Theology 10: The Gospel of Matthew: Characteristics II

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This is the third of a series of three presentations on the Gospel of Matthew. This presentation covers general characteristics of the gospel. Relevant Notes Pages: pp 119-122

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Theology 10: The Gospel of Matthew: Characteristics I

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This is the second of a series of three presentations on the Gospel of Matthew. This presentation covers ways in which Matthew changes material copied from the Gospel of Mark. Relevant Notes Pages: pp 117-118

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Theology 10: The Gospel of Matthew Intro

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This is the first of a series of three presentations on the Gospel of Matthew. This presentation covers authorship, date, location, and purpose, as well as general background information. Relevant Notes Pages: pp 115-116

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Theology 10: The Synoptic Problem II

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This is the second of a series of two presentations on the Synoptic Problem. This presentation explains what a synopsis is, details the problem, and briefly examines the history of solutions. Relevant Notes Pages: pp 113-114

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Theology 10: The Synoptic Problem I

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This is the first of a series of two presentations on the Synoptic Problem. This presentation gives a brief overview of the Synoptic Gospels, why there is a problem, and how it has been addressed through harmonization. Relevant Notes Pages: pp 111-112

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Theology 10: The Gospel of Mark: Characteristics III

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This is the third of a series of three presentations on the Characteristics of the Gospel of Mark. Relevant Notes Pages: pp 109-110

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Theology 10: The Gospel of Mark: Characteristics II

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This is the second of a series of three presentations on the Characteristics of the Gospel of Mark. Relevant Notes Pages: pp 107-108

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Theology 10: The Gospel of Mark: Characteristics I

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This is the first of a series of three presentations on the Characteristics of the Gospel of Mark. Relevant Notes Pages: pp 105-106

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Theology 10: The Gospels and the Gospel of Mark

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This presentation provides general background information on the Gospels, summarizes my approach to examining each New Testament Gospel, and introduces the Gospel of Mark. Relevant Notes Pages: pp 103-104

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World Religions: Buddhism IV

Welcome Back!

I hope your Easter was happy, and your break was restful.

The Buddhism IV presentation -your last one on Buddhism, I'm afraid- is posted below, along with the relevant notes pages, although this presentation actually picks up on question #238 on page 34, which you should already have. Print these additional pages out, and answer the questions using the presentation. Keep in mind that you'll be needing those handwritten notes in the future...

Once you finish this presentation, there is one reading posted in Google Classroom, with the accompanying Reading Question sheet. Print out the questions, and answer them in your own words and in writing (not typed, not in Kami). I expect you to be caught up with the notes and reading questions by Monday, April 27.

Buddhism IV: The Buddha and Buddhism

Relevant Notes Pages:
pp 35-38

Theology 10: Paul and the Undisputed Letters

The Apostle Paul

Relevant Notes Pages:
pp 99-100
pp 101-102

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The Undisputed Letters

Relevant Notes Pages:
See above.

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World Religions: Buddhism III

Greetings All, Yet Again!

Could this BE any more exciting....
The Buddhism III presentation is posted below, along with the relevant notes pages. Print them out, and answer the questions using the presentation. Keep in mind that you'll be needing those handwritten notes in the future...

Once you finish this presentation, there are two readings posted in Google Classroom, with accompanying Reading Question sheets. Print out the questions, and answer them in your own words and in writing (not typed, not in Kami). I expect you to be caught up with the notes and reading questions by Monday, April 6.

There will be an additional presentation posted on Wednesday of this week, and I will send out a Remind when it is available.

Buddhism III: The Eightfold Path

Relevant Notes Pages:
pp 33-34

Theology 10: The Roman Period

Hello Again-

I still hope you are all safe and healthy, and you and your families are all still in my prayers. I'm holding out hope that we'll be back in room 117 before Easter Break, or maybe shortly thereafter...at least before the end of the year.

My plan is to post all presentations and assignments for Theology 10 on Tuesday of each week, and to expect all material to be covered and assignments completed by the following Tuesday. I will check in with each class via Zoom during the appointed time each week, and a link will be sent out via Remind for each meeting the night before. I will not be requiring you to meet with me for the full three hours, just long enough to make sure you're all doing okay and keeping up with your work, and you're aware of the procedure.

