1
RS119 Early and Medieval Christianity
Westmont College
Fall 2011
MWF 12:45-1:50 p.m.
MG 2
Professor Helen Rhee, Ph.D.
Office: Porter Center 14
Office Hours: MW 2:00 – 4:30 p.m.; by appointment
Email:
Phone: ext. 6834
COURSE DESCPRIPTION:
This course examines in depth the major theological and historical developments in Christianity from its inception to the late Middle Ages (1450 CE). For many Protestant Christians, Christianity in this period is an unfamiliar and even uncomfortable area to chart and explore. However, it is the professor’s hope that students will be “pleasantly surprised” to discover the excitement and depth of Christian tradition and expressions of this era andto see the remarkable historical continuity (and discontinuity) of early and medieval Christianity with the modern and contemporary Christianity. Students will be exposed to extensive primary and secondary readings, occasional films, and various images and will engage in dynamic class discussions and dialogues based on their readings and films. This course satisfies the GE requirement of Thinking Historically under Common Inquiries and seeks to fulfill the GE requirement of Thinking Globally.
THINKING HISTORICALLY:
What does it mean to “think historically,” and how does this course fit into a larger Christian liberal arts education? Thinking historically or historical thinking is not rote memorization of historical data; it rather involves critical thinking and interpretive analysis of historical data in their proper historical contexts. Historical thinking develops in active engaging with primary and secondary historical texts and in acquiring and employing various methods of historical interpretation. We are shaped by our past, whether or not we are aware of it or admit it. Awareness of the past and the larger context in which we have come into existence serves to clarify and enhance our personal and corporate identity and enlarges our understanding of and vision for the world. Through this course, our informed Christian identity and understanding of the world will help us in turn develop “critical sympathy” and appreciation for the collective story of Christianity and move toward Christian growth and maturity. In this sense, “thinking historically” is a critical part of a Christian liberal arts education.
COURSE OBJECTIVES:
Westmont has identified the institutional learning outcomes as crucial to Christian liberal arts educational vision: Christian Understanding, Practices, and Affections (CUPA), Global Awareness and Diversity, Critical Thinking, Competence in Written Communication, Competence in Oral Communication, and Information Literacy. In light of these learning outcomes, completion of this course will enable students to:
Student Learning Outcome / Instructional Activity / AssessmentDemonstrate the ability to articulate their learning in speech and research with creativity and effectiveness (Competence in Oral Communication; Information Literacy) / Discussion / Short Research Project
Experiential Research Project
Articulate a fundamental thematic knowledge of breath, depth, and vitality of ancient and medieval Christianity in written works, including its relation to the theology and practice of the contemporary church (CUPA; Competence in Written Communication) / Lecture
Discussion / Critical Reading Notes (CRN)
Exam
Short Research Project
Analysis Paper
Experiential Research Project
Utilize the critical methods of biblical and historical interpretation and contextual thinking (Critical Thinking; Global Awareness and Diversity) / Lecture
Discussion / Critical Reading Notes (CRN)
Exam
Analysis Paper
Experiential Research Project
Apply a nuanced understanding of the “core” Christian messages and practices and the particular socio-cultural elements of Christian experience and expression (Critical Thinking; Global Awareness and Diversity) / Lecture
Discussion / Critical Reading Notes (CRN)
Exam
Short Research
Project
Analysis Paper
Evaluate major theological issues and developments of this period and assess the impact of the diverse Christian forms, traditions, and expressions, especially on the emergence of the Byzantine and Western Christendom (CUPA; Critical Thinking; Global Awareness and Diversity) / Lecture
Discussion / Critical Reading Notes (CRN)
Exam
Experiential Research Project
Explore the ways in which they can synthesize and integrate their personal and communal journey of faith and academic/theological study of early and medieval Christianity in an enriching and meaningful way to pursue Christian compassion and justice in a contemporary context (CUPA; Critical Thinking; Global Awareness and Diversity) / Lecture
Discussion / Critical Reading Notes (CRN)
Exam (Take-Home)
I consider my classes as “communities of learning.” I will treat each student as a responsible learner who pursues critical thinking, integrity, open dialogues and interpretive analysis supported by credible evidences. While I will respect independent thinking as an academic discipline, however, I will encourage interdependence and mutual care for one another as a community. We are in this academic endeavor together as a team. This basic attitude of learning and interdependence is critical and expected in the class. Any classroom behavior that discourages, belittles or disrupts this attitude will not be tolerated (see also Academic Integrity).
