History 322--Early Church

HISTORY 424
EARLY CHURCH HISTORY

INTRODUCTION:

The emergence and growth of Christianity is probably the single most important turning point in all of history. The spread of Christianity in the Roman Empire ultimately brought about changes in virtually every aspect of life, changes that continue to affect the world today. This class will examine the process by which the Christian church grew from a hated and persecuted fringe group to become the single most powerful force within the Roman Empire.

REQUIRED TEXTS:

    The Bible (I prefer you use the KJV, RSV, NRSV, NKJV or NAS)
    The History of the Church (Eusebius of Caesarea)
    New Testament Survey (Tenney)

The main text for this course, Tenney's New Testament Survey, will give you a different perspective on the figures and events discussed in class and serve as an excellent supplement to your lecture notes as you prepare for your midterm and final exams. You should find the outlines and time lines in the Tenney book particularly helpful. You will not usually need to bring the Tenney book to class, and it doesn't really matter whether you do the Tenney readings before or after the associated lecture.

The other readings (those from the Bible and from Eusebius of Caesarea's History of the Church) must be done before class on the day assigned. We will be discussing these works in class, and you will be lost and confused if you haven't done the reading.

BLOG:

    For each class day that includes a “primary source” reading assignment(almost every day the class meets!), I would like you to add an entry to the class blog (http://history424.blogspot.com).

    Since the goal of the “blog” is to make sure you are prepared for class discussion, late blog entries will not be accepted.

ATTENDANCE:

    I expect all students to attend class faithfully, to keep up with the readings, and to participate in class discussion. I do take attendance into account when figuring out your final grade.

SCHEDULE OF CLASSES AND READINGS:

1/18    Introduction (Tenney 1-5)

1/23    Roman and Jew in the time of Christ (Matthew 1-14/Tenney 8)
1/25    The Gospel for Those Who Need No Gospel (Matt. 15-28)

1/30    The Gospel for the Gentiles (Luke 1-12/Tenney 10)
2/1     The Most Beautiful Book Ever Written (Luke 13-24)

2/6    Professing Themselves to Be Wise... (Tenney 6-7)
2/8 ... The Glorious Achievements of Modern NT Scholarship

2/13    Crooked Questions and Straight Answers (John 1-11/Tenney 11)
2/15    The Rest of the Story (John 11-21)

2/20    (Acts 1-12/Tenney 13-14)
2/22    (Acts 13-28/Tenney 15)

2/27       ******** MIDTERM I *********
3/1    An Undivided House (I Corinthians/Tenney 16)

3/3—3/11   *** Spring Break: No Class ***

3/13    Who Really Knows? (II Peter and Jude/Tenney 21)
3/15 Sin, Sins, and Sons (Romans/Tenney 16)

(One less teaching day than in other years, so the class on Galatians, “Now Cut it Out,” won’t be included.)

3/20    Making Dad Happy (James/Tenney 15)
3/22    The Great Mystery (Ephesians/Tenney 17)

3/27    When the Going Gets Tough (I Peter/Tenney 19)
3/29    Beautiful Things Are Difficult (Revelation 1-12, Tenney 22)

4/3    Difficult Things are Beautiful (Revelation 13-22)
4/5    ******* MIDTERM II ********

4/10    Eusebius as a Historian (Eusebius Chapters I-II)
4/12    The Formation of the Canon (Eusebius Chapter III/Tenney 23)

4/17    The Lost Books of the Bible?
4/19    Persecution and the Church (Eusebius Chapter IV-V)

4/24    Division in the Church (Eusebius Chapters VI--VII)
4/26    Division in the Church (Eusebius Chapter VIII)

5/1    Christian Philosophers (Eusebius Chapters IX)
4/3    They Say That All Good Things Must End (Eusebius Chapter X)

***** Final Exam: Wednesday, May 9, 2:15—4:15 AM ******

GRADING:

    Your grade for this course will be based primarily on your three major exams and your blog entries, each of which will count approximately 20% when I determine your final grade. In addition, I will take into account attendance and participation.

