CH635 – the Medieval and Reformation Church

CH635 – The Medieval and Reformation Church

Course Syllabus—short form (a full syllabus will be provided on the first day of class)

Spring Semester 2015 Mondays, Chapel at 8:30 a.m. and class session from 9:20 a.m. to noon

Dr. Phi Harrold; ph. (office) 724-266-3838; [email protected]

I. Course description (slightly modified from Catalog description)

This course covers the 2nd millennium of western Christianity through the 16th century, with a survey of medieval monasticism, the rise of the papacy, and the complex political-religious ideal known as Christendom. Later medieval topics will include the scholastic trajectory from Anselm to Aquinas, and the late medieval crisis of faith. Continental reform movements will be surveyed as necessary to make sense of the English Reformation, focusing on distinctively Anglican developments from Henry VIII to Elizabeth I.

Particular topics of relevance to the life and witness of the Church today will be highlighted, especially ressourcement in worship, catechesis (disciple-making and spiritual formation), and theology (especially theological method). ‘Ressourcement’ refers to “the leveraging of the Christian tradition for present missional challenges” (Tory Baucum).

II. Course goals, objectives and outcomes

The learning outcomes at Trinity School for Ministry are: 1. The student will recognize and identify the biblical theology evident in the course work. 2. The student will be able to articulate an Anglican understanding of biblical, historical, systematic, and pastoral theology. 3. The student will be able to effectively communicate the Christian message to a diversity of people in order to advance the mission of God. 4. The student will be prepared to effectively lead in a variety of Christian communities.

This course directly addresses learning outcome #2, especially concerning the articulation of an Anglican understanding of the history of the Church and historical theology. It also addresses somewhat less directly the need for communication of the Christian message in diverse contexts (#3). More specifically: Goals—by the end of the course, students will: a) appreciate the historical and theological significance of the main events and figures of the medieval and Reformation periods, with particular emphasis on the Anglican tradition b) articulate this significance in ways that make sense to the Church today c) actualize this significance in word and deed through ressourcement Objectives—in order to achieve these goals, students will: a) read, synthesize, and critically reflect on the major historical figures and theological developments of the medieval and Reformation periods, especially in the Anglican tradition, through a variety of primary and secondary sources b) retain a knowledge of the main figures and developments of these periods through quiz preparation c) relate these developments to life and ministry in the Church today through class discussion, focus group interaction, and essay writing Outcomes—as a result of this class, students will: a) draw confidently from the Church of the medieval and Reformation periods for the sake of mission in the Church today, especially in regards to the Anglican tradition b) display new areas of vibrancy in their evangelical catholic identity III. Required course texts

. J. R. H. Moorman, A History of the Church in England, 3rd edition (Morehouse, 1973), ISBN 978- 0819214065, $30.00. . G. R. Evans, The Roots of the Reformation: Tradition, Emergence and Rupture, 2nd edition (IVP Academic, 20112), ISBN 978-0-8308-3996-4, $30.00. . Primary sources will be provided online at Edvance-360 or available as web links. . Optional or supplement readings will be listed in a separate course bibliography and occasionally posted at Edvance-360.

IV. Course design, requirements, and grading

Course design: This course is divided into three parts: (1) The Medieval Church in England (covering the period 1000-1500 approximately); (2) The Reformations in continental western Europe; and (3) The English Reformation. Each part includes lectures on major historical developments and more focused seminar discussions of primary sources. Required reading in secondary sources (especially Moorman and Evans) provides background for the lectures, while the required reading in primary sources prepares students for the seminars and essays (ressourcement projects). A combination of classroom participation, weekly reading quizzes, and ressourcement projects serve as the requirements and accountability for the course.

Classroom sessions: Class attendance is the first requirement of the course. Each class session offers a mix of lectures and seminars. We usually begin with some general comments and discussion concerning the assigned secondary-source readings. The purpose is to highlight and expound upon the major points from the historical narrative in Moorman (with occasional reference to Chadwick, ed.) and theological developments covered by Evans. This opening exercise will normally be 90 minutes in length and will conclude with a 15-minute break. Following the break, attention shifts to more focused topics pertaining to assigned primary-source readings. This may take the form of class-wide or small-group discussion.

Reading: The course schedule (in the full syllabus) indicates the preparatory reading for each weekly ‘lesson.’ Secondary sources” are the survey texts like Moorman and Evans which provide general historical and theological background. It is best to begin your study here. “Primary sources” are writings by the historical figures in their own words (translated, of course). Most of these will be found online at Edvance-360. In general, primary sources take more time to read—the authors were writing in and for their own contexts, not your own. They usually address one or more of the historical issues raised in the secondary source(s) or course lectures. Look for the main ideas, the central concerns, and keep in mind the original audience (as best you can determine this).

Reading quizzes: Students will take weekly online quizzes at Edvance-360 (listed under TESTS) as a stimulus to reading accountability, comprehension, and retention in secondary sources. The quizzes cover only the major topics (figures and events) in assigned secondary sources, as indicated in study guides provided at Edvance-360. Each quiz is closed- book (and closed-note) and consists of five multiple-choice or true/false questions. It will go online approximately one week prior to the due-date of the assigned reading and, once begun, is timed to 15 minutes. It will go offline by 8:00 a.m. on the day of class. Each quiz question is worth one point, making for 5 possible points per quiz and 60 points total by the end of the semester (there are 12 quizzes). A cumulative grade for the quizzes (determined at the end of the semester) will be based on the following grading scale: 52- 60 points = A; 44-51 points = B; 36-43 points = C; 28-35 points = D. This cumulative grade will account for 45% of the final course grade.

Ressourcement projects: For each of the three parts of the course, students will write a concluding three-page essay that focuses primarily on assigned primary source readings. The essay will focus on one of the three themes (‘golden threads’) described below. It should engage secondary sources—especially the assigned textbooks (Moorman and Evans)—only as needed for historical background. Integral to writing a ressourcement essay is the synthesis afforded by class lectures, discussions, as well as more independent reflection. This cumulative grade for the three essays will account for 45% of the final course grade. 2

Golden threads: Three themes will guide the reflection on primary sources selected in this course: worship, catechesis (disciple-making and spiritual formation), and theology (especially theological method). These themes serve as golden threads in the ressourcement of medieval and Reformation writings that have been preserved in the historical record and await reception and application in the life and witness of the Church today. Recall our initial definition of ressourcement as “the leveraging of the Christian tradition for present missional challenges” (Tory Baucum). Ressourcement bridges ancient to future, and engages in retrieval for the sake of renewal. Further reflections on what ressourcement means for the Church today, especially within the Anglican tradition, will be provided in a document entitled “Ressourcement Project Guidelines,” available under RESOURCES at Edvance-360.

Class / seminar participation: The remaining 10% of the course grade is based on participation of students in classroom and seminar discussions. This is a more subjective evaluation, and it generally does not lower the calculated grade from quizzes and essays. It may, however, slightly raise the final course grade, especially in borderline situations.

V. Getting started:

Students may get a head-start on the course by reading the first 9 chapters of Moorman and 11 chapters in Evans, all of which are assigned during the first month.