SANTA CLARA UNIVERSITY • GRADUATE PROGRAM IN PASTORAL MINISTRIES
THE SYNOPTIC GOSPELS
SPRING 2018
Instructor: Catherine Murphy PMIN 206.67878
Office: Kenna 323B Kenna 111
Office hours: T 4:00–5:30 p.m., and by appointment Tu 6:00-9:00 pm
Phone: Office (408) 551-1909 E-mail: cmurphy@scu.edu
Required Books New / Used / Rent New / Rent Used / Ebook
Warren Carter, Telling Tales about Jesus: An Introduction to the New Testament [$39/$29.25/$32.20/$7.80/$39]
Gospels. Minneapolis: Fortress, 2016. [ISBN 978-1451465457]
Kurt Aland, Synopsis of the Four Gospels, 2 ed. Minneapolis: Fortress, 2010.
nd
[$50.00/$37.50/$34/$23.50/na]
[ISBN 9781585169429]
Joseph A. Grassi, Informing the Future: Social Justice in the New Testament. [$21.95/$16.45/$19.45/$9.20]
Mahwah, New Jersey: Paulist, 2003. [ISBN 978-08091-4092-3]
Catherine Murphy, Synoptic Workbook (in SCU Bookstore) [$12.00]
Readings on Camino (no cost unless you print them)
Recommended Books (if you already own a Bible or New Testament, you do not need to purchase these)
The Complete Gospels: Annotated Scholar’s Version, 4th rev. ed. Salem, Oregon: [$35.00/$26.25/$22.75/$15.75]
Polebridge Press, 2010. [ISBN 978-1-59815-018-6]
The Catholic Study Bible (NABRE), 3d ed. New York: Oxford University [$40/$26/$18]
Press, 2016. [ISBN 978-0190267230]
Course Description
The New Testament texts that figure most prominently in the life of the Church are the Synoptic Gospels, that
is, the three that tell the story of Jesus in largely the same way (“synoptic” means “seeing together”). These
are the gospels that shape the three-year lectionary cycle of the Church, and thus the texts from which we
receive most of our traditions about the life, ministry, death and resurrection of Jesus and the gospel message.
This course introduces you to these central texts, to the figure of Jesus in them, and to the early Christian
authors and audiences who wrote them. As the foundational New Testament course, it also introduces you to
the spiritual and intellectual discipline of biblical studies through its focus on methods of inquiry and tools of
study. The course privileges Catholic perspectives on the interpretation of scripture in the life of the Church,
perspectives that amplify the voice of the poor and marginalized as we reflect on what the “good news”
might mean today.
Program & Course Learning Objectives
The GPPM Program learning objectives for the core New Testament course stipulate that, by the end of this
course, you will be able to:
1. Demonstrate an understanding of the New Testament according to the following competencies (GPPM
Objective 1.A):
a. Summarize principles of Catholic and academic biblical interpretation (quiz #1, class 2).
b. Describe the overall structure, peculiar purpose, literary genre, theological themes and probable
audience for one gospel (quiz #2, class 9).
c. Use the basic tools for biblical exegesis, namely the concordance, synopsis, commentary, biblical or
theological dictionary, New Testament Abstracts and the ATLA Religion Database (Exercises 2, 3, 4 & 5;
Exegetical Research Paper).
d. Identify and apply the definition, steps, assumptions, goals, and limitations of two critical exegetical
methods (Exercises 1, 3 & 6; Exegetical Research Paper).
2. Integrate the perspective of the poor and marginalized in your reflection on theological and pastoral
issues (Exercise #7; Exegetical Research Paper; GPPM Objective 4.B).
PMIN 206, Spring 2018 (SCU, C. Murphy) SYLLABUS 1
Course Website: https://webpages.scu.edu/ftp/cmurphy/courses/pmin206 (or via Camino)
How to Prepare for Class
Reading and Study Prior to Class
The readings listed under each day’s topic should be read before that class. They will provide the basis
for our class discussion. Readings listed as “primary” are those from the gospels and ancient texts, while
those listed as “secondary” are from modern scholars. If time is tight, prioritize the primary readings
and the exercise for that night. (learning objectives 1.a, b, d, 2)
Where to Find the Readings
Most of our primary readings are in the Bible, the Synoptic Workbook, and Aland's Synopsis of the Four
Gospels. Most of the secondary readings are in our two other course textbooks (The New Testament: Meth-
ods and Meanings and Informing the Future). Occasionally, though, the reading won’t be in one of those
five sources, but on our course Camino page (links appear on the syllabus). You can access Camino
using your SCU user ID and password in one of three ways: directly from the Camino login page
(https://camino.instructure.com), from the general SCU login page (https://www.scu.edu/login/), or
from the Camino link on our course website. All of the Camino essays are from books, and those books
are on hard-copy reserve at the circulation desk (full bibliographic information is given at the Camino
link on our course website).
