ACTS OF APOSTLES

BNEW 213 (H)

HARDING UNIVERSITY

FALL 2010

TR 11:30-12:45 MCIN 230

Instructor: Dr. K. Stanglin

Office phone: 279-4620

Email: kstanglin@harding.edu

Websites: www.harding.edu/kstanglin and www.facebook.com

Office hours: MCIN 209, 8:00-9:00, 2:00-4:00 (MWF), 4:00-5:00 (Friday in Student Center)

I want you to do well in this course, so please let me know if you are having difficulty with the class material.

Office phone, hours, and email should suffice for class business.

Course Description (from catalog):

Historical backgrounds, introduction, the founding and expansion of the early church, government, worship, work, and destiny of the churches presented in the text of Acts and related scriptures.

Course Objectives:

In light of the university’s mission and objectives, the student who successfully completes this course will be able to:

1. Articulate the main theme of Acts and describe how it fits into the metanarrative of Scripture.

2. Demonstrate how the book’s variety of content integrates into the stated theme.

3. Understand and trace the six subordinate themes throughout Acts.

4. Identify the chapters where major events in the book of Acts take place.

5. Answer questions about the “Discussion points” handled in class.

6. Identify and interpret important or difficult verses in Acts.

7. Illustrate the importance of historical background for interpreting Acts.

8. Teach the book of Acts to someone else.

Required Course Textbooks:

Bible. I prefer that you use either the NIV, TNIV, NASB, or NRSV. Study Bibles are best.

Spencer, F. Scott. Journeying through Acts: A Literary-Cultural Reading. Rev. ed. Peabody: Hendrickson, 2004.

Bring these two books to each class meeting.

Attendance Policy:

Students are expected to attend classes regularly. In the event of illness, family emergency, a school-sponsored activity, or an extenuating circumstance, it is the responsibility of the student to notify the instructor as soon as possible of the reason for the absence. A doctor’s note is required for excusing personal illness. Print a hard copy for my records. N.B.: Excuses will not be accepted more than one week after returning to class.

The official policy of COBR states that the equivalent of one week of unexcused absences (2) is allowed in this class. Each additional absence above 2 automatically reduces your final grade by 4.5 percentage points. Anyone accumulating 6 unexcused absences will be dropped from the course with a “WF” (withdrawn, failing).

You will be considered tardy if you are not present when the roll is checked or if you leave during class. 3 tardies = 1 unexcused absence. If you come in more than 10 minutes late, or leave before the end of class without telling me why, you will be counted absent, and will not be allowed to take the test or quiz. Take care of all business before and after class.

Students with Disabilities:

It is the policy for Harding University to accommodate students with disabilities, pursuant to federal and state law. Therefore, any student with a documented disability condition (e.g., physical, learning, psychological, vision, hearing, etc.) who needs to arrange reasonable accommodations, must contact the instructor and the Disabilities Office at the beginning of each semester. (If the diagnosis of the disability occurs during the academic year, the student must self-identify with the Disabilities Director as soon as possible in order to get academic accommodations in place for the remainder of the semester.) The Disabilities Office is located in Room 102 of the Lee Academic Center, telephone, (501) 279-4019.

Assessment:

Harding University, since its charter in 1924, has been strongly committed to providing the best resources and environment for the teaching-learning process. The board, administration, faculty, and staff are wholeheartedly committed to full compliance with all criteria of the Higher Learning Commission of the North Central Association of Colleges and Schools. The university values continuous, rigorous assessment at every level for its potential to improve student learning and achievement and for its centrality in fulfilling the stated mission of Harding. Thus, a comprehensive assessment program has been developed that includes both the Academic units and the Administrative and Educational Support (AES) units. Specifically, all academic units will be assessed in reference to the following Expanded Statement of Institutional Purpose: The University provides programs that enable students to acquire essential knowledge, skills, and dispositions in their academic disciplines for successful careers, advanced studies, and servant leadership.

Academic Honesty:

Harding University places a high priority on honesty and a biblical commitment to truth. Incidents of cheating, plagiarism, or any other activities deemed dishonest will result in penalties. These penalties may range from receiving a zero (0%) on the assignment to failing the course or dismissal from the school. (According to Webster’s Collegiate Dictionary, to “plagiarize” is to steal and use as one’s own the ideas, words, etc., of another. Collaborating on written assignments that should be done individually would fall under this category of dishonesty.)

