NT 620/720 EXEGESIS OF THE REVELATION OF JOHN & OT/NT 637 SOCIAL-SCIENTIFIC AND RHETORICAL APPROACHES TO BIBLICAL INTERPRETATION ASHLAND

ND THEOLOGICAL SEMINARY SPRING QUARTER, 2014 MONDAY 6:00-9:00 PM, ASHLAND AND CLEVELAND CAMPUSES DAVID A. DESILVA, PH.D.
ddesilva@ashland.edu Office Hours by appointment (virtual of face-to-face) Note: Preparation for the First Session is Required

I. Course Description Revelation will be read as a sample of apocalyptic literature, a vision which transcends everyday spaces and time in order to motivate specific responses from the intended audience. A close exploration of Revelations challenge to first-century believers in Asia Minor will lead to discussions of its ongoing challenge and encouragement to the churches. This course offers an exegetical study of Revelation and its pertinent themes. As an alternative to the perennial attempts to subjugate the prophetic word of Revelation to games of pin the tail on the Antichrist, participants in this course will explore Revelation as a word-on-target to seven very real Christian communities in existence in Asia Minor at the close of the first century AD, and to hear Revelation's message within its original, historical context. Revelation will be seen not only to reveal the unseen and future realities of Gods space and coming triumph, but also to reveal the essence and character of the political, economic, and religious systems in which the first-century Christians were being asked to cooperate. Such an understanding will open up new avenues of application, as Revelation becomes more than just an eschatological time-table ever in need of revision and is allowed to speak its own message of uncompromising commitment to God's values and critique of every human institution which calls for the compromise of our allegiance to God and the Lamb.

II. Student Learning Outcomes John presents a stunning vision of our identity in Christ as we stand before Gods throne a ransomed kingdom of priests from every tribe, language, nation, and people, as well as urges his readers to think of their Christian identity in terms of their role as witness. He helps us reflect upon the contours of and motivations for Christian witness, discovering the ways in which our commitment to one and only one God is to be embodied in, and give coherence to, our lives lived in the midst of the domination systems of this world so that we exhibited genuinely Christian character. His model challenges us to consider how the call to ministry includes the prophetic call to examine and critique the domination systems at work at the global, national, local, and domestic

levels of our experience in light of the visions for peace and justice nurtured by the Scriptures of both testaments. The evaluative instruments of this course primarily seek to assess student progress toward attaining learning outcomes related to competence in the disciplines and skills relevant to Christian ministry. 1. Articulate the content and major themes of Scripture, Christian doctrine, and church history. The student will explain the particular challenges posed to Christian faith within the social, cultural, political, and ideological context of late first-century, Roman Asia Minor, and how the rhetoric of apocalypse allows John to position his congregations to respond to these challenges in a manner consonant with their religious commitments. 2. Demonstrate proficiency in biblical and historical exegesis and theological reflection (including appropriate use of the biblical languages). a. Students will demonstrate the development of a critical hermeneutic of scripture that integrates multi-disciplinary approaches to the New Testament, including analysis of intertexture; lexical analysis; reading in literary context; social-scientific approaches to the Bible; rhetorical analysis; and ideological criticism. b. Students taking this course as Greek Exegesis will read substantial portions of a New Testament book in the original language as the basis for study and reflection, growing in facility with this more intimate interface with the Word of God as delivered to us. 3. Integrate the biblical, historical, and theological reflection with the practice of ministry. The student will articulate the challenge of one passage of Revelation for Christians in the students ministry context. 4. Apply critical reflection to ones own religious tradition and appreciate other traditions. The student will critique and evaluate various interpretative approaches to Revelation, including their own, in light of the historical exegesis of the text. 5. Analyze cultural contexts and make appropriate application to ministry. On the basis of a thoroughly embodied interpretation of Revelation as a prophetic analysis of the domination systems specific to Roman imperialism in Asia Minor, students will analyze their own cultural, social, political, and ideological locations and formulate responses informed both by Johns message and method. 6.-9. Not assessed in this course.