I will continue to use this blog to keep you informed, but links to each post will be provided in Google Classroom, on FinalSite, and through Remind, so whatever your chosen method of checking in, you'll be able to stay updated and keep up with the work for my class.

FOR THIS WEEK (Tuesday, March 24 to Tuesday, March 31):

• View the two presentations posted below, and complete the notes pages that accompany them. Make sure you are keeping up with your notes!
• The first part of a four part project you will be working on between now and Easter Break is posted in Google Classroom, entitled "Josephus and the Testimonium Project, Part I." Finish this part of the project by next Tuesday.

Below you will find my next two presentations, on The Roman Period I and II. The notes pages for each presentation are linked below, and you are picking up with question #656 on p.96.

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The Roman Period I

Relevant Notes Pages:
pp 95-96
pp 97-98

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The Roman Period II

Relevant Notes Pages:
pp 97-98

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World Religions: Buddhism II

Greetings All, Again!

And the fun continues....
The Buddhism II presentation is posted below. You should already have the notes pages for this one because you are picking up with question #224 on p.31 for this one, but if you don't they are linked below the title. Print them out, and answer the questions using the presentation. Keep in mind that you'll be needing those handwritten notes in the future...

Once you finish this presentation, it's time for you to take a look at the Buddhism Primary Source Readings. The routine is as it was in class- the reading is posted in Google Classroom, and the Reading Question sheets are posted along with it. Print out the questions, and answer them in your own words and in writing (not typed, not in Kami). As far as due dates go, I'll be expecting BOTH Primary Source Readings to be completed by Monday, March 30. How will you submit them? I'm working on that.

Buddhism II: The Life of the Buddha; The Four Noble Truths

Relevant Notes Pages:
pp 31-32

Once you've finished with the video, below I've embedded a little quiz, just to test your knowledge. Take it if you wish...it's not required, and I don't see your grade. It's just a way to see what you learned. There are also some question below the quiz which you might want to contemplate...they might eventually make their way onto a test in the future...

Buddhism II: Quiz

Buddhism II: Questions 

• What are some similarities between the story of the life of Siddhartha and the Gospel accounts of the ministry of Jesus? Why do you think the similarities exist? What purpose do they serve in their respective stories?
• What is the fundamental claim of the Buddha, and why did he believe it? With which Western Pre-Socratic philosopher is the Buddha compared, and why?
• What does Siddhartha's "Fourth Temptation" suggest about the nature of knowledge or wisdom? How does this suggestion conflict with or offend Western assumptions about knowledge and education?
• What are the Four Noble Truths? What are the three types of suffering the Buddha identified, and in what way did he consider each to be a form of suffering?

Theology 10: The Maccabean Period

Greetings All-

I hope everyone is safe and healthy, and that your family and friends are safe and healthy as well. Maybe soon we'll be seeing each other again, but in the meantime, it is for times like this that this blog exists. For the foreseeable future, everything I post online will be found here, but links to each post will be provided in Google Classroom, on FinalSite, and through Remind, so whatever your chosen method of checking in, you'll be able to stay updated and keep up with the work for my class.

As most of you should know, I handed out the notes pages for the presentations on the Maccabean and (the beginning of) the Roman Periods on the Friday before Coronapalooza began. But if you need copies of those pages, don't worry, I'll always post printable PDFs along with each presentation in case you missed them (they're under the heading for the presentation, below). Just keep in mind that I'm sticking to my requirement of handwritten notes for the class, meaning that when (not if, I am after all, nothing if not a bright, cheerful optimist) we return, I'll expect you to have those notes just in case I were to give a review quiz to see how well you kept up, and you'll also be responsible for turning ALL your notes in for a test grade at the end of the 4th quarter.

But without further ado, let's get this party started. Below you will find my first official video presentation, on The Maccabean Period. Unfortunately, do to time constraints, I had to skip a presentation on Aristotle that also wrapped up the Hellenistic Worldview. Maybe I'll be able to recover it in the future...

The Maccabean Period

Relevant Notes Pages:
pp 93-94
pp 95-96

Once you've finished with the video, below I've embedded a little quiz, just to test your knowledge. Take it if you wish...it's not required, and I don't see your grade. It's just a way to see what you learned. There are also some question below the quiz which you might want to contemplate...they might eventually make their way onto a test in the future...

