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Spring 2014 David Straz 565

Tuesday/Thursday, 12:30-1:45

THEO 2100 (102) | #mutheo2100

Instructor: Mr. Eric Vanden Eykel

E-Mail: eric.vandeneykel@marquette.edu
Office: Coughlin Hall 112
Office Hours: Mondays, 9:00-11:00;
Thursdays, 11:00-12:00; and by appointment

Course Objectives and Description

Materials

NEW TESTAMENT OVERVIEW

From the University Core of Common Studies, the objectives for all courses in the
theology knowledge area are as follows:

Describe theologically the basic content of the Catholic faith in relation to

other Christian and religious traditions as well as other worldviews.
Interpret theological texts and frameworks in their historical contexts.
Articulate implications of Christian faith for growth in holiness and the
promotion of justice in the contemporary world.

There are two required texts for this

course:

A Bible I have not ordered a

particular version of the Bible
through the bookstore, as any
modern translation (NRSV, NAB,
NIV, NEB, NET, ESV, etc.) will be
adequate for our purposes. Several
of these are available online or in
e-reader/tablet/smartphone
format (some for free!). Please
avoid paraphrases such as The
Living Bible and The Message. If
you are not sure whether the Bible
you have is OK, let me know!

Bart D. Ehrman, The New

Testament: A Historical
Introduction to the Early Christian
Writings (5th edition)

In this course we will focus primarily on the second bullet point.

Our aim is to survey the texts of the New Testament (NT) and to thereby foster an
appreciation for their historical, literary, and theological complexity. We will
accomplish this in four ways: 1) by examining the historical context(s) in which
they were written; 2) by attending to the narrative, rhetorical, and literary
techniques they employ; 3) by inspecting how they have been interpreted in the
past; and 4) by attempting to articulate their significance for life and faith today.

Assessment
Grades will be determined by the following:

T HREE P APERS (50%) The first (15%) is a 2-3 page research paper on an
attendant topic related to the study of the NT. The second (15%) is a 3-4
page review of a modern Jesus novel. The third (20%) is a 4-5 page
exegesis paper on a passage to be chosen from a list or in consultation
with the instructor. Directions for all are available on D2L.
R EADING Q UIZZES (20%) There will be one (10-question) multiplechoice quiz per week on D2L over the readings assigned for that week. You
will have 10 minutes to take each quiz, which will be more than enough
time if youve done the reading and taken some notes. Each weeks quiz is
available from 8:00 a.m. Monday until noon Thursday. Twelve quizzes total;
lowest 2 grades dropped automatically.
F INAL E XAM (20%) The final exam will be a cumulative assessment of
what we will cover in this course, including material from the readings and
lectures. Short-answer/short-essay. Study guide later in the semester.
P ARTICIPATION (10%) We learn most effectively when we learn from
one another. While every class will involve some lecturing on my part, I
anticipate that you will engage my lectures by venturing to speak up. Ask
questions! Generate discussion!

Vanden Eykel | THEO 2100, sec. 102 | Spring 2014 |

Dates of Note

2/11 - Attendant Topic Paper Due

3/6 - Book Review Paper Due

3/18 - (Optional) Exegesis Proposal Due

4/15 - Exegesis Paper Due

5/9 - Final Exam

Course Outline
CLASS #

DATE

1/14 (Tues)

Introductions and overview of syllabus/course

1/16 (Thurs)

Lecture: The New Testament and Christian Origins: A Historical Perspective (PPT)
Readings for Today: Ehrman 1-28 (chs. 1-2) (no reading quiz this week)
Reading Assignment: In what sense is Ehrman right that we dont have the original New
Testament? Is he right? Do you agree with the way he frames the matter? Why or why not?

1/21 (Tues)

Lecture: The Jewish and Greco-Roman Context(s) of the New Testament (PPT)
Readings for Today: Ehrman 29-68 (chs. 3-4)
Reading Assignment: Why is it important to know about pagan and Jewish religions for the study of
Jesus and the New Testament?

1/23 (Thurs)

Lecture: What, Whence, and Why? Introducing the Gospels

Readings for Today: Ehrman 69-87 (chs. 5-6)
Reading Assignment: Does it seem possible to you that some of the stories about Jesus were
modified as they were told and retold? Why would they have been? What kinds of changes might
have been made?