Questions, Lecture and Discussion
Each class will include time for your questions and insights from the readings and exercises, along with
formal presentations by the professor and small-group work. Each class will end with an introduction
to the following week’s readings and exercise. There will also be plenty of in-class discussion of your
progress on your exegetical research paper, and the exercises and short papers are designed as steps
toward and parts of your larger research project, to provide you with guidance and support along the
way.
Course Resources
Synoptic Workbook
One of the required texts for our class is a printed workbook on sale in the Bookstore. You are required
to buy the printed copy. A pdf of the document is available on the course website, broken down by exer-
cise, and it includes live links and audio files to help you with your research project. Since you will need
to write in the workbook and bring it to class, the printed/bound copy in the bookstore will prove easier
to use and more economical than printing the online pdf.
Course Website & Camino Page
A website complements the course, providing ready access from on or off campus to the course syllabus,
Camino and library reserve pages, and other useful resources. The url is printed on the bottom of the
first page of this syllabus, and a link to the site appears at the top of our course Camino page.
Camino is the University online learning management system. See “Where to Find the Readings” above
for login directions. Course enrollment automatically adds our class to your list of classes on Camino.
Camino is the repository for all course readings that are not in the required textbooks (links appear on
the Camino syllabus). Camino is also the site where you will upload your written work for this class.
Please upload all work in Microsoft Word format so that the professor can use Track Changes to provide
feedback. Assignments are always due before 6:00 p.m. on the due date.
Library Reserves
All the required course textbooks, as well as some basic exegetical resources, are on course reserve
(stored on shelves behind the circulation desk in the library for short-term check-out by students in our
class). If you need to use them, simply ask the staff at the circulation desk to check them out. Note the
due date and time; it is usually 2-hours, or 2-hours and overnight, for items that the entire class might
need, and there are stiff fines for overdue materials.
PMIN 206, Spring 2018 (SCU, C. Murphy) 2
Assessment and Grading
Grade Components & Scale
Class Participation (attendance, in-class work, oral comments, quizzes) 35%
Written Exercises (7 @ 5 pts each) 35%
Exegetical Research Paper 30%
Scale
93.5–100 A 86.7–89.9 B+ 76.7–79.9 C+ 66.7–69.9 D+
90.0–93.4 A- 83.3–86.6 B 73.3–76.6 C 63.3–66.6 D
80.0–83.2 B- 70.0–73.2 C- 60.0–63.2 D-
Attendance & Participation
Class meetings will include some lecture and quite a lot of class discussion and small-group work.
Please complete the readings in advance of the class for which they are assigned. Engaged attendance is
expected (see below for attendance policy). It is not a substitute for engaged attendance to watch a
recording of the class; this will still count as an absence because you are not present to interact with and
learn from your colleagues. 35% of grade. (we will practice all learning objectives in class)
Written Exercises
There will be some type of small written assignment for seven of our eleven class meetings. Three of
these are 3-page papers exploring a critical method or theological reflection, two are one-page assign-
ments meant to help you build the bibliography for your final paper, and two are in-workbook exercises
that require no paper at all. All of the assignments are designed and timed to scaffold the skills needed
for your exegetical paper. The assignment directions are in the Synoptic Workbook. All typed papers will
be due electronically on the course Camino page by 6:00 p.m. before class begins (links to the assignment
drop boxes are on the Camino syllabus and also at the Assignments tab on Camino), though on a few
occasions you will also be asked to bring a hard copy of your work to class as well as a reference for
small group discussion. 35% of grade. (learning objectives 1.c, d, 2)
Exegetical Research Paper
A 12-15 page exegetical research paper will be required. In it, you will examine a pericope (pә riˈkәpē)—
literally, a piece “cut around,” or a small story) from a single gospel using one of the methods of higher
criticism we have explored. The pericope selected should be one that allows you to consider the social
circumstances of or the gospel message for the poor and marginalized in (a) the world of Jesus, (b) the world
of the gospel author, or (c) our own world. You will integrate the perspective of the poor and
marginalized of past or present into both the critical analysis and theological reflection portions of your
paper. We will meet on Tuesday night of finals week (the 11th week, Tuesday, June 13) so that you can
present a 10-minute oral précis of your research to your fellow students. The electronic copy of your
paper is due to the Course Camino assignment drop box by 6:00 p.m. that evening. 30% of grade.