III. Teaching Strategies for Student Learning This course will primarily utilize lectures for the initial classes, with time allowed for questions and discussions, and principally follow a seminar format thereafter, relying on student preparation (careful reading of assigned texts, diligent study of the text of Revelation using a variety of exegetical skills, etc.) to move through the salient issues in the interpretation of the text as the instructor seeks to facilitate discussion, using shorter lectures periodically to supplement the

readings and discussion. Class preparation and participation are thus critical to the attainment of the learning outcomes. The exegetical paper is a primary vehicle by means of which students will demonstrate their growth in exegetical skill and hermeneutical discernment. A web-based course site will be created to serve multiple ancillary purposes: (1) to provide a place for dissemination of class materials (e.g., PowerPoint presentations and articles); (2) to provide a place for discussion and questions between class sessions; (3) to post supplementary web-based resources; (4) to submit written work at the end of the quarter.

IV. Course Requirements: NT 620/720 A. Textbooks: Required 1. Brian Blount, Revelation: A Commentary. NTL; Louisville: Westminster John Knox Press, 2009. ISBN-10: 0-664-22121-1; ISBN-13: 978-0664221218. 2. David deSilva, Seeing Things Johns Way: The Rhetoric of the Book of Revelation. Louisville: Westminster John Knox, 2009. ISBN-10: 0-664-22449-0; ISBN-13: 978-0664224493. 3. Arthur Wainwright, Mysterious Apocalypse. Nashville: Abingdon, 1993; repr. ed. Eugene, Oregon: Wipf & Stock, 2001. ISBN-10: 1579106242; ISBN-13: 978-1579106249. 4. Two modern translations of the New Testament (e.g., NASV, NRSV, ESV, NIV, TNIV, NIV 2011, NJB, CEB, NLT). Please choose two from different translation styles, not two from the same translational approach: 1. formal equivalent (NASV); 2. mediating (NRSV, ESV, NIV family); 2. dynamic or functional equivalent (NJB, CEB, NLT). In addition to these three basic textbooks, we will read several excerpts from David L. Barr (ed.), Reading the Book of Revelation: A Resource for Students (Atlanta, GA: Society for Biblical Literature, 2003), and David Rhoads (ed.), From Every People and Nation: The Book of Revelation in Intercultural Perspective (Minneapolis: Fortress Press, 2005), as well as a few other selected articles. The instructor reserves the right to add or substitute some articles not currently listed on the syllabus. B. Attendance According to the student handbook, attendance at all class sessions is expected unless the professor has been notified and consents in advance. Any student missing the equivalent of six class hours will be required to do additional work, receive a lower grade, or withdraw from the class; this is at the discretion of the professor. C. Assignments/Assessment of Student Learning Note: Where hard copies are submitted, students must place their student mailbox number on the cover page on all papers. Students without a mailbox - provide the professor with a self-addressed stamped envelope. I. Class Participation

As we will be using a seminar format, class preparation, attendance, and participation is crucial. Students are expected to read all assigned readings thoughtfully, and to come to class prepared to discuss them and their contributions to a deeper understanding of Revelation. Questions for reflection and discussion may be handed out by the instructor to assist your preparation. The following guidelines indicate how class performance will be evaluated:
A The student has given evidence in his or her interaction in class of careful reading and critical reflection on the assignments, of integrating the material from the various sources, and of deliberation upon the questions in the study guide. The student is able to contribute meaningfully both in the information and analysis he or she can provide and in the intelligent questions that he or she brings that have arisen from this reading and reflection. The student gives evidence of having read the assigned readings and giving some attention to working through the study questions and to putting it all together before class. In class, the student can provide the information, and goes far toward contributing also at the level of analysis and integration. The student has read almost all of the assigned readings and comes with the information fairly well in mind. Processing of this information before class is rather limited. The student is coming to class, but the gaps in his or her reading and the lack of reflection on and engagement with the material seriously limits his or her contribution to the class discussion. The students attendance has been spotty, reading record poor, contribution poor. He or she is often speechless or faking it when asked a question.

C D F

II. Essay Exam Students will complete a 10-12 page essay exam to demonstrate their mastery of material taught in the course or encountered in the readings. III. Seminar Paper Students will also complete a 12-15 page seminar paper, in which they will analyze the meaning of a passage from Revelation for, and impact upon, its first-century hearers. You are free to choose any passage that constitutes a coherent unit (normally between eight and ten verses). Your primary goal will be to determine the meaning and impact of that passage on the first century hearers in Asia Minor, about whom you have read so much by this point. Following your completion of the exegetical part of the paper (for which you should allot 75-80% of your paper), provide some indication of how you would apply that text to your current situation together with a justification of your hermeneutical decisions. In this paper, be sure to do the following (note: treating the following areas one by one in succession will probably not result in a well-integrated and smoothly-flowing paper!): 1. Begin with a thesis statement presenting your understanding of the passage's meaning for and impact upon the first hearers in the setting of late first-century Asia Minor. Include a few sentences which outline the development of your paper. All material presented in the paper must be relevant to the interpretation and application of the passage and should be smoothly integrated into the flow of the paper. 2. Consider how older traditions, especially Old Testament, inter-testamental, and Jesus traditions, inform the interpretation of your passage (e.g., Exodus traditions, Jeremiah's denunciations of Babylon, and so forth) and contribute to its rhetorical force.

