1 NT 521 DA-o-D-01 Introduction to the New Testament 1 UNITED THEOLOGICAL SEMINARY Fall, 2014 September 22 – December 19, 2014 Russell Morton 419-651-3298 [email protected]I. COURSE DESCRIPTION: Course is on the four canonical Gospels, Acts, the Catholic Epistles, Hebrews, and Revelation, with specific attention to the history, culture, and literature of the early church and the ways in which these came to bear on New Testament writings. Course Rationale The focus of the New Testament, as well as the Christian Church as a whole, is the person and mission of Jesus of Nazareth. This person, described by J. P. Meier as a “Marginal Jew,” in the sense that he lived in a marginal province in the outskirts of the Roman Empire, is none other than the one proclaimed by the church as God’s promised Messiah, not only to the Jewish people, but for the human race as a whole. How did this come about? What is that proclamation? The course will examine how each of the four gospels bear witness to Jesus. We will also examine how this witness is further developed in Acts, the Epistle to the Hebrews, the General Epistles, and the Apocalypse of John. In each of these documents exclusive claims will be made for Jesus. What is our response to these claims? These New Testament writings will be studied with attention to the Greco-Roman world. How did this society, so very different from our own, impact the formation of the message of the gospels, Acts, Hebrews, General Epistles and Revelation? Are there also elements of this society that parallel our own world? We will also see how these claims are evaluated by those researching the historical Jesus. In what ways do these studies enable us better to understand the world of First Century Palestine? How did this world influence Jesus’ proclamation of the reign of God? In what ways was this proclamation a challenge both to Roman society and to ours?
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NT 521 DA-o-D-01 Introduction to the New Testament 1
UNITED THEOLOGICAL SEMINARY Fall, 2014
September 22 – December 19, 2014
Russell Morton 419-651-3298
[email protected] I. COURSE DESCRIPTION: Course is on the four canonical Gospels, Acts, the Catholic Epistles, Hebrews, and Revelation, with specific attention to the history, culture, and literature of the early church and the ways in which these came to bear on New Testament writings. Course Rationale The focus of the New Testament, as well as the Christian Church as a whole, is the person and mission of Jesus of Nazareth. This person, described by J. P. Meier as a “Marginal Jew,” in the sense that he lived in a marginal province in the outskirts of the Roman Empire, is none other than the one proclaimed by the church as God’s promised Messiah, not only to the Jewish people, but for the human race as a whole. How did this come about? What is that proclamation? The course will examine how each of the four gospels bear witness to Jesus. We will also examine how this witness is further developed in Acts, the Epistle to the Hebrews, the General Epistles, and the Apocalypse of John. In each of these documents exclusive claims will be made for Jesus. What is our response to these claims? These New Testament writings will be studied with attention to the Greco-Roman world. How did this society, so very different from our own, impact the formation of the message of the gospels, Acts, Hebrews, General Epistles and Revelation? Are there also elements of this society that parallel our own world? We will also see how these claims are evaluated by those researching the historical Jesus. In what ways do these studies enable us better to understand the world of First Century Palestine? How did this world influence Jesus’ proclamation of the reign of God? In what ways was this proclamation a challenge both to Roman society and to ours?
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II. TEXTBOOKS:
Required Reading: (30% or more of the text is read for course work)
deSilva, David A. An Introduction to the New Testament: Contexts, Methods & Ministry Formation. Downers Grove, IL: IVP Press, 2004. 978-0830827466
Witherington, Ben. New Testament Rhetoric: An Introductory Guide to the Art of Persuasion in
the New Testament. Eugene, OR: Cascade Books, 2009. 978-1556359293 Powell, Mark Allan. Jesus as a Figure in History: How Modern Historians View the Man From
Galilee. 2nd ed. Louisville, KY: Westminster John Knox Press, 2013. 9780664234478 Hanson, K. C. and Douglas E. Oakman. Palestine in the Time of Jesus: Social Structures and
Social Conflicts. 2nd ed. Minneapolis: Fortress Press, 2008. 9780800663094
Attridge, Harold, gen. ed. The HarperCollins Study Bible, Student Edition. New York: HarperCollins, 2006. ISBN: 9780060786847. Please note: If the student has already purchased The Oxford Annotated Bible or The New Interpreter’s Bible for another class, he or she is not required to purchase The HarperCollins Study Bible.
Gorman, Michael J. Elements of Biblical Exegesis: A Basic Guide for Students and Ministers,
rev. ed. Peabody: Hendrickson, 2009. ISBN: 9781598563115 For their papers, students may access of articles from the New Interpreters’ Dictionary of the Bible. This resource is available through “Ministry Matters.” “Ministry Matters” may be accessed via the virtualunited home page. Follow the instructions on how to utilize the institutional membership for “Ministry Matters” so you will be able to access the site for free. In addition to the dictionaries, other ministry resources are available, including the New Interpreters’ Bible and the Abingdon New Testament Commentary series. Both of these are acceptable resources for the students’ final papers. For information about how to access VirtualUnited and where to find help if you need it may be found on the seminary website at http://www.united.edu.
Please note: For students who are at a distance from an academic library, I suggest purchasing a subscription to Questia (www.questia.com). There are a number of helpful scholarly works related to biblical studies on this site. Students may also utilize interlibrary loan resources from their public libraries. All libraries perform interlibrary loans, so this is a good resource to learn to use.
