Considering Intrapersonal Learning
One of the classes I’m taking this quarter is “The Congregation as Learning Community” where we discuss issues related to education in Christian congregations (as you might expect). In this past week, our primary assignment was to present on a book in small groups. Each group was given not only a book (ours was Practicing Our Faith edited by Dorothy C. Bass), but also a learning method to drive our presentation (ours was “intrapersonal”). This presented a challenge: how does one “present” anything conducive to intrapersonal learning. Should we integrate intrapersonal reflection within the classroom setting itself?
Fortunately, my partner and I had a topic that worked well here. The idea of Bass’ book is that we need to “practice our faith” in tangible ways in everyday activities. So, we started our 20 minute presentation with a meditation exercise where people found another place in the room (“body” learning) to pray and reflect on the calm images of nature that we were projecting on the screen (“visual” learning). After a couple minutes, we asked them to slowly and quietly return to their seats (“body” again).
Then we asked them to consider the shift in imagery when we showed them video of busy images taken from the streets of Tokyo (“visual” again). The point was: this book helps us to unite our intrapersonal reflections and experiences with our interpersonal practices and activities. I think the reflection time in that moment was appropriate and, as parenthetically mentioned, was appropriately combined with other learning methods (body and visual).
The issue for me is the fact that “intrapersonal” reflection is directly related to the topic here. My question is how easily one might allow for intrapersonal moments within other class settings. This course is intended for congregational learning, where times of prayer and meditation may be more appropriate than a college classroom. I’m not sure I will use similar techniques when I teach Christian origins.
The exercise is nevertheless a reminder that educators should move beyond the old standard lecture style and consider new ways of reaching multiple learning modes within a single classroom session. How do we impart information while also promoting critical engagement with the course materials?
Lots of Ministry and Some Hebrew Grammar Next Quarter
I registered for my second to last quarter today. I have some ministry requirements to fulfill that have been put on hold while I’ve taken courses on New Testament and related issues. That said, it’s not that I’m not interested in the ministry courses. It’s just that I have a bit of tunnel vision with my academic plans, so I have had to focus on New Testament, early Judaism, and Christian origins. Without further adieu, here are the classes I’ve signed on for next quarter (the course links take you to descriptions, the teacher links to their homepages at Fuller):
- The Congregation as a Learning Community with Mark Lau Branson. Ths class fulfills the “Christian Formation and Discipleship” requirement for the M.Div. From what I understand, Branson has good Anabaptist leanings!
- Grief, Loss, Death and Dying with David Augsburger. This one hits the “Pastoral Counseling” requirement. Forget Anabaptist “leanings,” Augsburger is a great Anabaptist leader and scholar. You may have seen his recent book, Dissident Discipleship. I think half my church has read it.
- Making Doctrine Live with Marguerite Shuster. This class is one of the three classes needed to fulfill the “Preaching and Communication” requirement: one class generally on Homiletics, then two practicums. This would be my first practicum. Actually, I tried to stay with my current professor for Homiletics, Doug Nason, but both of his practicums were taken. I’m waitlisted for those, so I might switch over if space opens up. All the practicum listings have only 8 or 9 spots. We all preach (or speak) twice in the quarter and give comments to the other preachers/speakers.
And for the final elective of my Fuller career:
- Advanced Hebrew Grammar with Jeremy Smoak, who is, according to the website, a post-doctoral fellow at UCLA’s NELC department.
So it should be an interesting quarter. In the summer quarter, I hope to take my final preaching practicum in communication, fulfill two church history courses (with “Medieval and Reformation History” and “Post-Reformation and Modern Theology”–the latter taught by Richard Muller), and take “Intro to Islam” as an IDL. Then, I’m all done with this seminary thing! It’s hard to believe.
Moving from Summer into the final year…
Well, I guess I’ve had my first summer vacation away from blogging. I took a break to go save the world as an intern with Bread for the World, as we all know how much of a global difference interns at nonprofits can make. My self-evaluation form for Fuller’s Field Education office questioned what I thought my biggest accomplishment was in this internship. I’d have to say the full-scale initiation of world peace, though my supervisor reminds me that there were a few others involved in that endeavor. I also baked some fine chocolate chip cookies that I shared with my officemates, which may be a close second to global shalom.
