BIB 502-30
THE BIBLE, AFRICA, AND AFRICAN-AMERICANS
Fall 2009
Shaw University Divinity SchoolHigh Point Extension Campus
Saturday, 2:30pm-5:00pm
WELCOME!
Students at Shaw University Divinity School are bright, inquisitive, mature learners,
who are committed to learning for the sake of Jesus Christ and the Church. This
class will invite you to broaden and deepen your understanding of the Bible and its
Heritage in the African and African American Communities, as we learn together what
God's Word has to say to us in the contemporary world.
INSTRUCTOR
Andrew Mbuvi, Ph.D.,
Office: 144
Tel: 336-886-4974/7613
Ext. 6603
Fax: 336 886 2223
ambuvi@shawu.edu
OFFICE HOURS
Tuesday
Saturday
1:30-6:30pm
7:30-8:00am, 10:00-10:30am, 1:30-2:00pm
(Other times by appointment only)
BIB 502, Fall 2009 / Page 1
DIVINITY SCHOOL MISSION STATEMENT
Shaw University Divinity School provides Christian theological education dedicated to
the preparation of clergy and laity for clinical, pastoral, and teaching/research
ministry professions. The Divinity School is committed to the development of a
research institute whose focus is leadership in the “practice of ministry’ in the African
American community, particularly in the African American church.
M.DIV MISSION STATEMENT
The mission of the Master of Divinity degree is to prepare persons for ordained
ministry, for chaplaincy, general pastoral and religious leadership responsibilities in
congregations and other settings, and to prepare some students for admission to
advanced programs oriented to theological research and teaching. The purpose is
consistent with the mission of Shaw University Divinity School; the Master of Divinity
program focuses on leadership in the “practice of ministry,” particularly in the African
American church.
MRE MISSION STATEMENT
The mission of the Master of Religious Education degree is to equip persons for
competent leadership in Christian Education to serve congregational ministries and
other religious institutions. This purpose is consistent with the mission of Shaw
University Divinity School; the Master of Religious Education program focuses on
leadership in the “practice of ministry,” particularly in the African American Church.
Program Goals
MRE Program Goals
MDiv Program Goals
1. to equip students with the
capacity for critical and
constructive theological
reflection regarding the content
and processes of educational
ministry;
2. to help students understand the
educational, social, and
behavioral sciences that
undergird educational practice,
as well as the cultural contexts
in which educational ministry
occurs;
3. to assist students with personal
growth and spiritual maturity;
and
4. to provides skills in teaching
and in design, administration,
and assessment of educational
programming.
1. to provide students with an intellectual
atmosphere and a comprehensive,
discriminating understanding of our
religious heritage;
2. to enhance student training for Christian
ministry, mindful of global, and diverse
cross
cultural,
and
non-American
Christianities, and interaction with other
faith traditions;
3. to support students' development in the
personal
and
spiritual
capacities
necessary for pastoral and religious
leadership, advancing growth in personal
faith, emotional maturity, moral integrity,
and public witness;
4. to expand programmatic activities,
services, and academic programming to
enhance student capacity for ministerial
and public leadership.
BIB 502, Fall 2009 / Page 2
Institutional Strategic Goals and Program Learning Outcomes
Institutional
Strategic Goals (ISG)
Linkage to M.Div Linkage to MRE
Program Learning Program Learning
Outcomes
Outcomes
(PLO statement
number(s) that
correspond to or
support the ISG)
(PLO statement
number(s) that
correspond to or
support the ISG)
2 Improving the intellectual atmosphere
and academic performance of students
1, 2
1, 2
4 Enhancing current and new academic
programs to ensure consistency in quality
and scope.
2, 4
2, 4
1, 3, 4
1, 3, 4
8 Providing a rigorous and high quality
graduate program through which students
may attain advanced knowledge and skills
to succeed in their chosen fields of
specialization
Course Description
The focus of this course is learning the content of all the books of the Old Testament.
Students will take regular quizzes on the content of the books. Students will also be
introduced to the history of ancient Israel and some of the critical methods employed in
studying the text.
