Tanya JonesSpirituality, ‘a spiritual person’ or someone who h.docx

Tanya Jones
Spirituality, ‘a spiritual person’ or someone who has ‘the Spirit
of God’ is the understanding that I believe Apostle Paul uses to
attack worldly wisdom for being spiritual is the only way to
have a better knowledge of the wisdom that pertains to God.
Those who therefore profess worldly wisdom are ignorant
seeing that only the Christian symbol of the Spirit can
interrogate and discern the idea of wisdom (Senior, Collins &
Getty-Sullivan, 2016). For instance, in 1 Corinthians 2:14-15,
Paul implies that a person who is blessed by the Spirit of God
has a better insight or knowledge of what pertains to God since
that Spirit teaches believers a new way of perceiving things as
well as gives them the opportunity to understand themselves
better. As mentioned above, people who only possess worldly
wisdom can be perceived to be ignorant of what really matters
in life or rather, ‘the natural person,’ the one deficient of the
Spirit of God is not as wise as the one who is blessed with the
Spirit since the later ‘has the mind of Christ.’
Alfred Guzman
In 1 Corinthians, what understanding of Jesus or Christian
symbol does Paul use to attack worldly wisdom?
Paul uses Jesus Christ crucified as the symbol to attack worldly
wisdom. Paul states in 1 Corinthians 1:18 Revised Standard
Version Catholic Edition (RSVCE), "18For the word of the
cross is folly to those who are perishing, but to us who are
being saved it is the power of God". As Robert Imperato stated
in his book, Portraits of Jesus, "This may be surprising as he did
not follow Jesus prior to the crucifixion and participated in the
persecution and murder of Christians. When writing to the

Corinthians in the letter called 1 Corinthians, he says he came
to Corinth knowing nothing but Christ crucified (1 Cor
2:2)" (Imperato 49-50). However, Paul continues saying in
verse 27, "but God chose what is foolish in the world to shame
the wise, God chose what is weak in the world to shame the
strong. 28God chose what is low and despised in the world,
even things that are not. (RSVCE)" It is crucial to understand
the cross was a torture device, a symbol of death, pain, and
worldly Roman power against any who would stand against
them. The cross was used for crucifying those considered less
than. One might ask why God would do this, well, Paul
addresses this in the next verse saying, "29so that no human
being might boast in the presence of God" (RSVCE). One could
also ask why Paul would make these claims. Again as Robert
Imperato says, "He holds up the example of Christ crucified to
poke a hole in the inflated egos of those Corinthians who were
elevating themselves based on association with particular
spiritual teachers (1 Cor. 1:11-17; 3:5-7,18; 4:6+). (Imperato
50)” In 1 Cor 3:1, Paul knows that his audience, “immature
Christians who possess the spirit but are enslaved to worldly
thinking” (Hahn and Mitch 288). Worldly wisdom equated with
intelligence, knowledge, and understanding of earthly things,
like rocket science, physics, and biology. Godly wisdom
equated with foresight, insight, and a sense of God’s will, to
which there are different levels of, likewise, with worldly
wisdom. As stated in 1 John 2:12-14, the author speaks to little
children, young men, and fathers in the faith that has Godly
wisdom. We could look at this like an associate, bachelor's,
along with masters and doctoral degrees in worldly wisdom.
Furthermore, Paul explains how this Wisdom of God is imparted
unto the spiritual man via the Holy Spirit in 1 Corinthians 2:6-
16. Paragraph 216 of the Catechism of the Catholic Church
reads, “God's truth is his wisdom, which commands the whole
created order and governs the world. God, who alone made
heaven and earth, can alone impart true knowledge of every
created thing in relation to himself. (CCC 66)”

Tanya Jones
Spirituality,
‘a
spiritual
person’
or
someone
who
has
‘the
Spirit
of
God’
is
the
understanding

that
I
believe
Apostle
Paul
uses
to
attack
worldly
wisdom
for
being
spiritual
is
the
only
way
to

have
a
better
knowledge
of
the
wisdom
that
pertains
to
God.
Thos
e
who
therefore
profess
worldly
wisdom
are

ignorant
seeing
that
only
the
Christian
symbol
of
the
Spirit
can
interrogate
and
discern
the
idea
of
wisdom

