ntst536 march 18-22

NTST536

READINGS IN THE GOSPELS

Spring 2018

March 18-22

Gluder Quispe, PhD

[email protected]

S E V E N T H - D A Y A D V E N T I S T

T H E O L O G I C A L S E M I N A R Y

S E V E N T H - D A Y A D V E N T I S T T H E O L O G I C A L S E M I N A R Y

2

NTST536

READINGS IN THE GOSPELS SPRING 2018

GENERAL CLASS INFORM ATION

Class location: Southwestern Union: Southwestern Adventist University 100 W. Hillcrest

Street Keene, Texas 76059

Class date: March 18-22, 2018

Class time/day: Sunday 6-9 pm; Monday-Thursday 8-12 am and 2-6 pm

Credits offered: 3 credits

INSTRUCTOR CONTACT

Instructor: Gluder Quispe, PhD

Telephone: 997 573 451 (Peru)

Email: [email protected]

COURSE DESCRIPTION

Estudia el contexto histórico, geográfico y literario de los cuatro evangelios enfatizando la vida

cronológica de Jesús.

COURSE MATERIALS

Required Reading

El estudiante debe de leer y presentar tres informes de lectura de acuerdo al modelo adjuntado de

los siguientes tres libros:

Johnsson, William G. Jesus of Nazareth: His Life. Volumen 1. Silver Spring, MD: Review and

Herald Publishing, 2015.

Johnsson, William G. Jesus of Nazareth: His Message, His Passion. Volumen 2. Silver Spring,

MD: Review and Herald Publishing, 2015.


3

White, Elena G. El Deseado de todas las gentes. Mountain View, CA: Pacific Press, 1966.

El total de tiempo que el estudiante debe informar es de 45 horas distribuido de la siguiente

manera: (1) 22 horas del El Deseado de todas las gentes; (2) 11 horas de Jesus of Nazareth: His

Life. Volumen 1 y (3) 12 horas de Jesus of Nazareth: His Message, His Passion. Volumen 2.

OUTCOMES

Program Learning Outcomes (PO)

1. Explain Scripture in an exegetically and theologically sound manner from an Adventist

perspective.

2. Engage in biblical and theological reflection as the basis for ministry.

Student Learning Outcomes (SLO) The student should be able to

1. Write scholarly exegetical papers.

2. Develop greater personal biblical and spiritual growth.

TOPICS AND ASSIGNMENTS

Month Day Class Topic Assignments Due Dates

March

18 EL MUNDO GRECO-ROMANO

Trasfondo del periodo del Nuevo

Testamento

La vida en el primer siglo

La ciudad en el mundo Greco-Romano

La religión en el mundo Greco-Romano

El gobierno de las provincias y Palestina

Clases sociales y estatus en el Imperio

La familia, las mujeres y la educación

Provincias y ciudades del periodo del

Nuevo Testamento

Pre-Intensive

Requirements

due today: Reading

Report. March 18, 2018

Students should post in the

LearningHub an

electronic MSW

document.


