None

Students can: 

reflect on their own cultural stance by reading and interpreting the text (LOQ 1,3,5,6); 

do proper exegesis of text units from Scripture (LOQ 1,2,5,6); 

compare and discuss different understandings of the text with Christians from other contexts and / or with exegesis from the Christian and Reformed traditions (LOQ 4,5,7,8); 

explain and apply a passage from Scripture in such a way that it is reliable regarding the biblical text and appropriate for the local context of the student (LOQ 2,4,5,6). 

An important characteristic of Reformed theology is that it professes that the Scriptures are the inspired Word of God. People from different cultures and contexts, while all reading the same Scriptures, often have different perspectives and approach the text with different questions. Instead of seeing this as a threat, we consider it to be a chance and challenge to grow together in the knowledge of Christ (Eph. 3: 17-19). 

In this course we read the Scriptures with students from different cultures under the guidance of teachers. Attention is paid to a faithful interpretation of the Scriptures and its appropriation for the cultural and religious context of the student. 

In our understanding of the Bible, we use basic notions (‘parameters’) of a Reformed approach to hermeneutics and exegesis: 

Redemptive-historical approach 

Framework of the covenant / Unity of Old and New Testament 

Christ-centred & God-centred focus 

Divine accommodation to human capacities 

Revelation and testimony of the Holy Spirit 

Unicity of the text itself in original context. 

An important question is, if and how these concepts can function in an intercultural close reading and appropriation of the Word of God. We practice and experience this in our interaction with the Biblical text and with each other in a process of mutual intercultural learning. 

• Participatory Lectures  
• (Written) lecture preparation (posted at Canvas) and insertion of learning moments after the lectures 
• Oral presentations 
• Final exegetical paper 
• Weekly reflection blogs, which show what is learned from the lectures and discussions in class (Canvas) 
• Portfolio (Exegetical preparations; additions from the lectures; blogs) 

Contact hours: 33 hours  Lecture preparation: 66 hours 

Independent study: 69 hours 

1. A formative presentation of the proposal for an exegetical paper (max. 10 minutes) to receive feedback for the final version 

2. Exegetical paper with explicit intercultural reflection on the appropriation of a passage from Scripture in and for the socio-religious context of the student. The student includes (at least two) exegetical sources from his / her own context. 

3. Portfolio - written blogs on the learning experiences from the classes (intercultural and academic) and lecture preparations (including updates after the lectures). 

[The paper is 75% of the final grade; the portfolio is 25% of the final grade] 

Evaluation criteria  

Evaluation criteria are derived from the learning goals of the module and the ‘Guidelines for (Intercultural) Exegesis - Eleven steps for Exegesis’. 

Special attention will be given to: 

- Careful exegesis of the text in its original context (authorial intent; first readers; salvation historical context; messianic character etc.); 

- Use of the lecture content and exegetical literature (commentaries) in a constructive way; 

- Creativity, independence, level of difficulty of the Biblical text that was dealt with; 

- The appropriation of the meaning of the text for the local context/culture of the student; 

- Methodological soundness and correct use of language, references etc. 

Recommended Readings 

Flemming, Dean. Contextualization in the New Testament: Patterns for Theology and Mission. Downers Grove, Ill: IVP Academic, 2005. 

Vanhoozer, Kevin J. ‘On the Very Idea of a Theological System: An Essay in Aid of Triangulating Scripture, Church and World’. In Always Reforming: Explorations in Systematic Theology, edited by A. T. B. McGowan, 125–82. Downers Grove, Ill.: IVP Academic, 2006. 

Vanhoozer, Kevin J. ‘May We Go Beyond What Is Written After All? The Pattern of Theological Authority and the Problem of Doctrinal Development’. In The Enduring Authority of the Christian Scriptures, edited by D. A. Carson, 558–90. Grand Rapid, Mich.; Cambridge UK: Eerdmans Pub Co, 2016. 

Vanhoozer, Kevin J., Charles A. Anderson, and Michael J. Sleasman. Everyday Theology: How to Read Cultural Texts and Interpret Trends. Grand Rapids, Mich.: Baker Academic, 2007. 

West, Gerald O., ed. Reading Other-Wise: Socially Engaged Scholars Reading with Their Local Communities. SemeiaST 62. Atlanta: SBL, 2007. 

Wit, Hans de. ‘Through the Eyes of Another. Objectives and Backgrounds’. In Through The Eyes Of Another: Intercultural Reading Of The Bible, edited by Hans de Wit, Louis Jonker, Marleen Kool, and Daniel S. Schipani, 3–53. Elkhart, Ind: Inst of Mennonite Studies, 2005. 

Wolverton, Taggert. An Intimate Revelation: Intercultural Bible Reading with Adolescents. New York, Bern, Berlin, Bruxelles, Oxford, Wien: Peter Lang Inc., 2020. 

Wright, Christopher J. H. ‘Interpreting the Bible among the World Religions’. Themelios 25, no. 3 (1998): 35–54.