注册截至日期 syllabus... · 2018. 2. 27. · zondervan, 2012 (just read chapter 20: hebrew...

提摩太国际教育协会

希伯来诗歌与耶利米哀歌

课程介绍

2018年6月16-23日

教授: 翁杏美博士，泰勒大学圣经研究助理教授

课程编号: 180662

课程学分: 3 学分

课程描述

研究耶利米哀歌和希伯来诗歌旨在帮助同学了解耶利米哀歌的文学、历史和神学内容，辨

别该卷书内各种诗歌手法的作用。本课程会引导同学进行文本诠释、神学思考，并将真理

应用于生活。本课程会特别注意形式和结构等问题（查考诗歌如何传达信息），也会关注

该卷书的历史、地理、文化和神学内容，力求把握该卷书的信息对于现今神子民的独特意

义和信息。

课程目标

1. 同学可以了解旧约诗歌文本的形式结构、文学传统以及写作技巧。

2. 同学可以切实了解耶利米哀歌的文学结构以及历史和神学内容。

3. 同学可以深入探讨耶利米哀歌的诗歌铺排当中解经、历史、神学和诠释等方面的

关键问题。

4. 同学可以了解耶利米哀歌在神的渐进启示中的地位和作用。

5. 同学可以将耶利米哀歌所提供的具体教导和原则应用于现今信徒（以及非信徒）

最需要和最关切的问题上。

指定阅读（请网购正版书）

J. 斯科特•杜瓦尔。圣经释经之旅：阅读、诠释和应用圣经的实用指南。世界e家翻译小

组，上海：同济大学出版社，2015。J. Scott Duvall and J. Daniel Hays, Grasping God’s

Word: A Hands-On Approach to Reading, Interpreting and Apply the Bible. Grand Rapids:

Zondervan, 2012 (Just read chapter 20: Hebrew Poetry) pp373-393.

【暂译名：罗宾·A·派里，《双视野旧约释经系列之耶利米哀歌》。】（仅读导言部

分，这部分的简体中文版将提供给学分学员。）Parry, Robin A. Lamentations. The

Two Horizons Old Testament Commentary. Grand Rapids: William B. Eerdmans

Company, 2010 (Just read the Introduction) pp1-34. (Copyrighted Simplified Chinese

translation will be provided to credit students.)

莱特（Christopher J.H. Wright）。耶利米哀歌。黄叢真譯，台北：校園書房，2016 。Wright, Christopher J.H. The Message of Lamentations. The Bible Speaks Today.

Downers Grove: InterVarsity Press Academic, 2015.

注册截至日期:

2018 年 3 月 5 日

TTi 课程介绍 Course Syllabus: 希伯来诗歌与耶利米哀歌 | 第 2 / 8 页

埃尔默·马腾斯（Elmer A. Martens）。房角石圣经注释丛书．耶利米书·耶利米哀歌

（第 8 卷下）。林杨译。香港：恩道出版社，2017。该释经书可为耶利米哀歌提供

另一种视角，对教授的课程资料和其他解经书提供有益的补充。Martens, Elmer A.

Lamentations. Cornerstone Biblical Commentary 8. Carol Stream, IL: Tyndale House,

2006. This commentary might provide a helpful, second perspective on Lamentations to

complement the instructor’s perspective in her class materials and other commentaries.

课程大纲

课程主题/经文

第 1 课: 课程导言 .

希伯来诗歌与旧约诗歌文本研读之导言

耶利米哀歌导言 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

-

第 2 课: 详细探讨耶利米哀歌所使用的诗歌手法

第 3 课: 哀 1:1-11 耶路撒冷这位妇人的苦难 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

-

第 4 课: 哀 1:12-22 发出受苦之声音

第 5 课: 哀 2:1-19 为神成了仇敌而哀哭 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

第 6 课: 哀 2:20-21 祷告和抗议 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

-

第 7 课: 哀 3:1-20 “这人”的苦难以及他与耶路撒冷这位妇人之认同

第 8 课: 哀 3:21-66 哀哭和信心 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

第 9 课: 哀 4:1-22 为罪的后果而哀哭

第 10 课: 哀 5:1-22 苦难中见证的作用（群体） - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

