Northwest Bible College
THEOLOGY II – CHRISTOLOGY/SOTERIOLOGY TS3101 – 3 Credit Hours Fall 2015 Rm. # 211, Tuesday & Thursday 8:00–9:15 a.m. Professor: Rev. Jonathan Kienzler (B.Th., M.Div., M.Th., Ph.D.) Wk. 780-452-0808 Email: [email protected] Blog: www.dailyreadingtheword.com Contact by email is preferred All assignments must be submitted by email in a Microsoft Office Word Format (docx). The title of your doc should start with your last name, and then put course initials (T2), followed by the assignment title (e.g., Smith T2 Reading Log). COURSE DESCRIPTION From the foundations of the world, the salvation of a people has been God’s intent, and His Son, Jesus Christ, came to earth to complete such a redemption. The purpose of this course is to give the student a thorough perspective on two of the greatest pillars of the Christian faith: A Biblical Christology and Soteriology. The study of the nature, life, and death and resurrection of Jesus Christ along with a truly Biblical understanding of the nature of our salvation is an essential part of forming a Biblical basis for the student’s faith in our Lord and a foundation for effective ministry in the future. COURSE OBJECTIVES Cognitive (Head) By the conclusion of this course each student should know 1. 2. 3. 4.
A biblical and historical perspective on the identity and nature of our Lord Jesus Christ. Some of the major historical deviations from an orthodox view on the nature of Christ. An introduction to various theories of atonement with a special focus on the “vicarious substitutionary” understanding of the atonement embraced by the majority of evangelicalism. The key aspects of a biblical theology of salvation including repentance, faith, justification, sanctification etc., what they mean from a biblical perspective, and some of the major theological streams of thought with respect to salvation.
Conative (Hands) By the end of this course each student should be able to 1. 2. 3. 4. 5.
Articulate and support an adequate Biblical theology of the person and work of Christ in both formal and informal contexts. Describe a biblical view of the atonement. Describe and summarize the key components of the work of salvation. Articulate and support the roles the Father, Son and Holy Spirit each play in the eternal plan of salvation. Discuss the integration of knowledge and experience with regard to Christ and Salvation.
Affective (Heart) Upon the completion of this course each student should 12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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1. 2. 3. 4.
Truly trust in Christ Jesus as their Lord and Savior and know assurance of salvation. Grow in his/her personal conviction regarding the importance of a biblical understanding of the person and work of Christ and the centrality of the Cross in his/her faith. Reflect more specifically his/her conviction regarding Christ and salvation in Christian service and vocation. Experience a greater passion to learn and grow in God as the life of Christ empowers the student to live as He did and experience the work of salvation within them in every way.
COURSE MATERIALS and/or COURSE TEXTS 1. Course Study Guide/Extended Syllabus (included in course fees). 2. Wright, C. J. H. (1995). Knowing Jesus through the Old Testament. Downers Grove, Ill: InterVarsity Press. (Available through Logos Bible Software) 3. Grudem, W. A. (1994). Systematic theology: An introduction to biblical doctrine. Leicester, England: Inter-Varsity Press. (Available through Logos Bible Software) 4. Logos Bronze Library or greater. Most students will buy through the college. See http://www.logos.com/comparison. (Don’t buy except with academic pricing.) ** Students are required to utilize Logos Bible Software in their assignments, especially for research papers. ATTENDANCE POLICY Regular Courses
Students are permitted to have one week of classes excused plus one day of scheduled college excusal. Scheduled College excusals must be noted in the syllabus by the Professor and/or Program Director and must be pre-approved by the AC and recorded on the Vanguard College Calendar. More specifically, students are allowed up to the following amount of absences for any reason without attendance penalty: 50 minute class: 3 classes 75 minute class: 2 classes Block Class: 1 full class This is intended to cover Ministry Absences, emergencies (e.g., flat tire, illness, bad weather, etc.). They do not need to call the office or the instructor to explain the reason for the absence. Unexcused student absences, relating to class attendance, exceeding six class hours will mean that the student automatically fails the course. The three allowable absences count towards these six class hours. (The unexcused student absences for practicum courses are three per semester and a student exceeding six class hours for the entire year will automatically fail the course). Students with more than six unexcused absences (i.e. six hours/on the seventh absence) of a course scheduled on Monday, Wednesday, and Friday will fail the course. (2% per unexcused absence will be deducted) Students with more than four unexcused absences (i.e. six hours/on the fifth absence) of a course scheduled on Tuesday and Thursday will fail the course. (3% per unexcused absence will be deducted). All attendance related deductions will be taken off the student’s final mark.
*Please refer to Current Student Handbook for further details. ASSIGNMENT POLICY a. b.
Assignments are due on the due date in the syllabus. Any extensions must be formally requested by email to the professor and are at the discretion of the professor. c. Any assignment handed in late will be deducted 10% in week 1 and 20% in week 2. After this point, the assignment will be given a maximum grade of 60%. d. One week will be considered to be 7 days from the original due date and due time. *The date on which assignments are delivered must be clearly marked on them. 12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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REQUEST FOR EXTENSION POLICY Extensions must be requested by email prior to the due date. Students must attach approved extension requests by email to their papers. Concerned students should speak to the professor. No more than one extension per course will be granted. ACADEMIC INTEGRITY STATEMENT Honesty and integrity are essential to the academic and college community. It is wrong to attempt to deceive others to believe that you have completed something that you have not. Please see Student Handbook Students are required to be aware of the following: 1. Plagiarism and cheating are serious academic offences subject to penalty. 2. Submission of a Reading Log indicates that you have indeed read all of the required reading. *Please refer to Current Student Handbook for further details. COURSE OUTLINE (Subject to Change) I.
Christology – The Person and Work of Jesus Christ A. Introduction B. The Word was God - Christological Titles C. The Word Became a Man D. The Work of Christ E. The Centrality of the Atonement
II.
