II. TEXTBOOKS: Required Texts: González, Justo. The Story of Christianity: Volume 2. 2nd Edition (Harper) ISBN

UNITED THEOLOGICAL SEMINARY CH 604: History of Christianity, II An Introductory Survey of Christianity from 1400 to the Present SPRING 2014 ONLINE Rev. Adam Wirrig, afhea PhD. Candidate, The University of Aberdeen awirrig@united.edu I. COURSE DESCRIPTION: CH604. History of Christianity, II. An introductory survey of Christianity from 1400 to the present. Institutional structures, practices, leaders, and events will be studied in both primary and secondary sources with the goal of participants learning both historical method and content. Prerequisite: CH 504. II. TEXTBOOKS: Required Texts: González, Justo. The Story of Christianity: Volume 2. 2nd Edition (Harper) ISBN 9780061855894 Amy Oden, In Her Words: Women s Writings in the History of Christian Thought. (Abingdon), ISBN 0687459729 Livingstone, Elizabeth A. The Concise Oxford Dictionary of the Christian Church. ISBN-13: 978-0198614425/ Oxford University Press, 2006. Raboteau, Albert. Canaan Land: A Religious History of African Americans. (Oxford), ISBN 0195145852 Recommended Texts: Bettenson, Henry and Maunder, Chris (eds.), Documents of the Christian Church 4th Edition. ISBN-13: 9780199568987 /Oxford University Press, 2011. United Online: Primary source readings will be found on United Online. III. RATIONALE: This course is a UTS introductory course. Thus, it is designed to introduce participants to the broad themes which compose the history of Christianity. This course speaks directly to two UTS core student learning competencies: 1.) An understanding of history of Christianity is essential to understanding the Christian heritage. This course will introduce the student to significant persons, movements, and theological developments from the Reformation to the Present. Thus, this course will enable students to understand the ways in which the Christian heritage has been appropriated in theological reflection on behalf of the church. 2.) By examining ways in which the church has been affected by and helped shape social and political forces in the wider community, this course enables students to expand their understanding of the Church and its mission in both local and global contexts. IV. SPECIFIC COMPETENCIES: Historical Knowledge: Participants should be able to identify significant acts, events, persons, ideas and dates which both influenced and and continue to influence the course of

Christian history. In more general terms, students should have a general ability to discuss: Who, What Where, and When? Historical Reasoning: Participants should be able to identify, explain, critique, and support various propositions, acts, and philosophies in conversation with other influencing factors. Again, in more general terms, students should have the ability to discuss: How, Why and So What? Through this course students will develop critical thinking skills related to the study of history. A student who successful completes this with a grade of C or higher, will have demonstrated learning of information (historical knowledge) but more importantly they will have developed the ability to analyze information (in terms of the complexities of cause, effect, influence, similarity and difference) and to speak and write with sufficient clarity about what they have read, heard, and seen. (historical reasoning) Furthermore, in order to demonstrate an appropriation of the Christian heritage through an understanding of major theological loci, students will be expected to express orally (in class discussions), and in writing the following: A.) Knowledge of the major persons, ideas, and developments in the history of Christianity from the late medieval/early modern era to the present. B.) An understanding of major theological themes discussed during the semester. These include, justification, grace, the will, human freedom, salvation and election, works, the church, and sanctification. C.)An understanding of the issues and controversies of these eras and their effects not just on those in power or those with influence but on ordinary Christians. D.)An understanding of how the past has helped shape the church and the world in which we live today. E.)An ability to read primary and secondary sources thoughtfully and critically. V. TEACHING STRATEGIES: This is an ONLINE COURSE The main work of the course will consist of engaging readings, lectures, and discussions. We are a community of learning; therefore, critical thinking, dialogue, discussion, and questioning are welcomed. You all have insights, perspectives, experiences, and information that are important; share them respect for one another. VI. COURSE OUTLINE: The course has 12 modules. Each module is representative of one calendar week, unless otherwise noted. The online modules contain these elements: Read you should read the texts before doing anything else for each module. Watch lectures and other videos posted on United Online. Engage Each week you will be expected to post two thoughtful posts to the discussions given below. One post should be your own reply to the topic at hand. The second should be your engagement with another student's post. ("Yes, I agree," "No, I don't agree," and other brief responses are not acceptable.) VI. TOPICS AND READINGS: 1.)The Beginning of Reformation: Creeping towards Chaos Background Reading: Gonzales, Chpt 1 The Bull Unigenitus of Clement VI The Machinery of Indulgences - Instructions from Albert of Mainz The Lollard Conclusions, 1394 Erasmus: Julius Excluded Discussion: Indulgences were but a small sampling of the ills which spawned the Protestant Reformation. Yet, they are the things we most often associate with the movement towards protestantism. Leaving indulgences aside, what other items do you see as leading towards religious reformation and why?

