Phil 303/RelSt 303 - Early Christianity: Texts and Thought - Spring 2011

Janice Capel Anderson - Morrill Hall 405- Philosophy Telephone 885-7107 - Office Hours - MWF 9:30-10:20 AM and many other times by appointment.

*****The instructor may alter this syllabus in whatever ways she deems necessary. Check the syllabus on the web for changes in assignments, etc.  Check your e-mail for special announcements.

Required Texts:

ed. Michael Coogan et al.  The New Oxford Annotated Bible with the Apocrypha, New Revised Standard Version. Augmented Third Edition, College Edition, [Paperback] ISBN-10: 0195288831 ISBN-13: 978-0195288834 – Used available at the UI Bookstore for $16.50 and on amazon.com for about $10 including shipping.  The new 4^th fully revised college edition (ISBN-10: 0195289609) is also good, but may be more expensive.  Be sure to get the full bible with apocrypha, not just the apocrypha.

David Barr, The New Testament Story: An Introduction. 4th edition. Belmont, CA: Wadsworth, 2008 ISBN 0-534-62748-X  - UI Bookstore used at $45.50.  Available new via amazon.com for $52.13.  Several online sites have it for around 30.00, but be sure you are getting the 2008, 4^th edition if you go that route.  Be sure to factor in shipping costs.

Recommended Texts:

Kurt Aland, ed. Synopsis of the Four Gospels. American Bible Society and Fortress Press, 2001, ISBN 0826705006 Hardcover. UI Bookstore has used for $31.00; typical used online prices circa $20.00.  A new printing was issued entitled RSV Synopsis of the Four Gospels very recently.  This is the same book, but may cost more.

Freedman, David Noel, Allen C. Myers, and Astrid B.Beck, eds. Eerdmans Dictionary of the Bible. Grand Rapids: Eerdmans, 2000. Pp. xxxiii + 1425, Cloth, ISBN 0802824005.   UI Bookstore has used at $24.75; You can also get it as an ebook at $40.00 from googlebooks or $22.50 from logos.com.  You can get it for Android
BlackBerry (with card); iPad; iPhone; Palm OS 5.x; Symbian Series 60 v5; Windows Mobile Professional/Pocket PC for $17.44 at http://www.olivetree.com/store/product.php?productid=16582

Electronic Reserve: A number of additional articles are on electronic reserve at  http://db.lib.uidaho.edu/ereserve The user name is reserve.  The password is  Erbx3  Some browsers require you to type these in rather than simply cut and paste.

Goals:

1. Students will attain a basic familiarity with a selection of texts from the New Testament and other Early Christian Literature. This will include gaining an elementary understanding of the historical, literary, and philosophical/theological background of early Christian texts.

2. Students will improve their ability to read and analyze difficult ancient primary sources and interpretations of these sources. 

3. Students will learn how to use various academic resources and tools for biblical interpretation on an introductory level.

4. Students will improve their ability to analyze and write about texts and interpretations.

5. Students will become aware of several interpretive methods and hermeneutic issues. They will observe how historical, literary, social scientific, theological/philosophical, and other approaches shed light on texts. Students will explore how different perspectives and presuppositions lead to differing interpretations of several key texts.

Course Schedule:

I. INTRODUCTION

Jan 12 Introduction to Course - and - Translations and Using an Annotated Bible - Please read before class:  "Translation of the Bible into English" pp. 466-71 in the Essay section of the New Oxford Annotated Bible.  This is also on e-reserve http://db.lib.uidaho.edu/ereserve/  .  The e-reserve username is:  reserve and the password is: Erbx3 Also, compare the translations of John 3:1-16 in the King James Version (KJV), the New International Version(NIV), and The Message and the New Revised Standard Version (NRSV)  translation in the New Oxford Annotated Bible.  For an explanation of what an annotated bible is see Annotated Bibles.  [All four translations are available online at http://www.biblestudytools.com/parallel-bible/    ]  

Class Preparation -  Be ready to share your answers to the following questions in class:

1.  What is the difference between formal equivalence and dynamic equivalence in translation?  

2.  List the similarities and differences you find in the four translations. How do the differences affect the meaning of the passage in your view?  Which translation seems more like a paraphrase?  

3.  For what purposes might someone use each of these translations? 

4.  What light do the annotations in the New Oxford Annotated at the bottom of the page for John 3:1-16 shed on the issue of translation?   

