Westmont College Spring, 2004

Life and Teachings of Jesus RS 110

Instructor	Bruce N. Fisk Contact: <fisk@westmont.edu> Home Page: www.westmont.edu/~fisk/docs
Location / Time	PH 3. Tuesdays & Thursdays from 1:15 until 3:05 p.m.
Office	Porter Center 14. Phone/voice mail: 565-7369
Office Hours	Tues & Thurs 3:15 - 5:00 p.m. and by appointment

Evaluation

Grades

Schedule

Links and Resources

Bibliography

Course Description and Goals (top of page)

1. Catalog: A study of Jesus in the Synoptic Gospels with attention to themes, critical problems and methods of study.

2. Course Format: Most periods will divide roughly into three parts: brief lectures by moi, reviews and presentations by vous, and discussions ensemble of our reading/underlining in Gospel Parallels. Outside of class time you'll need to make room for periodic film screenings (see schedule) and web-based interaction. Expect regular quizzes on readings and a final exam.

3. My Goals for You.

Each one of us brings something different to this course. Some arrive eager to take their relationship with Jesus to the next level, eager to encounter the "real" Jesus in the Gospels, and to become more, and more deeply, "in love" with him. Others arrive hoping to erase doubts and settle niggling questions--questions about Jesus that have only arisen since coming to Westmont. Some bring with them a certain skepticism that a course like this could do more than confirm what they already know. A few come with very little knowledge of Jesus beyond the ubiquitous cultural sterotypes (good teacher, great story teller, white, European, British accent). We all bring something, something we'll contribute to this semester-long study of Jesus in the Synoptic Gospels. If you want to know what I bring, here's a start.

• a long-standing, though often faltering, commitment to follow Jesus, and to see where that commitment takes me
• a life-long exposure to the variety of Jesuses depicted in church, in the media, in popular culture
• over 20 years of bookish Jesus study in one academic setting or another
• a fascination with the way Jesus continues to enchant our post-Christian culture, in its books, art, films, music and imagery
• a conviction that each of us distorts Jesus to suit his or her own interests
• a corresponding conviction that I have only recently begun to understand who Jesus really was and is, and a resolve to learn more
• a refusal to allow my pursuit of Jesus to devolve into romanticism, fanaticism, scholasticism or existentialism

That said, here are a few of my goals for our time together. I want us to

• engage in sustained, disciplined, thoughtful reflection on Jesus, with the help of Throckmorton's Gospel Parallels
• gain first hand exposure to the so-called "Synoptic problem" and understand the pros and cons of various proposed solutions, with help from Goodacre's The Synoptic Problem
• discover the richly diverse themes and emphases of each Gospel, guided by Powell's The Gospels
• explore the nature of 1st century historiography, and appreciate the links between Jesus and his earliest followers, tutored by Barnett's Jesus & the Logic of History
• consider together how various approaches to the Gospels can enrich and challenge contemporary understandings of Jesus and the early church
• examine a range of themes in the teachings of Jesus, and consider the impact of those teachings in the first century and our own
• screen and evaluate several Jesus films, including the new one by Mel Gibson, The Passion of the Christ (which will require extra $$ and an excursion to the theater)
• discover a range of secondary sources--some sound, some quirky--that will fill in gaps in your knowledge, model approaches to reading, help develop your powers of reflective judgment, and accelerate your study of the historical Jesus in his first century setting

4. Westmont's Plagiarism Policy (drafted by Paul Willis, 1-2004)

• To plagiarize is to present someone else's work (his or her words, line of thought, or organizational structure) as your own. This occurs when sources are not cited properly, or when permission is not obtained from the original author to use his or her work. Another person's "work" can take many forms: printed or electronic copies of computer programs, musical compositions, drawings, paintings, oral presentations, papers, essays, articles or chapters, statistical data, tables or figures, etc. In short, if any information that can be considered the intellectual property of another is used without acknowledging the original source properly, this is plagiarism.
• Please familiarize yourself with the entire Westmont College Plagiarism Policy. This document defines different levels of plagiarism and the penalties for each. It also contains very helpful information on strategies for avoiding plagiarism. It cannot be overemphasized that plagiarism is an insidious and disruptive form of academic dishonesty. It violates relationships with known classmates and professors, and it violates the legal rights of people you may never meet.

