). Paper title will be centered, in proper format, in the upper portion of the first page of the paper below name of author, course title, Instructor’s name, date due. Students are required to meet for conference with the Instructor and to have topic approved by him before beginning formal work on the paper. Failure to meet with Instructor to discuss and have paper approved by him (in timely fashion) will result in a paper not been accepted from you when papers are due or thereafter. In addition students must follow any other guidelines the Instructor gives. A selected bibliography must be submitted to the Instructor in the initial stages of preparing the paper. You should finish this process by the end of the Spring 2003 Break (March 31, 2003). A final selected bibliography, integral to the paper, must be appended to the final paper. The bibliography must be one (1) page long. Sources listed in the bibliography must be cited in standard academic format, cited in single space but with space between each citation. Website references are not allowed in bibliography. See, for example, recommended reading sections following each chapter of Harris, The New Testament: A Student’s Introduction.

Students are advised to start, without delay, listing prospective topics/ ideas toward formulating a paper. You are encouraged to take advantage of all available resources at DePauw, including the Academic Resources Center (ARC) in producing your work. Services include the W-Center (Writing), the S-Center (Speech), and the Q-Center (Quantitative Reasoning). The ARC should be contacted at least two (2) weeks in advance to maximize its assistance in producing the final draft of the paper. Students must bear in mind the extent of the ARC’s responsibilities with respect to the writing of papers. DePauw’s Roy O. West Library, Media Center, and other facilities also provide useful help in making this particular class successful. Always plan and book facilities well in advance of time needed. Due Date of Paper: April 28, 2003.

2. Group Presentation: Students will be divided into groups (5-6 per group). At least one representative from each group will meet with Instructor to discuss and have approved a particular pericope/narrative/event/theme in the New Testament around which they will create a dramatic presentation for class group presentation to the class on the date specified in the syllabus. The deadline for this meeting is April 2, 2003. A formal group report/text describing the group’s work/project must be submitted at the beginning of the presentation. Presentation must be at least twenty-five (20) minutes long; followed by period of class discussion on the presentation. Students are highly encouraged to use technology in the preparation, production, and dissemination of their group projects. The following criteria will be used in evaluating presentations:

1. Relevance of topic to course
2. Evidence of quality preparation and knowledge of subject
3. Organization and method of presentation
4. Delivery, exposition, and clarity
5. Leading discussion and coordination between presenters
6. Meeting with Instructor to discuss presentation
7. Submission of outline of presentation one week in advance of presentation
8. Formal group report/document describing and outlining the group’s project. To be submitted at the beginning of the presentation.

Students are encouraged to use the S Center at DePauw in preparation of their Group and other presentations. Other useful resources include the Q (Quantitative Reasoning) Center at DePauw in preparation and enhancing the quality of their work. The Q, S, and W centers are all in proximity to each other on the second floor of Harrison Hall.

Presentation dates: (1) April 30: 1 & 2; (2) May 2: 3 & 4; (3) May 5: 5 & 6. Dates are also indicated in the "schedule of classes" section of this syllabus.

3. Discussion Leaders: All students must be prepared to fulfil various assigned roles in discussions throughout the seminar as requested and to meet with Instructor for necessary seminar preparation. Assigned roles include: group leader, recorder/rapporteur, redactor, postulator, "devil’s advocate," etc. Fulfillment of such tasks will be taken into consideration in evaluating course participation. Appropriate and specific directions will be given in a timely fashion to prepare students for doing assigned roles.

4. Expectations for Class Discussion: The Round-Table model, representative of inclusiveness and community, will be used to image and conceptualize the class space during class sessions. Seating is therefore to be always arranged in circular fashion. This will enhance participation of all and empower you to experience a sense of belonging, rather than alienation, from course experience.

Developing good discussion/conversation skills is a major goal of this course. These skills are critical to your success during your college career and life. Furthermore it is worthwhile to recognize that various New Testament texts resulted from conversations/discussions/debates among parties in the ancient Near East and Mediterranean region. In studying the New Testament you enter into those conversations. Enough opportunity will be provided throughout the course for you to develop your discussion skills in small groups and among the whole class. It is impossible to do well in this course without regular participation in a meaningful and creative way. There are different kinds of contributions you can make to discussion. You are expected to work on these during the semester:

1. Framing and expressing a response to discussion questions given to guide your reading.
2. Presenting an original idea related to the topic under discussion (thinking outside the ball-park).
3. Constructively, and respectfully, critiquing an idea offered in the readings or by a fellow class member, Instructor, or other person.
4. Listening intensely to your fellow class colleagues to build on what has already being said and to develop the process of the discussion.
5. Raising questions that advance or give added texture to the discussion.
6. Drawing on, making connections with material in the wider space of life to support or challenge ideas (data, media, personal experience, etc.).
7. Indicating how comments/ideas advanced in discussion support or contradict each other.
8. Intentionally playing the "devil’s advocate" to call into question or "subvert" key positions advanced by others in discussion.
9. Asking colleagues, instructor, and other to clarify ideas or comments which are unclear.
10. Summarizing main/core ideas that have emerged during discussion.
11. Use of Discuss site related to course as directed by Instructor. The use of Discus will be explained at the beginning of the semester to empower students to use it effectively in promoting discussion, interaction, and a forum for clearing course ideas and other related material. The course Discuss site is organized to include links on class preparation, group discussions, and announcements.

One can never stop developing one’s discussion skills. In a changing world there are new situations, experience, and encounters with people we are meeting for the first time, as well as with those with whom we are already familiar, that require new approaches to discussion and communication. So let us work on discussion during this course and discover the "miracle" of dialogue as we explore various themes and issues related to the emergence of the New Testament. Attendance at classes will not be considered sufficient for you to do well in terms of participation. You must be active and interactive in the course. Without dominating other class members your voice is to heard.

Preparation is essential to your participation in this course. Readings are fundamental to this process. You are required to do all readings in preparation for classes. Failure to do readings can inhibit your capacity to actively participate in and contribute to classes and discussions. Students will be given necessary preparation guidelines at the latest by the end of each class to adequately prepare them for the following class. The course Discuss site is also organized to address the issue of class preparation and a forum for clearing insights and other material generated in the class.

5. Abbreviations: The following abbreviations are used in the syllabus ( in the schedule of classes):

OSB Oxford Study Bible
Chap. Chapter
pp. Pages

6. Writing: Unless otherwise specified exams and other handwritten work will be submitted in blue or black ink only.

7. Syllabus: The syllabus is to be seen as a trajectory for the course. Please ensure that you read your syllabus in detail at the commencement of the course. The syllabus is the course guide/pilot. Failure to read the syllabus initially and throughout the course can have deleterious effects. It can result in your failure to know what is expected of you each step of the way and inability to correlate the different themes and segments of the course.

January 29-

February 7: SECTION I: INVITATION TO THE NEW TESTAMENT

2. January 29: Unit 1: Overview of the New Testament

Class Preparation:

Readings: Harris. New Testament: A Student’s Introduction.

(Chap.1): pp. 1-19

3. January 31: Unit 2: How the New Testament Was Formed and Handed Down

Readings: Harris. New Testament. (Chap. 2): pp. 20-35.

4. February 3: Unit 3: The Two Worlds in Which Christianity Originated: Jewish and Greek

Readings: (1) Harris. New Testament. (Chap. 3): pp. 36-56.

5. February 5: Unit 4: The Troubled World Into Which Jesus Was Born

Readings: (1) Harris. New Testament. (Chap. 4): pp. 57-75. (2) Fredriksen. Jesus of Nazareth. (Chap. 2): pp. 51-61.

6. February 7: Unit 5: The Diverse World of First-Century Judaisms

Readings: (1) Harris. New Testament. (Chap. 5): pp. 76-93. (2) Fredriksen. Jesus of Nazareth. (Chap. 2): pp. 61-73.

7. February 10-14:Unit 1: The Gospels: Form and Purpose

Class Preparation:

Readings: (1) Harris. New Testament. (Chap. 6): pp. 95-117; (2) Fredriksen. Jesus of Nazareth, King of the Jews. Introduction: pp. 3-11; 12-17; Chap. 1: pp. 18-41.

8. February 17.: EXAM 1: FEBRUARY 17

9. February 19-21: Unit 2: Mark: The Hidden Messiah and Eschatological Judge

Class Preparation:

Readings: (1) The Gospel of Mark (Oxford Study Bible) (2) Harris. The New Testament (Chap. 7): pp. 118-146. (3) Fredriksen. Jesus of Nazareth, King of the Jews. (Chap. 4): pp. 155-191.