1/28 (Tues)

Lecture: The Beginning of the Good News: The Gospel According to Mark (PPT)
Readings for Today: Ehrman 88-104 (ch. 7); Mark 1-8
Reading Assignment: In Mark, how is Jesus authority demonstrated?

1/30 (Thurs)

Lecture: Mark, continued

Readings for Today: Mark 9-16
Reading Assignment: Most scholars believe that Mark originally ended at 16:8 (they said nothing to
anyone, for they were afraid). How does this ending strike you? Do you think its intentional? If it
isnt, how might you explain it. If it is, then why might Mark had ended his gospel this way?

READINGS AND ASSIGNMENTS

2/4 (Tues)

Lecture: Synoptic Problems

Readings for Today: Ehrman 105-113 (ch. 8); (Mark 6:45-53 and Matthew 14:22-33); (Mark 8:27-30,
Matthew 16:13-20, and Luke 9:18-21)
Reading Assignment: For today and Thursday: Read the passages assigned in light of the passages
they are clumped with (in parentheses). Note 2-3 primary differences between them, and asked
yourself, Who changed what and to what end?

2/6 (Thurs)

Lecture: More Synoptic Problems

Readings for Today: (Mark 10:17-31, Matthew 19:16-30, and Luke 18:18-30); (Mark 10:2-12, Matthew
19:3-12, and Luke 16:18)
Reading Assignment: How does establishing Markan priority help us interpret the Gospels? Does it?

Vanden Eykel | THEO 2100, sec. 102 | Spring 2014 |

10

11

12

13

14

15

2/11 (Tues)

ATTENDANT TOPIC PAPER DUE

Lecture: The New Moses: The Gospel According to Matthew (PPT)
Readings for Today: Ehrman 114-133 (ch. 9); Matthew 1-8
Reading Assignment: According to Matthew, what is Jesus view of the Law of Moses? Does he do
away with it? Should his followers keep it? How? Why?

2/13 (Thurs)

Lecture: Matthew, continued

Readings for Today: Matthew 9-28
Reading Assignment: If Jesus is portrayed as thoroughly Jewish in Matthew and as fully supportive of
Judaism, then from Matthews perspective why is he in trouble with the Jewish authorities?

2/18 (Tues)

Lecture: Friend of the Poor: The Gospel According to Luke (PPT)

Readings for Today: Ehrman 134-153 (ch. 10); Luke 1-8
Reading Assignment: How does Luke stress the Jewishness of Jesus and his orientation toward
Jerusalem and the temple? Why does he do this?

2/20 (Thurs)

Lecture: Luke, continued

Readings for Today: Luke 9-24
Reading Assignment: What is the significance of Jesus death for Luke? How does it bring about
salvation?

2/25 (Tues)

Lecture: The Gospel of John and Johannine Christianity (PPT)

Readings for Today: Ehrman 176-197 (ch. 12); John 1-7
Reading Assignment: How does Johns Prologue (1:1-18) introduce Jesus? Put another way: Who is
Jesus for John? How does this introduction differ from the Synoptics?

2/27 (Thurs)

Lecture: John and Johannine Christianity, continued

Readings for Today: John 8-21; 1 John (epistle, near the end of the NT)
Reading Assignment: Some scholars have suggested that 1 John is a response to an overly high
christology that may have developed from the Gospel of John. On what basis might they argue this?

3/4 (Tues)

Lecture: Other Gospels (PPT)

Readings for Today: Ehrman 217-236 (ch. 14); The Infancy Gospel of Thomas (on D2L)
Reading Assignment: Why might it be significant that Christians continued to tell stories about Jesus
long after the Gospels were written, and that many of these stories were clearly fabricated?

BOOK REVIEW PAPER DUE

Lecture: Other Gospels, continued
16

3/6 (Thurs)

Readings for Today: The Ascension of Isaiah (on D2L)

Reading Assignment: Make an outline of the process of descent/ascent The Ascension of Isaiah. What
do you make of the birth episode in this text? How does it compare to, say, Matthew or Luke?