第 11 课: 哀 5:19-22 哀哭和等候 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

第 12 课: 诗歌手法如何综合发挥作用，使这卷书更为有效地传达信息？

小组讨论问题

第 2 课: 详细探讨耶利米哀歌所使用的诗歌手法

第 3 课: 哀 1:1-11 耶路撒冷这位妇人的苦难

·为何有必要辨认出耶利米哀歌中的诗歌手法？当你通读文本时，哪种文学手法

给你留下最深刻的印象？


·哀 1:1-11 里作者使用的意象如何帮助我们更全面地了解耶路撒冷这位妇人所受

的苦难？作者一再强调命运的翻转，为何这一主题如此重要？

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

-

第 4 课: 哀 1:12-22 发出受苦之声音

第 5 课: 哀 2:1-19 为神成了仇敌而哀哭

·如果神是全知的，为什么我们还需要发出受苦的声音？

·我们应当怎样理解“神成了仇敌”这一意象？

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

-

第 7 课: 哀 3:1-20 “这人”的苦难以及他与耶路撒冷这位妇人之认同

第 8 课: 哀 3:21-66 哀哭和信心

·我们自己如何与那些受苦之人认同？为什么这很重要？

·哀哭怎么会是信心的举动？哀哭是一个过程。我们是怎样限制自己的哀哭，直

接跃至信心之宣告的？为什么会这样？

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

第 9 课: 哀 4:1-22 为罪的后果而哀哭

第 10 课: 哀 5:1-22 苦难中见证的作用（群体）

·为罪的后果而哀哭为何是必要的？这与抗议不公正怎样调和呢？

·我们作为教会群体如何成为苦难的见证，以帮助我们中间的受苦之人？我们本

应与受苦之人站在一起，但我们在这方面有怎样的亏欠？

课程作业

课前作业

1. 线上研讨会：（每次 5%，占总成绩 10%）

参加两次线上研讨会，时间安排如下。迟到超过十分钟，视作缺席。

第 1 次线上研讨会：2018 年 3 月 14 日（周三），晚上 8-9:30（北京时间）

第 2 次线上研讨会：2018 年 5 月 2 日（周三），晚上 8-9:30（北京时间）

2. 阅读：（占总成绩10%）

(1) 阅读圣经。在预备本课程期间，同学需通读耶利米哀歌至少十遍，直至研讨课开

始之前。大声朗读，而非默读。每次应当将耶利米哀歌 1:1-5:22 一口气读完。这

样做的益处是始终能看到这卷书的全貌。此项阅读报告和耶利米哀歌阅读札记都

必须在2018年4月28日之前提交。

(2) 阅读释经书。在预备本课程期间，同学还需阅读莱特所著的《耶利米哀歌》。读

完整本释经书，包括导言。阅读需在探讨会之前循序渐进（而非一到两日内迅速

读完整本释经书）。另外还需阅读罗宾·A·派里的释经书导言，以及《抓准神


的话》第20章（希伯来诗歌）。这些可作为补充，使同学能够更好地理解耶利米

哀歌的背景，对希伯来诗歌有基本的了解。此项阅读报告必须于2018年5月31日之

前提交。

3. 札记（占总成绩10% ）

写札记。每位同学在札记中记录自己对所读经文的思考、反省和回应，而不是概括阅

读内容（！）。每次读经都是接受真理的挑战。我们不可能读经却没有回应！因此，

每周完成指定的圣经阅读作业之后，同学都需以写札记的方式作为总结。在札记中简

要总结经文对自己心思意念的影响，而不是经文内容概括。用简短的文字（中文 200-250

字，英文 100-150 字）记下思考经文所产生的想法、反应、新的洞见，以及感受。

同学每读完一次耶利米哀歌 1:1-5:22，都要写一篇简短札记。也就是说，研讨会开始之

前，同学共完成十篇简短札记。所有札记须按次序保存，汇编为一个文档。每篇须注

明日期（例如 2017 年 7 月 8 日），表示阅读完成的时间，并且每篇引用一个词或一个

短语，作为对该篇笔记的重点概述（例如，寻找安慰者）。“耶利米哀歌札记”必须

于 2018 年 4 月 28 日之前提交。笔记评分标准为是否完整（共计十篇），是否简短（中

文不超过 250 字，英文不超过 100 字），是否为个人的思考（而非故事内容概括）。

4. 研习指南（占总成绩20% ）

填写研习指南。研习指南旨在帮助同学研习耶利米哀歌和希伯来诗歌，指导同学以归

纳法探索圣经文本，并帮助同学进一步发展观察和诠释圣经经文的技巧。研习问题将

引导同学分析文本，聚焦于圣经作者所言说的内容。同学可以使用精选的研习工具，

并深入探讨有关耶利米哀歌的其他文献。研习指南必须于 2018 年 5 月 31 日前提交。

研习指南的评分标准为：同学对每个问题的回答是否完整，是否全面，以及探讨得是

否深入。

课后作业

1. 反思专文（占总成绩 25% ）

写一篇反思专文（中文 1500-2000 字，或英文 800-1000 字），题为“耶利米哀歌：我

的想法已经改变（或者‘我的想法没有改变’），我打算就此采取行动”。在这篇专

