JOHN CARROLL UNIVERSITY
DEPARTMENT OF RELIGIOUS STUDIES
2007 Summer Session III
ONE WEEK SEMINAR
July 23–27, M–F 8:30 A.M. –5:00 P.M.

NEW TESTAMENT ETHICS
(RL 399.51W, CS [= 406]; RL509.51)
O’Malley Center 214 & 211
23 July 2007

CONSULTATION: I am happy to talk with you during my office hours or at other times by appointment. I welcome course-related feedback at any time, especially any suggestions about how to make the class a more fruitful experience for you.

ASSUMPTIONS:  Lectures will assume that the student has some prior exposure to the NT (especially the gospels and the Pauline corpus), and more-than-passing familiarity with the life and teachings of Jesus. Recognition of key events of the first century A.D. is a plus.

CLASS FORMAT: seminar; formal lectures will be complemented by mini-workshops and student presentations of case studies; active-learning models are emphasized.

LEARNING OBJECTIVES:

1. Knowledge. Students will be able to…
   1. Delineate key features of Jesus’ ethical teaching and praxis.
   2. Identify the fundamental methods for exegesis of the NT and summarize their various uses.
   3. Outline key issues pertaining to NT interpretation in a Roman Catholic context.
   4. Discuss the distinctive features of a Roman Catholic approach toward reading the Scriptures (as opposed to fundamentalist, evangelical, or other Protestant approaches).
   5. Recognize the format and documentation standards in the field of Biblical studies (see SBL Handbook)
2. Skills. Students will …
   1. Gain experience in producing ethical case studies based on NT materials.
   2. Practice arguing and substantiating a thesis.
   3. Improve analytical rigor and clarity of expression (oral and written).
   4. Uncover their own interpretive assumptions and analyze the ethical implications of those assumptions.
   5. Engage in meta-analysis of the ethical issues raised by specific cases of NT discourse and interpretations of NT texts.
   6. Become adept at NT interpretation such that they consistently evince awareness of the original contexts of the NT paraenetic texts they examine and of the significance of these contexts for understanding the ethical content of those texts.
   7. Make fruitful use of the standard bibliographical and reference tools for biblical study (print, digital, and microform).
3. Means of Assessment. Students will demonstrate these skills by …
   1. Actively contributing to class discussions and participating in class “workshop” activities (A.1–5, B.1–6)
   2. Writing case-study analyses of various NT texts (A.1, B.1–3, 6–7)
   3. Facilitating seminar discussions of their case-studies (B.2–6)
   4. Using appropriate format in their written work and thoroughly their documenting sources (B.1–3, 7)

REQUIRED TEXTS:

1. The Bible. The best available English editions are:  The New Oxford Annotated Bible with Apocrypha (NRSV), the Oxford Study Bible (REB), and the Catholic Study Bible (NAB).
2. Harrington, Daniel and James Keenan. Jesus & Virtue Ethics: Building Bridges between New Testament Studies and Moral Theology. Lanham, Md./Chicago: Sheed & Ward, 2002.
3. Matera, Frank J. New Testament Ethics: The Legacies of Jesus and Paul. Louisville: Westminster John Knox, 1996.
4. A recognized, scholarly commentary on the Bible. For example: The Collegeville Bible Commentary, The Jerome Biblical Commentary, Harper's Bible Commentary.  Often these can be obtained at substantial discount; consult the Instructor for further information.

RECOMMENDED TEXTS: 

1. Concerning ethics & the NT (mostly):
• Barrett, C. K. Freedom and Obligation: A Study of the Epistle to the Galatians.Philadelphia:Westminster, 1985.
• Hays,Richard B. The Moral Vision of the New Testament: Community,Cross, New Creation. A Contemporary Introduction to New Testament Ethics.San Francisco : HarperCollins, 1996. Seehere for a review of this work.
• Jewett, Robert.The Captain America Complex: The Dilemma of Zealous Nationalism. Westminster John Knox, 1973.
• Jewett, Robert.Christian Tolerance: Paul's Message to the Modern Church. Biblical perspectives on current issues series. Westminster John Knox, 1982.
• Martin, Dale B. Sex and the SingleSavior: Gender and Sexuality in Biblical Interpretation. Louisville/London:Westminster John Knox, 2006.
• McGinn, Sheila E., “All Creation Groans in Labor: Paul’s Theology of Creation in Romans 8:18–23.” In Earth, Wind, and Fire: Biblical and Theological Perspectives on Creation. Ed., Carol Dempsey and Mary Margaret Pazdan. Collegeville, Minn.: Liturgical Press, 2004. 114–23.
• McGinn, Sheila E. "'Exousia echein epi tês kephalês:' 1 Cor 11:10 and the Ecclesial Authority of Women," Listening/Journal of Religion and Culture (Lewis University, Romeoville, IL), 91–104.
• McGinn, Sheila E.“The Household Codes in the Later Pauline Traditions.” for the University of Dayton's Catechist Formation program on “New Testament Worlds—Faith and Culture at the Crossroads.” In Catechist 37 (Mar 2004): 50–54.
• Murphy-O’Connor, Jerome. Becoming Human Together.
• Pippin, Tina. Death and Desire: The Rhetoric of Gender in the Apocalypse of John. Louisville: Westminster John Knox, 1992.
• Taylor, Richard. Virtue Ethics: An Introduction. Amherst, N.Y.: Prometheus, 2002.
2. Concerning the world of Jesus & the NT:
   • Koester, Helmut. Introduction to the New Testament. Berlin: Walter de Gruyter, 1982; two vols.
   • Moxnes, Halvor. Putting Jesus in His Place.
   • Schüssler Fiorenza, Elisabeth. In Memory of Her. New York: Crossroad, 1984, 1994.
3. Concerning Biblical hermeneutics:
   • Girard, René. Violence and the Sacred. John Hopkins University Press, 1977.
   • McGinn, Sheila E., ed. Celebrating Romans: Template for Pauline Theology. Essays in Honor of Robert Jewett. Ed., Sheila E. McGinn. Grand Rapids, Mich.: Eerdmans, 2004. [especially note the following essays: Keith Burton, “Regarding Henry”; Rita Halteman Finger, “ Roman House Churches”; Sheila E. McGinn, “Feminist Hermeneutics of Romans”; Elsa Tamez, “ “Justification as Good News for Women: A Re-reading of Romans 1–8.”
   • Schneiders, Sandra. The Revelatory Text: Interpreting the New Testament As Sacred Scripture. Collegeville, Minn.: Liturgical Press. 1999.
   • Schneiders, Sandra.Women and the Word: The Gender of God in the New Testament and the Spirituality of Women. Madeleva Lecture in Spirituality. Notre Dame, Ind.: St. Mary's College, 1986.
   • Schüssler Fiorenza, Elisabeth. Bread Not Stone: The Challenge of Feminist Biblical Interpretation.
   • Schüssler Fiorenza, Elisabeth. Jesus and the Politics of Interpretation. Continuum International Publishing Group, 2000.