4

19 EL JUDAÍSMO

División política de Palestina

El templo

La sinagoga

Vida religiosa judía

La literatura judía

Las sectas del judaísmo

FORMACIÓN DEL NUEVO TESTAMENTO

El texto del Nuevo Testamento

La transmisión del Nuevo Testamento

La traducción del Nuevo Testamento

20 EL EVANGELIO SEGÚN MATEO

Introducción

Características del Evangelio

Contenido del Evangelio

Autor

Lugar de origen

Fecha de composición

Destinatarios

Propósito de la composición del Evangelio

El texto del Evangelio

Contribución del Evangelio

Teología de Mateo

Análisis de textos relevantes

EL EVANGELIO SEGÚN MARCOS

Introducción



Autor

Lugar de origen


Destinatarios




Teología de Marcos



5

21 EL EVANGELIO SEGÚN LUCAS

Introducción



Autor

Lugar de origen


Destinatarios




Teología de Lucas


EL EVANGELIO SEGÚN JUAN

Introducción



Autor

Lugar de origen


Destinatarios




Teología de Juan


22 EL JESÚS HISTÓRICO

Buscando al verdadero Jesús

La fiabilidad histórica de los Evangelios

Los contornos y la cronología del

ministerio de Jesús

El nacimiento y niñez de Jesús

El inicio del ministerio de Jesús

El mensaje de Jesús

La pasión, muerte y resurrección de Jesús

April

20

First sermon. Students

should post in the

LearningHub an

electronic MSW

document. April 20, 2018

May

10

Second sermon. Students

should post in the

LearningHub an

electronic MSW

document. May 10, 2018


6

May

31

Third sermon. Students

should post in the

LearningHub an

electronic MSW

document. May 31, 2018

June

22

Fourth sermon Students

should post in the

LearningHub an

electronic MSW

document. June 22, 2018

July

22

Late assignments receive no

more than a B. July 22, 2018

August

22

Late assignments receive no

more than a C. August 22,

2018

September

5

172 days from the first

day of class. Students who

have not completed all

intensive requirements by

September 5, 2018 will

receive a DN and will

need to repeat the class.

GRADING AND ASSESSME NT

Credit-Hour Definitions

A professional 3-credit course taken at the Seventh-day Adventist Theological Seminary

requires a total of 135 hours for course lectures, reading requirements, projects, and written

assignments.

Hours definitions for this class:

Class Lectures and Guided Studies: 30 hours

Pre-Intensive Reading Report: 45 hours

Post-Intensive Project Report: 60 hours

Total 135 hours


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Criteria for Grades

A. Pre-Intensive Requirements—45 points

Read 45 hours from three books mention above in “Required Reading”. The

student should be submitted three reports. See form in the last pages of

“Appendix”.

The reading report is due on March 18, 2018

B. During the Intensive Requirements—15 points

Punctual attendance at all classes is required

Students exceeding 10% of total course appointments will need a written excuse

from the dean’s office.

Absences not due to illness also need written approval from the dean’s office.

C. Post-Intensive Requirement—40 points

Presentar cuatro sermones de los siguientes tópicos: (1) una parábola de Jesús,

(2) un milagro de Jesús, (3) un discurso de Jesús y (4) un hecho biográfico de

Jesús. Para que el estudiante obtenga el 100% de su nota en este rubro deberá

presentar de los cuatro temas mencionados.

Este requisito cuenta por 40 puntos del puntaje total y deberán subirlos al

LearningHub en un archivo electrónico (MSWord) en las siguientes fechas:

(1) 20 de abril de 2018, (2) 10 de mayo de 2018, (3) 31 de mayo de 2018 y (4)

22 de junio de 2018.

Vea los detalles para los sermones en la rúbrica que aparece al final del

prontuario.

Trabajos que se entreguen tarde serán penalizados. La tabla anterior (Topics and

Assignments) presenta en detalle el tipo de penalidad que se dará a las tareas que

se entregue tarde. Es importante que el estudiante tome en cuenta las fechas

establecidas en la tabla.

Assessment Summary Points

Pre-Intensive Requirements 45

During-Intensive Requirements 15

Post-Intensive Requirements 40

Total 100


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Escala de calificaciones

Porcentage Grade GPA Comment

95-100 A 4.00 Excellent

90-94 A- 3.67 Very Good

87-89 B+ 3.33 Good

83-86 B 3.00 Fair

80-82 B- 2.67 Passing

77-79 C+ 2.33 Non-Passing

73-76 C 2.00 Non-Passing

70-72 C- 1.67 Non-Passing

60-69 D 1.00 Unacceptable


9

CLASS POLICIES

Classroom Seating

In order to facilitate learning everyone’s name, please select a permanent seat until instructed

otherwise.

Disability Accommodations If you qualify for accommodation under the American Disabilities Act, please contact Student Success in

Nethery Hall 100 ([email protected] or 269-471-6096) as soon as possible so that

accommodations can be arranged.

Late Assignment Submission

All late assignments incur the penalties specified under the heading Grading and Assessment.

Additional Policies

During the preaching practicum, when students preach a sermon before their peer, the classroom

door will be closed to avoid distractions to the preacher. Once closed, students will not be

allowed into the classroom until the sermon ends.

Examinations

“Credit is not granted in courses unless the required examinations are completed by the student.