(Senior,
Collins
&
Getty
-
Sullivan,
2016).
For
instance,
in
1
Corinthians
2:14
-
15,
Paul
implies
that
a
per

son
who
is
blessed
by
the
Spirit
of
God
has
a
better
insight
or
knowledge
of
what
pertains

to
God
since
that
Spirit
teaches
believers
a
new
way
of
perceiving
things
as
well
as
gives
them

the
opportunity
to
understand
themselves
better.
As
mentioned
above,
people
who
only
possess
worldly
wisdom
can
be
perceived

to
be
ignorant
of
what
really
matters
in
life
or
rather,
‘the
natural
person,’
the
one
deficient
of

the
Spirit
of
God
is
not
as
wise
as
the
one
who
is
blessed
with
the
Spirit
since

the
later
‘has
the
min
d
o
f
C
h
r
i
s
t
.
’
Alfred Guzman
In
1
Corinthians,
what

understanding
of
Jesus
or
Christian
symbol
does
Paul
use
to
attack
worldly
wisdom?
Paul
uses
Jesus
Christ
crucified

as
the
symbol
to
attack
worldly
wisdom.
Paul
states
in
1
Corinthians
1:18
Revised
Standard
Version
Catholic
Edition

(RSVCE),
"18
For
the
word
of
the
cross
is
folly
to
those
who
are
perishing,
but
to
us

who
are
being
saved
it
is
the
power
of
God".
As
Robert
Imperato
stated
in
his
book,
Portraits

of
Jesus
,
"This
may
be
surprising
as
he
did
not
follow
Jesus
prior
to
the
crucifixion
and
participated

in
the
persecution
and
murder
of
Christians.
When
writing
to
the
Corinthians
in
t
he
letter
called
1

Corinthians,
he
says
he
came
to
Corinth
knowing
nothing
but
Christ
crucified
(
1
Cor
2:2
)"
(Imperato
49
-

50).
However,
Paul
continues
saying
in
verse
27,
"
but
God
chose
what
is
Tanya Jones
Spirituality, ‘a spiritual person’ or someone who has ‘the Spirit
of God’ is the
understanding that I believe Apostle Paul uses to attack worldly
wisdom for being spiritual is
the only way to have a better knowledge of the wisdom that
pertains to God. Those who
therefore profess worldly wisdom are ignorant seeing that only

the Christian symbol of the
Spirit can interrogate and discern the idea of wisdom (Senior,
Collins & Getty-Sullivan,
2016). For instance, in 1 Corinthians 2:14-15, Paul implies that
a person who is blessed by the
Spirit of God has a better insight or knowledge of what pertains
to God since that Spirit
teaches believers a new way of perceiving things as well as
gives them the opportunity to
understand themselves better. As mentioned above, people who
only possess worldly wisdom
can be perceived to be ignorant of what really matters in life or
rather, ‘the natural person,’
the one deficient of the Spirit of God is not as wise as the one
who is blessed with the Spirit
since the later ‘has the mind of Christ.’
Alfred Guzman
In 1 Corinthians, what understanding of Jesus or Christian
symbol does
Paul use to attack worldly wisdom?
Paul uses Jesus Christ crucified as the symbol to attack worldly
wisdom.
Paul states in 1 Corinthians 1:18 Revised Standard Version
Catholic
Edition (RSVCE),
"18
For the word of the cross is folly to those who are
perishing, but to us who are being saved it is the power of
God". As
Robert Imperato stated in his book, Portraits of Jesus, "This
may be
surprising as he did not follow Jesus prior to the crucifixion and