文中，请说明你在课程结束后对耶利米哀歌在哪些具体问题上想法有改变，并就此进

行探讨。这里要讨论的问题并非：“我学到了什么？”而是“我对耶利米哀歌的想法

有改变吗？如果有，是什么改变？如果没有，是为什么呢？”既然同学已经对这卷书

做过阅读札记，那么这篇专文就是最后的反思：“我刚开始查考耶利米哀歌的时候是

怎么想的？现在是怎么想的？”请注意，这篇专文不是概述总结这卷书的内容。这篇

专文必须思考的问题是：“最近几个月或几周以来，耶利米哀歌对我有什么影响？这

种影响是怎么产生的？我现在应该怎么做？”这篇专文必须具体而详细地说明同学打

算如何将这卷书的教导付诸行动，以及这卷书对自己生命产生了什么影响。专文必须

于 2018 年 8 月 31 日前提交。评分标准为：反思是否深刻、彻底、全面，也就是说，

所要探讨的三个方面是否都讲到了，即（1）耶利米哀歌这卷书对我有什么影响？（2）

怎么会产生这种影响？（3）我怎样将耶利米哀歌的教导应用于我的生活和事奉当中？

专文篇幅是否符合要求也会影响评分。


2. 讲道和讲道评估（占总成绩 25% ）

就以下所列的一段经文写一篇释经讲道稿。完整的讲道稿（中文 4000 字，或英文 2000

字）以及对这次讲道的三份评估报告（其中包括一份自我评估）须于 2018 年 8 月 31

日前提交。讲道日期和经文应于 2018 年 6月 30 日前确定并提交。

• 耶利米哀歌 1:1-22

• 耶利米哀歌 2:11-19

• 耶利米哀歌 3:1-24

• 耶利米哀歌 4:11-22

• 耶利米哀歌 5:1-22

选定讲道经文后，请用以下方法为讲道设计架构：

(1) 经文结构

为每一段讲道经文标明信息的主旨和主题。确定经文结构，即这段经文的整体架

构以及总体走向。不仅要知道该段经文在语言和主题特征上的结构模式，而且必

须明白这些结构自身起到什么作用，对这整段经文又有怎样的影响。无论是书面

表述还是口头呈现，经文结构都绝不是静止的、平行的，而是动态的、有序的。

(2) 历史/文学背景

对文学背景稍作描述，以便让人明白你要讲的经文在整卷书当中的作用。也当简

短讨论整卷书的历史背景，尤其是你所要讲的这段经文的历史背景。

(3) 主旨和主题

为每一段经文标明信息的主旨和主题。

主旨。一段信息的主旨可以是一个词或一个短语，宽泛些为好，但要传递出整卷

书的独特重点。换句话说，一段信息的主旨是由这卷书决定的。这卷书关乎什么？

没有一卷圣经书卷是包罗万象的。每卷书都专门讨论某个主题，这正是它与其他

书卷的不同之处！一卷书的宽泛主题或关切点就是这卷书部分信息或全部信息的

主旨。

主题。一段信息的主题可以是一个短语，体现所讲的经文主旨的某个特定方面。

主题可以帮助我们厘清作者在某个主旨上的铺排过程。所要讲的每段讲道经文，

主题各不相同。主旨是通过对整卷书的把握来确定的，而主题是通过了解书卷中

每个文学单元的意义来确定的。每段讲道经文的主题可以清楚表明那一段在整卷

书主旨之发展中所起的作用。主题与主旨的关系必须明确。每个主题的命名都当

包含主旨关键词。主旨和主题的命名及两者的区别，请见以下范例：

主旨主题

顺服顺服的本质


顺服顺服的必要性

顺服顺服的原因

(4) 讲道标题

为讲道起一个标题。

(5) 主题句

为讲道确立一个宣讲的主题句。主题句是一句简单明确的声明，提出经文的中心

思想，相当于每篇讲道的统合中心。这一主题句是出自经文、由经文所推动、与

生活有关联的真理主张，可以宣告，也可以应用。

(6) 支持主题句的论点

为讲道的主题句确立论点。论点当支持你的主题句，而且同样是出自经文，由经

文所推动的。这些出自经文的论点如何符合上下文，对这段经文传达的信息起到

什么作用，都必须加以解释。如果这段经文运用了明显的诗歌手法，就当说明它

们对这段经文的修辞和信息起到了什么作用。比如，若你看到经文运用了暗喻，

就当说明这些暗喻对经文的信息和文学背景起到什么作用。

(7) 应用

为你的论点提供当代的应用或说明，以便使经文贴近听众的生活。注意，应用与

经文的关联要直截了当，符合逻辑，或者是经文中已有暗示的。

课程作业提交日期及所占比重

作业日期所占的总成绩比重

第 1 次线上研讨会 2018.03.14 5%

耶利米哀歌札记以及读经报告 2018.04.28 10%+5%

第 2 次线上研讨会 2018.05.02 5%

研习指南以及释经书阅读报告 2018.05.31 20%+5%

确定并提交讲道日期和经文 2018.06.30 0%

讲道和三份讲道评估 2018.08.31 20%+5%

反思专文 2018.08.31 25%

作业提交注意事项

1. 作业可以用中文或英文书写。中文作业格式请参考《学术研究与写作（简体版）——

圣经、神学与教牧学研究手册》（李志秋、张心玮合著，恩道出版社，2017）。英文

作业：请参考 A Manual for Writers of Term Papers, Theses, and Dissertation (7th ed. Kate L.

Turabian. Chicago: The University of Chicago Press, 2007).