(learning objectives 1.c, d, 2)
Assessment of Course
You will have a chance to assess the course through a short evaluation at mid-quarter (so that adjust-
ments can be made to improve the course), and at the end of the course through an online numerical
evaluation, a narrative evaluation, and a Student Assessment of Learning Gains (SALG).
Policies & Protections for You
Attendance
If you’re sick or something comes up, please notify the professor in advance by email or phone.
Remember: You’re not doing yourself or anyone else any favors if you come to class sick—you can always make up
the work. You’re allowed one absence with no impact to your grade. If you miss three classes (30% of
our meetings), it will not be possible to pass the course. The class will not be recorded for viewing
unless 2 or more students give several days’ advance notice of their absence; viewing a recorded class is
not a substitute for your engaged presence in class, and still will be marked as an absence.
Zoom Policy
The use of video-conferencing software to record or replace in-person attendance is not allowed, except
in exceptional circumstances with the permission of the instructor and Program Director.
PMIN 206, Spring 2018 (SCU, C. Murphy) 3
Use of Technology in & Recording of Class
Cellphones should be turned off during class, and laptops may only be used for authorized collabora-
tions or for viewing course readings. The Student Handbook prohibits video- or audio-recording or
streaming of private, non-public conversations and/or meetings, inclusive of the classroom setting,
without the knowledge and consent of all recorded parties. If you require the recording of classroom lec-
tures, discussions, simulations, and other course-related activity for a documented disability, make ar-
rangements through Disabilities Resources (see below) and discuss this with the instructor. If for some
reason other than disability you would like to record the class, please seek the permission of the instruc-
tor first, and then of the class.
Academic Integrity
Students at SCU pledge themselves to Academic Integrity, as part of the University’s commitment to
fostering a cultural of integrity (www.scu.edu/academic-integrity). The Academic Integrity pledge,
which applies to all students, states:
I am committed to being a person of integrity. I pledge, as a member of the Santa Clara University commu-
nity, to abide by and uphold the standards of academic integrity contained in the Student Conduct Code.
You are expected to uphold the principles of this pledge for all work in this class. The standards of the
University preclude any form of cheating, plagiarism, or falsification of data. A student who commits
any offense against academic honesty and integrity will receive a failing grade for the course without a
possibility of withdrawal. An offense may also dictate suspension or dismissal from the University, and
the matter will be brought to the attention of the Graduate Program Director.
It is each student’s responsibility to understand what constitutes plagiarism and what the consequences
are. Plagiarism is the practice of claiming, or implying, original authorship by incorporating material
from someone else’s written or creative work, in whole or in part, without adequate acknowledgment
(footnotes or citations constitute adequate acknowledgment). Unlike cases of forgery, in which the
authenticity of the document is in question, plagiarism is concerned with the issue of attribution. To
avoid plagiarism, you simply need to attribute all ideas that are not your own to the true source, using
the citation style appropriate for our class (see the style sheet on the course website).
Try to avoid heavy citation of sources in your work, especially direct quotation. If your paper is mostly
other people’s words and ideas, your own original thought—your digestion, paraphrase, organization
and synthesis of ideas—won’t be visible. If you’ve cited the sources adequately, this would not be pla-
giarism, but it would be a low-scoring paper because there’s not enough of your thought to evaluate.
Disability Accommodation Policy
If you have a disability for which accommodations may be required in this class, please contact Disabili-
ties Resources, Benson 216, www.scu.edu/disabilities, as soon as possible to discuss your needs and
register for accommodations with the University. If you have already arranged accommodations through
that office, please discuss the arrangements with the professor during office hours early in the quarter.
While the professor is happy to assist you, she is unable to provide accommodations until she has
received verification from Disabilities Resources. The Disabilities Resources office will proctor exams if
you need double time and/or assisted technology. Disabilities Resources must be contacted in advance to
schedule proctored examinations or to arrange other accommodations; contact them at least two weeks
in advance of your exam. For more information, you may contact Disabilities Resources at 408.554.4109.
