NT2211
PAULINE TRADITION:
GALATIANS
& 1 CORINTHIANS
Fall 2008
Craig Koester
Required
C.
B. Cousar, Galatians (Interpretation)
R.
B. Hays, 1 Corinthians (Interpretation)
New Interpreter’s Bible vol. 10 (Acts,
Romans, and 1 Corinthians)
New Interpreter’s Bible vol. 11 (2
Corinthians through Philemon)
For background on the places Paul
lived and worked see http://www.luthersem.edu/ckoester/paul/main.htm
II. COURSE REQUIREMENTS
A. LECTURES
Attendance
at lectures is required. Bring a Bible to each class session. If you must miss
a class session due to illness or other pressing need, let me know ahead of
time whenever possible.
B.
PRECEPTORIALS AND PAPERS
Short
exegetical assignments are due on the dates listed on the schedule. Type them
single spaced in 12 point type.
Alternative track: Students who have already done
basic work in the Pauline writings may do a research paper instead of the
weekly assignments. Those doing the research track do attend precept
discussions. Anyone wishing to follow the alternative track should contact the
instructor during the first two weeks of class.
A. ON TIME. Assignments are due on the
dates assigned at the time of the preceptorial. Turning in work late will
affect the grade, unless special arrangements have been made in advance.
B. Ability to discuss passages from Paul using the approach indicated in
the assignments.
C. Attention to the details of the text and the larger theological
issues involved.
D. Clarity of thought and expression.
E. Careful and selective use of secondary
sources. You will want to consult various types of secondary literature before
writing your exegetical papers. Note the most significant points or differences
of opinion on a given issue in your writing (cite author’s last name, short
title, page number).
Lecture Introduction to Acts
Acts
9 Paul’s
Encounter with the Risen Christ
Precept Acts 13:13-41 Paul’s Sermon for a Jewish
Audience
Assignments for the week
Bring
notes on the following items to precept (no written work will be turned in this
week.)
(a) Context:
How is Paul’s audience described in Acts 13? What information are we given?
(Also check the web tour for more on Antioch in
Pisidia)
(b) Message: Outline Paul’s sermon in Acts
13:16-41. A good outline will have several main sections and a number of
subpoints in each section. Use the headings in the outline to summarize things.
A good outline interprets as it describes:
A. Main Point
1. subpoint
2. subpoint
B. Main Point
1. subpoint
2. subpoint
(c) Key ideas
·
MDiv students: Translate 13:38-39, noting especially
the meanings of dikaio/w in the lexicon.
·
All students. Note that in 13:38-39 the NRSV
translates dikaio/w
as “set free” and the NIV as “justified.” How do the different
translations affect the way you read the passage?
Resource: The
commentary on Acts in the New
Interpreter’s Bible vol. 10
Sept. 15-19
Lecture Acts 10-15 Dynamics of Outreach
to Gentiles
Acts
16-19 Christianity
and Society
Precept Acts 17:16-31 Paul’s Speech for a
Greco-Roman Audience
Assignments
for the week
Prepare a 2 page single-spaced paper (to be turned in at
precept time) in which you do the following:
(a) Context: In a paragraph
discuss the way Paul’s audience is described in
(b) Message:
·
Outline
Paul’s speech in Acts 17:22-31. Follow the procedure for last week when
preparing your outline.
·
In
a paragraph summarize Paul’s argument
(c) Translation issues
·
MDiv
students translate
·
MA
students: Compare the NIV and NRSV
translations of
(d) Compare the perspective of Paul’s
speech in Acts 17 with that of his sermon in Acts 13. In one paragraph comment
on:
·
How
is the human condition described in each speech?
·
What
are God’s main actions in each speech?
·
What
is the role of Christ (and especially his resurrection) in each speech?
Resource: The commentary on Acts in the New Interpreter’s Bible vol.
10. Also check the background on Athens on the
web tour.
Lecture Galatians 1-2 Introduction
and argument
Precept
Gal 1:11-24 Paul’s encounter with
Christ
Assignments
for the week:
1. Read Cousar, Galatians, 1-37, 65-89.
2. Bring notes on the following
items to precept (no written work turned in):
(a) Treat
·
What
are the main points he makes about his gospel in these two verses?