REQUIRED TEXTS:
Augustine. The Enchiridion on Faith, Hope, and Love. Gateway, 1996.
Coakley, John W. and Andrea Sterk. Readings in World Christian History, Volume I: Earliest Christianity to 1453. Mary Knoll, NY: Orbis Books, 2004.
Ferguson, Everett. Church History: From Christ to Pre-Reformation. Second Edition. Grand Rapids: Zondervan, 2013.
Malone, Mary T. Women and Christianity: Vol. II: From 1000 to The Reformation. Maryknoll, NY: Orbis Books, 2002.
Rhee, Helen. Early Christian Literature: Christ and Culture in the Second and Third Centuries. London & New York: Routledge, 2005.
Supplementalreadingswill be uploadedon eureka.
RECOMMENDED TEXTS:
The Desert Fathers: Sayings of the Early Christian Monks. Tr. & Intro. with Benedicta Ward. London & New York: Penguin Books, 2003.
Brown, Peter. Augustine of Hippo: A Biography. Berkeley & Los Angeles: University of
California Press, 1967, 2000.
De Voragine, Jacobus. The Golden Legend: Selections. Penguin Classics, 1999.
Guy, Laurie. Introducing Early Christianity: A Topical Survey of Its Life, Beliefs and Practices. Downers Grove, IL: InterVarsity Press, 2004.
Irvin, Dale T. and Scott W. Sunquist. History of the World Christian Movement: Volume I: Earliest Christianity to 1453. Maryknoll, NY: Orbis Books, 2001.
Janz, Denis R., Ed. A People’s History of Christianity: From the Early Church to the Reformation, Volume 1. Minneapolis, MN: Fortress, 2014.
Jenkins, Philip. The Lost History of Christianity: The Thousand-Year Golden Age of the
Church in the Middle East, Africa, and Asia--and How It Died. San Francisco: Harper One, 2008 (select chapters).
Payton, James R., Jr. Light from the Christian East: An Introduction to the Orthodox Tradition. Downers Grove, IL: InterVarsity Press, 2007.
Rhee, Helen. Loving the Poor, Saving the Rich: Wealth, Poverty, and Early Christian Formation. Grand Rapids, MI: Baker Academic, 2012.
Riley-Smith, Jonathan. The Crusades: A History. Second Edition. New Haven: Yale University Press, 2005.
Swan, Laura. The Forgotten Desert Mothers: Sayings, Lives, and Stories of Early Christian Women. New York/Mahwah, NJ: Paulist Press, 2001.
Yarchin, William. History of Biblical Interpretation: A Reader. Grand Rapids, MI: Baker Academic, 2011.
Waltke, Bruce K., James M. Houston, & Ericka Moore. The Psalms as Christian Lament: A Historical Commentary. Grand Rapids, MI: Eerdmans, 2014.
INTERNET RESOURCES:
the “Christian Classics Ethereal Library,” an excellent collection of primary sources
An amazing collection of resources in history of Christianity and theology
This site offers a various range of early Christian texts, including New Testament, Apocrypha, Gnostic texts and Church Fathers.
The “Hall of Church History,” a good source for a wide variety of materials ranging from the early Church Fathers to the Puritans, including the groups condemned as heretics.
This site offers links to an impressive number of medieval texts, mostly in English translation.
Graduate Theological Union Library guide to internet sources in Christian traditions
Yale Divinity Library resources in church history and theology
ATTENDANCE, ASSIGNMENTS & GRADING:[1]
1. Attendance: Attendance at all class sessions is required although three unexcused absences may be allowed without penalty (Student Handbook). One excused absence will be allowed in cases of illness, official college activities (e.g., athletic activities and field trips) or other extenuating circumstances, judged by the professor. Students are also expected to arrive on time for each class session. Excessive absences and habitual tardiness will result in the lower course grade at the end of the term.