Classroom Expectations and Decorum:

I expect all students to behave in a Christian manner in and out of the classroom. Appropriate behavior includes abiding by the conduct and dress codes set by the university. Turn off cell phones. Do not even bring them on test or quiz days. Do not eat food in the classroom. Only drinks in spill-proof containers are allowed in class. If you make a mess, it is your responsibility to clean it up or pay for it to be cleaned.

If it looks to me like you are sleeping, texting, or doing other work in class, I will ask you to leave and it will be counted as an unexcused absence.

You may use laptops only for taking notes. If you use a laptop, you must sit on the front row.

Class will be dismissed when I finish, not necessarily when the bell rings.

Course Requirements:

1. Every student should carefully read the entire book of Acts twice, the commentary by Spencer, as well as other required readings. The student is responsible for all the information in Acts. On the final exam, you will be asked to sign a statement indicating how much you actually read.

Be prepared to engage in dialogue, discuss, and answer questions about the material in class. Your participation in class discussion (which includes relevant questions and thoughtful responses) is worth 20 pts. of your total grade.

2. Reflection paper. Type and turn in a brief paper that answers two questions. 1) What is Luke’s purpose in writing Acts? 2) What is the “baptism in the Holy Spirit?” Do not conduct any research in answering these questions. Give me your opinion. Each answer should be at least 300 words long. Due Aug. 26. 20 pts.

3. Six tests will assess the student’s ability to answer questions about Acts, Spencer, and lectures. The lowest grade of the six or the first test missed will not be counted. There will be no make-up tests. 300 pts. (60 pts. each.)

4. Periodic reading quizzes will cover the student’s knowledge of Spencer and other outside readings. There will be no make-up quizzes. (10 pts. each)

5. There will be one map test that will cover the geography of the three missionary journeys of Paul. 60 pts.

6. The student will choose and read one of five selected essays from the book, Fanning the Flame (Joplin, 2003). In a word-processed, double-spaced paper, answer the questions at the end of the reading. The paper should be three to six pages in length. More important than length, however, is its content. Be ready to turn in the paper and discuss the questions in class on its due date (see schedule). 100 pts. Evaluation criteria: Creative and critical thinking, English style.

a. K. Neller, “The Multiple Hats of Doctor Luke,” 12-32.

b. G. Sterling, “Customs Which Are Not Lawful,” 123-35.

c. K. Neller, “Speech! Speech! The Speeches in Acts as Models,” 138-58.

d. C. Osburn, “Acts Framed: Luke’s Structure for His Message,” 160-76.

e. K. Neller, “O Brother, Who Art Thou? Gentile Inclusion,” 306-24.

Copies are on reserve in the library. Make your own photocopy of the essay you choose.

7. Read both of the following selections from Josephus and Ovid. Write a 300-400 word (approx. 1 single-spaced page) analysis paper over one of these two outside readings (see schedule). The paper should be your own work. 30 pts.

a) Read Josephus Antiquities XIX.viii.2

http://www.sacred-texts.com/jud/josephus/ant-19.htm and Acts 12:19-23. Compare and contrast these stories. What does this imply about the historical reliability of Acts? Due October 21.

b) Read Ovid Metamorphoses VIII.611-724 http://etext.virginia.edu/latin/ovid/trans/Metamorph8.htm#482327670 and Acts 14:8-20. How does this story illuminate the event in Acts? What is the connection? More generally, what does it say about the usefulness of historical background for understanding Scripture? Due October 28.

8. Holy Spirit at Church Paper: Based on four Sunday morning assemblies at the same church of your choice this semester, keep track of any mention of the Holy Spirit. Write up your findings in a paper, which will have two sections. Section 1 will be a record of the raw data of who said it, the setting and context (song, prayer, sermon, etc.), and what was said. Section 2 will consist of your original reflections and insightful observations about the church’s expression of faith in the Holy Spirit in the context of its worship assemblies. The paper must be at least 600 words in length. 40 pts. Due November 18.

9. After being assigned a particular discussion point from Acts, your group will research that topic and formally present your findings and interpretation to the class. Focus on the questions in the syllabus schedule. In addition, answer questions such as (but certainly not limited to): Can this topic be—and is it actually—interpreted in more than one way? How does the context help? How does this topic contribute to the overall theme of the book? How does this knowledge inform or challenge our (embedded) theology? What is the practical implication for us?

