Course Syllabus

 

Biblical Heritage 2
Boston College, Spring 2015
TTH 12-1:15p
Devlin 026

Course Goals

This course concludes the survey of the Biblical texts and their interpretation begun in Biblical Heritage 1, with emphasis on the New Testament and other early Christian literature. We will analyze these texts primarily to discern their historical settings and meanings. Students will develop knowledge and interpretive skills by reading the primary sources carefully and critically, making use of the interpretive aids provided by the textbook and discussed in lecture. While it cannot be expected that all members of the class will come to the same conclusions, it is important that all be familiar with the methods of modern Biblical scholarship, and with some of their most important implications for theology, from antiquity to the present.

Our main focus will be on the content and interpretation of the New Testament and early Christian literature within its ancient context; however, we will also devote time to examining the interpretation of scripture throughout history. Students will develop awareness of the diversity of methods of interpretation and appropriation from the past and to the present. Additionally we will examine the contribution of the Christian texts to literature, art, philosophy, and political discourse.

The last feature will be especially important, given the frequency with which the Bible is invoked in American political discourse. It is hoped that this course might aid students in understanding the complexities of biblical interpretation, which may lead to greater sensitivity and sophistication in contemporary conversations about the role of religion in civic life. Despite the frequency with which the Bible is used, our Biblical heritage is, to a large extent, little understood due to a single factor: most people, religious or not, have not read the Bible carefully, if at all, and are unfamiliar with its contents.

Etiquette

1. No laptops are permitted in class.

2. YOU MUST BRING YOUR BIBLE TO EACH CLASS MEETING.

3. All cellular phones and communication devices must be switched off (not to vibrate or silent) before entering class, and should not be consulted during class.

4. Except in the case of emergency, students should not leave and reenter the class while it is in session.

5. During tests and exams, students are not permitted to leave the class except in the case of an emergency.
   
   

Requirements

1. Students are expected to attend lectures having read assigned primary and secondary literature.
   
   
2. Short writing assignments will be posted to Canvas by Friday afternoon and due by class time Tuesday morning. An email will go out to the class when these are posted. Most of these assignments will be handed in via Canvas as .doc or .docx files. You are responsible for mastering Canvas technology and making sure they are uploaded by the deadline. 15 points each.
   
   
3. Short weekly quizzes, approx. 200 points total: 10 minute quizzes assess comprehension of elementary terms and concepts, and ability to associate major themes of biblical books with representative passages from the book. Quizzes begin promptly at noon and conclude at 12:10.
   
   
4. A comprehensive final examination, 300 points: requires brief definition of terms and concepts, passage identification, and two essay questions selected from about twelve topics published on Canvas in advance of the exam.
5. A research essay, 10-12 pp., 500 points, graded in two stages. Students will write the research essay in several stages over the course of the term. The first stage draws upon biblical literacy that students already possess; the second requires students to apply methods of biblical interpretation that they acquire over the term.

• a brief (5-7 pp.) essay on the interpretation of a particular biblical passage, chosen in consultation with the instructor (200 points).The initial grade that the first essay earns can be improved if revisions significantly improve the work.
• a revised version and expanded version of the first paper, 10-12 pp. (300 points).The final paper will consist of two parts.
• Part 1 will contain a revision of the first essay, on the interpretation of a biblical passage in a post-biblical source.
• Part 2 will offer an interpretation of the biblical passage in its ancient context, applying methods of historical analysis that we study in class.  The essay should contain reflection on differences in meaning between the ancient and more recent meanings of the text, with some attention to implications of the fact that the meanings of biblical texts change, often dramatically, over time.

Required Texts:

• Jewish Annotated New Testament, Edited by Amy-Jill Levine & Marc Z. Brettler (Oxford: Oxford University Press, 2011)
• Harper-Collins Study Bible, Edited by Attridge & Meeks or The New Oxford Annotated Bible with Apocrypha: NRSV, Edited by Coogan and Brettler
• J. J. Collins, A Short Introduction to the Hebrew Bible (Minneapolis: Fortress, 2007)
• B. Ehrman, The New Testament: An Historical Introduction to the Early Christian Writings (5th edition; Oxford: Oxford University Press, 2011) NB: While the most recent edition is preferable, earlier editions are fine.