Evaluation (top of page)

1. Texts and Readings (20%)

The schedule for daily readings is listed below. Readings are due BEFORE class time. Take notes or mark in your books with hi-liting, questions and comments. Bring to every class your Bible, study notes and relevant texts, and be prepared to raise your questions and discuss your issues in class. Expect a brief quiz. You might find helpful my Survival Tips for Academic Reading. Likewise, this Washington Post article about how Americans who can read are choosing not to may get you thinking. I'll assume you have carefully read, re-read and studied assigned materials prior to class, so we'll not use class time to bring sluggards up to speed. Since this will be a large class, consider staying away if you don't bother with the readings.

	Barnett, Paul. Jesus and the Logic of History. InterVarsity, 2001. Originally published with Eerdmans in 1997, this book explores historical questions like: What is the relationship between the Jesus of historical reconstruction and faith? Why are Paul's letters so commonly neglected in the historical study of Jesus? Was Paul, or Jesus, the founder of Christianity? Perhaps the agenda driving this book is Barnett's passion to connect the historical Jesus with the earliest Christian followers; the impact of Jesus' person, life and teachings are the best explanation for the remarkable rise of the early Church. Barnett is an active churchman (the Anglican Bishop of North Sydney, Australia, if you're curious) but also a thoughtful scholar; if his conclusions tend to be cautious and conservative, they are also sane and ably defended.
	Goodacre, Mark. The Synoptic Problem: A Way Through the Maze. Sheffield, 2001. Mark Goodacre is the webmaster behind the much lauded NTGateway.com, arguably the best place to begin any web-based research on the New Testament. But Mark is not simply a techie--he is also an accomplished young NT scholar whose work on the synoptic Gospels, and the Synoptic Problem, is impressive indeed. In addition to this book (and an accompanying website), Mark has published The Case Against Q (Trinity, 2001), and a more technical monograph: Goulder and the Gospels (Sheffield, 1997). Chapters 1 & 2 of Maze explain why studying the Synoptic Problem is worth the bother; chapters 3 & 4 why Mark is almost certainly the earliest Gospel, and why knowing this matters. Chapter 5 introduces Q, a hypothetical source commonly thought to stand behind material shared only by Matthew and Luke. Chapter 6, however, summarizes Goodacre's "case against Q." Whether or not you follow Goodacre, against the majority, and dispense with Q, I hope you find the whole thought experiment fascinating.
	Powell, Mark Allan. Fortress Introduction to the Gospels. Fortress, 1998. Mark Powell is a respected NT scholar, an expert in Gospels studies, and a man of the (Lutheran) church. And the man can write. Clearly. I predict you'll never read the four Gospels the same after you've spent time in this book. After opening chapters on the world of the Gospels, the historical Jesus and a handful of critical matters, Powell devotes a careful chapter to each of the four Gospels, describing characteristics of each one, their historical context, and major themes. An appendix describes the major sources about Jesus that didn't make the cut. And don't ignore his footnotes. If you disagree with various bits, ask youself why, talk about it over dinner, and raise your questions in class, so the rest of us can think along with you.
	Throckmorton, Burton. Gospel Parallels: A Comparison of the Synoptic Gospels. 5th ed. Nelson, 1992. This is perhaps the most user-friendly, affordable synopsis of the Gospels available in English (NRSV). We'll be working through passage after passage in this tool, and you'll be marking it up with colored pencils (see below) so there's no way to avoid owning your own copy. An acceptable alternative is Aland, Kurt, ed. Synopsis of the Four Gospels. [English Edition] United Bible Society, 1983. Students with Greek should consider purchasing the Greek-English version of Aland.
	Recommended. New Oxford Annotated Bible with the Apocrypha (NRSV). Oxford, 1991, 1994. This is one of the better study Bibles available, in a version that may be new to you: the New Revised Standard Version. More formal than the NIV or the NLT, smoother than the NASV, less antique and opaque than the KJV, it is widely used in the academy, in part because it aims to be ecumenical and it seeks to employ gender-inclusive language when possible. You'll find the notes and maps helpful but not overwhelming, and the inclusion of the Apocrypha is helpful, especially for Protestants many of whom know little about these "extra" books. See the essay on pages AP iii-xv for a valuable introduction.
	Recommended: Theissen, Gerd. The Shadow of the Galilean: The Quest of the Historical Jesus in Narrative Form. Fortress, 1987. This novel, set in first century Roman Judaea and Galilee during the time of Jesus, is about a Jewish merchant forced to become a spy for the Romans. As he travels the land on assignment he discovers a wild diversity of opinions about Jesus of Nazareth. But was Jesus a threat to the Empire? With what other known groups and figures might Jesus be compared? Why did he attract followers, and why did Jewish and Roman officials want him executed. I suspect this book will challenge a few of your ideas about Jesus. For discussion questions on this book, go here. If you haven't read this book yet, the time has come.
Other Required Readings	Bailey, K. E. Poet & Peasant: a literary cultural approach to the parables in Luke. Eerdmans, 1976. [BT 375.2 .B23] Bauckham, Richard. Gospel Women: Studies off the Named Women in the Gospels. Eerdmans, 2002. Burridge, Richard. "About People, By People, For People: Gospel Genre and Audiences" in R. Bauckham, ed. The Gospels for All Christians. Eerdmans, 1998. Pp. 113-145. Cahill, Thomas. Desire of the Everlasting Hills: The World Before and After Jesus. Anchor Books, 1999. Crossan, J. D. & J. L. Reed, Excavating Jesus: Beneath the Stones, Behind the Texts. HarperSanFrancisco, 2001. Dunn, J. D. G. Jesus Remembered. Christianity in the Making Volume 1. Eerdmans, 2003. Sloyan, Gerhard S. The Crucifixion of Jesus. Fortress, 1995. Thompson, Michael. "The Holy Internet: Communication between Churches in the First Christian Generation" in R. Bauckham, ed. The Gospels for All Christians. Eerdmans, 1998. Pp. 49-70. Wright, N. T. Jesus and the Victory of God. Fortress, 1996.

