Vanderbilt University Department of  Religious Studies, College of Arts and Science

TENTATIVE SCHEDULE

W-Aug. 27 Introduction

PART I: DISCIPLESHIP ACCORDING TO THE SERMON ON THE MOUNT

F-Aug. 29 Preparing Roundtable # 1: Discussing Interpretations of Matthew 25:31-46

READING: Patte, Stubbs, Ukpong, Velunta. The Gospel According to Matthew: A Contextual Introduction (short: Contextual Introduction) pp. 7-14; 19-32.

M-Sept. 1 Discussion Groups: Discussion of Step # 1 reports (see above in the syllabus)
ROUNDTABLE # 1: Discussing your Contextual Interpretations of Matthew 5:3-12.

READING: Patte, Stubbs, Ukpong, Velunta. Contextual Introduction pp. 33-41. (Suggested, Patte, Challenge, 1-32.)

ASSIGNMENT: CONTEXTUAL INTERPRETATION of Matthew 5:3-12: ?TRIAL RUN.? Theme: Discipleship. Using the form found on pp. 29-32 of Contextual Introduction (make several copies; this form will be used through out the semester), come to class with your contextual interpretation in which you a) identify a particular life context today in which Matt. 5:3-12 would have a teaching for Christian believers about their ?discipleship,? and b) formulate the teaching of these verses for these specific Christian believers in their particular situation today.
NOTE 1: You do NOT need to be a Christian believer to recognize the teaching of this text ?for Christian believers??people whom you know or whom you can imagine.
NOTE 2 : The reading in Contextual Introduction, pp. 33-41 will lead you through the process.
NOTE 3: All Reports are to be e-mailed to Professor Patte and to your group leader BEFORE SUNDAY 6 pm preceding the due date in class. You must have a hard copy of it with you during the discussion group time.

W-Sept. 3 Preparing Roundtable # 2. Comparing your interpretation of Matt. 5:3-12 with W. D. Davies and Dale Allison?s interpretation
READING: A Contextual Introduction, pp. 43-63
Oxford Annotated Bible, pp. 7-8, 13-18 (= Matthew 5:1-12 AND the footnotes)

F-Sept. 5 Preparing Roundtable # 2. Comparing your interpretations with Walker?s, Jordan?s, and, Strecker?s.
READING: A Contextual Introduction, pp. 63-72. (Suggested, Patte, Challenge, 43-63)
ON RESERVE: Alice Walker: ?The Gospel according to Shug? in The Temple of My Familiar.

M-Sept. 8 Roundtable # 2: Come ready to say how your interpretive choices are DIFFERENT as compared with those of Davies and Allison, Walker, Jordan, and Strecker. (Use tables p. 76-78)
Two students in each group open the discussion with a joint handout showing the differences between their respective interpretations.
READING: . A Contextual Introduction, pp. 72-78.

W-Sept. 10 Preparing Roundtable # 3. Assessing which ONE among the four kinds of interpretation discussed in the book is the ?best? interpretation for believers in a contemporary situation.
SHORT QUIZ on the distinction among ?contextual,? ?theological,? and ?textual? interpretive choices involved in each interpretation of a scriptural text, and on the choices made by Abesamis.
READING: A Contextual Introduction, pp. 81-86.(review of pp. 19-78 for Quiz)
Abesamis, A Third Look at Jesus, 1-7, 38-56.(also on Quiz; What is third look? What is most significant in the beatitudes for the poor?

F-Sept. 12 ROUNDTABLE # 3. DEBATE among four debaters (or four teams of two debaters). Each debater/team representing her/his discussion group makes the best possible argument in favor of one of the four interpretations (i.e., either Davies and Allison, Walker, Jordan, or Strecker, as assigned.) And why the other three are not as good. Specific life-context to be considered: situations where violence is perpetrated against innocent people ? including terrorist attacks (see Contextual Interpretation, p. 86)
Each team prepares a one-to-two page outline of their argument; they must sent it by e-mail to the instructors on Thursday Sept 11 Graded on the quality of the argument you make.
READING: A Contextual Introduction, pp. 86-88, review 81-86.

M-Sept. 15 ROUNDTABLE # 1: Discussing your Contextual Interpretation of Matthew 15:21-28 (use the form!)
ASSIGNMENT Contextual Interpretation on Matthew 15:21-28: Using the form ? and an e-mail abbreviated form. Theme: The place of ?Others? in the Church. Discussion led by two students: In preparation, each student send her/his interpretation by e-mail 1) to her/his discussion group leader and 2) to one of the students in her/his group. Come to class with your evaluation of the other student?s Contextual Interpretation and ready to explain: 1) What are the differences between your two interpretations? 2) On which points do you find difficult to see the differences between your two interpretations? Which questions do you want to ask her/him so as to clarify points of difference between your two interpretations?

