open learning school for in service training and development€¦ · identify significant...
TRANSCRIPT
Open Learning
School for In Service Training and Development
Introducing the New Testament A11A
Part A: The Gospels and Acts
1
Open Learning
School for In Service Training and Development
William Booth College
Denmark Hill
London
SE5 8BQ
020 7326 2787 020 7326 2837
[email protected] [email protected]
Please send your assignments to:
Deborah Goddard Administrator Open Learning
School for In Service Training and Development William Booth College
Denmark Hill London
SE5 8BQ
020 7326 2788
June 2013
2
Welcome to Open Learning! We hope you enjoy exploring the New Testament and that your study enriches your understanding of the Bible and your Christian life and service.
About this course
This is the first of a two part course giving an introductory overview of the New Testament story.
Aim: This course aims to introduce you to the story of God’s people as recorded in the New Testament and to inspire and equip you for further study of it. The assignments also prompt reflection on Christian life and the development of resources for practical ministry.
Learning Outcomes: At the end of this the course you should be able to Identify key events and characters in this part of the New Testament story. Identify significant theological themes in the books studied. Explain the relevance of the New Testament story to Christian life today.
Indicative Content: Six lessons following the New Testament story Lesson 1: Introducing the Gospels: A new kind of writing. Lesson 2: Introducing the Gospel of Mark: ‘…the good news of Jesus Christ…’: Lesson 3: Introducing the Gospel of Luke: ‘…so that you may know the truth…’. Lesson 4: Introducing the Gospel of Matthew: ‘…God is with us…’. Lesson 5: Introducing the Gospel of John ‘…And the Word became flesh..’. Lesson 6: Introducing the book of the Acts of the Apostles: ‘…you will be baptized with the Holy Spirit..’ Level: You should be prepared to undertake the indicative or key reading as well as find and use other appropriate study resources. Assignments include essays of 800 words, using appropriate academic conventions including referencing and bibliographies. Essential Reading: The basic textbook is Drane, John 2010 Introducing the New Testament, Third Edition. Oxford: Lion
3
Further Reading: As well as Bible commentaries and a Bible dictionary, helpful additional reference books include:
Balchin, John; Cotterell, Peter; Evans, Mary; Kirby, Gilbert; Knight, Peggy & Tidball, Derek 2002 An Illustrated Survey of the Bible. Bletchley: Scripture Union (Short, easy to read. Gives summaries of the contents of each book, including
message, key themes, relevance and application for today). Elwell, Walter A.; Yarborough, Robert W. 2005 Encountering the New Testament: A Historical and Theological Survey. USA: BakerAcademic (Substantial but easy to read with clear and attractive layout, giving
background on the New Testament and a survey of the contents of each book in it).
Alexander, P; Alexander, A 2009 The Lion Handbook to the Bible 4th Revised Edition. Oxford: Lion (A comprehensive, attractively presented and easy to use resource; very
helpful overview of and background information on the books of the Bible). These books give further information on the topics covered in each lesson and will be very helpful in completing the assignments. How to access these books: You can order them through your local library or buy your own copies from the internet – there are often good deals to be had! Alternatively, they can be borrowed on short term loan from WBC. Students are responsible for the cost of postage.
4
Bible translations recommended for study: The New Revised Standard Version with Apocrypha New International Version (2011) English Revised Standard Version
(All quotations from the Bible in this study guide are taken the NRSV unless otherwise stated).
Getting the most from your studies We want you to get the most from your studies. Here are some guidelines to help you: Working with your tutor. When you receive your course material you will also be given a personal tutor. The tutor will write to you to introduce him or herself to you. You are encouraged to read your tutor’s comments carefully when your marked work is returned to you. They are intended to help you improve your work in the future. If you have questions about your studies or you are unclear about the feedback given, don’t be afraid to ask your tutor about it. Your tutor can be contacted through the Open Learning department. Planning your study time. In order to maintain the momentum of study it is wise to plan your study time in advance, and stick to your plan. Aim to complete one lesson per month. It is helpful to send in one lesson at a time so that you can benefit from the tutor’s comments on one piece of work before you submit another one. Tutors aim to return your work within three weeks wherever possible. Presentation of your written work: Please use paragraphs of continuous prose when writing your essays. Do not use bullet points or notes in the essays you submit for marking. If you are using a computer, use size 12 font and one and a half or double spacing, with a margin down each side of the page. It is also helpful to number your pages. You are expected to refer to your reading from the Bible and the recommended books in your assignments. However, you also need to demonstrate your understanding of what you have read, so make sure that your word count is not used up with lots of quotes. You do not need to include direct quotes from the Bible in your word count. However, quotes from other sources do count. If you quote from the books you have read, select an appropriate sentence or short statement that supports the point you are making. An essay full of quotes will not reflect your own thinking and will reduce your mark. Referencing: In studying at this level, you are required to write a bibliography for each of your assignments, showing what you have read. Any information, ideas or quotes taken from your reading, the Internet or any other source must be referenced
5
within the assignment itself as well as including fuller details in the bibliography. This is because it is important that you acknowledge the ideas of the people whose work you have read. Presenting them as your own is plagiarism. Careful referencing in your note taking as you read, and in your assignment as you plan to write, will make sure that you avoid this. Referencing also shows the tutor what you have read and that you have understood and can use your reading to come to your own conclusions.
Copying from books or elsewhere without acknowledging the source will result in tutors asking for the work to be repeated. Persistent copying will result in removal from the course.
How to read and make notes for assignments
Note taking –
good or bad idea? • A good idea
– Imperfect memory makes notes essential • A bad idea
– Doing two things at once creates problems for concentration
Why take notes? • To aid memory • To identify what is important • To help organise important topics • To help concentration • To aid revision and deep learning • To aid assignment preparation • To know what is still to be learned
6
Notes from lectures • A ‘shopping list’ of main points • Linear notes • Network or ‘spider’ notes • Use any printed notes provided • Don’t get bogged down in detail • Use a ‘shorthand’ for later expansion
Notes from classes and seminars • Keep notes brief • Interaction and participation should help memory of material
Making notes from reading • Read to find the information needed • Summarise main ideas in your own words – helps understanding and avoids
plagiarism • Don’t copy long passages word for word • Record names and references precisely • Don’t use too many sets of dots…
Quote carefully! Compare the following. The first quote has been copied accurately. Notice how meaning can be changed by inaccurate quotation: • ‘The teller of a parable, then, takes an illustration from everyday life and puts it
alongside something less familiar in order to explain the latter.’ (Freed, 2001:188)
• ‘The teller of a parable… puts it alongside something less familiar in order to explain the latter.’ (Freed, 2001:188)
• Jesus ‘puts it alongside something else less familiar in order to explain the latter.’ (Freed, 2001:188)
Organise your notes
You can keep notes in a variety of ways. You can keep hard copies of notes or electronic copies stored on a computer. • Use separate files for each module • Use file dividers or different electronic folders for major units • Label files and folders clearly
7
• When taking notes, use a separate page for each new topic • Keep an updated index of your notes Your aim is to make notes that are:
• Useful
• Recoverable
• Comprehensive
• Comprehensible
What will you note? • Main points • Technical words and definitions • Memorable quotations • Questions, areas of difficulty • Transferable ideas – for prayer, preaching, worship • Ideas for further reading or research • Recommended books or websites
What will you note?
An example: ‘Shopping List’ Notes
Freed, Edwin D. 2001 The New Testament: A Critical Introduction. London: Wadsworth /Thompson Learning
• Parables (and miracle stories) used by EC to ‘promote faith and instruct converts’ (p188)
• Gk parabolē = ‘parable’ (also Heb: mashal) (p188) • Gk paraballō = ‘to place beside’ or ‘compare’ (p188) • Mk 4:30 & Lk 13:18 - comparison, ‘like’ idea (p 188) • A. Juelicher (German scholar, 1910) (p189) • ‘For Juelicher, Jesus’ parables were vivid, clear pictures from everyday life that
could be easily understood.’ (p189) • Parables also for teaching and highlighting moral truth. (p189)
8
Using your notes in your Essay Plan An example:
• Introduction • What is the essay about? • What are the main points to be made? • Quotation? (Freed 6)
• Main body: Part a
• Choose one parable and outline its message (Commentaries?) • Why might Jesus have used this parable? (Freed 2,3,4) • Quotations?
• Main body: Part b
• Why the Early Church used Jesus’ parables (Freed 1) (Quote?) • Does this still apply? • What other uses of parables might relate to contemporary culture? (Freed 6, 7) • Quotation: (Freed 6)
• Conclusion
• Summarise main points made • Quotation?
Complete the bibliography: Bible…. Drane…… Freed, Edwin D. 2001 The New Testament: A Critical Introduction. London: Wadsworth /Thompson
Learning Johnson….. Commentaries…….
A helpful tip: Although you need to read more than one book in order to understand the subject you are studying, it is also important not to try to read everything, especially if you are new to study or returning to it after a long time. This study guide recommends reliable, up to date study
resources. Choose those you find most helpful. Your ability to read more widely will develop as you continue to study. Information on making notes for assignments provided by C. Baker 2012
9
How to reference your reading When you write your assignments, your work should include a bibliography giving details of all the books and other resources you have used to help you. The bibliography should be in alphabetical order, beginning with the surname of the author. The date of the book should be the year that the edition you are using was published, not the date of any reprinting. If you quote from any of your reading in your work, an in text reference should also be given. The in text reference gives the year of publication and the page number so that your reader can look at the quote for themselves. Full details of the book or study resource should also be given in the bibliography.
How to set out your referencing:
Bibliography: a book by one author Brueggemann, Walter
2002 Reverberations of Faith: a Theological Handbook of Old Testament Themes. London: Westminster John Knox Press
In text reference: in your essay you would write As Brueggemann states, ‘What God long ago promised for the future may still be trusted…’ (2002:3). If you do not use the author’s name in your sentence, this should be included with the other details in the in text reference: It has been stated that ‘What God long ago promised for the future may still be trusted…’ (Brueggemann, 2002:3). In your essay, take care not to interrupt the flow of a sentence with the reference details. They are best placed at the end of a sentence just before the full stop, or at the end of a phrase, so just before a comma or semicolon. Bibliography: a book by two authors Carson, D and Moo, Douglas J. 2005 An Introduction to the New Testament. 2nd edn. Nottingham:Apollos In text reference: in your essay you would write Carson and Moo argue that ‘…the early Christians were both willing and able to hand down accurately the deeds and words of Jesus’ (2005:85).