EXAM FORMAT:

     Midterms and Final exam--8 ID's, 1 essay

     ID's will be selected from the terms put on the board at the beginning of each lecture. You will be asked not only to identify the terms, but also to explain their historical significance. I am impressed when students can include plenty of detailed information, but I am even more impressed when students can show how the ID terms relate to important themes discussed in this class.

     Essay questions will deal with major themes discussed in the lectures. Most often, the exam question will be a generalization I have made in class with the additional word, "comment."

     A student who studies hard and does the required reading should have plenty to say in response to each of these questions. You will be given 75 minutes for each midterm and two hours for the final exam. Most students will need the full time to do a good job.

     What is a good job? I tell students over and over again that a good essay consists of a series of good generalizations based on the exam question and backed up with specific support from the lectures and the readings. I am particularly impressed when students include in their essays references to primary source material.

INSTRUCTIONS FOR TAKING EXAMS:

1. Bring a blue book. Make sure there are no pages torn out.
2. Use pen.
3. Don't sit by anyone with whom you studied.
4. Plan on spending the full time writing your exam.
5. Do the ID terms first.

PLEASE NOTE: Any student caught cheating in this class at any time (even on a one point "sign your name" quiz) will receive a failing grade for the course. Cheating includes the use of any notes during midterm or final exams. Please place no marks of any kind on or in your blue book before I give the signal to begin taking the exams.

It is not cheating to study with another student or to prepare essays or ID's together. Papers and blog entries, on the other hand, must be entirely your own work. Plagiarism definitely is cheating. “Cutting and pasting” from an internet site is usually plagiarism. If you have any doubts as to what constitutes plagiarism, see me.
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Northern State University recognizes its responsibility for creating an institutional climate in which students with disabilities can thrive. If you have any type of disability for which you require accommodations, please contact Karen Gerety at the NSU Office of Disability Services (626-2371, Student Center 217) as soon as possible to discuss your particular needs.

BOARD OF REGENTS ACADEMIC FREEDOM POLICY:

Under Board of Regents and University policy student academic performance may be evaluated solely on an academic basis, not on opinions or conduct in matters unrelated to academic standards. Students should be free to take reasoned exception to the data or views offered in any course of study and to reserve judgment about matters of opinion, but they are responsible for learning the content of any course of study for which they are enrolled. Students who believe that an academic evaluation reflects prejudiced or capricious consideration of student opinions or conduct unrelated to academic standards should contact the academic dean administratively in charge of the class to initiate a review of the evaluation.

FIRST MIDTERM STUDY GUIDE

POTENTIAL ID'S:

GOSPEL, PHARISEES, SADDUCEES, GEMATRIYA, NAZAR, RABBI, JOHN THE BAPTIST, SERMON ON THE MOUNT, PARABLE OF THE SOWER, PARABLE OF THE TARES, LITTLE APOCALYPSE

LUKE, THEOPHILUS, GOSPEL OF MARK, SYNOPTIC, SERMON ON THE PLAIN, SAMARITANS, LAZARUS, UNJUST STEWARD, PRODIGAL SON, ROAD TO EMMAUS

F.C. BAUER, CONSISTENT ESCHATOLOGY, SOURCE CRITICISM, FORM CRITICISM, REDACTION CRITICISM, MARCAN PRIORITY, TEXTUAL CRITICISM

LOGOS, JOHN THE BAPTIST, PHILIP, AGAPE, LAZARUS

PETER, PHILIP, STEPHEN, SAUL OF TARSUS, BARNABAS, SILAS, PRISCILLA, DAY OF PENTECOST, AGRIPPA, FELIX, FESTUS

POTENTIAL ESSAY QUESTIONS:

A. The Gospel of Matthew might be described as the gospel for those who do not think they need the gospel. In particular, the gospel seems to be addressed specifically to Jewish sects like the Pharisees and the Sadducees. Comment.