W-Sept. 17 ROUNDTABLE # 2. Matthew 15:21-28. Comparing your interpretation with four other interpretations. Come with your questions about the reading, and how to relate these interpretations with yours.
Reading: Patte, Stubbs, et al. Contextual Interpretation, pp. 89-106
Levine, "Matthew" in Women's Bible Commentary, pp. 339-349; Ringe, ?When Women Interpret the Bible, ?in Women's Bible Commentary, pp. 1-9. SHORT QUIZ

F-Sept. 19 ROUNDTABLE # 3. DEBATE: What is ?the best? interpretation among the four presented in the readings? Specific life-context to be considered: Asian Women (see Contextual Interpretation, p. 36.)
Reading: Patte, Stubbs, et al. Contextual Interpretation, p. 106 (review 89-105)

M-Sept. 22 ROUNDTABLE # 1, Discussing your Contextual Interpretation of Matthew 28:16-20
ASSIGNMENT: Step # 1 REPORT: Contextual Interpretation on Matthew 28:16-20 (Use the form!): Theme: the Mission of the Church according to the ?Great Commission.?
Discussion led by two students: In preparation, each student send her/his interpretation by e-mail 1) to her/his discussion group leader and 2) to one of the students in her/his group. Come to class with your evaluation of the other student?s Contextual Interpretation and ready to explain: 1) What are the differences between your two interpretations? 2) On which points do you find difficult to see the differences between your two interpretations? Which questions do you want to ask her/him so as to clarify points of difference between your two interpretations?

W-Sept. 24 ROUNDTABLE # 2. Comparing your interpretation with four interpretations of Matthew 28:16-20
Reading: Patte, Stubbs, et al. Contextual Interpretation, pp. 109-127. SHORT QUIZ

F-Sept. 26 ROUNDTABLE # 3. DEBATE: What is ?the best? interpretation among the four presented in the readings. Specific life-context to be considered: TBA (see Contextual Interpretation, p. 44.)
Reading: Contextual Interpretation, pp. 128-132.

M-Sept. 29 ROUNDTABLE # 1, Discussing your Contextual Interpretation of The Gospel According to Matthew 1:1—28:20 (read from beginning to end)
ASSIGNMENT: Step # 1 REPORT: Contextual Interpretation on Matthew as a whole (Use the form!) Theme: Jesus’ Entire Story (from Birth to Resurrection) and Discipleship.
Discussion led by two students: In preparation, each student send her/his interpretation by e-mail 1) to her/his discussion group leader and 2) to one of the students in her/his group. Come to class with your evaluation of the other student?s Contextual Interpretation and ready to explain: 1) What are the differences between your two interpretations? 2) On which points do you find difficult to see the differences between your two interpretations? Which questions do you want to ask her/him so as to clarify points of difference between your two interpretations?

Monday night at the movie: The Gospel according to Matthew (by Passolini).

W-Oct. 1 Preparing Roundtable # 2, PREPARING STEP # 2 REPORT due Oct. 6. The Theological Choices of your Contextual Interpretation of Matthew and the four interpretations in the book: How are your theological choices related to those discussed regarding the beatitudes, the Canaanite woman, and the Great Commission (see summaries on pp. 26-28, 77, 104, 126)
READING: Contextual Interpretation, pp. 135-161.

F-Oct. 3 Preparing Roundtable # 2, PREPARING STEP # 2 REPORT due Oct. 6. The Textual Choices of your Contextual Interpretation of Matthew and the four interpretations in the book: what is most significant in the book/text of Matthew for you and for the other interpretations?. How are your textual choices related to those discussed regarding the beatitudes, the Canaanite woman, and the Great Commission? What questions did you raise about the text? (see summaries on pp. 54-57, 78, 105, 127)

READING: Contextual Interpretation, pp. 135-161.

M-Oct. 6 ROUNDTABLE # 2: focused on the Step # 2 Report:

ASSIGNMENT DUE : STEP # 2 REPORT due on October 6 (e-mail before class time to instructors). Analyzing your own interpretation (Step # 1 Report of M-Sept. 29) and comparing it with the four other interpretations of Matthew in the book.