10
Bibliography: a book by more than two authors Balchin, John, Cotterell, Peter, Evans, Mary, Kirby, Gilbert, Knight, Peggy & Tidball, Derek
2002 An Illustrated Survey of the Bible. Bletchley: Scripture Union
! Note the use of & rather than the word and in the list of authors. In text reference: in your essay you would write ‘The rest of the Bible would make very little sense but for the book of Genesis’ (Balchin et al, 2002:16). ! Et al (note the italics) means ‘and others’, and saves you having to insert all the authors’ names into the in text reference. Bibliography: article in a dictionary McCarter, P. Kyle
2000 ‘Abraham’. In Eerdman’s Dictionary of the Bible. Ed. David Noel Freedman. Cambridge, UK: Eerdmans, 2000: 8-10
In text reference: in your essay you would write McCarter writes that ‘The biblical story of Abraham describes his divine selection as the ancestor of Israel…’ (2002:9). Bibliography: Bible references State the Bible translation(s) you have used in your Bibliography.
1995 New Revised Standard Version Bible: Anglicized: Popular Text Edition with Apochrypha. Oxford: Oxford University Press
In text reference: in your essay you would Give the biblical reference, e.g. (James 2:6). If you have used several versions throughout the essay, indicate which version each quote has come from. You can use abbreviations for the versions in your in text reference, e.g. (James 2:6 NRSV). Bibliography: Study Bible notes Give full details, as you would for a book, including the name(s) of the writers or editor(s).
11
Bibliography: E texts on e book readers (e.g. Kindle) Give the name, date, title (e book format) and publisher. Matthews, D. J. 2010 What cats can teach us. (Kindle edition). London: Penguin In text reference: If there are no page numbers, give the chapter number in the in text reference e.g. (Matthews, 2010: Chapter 6). Bibliography: On – line sources: Include the date you accessed the text. Rogers, J N 2005 An Introduction to the Bible. London: Equinox. (Online) Dawsonera.com. (5 September 2011) Bibliography: Websites Include the name, date if available, and the page title. Indicate that the material is online, giving the web address and the date that you accessed the web page. Wright, N. T.
1997 ‘Farewell to the Rapture’. Online:http://www.ntwrightpage.com/Wright-BR- Farewell-Rapture.htm (9 September 2009)
Take care with websites. Not all are suitable for use in academic work (this includes Wikipedia).
Time saving tip: When you are reading and taking notes, it is helpful to use a fresh page for each book or study resource you are using. Put full details of the book or resource at the top of the page. Leave a margin so that you can put the page numbers of quotes or specific references
alongside your notes. As you take notes, put all quotes you think you might use in quotation marks and check them for accuracy as you go. A discipline at the time, but can save hours later!
12
How your assignment will be graded
Your tutor will be looking for the following:
• Structure: is your essay logical and easy to follow?
• Expression: is your essay clearly expressed, with good grammar, spelling and
punctuation?
• Understanding: Have you read enough to give you a sound understanding of the
subject?
• Have you understood what the question is asking?
• Have you answered the question?
• Have you expressed your own views, rather than simply quoting the opinions
expressed in the books you have read?
Each assignment in your course will be allocated one or more grade descriptors, which your tutor will use to grade your assignment (most assignments will use three or four descriptors). Grade descriptor 7 (Quality) is used for all units. There are seven grade descriptors available:
1. Understanding of the subject 2. Application of knowledge 3. Application of skills 4. Use of information 5. Communication and presentation 6. Autonomy/Independence 7. Quality
(full details of the descriptors can be found in the appendix at the back of the study guide). Your tutor will assign a grade to each descriptor allocated to the assignment, as well as an overall grade to the assignment. This grade will be one of the following:
• Not yet achieved • Pass • Merit • Distinction
The appendix at the back of this study guide will show details of each of the grade descriptors, as well as the statements that describe the standard of performance at Pass, Merit and Distinction. This will assist you in discerning how your assignment has been graded.
13
Introducing the New Testament If you are familiar with the story of God’s people in the Old Testament you will know that they had always struggled to live in harmony with him and to live as he required. They had frequently failed to keep his Law and live as the covenant people of Yahweh. This should have been a life lived in gratitude for all God had done for them in rescuing them from slavery, leading them to a land of their own and choosing them to be a people of his own who knew and loved him and would witness to him before the world. The peoples’ failure in faithfulness led to anguish for them as well as for their loving God. The prophets of the Old Testament had looked forward to a time when God would establish a new covenant with his people, one that would transform them and their relationship with him, a covenant that would never be broken again. Jeremiah prophesied that God planned to ‘put my law within them, and I will write it on their hearts; and I will be their God, and they shall be my people….for I will forgive their iniquity, and remember their sins no more’ (Jeremiah 31: 31 – 34). To a people whose hope appeared well and truly dead, Ezekiel prophesied that God would ‘bring you up from your graves,…I will put my spirit within you, and you shall live..’ (Ezekiel 37: 13 – 14).
Life had also raised big questions which left the people looking for answers. The people of Yahweh had repeatedly suffered at the hands of more powerful nations and had finally lost the land they believed God had given them. Many Jews had gone into exile and the kingdoms of Israel and Judah had ceased to exist. Before the exile the prophets
had preached that faithfulness to God would lead to his blessing and to prosperity in the world, and the peoples’ suffering had been explained by their disobedience. However, for those who chose to come back to their homeland when the opportunity arose, strenuous efforts to live by God’s covenant law had not brought the peace and prosperity that his people had anticipated. For those Jews living in Palestine, now under Roman rule, life could still be hard. Drane explains that those who were faithful to God found that they were in a minority in the world. The people who abandoned or compromised with their faith appeared to do far better. Where was the blessing of God on obedience? Why did faithfulness not lead to prosperity? Why did God not put an end to evil in the world? (Drane, 2010: 41).
The New Testament continues the story of God’s people. The Old Testament prophets had looked to a leader of God’s choosing from the line of David who would restore God’s people. As the New Testament begins, the Jews were still looking for the coming of God’s kingdom. In the period between the Testaments in some of the Jews the powerful longing had developed for a leader or messiah who would come to establish God’s rule on earth.
Although there seem to have been different ideas how about this would happen, there were Jews who longed for God’s chosen leader to finally defeat Israel’s enemies and establish them in a position of power and authority in the world such as they had enjoyed under King David.
14
For the writers of the New Testament, the God who in the past had intervened so often on his peoples’ behalf was now at work fulfilling all his promises in the person of Jesus. The way in which God carried out his restoring work through Jesus was totally unexpected, but the testimony of the gospel writers is that Jesus’ coming was good news not only for the Jews but for the whole world.
The story of Jesus and his followers is told in the Gospels, in Acts and in letters to individuals and to the first Christian churches. The gospels preserve stories about Jesus’ life, ministry, death and Resurrection. The account in the Acts of the Apostles shows how the church came into being and spread out beyond Jerusalem into the wider
Roman Empire. The New Testament letters show how the first followers of Jesus applied his teaching to life in the first Christian communities. ‘At first sight, .. (the) contents (of the New Testament) can seem disparate and unconnected, and indeed it is like a small library, containing diverse types of literature, compiled by many different authors, at different points during the first century AD. But for all its diversity, the New Testament has one central focus.’ This focus is Jesus, and the writers of the New Testament make the claim that ‘the story of Jesus is the grand metanarrative of all history – the one big story that gives meaning and significance to all the small stories of everyday human experience’ (Drane, 2010: 11). This first part of the introduction to the New Testament will look at the Gospels and Acts, and the second part of the course will look more closely at the letters written to individuals and congregations in the first Christian communities.
15
Lesson 1: Introducing the Gospels: A new kind of writing. Learning outcomes: At the end of this lesson you should be able to Outline the religious thought and worship practices in Palestine at the time of
Jesus’ birth Describe the beliefs and message of the first Christians Explain why at least one of the earliest Christian beliefs about Jesus is
important to your own faith or exploration of Christian beliefs. Essential Reading: Foundational reading for this lesson (it is important to supplement this basic reading with further research): Acts 2, 3, 10, 13 Chapter 1 (pages 17 – 42) and chapter 8 (pages 161 – 174) in Drane, John 2010 Introducing the New Testament, Third Edition. Assignments: The assignments for this lesson are contained in the boxes below and on the following page. You can choose to do short pieces of work on two different topics, or cover one topic in greater depth. Choose one box. Complete only the assignment(s) given in your chosen box. Box 1. 1. a) With reference to your reading for this lesson, outline the main features of the way in which people thought about life and religion in the time and culture into which Jesus was born (500 words). (Grading Descriptors: 1, 5 and 7) b) Are any of these attitudes still reflected in the outlook of people today? Give two examples, explaining your answer with reference to your reading (300 words). (Grading Descriptors: 1, 2, 5 and 7) 2. a) Write a talk describing the faith of the first Christians based on your study of their earliest sermons in Acts (500 words). (Grading Descriptors: 1, 5 and 7) b) Choose one of these earliest Christian statements about Jesus and explain why this is important to your own faith or exploration of Christian belief (300 words). (Grading Descriptors: 1, 2, 5 and 7)
16
Box 2. a) With reference to your reading for this lesson, outline the main features of the way in which people thought about life and religion in the time and culture into which Jesus was born (1000 words). (Grading Descriptors: 1, 5 and 7) b) Are any of these attitudes still reflected in the outlook of people today? Give two examples, explaining your answer with reference to your reading (600 words). (Grading Descriptors: 1, 2, 5, and 7) Box 3. a) Write a talk describing the faith of the first Christians based on your study of their earliest sermons in Acts (1000 words). (Grading Descriptors: 1, 5 and 7) b) Choose one of these earliest statements of Christian belief about Jesus and explain why this is important to your own faith (600 words). (Grading Descriptors: 1, 2, 5 and 7) Introducing the Gospels.
What kind of writing? The New Testament begins with four gospels. It will help us to understand what we are reading if we can identify what kind of writing the gospels are. They are the main source of our information about Jesus but from a present day perspective they leave out a lot of details about him and leave many questions unanswered. The writer of John’s Gospel acknowledges that he has chosen to record just some things out of all that could have been written about Jesus (21: 25).
What was chosen for inclusion in each of the gospels was therefore of most importance as far as the writer was concerned. Drane explains that each of the gospels contained the information most relevant to the life of the earliest Christian communities in nurturing their faith and in making that faith known to others (2010: 167).