Soteriology – Salvation and the Christian Life A. Repentance B. Faith C. Regeneration D. Justification E. Adoption F. Sanctification
COURSE MARK BREAKDOWN 1. 2. 3. 4.
Scripture Memorization (or Paper) Reading Log and Reaction A Reading Log and Reaction B Research Paper a. Outline, Bibliography, and Thesis b. Paper c. Reading Log 5. Final Exam
20% 15% 10%
Oct 6 Oct 13 Dec 1
10% 20% 5% 20%
Oct 25 Nov 22 Nov 22 Exam Week
COURSE REQUIREMENTS 1. Scripture Memorization (20%) a. Each student will memorize Isaiah 52:13-53:12 (15 verses). Students are able to choose a translation; however, it must be approved by the professor. Several approved are NASB, ESV, NIV, NRSV, and NLT. Pick a translation that you will use for many years to come. b. At the end of class on Tuesday, Oct 8, students will write out the passage from memory. They will have 20 minutes to do so. c. Students who are opposed to this memorization assignment may write a 6-7 page exegetical paper on Isaiah 53:10-12. i. Focus of paper should be on who this servant is in the context of Isaiah 53 and the book as a whole, as well as how Jesus fulfills the prophecy (be specific and include NT references). ii. It must be in APA format and include a bibliography (6 sources) and citations (12 minimum). Good exegetical commentaries must be utilized. iii. See Appendix III for Major Paper Marking Guide. Due: Oct. 6 12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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2. Reading Log and Reaction A (15%). Read Grudem’s Systematic Theology (pp. 527-850). Note the percentage of the assigned pages that you read. and provide a brief summary of each debate topic (one or two paragraphs each) – see below for debate topics and page numbers in textbook. a. Predestination: Does God determine who will be saved? On what basis? pp. 669-687 b. Are Christians once saved always saved? Can Christians lose their salvation? pp. 788807 c. Baptism with the Holy Spirit: Is it salvific or a second work? What does it consist of? (Lk. 24:49; Acts 1:8; 2:1-4, 33, 38-39) pp. 763-785. d. Could Jesus have sinned? Was he truly tempted? (Heb. 4:15; James 1:13) pp. 529540 e. Did Jesus empty himself of deity during the incarnation? Did he give up any attributes or aspects of his deity in the incarnation? (Phil. 2:6-11) pp. 549-552 f. Are we saved by faith and works or faith alone? (Rom. 3-4 vs. James 2-3) pp. 709-718 Due Oct. 13
3. Reading Log and Reaction B (10%). Read the book Knowing Jesus Through the Old Testament. Note the percentage of the book that you read, and a summary of Wright’s argument about the importance of the OT for understanding Jesus. Also explain and personally reflect on the OT’s importance for understanding Jesus and ourselves (~3-4 pages). Due: Dec. 1
4. Position Paper: This assignment involves three components. a. Outline, bibliography, and thesis (10%) i. Each student must pick a debate topic from the list above (in Assignment 2). In preparation for writing a position paper, students must do the preliminary steps. ii. Students must choose the opposing side of their perceived starting position (e.g., if you choose predestination, and you don’t believe that God chooses a person to be saved, your position paper will be from the perspective that God does choose a person to be saved). iii. The Thesis (purpose statement) must be clearly stated on the top. A few sentences explaining the parameters of your position should be given. iv. After doing a few hours of research, a bibliography of the books you plan on using must be included (min. 6). You should include a journal article on the topic, encyclopedia article, commentary on a key scripture passage, as well as your systematic theology text. Use sources that agree and disagree with your perspective. v. Your outline should demonstrate that you will explore both sides of the issue, both for and against (basic outline: students should be more developed). 1) The issue – cause for debate 2) Your position (thesis) 3) Arguments for and against (pros and cons) 4) Evaluation and conclusion vi. Include several points under each that demonstrates understanding and direction. Due: Oct 25 b. Position Paper (20%) i. Each student is required to write a position paper on the student’s opposing side of the topic selected. ii. Both sides of the issue are to be presented, while the side that is being argued must be presented more vigorously. Students may note in a footnote if they disagree with the position taken in the paper. iii. A section on Application must be given (why is this relevant for our lives?). iv. Include a chart that compares the two sides. 12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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v. APA form and style are required for this paper. A bibliography of at least six-entries must be included (minimum 12 citations expected). Include at least three different source types [e.g., book, journal article, monograph, commentary, theological dictionary]). For internet documentation, web addresses are not enough; you need to include author/editor(s), title of the article/document, and date of publication. (Refer to Vanguard’s APA Manual). vi. This paper should be between 6-7 pages (of content; ~1800 words) in length and should not exceed 8 pages (2400 words). vii. See Appendix III for Major Paper Marking Guide. Due: Nov 22
c.
