History of Christianity I: Early Church to the Reformations HISTORY 5210 | Sawyer Spring 2019

Nicolaus Germanus. Map of Arabian peninsula. 1467 [after Ptolemy]. Held by National Library of Poland, Warsaw. Source: National Digital Library of Poland. https://polona.pl/item/cosmographia,NjA5OTc4NA/125/#info:metadata

North Park Theological Seminary January 14 – May 6 2019 Mondays 6:30am-9:30 am OR 10:30am-1:30pm School of Restorative Arts @SCC

Instructor Information: Kenneth Sawyer, PhD (feel free to call me Prof. Ken) Professor of Church History, McCormick Theological Seminary

Catalogue Description: This course offers a survey of Christian history and theology from the apostolic times through the early Reformation. Course material pays balanced attention to Christianity's intellectual and social history, with sustained consideration of the church's evolving relationship to political and social structures and the contested category of orthodoxy.

Additional Course Description Through readings, lectures, and discussions that address the question of unity in diversity, students will gain knowledge of and appreciation for a variety of historical documents (theological treatises, homilies, biblical commentaries, Qur’an and Hadith, autobiography, letters, council acts, etc.). Assignments will encourage students to

1 consider the relevance of Christian history for contemporary Christian ministry, with some respectful attention to the interaction of Judaism, Christianity, and Islam. No prerequisites.

Course Objectives: 1. Factual knowledge. Students will be able to identify and explain key figures, events, and ideas from the breadth of global Christian history, from the second century to the late 16th century. 2. Historical interpretation. Students will be able to (A.) critically read primary texts; (B.) evaluate and formulate historical arguments on the basis of original source evidence, for the purpose of, 3. Appropriation in the life and mission of the Church. This includes a growing capacity to (A.) locate their faith tradition and ministry in their global, historical contexts (B.) interpret contemporary events, discussions, and assumptions in light of the complexity of the Christian past, (C.) demonstrate application of historical content and interpretation within Christian ministry, 4.Virtue formation. Students will cultivate charity toward Christians of diverse times and places, gratitude to God for preserving and working through an imperfect church, and, in light of this, humility and fidelity in serving God’s imperfect Church. Students will cultivate charity toward all humanity as bearers of God’s image, and as the recipients of God’s loving care.

This course contributes toward the following MACM learning outcomes: (1) Interpret the Christian historical and theological tradition for appropriation in the life and mission of the Church; (2) engage diversity and exhibit growth towards inter-cultural competence for ministry reflective of God’s global redemptive work.

REQUIRED TEXTS [abbreviation used in schedule below] 1. González, Justo L. The Story of Christianity: The Early Church to the Dawn of the Reformation (vol. 1), 2nd ed. (HarperOne:2010) [ISBN: 978-0061855887] [490 assigned pp.] 2. González, Justo L. The Story of Christianity: The Reformation to the Present Day (vol 2), rev. and updated (HarperOne: 2010) [ISBN: 978-0-06-185589-4] [SC2] [first 100 pages] 3. Coakley, John W., and Andrea Sterk, eds. Readings in World Christian History; Vol I: Earliest Christianity to 1453 (Orbis Books, 2004). [ISBN: 978-1570755200] [215 assigned pp.] 4. Miscellaneous readings will be provided as photocopies [~200 pp] Total pages ~ 1000, with assigned readings averaging ~80 pages per week

Assignments: 1. Class participation: (10% of final grade) This includes coming to class prepared to discuss class reading, asking questions based on the readings, learning with one another with respect and empathy. All reading for the week is to be completed by class time. Please note: if you have more than one unexcused absence, your overall course grade may be lowered, and if you have more than three unexcused absences, you may not pass this course. As part of class participation, there will be four pop quizzes this semester – (of these four, you can drop the lowest grade). As you plan your week, you should expect to spend about nine hours per week for this course (three hours of class, and six hours preparing or reflecting on assignments).

