Instructors:
Daniel Patte
Garland 301G  (322-4884; 322-6359) Office Hours: MW 2:10--3:00 & by appointments
Daniel.M.Patte@vanderbilt.edu
Florinel Cimpean
Garland 301B  Office Hours: M 11:00-12:00 & by appointments
Florinel.T.Cimpean@vanderbilt.edu
Heidi Geib
Garland 308  Office Hours: MW 11:00-12:00 & by appointments
Heidi.S.Geib@vanderbilt.edu
Maggie Hoop
Garland 301B  Office Hours: W 11:00-12:00 & by appointments
Maggie.L.Hoop@vanderbilt.edu

Meeting Times : Monday and Wednesday 9:10-10:00am   Divinity School G23
Discussion groups:
Section 1: 9:10-10 F  G 25    Section 2:   9:10-10 F  G 28
Section 4:  12:10-1:00 W  G25  Section: 5  12:10-1:00 W G28    Section 6:  1:10-2:00 W  G28

REQUIRED BOOKS:
Bible: Oxford Annotated Bible; New Revised Standard Version; Revised Standard Version; Jerusalem Bible; New English Bible; New International Version, or King James Version. BUT NOT a "paraphrased" version," e.g.,  The Living Bible.
Abesamis , A Third Look at Jesus
Newsom and Ringe, Women's Bible Commentary
Patte, The Challenge of Discipleship: A Critical Study of the Sermon on the Mount as Scripture
Perrin, The Resurrection According to Matthew, Mark, and Luke,
Selvidge,  The New Testament : A Timeless Book for All Peoples
CLASS PAK:   Available at Rand

RECOMMENDED:
Patte, Ethics of Biblical Interpretation (the rationale  for this course)

"Reading the Bible Is Not a Spectator Sport!"   You need to get involved.
Three step procedure:
Step # 1 Formulating the Teaching for Christian believers Today (in Step # 1 Reports):   What is, according to you, the teaching for Christian believers today of a given text from the Gospels and Paul's letters?  Preliminary analysis: How is this interpretation relating the text to the Christian believers' lives? a) What is the "problem" (need) these texts address for Christian believers?  b) What is the "solution" they provide?  c) What is the transformation brought about by this teaching for Christian believers?  New insights or instructions about their  identity, about their life or for their life?  d) How do you personally assess the value of this teaching?
Step # 2 Comparing the Themes and Textual Evidence emphasized in your interpretation with those emphasized by other interpretations of each text: a) (Focus of Step # 2 Reports) 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?  b) (In the form of Quizzes)  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?
Step # 3 Comparing Reasons for Choosing an Interpretation (in Step # 3 Reports).  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?   More specifically, about each interpretation we ask:  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? What is the role of convictions and values in the Christian believers' choices of an interpretation?  In the scholars' choices of interpretations?

SPECIFIC FOCUS:  A plurality of themes all concerning; discipleship, ethics, and Scripture  in Matthew 5-7 (comparison with the Rule of the Community of Qumran); discipleship, mission, and spirituality in John 4; Christology, cross and resurrection in Mark 14-16 (and parallels in Luke and Matthew); Sin, evil, and salvation according to Romans (comparison with the Gospel of Thomas and  the Mekilta, an early Rabbinic commentary on Exodus).

PEDAGOGICAL GOALS:   Teaching students about the New Testament and its interpretations in order to help them to gain a critical perspective on the great variety of interpretations which they encounter.  For this, this course teaches students a) to understand how Christian believers interpret New Testament texts as Scripture; 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 central New Testament texts and of other religious texts of the New Testament period.

EXPECTATIONS:  Active participation in discussion groups and in class (and thus, regular attendance).  Providing feedback  about the class (What was new for you?  What did you miss?  Questions?) both in class and on the Web (required:   at least three feedbacks on the Webb during the semester).   Essential!  The course depends upon it!  (Not Graded.  But, poor participation or lack of participation will bring down your semester grade by as much as 10%.  Good participation will be reflected in the grades!)

