Course Syllabus

Instructor: Tim Bryan, The John Wesley Iliff Senior Lecturer in Church History
E-mail: bryan147@msn.com
Office Hours: 

Course Synopsis

           The Middle Ages were a time of expanding theological inquiry. The monasteries, the cathedral schools, and then the emerging universities and mendicant houses of study promoted learning. The newly translated Greek philosophical texts (especially the physics and metaphysics of Aristotle) and Jewish and Islamic commentaries stimulated new concepts and language, while raising questions about the interplay between reason and revelation. However, at its core, theology in the medieval period continued to be grounded in the Bible, the writings of the early church (especially Augustine), the ecumenical creeds, and worship. It was essentially the pursuit of wisdom to organize the doctrines of the church, to teach the faithful, prepare their preachers, refute the heretics, and, most importantly, contemplate and experience God more fully. For the monks, friars, churchmen, and mystics, erudition was an act of piety.

            This course will investigate the theological methods and insights of the medieval period, with particular emphasis on the efforts of such figures as Anselm, Bernard of Clairvaux, Peter Lombard, Abelard, Bonaventure, Aquinas, and William of Ockham, Julian of Norwich, and Meister Eckhart.  

Books for the Course

Jaroslav Pelikan. 1978. The Growth of Medieval Theology (600-1300). Vol. 3 in The Christian Tradition: A History of the Development of Doctrine. The University of Chicago Press. Chicago. ISBN:0-226-65375-7

Rik Van Nieuwenhove. 2012. An Introduction to Medieval Theology. Cambridge University Press. NY. ISBN:978-0-521-72232-2

See Taylor Library's list of online book sellers for purchasing options.

 

Complete Syllabus

 

        IST 3044-1-FA14: Mind & Heart: The

          Spirit of Medieval Theology

 

 

Course Schedule: September 10, 2014 – November 12, 2014

 

Course Location/ Times:  The Iliff School of Theology, Wednesdays, 6:00 –9:30 PM

 

 

Required Texts:

 

Jaroslav Pelikan. 1978. The Growth of Medieval Theology (600-1300). Vol. 3 in The Christian Tradition: A History of the Development of Doctrine. The University of Chicago Press. Chicago. 

Rik Van Nieuwenhove. 2012. An Introduction to Medieval Theology. Cambridge University Press. NY.

 

Selected Readings in Class.

 

 

Instructor: Tim Bryan, M. S., M. A., Th. D., The John Wesley Iliff Senior Lecturer in Church History

 

Telephone: 303-565-9312 (Please call after 9:00 AM and before 9:00 PM)

 

Email:      bryan147@msn.com

 

Availability: Will return messages within 24-48 hours.

 

 

Course Description

The Middle Ages were a time of expanding theological inquiry. The monasteries, the cathedral schools, and then the emerging universities and mendicant houses of study promoted learning. The newly translated Greek philosophical texts (especially the physics and metaphysics of Aristotle) and Jewish and Islamic commentaries stimulated new concepts and language, while raising questions about the interplay between reason and revelation. However, at its core, theology in the medieval period continued to be grounded in the Bible, the writings of the early church (especially Augustine), the ecumenical creeds, and worship. It was essentially the pursuit of wisdom to organize the doctrines of the church, to teach the faithful, prepare their preachers, refute the heretics, and, most importantly, contemplate and experience God more fully. For the monks, friars, churchmen, and mystics, erudition was an act of piety.

            This course will investigate the theological methods and insights of the medieval period, with particular emphasis on the efforts of such figures as Anselm, Bernard of Clairvaux, Peter Lombard, Abelard, Bonaventure, Aquinas, and William of Ockham, Julian of Norwich, and Meister Eckhart.

         The course will incorporate reading, some lecture, group discussion, reviews of primary sources, weekly reflection papers, and a final project paper.

