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RELG 320 Luther: His Ongoing Significance Fall 2015: M-W-F—2:30–3:20 P.M

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RELG 320 Luther: His Ongoing Significance Fall 2015: M-W-F—2:30–3:20 P.M RELG 320 Luther: His Ongoing Significance Fall 2015: M-W-F—2:30–3:20 p.m. —HH 311 When the devil throws our sins up to us and declares we deserve death and hell, we ought to speak thus: “I admit that I deserve death and hell. What of it? Does this mean that I shall be sentenced to eternal damnation? By no means. For I know One who suffered and made a satisfaction in my behalf. His name is Jesus Christ, the Son of God. Where he is, there I shall be also.”1 —Martin Luther’s (1483–1546) July 1530 Letter to Jerome Weller Student’s Prayer Almighty and most merciful God, we pray Your blessing on all who are joined together at this college: students, faculty, and staff. Grant that we may so work and study, think and pray, grow and relax together, that we may be more perfectly fitted to serve You and our brothers and sisters in the work You have given and will give us to do. Help us to look wide, fill us with high ideals, give us love and good will to all people; and above all, keep us faithful to You under the Cross of our Savior, Jesus Christ, who died and rose for us, that we might always be Yours. Amen.2 Description In RELG 320 “the Lutheran Reformation is examined through the biographical and selected writings of Martin Luther. Chief emphasis is on the years to Luther’s death, with an examination of the structure and themes of Luther’s thought.”3 (3 credits) Professor and Contact Information Course Schedule and Location Rev. Dr. Timothy R. Schmeling Class Duration: August 25, 2015−December 18, 2015 Office: Honsey Hall 302 Meeting Days: Mondays, Wednesdays, and Fridays Office Phone: (507) 344-7751 Meeting Time: 2:30–3:20 p.m. Home Phone: (507) 550-3111 Classroom: Honsey Hall 311 Email: [email protected] Office Hours: M-T-W-TH-F 9:00–9:50 a.m. M-W 1:30–2:20 p.m. Institutional Objectives This course aims to fulfill the following Bethany Lutheran College objectives for students: 2. To demonstrate independent critical thinking so that they are not shaken from the eternal foundations on which their moral and spiritual growth is based. 3. To demonstrate responsible citizenship and awareness of social realities, through the study of American and world cultural heritage as well as contemporary social, economic, and political issues (includes exposure to other cultures and ethnicities). 1 Martin Luther, Luther: Letters of Spiritual Counsel, ed. and trans. Theodore G. Tappert. 3rd ed. (Vancouver: Regent College Publishing, 2003), 84–87. 2 A Devotional Companion: Blessings & Prayers for College Students (St. Louis: Concordia Publishing House, 2005), 139. 3 BLC, Academic, 169. 1 4. To experience fine arts and literature as an educated individual. 5. To demonstrate Christian stewardship with regard to their talents and abilities that they be used for the glory of God and the welfare of mankind. 6. To demonstrate proficiency in written and oral English. 9. To demonstrate competency in a major field of study to serve productively as a member of a family, workplace, church, and community.4 Religious Studies Learning Outcomes The religious studies department has the following learning outcomes for students: 1. Demonstrate a working knowledge of the Bible by being able to explain its structure, history and chronology, genres (such as history, poetry, prophecy), canonicity, interpretation (hermeneutics), and Christocentricity (Christ-centeredness). 2. Doctrinal knowledge: Describe and relate major doctrines of Christianity, such as: Trinity, Incarnation, Atonement/Justification, Law and Gospel, Means of Grace (Gospel in Word and Sacraments), and the Mission of the Church. 3. Historical and denominational knowledge: Summarize and analyze the history and Creeds of the Christian Church by distinguishing between various religious traditions and denominations, and recognizing major thinkers, leaders, and movements. 4. Cultural analysis: Reflect and analyze how the culture of Christianity relates to the cultures that surround it (for example, in regard to ethics, vocation, political-social issues, worship). 5. Textual analysis: Demonstrate the ability to read and critically interpret other religious texts in the light of the Christian Scriptures.5 Assessment/Measurement Whereas the religious studies department focuses on assessing departmental learning outcome 3 in RELG 320 chiefly via a final exam, all the learning outcomes are addressed, reinforced, and examined through secondary source readings, primary source readings, artifacts, videos, lectures, discussions, assignments, testing, research, historical writing, and research paper writing as they relate to Luther Studies. Grade Determinants Grading Scale Participation 10% 93 – 100 A Writing Assignments/Quizzes 10% 90–92 A– Tests 25% 87–89 B+ Exams 25% 83–86 B Research Paper 30% 80–82 B– 77–79 C+ 73–76 C 70–72 C– 67–69 D+ 63–66 D 60–62 D– Verbum Domini Manet in 0–59 F Aeternum Attendance 4 BLC, Academic, 6–7. 