Reading Log (5%) i. Each student is to submit a reading log, which notes pages read while completing this assignment. ii. Course text should not be included. iii. Minimum 100 pages expected. iv. This can be attached at the end of your position paper. Due: Nov 22
5. Final Exam (20%). The final exam is comprehensive of all class notes and lectures. A study guide will be given a week before the exam. Written: Exam Week GRADING SYSTEM *See Appendix I and III for Alpha Grade Description and Major Paper Marking Grid. COURSE BIBLIOGRAPHY *See Appendix II
12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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APPENDIX I
ALPHA GRADE DESCRIPTIONS The following chart contains the Alpha Grad Descriptions adopted as of June 2005 as the standard for marking assignments and courses at Vanguard College. Purely objective assignments and most exams will continue to be marked using percentage grades. All other assignments will be assigned a letter grade based on the following Alpha Grade Descriptions. To interpret an assigned mark simply read the Alpha Grade Description assigned to that letter grade. Percentage conversions for calculating final marks will be based on the middle number for each grade, e.g. an assignment given a B grade will be calculated at 84.5%. ALPHA GRADE A+
GRADE POINT AVERAGE 4.0
PERCENT
ALPHA GRADE DESCRIPTION
97-100
A
4.0
93-96
A-
3.7
90-92
B+
3.3
87-89
B
3.0
83-86
B-
2.7
80-82
C+
2.3
77-79
C
2.0
73-76
C-
1.7
70-72
D+
1.3
67-69
D
1.0
63-66
D-
0.7
60-62
F
0.0
35-59
Exceptional Work- An “honourific” grade. Demonstrates a compete and comprehensive understanding of the subject matter, full mastery of all concepts and skills including interpretive, analytical, stylistic and grammatical skills, and evidences a striking intellectual initiative and originality. Superior Work- A superior grasp of the subject matter. Conceptual ability and skills including interpretive, analytical, stylistic and grammatical skills are consistently at a high level. Shows intellectual initiative and originality. Very Good Work to Superior Work - A very good grasp of the subject matter. Conceptual ability and skills, including interpretive, analytical, stylistic and grammatical skills are moving toward a consistently high level. Shows some intellectual initiative and originality. Strong Work - Substantial understanding of subject matter and concepts. Good to very good interpretive and analytical skills. Stylistic and grammatical skills meet or exceed acceptable college requirements. All course objectives and requirements achieved. Good Work - Substantial understanding of subject matter and concepts. Good interpretive and analytical skills. Stylistic and grammatical skills meet acceptable standards at a college level. All course requirements and objectives achieved. Average to Good Work – Average to above average understanding of subject matter and concepts. Average to above average interpretive and analytical skills. Relatively few stylistic and grammatical errors. All major course requirements and objectives achieved. Average Work - Average understanding of subject matter and concepts. Average interpretive and analytical skills. May struggle with some grammatical and stylistic skills. All major course requirements and objectives achieved. Acceptable Work - A basic understanding of subject matter and concepts. Fair but not necessarily good interpretive and analytical skills. Other skills may be fair or incomplete. Some major and /or minor objectives of the course may not be complete. Minimally Acceptable Work - Some understanding of subject matter and concepts and only partial development of relevant skills. Some major and/or minor objectives of the course may not be complete. Unsatisfactory Work - Unsatisfactory understanding of subject matter and concepts. Weak skill development. May have significantly weak stylistic and grammatical skills. Major course requirements may be incomplete or poorly done*. Poor Work - Weak understanding of subject matter and concepts. Marginal skill development. May have significantly weak stylistic and grammatical skills. Major course requirements may be incomplete or poorly completed*. Marginal Work - Work is marginal in all areas. Significant portions may be at a failing level. Major course requirements may be incomplete*. Insufficient evidence of a minimal understanding of course matter and concepts, insufficient evidence of minimal skill development and interpretive and analytical ability. May have failed to achieve major and minor objectives of the course.
* Some professors require all major course requirements to be complete and will not assign a passing grade until all assignments or work is complete within the stated time limit
12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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Appendix II
COURSE BIBLIOGRAPHY
Aulen, Gustaf (1931). Christus Victor: An Historical Study of the Three Main Types of the Idea of the Atonement. Trans. A. G. Hebert. New York: Macmillan. Beale, G. K. (2011). A New Testament biblical theology: The unfolding of the Old Testament in the New. Grand Rapids, Mich: Baker Academic. Beale, G. K., & Carson, D. A. (Eds.) (2007). Commentary on the New Testament use of the Old Testament. Grand Rapids, MI; Nottingham, UK: Baker Academic; Apollos. Beale, G. K. (2004). The temple and the church's mission: a biblical theology of the dwelling place of God. Nottingham: Inter-Varsity. Beale, G. K. (Ed.) (1994). The right doctrine from the wrong texts? Essays on the use of the Old Testament in the New. Grand Rapids, MI: Baker Academic. Blomberg, C., & Markley, J. F. (2010). A handbook of New Testament exegesis. Grand Rapids, Mich: Baker Academic. Best, W. E. (1975). Studies in the person and work of Jesus Christ. Houston, Tex.: South Belt Assembly of Christ. Bloesch, D. G. (1997). Jesus Christ: Savior & Lord. Downers Grove, Ill.: InterVarsity Press. Bruce, A. B. (1955). The humiliation of Christ: In its physical, ethical, and official aspects. Grand Rapids: Eerdmans Pub. Bruce, F.F. & Martin, W.J. (1964). The Deity of Christ. Manchester: North of England Evangelical Trust. Demarest, B. A. (1978). Jesus Christ, the God-man. The Victor know & believe series. Wheaton, Ill: Victor Books. Fish III, John H. (2003). 'God the Son.' Emmaus Journal 12: 3-126. Fruchtenbaum, A. G. (1998). Messianic Christology: A study of Old Testament prophecy concerning the first coming of the Messiah. Tustin, Ca.: Ariel Ministries. Glaspey, Terry (1996). C.S. Lewis: His Life and Thought. Edison, New Jersey: Inspirational Press. Grudem, W. A. (1994). Systematic theology: An introduction to biblical doctrine. Leicester, England: Inter-Varsity Press. Gunn, J. (1983). Christ, the fullness of the godhead: A study in New Testament Christology. Neptune, N.J.: Loizeaux Bros. Guthrie, D. (1970). A shorter life of Christ.: Contemporary evangelical perspectives. Grand Rapids: Zondervan Pub. House. _____(1981). New Testament theology. Leicester, England: Inter-Varsity Press. 