Jan 14 – Introduction and Methods. Read Barr, “Preface” and “Introduction,” Pages ix-xii and 1-25.  Pages 1-25 are on e-reserve a thttp://db.lib.uidaho.edu/ereserve/  in case you don't have your book yet.  The e-reserve username is:   reserve The password is: Erbx3  Class Prep:  Use the Reading and Study Guide and be ready to share your answers orally to questions 1, 2 and 7 in the section of the Study Guide on the Introduction.   You may wish to write an outline of your answer or jot down notes to use in class.

January 17 - Martin Luther King -Human Rights Day - UI Closed

Image courtesy of  vroma at http://www.vroma.org/~bmcmanus/socialclass.html   accessed 8-30-08

Jan 19 - The Cultural Environment of the New Testament . Read Barr, Chapter 1, pp. 26-53 and review the map on inside front cover. If you don't yet have Barr, read "Cultural Contexts:  The Roman Period" pp. 519-25 in the essay section of the New Oxford Annotated Bible New Revised Standard Version (augmented 3rd edition).  You can find this in the reference section of the library:  Ref BS191.5.A1 2001.O94 or by using the look inside feature on amazon.com.   Class Prep: Use the Reading and Study Guide 

For Fun:  Roman Emperor Game http://www.pbs.org/empires/romans/special/emperor_game.html   Quiz:   Who are you?  http://www.pbs.org/empires/romans/special/quiz.html    More serious - Podcast on Asklepios at http://www.philipharland.com/Blog/2009/10/01/podcast-43-salvation-from-the-gods-asklepios-at-pergamon-pergamum/

Jan 21 - More NT Background.  Read Neusner "Foundations of Judaism" from Between Time and Eternity. The Essentials of Judaism on  e-reserve at http://db.lib.uidaho.edu/ereserve/  and the "Jews and the Roman Empire" page at  http://www.pbs.org/wgbh/pages/frontline/shows/religion/portrait/jews.html  Class Prep:  Use the  Neusner Study Guide and Questions.     The e-reserve username is:   reserve The password is: Erbx3

Going Beyond:  If you are interested in the Dead Sea Scrolls, click here:  Dead Sea Scrolls.  To view Qumran virtually go to http://www.nelc.ucla.edu/qumran/  

Qumran Caves, West Bank. Photo taken by Grauesel. GNU Free Documentation License. Obtained at http://commons.wikimedia.org/wiki/File:Qumran_Caves.jpg. Accessed 1-9-2010.

To see a video about the Roman-Jewish War go to http://www.pbs.org/wgbh/pages/frontline/video/flv/generic.html?s=frol02p584&continuous=1   Warning:  There are some rather vivid descriptions.

 II. PAULINE LETTERS AND TRAJECTORIES

Saint Paul par Bernardo Daddi, 1333 - Collection Andrew W. Mellon - Image sans copyright sur http://www.biblepicturegallery.com/free/Screen-sized%20pictures.htm   This image (or other media file) is in the public domain because its copyright has expired.  Obtained at http://commons.wikimedia.org/wiki/Image:Paul_de_Tarse.gif August 25, 2008

Jan 24 - Jumping into Paul: Paul, and the Letter Form - Read:  Read Paul’s autobiographical comments in Galatians 1:11-2:21, Philippians 3:5-8, I Corinthians 9:1-2; 15:3-11. Barr, Chapter  Two plus pp. 80-82.   Class Prep- 1.   Make a list of what we learn about Paul from the autobiographical comments.   2.   Note that Paul’s Letters have a specific form similar to other ancient letters. See Barr, pp. 80-82. The form of the letter gives a clue to interpreting it. What are the key elements of the letter form? 3.  What are two take-away points for you from Barr, Chapter 2?   Be prepared to share your answers in class.  Going Beyond:  For an excellent overview of Paul, read the article on Paul by C. J. Roetzel in Eerdmans Dictionary of the Bible, 1016-20.