The Maccabean Period: Quiz

The Maccabean Period: Questions 

• Who was Flavius Josephus, and what is his significance to Biblical Studies? What are his two most important works, and why must they be treated with caution?
• Why did Judaism eventually come to take an ambivalent attitude towards the reign of the Maccabees? What were both the good and bad aspects of this period?
• Why, according to Josephus, did the various sects of Judaism begin to appear in the Maccabean Period? What did each sect believe?

World Religions: Buddhism I

Greetings All-

I hope everyone is safe and healthy, and that your family and friends are safe and healthy as well. Maybe soon we'll be seeing each other again, but in the meantime, it is for times like this that this blog exists. For the foreseeable future, everything I post online will be found here, but links to each post will be provided in Google Classroom, on FinalSite, and through Remind, so whatever your chosen method of checking in, you'll be able to stay updated and keep up with the work for my class.

As most of you should know, I handed out the notes pages for the first three presentations on Buddhism on the Friday before Coronapalooza began. But if you need copies of those pages, don't worry, I'll always post printable PDFs along with each presentation in case you missed them (they're under the heading for the presentation, below). Just keep in mind that I'm sticking to my requirement of handwritten notes for the class, meaning that when (not if, I am after all, nothing if not a bright, cheerful optimist) we return, I'll expect you to have those notes just in case I were to give a review quiz to see how well you kept up...

But without further ado, let's get this party started. Below you will find my first official video presentation, and I made it easy- it's the Buddhism I presentation I started on Friday. I ended at various points in different classes, so I just recorded the whole darn thing. Finish what we didn't get to in your class, so we're all on the same page. The second presentation will be posted soon, so I suggest you be caught up with your notes for this presentation by Wednesday, March 18.

Buddhism I: Intro; The Birth and Early Life of the Buddha

Relevant Notes Pages:
pp 29-30
pp 31-32

Once you've finished with the video, below I've embedded a little quiz, just to test your knowledge. Take it if you wish...it's not required, and I don't see your grade. It's just a way to see what you learned. There are also some question below the quiz which you might want to contemplate...they might eventually make their way onto a test in the future...

Buddhism I: Quiz

Buddhism I: Questions 

• What are some similarities between the story of the birth of Siddhartha and the Gospel Infancy Narratives of the birth of Jesus? Why do you think the similarities exist? What purpose do they serve in their respective stories?
• What role does the Hindu concept of dharma with respect to castes and birth sex play in the birth and life of Siddhartha? How might dharma explain some aspects of the story that are otherwise difficult to understand and possibly even offensive to Westerners?
• Given what you have learned so far, what do you think accounts for the near disappearance of Buddhism in India? What accounts for its great success in places like China or Japan?
• I commented in the presentation that Karl Jaspers would no doubt agree with the implicit assumptions in Siddhartha's life story about how poverty, suffering, and death can inspire the religious imagination, while wealth and prosperity can diminish it. Do you agree or disagree, and why? What would Marx and Nietzsche think, and why?

Theology 10 Test 3-1 2020

It's that time again...
Below you will find everything you need to prepare for the 3rd Quarter Test, which is currently scheduled for Thursday, March 12. 

Section I: Matching Names/Terms/Concepts
50 of the names/terms/concepts on the Quizlet below will appear as terms to match to their definition or description.

• Each term is worth 1 point each, 50 points total this section.

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Section II: Essays
Choose TWO of the questions below, and be prepared to answer each one in class on the day of the test. You may not use any notes on the day of the test, but you may certainly prepare your answer in advance. The essays you choose is the ones you answer- you do not need to be prepared to answer any other question from this list. I suggest about a length of about a page for each answer.

