Christian Thought (Spring 2018)* Religious Studies 300 M, W, F 9:00 9:50 Dr. Steven L. Reagles You shall love the Lord your God with all your heart, with all your soul, with all your mind and with all your strength. [Mark 12:30] 1 B.A. [English] University of Wisconsin LaCrosse M.Div. [Theology] Wisconsin Lutheran Seminary M.A. [Speech-Communication] Minnesota State University Ph.D. [English Rhetoric & Linguistics] Indiana University Pennsylvania Continuity and Change: St. Athanasius In the First Five Centuries the Church s Confessors Responded to Heterodox Attacks on Orthodox Teaching About the Trinity and God/Man Christ, Drafting and Confessing the Biblical Faith In Creeds that Clearly Articulated Unchanging Biblical Truth, Providing a Model for Christians of All Ages. The Council of Nicea Engraving of St. Irenaeus of Lyons OFFICE: Honsey Hall, #227 OFFICE HOURS: M, W, F 10:30-11:20; 1:00-3:30 (Other Hours by Appointment) T, R 1:00 3:30 TELEPHONE: Office--344-7338 [E-Mail--sreagles@blc.edu] Home--388-8392 [Leave messages on Voice or E- Mail.]
2 TEXTBOOKS FOR PURCHASE (REQUIRED): Gonzalez, Justo L. History of Christian Thought: Beginnings to the Council of Chalcedon. Vol. 1 Nashville: Abingdon, 1987. McGrath, Alister. Heresy: A History of Defending the Truth. New York: HarperOne, 2009. Richardson, Cyril C., Ed. Early Christian Fathers. Westminster John Knox, 2006. CATALOG DESCRIPTION: A survey of major developments in the history of Christian thought, doctrine and practice of the early church, including the Apostolic, Ante-Nicene, Nicene fathers, and the Council of Nicea to the Council of Chalcedon. Religious Studies Objectives & Gen. Ed. Core Requirements [hereafter GECR]*: Understanding the Christian Faith *: It is the mission and objectives of the Religious Studies Division that Students grow in their ability to: 1) Demonstrate a working knowledge of the Bible by being able to explain its structure, history and chronology, genres (such as history, poetry, and prophecy), canonicity, interpretation (hermeneutics), and Christocentricity (Christ-centeredness). 2) 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) Summarize and analyze the history and Creeds of the Christian Church by distinguishing between various religious traditions, denominations, and recognizing major thinkers, leaders, and movements. 4) Demonstrate the ability to read and critically interpret other religious texts in the list of the Christian Scriptures. 5) 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 and worship) (Meets institutional objectives 1 and 2). *Drawn from the current BLC Academic Catalog Gen. Ed. Requirements. COURSE LEARNING OUTCOMES [CLO derived from the GECR]. ]: After taking this course, besides being more interested in and excited about the importance of carefully thinking about and articulating Christian theology, you will be able to: I. Recall the names of significant people and events heretical and orthodox --associated with the church s formulation of creedal confession in its early centuries. 3 II. Describe the causes/effects of church, theological controversy occurring from the beginnings of the Church through A.D. 451. 3, 5 III. Summarize the distinct differences in theological wording reflected in the geographical schools of Christianity: Western, Alexandrine, Antiochene. 3, 5 IV. Discuss criteria used for judging thinking critically about orthodoxy & heterodoxy in Apostolic, Post-Apostolic, Gnostic, philosophical & creedal writings up to the Council of Chalcedon. 3 V. Relate how specific wording in the Creeds reflects a critically exacting confession in direct response to specific heresies, attacks on, or disagreements about, representation of Scriptural truth. 4, 5 VI. Interpretively assess & debate commonality and difference in ancient and modern day orthodoxy & heterodoxy so as to grow in Christian faith and confession. 4, 5 *Numbers following the CLO are based on GECR above.
