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RLST 210/Div/Rel 3152 Sept 26, 2011.  3:10-4:00 Reading Matthew 8 – 9 Textual Choices  4:00-4:50 Discussion Groups: Jesus’ Healing Miracles Contextual.

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Presentation on theme: "RLST 210/Div/Rel 3152 Sept 26, 2011.  3:10-4:00 Reading Matthew 8 – 9 Textual Choices  4:00-4:50 Discussion Groups: Jesus’ Healing Miracles Contextual."— Presentation transcript:

1 RLST 210/Div/Rel 3152 Sept 26, 2011

2  3:10-4:00 Reading Matthew 8 – 9 Textual Choices  4:00-4:50 Discussion Groups: Jesus’ Healing Miracles Contextual & Theological Choices ◦ Div G25, Group 1 Leader KRISTIN KELLY ◦ Scribe: CHAD GURLEY ◦ Div G26 Group 2 Leader JAMES ARMES ◦ Scribe: JAMES HENDRICKS ◦ Div G28 Group 3 Leader DAVID CHOI ◦ Scribe: BRYANNA JEW  4:50-5:30 Scribe reports on Theological Choices: Views of Health/Healing and Miracle

3  You Gave three (3) ranked choices of a text for your final paper  We tried to respect your priorities  See the Schedule from Oct 17 to Dec 5 Now passed around so  Please take note of your assigned text (sorry, but 3 of you were moved to your second choices)  IF YOU HAVE NOT SIGNED UP  YOU HAVE ONLY A FEW CHOICES

4  Proposal for your paper on a THEME (or topic, issue) OF YOUR CHOICE,  1) found in (or addressed by) TWO passages of Matthew – one in Matt and one related passage in 1-12  2) A Theme chosen because it is particularly important, helpful, significant for Christian believers who read it as Scripture as a word to live by in a particular context. ◦ You are free to use one of the topics/themes you previously worked on in your reports regarding a passage in Matthew  Your formal paper proposal will be have 3-5 double- spaced pages, with a word precis at the beginning.  Your proposal will TENTATIVELY outline your paper ◦ (you will be free to change it)  See Appendix of Syllabus: Guideline for Preparing Your PROPOSAL FOR YOUR RESEARCH PAPER

5  AN INTRODUCTION should briefly identify:  1) the TWO passages from Matthew you chose to deal with: ◦ a) the specific passage in Matthew 13—28 (at least 10 verse long; or a series of shorter passages, according to your topic) in the section of Matthew 13—28 you have been assigned; why is it significant for you ◦ b) the specific passage in Matthew 1—12 (at least 10 verse long; or a series of shorter passages, according to your topic); why is it most significant for you? How does it complement or help clarify your chosen passage in Matthew 13—28 ? How will it help support your argument?  2) Your choice of a theme; briefly suggest why is it fitting these two passages of Matthew, and why you think it will be important, relevant, and helpful for the particular Christian believers in a given concrete context today.

6  Your Contextual Bible Interpretation (CBI Form parts A & B).  Tentatively articulate what you anticipate will be the main points you plan to argue in your paper ◦ Of course, as you develop your paper and become more specific you will be free to change your mind, emphasize other points, and argue against the points you mentioned in the proposal … but your proposal must be as convincing and consistent as possible!:  Part A & Part B = your own interpretation of the passage in Matthew 13—28 and the passage in Matthew 1 – 12.  YOUR PROPOSAL outlines what you think will be, in your personal interpretation, the main points of the *teaching* of the two passages of SCRIPTURE used in a particular role, chosen because of your analysis of the *needs* (including root-problem) this teaching needs to address for Christian believers in a particular, concrete, and realistic *life-context* today regarding a particular *theme* (with a particular understanding of this theme).

7  PART C of your PAPER will involve a three way comparison of 1) your interpretation, with 2) a scholarly companion interpretation (close to yours) and 3) one or two diverging interpretation(s) ◦ Chosen in the bibliography on the syllabus. ◦ Bonus if you make it a four way comparison (two diverging interpretations)

8  PART C In your PROPOSAL Identify these TWO (or three) scholarly interpretations of your two texts, simply telling us  1) which two (or three) scholarly commentaries,  2) explaining in a general way what you think are the main differences between  their views of the central themes of these passages; did they emphasize the same theme or different ones? Then in each case, can you identify in a general way the particular understanding of this central theme (finding in the CDC what are options regarding the understandings of the central theme)  The different features of the text each emphasizes  The different kinds of contextual problem – especially root-problem – they are concerned with.