B. While the Gospel of Luke is in many ways similar to the Gospel of Matthew, there are some important differences between the Gospels. Many of these differences can be explained by the fact that Luke is addressed to a different audience. While Matthew is a gospel well suited to Jews, Luke is a gospel particularly well suited to the needs and interests of gentiles. Comment.

C. Paul's comment about those who become fools by professing themselves to be wise certainly applies to modern New Testament scholarship. Comment.

D. The Gospel of John is in some ways very different from the synoptic gospels. However, the picture of Jesus and his teachings given in the gospel does not conflict with that of the synoptics but complements and supplements it--sometimes in surprising ways. Comment.

E. The Book of Acts is a key source in understanding the surprisingly rapid growth of the early church. Comment.

STUDY GUIDE--MIDTERM II

POTENTIAL ID'S:

CORINTH, APOLLOS, AGAPE, SARX, SOMA, ANASTASIS

JUDE, GNOSTICISM, ENOCH, II PETER

PISTIS, SARX, HAMARTIAS, GOSPEL, NATURAL THEOLOGY, AGAPE, CHARIS

PISTIS, JAMES THE JUST, AGAPE, SOPHIA, GLOSSA, ERGA,(ASTHENES), PLOUSIOS,

MYSTERY RELIGION, EPHESUS, MYSTERIA, UPOTASSO, AGAPE, I PETER, PRESBYTEROS

APOCALYPSE, SEVEN CHURCHES, SEVENTH SEAL, LITTLE APOCALYPSE, TWO WITNESSES, NEW JERUSALEM, MILLENNIUM

POTENTIAL ESSAYS:

A. In I Corinthians, Paul does an excellent job dealing both with the superficial and root causes of division in the church and provides an excellent recipe for Christian unity. Comment.

B. Jude and II Peter do an impressive job addressing the challenge to the church posed by different forms of Gnosticism—and of heretical teaching in general. Comment.

C. In the book of Romans, Paul does an excellent job mediating the differences between Jewish and gentile Christians, and he many difficult passages in the book are easier to understand if one keeps in mind Paul’s primary goal: getting Jews and gentiles to work together. Comment.

D. Apparently some early Christians thought that if they had "faith" they could live any way they wanted and still be saved. James argues convincingly that this is not so, that true faith involves both transformed hearts and transformed lives. Comment.

E. The “mystery” religions went a long way toward helping people in the ancient world feel right about themselves. In Ephesians and I Peter, Paul and Peter do an even better job helping people feel right, not only about themselves, but about others. Comment.

F. While Revelation is in many ways a difficult book, it is a beautiful book as well. Comment.

FINAL EXAM STUDY GUIDE

POTENTIAL ID'S:

EUSEBIUS, DEMONSTRATION OF THE GOSPEL, PAMPHILIUS, ABGAR, PHILO, JOSEPHUS, THEOPHANIES, CONSTANTINE, POLYCARP, ORIGEN

CANON, TENACH, ECCLESIASTICUS, TOBIT, JUDITH, DEUTEROCANONICALS, APOCRYPHA, PSEUDEPIGRAPHA, ACTS OF PAUL AND THECLA, GOSPEL OF THOMAS

NERO, DOMITIAN, PLINY, TRAJAN, DECIUS, VALERIAN, POLYCARP, BLANDINA, DIOCLETIAN, GALERIUS

GNOSTICISM, VALENTINUS, MARCION, IRENAUS, HIPPOLYTUS, SABELLIUS, PAUL OF SAMOSATA, NOVATIAN, CYPRIAN, MONTANISTS,

CONSTANTINE, EDICT OF MILAN, ARIANS, COUNCIL OF NICAEA, ECUMENICAL COUNCILS, JUSTIN MARTYR, ATHENAGORAS, ORIGEN

POTENTIAL ESSAY QUESTIONS:

A. Eusebius' History of the Church is an extremely valuable source for anyone who wants to understand the development of the church during the Ante-Nicene period. However, the work does have some serious limitations. Comment.

