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

TENTATIVE  SCHEDULE of CLASSES

>>> W-Jan. 9

3:10 INTRODUCTION: Presentation of the Semester (and of this Syllabus)

Why study Global Interpretations of Christian Scriptures? Why we need to "Read with" Others? For ethical reasons. For theological reasons. For critical reasons.

4:00-4:45 Group exercise: reading Luke 17:11-19

4:45-5:30 Preliminary presentation of 4 types of Contextual interpretations of the Bible: = FOUR WAYS IN WHICH INTERPRETATIONS ARE CONTEXTUAL: 1) Inculturation (primarily emphasized by African scholars); 2) Liberation (primarily emphasized by Latin American scholars); 3) Inter(con)textual (primarily emphasized by Asian scholars); 4) Sacramental/liturgical (primarily emphasized by Eastern Orthodox scholars). [You will need to choose one type of contextual interpretation for your paper.]

Preliminary presentation of 5 types of strategies for becoming self-conscious about the contextual character of biblical interpretations: 1) paying attention to the ways in which they "affect certain groups of people" (e.g., an aspect of feminist interpretations); 2) studying the history of reception (Wirkungsgeschichte) of biblical texts (early Jewish receptions; in the New Testament; and later through history up to today: "Reception/Scriptural Criticism," primarily emphasized by Western European and North American scholars), 3) "reading with ordinary readers" (emphasized by 2/3 world scholars); 4) "breaking biblical texts" (using traditional ways of reading, particular to each culture); 5) "producing alternate contextual interpretations" (and in the process showing the contextual character of other interpretations). [You will need to choose one strategy for your paper.] Importance of accounting for the ways in which readers are positively or negatively affected by readings of Scripture.

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SUGGESTED READINGS: (on Web-Page; "Articles and Presentations") Patte, "Whither Critical New Testament Studies for a New Day? Some Reflections on Luke 17:11-19" in A. Brown, G. F. Snyder and V. Wiles, editors, Putting Body and Soul Together: Essays in Honor of Robin Scroggs (Valley Forge: Trinity Press International), pp.275-296.

>>> W-Jan. 16

a) 3:10 Contemporary Models for the Interpretation of Scriptures: "INCULTURATION HERMENEUTICS"

READINGS: Patte, Stubbs, Ukpong, Velunta: The Gospel of Matthew: A Contextual Introduction pp. 7-14; 19-41

Global Bible Commentary pp. XXI-XXXII

SUGGESTED: The Bible in a World Context "Inculturation hermeneutics: An African Approach" pp. 17-32, 59-70.

b) 3:40 Group Discussion (two examples of Inculturation):

Group 1: LUKE by Justin Ukpong (Nigeria); Discussion Leader: ___________________

Respondent/Scribe: ___________________

Group 2: COLOSSIANS by Teresa Okure (Nigeria) Discussion Leader: ___________________

Respondent/Scribe: ___________________

READINGS: Global Bible Commentary ( = GBC) LUKE by Ukpong (Nigeria)

Global Bible Commentary, COLOSSIANS by Okure (Nigeria)

c) 4:30-5:30 Lecture: Classical Models for the Interpretation of Scriptures: Roles of Scripture in MUSLIM AND JEWISH INTERPRETATIONS: Islam and Qur'an ; Pharisees and Scripture, Midrash, Targum

SUGGESTED: Wilfred Cantwell Smith, What is Scripture? A Comparative Approach. Pp. 1-44 (45-64); Scripture in Islam pp. 65-91; Scripture In Judaism, pp. 91-123

>>> W-Jan. 23

a) 3:10 Contemporary Models for the Interpretation of Scriptures: "LIBERATION HERMENEUTICS"

READINGS: Patte, Stubbs, Ukpong, Velunta: The Gospel of Matthew: A Contextual Introduction pp. 1-88 (review)

Global Bible Commentary pp. XXI-XXXII (review)

