Founders of Christianity: Humanities 2830 (2011-12)

General Information

Instructor:  Philip Harland (click here to email Harland).  Office hours: 1-2pm Wednesdays, or by appointment

Classes and tutorials:

  • Lectures:  Wednesdays 10:30-12:20 (R  N203)
  • Tutorial group 1:  Wednesday 2:30-4:20 (MC 111)
  • Tutorial group 2:  Thursdays 2:30-4:20 (VH  2005)

Course Description and Aims

This course explores the origins of Christianity as reflected in early Christian literature of the first and early second centuries (including the New Testament). We will consider both common denominators and diversity in the worldviews and practices of various Christian communities, looking at the transformations which took place as an obscure Judean sect from Galilee made its way into the Greco-Roman world. We will be interested in exploring how various early Christians and early Christian authors lived their lives within the broader context of Judean, Greek, and Roman culture. We begin with the earliest surviving sources, namely Paul's letters, and work our way chronologically (with some exceptions) through other early Christian documents, including the Gospels. The methods of history, the social sciences (sociology and anthropology), and literary and rhetorical analysis will further our understanding of key issues. Throughout, we will place our discussions of early Christianity within framework of the ancient Mediterranean world. Students will gain some control of both the content of early Christian texts and the environment in which Christianity was born, as well as an ability to analyze primary materials from an historical perspective.

As a “Foundations Course”, this course will also devote special attention to the development of students' critical skills, including skills of argumentation, written presentation and verbal presentation. This element will be incorporated as naturally as possible and the tutorial sessions will provide an important framework for this aspect of the course.

Required Textbooks

  • The Harper Collins Study Bible with the Apocryphal / Deuterocanonical Books (NRSV) (or other NRSV, RSV, NEB, or Jerusalem Bible with Apocrypha)
  • Bart D. Ehrman, The New Testament: A Historical Introduction to the Early Christian Writings.
  • Richard A. Horsley and John S. Hanson, Bandits, Prophets and Messiahs: Popular Movements in the Time of Jesus. Harrisburg: Trinity Press International, 1999 [1985] (for Winter term).
  • Readings distributed and designated website materials on course website

Useful Online Resources

Course Requirements and Evaluation
  • Academic integrity tutorial and test - http://www.yorku.ca/tutorial/academic_integrity/index.html.  All students must go through the tutorial and complete the test before the first assignment, achieving a 10/10 (100%) and submitting a print-out of the results of their test.  Assignment 1 will not be accepted without a completed academic integrity test attached (due week 5, Fall term)
  • Assignment 1 (paper: analysis of primary source [with academic integrity test]):  10% (due week 5, Fall term)
  • Assignment 2 (paper: analysis of primary source):  15% (due week 9, Fall term)
  • Assignment 3 (paper: book review of Horsley):  20% (due week 6, Winter term)
  • In-class test 1:   20% (week 11, Fall term)
  • In-class test 2:   20% (week 11, Winter term)
  • Class / tutorial participation and presentation:  15%
  • Total: 100%

For further description of assignments, see the end of the course outline.

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***Important things to know***

Readings, participation, and presentation: Participation and interaction is an important part of the process of learning. For this reason it is essential that you do the readings (especially the primary sources) before attending classes and tutorials for a particular week, coming prepared for discussion. Each of you will also be required to present and guide the discussion for part of one of the tutorial sessions (probably in teams of two for 15 minutes).

Penalties for lateness: All assignments are due at the beginning of class. Late submissions will be penalized by one full grade (e.g. from a B to a C) and a further grade for each additional day beyond the due date. The only exceptions to this standard will be in cases of serious crisis, which should be discussed with the instructor as soon as possible to determine an appropriate solution together. My aim is fairness both to you and to your fellow students.

Academic honesty and plagiarism policies: Absolutely no form of plagiarism will be tolerated. All cases will be prosecuted to the fullest. Students are responsible for reading the university policies concerning academic honesty at:  http://www.yorku.ca/secretariat/policies/document.php?document=69.  There is further information on how to achieve academic integrity at: http://www.yorku.ca/tutorial/academic_integrity/

Cell-phones, laptops, and other devices:  All cell-phones and other hand-held devices must be completely turned off and remain unused during class and tutorial times.  Laptops are permitted for note-taking only.  Any other use of laptops (or other devices) for internet surfing or messaging is a distraction (both to you and to your fellow students) that will not be permitted. The purpose of this policy is to create an atmosphere that is conducive to learning and relatively free of distraction for everyone.