17
Speaking about how highly selective the gospel writers have been, Drane (2010: 164 – 165) says that similarities have been pointed out between the gospels and a type of literature that was a feature of Hellenistic (Greek) culture. The Lives were accounts of important people, but their death is the climax and main focus of the story. Although some details are given about what these people did and said, the main emphasis is on their deaths and how these reflected their character and life. Drane highlights similarities between the gospels and these Lives. For example, all the gospels give a significant amount of space to the final days of Jesus’ life, his experience on the cross and the resurrection. However, Drane also points out the important differences between the Lives and the material the gospel writers produced ‘Though their works undoubtedly display some of the characteristic features of the Lives, they are rooted within a distinctive set of purposes that more closely related to the needs of the evangelists and the Christian communities for which they wrote’ (Drane, 2010: 165). The message of the first Christians. The beliefs that the writers of the gospels shared can be identified in the preaching of the first Christians. ‘Since the gospels developed in the context of the mission and worship of the early church, we can expect to find clues to their origin by examining the church’s message, which typically centred around three major themes: the promises of the Hebrew Scriptures, information about Jesus and his significance, and a personal appeal to those who heard these things to respond by choosing to follow Jesus for themselves’ (Drane , 2010: 168). The church’s message is recorded in Acts chapters 2, 3, 10 and 13. In these sermons you will be able to identify the following convictions. The Old Testament prophecies that God would appoint a leader for his people from the House of David have been fulfilled in Jesus. The mighty works of Jesus were done in God’s power. He died for
the sins of all people, as God intended. This was not the end of the story. Jesus rose from death and was exalted to the right hand of God. He will return to earth as judge, therefore repent, be baptised in the name of Jesus, and receive God’s forgiveness and the gift of the Spirit. Good news to share. The gospels reflect the writers’ purpose. They were not simply offering an impersonal account or list of facts
but were writing in a way that invited their readers and hearers to respond to what had been written. Matthew’s agenda is clear from the outset. Jesus is God’s long – promised leader and saviour of his people, ‘the Messiah, the son of David, the son of Abraham’ (1: 1). Mark’s writing brings ‘good news of Jesus Christ, the Son of God (1: 1). John’s Gospel closes with the statement that ‘these things are written so that you may come to believe that Jesus is the Messiah, the Son of God, and that through believing you may have life in his name’ (20: 30, 31). Luke is writing to inform and nurture a person in the Christian faith (1: 1 – 4).
18
The relationship between the gospels. As well as witnessing to a shared faith, the first three gospels in the New Testament also have a great deal of content in common.
Matthew, Mark and Luke are referred to as the synoptic gospels. Synoptic means seeing together, or from the same point of view, and they are so called because, unlike John’s gospel, these three gospels contain a great deal of shared material about the teaching and ministry of Jesus. They share even more than this, however.
‘There are so many instances where the three synoptics use precisely the same language, vocabulary and grammatical constructions in the same contexts that the only reasonable conclusion is that they must have shared written sources’ (Drane, 2010: 171).
Drane has a very helpful diagram (2010:170) showing how the first three gospels relate to each other and to the sources Matthew and Luke used as they wrote. Drane outlines the reasons for concluding that Mark’s gospel was the first to be written, and that this gospel was used by Matthew and Luke who also added material of their own. In addition, both Matthew and Luke appear to have used the same collection of sayings of Jesus, a collection known as Q from the German quelle, meaning source (2010: 170 – 174).
The following are just a few instances of shared material in the first three gospels. For example, compare the way John the Baptist and the baptism of Jesus are described in Mark 1, Matthew 3 and Luke 3, or the temptation of Jesus in Mark 1, Matthew 4 and Luke 4. Look at the similarity between Mark 10:13 - 14, Matthew 18:1 - 4 and Luke 18:15 – 16, and between Mark 2: 9 – 12, Matthew 9: 5 – 7 and Luke 5: 23 – 25. So the gospels reflect a shared faith and, in the case of the synoptics, a lot of shared material, but each gospel reflects the writer’s distinctive approach too. The way in which each gospel writer presented their material reflects their own distinctive perceptions of Jesus, and we will look at these more closely as we study each of the gospels. Now turn to the recommended reading, then complete the assignment(s) for this lesson. Remember that the additional reading listed in the front of this study guide (page 4) will give you further helpful information about the subjects covered in this lesson. It will also be very helpful to use the contents list at the beginning of Drane’s introduction to the New Testament in order to find specific information on the different aspects of the subjects covered in the Gospels and Acts. The next lesson looks at Mark’s gospel.
19
Lesson 2: Introducing the Gospel of Mark: ‘..the good news of Jesus Christ..’.
Learning outcomes: At the end of this lesson you should be able to Give a broad outline of the contents and characteristics of Mark’s gospel Explain the continuing relevance of at least one aspect of this gospel’s
teaching to Christian life and faith today Essential Reading: Foundational reading for this lesson (it is important to supplement this basic reading with further research): Mark Pages 187 – 191 in Drane, John 2010 Introducing the New Testament, Third Edition. Assignments: The assignments for this lesson are contained in the boxes below and on the following page. You can choose to do short pieces of work on two different topics, or cover one topic in greater depth. Choose one box. Complete only the assignment(s) given in your chosen box.
Box 1. 1. a) Outline what Mark’s Gospel teaches about Jesus’ identity and purpose. With close reference to the Biblical text and your reading, explain what part the cross plays in this (500 words). (Grading Descriptors: 1, 5, and 7) b) With reference to your reading, explain how the Mark’s teaching about the cross influences or has challenged your own discipleship (300 words). (Grading Descriptors: 1, 2, 5 and 7) 2. Plan a Bible Study on Mark 4: 35 – 41. With close reference to the text and your reading, show how you will explore and explain what Mark was teaching his readers and hearers about Jesus in this passage. In your notes, include an explanation of how you would help the study group explore what this story says to them about their own personal circumstances and experience of discipleship (800 words). (Grading Descriptors: 1, 2, 5 and 7)
20
Introducing the Gospel of Mark. Drane explains that very early tradition credits Mark with writing this gospel based on Peter’s memories of the ministry of Jesus. Usually dated between 65 and 70 CE, it is thought that Mark was writing for the Christian community in Rome (2010: 187 – 188). Characteristics of Mark’s gospel. Mark’s is the shortest of the gospels. His story is full of energy and action, particularly in the first
half of the gospel. There are frequent moves from one scene or subject to the next, and Mark writes much more about what Jesus did than about what he taught. The gospel has only the briefest of introductions – one verse, and the action begins. Unlike the other synoptic writers Mark does not describe the birth of Jesus, who enters the story as an adult ready to embark on his ministry. However, his gospel does follow a chronological pattern and overall the other synoptic writers follow Mark’s sequencing of events. Apart from this, Mark’s material appears to be grouped by subject matter. For example, Mark 2 and 3 describes some of Jesus’ clashes with the Pharisees and chapters 4 and 5 describe some of his parables and miracles. Mark’s gospel is vividly written. It includes details that create the feeling of an eye witness account and draw the reader or listener into the story. For example, Mark’s
Box 2. a) Outline what Mark’s Gospel teaches about Jesus’ identity and purpose. With close reference to the Biblical text and your reading, explain what part the cross plays in this (1000 words). (Grading Descriptors: 1, 5 and 7) b) With reference to your reading, explain how the Mark’s teaching about the cross influences or has challenged your own discipleship (600 words). (Grading Descriptors: 1, 2, 5 and 7)
Box 3. Plan a Bible Study on Mark 4: 35 – 41. With close reference to the text and your reading, show how you will explore and explain what Mark was teaching his readers and hearers about Jesus in this passage. In your notes, include an explanation of how you would help the study group explore what this story says to them about their own personal circumstances and experience of discipleship (1600 words). (Grading Descriptors: 1, 2, 5 and 7)
21
description of the disciples being caught in a sudden storm includes the fact that ‘the waves beat into the boat, so that the boat was already being swamped’ (4: 37). In spite of this life-threatening chaos, Jesus was asleep in the stern ‘on the cushion’ (4:
38). The hungry crowds miraculously fed by Jesus sat down in precisely numbered groups ‘on the green grass’ (6: 39 – 40). Who is this? Mark is unflatteringly honest about the disciples’ difficulty in understanding Jesus and their failure to trust him (see, for example, 4: 40; 4: 13; 6: 51 - 52). When Jesus most needed their support ‘All of them deserted him and fled’ (14: 50). Jesus’ stinging rebuke of Peter, his sleepiness while Jesus agonised and his repeated denial of Jesus are all described in detail (8: 33; 9: 6; 14: 37 - 38; 14: 66 – 72). Faced with some of Jesus’ most challenging teaching, the disciples ‘did not understand what he was saying and were afraid to ask him’ (9: 32). In Mark’s direct style, the gospel gives forthright descriptions of Jesus, whose humanity is vividly recorded. Like anyone else, Jesus needed food and rest (11: 12; 4: 38). He was capable of being amazed, distressed and agitated (6: 6, 14: 33). This human vulnerability is the truth about Jesus, yet Mark’s gospel also reflects the sense of awe and mystery around him. From its first verse Mark’s Gospel clearly shows Jesus as unique in his relationship to God. This is repeated throughout the Gospel – in Jesus’ baptism (1: 11), in Peter’s confession (8: 27 – 30), in the transfiguration scene (9: 7) and on the cross (15: 39). Mark shows Jesus in conflict with illness and death, demons and the forces of nature, exercising a power that would be understood to belong only to God himself (Mark 4 – 6). Peter and the disciples were ‘terrified’ and ‘did not know what to say’ when confronted by the transfigured Jesus (Mark 9: 6). The disciples were not alone in grappling with who Jesus was. He demonstrated his unique authority to teach and to heal (1: 21 – 27) and even to forgive sin (2: 1 – 12).
Breaking the religious laws of the day, he refused to fast and told the religious leaders that he could decide on the correct use of the Sabbath (2: 23 – 28). The reaction to Jesus was: ‘We have never seen anything like this!’ (2: 12). In echoes of the Old Testament prophet Isaiah (Isaiah 6: 9 – 10), Mark often refers to those who neither see nor hear the truth about Jesus (4: 12 – 13). The religious leaders failed to recognise him and were so threatened by Jesus that early on in his ministry they conspired to ‘destroy’ him (3: 6). In contrast, quite unexpected people recognised and believed in
22
Jesus (10: 46 – 52; 9: 24; 15: 39). Yet there were also times when Jesus insisted on secrecy about his identity (7: 36; 9: 9). Mark’s gospel prompts readers and listeners to answer for themselves the amazed question: ‘Who then is this? ’ (4: 41). The first verses of the gospel quote from Isaiah. This is part of a prophecy about God’s people returning from exile (Isaiah 40: 3). In the unexpected turn taken in international events Isaiah sees God at work to bring his people home again. Those who knew the Old Testament would not miss this message as Jesus’ advent is announced in Isaiah’s words at the beginning of Mark’s gospel.