12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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H.H. Bingham Colloquium in New Testament, & Longenecker, R. N. (2005). Contours of christology in the New Testament. McMaster New Testament studies. Grand Rapids, Mich: William B. Eerdmans Pub. Ford, D. & Higton, M. (2002). Jesus. New York: Oxford University Press. Horton, S. M. (1994). Systematic theology: A Pentecostal perspective. Springfield, Mo: Logion Press. House, H. W. (1992). Charts of Christian theology and doctrine. Grand Rapids, Mich: Zondervan. Jeremias, J. (2002). Jesus and the message of the New Testament. Minneapolis, MN: Fortress Press. Kaiser, W. C., & Kaiser, W. C. (2008). The promise-plan of God: A biblical theology of the Old and New Testaments. Grand Rapids, Mich: Zondervan. Kasper, W. (1976). Jesus the Christ. London: Burns & Oates. Ladd, George E. (1956). The Blessed Hope. Grand Rapids: Eerdmans. Ladd, George E. (1974). A Theology of the New Testament. Grand Rapids: Eerdmans. McDowell, J., & Larson, B. (1983). Jesus: A biblical defense of his deity. San Bernardino, Calif: Here's Life. Meeks, W. A. (2006). Christ is the question. Louisville: Westminster John Knox Press. Menzies, W. W., Menzies, W. W., & Horton, S. M. (1993). Bible doctrines: A Pentecostal perspective. Springfield, Mo: Logion Press. Morris, L. (1958). The Lord from heaven: A study of the New Testament teaching on the deity and humanity of Jesus Christ. London: Inter-Varsity Fellowship. Nee, Watchman. (1961). The normal Christian life. London: Victory Press. Oehler, Gustave F. (1950) Theology of the Old Testament. Grand Rapids: Zondervan. Pentecost, J. Dwight (1965). Things which become sound doctrine. Westwood, N.J.: Fleming H. Revell Company. Porter, S. E., Hayes, M. A., & Tombs, D. (1997). Images of Christ: Ancient and modern. Roehampton Institute London papers, 2. Sheffield, England: Sheffield Academic Press. Rausch, T. P. (2003). Who is Jesus? : An introduction to Christology. Collegeville, Minn: Liturgical Press. Stott, John R.W. (1986). The cross of Christ. Downers Grove: Inter Varsity Press. Strauss, M. L. (1995). The Davidic messiah in Luke-Acts: The promise and its fulfillment in Lukan Christology. Sheffield, Eng: Sheffield Academic Press. Strong, Agustus H. (1985). Systematic theology. Valley Forge, Pa.: Judson Press. Thiessen, Henry C. (1994). Lectures in systematic theology. Grand Rapids: William B. Eerdmans Publishing Company. Wells, David F. (1984). The person of Christ. Westchester, Ill.: Crossway Books. Webster, Douglas D. (1987). A passion for Christ. Grand Rapids: Zondervan Publishing House. 12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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APPENDIX III
Major Paper Marking Grid
General Content: ------------------------------------------
/30
Introduction/Conclusion: --------------------------------
/10
Thesis (Position) Statement: ----------------------------
/10
Depth of Research and Integration: --------------------
/10
Bib/Citations: ----------------------------------------------
/10
Spelling/Grammar: ----------------------------------------
/10
Style/Readability: ------------------------------------------
/10
Structure (Titles): -------------------------------------------
/10
Total: ---------------------------------------------------------
/100
12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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Appendix V
Debate Instructions The following is an outline to help you prepare for the class debate.
Your task is to prepare and argue to support your assigned debate topic. Students will do the necessary research to support their ideas, prepare to both pose and answer questions and practice the presentation so that it is well polished. Students are to be prepared to defend their argument as best they are able. Groups must provide the opposing side their position and two major arguments by Nov. 5 (surprise arguments are not permitted).
Please Note: The bulleted items are to be used for a starting point to help you develop your arguments for the debate. The Debate Format: 1) The “FOR” Position Will Present Their Position ~ 3-5 minutes: The group will clearly define their position and explain what it means for Christians. The group will state why they believe this position and they will provide Scripture reference to defend their position. 2) The “AGAINST” Position Will Present Their Position ~ 3-5 minutes: The group will clearly define their position and explain what it means for Christians. The group will state why they believe this position and they will provide the Scripture references they will use to defend their position. 3) The “FOR” Position (1st Rebuttal) ~ 3-5 minutes: The group will briefly summarize the argument on both sides noting where the positions conflict. The group will try to demonstrate the superiority of their reasoning. The group will present one weakness of the opposing side. 4) The “AGAINST” Position (Counter-Response / 2nd Rebuttal) ~ 3-5 minutes: The group will briefly restate the position of their team. The group will try to demonstrate the superiority of their reasoning. The group will address important questions raised. The goal is to demonstrate that the proposed argument is invalid. The group will present one weakness of the opposing side. 5) The “FOR” Position (Counter-Response / 3rd Rebuttal) ~ 3 minutes The group will briefly restate the position of their team The group will try to demonstrate the superiority of their reasoning. The group will address important questions raised. The goal is to demonstrate that the proposed argument is invalid. The group will present one weakness of the opposing side. 6) The “AGAINST” Position (Counter-Response / 4th Rebuttal) ~ 3 minutes The group will try to demonstrate the superiority of their reasoning 12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
Please Note: Rebuttal’s are typically shorter (3-5 minutes) and may not present new evidence. Their sole purpose is to defend your case and defeat the case - 10 of the opposition.
The group will address important questions raised. The main task, however, is to attack the proposed argument of the opposing group. The goal is to demonstrate that the proposed argument is invalid. The group will present one weakness of the opposing side.
7) The “FOR” Position (Closing Argument / Statement) ~ 3 minutes: The group will try to demonstrate the superiority of their reasoning The group will address any additional important questions raised. The answers should leave the audience satisfied (why this side is more relevant/applicable to their lives). The goal is to demonstrate that the proposed argument is invalid. Conclude with closing statement, which should leave the audience satisfied. 8) The “AGAINST” Position (Closing Argument / Statement) ~ 3 minutes: The group will try to demonstrate the superiority of their reasoning The group will address any additional important questions raised. The answers should leave the audience satisfied (why this side is more relevant/applicable to their lives). The goal is to demonstrate that the proposed argument is invalid. Conclude with closing statement, which should leave the audience satisfied. Points to Note: Take care with the amount of time you have. Practice beforehand. Use index cards to record important notes. It is recommended that groups meet prior to their debate. Complete each speaking opportunity with a brief summary. Listen carefully to the opposing group so that you are careful to respond to their critique. You will want to address them in your rebuttal. A strong point left unchallenged makes your side appear all the weaker. Back up your statements/assertions. Anybody can have an opinion, but rationale wins the debate. Take notes during the debate. The groups are to address the opponent group, rather than the class audience, except at the end in the final class responses. Once assigned a side in the debate, it is your task to research the topic. You will gather evidence that will be used to support your group’s position. Use the best of what you have found and present it in an effective, confident delivery. It is necessary to consider what the opposition will say. Think through all the possible arguments your opponents will make. Success in a debate hinges on the ability to show that the reasoning of the opposing group is weaker than yours. Use the preparation document to organize your findings and thoughts.