2.)Luther and the Protestant Gamble (Lecture Online) Background: Gonzales, Chs.2-4 Luther: On Whether one Might Flee the Plague Luther: On Temporal Authority Luther: The Babylonian Captivity of the Church Discussion: Much has been said about Martin Luther. Some good; some, not so good. Opinions aside, we must celebrate Luther as a brilliant political orchestrator. One of the most crucial elements for the success of Luther s reformation was its ability to be politically palatable. Reading Luther, perhaps with a fresh set of eyes, in what ways do you see him making his religious reforms acceptable and adoptable by local authorities? 3.) Calvin and French/Swiss Protestantism (Lecture Online) Background Reading: Gonzales Chs. 5,7, and 11. Calvin, Institutes of the Christian Religion, selections: I.1: on the knowledge of God1 I.11-12: on religion and the human condition I.16: on divine providence II.16: on redemption III.9-10: on the Christian life III. 21: on Eternal Election Discussion: Next to Luther, John Calvin is the most well known titan of the Protestant Reformation. Calvin has, in a number of circles both contemporary and historic, achieved a reputation of being legalistic, dogmatic, and a bit of a kill-joy. After reading Calvin, is this a characterization you might agree with? Why or why not? 4.)Reformation in Britain: Politics, Power, and Popes (Lecture Online) Background Reading: Gonzales Chpt. 8 The Submission of the Clergy 1532 The Supremacy Act, 1534 The Pope s Condemnation of Henry, 1535 The Six Articles, 1539 Elizabeth s Acts of Uniformity, 1559 Discussion: Britain, alongside its continental counterparts, experienced Protestantism and reformation in the 16th century. However, Britain s reformation was almost entirely different from its counterparts on the continent. Or, was it? In what ways do you see differentiation from the continental reformation process in England? What about similarities? What, if anything, does this tell you about reformative processes? Why or why not? First Assessment Paper: Comparing Reformations (DUE 3/1 NO LATE SUBMISSIONS ACCEPTED!) Readings: The Augsburg Confession The Belgic Confession Explanation to students: Lutheranism and Calvinism are, often, rolled together into The Protestant Reformation. However, while the two are similar, they none the less take differing approaches to many articles and concepts of faith. For this paper you are asked to compare two foundational documents of the reformation and compare and contrast the differences which you might find between them. What do these differences say to you? From the lectures you ve heard and the readings you ve done previously, do you think these differences had anything to do with the political or social settings in which the two movements originated? Why or why not? You will be assessed over the following:

1.) Observation: ie- What are these authors saying? What large themes do you notice from the authors? What do you notice the authors including or excluding? 2.) Analysis: ie- Why do you think the authors are saying the things they are? What has or has not influenced the authors? Do you think either author makes a more convincing argument? 3.) Synthesis: ie- What does this tell us about society at the time of the authors writings? What does it tell us about the church at the time of writing? What might we draw from this for the modern church or society and why or why shouldn t we do so? 5.) Counter-Reformation: The Empire Fights Back (Lecture Online) Background Reading: Gonzales Chpts. 12-13 Teresa of Avila, The Interior Castle Ignatius of Loyola, Spiritual Exercises Articles from the Council of Trent (Selections) Discussion: The Roman Catholic counter-reformation was the established church s response to the Protestant movements of the 16th century. Leaders such as Avila and Loyola put forward new and dynamic practices of spirituality while the Council of Trent put forth clarifications, updates, and corrections to Church practices. What do you make of these examples? Do they seem to be too little too late? Or do you find them adequate? Could they, or should they, have been enough for Protestants to return to the fold? 6.) Enlightenment, Puritanism, Pietism, and Methodism (Lecture Online) Background Reading: Gonzales, Chs. 18, 22-24 Selections