participated in the persecution and murder of Christians. When
writing to
the Corinthians in the letter called 1 Corinthians, he says he
came to
Corinth knowing nothing but Christ crucified (1 Cor 2:2)"
(Imperato 49-
50). However, Paul continues saying in verse 27,
"
but God chose what is
Xavier Williams
Unit 4 Discussion 1
Learning Outcomes
Part 1
The reading and writing course is a 6 month course that is
designed especially for individuals that love book reading,
writing and public readings. Book genres and preferences are
very personal and they vary from person to person and age
group to age group. Books are said to be a man’s best friend and
are a source of immense knowledge, confidence and
imagination. (ECOLE GLOBALE, 2018) The purpose of this
course is to help individuals read complex books that might be a
little hard to interpret. This will also help students who want to
read books but cannot get into the habit of doing so or get bored
very easily. This course is also designed for students who aim
to be writers and are passionate about book writing. Students
mostly have trouble writing because they do not know how to
start writing. Our skilled teachers are motivated to provide each
student with the individual attention he/she deserves.
Learning goals after completing this course:
1) Students will learn about the basic concepts of retaining
information so that it can help them in the process of becoming
a writer. They will identify their own genres in both reading and
writing as this course will help them in developing an
understanding of themselves, what they like to read, and what
genre they want to write about.

2) They will apply the learned techniques and learning in
efficient and effective ways that helps them perform better than
everybody else should they choose to take their learning into
the practical world hence they will qualify to be excellent
writers and public readers.
3) Students will read in multiple different accents as they will
learn the root of all of them and their reading skills will be
improved. Students will also overcome stage fright, if they have
any because confidence boosting activities will be conducted
throughout the course which will help them be better public
readers.
4) With our weekly assessments and class work, students will
create a liking for reading more and more books every day and
will improve their vocabulary because the more books they
read, the better vocabulary they will have.
Students who know more than one language, will read and
write in all the languages they know, once they are done with
this course. Extra attention will be paid to students who are
bilingual or multilingual because we understand that just
because a student can speak more languages, does not mean that
he/she can write professionally, in all of them too.
Part 2
In this science course I have been teaching the learners about
types of soils and now we must learn about the use of each of
them. We will require the soil samples in class to demonstrate
the differences first before engaging on the role of each. First,
the class will mention the types of the soils and the
characteristics of each. In case there are features which the
learners will have left out, the learners will be provided with
the three samples of soil for close observation. After
observation, the learners will give the rest of the features. The
teacher will then conduct a soil capillary test to show the
learners the ability of retaining and releasing water as a prompt
into the roles of the types of soil. The class will then engage in
groups to determine what role each type of soil can possibly
have in relation to the characteristics of soil. At the end of the

Lesson the teacher will lead in demonstration of various
functions the soil can serve. The student learning goals are:
1. Before the lesson commences, students will orally mention
the characteristics of the three types of soils.
2. After closely observing the samples, students will give more
characteristics of the soils.
3. The learners will demonstrate the ability to relate water
retention abilities of the soils with the possible roles they serve.
4. The learners will sit in groups and write a list of roles they
believe each type of soil can offer and why they think that is so.
5. The learners will be able to use the soil in showing various
roles the types of soil can serve in real world.
Since this was a Science lesson, it was necessary that we
conduct a practical experience. According to Piaget learners
play an active role and acquire knowledge more when they
engage in practical learning that theoretical practices (Millar,
2004). Through a practical situation, learners experience, and
construct meaning of what they are learning. Besides, the
practical lesson enable such learners to practice skills they learn
not only in class but in other real-world situations. Furthermore,
classroom discussions have a great role in teaching and learning
as they enhance democratic learning, accommodate individual
differences, and complement reflective learning (Carrasco &
Irribarra, 2018). Thus, I had a class with both low and high-
ability learners and I had to mix them and lead discussion
groups so as to enhance achievement of the teaching and
learning goals by the end of the lesson. It worked quite well.

References
Carrasco, D. & Irribarra, D.T. (2018). The role of classroom
discussion.
Millar, R. (2004) The role of practical work in the teaching and
learning of science. National Academy of Sciences,
Washington: DC.1-25.Retrieved
fromhttps://sites.nationalacademies.org/cs/groups/dbassesite/do
cuments/webpage/dbasse_073330.pdf
ECOLE GLOBALE. (2018, DECEMBER 5). Retrieved
FEBRUARY 9, 2020, from ECOLE GLOBALE:
https://www.ecoleglobale.com/blog/importance-of-books-in-
student-life
1
Saint Leo University
REL 110RS
The Emergence of Christianity: Examination of Foundational
Christian Texts
Course Description:
The New Testament record of the development of Christianity
from a sect within Judaism to becoming a
world religion. This course will examine the foundational texts
of Christian Scripture with attention to
historical context, the intentions of the authors and the way the
texts were edited.