12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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A biblical and historical perspective on the identity and nature of our Lord Jesus Christ. Some of the major historical deviations from an orthodox view on the nature of Christ. An introduction to various theories of atonement with a special focus on the “vicarious substitutionary” understanding of the atonement embraced by the majority of evangelicalism. The key aspects of a biblical theology of salvation including repentance, faith, justification, sanctification etc., what they mean from a biblical perspective, and some of the major theological streams of thought with respect to salvation.
Conative (Hands) By the end of this course each student should be able to 1. 2. 3. 4. 5.
Articulate and support an adequate Biblical theology of the person and work of Christ in both formal and informal contexts. Describe a biblical view of the atonement. Describe and summarize the key components of the work of salvation. Articulate and support the roles the Father, Son and Holy Spirit each play in the eternal plan of salvation. Discuss the integration of knowledge and experience with regard to Christ and Salvation.
Affective (Heart) Upon the completion of this course each student should 12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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1. 2. 3. 4.
Truly trust in Christ Jesus as their Lord and Savior and know assurance of salvation. Grow in his/her personal conviction regarding the importance of a biblical understanding of the person and work of Christ and the centrality of the Cross in his/her faith. Reflect more specifically his/her conviction regarding Christ and salvation in Christian service and vocation. Experience a greater passion to learn and grow in God as the life of Christ empowers the student to live as He did and experience the work of salvation within them in every way.
COURSE MATERIALS and/or COURSE TEXTS 1. Course Study Guide/Extended Syllabus (included in course fees). 2. Wright, C. J. H. (1995). Knowing Jesus through the Old Testament. Downers Grove, Ill: InterVarsity Press. (Available through Logos Bible Software) 3. Grudem, W. A. (1994). Systematic theology: An introduction to biblical doctrine. Leicester, England: Inter-Varsity Press. (Available through Logos Bible Software) 4. Logos Bronze Library or greater. Most students will buy through the college. See http://www.logos.com/comparison. (Don’t buy except with academic pricing.) ** Students are required to utilize Logos Bible Software in their assignments, especially for research papers. ATTENDANCE POLICY Regular Courses
Students are permitted to have one week of classes excused plus one day of scheduled college excusal. Scheduled College excusals must be noted in the syllabus by the Professor and/or Program Director and must be pre-approved by the AC and recorded on the Vanguard College Calendar. More specifically, students are allowed up to the following amount of absences for any reason without attendance penalty: 50 minute class: 3 classes 75 minute class: 2 classes Block Class: 1 full class This is intended to cover Ministry Absences, emergencies (e.g., flat tire, illness, bad weather, etc.). They do not need to call the office or the instructor to explain the reason for the absence. Unexcused student absences, relating to class attendance, exceeding six class hours will mean that the student automatically fails the course. The three allowable absences count towards these six class hours. (The unexcused student absences for practicum courses are three per semester and a student exceeding six class hours for the entire year will automatically fail the course). Students with more than six unexcused absences (i.e. six hours/on the seventh absence) of a course scheduled on Monday, Wednesday, and Friday will fail the course. (2% per unexcused absence will be deducted) Students with more than four unexcused absences (i.e. six hours/on the fifth absence) of a course scheduled on Tuesday and Thursday will fail the course. (3% per unexcused absence will be deducted). All attendance related deductions will be taken off the student’s final mark.
*Please refer to Current Student Handbook for further details. ASSIGNMENT POLICY a. b.
Assignments are due on the due date in the syllabus. Any extensions must be formally requested by email to the professor and are at the discretion of the professor. c. Any assignment handed in late will be deducted 10% in week 1 and 20% in week 2. After this point, the assignment will be given a maximum grade of 60%. d. One week will be considered to be 7 days from the original due date and due time. *The date on which assignments are delivered must be clearly marked on them. 12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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REQUEST FOR EXTENSION POLICY Extensions must be requested by email prior to the due date. Students must attach approved extension requests by email to their papers. Concerned students should speak to the professor. No more than one extension per course will be granted. ACADEMIC INTEGRITY STATEMENT Honesty and integrity are essential to the academic and college community. It is wrong to attempt to deceive others to believe that you have completed something that you have not. Please see Student Handbook Students are required to be aware of the following: 1. Plagiarism and cheating are serious academic offences subject to penalty. 2. Submission of a Reading Log indicates that you have indeed read all of the required reading. *Please refer to Current Student Handbook for further details. COURSE OUTLINE (Subject to Change) I.
Christology – The Person and Work of Jesus Christ A. Introduction B. The Word was God - Christological Titles C. The Word Became a Man D. The Work of Christ E. The Centrality of the Atonement
II.
Soteriology – Salvation and the Christian Life A. Repentance B. Faith C. Regeneration D. Justification E. Adoption F. Sanctification
COURSE MARK BREAKDOWN 1. 2. 3. 4.