·
Given
his intended readership, why does Paul make these points?
·
Is
Paul saying that teaching and learning from people are always bad? Why or why
not?
(b) How does Paul support his thesis in the following verses (
(c) In 1:16 the NIV (and NRSV footnote) have “in me,” whereas the NRSV
text has “to me.”
·
MDiv
students note the reasons pro and con for each of these translations of the
dative case expression e0n e0moi/.
·
MA
and MDiv students comment on the way the differing translations affect our
understanding of this event.
Sept.
29-Oct. 3
Lecture Gal 3-4 Cross, Spirit, and Faith
Precept Gal 3:19-25 Why the Torah?
Assignments
for the week:
1. Read Cousar, Galatians, 65-89.
2. Due at preceptorial: a 2-page
single-spaced exercise on Gal 3:19-25 in which you discuss the following:
(a) Context: Paul asks the question “Why the Torah?” Review the literary
context (especially what precedes this in Gal 3). In one paragraph summarize
the context, showing why Paul would need to ask and respond to this question.
(b) Argument: Provide an outline of
(c) At the appropriate point in your paper, discuss the following
translation issues in 3:22 and 24:
·
(d) At the appropriate point in your paper
discuss the meaning of paidagwgo/j / paidagōgos.
Oct. 6-10
Lecture Gal 5-6 Fruit
of the Spirit
Precept Gal 6:11-18 New
Creation
Assignments for the Week:
This
week in precept we will focus on 6:11-18.
MDiv students translate 6:15-16.
MA students compare two different translations of those verses. Everyone
should also look carefully at several expressions. What do they mean in this
context? (No written work due):
At
precept we will also divide up the lectionary texts for next week’s work.
Oct. 13-17
Lecture 1 Cor 1-2 Word
of the Cross
Precept Sermon
or Bible study series on Galatians
Assignments
for the week:
Members of the class will create a
six-part sermon or Bible study series based on the lectionary readings from
Galatians. (These appear in the Pentecost series C, late May to early July). We
will divide the passages among members of the precept groups.
Gal
1:1-12 Gal
3:23-29
Gal
1:11-24 Gal
5:1, 13-25
Gal
2:15-21 Gal
6:[1-6] 7-16
Preparing for precept
·
Try to picture
Paul’s congregational setting. What are the issues he faced there? Now picture your own congregational setting.
If you a doing a sermon, think about a congregation that you know. Are they
older, younger? Urban, suburban, rural? Established or emerging? Stable or
going through significant change?
·
Think about the
life issues that are related to your passage. A life issue is something that
relates to your passage and is something that people today continue to deal
with. For example, life issues include belief and unbelief, sin, the need for
purpose, vocation, life in community. There are many more.
·
Design sermon
helps or Bible study that (a) makes thorough use of your
passage (b) helps the passage
address your congregational group. If
you do “sermon helps,” include a paragraph or two summarizing what people need
to know about the passage in Paul’s context. Also include a paragraph or two
about what people might think about in terms of a contemporary context. How are
the two contexts alike or different?
Then devote a paragraph to a preaching strategy. What might you try to
do in a sermon? Finally, spend several paragraphs showing us how one
could develop a sermon on this passage. One of these paragraphs should explore
ways of introducing the sermon. The rest should work with the central ideas in
the sermon. Include examples or illustrations that might help to make your
point clear. For more on Bible
studies see the more detailed instructions under Nov 9.
·
Bring 4 copies
of your work to precept.
During precept
·
We will divide up
into groups of 3 or 4. Each person will have about 12-15 minutes to present
material and receive feedback from the group.
·
When presenting
be sure to give a brief description of the congregational setting and the
issues you want to address. Then walk through your material.
·
Turn in one
written copy at precept time.
·
After precept:
incorporate suggestions from the discussion into your work. Post your
assignment on the course site by Thursday 5:00pm so that others in the class
can have access to it.
Oct. 20-24
Lecture No lecture this week (reading
days on Oct. 20-21)
Precept 1 Cor 2:6-13 Wisdom and Spirit
Assignments
for the week:
Read Hays, 1 Corinthians 41-47. In
preparation for precept, make notes for yourself on several issues (no written
work will be turned in):
What is the situation Paul is
addressing here?