2. 作业字数包括标题与注脚，但不包括参考书目。

3. 中文作业中的引文和注脚请参照《学术研究与写作》第 54-115 页“注释-书目格式”说

明与示例。请勿再使用旧文档《TTi中文专文规范》，自 2017 年 6 月起，作业评分将

以《学术研究与写作》的规范为准。


4. 任何作业若出现抄袭，将不予批改，课程总成绩将自动评为“F”（不合格）。若该学

员在另一门课程中再次出现抄袭，则今后入学资格须重新申请。关于“何谓抄袭”，

请务必参看《学术研究与写作》第 46 页和 50-53页。

5. 作业及相关活动的日期与时间均以北京时间为准。

6. 如因健康、服事或其他特殊情况无法按时提交作业，请在该项作业截止日期前至少七

天向教务组提出延期申请，说明情况及希望延期的天数（延期最长时限为三十天），

电邮至 [email protected]，申请获得批准后方可延期提交。若事先没有提出申请并

获得批准，迟交的作业将不被接受和批改。

7. 未交齐全部课前作业者将自动失去香港营期听课资格，视同旷课，所缴学费与膳宿费

概不退还，该课程总成绩将自动被评为“F”（不合格）。若该学员有两门课程被评为

“F”，则今后入学资格须重新申请。

8. 如因健康、服事或其他特殊情况无法按时参加线上研讨会，请在该研讨会日期前至少

三天向教务组说明情况，电邮至 [email protected]。两次缺席线上研讨会者，将自

动失去香港营期听课资格，视同旷课，所缴学费与膳宿费概不退还。

9. 请访问 https://timotai.co/DVje 并阅读《作业提交指南》和《线上研讨会参会指南》。

https://timotai.co/DVje


翁杏美博士

翁杏美博士是印第安纳州泰勒大学旧约与圣经希伯来语助理教授。她教授的课程包括旧约

文学与历史、圣经希伯来语、旧约讲道、圣经诗歌，以及诗歌/先知书卷。她的研究重点是

哀歌和圣经诗歌。她曾就任三一神学院和芝加哥北园神学院兼职教员。

翁博士就读三一神学院期间，曾获得吉尼刘纪念奖，该奖专门授予圣经研究成绩出色且委

身教会服事的三一神学院学生。她还于2007-2009年获得三一神学院旧约和闪语系优秀学

生奖。

翁博士最近在各类年会上提交的论文包括：“耶利米哀歌第 5 章的作用：一个新建议”、

“耶利米哀歌中离合体结构与排行之间的对应关系”、“追问信仰：哈巴谷书中问句的用

法”，以及“回应论文：‘罗马书中的哈巴谷 2:4：重复、暗指，以及重写”。翁博士是

圣经文献学会以及福音派神学学社会员。

翁博士就读神学院之前，在翰威特咨询公司担任健康福利调查咨询师达十一年。她的一双

儿女，安德鲁和底波拉现就读于加州大学伯克利分校。

教育背景

2015年获得三一神学院博士学位

2007 年获得三一神学院道学硕士学位（优等生）

1992年获得芝加哥伊利诺伊大学建筑艺术史学士学位

2017年12月

Timothy Training International

Hebrew Poetry and the Book of Lamentations

Course Syllabus

June 16-23, 2018

Instructor: May Young, PhD,

Assistant Professor of Biblical Studies, Taylor University

Course Code: 180662

Course Credits: 3 semester credits

COURSE DESCRIPTION

A study of the book of Lamentations and Hebrew Poetry is designed to help the student with the

literary, historical, and theological content of Lamentations and to identify the function of

different poetic devices within the book. The course will guide the student in the process of

textual interpretation, theological formulation, and the application of truth to life. Attention will

be given to matters of form and structure (looking at how the poems are declaring their message)

and to the historical, geographical, cultural, and theological content of the book with a view to

understanding the distinctive meaning and message of this book for the people of God today.

COURSE OBJECTIVES

1. The student will gain an understanding of the formal structures, literary conventions,

and compositional techniques of Old Testament poetic text.

2. The student will gain a working knowledge of the literary structure and historical and

theological content of the book of Lamentations.

3. The student will interact with key exegetical, historical, theological, and hermeneutical

issues in the poetic presentation in the book of Lamentations

4. The student will understand the place and contribution of the book of Lamentations in

