Jesus Christ Superstar

First Year Seminar

Fall 2008

Course Description:

In the film, Jesus Christ Superstar, the chorus asks Jesus, “Do you think you're what they say you are?”  In other words, was the historical Jesus the same person that people over the centuries have claimed he was?  Many people have declared that Jesus was a divine being who came to earth to bring peace and salvation to humankind.  Others, however, maintain that he was a local Galilean mystic who failed in his mission and who died in despair on the cross after being rejected by his own people.  Several scholars have argued that Jesus was a strictly Jewish prophet, preaching only to the Jews.  Some scholars have even viewed Jesus as a militant revolutionary fighting Roman oppression of the Jews.  Several sources, ancient and modern, have even suggested that Jesus was intimately involved with Mary Magdalene, who has been called “The Apostle to the Apostles” because of her unique relationship with Jesus. This course will apply the principles and methods of critical analysis to evaluate which, if any, of the different views of Jesus best represents the historical person and his mission.

Goals of the Seminar:

1.   Throughout the course, students will explore academic research related to the teachings and person of Jesus in order to introduce students to the distinction that exists between the Jesus of history and the Jesus of faith and to the need to apply the same scholarly research methods to the historical and social context of Jesus as would be applied to any other historical individual if an accurate analysis of the person and teachings of Jesus is to be achieved.

2.    Through an examination of the diverse portrayals of the life and teachings of Jesus found within the four canonical gospels, as well as within the writings of Paul, students will explore how social and historical factors caused such diversity to arise. In this manner, students will gain an appreciation of the profound interplay that exists between religion and society and that has existed throughout history.

3.    By reading specific non-canonical gospels and other extra-biblical writings, students will explore the reasons for why some documents were included in the Bible while others were not.  In the process, students will examine how social and political factors affected what ultimately became religious orthodoxy within the Christian tradition.

4.   By examining different scholarly interpretations of Jesus, the seminar will challenge students to critically examine not only how and why scholarly interpretations differ from public teachings about Jesus, but also why they differ from each other. Students will explore how competing scholarly interpretations of Jesus differ in terms of the specific methodologies and theoretical frameworks different scholars employ, as well as in the social factors that influence scholarly research.  The seminar will also explore why specific public teachings about Jesus persist largely unchanged despite the accumulation of considerable scholarly research that challenges that teaching.

5.    From the earliest days of filmmaking, the Jesus story has been a recurrent bestseller. Films have been a major vehicle through which the life of Jesus has been publicly portrayed. Most films, such as The Greatest Story Ever Told and King of Kings have presented a mainstream version of the Jesus story. Other films, most notably Andrew Lloyd Weber's Jesus Christ Superstar, Martin Scorcese's The Last Temptation of Christ, Pier Paolo Pasolini's The Gospel According to Matthew and Mel Gibson's The Passion of the Christ have proved controversial in their portrayal of Jesus. A principal issue that will be explored in the seminar is the role that the media and other community events play in the public portrayal of Jesus. Students will view several films and film segments throughout the semester in order to examine the role of the media in either perpetuating or challenging the Jesus tradition. The films will be viewed in order to examine the techniques that specific filmmakers use to convey their message, the degree to which each film stands up to critical evaluation and the reason for the film's popularity and/or the controversy it sparks.

Required Texts:

1.     Geza Vermez, Who's Who in the Age of Jesus. Penguin, 2006.

2.     Richard Horsley and John Hanson. Bandits, Prophets, and Messiahs: Popular Movements at the Time of Jesus. Trinity Press International, 1999.

3,     Stephenson, Humphries-Brooks, Cinematic Savior: Hollywood's Making of the American Christ. Praeger, 2006.

4.     Bart Ehrman, Jesus: Apocalyptic Prophet of the New Millennium, Oxford University Press, 1999.

6.     Katherine Ludwig Jansen, The Making of the Magdalen: Preaching and Popular Devotion in the Later Middle Ages. Princeton: Princeton University Press. 1999.