Thessaloniki (Greece) - The Ancient Agorà, at the north end of Dikastirion Square. Author: Snowdog (6/25/2005) Public Domain.  Obtained at http://commons.wikimedia.org/wiki/Image:Thessaloniki-Ancient_Agora.jpg 8-25-08

Jan 26 I Thessalonians, Read:   I Thessalonians and Barr, Chapter 3. Class Prep: Reading Paul’s letters is something like hearing only one end of a telephone conversation. We can read Paul’s side of the conversation. We have to imagine what was going on in Thessalonica, what the people were like, and so on. Fill in what the Thessalonians may have been doing or thinking on the right hand side of the I Thessalonians Outline handout (several pages) and be prepared to share your conclusions in class.  In creating your outline, several points from Barr are helpful:  1. What key elements does Paul mention in the thanksgiving of 1:2-5?   2.  Paul compares himself to a "father" and a "nurse."  What function do these comparisons serve, given the roles of each in Paul's society? (Barr 83-84)  3. How do the metaphors of day and night, light and darkness play into Paul's argument (Barr, 86)?  4. How does an apocalyptic worldview play into 1 Thessalonians (see Barr 84-86, 90-93)?  5.  What is the difference between "immortality" and "resurrection" (Barr,85)?  What problems may Paul be addressing in 1 Thessalonians? 

Ancient Corinth, urban street.  Released into Public Domain by MM.  from http://commons.wikimedia.org/wiki/Image:CorintoScaviStrada.jpg.   August 25, 2008

Jan 28 - Read: I Corinthians (use the reading guide supplied by Barr on pp. 132-33) and  Barr, Chapter Four, pp. 103-119 and 127-142 (omit the section on Galatians until next class).  Class Prep: Choose one of the questions in the 1 Corinthians Reading and Study Guide to report on your answer in class:

For Fun:  Visit the Corinth Computer site at the University of Pennsylvania for plans and pictures at http://corinth.sas.upenn.edu/corinth.html

Essay One - Due Feb 4th

Jan 31 - Read:  Galatians and Portion of Barr, Chapter Four covering Galatians, pp. 119-127 and the summary on pp.142-144. Plus Handout.   Class Prep: Think about the Reading and Study Guide questions as you read.  Make some notes to share in class on questions 1, 5, and 8.

Feb 2 - Tools:  Dictionaries and One Volume Commentaries – Read on e-reserve ""Galatians" by G.N. Stanton, pp 1152-1165 in the Oxford Bible Commentary  and online or in your hard copy “Galatians, letter to the"  [pp. 476-78] and "Hagar" [ p. 538-39] in Eerdman's Dictionary of the Bible in googlebooks at http://books.google.com/books?id=P9sYIRXZZ2MC&dq=Eerdman%27s+dictionary+of+the+bible&pg=PP1&ots=sAc5AFnEqu&sig=Tqa5zbVHSfd7RDTeRI9MPdB6u-w&hl=en&sa=X&oi=book_result&resnum=4&ct=result

Class Preparation:  Dictionary/Commentary Questions

Feb 4 - Essay One Due - Discuss in Class

Feb 7 - Read:   Romans 1-8 and Barr, Chapter 5.  Class Prep -  Reading and Study Guide 

Feb 9 – Read:  Romans 9-16 and  reread Barr, pp. 166-80. Class Prep – Reading and Study Guide.  Be able to speak to questions 3 and 4 in class.

Feb 11 - Pauline Trajectories - Read- Barr, Chapter 6 through page 200 and Barr, pp. 93-96; Colossians Reading and Study Guide Questions 1-4

Feb 14 -  Read  I Timothy.  Class Prep -  Reading and Study Guide Questions 5-8.

Feb 16 - Pauline Trajectories - Acts of Paul and Thecla.  Read Acts of Paul and Thecla, Thecla sections and Barr 200-212.  Class Prep:   Reading and Study Guide. You can find translations of the Thecla portions of the Acts of Paul and Thecla at:

Acts of Paul and Thecla - from "The Apocryphal New Testament" M.R. James-Translation and Notes, Oxford: Clarendon Press, 1924 from http://www.earlychristianwritings.com/text/actspaul.html   Scroll down to II. to get to the first episode.  The translators notes are now a bit dated (1924).

A much  earlier translation by Jones is found at http://www.fordham.edu/halsall/basis/thecla.html if the first site is down.

Feb 18 The World in Front of the Text:  Interpretive Issues in Paul.  Read:  "Currents and Crosscurrents" by Calvin J. Roetzel, The Letters of Paul: Conversations in Context. Fourth edition. (Louisville: Westminster/John Knox, 1998), Chapter 7, pp. 161-90 on e-rserve. Class Prep: Pick one of the areas of controversy Roetzel discusses. Outline the opposing views and Roetzel’s own response to the debate. Which of the positions do you find more convincing? Why? Be prepared to share your views in class. As part of your argument be able to review and cite key Pauline passages.