Students are expected to follow the published examination schedule. In cases where the schedule

requires a student to complete four exams in one day, arrangements may be made with the dean to

complete one of the examinations at another time.” AU Bulletin

Class Attendance Regular attendance at all classes, laboratories and other academic appointments is required for

each student. Faculty members are expected to keep regular attendance records. The syllabus

notifies students of the attendance requirements. AU Bulletin

Teacher Tardiness

“Teachers have the responsibility of getting to class on time. If a teacher is detained and will be

late, the teacher must send a message to the class with directions. If after 10 minutes no message

has been received, students may leave without penalty. If teacher tardiness persists, students have

the right to notify the department chair, or if the teacher is the department chair, to notify the dean.” AU Bulletin

Class Absences

“Whenever the number of absences exceeds 20% (10% for graduate classes) of the total course

appointments, the teacher may give a failing grade. Merely being absent from campus does not

exempt the student from this policy. Absences recorded because of late registration, suspension,

and early/late vacation leaves are not excused. The class work missed may be made up only if the

teacher allows. Three tardies are equal to one absence.

mailto:[email protected]


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Registered students are considered class members until they file a Change of Registration form in

the Office of Academic records.” AU Bulletin

Excused Absences

“Excuses for absences due to illness are granted by the teacher. Proof of illness is required.

Residence hall students are required to see a nurse on the first day of any illness which interferes

with class attendance. Non-residence hall students should show written verification of illness

obtained from their own physician. Excuses for absences not due to illness are issued directly to

the dean’s office. Excused absences do not remove the student’s responsibility to complete all

requirements of a course. Class work is made up by permission of the teacher.” AU Bulletin

Academic Integrity “In harmony with the mission statement (p.18), Andrews University expects that students will

demonstrate the ability to think clearly for themselves and exhibit personal and moral integrity in

every sphere of life. Thus, students are expected to display honesty in all academic matters.

Academic dishonesty includes (but is not limited to) the following acts: falsifying official

documents; plagiarizing, which includes copying others’ published work, and/or failing to give

credit properly to other authors and creators; misusing copyrighted material and/or violating

licensing agreements (actions that may result in legal action in addition to disciplinary action taken

by the University); using media from any source or medium, including the Internet (e.g., print,

visual images, music) with the intent to mislead, deceive or defraud; presenting another’s work as

one’s own (e.g. placement exams, homework, assignments); using material during a quiz or

examination other than those specifically allowed by the teacher or program; stealing, accepting,

or studying from stolen quizzes or examination materials; copying from another student during a

regular or take-home test or quiz; assisting another in acts of academic dishonesty (e.g., falsifying

attendance records, providing unauthorized course materials).

Andrews University takes seriously all acts of academic dishonesty. Such acts as described above

are subject to incremental discipline for multiple offenses and severe penalties for some offenses.

These acts are tracked in the office of the Provost. Repeated and/or flagrant offenses will be

referred to the Committee for Academic Integrity for recommendations on further penalties.

Consequences may include denial of admission, revocation of admission, warning from a teacher

with or without formal documentation, warning from a chair or academic dean with formal

documentation, receipt of a reduced or failing grade with or without notation of the reason on the

transcript, suspension or dismissal from the course, suspension or dismissal from the program,

expulsion from the university, or degree cancellation. Disciplinary action may be retroactive if

academic dishonesty becomes apparent after the student leaves the course, program or university

Departments or faculty members may publish additional, perhaps more stringent, penalties for

academic dishonesty in specific programs or courses.” AU Bulletin


1 1

Emergency Protocol

Andrews University takes the safety of its student seriously. Signs identifying emergency

protocol are posted throughout buildings. Instructors will provide guidance and direction to

students in the classroom in the event of an emergency affecting that specific location. It is

important that you follow these instructions and stay with your instructor during any evacuation

or sheltering emergency.

