Course Number: SAS 651
Course Title: Synoptic Gospels
Term: Fall 2017
Dr. Matthew Ramage
1. COURSE DESCRIPTION
This course explores the stylistic and literary characteristics of Matthew, Mark, and Luke. Students study the Synoptic Gospels' theological, spiritual, and historical background.
2. ENVISIONED LEARNING OUTCOMES
3. COURSE SCHEDULE
Week 1: Course Introduction & Foundations for Study of the Gospels
Week 2: Intro to the Gospels: Historical Setting and the Synoptic Problem
Week 3: Baptism and Temptations of Jesus
Additional resources (optional)
Week 4: The Gospel of the Kingdom and Sermon on the Mount
Week 5: The Lord’s Prayer and The Disciples
Week 6: Jesus’ Parables, Peter’s Confession, and the Transfiguration
Week 7: Triumphal Entry, Cleansing of Temple, and Eschatological Discourse
Week 8: Last Supper and Agony in the Garden
Week 9: The Trial(s), Crucifixion, and Burial of Jesus
Week 10: The Resurrection
Week 11: Ascension & Life of the Early Church in Acts
Week 12: Genealogies of Jesus, the Annunciation, and the Visitation
Week 13: Nativity, Presentation, Magi, Flight into Egypt, and 12-Year Old Jesus in the Temple
Week 14: Jesus, Interpreted: Benedict XVI & Bart Ehrman’s Contrasting Approaches to the Historical Jesus of the Gospels
Week 15: The Problem of an Imminent Parousia & A Concluding Apologia for the Christian Approach to the Historical Jesus
4. COURSE REQUIREMENTS
Please begin each week first by reading the required text(s) then by viewing or listening to the lecture(s) I post in Populi. This order is important because my lectures will build upon the readings and assume your knowledge of them. Be sure to complete the readings and lectures before engaging in any “activity” (e.g. quizzes, discussion posts). The breakdown of your grade will be determined as follows:
You must post at least twice each week this assignment is due: one post directly in response to the discussion topic and then at least one post as a comment upon another’s post. While you may post as often you wish, I will evaluate your discussion contributions based upon content and not upon quantity of words.
While length may vary, aim to convey your direct response to the discussion question in approximately three to four paragraphs (roughly 500-700 words). Your essay responses to fellow students will vary in length, but make sure that they are substantial and not just “I agree” or “I disagree,” etc.
You may give your final exam essay a title of your own choosing and make your own outline, but here are the basic points you need to cover: First, summarize the agnostic Bart Ehrman’s main arguments as detailed in the book, attending to the relevant biblical data adduced to make these arguments (In doing so, you will want to honestly note what you consider to be the strengths of the skeptics’ arguments). Then you will move to identify problems or inconsistencies in the skeptic’s argumentation based on the reading in conjunction with your own reasoning. Finally, you will use the chapter on Benedict’s exegesis and the concluding chapter of the book to craft a response to the skeptic that at once takes seriously his arguments while addressing the question in a faithful way—thus reflecting the sort of approach Pope Benedict wishes us to have toward the Bible.
In addition to demonstrating your penetrating understanding of my book, I encourage you to draw from our course lectures and the works of Benedict XVI read this semester. You may use additional academic sources if desired, but this is not required. If you have any questions about what constitutes a quality, academic resource, please ask.
Guidelines for Papers
Before beginning your essays, please refer to the Guidelines for Papers, Projects, and Theses, which is available here. Guidelines for Papers, Projects, and Theses
Citations in Discussion Posts
Please use parenthetical references to document any source for the weekly discussions in Populi. When referring to an idea or when giving a direct quote from any source, you must use a parenthetical reference. A parenthetical reference is placed at the end of your sentence, before the punctuation mark. Give the author’s last name followed by a comma, an abbreviated book or article title followed by a comma, and then record the page or paragraph number to which you refer.
Example: Ramage, Dark Passages, 54.
When quoting from a website, providing the link to the web address of the article suffices. You may also provide the author’s name and the title of the piece. However, be judicious about citing from internet sources. Countless important and helpful sources are available online, but remember that not every source is credible. Citing from poor sources will be reflected in the grade of your posts and paper.
5. REQUIRED READINGS and RESOURCES:
6. SUGGESTED READINGS and RESOURCES:
Heterodox or challenging readings
Basis of evaluation with explanation regarding the nature of the assignment and the percentage of the grade assigned to each item below. Students who have difficulty with research and composition are encouraged to pursue assistance with the Online Writing Lab (available at http://www.holyapostles.edu/owl).
A 94-100; A- 90-93; B+ 87-89; B 84-86; B- 80-83; C+ 77-79; C 74-76; C- 70-73 D 60-69; F 59 and below
Grading Rubric for Papers and for Discussion Board Postings
Absence of Understanding
Demonstrates no awareness of the discipline or its methodologies as they relate to the topic.
Lack of Understanding
Demonstrates a misunderstanding of the basic concepts addressed in the topic through an inability to articulate them.
Demonstrates an adequate understanding of basic concepts addressed in the topic but could express them with greater clarity.
Demonstrates a clear understanding and articulation of concepts with some sense of their wider implications.
