COURSE DESCRIPTION: This seminar introduces students to different scholarly approaches to understanding the Bible, including a survey of methods of biblical research, and practice in exegesis, interpretation, and contemporary application of Scriptural texts. Careful reading and group discussion of key studies that dominate the current debate will focus around such themes as canonicity and the authority of scripture, authenticity and pseudonymity, and epistolograpy, and the methods of form criticism, source criticism, literary and rhetorical criticism, reader-response criticism, textual criticism, redaction history, social history, feminist hermeneutics, and theological reflection.  The readings will be coordinated with lecture and discussion sessions devoted to applying these methods to biblical interpretation, with various biblical texts providing the "case studies" for discussion.

CONSULTATION: I welcome the opportunity to talk with you about your academic and research interests before or after class, during my office hours, or at other times by appointment.  I really do welcome your feedback at any time, especially any suggestions about how to make the class a more fruitful experience for you.

ASSUMPTIONS:  Since this is an upper-division and graduate level course, I will be working under the assumption that the student has enough habitual knowledge of the key historical events of biblical history to be able to provide a context for a discussion of historical issues pertinent to the study of the Bible.  If you are concerned about this point, please consult the OT and NT surveys indicated in the list of recommended texts below. The first session will provide a rapid review of these events to refresh your memory, but it is unlikely to give enough background for students with no prior exposure to the Bible.

CLASS FORMAT: seminar; formal lectures and student presentations will be complemented by active and critical student discussions on the basis of the primary texts and secondary literature.

OBJECTIVES: Successful completion of this course will provide students with the following skills:

1. Ability to summarize basic exegetical methods and issues pertaining to analysis of the canonical literature.
2. Facility with the standard bibliographical and reference tools for biblical study (print, digital, and microform)
3. Experience in producing a critical biblical research paper characterized by appropriate format, rigorous argumentation of the thesis, and thorough documentation of sources.

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. A recognized, scholarly commentary on the Bible.  For example: The Collegeville Bible Commentary, The Jerome Biblical Commentary, Harper's Bible Commentary.  These can often be obtained at substantial discount; consult the instructor for further information.
3. McKenzie, Steven L. and Stephen R. Haynes, eds. To Each Its Own Meaning: An Introduction to Biblical Criticisms and Their Application. Revised Edition. Louisville: Westminster/John Knox, 1999.
4. Schneiders, Sandra. The Revelatory Text. Collegeville, MN: Liturgical Press.

RECOMMENDED TEXTS:  Students with limited background in Biblical study are encouraged to consult one or more of the following introductions.

• 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.
• Barr, David L. New Testament Story: An Introduction, Second Ed. Belmont, Calif.: Wadsworth, 1995.
• Boadt, Lawrence. Reading the Old Testament: An Introduction. New York/Mahwah: Paulist Press, 1984.
• Brown, Raymond E. Responses to 101 Questions on the Bible. Mahwah, NJ: Paulist, 1990.
• Collins, Raymond. Introduction to the New Testament. New York: Doubleday/Image, 1983.
• Koester, Helmut. Introduction to the New Testament. Berlin: Walter de Gruyter, 1982; two vols.
• Schüssler Fiorenza, Elisabeth. In Memory of Her. New York: Crossroad, 1984, 1994.

Students interested in specific aspects or applications of Biblical interpretation are encouraged to consult the following:

• Boys, Mary C. Biblical Interpretation in Religious Education:  A Study of the Kerygmatic Era. Birmingham, AL:  Religious Education Press, 1980.
• Lewis, Clives Staples. An Experiment in Criticism. Cambridge:  Cambridge University Press, 1961.  [on literary criticism]
• Russell, Letty M., ed. Feminist Interpretation of the Bible. Philadelphia: Westminster, 1985.

REFERENCE TOOLS:

• Aland, Kurt, ed., Synopsis of the Four Gospels . American Bible Society.
• Dr. McGinn's Bible Resources page
• Metzger, Bruce M. The Text of the New Testament:  Its Transmission, Corruption, and Restoration; 3rd, enlarged ed. New York/Oxford:  Oxford University Press, 1992.
• Metzger, Bruce M., ed. A Textual Commentary on the Greek New Testament. London/New York:  United Bible Societies, 1975.
• Nestle, Erwin and Kurt Aland, eds. Novum Testamentum Graece; 26th ed. Stuttgart: German Bible Society, 1987.
• Würthwein, Ernst. The Text of the Old Testament:  An Introduction to the Biblia Hebraica. Grand Rapids, MI:  Eerdmans, 1979.