1. The Book of Judges is considered controversial because of its depiction of the practice of the "ban" and stories involving the mistreatment of women. Discuss the examples of these issues we considered in class, then explain what purpose these stories serve in the total narrative of the Deuteronomistic History. Why is it mistaken to see these stories as examples of moral problems with the Bible, as opposed to seeing them as highlighting moral problems in the Bible?
2. Explain the significance of King David in the Old Testament, and discuss how his reign came to shape Jewish expectations of a future messiah. Be sure to include in your answer examples of how/why those expectations are found in the oracles of the Latter Prophets and the Psalms. Give examples of ways in which those expectations shape the gospel portrayals of Jesus.
3. The religion the Jews brought back from the Babylonian Exile is considered distinct in numerous ways from the religion they left behind, and from the religions they found in the regions of the former Divided Monarchy to which they returned. Explain the differences between these religions; explain why some Jews chose to remain in Babylon, and what was distinct about the practice of Judaism in the Diaspora.
4. Discuss the religious 'syncretism' between Judaism and the worldviews with which it came in contact during the exilic and post-exilic periods. Explain the influence of Babylonian mythology, Zoroastrianism, and Hellenism on Biblical literature, focusing specifically on concepts such as angelology, demonology, and the concept 'Satan.'
5. The problem of Theodicy became an increasingly important issue for Judaism after the Exiles. Explain what the problem is, then explain how and why Judaism's answer to the problem evolved as a result of its exposure to other cultures and belief systems. Relate your answer to the Deuteronomistic, Prophetic, and Apocalyptic Cycles discussed in class.
6. Discuss the explanations for two literary contradictions in the Hebrew Bible. First, explain the problem with the Messianic Promise or Davidic covenant related by God to David in 2 Samuel and 1 Kings. Second, explain the problem with the census conducted by David as described in 2 Samuel and again in 1 Chronicles. How does understanding the history that lies behind the text help us to understand and resolve these contradictions?
7. What is the difference between Prophetic and Apocalyptic Literature, both in terms of content and interpretation? What are the examples of Apocalyptic Literature in the Bible, and how do we know? How should Apocalyptic literature be understood, and how is it often misunderstood? What is the relevance of this issue to understanding the New Testament?
8. Using The Truman Show, explain Plato's 'Allegory of the Cave.' Briefly explain what the Allegory is about and discuss what each element of the Allegory symbolizes. Discuss how the allegory illustrates Plato's philosophy, and how it has been used as a model for both education and spirituality in the West. Finally, relate Plato's philosophy and the allegory to the New Testament.

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The Class Presentations

If you need them, I've provided links to PDFs of the PowerPoints I used in class. Remember that you are always required to take notes, and you are expected to have your notes in class every day, so if you are missing answers to questions in your notes pages, make sure to use these presentations to address that.

• Scripture: Former Prophets I

• Scripture: Former Prophets II

• Scripture: Former Prophets III

• Scripture: Former Prophets IV

• Scripture: Latter Prophets I

• Scripture: Latter Prophets II

• Scripture: Latter Prophets III

• Scripture: Persian and Hellenistic Periods

• Scripture: Apocalypticism

World Religions: Quarter Test Review

Below you will find both a quizlet and links to PDFs of every powerpoint I have used in class so far this semester, which you can use to review for the test on Monday, March 9 and Tuesday, March 10 of next week. Keep in mind that you may NOT use these presentations as a substitute for taking notes in class, nor may you use them on open notes quizzes or assignment in class. You're welcome. The format for the test is as follows:

Monday, March 9: Sections I & II

Section I: Matching Names/Terms/Concepts
50 of the names/terms/concepts on the Quizlet below will appear as terms to match to their definition or description. Each term is worth 1 point each, 50 points total this section.





Section II: The Big Essay
Choose ONE of the essays listed below and be prepared to answer it in detail. I suggest about a minimum of a page. This essay is worth 50 points.

1. There are three fundamental problems that were discussed in this class before we looked specifically at any religion. Briefly summarize those three problems and how they relate specifically to the study of religion. [notes]
2. Discuss the three major shifts in the Western worldview. Why and how do these worldview shifts complicate the study of religion, Eastern religion in particular? [Smith reading, notes]
3. Explain the jnana-marga and its relationship to the Advaita Vendanta school of philosophy. What exactly constitutes "knowledge," according to this path, and what is this knowledge "of"? What does this path say about atman and brahman, and why? How might the thought of the western philosopher Parmenides offer insight into the fundamental claim of the jnana-marga about atman and brahman? [notes]
4. What is the Axial Age, and what is its relevance to the study of World Religions? What is characteristic of Axial Age religions and philosophies in general, and in what ways did Hinduism change as a result of the Axial Age? [notes]

Tuesday, March 10: Sections III and IV

Section III: Hinduism Essays

Choose TWO of the essays listed below and be prepared to answer each in detail. I suggest about a minimum of 2/3 of a page.Each essay is worth 40 points, 80 points total.

