Biblical Hermeneutics

Titles and Descriptions for Sessions of Biblical Hermeneutics Course
James W. Voelz

Below is a description of each session as well as the relevant chapters addressed from Dr. Voelz' textbook, What Does This Mean.

1    Introduction to the Course

    The initial session deals with the parameters of the course, including what “hermeneutics” entails. Its importance, as well as its difference from exegesis/interpretation is explained.

2    Basic Issues of Interpretation (Preface, Introduction [of Textbook])

    The basic orientation of the instructor and of the central textbook (James W. Voelz, What Does This Mean?: Principles of Biblical Interpretation in the Post-Modern World, 2nd edition, St. Louis: MO, 1995) are explained. The concept of post-modernism is explored, including a demonstration of the physics of the late 19th-early 20th centuries that provides the theoretical foundation for the contemporary move beyond modernism.

3    Contrasting Models of Language (4A)

    Contrast is drawn in this session between the linguistic model of Plato, which is reductionistic and “modern,” and a contextualized, post-modern linguistic model, which sees the whole as more than the sum of its parts. Emergence theory is introduced.

4 Contrasting Models of Language (cont’d) (4A); Basic Linguistic Categories (4)

Consideration is given to problems with the traditional/”reductionist” model of language (esp. the etymological fallacy) and with the “whole/parts” model (esp. “bootstrapping” the system). The basics of chapter 4 are then introduced.

5     Basic Linguistic Categories (cont’d); the Communications Model (4)

This key session builds upon the previous one and discusses in depth the basic elements of linguistic analysis (signifier, conceptual signified, referent), relating them to one another in a detailed communications model.

6 Language Structure and Thought (4-B); Taxonomy of Meaning; Illegitimate Totality Transfer (5)

This session continues consideration of the basics of semantics with a discussion of the age-old problem of the effect (if any) language has on the thinking process (Do Hebrews and Greeks think differently, and if so, is it due to the structure of their language?). It proceeds to chapter 5, expanding on the basics, with two more features of language to consider.

7    Taxonomy of Meaning (cont’d); Register/Bible Translations; Signifiers as a Matrix/Eph. 4:11-12 (5)

    This session introduces the notion of degrees of formality of language usage and relates the issue to the merits of various English translations of the Bible. It proceeds to the all-important issue of seeing signifiers in a “matrix,” including the problems that arise in dealing with such a network of meaning-producers.

8    Interpreting a Matrix of Signifiers (cont’d), including the “Key” to the Matrix (5), and the Relationship of this Issue to the Canon of Scripture (5-B)

    The presentation continues the discussion of issues related to matrices of signifiers and meanings and focuses on the “key” in any matrix, that which provides the “anchor” for interpretation. The notion of classifying NT books as either homolegoumena or antilegomena is introduced and related to the “key to the matrix” discussion.

9    Canon Issues (cont’d) (5-B); Keys to the Matrix (cont’d) (5)

    This session expands upon the important themes introduced in the previous session and interacts with a number of questions that were raised by members of the class in response to it.

10    Three So-Called “Levels” of Signifiers and Textual Interpretation (6)

    This crucial session introduces the all-important notion of interpreting a text on several “levels,” according to what signifiers one is reading for meaning. This is a critical chapter in the book and in the course.

11    Interpreting on Level 2 (cont’d); Form Criticism and Redaction Criticism as Level 3 Procedures (6)

    The important consideration of Level 2 signifiers (e.g., deeds in a narrative) is continued. At the end of the session, two important 20th century methods of textual interpretation are briefly analyzed as expressions of interpreting a text on Level 3.

12    Non-Literal Language (7)

    In this session the basics of using language non-literally (on Level 1) is discussed. Such non-literal usage is related to the way languages create new words and new meanings for old words.

13    Class Debate on Language Concerning God/”God-Talk” (7-A)

    This exciting session comprises a debate on the following assertion: “Given our contemporary culture, it is, in certain circumstances, acceptable to address God as ‘Our Mother.’” A pro and a con side debate this controversial statement, which is intended to focus upon the nature of language about God and how such language is affected by contemporary culture.

14    Debate Debriefing (7-A); Key Non-Literal Language Usage Issues (7)

    As a follow-up to the debate, the instructor gives his own evaluation of the two teams’ performances and proffers his own opinions on several issues raised. This leads to the discussion of further non-literal language issues, especially those related to deity, including the so-called “Chinese Term Controversy” of the early 20th century and the possible difference between metaphor and simile. The understanding of the word for “teach” in 1 Timothy 2:12 is also discussed.