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III. GOALS: This course is required. The core objectives for United Theological Seminary are as follows. 1. Demonstrate an understanding of the Bible’s foundational role in the formation of Christian identity and Christian witness. 2. Demonstrate an appropriation of the Christian heritage through an understanding of major theological loci. 3. Exhibit an understanding of the church and its mission in both local and global contexts. 4. Show an awareness of their (student’s) own spiritual development characterized by mature self acceptance and self direction. 5. Demonstrate competence in the skills and perspectives necessary for leadership in the formation of disciples. Not all of these core objectives apply to a Bible course. Thus, only core objective number 1, “Demonstrate an understanding of the Bible’s foundational role in the formation of Christian identity and witness,” will be assessed. This assessment will correspond with the specific course objectives. IV. SPECIFIC OBJECTIVES: Specific objectives are not only focused on class work, they also develop skills that will be useful in ministry. To meet the specific objectives in this class, students will:
6) develop the skills of critical biblical interpretation, which will provide a basis for communicating the scriptural message in ministry (evaluated in class by quizzes, bibliography, exegetical exercises, paper, book review.). 7) learn to communicate the results of their interpretation in a clear and coherent manner, a skill that will greatly enhance ministry effectiveness (evaluated in class by forums, book review, paper)
In order to demonstrate mastery of these two objectives, students will be able to:
8) use the tools of critical biblical scholarship effectively, including concordances, commentaries, study Bibles, journal articles and other resources that the professor may deem appropriate for the class, which will establish a basis for students’ evaluation of quality sources both electronic (e.g. “Ministry Matters”) and traditonal (evaluated in class by exegetical exercises, bibliography, paper). Learning to use quality sources, both electronic (i.e. via “Ministry Matters”) and traditional will provide the student with the skills to differentiate quality helps from a plethora of questionable resources. Consistently
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using quality resources will provide both authority and balance to biblical interpretation in future ministry. 9) read texts with reference to their historical and cultural contexts, enabling students to translate the original text from “what it meant” to “what it means” (evaluated by quizzes, paper, forums, exegetical exercises, reading report). 10) make reference to the various interpretations to which a text may lend itself, leading students to recognize since all interpretation occurs in the context of community, knowing the ways others have read texts will provide a context for students’ own interpretations (paper, forums, exegetical exercises). 11) produce an original paper that is grammatically and stylistically correct, well
organized, and topical, reinforcing the communication skills so necessary for effective ministry (evaluated in class byexegetical exercises, paper, bibliography).
V. TEACHING STRATEGIES:
This course is an online course, utilizing asynchronous instruction. The delivery methods will be internet videos, participation in weekly forums, quizzes, and papers. Students will not only need to view videos, complete readings and take quizzes, but also to participate in the weekly forums. These interactions are an important part of the learning process. Specific requirements are listed below under evaluation. VI. CALENDAR OF TOPICS AND READINGS: Week Date Topic Reading Assignments
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September 22-28, 2014
Introduction Introductory issues Text criticism What is a gospel? Introduction to the study of the Gospels Synoptic Problem Markan priority Two source hypothesis Podcast
John and Johannine Epistles Authorship Johannine community Structure Contents Distinctive characteristics Epistles Podcast Review of Powell Due Discussion of Powell
deSilva, 391-448. Hanson and Oakman, 111-22. Quiz 8
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9 November 17–23, 2014
Message of the Johannine Writings. I Am Statements Signs Eternal Life Last Discourse Jews Passion Podcast Detailed Analysis Due.
deSilva, 449-74. Hanson and Oakman, 123-52. Quiz 9
Thanksgiving Week
November 24–30, 2014
No Class No Class. Catch up on reading.
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December 1-7, 2014
Epistle to the Hebrews. Authorship Canonical Status Rhetoric Major Themes Podcast
deSilva, 776-813 Quiz 10
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General Epistles James, 1-2 Peter, Jude. Canonical History James vs. Paul? Early Catholicism in 1 Peter? Relationship between 2 Peter and Jude
deSilva, pp. 814-84. Witherington, 177-213 Quiz 11
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Exegetical Paper Due
12 December13- 19, 2014
Revelation. What does it all mean Lecture by J. P. Meier, “Jesus the Jew: But What Sort of Jew.” Revelation as apocalypse. Message of Revelation Interpretation of Revelation. Summary of Class J. P. Meier’s lecture on the Judaism of Jesus. Podcasts Reading Report Due
deSilva, 885-932 Witherington, 214-240. Quiz 12
VII: SEMINARY STANDARDS:
A. Inclusive language United Theological Seminary has an official policy regarding the use of Inclusive Language. The policy may be found in the Seminary Catalog and further explained in the Student Handbook. If you have specific questions, please see the instructor. B. Academic Integrity Student integrity regarding all work assigned in this class is a basic expectation of the Seminary community. A detailed policy regarding what constitutes a violation of academic integrity can be found in the Student Handbook. C. Online Confidentiality One of the highlights of the online classroom is that students can draw from the experiences shared during class discussions and in written work. However, it is imperative that students do not share information that is confidential, privileged, or proprietary in nature. In addition, students are expected to honor the privacy and confidentiality of their classmates by not disclosing online conversations with those outside of the classroom.
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VIII: USING ONLINE RESOURCES: For information about how to access VirtualUnited and where to find help if you need it may be found on the seminary website at http://www.united.edu. Help guides are also in the student computer lab and in the Student Handbook. IX. EVALUATION:
A. Method of Determining Grade:
Class Participation 15% Quizzes 15% Bibliography 5% Reading Report 5% Book Review and Discussion 20% Exegetical Exercises 15% Exegetical paper 25% Total: 100%
B. Assignments 1. Students will be evaluated on the following basis.
i. Class Participation – (15%) -- Weekly Class participation in an online environment requires all students to post on discussion questions. Questions will be posted each week to which students are required to discuss. The answers must be at least one paragraph (4-5 sentences) in length per question. Students are required to interact with at least one other student’s posting. Responses must be considerate. Any student who fails to interact in a courteous manner will be withdrawn from the course.
showing considerable reflection on the questions. Each question is answered by a one extensive
Forums are written clearly, with concise, grammatical sentences.