Prerequisite:
None
Textbooks:
The Catholic Study Bible Third Edition, Edited by Donald
Senior, et. al.(Oxford University
Press, 2016).
Imperato, Robert. Portraits of Jesus. Revised edition.
Lanham: Hamilton Books, 2018.
ISBN: 978-0-7618-6985-6
Learning Outcomes:
Students will be able to
1. Describe historical and editorial development of early
Christianity as reflected in the New
Testament assessed in first test and in papers.
2. Articulate the relationships between religious or
philosophical traditions and their cultural,
historical, and/or political context(s) by exploring how the
historical and cultural settings of the New
Testament, including geography of Israel, groups of Jews, and
the concerns of early Jewish
groups influence the writing of the New Testament texts
through first test and paper 1. RS2
3. Describe the formation of the New Testament writings

through discussion questions, first test.
4. Identify the literary and theological characteristics of each
gospel and of the Pauline letters through
first test, final exam, discussion questions.
5. Analyze N.T. texts using contemporary interpretive
approaches through discussion questions,
papers, and test.
6. Analyze beliefs, practices, values, texts and/or figures of
different traditions
(religious/philosophical/ethical) through integration of
scholarly biblical reference materials to
research meanings of biblical themes, and passages through
papers. RS1
7. Explain and contrast understandings of different portraits of
Jesus and the meaning of Christian
discipleship through first test final exam and discussion
questions.
8. Communicate effectively for a determined purpose while
engaging in a critical reading of the New
Testament which involves discovery of values, contexts, styles,
assumptions and intentions. By
leading the students beyond naïve reading to critical reading
will exemplify the core value of
excellence papers, first test, final exam, discussion questions.
CC2
Saint Leo Core Values
Core Value:
Excellence: Saint Leo University is an educational enterprise.

All of us, individually and collectively, work
hard to ensure that our students develop the character, learn the
skills, and assimilate the knowledge
essential to become morally responsible leaders. The success of
our University depends upon a
conscientious commitment to our mission, vision, and goals.
2
Evaluation:
Assignment % of Final Grade
First Exam 15
Paper 1 20
Paper 2 20
Paper 3 20
Final Exam 15
Discovery Questions (8) 10
Total 100%
Grading Scale:
A 94-100
A- 90-93
B+ 87-89
B 84-86
B- 80-83

C+ 77-79
C 74-76
C- 70-73
D+ 67-69
D 60-66
F 0-59
Exams
There are a total of two exams in this course:
First Exam
This exam will occur during Module 3 and consists of eight
short answer/brief essay questions covering
the material from Modules 1-3. You will have one hour to
complete this exam and must complete it by no
later than Sunday 11:59 PM EST/EDT of Module 3.
Final Exam
This exam will occur during Module 8 and consists of four brief
essay questions covering the material
from Modules 4-8. You will have 45 minutes to complete this
exam and must complete it by no later than
Sunday 11:59 PM EST/EDT of Module 8.
(UE Key Assignment) Paper 1
Choose just one of the themes from the list below. Note
developments of that theme in the Old
Testament to the New Testament (N.T.), and show how N.T.
writers reinterpreted it. Discuss similarities,
differences, and changes to the meaning. You must provide a