3 COURSE ASSIGNMENTS AND REQUIREMENTS: Roman Numerals in brackets, below, [VI] refer to the CLO being assessed. 1) Introductory Essay: Today s Chief Cotemporary Christological Heresy. In American Jesus [Farrar, Straus, Giroux, 2003], Stephen Prothero points out that there are many different Jesus s in today s world, because people create within their own minds imagined versions of Jesus different than the one depicted in Scriptures. They have a heterodox Christology. For some, Jesus is a 60 s revolutionary, or a new Moses, maker of new laws and morality; a guru-like spiritual teacher calling you to discover the god within; for some, Jesus is a model of progressive thinking; or a life-coach about how to be successful in life; for others Jesus is a business leader as in the recent book by Jones, Jesus, CEO: Using Ancient Wisdom for Visionary Leadership or a first-century rock star, as in Andrew Lloyd Webber s 1970s Broadway rock opera Jesus Christ Superstar. These are just a few contemporary versions of Jesus, which embody a wrong-headed, and often heretical viewpoint. In a 1-2 page paper, citing evidence for your claims with in/text citations/footnotes and a bibliography, discuss what in your opinion is one of the most unbiblical, wrong-headed ideas about Jesus Christ [e.g., his nature, who he is, what his purpose is] as reflected in popular culture, media, current religious American thinking. Introduce your central thesis or claim; then illustrate it by examples of this heretical or heterodox notion of Jesus, using other sources. DUE: Friday, January 19 [I, VI] 2) Three Short Papers. Three 1-2 page typed, single-spaced, short papers are intended to address select Learning Outcomes. A separate set of instructions for each paper is detailed below. For each paper, seek to explicitly use Critical Thinking terms from the Critical Thinking Wheel handout considered in class. The minimum of 1 page means at least 1 FULL page. Follow standard writing practice: one inch margins, your name, course name, date, Title of Assignment at the top of paper; standard type script, (Times or Times New Roman; 12 pt. size). Make sure you Include a separate Bibliography or Works Cited list on page 2 and make sure that you cite and quote any lines from McGrath, Gonzalez and other sources you consult, citing page numbers, etc. Points are deducted if you forget a bibliography. Begin with the class texts, and while it is not necessary to consult other texts feel free to use other academic sources to do your papers. Again, DO make sure you cite all quotations from online and other sources you use with quote marks, and include the source in your Bibliography. Start by looking up your subject in the Index of Gonzalez, study the pages on which the subject is discussed in terms of the specific questions, below each respective paper assignments. Finally, write your short paper. & Paper #1 [ Difference Between Orthodoxy and Heterodoxy ]: This first paper addresses Learning Outcomes #I & #II: I. Recall the names of significant people and events heretical and orthodox -- associated with the church s formulation of creedal confession in its early centuries. II. Describe the causes/effects of church, theological controversy occurring from the beginnings of the Church through A.D. 451 INSTRUCTIONS: Using Alister McGrath s Heresy, cite key passages for support, as you explain the difference between orthodoxy and heresy [heterodoxy]. DUE DATE: Friday, February 2. [I, II] & Paper #2 [ Rehabilitated Ideas in a Heretical Church ]: Your second paper intersects with Learning Outcomes #VI: Interpretively assess & debate commonality and difference in ancient and modern day orthodoxy & heterodoxy. In the familiar words of Ecclesiastes: There is nothing new under the sun (Eccl. 1:9). This passage suggests that attacks in the past on Christian doctrine will continue to appear today, like the mythological hydra s head(s), in contemporary mutated forms in religious teachers, teachings
4 and apostate church bodies. Search for a contemporary example of a religious movement, group or church body that, in your view, teaches a heterodox denial of some doctrine relating to the biblical doctrine of the Trinity or Christ s two natures. [Candidates are readily available by word searches on the web using search terms such as Christian cults, Christian heresies today, heresies about Christ, heresies about the trinity, etc.] Your chosen contemporary example should reflect what McGrath refers to as the rehabilitation of heretical ideas, which by its rehabilitation opposes biblical teaching, reflected in the Nicene and other Creeds. INSTRUCTIONS: In this paper, 1. briefly describe the group, movement church body you ve identified. 2. Second, select writing and images from this example, which, in your view, reflect the rehabilitation of heretical ideas. Quote passages. 3. Third, relate this contemporary heretical wording to earlier church controversy, studied in this course, discussing how the ancient heresy reminds you of its modernized manifestation. 