Title IX Protections
SCU provides reasonable accommodations to students who are pregnant, have recently experienced
childbirth, and/or have medical needs related to childbirth. Pregnant and parenting students can often
arrange accommodations by working directly with their instructors, supervisors, or departments. Alter-
natively, a pregnant or parenting student experiencing related medical conditions may request accom-
modations through Disability Resources.
SCU has a zero-tolerance policy for discrimination, harassment and sexual misconduct. If you or some-
one you know have experienced discrimination or harassment, including sexual assault, domestic/dating
violence or stalking, we encourage you to tell someone promptly. For more information, please consult
the University’s Gender-Based Discrimination and Sexual Misconduct Policy (http://bit.ly/2ce1hBb) or
contact the University's EEO and Title IX Coordinator, Belinda Guthrie (408.554.3043, bguthrie@scu.edu).
Reports may be submitted online through www.scu.edu/osl/report or anonymously through Ethicspoint:
https://www.scu.edu/hr/quick-links/ethicspoint/.
PMIN 206, Spring 2018 (SCU, C. Murphy) 4
Schedule
Wk Date Pgs Topic for Reflection & Discussion
1 4/3 [32] THE CRITICAL STUDY OF THE SYNOPTIC GOSPELS
Secondary Reading: Anderson and Moore, “Introduction: The Lives of Mark,” in Mark &
Method, 1-24; Donahue, “The Bible in Roman Catholicism Since Divino Afflante Spiritu,”
Word & World (both on Camino; please read both essays before our first class)
Optional Reading: Carter, “What Are We Reading and Why Does It Matter?” in Telling
Tales about Jesus, 1-23
2 4/10 [62] THE GOSPEL OF MARK AS STORY
Primary Reading: Mark 1:1–8:38 in the Synoptic Workbook
Secondary Reading: Malbon, “Narrative Criticism: How Does the Story Mean?” in Mark
& Method, 29-57, 248-50 (Camino); begin to read Grassi, “Mark: Breaking Down Walls
in the Roman Empire,” in Informing the Future: Social Justice in the New Testament, 103-
119
Optional: Carter, “The Tale Mark Tells,” in Telling Tales about Jesus, 49-74
Course Website Reference: Exegesis > Narrative Criticism
Exercise #1: Method: Narrative Criticism, A Plotting Exercise (Synoptic Workbook;
prepare before class; due today)
Quiz #1 on 3 principles of Catholic biblical interpretation (in-class)
3 4/17 [60] THE GOSPEL OF MARK
Primary: Mark 9:1–16:8 in Synoptic Workbook
Secondary: Carter, “Mark: Roman Social Upheavals, Propaganda, and Urban Misery,” in
Telling Tales about Jesus, 75-98; finish reading Grassi, “Mark: Breaking Down Walls in
the Roman Empire,” in Informing the Future: Social Justice in the New Testament, 119-31
Course Website Reference: Exegesis > Narrative Criticism
Exercise #2: Method: Narrative Criticism, Plotting in the Passion Narrative (this 3-page paper
should be prepared before class; upload a copy in Microsoft Word to the Camino
drop box by 6:00 p.m. [be sure to use the Style Sheet on the course website for
format guidelines], and bring a hard copy to class for reference])
Exercise #3: Tools: Using Biblical Research Tools (introduced and completed in-class)
In-class introduction to New Testament Abstracts
4 4/24 [69] Q
Primary: Q (CG 257-78; if you don’t have CG, you’ll find Q online at Peter Kirby,
“The Sayings Gospel Q: The Text of Q,” Early Christian Writings (2001–2014), online,
http://www.earlychristianwritings.com/text/q-funk.html; link on Camino syllabus)
Secondary: Carter, “Telling Stories about Jesus Prior to the Written Gospels,” in Telling
Tales about Jesus, 25-48
Course Website Reference: Exegesis > Redaction Criticism
Exercise #4: Tools: Using New Testament Abstracts (prepare before class; upload to
Camino by 6:00 p.m.; no hard copy needed in class)
Please bring Aland’s Synopsis to class today so that you can learn how to navigate it; we will
use it every day from now on
PMIN 206, Spring 2018 (SCU, C. Murphy) 5
Wk Date Pgs Topic for Reflection & Discussion
5 5/1 [78] THE GOSPEL OF MATTHEW
Primary: Matthew 1:1–14:36
Secondary: Carter, “Matthew: Editing and Retelling Stories about Jesus,” in Telling Tales