Vanden Eykel | THEO 2100, sec. 102 | Spring 2014 |

17

3/11 (Tues)

18

3/13 (Thurs)

NO CLASS SPRING BREAK

19

20

21

22

23

3/18 (Tues)

(OPTIONAL) EXEGESIS PAPER PROPOSAL DUE

Lecture: Lukes Sequel: The Acts of the Apostles (PPT)
Readings for Today: Ehrman 154-175 (ch. 11); Acts 1-8
Reading Assignment: What important themes of Acts are set forth in the opening account of 1:1-11?

3/20 (Thurs)

Lecture: Acts, continued

Readings for Today: Acts 9-28
Reading Assignment: Suppose a friend asked you what the book of Acts was about. How would you
summarize the book in thirty words or less?

3/25 (Tues)

Lecture: The Pharisee Formerly Known as Saul (PPT)

Readings for Today: Ehrman 306-338 (chs. 20-21); 1 Thessalonians
Reading Assignment: Two questions for all of Pauls letters, starting with this one: 1) What is Pauls
tone (e.g., angry, happy, frustrated); and 2) What are the central questions he is addressing?

3/27 (Thurs)

Lecture: Disorder in the House (of Worship)

Readings for Today: Ehrman 339-349 (ch. 22); 1 Corinthians
Reading Assignment: The Corinthian Church had issues (lots of them). As you read, note some of the
more prominent ones and how Paul responds to them. Q&A format may be helpful here.

4/1 (Tues)

Lecture: Galatians
Readings for Today: Ehrman 354-363 (ch. 22); Galatians; James (near the end of the NT)
Reading Assignment: What has led to the conflict of Paul with his opponents in Galatians? What is
the view of the Jewish Law that he maps out for his converts in Galatia? How might Paul respond to
Jamess view of works?

Lecture: Prison Letters

24

4/3 (Thurs)

Readings for Today: Ehrman 363-371 (ch. 22); Philippians; Philemon

Reading Assignment: Paul writes Philippians and Philemon from prison (hence the clever lecture
title). Does the fact that he is under arrest affect the way he addresses his readers?

Lecture: Romans: The Gospel According to Paul

Readings for Today: Ehrman 372-385 (ch. 23); Romans 1-7
25

4/8 (Tues)

Reading Assignment: Many scholars consider Romans 1:16-17 to be the thesis statement of the
letter. Assume that is true for now, and summarize this statement in your own words. What is
Romans about?

Vanden Eykel | THEO 2100, sec. 102 | Spring 2014 |

Lecture: Romans, continued

26

4/10 (Thurs)

Readings for Today: Romans 8-16

Reading Assignment: According to Romans 9-11, where does Israel now fit in the divine plan? Do
they? Is there any good that can come out of Israels rejection of Gods salvation in Christ?

EXEGESIS PAPER DUE

Lecture: In the Name of Paul: Post-Pauline Developments? (PPT)
27

4/15 (Tues)

Readings for Today: Ehrman 397-420 (ch. 25); Colossians; 1 Timothy (no reading quiz this week)
Reading Assignment: What do the following adjectives mean and how do they relate to one another:
forged, pseudonymous, anonymous, and homonymous?

28

4/17 (Thurs)

NO CLASS EASTER BREAK

Lecture: The Epistle to the Hebrews (PPT)

29

4/22 (Tues)

Readings for Today: Ehrman 435-453 (ch. 27); Hebrews (all)

Reading Assignment: How does the author of Hebrews portray Christ as superior to Judaism? What
are two ways that he/she uses the Jewish Scriptures to show Jesus superiority?

Lecture: The Revelation of John (PPT)

30

4/24 (Thurs)

Readings for Today: Ehrman 490-507 (ch. 30); Revelation 1-11

Reading Assignment: Chart the narrative of Revelation as you read it. That is, make a list of events
and try to situate them in a chronological framework.

Lecture: Revelation, continued (PPT)

31

4/29 (Tues)

Readings for Today: Revelation 12-22 (no reading quiz this week)
Reading Assignment: How, in your judgment, does understanding Revelation in terms of other
apocalypses help you to interpret the meaning of the book, including its bizarre symbolism?