Please note that you are expected to be present in class both physically and mentally, fully engaging with the course material (see 9. Laptop policy).
2. Class Discussions and Critical Reading Notes (CRN, 25%): The course format will be a combination of lecture and seminar. Due to its format, it is crucial that students not only attend the class but also actively participate in class discussions. For a class discussion, each student is responsible for having completed the scheduled readings, raising 1) one or two salient issues/ points of interest or reflection and 2) one or two questionsfor class discussion (Critical Reading Notes), and participating in a thoughtful interaction and dialogue on the given readings. We will do various reading exercises in class, which require each student’s full participation; so come prepared! Students are required to submit one pagecritical CRN on the assigned readings (except Ferguson). All notes should be stapled. Each student will lead a class discussion for a selected day twice during the semester (a sign-up sheet will be available in the first week of class). For leading a class discussion, each presenter is responsible for providing brief summaries for the readings, raising discussion topics and questions, and leading the class to thoughtful engagement and dialogue. If there are multiple readings assigned for a topic/day, a discussion leader is responsible for providing a summary of those readings and integrating those readings in leading the discussion. All students are required to bring assigned readings to each class session, including the Bible when relevant.
For reading notes, students may use one or two combination of the following examples:
Descriptive and Observational: what does the text “say?”
Interpretive and hermeneutical: what do you take the text to “mean” then and now? What is a basis of your interpretation?
Analytical and integrative: How do you connect the dots between the text(s), your understanding, and its implication for our context? How do various texts relate to one another?
Special note on readings: Students are advised to develop reading strategies in understanding various genres of primary and secondary texts. Reading different forms of texts require different reading strategies. Primary readings include modern history, letters, satires, theological treatises, and philosophical tracts.
3. Analysis Papers (15% each; total 30%): Students will write short analysis papers ontwo of the three main readings assigned for the course: one from Augustine’s Enchiridionor Anselm’s Cur Deus Homo (Why God Became Human). While students are responsible for writing one analysis paper, they are still required to submit reading notes on the reading they do not choose to write (see Class Discussions and Notes). No late paper will be accepted.
The purpose of these papers is for the students to develop critical, analytical and historical abilities in engaging with primary and secondary texts. Each paper should be about five to six pages in length (1700-1900 words), double-spaced with one inch margin and 12 font type. In writing the analysis papers, students are required to adhere to the following instructions: 1)Provide ananalytical and integrated summary of the basic and overall content of the text(s); that is, identify author’s thesis (or theses) or the main issues/points the text(s) is addressing, including a conclusion (if applicable); basically, what is the point(s) of the author/text? This part should take up a major portion (about four-fifths) of your paper. 2) In a paragraph or two, interact with the document. Assess the argumentation (the way the author argues for his/her thesis/points/arguments) of the author/text(s) and the significance of the text(s) in its historical and theological contexts and then respond to and/or reflect upon them.
In terms of presentation, please include page numbers and staple the pages. The paper should have a title page with your name, course name and title for the paper. Your paper must be proof-read before your final submission. Page citations are required for paraphrases and quotes.
Inclusive Language: Students are expected to use inclusive language for all assignments whenever appropriate; for example, when referring to a human being in generic sense, use “human being, humanity, or humankind” instead of “man, men, or mankind”; other cases (possessive, objective, or predicate) should follow the practice accordingly. Repeated insensitivity will be noted though it will not affect your grade.
Grading for the paper will be based on the demonstration of: 1) thorough, succinct and accurate summary; 2) thoughtful, insightful and creative interaction and reflection; 3) quality of the presentation, such as grammar, style, and spelling.
