Module THEO3531: 1 Peter and the Petrine Tradition (with Greek)

Department: Theology and Religion

THEO3531: 1 Peter and the Petrine Tradition (with Greek)

Prerequisites

• NT Greek and Exegesis at first-class level (or equivalent) and/or pass in Passion Narratives in Greek (or equivalent)

Corequisites

• None.

Excluded Combination of Modules

• None.

Aims

• To extend historical knowledge of the early church.
• To acquire critical acquaintance with a range of texts from the early church and their interrelationships.
• To reflect on the concept of the ‘canon’ and the process of canonization in the second to the fourth centuries.
• To consider the relationship between history and tradition and how individual texts may be situated as a part of a broader tradition centred around the memory of an individual person.
• To increase analytical skills for approaching scriptural texts in Greek.
• To develop presentation skills.
• To develop independent research skills.

Content

• Simon Peter, the apostle whose confession earned him the sobriquet ‘the rock’ upon which the church was founded, shaped the early Christian tradition in profound and decisive ways. Indicative of his importance is the cluster of texts from the first and second centuries associated with his name: the epistles 1 Peter and 2 Peter, The Preaching of Peter, The Gospel of Peter, The Acts of Peter, and The Apocalypse of Peter. Also related is the Pseudo-Clementine literature in which the Apostle figures prominently. The interpretation of any single one of these texts is best undertaken in light of this larger body of literature. Conversely, the best avenue into the early Petrine tradition is through a focused and detailed consideration of an individual text. Hence this module takes as its point of departure the epistle which came to be known as 1 Peter and which was included in the New Testament canon. The module will consist of a close reading of the epistle in Greek, all the while setting it in the context of the broader Petrine tradition of which it is a part. Through this interaction of the text and the tradition, topics such as the formalization of the New Testament canon, the relationship of Peter with other figures such as Paul and James, and the various uses to which the memory of Peter was put in the formation of the early church’s self-identity will be explored. This module thus seeks to investigate the area in which traditional New Testament studies and the subject of Patristics overlap one another.

Learning Outcomes

• Critical knowledge of early church history and theology in the apostolic and post-apostolic era, and of its importance for New Testament study.
• Familiarity with a range of texts from that period, both canonical and non-canonical, evaluated in the light of modern scholarly debate.
• A systematic understanding of key aspects, and a coherent and detailed knowledge of issues currently under discussion regarding 1 Peter, with a specific focus upon the most recent research and methodologies.
• The ability to translate accurately and comment on matters of language, content, and major textual variants.
• The ability to form one’s own interpretation of the text, in debate with the recent and past history of interpretation.

• An ability to assess critically the new evidence and approaches presented, and to confront and engage with current scholarly debate.
• An ability to draw on knowledge of early church history to critique of aspects of church tradition and inform historiographical and theological discussion.
• Skills of text-analysis, including close exegesis, genre analysis and historical criticism.
• Further experience reading Greek texts.
• Familiarity with methods for analysing ancient history using primary and secondary sources.

• Skills in the acquisition of information through reading and research, and in the structured presentation of information in written and oral form.
• Skills in critical analysis and the exercise of independent judgement.
• Skills in developing research questions and approaches.
• Oral communication and presentation skills, including the use of technology and/or audio-visual equipment to convey information clearly and effectively.
• Generic linguistic skills.

Modes of Teaching, Learning and Assessment and how these contribute to the learning outcomes of the module

• Lectures convey information and exemplify an approach to the subject-matter, enabling students to develop a clear understanding of the subject and to improve their skills in listening and in evaluating information.
• Seminars enhance subject-specific knowledge and understanding both through preparation and through interaction with students and staff, promoting awareness of different viewpoints and approaches. Seminars will focus on reading, translating and interpreting the Greek text of 1 Peter, along with relevant passages from the Petrine tradition.
• Formative essays develop subject-specific knowledge and understanding, along with student skills in the acquisition of information through reading and research, and in the structured presentation of information in written form.
• Examinations assess subject-specific knowledge and understanding, along with student skills in the structured presentation of information in written form under time constraints.
• Summative essays assess subject-specific knowledge and understanding, along with student skills in the acquisition of information through reading and research, and in the structured presentation of information in written form.
• Summative seminar presentations enhance the ability to select relevant academic information and develop skills of oral communication and presentation, including the employment of relevant media.

Teaching Methods and Learning Hours

Summative Assessment

Formative Assessment:

One 2,000 word essay.

■ Attendance at all activities marked with this symbol will be monitored. Students who fail to attend these activities, or to complete the summative or formative assessment specified above, will be subject to the procedures defined in the University's General Regulation V, and may be required to leave the University