15    Metaphor and Narrative (7); Language Usage in Discourse as “Shorthand” (8)

    After a consideration of the relationship between metaphor and narrative, the main issues of chapter 8 are considered, viz., understanding the features of any discourse as a “shorthand” presentation of what any author/speaker really seeks to communicate (= “longhand”).

16    Language Usage as Shorthand (cont’d) (8)

    The issues of chapter 8 are continued, with the introduction of the basic concept of verbally-based nouns.

17    External Entailment (8)

    An entire session is spent making sure that this key concept of linguistic shorthand is grasped. Additional bibliography is introduced.

18    External Entailment (cont’d) (8); Complexities on Level 2 (9)

    After finishing the discussion of external entailment, the focus turns to issues related to interpreting on Level 2, including how one fills in the “blanks” in a story.

19    Relationship between Level 1 and Level 2 Signifiers; Historicity of Narrative and Allegory.

    Large doctrinal issues arise in the first half of this session, with a discussion of whether one needs Level 1 signifiers for doctrinal formulations, and whether doctrinal formulations are actually designed to function on Level 2. The session concludes with a specific discussion of the relationship between history, historical fiction, and fiction, including what type of “truths” may be found in each.

20    Interpretation as Involving Two Texts; Interpreting as “Constructing” Meaning (10)

    This session is critical to an understanding of what actually goes on when the interpretation of any text takes place. Interpreting as “constructing” meaning is contrasted with a more traditional view of interpreting as extracting meaning from a text.

21    Role of the Reader in Interpreting a Text; Validity in Interpretation; Tradition and Scripture (11)

    Building on the previous session, the discussion turns to the concept of the reader as “implied” or assumed by a text. This raises the question of valid readings and leads to the initial consideration of the relationship between tradition and Scripture, especially tradition as a “control” on interpretation.

22    Tradition and Scripture (cont’d) (11)

    Key issues introduced in the previous session are addressed further, as are questions raised by members of the class.

23    The Holy Spirit and Scriptural Interpretation (11); Nature of Scripture (11-A)

    The last part of chapter 11 is considered first, viz., why the Holy Spirit and faith are important in Christian interpretation but are not the ultimate or deciding factor. The session closes with a consideration of the nature and characteristics of the Holy Scriptures.

24    The Kingdom of God and Proleptic Eschatology (11-B)

    This key session unpacks the overall “theology” of the Scriptures, investigating in detail the concept of the reign and rule of God, especially as manifested in Jesus Christ. The relationship between Christ’s first and second comings is critical to the discussion. A box of chocolates becomes an important teaching aid.

25    The Kingdom of God (cont’d) (11-B); Basics of Pragmatics (12)

    Several details of Addendum 11-B are wrapped up, including the place of the OT in the understanding presented, as well as God’s reign and rule in the contemporary world. This is followed by a discussion of Speech-Act Theory, including a critique of its basic insights.

26    Pragmatics (cont’d) 12; Basics of Application (13)

    The focus initially is on so-called “performative speech-acts,” acts common to clergy everywhere. The concept of “application” is then introduced, with a discussion of what actually goes on in this procedure, followed by an initial look at the difference between the argumentation in 1 Cor. 11 and 1 Tim. 2 concerning the role of women.

27    Application (cont’d) 13; Summary, Part I: The Problem of Objective Interpretation

    Problems of application continue to be addressed, including, again the two passages handled in session 26, plus issues related to the OT. The latter portion of the session focuses on the first half of the Voelz essay entitled “Reading Scripture as Lutherans in a Post-Modern Era,” Lutheran Quarterly (14) 2000 and addresses the false notion that some texts are not context bound.

28    Summary, Part II: The Problem of Comprehensive Interpretation (the “Newton/Einstein” Scheme)

    This session clarifies the second half of the Voelz essay, which compares Biblical theology analogically to the insight of contemporary physics that there is an “everyday,” “intuitive,” understanding of the world, and a deeper, “non-intuitive” understanding (shorthanded, respectively, as “Newton/Einstein”).

29    The Problem of Comprehensive Interpretation (“Newton/Einstein”) (cont’d); Models of Authority among Christian Traditions; Textual Criticism

    Further examples of “Newtonian” and “Einsteinian” theology are presented, followed by a schematic illustration of the authority systems of Lutheran, Reformed, and Roman Catholic interpreters, and ending with a discussion of the basics of the discipline of textual criticism.