Scripture Memorization (or Paper) Reading Log and Reaction A Reading Log and Reaction B Research Paper a. Outline, Bibliography, and Thesis b. Paper c. Reading Log 5. Final Exam
20% 15% 10%
Oct 6 Oct 13 Dec 1
10% 20% 5% 20%
Oct 25 Nov 22 Nov 22 Exam Week
COURSE REQUIREMENTS 1. Scripture Memorization (20%) a. Each student will memorize Isaiah 52:13-53:12 (15 verses). Students are able to choose a translation; however, it must be approved by the professor. Several approved are NASB, ESV, NIV, NRSV, and NLT. Pick a translation that you will use for many years to come. b. At the end of class on Tuesday, Oct 8, students will write out the passage from memory. They will have 20 minutes to do so. c. Students who are opposed to this memorization assignment may write a 6-7 page exegetical paper on Isaiah 53:10-12. i. Focus of paper should be on who this servant is in the context of Isaiah 53 and the book as a whole, as well as how Jesus fulfills the prophecy (be specific and include NT references). ii. It must be in APA format and include a bibliography (6 sources) and citations (12 minimum). Good exegetical commentaries must be utilized. iii. See Appendix III for Major Paper Marking Guide. Due: Oct. 6 12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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2. Reading Log and Reaction A (15%). Read Grudem’s Systematic Theology (pp. 527-850). Note the percentage of the assigned pages that you read. and provide a brief summary of each debate topic (one or two paragraphs each) – see below for debate topics and page numbers in textbook. a. Predestination: Does God determine who will be saved? On what basis? pp. 669-687 b. Are Christians once saved always saved? Can Christians lose their salvation? pp. 788807 c. Baptism with the Holy Spirit: Is it salvific or a second work? What does it consist of? (Lk. 24:49; Acts 1:8; 2:1-4, 33, 38-39) pp. 763-785. d. Could Jesus have sinned? Was he truly tempted? (Heb. 4:15; James 1:13) pp. 529540 e. Did Jesus empty himself of deity during the incarnation? Did he give up any attributes or aspects of his deity in the incarnation? (Phil. 2:6-11) pp. 549-552 f. Are we saved by faith and works or faith alone? (Rom. 3-4 vs. James 2-3) pp. 709-718 Due Oct. 13
3. Reading Log and Reaction B (10%). Read the book Knowing Jesus Through the Old Testament. Note the percentage of the book that you read, and a summary of Wright’s argument about the importance of the OT for understanding Jesus. Also explain and personally reflect on the OT’s importance for understanding Jesus and ourselves (~3-4 pages). Due: Dec. 1
4. Position Paper: This assignment involves three components. a. Outline, bibliography, and thesis (10%) i. Each student must pick a debate topic from the list above (in Assignment 2). In preparation for writing a position paper, students must do the preliminary steps. ii. Students must choose the opposing side of their perceived starting position (e.g., if you choose predestination, and you don’t believe that God chooses a person to be saved, your position paper will be from the perspective that God does choose a person to be saved). iii. The Thesis (purpose statement) must be clearly stated on the top. A few sentences explaining the parameters of your position should be given. iv. After doing a few hours of research, a bibliography of the books you plan on using must be included (min. 6). You should include a journal article on the topic, encyclopedia article, commentary on a key scripture passage, as well as your systematic theology text. Use sources that agree and disagree with your perspective. v. Your outline should demonstrate that you will explore both sides of the issue, both for and against (basic outline: students should be more developed). 1) The issue – cause for debate 2) Your position (thesis) 3) Arguments for and against (pros and cons) 4) Evaluation and conclusion vi. Include several points under each that demonstrates understanding and direction. Due: Oct 25 b. Position Paper (20%) i. Each student is required to write a position paper on the student’s opposing side of the topic selected. ii. Both sides of the issue are to be presented, while the side that is being argued must be presented more vigorously. Students may note in a footnote if they disagree with the position taken in the paper. iii. A section on Application must be given (why is this relevant for our lives?). iv. Include a chart that compares the two sides. 12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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v. APA form and style are required for this paper. A bibliography of at least six-entries must be included (minimum 12 citations expected). Include at least three different source types [e.g., book, journal article, monograph, commentary, theological dictionary]). For internet documentation, web addresses are not enough; you need to include author/editor(s), title of the article/document, and date of publication. (Refer to Vanguard’s APA Manual). vi. This paper should be between 6-7 pages (of content; ~1800 words) in length and should not exceed 8 pages (2400 words). vii. See Appendix III for Major Paper Marking Guide. Due: Nov 22
c.
Reading Log (5%) i. Each student is to submit a reading log, which notes pages read while completing this assignment. ii. Course text should not be included. iii. Minimum 100 pages expected. iv. This can be attached at the end of your position paper. Due: Nov 22
5. Final Exam (20%). The final exam is comprehensive of all class notes and lectures. A study guide will be given a week before the exam. Written: Exam Week GRADING SYSTEM *See Appendix I and III for Alpha Grade Description and Major Paper Marking Grid. COURSE BIBLIOGRAPHY *See Appendix II
12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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APPENDIX I
ALPHA GRADE DESCRIPTIONS The following chart contains the Alpha Grad Descriptions adopted as of June 2005 as the standard for marking assignments and courses at Vanguard College. Purely objective assignments and most exams will continue to be marked using percentage grades. All other assignments will be assigned a letter grade based on the following Alpha Grade Descriptions. To interpret an assigned mark simply read the Alpha Grade Description assigned to that letter grade. Percentage conversions for calculating final marks will be based on the middle number for each grade, e.g. an assignment given a B grade will be calculated at 84.5%. ALPHA GRADE A+
GRADE POINT AVERAGE 4.0
PERCENT
ALPHA GRADE DESCRIPTION
97-100
A
4.0
93-96
A-
3.7
90-92
B+
3.3
87-89
B
3.0
83-86
B-
2.7
80-82
C+
2.3
77-79
C
2.0
73-76
C-
1.7
70-72
D+
1.3
67-69
D
1.0
63-66
D-
0.7
60-62
F
0.0
35-59