3. Discuss how the passage speaks to the historical, cultural, and religious context of the addressees (e.g., how it addresses or resonates with the ideology of Eternal Rome, the imperial cult, idol worship, and the like). 4. Discuss how the passage speaks to the local contexts and specific challenges of one of the seven churches (even if you have chosen one of the seven oracles for your passage). 5. Consider how literary context informs your passage. How does your text resonate with other parts of Revelation? Where else does Revelation address the themes central to your passage, and how do these cross-references inform your hearing of the text? 6. Consider other literary factors such as genre and structure. How does attention to the genre of and literary forms within your passage guide your interpretation? How does the broader literary structure affect the hearing of your passage? How does your passage fit within the whole? What does it add? 7. Describe the rhetorical impact of your passage upon the first hearers. Does it rouse certain emotional responses in them? If so, to what end? What course of action does it encourage them to pursue? How does it support this exhortation? Does the passage support John's credibility as a speaker, ensuring that he gets an attentive hearing? 8. Explicate the sociological dimension of your passage. What sort of relationship does it envision between the church and the larger society? How does the passage guide the hearers to view political authorities? Other groups within the church (e.g., Nicolaitans)? Other religious groups (synagogue, idolatrous cults)? 9. Analyze the ideological texture of your passage, both in regard to Johns ideological agenda (in concert with, and in competition with, other agendas) and in regard to ideological criticism of Revelation and of our own socio-historical contexts (e.g., postcolonial readings of Revelation, reading Revelation as politico-economic critique). 10. Apply the message of the passage to your current context, being careful to explain how you move from your determination of the challenge and meaning of Revelation in its original setting (the first-century churches of Asia Minor) to your application of the text in your present setting. Please plan on using three critical commentaries (e.g., volumes from the WBC, AB, NIGTC, NICNT, and similar series) and at least three other scholarly resources (journal articles, scholarly books on Revelation, advanced level Dictionary entries, as in the Anchor Bible Dictionary or the IVP Dictionary of the Later New Testament) as you work on your exegetical paper.

Special Note for Students registering for NT 720: Students taking this course as Greek Exegesis of Revelation (NT 720) will study and translate selected passages from Revelation in Greek for each session. Their exegetical paper will also be based on the Greek text, including the students own translations of their passages and critical interaction with Greek-text-based commentaries and resources.

D. Calculation of Grade Assignment Class Participation Essay Exam Seminar Paper Learning Outcomes 1, 2a, (2b), 4, 5 1, 2a, 4 1, 2a, (2b,) 3, 5 Percentage of Total 25% 37.5% 37.5%

Students must pass both the exam and the seminar paper to pass the course.

Special Note for students taking this course as NT/OT 637 Students taking this course as an advanced hermeneutics course will fulfill the above requirements with the following alterations: Your course texts will be as follows: 1. Aristotle, The Art of Rhetoric, in Joe Sachs (tr.), Platos Gorgias and Aristotles Rhetoric. Newberryport, Maine: Focus Publishing/R. Pullins Co., 2008. ISBN 1-5851-0299-7; ISBN-13: 978-1585102990. Note: other translations are perfectly acceptable. 2. David deSilva, Seeing Things Johns Way: The Rhetoric of the Book of Revelation. Louisville: Westminster John Knox, 2009. ISBN-10: 0-664-22449-0; ISBN-13: 978-0664224493. 3. John H. Elliott, What is Social-Scientific Criticism? Philadelphia: Fortress, 1993. ISBN-10: 0-8006-2678-8; ISBN-13: 978-0800626785. 4. Peter Berger, The Sacred Canopy: Elements of a Sociological Theory of Religion. New York: Doubleday, 1967. ISBN-10: 0385073054; ISBN-13: 978-0385073059. In lieu of several of the additional readings listed above, you will read studies more pertinent to rhetorical and social-scientific analysis and their application to Revelation.1 We will set out the weekly division of these readings by the end of the first class. I. Class participation, as above. II. In lieu of a final examination, NT/OT 637 students will give attention each week to the ways in which some aspect of rhetorical or social-scientific analysis opens up the text, setting, or impact of Revelation. The professor will give you guidance in this regard from week to week. This will give you the opportunity to practice week-by-week, in a more focused way, the exegetical skills that are your primary focus for this course. Please prepare a copy of your notes from this exercise for submission each week. III. Your final paper will not necessarily focus on the exegesis of a passage, though it will include exegesis in some form; instead, you will select a particular rhetorical-critical or social-scientific question or lens and analysis some part or all of the text of Revelation, or some question pertinent to the interpretation of Revelation or reconstruction of its socio-historical setting, from that angle in conversation with appropriate