In all seriousness, it was a challenging internship and it forced me to gather and put to good use the theological and biblical resources I have developed in seminary and as an undergrad. I developed Bible studies related to issues of hunger and poverty. I will be giving a sermon at a church in the area about some of my reflections. I will be recording a few podcasts next month on the issues. Along the way, I was able to learn a great deal about policymaking and how politicking goes for these sorts of things, and how a nonprofit advocacy group responds to such challenges. I see this internship as the beginning of a deeper engagement with political advocacy, particularly with the mission of Bread for the World. I hope that even as I move towards an academic career in New Testament and early Christianity, I will always stay connected to present-day issues of justice. And someday, if I reach my dream of being an educator and mentor to undergraduate students, I hope to be able to connect them to the same kinds of opportunities for social engagement and evaluation. Even the Bible majors!
All of this said, I do actually miss my time in the classroom and I’m looking forward to getting back into gear this Fall. I will be a teaching assistant for Jim Butler, focusing mostly on grading Hebrew translations and word studies for an exegesis class on Jeremiah. As for my own education, I will be taking a couple classes with Marianne Meye Thompson and gleaning from her wisdom on John, with an exegesis course on the Gospel of John as well as a doctoral seminar on Johannine theology. It will be nice to balance out working on the more heavy theological concerns in Johannine literature with the Greek of John’s Gospel.
And to add to the drama (if you consider any of this to be drama), I will of course begin sending out those doctoral applications starting in November. The application due dates mostly span November to January. I will probably find out what schools have decided about me by late March-early April. I’m going to minimize the amount I publish of my thoughts on application strategy, at least while I’m going through the process, but I can tell you the basics. I will be going for schools that I consider top-class, including some institutions with great reputations but are less often considered by “New Testament” applicants (and some are not quite as competitive as others). I feel that all of these schools are a “good fit” for me (i.e., I’m not going for the brand name schools just for the heck of it). If I strike out with those, I will apply to a few Th.M. programs to prepare myself as a scholar one more year and then try another round of applications the next year.
It's finals week…
. . . so I’m going to try to take it easy online for a little bit. I’ve got:
- Monday evening: Greek Reading final exam (translating two passages, doing parsing, answering syntax questions)
- Due Wednesday noon: Final 10-15 page exegetical paper on Revelation 4 for Exegetical Methods and Practice (I’m focusing on the centrality of the throne and the sovereignty of God, if you must know)
- Wednesday afternoon: Cross in the New Testament final exam (essay questions related to the death of Jesus in the NT, atonement theories, etc.)
- Friday by 5pm: Final 20 page paper for Cross in the NT (I’m working on the function of the cross in Philippians)
- Friday (5:00:01 PM): Freedom
Exegetical Method & Practice: What we're doing
Love Sechrest, the newest addition to Fuller’s NT faculty, is keen on the “practice” part of this Exegetical Method and Practice course that I’m taking with her. Sure, we’ll be learning the method in lectures and reading, but the focus of our assignments is on practice. We have an assigned Greek text for every session of the class; first we’re going through Romans and then Revelation. We are assigned either to do a translation of that text or a journal entry of questions related to the English text. The journal entries should contain 6-10 question from categories such as literary, historical, theological, and some critical questions from secondary literature (but a lighter emphasis on this last category).
On top of those daily assignments are several assignments related to our primary selected passage. Mine is Revelation 4:1-11. For this passage, we will do 1-3 page summary of text criticism in the passage, a sentence diagram of any 7 continuous verses from our passage, and an arcing diagram. Since the narrative of Revelation is not conducive to “arcing” (and don’t ask me what that is, because I don’t know yet), those of us with Revelation passages (me) will submit an arcing diagram for Romans 4:1-16. We will also submit an “Exegetical Working Paper” for the rest of the students in the class to read for the day when our passage it going to be discussed (discussion for my passage is on 5/14). The “working paper” will be three pages (single-spaced) summarizing the significant exegetical and theological issues for our passage. Finally, our final exegesis paper will be based on this passage. This is expected to be 10-15 pages and should put forth a thesis statement and argument regarding how this passage should be interpreted. That might be a little difficult for me because I find it hard to stick to one meaning in any given passage.
Here’s the weight for grading:
- Daily translations and journals (15%)
- Exegetical assignments (15%)
- Exegetical working paper (30%)
- Final exegesis paper (40%)
A lot of work! To be honest, though, I would prefer more work because (1) it spreads the grade out amidst lots of assignments and (2) it provides for a greater learning experience. The grading appears to hold a high standard: A is 96 or above; A- is 93-96; B+ is 90-92! Not much room for error.