2 2. Reading notebook (10% of final grade). I ask that you keep a reading notebook for the texts you read for this class. Keep track of what you learned in the reading, and what you think of the main idea(s) presented in the reading. I will collect your reading notebook at the mid-point of the semester and at the end of the semester (May 6).

3. Weekly Primary Source Analysis (PSA) (20% of final grade). While the González textbook will provide important background for our study; our course looks to the primary texts to carry the story. In group discussion and assignments we will seek the wisdom of tradition through your close reading of primary sources as historical documents. Most weeks you will submit a 1 or (at most 1.5) page PSA for one assigned primary source (that is, of any reading other than Gonzalez) for the week. These writing exercises will allow opportunity for feedback and preparation for your “four brief essays” (see # 5 below). Each PSA will include at least three paragraphs: 1).What is the main idea of the author; 2).what did you learn from this writing/how has the reading prompted your thinking; 3).what do you think about the reading.

4. Group discussion (10% of final grade). This is a participatory course! In addition to some lectures each week, you will engage in whole class discussion and in small group discussion, sharing insights from your readings and together exploring how these serve as windows into the concerns and presuppositions of their contexts, and how those contexts compare and contrast with our own. During group discussion, one member of the group will serve as a scribe (on a rotating basis).

5. Four brief essays: (25% of final grade). Over the course of the semester I ask for four essays (each between 850 and 1000 words) to include analysis, interpretation, and evaluation of major themes and readings in the class: one essay regarding the early church (due February 25), one essay about Augustine (Due March 18), one essay on the medieval era (due April 8), one essay on the Old World and the New World and the Reformations (due April 29).

6. Final essay (25 % of final grade) (due May 13) Reflecting on this semester, a final essay,“What Does It Mean For Me and My Ministry to think historically? This essay asks of you to consider the class material, what you have learned from your fellow students, and your continued consideration of these pre-class readings: • Chris Gehrz, “5 Reasons Why Christians Should Study History” [P] • T. Andrews and F. Burke,“What Does It Mean to Think Historically?” [P] • Howard Zinn, “Why Students Should Study History” [P]

GRADING: Reading notebook 10% Weekly primary source analysis (PSA) 20% Class preparation and participation (including quizzes) 10% Group discussion (including small group scribe service) 10 % Five mid-term essays 25% Final essay with ministry application 25%

3 Letter grades will be assigned according to scale from the Seminary Academic Catalog, p. 21.

ADDITIONAL COURSE GUIDELINES All assignments are due in class on the date indicated. All work submitted late without prior arrangement will receive a grade reduction on the following schedule: an A grade will be reduced to a B if the assignment is received within 24 hours after the due time; an A grade will be reduced to a C if received within 48 hours of the due time; an A grade will be reduced to a D grade if received within 72 hours after the due time. Work submitted over three days late will not receive credit. Because primary source analyses (PSAs) are preparatory for class discussion, late submissions will not be accepted,

Communication. Please feel free to ask questions and raise concerns, but please be sure the answer isn’t contained in the course syllabus, or other course materials. If the answer to your question could help others in the class, I may share the question and answer with the full class.

ACADEMIC HONESTY In keeping with our Christian heritage and commitment, North Park University is committed to the highest possible ethical and moral standards. Just as we will constantly strive to live up to these high standards, we expect our students to do the same. To that end, cheating of any sort will not be tolerated. Students who are discovered cheating will receive a failing grade on the assignment and are subject to discipline up to and including failure of a course and expulsion. Our definition of cheating includes but is not limited to: 1. Plagiarism – the use of another’s work as one’s own without giving credit to the individual. This includes using materials from the internet. 2. Copying another’s answers on an examination. 3. Deliberately allowing another to copy one’s answers or work. 4. Signing an attendance roster for another who is not present. For additional information, see the Seminary Academic Catalog, pp. 25–27 located in Resource Room/Library.