Consult at least three books from the course bibliography. Feel free to use all the tools of research available, including your own experience. How you present the material is up to you. Should you choose to employ visual aids, you will be allowed a maximum of three (e.g., three power point slides). The polished presentation should take at least 10, but no more than 15, minutes. Introduce and teach the material. Tell the class something they might not otherwise know. Your presentation should demonstrate depth of research and reflection on the topic. Interact with the class. Be ready to answer questions from the class after (or during) the presentation.

Turn in a handout/outline to me, which must include a bibliography of works used. 100 pts. Evaluation criteria: Organization, presentation, informative content, application, handout.

10. The student should keep a notebook containing all lecture notes and handouts. This is the best preparation for tests. Handouts with some lecture outlines can be found at www.harding.edu/kstanglin.

11. A final exam will cover the entire course. 200 pts. Evaluation criteria: Texts, lectures.

12. Optional extra credit (to replace one missed or low grade on the tests): The student will submit, in a word-processed hard copy, a list of passages written out (i.e., citation and text) that have to do with the six subordinate themes of the book of Acts, along with their sub-points. In addition, the student will write a 100-word paragraph explaining the meaning of each subordinate theme and its sub-points. The sub-points will be introduced in a separate lecture.

In addition to the hard copy, you must also submit the paper electronically before the deadline. Go to www.turnitin.com. The class ID is 2509120, and the password is acts. Click “submit” and follow the instructions. Papers not submitted through this website will not be accepted. Up to 60 pts. Due Nov. 20 (late papers will not be accepted).

Grading Scale: ca. 900 points

90-100% = A 80-89 = B (Good) 70-79 = C (Average) 60-69 = D 0-59 = F

Although it is your responsibility to keep up with your grades and absences, I will periodically post them on my website. Check your grades with your last name and password (H number). If the numbers are incorrect, I will gladly correct them. Otherwise, final grades are non-negotiable.

Course Schedule:

Wk. 1, 8/24 A 1-28. Syllabus. Introduction to Acts.

Wk. 2, 8/31 Ezekiel 37, S 13-31. Main theme of Acts. Read section from Jervell, Theology of Acts, 34-54 [on reserve in library].

Wk. 3, 9/7 Test 1 (T, in testing lab). Essay due (R): “Acts Framed.”

A 1-2, S 33-50. Read, Mark Moore, “Eyeing the Tongue,” 210-43 [on reserve].

Wk. 4, 9/14 “All.” “Baptism in the Holy Spirit.” Read “Baptized in One Spirit,” http://www.acu.edu/sponsored/restoration_quarterly/archives/1970s/vol_21_no_4_contents/terry.html

Wk. 5, 9/21 Essay due (T): “Speech! Speech!”

A 3-5, S 51-71. Test 2 (R).

Presentation 1: The Nature of Faith (ch. 4). What gets in the way of faith? Why do some people know the gospel yet refuse to believe?

Presentation 2: Government and Citizens (5:29). Is civil disobedience ever justified? When is it permissible to disobey civil government?

Wk. 6, 9/28 A 6-7, S 72-93.

Wk. 7, 10/5 Essay due (T): “The Multiple Hats of Doctor Luke.”

A 8, S 94-104. Group discussion: Case study.

Presentation 3: Kingdom of God (8:12). What is God’s kingdom? Is it the same thing as the church?

Wk. 8, 10/12 Test 3 (T). A 9-10, S 104-27.

Wk. 9, 10/19 Essay due (T): “O Brother, Who Art Thou?”

A 11-12, S 127-39. Paper due (R) on Josephus Antiquities XIX.viii.2

http://www.sacred-texts.com/jud/josephus/ant-19.htm

Wk. 10, 10/26 A 13-15, S 140-69. Test 4 (R).

Paper due (R) on Ovid Metamorphoses VIII.611-724 http://etext.virginia.edu/latin/ovid/trans/Metamorph8.htm#482327670

Presentation 4: Jerusalem Council (ch. 15). Why is this meeting an important event? What is at stake on both sides of the issue? What is the significance of the four prohibitions? Do these mandates still apply today? Does this council legitimate the role of later church councils?

Wk. 11, 11/2 Essay due (R): “Customs Which Are Not Lawful.”

