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Early and Medieval Christianity
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CH 301 Early and Medieval Christianity Fall Quarter 2017
Northern Seminary Tuesdays 7:00-9:40 PM
Dr. Joshua Brockway Office Hours by Appointment
Description
This course is a basic introduction to the history of Christianity from its beginning to the end of
the Middle Ages and the dawn of the Reformation. It covers the development of the institutional
church, explores Christianity as a lived religion, traces the progress of doctrine, and introduces
some of the men and women whose thoughts and lives influenced the course of Christian history.
Purpose
The purpose of this course is to present a survey of Christianity which accounts for its genesis as
a sect within Judaism, its growth into a political force in the years after Constantine, and its
decline and renewal in the years leading up to the Reformation. In order to grasp such an
essential and extended period of time this course will attend to four significant aspects of the
Church: the relationship of Christian thought to religious and philosophical sources, the
development of Christological and Trinitarian doctrine, the growth of liturgical practice and
thought, and the impact of ascetic practice on theological formation. We will study these various
aspects of the history of the Church through primary readings of foundational writers such as
Athanasius, Augustine, Benedict of Nursia, and Hadewijch of Brabant. These sources will
provide a common base for discussions of historical development as well as methodological
assumptions in the process of studying the past.
Objectives
Upon successful completion of the course the student will be able to:
1.) Form a chronological understanding of the faith
2.) Identify landmark individuals along with their contributions to theology and practice;
3.) Critically read and engage primary texts and offer interpretive insights that account for
social, historical, and theological contexts.
Textbooks
Rowan Williams, Why Study the Past: The Quest for the Historical Church, Grand Rapids: Wm.
B. Eerdmans Publishing Co., 2005. ISBN 978-0802829900 $15.98 135 pages.
Everett Ferguson, Church History Volume 1: From Christ to Pre-Reformation 2nd Edition, Grand
Rapids, Zondervan, 2013. ISBN 978-0310516569 $46.99 544 pages.
Primary Texts
Augustine. On Free Choice of the Will, Indianapolis, IN: Hackett Publishing Co., 1993. ISBN
978-0872201880 $11.05 192 pages.
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Athanasius, On the Incarnation: Greek Original and English Translation, Translated by John
Behr. Yonkers, NY: St. Vladimir’s Seminary Press, 2011. ISBN 978-0881414097 $21.98 174
pages.
Amy Oden. In Her Words: Women’s Writings in the History of Christian Thought. Nashville,
TN: Abingdon Press, 1994. ISBN 978-0687459728 $32.99 348 pages.
Assessment
Master's Degree Requirements
1) Participation- Students must attend class. Any more than two absences will result in failure of
the course.
2) Primary Source Exegesis Papers- There will be three primary text exegesis assignments that
will be submitted electronically by 11:59PM on the date assigned. A rubric for these assignments
is attached to the syllabus.
3) Annotated Bibliography- An annotated bibliography will be due electronically by 11:59PM on
the date assigned. A rubric for the assignment is attached to the syllabus.
4) Final Paper- Each student will prepare a 2500 word final paper that places the interpretive
insights and addresses the questions from the primary text paper within the historical context.
The assignment is due by 11:59PM on the date assigned. A guide and rubric for the final paper is
attached to the syllabus.
Diploma and Certificate Requirements
1) Participation- Students must attend class. Any more than two absences will result in failure of
the course.
2) Primary Source Exegesis Papers- There will be three primary text exegesis assignments that
will be submitted electronically by 11:59PM on the date assigned. A rubric for these assignments
is attached to the syllabus.
Formatting and Style
All written assignments will be properly formatted, with footnotes and bibliography, according
to the Turabian manual of style (Kate L. Turabian. A Manual for Writers of Research Papers,
Theses, and Dissertations 8th ed. 2013.)
Electronic Submission
All written assignments will be submitted electronically by 11:59PM on the date noted in the
course schedule. All submissions should be in .doc or .docx file formats (Microsoft Word).