4. Experiential Research Project (15%):Students will conduct an experiential researchon the churches of the tradition prior to the Protestant Reformation, namely, the Roman Catholic Church and Eastern Orthodox Church (including its ethnic branches—Coptic, Syrian, Greek, or Russian). Students are to visit the worship services of both Catholic and Orthodox Churches for three weeks each (total 6 weeks), interview priests/clergy and lay members of the churches, and write onereport (2000 – 2200 words), comparing the Catholic and Orthodox churches on liturgy, church, theircontinuity with the past and contextualization for the present, in consultation with the course material (readings, discussion, and lectures). Grading is based on: command of and engagement with the subject; quality and depth of the interviews (questions and answers); creative organization; drawing insightful implicationsand/or parallels for contemporary Christianity.
5. Short ResearchProject (15%): Each student will conduct a short research presentation on the selected topics (see a course schedule): Greco-Roman funerary practice and the cult of martyrs; the Coptic Church; Christian material culture and the Catacomb of St. Priscilla; the Eucharistic controversy (between Radbertus and Ratramnus) and its impact on popular piety; doctrine of purgatory and its impact on popular piety; difference between Western and Eastern iconography. Students will be given 20 minutes (15 min presentation + 5 min Q&A) in a selected class session for a short presentation but will turn in formal papers/ppt presentations of 8-10 pages for grades. Grading consists of peer evaluations (for class presentation) as well as evaluation by the professor based on: command of and engagement with the subject; clear articulation of the given topic; creative organization and presentation; drawing insightful implications or parallels for contemporary Christianity.
6.Comprehensive Final Exam (20%): Students will take 1) an in-class final examination on the comprehensive materials covered and discussed in the class. The professor will provide the students with a study guide in advance. The final exam must be taken on the scheduled date and time. 2) This exam will also contain a take-homeportion on faith and learning (total 3 pages in single space, typed) due at the time of the in-class final examination. The goal of this take-home part is to enable students to integrate the course material and a personal journey and issues of faith. Students should abide by the following format: i)Provide your spiritual autobiography (½ - 1 page), especially evaluating your previous and current state in relation to the course; ii)Review and assess the theology and practices of the two particular traditions/topics of your interest covered in the course (1 page); iii)Integrate your spiritual journey and theological understanding with the lessons of those traditions/topics and discuss how the latter has challenged and/or empowered you and how you will contextualize those learnings specifically in your life (½ - 1 page). Grading for this take-home will be based on the demonstration of: 1) judicious and cogent treatment of the selected traditions; 2) reflective and perceptive integration of the course materials and personal faith journey; 3) quality of the writing and presentation, such as grammar, style, and spelling.
** Please note that students need to submit all assignments in order to pass the course and that all assignments must be submitted in hard copy.
7. Inclusive Language: Students are expected to use inclusive language for all assignments whenever appropriate; for example, when referring to a human being in generic sense, use “human being, humanity, or humankind” instead of “man, men, or mankind”; other cases (possessive, objective, or predicate) should follow the practice accordingly. Repeated insensitivity will be noted and will affect your grade.
8.Extra Credit (4 points):
Attend a public lecture (TBA) and write a brief two-page report (single-spaced) on the lecture and your interaction.
9. Laptop Policy: Students who use laptops to take notes in class are expected to abide by fundamental classroom etiquette (i.e., no multi-tasking in class, such as checking email, browsing the web, playing games, tweeting friends, or updating Facebook, working on assignments for other classes, etc.) and to keep their academic integrity.
ACADEMIC INTEGRITY:
Students are advised and expected to take academic integrity seriously as stated in the Student Handbook (p. 30). Any act of cheating, plagiarism (i.e., using ideas and/or words from (un)published sources as one’s own without proper citations) or falsification will not be tolerated under any circumstance and will automatically result in a failing grade in the work and may result in a failing grade in the course.
STUDENTS WITH SPECIAL NEEDS:
Students who have been diagnosed with a disability (learning, physical, or psychological) are strongly encouraged to contact the Disability Services office as early as possible to discuss appropriateaccommodations for this course. Formal accommodations will only be granted for students whose disabilities have been verified by the Disability Services office. These accommodations may be necessary to ensure your full participation and the successful completion of this course.
Please contact Sheri Noble, Interim Coordinator of Disability Services
(x6186, ) as soon as possible.