BT501: Hermeneutics Syllabus Thorsten Moritz

BT501: Hermeneutics Syllabus Thorsten Moritz

Winter SemPM 2009 Bethel Seminary

Monday evenings Phone: 651.635.8638

Mod V3: 8pm-10pm E-mail:

Mod V4: 5:30pm-7:30pm Office location: A202

TA: Tom Anderson

His email:

Welcome to the world of hermeneutics! Make sure to read the entire syllabus carefully. Feel free to contact my TA with important issues that are not (or not sufficiently) addressed in this syllabus. Please don’t expect him either to rehearse the contents of this syllabus or to answer queries that relate immediately to our class sessions. He may respond to you directly, or pass on your request to me.

Hermeneutics

Course Description:

This course examines the whole range of issues that determine and are affected by the interpretation of texts, in this case biblical texts. Some of these issues are global (what constitutes science?), some more local (what's our social location?). Some are epistemological (how do we know things?), linguistics (how does language work?), genres (what types of literature are there? - even within the bible!), manuscripts (what to do when different manuscripts say different things), cultural anthropology and historical background (what difference does such added knowledge make in interpretation?) and application/relevance (how to bridge the gap between the text and us). The course is foundational for all study of the bible and theology. In fact, it's foundational for interpreting any kind of human communication. Its main objective is to help students become better and more faithful interpreters by reflecting on what it means to interpret and how to approach that task. [This is not an exegesis course, but a course about the foundations of exegesis.]

Text Books:

·  Jeannine Brown – Scripture as Communication (Baker, 2007). ISBN 0801027888

·  Michael Gorman – Scripture: An Ecumenical Introduction to the Bible and Its Interpretation (Hendrickson, 2005). ISBN 1565639278

·  There is also digital course content on Blackboard which has to be viewed in its entirety.

Learning Objectives:

By the end of this course the student should have acquired the following:

• a thorough understanding of the major exegetical issues italicized above (see Course Description)
• ability to apply sound hermeneutical thinking to biblical texts
• hands-on experience of good and bad practice in interpretation
• appreciation of how to move from text to transformation (incl. application and homiletics)
• a broad foundation on which subsequently to develop more specific exegetical skills (such as the use of biblical languages, theological synthesis etc.)
• familiarity with some major tools for biblical exegesis

Multi-cultural bibliography

(This is not an endorsement of any particular book[s] on this list, just to alert you to the diverse nature of theology.)

Bach, Alice, ed. The Pleasure of Her Text. Philadelphia: Trinity, 1990.

Bacote, Vincent, Laura C. Miguelez, and Dennis L. Okholm, eds. Evangelicals & Scripture: Tradition, Authority, and Hermeneutics. Downers Grove, Ill.: InterVarsity Press, 2004. BS480 .E825 2004

De la Torre, Miguel A. Reading the Bible from the Margins. Maryknoll, N.Y.: Orbis, 2002.

De Wit, Hans, Louis Jonker, Marleen Kool, Daniel Schipani, ed. Through the Eyes of Another: Intercultural Reading of the Bible. Amsterdam: Institute of Mennonite Studies, 2004.

Dube, Musa W, ed. Other Ways of Reading: African Women and the Bible. Atlanta: SBL, 2001.

Fee, Gordon D. The Act of Bible Reading: a Multidisciplinary Approach to Biblical Interpretation. Downers Grove, Ill.: InterVarsity Press, 1996. BS476 .A315 1996

Felder, Cain Hope, ed. Stony the Road We Trod: African American Biblical Interpretation. Minneapolis: Augsburg Fortress, 1991.

Fiorenza, Elisabeth Schüssler. Sharing Her Word: Boston: Beacon, 1998.

Getui, Mary N., Tinyiko Maluleke and Justin Ukpong, ed. Interpreting the New Testament in Africa. Nairobi: Acton Publishers, 2001.

Khiok-khng. Yeo. What has Jerusalem to do with Beijing? Biblical Interpretation from a Chinese Perspective. Harrisburg, PA.: Trinity, 1998.

Larkin, William J. Culture and Biblical Hermeneutics: Interpreting and Applying the Authoritative Word in a Relativistic Age. Lanham, Md.: University Press of America, 1993. BS480 .L35 1993

Manus, Ukachukwu Chris. Intercultural Hermeneutics in Africa: Methods and Approaches. Nairobi: Acton Publishers, 2003.

Mbiti, John S. New Testament Eschatology in and African Background: A Study of the Encounter between New Testament Theology and African Traditional Concepts. London: Oxford U. Press, 1971.