Feb 21 - Presidents Day

Feb 23 Essay Two DUE- Class Discussion

III. GOSPELS, ACTS OF THE APOSTLES, METHODS, AND TRAJECTORIES

Feb 25   Intro to Study of Gospels - Read:  Barr, Chapter 8 - Use of a Synopsis.  Class Prep:  Synopsis Exercise

Going Further - The Synoptic Problem Home Page explains various theories of the relationships of the Synoptics with colored charts.

Feb 28 Mark 1-8  Read:  Mark 1:1- 8:22 and Barr, Chapter 9; and Glossary of Some Literary Techniques in the Gospels.   Preparing for Class: Read Mark 1:1- 8:22 using the Reading Guide. Be prepared to discuss the questions raised on the Reading Guide.

Mar 2 Mark 8:23 -16:8 .  Read: Mark 8:23-16:8 using the Reading Guide. Class Prep:  Be prepared to discuss the questions raised on the Reading Guide. (Finish reading Barr Chapter 9 if you haven't already done so)

http://commons.wikimedia.org/wiki/File:Meister_des_Book_of_Lindisfarne_001.jpg By Meister des Book of Lindisfarne [Public domain], via Wikimedia Commons Feb. 25, 2011

Mar 4 Matthew 1-9  Read:    Barr, Chapter 10 and Matthew 1-9 using the Reading Guide.Class Prep:  Be prepared to discuss the questions raised on the Reading Guide.

Mar 7 Matthew 10-18 . Read:   Matthew 10-18 using the Reading Guide.  Class Prep:  Be prepared to discuss the questions raised on the Reading Guide. 

Mar 9 Matthew 19-25 Read:  Matthew 19-25 using the Reading Guide.  Class Prep:  Be prepared to discuss the questions raised on the Reading Guide. 

March 11 - Matthew 26-28  and Matthew Summary.  Read:  Matthew 26-28 using the Reading Guide.  Reread Barr, 329-333.

Spring Break - March 14-18

Folio 65v from the Codex Alexandrinus contains the end of the Gospel of Luke with the decorative tailpiece found at the end of each book.   Public Domain.  Obtained from http://commons.wikimedia.org/wiki/Image:CodeAlexandrinusFol65vExplLuke.jpg August 27, 2008

Mar 21, Luke 1-14 and Acts 1-3 Read:   Barr, Chapter 11 and Luke and Acts 1-3.  Especially focus on : Luke 1-2; 3:23-4:30; 9:51; 10:25-42 and compare it to  and 14-16) Class Prep: Follow Reading Guide. Be prepared to discuss the questions raised.

Mar 23 -  Essay Three Due - Luke 15-24 - especially focus on Luke 15, and 22-24.  Compare to Mark 10:35-36 and Mark 14-16. Finish Barr Chapter 11 if you haven't already done so. Class Prep: Follow Reading Guide. Be prepared to discuss the questions raised.

Mar 25 - Acts - Read Barr 369-85; Acts 4-12; 19-28.    (Also read Acts 1-3 if you have not already read it.)  - Also read Powell's 9.4 Parallels Between Luke and Acts and 9.5. Distinctive Characteristics of the Book of Acts  -  How are Peter and Paul portrayed?  How are women characters such as Tabitha and Lydia portrayed? How do the Romans come off?  What are the key themes of Acts?  Where would you side on the question raised in Barr on pp. 380-81 - Is Luke-Acts tragic or comedic, or tragicomic?

Mar 28 -  John 1-11; Read: John 1-11 using the Reading Guide and Barr, Chapter 12 Class Prep: Follow Reading Guide.   Be prepared to discuss the questions raised. 

Mar 30, - John 12-21 - Read:   John 12-21 Class Prep: Follow Reading Guide. Be prepared to discuss the questions raised.  

April 1 - John - Bringing it all together.  Historical/Social Scientific; Literary; Philosophy/Theology & Themes including eschatology, portrait of Christ, etc.  Reread Barr Barr 408-413 on the characterization of Jesus, eschatology, above and below, seeing and believing, etc.  and 413-25 on the relationship between John and the Synoptics, the historical background and composition.  Read for the first time John vs. Synoptics: Major Differences.   Prepare Class Discussion Questions - I'll call on some folks. 