4. Finally, discuss how the particular wording of the Nicene Creed addresses that heresy then, and in its rehabilitation now. Here is a summary of the main questions you need to address: What are some important background facts about this modern heretical group? What verbal expression of teaching in the movement reflects the rehabilitation of heretical ideas? What earlier heretical controversies or false teaching in the first four centuries of the church s formulation of the Nicene Creed involving the teaching of the trinity, or the Two Natures of Christ-- does this contemporary heresy rehabilitate? Which creedal verses in the Nicene Creed addressed that heresy then, and its contemporary rehabilitated form now? DUE DATE: Friday, April 6. [VI] & Paper #3 [ Creedal Wording as a Council s Response to Heretical wording ]: Your final short paper intersects with Learning Outcomes #IV, V: IV. Discuss criteria used for judging thinking critically about orthodoxy & heterodoxy in Apostolic, Post-Apostolic, Gnostic, philosophical & creedal writings up to the Council of Chalcedon. V. Relate how specific wording in the Creeds reflects a critically exacting confession in direct response to specific heresies, attacks on, or disagreements about, representation of Scriptural truth. The main purpose of this culminating paper is to provide an opportunity for you to demonstrate your ability to explain how key wording in the Nicene Creed is in fact there in direct response to attacks on Christ or the Trinity, thus requiring this creedal response. INSTRUCTIONS: Choose one of the topics a heretical movement or teaching from the handout, Christian Thought Topics for Short Papers, and in your essay address the following questions or any questions related to Learning Outcomes #IV & #V: What particular bible teaching did this heterodox teaching, teacher, movement contradict, attack, disagree with? Which orthodox teachers, councils, etc., studied this semester and detailed in Gonzalez, are associated with the church s response to this attack? What creedal wording in the Nicene or other creed would this figure be most connected with? In other words, the specific words used in the Creeds are there because some false teacher and teaching misrepresented biblical truth. DUE DATE: Wednesday, April 25. [IV, V]
5 3) Test #1. This Exam tests you on thought associated with the Apostolic Fathers and Greek Apologists. The test includes some objective questions, short answer and longer essay questions. [I, II, IV VI] 4) Test #2. The subject of this test includes Greek Apologists, Gnosticism, Gnostic texts and the anti- Gnostic fathers, e.g., Irenaeus; Tertullian, Origen and other developments in Western and Eastern Christian thought, leading up to the Council of Nicea. The test takes the same form as Test #1. [I, VI] 5) Take-Home Final--Test #3. Your final test is a take-home essay exam, about developments between the Councils of Nicea and Chalcedon. From a choice of questions, you will write two typed essays, 3-4 pages in length, for each essay, making the final typed exam 6-8 pages in length. Information will be provided at a later date. You ll be given the Final Exam the second last week of school and may hand it in when you are finished. The Deadline is 5:00 Monday, May 7, for handing in the test. [I-VI] 6) Participation. During class sessions will typically be in the form of keynote lecture, but we will occasionally consider daily readings through group work, jigsaws, discussion, debates and other learning strategies. Your chief responsibility is to prepare for class by keeping up with readings so you can actively participate. I will regularly give directed reading assignments to prepare you for in-class work, debates, etc. I will also deliver mini-lectures on various topics. Some mini-lectures will convey information; most will function as provocations to generate discussion. On some days we will begin the class with a free-write, which you may read in class or exchange with each other for a written response. During several classes you will be paired with a classmate to provoke discussion. [I-VI] 7) Quizzes/One-Minute/Five-Minute Essays. During regular class sessions, typically at the beginning or class end, I will occasionally administer objective quizzes. During a number of sessions, I will ask you to write one- or five-minute mini essay that critically reflects on daily readings or class discussion. As a template for critical reading we use Paul and Elder s model of critical thinking. The purpose of these essays will be to check your understanding of course ideas, daily readings and class discussion. They will also allow us to check weekly learning of announced course goals and outcomes. [I- VI] COMPUTATION OF FINAL GRADES IN THIS COURSE: Assignment Percentage of final grade Introductory Essay: Christological heresy 10 Three Short papers [15% each]* 45* Test #1* 15* Test #2* 15* Test #3* 15* Participation 5 Quizzes/Five Minute Essays 10 100% *All tests must be taken and papers submitted. POLICY REGARDING LATE OR MISSED ASIGNMENTS/EXAMS: All assignments must be completed and turned in at deadline; all tests must be taken; tests are administered only on printed dates. Exceptions are made only by prior permission or sickness or bona fide emergencies. Late assignments may be docked a full letter grade. POLICY REGARDING ATTENDANCE: Students are expected to attend class regularly. Excessive absences (over three) typically lower your final grade by one letter. Additional absences will result in further grade reduction. Students with 6 unexcused absences are dropped from the course. Exceptions to this policy include absences by prior permission, sickness or bona fide school activities and emergencies.