Clearly demonstrates an understanding and articulation of concepts of the topic; highlights connections to other concepts; integrates concepts into wider contexts.
Shows no evidence of research: citation of sources missing.
Inadequate research and/or documentation
Over-reliance on few sources; spotty documentation of facts in text; pattern of citation errors.
Weak research and/or documentation
Inadequate number or quality of sources; many facts not referenced; several errors in citation format.
Adequate research and documentation but needs improvement
Good choice of sources but could be improved with some additions or better selection; did not always cite sources; too many citation errors.
Solid research and documentation
A number of relevant scholarly sources revealing solid research; sources appropriately referenced in paper; only a few minor citation errors.
WRITING & EXPRESSION
Is only partially written or completely misses the topic.
Writing difficult to understand, serious improvement needed
Fails to address the topic; confusing organization or development; little elaboration of position; insufficient control of sentence structure and vocabulary; unacceptable number of errors in grammar, mechanics, and usage.
Acceptable writing, but could use some sharpening of skill
Is an uneven response to parts of the topic; somewhat conventional treatment; satisfactory organization, but more development needed; adequate syntax and diction, but could use more vigor; overall control of grammar, mechanics, and usage, but some errors.
Solid writing, with something interesting to say.
Is an adequate response to the topic; some depth and complexity in treatment; persuasive organization and development, with suitable reasons and examples; level-appropriate syntax and diction; mastery of grammar, mechanics, and usage, with hardly any error.
Command-level writing, making a clear impression
Is a thorough response to the topic; thoughtful and insightful examination of issues; compelling organization and development; superior syntax and diction; error-free grammar, mechanics, and usage.
RESPONSES TO OTHER STUDENT POSTS
(for discussions, not applicable to papers)
Response merely provides laudatory encouragement for original post
Response misses the point of the original posting.
Response makes a contribution to the posting to which it responds.
Individually-conscious contributory response
Response makes a contribution to the posting to which it responds and fosters its development.
Community-conscious contributory response
Response makes a contribution to the learning community and fosters its development.
8. DISABILITIES ACCOMMODATIONS POLICY
Holy Apostles College & Seminary is committed to the goal of achieving equal educational opportunities and full participation in higher education for persons with disabilities who qualify for admission to the College. Students enrolled in online courses who have documented disabilities requiring special accommodations should contact Chris Apodaca, the Director of Online Student Affairs, at email@example.com or 860-632-3015. In all cases, reasonable accommodations will be made to ensure that all students with disabilities have access to course materials in a mode in which they can receive them. Students who have technological limitations (e.g., slow Internet connection speeds in convents) are asked to notify their instructors the first week of class for alternative means of delivery.
9. ACADEMIC HONESTY POLICY
Students at Holy Apostles College & Seminary are expected to practice academic honesty.
In its broadest sense, plagiarism is using someone else's work or ideas, presented or claimed as your own. At this stage in your academic career, you should be fully conscious of what it means to plagiarize. This is an inherently unethical activity because it entails the uncredited use of someone else's expression of ideas for another's personal advancement; that is, it entails the use of a person merely as a means to another person’s ends.
Students, where applicable:
Consequences of Academic Dishonesty:
Because of the nature of this class, academic dishonesty is taken very seriously. Students participating in academic dishonesty may be removed from the course and from the program.
10. ATTENDANCE POLICY
Even though you are not required to be logged in at any precise time or day, you are expected to login several times during each week. Because this class is being taught entirely in a technology-mediated forum, it is important to actively participate each week in the course. In a traditional classroom setting for a 3-credit course, students would be required, per the federal standards, to be in class three 50-minute sessions (or 2.5 hours a week) and prepare for class discussions six 50-minute sessions (or 5 hours) a week. Expect to devote at least nine 50-minute sessions (or 7.5 quality hours) a week to this course. A failure on the student’s part to actively participate in the life of the course may result in a reduction of the final grade.
11. INCOMPLETE POLICY
An Incomplete is a temporary grade assigned at the discretion of the faculty member. It is typically allowed in situations in which the student has satisfactorily completed major components of the course and has the ability to finish the remaining work without re-enrolling, but has encountered extenuating circumstances, such as illness, that prevent his or her doing so prior to the last day of class.
To request an incomplete, distance-learning students must first download a copy of the Incomplete Request Form. This document is located within the Shared folder of the Files tab in Populi. Secondly, students must fill in any necessary information directly within the PDF document. Lastly, students must send their form to their professor via email for approval. “Approval” should be understood as the professor responding to the student’s email in favor of granting the “Incomplete” status of the student.
Students receiving an Incomplete must submit the missing course work by the end of the sixth week following the semester in which they were enrolled. An incomplete grade (I) automatically turns into the grade of “F” if the course work is not completed.
Students who have completed little or no work are ineligible for an incomplete. Students who feel they are in danger of failing the course due to an inability to complete course assignments should withdraw from the course.
A “W” (Withdrawal) will appear on the student’s permanent record for any course dropped after the end of the first week of a semester to the end of the third week. A “WF” (Withdrawal/Fail) will appear on the student’s permanent record for any course dropped after the end of the third week of a semester and on or before the Friday before the last week of the semester