Program Leaning Outcomes and Related Student Learning Outcomes
(SLO's)
M.R.E. Degree
PLO 1 - Heritage - Graduates will demonstrate a capacity to articulate an understanding
of the scriptural, historical, and theological traditions of particular Christian traditions
and of the broader community of faith.
SLO 1.2 demonstrate an understanding of the history of the interpretation of the
biblical text
SLO 1.3 demonstrate an ability to interpret scripture in light of our Christian
heritage
BIB 502, Fall 2009 / Page 3
M.Div. Degree
PLO 1 - Heritage - Graduates will demonstrate a capacity to articulate an understanding
of the scriptural, historical, and theological traditions of particular Christian traditions
and of the broader community of faith.
SLO 1.2 demonstrate an understanding of the history of the interpretation of the
biblical text
SLO 1.3 demonstrate an ability to interpret scripture in light of our Christian
heritage
STUDENT LEARNING OUTCOMES
At the completion of
this course, students
will be able to:
SLO 1.2 demonstrate
an understanding of the
history of the
interpretation of the
biblical text
SLO 1.3 demonstrate
an ability to interpret
scripture in light of our
Christian heritage
4 Exposure to the
history of the Bible in
African American
community and in
Africa
5 Familiarity with the
distinct aspects that
African and African
American Biblical
scholars bring to the
study of the Bible.
6 Roles that the Bible
plays in the lives of
the African Church
and the African
American Church
7 Exposure to works
that focus on
Assessment of
Student Learning
Outcomes
(Assessment
Tools)
Reflection Papers
Linkage to MDiv
Program
Learning
Outcomes
Linkage to MRE
Program
Learning
Outcomes
1
1
Reflection Papers
1
1
Exam Questions,
Reflection Papers
1
1
Exam Questions,
Reflection Papers
1
Exam Questions,
Reflection Papers
1
Exam Questions,
1
1
1
1
BIB 502, Fall 2009 / Page 4
interpretation of the
Bible in African and
African American
communities
8 Articulate the
significance of the
perspectives of
reading the Bible in
the African and African
American
communities in
reaction/relation to
Eurocentric readings
9 identify the
structure, themes, and
major critical issues
raised by African and
African American
readings of the Bible
10 demonstrate
competence in
understanding the
African and African
American Heritage in
relation to the Bible
Reflection Papers
1
1
1
1
1
1
Exam Questions,
Reflection Paper
Exam Questions,
Reflection Papers
Exam Questions/
Maps
WEBSITE
http://www.shawuniversity.edu
This course will include an online component. Each student will be enrolled on the
University’s Blackboard course site. The website is available as a link on the righthand side of the University’s website listed above. Students are expected to
participate in all the online components of the course. You may access the website
from the computer cluster in the Leonard building, any computer cluster on campus,
or from any computer with Internet access.
Required Texts
Callahan, Allen Dwight. The Talking Book: African Americans and the Bible. New
Haven: Yale University Press, 2006.
BIB 502, Fall 2009 / Page 5
Andrew M. Mbuvi, “African Theology from the Perspective of Honor and Shame,” p.
279-295 in Conn, Harvie M. et al, The Urban Face of Mission: Ministering the
Gospel in a Diverse and Changing World (New Jersey: P & R Publishing,
2002).
Yamauchi, Edwin C. Africa and the Bible. Grand Rapids: Baker Books, 2004.
Recommended Texts
Wimbush. Vincent, ed. African Americans and the Bible. London: T & T Clark/
Continuum, 2001.
Ukpong, Justin. Reading the Bible in the Global Village. Atlanta: Society of Biblical
Literature, 2002.
Please bring a Bible to class each week. It is not necessary to buy a Bible for this
course. If you are going to buy a Bible, I would recommend that you purchase a study
Bible in a recent translation. Among the best are the New Interpreter’s Bible Study
Bible (New Revised Standard Version), HarperCollins Study Bible (NRSV), the New
Oxford Annotated Bible (NRSV), the Zondervan NIV Study Bible (New International
Version).