the progress of revelation.

5. The student will apply the concrete teaching and principles provided by the book of

Lamentations to the pressing needs and concerns of the believer (and non-believer)

today.

COURSE TEXTBOOK & ARTICLES （请网购正版书）

J. Scott Duvall and J. Daniel Hays, Grasping God’s Word: A Hands-On Approach to

Reading, Interpreting and Apply the Bible. Grand Rapids: Zondervan, 2012 (Just

read chapter 20: Hebrew Poetry) pp373-393.

Parry, Robin A. Lamentations. The Two Horizons Old Testament Commentary. Grand

Rapids: William B. Eerdmans Company, 2010 (Just read the Introduction) pp1-34.

(Copyrighted Simplified Chinese translation will be provided to credit students.)

Wright, Christopher J.H. The Message of Lamentations. The Bible Speaks Today.

Downers Grove: InterVarsity Press Academic, 2015.

Deadline for

Registration:

March 5, 2018

TTi 课程介绍 Course Syllabus: 希伯來诗歌与耶利米哀歌 | 第 2 / 8 页

Martens, Elmer A. Lamentations. Cornerstone Biblical Commentary 8. Carol Stream,

IL: Tyndale House, 2006. (This commentary might provide a helpful, second

perspective on Lamentations to complement the instructor’s perspective in her class

materials and other commentaries.)

LECTURE SCHEDULE

SESSION TOPIC/TEXT

SESSION 1: Introduction to the Course

Introduction to Hebrew Poetry & The Study of Poetic Text in the Old Testament

Introduction to the Book of Lamentations - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- -

SESSION 2: A Closer Look at the Poetic Devices Used in Lamentations

SESSION 3: Lam 1:1-11 The Suffering of Lady Jerusalem - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- -

SESSION 4: Lam 1:12-22 Giving Voice to Suffering

SESSION 5: Lam 2:1-19 Lamenting When God is the Enemy - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

-

SESSION 6: Lam 2:20-21 Prayer and Protest - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- -

SESSION 7: Lam 3:1-20 “The Man’s” Suffering and Identity with Lady Jerusalem

SESSION 8: Lam 3:21-66 Lament and Faith - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

-

SESSION 9: Lam 4:1-22 Lamenting Consequences of Sin

SESSION 10: Lam 5:1-22 The Role of Witness in Suffering (Community) - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

-

SESSION 11: Lam 5:19-22 Lament and Waiting - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

-

SESSION 12: How Do the Poetic Devices Work Together to Enhance the Book’s Message

SMALL GROUP DISCUSSION QUESTIONS

SESSION 2: A Closer Look at the Poetic Devices Used in Lamentations

SESSION 3: Lam 1:1-11 The Suffering of Lady Jerusalem

·Why is it important to recognize the poetic devices in Lamentations? Which device

stood out to you the most when you were reading through the text?


