UNIT 1:  THE EARLY CHURCH

Introduction (Tue Aug 21)

Apostolic Fathers:  please read before class González 31-48, Placher 15-18 (Thu Aug 23)

Jewish and Greek culture:  González 49-57, Placher 30‑32 (Tue Aug 28)

Marcion and the canon:  González 58-66, Placher 24-29 (Thu Aug 30)

Apocryphal Gospels (Tue Sep 4)

Apocryphal Acts (Thu Sep 6)

Irenaeus:  González 67-71; Placher 18-21 (Tue Sep 11)

Tertullian:  González 73-77; Placher 43‑47 (Thu Sep 13)

Research techniques and resources – with guidance from Patty Greany (Tue Sep 18)

Research presentations (Thu Sep 20)

            *Baptism in early Christianity:  González 91-101, Placher 23

                        Willimon, Word, Water, Wine and Bread, chapters 3-5 (BV5.W54)

                        The Didache, in Early Christian Fathers 171-179 (BR60.R5)

            *The Lord’s Supper and the Mass:  González 91-101, Placher 23

                        Bradshaw, Eucharistic Origins (BV178.B73 2004)

                        Jungmann, The Early Liturgy (BV185.J813)

            *The Gospel of Thomas:  Placher 12-14

                        Pagels, The Gnostic Gospels (BT1390.P3)

                        The Gospel According to Thomas, trans. Marvin Meyer (BS2860.T5A3 1992)

Research presentation and review for test (Tue Sep 25)

            Review program:  www.ehcweb.ehc.edu/faculty/fkellogg/311u1.htm

            *One “wild card” presentation on a topic not listed in the schedule

Test 1, including short-answer questions, essay, and Map 1 (Thu Sep 27)        

 

UNIT 2:  THE IMPERIAL CHURCH

Constantine and the Council of Nicea:  González 102-128, 158-167; Placher 48-55 (Tue Oct 2)

Ecumenical Councils II-VII:  González 173-180, 251-261 (Thu Oct 4)

Research presentations (Tue Oct 9)

            *Origen:  González 78-81; Placher 36-43

                        Vrettos, Origen (PS3572.R38O7)

                        Origen, The Song of Songs (BR60.A35 no. 26)

            *Jerome, Paula, and Eustochium:  González 201-206, Placher 125-129

                        Kelly, Jerome (BR1720.J5K44 1975)

                        The Letters of St. Jerome (BR60.A35 no. 33)

            *Augustine:  González 207-219, Placher 100-105, 118-121

                        Wills, Saint Augustine (BR1720.A9W55 1999)

                        Augustine, The Confessions, trans. Maria Boulding (BR65.A5E53 1990 pt.1 v.1)

            [Fall break – Thu Oct 11]

Early monasticism:  González 136-146, Placher 129‑131 (Tue Oct 16)

Research presentations (Thu Oct 18)

            *Benedict:  González 238-242

                        Maynard, Benedict and His Monks (BX4700.B3M35)

                        Benedict, Rule (BX3004.E6 1950)

            *Patrick:  González 235‑237

                        Cahill, How the Irish Saved Civilization (DA930.5.C34)

                        Hanson, The Life and Writings of the Historical Saint Patrick (BR1720.P26H36)

             *Mary Magdalene and medieval legends

                        Ehrman, Lost Scriptures 35-37 (BS2832.E37 2003)

                        Brown, The Da Vinci Code (PS3552.R685434 D3)

Women monastics – presentation by Lorraine Abraham (Tue Oct 23)

Research presentation and review for test (Thu Oct 25)

            Review program:  www.ehcweb.ehc.edu/faculty/fkellogg/311u2.htm

            *One “wild card” presentation on a topic not listed in the schedule

Test 2, including short-answer questions, essay, and Map 2 (Tue Oct 30) 

 

UNIT 3:  MEDIEVAL CHRISTIANITY

Missions:   González 231-238, 242-248, 266-269 (Thu Nov 1)

            Staley Lecture 1 by Dr. John Fitzgerald:  “Ethical Wills, Friendship, and the Fourth Gospel”

                        (Sun Nov 4, 8:15 p.m., Mason Hall of the chapel)

            Staley Lecture 2 by Dr. John Fitzgerald:  “Domestic Violence in the Ancient Mediterranean

