Bible
How does a boy build an ethical framework from which to make decisions in everyday life? What does the archaeological dig at Ephesus or a tomb artifact from Giza reveal about the culture and values of early civilizations? What are the basic belief systems of the world’s major religions?
The boys in McCallie’s Bible classes learn how to “wrestle with angels” as they discuss how to make decisions in the context of faith when faced with the complexity and ambiguity of daily life. Biblical Archaeology students discover the relationship between history and the Bible, as they practice the methodology of archaeology or try their hand at creating a modern day artifact and then connect it to the art, architecture, culture, and history of Middle Eastern civilizations. The essential questions which all religions seek to address are the basis of the study of World Religions. Boys discuss the scriptures, traditions and backgrounds of the major monotheistic religions and the major eastern religion in order to understand both their own faith traditions and the faith traditions of others.
As students examine theological, ethical, and historical questions, they also learn to think analytically, listen and respond respectfully to a variety of perspectives and opinions, and share their responses creatively through projects, presentations, and debates.
Courses
- Bible 120 - New Testament
- Bible 130 - Introduction to Biblical Ethics
- Bible 410 - Seminar in World Religions
- Bible 411 - Ancient Greek: The Language of the New Testament
- Bible 413 - Personal and Social Ethics in Contemporary Society
Bible 120 - New Testament
Course Title:
BIB120 New Testament
Course Description:
The course will provide an introduction to the Gospel writings, Paul and other Epistles. Matthew through Revelation will be covered, examining critical, historical, cultural, and theological issues, along with a summary of Apocryphal literature. The class will attempt to offer awareness, understanding, and context of the major parables and acts related in the Bible. Students would learn about the Bible's compilation and meaning through history. Semester course. Grades: 10-11
Bible 130 - Introduction to Biblical Ethics
Course Title:
BIB130 Introduction to Biblical Ethics
Course Description:
This course is a study of the nature, methods and application of Biblical ethics to the world in which we live. "Biblical ethics" refers to ethical behaviors based on the principles and examples from the Bible, especially the New Testament. Students will explore moral and ethical decision-making, the principles of morality found in the Bible, and the application of those principles to the great environmental, public policy and personal issues of our time. Students will employ critical thinking and research tools as they explore these issues within the context of the Bible and faith. This class required a formal research paper. This class is prerequisite to all other classes in the Bible department. Grades: 10-11
- Students will gain a basic knowledge of Biblical ethical decision-making with regards to:
- The goals, motives and issues that confront the 21st century
- The theological and character resources available and required.
- Biblical standards and principles.
- Students will gain a basic knowledge of the methods of traditional and computer research and text analysis.
- Students will learn to work in a cooperative environment on a variety of group projects.
- Students will learn a variety of research skills through a final exegesis paper.
- Students will create a research paper accomplishing specific goals in well-defined stages.
- Students will complete short writing assignments on a number of topics.
- Students will develop persistence in accomplishing specific goals.
- Students will learn to apply a variety of thinking strategies in solving problems posed by class discussion and reading.
- Students will develop a cooperative mindset in order to solve problems within a group environment.
- Students will develop respect for the conclusions of others, especially those with whom they disagree.
- Students will develop a polite and cordial manner with their classmates and the teacher.
- Students will learn to critically evaluate data to determine its quality
- Students will read portions of the Bible and handouts.
- Students will engage in a number of structured group assignments.
- Students will learn the basics of both Internet searching and the use of search strategies using a variety of search engines.
- Students will complete short writing assignments on a number of topics.
- Students will students will take periodic quizzes and tests.
- Students will produce a final research paper in well-defined stages.
- Choose a research paper topic from approved list.
- Research and write a rough draft.
- Turn in a 1st final draft that will be critiqued by the teacher.
- Turn in a working draft that will be teachers edited and critiqued.
- Turn in a final revised draft that will function as the final exam grade.
- Student reading will be evaluated using writing assignments, quizzes and tests.
- Students will demonstrate responsibility in the timely completion of homework assignments.
- The final paper is due during the last reporting period. The cumulative grade for that grading period will more heavily weighted than the others.