Recommended Texts:

• B. H. Throckmorton, ed., Gospel Parallels: A Comparison of the Synoptic Gospels, NRSV Edition (5th ed.; Nelson, 1992)
• G. Vermes, The Complete Dead Sea Scrolls in English (New York: The Penguin Press, 1997)

A Note on Texts: The majority of your time should be spent analyzing the primary sources. The Introductions of Collins and Ehrman provide orientation that should help you develop your own critical interpretation of the ancient texts, and the materials collected in Barrett are invaluable for understanding the cultural, political, and religious context within which early Jewish and Christian literature was written. In order to encourage your prioritizing the primary texts, I have limited required readings of secondary sources to Ehrman.

All students should consider purchasing a synopsis of the four gospels. This inexpensive text dramatically aids the study of the Gospels and the Historical Jesus. Similarly valuable for becoming rapidly familiar with the ancient Jewish context of early Christianity is Vermes, Complete Dead Sea Scrolls; however, several of the most important DSS texts are collected in Barrett.

Students interested in additional resources should contact me. I will gladly provide recommendations based upon individual interests.

Reading Assignments

Absences

Quizzes that are missed due to an excused absence may be made up. Absences are excused in the following circumstances, all of which must be documented with appropriate correspondence, forms, dean's note, etc.:

—documented illness (doctor's note)
—varsity athletic events (standard forms)
—professional interviews (professional correspondence)
—family emergency (letter from the dean)
—personal emergency (letter from the dean)

Assignments and quizzes that are missed due to unexcused absences cannot be made up.

Deans Contact information: http://www.bc.edu/schools/cas/contact/a-and-s-deans.html

 

Research Essay

Research Essay Schedule:

2/2-2/6           Meet with professor or TA to discuss topics and texts for essays: Click Here to sign up for an Appointment

2/5 OR 2/10   Writing Fellows class presentation

2/19                5-7 pp. First Essay draft deadline

2/19-22           Writing Fellows review essay drafts

2/23-2/27        Writing Fellows meet with students to discuss First Essay revisions

3/10                Revised First Essay Due

3/25-4/01        Meet with professor or TA to discuss final essay Click Here to sign up for an Appointment

4/10                Draft of Second Paper due for WF review 

4/13-17           Meet with Writing Fellows to discuss Second Essay revisions

4/30                Revised Second Essay due

 

Essays should be posted to Canvas as .doc or .docx files. You are responsible for mastering Canvas technology and making sure they are uploaded by the deadline.

Please note that rough drafts of essays may be submitted for instructor commentary up to one week prior to the deadline.

Style, proofreading, and grades:

Due to the importance of gender in ancient and modern theology, students are required to use gender-neutral language when referring to humanity in general and to people and other beings whose gender is not known; gender-specific language must be used when referring to beings whose gender is known. See Canvas for guidelines for writing with gender-neutral language.

Essays containing more than three typographical errors will be returned for revision. Improper usage of gender-specific language will be treated as typographical errors.

Reading an essay aloud efficiently reveals errors and problems with syntax, grammar, etc.

Grades for essays submitted after the deadlines will reflect a penalty of 1/3 letter grade per day; this includes essays returned for revision due to typographical errors.

All written work must be your own. Sources must be properly documented. The best style guide for papers on ancient topics is the SBL Manual of Style (Peabody: Hendrickson, 1999); however, consistent use of any of the standard styles, e.g., MLA, Chicago, etc., is acceptable. For university policy see www.bc.edu/integrity.

These numerical equivalents are used to calculate letter grades at Boston College: 4.00 = A, 3.67 = A-, 3.33 = B+, 3.00 = B, 2.67 = B-, 2.33 = C+, 2.00 = C, 1.67 = C-, 1.33 = D+, 1.00 = D, 0.67 = D-, 0.00 = F. A is excellent; B is good; C is satisfactory; D is passing but unsatisfactory; F is failure.

For Students with Disabilities:

If you have a disability and will be requesting accommodations for this course, please register with either Kathy Duggan (Kathleen.duggan@bc.edu) Associate Director, Academic Support Services, the Connors Family Learning Center (learning disabilities and ADHD) or Paulette Durrett (paulette.durrett@bc.edu ), Assistant Dean for Students  with Disabilities (all other disabilities).  Advance notice and appropriate documentation are required for accommodations.