Lecture: So What?
Readings for Today: None

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5/1 (Thurs)

Assignment: In place of readings, please prepare a short (1 page max) reflection on what you learned
this semester and how you think (or hope?) that it might benefit you in the future. These will be
graded on completion and factored into participation. Im not looking for an admission that the
Bible is now your favorite thing, and I sincerely hope that none of you now desire to become biblical
scholars like me. What Im interested in is hearing your thoughts on the place of biblical
studies/theology in your Jesuit education. How has this class made a difference in your development
as a human person? Or has it?

FINAL EXAM Our final exam time is set for May 9 (a Friday), from 10:30 12:30.

Vanden Eykel | THEO 2100, sec. 102 | Spring 2014 |

Statement on Academic Dishonesty

Attendance and Tardiness Policy

According to the Marquette University Undergraduate Bulletin,

the following are instances of academic dishonesty: using
unauthorized materials during an examination; copying from
others or allowing one to copy off ones own work during an
examination; passing of as ones own the ideas or words, images,
or other creative works of another; and using a creative
production without crediting the source (complete list at
http://bulletin.marquette.edu/undergrad/academicregulations).

Attendance is a portion of your grade insofar as you cannot

participate when you are not present. You are allowed up to
three absences without penalty. After this, each absence will
impact your participation grade by ten points. Six or more
absences will result in a participation grade of zero and
possibly removal from the class.

Whatever form it may take, academic dishonesty is an offense I

take seriously. While I do not expect that we will not have to
address any of these situations, any instances of academic
dishonesty will be dealt with in accordance with the procedures
stipulated in the Undergraduate Bulletin.

Grading
Your letter grade for the course will be determined as follows:
94 + = A | 88-93 = AB | 82-87 = B | 75-81 = BC
68-74 = C | 62-67 = CD | 56-61 = D | 55 or below = F

Note that except in cases of legal obligation or universitysanctioned activities and related travel, Marquette does not
distinguish between excused and unexcused absences.
If you do miss a class, please get notes from one of your peers.
Do not, for any reason, e-mail me to ask if you missed anything
particularly interesting or important. Everything I say is
particularly interesting and important!
Tardiness conveys a lack of consideration for your colleagues,
so please make every effort to arrive on time. Attendance will
be taken at the start of each class, and if you arrive after I have
taken attendance, you will be counted as absent for the day.

Late Work and Special Accommodations

Reading quizzes are graded on a ten-point scale, each question

being worth one point. There are twelve quizzes total, and all
of the scores combined are worth 20% of the final grade. The
two lowest quiz scores will be dropped automatically.

Papers are due in class and on Turnitin.com (see instructions

on D2L) on the dates listed above. Failure to submit papers on
their due dates will result in a penalty of five points per day off
the final paper score.

On the final exam, point values for each question will depend
on the type of question being asked. I will indicate to you on
the exam how much each question is worth.

Should you encounter technical difficulties (illness, car

trouble, printer explosion, hard drive meltdown, dog/ fish/
hedgehog ate your work) on the day a paper is due, you may email it to me by the end of the due date with no penalty.

For papers, I have uploaded a rubric to D2L that outlines how

points are assigned. Scores in the AB-A range are reserved for
papers that are generally free of grammatical and stylistic
errors and that display sophisticated insight into the assigned
passage or topic. I encourage you to take advantage of the Ott
Memorial Writing Center in Raynor Library when writing your
papers; it is a wonderful (and free!) resource that may give
your paper the edge that it needs.
Participation scores reflect a number of factors, including
attendance, generating and contributing to discussions,
posing questions, and volunteering to read in class. What I am
looking for here is evidence of active engagement with the
subject matter, which will promote a livelier classroom
experience for all. For those that may be uncomfortable
speaking in class, e-mail correspondence and visiting me
during office hours also count as participation.
Vanden Eykel | THEO 2100, sec. 102 | Spring 2014 |

If you require special accommodations because of a disability,

contact me to make arrangements.

Disclaimer (the fine print)

Students may vary in their competency levels on the
outcomes listed above, and they can expect to achieve these
outcomes only if they honor all course policies, attend classes
regularly, complete all assigned work in good faith and on
time, and meet all other course expectations of them as
students.
The above schedule, policies, procedures, and assignments in
this course are subject to change in the event of extenuating
circumstances, by mutual agreement, and/or to ensure better
student learning.