As far as learning method, we will be reading through the hard copies of Michael Gorman’s Elements of Biblical Exegesis: A Basic Guide for Students and Ministers and David Alan Black‘s New Testament Textual Criticism: A Concise Guide. Those are the books that were required for purchase. But we also have an electronic reader including large selections from Gordan Fee’s New Testament Exegesis: A Handbook for Students and Pastors, Joel Green’s Hearing the New Testament: Strategies for Interpretation, Sandra Hack Polaski’s A Feminist Introduction to Paul, Amy-Jill Levine’s, et al., “Roundtable Discussion: Anti-Judaism and Postcolonial Biblical Interpretation” from the Journal of Feminist Studies in Religion 10/1 (Spr 2004). On this CD-ROM reader, we also have two introductions from a commentary on Romans (Dunn) and one on Revelation (Beale). It seems to be a pretty good mix, and not narrowed in on one author’s approach. It will highlight the traditional historical-critical methods, literary methods (particularly OT intertextuality), and we will even explore ideological/reader’s response methods such as African American, Postcolonial, and Feminist hermeneutics.
Speaking of all this reading, I should probably get cracking because I have to read 117 pages and translate Romans 1:8-17 by tomorrow.
Greek Reading: What we're doing
For my Greek Reading course with David Kiefer, Fuller Seminary’s Registrar, we will (naturally) be diving into Greek for this next quarter. Here are the Course Objectives and Learning Outcomes from the syllabus:
Upon successful completion of this course, you should be able to (a) identify all the relevant categories (i.e., to parse) all regular forms and most of the irregular but frequent forms of the articles, nouns, pronouns, adjectives, and verbs that occur in the Greek New Testament; (b) know the most common meanings of about 900 words that occur most frequently in the Greek NT, (c) know the patterns of Greek word formation and put this to use in vocabulary development and reading, (d) understand and be able to recognize the basic grammatical structures, sentence patterns, and styles of Koine Greek sentences as found in the Greek NT; and (e) be able to use all of this to read and translate extended passages throughout the New Testament with minimal use of reference tools.
To do that we’ll be focusing on two things primarily: vocabulary development and translation. For our vocabulary development we’ll be using Thomas Robinson’s Mastering New Testament Greek: Essential Tools for Students (for a review of the new edition, see this one in RBL). The major portion of the book (section 2, pp. 11-113) is a grouping of Greek words found in the New Testament under cognate groups, which are listed in order of frequency. First, though, we’ll be memorizing prefixes, prepositions and suffixes that are listed out in sections 3 and 4. We will also be memorizing irregular verb forms from a list that David will provide and discussing various areas of Greek morphology.
For translation we will be doing both prepared and unprepared translation. The class meets twice a week and the first day will be devoted to the prepared translation, while the second day will be devoted to “sight reading.” David said that he didn’t really like that phrase because it connotes a stressful “on the spot” kind of “test” of knowledge. He prefers us not to fret about it and just be willing to put ourselves forward, not worrying about making mistakes. I’m still going to call it “sight reading,” because, well, that’s what it is. For the prepared translations, we’ll be given a schedule (we don’t have it yet) of texts and we will read through taking notes on the things that puzzle us and interest us in the passage. We will also keep a reading and rereading log of the texts that we read for the first time for the following week, read for the second time for the present week, and read for the third time for the past week. A lot of reading! We’ll also have weekly quizzes and a final exam on the material.
Overall, it should be a lot of work, but I’m looking forward to it. It’s a smallish class and I think we’re going to have some fun with it. I’m definitely looking forward to getting some of my foundations more solidified in Koine Greek.
Next quarter's classes: Lots of NT and Greek
I’m all settled up for my classes next quarter. With the Greek waiver exam behind me, I can move on to more advanced classes in Greek. I will be taking:
- NE502: Exegetical Method and Practice taught by Love Sechrest
- LG517: Greek Reading taught by David E. Kiefer (Fuller’s Registrar)
- NS525: The Cross in the New Testament taught by Marianne Meye Thompson
- FE501C: Part-Time Church Internship (final quarter of three)
Dr. Thompson’s class will be my third class fulfilling the MDiv’s New Testament Theology requirement (the others have been Early Judaism with James VanderKam and Paul and the Law with Donald Hagner). Dr. Sechrest is a recent graduate of Duke’s New Testament PhD program and I’m looking forward to her class. I also like talking to recent PhD grads. I like to hear about their experiences, but I also just seem to click with them. Go figure. I’m really looking forward to diving into Greek and getting much better at sight reading the New Testament. I’ve got to work on my vocabulary base some more.