April 4  Comparing and Contrasting the Canonical Gospels -  Re-Read the following in Barr and Prepare the Discussion Questions

Mark - “The Characterization of Jesus” and the ending of the gospel – 295-98 and “The Characterization of the Disciples” – 293-94

Matthew –   “The Destiny of Jesus:  A New Conclusion” – compares Mark and Matthew, 329  and “The Matthean Portrayal of Jesus”  and “The Matthean Portrayal of the Disciples” – 331-33

Luke -  “In Comparison with Mark” – 364-65; “This Man is Innocent” – 367-68; “Luke’s Characterization of Jesus:  Martyr and Hero” – 368-69; and “New Characterization of the Disciples” – 360-61

John - Some comparisons with the Synoptic s– 413-16 and Comments on the characterization of Jesus 412-13 

Nag Hammadi Texts - Codex IV http://en.wikipedia.org/wiki/Image:Kodeks_IV_NagHammadi.jpg Public Domain.  Accessed 1-9-2010

 April 6 -Gospel of Thomas Read:   Gospel of Thomas 1-27, 30, 34, 42, 49-50, and 60-112 and Valantasis, Richard. Introduction. From: The Gospel of Thomas. Publ: Routledge. London. 1997. p. 1-27. on e-reserve.   Reading and Study Guide  You can find several translations of the Gospel of Thomas online:

Lambdin Translation at http://www.utoronto.ca/religion/synopsis and at http://www.gnosis.org/naghamm/gthlamb.html

There is also an online version  with several translations side by side at http://www.geocities.com/Athens/9068/splitv.htm   To read a parallel set of translations for a given saying, click on the number with a "t" after it. (e.g., 01t will be saying one displayed in several translations) The author is Michael Grondin.

Commentaries are sparse.  But there is one viewable online via googlebooks:  April de Conick, The Original Gospel of Thomas in Translation http://books.google.com/books?id=dkqnKAfcLNUC&printsec=frontcover&dq=The+Original+Gospel+of+Thomas&source=bll&ots=g4wjXi1y80&sig=q7YJQJxg16ks_ay_RSLGwcWgDVo&hl=en&ei=87-nS9i4FY_itgOpzdHwAg&sa=X&oi=book_result&ct=result&resnum=11&ved=0CC8Q6AEwCg#v=onepage&q=&f=false

There are some reliable video discussions of the Gospel of Thomas at http://www.ntgateway.com/noncanonical-texts/audio-and-video/ 

April 8 -   Read April DeConick's summary of her recent reassessment of The Gospel of Thomas at http://www.aprildeconick.com/gospelofthomas.html   Class Prep:  Reading and Study Guide 

Lambdin Translation at http://www.utoronto.ca/religion/synopsis and at http://www.gnosis.org/naghamm/gthlamb.html

There is also an online version  with several translations side by side at http://www.geocities.com/Athens/9068/splitv.htm   To read a parallel set of translations for a given saying, click on the number with a "t" after it. (e.g., 01t will be saying one displayed in several translations) The author is Michael Grondin.

April 11 - Theology of the Gospel of Thomas and Discussion of Category "Gnosticism" - To read an example of a text that is typically labeled "gnostic"  see Hypostasis of the Archons in The Nag Hammadi Library in English pp. 161-69 at http://books.google.com/books?id=UiSFUJ6al1IC&lpg=PP1&dq=nag%20hammadi%20library&pg=PA161#v=onepage&q&f=false  Another short one that is disputed is the "Hymn of the Pearl" with translations at http://www.gnosis.org/library/hymnpearl.htm  with a brief discussion of it available in Schneemelcher-Wilson pp. 330-333  at http://books.google.com/books?id=v6IqqnEoN3QC&lpg=PA330&dq=hymn%20of%20the%20pearl&pg=PA330#v=onepage&q=hymn%20of%20the%20pearl&f=false

April 13 - Essay 4 Due

IV. Revelation

"Four Horsemen of Apocalypse," by Viktor Vasnetsov. Painted in 1887. (http://lj.rossia.org/users/john_petrov/166993.html) From: http://commons.wikimedia.org/wiki/Image:Apocalypse_vasnetsov.jpg .  Public Domain.  Accessed 11-10-08)

April 15 Revelation 1-11; Read:   Barr, Chapter 13 and Revelation 1-11.   Class Prep:  Follow Reading and Study Guide.  

