A thorough examination of this gospel, including literary aspects, especially a close reading of it in comparison with the other three synoptic gospels, as well as highlighting distinctive features of this text, including methodological considerations, Christology, spirituality, authority, and community identity.
The aim of this course is to provide a thorough examination of the Gospel of John and to foster a deep appreciation of its content, background, and significance to the Christian tradition. We will study the literary and theological emphases of its author(s) and the relationship of this gospel to the other three in the New Testament. We will also discuss methodological and interpretive considerations, and topics that include Christology, spirituality, authority, and community identity, while exploring further the meaning and relevance of the Gospels in contemporary settings and as a catalyst for social change.
Schedule of Classes and Assigned Readings
Unit 1 (Jan 4) Introduction to Gospel of John and Overview of Johannine Studies
A survey of the studies ahead, an emphasis on the comparative enterprise, and an introduction to the topographical and geographical features of the gospels, including the Madaba map.
For next week:
The Gospel of John in its entirety, initially just for an overall impression. Make notes in the margin. Then reread John 1:1−2:25 in depth;
Read Lewis, John, 1-44;
Prepare assignment posted.
Unit 2 (Jan 11) Unity and Composition of the Fourth Gospel
Review chapters 1−2, especially 1:1-18. We will discuss John as a whole, looking closely at the beginning, checking key words in the Greek text, and how one textual variant helps provide an entirely different theology. We will also compare the seven days of Genesis and the possible use of Exodus as a structure.
For next week:
Read Gospel of John, chapters 3−4;
Lewis, John, 45-74;
Prepare assignment posted.
Unit 3 (Jan 18) Johannine Tradition: Relation to the Synoptics and Historicity
Review Gospel of John, chapters 3−4. Pay particular attention to 3:1-18 alone, and 4:46-54 in comparison to the synoptic gospels. The lecture will also include some texts not in the canon.
For next week:
Read Gospel of John, chapters 5−6;
Lewis, John, 75-104;
Prepare assignment posted.
Unit 4 (Jan 25) Proposed Influences on the Religious Thought of the Fourth Gospel
Review Gospel of John, chapters 5−6; We will look at 5:1-18 and healing in the ancient world, and 6:16-26 and the diachronic and synchronic reflections on water that are present.
For next week:
Read Gospel of John, chapters 7−8;
Lewis, John, 105-123;
Prepare assignment posted.
Unit 5 (Feb 1) Echoes of Apologetics and Purpose of the Gospel
Review Gospel of John, chapters 7−8; We will examine 8:1-11 and discuss whether or not it should be a part of the gospel and how it fits with the overall purpose of the gospel. We will also study 8:12-59 with Jesus as the light of the world and the “I am…” sayings. What is John saying about Jesus?
Read text passed out in class.
For next week:
Read Gospel of John, chapters 9−10;
Lewis, John, 105-150;
Prepare assignment posted.
Unit 6 (Feb 8) Theories of Author, Place, and Date
Gospel of John, chapters 9−10; be ready to discuss various symbols in this text, especially the Good Shepherd.
For next week:
Read Gospel of John, chapters 11−13;
Lewis, John, 150-187.
Read Article on Mary Magdalene as Author of the Fourth Gospel (paper posted);
Prepare assignment posted.
Unit 7 (Feb 15) Crucial Questions in Johannine Theology
Review Gospel of John, chapters 11−13; Look at the events of 11−13 and see how they speak to Johannine theology and how they set up the after-dinner speech at the Last Supper. Discuss article on Mary Magdalene as Author of the Fourth Gospel. Is there enough evidence to support this thesis?
For next week:
Read Gospel of John, chapters 14−16;
Lewis, John, 188-209;
Prepare assignment posted.
Unit 8 (Feb 22) Language, Text, and Format of the Gospel:
Some Considerations on Style
Review Gospel of John, chapters 14−16; Look at the after-dinner speech of Jesus, why does John devote so much to this section, and what do the language, text and format tell you?
