Current Briercrest students can check out the Gospels and Romans syllabi on Briercrest Live; everyone else can find them here (along with a collection of my other past syllabi), or click on these links:
- BLST103 Gospels (15-01)
- BLST306 Romans (college version); BLST825 Romans (seminary version)
- The syllabus for Greek Syntax (also cross-listed in the college and seminary) is still in progress. (I know we'll be working through Mark 1-4 and talking about Greek syntax, but I am planning to try something a little different this time around, and that requires working through my course notes before I outline the class.)
Summer also includes recess. Today's activity involved climbing freshly bailed hay in the field behind our house.
4 comments:
How are you changing your approach to teaching syntax? You have me intrigued.
Since I believe that the goal of Greek is to learn Greek well enough to read it with understanding over the long term, I have felt for quite some time that a deductive approach to teaching syntax gets the cart before the horse. I would like to try putting the primary emphasis on reading, and introduce syntax as it appears in the text, with occasional big-picture summary sessions. Since I still believe syntax is important, I need to make sure that the most important syntactical elements appear in Mark 1-4.
Will you use the late Rod Decker's Greek book? If so, Why? If not, Why not?
Hello Bryant, I am not sure which of Rodney Decker's books you mean, but the answer is yes. I intend to give Decker's introductory Greek textbook a good look before teaching Introductory Greek again. This class is the third semester, Greek Syntax course, and for it I have assigned Decker's very good handbook on the Greek text of Mark 1-8.
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