STUDENT RESPONSIBILITY includes preparing the assigned readings before each class meeting, actively participating in class discussions, and submitting written work on time. It is expected that all assignments be completed in order to receive a passing grade for this course.  See the Course Schedule for further details.

ACADEMIC INTEGRITY
The University expects that students will submit their own original work and properly cite sources for their ideas, including the Bible, web pages, handouts, class notes, and ideas from other students.  I am sure that you intend to do this.  This includes properly citing direct and indirect quotations, and also any ideas you learn from other sources -- including Scriptural ones.  A basic rule of thumb is "when in doubt, write it out."  We will spend some time during the first class session discussing specific examples, whether or not they need citations and, if so, what is the proper format for those citations.  If there are specific issues 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 other persons' ideas so it will not look like you have copied their notes.  See the JCU Student Handbook (p. 46) for further information.  Any student who violates academic integrity will earn an "F" for the course.

ATTENDANCE: The University expects prompt and alert student presence at every class meeting. Seminar discussion comprises a substantial component of the course grade, and one must be present to participate in discussion. Hence, students who absent themselves more than two times during the semester will have their total course grade docked one full letter grade, and then one additional grade level for each subsequent absence. If you are ill, a medical excuse is necessary to receive an excused absence. If you have an unavoidable conflict which will prevent you from meeting class, please present your documentation of this conflict before the class absence.
        Absences from class do not excuse the student from submitting the required course work on time, since every assignment is listed in this syllabus under the course schedule. Late assignments will be docked one full letter grade for each day (24 hours) they are overdue.

ASSIGNMENTS (graduate students click here for additional information):

Each student will do THREE CLASS PRESENTATIONS. Use note cards for the oral presentations and submit a copy to the instructor to assist in grading your presentation. I strongly encourage you to rehearse your presentations aloud so you are certain that you can keep within the designated time limits. As always, any visual aids are welcome. Click here for further details.

The main course assignment is an EXEGETICAL RESEARCH PROJECT, which will be graded in six stages:

1. The paper proposal, including the topic, thesis statement, and a tentative bibliography (e.g., 6-10 journal articles, 5-6 books, and perhaps a few vetted on-line resources where available); graded P/N
2. An annotated bibliography
3. A topic sentence outline of the paper; graded P/N
4. A full-length rough draft (including introduction, thesis, argument, and conclusion).
5. A revised (second) draft of the paper.
6. The final (corrected and revised) draft of the paper. (see the Critique Form used for grading)

The preliminary, second, and final drafts of the project (i.e., #4-6 above) should include four components:

1. an introduction including
   1. the thesis statement;
   2. a history of research (critical survey of the key phases in the method being applied or passage being researched, using the materials assembled for seminar presentations earlier in the term); and
   3. the methodology of this paper;
2. an argument comprising an exegetical analysis of a pericope from the Bible; this will involve:
   1. establishing your assumptions about the literary, rhetorical, social and historical aspects of the passage;
   2. a detailed exegetical study of the pericope using standard historical-critical methods (including textual criticism); and
   3. a brief analysis of the ethical or theological implications of your exegesis either for a specific ancient or modern audience;
3. a conclusion summarizing
   1. how you have proven your thesis; and
   2. what avenues for further study remain;
4. a critical bibliography of items relevant for your research (This does not need to be annotated.)

GRADING

15%  Participation in seminar discussion.  This presumes keeping pace with the readings assigned for each session.

10% Select Bibliography (2 pp.) pertaining to one of the seminar methods. (Note: this is not the same as the Annotated Bibliography which is required for the exegetical project.

15%  Critical Review (700 words) and class presentation (5-7 minutes) of one crucial book-length study, one foreign language article, or two English language articles on the method included in your Select Bibliography (2-3 ssp. pages).

10% Peer Review of another student's exegetical research paper

50% Exegetical Research Project

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