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RLST 210/Div/Rel 3152 October 3, 2011.  3:10-4:00 Textual Choices, Contextual Choices, Theological choices for formulating the teaching  4:00-4:50 Roundtables:

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Presentation on theme: "RLST 210/Div/Rel 3152 October 3, 2011.  3:10-4:00 Textual Choices, Contextual Choices, Theological choices for formulating the teaching  4:00-4:50 Roundtables:"— Presentation transcript:

1 RLST 210/Div/Rel 3152 October 3, 2011

2  3:10-4:00 Textual Choices, Contextual Choices, Theological choices for formulating the teaching  4:00-4:50 Roundtables: Textual choices in Matt 9:36-10:42; Contextual choices; & Theological Choices (Mission, & role of Scripture) ◦ Div G25, Group 1 Leader MINNIE MURRELL ◦ Scribe: ROB KNOX ◦ Div G26 Group 2 Leader SCOTT JAMIESON ◦ Scribe: JOEL FITZGERALD ◦ Div G28 Group 3 Leader KYLE FROHOCK ◦ Scribe: LYDIA FULLER  4:50-5:30 Scribe reports on Theological Choices: Views of Mission

3  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 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 & PowerPoint of Sept 26

4  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)

5  One of the three we used: David Garland, Reading Matthew: Warren Carter, Matthew and the Margins Daniel Patte, The Gospel According to Matthew: A Commentary  1 or 2 Others from W. D. Davies and Allison, A Critical and Exegetical Commentary on the Gospel According to Saint Matthew (International Critical Commentary, Vol. 1, 2, and 3) Herbert Basser The Mind Behind the Gospels: A Commentary to Matthew 1-14) Donald Hagner Matthew 1-13 (Vol 1) and Matthew (vol 2) Daniel J. Harrington The Gospel of Matthew ; Craig Keener, The Gospel of Matthew: A Socio- Rhetorical Commentary ; Amy-Jill Levine, The Social and Ethnic Dimensions of Matthean Salvation History; Amy-Jill Levine & Marianne Blickenstaff, Feminist Companion to Matthew; Ulrich Luz, vol. 1 Matthew 1-7: A Commentary; vol. 2 Matthew 8-20; vol. 3 Matthew 21-28; Daniel Patte, etc. eds. Global Bible Commentary ; Russell Pregeant, Matthew: Chalice Commentary for Today; Elaine Mary Wainwright, Shall We Look for Another?: A Feminist Reading of the Matthean Jesus

6  1) What did you learn from this text?  2) How do you rate the value of the teaching you formulated regarding the needs involved in your chosen life context? ◦ Is it “good,” helpful, efficacious, transformative as part of the process of overcoming the problem in this life-context?  Now that you have reviewed two other interpretations and have seen that BOTH are as legitimate (grounded in the text) and as plausible (make theological sense) as yours which one of the three is “best” in your chosen life- context?  Most will say YES, MINE IS BETTER! As it should be, because it was developed with this specific context in mind.  Yet, can you envision an even “better” teaching ◦ E.g., on the basis of different biblical texts, of different religious traditions or philosophies?

7  3) TWO CRITERIA to decide which one is “best” in your chosen context and beyond.  a) LOVING NEIGHBOR: Which of the three teachings (yours, and two other teachings) is both “better” to address the needs of believers in your chosen context and beneficial for people in other contexts? In each case, who benefits?  Conversely, what problematic effects does each teaching have--or could potentially have--in other specific life-contexts? Who is hurt?  b) LOVING GOD : How does each of the three interpretations relate to your basic convictions and values (about God and God’s will)?  4) YOU CHOICE: If there is a conflict between a) and b), which one do you privilege? What is your final choice?

8  MM’s Contextual Choice, Rachel Joy Scott was the first victim of the Columbine High School massacre (1999), described as a devout Christian targeted for her beliefs. After this tragedy, many of the faithful struggled with the question of faith, violence, safety, and protection, wondering if, out of fear, they would be led to fall away from their commitment to Christ and his mission.  MM’s Root-Problem: A lack of Faith/Vision: Losing sight of what it means to be in faithful mission in Christ, needing to envision the end goal – union with God under God’s reign as servants of and with Christ on the mission field to bring a new reality to the poor and marginalized.