INSTRUCTOR PROFILE

Gluder Quispe (PhD, Andrews University) is professor of Adventist Studies and New Testament

Interpretation (“Exegesis and Theology of the Apocalypse) at Peruvian Union University since

2000. He is currently Director of Graduate Studies in Theology, Director of Research of Graduate

Research, and Director of Ellen G. White Research Center-Peru. Besides publishing numerous

professional articles, he is the author or editor of nine books: Camino se hace al andar: La

verdadera ruta del líder; Retos en acción (two vols.); Grandes temas de la Biblia; La música

cristiana y la adoración; Vidas que inspiran; The Apocalypse in Seventh-day Adventist

Interpretation, Legado Adventista: Un panorama histórico y teológico del adventismo, El

Remanente y los disidentes and has recorded for televisión 39 programs on the books of Luke,

Hebrews, and Revelation. Outside of work, he enjoys life with his wife, Silvana, and their two

children, Yerling and Harley.

BIBLIOGRAPHY

Arnold, Clinton E. (ed.). Zondervan Illustrated Bible Backgrounds Commentary. Volúmenes 1 y

2. Grand Rapids, MI: Zondervan, 2002.

Ashton, John. The Gospel of John and Christian Origins. Minneapolis, MN: Fortress Press,

2014.

Barclay, William. Juan I. Comentario al Nuevo Testamento, volume 5. Barcelona: Editorial Clie,

1995.

Barclay, William. Juan II. Comentario al Nuevo Testamento, volume 6. Barcelona: Editorial

Clie, 1995.

Barclay, William. Lucas. Comentario al Nuevo Testamento, volume 4. Barcelona: Editorial Clie,

1994.

Barclay, William. Marcos. Comentario al Nuevo Testamento, volume 3. Barcelona: Editorial

Clie, 1995.

Barclay, William. Mateo I. Comentario al Nuevo Testamento, volume 1. Barcelona: Editorial

Clie, 1995.


1 2

Barclay, William. Mateo II. Comentario al Nuevo Testamento, volume 2. Barcelona: Editorial

Clie, 1995.

Basser, Herbert W. & Cohen, Marsha B. The Gospel of Matthew and Judaic Tradition: A

Relevance-based Commentary. Leiden, Boston, MA: BRILL, 2015.

Beale, G. K. & Carson, D. A. (eds.). Commentary on the New Testament Use of the Old

Testament. Grand Rapids, MI: Baker Academic, 2007.

Beale, Gregory K. A New Testament Biblical Theology: The Unfolding of the Old Testament in

the New. Grand Rapids, MI: Baker Academic, 2011.

Beale, Gregory K. Handbook on the New Testament Use of the Old Testament: Exegesis and

Interpretation. Grand Rapids, MI: Baker Academic, 2012.

Beilby, James K. & Eddy, Paul Rhodes (eds.). The Historical Jesus: Five Views. Downers

Grove, IL: IVP Academic, 2009.

Betz, Hans Dieter. The Sermon on the Mount: Including the Sermon on the Plain (Matthews 5:3-

7:37 and Luke 6:20-49). Minneapolis, MN: Fortress Press, 1995.

Blomberg, Craig L. Interpreting the Parables. 2da. edición. Downers Grove, IL: IVP Academic,

2012.

Bock, Darrell L. & Fanning, Buist M. (eds.). Interpreting the New Testament Text: Introduction

to the Art and Science of Exegesis. Wheaton, IL: Crossway, 2006.

Bruce, F. F. New Testament History. Garden City, NY: Anchor Books, 1972.

Butler, Trent C. Luke. Holman New Testament Commentary, ed. Max Anders. Nashville, TN:

Holman Reference, 2000.

Camacho, Juan Mateos-Fernando. Evangelio, figuras y símbolos. Córdoba, Argentina: Ediciones

el Almendro, 2007.

Carson, D. A. & Moo, Douglas J. An Introduction to the New Testament. 2da. edición. Grand

Rapids, MI: Zondervan, 2005.

Carson, D.A. The Gospel According to John. The Pillar New Testament Commentary, ed. D. A.

Carson. Nottingham, England: Apollos, 1990.

Castaño Fonseca, Adolfo M. Evangelio de Marcos. Evangelio de Mateo, serie Biblioteca Bíblica

Básica. Estella, Navarra, España: Editorial Verbo Divino, 2010.

Charlesworth, James H. (ed.). Jesus and Temple: Textual and Archaeological Explorations.

Minneapolis, MN: Fortress Press, 2014.