·How does the author’s use of images in Lam 1:1-11 provide a fuller understanding of

Lady Jerusalem’s suffering? Why is the theme of reversal of fortunes so important

that the author highlights it again and again?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- -

SESSION 4: Lam 1:12-22 Giving Voice to Suffering

SESSION 5: Lam 2:1-19 Lamenting When God is the Enemy

·Why do we need to give voice to suffering if God knows everything?

·How should we understand the image of God as the enemy?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

- -

SESSION 7: Lam 3:1-20 “The Man’s” Suffering and Identity with Lady Jerusalem

SESSION 8: Lam 3:21-66 Lament and Faith

·How can we individually identify with those who are suffering? Why is this

important?

·How is lament an act of faith? Lament is a process. How/Why do we limit our times

of lament and jump straight into confessions of faith?

- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -

-

SESSION 9: Lam 4:1-22 Lamenting Consequences of Sin

SESSION 10: Lam 5:1-22 The Role of Witness in Suffering (Community)

·How and why is lamenting the consequences of sin necessary? How can this be

reconciled with protest of injustice?

·How can we as a church community take on the role of witness in suffering for those

in our midst? How have we fallen short of standing with those who are suffering?

COURSE ASSIGNMENTS

Pre-course Assignments

1. WEBINARS: (Each 5%, total 10% of course grade)

Attend two webinars scheduled as below. Tardiness for more than 10 minutes will be

considered as absence.

Webinar #1: March 14, 2018 (Wed) 8-9:30pm (Beijing Time)

Webinar #2: May 2, 2018 (Wed) 8-9:30pm (Beijing Time)

2. READINGS: (10% of course grade)

(1) Read the biblical text. In preparation for the course, the student will read the book of

Lamentations completely through at least ten times leading up to the seminar. Read

the text aloud, rather than silently. Each reading of Lamentations 1:1-5:22 should be

done at one sitting. The benefit here is that the student will constantly see the book as

a whole. A report of assigned readings completed must be submitted by April 28, 2018

with the Lamentations Journal.


(2) Read the commentary. In preparation for the course, the student will read

Christopher J.H. Wright, The Message of Lamentations. Read the entire commentary,

including the Introduction. Spread out the reading of the commentary over the weeks

and months leading up to the seminar (as opposed to reading straight through the

commentary in a day or two). Additionally, you will read the Introduction to Robin A.

Parry’s commentary on Lamentations, as well as Chapter 20 (Hebrew Poetry) from

Grasping God’s Word. These will provide additional information for a better

understanding of the background on Lamentations and a basic introduction to Hebrew

Poetry. A report of assigned readings completed must be submitted by May 31, 2018.

3. JOURNALING (10% of course grade)

Keep a journal. Each student will keep a journal in which he/she will record, not a

summary of content (!), but personal thoughts, reflections, and reactions to the biblical

reading. The reading of the biblical text (1.1 above) provides the occasion for a

confrontation with truth. One cannot read Scripture, and not respond! So, upon completion

of each assigned reading of the biblical text each week, the student will bring closure to the

reading assignment by journaling. Summarize, not of the content, but the impact of the text

on one’s heart and mind. Put briefly into writing (100- 150 English words or 200-250

Chinese words) a few personal thoughts, a reaction, a new insight, an aspiration borne of

reflection on the text.

The student will compose one journal entry for each reading of Lamentations 1:1-5:22. This

means that the student will have 10 short journal entries spread over the weeks and months

leading up to the class. The entries should be compiled and kept in a running journal

document. Each entry should be dated (e.g., July 8, 2017) showing when the reading was

done and referenced with a word or phrase that summarizes the focus of the entry (e.g.,

Looking for a comforter). The Lamentations Journal must be submitted by April 28, 2018.

The journal will be evaluated on the basis of its completeness (ten journal entries) and

conformity to the criteria of brevity (not exceeding 250 words [Chinese] or 100 words

[English]) and reflection (rather than summary of narrative content).

4. STUDY GUIDE (20% of course grade)

Write the Study Guide. To assist the student in the study of the book of Lamentations and

Hebrew Poetry, and to give direction to the student’s inductive exploration of the biblical

text, a Study Guide for the book of Lamentations will be provided. The Study Guide is

designed to help the student further develop skills of observation and interpretation of the

biblical text. The study questions will provide guidance for analyzing the text, focusing on

what the biblical writer is saying. The student will make use of selected study tools and will

interact with selected secondary literature on Lamentations. The Study Guide must be

completed and submitted by May 31, 2018. The completed Study Guide will be evaluated

on the basis of completeness, thoroughness, and level of interaction with each question.