The initial postings are presented early enough each week to encourage dialog. Dialog with other students is courteous,
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paragraph. The forums are also written in an open ended fashion, inviting the contributions of other students
and detailed. Answers are written in dialogical fashion, so as to encourage further dialog and interaction.
Superior Detailed answer, demonstrating reflection on questions. Each question is answered by one average paragraph of at least 4-5 sentences. The answers generally advance discussion, and are somewhat open ended.
The forums are clearly written, although may include some obtuse language.
Initial postings are presented by the middle of the week. The answers are courteous, and generally dialogical, although not necessarily leading to further interaction.
Average Forum demonstrates some consideration of the questions. Each question answered by one short paragraph answers of some 3 sentences. The forums do not generally encourage further reflecton.
The forums are written in colloquial English, but communicate clearly.
Postings are presented by mid week.The postings give some opportunity for dialog. The replies demonstrate courtesy toward other students.
Below Average
Short answers of 2 sentences per question. Forums show little connection with the context of the discussion, and do not invite further discussion
Postings are both written in colloquial English and are hard to follow. The forums reflect less concern for interacting with students than with fulfilling the professor’s requirements.
Initial postings and answers come later in the week. The initial postings allow only limited opportunity for dialog. Responses to other students do not advance further discussion.
Poor Single sentence answers, shows little interaction with questions or with readings. Answers do not further the interaction of the
Poorly written, showing little concern for dialog with fellow students.
Initial postings and answers come at end of the week, are brief. Demonstrate discourtesy toward other students.
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dialog.
ii. Quizzes – (15%) -- Weekly. Weekly questions will be given in Angel. The quizzes will be objective, multiple choice or true/false questions. Students will have 30 minutes to complete each quiz. Quizzes will cover readings, lectures, podcasts and videos.
iii. Bibliography – (5%) – Week 7 of class. A bibliography for the exegetical paper will be submitted in the fifth week of class. The bibliography will contain a minimum of ten items, of which at least will be3 scholarly commentaries and at least and three will be academic journal articles. . Popular magazine articles, such as from Christianity Century and popular/dated commentaries (i.e. Matthew Henry) are unacceptable. The bibliography will be in Turabian format. See course bibliography for acceptable resources.
iv. Book Review & Discussion – (20%) – Week 11 of class Read Mark Alan Powell, Jesus as a Figure in History. Students will write a 5-7 page review of the book. They will also participate in an online discussion in class The discussion will include responding to specific questions, and responding to at least one other student’s posting.
Rubric for Evaluating Book Review
Rating Content (80%) Style (10%) Presentation
(10%) Excellent Demonstrates
exceptional interaction with the reading. Gives details about the positions. Demonstrates ability to focus on major arguments.
Begins with title page, which gives full bibliographic information. Page citations are in parentheses.
Free from typographical and grammatical errors. Is presented in standard American English, free from slang and contractions.
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Superior Demonstrates interaction with the text. Documents positions. Begins to focus on major arguments
Opens with title page with full bibliographic information. Shows confusion in documentation style, giving documentation in footnotes.
Occasional spelling or grammatical errors. Occasional contractions.
Average Focuses on major positions. Gives a few examples of positions. Moderate documentation.
Title page lacks full bibliographic information. Documentation in footnotes.
Some spelling or grammatical errors. Some contractions or slang.
Below Average Focuses on one major position. Does not give adequate documentation.
Title page lacks full bibliographic information. No documentation
Multiple spelling or grammatical errors. Numerous contractions. Several examples of slang
Poor Gives only generalities. Little or no documentation.
Lacks title page. Does not give title with full bibliographic information. Lacks parenthetical references to citations.
Non-grammatical English. Multiple spelling and grammatical errors. Numerous contractions or slang.
v. Reading Report (5%) – Week 15 of class Students are expected to complete all the readings for the course, and/or keep a record of the percentage of readings completed. In the last week of the course, the students will give a percentage of the materials read.
vi. 3 Exegetical Exercises – (15%, 5% each), Weeks, 3, 6, 9 of class.
There will be power point presentations on the following topics from Gorman: Historical Analysis (Week), Formal Analysis (Week 3) and Detailed Analysis (Week 6). The students will then
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demonstrate competence in these methods by applying them to their selected passages
vii. Reading Report (5%) – Week 12 of class Students are expected to complete all the readings for the course, and/or keep a record of the percentage of readings completed. In the last week of the course, the students will give a percentage of the materials read.
viii. Exegetical paper – (25%) - Week 11 of class. Requirements for paper (10-12 Pages)
Step 1 Choose one of the following passages: Approved passages:
1. A parable (see Mark 4:1-9 // Matthew 13:1-9// Luke 8:4-8, The Parable of the Sower, without interpretation. 2. Matthew 13: 24-30, The parable of the weeds, without interpretation. 3. Luke 10: 25-37, the “Good Samaritan. 4. Luke 14:16-24// Matthew 22:1-10, The Great Banquet. 5. Luke 16: 19:31 The “Prodigal Son.” 6 Mark 8:35-41//Matthew 8:23-27//Luke 8:22-25, The Stilling of the Storm 7. Mark 5:1-20//Matthew 8:23-34//Luke 8:26-39, The Healing of the Gerasene Demoniac. 8. Mark 5:21-43//Matthew 9:18-26//Luke 8:40-56. The Healing of Jairus’ Daughter and the Woman with a Hemorrhage. . 9. Matthew 5:16-21//Luke 12:57-59 On Murder and Wrath.
10. Luke 14:25-33//Matthew 10:37-38 Conditions of Discipleship
Step 2 Write the Survey (1 page) (Worth 2.5% of the Paper) Include - Nature and purpose of the book as a whole. Its genre or type. Its distinctives (what sets it apart from other literature of this genre).