 

 

Assignments and Point Values

 

Assignment                        When Due                  Points               

Participation                        Sessions 1-10             30

 

Reflection Papers                Sessions 2-9               80

 

Primary Sources Review    Sessions 2-9               (15)

 

Final Written Project          Session 10                  30

 

TOTAL POINTS                                                      (155)

 

 

 

Description of Assignments

 

Class Participation (Sessions 1-10)

 

The course participant is expected to be engaged in the ongoing activities and discussions of the course. Each participant is encouraged to contribute meaningfully to the learning process of the classroom sessions. The success of each session is very much intertwined with the engagement and efforts of the class members. Three points per session can be earned through such participation. If a course participant is absent no participation points can be earned. (In cases of emergencies and illness, participation points can be made up with a two-page, properly formatted, double-spaced summary of the readings for that night, submitted to the instructor by 6:00 PM the day of the next session.)

 

Reflection Papers (Sessions 2-9)

 

For each of the sessions (2-9), the student will submit a 600-700-word reflection paper on the week’s readings. The paper should include a title page and follow APA formatting. The paper does not have to formally cite the texts for the course; however, if outside sources are used they should be cited appropriately. The reflection papers should include at least five, short paragraphs, which identify five key or meaningful ideas from the readings and the student’s response to those ideas. The reflection papers will be discussed in each class session.

 

Primary Sources Review (Sessions 2-9)

 

For each of the sessions (2-9), students will present orally a summary of their reading of primary documents that will be available either in the library or at the preceding session. The summary should highlight the key points of the document, some reflections on the value of the document in its own historical context, and its possible relevance to our contemporary theological scene. Some of the primary texts will be longer than others; however, each student will only be required to present every other session (or less, depending upon the size of the class).

 

Final Written Project (Due November 12)

 

For the final written project, the student can pick from the following choices:

1. The student can pick a primary text from the medieval period.  The format for this option should include briefly introducing the author and setting of the text (330- 350 words); summarizing the main topics of the text (300-350 words); identifying the most important ideas that arise from the text, with an explanation of why those ideas were chosen (700-1000 words); and discussing how the text may have contemporary significance (around 700 words).

2. The student can choose to describe the theological ideas of a particular medieval writer. The format for this option should include briefly introducing the author and his/her historical setting (300-350 words), summarizing the main ideas and theological concerns of the writer (1000-1350 words), and discussing how the writer’s ideas may have contemporary significance (700 words).

3. The student can develop a particular theme throughout the medieval period (such as the Trinity, grace, sacraments, love, union with God, atonement, etc.). The format for this option should include briefly introducing the theme (300-350 words, with some possible references to its development in the early church); identifying writers in the medieval period who discussed the theme and how they described it (1000-1350 words); and discussing how the theme and the medieval understandings of it may have contemporary significance (700 words).

 

        

 

 

Assignment Guidelines

 

Late Assignments

 

All work should be submitted the day on which it is due. An assignment one day late will be penalized 10%; two days late, 20%; and no assignment will be accepted after the two-day late period. The instructor will not accept late assignments after the final session for the course. Course participants who are absent from class must still submit all written assignments on the date due by 11:59 p.m. to receive full credit. All assignments must be turned in by 11:59 p.m. on the date of the last class in order to receive credit. Assignments turned in after that deadline will not be accepted. Time is Mountain Standard Time.

 

Instructor Feedback

 

The instructor will return detailed feedback to the course participants on each assignment within seven days of the submission of the assignment.

 

Written Assignments

 

The syllabus gives you guidelines on how long written assignments should be. Please observe those guidelines as closely as possible. Some of you need more sentences to express yourself; others need fewer. I am more interested in having you write clearly rather than in having you worry about the length of your assignments. If your assignments are too long or too short, I will give you feedback accordingly.

 

All written assignments should follow APA formatting (or other style acceptable to academic writing), which will include a title page, double- spacing, 12 point Times New Roman font, one-inch margins throughout, and references (in-text and references page).

