Hermeneutics

Hermeneutics

Course Syllabus

151 | Hermeneutics
Three Credits
Course begins 8/27/13; ends 12/13/12
Meeting times: Select Fridays throughout semester (12:00pm – 1:15pm)

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Professor:
Dr. Gerald Bilkes is the professor for this course. Dr. Bilkes is Professor of New Testament and Biblical Theology at Puritan Reformed Theological Seminary. He completed a Ph.D. (2002) from Princeton Theological Seminary. He was recipient of the United States Information Agency Fellowship at the Albright Institute (ASOR) in Jerusalem during the 1997-1998 year. He has written several articles on biblical-theological themes and given addresses at several conferences. His areas of special interest include hermeneutics, the history of interpretation, and conversion in the Bible.
Purpose of the Course:
All God-honoring ministry aims at knowing and doing the will of God. Since the will of God is given us in the Scriptures, accurate interpretation of the Scriptures becomes foundational to everything that happens in ministry (MDiv 1). To this end, this course aims to equip the student with the necessary principles which should guide him in his interpretation of the word of God. It examines the principles of grammatical-historical and theological interpretation (MDiv 3), surveys the main historical (MDiv 2) and contemporary (MDiv 6) schools of interpretation as well as the apostolic practice of interpretation.
Description of the Course:
This course is a blended course which means that instruction is delivered using a combination of online sources and direct instruction. Students will engage each other and the professor in both online discussion forums as well as face-to-face seminars.
Objectives of the Course:
The student will:

  1. Understand the major hermeneutical issues that contemporary pastors face;
  2. Articulate the importance of hermeneutics for effective ministry;
  3. Recognize the presuppositions that Reformed pastors bring to the exegetical task;
  4. Trace the rise and fall of different hermeneutical trends throughout church history;
  5. Formulate the general rules to be observed in the Bible interpretation;
  6. Articulate what contribution types make to the meaning of a given text;
  7. Identify a method for isolating the authorial intent in each parable;
  8. Grasp the proper exegetical approach to the Song of Solomon;
  9. Analyze several contemporary approaches to hermeneutics;
  10. Recognize good applications of Scripture teaching;
  11. Use Logos Bible software to facilitate exegesis.
Reading Material:
The only required text is the course packet. Students are billed $5 for this when they enroll in the course.  Students are also required to demonstrate their understanding of Logos Bible software. This is made available to all students who enroll at a substantial discount.
Grade Breakdown:
Read/ListenInteractDiscussProject #1Project #2Project #3Project #4

Read the readings; listen to the lectures, complete the worksheets.

35 hours

30% of final grade.

We will come together for seven seminars throughout the semester.

13 hours

10% of final grade.

There are two discussions posted. You must participate in these discussions both by an initial post of your own and by posting responses to the others. These discussions will begin at different times during the semester and will run until the close of the semester, at which time no new posts will be possible and what you’ve written will be graded as is. It is expected that your initial post will be longer, but keep your response posts to (roughly) 100 words.

4 hours

10% of final grade.

Choose either of the following:

The Hermeneutics of Dispensationalism; Read Geisler first, then Poythress. How does Geisler’s system hold up under Poythress’ questions? Write an essay (2500 words) in which you accurately state the position that both men take and assess the arguments of both.
Geisler, Systematic Theology, chapter 13. (50 pgs)
Poythress, Understanding Dispensationalists, chapters 8-11 (20 pgs)

OR

The Emerging Church; Write a critical review (2500 words) of Rob Bell, Love Wins. As always in a critical essay, state the author’s position(s) and then assess. Be sure to make this a critique of the hermeneutic used. Skim the entire book but especially zero in on chapter 7.

20 hours

15% of final grade.

Using whatever resources you are able to find, please choose two men from each era and write an overview of each man’s hermeneutic.  Your total document should not exceed 4000 words (roughly 500 each).  More details are on Populi.

26 hours

15% of final grade.

Please submit one essay (roughly 2000 words) in which you do the following:

  1. Read Fairbairn’s introduction to the issue (p. 390-393).  In your own words, state the issue/problem that makes these texts a challenge for a hermeneutic with evangelical presuppositions.
  2. Then consider Fairbairn’s analysis of Matthew 1:22-23 (p. 456).  What is the problem in this text for an exegete with evangelical presuppositions?  How does Fairbairn resolve the problem?
  3. Give your analysis of Fairbairn’s analysis.
  4. Now analyze the “allegory” in Galatians 4:24 in light of Fairbairn’s principles.  Fairbairn himself does not analyze this text, so you may seek out other sources to guide you (as here, p. 261ff).  Be sure to make clear how you would resolve the above named issue (#1).

12 hours

15% of final grade.

The student is expected to spend 10 hours learning to use Logos Bible software which is a prerequisite for the Old Testament exegesis courses. Since this is a self-contained part of the course, you can actually work on this or even complete it before you enroll. Students who purchase this software through PRTS are entitled to a substantial discount. An open-book final exam must be completed and submitted prior to the due date.

10 hours

15% of final grade.

Philosophy of Learning
The Capacity for Knowledge
God’s Word tells us that we have the capacity to know God since we’ve been created in the image of God. Though that capacity has been radically corrupted through the fall, when God works in grace, he principally and gradually restores it by his Spirit, as the Spirit reshapes us after the image of Christ. Thus by grace in Jesus Christ, and through the illuminating work of God’s Holy Spirit, we can once again know God and his glory, know truth, know each other, and know everything we need to know to live to the glory of God.

God uses His self-revelation in the twin books of nature and His Word to that end. For us fallen creatures the Scriptures are the only path towards true knowledge. The Scriptures are the Word of God, infallibly down to the very words. The Word of God is the touchstone of truth. Thus we must have a thorough-going disposition of teachability, in order to receive this Word of God, its content, and come under its claim.

The Connectivity of Knowledge
God’s Word also tells us that alongside our capacity for knowledge, we have the capacity for righteousness and holiness. We can distinguish these capacities, but we cannot separate them. Right knowledge tends to righteousness and holiness, just as righteousness and holiness are based on true knowledge. Knowledge that does not tend towards righteousness and holiness is false or formal knowledge, and destructive. Accordingly, I teach knowledge with an eye to show the connectivity of knowledge to practice and piety.

The Components of Knowledge
As I teach any subject – whether exegesis, hermeneutics, biblical theology, etc.—I’m aiming that the student makes fundamental gains in:

1. Discerning the Relevance of the subject;
2. Grasping the Content of the subject;
3. Accessing the Sources of the subject;
4. Practicing the Skills related to the subject;
5. Pursuing the Implications flowing from the subject;
6. Engaging the Debates involved in the subject; and
7. Radiating a Passion fitting the subject.