about Jesus, 123-49; begin to read Grassi, “Matthew: The Gospel of Justice,” in Informing
the Future: Social Justice in the New Testament, 132-50
Optional: Murphy, “Redaction Criticism: How and Why Authors Shape Their Stories,” in
John the Baptist: Prophet of Purity for a New Age, 23-39 (Camino)
Course Website Reference: Exegesis > Redaction Criticism
Exercise #5: Tools: Using a Synopsis
Method: Redaction Criticism (prepare before class; upload to Camino by 6:00
p.m., and bring a hard copy to class for reference)
In-class introduction to the ATLA Database
6 5/8 [73] THE GOSPEL OF MATTHEW
Primary: Matthew 15:1–28:20
Secondary: Carter, “The Tale Matthew Tells,” in Telling Tales about Jesus, 99-122; finish
reading Grassi, “Matthew: The Gospel of Justice,” in Informing the Future: Social Justice
in the New Testament, 151-71; Carter, “Roman Imperial Theology,” in Matthew
and Empire: Initial Explorations, 20-34 (Camino)
Optional: Carter, “Social-Scientific Approaches and the Gospel of Matthew,” in
Methods for Matthew, 154-92 (Camino)
Course Website Reference: Exegesis > Social-Scientific Criticism
Exercise #6: Tools: Using the ATLA database
Submitting a Research Proposal (prepare before class; upload to Camino by
6:00 p.m.; no hard copy needed in class)
7 5/15 [40] THE GOSPEL OF LUKE
Primary: Luke 1:1–12:59
Secondary: Carter, “The Tale Luke Tells,” in Telling Tales about Jesus, 151-77
Optional: Murphy, “Baptist Vignettes in the Gospels: A Redaction-Critical Approach,” in
John the Baptist: Prophet of Purity for a New Age, pp. 41-84 (Camino)
Course Website Reference: Exegesis > Redaction Criticism
8 5/22 [40] THE GOSPEL OF LUKE
Primary: Luke 13:1–24:53; Acts 1–3
Secondary: Grassi, “Luke: Theology and Praxis of a Perpetual Jubilee,” in Informing the
Future: Social Justice in the New Testament, 172-207
Optional: Carter, “Luke: The Kingdom of God,” in Telling Tales about Jesus, 179-212
Course Website Reference: Exegesis > Narrative Criticism
Exercise #7: Theological Reflection on the poor and marginalized in Luke’s gospel (prepare before
class; upload to Camino by 6:00 p.m.; no hard copy needed in class)
9 5/29 [30] WOMEN IN THE GOSPELS OF MATTHEW & LUKE
Primary: Matthew and Luke (focus on the passages that D’Angelo mentions)
Secondary: D’Angelo, “(Re)Presentations of Women in the Gospel of Matthew and
Luke-Acts,” in Women & Christian Origins, 171-95 (Camino)
Course Website Reference: Exegesis > Redaction Criticism and Feminist Criticism
Take-home quiz #2: Select the gospel you will focus on for your exegetical research paper.
Describe its overall structure, peculiar purpose, literary genre, theological themes and
probable audience (you can write this as we progress through the course and simply
upload it to the Camino drop box by 6:00 p.m. tonight; you do not need to bring a hard
copy to class for reference).
PMIN 206, Spring 2018 (SCU, C. Murphy) 6
Wk Date Pgs Topic for Reflection & Discussion
10 6/5 [20] OTHER GOSPELS
Primary: Select one of the following non-canonical gospels to read: Gospel of Thomas,
Gospel of Mary, Gospel of Peter, Protogospel of James, Gospel of Judas. You can find all of
these except the Gospel of Judas in New Testament Apocrypha (see below) and in CG;
links to online versions are available on Camino
Secondary: Brown, “Jewish and Christian Writings Pertinent to the NT: Christian (and
Gnostic) Writings,” in An Introduction to the New Testament, 835-40; read the
introduction to your chosen gospel in The New Testament Apocrypha, ed. Wilhelm
Schneemelcher (Philadelphia: Westminster, 1963-66) (all on Camino)
11 6/12 [--] RESEARCH COLLOQUIUM
Exegetical Research Paper due tonight (upload to Camino drop box). Bring a hard copy
or outline to class for reference, as you will present a 10-15 minute summary of your
paper to your colleagues (depending on the number of students; summarize method, application
of method, and theological reflection/pastoral application integrating the perspective of the poor
and marginalized). The presentations will be strictly timed so that everyone has an equal amount
of time, with about 5 minutes for Q&A.
PMIN 206, Spring 2018 (SCU, C. Murphy) 7