SUGGESTED: The Bible In a World Context. pp. 3-15, 53-58. Elsa Tamez "Reading the Bible under a Sky without Star" and "A Star illuminates the darkness and Kwok Pui-lan, "Post-Colonial Studies and Feminist Biblical Interpretation" pp. 77-99 in Post-Colonial Imagination & Feminist Theology

b) 3:40 Group Discussion (two examples of liberation interpretation)

Group 1: 1 TIMOTHY by Elsa Tamez (Costa Rica) Discussion Leader: ___________________

Respondent/Scribe: ___________________

Group 2: EXODUS by Jorge Pixley (Nicaragua) Discussion Leader: ___________________

Respondent/Scribe: ___________________

READINGS: GBC 1 TIMOTHY by Elsa Tamez (Costa Rica)

GBC EXODUS by Jorge Pixley (Nicaragua)

c) 4:30 Lecture: Classical Models for the Interpretation of Scriptures: APOCALYPTIC JUDAISM (QUMRAN)

SUGGESTED: Wilfred Cantwell Smith, What is Scripture? A Comparative Approach In Judaism, pp. 91-123 (review)

>>> W-Jan.30

a) 3:10 Contemporary Models for the Interpretation of Scriptures: INTER(CON)TEXTUAL HERMENEUTICS

READINGS: Kwok, Pui Lan. "Discovering the Bible in the Non-Biblical World: The Journey Continues." Journal of Asian and Asian-American Theology 2 No 1 (Sum 1997): pp. 64-77. (see WEB Page)

SUGGESTED: Yeo Khiok-khng, Navigating Romans Through Cultures, pp. 1-20; 259-294. The Bible In a World Context pp. 33-49, 71-75.

b) 3:40 Group Discussion

Group 1: LAMENTATIONS by Archie Lee (China) Discussion Leader: ___________________

Respondent/Scribe: ___________________

Group 2: JOHN by Kyung-mi Park (Korea) Discussion Leader: ___________________

Respondent/Scribe: ___________________

READINGS: GBC LAMENTATIONS by Archie Lee (Hong Kong, China);

GBC THE GOSPEL OF JOHN by Kyung-mi Park (Korea)

c) 4:30 Lecture: Classical Models for the Interpretation of Scriptures: Early Christians Interpretations of Scriptures; by Paul, and Matthew.

>>> Monday Feb 4, 4:30-5:30 … "Igbo Culture and the Inculturation of Christianity in Igbo Culture" LECTURE FOR THIS CLASS. Chibueze Udeani, Nigeria & Center for Intercultural Theology and Study of Religions University of Salzburg, Austria.

>>> W-Feb.6

a) 3:10 Contemporary Models for the Interpretation of Scriptures: SACRAMENTAL-LITURGICAL HERMENEUTICS

READINGS: James Chukwuma Okoye, "Power and Worship: Revelation in Africa" pp. 110-126 in Rhoads, From Every People and Nation.

b) 3:40 Group Discussions

Group 1: JOHN Petros Vassiliadis (Greece) Discussion Leader: ___________________

Respondent/Scribe: ___________________

Group 2: HEBREWS Stelian Tofanâ (Romania) Discussion Leader: ___________________

Respondent/Scribe: ___________________

READINGS: GBC JOHN (Petros Vassiliadis, Greece)

GBC HEBREWS (Stelian Tofanâ, Romania)

c) 4:30 Lecture: Classical Models for the Interpretation of Scriptures: PATRISTIC AND MIDDLE AGE

SUGGESTED: A Short History of the Interpretation of the Bible. Grant and Tracy, pp. 39-91

>>> W-Feb. 13

a) 3:10 Strategies for Becoming Self-Conscious about the Contextual Character of Biblical Interpretations: "READING WITH ORDINARY READERS"

READINGS: GBC, Gerald West, pp. 96-99;

Blount, "The Witness of Active Resistance: The Ethics of Revelation in African-American Perspective' pp. 28-46, in Rhoads, From Every People and Nation