Similarly, in the story of the feeding of the five thousand Mark describes Jesus’ compassion for the people who were like ‘sheep without a shepherd’ (6: 34). For the Jews, the leaders of God’s people were (or should have been) caring and trustworthy shepherds. The Old Testament prophets had looked for a leader chosen by God to shepherd his people in faithfulness to Yahweh. Mark’s story shows Jesus
both teaching and feeding the flock. In Jesus, ‘the kingdom of God has come near’ (1: 15). Jesus was the longed for leader and saviour of God’s people, but he was not a conqueror who would fulfil an oppressed peoples’ dreams of power and glory in a kingdom that belonged to this world. ‘The opening sentence confirms the importance of Messiahship for Mark’s presentation of Jesus (1: 1), and this theme is expounded in different ways throughout, sometimes in association with the title ‘‘Son of God’’ (1: 1; 1: 11; 3: 11; 5: 7; 15: 39), while at other times ‘‘Son of Man’’ terminology is more prominent….Mark’s understanding of Jesus’ divine significance (‘‘Christology’’) is always related to the themes of suffering and the cross: ultimately, it is through the cross that Jesus’ true nature as Messiah is revealed’ (Drane, 2010: 190).
Jesus and the cross. Mark shows how Jesus understood his mission: ‘For even the Son of Man came not to be served but to serve, and to give his life a ransom for many’ (10: 45). The importance of the cross for Mark is reflected in the fact that almost a third of his writing deals with the suffering and death of Jesus, and it is made clear that disciples of Jesus will share in his suffering too (8: 34 - 38; 13: 9 – 13).
As Jesus travelled towards the cross, his true identity being confirmed along the way (8: 27 – 9: 1), he repeatedly warned his disciples that he must face suffering and death, although he also added that this would not be the end of the story (8: 31; 9: 31; 10: 33 – 34). Jesus’ suffering is introduced very early in the Gospel (2: 20) and Mark gives a stark account of Jesus’ final hours on the cross. The ‘King of the Jews’, ‘the Messiah, the king of Israel’, dies mocked and ‘taunted’, even feeling abandoned by
23
God himself. Yet this desolate scene evokes the response ‘Truly this man was God’s Son!’(15: 16 – 40). Now turn to the recommended reading, then complete the assignment(s) for this lesson. Remember that the additional reading listed in the front of this study guide (page 4) will give you further helpful information about the subjects covered in this lesson. It will also be very helpful to use the contents list at the beginning of Drane’s introduction to the New Testament in order to find specific information on the different aspects of the subjects covered in the Gospels and Acts. The next lesson looks at Luke’s gospel.
24
Lesson 3: Introducing the Gospel of Luke: ‘..so that you may know the truth..’.
Learning outcomes: At the end of this lesson you should be able to Give a broad outline of the contents and characteristics of Luke’s gospel. Explain how you would communicate and apply the distinctive aspects of
Luke’s gospel in your own teaching and preaching. Essential Reading: Foundational reading for this lesson (it is important to supplement this basic reading with further research): Luke Pages 191 – 194 in Drane, John 2010 Introducing the New Testament, Third Edition. Assignments: The assignments for this lesson are contained in the boxes below and on the following page. You can choose to do short pieces of work on two different topics, or cover one topic in greater depth. Choose one box. Complete only the assignment(s) given in your chosen box.
Box 1. 1. a) With close reference to the text and your reading, explain how Jesus’ parable in Luke 14: 12 – 24 reflects two distinctive characteristics of Luke’s gospel (500 words). (Grading Descriptors: 1, 5 and 7) b) Choose one of these characteristics and explain why this aspect of Luke’s writing makes it particularly helpful in preaching or teaching from this gospel (300 words). (Grading Descriptors: 1, 2, 5 and 7) 2. Write a talk for an adult congregation outlining Jesus’ teaching about prayer in Luke 11: 1 – 8, identifying a) the encouragement and b) the challenges in Jesus’ words (800 words). (Grading Descriptors: 1, 2, 5 and 7) OR: If you wish, your talk can be illustrated and supported by PowerPoint slides containing pictures and key quotes. (Your slides will be regarded as equivalent to 300 words. Your talk should total 500 words and your slides can be submitted as a hand out, six slides per page). (Grading Descriptors: 1, 2, 3, 5 and 7)
25
Introducing the Gospel of Luke. Drane writes that Luke is mentioned three times in the New Testament. Each time he is described as a companion of Paul. Paul’s reference to Luke in Colossians 4: 14 ‘would probably make him the only Gentile writer of the New Testament…’ (2010: 192). The date of this gospel is not certain, but Luke states that he is writing to inform Theophilus more fully about the Christian faith. An important part of this is Luke’s careful dating of his own material as he tells the story of Jesus.
This is the longest gospel, and almost half of the material it contains is only found here. Luke was a skilful writer and some of the best known New Testament stories and parables are unique to this gospel. These include the stories of Jesus’ birth, the walk to Emmaus, the meeting between Jesus and Zaccheus the tax collector and the parables of the lost coin, the lost son and the good Samaritan.
Box 2. a) With close reference to the text and your reading, explain how Jesus’ parable in Luke 14: 12 – 24 reflects two distinctive characteristics of Luke’s gospel (1000 words). (Grading Descriptors: 1, 5 and 7) b) Choose one of these characteristics and explain why this aspect of Luke’s writing makes it particularly helpful in preaching or teaching from this gospel (600 words). (Grading Descriptors: 1, 2, 5 and 7)
Box 3. Write a talk for an adult congregation outlining Jesus’ teaching about prayer in Luke 11: 1 – 8, identifying a) the encouragement and b) the challenges in Jesus’ words (1600 words). (Grading Descriptors: 1, 2, 5 and 7) OR: If you wish, your talk can be illustrated and supported by PowerPoint slides containing pictures and key quotes. (Your slides will be regarded as equivalent to 600 words. Your talk should total 1000 words and your slides can be submitted as a hand out, six slides per page). (Grading Descriptors: 1, 2, 3, 5, and 7)
26
Characteristics of Luke’s Gospel. In chapters 9: 51 – 19: 28 Jesus journeys towards Jerusalem and Luke records his words and actions on that journey. The journey motif is echoed in other, smaller journeys, for example the story of the shared walk between Jerusalem and Emmaus in chapter 24. Jesus’ ministry happens as he walks from place to place. Jesus also sent his
disciples ahead of him to the places he intended to visit himself (10: 1). The travel is purposeful and moves Jesus towards the goal God had set for him (24: 26). Luke’s story will continue with the journeys made by the apostles who spread the good news as Jesus commanded, in accordance with God’s plan, starting with Jerusalem and going out into the whole world (24: 44 – 49). As with the other gospel writers, Luke shows that Jesus life, ministry and death fulfils Old Testament prophecy. At the beginning of the gospel Luke writes about what has been fulfilled (1: 1). At his birth Jesus is presented – and recognised – in the Temple (2: 29 – 38). Although the disciples struggled with the way God’s purposes were to be worked out through his chosen deliverer, at the end of the gospel Jesus explained to his baffled listeners that his suffering was necessary and fulfilled what ‘Moses and all the prophets’ had said in the scriptures (24: 27, 44 – 47). ‘Luke makes explicit connections between his story of Jesus and the history of Judaism, and goes out of his way to demonstrate the continuity of Christianity with the Hebrew Scriptures while also insisting that Jesus was the fulfilment of the ancient promises and so the old ways were now superseded’ (Drane, 2010: 193).
Luke’s gospel underlines the fact that although Jesus came to the Jews, he came as ‘a light for revelation to the Gentiles’ (2: 32), reflecting God’s concern for all nations, a concern first stated early in the Old Testament (Genesis 12: 3). The reference to the great supper in 13: 28 – 30 includes the phrase ‘north and south’ which is not present
in Matthew’s account (8:11 – 12). Luke writes that Jesus was impressed by the faith of a Roman Centurion (7: 9) and the gratitude of a Samaritan (17:11 – 19). A hated Samaritan rather than a respected religious leader was the shockingly unexpected role model in Jesus’ story in 10: 30 – 37. At the end of the gospel the risen Jesus instructed his disciples to preach ‘to all nations’ (24: 47), and the results of their obedience are described in Acts, the sequel to this gospel. No-one is excluded from God’s kingdom (Luke 14: 12 – 24). God cares about the very poor (16: 19 – 31; 21: 1 – 4). The Jews saw prosperity as a sign of God’s blessing. Luke is the only gospel writer to warn about the danger of being rich (12: 13 – 34), and Mary’s song celebrates the lifting up of the lowly and the filling of the hungry (1: 52 – 54) because of the coming of Jesus. The poor are blessed by Jesus (6: 20), have the Gospel preached to them (7: 22) and are welcomed to the Great Feast in 14:13. Jesus’ warning against covetousness (12:13 – 21) and the parable of the rich man and Lazarus (16:19 – 31) reflect his stress on the care of others as more important than concern for personal advantage.
27
Drane refers to the way in which Luke shows how Jesus both fulfilled and superseded the Jews’ beliefs (2010: 193). Luke shows Jesus debating regularly with the Pharisees about their beliefs. Their strict laws on religious purity in order to stay right with God meant that they were genuinely scandalised by the people Jesus mixed with: ‘This fellow welcomes sinners and eats with them’ (5: 29 – 32; 15: 1 – 2)! Luke regularly shows Jesus welcoming people who were totally unacceptable to those around them,
including a notorious woman and a tax collector working for the Roman government (7: 36 - 50, 18: 9 – 14 and 19: 1 - 10). It is only in Luke that a thief dying alongside Jesus is offered forgiveness and promised a place in Paradise (23: 40 – 43). In sharp contrast to the culture of that time, the place of women in God’s kingdom is made clear right from the beginning of Luke, where Elizabeth and Mary are central to God’s unfolding plan. There are stories involving women that are only found in Luke. At the end of the gospel it is women who are the first to discover that Jesus has risen, and who take this news back to the rest of the disciples (24: 1 – 10). There are other distinctive features in Luke. Luke calls Jesus ‘saviour’ (2: 11), a saviour who has come for the whole world. Luke also identifies him as the Christ (13: 35) and (a term usually reserved for God) ‘the Lord’ (7: 13, 19; 18: 6; 22: 61). Jesus is often described praying and only Luke has included Jesus’ teaching on prayer in 18: 1 – 14. All the gospels refer to the role of the Holy Spirit in the life of Jesus and the significance of the Holy Spirit is evident from the outset in this gospel. The Spirit is at work in the birth and ministries of John the Baptist and Jesus (see for example 1: 15, 35; 10: 21) as well as in the events that lead to the beginning of the Christian church (24: 49). God’s Kingdom as described by Isaiah (chapter 61) is present in the ministry of Jesus because of the power of the Spirit at work in him (Luke 4: 14 – 21). Jesus baptises people in the Holy Spirit (Luke 3: 16) and assures disciples that God will give the Spirit to those who ask him (Luke 11: 13).