separate outline to your paper. Use only
the following resource that’s available as an eBook: Balentine,
Samuel E. The Oxford Encyclopedia of the
Bible and Theology. Oxford University Press : 2014 (The
Oxford Encyclopedia of the Bible and Theology.)
Sometimes links to ebooks break. If the link does not work,
then go to the Saint Leo library electronically
and look up the book. Be sure to distinguish between paraphrase
and direct quotes. Type a 350-750 word
paper using MLA formatting. Submit Paper 1 to Chalk and Wire
no later than Sunday 11:59 EST/EDT of
Module 2. The Paper 1 Chalk & Wire link is located in the
Module 2 folder. Students who do not submit
the assignment to Chalk & Wire will receive a zero. This is a
key assignment assessment; the results are
used to ensure students are meeting University Exploration
program goals. Video and PDF instructions
can be found on the course home page. PDF instructions are
also located in the Start Here folder.
http://saintleo.worldcat.org/title/oxford-encyclopedia-of-the-
bible-and-theology/oclc/911403106%26referer%3Dbrief_results
3
Themes
Justice Love Jerusalem
Wealth and poverty Christ Son of God
Lord Priest Servant of God
Son of Man Shepherd Mercy and Compassion

Kingdom of God Resurrection Peace
Faith Obedience Redemption
Law Death Sin Repentance
Grading Rubric for Paper 1
REL 110RS Paper 1 UE SLO Rubric
Name
Date
Performance Levels
SLOs Criteria No Evidence 0 Partial Evidence 20 Solid
Evidence 40
CC2 Communicate effectively for a
determined purpose
Failure to distinguish
paraphrase or quotation,
poor paragraph
construction
Occasional English
grammar and

documentation errors
and/or failure to submit an
outline
Accurate usage of English
including careful
documentation (including
ability to paraphrase and
use quotations) and good
organization
RS1 Analyze theme by addressing
developments from Old
Testament to New Testament,
showing how old N.T. writers
reinterpreted it
Neither primary nor
recommended secondary
source used
Sparse use of

sources and Bible
Neither primary or
sources used
RS2 Compare and Contrast religious,
philosophical, cultural, historical
or political influences to the
change in meaning
Many unsubstantiated and
inaccurate statements and
incomplete reflection of
material read for
assignment
One or two
unsubstantiated and/ or
inaccurate statements
and/or incomplete
reflection of material read

for assignment
Accurate and complete
reflection of material read
for assignment
Comments:
Score
4
Paper 2
Choose just one of the two options below to complete this
assignment.
Option A
Identify any historical purpose(s) behind the writing of Mark’s
and Matthew’s Gospels. Include a
reference to any historical factor mentioned in the recommended
sources that may have triggered the
writing of both Matthew’s and Mark’s Gospels as well as
references to statements within both of the

Gospels themselves. Class lesson material can be used in
addition to the recommended
sources. Include at least one historical factor and at least one
reference to each Gospel studied. A
historical factor is one a historian would recognize whether the
historian has religious faith or not.
Restrict your resources to those below as well as any
information within the course modules.
Sometimes links to ebooks break. If the link does not work, then
go to the Saint Leo library
electronically and look up the book. Be sure to distinguish
between paraphrase and direct quotes.
Type a 350-750 word paper using MLA formatting. Submit the
completed assignment to the
appropriate Dropbox by no later than Sunday 11:59 PM
EST/EDT of Module 5.
Resources relative to Mark’s Gospel:
See chapter 5 of the ebook via SLU library:
Incigneri, Brian J. The Gospel To The Romans : The Setting
And Rhetoric Of Mark's Gospel. Leiden:
Brill, 2003. (http://saintleo.worldcat.org/title/gospel-to-the-
romans-the-setting-and-rhetoric-of-marks-
gospel/oclc/191953236&referer=brief_results)
See also the ebook via SLU library: Stanton, Graham The
Gospels of Jesus . Oxford U. Press 2nd
ed., 2002. pp. 48-57 (http://saintleo.worldcat.org/title/gospels-
and-
jesus/oclc/809041662&referer=brief_results)
Other references that may help:

eBook available via SLU library: Barton, John and John
Muddiman The Gospels Oxford U. Pr.,2010,
Ch. 4.
Resources relative to Matthew’s Gospel: Course material (the
Bible, textbook, any books listed on
the course syllabus) plus:
eBook available via SLU library:Sim, David. The Gospel of
Matthew and Christian Judaism :
the history and social setting of the Matthean community(The
Gospel of Matthew and
Christian Judaism ) Edinburgh : T & T Clark, 1998, p. 113 and
following.
eBook available via SLU library: Stanton, Graham The Gospels
of Jesus . Oxford U. Press 2nd ed.,
2002, pp.74-78.
eBook available via SLU library: Martin, Dale. New Testament
History and Literature ( New
Testament History and Literature) New Haven : Yale University
Press, 2012, pp. 93-107.
eBook available via SLU library: Barton and Muddiman The
Gospels Oxford U. Pr.,2010, Ch. 3.
Option B