The internship at Pasadena Mennonite Church has been going great. It is a fascinating time to be an intern too! We’re going through a big transition and we’ve got budget problems. We’re trying to figure out where we’re going as a community and it is a great learning opportunity. This quarter, I finally get my two lousy units for a whole school year of interning. Three quarters of part-time work and I only get 2 units. Oh well. I wouldn’t want it to take up more electives, so I guess that’s okay.
Tests Schmests, Exams Ecschmams
Let me just say that I dislike, nay, despise tests. That’s not good for someone in academia, I suppose. I don’t look forward to taking my comprehensive examinations once I’m in a doctoral program, but worse than that, I don’t even like the fact that I have to take a midterm exam in my early church history course tomorrow. Even when I ace tests I feel queasy about them. It’s like this test, this document probing my brain for answers, is also prodding me with a stress-charged taser gun.
I like to talk about the material. I like to write about the material. But I don’t like to be forced into this awful, heart-pounding sweatfest demanding my memory recall, while at the same time blocking my memory and causing feelings of great inadequacy. I like to learn. I like to read. But I don’t like spending hours upon hours poring over pages of notes, both in paper and on the computer. I don’t like trying to come up with a “study guide” when there is none provided and it becomes so long and cumbersome that it just intimidates me with the amount of information that I feel I have to memorize.
Okay, what I’m describing is not the scenario of every test I take, nor do I even have that many tests. But still, they irk me. If I ever make it to the other side of graduate studies, I don’t think I’ll give tests or exams to my students. Quizzes, maybe. Papers, short and long. Perhaps even blogging, which is becoming an assignment trend now. But no tests.
Well, it’s back to the study guide for me!
N.B. I should add that the reason that I am so stressed out about tests is because it only allows you two hours or less to condense tons of material, whereas a paper gives you weeks of preparation time to craft your words. I worry because I care about the grade. I only care about the grade because I want to get into a good doctoral program. I want to get into a good doctoral program so that I will be well-trained to serve my future students as a teacher and, I hope, a mentor as well as to engage in scholarship in general. I would rather our whole system dropped grades, if that were possible, because it causes me to focus on meeting the requirements rather than learning the material. But there’d be no easy way for the big schools to weed out the masses of applicants.
Does the New Perspective on Paul call Judaism racist?
There is a criticism of the New Perspective on Paul (NPP) that has come up in our Paul and the Law class several times (first initiated by Dr. Hagner himself) which I find both troublesome and intriguing. It goes like this: in its attempts to absolve 1st century Judaism of a legalistic image, the NPP has instead accused Paul’s Jewish opponents of being racist.
Where does this come from? You see, the NPP understands Judaism in terms of “covenantal nomism” instead of legalism, that is, the Jews had a devotion to the law as part of their covenant with YHWH but they did not believe one must obey it to perfection in order to be “saved.” So what was Paul talking about in the “negative texts” about the law in Galatians and Romans? According to the NPP, Paul is vehemently opposed to certain “works of the law” (like circumcision) which function as “boundary markers” to the Jewish “in-crowd,” so to speak. In other words, the form of Judaism that Paul opposes is one that is exclusively “nationalistic,” in which one must perform these works to be initiated into this “nation.” Thus, the Jews of Paul’s time were not legalistic, but close-minded and nationalistic. In our class, Hagner used the word “racist” as a pedagogical tool to make it “easier to understand.”
What it does, I think, is make the antagonistic bias against the NPP “easier to understand,” not the NPP itself. There are a number of questions that make this “racism” language problematic. First, it obviously has a loaded, negative connotation in the context of US social and political history. What we think of first is the enslavement and oppression of Africans and their decedents. We think of the struggle for civil rights. We think of all our “melting pot” conflicts between Caucasian, Black/African-American, Latino/a, Asian, etc. persons (such as gang violence between Black gangs and Latino gangs). The term feels violent and bordering on vulgar. When Hagner characterizes the NPP view of Paul as calling Judaism “racist,” he is putting a very negative slant on the NPP view.