Exceptional Work- An “honourific” grade. Demonstrates a compete and comprehensive understanding of the subject matter, full mastery of all concepts and skills including interpretive, analytical, stylistic and grammatical skills, and evidences a striking intellectual initiative and originality. Superior Work- A superior grasp of the subject matter. Conceptual ability and skills including interpretive, analytical, stylistic and grammatical skills are consistently at a high level. Shows intellectual initiative and originality. Very Good Work to Superior Work - A very good grasp of the subject matter. Conceptual ability and skills, including interpretive, analytical, stylistic and grammatical skills are moving toward a consistently high level. Shows some intellectual initiative and originality. Strong Work - Substantial understanding of subject matter and concepts. Good to very good interpretive and analytical skills. Stylistic and grammatical skills meet or exceed acceptable college requirements. All course objectives and requirements achieved. Good Work - Substantial understanding of subject matter and concepts. Good interpretive and analytical skills. Stylistic and grammatical skills meet acceptable standards at a college level. All course requirements and objectives achieved. Average to Good Work – Average to above average understanding of subject matter and concepts. Average to above average interpretive and analytical skills. Relatively few stylistic and grammatical errors. All major course requirements and objectives achieved. Average Work - Average understanding of subject matter and concepts. Average interpretive and analytical skills. May struggle with some grammatical and stylistic skills. All major course requirements and objectives achieved. Acceptable Work - A basic understanding of subject matter and concepts. Fair but not necessarily good interpretive and analytical skills. Other skills may be fair or incomplete. Some major and /or minor objectives of the course may not be complete. Minimally Acceptable Work - Some understanding of subject matter and concepts and only partial development of relevant skills. Some major and/or minor objectives of the course may not be complete. Unsatisfactory Work - Unsatisfactory understanding of subject matter and concepts. Weak skill development. May have significantly weak stylistic and grammatical skills. Major course requirements may be incomplete or poorly done*. Poor Work - Weak understanding of subject matter and concepts. Marginal skill development. May have significantly weak stylistic and grammatical skills. Major course requirements may be incomplete or poorly completed*. Marginal Work - Work is marginal in all areas. Significant portions may be at a failing level. Major course requirements may be incomplete*. Insufficient evidence of a minimal understanding of course matter and concepts, insufficient evidence of minimal skill development and interpretive and analytical ability. May have failed to achieve major and minor objectives of the course.
* Some professors require all major course requirements to be complete and will not assign a passing grade until all assignments or work is complete within the stated time limit
12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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Appendix II
COURSE BIBLIOGRAPHY
Aulen, Gustaf (1931). Christus Victor: An Historical Study of the Three Main Types of the Idea of the Atonement. Trans. A. G. Hebert. New York: Macmillan. Beale, G. K. (2011). A New Testament biblical theology: The unfolding of the Old Testament in the New. Grand Rapids, Mich: Baker Academic. Beale, G. K., & Carson, D. A. (Eds.) (2007). Commentary on the New Testament use of the Old Testament. Grand Rapids, MI; Nottingham, UK: Baker Academic; Apollos. Beale, G. K. (2004). The temple and the church's mission: a biblical theology of the dwelling place of God. Nottingham: Inter-Varsity. Beale, G. K. (Ed.) (1994). The right doctrine from the wrong texts? Essays on the use of the Old Testament in the New. Grand Rapids, MI: Baker Academic. Blomberg, C., & Markley, J. F. (2010). A handbook of New Testament exegesis. Grand Rapids, Mich: Baker Academic. Best, W. E. (1975). Studies in the person and work of Jesus Christ. Houston, Tex.: South Belt Assembly of Christ. Bloesch, D. G. (1997). Jesus Christ: Savior & Lord. Downers Grove, Ill.: InterVarsity Press. Bruce, A. B. (1955). The humiliation of Christ: In its physical, ethical, and official aspects. Grand Rapids: Eerdmans Pub. Bruce, F.F. & Martin, W.J. (1964). The Deity of Christ. Manchester: North of England Evangelical Trust. Demarest, B. A. (1978). Jesus Christ, the God-man. The Victor know & believe series. Wheaton, Ill: Victor Books. Fish III, John H. (2003). 'God the Son.' Emmaus Journal 12: 3-126. Fruchtenbaum, A. G. (1998). Messianic Christology: A study of Old Testament prophecy concerning the first coming of the Messiah. Tustin, Ca.: Ariel Ministries. Glaspey, Terry (1996). C.S. Lewis: His Life and Thought. Edison, New Jersey: Inspirational Press. Grudem, W. A. (1994). Systematic theology: An introduction to biblical doctrine. Leicester, England: Inter-Varsity Press. Gunn, J. (1983). Christ, the fullness of the godhead: A study in New Testament Christology. Neptune, N.J.: Loizeaux Bros. Guthrie, D. (1970). A shorter life of Christ.: Contemporary evangelical perspectives. Grand Rapids: Zondervan Pub. House. _____(1981). New Testament theology. Leicester, England: Inter-Varsity Press. 12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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H.H. Bingham Colloquium in New Testament, & Longenecker, R. N. (2005). Contours of christology in the New Testament. McMaster New Testament studies. Grand Rapids, Mich: William B. Eerdmans Pub. Ford, D. & Higton, M. (2002). Jesus. New York: Oxford University Press. Horton, S. M. (1994). Systematic theology: A Pentecostal perspective. Springfield, Mo: Logion Press. House, H. W. (1992). Charts of Christian theology and doctrine. Grand Rapids, Mich: Zondervan. Jeremias, J. (2002). Jesus and the message of the New Testament. Minneapolis, MN: Fortress Press. Kaiser, W. C., & Kaiser, W. C. (2008). The promise-plan of God: A biblical theology of the Old and New Testaments. Grand Rapids, Mich: Zondervan. Kasper, W. (1976). Jesus the Christ. London: Burns & Oates. Ladd, George E. (1956). The Blessed Hope. Grand Rapids: Eerdmans. Ladd, George E. (1974). A Theology of the New Testament. Grand Rapids: Eerdmans. McDowell, J., & Larson, B. (1983). Jesus: A biblical defense of his deity. San Bernardino, Calif: Here's Life. Meeks, W. A. (2006). Christ is the question. Louisville: Westminster John Knox Press. Menzies, W. W., Menzies, W. W., & Horton, S. M. (1993). Bible doctrines: A Pentecostal perspective. Springfield, Mo: Logion Press. Morris, L. (1958). The Lord from heaven: A study of the New Testament teaching on the deity and humanity of Jesus Christ. London: Inter-Varsity Fellowship. Nee, Watchman. (1961). The normal Christian life. London: Victory Press. Oehler, Gustave F. (1950) Theology of the Old Testament. Grand Rapids: Zondervan. Pentecost, J. Dwight (1965). Things which become sound doctrine. Westwood, N.J.: Fleming H. Revell Company. Porter, S. E., Hayes, M. A., & Tombs, D. (1997). Images of Christ: Ancient and modern. Roehampton Institute London papers, 2. Sheffield, England: Sheffield Academic Press. Rausch, T. P. (2003). Who is Jesus? : An introduction to Christology. Collegeville, Minn: Liturgical Press. Stott, John R.W. (1986). The cross of Christ. Downers Grove: Inter Varsity Press. Strauss, M. L. (1995). The Davidic messiah in Luke-Acts: The promise and its fulfillment in Lukan Christology. Sheffield, Eng: Sheffield Academic Press. Strong, Agustus H. (1985). Systematic theology. Valley Forge, Pa.: Judson Press. Thiessen, Henry C. (1994). Lectures in systematic theology. Grand Rapids: William B. Eerdmans Publishing Company. Wells, David F. (1984). The person of Christ. Westchester, Ill.: Crossway Books. Webster, Douglas D. (1987). A passion for Christ. Grand Rapids: Zondervan Publishing House. 