ACCOMMODATIONS North Park is committed to creating an inclusive learning environment. If you anticipate or experience any barriers to learning in this class related to a disability, please let your instructor know.

COURSE SCHEDULE :

Numbers in SC correspond to chapters in Gonzalez (Story of Christianity); numbers in R correspond to page numbers in Coakley and Sterk (Readings in World Christian History). Readings marked P correspond to readings provided as photocopies.

PRE-CLASS READINGS: • Chris Gehrz, “5 Reasons Why Christians Should Study History” [P] • T. Andrews and F. Burke, “What Does It Mean to Think Historically?” [P]

4 • Howard Zinn, “Why Students Should Study History” [P] • C.S. Lewis, Introduction to Athanasius’s On the Incarnation [P] • Acts of Paul and Thecla [P] • New Testament: I Timothy, II Timothy, Titus • González SC 1

WEEK 1 | January 14 Introduction and introductions: subject, course, and methods. From the New Testament to “church history” Reading and discussion in class: Acts of Paul and Thecla [P] Reading and discussion in class: Correspondence of Pliny and Trajan [R37-24]

WEEK 2 | January 21 No class session – Dr. King’s Day

WEEK 3 | January 28 The remarkable second century: early Christian faith, life, and worship • Background reading for this week: González SC 2-10 • , Letter to the Magnesians [R 3–5]; • Didache [R 12–16] • I Clement [P] • Justin, Second Apology [R 37–43]; • Epistle of Mathetes to Diognetus [P] • excerpts from Tertullian, Prescription against Heretics [P] • bring and submit your PSA on one of the primary readings

WEEK 4 | February 4 Orthodoxy & Heresy: the proto- • Background reading: González SC 11 • Martyrdom of [P] • Martyrdom of [R 30–37]; • Gospel of Thomas [R 5–12]; • Gospel of Mary [P] • Gospel of Judas [P] • Gospel of Philip [P] • of Lyons, Against Heresies [R 53–66] • PSA on one primary reading

WEEK 5| February 11 The Constantine Revolution • Background reading: González SC 12–16, 23 • Eusebius, Ecclesiastical History, Book 10, “Constantine and Peace” [P] • Eusebius, Life of Constantine [R 87–91 (through chpt 32 on p. 91)] • Letter of Constantine to Shapur II [P] • PSA on one primary reading

WEEK 6 | February 18 No class session. Keep up with your reading. Read ahead if you can!

WEEK 7 | February 25 From Nicaea to Chalcedon

5 • Background reading: González SC 17–20, 28; • Background reading: MacCulloch, “Defying Chalcedon: Asia and Africa (451– 622)” [P] • Letters of Arius and Alexander of Alexandria [R 98–101]; • Arius’s confession of faith [P]; • , Ad Graecos [R 119–22] • , Hymn 1 [R 113-117] • Nicaean creeds (from Bettenson) [P] • selections [P] • selections [P] • Letters of and Nestorius of Constantinople; Chalcedonian Definition [R 165–176] • PSA on one primary reading • First of four short papers due. Topic: before and after Constantine

WEEK 8| March 4 Asceticism and the emergence of monasticism • González SC 15-16, 23 • skim Athanasius, Life of Anthony [R 131–141]; • Basil of Caesarea Letter 150 [R 117-119] • Gregory of Nyssa, Life of Macrina [R 147–55] • Palladius, Lausiac History [R 155-159] • Sayings of the and Mothers [P] • Rule of Benedict [P] • PSA on one primary reading

WEEK 9 | March 11 Augustine, , and others • González SC 24 • , Confessions Book VIII and selections [P] • Pelagius, To Demetrias [R 206-210] • Augustine of Hippo, On Nature and Grace [R 210-213] • PSA on one primary document

