RLST
210/DIV/REL 3152
INTERPRETING
THE GOSPELS: MARK
Fall
2007
Instructors: Daniel Patte Garland 301G Office: 322-6359 Home: 269-0954
Office Hours: M 2:00-3:00 pm & by appointments Daniel.M.Patte@vanderbilt.edu
Sejong Chun Garland 301E Office: 343-6359
Office Hours: M 12:00-1:00 & by appointments Sejong.Chun@vanderbilt.edu
Required
Bible: One of the following versions: Oxford Annotated Bible; Harper Collins Annotated Bible; New Interpreter’s Study Bible; Catholic Study Bible; New Revised Standard Version; New American Bible; Jerusalem Bible; New English Bible; New International Version, or King James Version. BUT NOT a "paraphrased" versions,@ e.g., The Living Bible.
Brian
K. Blount Go Preach! : Mark's
Kingdom Message and the
John D. Donahue and Daniel Harrington, The Gospel of Mark Liturgical Press (2002).
Mary A. Tolbert, Sowing the Gospel: Mark's World in Literary-Historical Perspective (1996).
Daniel Patte, Monya Stubbs, Justin Ukpong, Revelation Velunta, The Gospel of Matthew: A Contextual Introduction (2003).
RECOMMENDED:
Anderson and Moore, eds. Mark and Method: New Approaches In Biblical Studies (1992).
Blount, Brian Cultural Interpretation: Reorienting New Testament Criticism (1995).
Horsley, Richard Hearing the Whole Story: the politics of plot in Mark's Gospel (2001).
Kelber, W. Mark's Story of Jesus (1990).
Levine A-J, and Blickenstaff M. eds. A Feminist Companion to Mark (Paperback) Pilgrim Press (2004).
Oden
& Hall, eds. Ancient Christian
Commentary on Scripture: New Testament II: Mark (1998).
Patte, D.,with J. Severino Croatto, Nicole Wilkinson Duran, Teresa Okure, Archie Chi Chung Lee, eds. Global Bible Commentary (2004).
Waetjen,
A Reordering of Power: A
Socio-Political Reading of Mark's Gospel (1989)
[on reserve, out of print].
WEB PAGE: http://www.vanderbilt.edu/AnS/religious_studies/210/210.htm To be visited regularly. -- Syllabus; -- Assignments for each week regularly updated; -- Some required readings posted on it; --Links to important resources, including biblical texts.
CATALOG DESCRIPTION: INTERPRETING THE GOSPELS. The Gospels through history and cultures. A survey of their interpretations from their original historical contexts, through the history of the church, and more recently in Catholic and Protestant churches after the Holocaust, in African‑American churches, and in feminist circles. Focus this semester: The Gospel of Mark.
PEDAGOGICAL GOALS: Mentoring students to become responsible readers of the Gospels, with a solid knowledge of the Gospel of Mark and with the recognition they have the ethical obligation to account responsibly for the great variety of interpretations which they encounter. For this, students will learn:
a) to understand how Christian believers interpret the Gospel of Mark as Scripture; beginning with its first interpretations, Matthew and Luke, until today;
b) to appreciate the role of religious, cultural, and social contexts in interpretation;
c) to know and appreciate the historical, sociological, literary, rhetorical, and religious character of the Gospel of Mark (and the Synoptic Gospels).
PROCEDURE: AReading the Bible Is Not a Spectator Sport!@ You need to get involved.
(See end of syllabus; description of Three Roundtables).
Each class meeting we will have three segments. During the first part of the semester:
1) Methods for Reading the Gospel of Mark: Patte’s report on existing readings/interpretations of a section of the Gospel of Mark emphasizing how these interpretations are grounded in the text (textual choices by the interpreters); = Preparing for Roundtable # 1 and # 2
2) A discussion of your own reading of an assigned section of Mark, focused on one of two themes emphasizing the contextual choices of your interpretations, and also the theological/religious choices; = Roundtable # 1
3) Comparison of your own readings (through a reporter from each group) with the scholarly readings/interpretations of the section of Mark, emphasizing the theological/religious choices and also the contextual choices. = Roundtable # 2
During the second part of the semester:
1) Preparing for Roundtable # 3 Choosing Methods for Reading the Gospel of Mark (textual choices), and making explicit how they are related to theological/religious choices and their implications for contextual choices . The key question: what difference does it make to choose one interpretation rather than another? Assuming moral responsibility for our choice of interpretation with two criteria: loving God and loving neighbor.