Step 3 Contextual Analysis (1 page) (Worth 2.5% of the Paper) Setting of the text (Historical background.) Author To whom is the work addressed? What is the form of the text (letter, narrative, apocalypse)?
Step 4 Detailed analysis (6-8 pages) (Worth 20% of the Paper) Be sure to make your own observations.
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Original outline. Discuss key words in the text Discuss the literary relationships within the text What are the main arguments points? What subordinate arguments or points support the main argument? How do these combine to make the author’s case?
Step 5 Reflection (2 pages) (Worth 5% of the Paper) These are the conclusions drawn out as the result of your study. What did the text mean then? What does it mean now? From the social location of your community (Church in America? Church in the Two-Thirds’ World? From a minority perspective?) From your social location? What implications does your study have: For the life of the church? For your ministry context? For the individual’s Christian life?
Rubric See D. Below for the Rubric for grading the Exegetical Paper. C. Calculation of Grade and Course Objectives. Assignments Learning Outcomes Percent of Grades Class Participation (Forums)
1,7, 9, 10 15%
Quizzes 1, 6, 9 15% Bibliography 1,6,7, 8, 11 5% Reading Report 1,9 5% Book Review and Discussion
1,6, 7 20%
Exegetical Exercises 1, 6, 8, 9, 10, 11 15% Final Paper 1, 6, 7, 8, 9, 10, 11 25% D. Grading Rubric.
New Testament Exegesis Paper
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Teacher Name: Dr. Morton Student
Name: ________________________________________
CATEGORY 4 - Above Standards 3 - Meets Standards
2 -‐ Approaching Standards
1 -‐ Below Standards Score
Follows Exegetical outline See Gorman
Close adherence to exegetical paper outline
Mostly adheres to exegetical paper
outline
Some adherence to exegetical paper outline
Does not adhere to exegetical paper outline
Support for Position
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement. The writer anticipates the reader's concerns, biases or arguments and has provided at least 1 counter-argument.
Includes 3 or more pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.
Includes 2 pieces of evidence (facts, statistics, examples, real-life experiences) that support the position statement.
Includes 1 or fewer pieces of evidence (facts, statistics, examples, real-life experiences).
Evidence and Examples
All of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the main concerns that the text seems to address.
Most of the evidence and examples are specific, relevant and explanations are given that show how each piece of evidence supports the main concerns that the text seems to address.
At least one of the pieces of evidence and examples is relevant and has an explanation that shows how that piece of evidence supports the main concerns that the text seems to address.
Evidence and examples are NOT relevant AND/OR are not explained.
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Sequencing Arguments and support are provided in a logical order that makes it easy and interesting to follow the literary content.
Arguments and support are provided in a fairly logical order that makes it reasonably easy to follow the literary content.
A few of the support details or arguments are not in an expected or logical order, distracting the reader and making the essay seem a little confusing.
Many of the support details or arguments are not in an expected or logical order; distracting the reader and making the essay seem very confusing.
Key Words All identifying key words in the passage that is relevant to the meaning is addressed accurately.
Almost all identifying key words in the passage that is relevant to the meaning is addressed accurately.
Most identifying key words in the passage that is relevant to the meaning is addressed accurately.
Most identifying key words in the passage that is relevant to the meaning is addressed were inaccurately reported.
Cultural and Historical data
All cultural and/or historical data that is relevant to the meaning is addressed accurately.
Almost all cultural and/or historical data that is relevant to the meaning is addressed accurately.
Most cultural and/or historical data that is relevant to the meaning is addressed accurately.
Most cultural and/or historical data that is relevant to the meaning is addressed were inaccurately reported.
Gender-Inclusive Language
All of the examples are using gender-inclusive language and is addressed accurately.
Almost all of the examples are using gender-inclusive language and is addressed accurately.
Most all of the examples are using gender-inclusive language and is addressed accurately.
Most all of the examples are not using gender-inclusive language and were inaccurately reported.
Sources All sources used for quotes, statistics and facts are credible and cited correctly.
All sources used for quotes, statistics and facts are credible and most are cited correctly.
Most sources used for quotes, statistics and facts are credible and cited correctly.
Many sources are suspect (not credible) AND/OR are not cited correctly.
Application The application is strong and leaves the reader solidly understanding its relationship to the
The application is strong, mostly adhering to the exegetical discussion
The application bears only tangential relationship to the exegetical discussion
The application is not related to the exegetical discussion..
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exegetical discussion
Sentence Structure
All sentences are well-constructed with varied structure.
Most sentences are well-constructed and there is some varied sentence structure in the essay.
Most sentences are well constructed, but there is no variation is structure.
Most sentences are not well-constructed or varied.
Grammar & Spelling
Author makes no errors in grammar or spelling that distracts the reader from the content.
Author makes 1-2 errors in grammar or spelling that distract the reader from the content.
Author makes 3-4 errors in grammar or spelling that distract the reader from the content.
Author makes more than 4 errors in grammar or spelling that distract the reader from the content.
Capitalization & Punctuation
Author makes no errors in capitalization or punctuation, so the essay is exceptionally easy to read.
Author makes 1-2 errors in capitalization or punctuation, but the essay is still easy to read.
Author makes a few errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.
Author makes several errors in capitalization and/or punctuation that catch the reader's attention and interrupt the flow.