9  DG’s Contextual Choice…Hidden (scholarly practice!)! But it exists!  DG’s Root-Problem: Hidden. Can be deduced from the emphasis in textual choices. MM notes DG emphasizes that believers are not to worry or fear persecutions on the mission field and that Jesus warned the disciples against the danger of renouncing their faith because of fear of persecutions… they should rather fear the judgment of God at death.  MM concludes (plausible): DG’s root problem = a lack of Faith/Vision = not envisioning the judgment of God  DP concludes: DG’s root problem = wrong will = wanting to preserve one’s life in the body, instead of wanting to preserve eternal life. More likely. (Anticipated teaching: a warning, beware; be a fearless missionary or else. Rule of the community)

10  M M Textual Choices, Matt 10:16-20 reflects my context. It shows the parallel between believers’ missions and Christ’s mission. Under God’s authority, Christ was sent on a mission (10:24-26). Under Christ’s authority, faithful disciples are sent out to represent Christ’s alternative way of peace and salvation in opposition to the way of destruction and death offered by the world. As God loves Christ, Christ loves his disciples and lovingly prepares them for the possibility of a life of rejection at the hands of oppressors.  DG Textual Choices DG also emphasizes the nature and character of mission (10:16-20). Believers have the conviction that “to follow Jesus as disciples means to join in his mission as Lord of the harvest” (p. 110). 10:24-26 the disciples are to “be” the sheep in the midst of the wolves (10:16)… DG emphasizes 10:28-39 The disciples are as powerless and helpless as the ones they are sent to help. Warning against fear. They must trust “that true life can be found only in giving oneself completely to the reign of God” (p. 118).

11  MM’s Theological choices for formulating the teaching  Role of Scripture: Family Album …  MM’s Theme = Mission. Model = Jesus’ mission of preaching the good news to the poor, releasing captives, giving sight to the blind, setting the oppressed free, and proclaiming the favorable year of the Lord”. Bringing “salvation…as comprising the social, political, economic, and cosmic dimensions of human existence”. (Liberation theologies).  Teaching: as family album, the teaching must invite believers to re-read the text (refer to it!!!), saying “we” [with the disciples; but also with Jesus, since he is model for mission] = “My friends, WE are sent in mission like sheep among wolves (10:16) ….there will be persecutions, but WE should keep in sight that WE share I Jesus’ mission and its goal … (above)

12  DG’s Theological choices for formulating the teaching  Role of Scripture: MM presupposes: Family Album?  DP presupposes: Rule of community  DG’s Theme = Mission. = an expansion of God’s, Jesus’, the Spirit’s mission: “by mission is meant God the Father’s own mission or activities in history through Jesus and in the power of the Holy Spirit” (CDC, Mission, Theologies of, and Western and Asian Churches). Jesus’ work is related to God’s eschatological work. Garland emphasizes that Jesus called and commissioned believers to be the light for the great harvest and the coming time of judgment. Jesus was sent by God to “teach and heal the people and to renew their vocation in the world” (p. 109). workers are needed (mission) to alert the world of the coming judgment (end of the age).

13  DG’s teaching  Role of Scripture: MM presupposes: Family Album?  DP presupposes: Rule of community  DG’s Theme = Mission. = workers are needed (mission) to alert the world of the coming judgment (end of the age).  Teaching as Rule of the community: “You” who call yourselves “disciples” but have lost the will to devote yourself to it, because of the “cost” (persecutions, etc.), beware: if you do not actively devote yourselves to mission works despite all the cost, YOU are not worthy to be called “disciples” …You are excluded from the community of disciples, and indeed in the end (the eschatological time), you will be rejected from the reign/kingdom of God and lose (eternal) life.

