Syllabi

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NT 501 X Comprehensive Greek I

Kevin L. Anderson

This is the first of a two-course sequence (NT501 and NT502) designed to introduce participants to all of the rudimentary elements of New Testament Greek. Particular emphasis is given to the mastery of basic Greek vocabulary, morphology, and syntax. After the completion of these twin courses, students should be able to engage in the necessary lexical, grammatical, and translational spadework for faithful exegesis of the Greek New Testament (GNT).
NT 620 The Acts of the Apostles

Kevin L. Anderson

Cadbury, Henry Joel. The Making of Luke-Acts. 2d ed. With a New Introduction by Paul N. Anderson. Peabody, Mass.: Hendrickson, 1999. Penney, John Michael. The Missionary Emphasis of Lukan Pneumatology. Journal of Pentecostal Studies Supplement 12. Sheffield: Sheffield Academic Press, 1994. Seim, Turid Karlsen. The Double Message: Patterns of Gender in Luke and Acts. Nashville: Abingdon, 1994.
OT 610 A Exegesis of Genesis

Bill T. Arnold

1. Course description This course explores selected exegetical issues in the Book of Genesis, and provides students with opportunities to apply original-language tools to the book’s strategic passages. The focus will be on developing appropriate interpretive skills for the pastoral ministry.
OT 706 Semitic Language Seminar

Bill T. Arnold

Required: Gogel, Sandra Landis. A Grammar of Epigraphic Hebrew. Atlanta: Scholars Press, 1998. Recommended: Parker, Simon B. Stories in Scripture and Inscriptions: Comparative Studies on Narratives in Northwest Semitic Inscriptions and the Hebrew Bible. Oxford: Oxford University Press, 1997. Garr, W. Randall. Dialect Geography of Syria-Palestine, 1000-586 B.C.E. University of Pennsylvania Press, 1985.
Extended Case Guidelines

Asbury Theological Seminary

The case study is a way of doing theology which does not divorce theory from practice or action from reflection. It may be helpful to read The Bible in Human Transformation by Walter Wink in this connection. The case study will help the participant in the following ways. 1. One will be encouraged to cultivate and sharpen tools of observation, critical analysis, integration of theory and practice, theological reflection, and ways to evaluate a particular act of ministry. 2. It is a method which fosters an integration with, and interaction with theological issues. 3. It encourages the participant to think in theological categories and come to grips with theological issues. 4. Participants will bring the Bible and Theology to bear on experiences of ministry and apply biblical material to situations in ministry. 5. It will lead one beyond theological questions to theological affirmation. 6. The case study will lead one to investigate and do research into bodies of knowledge and theories of the disciplines related to ministry. 7. Participants will analyze the psychological and behavioral factors and dynamics involved in the case, so simplistic answers will not be given to complex problems. 8. The case study will increase diagnostic and prognostic skills.
IR 700 Senior Reflection Community

Asbury Theological Seminary

The Senior Reflection Seminar serves as an integrative closure to the Seminary experiences of spiritual, intellectual, personal and vocational formation. The experience is designed to foster a sense of community through peer reflection and group interaction. Major components of the course include case studies, and a Theology of Ministry paper. It is required in the final semester of a student's degree program. Two hours of credit will be given for the seminar.
IS 502 X Vocation of Ministry

Asbury Theological Seminary

1. Chilcotte, Paul John Wesley Speaks on Christian Vocation 2. Grenz, S. & Bell, R. (1995). Betrayal of Trust: Sexual Misconduct in the Pastorate. Downers Grove, IL: InterVarsity Press. 3. Guiness, O. (1998). The Call: Finding and Fulfilling the Central Purpose of Your Life. Waco,TX: Word. 4. Sire, James W. (2000) Habits of the Mind: Intellectual Life as Christian Calling. Downers Grove, IL: InterVarsity Press. 5. Smith, G. (1997). Listening to God in Times of Choice, Downers Grove, IL: InterVarsity Press.
Lay Committee Hand book

Asbury Theological Seminary

This booklet is designed to provide guidance for the Local Church Lay Committee within your church. Near the beginning of the student’s internship and in consultation with the student, your pastor will select three to five persons which you feel would be committed and qualified to carry out the educational ministry described in these pages by meeting with the student at least once a month during the internship?
MW 768 Issues in Third-World Christianity

Asbury Theological Seminary

Course Description; A study of particular issues raised by people practicing the Christian faith in the context of Two- Thirds World countries, including their aspiration for a holistic experience of Christianity, adequate response to political and social structures, and significance within the world Christian community. The course will be taught primarily as a seminar.
OT 501 Survey of Biblical Hebrew