Secondly, even if we try to be objective about the term “racism,” extracting its historical baggage, does it even work descriptively? I’m no sociologist, but I’m not sure we can say that we’re talking about a hatred or antagonism against other “races.” To get some help here with definitions, I looked to some basic references. The Encyclopedia Britannica Online suggests that to use the term may even be anachronistic, Race is:
the idea that the human species is divided into distinct groups on the basis of inherited physical and behavioral differences. Genetic studies in the late 20th century denied the existence of biogenetically distinct races, and scholars now argue that “races” are cultural interventions reflecting specific attitudes and beliefs that were imposed on different populations in the wake of western European conquests beginning in the 15th century.
Furthermore, it may be defined generally more by physical characteristics:
In the United States, for example, the term race generally refers to a group of people who have in common some visible physical traits, such as skin colour, hair texture, facial features, and eye formation. Such distinctive features are associated with large, geographically separated populations, and these continental aggregates are also designated as races, as the “African race,” the “European race,” and the “Asian race.”
The Britannica article on race does go on to say that there are some secondary uses of the term, but most scholarship of the term has focused on uses regarding “biophysical characteristics.” Britannica’s entry for “racism” builds on this understanding of “race”:
any action, practice, or belief that reflects the racial worldview—the ideology that humans are divided into separate and exclusive biological entities called “races,” that there is a causal link between inherited physical traits and traits of personality, intellect, morality, and other cultural behavioral features, and that some races are innately superior to others.
Perhaps one could make a case for racism existing in early Judaism, though I imagine that similar ideologies of superiority would be found in almost any group of the time period that we know of. But the question is whether this is what the NPP is arguing that Paul was saying about his opponents. I think not. It seems that they are saying that Paul is reacting against a type of Judaism which is extremely dedicated to a particular understanding of their covenant with YHWH. In this understanding, performing these “boundary marker” works of the law were necessary for inclusion in their dedicated and covenantal group. Paul says that those “boundary marker” works are not necessary for inclusion, only faith in Christ. It may be exclusivism, but it’s not racism.
I have two final comments. First, I do want to acknowledge that it is worth questioning how much ground is gained in Jewish-Christian relations if we stop accusing Judaism of one fault, but assign it another. Even if we don’t call that fault the harsh “racism” term, it’s still not very friendly. Along with that, implied in this critique is a good question: should Jewish-Christian relations even be a determining factor in our exegesis? Secondly, however, the use of this comment in our class is just one part of an overall antagonistic atmosphere opposed to the NPP. Snide and snarky jabs are made at the NPP authors every week from all over the classroom. Perhaps it is all in good fun, but the negativity grates on my conscience. I feel we should approach these issues with more openness and humility. I don’t care if the scholars we’re reading don’t seem humble in their writings; I don’t think we should stoop to polemical and pejorative language. It may be fun, but it doesn’t seem right.
Thanks for reading through my venting!
It's not our issue: Anabaptists and the New Perspective on Paul
I would like to share some wisdom that was emailed to me about why Anabaptists might not be all gung ho about the New Perspective on Paul. I alluded to something similar in a previous post, but I think this puts it better. The email was from Dale Fredrickson, who is a NT PhD student at Claremont and has (in the meantime) planted a house church based on John Howard Yoder’s Body Politics. He suggested that the reason not many Anabaptists are “in on this discussion” is because “the discussion is not important to them. What I mean is that Justification by faith has never been our issue. Justification by faith arises out of the Lutheran main line and evangelical manifestations.” That is the vibe that I get as well, but I think that Anabaptists have an opportunity here to speak from the authority of their historical tradition and make a significant contribution to the debate.
Dale also recommended picking one passage and doing a historical-critical study, also looking into what Anabaptist interpreters have said about it. That may be a good way to narrow the focus of my term paper for Paul and the Law. I am also doing a shorter exegetical paper for the course, but that doesn’t leave much room for exploring the Anabaptist perspective… it would simply be an Anabaptist exegesis, since I’m doing it! Another approach to the term paper would be to list out some of the main points of the NPP and explore them one at a time from an Anabaptist perspective. That may be too much for a 10-15 page paper, though. Well, whatever I do, I’ve gotten geared up to go on the topic, borrowing books from a couple libraries and even one friendly fellow church member. I’ve borrowed Toews’ Romans, Yoder’s Jewish-Christian Schism Revisited, Elias’ Remember the Future, and (even though it’s not Anabaptist) Harink’s Paul among the Postliberals. It would be great if the Believers Church Bible Commentary series had a commentary on Galatians. It is much needed and I wonder if they’ve assigned anyone to the task yet.
Well, you can expect more thoughts on the NPP later! Adios for now.