REQUIREMENTS:
1.  Leading discussion groups and reporting twice during the semester (5 % of the semester grade).
2.   10 (ten) QUIZZES on assigned readings, regarding the Themes and Textual Evidence upon which interpretations are based (Step 2). NO MAKE UP; NO EXCUSE.  The best 8 (eight) grades will be counted as 20 % of the semester grade.  (Two quizzes will be discounted.)
3.   Four (4) Step # 1 Reports   ("Step # 1 Reports," (1-2 pages) (4 x 5% =) 20%
4.   Three (3) Analyzing/Grading Reports of other members of the class (3 x 5%=) 15%
5.  Two "Step # 2 Reports," (3 pages) (2 x 10% =) 20%
6.   Two "Step # 3 Reports," (3 pages) (2 x 10%=) 20%)

LATE WORK will be accepted.  But 1/3 of a letter grade will be taken off for each calendar day (except for valid and verified excuses).

HONOR CODE:  Throughout the semester, you are under the Honor Code of Vanderbilt University.  All your quizzes, reports and your paper should represent YOUR OWN work.  Identify your sources, so as to avoid plagiarism.  Sign you work (or, on e-mail submission, type your Social Security Number) 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).

TENTATIVE SCHEDULE
JANUARY 12, W Introduction.   Step 1 by Instructors (and orally by class) on  Matt. 25:31-46
Reading: Patte, Challenge, 3-22

PART I:   DISCIPLESHIP ACCORDING TO THE SERMON ON THE MOUNT

JANUARY 12 W OR  14 F Discussion Groups   Step # 1 in class
Reading: Patte, Challenge, 3-22
Step # 1 in Class Exercise:   Write down in a few sentences "What is the teaching of Matt. 5:1-16 (and 7:13-29) for Christian believers today?"  Come to class ready to present it orally.
* MORE SPECIFICALLY: A)  What is, according to you, the main teaching [singular!  You have to make a choice!]  of this text as Scripture for Christian believers (and/or would-be believers) today?  That is, What NEW insights or  instructions do Christian believers learn from this text for their lives or about their lives today?   (Specify the verses on which this teaching is most directly based.)
* B)  Demonstrate how this teaching is NEW for these Christian believers, by giving a concrete example showing how this teaching of the text affects Christian believers today in a specific context (best shown by describing how Christian believers relate to a specific situation BEFORE and AFTER having this teaching, so as to clarify the difference this teaching makes for them)

JANUARY 17 M.: Martin Luther King Jr. Day.  No class
JANUARY 19 W.:   Assuming Responsibility For Our Faith Interpretations.  Step # 1 and Step # 2 in class
Reading: Patte, Challenge, 25-63
* How does your interpretation of the Beatitudes compare with the five types discussed? What is the problem?  The solution?  The transformation, presupposed by your interpretation?  (See pp. 25-42)
* What kind of contextual frame characterizes your interpretation?  What are alternatives? (See pp. 49-52)
* What kind of hermeneutical frame characterizes your interpretation?  Which view of Scripture did you presuppose? What are alternatives? (See pp. 52-60)
* A tougher question:  What kind of analytical frame characterizes your interpretation?   (See pp. 60-62).

JANUARY 19 W OR 21 F Discussion Groups   Step # 2 in class
Reading: Patte, Challenge, 64-117; Class Pack:  Alice Walker: "The Gospel according to Shug" in The Temple of My Familiar.
* What view of discipleship did you emphasize in your interpretation?  What view of discipleship did Alice Walker emphasize in her interpretation?  What are the alternatives presented in the book?  Which of the five "Readings" involves the view of discipleship which is the closest to yours?  To Alice Walker's?
* How did you ground your interpretation in the text?   Does the analytical frame of the "Reading" which is the closest to yours corresponds to the analytical frame presupposed by your interpretation?  Or is it another analytical frames?  How are alternative analytical frames related to different hermeneutical frames and their respective views of discipleship?
JANUARY 24 M   From Step # 2 to Step # 3  in class
Reading: Selvidge,  The New Testament : A Timeless Book for All Peoples, 1-34.
Suggested Reading:  Patte, Ethics of Biblical Interpretation, 17-30; 111-129.
* In what sense is the NT "a political tool of the faithful and not so faithful"?  Today?  (1-10) In its original historical context?  (10-33)
* Wat is the relationship between religion, philosophy and politics, for Selvidge?  (9-22)
* In which sense are interpretations of the Bible always "political"?   What are the political dimension of interpretations of the Bible ?  How is it related to the convictionals dimensions of the Christian believers' interpretation of the "teaching of the NT for today"?