12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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APPENDIX III
Major Paper Marking Grid
General Content: ------------------------------------------
/30
Introduction/Conclusion: --------------------------------
/10
Thesis (Position) Statement: ----------------------------
/10
Depth of Research and Integration: --------------------
/10
Bib/Citations: ----------------------------------------------
/10
Spelling/Grammar: ----------------------------------------
/10
Style/Readability: ------------------------------------------
/10
Structure (Titles): -------------------------------------------
/10
Total: ---------------------------------------------------------
/100
12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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Appendix V
Debate Instructions The following is an outline to help you prepare for the class debate.
Your task is to prepare and argue to support your assigned debate topic. Students will do the necessary research to support their ideas, prepare to both pose and answer questions and practice the presentation so that it is well polished. Students are to be prepared to defend their argument as best they are able. Groups must provide the opposing side their position and two major arguments by Nov. 5 (surprise arguments are not permitted).
Please Note: The bulleted items are to be used for a starting point to help you develop your arguments for the debate. The Debate Format: 1) The “FOR” Position Will Present Their Position ~ 3-5 minutes: The group will clearly define their position and explain what it means for Christians. The group will state why they believe this position and they will provide Scripture reference to defend their position. 2) The “AGAINST” Position Will Present Their Position ~ 3-5 minutes: The group will clearly define their position and explain what it means for Christians. The group will state why they believe this position and they will provide the Scripture references they will use to defend their position. 3) The “FOR” Position (1st Rebuttal) ~ 3-5 minutes: The group will briefly summarize the argument on both sides noting where the positions conflict. The group will try to demonstrate the superiority of their reasoning. The group will present one weakness of the opposing side. 4) The “AGAINST” Position (Counter-Response / 2nd Rebuttal) ~ 3-5 minutes: The group will briefly restate the position of their team. The group will try to demonstrate the superiority of their reasoning. The group will address important questions raised. The goal is to demonstrate that the proposed argument is invalid. The group will present one weakness of the opposing side. 5) The “FOR” Position (Counter-Response / 3rd Rebuttal) ~ 3 minutes The group will briefly restate the position of their team The group will try to demonstrate the superiority of their reasoning. The group will address important questions raised. The goal is to demonstrate that the proposed argument is invalid. The group will present one weakness of the opposing side. 6) The “AGAINST” Position (Counter-Response / 4th Rebuttal) ~ 3 minutes The group will try to demonstrate the superiority of their reasoning 12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
Please Note: Rebuttal’s are typically shorter (3-5 minutes) and may not present new evidence. Their sole purpose is to defend your case and defeat the case - 10 of the opposition.
The group will address important questions raised. The main task, however, is to attack the proposed argument of the opposing group. The goal is to demonstrate that the proposed argument is invalid. The group will present one weakness of the opposing side.
7) The “FOR” Position (Closing Argument / Statement) ~ 3 minutes: The group will try to demonstrate the superiority of their reasoning The group will address any additional important questions raised. The answers should leave the audience satisfied (why this side is more relevant/applicable to their lives). The goal is to demonstrate that the proposed argument is invalid. Conclude with closing statement, which should leave the audience satisfied. 8) The “AGAINST” Position (Closing Argument / Statement) ~ 3 minutes: The group will try to demonstrate the superiority of their reasoning The group will address any additional important questions raised. The answers should leave the audience satisfied (why this side is more relevant/applicable to their lives). The goal is to demonstrate that the proposed argument is invalid. Conclude with closing statement, which should leave the audience satisfied. Points to Note: Take care with the amount of time you have. Practice beforehand. Use index cards to record important notes. It is recommended that groups meet prior to their debate. Complete each speaking opportunity with a brief summary. Listen carefully to the opposing group so that you are careful to respond to their critique. You will want to address them in your rebuttal. A strong point left unchallenged makes your side appear all the weaker. Back up your statements/assertions. Anybody can have an opinion, but rationale wins the debate. Take notes during the debate. The groups are to address the opponent group, rather than the class audience, except at the end in the final class responses. Once assigned a side in the debate, it is your task to research the topic. You will gather evidence that will be used to support your group’s position. Use the best of what you have found and present it in an effective, confident delivery. It is necessary to consider what the opposition will say. Think through all the possible arguments your opponents will make. Success in a debate hinges on the ability to show that the reasoning of the opposing group is weaker than yours. Use the preparation document to organize your findings and thoughts.
12140 103 St., Edmonton AB T5G 2J9 www.vanguardcollege.com Updated July 5, 2016
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