Teaching Scripture in Contemporary Contexts
BIBL 682
Irving Campus
Dr. Mark W. Hamilton
Associate Professor of Old Testament
Room 313, Biblical Studies Bldg.
ACU Box 29422
(325) 674-3730
hamilton@bible.acu.edu
June 15-19, 2009
Dr. Samjung Kang-Hamilton
Adjunct Professor
BSB #318
ACU Box 29408
(325) 674-3785
skhamilton@acu.edu
Mission of the GST: to equip men and women for missional leadership in ministry in all
its forms and to provide strong academic foundations for theological inquiry.
Course Mission: to orient men and women to the challenges and opportunities of a
teaching ministry in contemporary settings; to foster a deeper theological engagement
with Scripture and with pluriform cultures; to encourage more creative teaching of
Scripture in churches; to increase awareness of the effects of the changing culture on
ministry (and potentially vice versa); and to help students begin to develop more
sophisticated curricular options for church education. This is a joint effort by the
professors to connect the disciplines of biblical studies and religious education in ways
that will promote better teaching of Scripture.
This course serves as an elective for the M.Div and M.A.C.M. degrees.
Class Format and Commitments
A. Class attendance is required. Students who must be absent for a brief period owing
to important commitments should notify the professors in advance.
B. Academic honesty is taken for granted. Plagiarism (i.e., the claiming of another
person’s work as one’s own) is incompatible with higher education, especially at a
Christian university and will result in dismissal from the course with a failing grade and a
recommendation of discipline to the university administration.
C. Classroom Virtues: The GST invites students to participate in a process of
theological and spiritual formation. Knowing how to think theologically comes by habit
and by imitation, not simply by acquiring isolated facts. The assumption here is that
books alone are insufficient for addressing difficulties of life and forming people into the
image and likeness of God. One should pursue “intellectual, moral, spiritual excellence,”
the result of which is the formation of the whole person with such qualities as desire for
truth in the context of love, humility, honesty, openness, courage, wisdom, stewardship,
hopefulness, and prayerfulness.
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D. Grading Scale. The grading scale is:
A
91-100
B
81-90
C
71-80
D
61-70
F
0-60
E. The assignments, described below, have these weights in the course grade:
1. Book Reviews 1 and 2
20% due Aug. 15
2. Reading Examination
20% due June 19
3. In-Class Teaching Project 10% due June 18
4. Final Project
50% due Aug. 15
F. Assignments. The following assignments are requirements of the class. Numbers 1
and 4 will be due in Professor Hamilton’s office on Friday, August 15 at 5:00 p.m.:
1. Two book reviews of ca. 1000 words each on books related to the topic
of the course. The books should be chosen in consultation with one of
the professors. For potential books, see the attached list. You may
propose other, similar books as well.
2. An examination over all readings will be handed out on Monday, June
15 and will be due on Friday, June 19. Questions will be integrative in
nature. The examination should be typed and submitted in hard copy.
It should not be more than six pages, single-spaced in length.
3. A 10-minute teaching presentation on a text of the student’s choice, the
presentation to be given on Thursday, June 18 or Friday, June 19 during
the course. This presentation will receive extensive feedback from the
professors and students.
4. A paper 16-18 pages in length. Specific instructions will be given
during the course.
Outcomes and Indicators
Outcomes
An understanding of current discussions of biblical
theology and education: by understanding
contemporary scholarly discussions of central
problems in biblical theology; by integrating the
discussions in the students’ own understanding of
biblical theology; by evaluating the differing
proposals regarding the shape and content of biblical
theology
Indicators
Examinations over readings;
book reviews
An ability to create an educational program of
biblical study: by assessing the practices and beliefs
of the congregation or educational systems in which
the program is to function; by articulating a
Major project
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systematic understanding of biblical theology in its
literary shape; by implementing a coherent plan for
the training and support of teachers; by theorizing on
the connection between the shape of the biblical text
and the shape of education.
Improved teaching skills: by practicing teaching
with peers and professors; by evaluating and
explaining one’s own teaching.
In-class teaching projects and
feedback
Grades can measured as follows
A
B
C
Shows superior command of the primary literature and the ability to employ
relevant theory to great effect in the interpretation of the primary literature. The
A paper or essay can raise new questions in the context of previous scholarship.
An A essay or paper also shows flawless English grammar and rhetoric.
Shows strong command of the primary and secondary literature and some ability
to form independent interpretive judgment. A B paper also shows near flawless
English grammar and rhetoric.
A C essay or paper has some grasp of both primary and secondary literature and a
general awareness of the central theoretical issues covered by the course but
shows little ability to form independent scholarly judgment. Serious English
compositional flaws may lower an otherwise A or B paper to a C.
D
A D essay or paper lacks coherence or significant awareness of the issues raised
in the course about the texts studied in it.
F
Don’t ask!
Required Textbooks
Brueggemann, Walter, The Prophetic Imagination, 2nd ed. (Minneapolis: Fortress, 2001).
Bech, John A., God as Storyteller: Seeking Meaning in Biblical Narrative (St. Louis:
Chalice, 2008).