WEEK 10 | March 18 Christianity moves into the wider world • González SC 25-27 • Rufinus of Aquileia, Ecclesiastical History [R 107–109]; • , Ecclesiastical History [R 258-264] • Columbanus, Letter 2 [R 255-258] • John of Ephesus, Ecclesiastical History, Evangelization of Nubia [R188-192] • Second of Four brief essays due. Topic: Augustine

WEEK 11 | March 25 Christianity West and East

6 • González SC 29–30 • Heliand [R 271-280] • Inscription of the Monument of the Church of the East at Xian [R 243-247] • Chinese Sutras [R 247-251] • Photius/Nicholas I on disputed issues [R 297-301] • PSA on one primary reading

WEEK 12| April 1 Emergence of Islam • González SC 31 • Apology of Timothy of Baghdad before the Caliph Mahdi [R 231-242] • Select texts on Islam [P] • PSA on one primary reading

WEEK 13 | April 8 High Middle Ages: confrontation and collaboration • González, SC 32-34 • Guibert of Nogent, The Deeds of God through the Franks [R 324–34] • , Cur Deus Homo [R 339-347] • Aquinas, on the existence of God [R 359– 62] and transubstantiation [P]; • Boniface VIII, Unam Sanctam [R 397–98] • Gregory VII, Letter to Hermann of Metz [R 319–24]; • Thomas of , First Life of [R 354-359] • , On Loving God [R 359-362] • Gregory of Palamas [R 402-410] • Hadewijch of Brabant [R 362-371] • PSA on one primary reading • Third of four short papers due: topic the Medieval era.

WEEK 14 | April 15 The Early Modern era begins: Babylonian captivity, schism, printing press, exploration, the emergence of chattel slavery; Wycliffites and Hussites. • González SC 33-38 • , “To Gregory XI” [P] • Geert Grote, Letter 29 [R 410-414] • Council of Constance, Haec sancta and Frequens [R 410–15] • Imitation of Christ, selections [P] • Advent Sermon of Antonio Montesinos (1511) [P] • PSA on one primary reading

WEEK 15 April 22 Martin Luther & the Lutheran Reformation • González, SC2 1–4 • Erasmus, Enchiridion, excerpts [P] • Erasmus, Praise of Folly, excerpts [P] • Luther, 95 Theses [P]; The Freedom of a Christian [P];

7 • Luther, Sermon on Two Kinds of Righteousness [P] • Twelve Articles of the Peasants [P] • Argula von Grumbach, selections [P] • Katherine Zell, selections [P] • PSA on one primary reading

WEEK 16 | April 29 Reformation among the Swiss: Zwingli & the Anabaptists • Background reading: González, SC2 5–6 • The Schleitheim Confession [P] • Zwingli 67 Articles [P] • Letter to John Campanus [P] • Fourth of four short papers due. Topic: Reformations!

WEEK 17 | May 6 Second generation Reformations. Wow. Wrap up! • Background reading: González, SC2 • Calvin, Institutes [1536 and 1559 editions] selections [P] • Las Casas, selections [P] • PSA on Calvin selections

Due May 16: Final essay due (2000-2500 words): “What Does It Mean For Me and My Ministry to Think Historically? My engagement with this class, the readings, our conversations, and with these three pre-class readings: • Thomas Andrewes and Flannery Burke’s ‘What Does It Mean to Think Historically.” • Chris Gehrz, “5 Reasons Why Christians Should Study History.” • Howard Zinn, “Why Students Should Study History.”

NOTE: Remember that any ideas that you summarize or paraphrase that are unique to any author needs to be cited as a footnote at the bottom of your papers. Your papers should not have extensive quoting including biblical quoting (you can simply give the reference in parenthesis or a footnote), although brief quotes are acceptable.

Here is an example of a footnote: Liberation theologian Leonardo Boff argues that the social trinity best reflects God’s love for all people and especially those who have been marginalized. (1)

Bottom of page or backside (Author, Title, page number) 1. Leonardo Boff, “Amen: the Whole Mystery in a Nutshell,” 375.

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