Modified July 15, 2013
X. STUDENT COURSE EVALUATIONS: It is very important for students to submit a course evaluation toward the end of the semester. Instructors do not see the student evaluations at all until after the instructors have submitted the students’ final official grades. Students should feel free to evaluate the course without any negative ramifications. XI. REFERENCES: Journals that are acceptable as sources of articles include: Biblica Biblical Interpretation Biblical Research Biblical Theology Bulletin Bibliotheca Sacra Biblische Zeitschrift (Has articles in English as well as French and German) Bulletin for Biblical Research Catholic Biblical Quarterly Evangelical Quarterly
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Expository Times Harvard Theological Review Horizons in Biblical Theology Interpretation Journal for the Study of Judaism Journal for the Study of the New Testament Journal for the Study of the Pseudepigrapha Journal of Bible and Religion Journal of Biblical Research New Testament Studies Novum Testamentum Revue Biblique Semeia Vox Evangelica Zeitschrift für die Neutestamentliche Wissenschaft und die Kunde des Urchristentums (articles in French and English as well as German). Students may access articles through United’s EBSCOhost subscription, which they can access from UnitedOnline, the same way they sign in to connect to their online class. Dictionaries Anchor Bible Dictionary Dictionary of New Testament Background Dictionary of Paul and His Letters Interpreter’s Dictionary of the Bible New Interpreter’s Dictionary of the Bible. Historical Jesus Bauckham, Richard. Jesus and the Eyewitnesses: The Gospels as Eyewitness Testimony. Grand
Rapids: Eerdmans, 2006. Bock, Darrell L. Studying the Historical Jesus. Grand Rapids: Baker Academic Press, 2002. Bock, Darell L. and Robert L. Webb, eds. Key Events in the Life of the Historical Jesus: A Collaborative Exploration of Context and Coherence. Grand Rapids: Eerdmans, 2010. Brown, Raymond E. Introduction to New Testament Christology. New York: Paulist Press, 1994. Chilton, Bruce and Craig Evans, eds. Authenticating the Activities of Jesus. Leiden; Boston: Brill
Academic Press, 2002. ________, eds. Authenticating the Words of Jesus. Leiden; Boston: Brill Academic Press, 2002. Crossan, John Dominic, The Historical Jesus: The Life of a Mediterranean Peasant. San
Francisco: HarperSanFrancisco, 1991.
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Gowler, David B. What are they Saying About the Historical Jesus. Mahwah, NJ: Paulist Press, 2007. Hengel, Martin, The Charismatic Leader and His Followers. Edinburgh: T. & T. Clark, 1996. Johnson, Luke Timothy, The Real Jesus: The Misguided Quest for the Historical Jesus and the Truth of the Traditional Gospels. San Francisco: HarperSanFrancisco, 1996. Keener, Craig. The Historical Jesus of the Gospels. Grand Rapids: Eerdmans, 2009. Longenecker, Richard N. The Challenge of Jesus’ Parables. Grand Rapids: Eerdmans, 2000. Meier, John P. A Marginal Jew: Rethinking the Historical Jesus. New York: Doubleday, 1991- . 4 vols. so far.
Perkins, Pheme, Hearing the Parables of Jesus. New York: Paulist Press, 1981.
Powell, Mark Allan. Jesus as a Figure in History: How Modern Historians View the Man From Galilee. Louisville, KY: Westminster John Knox Press, 2013.
Sanders, E. P. Jesus and Judaism. Philadelphia: Fortress Press, 1985
Schwietzer, Albert, The Quest of the Historical Jesus: A Critical Study of its Progress From Reimarus to Wrede. New York: Macmillan, 1961.
Theissen, Gerd, and Annette Merz, The Historical Jesus: A Comprehensive Guide. Minneapolis: Fortress Press, 1998.
Theissen, Gerd and Dagmar Winter, The Quest for the Plausible Jesus: The Question of Criteria. London, Louisville: Westminster, John Knox Press, 2002.
Tomasino, Anthony J. Judaism before Jesus: The Events and Ideas that Shaped the New Testament World. Downers Grove, IL: InterVarsity Press, 2003.
Witherington, Ben, The Jesus Quest: The Third Search for the Jew of Nazareth. Downers Grove, Ill.: InterVarsity Press, 1997.
__________. Jesus the Sage: The Pilgrimage of Wisdom. Minneapolis: Fortress Press, 1994.
Wrede, William T,he Messianic Secret. Cambridge: J. Clarke, 1971.
Wright, N.T. Jesus and the Victory of God. Christian Origins and the Question of God, v. 2. Minneapolis: Fortress Press, 1996.
Social and Literary Studies.
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Barrett, C. K., (ed.), New Testament Background: Selected Documents. San Francisco: Harper and Row, 1989, 1987.
Blomberg, Craig, Interpreting the Parables. Downers Grove, Ill.: InterVarsity Press, 1990.
Bultmann, Rudolf. The History of the Synoptic Tradition. New York: Harper and Row, 1968.
Charlesworth, James H., ed. The Messiah: Developments in Earliest Judaism and Christianity. Minneapolis: Fortress Press, 1992.
Collins, John J. The Scepter and the Star: The Messiahs of the Dead Sea Scrolls and Other Ancient Literature. New York: Doubleday, 1995.
Crossan, John Dominic. In Parables: The Challenge of the Historical Jesus. New York: Harper and Row, 1973.
Dibelius, Martin, From Tradition to Gospel. New York: Scribner, 1935.
Dodd, C.H. Parables of the Kingdom. New York: Charles Scribners’ Sons, 1956
Hultgren, Arland J. The Parables of Jesus: A Commentary. Grand Rapids: Eerdmans, 2000.
Jeremias, Joachim, Eucharistic Words of Jesus, from the 3rd German ed. London: SCM Press, 1966.
__________. The Parables of Jesus, rev. ed. New York: Scribners, 1963.
Kloppenborg, John S., ed. Conflict and Invention: Literary, Rhetorical and Social Studies on the Sayings Gospel Q. Valley Forge, PA: Trinity Press International, 1995.