                        World” (Mon Nov 5, 8:15 p.m., Mason Hall of the chapel)

Later monasticism:  González 277-291 (Tue Nov 6)

Research presentations (Thu Nov 8)

            *Anselm:  González 311-314; Placher 144-149

                        Hopkins, A Companion to the Study of St. Anselm (BX4700.A58H66 1972)

                        Anselm, Why God Became a Man (B765.A82E54 1976, vol. 3)

            *Aquinas:  González 315-319; Placher 156-160

                        Chesterton, Saint Thomas Aquinas (BX4700.T6C5)

                        Kreeft, A Summa of the Summa (BX1749.T515 1990)

            *Francis of Assisi:  González 301‑304; Placher 151‑152

                        House, Francis of Assisi (BX 4700.F6H595 2001)

                        Francis and Clare:  The Complete Works (BX4700.F6A3 1982)

Islam and the Crusades:  González 248-250, 292-300 (Tue Nov 13)

Research presentations (Thu Nov 15)

            * Medieval Christian and Muslim beliefs:  González 248-250

                        Robinson, Christ in Islam and Christianity (BP172.R57 1991)

                        The Koran, trans. N. J. Dawood (BP109.K45 1990)

            *Eastern Orthodox Christianity:  González 262-265

                        Weitzmann, The Icon (N8187.I2513 1982)

                        Fennell, A History of the Russian Church to 1448, chapters 1-7 (BX485.F45 1995)

            *Abelard and Heloise:  González 311‑319, Placher 150‑151

                        Meade, Stealing Heaven (PS3563.E1685S7)

                        Burge, Heloise and Abelard (BX4705.A2B87 2003)

.  First draft of research paper due (Thu Nov 15)

Catherine of Siena and the papacy:  González 329-341 (Tue Nov 20)

            [Thanksgiving – Thu Nov 22]

John Wycliffe:  González 346-348 (Tue Nov 27)

Research presentations (Thu Nov 29)

            *Joan of Arc:  González 324-327

                        Spoto, Joan:  The Mysterious Life of the Heretic Who Became a Saint

                                    (new books DC103.S66)

                        Warner, Joan of Arc:  The Image of Female Heroism (DC103.W27 1981)

            *John Huss:  González  348-353, Placher 191-193

                        Schaff, John Huss (BX4917.S3)

                        Spinka, John Hus at the Council of Constance (BX4917.S73)

            *Christianity in the Americas:  González 379-399, 409-411

                        The Log of Christopher Columbus (E 118.C725 1987)

                        Thomas, Rivers of Gold (E123.T56 2003)

Research presentation and review for final exam (Tue Dec 4)

            Review program:  www.ehcweb.ehc.edu/faculty/fkellogg/311u3.htm

           *One “wild card” presentation on a topic not listed in the schedule

.  Research paper due in final form (Tue Dec 4)

Final exam, including short-answer questions on unit 3, essay on unit 3, comprehensive essay,

            and Map 3

 

TEXTBOOKS

             Thank you for joining me in this study of the history of Christianity from 100 A.D. up to the time of the Protestant Reformation.  The basic history of the early church is in this textbook:

            González, Justo L.  The Story of Christianity.  Volume 1.  San Francisco:  Harper, 1984. 

 

            Selections from primary sources are in this anthology:

            Placher, William C., ed.  Readings in the History of Christian Theology.

                        Philadelphia:  Westminster, 1988. 

& Please bring both textbooks to class each day, so that you can relate the information from the lectures, discussions, and presentations to appropriate sections of the readings. X

            For your research paper, the following style manual is required; it is the same one that the English Department has adopted for all writing courses:

            Hacker, Diana.  A Writer’s Reference.  Sixth edition.  Boston:  Bedford/St. Martin’s, 2007. 

 

COURSE GOALS

            You will learn the basic life stories and teachings of key Christian theologians and church leaders between approximately 100 and 1500 A.D.

            You will identify main ideas in primary source documents from the same period.

            You will gain a foundational understanding of the growth and development of the Christian Church, including its central theological doctrines, its worship practices, and its division into Eastern and Western Christianity.

            You will explore the interactions between Christianity and other religious traditions, especially Judaism, Greco-Roman culture, and Islam.

            You will locate on maps a number of key places in Christian history and know why each place is significant.