2. Web Postings using WebCT (10%)

All students will participate in web-based discussion groups during the course of the term, using WebCT.

Consider posting comments, sparked by readings & class discussion, across a range of topics, including the historical Jesus (What sort of person was he? How do the Gospel portraits differ? What can we know about his birth, life, message, self-understanding, arrest, death, resurrection? Why did some follow him and others take offense?), the social / political world of Jesus (What was life like in 1st century Judea? in the Roman Empire? as a Jew? a Roman?), the Synoptic Problem and the literary relationships between the Gospels (What evidence do you see for which Synoptic theory? How do various theories offer help in interpreting the Gospels?), Jesus' teachings (e.g., politics, sexual ethics, violence, money, gender, discipleship, the end of the age).

Do NOT use this space for random musings or pet peeves. Think before you write. Show courtesy and respect for other posters, but don't stifle lively debate and disagreement.

Grading Criteria:

• minimum length of each post: approximately 150 words
• minimum number of posts: five (more is great, though aim for quality over quantity)
• timing to receive full credit:
  • post your comments throughout the semester
  • posts from the final weeks of term are of little help to others and will be down-graded accordingly
  • binge-posting (multiple posts back-to-back on the same day) should be avoided

When you are ready to get started:

• be sure your browser is Internet Explorer (for PCs) or Safari (for Macs); Netscape doesn't seem to work with WebCT
• follow this link to Westmont's WebCT log-in page.
• log in using your Westmont e-mail user name (e.g., jsmith); your password is your student i.d. number
• click on Discussion Groups. Browse through the comments of others.
• to post a new comment or reply, click on Compose Message, type your message, and click on Post
• to reply to a message, open it (by clicking on the magnifying glass) and click on Reply and then Post
• if you want your comments to be noticed, be sure to supply a specific and interesting subject

3. Synopsis Underlining (25%)

We'll devote part of most classes to discussion of several pericopes (paragraphs) in the Synopsis. This means you'll need to work throught these passages in advance, using the following color code to underline similarities and differences. We'll spell out in class how this should be done, and why.

Plan to use a ruler, eraser and pencil crayons (NOT markers, pens or hi-liters). In addition to underlining, you'll need to record in the margins any observations about You are welcome to work in small groups as you do your underlining , provided this means working through the entire passage together, rather than dividing up the task and mindlessly copying each other.n class we'll discuss the more significant similarities and differences, and consider how this exercise can help us understand the distinctives of each Gospel, and the process that led to their composition. For additional help with the details of underlining a Gospel Synopsis, click here.