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Discussion outline

Fall 2011

Week 1 (Sept. 7)

Course introduction: Early Christianity and the academic study of religion

Readings:

  • Ehrman, chs. 1, 2

Tutorial: Introductions and discussion of the academic study of religion

Unit 1: Orientation

Week 2 (Sept 14)

Early Christianity in its context, part 1

Readings:

Tutorial:  What sorts of relations were there between Jewish and Hellenistic cultures?  How diverse and/or united were Jews of the second temple period?  (Discussion of 2 Maccabees and Josephus passages)

Week 3 (Sept 21)

Early Christianity in its context, part 2

Readings:

*Assignment 1 question distributed*

Tutorial:  How were Christians viewed by other Greeks and Romans? (Discussion of Suetonius, Tacitus, Pliny [link above under readings])

Unit 2: The First Generation (30-65 CE) - Paul and some of his contemporaries

Week 4 (Sept 28)

Introduction to Paul - Sources and methods in studying Paul's life and letters

Readings:

  • Ehrman, ch. 20
  • Galatians 1:13-2:14 and Acts 15

Tutorial:  What do the two accounts of a meeting in Jerusalem reveal about sources for the study of Paul (the letters and Acts)? How do we approach using these writings as historical sources? What does the autobiographical material in Galatians reveal about Paul?  (Discussion of Galatians 1:13-2:14 and Acts 15 in the Bible)

Week 5 (Oct. 5)

1 Thessalonians: The early Christian apocalyptic outlook

Readings:

  • Ehrman, ch. 21
  • 1 Thessalonians
  • Dead Sea Scrolls handout (Rule of the Community (1QS), Columns III-IV)

Tutorial:   What is the apocalyptic worldview of Paul? How does this worldview relate to Paul's Jewishness?  (Discussion of 1 Thessalonians 4:13-5:11 and Dead Sea Scrolls passage)

*Assignment 1 (paper) due week 5 at the beginning of class [with academic integrity test attached]*

**Reading week October 8-14: No classes or tutorials**

Week 6 (Oct. 19)

1 Corinthians: Rocky relations with a divided community and Paul's ethical instruction

Readings:

  • Ehrman, ch. 22
  • 1 Corinthians
  • Acts 18:1-17

Tutorial:  What is the situation reflected in 1 Corinthians 9 and 2 Corinthians 10-13? What role did issues of financial support and patronage play in Paul’s relations with some of the Christians at Corinth?
(Discussion of 1 Corinthians 9; 2 Corinthians 10-13, 1-9 in that order)
 

Week 7 (Oct 26)

Galatians: Paul, the Jewish Law, and “Judaizers”

Readings:

  • Ehrman, ch. 22
  • Galatians
  • Acts 15:1-35

Tutorial:  Who are Paul's opponents, who is listening to them, and what is happening among the Galatian followers of Jesus? What are Paul's views on “works of law” (circumcision) and the Law or Torah?  (Discussion of Galatians 3:1-5:6)

Week 8 (Nov 2)

Philippians and Philemon: Christianity and societal conventions (patronage, slavery)

Readings:

Tutorial:  What are Paul's views and other early Christian views on slavery? What was slavery like in the world of the early Christians?  (Discussion of Philemon, 1 Corinthians 7:17-24, and "Paul and Slavery in the Greco-Roman World")

Week 9 (Nov 9)

Romans: Jews, Gentiles and “God's people”

Readings:

  • Ehrman, ch. 23, 24
  • Romans

Tutorial:  Who are the “weak” and the “strong” at Rome? What is going on and what does this tell us about the Christian community there?  (Discussion of Romans 14:1-15:13)

*Assignment 2 (paper) due week 9 at the beginning of class*

Week 10 (Nov 16)

Legacies of Paul: Pastoral Epistles vs. Acts of Paul and Thecla

Readings:

Tutorial:  What role did women play within Christian communities and what debates about women's leadership are reflected in the literature? How was the legacy or figure of Paul used within the debates?  (Discussion of the Acts of Paul and Thecla and the Pastoral epistles, especially 1 Tim 2:11-15; 4:7-8; 5:13-16; 2 Tim 3:4-9)

Week 11 (Nov 23)

*Test 1 in class*

Tutorial: documentary film

Week 12 (Nov 30)

Documentary film continued

(December break)

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Winter 2012

Unit 3: The Second Generation (65-100 CE) - The Gospels and Christian Perceptions of Jesus

Week 1 (Jan 4)

Introduction to the Gospels; Oral traditions, Q and Thomas

Readings:

Tutorial: The synoptic problem and potential solutions; sayings in the Gospel of Thomas

Week 2 (Jan. 11)

Mark's portrait of Jesus

Readings:

  • Ehrman, ch. 7
  • Gospel of Mark

Tutorial:  What does the John the Baptist material reveal about literary relations among the Gospels and processes of redaction? What relevance do these pericopae (passages) have for the study of the historical Jesus and why?  (Discussion of gospel parallels nos.13-17 – handout; also read relevant sections of Horsley)

Week 3 (Jan. 18)

Matthew's portrait of Jesus

Readings:

  • Ehrman, ch. 9
  • Gospel of Matthew

Tutorial:  How is Jesus' inaugural sermon presented by Matthew and Luke (similarities and differences)? What does the material regarding Jesus' inaugural sermon tell us about the transmission and redaction of Jesus' teachings?  Discussion of gospel parallels, nos. 51-54; Coptic Gospel of Thomas sayings nos. 11, 32, 33, 54, 68-69 online: http://www.misericordia.edu/users/davies/thomas/Trans.htm )

Week 4 (Jan. 25)

Luke-Acts: Luke's portrait of Jesus

Readings:

Tutorial:  How does Luke's two volume work, including Acts, relate to ancient historiography? What importance was placed on prefaces and on speeches in ancient histories?  (Discussion of Luke 1; Acts, esp. Acts 1 and 7; passages from Thucydides and Josephus online [see “readings”])

Week 5 (Feb 1)

John's portrait of Jesus

Readings:

  • John
  • Ehrman, ch. 12

Tutorial (week of Feb 4):  What are the background and significance of the introduction to John's gospel? How should we understand the “Word” in this preface (Jewish and Hellenistic meanings)?  (Discussion John 1; Proverbs 8; Sirach 24 [in the Apocrypha in the Bible])

Week 6 (Feb 8)

The Historical Jesus

Readings:

  • Ehrman, chs. 15-17
  • Passages from Josephus involving messiahs and prophets in Horsley and Hanson, Bandits, Prophets, and Messiahs

Tutorial:  Historical Jesus in context: Discussion of Messiahs and Prophets in Josephus.  Study the following figures in Horsley / Josephus:

KINGS / MESSIAHS
1) Judas son of Ezekias, c. 4 BCE (Horsley, p. 112)
2) Simon, the servant of Herod, c. 4 BCE (pp. 112-113)
3) Athronges, the shepherd, c. 4 BCE (pp. 113-114)
4) Menahem, son of Judas the Galilean, 60s CE (p. 118)
5) Simon bar Giora, 60s CE (pp. 120-121)

PROPHETS
1) The Samaritan, 30s CE (p. 163)
2) Theudas, 40s CE (p. 164)
3) The Egyptian, 50s CE (p. 168)
4) Jesus, son of Hananiah, 60s CE (pp. 173-174)
5) John the Baptist, 30s CE (pp. 175-177)

*Assignment 3 (paper) due week 6 at the beginning of class*

**Feb 10: Last date to drop courses without receiving a grade**

Unit 4: The Second Generation and beyond

Week 7 (Feb. 15)

Lecture was cancelled due to illness

**Feb. 20-24: Reading week - no classes or tutorials**

Week 8 (Feb 29)

Hebrews' portrait of Jesus and Christianity's relation with its Jewish origins at the turn of the second century

Readings:

Tutorial:  How should we understand the developing relation between the Jesus movement and its Jewish origins? The term “supercession” (look it up in a dictionary) eventually came to be used to describe the Christian view of Judaism? How adequate is this for describing the attitudes of Hebrews or the Epistle of Barnabas toward aspects of Judaism at the turn of the second century?  (Discussion of Hebrews and the Epistle of Barnabas)


Week 9 (March 7)

1 Peter, persecution, and relations between Christians and outsiders

Readings:

  • Ehrman, ch. 28
  • 1 Peter
  • Ephesians 5:21-6:9
  • Colossians 3:18-4:1

Tutorial:  What was the ancient “household” and what was its significance for the development of early Christian social structures, leadership, and ideology?  (Discussion of 1 Peter 2:11-3:7; Ephesians 5:21-6:9; Colossians 3:18-4:1).


Week 10 (March 14)

Film: Apocalypse!

Readings:

  • Ehrman, ch. 30
  • Revelation

Tutorial:  What were early Christian views and practices with regard to the Roman imperial power and the emperor?  (Discussion of Rev 13, 17-18; 1 Peter 2:11-17; Romans 13)

Week 11 (March 21)

*Test 2 in class*

Week 12 (March 28)

The Epistles of John and Ignatius: Docetic and other opponents

Readings:

Tutorial:  Who are the opponents of John the elder and of Ignatius, and what do they believe or do?