__________. The Formation of Q: Trajectories in Ancient Wisdom Collections. Philadelphia: Fortress Press, 1987
Neusner, Jacob, ed. Judaisms and Their Messiahs at the Turn of the Christian Era. Cambridge [Eng.]; New York: Cambridge University Press, 1987 [not at ATS, available via OhioLINK. See also MEL).
Sanders, E. P. Judaism: Practice and Belief, 63 B.C.E-66 C.E. Valley Forge, PA: Trinity Press International, 1994, c1992.
Snodgrass, Klyne. Stories With Intent: A Comprehensive Guide to the Parables of Jesus. Grand Rapids: Eerdmans, 2008l.
Theissen, Gerd., Miracle Stories of the Early Christian Tradition. Philadelphia: Fortress Press, 1983.
_________, Sociology of Early Palestinian Christianity. Philadelphia: Fortress Press, 1978.
Via, Dan O.The Parables: Their Literary and Existential Dimension. Philadelphia: Fortress Pres, 1967.
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Westermann, Claus, The Parables of Jesus in Light of the Old Testament. Minneapolis: Fortress Press, 1990.
Commentaries Matthew Allen,Willouhby C. A Critical and Exegetical Commentary on the Gospel According to St. Matthew. International Critical Commentary. Edinburgh: T & T Clark, 1907. Beare, Francis Wright. The Gospel According to Matthew. Cambridge: Harper and Row, 1981. Davies, W. D. and Dale Allison, A Critical and Exegetical Commentary on the Gospel
According to Saint Matthew. 3 vols. International Critical Commentary. Edinburgh: T & T Clark, 1997- .
Filson, Floyd V. A Commentary on the Gospel According to St. Matthew. Black’s New
Testament Commentaries. 2nd ed. London: A & C Black, 1971. France, R. T. The Gospel According to Matthew: An Introduction and Commentary. Tyndale
New Testament Commentaries. Grand Rapids: Eerdmans, 1987, c1985 Gundry, Robert H. Matthew: A Commentary on His Literary and Theological Art. Grand Rapids: Eerdmans, 1982. Hagner, Donald A. Matthew. 2 vols. Word Biblical Commentary. Dallas. TX: Word Books,
1993-1995. Hare, Douglas R. A. Matthew. Interpretation, a Bible Commentary for Teaching and Preaching. Louisville: John Knox, 1993. Hill, David. The Gospel According to Matthew. New Century Bible. London: Oliphants, 1972. Luz, Ulrich. Matthew: A Commentary. 3 vols. Hermeneia. Minneapolis: Fortress Press 1997- Meier, John P. Matthew. New Testament Message. Collegeville, Minn.: Liturgical Press, 1990. Morris, Leon, The Gospel According to Matthew. Grand Rapids: Eerdmans, 1992. Mounce, Robert H. Matthew. New International Biblical Commentary. Peabody, MA: Hendrickson, 1991. Nolland, John. The Gospel of Matthew: A Commentary on the Greek Text. New International Greek Testament. Grand Rapids: Eerdmans, 2005.
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Overman, J. Andrew, Church and Community in Crisis: The Gospel According to Matthew. New Testament in Context. Valley Forge, PA: Trinity Press International, 1996
Patte, Daniel, The Gospel According to Matthew: A Structural Commentary on Matthew’s Faith. Philadelphia: Fortress, 1987. Plummer, Alfred, An Exegetical Commentary on the Gospel According to S. Matthew, 2nd ed. London: E. Stock, 1910. Schweizer, Eduard, The Good News According to Matthew. Atlanta: John Knox Press, 1975. Senior, Donald. Matthew. Abingdon New Testament Commentaries. Nashville: Abingdon, 1998. ________. The Passion of Jesus in the Gospel of Matthew. The Passion; v. 1. Wilmington, Del.: Michael Glazier Pub., 1985. Tasker, R.V.G., The Gospel According to St. Matthew: An Introduction and Commentary. Tyndale New Testament Commentaries. Grand Rapids: Eerdmans, 1961. Turner, David L. Matthew. Baker Exegetical Commentary on the New Testament. Grand Rapids: Baker Academic Press, 2008. Mark Anderson, Hugh, The Gospel of Mark. New Century Bible. Greenwood, S.C.: Attic Press, 1976. Collins, Adela Yarbro. Mark: A Commentary. Hermeneia. Minneapolis: Fortress Press, 2007. Cranfield, C.E.B. The Gospel According to Saint Mark. Cambridge Greek Testament Commentary. Cambridge: Cambridge University Press, 1966, c1959. Donahue, John R. The Gospel of Mark. Sacra Pagina. Collegeville, MN: Liturgical Press, 2002. Edwards, James R. The Gospel According to Mark. The Pillar New Testament Commentary.
Grand Rapids: Eerdmans, 2001. Evans, Craig A. Mark 8:27-16:20. Word Biblical Commentary. Nashville: Thomas Nelson, 2001. France, R. T. The Gospel According to Mark: A Commentary on the Greek Text. New International Greek Testament. Grand Rapids: Eerdmans, 2002. Guelich, Robert A. Mark 1-8:26. Word Biblical Commentary. Dallas: Word Books, 1989.