What needs does the given interpretation address or fail to address in a specific life-context? What problematic effects does it have--or could potentially have--in a specific life-context? Who benefits? Who is hurt? (Loving Neighbor)
How does the given interpretation relate to basic convictions and values (about God and God’s will)? What is the role of convictions in the Christian believers= choices of an interpretation? (Loving God)
2) Presentation and discussion of a first example.
3) Presentation and discussion of a second example.
REQUIREMENTS:
Grades: A = Excellent, exceptional = correctly addressing all the questions of the topic, and demonstrating special creativity, insightfulness in analysis; B = Good and solid. = correctly addressing all the questions of the topic, but without special creativity or insightfulness; C = Fairly Good = most questions of the topic addressed correctly, but some questions of the topic have not been addressed correctly; D = Poor = Many questions addressed incorrectly, or not addressed at all.
HONOR CODE: Throughout the semester, you are under the Honor Code of Vanderbilt University. All your reports and your paper should represent YOUR OWN work. Identify your sources (including from the Web), so as to avoid plagiarism. Sign your work as a pledge of compliance with the Honor Code (i.e., you wrote it without receiving aid from (or giving aid to) any other person, except as specified).
M-Aug.
27 & M-Sept. 3
a) Methods for Reading the Gospel of Mark (Preparing Roundtable # 2)
General Introduction to the class
b) A discussion of your own reading (Preparing/Performing Roundtable # 1). How do other readings differ from yours? (=What do you learn from others?)
Exercise on Matt 5:3-12: Theme: discipleship. What is ACCORDING TO YOU the teaching of Matt. 5:3-12 ABOUT DISCIPLESHIP for Christian believers today in a particular context of your choice? (Use form on The Gospel of Matthew: A Contextual Introduction pp 29-32. Also attached at the end of Syllabus)
(
c) Comparing your own readings with existing scholarly interpretations (Performing Roundtable # 2)
Reports: Different teachings about discipleship
Hearing the Gospel of Mark from beginning to end (112 minutes)
Movie:
"A Dramatic Presentation of The Gospel of Mark” by David M.
Rhoads."
a) Methods for Reading Mark (Preparing Roundtable # 2)
Donahue/Harrington,
The Gospel of Mark, pp.
1-22.
Brian K. Blount
Go Preach! : Mark's Kingdom Message and the
Black Church Today, pp.
3-12.
Suggested: Anderson and Moore, Mark and Method, pp. 1-21, 23-49.
b) A discussion of your own reading of
Mark focused on one theme (chosen among the two) (Performing
Roundtable # 1)
Group # 1 Theme: Discipleship Discussion Leader: __________________
Scribe: ____________________
Group # 2 Theme: Jesus Christ, Son of God Discussion Leader: __________________
Scribe: ____________________
c) Comparing your own readings with existing scholarly interpretations (Performing Roundtable # 2): Different interpretations of “discipleship” “Jesus Christ Son of God”
Reading:
Group # 2 Donahue/Harrington,
The Gospel of Mark, pp. 59-99 (focus on
“Interpretation” sections).
a) Methods for Reading Mark (Preparing Roundtable # 2)
Suggested: Anderson and Moore, Mark and Method, pp. 50-83.
b) A discussion of your own reading focused on two themes (Performing Roundtable # 1)
Group # 1 Theme: Use of Parables & Kingdom Discussion Leader: __________________
Scribe: ____________________
Group # 2 Theme: Jesus’ Teaching, Law, Tradition, Scripture Discussion Leader: ________________
Scribe: ____________________
c) Comparing your own readings with existing scholarly interpretations (Performing Roundtable # 2): Different interpretations of “Parables & Kingdom” “Jesus’ Teaching, Law, Tradition, Scripture ”
Reading: Group # 2 Donahue/Harrington, The Gospel of Mark, pp. 100-156 (focus on “Interpretation” sections).
a) Methods for Reading Mark (Preparing Roundtable # 2)
Suggested: Anderson and Moore, Mark and Method, pp. 135-159.
