HS/SP 232: Syllabus Dr. Chris Armstrong

HS/SP 232: Syllabus Dr. Chris Armstrong Fall 2006 Bethel Seminary Sec. I: Thursdays, 7:00 pm – 10:15 pm Office: A212; 651-635-8793 email: [email protected]

“PATRON SAINTS” FOR POSTMODERNS

COURSE DESCRIPTION: This course examines the lives and work of nine figures from Christian history, seeking light on our own vocations and spirituality, and on the church’s continuing task of translating the gospel anew for different cultural situations. The nine figures are Antony of Egypt, Gregory the Great, Margery Kempe, John Comenius, John Newton, Charles Simeon, Amanda Berry Smith, Charles M. Sheldon, and Dorothy L. Sayers.

COURSE OBJECTIVES: 1. Encounter, assess, and begin to apply in our own lives some of the rich array of spiritual and vocational resources available to Christian ministers (and laypeople) through reading Christian history and biography. 2. Learn how various Christian leaders translated the gospel culturally for a variety of historical situations, and consider whether, and how, these models illuminate the cultural- translation task we now face in our “postmodern” situation. 3. Learn to evaluate critically and process communally the primary sources that are the raw materials of history-writing.

REQUIRED TEXTS:

Athanasius, Life of Anthony, tr. & intr. Robert C. Gregg (Paulist Press, 1979).

Gregory the Great, Pastoral Care (Ancient Christian Writers) (Paulist Press, 1978).

Margery Kempe, The Book of Margery Kempe, ed. Barry Windeatt (Penguin, 2000).

John Comenius, The Labyrinth of the World and The Paradise of the Heart (Classics of Western Spirituality), tr. Howard Louthan & Andrea Sterk (Paulist Press, 1997).

John Newton: The Life & Spirituality of John Newton: An Authentic Narrative (Sources of Evangelical Spirituality), Introduction by Bruce Hindmarsh, Regent College Publishing; Reprint of 1841 edition edition (January 1, 1998).

Letters of John Newton (Banner of Truth Trust, 1976).

Amanda Berry Smith, Autobiography, at http://docsouth.unc.edu/smitham/smith.html. Charles M. Sheldon, In His Steps, at http://www.gutenberg.org/etext/4540. 0ed1214138f14088922e50a56cfae9ba.doc p. 2

Dorothy Sayers, Letters to a Diminished Church (W Publishing Group, 2004).

Other material will be handed out in photocopied form.

PROCEDURES AND REQUIREMENTS:

The course is conducted as a seminar (reading and discussion based) with contextualizing lectures. Close reading of the assigned material is the heart and soul of the course. After brief lectures on each figure’s historical context, life, and work, we will read from their own writings, then gather in class the following week for intensive discussion. That discussion will focus first, on what they can teach us about the church’s perennial task of “translating the gospel” for the surrounding culture, and second, on how their writings illuminate our own vocations and spiritual lives.

I. READINGS and CLASS SESSIONS, WITH PANEL DISCUSSIONS NOTED

Figure # of pages Readings, assignments, and discussions Week one: Sept. 28 100 pp. Readings on Blackboard, in “Course Documents”—take notes for your (by day of class) postmodernism paper, due next week: Paul Hiebert, “The Gospel in Our Culture: Methods of Social and Cultural Analysis” Paul Russ Satari, “‘Translatability’ in the Missional Approach of Lamin Sanneh” Craig Van Gelder, “Mission in the Emerging Postmodern Condition” Craig Van Gelder, “Defining the Center—Finding the Boundaries” Kevin Vanhoozer, “Theology and the Condition of Postmodernity” Introduction, postmodernism, and Antony lectures

Antony: Oct 5 70 pp. READ TEXTBOOK: Athanasius: Life of Antony (Paulist, 1979), pp. 29-99 POSTMODERNISM PAPER DUE ANTONY LOG & JOURNAL DUE, LARGE GROUP DISCUSSION ON ANTONY Gregory lecture

Gregory: Oct. 12 Skim 69 pp. READ TEXTBOOK: Pastoral Care: As I note them in my introductory (noon, day before lecture (or before or after the class), skim through the following sections: Read 92 pp. class, as with all pp. 20-44 (all of part 1); pp. 45-88 (all of part 2). readings) GREGORY LOG & JOURNAL DUE, DISCUSSION ON GREGORY For the discussion section (week 2), read closely and journal part 3: pp. 89- 113 (prologue-chap. 9), 136-171 (chaps. 16-23), 182-186 (chap. 26), 192- 208 (chaps. 28-30), 217-231 (chaps. 34-38). Margery lecture