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Clarke, Howard. The Gospel of Matthew and Its Readers: A Historical Introduction to the First

Gospel. Bloomington y Indianapolis, IN: Indiana University Press, 2003.

Collins, John J. & Harlow, Daniel C. Early Judaism: A Comprehensive Overview. Grand Rapids,

MI: Eermands, 2012.

Cooper, Rodney L. Mark. Holman New Testament Commentary, ed. Max Anders. Nashville,

TN: Holman Reference, 2000.

Cosby, Michael R. Interpreting Biblical Literature: An Introduction to Biblical Studies.

Grantham, PA: Stonyy Run Publishing, 2009.

DeSilva, David A. An Introduction to the New Testament: Contexts, Methods & Ministry

Formation. Downers Grove, IL: IVP Academic, 2004.

Edersheim, Alfred. Usos y costumbres de los judíos en los tiempos de Cristo. Barcelona:

Editorial Clie, 1990.

Edwards, James R. The Gospel According to Luke. The Pillar New Testament Commentary, ed.

D. A. Carson. Nottingham, England: Apollos, 2015.

Edwards, James R. The Gospel According to Mark. The Pillar New Testament Commentary, ed.

D. A. Carson. Nottingham, England: Apollos, 2001.

Evans, Craig A. (ed.). The World of Jesus and the Early Church: Identity and Interpretation in

Early Communities of Faith. Peabody, MA: Hendrickson Publishers, 2011.

Evans, Craig A. Word and Glory: On the Exegetical and Theological Background of John´s

Prologue. Sheffield, England: Sheffield Academic Press, 1993.

Fee, Gordon D. New Testament Exegesis: A Handbook for Students and Pastors. 3ra. edición.

Louisville, KY: Westminster John Knox Press, 2002.

Ferguson, Everett. Background of Early Christianity. 3ra edición. Grand Rapids, MI: Eerdmans

Publishing, 2003.

Ferguson, Everett. The Early Church and Today: Christian Life, Scripture, and Restoration.

Volumen 2. Abilene, TX: Abilene Christian University Press, 2014.

Ferguson, Everett. The Early Church and Today: Ministry, Initiation, and Worship. Volumen 1.

Abilene, TX: Abilene Christian University Press, 2012.

Fiensy, David A. & Strange, James Riley (eds.). Galilee in the Late Second Temple and

Mishnaic Periods: Life, Culture, and Society. Volumen 1. Minneapolis, MN: Fortress

Press, 2014.


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Fiensy, David A. & Strange, James Riley (eds.). Galilee in the Late Second Temple and

Mishnaic Periods: The Archaeological Record from Cities, Towns, and Villages.

Volumen 2. Minneapolis, MN: Fortress Press, 2015.

Forbes, Greg W. The God of Old: The Role of the Lukan Parables in the Purpose of Luke´s

Gospel. Sheffield, England: Sheffield Academic Press, 2000.

Gangel, Kenneth O. John. Holman New Testament Commentary, ed. Max Anders. Nashville,


Garland, David E. Reading Matthew: A Literary and Theological Commentary. Macon, GA:

Smyth & Helwys Publishing, Inc., 2001.

Gundry, Robert H. A Survey of the New Testament. 4ta. edición. Grand Rapids, MI: Zondervan,

2003.

Gundry, Robert H. Commentary on the New Testament: Verse-by-Verse Explanations with a

Literal Translation. Peabody, MA: Hendrickson Publishers, 2010.

Hadas-Lebel, Mireille. Jerusalem Against Rome. Traducido por Robyn Fréchet. Interdisciplinary

Studies in Ancient Culture and Religion 7. Leuven – Walpole, MA: 2006.

Hanson, K. C. & Oakman, Douglas E. Palestine in the Time of Jesus: Social Structures and

Social Conflicts. 2da edición. Minneapolis, MN: Fortress Press, 1998.

Hendriksen, William, Exposition of the Gospel According to John. New Testament Commentary,

20va. reimpresión. Grand Rapids, MI: Baker Academic, 2007.

Hendriksen, William, Exposition of the Gospel According to Luke. New Testament Commentary,

12da. reimpresión. Grand Rapids, MI: Baker Academic, 2007.