Explain how and why Matthew may have edited Mark’s Gospel.
Use the following two sets of
passages to support your claim.
According to course materials (Bible, textbook, digital materials
linked below, etc.):
1. How and why would Matthew have edited Mark 6:45-52
contrasted with Matthew 14:25-27,32-33?
2. How and why would Matthew have edited Mark 9:2-10
contrasted with Matthew 17:1-13?
http://saintleo.worldcat.org/title/gospel-to-the-romans-the-
setting-and-rhetoric-of-marks-
gospel/oclc/191953236&referer=brief_results
http://saintleo.worldcat.org/title/gospel-to-the-romans-the-
setting-and-rhetoric-of-marks-
http://saintleo.worldcat.org/title/gospels-and-
jesus/oclc/809041662&referer=brief_results
jesus/oclc/809041662&referer=brief_results
http://saintleo.worldcat.org/title/gospel-of-matthew-and-
christian-judaism-the-history-and-social-setting-of-the-
matthean-
community/oclc/741691545%26referer%3Dbrief_results
http://saintleo.worldcat.org/title/gospel-of-matthew-and-
christian-judaism-the-history-and-social-setting-of-the-
matthean-
community/oclc/741691545%26referer%3Dbrief_results
http://saintleo.worldcat.org/title/new-testament-history-and-
literature/oclc/839386981%26referer%3Dbrief_results

5
Be sure to distinguish between paraphrase and direct quotes.
Type a 350-750 word paper using MLA
formatting. Submit the completed assignment to the appropriate
Dropbox by no later than Sunday
11:59 PM EST/EDT of Module 5.
Resources:
eBook available via SLU library: : Martin, Dale. New
Testament History and Literature ( New
Testament History and Literature) New Haven : Yale University
Press, 2012, pp. 106-108.
Muddiman The Gospels Oxford U. Pr., 2010,
p.56.
Paper 3
Choose just one of the two options below to complete this
assignment.
Option A
Identify any historical purpose(s) behind the writing of Luke’s
Gospel, Acts of the Apostles, and
John’s Gospel. Include a reference to any historical factor

mentioned in the recommended sources
that may have triggered the writing of Luke’s Gospel, Acts of
the Apostles, and John’s Gospels as
well as references to statements within those three. Class lesson
material can be used in addition
to the recommended sources. Include at least one historical
factor and at least one reference to
each Gospel studied. A historical factor is one a historian would
recognize whether the historian
has religious faith or not. Restrict your resources to those below
as well as any information within
the course modules. Sometimes links to ebooks break. If the
link does not work, then go to the
Saint Leo library electronically and look up the book. Be sure to
distinguish between paraphrase
and direct quotes. Type a 350-750 word paper using MLA
formatting. Submit the completed
assignment to the appropriate Dropbox by no later than Sunday
11:59 PM EST/EDT of Module
7.
Resources:
eBook available via SLU library: eBook available via SLU
library: Stanton, Graham The Gospels of
Jesus . Oxford U. Press 2nd ed., 2002, (The Gospels of Jesus ),
pp.116-118.
See also Won-Ha Hwang & J G van der Watt. “The Identity of
the Recipients of the Fourth Gospel in
the Light of the Purpose of the Gospel.” HTS : Theological
Studies, v63 n2 (Jun 2007): 683-698.