SUGGESTED: The Academy of the Poor Gerald West or Vítor Westhelle, "Revelation 13: Between the Colonial and the Postcolonial, a Reading from Brazil" pp. 183-199 in Rhoads, From Every People and Nation .

b) 3:40 Group Discussions

Group 1: 1- 2 SAMUEL Gerald. West (Kwa-Zulu, S. Africa) Discussion Leader: ___________________

Respondent/Scribe: ___________________

Group 2: EPHESIANS John Riches (Scotland, U.K.) Discussion Leader: ___________________

Respondent/Scribe: ___________________

READINGS: GBC 1 and 2 SAMUEL Gerald West

GBC EPHESIANS John Riches

c) 5:00 Lecture: Classical Models for the Interpretation of Scriptures: Modern Ways of Reading the Bible; Historical Critical Biblical Studies: Example, "The Quest of the Historical Jesus"

READINGS: GBC pp. 329-349. Jesus in Asian, African, Latin American, Orthodox, Western Perspectives.

SUGGESTED: Kwok, Pui-lan. "On Color-Coding Jesus," pp. 176-188 in Sugirtharajahm ed. The Post-Colonial Bible.

DUE Feb 19 *****CHOOSING A BIBLICAL BOOK you must have chosen a biblical book by February 19 (with two ranked alternates) [[Any biblical book EXCEPT THOSE DISCUSSED IN CLASS in the first part of the Semester; or chosen by someone else]] Give two alternates (in order)******

>>> W-Feb. 20

a) 3:10 Strategies for Becoming Self-Conscious about the Contextual Character of Biblical Interpretations: STUDYING THE HISTORY OF RECEPTION & SCRIPTURAL CRITICISM

SUGGESTED READINGS: Grenholm & Patte "Overture: Receptions, Critical Interpretations, and Scriptural Criticism" pp. 1-44 in Reading Israel in Romans

b) 3:40 Group Discussions

Group 1: LEVITICUS Alan Cooper and Susan Scholz (USA and Germany)

Discussion Leader: ___________________

Respondent/Scribe: ___________________

Group 2: ROMANS Daniel Patte (USA and France) Discussion Leader: ___________________

Respondent/Scribe: ___________________

READINGS: GBC LEVITICUS Alan Cooper and Susan Scholz

GBC ROMANS Daniel Patte

c) 5:00 Lecture: The topic of your paper

>>> W-Feb. 27 Due: PAPER PROPOSAL/TAKE-HOME MID-TERM

a) 3:10 Strategies for Becoming Self-Conscious about the Contextual Character of Biblical Interpretations: "BREAKING BIBLICAL TEXTS" and "PRODUCING ALTERNATE CONTEXTUAL INTERPRETATIONS"

SUGGESTED READINGS: Tina Pippin "The Heroine and the Whore: The Apocalypse of John in a Feminist Perspective" pp. 127-145, and Barbara Rossing, "For the Healing of the World; Reading Revelation Ecologically" pp. 165-182 in Rhoads, From Every People and Nations .

b) 3:40 Group Discussions

Group 1: NUMBERS Jione Havea (Pacific Islands) Discussion Leader: ___________________

Respondent/Scribe: ___________________

Group 2: EZRA-NEHEMIAH Dana Nolan Fewell (USA)Discussion Leader: ___________________

Respondent/Scribe ___________________

READINGS: GBC NUMBERS Jione Havea (Pacific Islands)

GBC EZRA-NEHEMIAH Dana Nolan Fewell (USA)

d) 5:00 Lecture: Classical Models For The Interpretation Of Scriptures: THE IMPORTANCE OF "PRODUCING ALTERNATE CONTEXTUAL INTERPRETATIONS"

SUGGESTED: A Short History of the Interpretation of the Bible. Robert Grant and David Tracy, pp. 155-187

Mar. 1-9 ***Spring BREAK ***

Topics for rest of the Semester will depend on the topics chosen by seminar members

>>> W-Mar. 12

DISCUSSION OF PART 1 OF THE PAPERS (see Appendix III) OF FOUR OF YOU (with presentation by the four of you)… How does each compare with the corresponding GBC chapters?