Kempe: Oct. 19 135 pp. READ TEXTBOOK: The Book of Margery Kempe: read closely and journal pp. 33-88 (“proem”-chap. 22), 102-130 (chap. 28 - chap. 38), 209- 261 (chap. 70 - chap. 89). 0ed1214138f14088922e50a56cfae9ba.doc p. 3

MARGERY LOG & JOURNAL DUE, DISCUSSION ON MARGERY Comenius film/lecture

Comenius: Oct. 26 121 pp. READ TEXTBOOK: Labyrinth of the World, Paradise of the Heart: skip the introduction (I will summarize important points in the introductory lecture); read closely and journal pp. 55-86, 93-101, 110-112, 121-122, 125-138, 149-160, 171-173, 180-225. COMENIUS LOG & JOURNAL DUE, DISCUSSION ON COMENIUS Newton lecture

Newton: Nov. 2 112 pp. READ TEXTBOOK: Life and Spirituality of John Newton: An Authentic Narrative OR READ TEXTBOOK: John Newton’s Letters: read closely and journal whole book. NEWTON LOG & JOURNAL DUE, DISCUSSION ON NEWTON Simeon lecture

Simeon: Nov. 9 100-150 pp. READ PHOTOCOPIED MATERIAL: Charles Simeon, Memoirs, Sermons: TBA SIMEON LOG & JOURNAL DUE, DISCUSSION ON SIMEON Smith lecture

Smith: Nov. 16 100-150 pp. READ SELECTIONS (TBA) FROM: Amanda Berry Smith, Autobiography, http://docsouth.unc.edu/smitham/smith.html SMITH LOG & JOURNAL DUE, DISCUSSION ON SMITH Sheldon lecture

Nov. 23 Start Sheldon: THANKSGIVING, NO CLASS; but START READING Charles M. 250 or so easy Sheldon, In His Steps, http://www.gutenberg.org/etext/4540 pp.

Sheldon: Nov. 30 250 or so easy FINISH READING Charles M. Sheldon, In His Steps, pp. http://www.gutenberg.org/etext/4540 SHELDON LOG & JOURNAL DUE, DISCUSSION ON SHELDON Sayers lecture

Sayers and Wrap-up: 109 pp. TEXTBOOK: read closely and journal Letters to a Diminished Church: Dec. 7 1-14, 49-71, 117-146, 147-169 These pages include the following essays: “The Greatest Drama Ever Staged,” “Why Do We Believe?” “Creed or Chaos?” “The Triumph of Easter,” “Why Work?” “Toward a Christian Esthetic.” (87 pp.) PHOTOCOPIED: read closely and journal Loades Sayers’s Spiritual Writings: 17, 22, 96-101, 104-5, 106, 108, 110-114. These pages comprise excerpts showing her approach to presenting the life of Christ in dramatic form (including examples from her plays). (17 pp.) PHOTOCOPIED: read closely and journal “Statement of Aims for the proposed Bridgehead series of books,” appendix of Brabazon biography: pp. 278-282 (5 pp.) 0ed1214138f14088922e50a56cfae9ba.doc p. 4

SAYERS LOG & JOURNAL DUE, DISCUSSION ON SAYERS Wrap-up discussion 0ed1214138f14088922e50a56cfae9ba.doc p. 5

II. POSTMODERNISM PAPER

For the second class session, you will write a 5- to 6-page paper addressing these questions: What particular challenges do Americans in this “postmodern age” face as we seek to translate the gospel for our culture? What modes or methods of thinking about, talking about, and living the gospel may prove helpful today? The paper should reflect your reading of the articles by Craig Van Gelder, Paul Hiebert, Paul Russ Satari, and Kevin Vanhoozer. However, it should be entirely (except for a few short quotations) in your own words. If you want to reflect more thoroughly on the thinking of any of these authors, you will need to do so by providing paraphrased restatements of their ideas in your own words (appropriately cited in footnotes, of course)—not long quotations. This paper must be handed in by the beginning of class on Monday, October 5. See late paper policy below.