POLICY REGARDING ACADEMIC DISHONESTY AND PLAGIARISM: It is important that you identify sources you use in your work. Plagiarism is the act of using someone else s ideas, words, in academic work, as if they were yours, thus not crediting the real author. Plagiarism, or cheating, is a serious breach of ethics that merits penalties, sometimes even course failure. In this course plagiarism will receive an automatic F. If you have questions about the proper use of sources ask your instructor. 6 TENTATIVE SCHEDULE CLASS DATE TOPIC ASSIGNMENT January 8 Intro; Chemnitz s Treatise on Reading Church Fathers ; Loving God with Our Minds Gonzalez, Forward pp. 13-16 January 10 Unit #1: Orthodoxy vs. Heterodoxy: Our Love Affair with Heresy : Yearning for Novelty; Critical Thinking in Theology McGrath, pp. 1-13; The Critical Thinking Wheel January 12 Faith, Creeds, and the Christian Gospel ; McGrath, pp. 17-32 January 15 Martin Luther King Jr. Vacation January 17 Origins of the Idea of Heresy McGrath, pp. 33-39 January 19 INTRODUCTORY ESSAY DUE-- One of The Most Wrong-Headed Ideas about Jesus Christ January 22 Diversity: The Background of Heresy McGrath, pp. 43-59 January 24 The Early Development of Heresy McGrath, pp. 61-80 January 26 Is There an Essence of Heresy? McGrath, pp. 81-97 January 29 Christian Thought: First Five Centuries Gonzalez Chap. 1 pp. 23-8; January 31 February 2 February 5 February 7 February 9 Early Classic Heresies: Ebionitism, Docetism, Valentinism PAPER#1 DUE Difference Between Orthodoxy and Heterodoxy Unit #2: Early Church Fathers Greek Apologists: The Cradle of Christianity The Jewish & Greco Roman Context Theology of the Apostolic Fathers Didache Christian Moralism Theology of Apostolic Fathers Letters of Ignatius: Ephesians, Magnesians, Trallians, Romans, Philadelphians, Smyrneans, Polycarp McGrath, pp. 101-33 Gonzalez, Chap 2 pp. 29-60 Gonzalez, Chap 3 pp. 61-71; Richardson, pp. 171-9 Gonzalez, Chap 3 pp. 71-80; Richardson, pp. 87-120
February 12 February 14 February 16 February 19 February 21 Theology: Apostolic Fathers; Polycarp of Smyrna; Papias; Epistle of Barnabas; Shepherd of Hermas, etc. The Greek Apologists Apologetics-- Aristides, Justin Martyr s First Apology Greek Apologists: Aristides, Justin Martyr s First Apology Thru Argument from Prophecy President s Day Vacation The Greek Apologists Justin Martyr: First Apology (Paganism an Imitation of Christianity; Christian Worship) Gonzalez, Chap 3 pp. 80-96 Gonzalez, Chap 4 pp. 97-120 Richardson, pp. 242-77 Richardson, pp. 277-89 7 February 23 Test #1 February 26 Unit #3: Classical Heresies and Classical Apologetic Response by Orthodox Fathers Later Classic Heresies: Arianism, Donatism, Pelagianism McGrath, pp. 135-72 February 28 The Greek Apologists: A Plea by Athenagoras Richardson, pp, 300-40 March 2-11 March 12 March 13 [Tuesday] March 14 March 16 March 19 March 21 March 23 Spring Break Early Heresies: Challenge & Response; Gnosticism Advising Day The Early Heresies: Challenge & Response Marcion, Montanism, Monarchianism Irenaeus An Early Orthodox Father Responds to the Gnostic Heresy; Why does Elaine Pagels make Irenaeus her chief target?; An Example of a Gnostic Gospel The So- Called Gnostic Gospel of Thomas Irenaeus Selections from Against Heresies Book I Refutation and Overthrow of the Knowledge Falsely So Called Irenaeus Selections from Against Heresies Book III Faith in Scripture and Tradition ; Book V Redemption & the World to Come Gonzalez 5, pp. 121-37 Gonzalez 5, pp. 137-56 Gonzalez 6, pp. 157-70 Handout: The Gospel of Thomas Richardson, pp. 358-68 Richardson, pp. 369-91
March 26 Tertullian Richardson, pp. 171-185 March 28 School of Alexandria: Clement and Origen Gonzalez 8, pp. 186-227 8 Mar. 29-Apr. 2 EASTER VACATION April 4 Western Theology in the Third Century Gonzalez 9, pp. 228-46 April 6 PAPER#2 DUE Rehabilitated Ideas in a Heretical Church April 9 Eastern Theology After Origen Gonzalez 10, pp. 247-60 April 11 Chap. 8: Cultural Intellectual Motivations for Heresy McGrath, 175-95; Write Out Questions Chap. 8 April 13 Test #2 Material: Feb. 26-Apr. 11 April 16 Unit #4: The Arian Controversy, Athanasius, Cappadocians & Famed Councils: Arian Controversy and the Council of Nicea; Gonzalez 11, pp. 261-71 April 18 The Theology of Athanasius Gonzalez 13, pp. 291-302 April 20 The Great Cappadocians Basil of Caesarea, Gregory of Nazianzus, Gregory of Nyssa Gonzalez 14, pp. 303-25 April 23 Trinitarian Doctrine in the West Gonzalez 15, pp. 326-34 April 25 PAPER#3 DUE Creedal Wording as a Council s Response to Heretical wording April 27 Beginnings of the Christological Controversies Gonzalez 16, pp. 335-52; April 30 Nestorian Controversy; Council of Ephesus Gonzalez 17, pp. 353-367 May 2 Council of Chalcedon; Apostolic or Apostate? Gonzalez 18-19, pp. 368-80; 381-3 May 4 May 7, Monday Orthodoxy, Heresy, and Power ; Heresy and Islamic View of Christianity ;:Future of Heresy Take-Home Final--Test #3 Due by 5:00 p.m. McGrath, 197-222; 223-9; 231-4 * The instructor reserves the right to change the syllabus as the curriculum and/or program require(s)