_____________________ _____________________ ______________________ _______________________

READINGS IN GBC: The four biblical books discussed

>>> W-Mar. 19

DISCUSSION OF PART 1 OF THE PAPERS OF FOUR OF YOU (with presentation by the four of you)… How does each compare with the corresponding GBC chapters?

_____________________ _____________________ ______________________ _______________________

READINGS IN GBC: The four biblical books discussed

>>> W-Mar. 26

DISCUSSION OF PART 2 OF THE PAPERS OF FOUR OF YOU (with presentation by the four of you)… How does each compare with the corresponding GBC chapters?

_____________________ _____________________ ______________________ _______________________

READINGS IN GBC: The four biblical books discussed

>>> W-Apr. 2

DISCUSSION OF PART 2 OF THE PAPERS OF FOUR OF YOU (with presentation by the four of you)… How does each compare with the corresponding GBC chapters?

_____________________ _____________________ ______________________ _______________________

READINGS IN GBC: The four biblical books discussed

>>> W-Apr. 9

DISCUSSION OF PARTS 3 & 4 OF THE PAPERS OF FOUR OF YOU (with presentation by the four of you)… How does each compare with the corresponding GBC chapters?

_____________________ _____________________ ______________________ _______________________

READINGS IN GBC: The four biblical books discussed

>>> W-Apr. 16

DISCUSSION OF PARTS 3 & 4 OF THE PAPERS OF FOUR OF YOU (with presentation by the four of you)… How does each compare with the corresponding GBC chapters?

_____________________ _____________________ ______________________ _______________________

PAPER DUE Monday, April 28 at 9:00am

Appendix # 1

Pedagogical Goals of this Seminar:

The goal of this seminar on "Global Interpretations of Christian Scriptures" is to help its members:

A. To learn about distinctive interpretations of the Bible as Christian Scriptures around the world.

Why? a) Because most of the readers of the Bible are believers-a fact that one cannot afford to bracket-out be it in religious studies, critical studies of the Bible, or in theology; b) because most of the readers of the Bible are Christian believers or people who read it with an awareness that Christians view these texts as Scripture; c) because 2/3 of Christian readers of the Bible are in Africa, Asia, Latin America, and Oceania, as well as in Eastern Europe and the Middle East (Orthodox Christians), and 1/3 in Western Europe and North America (Catholics and Protestants).

B. To gain a solid understanding of:

1) What is involved in any "interpretation of Scriptures." How it is related to: a) the believers' vision of life, structured by religious experience and culture; b) their concerns and commitments in the concrete social, economic, political reality of their life-context, and thus to their "ideology"; c) their view of what is most significant in the biblical text.

2) What is involved in "interpretations of Christian Scriptures," i.e., both in the interpretation of the Scriptures that are exclusively Christian (the New Testament) as well as the Christian interpretations of the Jewish Scriptures (Tanakh or Hebrew Bible). What distinguish these Christian interpretations?

i. A certain Christian vision of life? Christian religious experience? A particular way in which this vision of life is related to the believers' given cultures?

ii. A certain conception of the believers' relationship to their life-context? of the believers' relationship to power and authority? of the believers' sense of responsibility for those in need, in their family, their Christian community, their society, and/or in the international context?

iii. A certain view of what is most significant in the biblical texts? Its "narrative" (e.g., because believers view it as their story)? Its moral teaching (e.g., because it aims to transform its readers' behavior)? Its symbolism (e.g., because it contributes to establish the believers' view of life)? Its rhetorical dimension (e.g., because it aims to transform its readers' vision of life and behavior)?

