HI-614 The Emergence of Evangelicalism Dr. Brian Clark bclark@hartsem.edu Synopsis: This course will chart the rise and early development of Evangelical Revival, known in the U.S. as the Great Awakening. The revival originated in the 1730s and 1740s as a trans-atlantic network of religious movements that contributed life and drama to the tumultuous 18 th century. John and Charles Wesley, George Whitefield, and Jonathan Edwards were some of the movement s early stars, but there were countless others men and women, black and white, clergy and laity whose efforts reshaped the practice of Christianity for centuries to come. Though often linked today with social conservatism, early Evangelicalism inspired countless social reform movements, including attempts to end slavery, raise the status of women, promote literacy, and improve the welfare of the poor. Early Evangelicals also took part in the titanic intellectual battles of the 18th century clashes between faith and reason, human freedom and divine sovereignty, institutional authority and the individual conscience. In this course we will ponder the complex legacy of the early Evangelicals as we retrace their steps, retell their stories, and rehash their bitter debates. Class sessions will center on the analysis of primary sources from the era, including hymns, sermons, conversion accounts, published journals, and polemical texts. Required Book To Read Carefully Before the Class Sessions Begin: The Rise of Evangelicalism: The Age of Edwards, Whitefield and the Wesleys (A History of Evangelicalism: People, Movements and Ideas in the English-Speaking World.), Mark A. Noll, Intervarsity Press, 2003. ISBN: 978-0830838912. Required Books for Review: Methodism: Empire of the Spirit, David N. Hempton, Yale University Press, 2005. ISBN: 978-0300119763 Predestination: The American Career of a Disputed Doctrine, Peter J. Thuesen, Oxford University Press, 2009. ISBN: 978-0195174274 Recommended Scholarly Biographies: George Whitefield: America s Spiritual Founding Father, Thomas S. Kidd, Yale University Press, 2014. ISBN: 978-0300181623 Sarah Osborn's World: The Rise of Evangelical Christianity in Early America (New Directions in Narrative History), Catherine A. Brekus, Yale University Press, 2013. ISBN: 978-0300182903 Jonathan Edwards: A Life, George Marsden, Yale University Press, 2004. ISBN: 978-0300105964 Charles Wesley: A Biography, Gary Best, Epworth, 2006. ISBN: 978-0716206156
Reasonable Enthusiast: John Wesley and the Rise of Methodism, Third Edition, Henry Rack, Epworth, 2002. ISBN: 978-0716205524 Assessment: Book Review Papers: (50%): Each student will write two critical reflection papers of 7-9 pages which illustrate engagement with the two required texts designated for review, the Thuesen and Hempton books. A careful recapitulation of the author s arguments (4-5 pages) is to be followed by a carefully argued response to the work (3-4 pages). The response may focus on a particular portion of each book, but the initial summarization must treat the entire work. The instructor will provide guidance and feedback on these papers, providing the chance to turn in early drafts and to resubmit final drafts. Biographical Interpretation Paper: (30%): Biographical interpretation of religious leaders and pioneers is often complicated and contentious. With the help of the instructor, students will select an 18 th century Evangelical on whom at least one period biography and one modern biography or (extended scholarly portrayal) has been written. (See, for instance, the recommended scholarly biographies listed above.) Choosing at least two biographies with which to work, the student will write an essay of 10-12 pages exploring areas of commonality and difference in how the subject of the biography is portrayed, how larger intellectual issues are addressed, and what meanings are attributed to the life and work of the biographical subject. The instructor will provide guidance and feedback on these papers, providing the chance to turn in early drafts and to resubmit final drafts. Class participation (20%) Please note the following in regard to participation: 1) Full participation begins with full attendance! Please note: absence from any session of this weeklong seminar will affect one s final grade. 2) Full participation includes completion of assessments and short written exercises during the seminar week itself. Some of these will be structured as quizzes, but most of these exercises will be primary-source analysis exercises or seminar-style discussions. 3) Full participation also includes entry into class discussion. Discussions will be designed to be accessible and easy to participate in for students who take time to think through their thoughts, or who need to write out their reactions. 4) Please read the required books and articles before the seminar begins and watch the materials provided through the course site in Canvas. This will enhance your experience during the course, your ability to participate fully in discussion, and the class s ability to go deeper into the subject matter. Attendance Policy: This is a one-week intensive course. Regular attendance at all class sessions and active participation in discussions are expected. If you are unable to attend a class session, please notify the professor in advance or at the earliest opportunity. Please plan to arrive promptly to class, and stay for its duration. It is also important that students return promptly after class breaks. Your presence is necessary and
important for maximal learning for everyone. Missing one day of class will result in an automatic lowering of your final grade by a full letter grade (A to B; A- to B-; B+ to C+; B, B-, or C+ to C; and C to F). Missing two or more days of class will result in automatic failure of the course. Electronic Communication Policy: Students will be expected to use their Hartford Seminary email for communication in regard to the course. In addition, all students will need to regularly log into the course site before and after the start of the week of intensive course activities in order to access readings, videos, mini-lectures and other course materials. Assignments turned in before or after the weeklong intensive session will be submitted via the course site. Late Work: Written assignments must be submitted by the date and time specified. Each day of tardiness, except when specifically excused by the instructor, will result in the loss of 10% of the points for the assignment. Please note that all assignments, especially when handed in on time, may be resubmitted for an improved grade and further commentary. Objectives: I. Students will be able to create a working definition of Evangelicalism, discuss attempts by scholars to define the movement, and explain why the task remains elusive and controversial. II. III. IV. Students will be able to define what it meant for the European churches to follow the Christendom model and describe some specific theological and institutional manifestations of that ideal; students will also be able to explain how the lay activism, volunteerism, and empiricism of the Evangelical movement often contrasted sharply with the Christendom model. Students will be able to explain some of the major economic, scientific, technological, social, ideological, and political changes experienced in the English-Speaking world during the 18 th century and how the early Evangelicals responded. For example, students will be able to discuss the degree to which Evangelicals resisted and/or participated in the Enlightenment(s). Students will be able to explain the principle theological emphases of the Evangelical movement and how prior religious movements and theological developments impacted the formation of Evangelicalism. For example, students will be able to explain the important continuities between early Evangelicalism and the prior wave of Pietist revivals in Europe and the North American colonies. V. Students will be able to identify the important early leaders of the Evangelical Revival, recount their basic biographies, and explain their distinctive teachings. VI. Students will be able to explain the controversies and divisions within the early Evangelical movement, such as the controversies over doctrine, morality, sexuality, gender roles, and religious authority.