Although the gospel is anything but sombre, Luke does not hide the demands of discipleship. Mary faces a costly journey as the mother of Jesus. She is warned that ‘a sword will pierce your own soul…’ (2: 35). Jesus warns that his disciples must be careful to count the cost of following him before they commit to the journey (14: 25 - 33). Jesus himself had to ‘set his face to go to Jerusalem’ (9: 51), a journey that begins early in Luke’s story. Jesus suffers ‘stress’ as he anticipates his ‘baptism’ there (12: 49 – 50) and understands that his
suffering is necessary to fulfil Old Testament prophecy (22: 37). Even so, joy is a word that Luke weaves right through his account of Jesus’ life and ministry. Joy is there in the early verses of the opening chapter (1: 14) and it is among the final words in this gospel (24: 52 – 53).
28
Luke’s gospel concludes with Jesus’ command to his disciples to wait ‘in the city’ of Jerusalem until they have received the gift from his Father that Jesus had promised them (24: 49). Clearly, the end of Luke’s gospel is not the end of his story. It continues in the record of what the disciples did next, led and empowered by the Holy Spirit.
The story of Jesus’ ministry, continued through the disciples, is told in the book of Acts. ‘Luke links together the two volumes of his writings, and in the process assures his readers that though Jesus the Messiah may be physically absent from the scene he is very much present through the continuing work of the Spirit’ (Drane, 2010: 193). Now turn to the recommended reading, then complete the assignment(s) for this lesson. Remember that the additional reading listed in the front of this study guide (page 4) will give you further helpful information about the subjects covered in this lesson. It will also be very helpful to use the contents list at the beginning of Drane’s introduction to the New Testament in order to find specific information on the different aspects of the subjects covered in the Gospels and Acts. Lesson four looks at the gospel of Matthew.
29
Lesson 4: Introducing the Gospel of Matthew: ‘..God is with us..’. Learning outcomes: At the end of this lesson you should be able to Give a broad outline of the contents and characteristics of Matthew’s gospel Explain the continuing relevance of this gospel’s teaching to Christian
discipleship and the ministry of the church. Essential Reading: Foundational reading for this lesson (it is important to supplement this basic reading with further research): Matthew Pages 194 –199 in Drane, John 2010 Introducing the New Testament, Third Edition. Assignments: The assignments for this lesson are contained in the boxes below and on the following page. You can choose to do short pieces of work on two different topics, or cover one topic in greater depth. Choose one box. Complete only the assignment(s) given in your chosen box.
Box 1. 1. a) Matthew 8: 1 – 17 describes the ministry of Jesus as fulfilling Old Testament prophecy. However, which aspects of Jesus’ activities were challenging for the Jews’ religious leaders and why? Explain with reference to the text and your reading (500 words). (Grading Descriptors: 1, 2, 5 and 7) b) Explain how you think Matthew’s description of Jesus’ ministry in this passage gives a model for ministry to the church today (300 words). (Grading Descriptors: 1, 2, 5 and 7)
2. a) Write a commentary on Matthew 6: 16 – 34 (500 words). (Grading Descriptors: 1, 5 and 7) b) How would you sum up the message of these verses in your own words? Identify any new insight that has come to you as a result of this study (300 words). (Grading Descriptors: 1, 2, 5 and 7)
30
Introducing Matthew’s gospel. Almost all of Mark’s gospel is reproduced in Matthew, often with the same order of events, and using very similar words. Matthew also includes a lot of the sayings and teaching of Jesus found in Luke. Even so, the picture of Jesus that emerges in his gospel is distinctive to Matthew. Drane writes that there is no widespread agreement on who wrote the gospel, or when it was written. The majority opinion is for a date between 80 and 100 AD, and
that the gospel appears to have been written for a group of Christians who were very conscious of their Jewish heritage and origins but who also wanted to reach out to the Gentiles with the news about Jesus (210: 197, 199). Jesus the Teacher. One characteristic of Matthew’s gospel is that it emphasises Jesus’ role as a teacher who has God’s authority. So for example Jesus quotes the Law given to the Jews by God himself, and then adds ‘But I say to you…’ (Matthew 5: 21 – 48). On hearing him, ‘the crowds were astounded at his teaching, for he taught as one having authority, and not as the scribes’ (7: 29) who simply passed on what they had been taught and did not speak on their own authority. The organisation of his material is another distinctive characteristic of Matthew. Substantial blocks of teaching are placed between stories about Jesus’ ministry, and his teaching is grouped together according to topics. One well known example of this
Box 2. a) Matthew 8: 1 – 17 describes the ministry of Jesus as fulfilling Old Testament prophecy. However, which aspects of Jesus’ activities were challenging for the Jews’ religious leaders and why? Explain with reference to the text and your reading (1000 words). (Grading Descriptors: 1, 5 and 7) b) Explain how you think Matthew’s description of Jesus’ ministry in this passage gives a model for ministry to the church today (600 words). (Grading Descriptors: 1, 2, 5 and 7)
Box 3. a) Write a commentary on Matthew 6: 16 – 34 (1000 words). (Grading
Descriptors: 1, 5 and 7) b) How would you sum up the message of these verses in your own words? Identify any new insight that has come to you as a result of this study (600 words). (Grading Descriptors: 1, 2, 5 and 7)
31
is the Sermon on the Mount. (Compare Matthew 5 – 7 with Luke’s gospel, where the content of this teaching is more scattered). The contents of Matthew also reflect interest in the Christian community and the life of a disciple. So, to highlight just two examples, he includes Jesus’ teaching on marriage and divorce (Matthew 19: 1 – 9) and on settling disputes within the community (Matthew 18: 15 – 17). It has been suggested that this reflects Matthew’s purpose in writing: ‘Matthew was making a collection of Jesus’ teachings in a form that could be directly utilized in the ongoing life of the church. It was a compendium of authoritative advice for both new converts and older believers as they tried to put their Christian faith into practice in their everyday lives’ (Drane, 2010: 197).
Jesus, the fulfilment of Old Testament prophecy. Matthew’s gospel is firmly rooted in Judaism. Matthew traces Jesus’ ancestry back to Abraham, unlike Luke, the only other gospel writer who provides a genealogy for Jesus. (Luke traces Jesus’ lineage back to Adam, showing that Jesus embraces all humankind). Although all the gospels point out that Jesus’ life and ministry, death and resurrection fulfilled prophecy, this is emphasised in Matthew’s repeated references to Old Testament passages (for example, 4: 13 -
– 16; 12: 17 – 21; 21: 4 – 5). Matthew may have been using “testimonia”, or lists of texts from the Old Testament which could be said to be fulfilled by Jesus, proving his Messiahship. Some of these are included in material unique to Matthew, such as the description of the threat from Herod, the journey to Egypt and later return to Nazareth in chapter 2. Drane acknowledges that although we would not now interpret some of these passages in the way that Matthew has, his message is clear: ‘…everything that was central in the relationship of God with the people of Israel has now found its true and final expression in the life of Jesus’ (Drane, 2010: 196).
Accordingly, Matthew gives Jesus the royal title ‘Son of David’ (12: 23), the Messiah – King. (Matthew refers to Jesus as the ‘Son of David’ twice as many times as Mark and Luke together). He is God’s chosen servant (12: 17 – 21) who exercised the power of God in his ministry (8: 23 – 9: 8) and to whom ‘all authority in heaven and earth’ had been given (28: 18). Matthew shows that Jesus was not only Son of God but was recognised (16:16; 27: 54)
and worshipped as such (14: 33; 28: 9, 17). At the beginning and end of this gospel Jesus is Emmanuel – God with us (1: 23, 28: 20). Only Matthew records Jesus’ statement that he had not come to abolish the Law but to fulfil it (5: 17 – 20). However, the gospel shows how Jesus also challenged the Jews’ understanding of their faith and traditions. Jesus’ genealogy began with Abraham, father of the Jewish nation. However, it is through him that God intended to bless all
32
nations (Genesis 12: 3). As if to emphasise this point, Jesus’ genealogy also unexpectedly includes four gentile women who would be familiar to readers of the Old Testament (and not all of them would be regarded as admirable characters) – Tamar, Rahab, Ruth and Bathsheba, the wife of Uriah (1: 3 – 6). Only Matthew shows the new born Jesus (who at the end of the gospel sends his disciples out to the whole world) being worshipped by gentile ‘wise men’ (2: 1). In Matthew 21: 12 – 14 Jesus drives officials out of the temple but then welcomes in for healing people who by Jewish law were barred from entering because of their physical defects. God’s concern and therefore the kingdom Jesus proclaims includes people such as all of these. Jesus, challenger of Jewish tradition. ‘ ‘‘Teacher, which commandment in the Law is the greatest?’ asked a lawyer, seeking to test Jesus. ‘He said to him, ‘‘ ‘You shall love the Lord your God with all your heart, and with all your soul, and with all your mind..’ This is the greatest and first commandment. And a second is like it: ‘You shall love your neighbour as yourself’. On these two commandments hang all the law and the prophets’ ’’ (Matthew 22: 36 – 40).