b) A discussion of your own reading focused on two themes (Performing Roundtable # 1)
Mark
4:35-8:21
Group # 1 Theme: The Portrayal of Women in Mark's Gospel Leader: __________________
Scribe: ____________________
Group # 2 Theme: How Miracles are Related in Jesus' Ministry Leader: __________________
Scribe: ____________________
c) Comparing your own readings with existing scholarly interpretations (Performing Roundtable # 2)
Reading: Group # 2 Donahue/Harrington, The Gospel of Mark, pp. 156-250 (focus on “Interpretation” sections).
a) Methods for Reading Mark (Preparing Roundtable # 2): Ways in which discipleship is studied.
b) A discussion of your own reading focused on two themes (Performing Roundtable # 1)
Group # 1 Theme: Suffering and Discipleship Leader: __________________
Scribe: ____________________
Group # 2 Theme: Belief, Faith, Vision, & Understanding Leader: __________________
Scribe: ____________________
c) Comparing your own readings with existing scholarly interpretations (Performing Roundtable # 2)
Reading: Group # 2 Donahue/Harrington, The Gospel of Mark, pp. 251-320 (focus on “Interpretation” sections).
a) Methods for Reading Mark (Preparing Roundtable # 2) Ways in which apocalyptic texts are studied.
b) A discussion of your own reading focused on two themes (Performing Roundtable # 1)
Mark
11:1-13:37
Group # 1 Theme: Power, Authority, and the State Leader: __________________
Scribe: ____________________
Group # 2 Theme: Who rejected whom, and why? Leader: __________________
Scribe: ____________________
c) Comparing your own readings with existing scholarly interpretations (Performing Roundtable # 2)
Reading: Group # 2 Donahue/Harrington, The Gospel of Mark, pp. 320-382 (focus on “Interpretation” sections).
****Proposal for your Paper is due Friday
Oct 12****
a) Methods for Reading Mark (Preparing Roundtable # 2) Ways in which Jesus’ Passion, Cross, and Resurrection are studied.
b) A discussion of your own reading focused on two themes (Performing Roundtable # 1).
Group # 1 Theme:
Women-Disciples, Anointing Jesus, Present at the cross, and
at the empty tomb.
Leader: __________________ Scribe: ____________________
Group # 2 Theme:
The Male Disciples’ Betrayal
and denial and Jesus’ crucifixion.
Leader: __________________ Scribe: ____________________
c) Comparing your own readings with existing scholarly interpretations (Performing Roundtable # 2).
Reading: Group # 2 Donahue/Harrington, The Gospel of Mark, pp. 383-461 (focus on “Interpretation” sections).
M-Oct.
22-23
***FALL BREAK***
M-Oct.
29
1) Preparing for Roundtable # 3 Reading Mark from a context: African American Context
2) Presentation and discussion of a first example: Outline of a Paper
Paper topic Presenter: ___________________ Respondent: ____________________
3) Presentation and discussion of a second example: Outline of a Paper
Paper topic Presenter: ___________________ Respondent: ____________________
1) Preparing for Roundtable # 3 Reading Mark from a context: African American Context
2) Presentation and discussion of a first example: Outline of a Paper
Paper topic Presenter: ___________________ Respondent: ____________________
3) Presentation and discussion of a second example: Outline of a Paper
Paper topic Presenter: ___________________ Respondent: ____________________
1) Preparing for Roundtable # 3 Reading Mark from a context: African American Context
2) Presentation and discussion of a first example: Outline of a Paper
Paper topic Presenter: ___________________ Respondent: ____________________
3) Presentation and discussion of a second example: Outline of a Paper
Paper topic Presenter: ___________________ Respondent: ____________________
1) Preparing for Roundtable # 3 Reading Mark from a context: African American Context
2) Presentation and discussion of a first example: Outline of a Paper
2) Presentation and discussion of a first example: Outline of a Paper
Paper topic Presenter: ___________________ Respondent: ____________________
3) Presentation and discussion of a second example: : Outline of a Paper
Paper topic Presenter: ___________________ Respondent: ____________________
1) Preparing for Roundtable # 3 Reading Mark from a context: Women Context
2) Presentation and discussion of a first example: Outline of a Paper
Paper topic Presenter: ___________________ Respondent: ____________________
3) Presentation and discussion of a second example: Outline of a Paper
Paper topic Presenter: ___________________ Respondent: ____________________
1) Preparing
for Roundtable # 3
2) Presentation and discussion of a first example: Outline of a Paper
Paper topic Presenter: ___________________ Respondent: ____________________
3) Presentation and discussion of a second example: Outline of a Paper
Paper topic Presenter: ___________________ Respondent: ____________________
AReading the Bible Is Not a Spectator Sport!@
Three Roundtables in which each is involved for the study of any given text
PREPARING ROUNDTABLE # 1 Formulating the Teaching of the Text for Christian believers Today in a Particular Context and its Preliminary Analysis. Contextual Frame of the Interpretation (see above).