III.READING COMPLETION LOG

Each week by NOON on the day before our class meeting, you will log onto Blackboard and record, in the appropriate place in the “Gradebook” section, what percentage of the pages you have read for that week (honor system, 0% to 100% in increments of 10%—see under “grading” below for how these percentages are assessed). This is a timed link. It will not accept work after noon each Wednesday. See late paper policy below.

If you have not completed the reading by noon on the day before class, I encourage you to do so by the beginning of class the next day; if you do this, then you may note this at the top of your reading journal for the following week, and I will add a half percentage point to your completion grade for that previous week. Of course, missed reading will also negatively affect your performance on the other aspects of your weekly work: reading journal and discussion participation.

IV. READING JOURNAL

Each week by NOON on the day before our class meeting, you will write out the three-part “reading journal” described below and upload it via Blackboard’s “Gradebook” This is a timed link. It will not accept work after noon each Wednesday. See late paper policy below.

An important strategic note on how to approach your reading journal: Though this may seem obvious, you must take notes in some form as you read. That means reading in light of the reading journal questions. And it means recording your thoughts on the three journal questions as you read. It is probably best to do this both in the margins of your texts and on separate sheets of paper (or in word processing files). This note-taking process will provide the raw material for your reading journal.

For each set of readings, you will answer all of the following three questions, using full, polished essay form, not “expanded outline” or list form. It would be a very good idea to revise your draft answers at least once before uploading the final form of the journal, just as you would do for any significant course paper: 0ed1214138f14088922e50a56cfae9ba.doc p. 6

If you are anything like me, this will be a difficult assignment: It is commonly said (because it is true) that it is easier to write long than to write short. The assignment here is to write short—but clear, concise, and meaty—responses to these questions. You must pack everything you have to say about each question into the allotted space, which is as follows:

Each of the three answers should be at least one double-spaced page (300 words) and not more than two double-spaced pages (600 words) long. Please take both of these length requirements seriously—both too-short and too-long answers will be graded down. Suggestion: use the “word count” function in your word processor. Total length across the three questions is immaterial: I have no problem with three answers of 300 words each. Or three answers of 600 words each. But do not go beyond these limits in either direction.

Here are the three questions:

1. THE SUMMARY/CRITIQUE QUESTION: For autobiographical writings: What does the author present as the theme(s) or central concern(s) of her life? Second, to what authorities does she appeal to support this theme or these themes? Third, what rhetorical devices or explicit arguments does she use to get her point across? And finally, do those authorities, devices, or arguments work for you? Why or why not? (You might want to start your engines on this one started by imagining: if this person was on her deathbed, communicating her most crucial advice to a son or daughter, what do you suppose she would say?)

For other kinds of writings: What is the author saying? What are the central contentions or themes of the document(s); what arguments does the author marshal in support of the contentions or what evidence does the author give to support the themes? What notable things does she foreground, background, and omit altogether? Which arguments do you find stronger? Weaker?

2. THE CULTURAL TRANSLATION QUESTION: How do you see the author translating the gospel in ideas, expressions, or actions designed to address his or her cultural context? Did he or she push the church to translate the gospel for that cultural context in particular ways? And can we learn anything useful for our own postmodern setting, either directly or by analogy, from the ways this author translated the gospel for his or her church and society? (For more ideas on approaching this section, see section V below, on “student-led discussions.”)

3. THE PERSONAL APPLICATION QUESTION: What did you learn vocationally and/or spiritually from this person’s writings? In your answer to this third question, strive for balance between “autobiography” and “interpretation”: Although I do want you to talk about how and why you connected personally with this reading (“autobiography”), you should also be as specific as possible about which aspects of the writer’s ideas really spoke to you (“interpretation”). In other words, do not use the basic idea(s) of the reading as a jumping-off point for a purely autobiographical statement. If you begin by writing something like this: “Sayers’s idea of intellectual integrity made me think about my own academic career . . . ,” then don’t proceed to spin off into a personal testimony that never again refers to Sayers’s ideas described 0ed1214138f14088922e50a56cfae9ba.doc p. 7

in the readings! N.B.: I am a strong believer that you learn from everything you read —even if by negative example!