COURSE DESCRIPTION
This course will examine the role of Africa and Africans in the Bible and these
respective communities’ interaction with the Bible going back to slavery and
European Colonialism of Africa. We will also look at recent attempts to develop an
African-American hermeneutic and read works by African-American biblical scholars
and theologians. The course will be taught as a seminar, with student involvement
and presentations constituting a major portion of the course work.
SPECIFIC COMPETENCIES
By the end of this course students should be able to:
1. describe at least two views of the place of Africa and Africans in the Bible,
2. describe the history of African-American biblical interpretation,
3. describe current issues in African and African-American interpretation,
4. give an oral, multimedia presentation on an issue raised in the class, and,
5. write a research paper on a significant issue in African and AfricanAmerican interpretation of the Bible.
ATTENDANCE POLICY
The University’s rule on absences will be observed in this course. During the
semester, no student may have unexcused absences in excess of the number of
times the course meets in a week (1). Excused absences will be granted only in
BIB 502, Fall 2009 / Page 6
extraordinary circumstances. In order to get the most out of the course, students
must keep excused absences to a minimum. It will be very difficult for a student to
complete the course if he or she misses more than three class meetings. Please see
the instructor before you miss a fourth class meeting. It is the responsibility of the
student to turn in assignments on or before the due date if he or she must be absent
on the due date. It is also the responsibility of the student to get class notes and any
handouts from any missed class meeting.
GRADING SCALE
The following grading scale will be used for all assignments:
A
B
C
D
F
90-100
80-89
70-79
60-69
below 60
I
An incomplete is given only when extraordinary circumstances (extended
illness, death in the family, etc.) prevent the student from completing all the
assignments before the end of the semester. An incomplete must be made up
before the end of the following semester, or the grade will automatically change to F,
and the course must be repeated. Please note: Any student who receives an
incomplete, regardless of the reason, will not be able to receive an A in the course.
The highest grade possible for a student who receives an incomplete will be a B.
All written assignments should conform to the guidelines in the Divinity School’s
“Guidelines for Written Assignments,” available in the Divinity School Office. The
following criteria will be used in evaluating all written assignments.
A
Indicates the student has significantly exceeded the minimum expectations
for the assignment. The student has consulted the relevant scholars and has
consistently entered into dialogue with these scholars, offering his/her critique of the
relevant sources. All the required parts of the assignment are present, and the
written presentation is consistently above average, with no errors in spelling or
grammar.
B
Indicates the student has exceeded the minimum expectations for the
assignment. The student has consulted relevant scholars and has entered into
dialogue with most of them, offering his/her critique of the sources. All the required
parts of the assignment are present, and the written presentation is above average,
with no errors in spelling or grammar.
C
Indicates the student has met the minimum expectations for the assignment.
The student has consulted relevant scholars and has represented their views well, at
BIB 502, Fall 2009 / Page 7
least occasionally offering a critique of the sources. The required parts of the
assignment are present, and the written presentation is acceptable, with minimal
errors in spelling or grammar.
D
Indicates the student has not met the minimum expectations for the
assignment in one or more of the following ways: significant critical scholarship is
not consulted; significant segments of the assignment are missing or inadequate; or
the written presentation is inadequate in grammar, spelling, or format.
F
Indicates the work is not acceptable for graduate-level study.
GRADING BREAKDOWN
Preparation, Attendance, Participation
As a seminar, the success of this course depends entirely upon the students
preparing for class each week, attending regularly, and participating fully in
class discussions. Thus a reading report (1-2 Pages) for each week will be
submitted online via “digital dropbox” in Blackboard.
Weight:
25% total
Class Presentations
Each student will make TWO in-class presentations (20% each). These will be
book reviews from the additional readings provided by the instructor (see
Book Review Instructions below). The presentations must include, but is not
limited to, the following:
- a brief summary of the main point or thesis of the book
- a description of how the book compares and contrasts with the views
in the required texts
- an assessment of how the book might relate to issues in the
contemporary Church and world. .
Date:
Weight:
to be determined in class
20% each (total 40%)
Research Paper
Each student will write a research paper of 12-15 pages on a topic related to
this course. Topics must be cleared with the instructor prior to beginning work
on the paper.