Matthew shows how Jesus’ conflicts with these leaders centred on the traditions that had developed around the Law, traditions that intended to apply obedience to God’s commandments to every detail of life. However, this created a heavy burden for people and it made them so busy observing external details that they missed what God wanted
from his people - wholehearted love for God and for neighbour. In their concern for small details, the religious leaders ‘have neglected the weightier matters of the law: justice and mercy and faith’ (Matthew 23: 23). Jesus describes this attitude and its results in detail in Matthew 23. One clash between the religious leaders and Jesus which illustrates this readiness to ignore human need in the name of obedience to the law is recorded in Matthew 12: 1 - 14. Matthew shows how the religious leaders became increasingly hostile to Jesus as his ministry continued. Jesus warned his followers that they would also experience hostility (10: 16 – 25). Only Matthew’s gospel also has the dire warning to the religious leaders that ‘the kingdom of heaven will be taken away from you and given to a people that produces the fruits of the kingdom’ (21: 33 – 43). God’s kingdom, present and future. The Kingdom of Heaven was not only demonstrated in Jesus’ ministry, it was central to his teaching. Matthew’s gospel makes it clear that God’s kingdom has come in Jesus. One other characteristic of his writing is the interest in the coming of God’s kingdom in the future, a day of judgement and the final establishment of God’s rule over the whole world. Matthew 10: 23, 16: 27 - 28 and chapters 24 and 25 contain a cluster of teaching about this end time and Jesus’ return. In four parables Jesus stresses the need for preparedness as this event will come unexpectedly. His followers need to be faithful so that they are ready for Jesus’ return, like the faithful and wise servant. They must be aware that they will need to give to God an account of how they have lived, as in the parable of the talents. The story of the sheep and the goats is one of the parables unique to Matthew. It underlines the fact that the time of judgement will not
33
only come unexpectedly, it will be full of surprises as God separates those who really have done God’s will from those who have not.
Now turn to the recommended reading, then complete the assignment(s) for this lesson. Remember that the additional reading listed in the front of this study guide (page 4) will give you further helpful information about the subjects covered in this lesson. It will also be very helpful to use the contents list at the beginning of Drane’s introduction to the New Testament in order to find specific information on the different aspects of the subjects covered in the Gospels and Acts. Lesson four looks at the gospel of John.
34
Lesson 5: Introducing the Gospel of John: ‘..and the Word became flesh..’.
Learning outcomes: At the end of this lesson you should be able to Give a broad outline of the contents and characteristics of John’s gospel Explain what this gospel adds to the teaching of the Synoptics Show how you would explain to new Christians at least one element of John’s
teaching about Jesus and a personal relationship with him.
Essential Reading: Foundational reading for this lesson (it is important to supplement this basic reading with further research): John Pages 199 – 207 in Drane, John 2010 Introducing the New Testament, Third Edition. Assignments: The assignments for this lesson are contained in the boxes below and on the following page. You can choose to do short pieces of work on two different topics, or cover one topic in greater depth. Choose one box. Complete only the assignment(s) given in your chosen box.
Box 1. 1. a) John 1: 1 – 18: with close reference to the text and your reading, explain what John is saying about Jesus in these opening verses of his gospel (500 words). (Grading Descriptors: 1, 5 and 7) b) How would you explain to new Christians the difference these claims about Jesus make to our own lives as Christians? Explain with reference to your reading, giving reasons for your answer (300 words). (Grading Descriptors: 1, 2, 5 and 7)
2. With close reference to the text and your reading, either write a talk or a Bible
study for new Christians on John 15: 1 – 17, identifying and explaining three things Jesus taught his disciples about living in relationship with him. Highlight what is particularly helpful to you in this teaching and how you would
share this with the group/congregation (800 words). (Grading Descriptors: 1, 2, 5 and 7)
35
Introducing John’s gospel. Although John’s gospel does contain some material in common with the synoptics, it also has a great deal that is unique and its style of writing and its approach to the story of Jesus are also very different to that of the other three gospel writers. Drane explains that this is why its historicity has been doubted in the past. However, he points out that this thinking has begun to change in more recent times.
‘…it is now coming to be realised that John’s Gospel is a source of information about Jesus in its own right. The information it contains is independent of that in the synoptic gospels, but at many crucial points John complements the other three’ (Drane, 2010: 203). Drane says that there is ‘no widely accepted opinion on the author’s identity’ (2010: 207). This is also a difficult gospel to date and Drane discusses the theory that it may have gone through two editions in order to make it relevant to a wider audience. The content of the gospel suggests that this audience could have been a Christian community including both Jews and Gentiles (Drane, 2010: 205 - 207).
Box 2. a) John 1: 1 – 18: with close reference to the text and your reading, explain what John is saying about Jesus in these opening verses of his gospel (1000 words). (Grading Descriptors: 1, 5 and 7) b) How would you explain to new Christians the difference these claims about Jesus make to our own lives as Christians? Explain with reference to your reading, giving reasons for your answer (600 words). (Grading Descriptors: 1, 2, 5 and 7)
Box 3. With close reference to the text and your reading, either write a talk or a Bible
study for new Christians on John 15: 1 – 17, identifying and explaining three things Jesus taught his disciples about living in relationship with him. Highlight what is particularly helpful to you in this teaching and how you would
share this with the group/congregation (1600 words). (Grading Descriptors: 1, 2, 5 and 7)
36
Differences between the synoptics and John’s gospel. John omits material that is a significant part of the story in the synoptics, including the baptism of Jesus by John; Jesus’ parables and exorcisms and his transfiguration. Instead, John includes information about the life and teaching of Jesus that is not found anywhere else. Some examples of this are the miracle of water turned to wine at the wedding in Cana, and the raising of his friend Lazarus from the dead. Only John describes Jesus washing the disciples’ feet at the last meal he shared with them before his death. John also describes a different order of events in Jesus’ life, with Jesus making regular visits to Jerusalem and cleansing the Temple at the beginning rather than the end of his ministry. John’s gospel contains less of Jesus’ miracles than the synoptics but includes long discourses by Jesus explaining the meaning of those he does include (see the miracle and the conversation that follows in chapter 6, for example).
Characteristics of John’s gospel. In John’s gospel Jesus teaches about his identity using everyday images such as water, light, shepherd, bread and grapevine (6: 35; 8: 12; 10: 7, 11; 15: 1). This makes Jesus’ teaching accessible to all, and it would communicate on many levels. For example, for Jewish listeners who were familiar with the Old Testament, each of the images Jesus used would have added depth of meaning. For example, they would remember God’s word bringing forth light at creation (Genesis 1: 3 – 4), and they would remember how God fed the children of Israel with manna as they journeyed through the desert (Exodus 16: 4). It is also helpful to look out for the pairs of contrasting key words John uses throughout the gospel. These include love and hate, sight and blindness, light and darkness, life and death and belief and unbelief. These words are important pointers to John’s meaning. So, for example, some of these key words and themes run through John’s description of the healing of the man born blind. Receiving his sight, he also comes to believe in Jesus and this miracle triggers the subsequent conflict with the blind, unbelieving Pharisees in chapter 9. Like the synoptics, John shows Jesus as the one appointed by God to lead his people and bring in God’s rule over all the earth. For John, Jesus’ Messiahship is expressed in the fact that he is Son of God (1: 32 – 34; 6: 40 - 44). Jesus’ death is an essential part of this and John’s presentation of his suffering is less stark than in the other gospels. Instead, Jesus’ death is described in positive terms throughout this gospel. It was Jesus’ successful completion of God’s mission (18: 32) to show God’s love for the world (3: 16; 6: 51) and it glorifies God (13: 31). Jesus’ death also makes possible the coming of the Spirit, who will be the disciples’ guide and helper (16:7). They will never be alone again (John 14: 16). Where Mark’s Jesus felt abandoned on the cross,
37
in John Jesus assures his disciples that he will not be alone even if he appears to have been deserted – his Father is with him (16: 32). Like all the synoptics, John includes the role of the Holy Spirit in Jesus’ ministry, but adds a great deal more teaching about the Spirit in the conversation with his disciples just before his death (chapters 14 – 16). He is the one who will stay with the disciples for ever, reminding them of all Jesus has said to them, and continuing to teach and lead them into all the truth they cannot now absorb. It is also the Spirit who gives life (3: 5 - 8), the eternal life that in John stands for the entry into God’s kingdom described by the synoptics.
As with the other gospels, John also describes Jesus as both truly God and fully human. He ‘became flesh’ (1: 14) and had human feelings and needs. Jesus was capable of feeling tired, sad, thirsty, hungry and angry. He died and his body bled (4: 6 – 8; 11: 33 – 35; 19: 28, 30, 34). However, John makes it clear that he was also God, who already existed at the beginning (1: 1, 14. Compare this with Genesis 1: 1). Just like God, Jesus’ words give life (6: 33 - 35; 20: 30 – 31). It is the risen Jesus, who bears the
marks of injury on his human body, who is ‘My Lord and my God!’ (20: 27 – 28). All the synoptics show that Jesus’ life, death and resurrection fulfil prophecy, and John also makes many references to the Old Testament to show how deeply rooted Jesus’ identity and activities were in the Jewish faith. For example, when Jesus began statements about himself with the phrase ‘I AM…’, his Jewish hearers would remember that this is how God revealed his name to Moses (Exodus 3: 14). Jesus’ description of himself as a shepherd for those who believed in him would be particularly meaningful for people familiar with Isaiah 40 : 10 – 11 and Ezekiel 34. The leaders of the people of Israel have failed them, so God himself will shepherd his people.
Unlike the synoptics, John shows Jesus regularly attending Jewish festivals in Jerusalem, and links Jesus’ activities with them. So, for instance, John has Jesus’ death taking place at the time when the lambs would be being slaughtered in time for the celebration of the festival of the Passover, remembering God’s delivery of the people of Israel from slavery in Egypt (Exodus 12: 1 – 14). All the gospels record the growing conflict between Jesus and the religious leaders, but John underlines the tragedy of Jesus coming to ‘his own’ who deliberately rejected him (1: 11). When Jesus appeared before Pilate, he is reminded that it is ‘your own people’ who had brought him there, and John shows how the Jewish
38
religious leaders manipulated Pilate and disowned their own religious heritage (‘we have no king but the emperor’!) in order to get Jesus put to death (19: 12 – 16). Jesus himself points out the irony of the religious leaders searching their scriptures in order to find God, but being so blinded by this that they cannot recognise God when he comes to them (5: 36 – 40). As a result, Jesus himself replaces God’s chosen people Israel as the true vine bearing the fruit God looks for (John 15: 1 – 8; for an example of Old Testament references to Israel as God’s specially planted vine, see Isaiah 5: 1 – 7). Those who believe in Jesus - and who are therefore attached to the Vine - will become the new people of God, and John’s gospel shows that this will include Jews and Gentiles too (3: 16; 4: 42; 10: 16; 12: 32).