For next week:
Read Gospel of John, chapters 17−19;
Lewis, John, 209-36;
Prepare assignment posted.
Unit 9 (Feb 29) Outline of the Gospel
Review Gospel of John, chapters 17−19; How does this version compare to the passion narratives of the other three gospels? Could the “beloved disciple” have been Mary Magdalene as some scholars have suggested? What other possibilities could there be for this anonymous figure?
For next week:
Read Gospel of John, chapters 20−21
Lewis, John, 237-61.
Read Attridge article, “The Restless Quest for the Beloved Disciple” (paper posted);
Prepare assignment posted.
Unit 10 (Mar 7) Conclusion
Review Gospel of John, chapters 20−21;
Study the end of chapter 20, and see if you think chapter 21 was added at a later time. Why or why not, and if so, whose interests are represented?
Final Presentations posted.
Course Wrap-Up
I. Class Participation – 50%
Since we will be covering a large amount of material in this course, active participation in online discussions and assignments is ssential. Consequently, reading the required texts before each week is required in preparing for thoughtful discussions.
II. Vocabulary and Key Concept Quizzes – 20% (Taken Feb 4th and 5th in class)
A list of vocabulary terms and key concepts will be provided beforehand. Quizzes will be taken during the on-campus classes.
III. Exegesis Proposal – 5% (Due February 13th by Midnight Mountain Time)
Class members will each choose and research one New Testament passage and prepare an in-depth analysis of it. Your proposal will identify the passage you intend to research, a statement of your primary methodological perspective, your hypothesis about the text, and reasons why this passage compels you.
IV. Final PowerPoint Presentation or Alternative Project – 25%
(Due March 9th by Midnight Mountain Time)
PowerPoint presentations are required unless you have an alternative project or creative idea for your presentation. (If you do not yet know PowerPoint, it is an easy program to learn and library staff is available to help.) A separate handout with guidelines concerning this presentation will be posted. Alternative projects need to be preapproved with me ahead of time.
Grades: The final grade for each student will consist of the following percentage points:
Participation in Online Discussions and Assignments: 50 pts.
Vocabulary and Key Concept Quizzes: 20 pts.
Exegesis Proposal: 5 pts.
PowerPoint Presentation or Project: 25 pts.
NOTE
Iliff engages in a collaborative effort with students with disabilities to reasonably accommodate student needs. Students are encouraged to contact their assigned advisor to initiate the process of requesting accommodations. The advising center can be contacted at advising@iliff.edu or by phone at 303.765.1146.
Degree Learning Goals: Please take some time to look over the Professional Degree Learning Goals (MDiv, MASC, MAPSC) and the Academic Degree Learning Goals (MTS, MA).
Incompletes: If incompletes are allowed in this course, see the Master's Student Handbook for Policies and Procedures.
Pass/Fail: Masters students wishing to take the class pass/fail should discuss this with the instructor by the second class session.
Academic Integrity and Community Covenant: All students are expected to abide by Iliff’s statement on Academic Integrity, as published in the Masters Student Handbook, or the Joint PhD Statement on Academic Honesty, as published in the Joint PhD Student Handbook, as appropriate. All participants in this class are expected to be familiar with Iliff’s Community Covenant.
Accommodations: Iliff engages in a collaborative effort with students with disabilities to reasonably accommodate student needs. Students are encouraged to contact their assigned advisor to initiate the process of requesting accommodations. The advising center can be contacted at advising@iliff.edu or by phone at 303-765-1146.
Writing Lab: Grammar and organization are important for all written assignments. Additional help is available from the Iliff Writing Lab, which is available for students of any level who need help beginning an assignment, organizing thoughts, or reviewing a final draft.
Inclusive Language: It is expected that all course participants will use inclusive language in speaking and writing, and will use terms that do not create barriers to classroom community.
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