JANUARY 26 W The Gospels and History.   Step # 2 in class  Movie:   Gospel Truth
Reading:   Selvidge, 35-52
* What is the NT as Scripture for Christian believers according to Selvidge?  (38-39)  How does her list compare with Patte's (see Challenge, 58-59)?
* What are the different methodologies for interpreting the NT according to Selvidge?  (47-50)   How does her list compare with Patte's (see Challenge, 61-62)?

JANUARY 26 W OR 28 F Discussion Groups   From Step # 2 to Step # 3  in class
Reading: Abesamis , A Third Look at Jesus, 1-56
* 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 dimensions of the text (See Patte, Challenge, 61-62) does it focus upon?  What kinds of methodologies characterizes it (see Selvidge, pp. 47-50)  (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)

JANUARY 31 M    Step # 1 in class   Listening to the Sermon on the Mount
ASSIGNMENT DUE BEFORE CLASS:   "Step # 1 Report"  Your  Interpretation of the Teaching of Matthew 5:17-48 and 7:12 for Christian believers Today about Discipleship (With Concrete Illustration about the Teaching of Either Matt. 5:31-32 or 5:38-42.  (Detailed Topic, TBA)
* If possible, address the questions on the E-Mail form (you should receive it at your e-mail address)  after reading the text and after drafting your answer.  Keep a hard-copy and bring it to class.  Length:  1 -2 pages.

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FEBRUARY 2 W OR 4 F Discussion Groups   Step # 2 in class
Reading: Patte, Challenge, 130-133; 161-189
* How does your interpretation compare with Readings D, and E?  Your interpretation should be DIFFERENT from at least two of these readings.   What are these differences regarding the "view of the role Scripture," the  "problem" and  the "transformation"?  (130-133)
* How  are your choices of analytic frame, of  hermeneutical frame, and of teaching of either Matt. 5:31-32 or 38-42 different form those of Readings D and E?  (161-189)

FEBRUARY 7 M  Steps # 2 and 3 in class
Reading:    Selvidge, 53-69; and 97-121 and "the Rule of the Community" of Qumran (on WEB)
* What is the most valuable teaching for Christian believers today of Matthew according to Selvidge? (115-116; 118-120)
* Which dimension of the text does she use as analytical frame for her interpretation? (105-115; 117-118) How does this help us focus on certain theological issues that provide the hermeneutical frame of her interpretation?
* Why is it important to know how and when the Gospels were written?  (53-69; 97-104)  In which sense is it contributing to the analytical frame of her interpretation?  I.e.:  How does this knowledge affect her conclusions about the teaching of the text?
* How does a comparison of the Sermon on the Mount and the Rule of the Community of Qumran support Selvidge's interpretation?  Or does it lead to a very different interpretation?
FEBRUARY 9 W  Step # 3 in class
Reading: Patte, Challenge, 190-210

* Why did you choose your interpretation rather than another one?  (190-195)
* Are the contextual issues you chose more urgent or crucial than the issues that provide the contextual frames of other interpretations?  Why?  (195-196)
* Is the textual dimension you chose to focus upon more significant than the dimensions that provide the analytical frames of other interpretations?  Why?  (197-198)
* Are the theological or convictional issues you chose more valuable as a subject-matter for the teaching of the text and as hermeneutical frame for your interpretation than those chosen by other interpretations?  How are your convictions different from those implied by other interpretations?  (198-210)

FEBRUARY 9 W OR 11 F Discussion Groups   Step # 2 in class
*  FIRST PART OF ASSIGNMENT (See Below; and Detailed Topic)  Should Be Exchanged at Discussion Time.
Reading: (Class Pak)  George Soares-Prabhu, "Class in the Bible:  The Biblical Poor a Social Class?"  and Elsa Tamez, "Women's Rereading of the Bible." Levine, "Matthew" in Women's Bible Commentary, pp.  252-62
* What contextual realitites are the primary concerns of Soares-Prabhu, Tamez, and Levine?  Did you take these concerns into account as part of the contextual frame of your interpretation?  Why are these concerns either so important for you that they frame your interpretation or of so little importance that they do not affect your interpretation?
* In your view, which Reading(s) of the Sermon on the Mount (among those discussed in the preceding weeks) would Soares-Prabhu, Tamez, Levine adopt?   Which analytical frame?   Which hermeneutical frame?