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ASSIGNMENT DESCRIPTIONS

Presentation in tutorial

Each student will have the opportunity to give a 15 minute presentation in a tutorial meeting (either alone or, more likely, in teams of two). The purpose of this is to help you develop your oral and presentation skills and to provide other students with an opportunity to learn about some other early Christian writings that are not fully covered in the lectures. The presentation will involve introducing an early Christian writing (chosen from the list below) to the other students in the tutorial. Presenters will discuss various introductory issues, including issues of authorship, date, and genre (what type of writing it is). Going beyond this, presenters will explain some aspects of the historical relevance of the writing, engaging with one or two key historical topics discussed by scholars who study that writing. Student presenters are responsible for finding and studying the writing itself (often available in translation online) and for finding and discussing at least two scholarly books or articles that deal with the writing (through the York University library system). The requirements will be explained more fully in tutorials.

The list of writings to choose from is:

From the New Testament: James, 2 Peter

From the "Fathers" and martyrdom accounts: 1 Clement, 2 Clement, Shepherd of Hermas, Epistle to Diognetus, Martyrdom of Polycarp, Martyrs of Lyons, Martyrdom of Saints Perpetua and Felicitas, Justin Martyr's Dialogue with Trypho

From the Apocrypha and Nag Hammadi collection: Martyrdom and Ascension of Isaiah, Gospel of Philip, Gospel of Judas, Protevangelium of James, Gospel of Nicodemus, Acts of Paul, Acts of Peter, Ascension of Isaiah, Apocalypse of Peter 

Assignment 1 (analysis of primary source): Christians Through Roman Eyes (3 pages double-spaced)

Step 1:  Re-read and thoroughly study Pliny the Younger's correspondence with emperor Trajan regarding the Christians brought before Pliny as a Roman governor of Bithynia. For some background, read Bart Ehrman's discussion of Greco-Roman religion (pp. 34-46), his discussion of persecution (pp. 454-459), and his discussion of Christians as “atheists” (pp. 468-469).

Step 2: Write an essay in which you imagine that you are Pliny the Younger and describe (to another Roman or Greek) your perceptions of these Christians. Be attentive to what things the Christians do, but also to what they do not do. Be sure to indicate why you (as a Roman) hold these views.


Assignment 2 (analysis of primary source): Economics in Paul's Relations with Communities (6 pp. double-spaced)

Step 1:  Thoroughly study passages in Paul's letters to Thessalonica, Corinth, and Philippi that pertain to his views and practices with respect to how he financially supports his activities (including 1 Thessalonians 2:9-12; 1 Corinthians 4:8-13 and chapter 9; 2 Corinthians chapters 10-13; Philippians 2:25-30 and 4:10-20).  Also study passages from the Stoic philosopher Musonius Rufus and the philosopher Cicero found under “Debates on handwork” here: http://philipharland.com/HUMA2830Handouts.htm#handwork.

 Step 2:  Write an essay addressing the following questions:  When it comes to financially supporting Paul's teaching activities, does Paul engage in the same practices with every community or does his practice vary? Why does he engage in these practices? What do these practices relating to support tell us about his relationships with particular groups? In the process of explaining Paul's approach, address issues such as manual labour and the acceptance or rejection of benefaction or patronage (“gifts”). Also position Paul in relation to views and practices among other teachers and philosophers in the Greco-Roman world.  Note:  Although you may refer to the collection for Jerusalem, this is not to be the focus of the paper.


Assignment 3 (academic book review):  Review of Bandits, Prophets, and Messiahs (5 pp. double-spaced)

Step 1: To familiarize yourself with the genre of the academic book review, read at least five book reviews that interest you in Review of Biblical Literature online at: http://www.bookreviews.org/

Step 2: With a focus on the arguments and main points, read Horsley's, Bandits, Prophets and Messiahs.

Step 3: Write an academic book review of the book (in the form of an essay), which entails:

  • Explaining the main argument (or point) of the book and how the author builds up this argument in sub-arguments throughout the chapters.
  • Discussing the author's methods (or approach) and use of evidence to support his points.
  • Providing a critical assessment of the strengths and weaknesses of the book. Does the author achieve what he set out to do? Is the argument convincing or not, and in what ways? What theoretical assumptions and/or value judgments influence the author's reconstruction of history? Be sure to provide concrete examples (citing page numbers in parentheses) of the problems or strengths you discuss.

The review paper should have a clear thesis statement (concerning your evaluation of the book) which is supported throughout the paragraphs. The paper should be clearly written and structured with no spelling or grammatical errors. Be succinct and do not exceed the prescribed length.