These are likely to include: Charles Carter, Opening Windows onto Biblical Worlds: Applying the Social Sci ences to Hebrew Scripture, pp. 421-451 in David Baker and Bill Arnold, eds., The Face of Old Testament Studies (Grand Rapids: Baker Academic, 2004); David deSilva, Embodying the Word: Social-Scientific Interpretation of the New Testament, pp. 118-129 in Scot McKnight and Grant Osborne, eds., The Face of New Testament Studies (Grand Rapids: Baker Academic, 2004); Clifford Geertz, Religion as a Cultural System and Ethos, World View, and the

theorists and critical commentaries. The professor will give you extra guidance as you proceed. This paper should probably fall closer to 20 double-spaced pages.

V. Tentative Course Schedule NOTE: PREPARATION IN ADVANCE OF THE FIRST CLASS IS REQUIRED. (ASSIGNMENTS ARE TO BE DONE FOR THE CLASS UNDER WHICH THEY ARE LISTED.) Week One: Introduction to Revelation in Its Historical Context 1. Read Revelation in its entirety, preferably in two different modern translations. 2. deSilva, Seeing Things Johns Way, 1-91 3. Blount, Revelation, 1-25

Week Two: The History of Interpretation of Revelation 1. Read Wainwright, Mysterious Apocalypse, entire. 2. Read Herbert W. Armstrong, Who or What Is the Prophetic Beast? (Worldwide Church of God, 1952 and 1960). 3. David L. Barr, Conclusion: Choosing Between Readings: Questions and Criteria, pp. 163-72 in David L. Barr (ed.), Reading the Book of Revelation (Atlanta: Society of Biblical Literature, 2003).

Week Three: Revelation 1-3 1. Read Revelation 1-3 2. deSilva, Seeing Things Johns Way, 117-145, 175-192, 229-255 3. Blount, Revelation, 27-84 NT 720 Students: translate Rev 1:4-8; 2:12-17 Week Four: Revelation 4-5 1. Read Revelation 4-5 2. deSilva, Seeing Things Johns Way, 93-116, 193-198 3. Blount, Revelation, 84-120 NT 720 Students: translate Rev 5:6-14 Week Five: Revelation 6-9 1. Read Revelation 6-9 2. deSilva, Seeing Things Johns Way, 147-174, 215-222, 286-292 3. Blount, Revelation, 120-186 NT 720 Students: translate Rev 7:9-17

Week Six: Revelation 10-11 1. Read Revelation 10-11 2. deSilva, Seeing Things Johns Way, 222-228 3. Blount, Revelation, 186-223 NT 720 Students: translate 11:3-13

Week Seven: Revelation 12-13 1. Read Revelation 12-13 2. deSilva, Seeing Things Johns Way, 198-203 3. Blount, Revelation, 223-263 4. Khiok-khng Yeo, Hope for the Persecuted, Cooperation with the State, and Meaning for the Dissatisfied: Three Readings of Revelation from a Chinese Context, pp. 200 -222 in David Rhoads (ed.), From Every People and Nation (Minneapolis: Fortress Press, 2005). NT 720 Students: translate 13:1-10 Week Eight: Revelation 14-16 1. Read Revelation 14-16 2. deSilva, Seeing Things Johns Way, 257-286, 294-312 3. Blount, Revelation, 263-309 4. D. A. deSilva, Reading Revelation in Sri Lanka, Asia Journal of Theology 27 (2013) 21-37. NT 720 Students: translate Rev 14:6-13 Week Nine: Revelation 17:1-19:10 1. Read Revelation 17:1-19:10 2. deSilva, Seeing Things Johns Way, 203-215, 292-294 3. Blount, Revelation, 309-348 4. Allan Boesak, Comfort and Protest: The Apocalypse from a South African Perspective (Philadelphia: Westminster Press, 1987), 108-125 NT 720 Students: translate 18:1-8, 21-24 Week Ten: Revelation 19:11-22:21 1. Read Revelation 19:11-22:21 2. deSilva, Seeing Things Johns Way, 313-349 3. Blount, Revelation, 348-417 NT 720 Students: translate Rev 21:1-8; 22:1-5