For God so loved the world that he gave his only Son…. (John 3: 16)
Now turn to the recommended reading, then complete the assignment(s) for this lesson. Remember that the additional reading listed in the front of this study guide (page 4) will give you further helpful information about the subjects covered in this lesson. It will also be very helpful to use the contents list at the beginning of Drane’s introduction to the New Testament in order to find specific information on the different aspects of the subjects covered in the Gospels and Acts. Lesson six looks at the book of Acts, and the story of how the good news about Jesus was taken out into the world.
39
Lesson 6: Introducing the Acts of the apostles: ‘..and you will be baptised with the Holy Spirit..’.
Learning outcomes: At the end of this lesson you should be able to Give a broad outline of the contents and characteristics of the book of Acts Explain what guidelines it gives for the church’s mission in the twenty first
century
Essential Reading: Foundational reading for this lesson (it is important to supplement this basic reading with further research): Acts Pages 224 – 251 in Drane, John 2010 Introducing the New Testament, Third Edition. Assignments: The assignments for this lesson are contained in the boxes below and on the following page. You can choose to do short pieces of work on two different topics, or cover one topic in greater depth. Choose one box. Complete only the assignment(s) given in your chosen box.
Box 1. 1. a) Explain the issues at stake in the Jerusalem Council in Acts 15, making close reference to the text and your reading (500 words). (Grading Descriptors: 1, 5 and 7) b) In your opinion, what does this story teach about effective outreach that could be applied (or is being applied) by your own church? Explain with reference to the text and your reading, giving reasons for your answer (300 words). (Grading Descriptors: 1, 2, 5 and 7)
2. a) Describe Paul’s approach to preaching in Athens (Acts 17: 22 – 31), showing how he communicated the gospel to people with no knowledge of the Old Testament or of Jesus (500 words). (Grading Descriptors: 1, 5 and 7) b) What two aspects of Paul’s approach do you think are particularly helpful examples for twenty-first century evangelists? Explain with reference to the text and to your reading, giving reasons for your answer (300 words). (Grading Descriptors: 1, 2, 5 and 7)
40
Introducing the book of Acts. At the end of Luke’s gospel, the risen Jesus promised his disciples: ‘..you will receive power when the Holy Spirit has come upon you; and you will be my witnesses in Jerusalem, in all Judea and Samaria, and to the ends of the earth’ Acts (1: 8). And so the gospel closes with the disciples obediently awaiting the
promised gift. In the book of Acts Luke describes what happened next. In Acts 1: 1 – 2 Luke refers to his ‘first book’, his gospel. The book of Acts is the sequel. Drane discusses the issue of its date (2010: 245 – 247) which he acknowledges is complex. However, the aim of the work is clear. Luke’s purpose is to show how the good news about Jesus was taken out from Jerusalem and Judea and on into the world until it finally reached the centre of the Roman Empire, fulfilling the prophecy of the risen Jesus to his disciples. Luke has selected and shaped his material to serve this purpose, and his account of the spread of the Gospel follows the sequence in the words of Jesus in Acts 1: 8. ‘As the church developed into a significant community within the Roman world it was important for its members to know their origin and history, and Luke was perhaps the first person to set some of it out in a systematic form’ (Drane, 2011: 250).
Box 2.
a) Explain the issues at stake in the Jerusalem Council in Acts 15, making close reference to the Biblical text and your reading (1000 words). (Grading Descriptors: 1, 5 and 7) b) In your opinion, what does this story teach about effective outreach that could be applied (or is being applied) by your own church? Explain with reference to the Biblical text and your reading, giving reasons for your answer (600 words). (Grading Descriptors: 1, 2, 5 and 7)
Box 3.
a) Describe Paul’s approach to preaching in Athens (Acts 17: 22 – 31), showing how he communicated the gospel to people with no knowledge of the Old Testament or of Jesus (1000 words). (Grading Descriptors: 1, 5 and 7) b) What two aspects of Paul’s approach to sharing the gospel with the Athenians do you think are particularly helpful examples for twenty-first century evangelists? Explain with reference to the text and to your reading, giving reasons for your answer (600 words). (Grading Descriptors: 1, 2, 5 and 7)
41
Characteristics of Acts. Naturally, Acts shares many of the characteristics of Luke’s gospel, including the language and writing style as well as the same skill in story telling. As in his gospel, Luke has been careful to record accurate details of people and places in his account. Luke also continues to emphasise how the events in the book of Acts fulfil Old Testament prophecy and God’s plan for the world first described in his gospel.
A significant proportion of Luke’s gospel described Jesus’ journey towards Jerusalem. Acts continues this theme as it describes the journey of the good news out from Jerusalem (chapters 1 – 7) through Judea and Samaria (chapters 8 – 12) and out from Asia Minor and through Europe to Rome (chapters 13 – 28).
Acts shares Luke’s characteristic stress on the role of the Holy Spirit. He is poured out on believers (2: 1 - 4; 8: 15 – 17; 19: 6). It is the Holy Spirit who enables the believers to witness and to follow the example of Jesus in the face of suffering and persecution - the apostles flogged for their witness refused to be silent and ‘rejoiced that they were considered worthy to suffer dishonour for the sake of the name’ (5: 40 – 41). Stephen dies with the prayers of the crucified Jesus on his lips (7: 59 – 60. Compare Stephen’s words with Luke 23: 34 and 46). It is the Holy Spirit who initiates, guides and drives mission, especially the significant decisions made at turning points in the life of the early Christian community. For instance, the Spirit prompts Philip’s conversation with the Ethiopian eunuch (8: 29) and the crucial encounter with the Gentile Cornelius in chapter 10. This led the church to the discovery that God made no distinction between Jew and Gentile when giving the Spirit to those who responded to the gospel (15: 9). Consistent throughout Luke’s writing is the conviction that the gospel is not only for Israel but for all whom God calls to belong to him, and that includes Gentiles. In Acts 13: 46 – 48 Luke emphasises the commission of Jesus to be ‘a light to the Gentiles’. God wants to restore Israel to himself, along with all human beings (15: 11) and Acts is designed to show how God was working towards this goal expressed long ago by the Old Testament prophets (15: 14 - 18). As in his gospel, Luke shows how all types of people from all levels of society were told the good news. He also records the friendliness of Roman officials and the Gentile mission soon dominates Luke’s account. In the movement out from Jerusalem the good news is taken to the Samaritans (8: 4 – 13), to an Ethiopian (8: 27– 39) and to the poor (9: 32 – 41). Although it was often the Jews who resisted the gospel as Paul and others continued to spread the good news, Luke does not say that all Jews rejected Jesus. Their leaders were hostile (Acts chapters 4, 5, 6, 9), but there were ordinary Jews who did respond and were converted (for example, 2: 41; 4: 1 - 4; 5: 14; 6: 7). Paul preaches in the synagogues first in his missionary journeys, and to the Jewish leaders in Rome (28: 23). The good news of Jesus is still ‘the hope of Israel’ (28: 20). This was important, because Luke shows Paul turning to the Gentiles with the gospel because of the Jews’ rejection of it (13: 46 - 7; 28: 25 – 7). In addition, the much more
42
conservative Jewish Christians in the church in Jerusalem had to deal with the fact that God led the way to Gentiles being admitted into the church without first having to become Jews committed to observing all the Jewish Law (15: 28 - 29; 21: 25). Drane explains that the conservative Jewish Christians had retained their Jewish faith and practice whilst acknowledging Jesus as the promised Messiah (2010: 240), and had great difficulty welcoming into the church Gentiles with no knowledge of Judaism (Drane, 2010: 274; 280 – 281). The book of Acts shows that Christianity is rooted in Judaism and developed out of it in fulfilment of prophecy that included Gentiles as part of God’s creation of ‘a people for his name’ (15: 14). God had not rejected the Jews and broken his covenant relationship with them. In Jesus he had fulfilled his promise to Abraham that from his obedience and from his lineage would come blessing for all nations (Genesis 12: 1 – 3). God was now extending the new covenant relationship with himself to the Gentiles too, as he had intended from the beginning. The coming of the Holy Spirit had shown that Gentiles had no need of the Law to bring them into (and keep them in) a right relationship with God. Paul’s letters also reflect the struggle with this issue of the relationship between Judaism and Christianity in the early days of the church (Acts 15: 1 – 5).
Life in the early church. In Acts Luke also shows us the life of the early church. The first description of their way of life in 2: 42 – 7 is reflected in later references. Praying and worshipping together, fasting and meeting to ‘break bread’ are all mentioned (see for example 6: 4; 12: 5; 13: 2 – 3; 20: 7). Luke also describes how the apostles appointed local leaders to care for the Christian communities that were developing (6: 1 – 7 and
11: 19 – 26) as well showing the church’s process of talking together, consulting the Scriptures and listening to the Spirit when making key decisions (for example, in Acts 10 – 15). Overview of the story of Acts. There are a number of significant turning points in the story in Acts. Chapters 1: 1 – 6: 7 tells the story of the beginning of the church in Jerusalem, the centre of Judaism, sparked by the coming of the Holy Spirit that Jesus had promised. The early Christian witness to the world is reflected in Peter’s sermon in 2: 5 - 41. God had made Jesus, whom his listeners crucified, both Lord and Messiah (2: 36). This message was supported by reference to prophecy, to Jesus’ life and ministry and, crucially, to the resurrection. Chapters 6 – 12 show how the gospel reached Palestine and Syria. It was the death of Stephen at the hands of the Jewish leaders that sent Christians out from Jerusalem with the message about Jesus. Although the apostles stayed in Jerusalem others fled from the persecution and shared their faith with their new neighbours. Samaritans were among those who came to faith as a result (8: 1 – 40). Drane points out that Luke shows just how important a role the death of Stephen played in the spread of the gospel.
43
‘The story of Stephen’s martyrdom occupies a pivotal position in the book of Acts as one of the most crucial events for the development of the life of the church, with consequences for its future course that were to drive it well away from Jerusalem, or even Palestine, and lead to its rapid expansion throughout the Roman Empire’ (2010: 239). The conversion of Saul of Tarsus (9:1 – 31), a zealous Pharisee who wanted to stamp out the Christian faith, is another important development in the story. Drane describes the experience as changing Paul from a ‘Pharisee who opposed all that he thought the Christians represented’ into ‘a Pharisee who followed Jesus’ (2010: 270). Paul never abandoned his Jewish faith, seeing Jesus as the promised Messiah, and Luke shows that this was the man whom God has chosen to share the gospel with the Gentiles and kings as well as with the people of Israel (9: 15). Meanwhile, under the direction of the Spirit, Peter was the means by which the Spirit was given to a Gentile believer, Cornelius (10: 1 – 11: 18). Although the Jewish Christian leaders felt strongly that Gentiles should keep all of the Law in order to be part of the church, Peter responded to their criticism with the statement that this encounter with Cornelius was clearly God’s doing and he could not stand in God’s way (11: 17). By giving the Spirit to a Gentile, God had shown that their inclusion in the Christian community should be on the basis of faith, not on the basis of their willingness to become Jews first.