Who are the rulers of this
age? What difference does the
interpretation make?
MDiv students: check the word te/leioj,
which is usually translated “mature” (2:6).
Does it mean the same thing as pneumatiko/j (2:13)?
MA students: what is the source of the quotation in 2:9?
How would you summarize Paul’s
argument?
Oct. 27 – 31
Precept 1 Cor 8 Knowledge and
love
Assignments
for the Week:
1. Read Hays, 1 Corinthians, 134-146 on 1 Cor 8.
2. In precept we will look at key
exegetical points in the passage. Then we will explore ways that this passage
relates to broader life issues that remain important for people today. We will also discuss ways of preparing a
Bible study in preparation for your work next week. No written work to be turned in this week.
Nov.
5-9
Lecture 1 Cor 8-10 Knowledge and love
cont.
Precept 1 Cor 9 Rights and
Responsibilities
Assignments
for the week:
1. Read Hays, 1 Corinthians, 146-158
2. Prepare a Bible study on 1 Cor
9. Bring four copies to the precept.
Design a study that could be used for a group of youth or adults (your
choice). Write it up as if you were
writing curriculum that could be shared with others. Prepare something that
others would find useful.
·
Assume
this is part of a longer series on 1 Corinthians and that your group knows
something about chapters 1-8.
·
Before
writing the study, identify the portions of the chapter that you think are most
important for your group to discuss. You will not have time to discuss everything in a
one-hour session.
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GENERAL PATTERNS FOR BIBLE
STUDY SESSIONS |
||
|
A Bible study should include
several elements: (1) An opening. This might be a hymn
or prayer, perhaps an exercise that the group would do, or something else that
would lead into the study of the text. (2) Study of the text. (a) Think about the general
flow of the session. Where do you want to begin? What would be a good place
to end up? How would you structure the session? (b) How will you read the text?
Will you read it all at once? Or read it in sections during the session? Who
will read it? (e.g., the leader, or participants might take turns, or you
might do a mini-drama). (c) Do you want to start with
background information or do you want to move directly to text itself? (d) Include several levels of
material in your study (move back and forth between the various levels in the
course of the session): ·
Simple
informational components that help people read carefully. ·
Interpretive
components. Identify things in the text that need clarification or could be
taken in different ways. ·
Questions
of contemporary significance or “life issues.” Life issues are points of continuity
between the text and contemporary life. Examples include issues of suffering,
sin, unbelief, social conflict, faith, belonging. What kinds of life issues
might be of most importance for your particular group? What is the connection
between reading the text and reflecting on these life issues? (3) Conclusion. This could be a hymn, prayer,
etc. |
||
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THREE SPECIFIC FORMATS FOR
BIBLE STUDY |
||
|
Large Group |
Small Group |
Online |
|
Envision a group of 25-30. Presentation: In a large group the leader
usually presents at least some material. This might include background material,
comments on specific parts of the text, or thoughts about the life issues. ·
How
would you structure the presentation? ·
Would
you use visuals or other media? If so, what will they be? Activities: To engage the group you might weave
in various activities: ·
Dramatic
reading ·
Break-out
sessions for discussion. Have people turn to one or two people next to them
and talk about a specific question for five minutes, then return to large
group format. ·
Short
writing exercise ·
Break
the large group into smaller groups for a more extended activity. Decide
whether you need a leader for each small group. |
Envision a group of 6-10. Information: Are there points at which the
group leader should present some background information or commentary? ·
Would
the leader present the material? Or would you create a handout? Questions: If the session is primarily a
discussion, give special attention to focusing questions that are: ·
Accessible (participants should be able to
respond on the basis of their own reading of the text or on what they already
know. Help people get on board with the discussion. ·
Of different types (include some questions that
help careful reading, some that encourage reflection, and some that draw on
life experience Keep
a sense of progression in the topics. Think about where you want to start,
where you want to end up, and what the general flow might be in between. Activities: Are there activities that
might enhance the session? ·
Dramatic
reading ·
Short
writing exercise ·
Game |
Envision an online group of 8. Decide whether this will be: ·
live
online discussion ·
posts
and responses (Do you want to set a start and end time for posts on a given
segment?) Information: Are things that your online group
will find helpful to know? How would you provide the information? ·
Short
summary of background or introduction to the passage ·
Link
to a web site that has what you need. Questions: If the session is primarily a
discussion, give special attention to focusing questions that are: ·
Accessible (participants should be able to
respond on the basis of their own reading of the text or on what they already
know. Help people get on board with the discussion. ·
Of different types (include some questions that
help careful reading, some that encourage reflection, and some that draw on
life experience Keep
a sense of progression in the topics. Think about where you want to start,
where you want to end up, and what the general flow might be in between. Activities: Are there things that
participants might do before or after the online session? ·
Reading
something ·
Talking
to someone in their own immediate context |
Additional
resources: check
1 Corinthians in the New
Interpreter’s Bible vol. 11. Other resources include the commentaries on 1
Corinthians by Fee and Thiselton (desk reserve).