from Agreement of the People, 1649 Oden, ch 27: Susanna Wesley, Letters. Spener, Pie Desideria (selections) Wesley, 1739 Sermon on Free Grace Discussion: Returning, largely, to England, we find ourselves exploring the development of both pietism and puritanism. What do you make of these two -often- competing movements? Both have had profound effects upon society, both historic and contemporary, but has either truly won over the other? Which system do you find preferable...if any? How do you think Luther or Calvin might have responded to these movements? Why or why not? 7.) Religion in the New World: The Great Awakening and Revolution (Lecture Online) Background Reading: Gonzales, Ch. 25, 20, 21 Jonathan Edwards: Sinners in the Hands of an Angry God George Whitfied: Britain s Mercies and Britain s Duties US History: The Beginnings of Revolutionary Thinking Discussion: The Great Awakening in the new world came at a rather interesting political time. (As so often seems to happen!) Leaving theological points aside, what do you make of this week s texts as indicators of political sentiment in the soon-to-be United States? Do you see ways in which these texts might have influenced future governments? How about contemporary governments? 8.) 19th Century American Christian Thought (Lecture Online) Background Reading: Gonzales, Chs. 31, 33. William Ellery Channing: Unitarian Christianity Borden Parker Bowne: The Essence of Religion (Chapters 7-8) Charles Hodge: The Protestant Rule of Faith D.L. Moody: What a Man Sows He Expects to Reap Discussion: This week s texts present us with some very new and very different thoughts to those we might have encountered previously. Still, there is a similarity to a number of older theological thoughts in these new ideas. Do you think these new theological ideals and ideas of the American 19th century were new spins on old ideas, or do you see something new and distinctly American about these? What do you think this says about society at the time? Spring Break 04/14-27 9.) Revival, Race, Gender, and Class (Lecture Online)

Background Reading: Gonzales, Ch. 27. Rabotaeu, Canaan Land Allen, The Life, Experiences, and Gospel Labours of the Rt. Rev. Richard Allen Oden, Chpt. 29, Jarena Lee, Autobiography Discussion: It is almost impossible to deny the power with which issues of race and gender affected 19th century religious life. From the Civil war to the temperance movement, gender and race were concepts which shaped much of American political and theological life during the time. However, sometimes, in light of these massive larger movements, we forget about the personal experiences of those who were African American or female. What strikes you most about this week s very personal and very real readings? Why? Mid-Term Paper: DUE 4/14 (NO LATE SUBMISSIONS WILL BE ACCEPTED!) Robert Ingersoll Address to the Coloured People David Walker, The Appeal, Article III, Our Wretchedness in Consequence of the Preachers of Religion http://antislavery.eserver.org/legacies/address-to-the-colored-people and http://docsouth.unc.edu/nc/walker/walker.html Explanation to Students: The abolitionist movement was an integral and pivotal part in the development of both American political and religious life. In the two pieces you are to read, you will find arguments for abolition from both religious and non-religious speakers. Your job, in no less than 5 pages, will be to compare and contrast the two authors. I would like you to split your mid-term paper into the following three parts: 1.) Observation: ie- What are these authors saying? Why are they saying these things? What has led them to such ideas and/or from where are they drawing inspiration? 