Räisänen, Heikki, and others. Reading the Bible in the Global Village: Helsinki. SBL Global Perspectives on Biblical Scholarship. Atlanta: SBL, 2000.

Segovia, Fernando F. Decolonizing Biblical Studies: A View from the Margins. Maryknoll, N.Y.: Orbis, 2000.

Sugirtharajah, R.S. The Bible and the Third World: Precolonial, Colonial and Postcolonial Encounters. Cambridge: Cambridge U. Press, 2001.

---. Asian Biblical Hermeneutics and Postcolonialism: Contesting the Interpretations. Maryknoll, N.Y.: Orbis, 1998.

Ukpong, Justin S., and others. Reading the Bible in the Global Village: Cape Town. SBL Global Perspectives on Biblical Scholarship, Number 3. Atlanta: SBL, 2002.

Vaage, Leif E, ed and trans. Subversive Scriptures: Revolutionary Readings of the Christian Bible in Latin America. Valley Forge, PA.: Trinity, 1997.

Attendance:

Attendance at all sessions is assumed and will be necessary in order to submit quality work for assessment. I will not monitor attendance

Assessment requirements:

There will be a one-hour take-home quiz. See 'Course Schedule' below. It will be a combination of multiple choice and reasoning. This means that you pick an answer for each of the five questions and then offer your two best two reasons in support of it. The quizzes are not primarily about ‘right’ or ‘wrong’ or agreement with the professor, but about how well you can argue your case. What is required by way of preparation is not memorization of data, but a critical awareness of the questions, problems, possibilities, concepts, solutions etc. raised during the course - especially in the textbooks! – but also in the digital content. In other words, I am more interested in how you argue your point and how you interact with material read and taught than in which point of view you choose to argue for in a particular case. Due as per 'Course Schedule' (below). A sample quiz to illustrate how the quiz works in principle will be available on Blackboard. I will explain more in class.

Finally there is a 2300 word integrative paper (IP). Due as per 'Course Schedule' (below). This paper will contribute to your seminary integrative portfolio. Here is a quote from the policy:

"For students beginning seminary in the 08-09 school year: In addition, to submitting this assignment to the course instructor, you are also required to submit it (upload it) to your Integrative Portfolio once the Integrative Portfolio format is introduced to your program."

For the IP in this course each of you is expected to apply some of the practical lessons from the digital content to a biblical text allocated to you by my TA and then to connect the insights gained EITHER to a ministry context, OR to an interdisciplinary academic discussion. More hints about this at the end of this syllabus. Refer to commentaries and other scholarly literature. Use the digital course content to help you identify the most pertinent issues for discussion. To be submitted in conformity with the most recent edition of Kate Turabian’s A Manual for Writers… The library can help with advice re. this.

Grading

You will be given a letter grade for each assessment point. At the end of the course we will calculate the final letter grade based on equal weighting of the quiz and the paper. However (and by way of exception), an 'F' based on late or non-submission of the paper or the quiz will weigh more heavily than an 'F' for low quality. IMPORTANT: No extensions will be given and no late submissions will be accepted. Give yourself an extension, meaning: Aim for early submission to avoid last minute disasters.

Assessment criteria

Grades will be assigned using the full range of letter grades (A-F), representing the following levels of performance (see table below). In addition to the general criteria below, any specific advice given in class/on Blackboard (as applicable) will also count as assessment criteria. Notice that a really good effort warrants a 'B', not an 'A'. 'A' and 'A-' are strictly for outstanding. The quiz will be graded on your ability to recall and critique fairly the text books, especially if your can show that you are bringing to bear insights gained in the class room.

The grade ‘Incomplete’ is temporary and will be granted only in unusual circumstances (such as serious illness or critical emergencies) and will not be considered for a student who is simply behind in the assignments.

A First rate work submitted; outstanding evidence of ability to synthesize and utilize course knowledge; initiative expressed in preparing and completing assignments; creativity and originality manifested in assignment process and outcomes; and consistency and thoroughness of work submitted. Consistently high level of analysis.

B Really good work submitted; substantial evidence of ability to analyze and utilize course knowledge; and consistency and thoroughness of work submitted. Mix of analytical and descriptive thinking.

C Satisfactory performance and thoroughness of work submitted and moderate evidence of ability to utilize knowledge of the subject. Largely descriptive and/or transmissive.

D Poor performance in comprehension of work submitted; and meets minimal credit standard for the course.