Going Beyond:  A very interesting short article on the world in front of the text is "XBox Apocalypse: Video Games and Revelatory Literature" by Rachel Wagner at http://www.sbl-site.org/publications/article.aspx?articleId=848 PBS has an interesting site on apocalyptic with a section on Revelation that includes art at http://www.pbs.org/wgbh/pages/frontline/shows/apocalypse/revelation/

April 18  Revelation 12-22; Read Barr Chapter 13 and Revelation 12-22 Extra Credit Essay Option  20 points possible - Class Prep:  Follow Reading and Study Guide.

VI. QUEST FOR THE HISTORICAL JESUS

April 20- Quest for the Historical Jesus - Read: Barr, Chapter 14 "The Story After the Writings" on Canon and Historical Jesus.   Class Prep -   Study guide.   Please Bring your Barr book to class.  Exercise Due

April 22 - Quest for the Historical Jesus - continued - Please read http://www.introducingnt.com/images/hyperlinks/html/hyperlink-03-03.html  for on overview of modern portraits of the historical Jesus.

Going Beyond - NT Pod - Reminiscences of Vermes, Sanders, and Wright and the Historical Jesus at http://markgoodacre.org/podcasts/NTPod49.mp3  A slightly dated but very helpful overview is Powell, Mark Allan. Jesus as a Figure in History: How Modern Historians View the Man from Galilee. Louisville: Westminster John Knox, 1998 at http://books.google.com/books?id=IJP4DRCVaUMC&lpg=PP1&ots=KWzM7-5nWK&dq=Mark%20Allan%20Powell%20Jesus%20as%20a%20Figure%20in%20History&pg=PP1#v=onepage&q&f=false

VII.   HERMENEUTICS

April 25,27, 29  Jesus Goes to the Movies - Reinhartz, Adele. “ Introduction: From Holy Scripture to Silver Screen” in  Jesus of Hollywood. Oxford: Oxford University Press, 2007. Pp. 3-20 on e-reserve.  Due April 29th Extra Credit Essay - 20 points possible

May 2, 4 - Thiselton, Anthony C. The Aims and Scope of Hermeneutics. Chapter 1. From: Hermeneutics: An Introduction. Publ: William B. Eerdmans. Grand Rapids. 2009. p. 1-16. on e-reserve -  Be ready to answer the  Reading and Discussion Questions  In particular, after you have read the whole chapter, what are three main points or concepts you want to take away?  What strikes you as useful or problematic in the chapter?  How does the chapter relate to our previous study this semester?  Extra Credit Exercise -  10 points possible

May 6  - Reread Barr's "Introduction - The Three Worlds of the Text", pp. 1-25. This is available in your textbook and also on e-reserve.  Be able to discuss two ways in which our studies have altered or enriched your understanding of this chapter.  What are some examples that illustrate this?   Another way to approach the topic is to ask:  Now that you have read Barr's Introduction for a second time, what makes more sense to you than it did the first time (even if you disagree with him)?

Final Take Home - Due  Wednesday, May 11 by  5 PM in my box in the Philosophy Office on the 4th floor of Morrill Hall or via email attachment. If via email, please copy yourself to make sure the file goes through. If you don't have a  return receipt function in your email program, ask me to email you I have received your file.  If via email, must be in Word 2007 or below, WordPerfect X3 or below, or a pdf file readable by Adobe Acrobat Reader.  I cannot read MS Works.

Grading:

Class Attendance, Participation and Miscellaneous -  200 Points - Each student is expected to have done the reading and be prepared to participate fully in each class.  If you are unprepared, you need to let me know before class or pass during class.  You may pass once without penalty.  You may miss ONE class during the semester without excuse.  If a student must miss a class due to illness, etc. a written excuse should be submitted to the instructor via email attachment or hard copy. Contact the Dean of Students’ Office if there is a death, hospitalization, or other serious problem that will mean missing several days. The Dean's Office can notify all your instructors of the absence. Please be sure that the instructor receives an email or hard copy even if you call or speak to her personally. Excuses are accepted at the discretion of the instructor. Students with 6 or more UNEXCUSED absences will receive an F.