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10  I believe you have made great progress regarding Part A & B  Including the identification of the understanding of the “Theme” you presupposed, and how it is related to a particular contextual problem & role of Scripture  But you are struggling in Part C with the identification of t he different features of the text chosen by scholars as most significant ◦ And how this choice is related to a contextual problem – especially root-problem – and a choice of theme

11  David Garland’s subtitle “A Literary and Theological Commentary” is very helpful, even though it is the title of the book series  Clues to read Matthew (p. 5) # 1) Matthew = Theological combination of Mark and the source “Q” (what Matt has in common with Luke)= readers emphasize the 5 teaching sections of Matt ◦ 5-7 (sermon on the mount); ◦ 10 (Mission); ◦ 13 (Parables); ◦ 18 (church life); ◦ [23] (eschatological teaching)

12  Clues to read Matthew (pp. 5-9) # 2) Matthew as a “bios” (“life”) literary genre = highly selective stories presenting the beliefs of founders of philosophical or religious schools and defenses against their opponents.  a) To tell the story of Jesus (who he is) = the story of God with us (1:23; 28:20), of the coming of the reign of heaven on earth;  b) To bolster faith. Implied readers already know the story of Jesus; already believe = individually confessing that he is the son of God; = GOAL = to help establish the identity of the church by reinterpreting the tradition of the Scripture as fulfilled in Christ (5:17; 26:54)  Root-problem = Wrong Vision of the identity and vocation of the church Role of Scripture = Family Album  e) To Exhort to do God’s will as taught by Jesus with judgment warnings 60/148 pericopes(paragraphs) vs Mark 10/92 Lk 28/92  secondary Root-pb Wrong Will Role Scripture Rule of the Community

13  # 2) Matthew as a “bios” (“life”) literary genre  f) To arm for Mission = the vocation of the church (=taking over Israel’s mission as light of the world  c) To Convince and Refute. Defends the tradition about Jesus by refuting those in Jewish circles that challenged it ◦ Jesus as Messiah; ◦ Jesus’ relation to the Law; ◦ the source of Jesus’ power & authority (the devil or God?)  d) To explain present circumstances. Reconciling theology with reality (Jerusalem & Temple in ruin)

14  Because of Garland’s emphasis on the role of Matthew as Scripture To bolster faith. ◦ Implied readers already know the story of Jesus; already believe = individually confessing that he is the son of God; = GOAL = to help establish the identity of the church  Root-problem = Wrong Vision of the identity and vocation of the church Role of Scripture = Family Album  Reading the text for its figurative features…

15  I see Garland’s reading of Matt 8-9 as more of a Pentecostal healing teaching. Garland spent much time on the understanding of faith and healing of sins in order to be made well/saved … from spiritual sin and physical oppression as well.  For Garland, Matthew wanted the reader to see that Jesus has the power to heal what is seen by society as the “clean” and “unclean” “sinful” and “holy”.  Garland focused on what it meant for Jesus to heal and the [figurative] implications that it made in society and in his relation to God;… for discipleship and how one should follow Jesus based on the matchless power and authority that he displayed. [Seeing} discipleship as a display and understanding of faith.  Jesus healing and the root problem of “lack of faith and vision” … people can’t see that Jesus is being presented to the world as God incarnate to enact passion and healing among the people; a new vision of how salvation and grace work.

16  Warren Carter’s title “Matthew and the Margins: A Socio-Political and Religious Reading” is very helpful:  P the Gospel = forms communal identity and shape life-style, as other groups did in the Greco- Roman world  Ideal Implied readers like Garland already know the story of Jesus; already believe (individually confessing that he is the son of God) and unlike Garland already define themselves as a marginal community with an identity  This is a reading akin to Reading E, which aims at empowering this community to be a community that lives its marginality and its subversive status