10. February 26-March 3: Unit 3: Matthew: The Great Teacher

Class Preparation:

Readings: (1) The Gospel of Matthew (OSB). (2) Harris. New Testament. (Chap. 8): pp. 147-177. (2) Fredriksen.Jesusof Nazareth, King of the Jews. (Chap. 4): pp. 184-214.

11. March 5-10: Unit 4: Luke: A Savior for "All Nations"

Class Preparation:

Readings: (1) The Gospel of Luke (OSB). (2) Harris. New Testament. (Chap. 9): pp. 178-207. (2) Fredriksen. Jesus of Nazareth, King of the Jews. (Chap. 5): pp. 235-259.

12. March 12: REVIEW

13. MARCH 14: EXAM 2: MARCH 14

14. March 17-21: Unit 5: John: Divine Wisdom Made Flesh

Class Preparation:

Readings: (1) The Gospel of John (OSB). (2) Harris. New Testament (10): pp. 208-236. (2) Fredriksen. Jesus of Nazareth, King of the Jews. (Chap. 4): pp. 214-234.

SPRING RECESS: MARCH 22-March 30, 2003

15. March 31-April 4:Unit 6.1: The Other Gospels: Additional Portraits of Jesus

Class Preparation:

Readings: (1) Harris. New Testament. (Chap. 11): pp. 237-252.

Unit 6.2: The Quest for the Historical Jesus/Preserving Memory

Class Preparation:

Readings: (1) Harris. New Testament. (Chap.12): pp. 253-276. (2) Fredriksen. Jesus of Nazareth, King of the Jews. Afterword. Pp. 261- 270.

16. April 7-9: Unit 7: Acts of the Apostles

Class Preparation:

Readings: (1) Acts of the Apostles (OSB); (2) Harris. The New Testament. (Chap. 13): pp. 277-301.

SECTION IV: PAUL AND THE PAULINE TRADITION

17. April 11: Unit 1: Paul: Apostle to the Nations

Readings: (1) Harris. New Testament. (Chap. 14): pp. 303-314. (2) Fredriksen. Jesus of Nazareth, King of the Jews. Chap 3: pp. 74-154.

18. April 14: Unit 2: Unity, Freedom, and Christ’s Return (The Parousia): Paul’s Letters to Thessalonia and Corinth

Class Preparation:

Readings: (1) 1 & 2 Thessalonia, 1 & 2 Corinthians(OSB); (2) Harris. New Testament (Chap. 15): pp. 315-331.

19. April 16: Unit 3: Freedom from Law and Justification by Faith:

Galatians & Romans

Class Preparation:

Readings: (1) Galatians, Romans(OSB); (2) Harris. New Testament. (Chap. 16): pp. 332-346.

20. April 18: Unit 4: Letters from Prison: Philippians & Philemon

Class Preparation:

Readings: (1) Philippians, Philemon (OSB); (2) Harris. New Testament. (Chap. 17): pp. 347-357.

21. April 21: Unit 5: 2: The Deutero-Pauline Tradition: Thessalonians, Colossians, Ephesians & the Pastoral Epistles, I Clement, and the Epistle of Barnabas

Class Preparation:

Readings: (1) Ephesians, 1& 2 Timothy, Titus (OSB); (2) Harris. New Testament. (Chap. 18): pp. 358-373.

SECTION V: GENERAL LETTERS AND A VISION OF END TIME

22. April 23: Unit 1: General Letters on Faith and Behavior: Hebrew and the Catholic Epistles, and the Teaching (Didache) of the Twelve Apostles

Class Preparation:

Readings: (1) Hebrews; James; 1 & 2 Peter; Jude; 1, 2, 3 John (OSB); (2) Harris. New Testament. (Chap. 19): pp. 375-394.

23. April 25-28: Unit 2: Continuing the Apocalyptic Hope: The Book of Revelation and Other Jewish/Christian Apocalyptic Works

Class Preparation:

Readings: (1) Revelation (OSB); (2) Harris. New Testament. (Chap. 20): pp. 395-419.

FINAL PAPER DUE: APRIL 28

24. April 30: GROUP PRESENTATION 1 & 2: April 30

25. May 2: GROUP PRESENTATION 3 & 4: MAY 2

26. May 5: GROUP PRESENTATION 5 & 6: MAY 5

27. May 7: Unit 3. 1: The Judeo-Christian Bible and Subsequent History

Class Preparation:

Readings: (1) Harris. New Testament. (Chap. 21): pp. 420-428.

FINAL CLASS--COURSE REVIEW, WEDNESDAY, MAY 7, 2003