Research Reports - Students will report information from research.  Click Here for Assignment - 80 points

Four Essays - 100 Points Each = 400 points total

Historical Jesus Exercise - 20 points

Final Take Home Essay - 100 Points

Extra Credit - up to 30 points possible

Total Points - 800

Grading Scale

 720-800 A

 640-719 B

560-639 C

480-559 D

Below 480 = F

COURSE POLICIES

ACADEMIC DISHONESTY INCLUDING PLAGIARISM -Students who cheat or plagiarize or commit any other form of academic dishonesty will receive at a minimum a zero on the work in question. Action may also be taken in the Student Judicial System. For the Dean of Students' Academic Integrity site which includes UI Policies, and Student Academic Dishonesty Resources see http://www.students.uidaho.edu/default.aspx?pid=45708    In terms of citing sources and using quotations, when in doubt, cite. Do not make up citations. Cite correctly all materials used including textbooks, internet sources, and lectures. Harvey, Writing with Sources is on regular reserve for aid.  If you have any questions, please e-mail me or see me for help.

COMPUTER POLICY - Each student is expected to:

1. Maintain a UI e-mail account and check this account regularly.  I send the class e-mail using the Registrar’s system. Please check the e-mail address and other personal contact information in the Registrar’s system to make sure that your e-mail address, telephone number, etc. are current.  Students may access http://support.uidaho.edu   in order to create accounts, change passwords, etc.

2. Be able to use either Firefox, Chrome, or Internet Explorer or an equivalent browser. Check course website regularly.

3. Use a word processing program (preferably Microsoft Word) and maintain two electronic files (e.g.,  a hard-drive copy and a diskette copy, hard drive and flash drive, etc.) of all work submitted. Files should be saved until the final grade is received. If computers are down for an extended period of time, a handwritten copy and a photocopy should be maintained.

4. Check mid-term and final grades on the web and maintain printouts.

5. Use the library's electronic reserve system and electronic databases.

ASSIGNMENT AND GRADE RECORD KEEPING -Students are expected to save all graded work until final grades are recorded with the registrar and checked by the student.

REASONABLE ACCOMMODATION -  Reasonable accommodations are available for students who have documented temporary or permanent disabilities.  All accommodations must be approved through Disability Support Services, located in the Idaho Commons Building, Room 306. Please contact Disability Support Services as soon as possible so that you may receive accommodations in a timely manner.  You can reach them by telephone at 885-6307or email at  dss@uidaho.edu Their website is  at www.access.uidaho.edu I am happy to work with you and with DSS. If you need accommodations, please make sure that I know. I will do my best to support you in your work.

LATE PAPERS or OTHER LATE PROJECTS-  Extensions permitted only by securing instructor's permission.  Permission is more likely to be granted if I am informed prior to due date. Doctor's excuses, court summons, letter from athletic department, instructor's letter concerning UI field trip are acceptable. The Dean of Students Office can provide me with written notification of deaths in the family, serious illness, etc. that you were not able to inform me of in advance. Excuses will be accepted at the instructor’s discretion.  Unexcused essays or other assignments drop one letter grade for each day they are late including days the Philosophy Office is closed and days the class does not meet.  You should submit late papers via email attachment in MS Word 2007 or below or in a pdf file readable by Adobe Acrobat Reader so that they will have a date and time stamp. You should copy yourself to make sure the email and attachment go through.  You should ask for a read receipt or email to make sure I have received the attachment.

ATTENDANCE AND CLASS PARTICIPATION - Students may miss one class period without penalty, even if this absence is unexcused. Absences due to university scheduled events such as athletic events in which one is participating, field trips, illnesses, family problems, military duty, etc. should be reported to me in advance of class if at all possible. Doctor's excuses, copy of court summons, letter from athletic department, instructor's letter concerning UI field trip, and dates of military service letter copies are acceptable. The Dean of Students Office can provide me with written notification of deaths in the family, serious illness, etc. Other than officially approved university excuses, excuses will be accepted at the instructor’s discretion. Students will be called on to participate regularly. This includes such things as individual verbal participation and small group work. Because of the nature of the class, attendance is essential. Students with six or more unexcused absences will receive an F.  You are responsible for keeping track of your attendance and providing excuses when appropriate.

HELP - Please do not hesitate to come to see me for help. For those who qualify there are also tutors at Student Support Services and athletic tutors.  The Writing Center can also help as you prepare your essays.