Asbury Theological Seminary

This course introduces students to Biblical Hebrew for purposes of exegetical work in pastoral ministry. Particular emphasis is given to the fundamentals of Biblical Hebrew and basic exegetical tools, including several types of parsing aids especially well suited for pastoral use.
SM 601 602 603 EXL Supervised Ministries Handbook

Asbury Theological Seminary

GENERAL GOALS: 1. Integrate theological academic disciplines and ministry experience in order to form a comprehensive competence in the work of ministry. 2. Enable interaction between academic theological knowledge and contextual life situations from the perspective of the theology, function, mission and ministry of the Church.
SM 601, 602, 603 Supervised Ministry Handbook

Asbury Theological Seminary

Welcome to Supervised Ministries! Supervised Ministries is a required core component of the academic curriculum. It aims to bridge the gap between strictly academic theology and ministry practice. It integrates the light of the chapel, classroom and library with the field laboratory. That is, we want to reduce the gap between learned theology and internalized theology which applies itself to Christian experience and ministry practice. As John Wesley, quoting an ancient, quipped, “God made divinity practical”.
SM 601 602 The Supervised Ministries Program

Asbury Theological Seminary

Because of your experience and gifts you have been invited to share with us in the very crucial opportunity of training men and women for ministry. Our program is called “Supervised Ministries.” That term highlights the essential part that the supervisor plays in this training process. As a supervisor you will draw upon a variety of skills. At times you will be a trainer, resource person, consultant. but in and through it all, we hope you will see yourself as a facilitator and guide who oversees the student’s work with an eye toward the full development and utilization of his/her God-given gifts and graces for ministry. For many of our students this will be their first exposure to the work of “pastoral ministry”. They may have served voluntarily in their local church as a church school teacher, choir member, youth group officer, etc., but they will not have had exposure to the broad range of ministerial tasks and responsibilities which are a part of a pastor’s daily life. It is very important that they have an opportunity to do (and to observe other competent people doing) this kind of ministry. Certain tasks of professional ministry may best be learned in this practical way. It will also provide an opportunity for some students, who may be uncertain, to test their calling
SM 601 602 X Field Supervisor's Handbook

Asbury Theological Seminary

There are three ingredients in the Supervised Ministries Program: 1. A structured service experience of over 100 hours at a field placement; 2. Regular, competent supervision in the field; and 3. A faculty-led weekly seminar experience utilizing self-referent cases for reflection on experiences in the light of Biblical, historical, doctrinal, behavioral, and other disciplines.
SM 603 Institutional Field Supervisors Handbook

Asbury Theological Seminary

Supervised Ministries is an important component of training at Asbury Theological Seminary. Each Master of Divinity student is required to take two courses in this supervised field-based learning experience. Each year approximately 200 men and women representing a wide range of denominational backgrounds are placed as volunteers in over 80 settings. Field settings presently being used include churches, correctional institutions, comprehensive care centers, nursing homes, children’s homes, inner-city social service agencies, acute/general admissions hospitals, psychiatric hospitals, and evangelism outreach centers. Opportunities are available from Cincinnati to Lake Cumberland, from Louisville to Appalachia.
SM 603 X Field Supervisor's Handbook

Asbury Theological Seminary

There are three ingredients in the Supervised Ministries Program: 1. A structured service experience of over 100 hours at a field placement; 2. Regular, competent supervision in the field; and 3. A faculty-led weekly seminar experience utilizing self-referent cases for reflection on experiences in the light of Biblical, historical, doctrinal, behavioral, and other disciplines.
SM 615 Supervised Mission Experience

Asbury Theological Seminary

Asbury Seminary’s Master of Arts program in World Mission and Evangelism is essentially a two year (60 semester credit hours) academic degree beyond the B.A. (or equivalent) which prepares informed practitioners for careers in cross cultural mission and ministries of evangelism. Because of the focus on practice and the indispensable value of the action/reflection model for life time learning, the program requires some exposure and/or involvement in a cross cultural field with appropriate reflection on mission theory observed and the impact of the experience on the student.
SM EXL Extended Case Guidelines

Asbury Theological Seminary

The case study is a way of doing theology which does not divorce theory from practice or action from reflection. It may be helpful to read The Bible in Human Transformation by Walter Wink in this connection.
SM EXL Lay Committee Handbook

Asbury Theological Seminary

In its unique auxiliary role, the Lay Intern Committee deals with the complete range of the intern’s training by focusing on the application of seminary courses to actual experiences in ministry.
SM EXL Student Pastor Handbook