REFERENCE TOOLS:

• Aland, Kurt, ed., Synopsis of the Four Gospels. American Bible Society. (See the Instructor if you'd like a "loaner" copy.)
• Brown, Raymond E., et al. The New Jerome Biblical Commentary. Upper Saddle River, N.J.: Prentice-Hall, 1968, 1990. ISBN 0-13-614934-0.
• Interpreter’s Dictionary of the Bible. 4 Vols. + supplement.
• Dr. McGinn's Bible Resources web page.
• Nestle, Erwin and Kurt Aland, eds. Novum Testamentum Graece; 26th ed. Stuttgart: German Bible Society, 1987.
• Theological Dictionary of the New Testament.

STUDENT RESPONSIBILITY includes preparing the assigned readings before each class meeting, actively participating in class discussions and other activities, and completing course work in a timely manner. It is expected that all assignments be completed in order to receive a passing grade for this course.  See the Course Schedule for details on the reading and writing assignments for each class period.

WRITING RESOURCES

• Alexander, Patrick H., David L. Petersen, et al., eds. The SBL Handbook of Style: For Ancient Near Eastern, Biblical, and Early Christian Studies. Peabody, Mass: Hendrickson, 1999. ISBN: 156563487X.
• John Carroll University Writing Center (OC 20?)
• Dr. McGinn's writing web

EXPECTATIONS Follow the links for details on each topic. NB: You are responsible for knowing the contents of each of these linked documents.

• ACADEMIC INTEGRITY is imperative. Minimum penalty is a failing grade for the course.
• ATTENDANCE at all five class sessions is mandatory.
• TIMELINESS is treasured.

ACADEMIC INTEGRITY
The University expects that students will submit their own original work and properly cite sources for their ideas. I am sure that you intend to do this. Often students violate standards of academic integrity without realizing that this is what they have done. Nevertheless, they still can suffer sanctions for it, since they are required both to know and observe those standards. E.g., academic honesty includes properly citing direct and indirect quotations or paraphrases. Any ideas that are new to you should be cited—whether learned from “real research” or the Bible, a web page, class handouts or notes, or listening to other students. Sometimes even citations must be cited to show the “pedigree” of the idea! The safest rule for when to include a citation is simple: "when in doubt, write it out." We will spend some class time discussing specific examples, whether or not they need citations and, if so, the proper format for those citations. If there are specific questions that arise during your research and writing, I am happy to work with you on this point.
    One thing to keep in mind is how you do your work. E.g., do not "loan"  papers or other assignments to friends; this counts as academic dishonesty, too, and you face the same penalties as those who take the assignments and submit the ideas as their own. If you work with other class members to prepare an assignment, be sure to credit their ideas so it will not look like you have copied their work.
    Any student who violates academic integrity will earn an "F" for the course. Egregious cases can lead to suspension or expulsion from the University. See the JCU Community Standards Manual for further clarification.

ASSIGNMENTS

1. For undergraduates:
   1. Two case studies (400–500 words), the first of which will be peer reviewed and revised for re-submission.
   2. Peer review of another student's case study. This involves written feedback on a colleague's case study using the Peer Review Protocol . The Instructor and the author each will receive a copy of the completed Peer Review Form and annotated case study..
   3. Oral presentations of two case studies (5–7 min presentation + Q&A and group discussion). Presentations will be graded on content and delivery. Do not simply read the written case; prepare notes suitable for an oral presentation. (Afterwards, submit them to the instructor to assist in grading your presentation.) Rehearsing your presentation aloud will improve your delivery and ensure that you can keep within the designated time limit. Visual aids are welcome but not required.
2. For graduate students:
   1. Four case studies (400–500 words), three on designated topics and one on a topic you select.
   2. Oral presentations of selected case studies, including the one you designed (see above for parameters).

GRADING

1. 50% Class Participation (including presentations of selected case studies)
2. 50% Case Studies (including Peer Review for undergraduates)

Go to class schedule

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