For all important academic dates at SPU and UOttawa, see HERE.
9 AM - 12 PM
|CONTENT||READINGS and ASSIGNMENTS|
Introduction to the course
General Issues in Paul's Life and Theology
Brown, chapter 16 (pp. 422-445). See also Brown, chapter 17 (pp. 446-455)
NB: You should read this material some time after this first class.
The world of Paul
Review material on the world of the 1st century can be found in Brown, chapters 4-5 (pp. 55-96)
Imagine and describe to your satisfaction the main features of the Roman world of Paul and Paul's place and action within that world. (Please write this up and be prepared to hand it in at the end of class.)
Part 1: The letters of Paul
Part 2: The Thessalonian Correspondence
Brown, chapter 15 (pp. 409-421), chapter 18 (pp. 456-466), chapter 25 (pp. 585-589), and chapter 26 (pp. 590-598)
Part 1: Following the notes, write your own Greek private letter with a proper letter opening, thanksgiving, body, and letter closing. (Please write this up and be prepared to hand it in at the end of class.) You should be prepared to discuss your "letter" in class, including the philosophy behind it.
Part 2: Make sure that you can identify the letter parts of 1 and 2 Thessalonians and consider the proposed sequence for Paul's relationship with the Thessalonians according to Brown and according to Bloomquist.
Part 1: The Thessalonian correspondence (cont.)
Part 2: The Corinthian Correspondence
Brown, chapter 22 (pp. 511-540) and chapter 23 (pp. 541-558)
Part 1: What are the theological implications of Paul' letters to the Thessalonians as his first letters? What are the theological implications of the difference between these letters and other NT literature (Gospels, Acts, Revelation / Apocalypse, other non-Pauline letters)?
Part 2: Make sure that you can identify the letter parts of 1 and 2 Corinthians and consider the proposed sequence for Paul's relationship with the Corinthians.
NB: February 2 = Last day to withdraw from a course/activity and obtain a 100% financial credit
The Corinthian Corresopndence (cont.)
Determine the main issues addressed by Paul in 1 and 2 Corinthians.
9 - 10.15
Paul and the Pauline Team
10.45 - 12 PM
(material read and discussed January 8 - February 5)
Philippians / Philemon
In what ways are Paul's letters to Philemon and to the Philippians different in tone and in content from 1 and 2 Corinthians? What are some reasons for the differences? Be specific.
By the beginning of class (February 26), students must submit in written form the topic of their proposed research assignment / ministry reflection, including a brief overview of the breadth of their study / reflection. (For a template, see HERE.) The adequacy of this research proposal will form part of the grade for the research / reflection paper.
Colossians and Ephesians
These two letters are normally considered pseudonymous. Identify reasons for agreeing and for disagreeing with that assumption.
If these two letters are authentic and later in Paul's apostolic ministry, what has changed between the earliest letters of Paul and these?
As with the Corinthian debate, please ensure that you understand what it is that Paul finds the Galatians doing that he disagrees with.
Why is Paul's language so fierce in this letter?
Holy Land Archaeology: Where the Past Meets the Present
Dr. Carol Meyers (Duke University)
Ensure that you understand the letter to the Romans using Brown as a guide (in particular, the outline Summary on p. 560)
What do you understand by Paul's use of the word translated "justification" or "righteousness" (dikaiosune)?
NB: March 23 = Last day to withdraw from a course/activity with NO financial credit
Identify the primary differences and the primary similarities between the Pastoral Letters and the acknowledged, authentic letters of Paul.
|Due no later than Friday, April 6 (5 PM)||Exegetical Paper / Ministry Reflection due|
Prepare to present a brief, personal overview of what you have learned in this course and how you believe Paul's letters should be used in theological reflection in the church. (This overview should include highlights of what you have learned, as well as conclusions and questions that you have at the end of the course.)
A course designed to present students with material for theological reflection on the letters of Paul and their theology.
“[The] man who did more than anyone else in his time to lead people to see what Jesus Christ meant for the world” (Raymond Brown)
All elements of evaluation and review are designed to ensure that students are meeting the Learning Outcomes set forth for the course. The evaluations are designed and weighted to be cumulative (i.e., they seek to gauge appropriation of the Outcomes in an ongoing fashion, rather than simply "at the end").
Please see the GRADING SCALE for information on what grades mean in this class, especially regarding the paper / reflection.
The course will employ active learning technologies geared to the above objectives (rather than lectures geared to content retention). This will mean that most of the work will be done in preparing for the class and in class. Accordingly, the workload will focus on student involvement.
sola Dei gratia