Hendriksen, William, Exposition of the Gospel According to Mark. New Testament

Commentary, 14va. reimpresión. Grand Rapids, MI: Baker Academic, 2007.

Hendriksen, William, Exposition of the Gospel According to Matthew. New Testament

Commentary, 15ta. reimpresión. Grand Rapids, MI: Baker Academic, 2007.

Hooker, Morna D. The Gospel According to St. Mark. Peadoby, MA: Hendickson Publisher,

1991.

Jeffers, James S. The Greco-Roman World of the New Testament Era: Exploring the Background

of Early Christianity. Downers Grove, IL: IVP Academic, 1999.

Johnson, Luk Timothy. The Writings of the New Testament: An Interpretation. Edición revisada.

Minneapolis, MN: Fortress Press, 1999.


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Johnsson, William G. Jesus of Nazareth: His Life. Volumen 1. Silver Spring, MD: Review and

Herald Publishing, 2015.

Johnsson, William G. Jesus of Nazareth: His Message, His Passion. Volumen 2. Silver Spring,

MD: Review and Herald Publishing, 2015.

Kalmin, Richard & Schwartz, Seth (eds.). Jewish Culture and Society under the Christian

Roman Empire. Interdisciplinary Studies in Ancient Culture and Religion 3. Leuven –

Walpole, MA: 2003.

Keener, Craig S. The IVP Bible Background Commentary New Testament. Downers Grove, IL:

IVP Academic, 1993.

Keener, Craig S. The IVP Bible Background Commentary New Testament. 2da edición. Downers

Grove, IL: IVP Academic, 2014.

Kittel, Gerhard (ed.). Theological Dictionary of the New Testament. Traducido por Geoffrey W.

Bromiley, 10 volumenes. Grand Rapids, MI: Eerdmans Publishing, 2006 (c. 1964-1976).

Knight, George R. A Practical Guide to Abundant Christian Living in the Book of Matthew. The

Abundant Life Bible Amplifier, ed. George R. Knight. Boise, ID: Pacific Press, 1994.

Kupp, David D. Mattew´s Emmanuel: Divine Presence and God´s People in the First Gospel.

Cambridge: Cambridge University Press, 1996.

Ladd, George Eldon. A Theology of the New Testament. Edición revisada. Grand Rapids, MI:

Eerdmans Publishing, 1993.

Lischer, Richard. Reading the Parables: Interpretation Resources for the Use of Scripture in the

Church. Louisville, KY: Westminster John Knox Press, 2014.

Magness, Jodi. Stone and Dung, Oil and Spit: Jewish Daily Life in the Time of Jesus. Grand

Rapids, MI: Eerdmans Publishing, 2011.

Malina, Bruce J. The New Testament World: Insights from Culture Anthropology. 3ra edición

revisada y aumentada. Louisville, KY: Westminster John Knox Press, 2001.

Marshall, I. Howard. New Testament Theology: Many Witnesses, One Gospel. Downers Grove,

IL: IVP Academic, 2004.

Mason, Steve. Josephus and the New Testament. 2da edición. Peabody, MA: Hendickson

Publishers, 2003.

McDonald, Lee Martin. The Story of Jesus in History and Faith: An Introduction. Grand Rapids,

MI: Baker Academic, 2013.


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Mimouni, Simon Claude. Early Judaeo-Christianity: Historical Essays. Traducido por Robyn

Fréchet. Interdisciplinary Studies in Ancient Culture and Religion 13. Leuven – Walpole,

MA: 2012.

Morris, Leon. The Gospel According to Matthew. The Pillar New Testament Commentary, ed. D.

A. Carson. Nottingham, England: Apollos, 1992.

Murphy-O´connor, Jerome. The Holy Land: An Oxford Archaeological Guide from Earliest

Times to 1700. New York: Oxford University Press, 2008.

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2012.

Niang, Aliou Cissé & Osiek, Carolyn (eds.). Text, Image, and Christians in the Greaco-Roman

World: A Festschrift in Honor of David Lee Balch. Eugene, OR: Pickwick Publications,

2012.

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Víctor Ampuero Matta. Boise, ID: Pacific Press, 1987.