3) The diversified nature of "Global interpretations of Christian Scriptures." Because interpretations performed in different parts of the world are "foreign" to us, they help us to recognize the diverse ways in which Christian interpretations of Scripture are related to: a) the believers' vision of life; b) the believers' concerns and commitments in the concrete reality of their life-context; and c) their view of what is most significant in the biblical text.

C. To recognize that Christian believers and scholars are

¢ always making a choice among several possibilities of relating the teaching of the Bible:

a) to their cultures (from "total separation" to "inculturation") and their religious experiences (from ardent spiritual experiences to total lack of such experience in a secular life);

b) to their life contexts (from concerns for the needs of people every where to concerns exclusively limited to people close to us).

c) and this, by choosing as most significant one or another aspect of each Biblical text.

¢ always very much concerned to assess the relative value of the teachings of the Bible resulting from each interpretation, as they try to discern (with religious discernment) those which are beneficial and those which are destructive in their context.

As 2 Peter 3:15-17 warns regarding the interpretation of Paul: " So also our beloved brother Paul wrote to you according to the wisdom given him, 16 speaking of this as he does in all his letters. There are some things in them hard to understand, which the ignorant and unstable twist to their own destruction, as they do the other scriptures. 17 You therefore, beloved, since you are forewarned, beware that you are not carried away with the error of the lawless and lose your own stability." NRSV

Appendix # 2

Practical Steps of this Seminar,

PREPARING FOR EACH WEEK'S SESSION [During the first part of semester]:

¢ GBC commentaries on two biblical books have been assigned for each week: you will have chosen one of the two biblical books as the primary focus of your study for the week

o Read this biblical book on your own (in the translation of your choice; with or without the help found in a study Bible such as the NISB or Oxford Annotated Bible)

o Write down what is, in your view, a) the most important teaching this text has for Christian believers and b) For what concrete life-context this teaching would be particularly helpful.

o THEN, AND ONLY THEN, read the GBC commentary on this text, taking note (written note) of

" the differences between the context you chose and that of the GBC contributor, carefully identifying in both cases the particular contextual issues, questions, problems that are of concern for the contributor and for you;

" the differences between the ethical and theological points you underscored and those underscored by the GBC contributor;

" the differences between the features of the text you found most significant and chose to emphasize, and those chosen by the GBC contributor;

The focus on "differences" is essential; it is only when we recognize the differences between our interpretation and those of others that we learn from them, and thus truly respect them-rather than co-opting them, by pretending they are the same as ours, or rejecting them as meaningless.

GROUP DISCUSSION

¢ During the Group Discussion, one member of the class-discussion leader-- will present the contextual, theological, textual differences between her or his interpretation as compared with that of the chosen GBC interpretations. (A one-two page handout outlining these differences will be expected; send to teachers and to Respondent/Scribe by Monday; bring 15 copies to class).

o The discussion leader will ask the group to explain the differences between their interpretations as compared with the interpretation proposed in the GBC --often, the presenter will focus the discussion on one type of differences (contextual, or theological, or textual differences).

o A Respondent/Scribe will present how her/his interpretation differs from the discussion leader's and the interpretation in the GBC.

o Everyone should be ready for the discussion, led by the discussion leader.

o The Respondent/Scribe will take notes preparing a written 1-2 page report to the seminar as a whole.regarding: a) the focus of the discussion (main themes, issues raised) and b) the main differences between the group's interpretation and the GBC's interpretation (being a good respondent/scribe requires a detailed preparation, so as to recognize what are the most significant points made in the discussion); 1-2 page (400-600 words) written report submitted by e-mail by Friday.

DURING THE SECOND PART OF THE SEMESTER

¢ The group discussions will be focused on biblical texts you will have chosen as topics for your papers; in several stages, you will prepare your own contextual commentary of this biblical text, formulating its teaching for a particular aspect of your own life-context following one of the patterns found in the GBC.

¢ Eventual publication on the WEB-GBC of your own excellent contextual commentary at the URL http://www.vanderbilt.edu/AnS/religious_studies/GBC/ [see examples there already]