F Inadequacy of work submitted. Also applies to ALL LATE SUBMISSIONS.

I Incomplete.

Historically speaking, you can expect an average grade in this class (i.e. for a good quality contribution – see criteria below) to be around B- range.

Academic Course Policy

(pp88-9): “Written material submitted must be the original work of the student. Academic dishonesty constitutes a serous violation of scholarship standards at Bethel and can result in denial of credit and possible dismissal from the school. Any act that involves misrepresentation regarding the student’s academic work is forbidden. Academic dishonesty includes cheating on assignments or exams, plagiarism, fabrication of research, multiple submissions of work in different courses, misrepresentation of academic records, the facilitation of academic dishonesty, and depriving others of necessary academic resources.” Syndication (unauthorized collaboration in an assignment) is equally unacceptable.... (p93): “Bethel Seminary is committed to providing a Christ-centered community where students, faculty, and staff can work together in an atmosphere free from all forms of harassment, exploitation, or intimidation, including racial and sexual harassment. All members of the Bethel community are expected to educate themselves about sexual and racial harassment.”

Accessibility

Please contact the instructor as soon as possible if disability-related accommodations are needed. Accommodations for students with documented disabilities are set up through the office of Disability Services. Contact Kathy McGillivray, director of Disability Services, at (651) 635-8759.

Course Schedule (approx. and open to adjustment)

Read Brown's book twice in weeks one and two. Then the other book twice in weeks three and four. The digital content needs to be reviewed twice in the first four weeks. All of the above are needed as preparation for the quiz (see below).

1/5 Global sciences

Why we need epistemology

A legacy to forget - A legacy to construct

1/12 Critical realism – Some much needed ingredients

To live is to be storied (A tale of funnels and rainbows)

1/19 MLK day – No class

1/26 A hermeneutical triangle and a spiral

A biblical understanding of metanarrative

2/2 How does language NOT work? (Fallacies)

2/9 How does language work [1]? (Implied vs. empirical) QUIZ AVAILABLE THIS WEEK

- DUE 2/15 BEFORE MIDNIGHT

2/16 Excursus: Historicism or History?

2/23 How does language work [2]? (Speech act theory)

3/2 How does language work [3]? (Genre and imagination) PAPER DUE 3/8 BEFORE

MIDNIGHT

3/9 How does language work [4]? (Religious language)

3/16 So, what about application?

Textual case studies

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Advice for quiz preparation:

The quiz will focus on the reading. Make sure you read the text books twice. During your first read you should take notes that summarize the argument of each section. As you reread the books, refine the notes and try to connect them to course content taught in class. Those notes form a good basis for your quiz preparation.

As you prepare your notes, try to figure out what THE MOST CRUCIAL AREAS are. This should give you a clue as to possible topics for the quiz. Make sure you have a view on those main areas and that you are aware of the major arguments deployed with reference to them.

Advice for the integrative paper:

You have to achieve three tasks (points 2, 3 and 4 below), plus an introduction and a summary. Here is a suggestion for how to use your word allocation (feel free to use it with flexibility):

(1) Introduce the content of your paper at its beginning (approx. 100 words).

(2) Interpretation of key aspects of the text allocated to you (approx. 1000 words).

(3) Discussion of how the interpreted text fits theologically into the flow of the book of which it is a part (approx. 500 words).

(4) Relate 2 and 3 to EITHER a practical ministry context of your choosing [showing how this text is relevant for that context or how it can be taught in it], OR an interdisciplinary academic discussion for which this text is relevant (approx. 500 words). Show hermeneutical awareness as you do this.

(5) Summarize your findings (approx. 200 words).

Be selective and demonstrate your acquired skills as best you can. Focus on significant and relevant historical, language and theological issues. Notice that this is a scholarly research paper (see below on use of sources).

Under (2) above, discuss only the two, three or four major interpretive issues that you identify in the text. Generally speaking, in the exegetical/interpretive project you can…..

- Apply a few of the practical lessons from the text book and the digital content as well as theoretical lessons from class to a biblical text allocated to you by my TA.

- Demonstrate your acquired skills as best you can. Comment on relevant historical, literary and theological issues. Given the word limit, only focus on the most important ones you detect.

- Use your awareness of these issues and check some scholarly literature (about 7-10 SCHOLARLY works) about your text. Use the digital and book-based library facilities to maximize your research. What do they have to say about the issues you identified as most important? Have scholars identified more important issues than you? Do you need to re-adjust your selection?