7.     Elaine Pagels. The Gnostic Gospels. New York: Vintage, 1989.

8.     Baigent, Lincoln and Leigh, Holy Blood, Holy Grail, Dell, 1983.

Reference Sources:

1.     Bible Gateway

2.     Bible Review

3.     Bart D. Ehrman, The Historical Jesus.  The Teaching Company.  (R)

4.     Bart D. Ehrman, The New Testament.  The Teaching Company.  (R)

5.     Luke Timothy Johnson, Jesus and the Gospels. The Teaching Company.  (R)

6.     Isaac Asimov, Asimov's Guide to the Bible, NY: Doubleday.  (R)

Examinations:

The following procedures will be used to arrive at a student's final grade:

Grading Policy:

1.     ALL assignments and examinations MUST be completed or taken at the time scheduled. Make-up tests will only be given in the event of an emergency and will receive 10-point reduction in grade for each day they are late (i.e., a score of 80 on a make-up test or paper will be recorded as a 70, 60 50, etc). The grade on any exam not taken or assignment not completed will be zero. Similarly, incomplete course grades (I) will be reduced by 10 points when they are completed.

2.    Attendance will not be taken, but absence from class is NOT an acceptable excuse for a student's failure to complete an assignment or examination. It is the student's responsibility to obtain the necessary information on days that he or she misses class. In addition, a student who regularly misses class cannot expect special consideration in the event of poor grades. Furthermore, 20% of a student’s grade in the course is based on participation, which includes both attendance and participation in class discussions. Everyone in the class begins with a "C" (73) for participation, and an individual's grade increases or decreases depending on the quality of their participation. While I don’t grade down for one or two classes missed, I do expect students to attend all classes, and excessive absences result in a reduced grade for participation. (Obviously, if a student is not in class, participation for that day is zero.) I also assign a higher participation grade for those students who come to class prepared to contribute positively to class discussions or who discuss issues with me through email. Conversely, I assign a lower grade for those students who come to class unprepared, who do not participate in class discussions or whose classroom behavior is either inappropriate or disruptive. 

3.     All written assignments MUST be typed. Handwritten materials will NOT be accepted.

4.    Although the primary concern is with the quality of the ideas and analysis presented, essays  and other written assignments will also be evaluated in terms of their adherence to accepted writing standards. They must be typed clearly and legibly. They must also be organized, grammatically correct and free from spelling errors. Papers must, therefore, be carefully proof read before they are submitted. A sloppy and poorly written paper will not receive as high a grade as a comparable paper which is neat and clearly written, which expresses a coherent theme, and which contains few spelling and grammatical errors. Having an idea that you cannot express clearly and concisely is little better than not having the idea at all.  Developing good writing skills is, thus, very important.

5.     In the final analysis, responsibility for completing all course requirements rests with the student. If the student has any doubt on any matter regarding the course, he or she should contact the instructor BEFORE the problem becomes insurmountable. One of the benefits of the small size of the Muhlenberg Campus is the potential that exist for easy faculty-student contact.

6.     Plagiarism constitutes a violation of the Academic Behavior Code and will be dealt with VERY STRICTLY. Depending on the nature of the plagiarism, a student could receive a failing grade for the course; be referred to the Dean's Office for judicial review; and have a "VF" (violation of Academic Behavior Code) grade entered on their transcripts.  If a student is in doubt about a specific situation, it is his or her responsibility to consult the instructor or some other appropriate person (such as a librarian or writing tutor) for clarification.

Field Trip:

As part of process of exploring the role that media plays in the portrayal of Jesus, the class will visit the Medieval Art Collection at the Metropolitan Museum of Art in New York on Saturday, November 18th for the purpose of viewing how Jesus was portrayed at this time. Religious art was the predominant form of artistic expression during the medieval period.  Moreover, the portrayal of Jesus in art at that time was very different than today and represents a very different view of who Jesus was.  This visit will add a valuable component to the discussion of how and why the image of Jesus has varied throughout the ages.

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FYS 2008 Students

When they pretend they are normal . . .

When they can't maintain the pretense any longer . . .

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Magdalene and the Bethany Saints in Southern France