PREPARING ROUNDTABLE # 2 Comparing the Themes and Textual Evidence emphasized in other interpretations with those emphasized by your own interpretation of each text:
a) Elucidation of their hermeneutical frames: What are the themes which focus these interpretations? How do Christian believers make sense of these texts in terms of these themes? How do scholars interpret the same themes? How did you?
b) Elucidation of their analytical frames: What is the specific (textual, historical, literary, sociological, etc.) evidence upon which these interpretations are based? How do Christian believers and scholars ground their interpretations in the text? How did you?
PREPARING ROUNDTABLE # 3 Comparing Reasons for Choosing an Interpretation. Further elucidation of the contextual frames. Each interpretation is characterized by the choices of a specific hermeneutical frame (theme) and of a specific analytical frame (significant textual dimension). Why was this interpretation chosen? Is it the best in a given context? Since we have a choice we have an ethical responsibility. Two basic points of references: loving neighbor and loving God. Thus, more specifically, about each interpretation (both the scholars= choices of interpretations and your choice of an interpretation) we ask:
1) (Loving Neighbor): What needs does it address or fail to address in a specific context? What problematic effects does it have (or could potentially have) in a specific context? Who benefits? Who is hurt?
2) (Loving God): What is the role of convictions and values in the Christian believers= choices of an interpretation?
NAME
__________________________ MARK ch.
____________
PREPARING A CONTEXTUAL INTERPRETATION for ROUNDTABLE # 1 (you can begin by Part B if you wish. But make sure it addresses a concrete context today, Part A. Be consistent.)
What is the teaching of [[Mark ch. ______]] on [[theme ______________ ]] for Christian believers in a particular context today.
PART
A: Preparing Roundtable # 1
IDENTIFYING A CONTEXT TODAY for Which ([[Mark
ch. ______]] Seems to Have a
Teaching for Believers and Their Lives as Christians.
1)
Briefly Describe as Concretely as Possible this
Life-context where Christian believers
would benefit from a teaching from this text about the chosen theme
:
2) What Verses or
Phrases Suggested to You That Mark ch.____ Seems
to Have a Teaching for this Particular Life-context?
(Quote the Most Important Verses or Phrases)
3) Identify the
Needs Christian Believers Have in this Context for Their Lives as
Christians
a) What is the
primary aspect of the believers=
life that these
needs/problems concern [often needs associated with their
neighbors]?
Choose
the primary ONE (make a choice!): A) Their
private or individual life? B)
Their life in family? C)
Their life in a Christian Community? D)
Their life in society (at work, at school, in their social life)?
E) Their life in a culture (with
its vision of the purpose of life, its values, its ideologies, its
philosophies)? F)
Their life in relationship with people with different
religious convictions? G)
Another area of life (explain!)?
YOUR ANSWER (with
brief explanation):
b)
What is the primary root-problem that
these Christian believers face in this life-context and that the
teaching of the text should address? (The
primary problem in the life-context might concern them directly or
might concern other people around them in this life-context B
then, for these believers, the question is how they could help in
this situation.)
Choose
the primary ONE ( = Make a choice!): A)
A lack of KNOWLEDGE? What kind? Who lacks this knowledge?
B) A lack of ABILITY?
To do what? Who lacks this
ability? C)
A lack of WILL? To do what?
Who lacks this will? D)
A lack of FAITH/VISION/IDEOLOGY? What
kind? Who lacks this vision/faith?
YOUR ANSWER (with
complete explanations; why not the others?):