Bible 410 - Seminar in World Religions
Course Title:
BIB410 Seminar in World Religions
Course Description:
Humans have sought to connect with God from the beginning of time in almost every cultural setting. This class will explore archaeology, anthropology, history, art, sociology, and theology as it seeks answers to some of the questions that have been at the heart of all religions. The major religious traditions of Judaism, Christianity and Islam will illustrate the heritage of the Fertile Crescent's monotheistic faiths. Hinduism, Buddhism, Taoism and Confucianism will illuminate the Eastern religious traditions. The course will also examine scripture, symbols, rituals, and the current sites considered sacred places. Students will express their own views and conclusions through papers, oral and multi-media presentations, debates, art projects and video productions. Semester Course. Grades: 11-12
- Students will think about the quest of humans to connect with God.
- Students will examine the connections of intellectual pursuits such as anthropology, theology, sociology, art, history, philosophy, ethics, morals, and archaeology to the formation of diverse faith perspectives.
- Students will understand basic historical background of major religions.
- Students will be tolerant of differing opinions.
- Students will develop a faith perspective that the student owns and understands.
- Students will practice the discipline of reading and writing reflections on topics related to the readings.
- Students will move through the awkwardness of trying new ways of expression like writing, drama, film, PowerPoint, oral presentation, hands-on projects, and debates.
- Students will understand the nature of sacred scripture, symbols, locations, and events as understood by different religions.
- Students will develop research skills for finding the answers to questions relating to primary documents and contemporary scholars. These skills will require reading books, using the Internet, and conducting interviews.
- Students will participate in class discussions and seek to articulate ideas and listen carefully to the ideas of others.
- Students will write at least one paper each week.
- Students will lead a discussion based on questions from papers and research.
- Students will produce several videos seeking to explain and interpret a concept.
- Several film segments will be used to show how the film maker depicts concepts.
- Formal debate of selected topics.
- Art project recreating artifacts significant to the faith history.
- Readings from text and handouts.
- Guest lectures and formal presentations by teacher and students.
- Final project.
- Students will keep a journal for handouts, notes, short reflective writing exercises and questions. This will be a part of a student's grade.
- Papers will be evaluated based on research skills, writing style, scholarly thought on the part of the writer to forward the topic and proper siting of sources.
- Papers will be graded.
- Journal/notebook will be graded.
- Student's participation in discussion, research, and projects will be critiqued.
- PowerPoint presentation on archaeological excavation will be graded.
- Final project will count 20 percent of course grade.
Bible 411 - Ancient Greek: The Language of the New Testament
Course Title:
BIB411 Ancient Greek: The Language of the New Testament
Course Description:
Students will explore the ancient Greek language and apply knowledge to reading excerpts from text of the New Testament. Martin Luther wrote: "Without languages we could not have received the gospel. Languages are the scabbard that contains the sword of the Spirit; they are the casket which contains the priceless jewels of antique thought; they are the vessel that holds the wine; and as the gospel says, they are the baskets in which the loaves and fishes are kept to feed the multitude." Students in this course will build skills in translating ancient Greek, become familiar with the range of considerations for translation and interpretation, and gain insight into the original text of the New Testament. This course is the fall semester of the yearlong course in Ancient Greek, which fulfills one semester of the Bible requirement. Upon enrollment in this course, students should have already completed two years of language study. Grade: 11-12
- Students will express themselves in writing, presentation, and discussion.
- Students will be introduced to basic issues of translations and textual criticism.
- Students will learn skills for using both printed and online reference material related to the study of ancient Greek.
- Students will participate in class discussions and seek to articulate ideas and listen carefully to the ideas of others.
- Students will demonstrate tolerance for their peers' opinions and beliefs.
- Students will understand the fallacy of totality transfer.
- Students will be able to explain the concept of a continum of equivalance including formal, functional, and dynamic methods of translation.
- Students will explore loss and addition as expressed in a translation.
- Students will explore examples that illustrate the question of exclusive and inclusive gender language.
- Students will work through the chapters in the Athenaze textbook.
- Students will read and complete exercises from text and handouts.
- Students will read passages from Classical and Koine Greek in each chapter.
- Students will memorize discrete items of vocabulary, grammar and syntax and demonstrate that they can apply this knowledge to new situations.
- Students will complete a translation project on a selected passage, which will include translation, a short essay, and an in-class presentation.
- Students will keep a notebook for handouts, notes, writing responses and questions.