2.) Analysis: ie- what are the authors arguing, ultimately, and who- if either- makes a better argument. Why? 3.) Synthesis: ie- What does this tell us about society at the time of the authors writings? What does it tell us about the church at the time of writing? What might we draw from this for the modern church or society and why or why shouldn t we do so? *Hint: These writings are from different times. One is published far prior to the other and both say similar, yet very different, things. When reading, I want you to take specific note of Where is the church in this discussion? What do your findings tell you? 10.) Liberal Theology and Neo-Orthodoxy(Lecture Online) Background Reading: Gonzalez, 31, 35. Schleiermacher, F., The Christian Faith, 425-438. Schleiermacher, F., The Christian Faith: In Outline (use this to put the above selection into context within the entire work). Barth, K. Romans, selections. Barth, K. Word of God, Word of Man, selections. Barth, K. Christ and Adam 8 Discussion: Barth and Schleiermacher are the two titans of theology who essentially, for better or worse, have shaped much of theological discourse for a considerable time. Both were passionate. Both were articulate and highly educated. Yet, as often is the case, both came to very different conclusions about the way faith and life might interact. Why do you think this was? Which system of theological inquiry appeals to you more? Why or why not? 11.) The Social Gospel and Christian Realism (Lecture Online) Background Reading: Gonzales, Chs. 32. Mike Wallace Interview with Reinhold Niebuhr (Online) Walter Rauschenbusch, Christianity and the Social Gospel (Selections) Discussion: If Barth and Schleiermacher were the two brains who dictated theological thought in recent times, we might argue that Niebuhr and Rauschenbusch were the two

who influenced the practice of faith in action. What do you make of these two and why? How do you view them -and their ideas- in light of our last module? Do you see them as the practical extensions of Barth and Schleiermacher? Or do you see them as something specifically new and organic to their locales and times? 12.)Fractures, Frictions, and the Late 20th Century (Lecture Online) Background Reading: Gonzales, Ch. 34, 37-38. Rosemary Radford-Reuther: Creation Phyllis Trible: Feminist Hermeneutics and Biblical Studies I. Howard Marshall: The Problem of Apostasy William Martin: How the Funadmentalists Learned to Thrive Discussion: The late 20th century has seen theology and church in a bit of an odd place. On the one hand, theological inquiry is no longer dominated by the concerns and directions of men. On the other hand, theological fundamentalism has become largely visible and known. What do you make of these dichotomies? After reading the different perspectives of this week s texts, do you think there are any spots where the two directions might meet in the middle? Why or why not? Final Paper: DUE 5/23 (NO LATE SUBMISSIONS ACCEPTED!) Pick Either Option 1 or Option 2. Your paper should be no less than 10 pages. Option 1.) Compare and Contrast: Arthur E. Walmsley: Church and Social Ministry: Witness to a New Age http://www.religion-online.org/showarticle.asp?title=1850 John Mbiti, The Encounter of Christian Faith and African Religion http://www.religion-online.org/showarticle.asp?title=1746 S. Song, Towards an Asian Reconstruction http://www.religion-online.org/showarticle.asp?title=128 Explanation to Students: The modern world, both Christian and secular, faces a daunting integration of all ways of life. Easter, Wester, rich and poor, all of these traditions, ideals, and understandings are beginning to mix together. The church, is being called to a re-understanding of what it is to be church. The writings of the authors above challenge us to re-imagine our understandings of theology and also how we see church. In your final paper, compare and contrast the pieces you ve read. Your paper will be graded over your ability to display: 1.) Observation: ie- What are these authors saying? Why are they saying these things? What has led them to such ideas and/or from where are they drawing inspiration? 2.) Analysis: ie- what are the authors arguing, ultimately, and who- if either- makes a better argument. Why? 3.) Synthesis: ie- What does this tell us about society at the time of the authors writings? What does it tell us about the church at the time of writing? What might we draw from this for the modern church or society and why or why shouldn t we do so? Option 2.) Compare and Contrast: Walter Rauschenbusch, A Theology for the Social Gospel -Chapters 1-5 Available at: http://openlibrary.org/books/ol23347583m/a_theology_for_the_social_gospel Reinhold Niebuhr, Love and Justice: Selections from the Shorter Writings of Reinhold Niebuhr - Chapters 1-5. Available at: http://archive.org/details/lovejusticeselec00nieb Explanation to Students: Walter Rauschenbusch and Reinhold Niebuhr are two of the most cited and influential theologians of the 20th and 21st centuries. Rauschenbusch would be, to many, the father of the social gospel movement. Niebuhr would respond with the Christian realism movement. In your final paper, compare and contrast the ideologies and understandings of the two authors. Your