1. Explain why the claim that "Hinduism is the dominant religion of India" is a complicated and disputed one, focusing on the meaning of the terms "Hinduism," "religion," and "India." How does the use of these terms demonstrate the difficulty in understanding an Eastern religion from a Western, post-Enlightenment perspective? [notes]
2. Briefly explain the relevance of the Indus Valley Civilization and Indo-Aryan Culture to the origins of Hinduism. Discuss the archaeological and literary evidence that relates these cultures to the characteristic practices of Hinduism throughout its history. [notes]
3. Explain the Hindu concept of samsara, and the associated concepts of karma and dharma. How are samsara and karma popularly misunderstood by Westerners, and how should they be understood? How might a proper understanding of samsara answer or explain aspects of Hinduism that might otherwise seem offensive to Western ideas of equality and individualism, such as the caste system and the practice of sati? [notes, text]
4. Explain the Hindu caste system, and examine why this system is often oversimplified and misunderstood by Westerners. Hindus often note that the West has a caste system of its own. What would this be, and how would it differ from the Hindu caste system? What impact has contact with the West had on the Hindu caste system? [notes, text]
5. Explain the traditional life stages for Hindu males and females. In what way do the life stages define and reinforce roles for people on the basis of gender or birth sex? Why might the Hindu life stages look sexist from a Western perspective, and how might a Hindu answer that criticism? [notes]
6. Huston Smith wrote the following poem about his experience with Indian culture, which he recited for Bill Moyers for a documentary series Moyers produced on Smith's life. According to Smith, the poem was inspired by "one of these many commissioned portraits of British viceroys to India." It goes as follows:
   
   
   Who could have dreamed, 
   looking at this willful face, 
   that India touched him more than he touched her. 
   Trains multiplied, of course, 
   both baby boom of belching smoke and whistle’s wail. 
   English, too, improved, as Etons, short pants, 
   broad white collars sprang up in unlikely places. 
   Even the manly arts took hold, 
   as yogas bowed to bat and ball, 
   horses reeled to mallet stroke, 
   while women watched in printed frocks. 
   But I have heard that his wife declared 
   he mellowed through the years. 
   Listened more, talked less, 
   grew more patient when a servant slipped. 
   And when the time to leave rolled ’round, 
   he knelt and kissed the parched red ground. 
   A tear met the dust in that waterless land 
   that had known so well his heavy hand.
   
   Interpret the poem. Then answer this: Was British Colonialism a good or bad thing for India and Hinduism? Explain your position, and use what you have learned in this class (and any other classes in which the subject has been discussed) to back up your position. [notes…]
7. Using the golfers in The Legend of Bagger Vance as examples, explain the four pursuits in life that Hinduism addresses, and explain why Hinduism does not see any of these pursuits as necessarily bad or immoral. Explain the trimurga or three paths (and Smith's fourth path if you wish) and their relationship to the fourth pursuit. [notes, text, film]

Section IV: More Essays

Choose one of the essays listed below and be prepared to answer it in detail. I suggest about 1/2 to 1/3 of a page. This essay is worth 20 points.

1. Compare and contrast the concept of sacred scripture as understood in Hinduism and Christianity. In what way does each religion consider its sacred texts to be "revealed," and how does its revelation shape the beliefs and practices of each religion? [notes]
2. What aspects of Hinduism might a Christian find valuable and complementary for the practice of Christianity? What aspects might conflict with Christian belief or be misleading for Christians? Focus in particular on the issues of how Jesus is to be understood and the meaning/purpose of religious imagery. [text, notes]
3. Given (1) our viewing of The Legend of Bagger Vance in class and the related presentations you were expected to view, and (2) the group presentation on the film Padmaavat to which you contributed, explain why each of these films is considered controversial within its respective culture, then explain why the controversy is or is not justified, given the fundamental philosophic assumptions each culture makes that would be relevant to interpreting the film.

Point Totals:

• Section I (Matching): 50 points
• Section II (Essay): 50 points
• Section III (Hinduism Essays): 80 points
• Section IV (Comparative Religion Essay): 20 points

The Presentations

• Basics I: Powerpoint
• Basics II: Powerpoint
• Basics III: Powerpoint

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• Hinduism I: Powerpoint 
• Hinduism II: Powerpoint 
• Hinduism III: Powerpoint
• Hinduism IV: Powerpoint
• Hinduism V: Powerpoint 
• Hinduism VI: Powerpoint 
• Hinduism VII: Powerpoint 
• Hinduism VIII: Powerpoint