W-Oct. 8 Preparing Roundtable # 3. A Third Look at Jesus and History. From Textual and theological choices back to CONTEXTUAL CHOICES.
Reading: Abesamis , A Third Look at Jesus, 1-70 (reviewing, already read , 1-7, 38-56) CLASSPAK Elsa Tamez, "Women's Rereading of- the Bible." SHORT QUIZ (you should be ready to address any of the following questions) ? What is a ?Third Look? at the NT? In what sense is a close cousin of the ?first look?? In what sense is the ?third look? a critical analytical method? Which textual choice does it involve? What kinds of methodologies characterizes it (see Contextual Introduction, 54-57) (Abesamis, 1-9) ? What are the differences between the ?second look? and the ?third look? at Jesus? mission? Why can the ?third look? be regarded as being equivalent to the ?first look?? (10-26) ? How is the teaching of the beatitudes about the Kingdom related to the teaching of Isaiah? (27-37) Why and in which sense are the beatitudes in Matthew good news to the poor? (38-56) Regarding TAMEZ: What are the contextual issues (problems) her interpretation helps Christian believers address? From which contextual perspective(s) is she reading the Gospels?

F-Oct. 10 ROUNDTABLE # 3. DEBATE among five teams of two students. Each team makes the best possible argument in favor of one of the five readings.

PART II. JESUS? DEATH AND RESURRECTION ACCORDING TO MARK, MATTHEW, AND LUKE

M-Oct. 13 ROUNDTABLE # 1: Discussing your Step # 1 Reports Contextual Interpretation of Mark 14:1?16:8.
Two students in each group facilitate the discussion, finding original ways of helping the members of the group to recognize the differences in contextual interpretive choices made in their own interpretations.
In preparation, each discussion leader writes a one-to-two page outline of the differences in interpretive choices between their two interpretations; to be e-mailed to instructors on October 12 at the latest. Graded on a) the quality of this outlined comparison; and b) on the creativity and effectiveness of their leadership during the discussion.
ASSIGNMENT Step # 1 Report Contextual Interpretation of Mark 14:1?16:8 Theme: the significance of Jesus? Death and Resurrection Using the form; come to class with your report.

Monday Night at the Movie: ?The Gospel According to Mark? (Reciting Performance of the entire Gospel of Mark by Prof. David Rhoads.)

W-Oct. 15 Preparing Roundtable # 2: Theological choices regarding the Significance of the Cross: The Spirituals and A Third Look at Jesus
Reading: CLASSPAK Lewis Baldwin, "Deliverance to the Captives: Images of Jesus Christ in the Slave Community."
Abesamis, A Third Look at Jesus, 186-205 (see also 170-185)

F-Oct. 17 Preparing Roundtable # 2: Theological choices regarding the Significance of the Cross:
Readings: CLASSPAK Myers, ?Say To This Mountain? and CLASSPAK Wilkinson, "Identity and Apocalypse in Mark's Passion."

M Oct. 20 *** HAVE A GOOD FALL BREAK,***

W-Oct. 22 ROUNDTABLE # 2, Part 1: Discussing your Step # 1 Reports on Mark 14:1 ? 16:8: Your Theological choices regarding the Significance of the Cross
Reading: Review Baldwin, Abesamis, 186-205, Myers, and Wilkinson How did you conceive of THE SIGNIFICANCE OF THE CROSS in your interpretation of Mark 14:1? 16:8? How is it differently conceived in each interpretation of the group?
In preparation, each of the two discussion leaders prepares a one-to-two page outline of the differences in interpretive choices between their two interpretations; to be e-mailed to instructors on October 21. Graded on a) the quality of this outlined comparison; and b) on the creativity and effectiveness of their leadership during the discussion

F-Oct. 24 MAJOR QUIZ = four (4) Short Quizzes
Textual interpretive choices. Historical Background of the Gospels, on Methods of Interpretations, and on the Synoptic Gospels.
Readings: ?Cultural Contexts: The Roman Period.? NOAB, 519?525; ?The Interpretation of the Bible rom the nineteenth to the mid-twentieth Centuries,? NOAB 491-497, and ?Contemporary Methods of Biblical Criticism,? NOAB, 497-505, and ?Introduction to the Gospels,? NOAB, 3-6.. Review: A Contextual Interpretation (pp. 50—57)

Preparing Roundtable # 2: Textual and Theological choices regarding the Significance of the Cross:

Reading: Tolbert, "Mark," in Women's Bible Commentary, pp. 350-362 and New Oxford Annotated Bible, pp. 56-57 and notes pp. 84-91 (by Richard Horsley).

M-Oct. 27 ROUNDTABLE # 2, Part 2: Discussing your Step # 1 Reports on Mark 14:1 ? 16:8. Your Textual Interpretive choices and your Theological choices regarding the Significance of the Cross.
Reading: Review: Tolbert, "Mark," in Women's Bible Commentary, pp. 350-362 and New Oxford Annotated Bible, pp. 56-57 and notes pp. 84-91 (by Richard Horsley).