Post-course Assignments

1. REFLECTION PAPER (25% of course grade)

Write a reflection paper of 800-1000 English words (or 1500-2000 Chinese words) entitled,

“Lamentations: How My Mind Has Changed or Remained the Same, and What I Plan to Do

About It.” This paper will identify and explore specific trajectories of thought regarding

one’s post-course understanding of the book of Lamentations. The question on the table

here is not, “What have I learned?” but rather, “Has my thinking about the book of


Lamentations changed, and if so, how, and if not, why?” Having already journaled on the

book, this exercise will serve as a final reflection on “Where I was when I started this study

of Lamentations, and where I am now.” N.B. This paper is not to be a summary of the

content of the book. The paper must be a reflection on “What has the Book of Lamentations

done to me over these weeks and months, and how did it do it, and where do I go from

here?” The paper must specify concrete ways in which the student plans to implement the

teaching of the book and the impact it has left on his/her life. The paper must be submitted

by August 31, 2018. The paper will be evaluated on the basis of its depth and

thoroughness of reflection, its completeness, i.e., have all three areas of inquiry been

addressed, viz., (1) What has the book of Lamentations done to me? (2) How did it do it?

and (3) How do I implement the teaching of Lamentations into my life and ministry?

Conformity to the criterion of length will also affect assessment.

2. SERMON AND PREACHING EVALUATION (25% of course grade)

Write and preach an expository sermon on one of the following passages. Submit the

complete manuscript (2000 words or 4000 中文字) with three preaching evaluations which

includes a self-evaluation by August 31, 2018. Date and text of preaching should be set and

submitted by June 30, 2018.

• Lamentations 1:1–22

• Lamentations 2:11–19

• Lamentations 3:1-24



After you have chosen your text for the sermon, please use the following to help you in

constructing your sermon:

(1) Structure of the text

For each preaching portion, indicate the subject and theme of the message. Determine

the structure of the text, i.e., how is the passage as a whole put together and where is

the passage as a whole going. You should be aware of not only the existence of

constituent structural patterns in linguistic and thematic features, but you must

understand what these structures do and how these structures function as a part of the

whole. Structure, far from being static and synoptic, is dynamic and sequential in

actual presentation, written as well as oral.

(2) Historical/Literary context

Provide a brief description of the literary context, which explains how your passage

fits into the rest of the book. You will also want to briefly discuss the historical context

behind the book and your passage in particular.

(3) Subject and theme

For each preaching portion, indicate the subject and theme of the message.

SUBJECT. The subject of a message will be a word or phrase, somewhat general and

broad in scope, which conveys the distinctive emphasis of the book as a whole. In

other words, the subject of a message is determined by the book. What is the book

about? No biblical book is not about everything. Each book id dealing with something,


something that distinguishes it from other books! The broad issue or concern of a book

as a whole will constitute the subject of any and all messages on the book.

THEME. The theme of a message is a phrase expressing the specific aspect of the

subject being dealt with in the preaching portion. The theme will formalize the

author’s development of the subject. The theme will be different from each preaching

portion. Whereas the subject is derived from an understanding of the book as a whole,

the theme is derived from the meaningful literary units that comprise the book. The

theme for each preaching portion will make clear the contribution of that portion to the

development of the subject of the book. The relationship of the theme to subject must

be explicit. Each designation of them will include the subject keyword. The following

is an example of the designation and distinction of subject and theme:

SUBJECT THEME

obedience nature of obedience

obedience necessity of obedience

obedience reasons for obedience

(4) Sermon Title

Provide a title for your sermons.

(5) Proposition

Formulate a preaching proposition for the sermon. The proposition will be a single,

simple declarative statement which sets forth the central idea of the passage and

functions s the integrating center for each sermon. The proposition makes a text-

derived, text-driven, life-related truth assertion for proclamation and application.

(6) Supporting points for the proposition

Determine the supporting points for your sermon proposition. Supporting points

support your proposition and are also text-derived, and text-driven. It is important to

explain how the text-derived supporting points fit the context and contribute to the

message of the passage. If there are significant poetic devices, explain how these

contribute to the rhetoric and message of the passes. For example, if you see the use of

metaphors, you would want to explain how these metaphors contribute to the message

and literary context.

(7) Application

Provide contemporary application or illustration of your points that bridge the text with

your audiences’ life. Be careful to ensure that the application is connected directly,

logically, or implicitly from the passage.