Date:
Dec 5
Weight:
35%
BIB 502, Fall 2009 / Page 8
ASSIGNMENTS
Due Dates
All assignments are due on the dates indicated below. Any assignment submitted
after the date noted below for any reason will not receive a grade of A. The highest
grade possible for any assignment turned in after the due date will be B.
Honor Pledge
The University policy on plagiarism will apply to all assignments in this course. For
this reason, all assignments will be submitted with the following honor pledge:
I affirm that the contents of this assignment are my own writing. Nothing in this
paper is copied from a textbook, copied from other books, downloaded from the
internet, or copied from any other source. I understand that if I violate this
affirmation, I will receive a failing grade on this assignment and possibly in the class.
Signed________________________
The university policy on plagiarism further states that repeated violations may result in
suspension from the university.
CLASS SCHEDULE
August 22
Introduction
Read: Vincent Wimbush, African-Americans and the Bible, Chapter One
Callaghan, The Talking book
August 29
History of the Issue
Prologue & Chap. 1
September 5
LABOR DAY WEEKEND -- NO CLASS
History of the Issue
Callahan, Ch.2 “Poison Book”
September 12
History of the Issue
BIB 502, Fall 2009 / Page 9
Callahan, Ch.3 – “Good Book”
September 19
History of the Issue
Callahan, Ch.4 - “Exile”
September 26
History of the Issue
Callahan, Ch.5 – “Exodus”
October 3
History of the Issue
Callahan, Ch. 7, “Emmanuel”
October 10
Contemporary Issues
First Book Review Due
Read: Andrew Mbuvi, “Honor and Shame”
October 17
NO CLASS – Homecoming!!
Read: Yamauchi, Africa and the Bible, Ch.2
October 24
African Biblical Interpretation
Read: “Reading The Bible in Africa” – Mwombeki
October 31
African Biblical Hermeneutics
Read: “African Biblical Interpretation” - Loba Mkole
Second Book Review Due
November 7
Yamauchi ch.3 - Widening the Dialogue
November 14
Yamauchi ch.4 - Widening the Dialogue
November 21
SBL Conference – NO CLASS
November 28
HAPPY THANKSGIVING!
December 5
BIB 502, Fall 2009 / Page 10
Final Paper Due
Last Day of Class
Bibliography
Grant LeMarquand’s bibliography of the “Bible in Africa,” can be accessed at
<http://www.tesm.edu/articles/lemarquand-bibliography-of-bible-in-africa.html>
Book Review Instructions
Purpose
This assignment is an exercise in critical reading, a skill that all students should
develop. The assignment has four parts, and must not exceed eight (8) pages.
The following parts must be in the paper in the following order.
1.
Identification (5 pts.)
Identify the book through standard bibliographic format.
2.
Contents (20 pts.)
Briefly give a factual summary of the main points the author makes.
3.
Thesis (10 pts.)
State the author's thesis, that is, the main point the author wishes to convey. Note
whether or not a thesis is explicitly stated or only implied.
4.
Evaluation (65 pts. total)
This is the most important part of the assignment and should constitute the bulk of
the paper.
BIB 502, Fall 2009 / Page 11
Does the author successfully demonstrate his/her point? (30 pts.)
How effective is the author in proving the thesis of the book? Why is the
author’s argument effective or ineffective? What about the author’s argument
is persuasive or not persuasive and why? You should make specific
references to the evidence the author employs. You should also note other
ways of interpreting this evidence, in so far as you are able to determine this.
What is the author’s attitude toward the subject? (15 pts.)
By specific reference to the author's work, describe the author’s attitude to
the subject matter. Does the author generally appear objective? Does
she/he reveal a particular attitude towards the subject matter? How does this
effect the way he/she evaluates the evidence?
Are there others who agree or disagree? (10 pts.)
Does the author mention other positions on the issue(s) he/she discusses?
How does he/she evaluate these positions? Does he/she appear to be fair in
these evaluations?
Does the book contribute to your understanding of the subject? (10 pts.)
You should include consideration of whether or not this book is worth reading.
Does it contribute significantly to scholarly debate? Did it help you to
understand the issue better, or only confuse you? Would you recommend this
book to others interested in the topic?
BIB 502, Fall 2009 / Page 12