Nov. 12-16
Lecture 1 Cor 12-13 Spirit and Community
Precept 1 Cor 14 Paul and the role of women
Assignment
for the week:
Read Hays, 1 Corinthians, 206-252
In precept we will work through
issues pertaining to the role of women in Paul’s letters and ministry. (No
written work due.)
Nov.
19-23
Thanksgiving
break
Nov. 24-28
Lecture 1 Cor 15 Jesus’ resurrection and the
resurrection of the dead
Precept 1 Cor 11:17-34. Lord’s Supper
Assignment
for the week:
Prepare a 2 page single-spaced
paper (due at precept):
(a) In the first paragraph summarize the problems that have emerged in
connection with the Lord’s Supper at
(b) In your second paragraph compare and contrast 1 Cor 11:23-26 with
Jesus’ words over the bread and cup in the Synoptic gospels (see the Synopsis #311). Note the major similarities and differences between
Paul and the gospels.
(c) Devote the rest of your paper to Paul’s comments in 11:26-34. Give
careful attention to the meaning of words for proclaim (katagge/lete),
body (sw=ma), unworthy manner (a0na/ciwj),
judge (kri/nw), discern (diakri/nw),
condemn (katakri/nw), and discipline (paideu/w).
Additional
resources: C. R.
Koester, “Promise and Warning: The Lord's Supper in 1 Corinthians," Word & World 17 (1997) 45-53. Also, 1 Corinthians in the New Interpreter’s
Bible vol. 11, the commentaries by Fee and Thiselton (desk reserve).
Dec.
1-5
Lecture Looking at the broader Pauline
legacy
Precept Sermon or Bible study series
on 1 Corinthians
Assignment
for the week:
We will be working on a sermon or
Bible study series on 1 Corinthians. In the lectionary, the epistle lessons for
the Epiphany season every year are taken from 1 Corinthians. We will divide up
the boldface passages from series A & C among members of the class. (You
already did Bible study work on some passages from series B). Half the group (1
Cor 1:1 – 12:11) will present their material at precept this week and the other
half (1 Cor 12:12 – 15:58) will present at precept next week.
|
A |
|
B |
|
C |
|
1
Cor 1:1-9 |
|
1 Cor 6:12-20 |
|
1
Cor 12:1-11 |
|
1
Cor 1:10-18 |
|
1 Cor 7:29-31 |
|
1
Cor 12:12-31a |
|
1
Cor 1:18-31 |
|
1 Cor 8:1-13 |
|
1
Cor 13:1-13 |
|
1
Cor 2:1-12 |
|
1 Cor 9:16-23 |
|
1
Cor 15:1-11 |
|
1 Cor 3:1-9 |
|
1 Cor 9:24-27 |
|
1
Cor 15:12-20 |
|
1 Cor 3:10-11, 16-23 |
|
[2 Cor…] |
|
1 Cor 15:35-38 |
|
1 Cor 4:1-5 |
|
[2 Cor…] |
|
1
Cor 15:51-58 |
Sermon
helps: Highlight
what people need to know about both the biblical text and a contemporary
listening context. Then devote the rest of your paper to showing how one might develop
these insights when creating a sermon.
Bible
study: follow
the general procedures outlined under Nov 5-9.
Lecture
The broader Pauline
legacy continued
Precept Sermon or Bible study series
on 1 Corinthians continued
Those who worked on passages from
1 Cor 12:12 – 15:58 will present their work this week.
Dec.
17-18
Lecture The Pauline legacy continued