Assignment Schedule and Proportion

Assignment Date Percentage of course grade

Webinar #1 2018.03.14 5%

Lamentation Journal & Scripture reading report 2018.04.28 10%+5%

Webinar #2 2018.05.02 5%

Study Guide & Commentaries reading report 2018.05.31 20%+5%

Statement of date and text of sermon 2018.06.30 0%

Sermon & three preaching evaluations 2018.08.31 20%+5%

Reflection paper 2018.08.31 25%

作业提交注意事项 1. 作业可以用中文或英文书写。中文作业格式请参考《学术研究与写作（简体版）——圣经、

神学与教牧学研究手册》（李志秋、张心玮合著，恩道出版社，2017）。英文作业：请参考A Manual for Writers of Term Papers, Theses, and Dissertation (7th ed. Kate L. Turabian. Chicago:

The University of Chicago Press, 2007).

2. 作业字数包括标题与注脚，但不包括参考书目。

3. 中文作业中的引文和注脚请参照《学术研究与写作》第 54-115 页“注释-书目格式”说明与

示例。请勿再使用旧文档《TTi中文专文规范》，自 2017年 6 月起，作业评分将以《学术研

究与写作》的规范为准。

4. 任何作业若出现抄袭，将不予批改，课程总成绩将自动评为“F”（不合格）。若该学员在另

一门课程中再次出现抄袭，则今后入学资格须重新申请。关于“何谓抄袭”，请务必参看

《学术研究与写作》第 46 页和 50-53 页。

5. 作业及相关活动的日期与时间均以北京时间为准。

6. 如因健康、服事或其他特殊情况无法按时提交作业，请在该项作业截止日期前至少七天向教

务组提出延期申请，说明情况及希望延期的天数（延期最长时限为三十天），电邮至

[email protected]，申请获得批准后方可延期提交。若事先没有提出申请并获得批准，迟

交的作业将不被接受和批改。

7. 未交齐全部课前作业者将自动失去香港营期听课资格，视同旷课，所缴学费与膳宿费概不退

还，该课程总成绩将自动被评为“F”（不合格）。若该学员有两门课程被评为“F”，则今

后入学资格须重新申请。

8. 如因健康、服事或其他特殊情况无法按时参加线上研讨会，请在该研讨会日期前至少三天向

教务组说明情况，电邮至 [email protected]。两次缺席线上研讨会者，将自动失去香港营

期听课资格，视同旷课，所缴学费与膳宿费概不退还。

9. 请访问 https://timotai.co/DVje 并阅读《作业提交指南》和《线上研讨会参会指南》。

https://timotai.co/DVje


May Young, Ph.D.

Dr. Young is an Assistant Professor of Old Testament and Biblical Hebrew at Taylor University,

Indiana. Her areas of teaching include Old Testament Literature and History, Biblical Hebrew,

Preaching the Old Testament, Biblical Poetry and Poetic/Prophetic Books. Her research focuses

upon lament and Biblical poetry. She has taught as adjunct faculty at Trinity Evangelical

Divinity School and North Park Seminary, Chicago.

While being a student at Trinity Evangelical Divinity School, Dr. Young received the Genie Lau

Memorial Award, which is awarded to a TEDS student who has a record of excellence in

biblical studies with a commitment to service in the church. She was also a Merit Scholar in the

Department of Old Testament and Semitic Languages at TEDS from 2007-2009.

Dr. Young has also presented these papers recently in annual meetings: “The Function of

Lamentations 5: A New Proposal”; “Correspondence Between the Acrostic Structure and

Lineation in Lamentations”; “Questioning Faith: The Use Interrogatives in Habakkuk” and

“Response paper to “ Habakkuk 2:4 in Romans: Echoes, Allusions, and Rewriting.” She is a

member of the Society of Biblical Literature and the Evangelical Theological Society.

Prior to commencing her theological studies, she worked as a Research Consultant in Health and

Welfare Benefits with Hewitt Associates for eleven years. May has two children, Andrew and

Deborah, who are currently attending the University of California, Berkeley.

Education

Ph.D. Trinity Evangelical Divinity School, 2015

M.Div. Trinity Evangelical Divinity School, 2007 (Magna Cum Laude)

B.A. University of Illinois at Chicago, History of Art and Architecture, 1992.

December 2017

注册截至日期 syllabus... · 2018. 2. 27. · zondervan, 2012 (just read chapter 20: hebrew...

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