VII. VIII. IX. Students will be able to explain the importance of the distinctive literary forms of the revival, including hymns, sermons, and conversion narratives; students will be able to identify the key theological, stylistic, and cultural elements of representative texts. Students will be able to explain the appeal of the Evangelical movement to the oppressed, including women, enslaved people, and the poor. Students will also examine ways in which Evangelicalism by turns kept and reneged on its promises to them. Students will be able to explain the connections between the early Evangelical movement and later developments in World Christianity, including the social reform movements of the 19 th century, the development of an Evangelical Protestant culture in the early United States, and the rise of Protestant Missions. Literary Genres and Skills: 1. Allusions: Identifying and interpreting Biblical allusions in a variety of 18 th century texts. 2. Hymnody: Recognizing and describing the symbolism and theology of period hymns. 3. Sermons: Analyzing the theological content, form of argument, rhetoric, and pastoral intent of 18 th century sermons. 4. Journals: Analyzing the narrative style and propagandistic intent of published period Journals. 5. Polemics: Analyzing the logic and rhetoric of 18 th century theological polemical texts. 6. Conversion Narratives: Identifying both unique elements and common features of 18 th century conversion accounts. Schedule of Objectives and Literary Genres: Day Focus Objectives Literary Focus (+ Daily Hymns) 1 Definition, Background, I, II, III, Journals Historical Context 2 Theology, Prior Movements, IV, VI, Sermons 3 Key leaders & appeal to V, VIII Conversion Narratives marginalized 4 Key leaders & Controversies V, VI, Polemical Texts 5 Influence & Historical impact IX Creative Writing Project
Daily Schedule: Monday, May 23 rd. 9:15-10:15 1 st Lecture & questions: What a century! Most of what you need to know about the 18 th century in 45 minutes or less. 10:30 12:00 Daily Hymn Reading and Analysis: Early Charles Wesley Hymns on Conversion. 12:30-1:30 2 nd Lecture & questions: The Eclipse of Christendom: The historical and theological crises that fed the Evangelical Revival. 1:45 4:45 Daily Primary Source Reading & Analysis: Selections from the Journals of John Wesley & George Whitefield. Tuesday, May 24 th. 9:15-10:15 1 st Lecture & questions: Understanding the theologies and pieties that served as sources for the Evangelical Revival. 10:30 12:00 Daily Hymn Reading and Analysis: Hymns that express the New Birth. 12:30-1:30 2 nd Lecture & questions: Core theological emphases of the Evangelical Revival and their Social Significance. 1:45 4:45 Daily Primary Source Reading & Analysis: A Charles Wesley Sermon.
Wednesday, May 25 th. 9:15-10:15 1 st Lecture & questions. George Whitefield s life and impact. 10:30 12:00 Daily Hymn Reading and Analysis: Hymns of Isaac Watts. 12:30-1:30 2 nd Lecture & questions: The appeal of the revival to women, the poor, and the enslaved. 1:45 4:45 Daily Primary Source Reading & Analysis: A selection of short conversion narratives. Thursday, May 26 th. 9:15-10:15 1 st Lecture & questions. John Wesley s life and his Methodist Connexion. 10:30 12:00 Daily Hymn Reading and Analysis: Charles Wesley s Anti-Calvinist Hymns. 12:30-1:30 2 nd Lecture & questions: An old battle rejoined: Divisions over predestination. 1:45 4:45 Daily Primary Source Reading & Analysis: Selected polemical texts on predestination. Friday, May 27 th. 9:15-10:15 1 st Lecture & questions. The Transatlantic Impact of the Evangelical Revival. 10:30 12:00 Daily Hymn Reading and Analysis: Selected Evangelistic and Missionary hymns. 12:30-1:30 2 nd Lecture & questions: The present-day, worldwide impact of the Revival. 1:45 4:45 Daily Primary Source Reading & Analysis: Writing an undiscovered 18 th Century text.