Asbury Theological Seminary

The program of Supervised Ministries at Asbury Theological Seminary is designed to meet certain goals. These goals are embraced by the following Statement of Purpose: The Supervised Ministries program seeks to provide a supervised action/reflection experience in ministry through which students will achieve the following goals. 1. DEVELOP A VALID PERSONAL CONCEPT AND PRACTICE OF MINISTRY. 2. LEARN HOW TO LEARN FROM EXPERIENCE. 3. LEARN HOW TO DO THEOLOGICAL REFLECTION ON EXPERIENCES IN MINISTRY. 4. DEVELOP EMOTIONAL AND SPIRITUAL MATURITY. 5. HAVE AN OPPORTUNITY TO TEST AND FULFILL THEIR CALL TO MINISTRY.
NT 510 The Gospel of Matthew

David R. Bauer

A basic course in inductive Bible studies. The primary purpose is to enable the student to begin developing an inductive approach to Bible study, especially in the areas of observation and interpretation. Parts of the Gospel of Matthew are used to demonstrate and to practice a methodical approach which can be used in other biblical books. Some of the main themes of the Gospel are highlighted in the process. NT500 (or 501) must be completed or taken concurrently with NT(IBS)510. (May be taken by students in M.A. programs not requiring Greek by special arrangement with the professor.) This course seeks to introduce the student to the "inductive method" of biblical study, and to direct this interpretive approach to the Gospel of Matthew. This orientation implies several things, including (1) an emphasis upon methodology and methodological concerns, and (2) a strong commitment to direct, independent study of the biblical text, with secondary sources (e.g., commentaries, grammars, dictionaries of the Bible) to be consulted by the student only after extensive, firsthand study has been completed. The English Bible (RSV/NRSV) as well as the Greek New Testament (either UBS/Nestle or Interlinear) will serve as the basis for study, and students are encouraged to make use of the original whenever practicable.
NT 510 The Gospel of Matthew

David R. Bauer

General Description A basic course in inductive Bible studies. The primary purpose is to enable the student to begin developing an inductive approach to Bible study, especially in the areas of observation and interpretation. Parts of the Gospel of Matthew are used to demonstrate and to practice a methodical approach which can be used in other biblical books. Some of the main themes of the Gospel are highlighted in the process. NT500 (or 501) must be completed or taken concurrently with NT(IBS)510. (May be taken by students in M.A. programs not requiring Greek by special arrangement with the professor.) This course seeks to introduce the student to the "inductive method" of biblical study, and to direct this interpretive approach to the Gospel of Matthew. This orientation implies several things, including (1) an emphasis upon methodology and methodological concerns, and (2) a strong commitment to direct, independent study of the biblical text, with secondary sources (e.g., commentaries, grammars, dictionaries of the Bible) to be consulted by the student only after extensive, firsthand study has been completed. The English Bible (RSV/NRSV) as well as the Greek New Testament (either UBS/Nestle or Interlinear) will serve as the basis for study, and students are encouraged to make use of the original whenever practicable.
NT 636 The Book of Acts

David R. Bauer

This course involves a careful examination of the Book of Acts according to the inductive method of Bible study introduced in the first IBS course and builds on the methodology of that first course by further use of what has been learned and by emphasizing the study of the book as a whole and of larger units within the book. Particular attention is given to the process of application moving towards proclamation (preaching and teaching) of the biblical text. The emphasis is upon the structure and major themes found in the Book of Acts, with the Gospel of Luke employed for background purposes. This course seeks intentionally to incorporate the grammatical analysis of the original languages into the overall inductive process. (May be taken by students in M.A. programs not requiring Greek by special arrangement with the professor.)
NT 637 Pauline Epistles Fall, 2002

David R. Bauer

A study of Galatians, Ephesians, Philippians, and Colossians which builds on the methodology of the first inductive Bible study course by further use of what has been previously learned and by emphasizing the study of books as wholes. Accordingly, there is a special focus on the initial survey of books as wholes, the interpretation of parts of books in the context of the book as a whole, and the synthesis of books. In addition, attention is given to thinking, valuing, and living biblically by learning how to apply Scripture to life and ministry. This course seeks intentionally to incorporate the grammatical analysis of the Greek language into the overall inductive process
NT 645 General Epistles

David R. Bauer

A study of 1 John, James, Jude and 1 and 2 Peter which builds on the methodology of the first inductive Bible study course by further use of what has been previously learned and by emphasizing the study of books as wholes. Accordingly, there is a special focus on the initial survey of books as wholes, the interpretation of parts of books in the context of the book as a whole, and the synthesis of books. In addition, attention is given to thinking, valuing and living biblically by learning how to apply Scripture to life and ministry. This course seeks intentionally to incorporate the grammatical analysis of the Greek language into the overall inductive process.