V. STUDENT-LED DISCUSSIONS

Each student will participate in the leadership of one in-class discussion:

First, remember Lamin Sanneh’s idea of the “translatability” of the gospel (see the Satari reading from the first week’s reading): Each time and place in world history—each cultural context— carries with it different questions (e.g. questions of who people are and what they should do as they relate to their creator, etc.) and problems (e.g. social sins, “idols” that compete with devotion to God, etc.) that complicate the teaching and living of the gospel in that culture. Thus the “translation” of the gospel for each cultural context will look different: successful Christian workers in each setting will stress certain aspects of the full, rich message of the gospel in certain ways. Their speaking, writing, and living of the gospel will be designed to address the challenges, needs, and questions that people of their own particular time and place are struggling with.

Before or during your reading for the week you are leading discussion, you will dedicate at least three or four hours to researching the cultural context of your figure (starting with the “starter bibliography” provided by me in one of our first classes together). You are looking for the questions and problems that loomed in that figure’s time and place, which affected how people heard and lived the gospel.

After you do the reading for that week, go back to your research notes and refine them into a brief, approximately 1,500-word (10- to 15-minute) presentation placing that figure’s ministry against the backdrop of the issues and challenges (questions and problems) native to his or her cultural context. Do not exceed 1,500 words or about 5 full pages of double-spaced, 12-point text —10 minutes at an average speaking rate of 150 wpm. You will hand in these written remarks on the day of the discussion (so you’ll probably want to print two copies).

On the day dedicated to discussing your figure, you will give your presentation and then, drawing from Sanneh’s idea of translatability, lead the class in a discussion of the following questions (same ones you’re answering each week in “part 2” of your reading journal):

—How do you see the author translating the gospel in ideas, expressions, or actions designed to address his or her cultural context?

—Did he or she push the church to translate the gospel for that cultural context in particular ways?

—Can we learn anything useful for our own postmodern setting, either directly or by analogy, from the ways this author translated the gospel for his or her church and society?

***** It’s OK to go back to my lecture notes in putting your presentation together, but the other students and I will be looking for original thinking that will help us to learn lessons from that figure that we haven’t yet learned from the lecture. 0ed1214138f14088922e50a56cfae9ba.doc p. 8

During the panelist’s presentation, the rest of the class should be jotting down notes. After the presentation, class members will address questions to the presenter and to each other, probing this matter of cultural translation as it relates to the figure under discussion.

VI. LATE PAPER POLICY

Late submissions that have not been delayed by a serious, documented medical issue or a death in the immediate family will not be accepted. So plan ahead! Schedule completion of papers one or two days before the deadline. If you do have a serious medical issue or death in the family and need to complete a piece of work late, please contact me by email as soon as you know. We will work out a new deadline for completion of that work, and I will ask you to hand it in by that date via “Digital Dropbox” in Blackboard.

VII. GRADING:

READING COMPLETION will count for 18% of the final grade—that is, 2% for each week’s reading. You will record your reading completion in Gradebook in Blackboard (see above under “reading completion). Each week, you get a grade of 0% for doing 0 to 60% of the reading by class time, 1% for doing 70 to 90% of the reading by class time, and 2% for doing 100% of the reading by class time.

POSTMODERNISM PAPER will count for 14% of your final grade.

READING JOURNAL (including your answers to the reading journal questions each week and the discussion questions that you pose each week) will count for 54%—that is, 6% for each week’s completed journal. Journal grades will be weighted toward the 4 to 8 pages you will write each week in the “Reading Journal Questions” section. That section will be graded qualitatively —that is, I am not just looking for completion, but for real engagement with the material; e.g., clear understanding of the text, personal appropriation (whether positively or negatively!) of what you have read, and writing that is concise, meaty, and readable (good organization, flow, grammar, and yes, even spelling).

PANEL DISCUSSION: Your leadership of your assigned panel discussion, along with your 5- page presentation notes, will count for 14% of your final grade.

PARTICIPATION (including attendance and involvement in our discussions) will be used as a “straw in the wind.” That is, my observation of your attendance and involvement will serve to push you, if your final grade is on or near a “line” between two letter-grades, toward either the higher or the lower grade.

VIII. ACCESSIBILITY:

Please contact the instructor as soon as possible if disability-related accommodations are needed. Accommodations for students with documented disabilities are set up through the Office of Disability Services. Contact Kathy McGillivray, Director of Disability Services, at (651) 635- 8759.