            You will develop your research skills, including the ability to use both online and print resources, focusing on one particular area of research.

            You will express your research findings effectively in an oral presentation and in a thorough, clear, and grammatically correct paper.

            You will have the opportunity to relate what you have been learning in this class to experiences outside class, further developing your understanding of Christianity.

 

RESEARCH PROJECT

            Each person in the class will do special research on one topic or person.  You may choose any of the starred topics, and begin your research with the two basic sources listed for it.  Whenever possible, I’ve included a primary source as well as a secondary source on your topic or person.  Be sure to read through the primary source carefully; good historical research requires studying actual documents in translation, rather than simply relying on what someone else says about a person or topic.  Take good notes, and don’t mark up the library book –  that would ruin it as a reference source for future readers! 

            Please choose your topic and reserve it with me as soon as possible.  Note that I’ve included some “wild card” possibilities:  if you have special interest in exploring a topic from the early centuries of Christian history, talk with me about your idea, and we'll see if the library has access to resources for adequate research on it.

            On the date shown in the schedule, you'll give a brief class presentation, sharing what you have learned from your research so far.  Here are some suggestions:

·        Be clear and articulate; don't just read from a paper, but use your notes and express your ideas in your own words.  Take your time, and make sure that everybody is able to follow you. 

·        A few days before your presentation, talk with me about how to pronounce the names of any foreign-language names, places, or key terms.  I’ll help you feel comfortable with the pronunciation of any foreign words.

·        To help your fellow students understand and remember the most important parts of your presentation, please prepare a one-page handout with your main points, significant terms, names, places, etc.  The purpose of your presentation is to share information about your topic or person; so please don’t bring food, drink, or other gifts for us. 

·        Involve us actively through questions and discussion.  Help this time to be enjoyable and informative for the whole group!

·        Your presentation should last about twenty minutes, including time to answer any questions.  Since two other persons are also giving their presentations during the class period, you’ll need to be careful not to run overtime!

·        I'll give you a written evaluation of your oral competence in this presentation.

             You'll write a research paper on the same topic.  The body of the paper will be at least ten full pages long, computer‑printed in a 12-point font, double‑spaced.  Be sure to save each draft of your paper on a disk, so that you may revise it easily or print it out again if it is lost. This project will enable you to develop your skills in research and writing.  I'll give you guidelines for your paper and a checklist responding to your first draft.

 

STUDY METHODS

            You'll understand Christian history best if you spend about two hours in study for every class session.  Here are my recommendations for success in this course. 

            Take about an hour before class to study the assigned readings, so that you’ll have a head start on understanding the lecture.  Note any questions that you’d like to ask during the session.

            Take another hour, soon after the class session, to study the sections in González and/or Placher to which I have referred.  Put your class notes in a clear form that you can use later.  You may want to store them on a computer disk so that you can revise them easily, filling in gaps or making corrections.  Follow the same procedures for research presentations by your fellow students.  In the years ahead, you’ll remember the information that you’ve learned day by day much better than what you’ve crammed the night before a test.  Please talk with me in my office, call me at extension 6150, or ask me questions by e-mail (fkellogg@ehc.edu).  I enjoy discussing religious questions!

            Before each test, go through the computer review of the unit.  You may use any computer; type into your Web browser either the address for the individual review or for my Home Page, which has links to all the review programs.  Type the numerals carefully:  for example, 311u1 stands for Religion 311, unit 1.

 

CLASS PARTICIPATION

            Base grade.  If you come to class faithfully and on time, remain alert, and take careful notes on the lectures and student presentations, you should learn the information well.  If your cell phone rings during class time, your base grade will be lowered by 1 point for every such disruption of the class.  In the rare circumstance that the college is on a Delayed Opening schedule, announced on area radio and TV stations, this class and all other 11:00 T H classes will meet from 11:40 to 12:25.

            Every once in a while throughout the semester, I’ll give you an opportunity to share what you’ve learned from studying the reading assignment before class.  You’ll write a brief personal response page – a journal entry – helping me to see what you’ve understood from the readings.

            You may also participate actively in discussion, expressing your understandings of early and medieval Christianity which will help the rest of us.  You may have an interpretation or insight  that I haven’t considered.  Feel free to come by my office any time during my office hours and talk with me about issues in your study of the church which interest you. 