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Gundry, Robert, Mark: A Commentary on His Apology for the Cross. Grand Rapids: Eerdmans, 1993. Hooker, Morna D. The Gospel According to St. Mark. Black’s New Testament Commentaries. Peabody, MA: Hendrickson, 1993. Hurtado, Larry, Mark. New International Biblical Commentary. Peabody, MA: Hendrickson, 1989. Juel, Donald, Mark. Augsburg Commentary on the New Testament. Minneapolis: Augsburg Press, 1990. Lane, William L. The Gospel According to Mark. New International Commentary on the New Testament. Grand Rapids: Eerdmans, 1974 Marcus, Joel, Mark. A New Translation With Introduction and Commentary. Anchor Bible. New York: Doubleday, 2000-2008. Moloney, Francis J. The Gospel of Mark: A Commentary. Grand Rapids: Baker Academic, 2012. Schweizer, Eduard. The Good News According to Mark. Richmond: John Knox Press, 1970 Stein, Robert H. Mark. Baker Exegetical Commentary on the New Testament. Grand Rapids:
Baker Academic Press, 2008. Taylor, Vincent, The Gospel According to St. Mark: The Greek Text With Introduction, Notes
and Indexes. London: Macmillan, 1952. Luke Bock, Darrell. Luke. 2 vols. Baker Exegetical Commentary on the New Testament. Grand Rapids: Baker Academic Press, 1994- Fitzmyer, Joseph. The Gospel According to Luke: Introduction, Translation, and Notes. 2 vols. Anchor Bible. Garden City, NY: Doubleday, 1981-1985. Garland, David E. Luke. Zondervan Exegetical Commentary on the New Testament. Grand
Rapids: Zondervan, 2011. Green, Joel, The Gospel of Luke. The New International Commentary on the New Testament. Grand Rapids: Eerdmans, 1997. Johnson, Luke Timothy. The Gospel of Luke. Sacra Pagina 3. Collegeville, MN: Liturgical Press, 1991.
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Marshall, I Howard. The Gospel According to Luke: A Commentary on the Greek Text. New International Greek Testament. Grand Rapids: Eerdmans, 1978.
Manson, William, The Gospel of Luke. Moffat New Testament Commentary. London: Hodder and Stoughton, 1930. Nolland, John. Luke. 3 vols. Word Biblical Commentary. Dallas, TX: Word Books, 1989-1993. Schweizer, Eduard. The Good News according to Luke. Atlanta: John Knox Press, 1984. John Barrett, C. K. The Gospel According to St. John: An Introduction With Commentary and Notes
on the Greek Text, 2nd ed. Philadelphia: Westminster, 1978.
Beasley-Murray, George R. John. Word Biblical Commentary, 36. Waco, TX: Word Books, 1987. Brown, Raymond E. The Gospel According to John. Anchor Bible, 29-29A. Garden City, NY: Doubleday, 1966-1970. 2 vols. Bultmann, Rudolf. The Gospel of John: A Commentary. Philadelphia: Westminster Press, 1971. Carson, D. A. The Gospel According to John. Grand Rapids: Eerdmans, 1991. Dodd, C. H. Interpretation of the Fourth Gospel. Cambridge, Eng.: Cambridge University Press, 1970. Haenchen, Ernst, John: A Commentary on the Gospel of John. Hermeneia. Philadelphia: Fortress Press, 1984. 2 vols. Keener, Craig A. The Gospel of John: A Commentary. 2 vols. Peabody, MA: Hendrickson, 2003. Köstenberger, Andreas J. John. Baker Exegetical Commentary on the New Testament. Grand
Rapids: Eerdmans, 2004. Lindars, Barnabas, The Gospel of John. New Century Bible. London: Oliphants, 1972. Michaels, J. Ramsey. The Gospel of John. New International Commentary on the New Testament. Grand Rapids: Eerdmans, 2010. Moloney, Francis J. The Gospel of John. Sacra Pagina. Collegeville, MN: Liturgical Press, 1998. Morris, Leon. The Gospel According to John, rev. ed. New International Commentary on the New Testament. Grand Rapids: Eerdmans, 1995.
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Schnackenburg, Rudolf. The Gospel According to St. John. London: Burns & Oates; New York: Herder & Herder, 1968- . 3 vols. Smith, D. Moody, John. Abingdon New Testament Commentaries. Nashville: Abingdon Press, 1999. Wescott, Brooke Foss, The Gospel According to St. John. Grand Rapids: Eerdmans, 1964 Studies Matthew Balch, David L. (ed.), Social History of the Matthean Community: Cross-Disciplinary Approaches. Minneapolis: Fortress Press, 1991. Bauer, David R., The Structure of Matthew’s Gospel. Journal for the Study of the New Testament Supplement Series, 31. [Sheffield]: Almond Press, 1988. Bornkamm, Gunther, Gerhard Barth and Heinz Joachim Held Tradition and Interpretation in Matthew. Philadelphia: Westminster Press, 1963. Kingsbury, Jack Dean, Matthew as Story. 2nd ed. Philadelphia: Fortress Press, 1988. __________, Parables of Jesus in Matthew 13: A Study in Redaction Criticism. London: Society for Promoting Christian Knowledge, 1969. Luz, Ulrich, Matthew in History: Interpretation, Influence, and effects. Minneapolis: Fortress Press, 1994 ________, The Theology of the Gospel of Matthew. New Testament Theology. New York: Cambridge University Press, 1995. Meier, John P. The Vision of Matthew. New York: Paulist Press, 1979. Senior, Donald, The Gospel of Matthew. Interpreting Biblical Texts. Nashville: Abingdon, 1997. _________. The Passion of Jesus in the Gospel of Matthew. Wilmington, DE: Michael Glazier Press, 1985. Stendahl, Krister, The School of St. Matthew and Its Use of the Old Testament. Philadelphia: Fortress Press, 1968. Mark
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Black, C. Clifton, Disciples According to Mark. JSNT Supplement series, v. 27. Sheffield, Eng.: JSOT Press, 1989. __________, Mark: Images of an Apostolic Interpreter. Studies on Personalities of the New Testament. Columbia, S.C.: University of South Carolina Press, 1994.
Bryan, Christopher, Preface to Mark: Notes on the Gospel in its Literary and Cultural Settings. New York: Oxford University Press, 1993.