B. One task facing the early church was to decide what writings would and would not be accepted as authoritative scripture, "canonical." Many have argued that they made a mistake or two in their decisions, but, for the most part, it would be hard to improve on their choices. Comment.

C. It is not surprising that Christians were persecuted by the Romans. It is somewhat more surprising that persecution not only failed to eradicate Christianity but may even have led to its spread. Comment.

D. In some ways, dealing with heresy is as tricky as dealing with cancer. While the early church was able to develop diagnostic tools and surgical instruments effective in containing some forms of heresy, the church found other forms of heresy much harder to diagnose and treat. Comment.

E. Constantine is one of the most important figures in the history of the church. The support he gave the church was certainly an important factor in the eventual triumph of Christianity over paganism. But while the political support of men like Constantine was important, there was something even more important to the success of the church--the triumph of Christian thinkers in the battle for the hearts and minds of men. Comment.

STUDY QUESTIONS: THE GOSPEL OF MATTHEW

Please read chapters 1-14 for Tuesday and chapters 14-28 for Thursday. Pay especially close attention to chapters 5-7 and chapters 24-28. As you read, note passages that might be helpful in explaining why Matthew might be thought of as a gospel for those who think they have no need of the gospel. Please also be ready to discuss the questions below. You might also include answers to some of these questions in your journal.

1. Why does Matthew, with so many interesting and important things to say about Jesus, choose to begin his gospel with a long list of names rather than with something more attention-grabbing?

2. Matthew constantly cites the Old Testament. Why? Do you think that the scriptures he cites would have convinced any of the Pharisees and Sadducees that Jesus was the Messiah?

3. What is Jesus' attitude toward the law? What differences are there between the standards set by Jesus and those in the law of Moses?

4. Why does Matthew (who obviously knew the differences between the two sects) constantly group the Pharisees and the Sadducees together?

5. What does Matthew object to in the conduct of the Pharisees and Sadducees? What does he object to in the doctrines of these groups?

6. What significance does Matthew see in the miracles performed by Jesus? Why does he choose to emphasize the particular miracles he does?

7. How does Matthew explain the fact that so much of Jesus' teaching was in parables? What, according to Matthew, was the purpose of these parables?

8. What does Matthew have in mind when he talks about the "kingdom of heaven"? What does he think this kingdom is/will be like?

9. What is Matthew's eschatology? What does he think things will be like in the "last days"? When does he think these last days will begin? In view of this, how does he think a wise man should behave now?

10. In Matthew's view, who is responsible for Jesus' death?

11. Why is Matthew's account of the resurrected Jesus so brief?

STUDY QUESTIONS: THE GOSPEL OF LUKE

    Please read chapters 1-12 for Tuesday and chapters 13-24 for Thursday. As you read, note especially passages that may be useful in showing that the Gospel of Luke was particularly well suited to the needs and interests of gentile believers of the first century. Please also be ready to discuss the questions below. You might keep track of some of your observations in your church history journal.

1. What reason does Luke give for writing his gospel? What sources does he claim for his information?

2. Why does Luke spend so much time on the events surrounding the birth of Christ? How is his account of Christ's birth different than Matthew's? How do you explain these differences?

3. How does Luke treat the Pharisees and Sadducees? Is his portrayal of these groups any different than Matthew's?

4. Luke does not cite the Old Testament nearly as much as Matthew, but when he does cite the OT he does it at greater length. Why?

5. Luke includes several stories not included in the gospel of Matthew, e.g. the story of the prodigal son (Luke 15), the story of the good Samaritan, and the story of the dishonest steward (Luke 16). Can you think of any particular reason for this?

6. Luke often gives a much briefer account of certain incidents in Jesus' ministry. One example is his account of the sending out of the disciples (Luke 9, Matthew 10). Can you think of any reason this might be so?

7. Is their anything in the Gospel of Luke that might appeal to particular groups among the gentiles, e.g. to women, to the poor, to philosophers, etc.?