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Abundant Life Bible Amplifier, ed. George R. Knight. Boise, ID: Pacific Press, 1995.

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Survey. Grand Rapids, MI: Baker Academic, 2009.

Read-Heimerdinger, Janny y Rius-Camps, Josep (eds.). A Gospel Synopsis of the Greek Text of

Matthew, Mark and Luke. Leiden, Boston, MA: BRILL, 2014.

Shepherd, Tom. Markan Sandwich Stories: Narration, Definition, and Function. Andrews

University Seminary Doctoral Dissertation Series. Berrien Springs, MI: Andrews

University Press, 1993.

Silva, Moisés (ed.). New International Dictionary of New Testament Theology and Exegesis. 5

volúmenes. Grand Rapids, MI: Zondervan, 2014.

Sim, David C. y Repschinski, Boris (eds.). Matthew and His Christian Contemporaries. New

York: T&T Clark International, 2008.

Spivey, Robert A.; Smith, D. Moody & Black, C. Clifton. Anatomy of the New Testament: A

Guide to Its Structure and Meaning. Sexta edición. Minneapolis, MN: Fortress Press,

2010.

Strauss, Mark L. Four Portraits One Jesus: A Survey of Jesus and the Gospels. Grand Rapids,

MI: Zondervan, 2007.


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Tenney, Merrill C. Nuestro Nuevo Testamento: Estudio panorámico del Nuevo Testamento.

Edición revisada y aumentada. Grand Rapids, MI: Editorial Portavoz, 1989.

Thielman, Frank. Theology of the New Testament: A Canonical and Synthetic Approach. Grand


VanderKam, James C. The Dead Sea Scrolls and the Bible. Grand Rapids, MI: Eerdmans

Publishing, 2012.

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Weber, Stuart K. Matthew. Holman New Testament Commentary, ed. Max Anders. Nashville,


Wegner, Paul D. A Student´s Guide to Textual Criticism of the Bible. Downers Grove, IL: IVP

Academic, 2006.

White, Elena G. El Deseado de todas las gentes. Mountain View, CA: Pacific Press, 1966.

White, Elena G. Palabras de vida: Las inmortales enseñanzas de Jesús. Buenos Aires:

Asociación Casa Editora Sudamericana, 1985.

White, Ellen G. Christ´s Object Lessons. Berrien Springs, MI: Andrews University Press, 2015.

Wight, Fred H. Usos y costumbres de las tierras bíblicas. Grand Rapids, MI: Editorial Portavoz,

1981.

Witherington, Ben III. Invitation to the New Testament: First Things. New York: Oxford

University Press, 2013.

Witherington, Ben III. Matthew. Macon, GA: Smyth & Helwys Publishing Inc., 2006.

APPENDIX


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Andrews University

Institute of Hispanic Ministry

INFORME DE LECTURA

(Número: ____)

Apellido y Nombre:___________________________________ Fecha:______________ Nota:_________

Título del libro:________________________________________________________________________

Título del capítulo:_____________________________________________________________________

Nombre del autor:______________________________________________________________________

Fecha de lectura:______________ Hora de inicio:______ Hora de final:_______ Total de horas:_______

Resuma en una oración la lectura:

_____________________________________________________________________________________

Escriba en una oración algo nuevo que aprendió de la lectura:

_____________________________________________________________________________________

Escriba en una oración en qué punto Ud. no está de acuerdo con el autor y/o qué faltó resaltar:

_____________________________________________________________________________________

Respecto a la lectura: ¿Qué tema le gustaría investigar más?

_____________________________________________________________________________________

Haga una evaluación del uso de fuentes (primarias y secundarias) que usó el autor:

_______________________________________________________________________________________

___________________________________________________________________________________

Escriba en dos párrafos un resumen de la lectura. Cada párrafo debe tener no menos de tres oraciones ni más

de cinco.

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________


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_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

_____________________________________________________________________________________

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Bosqueje su información en un mapa conceptual (puede usar los siguientes modelos u otros):

Ahora bosqueje su información dibujando un mapa conceptual:

Firma de haber leído o manifieste que ha leído.