- Students will demonstrate attention to detail in focusing on vocabulary, grammar and syntax of original text.
- Students will demonstrate attention in detail in written work regarding proper citation, pertinent evidence, and clear organization.
- Students will participate in formal presentations of individual work.
- Students will work in pairs and groups on a wide variety of tasks.
- Students will participate in seminar-style discussion and conversation in class.
- Students will participate in online written discussion.
- Daily Work (50%): Daily work includes participation in discussion (in class and online) management of course materials, preparation of assignments, focus and efficiency in completing in-class assignments, and performance on short non-cumulative quizzes to assess knowledge of discrete items of Greek grammar, vocabulary and syntax.
- Major Assessments: (50%): Tests in this course will be cumulative assessments of student progress with the course objectives and will be given after each chapter or a group of similar chapters. In the first semester, students will practice the technological and evaluative skills of researching a Greek word. Students will give a short presentation to the class about how knowledge of the word's origins and context might affect translation of passages in which that word appears. In the second semester, students will complete a project in several drafts. The final draft of the project will be due at the end of the fourth marking period. As part of the evaluation of the project, each group will be responsible for teaching a class in the fifth marking period. Students will write a short reflection at the end of each semester on how this course has informed their perspective.
Bible 413 - Personal and Social Ethics in Contemporary Society
BIB413 Personal and Social Ethics in Contemporary Society
Course Description:
This course explores how we develop into the people we want to be and then use what we have--skills, moral qualities, power, money, and influence--to make our own lives and the lives of others better. Using resources from religion, philosophy, psychology, and sociology, we consider both those questions we ask and those that life asks of us. While the specific questions will be determined partly by the class, possibilities include: (a) How do I come to know myself, and what do I do with that Knowledge? (b) How do I know, decide, and do what is good or right? (c) What makes a life significant? (d) What is my society, or life, or God asking of me? and (e) How can I become an influence for what I see as good? When we are younger, we can defer these questions to others, but becoming an adult means we have an increasing capability and responsibility for our own participation in the life of the world, based on our own knowledge and action. In working through these and other questions that the class members raise, we will use our own life experiences (and reflections on those experiences) and the reflections and experiences of others, along with a wide range of other resources. Grade: 12
Understanding selected Bible narratives and the questions and perspectives they present concerning moral leadership and decision-making, in order to understand how this material applies to contemporary moral decisions and actions.
Appreciation of enough basic psychology and sociology to understand the dynamics of interpersonal relationships and groups/organizations, and their effects on decision-making, so that students can know how to be a constructive force for moral leadership in decisions made and actions taken in a group.
Understanding of both good and bad examples of leadership and decision-making presented in class—including why they are good or bad.
Substantial appreciation of integrity in leadership; styles of moral leadership; accountability to God (the role one’s beliefs should play in ethical decisions one makes that affect others); the nature and extent of one’s responsibilities to others; the ethics of power and influence; and other issues students may identify.
They will be increasingly able to understand and interact effectively with challenging ideas they encounter—in all media, but especially in reading.
They will become proficient in oral and written expression of their own thinking about the ideas they are encountering.
They will have confidence to become increasingly independent in the questions they ask and in their efforts to find answers to those questions.
They will become more able to think about their own values (including how to work through situations when they find their values in conflict with each other); how to make and defend coherent moral claims; and how to influence others to live up to the moral principles they see as good (and which their group—dorm, family, school, work group, etc.—embraces.
They will grow in their ability to make moral decisions and to exercise leadership of a moral nature in their personal, social, and professional lives.
They will learn how to contribute to a group and learn from others in their group.
Evaluation:
Since the course is intended for upper-level students and will be conducted in a seminar format, a substantial part of the responsibility for the class will rest with the students. To that end, students—at first, only in pairs or a team; later, individually, as well—will take turns sharing responsibility for leading discussion on a day’s assignment. All students will be accountable for doing the daily assignment, and class participation will account for a significant part of the course grade for each student. Students will also write several short papers and a few longer ones, with a large final project. They will also work on some group assignments which will include both an oral and a written component.
Grades will be weighted as follows: Final project: 25% Group work: 25% Short/mid-length papers: 20% Tests: 15 Class participation (including quality of daily preparation): 15%
Meet the Faculty
Jim Suddath
M.Div., Columbia Biblical Seminary
