Material for the Essay: -Coakley text – Chapter 14-Taylor Branch – The Shame of College Sports1-Interview with Damini Leech from the NCAA-Interview with Jeff Vibbert, former IUPUI student-athlete-Documentary videos “Pony Excess”, “The Best that Never Was”, and/or “Foul Play: Paid in Mississippi.” -Two additional readings/articles/videos that you’ve found arguing whether or not college athletes should be paidYour question here is a straightforward one: Should college athletes be paid? This is an argumentative essay, where I am asking you to take a position on this issue. It does not need to be an “absolute yes,” or an “absolute no” – but I do want a declarative statement about what you think about this. Under this umbrella of “should we pay athletes” are the sub-questions of: Why or why not? What does it mean to be an amateur? What is the mission of higher education? How would we go about paying athletes? Who gets the money? Where does the money come from? Once you say “yes, no, or maybe” to this question, you’ll find out that all of these questions and more come to the forefront. This is the discussion I want you to present.As with all of the other essays, you need to use the reading and video material to develop your discussion – make sure to hit all of the things the grading rubric asks for. You do not need to use both YouTube videos and both interviews – use a range of the material of your choice. However, you MUST include something from the Branch reading.One additional thing that must be in your essay are TWO additional sources you find on your own that addresses this issue of whether college athletes should be paid. These can be from any source – just provide the link as a footnote or endnote as to where you found the source.

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“Truth is set forth and expressed differently in texts which are variously historical, prophetic, poetic, or of other forms of discourse. The interpreter must investigate what meaning the sacred writer intended to express and actually expressed in particular circumstances by using contemporary literary forms in accordance with the situation of his own time and culture.” (Dei verbum, 12) “The kingdom comes with limitless grace in the midst of an evil world, but grace that does not bring forth a response is grace unknown. Christians today too frequently think grace can be received without effect and without response. That is impossible. If we care about what God has done for us, gratitude that responds and acts will be present. … Grace and responsibility are not about cheap grace, nor is grace ever without responsibility. People and churches want grace without responsibility. Forgiveness is without limits but not without responsibility, confession, truth, and even restitution.” Klyne R. Snodgrass, Stories with Intent, pp. 90-91 Taking as your starting point the above quotes, examine a biblical passage you have studied on the course through the lens of the three worlds of the text: How does engagement with the World of the Text and the World behind the Text enhance a reading of the passage in question? The World before the Text: How do these methods of approaching the biblical text assist those who read the Bible in pastoral settings? How might they assist the teacher in a primary school in 2019/20? Word count: 1,000 words Your essay might include (a) a contemporary perspective on biblical interpretation (b) key social issues raised by the text, (c) how the text proclaims good news, and (d) how this narrative might be explored in a primary education context.

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