(http://www.usccb.org/bible/scripture.cfm?bk=John&ch=
And ( http://saintleo.worldcat.org/title/the-identity-of-the-
recipients-of-the-fourth-gospel-in-the-light-of-
the-purpse-of-the-
gospel/oclc/5878507889&referer=brief_results)
eBook available via SLU library: : Balentine, Samuel E. The
Oxford Encyclopedia of the Bible
and Theology. Oxford University Press : 2014 (The Oxford
Encyclopedia of the Bible and
Theology. ), Chapter “Luke-Acts.”
eBook available via SLU library: Carroll, John and Jennifer
Cox.Luke: a Commentary Westminster
John Knox Press, 2012 ( Luke: A Commentary ), pp. 398-404.
Option B
Explain how and why Luke may have edited Mark’s Gospel. Use
the following two sets of passages
to support your claim.
According to course materials (Bible, textbook, digital materials
linked below, etc.):

jesus/oclc/809041662%26referer%3Dbrief_results
http://www.usccb.org/bible/scripture.cfm?bk=John&ch
http://saintleo.worldcat.org/title/the-identity-of-the-recipients-
of-the-fourth-gospel-in-the-light-of-the-purpse-of-the-
http://saintleo.worldcat.org/title/the-identity-of-the-recipients-
of-the-fourth-gospel-in-the-light-of-the-purpse-of-the-
http://saintleo.worldcat.org/title/luke-a-
commentary/oclc/893674947%26referer%3Dbrief_results
6
1. How and why would Luke have edited Mark 14:3-9
contrasted with Luke 7:36-50?
2. How and why would Luke have edited Mark 3:31-35
contrasted with Luke 8:19-21?
Be sure to distinguish between paraphrase and direct quotes.
Type a 350-750 word paper using MLA
formatting. Submit the completed assignment to the appropriate
Dropbox by no later than Sunday
11:59 PM EST/EDT of Module 8.

Resources:
Muddiman The Gospels. Oxford U. Pr.,2010
(2010), p.257.
Grading Rubric for ALL “Other” Papers
Grading
CRITERION #1: Accurate usage of English including careful
documentation (including ability to
paraphrase and use quotations) and good organizational plan. 40
pts
One or two English grammar and documentation errors and/or
failure to submit an outline. 35 points
Occasional English grammar and documentation errors. 30
points
Inconsistent English usage 25 points
Failure to distinguish paraphrase or quotation , poor paragraph
construction 1 points
CRITERION #2 Adequate research including use of primary
source. 20 points
No use of recommended secondary source(s). 10 points
Sparse use of recommended secondary sources and Bible. 7
points
Spare use of recommended secondary sources and no use of the
Bible 5 points
Neither primary nor recommended secondary sources used. 0
points
CRITERION #3. Accurate and complete reflection of material

read for assignment. 40 points
Occasional unsubstantiated and/or inaccurate statements and/or
incomplete reflection of material
One or two unsubstantiated and/or inaccurate statements and/or
incomplete reflection of material
Several unsubstantiated and inaccurate statements and
incomplete reflection of material read for
assignment. 10 pts
Many unsubstantiated and inaccurate statements and incomplete
reflection of material read for
assignment. 0 points
• Note: All assignments submitted to Dropbox are linked to
Turnitin.
Discovery Board
Each module, you will have the opportunity for reflection of
and inquiry into the materials presented. The
Discovery Board is based on reading, research, and individual
interaction with the material. Not only will you
provide a supported answer, but you will agree, disagree or
apply new insights to the topic, etc.
You will be given a choice between two discovery questions.
Once you’ve selected an option, post your
well-reasoned and researched post to the Discovery Board by no
later than Thursday 11:59 PM EST/EDT
of each module. Your instructor will then respond to your post,

providing new insights and learning
moments for you with the material.
7
Course Schedule:
Module 1 Contexts of the New Testament
Objectives At the conclusion of this module, you should be able
to:
▪ Discover the importance of context in biblical interpretation
and formation.
▪ Apply historical perspective to the interpretation of New
Testament texts.
▪ Recognize the significance of literary forms in interpreting the
Bible.
▪ Explain how the historical and cultural settings of the New
Testament,
geography of Israel, groups of Jews, and the concerns of early
Jewish
groups influence the writing of the New Testament texts.
Readings • 1 Corinthians Ch. 7:29-31
• 1 Corinthians Ch. 14:33-35
• Ephesians Ch. 6:5-8