14  Which is “best” MM’s or DG’s teaching ? My Assessment  More helpful? MM’s vision of the urgent need of carrying out a mission because there are so many who suffer because they are poor, captives, sick, oppressed and who need compassion and mercy etc…. A vision which shows them that they are to share and prolong Jesus’ ministry of compassion and mercy.  Or DG’s warning of judgment, condemnation, that they should obey and be a missionary IN ORDER TO BE SAVED THEMSELVES, and to proclaim to others what they must do IN ORDER TO BE SAVED THEMSELVES.  MM’s interpretation: Loving Neighbors +++ Loving God +++  DG’s interpretation: Loving Neighbors (+/- not sure it is good to scare them; exclusive community) Loving God --- (my convictions: God is not vengeful but a loving God)

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16  SJ’s Contextual Choice, A Christian lawyer loves Jesus, and believes she can help the Guatemalans but is reluctant to follow her call because she also fears for her safety, and is deeply troubled by the divide her decision could make in her close family relationships.  SJ’s Root-Problem: A lack of Will: because of her fear of possible harm and the potential rupture of family relationships.

17  WC’s Contextual Choice…Hidden (scholarly practice!)! But it exists!  WC’s Root-Problem: Hidden. Can be deduced from the emphasis in textual choices. 10:24-25 Carter sees these verses as the establishment of the disciples “household” where Jesus is the Master of the house. This structure reorients one’s allegiance to their typical human household onto God’s will for his people in ways that will contest existing power structures.  WC’s root problem = a faulty/wrong vision, or wrong ideology. (DP emphasizes second, because it is related to the power structure of the imperial society [today and in Matthew’s time}

18  SJ Textual Choices, 9:36, 10: 16, 19-20, 21, 22, 28, 29, 31, 32, 33, 37. This set of verses provides the scriptural basis for the Christian lawyer to see that her concerns are the same as Jesus predicted and addressed in commissioning his disciples. These verses help to establish the necessary will to move forward in full commitment to the mission she feels she is being called to perform with the non- profit group.  WC Textual Choices10:24-25 Carter sees these verses as the establishment of the disciples “household” where Jesus is the Master of the house. This structure reorients ones allegiance to their typical human household onto God’s will for his people in ways that will contest existing power structures.

19  SJ’s Theological choices for formulating the teaching  Role of Scripture: Family Album (giving Will by changing the ideology)  SJ’s Theme = Mission. CDC definition of mission as dialogue. In this definition, mission is viewed as finding the “most effective way to carry out God’s mission amid cultural diversity, religious plurality, and massive poverty” (page 815)  Teaching: as family album, the teaching must invite believers to re-read the text (refer to it!!!), saying “we” [with the disciples}; The lawyer needs to see herself as a disciple and hear, as the original 12 did, Jesus saying that he is sending her “out like (a) sheep into the midst of wolves (10:16) to help the “harassed and helpless (9:36.) etc. etc.

20  Which is “best” SJ’s or WC’s teaching ? My Assessment  More helpful? SJ’s Teaching inviting the lawyer to see herself as a disciple and hear, as the original 12 did, Jesus saying that he is sending her “out like (a) sheep into the midst of wolves (10:16) to help the “harassed and helpless (9:36.) etc. etc. Establishing a new vision for her and her will  Or WC’s teaching allowing us to see a new household, a new structure of power, a new way of challenging the existing and destructive and oppressive structures of power…  SJ’s interpretation: Loving Neighbors +++ Loving God +++  WC’s interpretation: Loving Neighbors +++ Loving God +++  For narrow “individual” context, SJ’s; BUT WC’s interpretation is better for a community of disciples, for the Church as HOUSEHOLD of God -- mission not an individual enterprise Toward Part D: Matt9:35-10:42 Scott Jamieson & Warren Carter

21  Contextual Choices

22  3:10-4:00 Textual Choices, Contextual Choices, Theological choices for formulating the teaching  4:00-4:50 Roundtables: Textual choices in Matt 9:36-10:42; Contextual choices; & Theological Choices (Mission, & role of Scripture) ◦ Div G25, Group 1 Leader MINNIE MURRELL ◦ Scribe: ROB KNOX ◦ Div G26 Group 2 Leader SCOTT JAMIESON ◦ Scribe: JOEL FITZGERALD ◦ Div G28 Group 3 Leader KYLE FROHOCK ◦ Scribe: LYDIA FULLER  4:50-5:30 Scribe reports on Theological Choices: Views of Mission

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