PART II   DISCIPLESHIP, MISSION, AND WORSHIP ACCORDING TO JOHN 4

ASSIGNMENT:  STEP # 1 REPORT AND GRADING IT
1.  First Part of Assignment to be exchanged by Friday Feb. 11, at the latest:   Step # 1 Report on John 4:1-42.  Your  Interpretation of the Teaching of John 4:1-42 for Christian believers Today about Discipleship, Mission and Worship (Detailed Topic TBA)
2. Second Part of Assignment Due Monday February 14.  Comparing your reading of John 4:1-42 with those of 3 or 4 other members of the class;  grading of your own papers and of the 3 or 4 others.

FEBRUARY 14 M  Steps # 2 in class
Reading (class pack):   Spivey and Smith, 163-203

FEBRUARY 16 W  Step # 2 in class
Reading: O'Day,    Women's Bible Commentary, pp. 293-304, and Women's Bible Commentary, Introduction , pp.  xiii-9

FEBRUARY 16 W and 18 F Discussion Groups  Step # 2 in class
Reading:   Selvidge: 152-184

ASSIGNMENT:  Step # 2 Report Due on FEB 21 (Topic TBA)

FEBRUARY 21 M  Steps # 3 in class
Reading (Class Pack):   Mervyn Warren, "Suppose God is Black"; K.C. Ptomey, "Thirsty!"; Musa Dube, "Jesus and the Samaritan Women"
* LECTURE:  4:10pm   Wilson Room 126. Lecture by Professor Justin Ukpong, Catholic Institute of West Africa, Nigeria.  Extra-credit question (form will be provided):   From Professor Ukpong's perspective, which reading of John 4 would be the most helpful/valuable?

PART III:   JESUS' DEATH AND RESURRECTION ACCORDING TO MARK

FEBRUARY 23 W   Listening to Mark 14:1--16:8

FEBRUARY 23 W and 25 F Discussion Groups  Step # 3 in class.  Views of the significance of the cross for Christian believers.
Readings:  Cone,  "The Spirituals and the Blues."  (Class Pack)
Abesamis, Third Look at Jesus, 186-205 (see also 170-185)
* ASSIGNMENT:  Step # 1 Report:  Significance of Jesus' Death and Resurrection According to Mark 14:1--16:8   (Topic TBA)   First Part of Assignment (See Below; and Detailed Topic)  Should Be Exchanged with Others in Sub-group at the beginning of the discussion time on Wednesday February 23 or Friday February 25.
*
* Second Part of Assignment Due Monday February 28.  Comparing your reading of Mark 14:1-16:8 with those of 3 or 4 other members of the class;  grading of your own papers and of the 3 or 4 others.

FEBRUARY 28 M  Step # 2 in class
Reading:  Selvidge, 70-96.

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MARCH 1 W and MARCH 3 F Discussion Groups
Readings:  ClassPak,  Myers, "Say To This Mountain" and Wilkinson, "Identity and Apocalypse in Mark's Passion."

SPRING BREAK

MARCH 13 M Step # 2 in class. The Resurrection according to Mark
Reading:  Perrin,  The Resurrection According to Matthew, Mark, and Luke, pp. IX-38.

MARCH 15 W Step # 2 in class  Resurrection acc. To Matthew and Luke
Reading:  Perrin, The Resurrection, pp. 39-84

MARCH 15 W and MARCH 17 F Discussion Groups Step # 2 in class  Resurrection acc. To Luke
Readings:  Perrin, The Resurrection, pp. 39-84; Abesamis, A Third Look at Jesus, pp. 206-217 (218-222)
* ASSIGNMENT:  "STEP # 3 REPORT." Ranking the different interpretations of the significance of the cross according to the relative value you perceive in them.  (Topic TBA)

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

MARCH 2O M.    Listening to Romans

MARCH 22 W     Discussion of  your reports
*  ASSIGNMENT Part 1: "Step # 1 Report" on Romans. The Teaching of Romans 1:1--8:39 about Evil, Sin, and Salvation for Christian believers Today..Should Be Exchanged with Others in Sub-group
* Second Part of Assignment Due Monday March 27.  Comparing your reading of Romans 1-8 with those of 3 or 4 other members of the class;  grading of your own papers and of the 3 or 4 others.

MARCH 22 W and MARCH 24 F Discussion Groups Step # 2 in class   Comparing the hermeneutical frames (how evil, sin, and salvation are conceived)  of your interpretations with that of Stendahl's interpretation
Reading:   ClassPak,  Stendahl, "Paul Among Jews and Gentiles."