17  The Gospel secures their separation from other communities (their marginality) and reinforces their group identity (with a subversive role) by emphasizing (pp. 9-11)  Naming (disciples, blessed, ekkesia, etc.)  Central focus of their commitment to Jesus and claim of exclusive revelations  Rituals (baptism, worship) and associations framed by a teaching about an alternate way of life  Social organization (community governance; structures of power)  Invective against opponents (and their bad social organization)  Apocalyptic eschatology as a way of understanding the present world, in terms of this horizon of blessedness (for righteous) and judgment (for wicked)  Community definition by Origin, Governance, & practices

18  Advocating a marginal existence (pp )  Jesus instead of Jewish authorities, Abraham, etc.  Christ crucified instead of Roman emperor  God’s empire (Kingdom of Heaven) instead of Pax Romana  Critique of kingship and Roman powers  Living as a community of slaves rather than emulating the powerful ones  Alternative, more egalitarian community instead of a hierarchical, patriarchal household  Non violence rather than use of power to retaliate  Poverty as characteristic of community rather than wealth

19  Advocating a marginal existence (pp )  Jesus instead of Jewish authorities, Abraham, etc.  Christ crucified instead of Roman emperor  God’s empire (Kingdom of Heaven) instead of Pax Romana  Critique of kingship and Roman powers  Living as a community of slaves rather than emulating the powerful ones  Alternative, more egalitarian community instead of a hierarchical, patriarchal household  Non violence rather than use of power to retaliate  Poverty as characteristic of community rather than wealth

20  Advocating a marginal existence (pp )  Root-problem = powerlessness, and wrong ideology (including structures of power)  FOCUSING ON WHAT IS SUBVERSIVE IN THE TEXT  So as to change the tendency to be a “ normal community” (problem)  Rather than being a marginal alternative community  Not based on power, but on the use of mercy and compassion  Matthew = an empowering word for a marginal community

21  James Armes: Carter interpreted Matthew 8:1-4 with the same emphasis on Jesus’ compassion and willingness to reach out to the marginalized within society.  the word “healing” encompasses physical, emotional, and spiritual well-being; Carter emphasized the physical ailment considerably more in his interpretation.  the centurion’s faith as a metaphor for the imperial power subordinating itself to Jesus. God’s Kingdom prevailing over imperial power.  identifying the subversive aspect of text: The child slave of the Centurion sick? Cannot speak for himself (marginalization). Why paralyzed? abused? Is this why he is sick?  Looking for the signals of marginalization, and how they represent problems to be addressed.

22  Daniel Patte’s title “The Gospel according to Matthew : A Structural Commentary on Matthew’s Faith” gives you important clues:  A structural commentary  Elucidating what is most significant for Matthew  Namely “ Matthew’s Convictions”  How to identify them? To be sure there is no ambiguity, We insist “ AND I DO NOT MEAN” THIS  And in stories, OPPOSITIONS OF ACTIONS  The structure formed by explicit oppositions in the text (inverted parallelisms and opposition of actions  Self-evident truth = gut feelings (not ideas = demonstrated truth)

23  A Structural Commentary on Matthew’s Faith”  Elucidating what is most significant for Matthew  Namely “ Matthew’s Convictions”  Self-evident truths = gut feelings (not ideas = demonstrated truths)  Faith = world view, semantic universe  Root-Problem: readers of Matthew who lack faith, i.e., who fail to share the vision of Jesus  Role of Scripture: Corrective Glasses  Looking through the text, to SEE WHAT GOD IS DOING AROUND US

24  A Structural Commentary on Matthew’s Faith  Elucidating Matthew’s Convictions  Elucidating the lenses through which believers should look at life around them  = the lenses of the “themes” inverted parallelisms  = the transformation of the beginning (accepted by readers) into the end (a transformed view of something)  = the lenses formed by each opposition of actions  As David Choi illustrates

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26  3:10-4:00 Reading Matthew 8 – 9 Textual Choices  4:00-4:50 Discussion Groups: Jesus’ Healing Miracles Contextual & Theological Choices ◦ Div G25, Group 1 Leader KRISTIN KELLY ◦ Scribe: CHAD GURLEY ◦ Div G26 Group 2 Leader JAMES ARMES ◦ Scribe: JAMES HENDRICKS ◦ Div G28 Group 3 Leader DAVID CHOI ◦ Scribe: BRYANNA JEW  4:50-5:30 Scribe reports on Theological Choices: Views of Health/Healing and Miracle

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