Essay Exams and Exegetical Papers are due by 9 a.m., JUNE 5, 2014 (graduating seniors work by 9 a.m., JUNE 3, 2014). NO LATE PAPERS will be accepted without successful petition for an incomplete or extension PRIOR to the due date.

VI. Recommendations for Life-long Learning 1. Preach or teach a series on Revelation, delving into an even more in-depth commentary or two as part of your preparation (e.g., David Aune or Greg Beales commentaries). 2. Read more widely in Jewish and early Christian apocalyptic literature to explore the genre, its conventions, and its rhetorical potential more fully. A list of suggestions would include 1 Enoch, 4 Ezra (= 2 Esdras 3-14), 2 Baruch, Apocalypse of Abraham, Shepherd of Hermas, Apocalypse of Peter. 3. Take a tour of the major cities of Roman Asia Minor (make sure to hit Ephesus, Pergamum, and Laodicea, the three best-excavated sites) to immerse yourself in the archaeological and geographical context of Revelation. Prepare for the tour by reading the appropriate sections of guides to biblical cities written by Mark Wilson (Biblical Turkey: A Guide to the Jewish and Christian Sites of Asia Minor [Ege Yayinlari, 2010]) or by Clyde Fant and Mitchell Reddish (A Guide to Biblical Sites in Greece and Turkey [Oxford University Press, 2003]).

VII. Seminary Guidelines A. ATS Academic Integrity Policy Ashland Theological Seminary seeks to model servant leadership derived from biblical standards of honesty and integrity. We desire to encourage, develop, and sustain men and women of character who will exemplify these biblical qualities in their ministry to the church and the world. As members of the seminary community, students are expected to hold themselves to the highest standards of academic, personal, and social integrity. All students, therefore, are expected to abide by the academic integrity standards outlined in the Student Handbook. B. Academic Support Services If you need assistance with writing projects for your coursework, contact the ATS Academic Support Center. The center provides free sessions with a peer consultant who can help you with all of your concerns about academic support including writing, critical thinking, documentation, reading skills, study skills, test taking skills, time management. Contact the center if you have a question about how to complete your assignment, if you have documentation questions, or if you would like to have your paper evaluated for areas needing improvement. The ATS Academic Support Center can be reached at 419-289-5162 or by e-mail at atswc@ashland.edu. C. Students with Disabilities Ashland University makes every effort to comply with the Americans with Disabilities Act. Students who have specific physical, psychiatric or learning disabilities and require accommodations are encouraged to inform their instructors of their needs early in the semester so

that learning needs can be appropriately met. It is the students responsibility to document the disability with Disability Services in The Center for Academic Support on the 7th floor of the Ashland University Library, (419) 289-5904. D. ATS Grading Scale Grade Percent A 97-100 Description Superior achievement of course objectives, diligence and originality, high degree of freedom from error, outstanding evidence of ability to utilize course knowledge, initiative expressed in preparing and completing assignments, positive contributions verbalized in class.

AB+ B

92-96 89-91 86-88

Good work submitted, commendable achievement of course objectives, some aspects of the course met with excellence, substantial evidence of ability to utilize course material, positive contributions verbalized in class, consistency and thoroughness of work completed.

BC+ C

83-85 80-82 77-79

Acceptable work completed, satisfactory achievement of course objectives, demonstrating at least some ability to utilize course knowledge, satisfactory class contribution.

CD+ D

74-76 71-73 68-70

Passing but minimal work, marginal achievement of course objectives, poor performance in comprehension of work submitted, inadequate class contributions. Unacceptable work resulting in failure to receive class credit, inadequacy of work submitted or of performance and attendance in class.

DF

65-67 Below 65

VIII. Course Bibliography See deSilva, Seeing Things Johns Way, 351-364; Blount, Revelation, xix-xxvi. Also consult the bibliography in David E. Aune, Revelation (3 vols; Word Biblical Commentary; Waco: Word, 1997-1998), especially the sectional bibliographies at the beginning of the discussion of each passage.