 

See Appendix 1 for Written Assignments Guidelines. The guidelines describe the elements of the written work that the instructor will be evaluating.

 

ADA Accommodations

 

Iliff engages in a collaborative effort with students with disabilities to reasonably accommodate student needs. Students are encouraged to contact their assigned advisor to initiate the process of requesting accommodations. The advising center can be contacted at advising@iliff.edu or by phone at 303-765-1146.

 

 

 

 

 

COURSE READINGS AND TOPICS

 

 

Session 1

Topic: Early Sources

Readings:   Nieuwenhove, pp. 1-35; Pelikan, pp. 9-49

Primary Documents: Augustine, Enchiridion (sections “Prologue,” “Hope,” and “Love”). Pseudo-Dionysius, The Mystical Theology.        

 

Session 2

Topic: Early Medieval Theologians

Readings:   Nieuwenhove, pp. 39-73; Pelikan, pp. 50-105

Primary Documents: Gregory the Great, The Commentary on Job (excerpt).

The Eucharistic Debate (two treatises on The Body and Blood of Christ).

 

Session 3

Topic: Monastic Theology

Readings:   Nieuwenhove, pp. 77-98; Pelikan, pp. 106-157

Primary Document: Anselm, Proslogion.

 

Session 4

Topic: The Old and the New in Conflict

Readings:   Nieuwenhove, pp. 99-119; Pelikan, pp. 158-214

Primary Documents: Abelard, Dialogue of a Philosopher with a Jew and a Christian. Bernard of Clairvaux, On Loving God.          

 

Session 5

Topic: The School of St. Victor & Peter Lombard

Readings:   Nieuwenhove, pp. 120-166; Pelikan, pp. 215-267

Primary Documents: Selections from Richard of St. Victor (Book 3, The Trinity) and Peter Lombard (The Sentences).

 

Session 6

Topic: The Attempt at Synthesis

Readings:   Nieuwenhove, pp. 169-210; Pelikan, pp. 268-307

Primary Documents: Albert the Great, Commentary on Dionysius’ The Mystical Theology (selection). Thomas Aquinas, Summa Theologica (selection).

 

Session 7

Topic: The Franciscan Way

Readings:   Nieuwenhove, pp. 211-228

Primary Documents: Bonaventure, The Soul’s Journey into God.         

 

Session 8

Topic: Challenging the Synthesis

Readings:   Nieuwenhove, pp. 229-275

Primary Documents: Selections from Duns Scotus, William of Ockham, and Meister Eckhart.

 

Session 9

Topic: The Mystics & Late Medieval Thought

Readings:   Nieuwenhove, pp. 276-284

Primary Documents: Selections from Julian of Norwich (Showings) and The Imitation of Christ.

 

Session 10

Topic: Student Paper Presentations

 

 

        

 

        

APPENDIX 1

 

 

WRITING ASSIGNMENT GUIDELINES 

• Content and Development (40%)

Key elements are covered.

Content is comprehensive, accurate, and persuasive.

Major points are supported with specific details. 

Research is appropriate, adequate and timely. 

Higher order thinking, including an appropriate analysis and synthesis of theory –supported by in-text citations integrated with experience.

• Organization (30%)

A clear and sufficient introduction and central theme/purpose are clear.

Structure is clear, logical and easy to follow (including spelling, punctuation and correct grammar).

The subsequent sections support the central theme.

The conclusion/recommendations follow logically from the body of the paper.

• Format (10%) 

Citations follow APA guidelines. 

Reference page follows guidelines and is included. 

Paper is laid out effectively, uses title page, reference page, appropriate margins, paging, headings, and attends to detail.

• Grammar/Punctuation/Spelling (10%) 

Rules of grammar, punctuation and spelling are followed and are correct.

• Readability (10%) 

 

Sentences are complete, clear, and concise. 

 

Sentences are well constructed and consistently strong. 

 

Transitions help maintain flow of thought. 

 

Words are precise.