Hodgson, Peter, God’s Wisdom: Toward a Theology of Education (Louisville:
Westminster John Knox, 1999).
Moore, Mary Elizabeth, Teaching from the Heart: Theology and Educational Method
(Minneapolis: Fortress, 1998).
Osmer, Richard R., The Teaching Ministry of Congregations (Louisville: Westminster
John Knox, 2005).
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Course Schedule
Date and Time
Monday, June 15
8:00-12:00
1:00-5:00
Tuesday, June 16
8:00-12:00
Discussion Topic
Activity
The challenges of teaching today
The Nature of Scripture, Teaching, and
The Contemporary Context (Postmodern,
Post-Christian, Post-critical)
Survey all readings
Teaching biblical narrative
Case Teaching
The Narrative Substructure of the
Canon
Biblical Narrative in multiple contexts
1:00-5:00
Telling Story and Storytelling
Wed., June 17
8:00-12:00
Contemporary Approaches to
Teaching
The Prince of Egypt,
The 10 Commandments
Teaching Ritual
Passover and Lord’s Supper
Music, Arts, Symbols
Babette’s Feast
Discuss all readings
CD: Martin Luther
King Jr.
1:00-4:00
Teaching prophecy & prophetic
teaching
Transformational teaching &
learning
.
Teaching Practice
4:30-6:00
Meal and Video
Sacred Trust
Teaching Wisdom: Job and the
Sermon on the Mount
Discuss readings
Challenges and Reflections
Building a church as a learning
And forming community
Group Discussion
1:00-5:00
Thursday, June 18
8:00-12:00
Friday, June 19
8:00-12:00
1:00-5:00
Student teaching &
Feedback
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Major Project for BIBL 682
Teaching Scripture in Contemporary Contexts
Your assignment is to write a 16-18 page paper constructing a theological and
educational rational for a program of teaching Scripture that you hope to implement for a
church or parachurch setting of your choice.
Imagine that you have been appointed to organize a program of teaching Scripture
in a church or parachurch setting. You are writing this paper to explore the theological
and educational theory that will guide this program. The paper presents that theory.
The paper should consider the following issues:
1. Theology of teaching Scripture. Articulate your theology of Scripture,
Consider the nature and functions of Scripture as you understand it, and explain in
detail how this theology shapes your conception of the task of teaching Scripture
in the church or parachurch setting you have chosen. In short, consider the
questions “What is the Bible?” “Who teaches it and why?” and “what about it is
to be taught?”
2. The contexts of the group you are to teach. Describe the group in some detail.
Issues of context may include social ranking, wealth, age, educational level, size
of church/parachurch, size of the community of which it is part, history, etc. Any
items that are educationally relevant should be considered here.
3. Appropriate models of education. You should choose one or two of the six
contemporary models of teaching (models that we will hand out in class) we
discussed in class that seem appropriate to the group you are seeking to educate.
Explain the model and how it fits in your setting (and what modifications to it you
wish to make). Give some rationale for what you are doing. That is, justify in a
step-by-step way what you are arguing for.
4. Methods of teaching. Identify those methods (e.g. case teaching, storytelling,
etc.) of teaching (among those discussed in class) that will be most appropriate to
the models of education, group context, and theology you articulate.
5. Texts you would like to consider over a stretch of time. Offer a longterm
program of study of Scripture for the church (perhaps 1-3 years). Why these
texts? Which biblical texts do you include or omit? Why? What processes of
evaluation will you build into the curriculum? What special issues may arise in
the teaching of these texts?
6. Synthesis of Items 1-4. Throughout the paper, consider how these various issues
influence each other. For example, how does your understanding of the
experiences of the group you are teaching shape your theology of Scripture, and
vice versa?
7. An ample bibliography and sufficient footnotes in a standard style (Turabian,
Chicago Manual of Style, or the SBL Handbook).
Note that the foregoing list does not necessarily provide an outline for your paper. But
the paper should address all these elements.
Due Date: August 15, 2009 at 5:00 in Mark Hamilton’s office (Onstead-Packer Biblical
Studies Building 313; or ACU Box 29422). Questions? Contact us at
hamilton@bible.acu.edu or skhamilton@acu.edu.
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Books for Possible Review
Note: You may write on these or others like them. Remember that a good review does
three things: (1) it summarizes the arguments of the book (what was written); (2) it
situates the book in a larger intellectual context (why it was written); and (3) it evaluates
the quality of the book (how well it was written). The review does not take up these
elements in a mechanical way, but with creativity.
Armstrong, Thomas, Multiple Intelligences in the Classroom (Alexandria, VA: ASCD,
1994).
Astley, Jeff, Leslie Francis, and Colin Crowder, eds., Theological Perspectives on
Christian Formation: A Reader on Theology and Christian Education (Grand
Rapids: Eerdmans, 1996).
Banks, Robert, Reenvisioning Theological Education: Exploring a Missional Alternative
to Current Models (Grand Rapids: Eerdmans, 1999).
Banner, James and Harold Cannon, The Elements of Teaching (New Haven: Yale
University Press, 1997).