A 16-17, S 169-85.

Presentation 5: Household Baptism (16:15, 33). Does “household baptism” validate the practice of infant baptism or the ancient principle of “the religion of the head of the household is the religion of the family”?

Presentation 6: Contextual Evangelism (17:22-31). How does Paul reach out to his audience in Athens? How can the church today apply this? Who are today’s Epicureans and Stoics? Where should the line between church and culture be drawn?

Wk. 12, 11/9 A 18-20, S 186-207.

Presentation 7: Lord’s Supper and Lord’s Day (20:7-12). Can this passage be used to prove the Lord’s Supper must be taken every Sunday and only on Sundays? Can it tell us anything normative about the frequency of the Lord’s Supper?

Presentation 8: Paul’s Mission Methods (ch. 20). What missionary principles can we learn from Paul’s mission practice?

Wk. 13, 11/16 Test 5 (T). Holy Spirit at Church Paper Due (R). Theme Paper (Optional) Due (R).

A 21-23, S 208-27.

Presentation 9: Providence (chs. 21-28). What is providence? What are the difficulties with it? How did God work providentially in Paul’s life?

THANKSGIVING BREAK.

Wk. 14, 11/30 Map Test (T). A 24-26, S 227-39.

Wk. 15, 12/7 Test 6 (T). A 27-28, S 239-51.

Final: Tuesday, Dec. 14, 10:30-12:30

Six Themes:

You should understand these themes in Acts and keep a separate section in your notebook on each one. As you read through Acts and listen to class discussions, note the verses, insights, and explanations that inform or develop these themes.

A. The Continuation of God’s Purpose in History.

B. The Mission and the Message.

C. Progress Despite Opposition.

D. The Nature of Faith and Unbelief.

E. The Inclusion of Gentiles in the People of God.

F. The Life and Organization of the Church.

Verses for Special Study:

1:4-5 1:8 2:36-37 2:38-39 2:47 4:12

5:32 8:4 11:26 13:47 16:30-31 17:11

20:7 20:28-29 22:16 28:20

Bibliography

Ash, Anthony Lee. The Acts of the Apostles, Part I: 1:1–12:25. Austin: Sweet Publishing Company, 1979.

Boring, M. Eugene. Disciples and the Bible: A History of Disciples Biblical Interpretation in North America. St. Louis: Chalice Press, 1997.

Bruce, F. F. Commentary on the Book of the Acts. NICNT. Grand Rapids: Eerdmans, 1954.

Gaertner, Dennis. Acts. The College Press NIV Commentary. Joplin: College Press, 1993.

Gasque, W. Ward. A History of the Criticism of the Acts of the Apostles. Grand Rapids: Eerdmans, 1975.

Gaventa, Beverly R. The Acts of the Apostles. Nashville: Abingdon, 2003.

Jervell, Jacob. Luke and the People of God: A New Look at Luke-Acts. Minneapolis: Augsburg, 1972.

. The Theology of the Acts of the Apostles. New York: Cambridge University Press, 1996.

McGarvey, J. W. New Commentary on Acts of Apostles. Cincinnati: Standard Publishing Company, n.d. [rev. ed., 1892]

Marshall, Ian Howard. Acts. Tyndale NT Commentaries. Grand Rapids: Eerdmans, 1980.

Meyer, Heinrich August Wilhelm. Critical and Exegetical Handbook to the Acts of the Apostles. 4^th ed. Trans. Paton J. Gloag. New York: Funk and Wagnalls, 1883.

Moore, Mark E., ed. Fanning the Flame: Probing the Issues in Acts. Joplin: College Press, 2003.

Oster, Richard E. The Acts of the Apostles, Part II: 13:1–28:31. Austin: Sweet Publishing Company, 1979.

Spencer, F. Scott. Journeying through Acts: A Literary-Cultural Reading. Rev. ed. Peabody: Hendrickson, 2004.

Terry, Bruce. “Baptized in One Spirit.” Restoration Quarterly 21/4. (Available at http://www.acu.edu/sponsored/restoration_quarterly/archives/1970s/vol_21_no_4_contents/terry.html

Willimon, William H. Acts. Interpretation. Louisville: John Knox Press, 1988.

Witherington, Ben, III. The Acts of the Apostles: A Socio-Rhetorical Commentary. Grand Rapids: Eerdmans, 1998.