 

            Attendance.  I value faithful attendance highly, as an indication of your commitment to the course goals.  But I don’t want you to come to class when you’re sick, for your own sake and for the sake of your fellow students.  I’ll give you an absence form if you miss a class session; you do not need to let me know about your absence by email or by phone. 

            You should normally expect to write a makeup paper for any absence, regardless of the reason, to learn what you missed.  The paper must be turned in within two weeks of an absence.  It should summarize the content of the class session that you missed, thoroughly and precisely, in your own words.  Base your summary on notes from someone who was present.  Include readings referred to in the class session.  Your paper must be at least 500 words long, double-spaced, unstapled, printed clearly – not an email attachment.  A satisfactory makeup paper will mean that your absence is excused.

            I recommend that you do the makeup work – whatever the reason is for your absence – so that I can identify for you any major gaps or errors in your summary.  But if you prefer not to submit a makeup paper to me, the conditions are spelled out on the following page.

·        You may have up to three excused absences with no makeup work, because of  appropriate reasons such as sickness, college-sponsored trips or athletic events, or dangerous driving conditions because of severe weather.  Please don’t ask for an excused absence to deal with personal matters or family matters.   

·        If you would like for me to consider excusing an absence with no makeup work, please write your reason on the absence form that I will give you after any absence. 

·        If you choose the option of an excused absence with no makeup paper, you’ll need to get someone's notes, study the assigned reading, and ask me about anything that needs explanation.  I want you to keep up with the rest of the group. 

 ·        You may count one absence as a personal absence, with no need to give me an explanation, no makeup work required, and no penalty.  Reasons for a personal absence include such things as finishing a test in another class, attending a wedding, helping a friend, participating in a workshop or seminar related to your major, going home to take care of a family matter, or burrowing through a time warp back to the Middle Ages to help Monty Python and Dan Brown in a quest for the holy grail.

·        Any unexcused absence will reduce your base participation grade by 5 points.

  

            Extra credit.  Here are a few possibilities to boost your class participation grade: 

             1. During this semester you may attend lyceum programs which will help you to understand more about Christianity.  I especially encourage you to attend the Staley Lectures.

             2. You may lead a study of a topic or person from early or medieval Christianity in a youth group, Sunday School class, or other program.

            3. You may watch a full-length video relevant to early and medieval Christianity.  (Watching a TV program would not earn extra credit.)  You may view it any time in the semester, not only when we’re studying that particular topic.  I recommend these from our library collection:

            Brother Sun, Sister Moon [Francis of Assisi, video BX4700.F7]

            John Huss [video BS4917.S3] 

            The Name of the Rose [Sean Connery in a monastic mystery, video PN1997.N313E52]

            Stealing Heaven [the love story of Heloise and Abelard, video PN1997.S76914]

            4. If you have been involved in a community service project this semester, you may reflect on how your service project relates to a specific story or teaching from church history which you have studied in this course.

            If you want me to consider awarding extra credit for any of these four options, write a brief paper (about one page), showing how the activity relates to Religion 311.  Please don’t evaluate the program or movie; I don’t need to know what you liked or disliked about it.  Instead:

·        Give the title and date of the program or the date you watched the video.

·        Write a brief summary of the program or video.

·        Relate it to specific things that you’ve been learning in this course.

·        Set your computer printer for double spacing and a 12-point font.

·        Do not email your paper to me; give me a print copy, unstapled.

·        Turn it in within a week after the event, while it is still fresh on your mind.  

·        You may submit one or two extra credit papers.  Each acceptable paper will add 5 points to your base grade, up to 10 extra points or a maximum class participation grade of A = 95.

 

EVALUATION

 Here’s how I’ll calculate your course average: 

 1/6:  test 1

1/6:  test 2 

1/6:  final exam 

1/6:  class presentation

1/6:  research paper

1/6:  class participation 

 

            A = 95 (90‑99)

            B = 85 (80‑89)

            C = 75 (70‑79)

            D = 65 (60‑69)

            F = 50 (0-59) 

           Your best evaluation will be how well you empathize with early Christians.  You'll love some and be really bothered by others, especially when they use sneaky tricks in debating theology. But you'll find them to be real live people, wrestling with issues which are still vital to us today!

                                                                                                Fred Kellogg