Beaudoin, Tom, Virtual Faith: The Irreverent Spiritual Quest of Generation X (San
Francisco: Jossey-Bass, 1998).
Bellous, Joyce E. Educating Faith: An Approach to Christian Education (Toronto:
Clements Pub. 2006).
Brown, William P., ed., Character & Scripture: Moral Formation, Community, and
Biblical Interpretation (Grand Rapids: Eerdmans, 2002).
Brueggemann, Walter, Creative Word: Canon as a Model for Biblical Education
(Minneapolis: Fortress, 1982).
__________________, Texts Under Negotiation: The Bible and Postmodern Imagination
(Minneapolis: Fortress, 1993).
Childs, Brevard S., Biblical Theology: A Proposal (Minneapolis: Fortress, 2002).
Collins, John, The Bible After Babel: Historical Criticism in a Postmodern Age (Grand
Rapids: Eerdmans, 2005).
Cukrowski, Ken, Mark W. Hamilton, and James Thompson, God’s Holy Fire (Abilene:
ACU Press, 2002).
Driver, Tom F., Liberating Rites: Understanding the Transformative Power of Ritual
(Boulder, CO: Westview, 1998).
Dykstra, Craig, Growing in the Life of Faith: Education and Christian Practices
(Louisville: Geneva, 1999).
Eldrige, Daryl, The Teaching Ministry of the Church (Nashville: Broadman & Holman,
1995).
Everist, Norma Cook, The Church as Learning Community: A Comprehensive Guide to
Christian Education Nashville, TN: Abingdon Press, 2002).
Farley, Edward, Practicing Gospel (Louisville: Westminster John Knox, 2003).
Freire, Paolo, Pedagogy of Hope (New York: Continuum, 1992).
Grenz, Stanley, and John Franke, Beyond Foundationalism: Shaping Theology in
a Postmodern Context ( Louisville: Westminster John Knox, 2001).
Groome, Thomas H., Christian Religious Education: Sharing our Story and Vision
(San Francisco: Harper & Row, 1980).
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Habermas, Ronald T., Introduction to Christian Education and Formation (Grand
Rapids: Zondervan, 2008).
Johnson, S., Christian Spiritual Formation in the Classroom (Nashville: Abingdon,
1991).
LeFever, Marlene, Creative Teaching Methods (Elgin, IL: David C. Cook, 1996).
Lingenfelter, Judith E. and Sherwood G. Lingenfelter, Teaching Cross-Culturally:
An Incarnational Model for Learning and Teaching (Grand Rapids: Baker).
Melchert, Charles, Wise Teaching: Biblical Wisdom and Educational Ministry
(Harrisburg, PA: Trinity Press International, 1998).
Mongoven, Anne Marie,O. P., The Prophetic Spirit of Catechesis (Mahwah, N.J.: Paulist,
2000)
Moran, Gabriel, Showing How: The Act of Teaching (Valley Forge, PA: Trinity Press
International, 1997).
Murphy, Debra Dean, Teaching That Transforms: Worship as the Heart of Christian
Education (Grand Rapids: Brazos, 2004).
Osmer, Richard R., Practical Theology: An Introduction (Grand Rapids, MI: William
B. Eerdmans Publishing Co., 2008).
Pazmiño, Robert C., By What Authority Do We Teach: Sources for Empowering
Christian Educators (Grand Rapids: Baker, 1994).
_______________, God Our Teacher, Theological Basics in Christian Education
(Grand Rapids: Baker Academic, 2001).
Palmer, Parker J., The Courage to Teach: Exploring the Inner Landscape of a
Teacher’s Life (San Francisco, CA: Jossey-Bass, 1998).
Regan, Jane E., Toward an Adult Church: A Vision of Faith Formation (Chicago, IL:
Loyola Press, 2002).
Richards, Lawrence and Gary Bredfeldt, Creative Bible Teaching (Chicago, IL, Moody,
1998).
Roehlkepartain, Eugene C., The Teaching Church: Moving Christian Education to
Center Stage (Nasvhille, TN: Abingdon, 1993).
Roncace, Mark and Patrick Gray, eds. Teaching the Bible: Through Popular Culture and
the Arts (Atlanta: Society of Biblical Literature, 2007).
Segovia, Fernando and Mary Ann Tolbert, eds., Teaching the Bible: The Discourses and
Politics of Biblical Pedagogy (Maryknoll, NY: Orbis, 1998).
Shaw, Susan M., Storytelling in Religious Education (Birmingham, AL: Religious
Education Press, 1999).
Stackhouse, Max L. with Don S. Browning eds., The Spirit and the Modern Authorities
(Harrisburg, PA: Trinity Press International, 2001).
Sweet, Leonard, Post-Modern Pilgrims, First Century Passion for the 21st Century World
(Nashville: Broadman & Holman, 2001).
Vogel, Linda J., Teaching and Learning in Communities of Faith: Empowering
Adults Through Religious Education (San Francisco, CA: Jossey-Bass, 1991).
Wickett, R. E. Y., Models of Adult Religious Education Practice (Birmingham, AL:
Religious Education Press, 1991).
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