Collins, Adela Yarbro, The Beginnings of The Gospel: Probings of Mark in Context. Minneapolis: Fortress Press, 1992. Kingsbury, Jack Dean, The Christology of Mark’s Gospel. Philadelphia: Fortress Press, 1983. Martin, Ralph P. Mark: Evangelist and Theologian. Exeter, [England]: Paternoster Press, 1972. Senior, Donald, The Passion of Jesus in the Gospel of Mark. Wilmington, DE: Michael Glazier, 1984. Luke Barrett, C. K. Luke the Historian in Recent Study. London: Epworth Press, 1961. Conzelmann, Hans. The Theology of St. Luke. New York: Harper, 1961, c1962. Green, Joel, The Theology of the Gospel of Luke. New Testament Theology. New York: Cambridge University Press, 1995. Marshall, I. Howard. Luke: Historian and Theologian. Exeter, [England]: Paternoster Press, 1970. Parsons, Michael, Rethinking the Unity of Luke and Acts. Minneapolis: Fortress Press, 1993. Senior, Donald, The Passion of Jesus in the Gospel of Luke. Wilmington, DE: Michael Glazier, 1989. Tyson, Joseph, Death of Jesus in Luke-Acts. Columbia, S.C.: University of South Carolina Press, 1986. __________. Images of Judaism in Luke-Acts. Columbia, S.C.: University of South Carolina Press, 1992. John
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Ashton, John, Studying John: Approaches to the Fourth Gospel. New York: Oxford University Press, 1994. Ball, David Mark, “I Am in John’s Gospel: Literary Function, Background and Theological Implications. Journal For the Study of the New Testament Supplement Series, 124. Sheffield, Eng.: Sheffield Academic Press, 1996. Barrett, C.K. Essays on John. Philadelphia: Westminster Press, 1982. Blasi, Anthony J. A Sociology of Johannine Christianity. Texts and Studies in Religion, v. 69. Lewiston, New York: E. Mellen Press, 1996. Brown, Raymond E., Community of the Beloved Disciple. New York: Paulist Press, 1979. ________. Introduction to the Gospel of John. Anchor Bible Reference Library. New York: Doubleday, 2003. Callahan, Allen Dwight. Love Supreme: A History of the Johannine Tradition. Minneapolis: Fortress Press, 2005. Chennattu, Rekha M. Johannine Discipleship as a Covenant Relationship. Peabody, MA: Hendrickson Publishers, 2006. Burkett, Delbert Royce, The Son of Man in the Gospel of John. Journal for the Study of the New Testament Supplement Series, 56. Sheffield, Eng.: JSOT Press, 1991. Charlesworth, James H. The Beloved Disciple: Whose Witness Validates the Gospel of John. Valley Forge, PA: Trinity Press International, 1995. Culpepper, R. Alan. Anatomy of the Fourth Gospel: A Study in Literary Design. Philadelphia: Fortress Press, 1983. Dodd, C. H. Historical Tradition in the Fourth Gospel. Cambridge, Eng.: Cambridge University Press, 1963.
Loader, William R.G. The Christology of the Fourth Gospel: Structure and Issues, 2nd ed. Beitgräge zur biblischen Exegese und Theologie, Bd. 23. New York: Peter Lang, 1992.
McGrath, James F. John’s Apologetic Christology: Legitimation and Development in Johannine Christology. SNTSMS, 111. Cambridge: Cambridge University Press, 2001.
Mlakuzhyil, George, The Christocentric Literary Structure of the Fourth Gospel. Analecta Biblica, 117. Rome: Editrice Pontifico Istituto Biblico, 1987.
Moloney, Francis J. Belief in the Word: Reading John 1-4. Minneapolis: Fortress Press, 1993.
_______, Signs and Shadows: Reading John 5-12. Minneapolis: Fortress Press, 1996.
Morris, Leon. Studies in the Fourth Gospel. Grand Rapids: Eerdmans, 1969.
O’Grady, John F. According to John: The Witness of the Beloved Disciple. New York: Paulist Press, 1999.
Orton, David E., comp. The Composition of John's Gospel : Selected Studies from "Novum Testamentum”. Brill’s Readers in Biblical Studies, v. 2. Boston: Brill, 1999.
Pollard, T. E. Johannine Christology and the Early Church. Monograph Series (Society for New Testament Studies), 13. London: Cambridge University Press, 1970.
Senior, Donald. The Passion of Jesus in the Gospel of John. Collegeville, MN: Liturgical Press, 1991
Smith, D. Moody, Johannine Christianity: Essays on its Setting, Sources and Theology. Edinburgh: T &T Clark, 1984.
________, The Theology of the Gospel of John. New Testament Theology. New York: Cambridge Universitiy Press, 1995.
Stibbe, Mark W. G., ed. The Gospel of John as Literature : An Anthology of Twentieth-Century Perspectives. New Testament Tools and Studies, v, 17.Leiden, New York: Brill, 1993.
Thomas, John Christopher, Footwashing in John 13 and the Johannine Community. Journal for the Study of the New Testament Supplement Series, 61. Sheffield, Eng. JSOT Press, \ 1991.
Thompson, Marianne Meye, The God of the Gospel of John. Grand Rapids: Eerdmans, 2001.
________, The Humanity of Jesus in the Fourth Gospel. Philadelphia: Fortress Press, 1988.
________, The Incarnate Word: Perspectives on Jesus in the Fourth Gospel. Peabody, MA: Hendrickson, 1993, c1988.
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For commentaries on specific books of the Bible, the following commentary series are recommended: Abingdon New Testament Commentaries
Anchor Bible Commentaries Augsburg Commentary on the New Testament
Black’s New Testament Commentaries Feminist Companion
Hermeneia (requires biblical languages) New Cambridge Bible Commentary
Sacra Pagina New International Commentary on the New Testament
New Interpreter’s Bible (a recent edition) New Testament Readings
Westminster Bible Companion Word Biblical Commentary