Grading: Synopses will be examined several times during the term for grading. Criteria: completeness, neatness (including the use of a straight edge), accuracy, additional marginal notations.

4. Reflection papers & presentations (3 x 5 = 15%)

You will need to prepare two brief reflection papers (double-spaced, 12-pt font, 1-inch margins) and a small group presentation. Prepare two copies of the papers: one to read, and one to submit. To be eligible for an A on these assignments, you will need to select your topics (passage, hard saying, reading) and notify me by e-mail by Tuesday, Jan. 20th.

• SYNOPSIS PARALLELS Paper: Offer one page of observations on a selected pericope (paragraph).
  • Aim to reflect on several levels: horizontally (across the columns), vertically (the literary context of each Gospel), hermeneutically (interpretive challenges) and Christologically (what the passage reveals about Jesus), and offer us a concise summary of your observations.
  • Conclude with one discussion question tied specifically to your passage.
  • You are encouraged to consult other sources (commentaries, etc.) but such a brief paper should be your own words.
  • Be sure to give credit when you benefit from the ideas of others, as described above in the Plagiarism Policy.
  • DUE: on the day your passage is scheduled to be discussed in class.
• HARD SAYING OF JESUS Paper: Prepare a two-page brief presentation on a difficult saying of Jesus, from one of the assigned pericopes in the Synoptic Gospels.
  • "hard" may mean "difficult to understand" or "difficult for followers to obey" or "hotly contested and debated"
  • choose a saying that interests / perplexes / challenges you personally
  • consult at least 3 commentaries from among those on reserve in the library
  • use your paper to summarize several of the ways the saying has been understood (no explicit citations allowed, but give credit when you are drawing ideas from a source) and/or the various interpretive challenges this verses poses
  • conclude with your own tentative expanded paraphrase of how you think the verse is best understood
  • DUE: on the day that your passage is scheduled to be discussed in class.
• SECONDARY LITERATURE Presentation: Form groups of ____ to prepare a brief (10-15 minute) presentation on one of the required readings. An A-quality presentation will:
  • include an outline, written legibly on the board, highlighting several key ideas drawn from the reading
  • show you have spent enough time in the reading to grasp firmly the argument and its significance
  • clarify the meaning & pronunciation of new / rare words
  • offer brief comments on each point in your outline, delivered clearly but not simply read
  • provide evidence or illustrations, where appropriate, from the New Testament
  • employ one or more creative / pedagogical devices to help students recall, undertand and remember what they've read
  • conclude with one or two discussion questions on the assigned reading, shaped to invite students to respond
  • solicit and field questions from the class, and answer them thoughtfully
  • DUE: on the same day your reading is due.

5. Final Essay Exam (30%)

• the Final will invite you to select three topics from a list of eight questions on which to write thoughtful, well-formed essays.
• anyone caught giving or receiving information, or using study notes, during a test will receive an F for the assignment and probably for the course
  

Schedule (top of page)

Links and Resources (top of page)

Jesus and the Gospels: Parallels to John's baptism?. . . Another prophet who drew a crowd. . . What was Roman crucifixion like? . . . Crucifixion according to Josephus. . . Shroud of Turin: Jesus' burial cloth? . . . Van den Broeck's Resurrection of Christ . . . Excerpts: Monty Python's Life of Brian . . . Genealogy of Jesus site. . . Qumran and the Dead Sea Scrolls. . . Useful DSS site. And another. . . A Synoptic Problem home page. . . Problems with the Q hypothesis. . . Dan Wallace on the Synoptic Problem . . . A Synoptic Gospels Primer . . . The Gospel of Thomas. . . The Lindisfarne Gospels

History and Politics: A four-part historical outline to Second Temple Judaism: Part 1. . . Part 2. . . Part 3. . . Part 4. . . Pillars of Judaism, Rituals, Festivals. . . Overview of Jewish history. . . Summary of Jewish history . . . Jewish festivals . . . PBS site on Pharisees & Saduccees. . . The synagogue at Gamla (early evidence for synagogues in Palestine). . . Alexander the Great. . . PBS site on the ancient Greeks. . . Sketches of the later Seleucids. . . The crimes of Antiochus IV Epiphanes. . . Josephus--Jewish historian. . . List of Roman emperors. . . Profiles of the Roman emperors. Geography: A clickable map of Israel. . Map: Roman empire under Augustus.