W-Oct. 29 Preparing Roundtable # 2: Theological choices regarding the Significance of the Resurrection: Interpreting the Resurrection in a Third Look
Reading: Abesamis, A Third Look at Jesus, pp. 206-217 (218-222) (Stopovers 17, and 18)

F-Oct. 31 Preparing Roundtable # 2: Theological choices regarding the Significance of the Resurrection:
Reading: CLASSPAK, Perrin, The Resurrection According to Matthew, Mark, and Luke, pp. IX-38.

M-Nov. 3 ROUNDTABLE # 2, Part 3: Discussing your Step # 1 Reports on Mark 14:1 ? 16:8. Your Textual Interpretive choices and your Theological interpretive choices regarding the Significance of the Resurrection
Reading: Review: Abesamis, Perrin, Baldwin, Tolbert, New Oxford Annotated Bible.

W-Nov. 5 Preparing Roundtable # 3: Short QUIZ Difference conceptualizations of the Resurrection in Mark, Matthew and Luke, according to Perrin. The role of convictions in the theological and contextual choices.
Readings: CLASSPAK Perrin, The Resurrection, pp. 39-84; Matthew 28, Luke 24 (and notes); and NOAB, 93-95 (On Luke by Marion Soards)

F-Nov. 7 ROUNDTABLE # 3, DEBATE among four teams of two students. Each team makes the best possible argument in favor of one of the four interpretations of the Resurrection in Mark (i.e., either Abesamis, Perrin, Tolbert, or Horsley, in New Oxford Annotated Bible, as assigned.).

PART III: EVIL, SIN, AND SALVATION ACCORDING TO ROMANS

M-Nov. 10 ROUNDTABLE # 1 on your Step # 1 Reports.
ASSIGNMENT "Step # 1 Report" on Romans. The Teaching of Romans 1:1--8:39 about Evil, Sin, and Salvation for Christian believers today.

W-Nov. 12 Preparing Roundtable # 2 SHORT QUIZ Conceptualizing Evil, Sin, and Salvation according to Romans: Comparing three types of interpretations of Romans and their respective view of Evil, sin, and salvation.
READING: Patte, “Romans,” Global Bible Commentary, WEB
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F-Nov. 14 Preparing Roundtable # 2 Conceptualizing Evil, Sin, and Salvation according to Romans. Conceptualizing Evil, Sin, and Salvation according to Romans: Comparing three types of interpretations of Romans and their respective view of Evil, sin, and salvation.
READING: Patte, “Romans,” Global Bible Commentary, WEB

M-Nov. 17 ROUNDTABLE # 2 Part 1 Conceptualization of Evil, Sin, and Salvation in your interpretation of Romans as compared with the three interpretations presented by Patte

W-Nov. 19 Preparing Roundtable # 2 Conceptualizing Evil, Sin, and Salvation according to Romans
Reading: CLASSPAK Jewett, Paul at the Movies, 19-30 (Star Wars); similarity and differences with the view of evil, sin, and salvation in the Gospel of Thomas (on WEB)

F-Nov. 21 Preparing Roundtable # 2 Conceptualizing Evil, Sin, and Salvation according to Romans
Reading: CLASSPAK Jewett, Paul at the Movies, 31-42 (Amadeus) and pp. 65-76 (Grand Canyon)

Nov. 22-30 ? HAVE GREAT THANKSGIVING HOLIDAYS!

M-Dec. 1 ROUNDTABLE # 2 Part 2 Conceptualization of Evil, Sin, and Salvation in your interpretation of Romans as compared with Jewett?s
Reading: CLASSPAK Jewett, Paul at the Movies, pp. 65-76 (Grand Canyon)

W-Dec. 3 Preparing Roundtable # 2 Conceptualizing Evil, Sin, and Salvation according to Romans
Reading: Gaventa, "Romans," pp. 403-410 in Women's Bible Commentary

F-Dec. 5 Preparing Roundtable # 3
Reading: CLASSPAK Stendahl, "Paul Among Jews and Gentiles.? 7-40;
(On WEB) Mekilta on Exodus 20:2

M-Dec. 8 ROUNDTABLE # 2 and # 3 Conceptualization of Evil, Sin, and Salvation in your interpretation of Romans as compared with Gaventa?s and Stendahl?s

W-Dec. 10 ROUNDTABLE # 3 DEBATE Discussion of the third part of your final assignment: Evil, sin, and Salvation according to Romans, .
Reading : Rabbi vs. Pastor on the ?Mission to the Jews? (ON WEB)