Assignments
Module 2 Mark’s Gospel
to:
▪ Describe historical (editorial) development of early
Christianity as reflected in
Mark’s Gospel.
▪ Explain how the historical and cultural setting influenced the
writing of Mark’s
Gospel.
▪ Identify the literary and theological characteristics of Mark’s
Gospel.
▪ Explain the meaning of Christian discipleship and Mark’s
portrait of Jesus.
Readings • The Gospel According to Mark
• Chapter One from Portraits of Jesus: A Reading Guide
Assignments
Items to be Completed: Due No Later Than:
Post a response to the Discovery Board Thursday 11:59 PM
EST/EDT
Begin working on Paper 1 Module 2

EST/EDT
Submit Paper 1 Sunday 11:59 PM EST/EDT
8
Module 3 Matthew’s Gospel
to:
▪ Articulate how Matthew’s Gospel reflects competition with
Jewish religion
recently bereft of the Temple.
▪ Articulate how Matthew alters the presentation of Mark’s
Gospel in terms of
the portrayal of the disciples.
▪ Articulate how Matthew establishes church authority.
▪ Articulate how Matthew portrays Jesus.
Readings • The Gospel According to Matthew
• Chapter Two from Portraits of Jesus: A Reading Guide
Assignments

Module 4 Luke’s Gospel
to:
▪ Describe historical (editorial) development of early
Christianity as reflected in
the Luke’s Gospel.
▪ Explain the portrait of Jesus given in Luke’s Gospel.
▪ Explain how the historical and cultural settings of Luke’s
Gospel, including
geography, influence the writing of Luke’s Gospel and the Acts
of the
Apostles.
▪ Describe the formation of Luke’s Acts as the author adapts his
sources to
project Christianity as a world religion.
Readings • The Gospel According to Luke
• Chapter Three from Portraits of Jesus: A Reading Guide
Assignments
EST/EDT
Complete First Exam Sunday 11:59 PM EST/EDT

EST/EDT
Continue working on Paper 2 Module 5
9
Module 5 John’s Gospel
to:
▪ Articulate John’s portrait of Jesus.
▪ Analyze differences in the way John presents Jesus as
distinguished from
the Synoptic gospels.
▪ Articulate what is expected of a disciple of Jesus.
▪ Apply a method of reading John’s Gospel.
Readings • The Gospel According to John
• Chapter Four from Portraits of Jesus: A Reading Guide
Assignments

Module 6 1 Thessalonians and 1 Corinthians
to:
▪ Articulate the meaning of apocalyptic literature.
▪ Articulate the main theme of 1 Corinthians (self-sacrifice for
the sake of
others).
Readings • Paul’s First Letter to the Thessalonians (1
Thessalonians), Ch. 4
• Paul’s First Letter to the Corinthians (1 Corinthians)
• Chapter Five from Portraits of Jesus: A Reading Guide
• Format of Pauline Letters and Method of Reading
Assignments
EST/EDT
EST/EDT

http://mediaweb.saintleo.edu/courses/REL110RS/REL110RS_Fo
rmat.pdf
10
Module 7 Philippians and 2 Corinthians
to:
▪ Interpret and articulate the meaning of the self-emptying hymn
in Philippians.
▪ Articulate the major change in Paul’s life where he broke with
his past life as
a prominent Jewish persecutor of Christians.
▪ Articulate the characteristics of a true apostle from 2
Corinthians.
Readings • Paul’s Letter to the Philippians
• Paul’s Second Letter to the Corinthians (2 Corinthians)
Assignments
Module 8 Galatians and Romans
to:

▪ Articulate the basic challenge Paul offers to religious people.
▪ Articulate the meaning of freedom in Christ.
▪ Articulate the conundrum of the place of the Jews in God’s
plan.
Readings • Paul’s Letter to the Galatians
• Paul’s Letter to the Romans
Assignments
EST/EDT
EST/EDT
Complete Final Exam Sunday 11:59 PM EST/EDT

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