8. Compare Luke 21 and Matthew 24. How do you explain the differences between these passages?

9. How does Luke conclude his gospel? Why conclude the gospel like this? With what message does he leave his readers?

STUDY QUESTION ON THE GOSPEL OF JOHN

Potential test question:

    The Gospel of John is in some ways very different from the synoptic gospels, so different that many have maintained that the events and teachings described in it have little relationship to the historical Christ. However, a close examination of this gospel shows that picture of Jesus and his teachings given in this gospel does not conflict with that of the synoptics but complements and supplements it--sometimes in surprising ways.

1. Why does John begin his gospel where he does? How is this beginning different from that of the synoptic gospels?

2. How is John's treatment of John the Baptist different from that of the synoptic gospels? Why these differences?

3. Why does the Gospel of John include the calling of Philip and Nathaniel--but not the calling of John? Why does this gospel seemingly make so little reference to John? (But cf. 1:40)

4. John places the "cleansing of the temple" early in Jesus ministry. The synoptics place it late. Is this a contradiction? Why the seeming conflict?

5. John includes many episodes in the teaching of Jesus the synoptics leave out, e.g. the conversation with Nicodemus, the story of the woman at the well, the turning of water into wine, the healing of the lame man at Bethesda, the healing of the man born blind, and the raising of Lazarus. Why does John include these episodes? Why do the synoptics leave them out?

6. Notice the questions put to Jesus in the Gospel of John and the answers he gives. Is this consistent with the synoptic picture of Jesus' technique in dealing with questions?

7. What about the miracles Jesus performs? Are the miracles described in the Gospel of John consistent with the miracles of the synoptics? (cf. John 7:21-23 and Matthew 12:9-14).

8. Is the christology of the Gospel of John consistent with the christology of the other gospels, i.e. does John seem to have the same view of who and what Jesus is as the synoptic writers?

9. In ch. 13-17 John includes many words of Jesus not found in the other gospels. Are the teaching here consistent with the rest of Jesus' teaching? How do you explain the fact that the other gospels do not include any direct reference to these ideas?

10. How does John's treatment of the trial, crucifixion, and resurrection of Jesus differ from that of the synoptics? How do you explain these differences?
ACTS OF THE APOSTLES: STUDY QUESTIONS

    Please read Acts 1-12 for Tuesday and Acts 13-28 for Thursday. Look especially for information that helps explain the rapid growth of the early church. Please also be ready to discuss the following questions:

1. What is Luke's purpose in writing the book of Acts? Should this book be viewed as completely separate from the Gospel of Luke, or is it simply a continuation of that work?

2. Note how the apostles are portrayed in the Gospel of Luke and how they are portrayed in Acts. In what ways is the portrayal of these men the same? In what ways is it different? How do you account for these differences?

3. How does Acts explain the spread of the Gospel among so many of the Jewish people? How does it explain the failure of many Jews to accept Christianity?

4. What seem to you the main strengths of the church as it is described in Acts?

5. What does the book of Acts teach about the proper relationship between the Christians and secular authority? What does it teach about ecclesiastical authority?

6. Note Peter's sermons in Acts 2 and Acts 3 and Stephen's sermon in Acts 7. What do these sermons have in common? What are the main points stressed by these men in presenting the gospel message to their fellow Jews?

7. Note the portrayal of the Apostle Paul. How does Luke explain the transformation of this man from a hater of Christians to a zealous convert? Does this seem a probable explanation?

8. What kind of man is Barnabas? How would such a man have helped the spread of Christianity?

9. In what ways are Peter and Paul alike? In what ways are they different? Why was Paul so effective in spreading the gospel? Why was he so effective in establishing churches that would last?

10. According to the book of Acts, what were the major obstacles to the spread of Christianity?

11. How did the Roman authorities respond to the gospel and those who preached it? Is there any hint of why Roman officials would later persecute Christians so bitterly?

12. Why does Acts end where it does? Is this a real "conclusion" to the book? With what message does it leave the reader?