Plagiarism
Plagiarism is the act of passing off as one’s own the words or ideas of someone else without
providing proper acknowledgement or documentation. See the “Academic Honesty Policy” in
the Seminary Catalog for more information on plagiarism and how to avoid it. Plagiarism
includes not quoting or citing information from other sources, fabrication of sources, or
submitting another student's work as one's own.
Early and Medieval Christianity
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Each case of plagiarism will receive no credit, and the assignment along with supporting
documentation will be presented to the Dean. After consulting with the Dean, there may be an
opportunity to resubmit the assignment depending on the severity of the case. This decision will
be made by both the professor and the Dean
Grading
Grading will be based on a 10 point scale, and each assignment will be weighted accordingly:
Participation and Quizzes- 20%
Reflection Papers- 10% each paper for a total of 30% of your final grade
Final Paper- 50%
Grading Scale
A = 100-95 A- = 94-90
B+ = 89-87 B = 86-83
B- = 82-80 C+ = 79-77
C = 76-73 C- = 72-70
D+ = 69-67 D = 66-63
D- = 62-60 F = 59 and below
Attendance and Tardiness
It is expected that students will attend and participate in all class sessions. Failure to attend at
least 80% of class sessions is grounds for automatic failure.
Please notify me by email if you miss a class. If you know in advance, please let me know as
soon as possible. In case of an emergency, notify me at your convenience.
The third time a student is late to the start of class, it will be counted as a class absence.
Late Work
If a student cannot complete the work for this course by the due date listed on the syllabus, they
must submit a “Request for a Grade of Incomplete” form to the Registrar by 4:30 of the last day
of the term. The form must be signed by the instructor and Dean of Students. In the absence of a
formal request form, the student will receive a grade based upon work completed by the last day
of the term.
All assignments received late during the semester will be automatically graded one letter grade
lower.
Technology in the Classroom
Students may use computers or tablets for note-taking purposes only. Please be respectful of
others and mute any program sounds before the start of class, and refrain from checking email or
other social media sites during class. Please respect the learning environment and refrain from
posting comments from class discussions and lectures to social media sites.
Please mute all cell phones during class and leave them in pockets, bags, or purses. If you must
take a call, please leave the classroom before answering the phone.
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Students may take a picture of diagrams or notes on the board only. If at all possible, do so
during a break or at the end of class. However, please refrain from posting course notes or
diagrams, or any photos of the class on social media sites.
One-on-One Conversations
Since I am employed full time, I have no regular office hours. However, if you would like to
discuss assignments or course content, or have any questions related to our studies, you can
reach me through my Northern email. If needed, we may arrange a time to meet by phone or
video conference during the week.
Schedule September 28
Introduction and Why Study the Past
Readings- Williams, Why Study the Past
Ferguson 25-26
October 5
Jewish Sect, Apology, and Identity
Readings- Ferguson 27-177
Oden 21-37
Didache (Link on Moodle)
Justin Martyr (Link on Moodle)
October 12
Constantinian Shift and Christological Debates
Readings- Ferguson 178-267
Eusebius Church History (Link on Moodle)
Athanasius On the Incarnation
October 19
Augustine and the Christian Life in Antiquity
Readings- Ferguson 268-285
O’Donnel Biography (Link on Moodle)
Augustine On the Free Choice of the Will
Athanasius Paper Due October 22 before Midnight
October 26
Christian Life in Late Antiquity
Readings- Oden 47-83
Burrus Introduction (On Moodle)
Krueger Introduction (On Moodle)
Augustine Paper Due October 29 before Midnight
November 2
Christianity in the Middle Ages
Readings- Ferguson 286-384
Rule of Saint Benedict (Link on Moodle)
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November 9
Scholasticism, The Papacy, and The Eucharist
Readings- Ferguson 385-444
Anselm Why God Became Man (Link on Moodle)
Aquinas Summa Theologica (Link on Moodle)
Benedict Paper Due November 12 before Midnight
November 16
The Mystical Alternative
Readings- Ferguson 445-504
Oden 158-169
Hadewijch (On Moodle)
Annotated Bibliography Due November 19 before Midnight
November 30
Nacent Reforms
Readings- Ferguson 505-528
December 7
Why Study the Past Revisited: The Reformation and the Early Church
Readings- Durnbaugh Believers’ Church (On Moodle)
Final Paper Due December 10 before Midnight
Exegesis Assignment Rubric
Assignment Parameters
Prepare a 700-800 word exegesis of the three primary source text books (Athanasius, Augustine,
and Benedict). Papers are to be presented according to the Turabian Manual of Style, 7th edition
and cite material using footnotes.