paper will be graded over your ability to display: 1.) Observation: ie- What are these authors saying? Why are they saying these things? What has led them to such ideas and/or from where are they drawing inspiration? 2.) Analysis: ie- what are the authors arguing, ultimately, and who- if either- makes a better argument. Why? 3.) Synthesis: ie- What does this tell us about society at the time of the authors writings? What does it tell us about the church at the time of writing? What might we draw from this for the modern church or society and why or why shouldn t we do so? VII: SEMINARY STANDARDS Inclusive language United Theological Seminary has an official policy regarding the use of Inclusive Language. The policy may be found in the Seminary Catalog and further explained in the Student Handbook. I have also explained it in the How to Write a Paper for Church History Handout. If you have specific questions, please see me. Academic Integrity Student integrity regarding all work assigned in this class is a basic expectation of the Seminary community. A detailed policy regarding what constitutes a violation of academic integrity can be found in the Student Handbook. VIII: USING ONLINE RESOURCES For information about how to access Moodle and where to find help if you need it may be found on the seminary website at http://www.united.edu/academics/onlinelearning/. Help guides are also available in the student computer lab and in the Student Handbook. IX: ASSESSMENT Class Participation: 25% First Paper: 15% Mid-Term Paper: 25% Final Paper: 35% Support and Feedback: Meeting face to face is, with an online course, a bit of a challenge. To try and address this, I shall be holding online office hours via Skype every Monday from 10am until 4pm EST. You should feel free to skype me at adam.wirrig with questions, comments, concerns, and anything else. Should you be local and wish to chat, I shall be on campus several times throughout the term. Please feel free to e-mail me and we can work out a schedule. X. BIBLIOGRAPHICAL AIDS: Historiography & Aids Bradley, James and Richard Muller, Church History: An Introduction to Research, Reference Works, and Methods. 1995. Cantor, Norman. Inventing the Middle Ages. 1991. Dickens, A.G. and John Tonkin, The Reformation in Historical Thought. 1985. Harvey, Van. The Historian and the Believer. 1966. Meinhold, P. Geschichte der kirchlichen Historiographie. 1967. Dictionaries, Encyclopedias, and Handbooks The Oxford Dictionary of the Christian Church. The Oxford Encyclopedia of the Reformation. The Routledge Encyclopedia of Protestantism. Religion Past and Present (a translation of Religion in Geschichte und Gegenwart.) Cambridge Companion to Religion. See entire series. These are excellent intros. Encyclopedia of Medieval History. Encyclopedia of Religion. Eliade. Encyclopedia of Philosophy. Routledge. Encyclopedia of Theology: The Concise Sacramentum Mundi. Evangelical Dictionary of Theology. Muller, Richard. Dictionary of Latin and Greek Theological Terms. The New Catholic Encyclopedia. 1967. {Please do not use the online 1930s version!} The New Schaff-Herzog Encyclopedia of Religious Knowledge. 1914. {old but still useful} http:// www.ccel.org/s/schaff/encyc/ Die Religion in Geschichte und Gegenwart.

The Westminster Dictionary of Christian Theology. The Westminster Dictionary of the Christian Church. Introductions to Church History & the History of Theology Gonzalez. A History of Christian Thought. 1975. Harnack. History of Dogma. 1961. Hastings. A World History of Christianity. 2001. Jedin. History of the Church. 10 volumes. 1987. Kee. Christianity: A Social and Cultural History. 1993. 1998 2nd. Ed. Latourette. A History of the Expansion of Christianity. 7 volumes. 1937. Pelikan. The Christian Tradition. 5 volumes. 1971. Troeltsch. The Social Teachings of the Christian Churches. 1931. Walker. History of Christianity. 1988. CH 604, 3 CH 604, 2