Tema

Asunto 1 Asunto 2

Asunto 3

Tema

Sub tema

Sub

tema

Sub tema

Sub tema

Detalle Detalle Detalle Detalle

Detalle Detalle Detalle Detalle

Concepto

principal

Detalle

Detalle

Detalle Detalle

Detalle

Detalle

Detalle

Detalle

Tema

general

Asunto 1

Asunto 4 Asunto 2

Asunto 3


2 0

GRADING RUBRIC FOR SERMON DELIVERY

Student Name:

Exceptional

90-100 points

Proficient

60-89 points

Satisfactory

50-59 points

Unsatisfactory

0-49 points

Pts

%

Introduction Audience is grabbed,

main theme clear, Bible text very apparent.

Audience is caught, main

theme somewhat clear, Bible text is apparent.

Audience is here, main

theme almost clear, Bible text somewhat apparent.

Audience is wandering,

main theme unclear, Bible text unclear.

10

(9-10) (6-8.9) (5-5.9) (0-4.9)

Scripture Text(s) at the very center

of the message. Main points are obviously

derived from the text(s).

Text(s) at the center of

the message. Main points are derived from the text(s).

Text(s) present in the

message. Main points are somewhat derived from

the text(s).

Text(s) not the center

of the message. Main points not derived from

the text(s).

10

(9-10) (6-8.9) (5-5.9) (0-4.9)

Sermon Content,

and Application

Demonstrates excellent exegesis; contains

creative illustrations;

clear alliterations;

outstanding research;

analysis of pericope,

structure & organization of sermon. Applications

are inspiring, relevant and

meaningful. Conclusion & Appeal are very clear

and persuasive

Demonstrates very good exegesis, illustrations,

alliterations, research and

analysis of pericope. Presents

a very good structure &

Organization of the sermon.

Applications are relevant and meaningful; Conclusion and

appeal persuasive

Demonstrates good exegesis, but lacks interesting

illustrations, insightful

research and analysis of

periscope, has acceptable

structure and organization.

Applications, conclusion and appeal are good.

Demonstrates poor exegesis, has little or no

illustrations; lacks good

exercise of research and

analysis; structure and

organization lacking;

conclusion and appeal poor

30

27-30 18-26.99 15-17.99 0-14.99

Method/Form/

Type

(Mechanics)

Demonstrates excellent understanding and

adherence to sermon

definitions. Effective use of Inductive and/or

Deductive methods and is

devoid of eisegesis or Proof-texting. No

grammatical errors. No

umms, ahs, or other

awkward hesitations.

Demonstrates very good understanding/ adherence to

sermon definitions. Clear use

of Inductive and/or Deductive method with little

or no eisegesis or Proof-

texting. Few grammatical errors,

umms, ahs, or other


Demonstrates good understanding and adherence

to sermon definitions. Uses

Inductive and/or Deductive method and has little or no

eisegesis or Proof-texting.

Many grammatical errors or umms, ahs, or other


Shows mediocre understanding and

adherence to sermon

definitions; does not demonstrate creativity and

good use of the forms,

methods or types of preaching as discussed in

class. Grammatical errors

or

umms, ahs, other

awkward hesitations,

distractions

20

18-20 12-17.99 10-11.99 0-9.99

Delivery Style:

Expository;

Narrative;

Biographical;

Prophetic;

Extemporaneous;

Manuscript;

Memorization;

Noteless

Passion and flow is

smooth,

vocal variety was very helpful. Excellent

employment of any of the

styles of preaching.

Passion and flow is fairly

smooth, vocal variety was

helpful. Very good employment of any of the

styles of preaching

Passion and flow is rough,

vocal variety was lacking.

Good employment of any of the styles of preaching

Passion and flow is

lacking, vocal variety

missing. Mediocre use of styles of preaching, voice

and oral communications

skills

20

18-20 12-17.99 10-11.99 0-9.99

Conclusion The point is summed up

clearly concisely and the

challenge is clear.

The point is summed up

concisely and there was a

challenge.

The conclusion is unclear

or there was little

challenge.

The point is left

hanging or no

challenge.

10

(9-10) (6-8.9) (5-5.9) (0-4.9)

Total 100

ntst536 march 18-22

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