MARCH 27, M.  STEP # 2 in class:   Comparing the hermeneutical frames (how evil, sin, and salavation are conceived)  of your interpretations with that of Jewett's interpretation
Reading: ClassPak  Jewett, Paul at the Movies,  (Star Wars).

MARCH 29, W.  STEP # 2 in class: Comparing the hermeneutical frames (how evil, sin, and salavation are conceived)  of your interpretations with that of Jewett's interpretation
Reading:  ClassPak   Jewett, Paul at the Movies, (Amadeus).

MARCH 29 W OR 31 F.  Discussion Groups.  STEP # 2 in class: Comparing the hermeneutical frames (how evil, sin, and salavation are conceived)  of your interpretations with that of Jewett's interpretation
Reading:  ClassPak   Jewett, Paul at the Movies, pp. 65-76  (Grand Canyon, shown on Wednesday at 9)

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APRIL 5, W.  STEP # 2 in class: Comparing the hermeneutical frames (how evil, sin, and salvation are conceived)  of your interpretations with that of Selvidge's  interpretation of Romans
Reading: Selvidge, .301-323

APRIL 5, W AND 7 F.  Discussion Groups.  STEP # 2 in class:  Comparing the hermeneutical and analytical frames (how evil, sin, and salvation are conceived; dimensions of the text viewed as particularly significant)  of your interpretations with those of Patte's interpretation.
Reading:   Patte, "The Gospel as Power of God for Salvation." (..ON WEB) and Reserve

APRIL 10 M    STEP # 2 in class:   Comparing the hermeneutical and analytical frames (how evil, sin, and salvation are conceived; dimensions of the text viewed as particularly significant)  of your interpretations with that of Gaventa's interpretation; Evidence for your interpretation and Gaventa's analytical frame
Reading:  Gaventa, "Romans," pp. 313-320 in Women's Bible Commentary.

APRIL 12, W.  STEP # 3 in class: What is, in terms of basic convictions, the relative value of the teaching of Romans about evil, sin, and salvation, according to your interpretation as compared with the value of the teaching of Thomas about evil, sin and salvation?
Reading :  Gospel of Thomas (ON WEB)

APRIL 12 W OR 14 F.    Discussion Groups    STEP # 3 in class: What is the relative value of your interpretation as compared with Fitzmyer's when assessed in terms of basic convictions and of spiritual life.
Reading:   ClassPak,  Fitzmyier, Spiritual Exercises, "Exercises" # 1 (pp. 9-15), # 4, # 5 and # 6 (pp. 31-61)
* ASSIGNMENT:  STEP # 2 REPORT DUE APRIL 14 F.    (Topic TBA)

APRIL 17 M.       STEP # 3 in class: What is, in terms of basic convictions and ethical concerns for others, the relative value of the teaching of Romans about evil, sin, and salvation, according to your interpretation as compared with the value of the teaching of Mekilta about evil, sin and salvation?
Reading :  Mekilta on Exodus 20:2; Rabbi vs. Pastor on the "Mission to the Jews"(ON WEB)

APRIL 19, W.  STEP # 3 in class: What is, in terms of basic convictions and ethical concerns for others, the relative value of the teaching of Romans about evil, sin, and salvation, according to your interpretation as compared with an interpretation from a Filipino context.
Reading: Revelation Velunta, "Ek Pisteôs eis Pistin and the Filipinos' Sense of Indebtedness" (ON WEB) and Reserve

APRIL 19 W   Discussion Groups (all students join the groups on Wednesday; no groups on Good Friday)
STEP # 3 in class: What is, in terms of basic convictions and ethical concerns for others, the relative value of the teaching of Romans about evil, sin, and salvation, according to your interpretation as compared with an interpretation from an African-American Situation
Readings: Monya Stubbs, "Subjection, Reflection, Resistance: A Three-Dimensional Process of Empowerment in Romans 13 and the Free-Market Economy"  (ON WEB) and Reserve

APRIL 24, M.  Discussion of your final assignment:  Evil, sin, and Salvation according to Romans, American Society, and the Global Village .
* FINAL ASSIGNMENT:   (The Relative Value of Different Interpretations of Evil, Sin, and Salvation According to Romans) Due April 24 (beginning of class)