5 BLC, Academic, 96. 2 Attendance is not only mandatory, but it also makes up part of your final grade. Your grade will be reduced by two percentage points for every absence beyond 4 class periods, up to a total of 10 absences. Missing more than 10 classes may result in automatic failure of the course.6 In extenuating circumstances, such as Bethany- sanctioned activities (athletics, choir, speech, etc.), serious illness, and emergencies, you need to inform me ahead of time via email or in case of the latter as soon as possible thereafter. If you miss a class, it is your responsibility to find out the homework assignment and what was covered in class. Participation Participation also factors into your final grade. Therefore, each student will come to class with the reading for the day and any other assignments completed. Active participation in discussion and active listening to the insights of your classmates are effective ways to learn—they require you to articulate and defend a position or opinion you hold, and you may discover, as a result of the discussion, compelling reasons to alter that position or opinion. In the same way, please do not be embarrassed to ask questions or make mistakes. Both are essential parts of the learning process. Finally, remember to treat your fellow students with respect and compassion. It is much easier to speak up and engage in a friendly environment. Critical Thinking In order to foster good reading habits and critical thinking skills, students are encouraged to read How to Read a Book,7 The Miniature Guide to Critical Thinking Concepts and Tools,8 and The Trivium: The Liberal Arts of Logic, Grammar, and Rhetoric: Understanding the Nature and Function of Language.9 The Miniature Guide describes critical thinkers as follows: Critical thinkers are clear as to the purpose at hand and the question at issue. They question information, conclusions, and points of view. They strive to be clear, accurate, precise, and relevant. They seek to think beneath the surface, to be logical, and fair. They apply these skills to their reading and writing as well as to their speaking and listening. They apply them in history, science, math, philosophy, and the arts; in professional and personal life.10 Style Guide For a basic guide to academic writing across disciplines, writing mechanics, and an overview of styles (MLA, Chicago, etc.) consult the St. Martin’s Handbook.11 All writing assignments for this course must conform to the current Chicago Manual of Style12 or its abridgment A Manual for Writers of Research Papers, Theses, and Dissertations13 to be accepted. Biblical theology and Early Christian writing should supplement Chicago/Turabian with the standards stipulated by the current SBL Handbook of Style.14 Note also that practical 6 See also BLC, Academic, 19. 7 Mortimer Adler and Charles Van Doren, How to Read a Book, Rev. ed. (New York: A Touchstone Book, 1972). 8 Richard Paul and Linda Elder, The Miniature Guide to Critical Thinking Concepts and Tools, 6th ed. (Tomales, CA: Foundation for Critical Thinking, 2009). 9 Miriam Joseph, The Trivium: The Liberal Arts of Logic, Grammar, and Rhetoric: Understanding the Nature and Function of Language, ed. Marguerite McGlinn (Philadelphia: Paul Dry Books, Inc., 2002). 10 Paul and Elder, The Miniature, Preface. 11 Andrea A. Lunsford, The St. Martin’s Handbook, 8th ed. (Boston: Bedford/St. Martin’s, 2015). 12 The Chicago Manual of Style, 16th ed. (Chicago: University of Chicago Press, 2010). 13 Kate Turabian et al., A Manual for Writers of Research Papers, Theses, and Dissertations: Chicago Style for Students and Researchers, 8th ed. (Chicago: University of Chicago Press, 2013). 14 Patrick Alexander et al., eds., The SBL Handbook of Style: For Ancient Near Eastern, Biblical, and Early Christian Studies (Peabody: Hendrickson Publishers, 1999). 3 theology writing often conforms to the Publication Manual of the American Psychological Association instead of Chicago/Turabian.15 Students, who are not History, Broad Field Social Studies, and Religious Studies Majors, may request permission from the instructor to submit written assignments in MLA style.16 If granted, the student is still responsible for all the content of the course and must complete all assignments. Thus, papers should include typed double-spaced text, 12-point Times New Roman font, stapled pages, 1-inch margins, page numbers (in footer and centered), title page, outline, introduction, body, conclusion, footnotes, and bibliography. History Writing Guides Each scholarly discipline has its own subject matter, methods, style, and genres. The Methods and Skills of History: A Practical Guide,17 Doing History: Research and Writing in the Digital Age,18 or A Student’s Guide to History19 should be consulted for guidance on these matters. Electronic Devices The use of laptops, tablets, and other electronic devices will be regulated.
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