The believers preached in (Syrian) Antioch (11: 19 - 12: 25) and the response was so great that Barnabas was sent from Jerusalem to lead the growing community there. Barnabas invited Saul, now named Paul, from Tarsus, to be his co-worker at Antioch. From this point on, Paul becomes central to the story in Acts. Luke shows how God continued to open doors to the gospel being shared with the Gentiles during Paul and Barnabas’ first missionary journey (13: 1 – 14: 28).
Paul’s sermons about Jesus as the promised Saviour of Israel provoked the anger of the Jews who viewed his teaching as undermining their faith. When their opposition to his message began to intensify Paul went outside of the synagogue. His message that people were put right with God by faith, not by keeping the Law, met with a ready response from Gentiles. And so the gospel spread to Cyprus and Asia Minor. It was the response to the gospel by Gentiles that led to the Council at Jerusalem (15: 1 – 35). Here the vital decision was made to admit Gentiles to full membership of the church, asking only that they accept basic moral standards and respect enough of the Jewish food laws to enable Jews and Gentiles to share meals together in the church community. The Holy Spirit revealed that no other burden should be imposed on these converts (15: 28 – 29). The Spirit continued to guide the church’s mission and in this way the gospel reached Europe (16: 6 – 7; 15: 36 – 20: 38). Acts shows how Paul’s third missionary journey (19 – 21: 6) culminated in his arrival in Rome, the capital of the Roman Empire (21: 1 – 28: 31). Paul left Ephesus and set
44
off on the long journey back to Jerusalem (19: 1, 21). He preached as he travelled. Chapters 17 and 18 show how the hostility of the Jews had followed him and caused trouble for him, and this continued to happen (19: 33; 20: 3). Breaking his journey in Caesarea, Paul is warned of the danger that awaited him in Jerusalem (21: 10 – 14), and Luke shows how the ‘Jews from Asia’ almost succeeded in getting him killed in a riot they had incited (chapters 21 – 23). Paul was taken into custody, and the Jews’ charge against him was that he had taught the Gentile converts to disregard the Law (21: 28). The result was that Paul was able to testify before Felix the Governor, then Festus, his successor, as well as before King Agrippa. As a Roman citizen brought to trial Paul also had the right to appeal to Caesar, and when he did so, he was sent under escort to Rome although the Roman authorities could find no fault with him (26: 30 - 32).
So, arriving there as a prisoner, and after a hazardous journey, God ensured that Paul achieved his aim of preaching in Rome. There Paul proclaimed the gospel to the Jewish community, meeting with a mixed reaction (28: 23 – 25). Paul’s final statement in Acts refers to the fulfilment of prophecy and the affirmation that ‘this salvation of God has been sent to the Gentiles; they will listen’ (28: 28 - 29). Luke closes his book with Paul preaching freely about Jesus to all who came to hear what he had to say. The gospel first proclaimed in Jerusalem had travelled through Judea, Samaria, Antioch, Asia Minor, then mainland Europe, until it finally reached the very centre of the
Roman Empire. From there it would be carried out into the wider world. The words of Jesus at the beginning of the book of Acts had been fulfilled. Now turn to the recommended reading, then complete the assignment(s) for this lesson. Remember that the additional reading listed in the front of this study guide (page 4) will give you further helpful information about the subjects covered in this lesson. It will also be very helpful to use the contents list at the beginning of Drane’s introduction to the New Testament in order to find specific information on the different aspects of the subjects covered in the Gospels and Acts.
45
Conclusion and summary
This is the end of the first part of the introduction to the New Testament. The prophets of the Old Testament had looked forward to a day when God would establish a new relationship with his people, forgiving their former failures and giving them new obedient, loving hearts towards God. Ezekiel had prophesied that the people would truly live when God placed his spirit within them.
The gospel writers saw the coming of Jesus as the fulfilment of Old Testament hopes. They wrote to nurture the faith of believers and enable them to share their faith with others in an informed way. Each gospel writer selected and presented their material in a way that would be most meaningful to the communities for whom they
wrote. Although each is different, especially John’s Gospel, they also contain important elements in common. The individual emphases and approaches of each writer give us a valuable picture of different aspects of the life and ministry of Jesus and its meaning.
In his sequel to his gospel Luke shows how the prophecy of the risen Jesus to his disciples at the beginning of the book of Acts was fulfilled. He describes how the gospel spread out from Jerusalem, empowered and directed by the Spirit, until it reached the centre of the Roman Empire, changing the lives of all types and classes and races of people. The book of Acts also introduces Paul, a Pharisee who encountered
the risen Jesus on the road to Damascus. He had been specially chosen by God to take the gospel to the Gentiles as well as to his fellow Jews.
The second part of this course looks at the letters of the New Testament, and what they reveal about the way in which the teaching of Jesus was applied to the lives of the people of the
earliest church communities. Paul is a powerful presence in this part of the course, as he writes to teach, guide, encourage and sometimes rebuke young Christians seeking to live out their faith in a challenging world.
46
Appendix One Grading Descriptors
Grade Descriptor 1: Understanding of the subject
This descriptor provides the opportunity to recognise the extent to which a student has acquired the knowledge relevant to the given unit. Knowledge includes facts, theories, models, perspectives, practices and conventions. The knowledge base is defined in relation to the particular subject and the focus of the unit which will be outlined in the Learning Outcomes.
Pass
Demonstrates a reasonable understanding of the different perspectives or approaches associated with the area of study. Merit Demonstrates a very good understanding of the different perspectives or approaches associated with the area of study. Distinction Demonstrates excellent understanding of the different perspectives or approaches associated with the area of study.
47
Grade descriptor 2: Application of knowledge
This descriptor provides the opportunity to recognise a student's ability to apply the knowledge that they have acquired. This ability is distinct from the student's demonstration of the acquisition of knowledge and the actual structure and presentation of the work.
Pass The student’s work makes some use of: • ideas • facts • theories • perspectives
Merit The student’s work makes use of: • ideas • facts • theories • perspectives with either breadth or depth that goes beyond the minimum required to Pass
Distinction The student’s work makes use of: • ideas • facts • theories • perspectives with both breadth and depth that goes beyond the minimum required to Pass
48
Grade descriptor 3: Application of skills
This descriptor can apply to intellectual, technical or practical skills. It should not be used for skills covered by other descriptors such as research skills (covered in grade descriptor 4), communication skills (covered in grade descriptor 5) or personal management skills (covered in grade descriptor 6).
Pass
sometimes selects appropriate methods AND applies appropriate (selected) methods WITH reasonable levels of confidence
Merit generally selects appropriate methods AND applies appropriate (selected) methods WITH very good levels of confidence
Distinction consistently selects appropriate methods AND applies appropriate (selected) methods WITH excellent levels of confidence
49
Grade descriptor 4: Use of information This descriptor provides the opportunity to recognise a student's ability to work with new information. It describes a number of the skills associated with research and the effective use of information, and is therefore a more appropriate and detailed descriptor for this kind of activity than the less defined coverage of grade descriptor 3, Application of skills. 'New information' is information not already provided to the student as part of a core resource for the unit (handouts, textbooks and so on). It will often be information that the student has identified or generated through their own research (for example, articles in journals, press stories, data from interviews).
Pass The student's work: • identifies new information from sources which are sometimes appropriate • makes some use of new information • shows a reasonable grasp of the meaning and significance of new information
Merit The student's work: • identifies new information from sources which are generally appropriate • makes good use of new information • shows a very good grasp of the meaning and significance of new information
Distinction The student's work: • identifies new information from sources which are consistently appropriate • makes extensive use of new information • shows an excellent grasp of the meaning and significance of new information
50
Grade descriptor 5: Communication and presentation This descriptor provides the opportunity to recognise a student's ability to structure and present their work in ways that aid the effective communication of their thinking and the reader's and viewer's ability to understand it. Pass The student’s work shows some command of:
• format • structure • spelling • punctuation • referencing
Merit The student’s work shows very good command of:
• format • structure • spelling • punctuation • referencing
Distinction The student’s work shows excellent command of:
• format • structure • spelling • punctuation • referencing
51
Grade descriptor 6: Autonomy and/or independence This descriptor is about students' ability to take responsibility for how they carry out their work. All units will require a degree of self-management from students, but this may not be explicit or amenable to reliable assessment. This descriptor is most appropriately used with units that are designed specifically with the intention that students should demonstrate independence and self-management, such as units which relate to major projects or extended research essays. Pass
• makes some sound judgements about how to complete work • in some cases takes opportunities to initiate appropriate actions • demonstrates reasonable time management
Merit
• makes generally sound judgements about how to complete work • in most cases takes opportunities to initiate appropriate actions • demonstrates very good time management
Distinction
• makes consistently sound judgements about how to complete work • nearly always takes opportunities to initiate appropriate actions • demonstrates excellent time management
52
Grade descriptor 7: Quality This descriptor is used in all units. It is deliberately of a different nature and character compared with other descriptors, as it allows for a tutor to make a holistic judgement about a student's work, reflecting the quality of the totality of that work in a way that the grades awarded against individual descriptors may not entirely achieve. Pass The student’s work, taken as a whole, demonstrates a reasonable response to the demands of the assignment. Merit The student’s work, taken as a whole, demonstrates a very good response to the demands of the assignment. Distinction The student’s work, taken as a whole, demonstrates an excellent response to the demands of the assignment.
53
Appendix Two Assignment Feedback Sheet
Open Learning
School for In Service Training and Development William Booth College Denmark Hill
London SE5 8BQ
Assignment Feedback Sheet Student Name Module Code Module Title
Tutor Assignment Number Assignment Title
Grade Descriptors Used
Grades N = Not yet achieved P = Pass M = Merit D = Distinction
Assignment (part a) Grade
Assignment (part b) Grade
Total Assignment Grade
Grade Descriptor : Grade: N,
54
P, M, or D
.
Grade descriptor :
Grade: N, P, M, or D
Grade descriptor : Grade: N, P, M, or D
Grade descriptor : Grade: N, P, M, or D
55