Assignment Goal
Demonstrate understanding of key primary texts within the history of the Church and raise
questions which require research in secondary sources.
Assignment Rationale
In the study of any religious tradition it is imperative to first understand what is being said by its
writers. Without comprehension of the ideas and arguments of the other our own picture of that
tradition is caricature at best, and a straw man at worst. Thus, it is essential to handle a text on its
own terms before arguing with or against it. Such attention to the source is imperative in the
study of the past since it is easy to dismiss ideas as irrelevant due to the passage of time. This
assignment is intended to guide the student through a process of critically reading a primary text
and articulating its main idea in the students own words. What is more, this assignment is
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intended to help the student identify questions which can then guide later research in secondary
sources.
Suggested Process
First, read through the text with a pen, pencil, or highlighter in hand. Mark up the text so that
key ideas are easy to locate later on. Either in the margins, on another piece of paper, or in word
processor note your own responses to the text as you read.
Second, and once the you have read through the text, set it aside and ask yourself one simple
question: “What did the author just say?” Looking through your notes, try to summarize the
whole text in one sentence of your own words.
Third, break down the key elements of this sentence and construct an outline based on these
segments. Again, it is essential to keep the words as your own. Once you have set up your
outline in your own words, you can fill in the outline with key quotations from the text which
support your own reading.
Last, and finally, write and edit. Keep in mind that this is not a commentary on the text but a
summary of its central claim. When you arrive at the conclusion note the elements of the text
which require more information about the time period, cultural location, or theological context.
In essence, you are to ask yourself a concluding question: “Given my thesis, what do I still need
to know?” The last paragraph should answer that question.
Assignment Evaluation- In reading your papers I am looking for a clear thesis statement about
the text. What is more, each paper should have a clear structure which supports and clarifies this
thesis. The final paragraph should then present a number of questions for further research. Do
note that given the short nature of this assignment, fanciful introductions only take up space.
Begin immediately with the thesis so there is enough space to present a logical and attentive
paper. Below are the expectations for this assignment in connection with adjectival descriptors.
10-9 points- The student presents their understanding of the text through an accurate, insightful
and distinguishable thesis. This thesis is supported by a logical outline and appropriate use of
material from the text. The conclusion identifies a number of key questions about the text and its
context. All quotations are cited accurately and the paper contains few, if any, grammatical and
spelling mistakes.
8 Points- The student presents their understanding through an accurate and distinguishable
thesis. The paper follows an outline and utilizes appropriate material from the text. The
conclusion identifies at least one question for further research. All quotations are cited accurately
and the paper has minimal grammatical and spelling mistakes.
7 points or fewer- The student presents a basic thesis or a thesis that does not show
understanding of the text. The paper supports this thesis with a basic structure, but may have
minor flaws in logic or organization. Material from the text is cited accurately but may not
connect directly to the thesis or may be too long. This paper may have frequent typographic
mistakes.
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Annotated Bibliography Rubric
For better or for worse the writing of history is a conversation. Unlike the immediate interaction
face to face with a friend, history is a conversation across time. Given this span of time, the first
step is to figure out what others have said. In other words, a little research is required. By
gathering together a number of resources your own thoughts can begin to connect with, modify,
and contribute to the conversation. This simple bibliography then is a first step to bring together
the voices of present and past thinkers in order to provide a better understanding of the primary
texts we have already read and the contexts in which they were created.
This assignment is designed to be a preliminary summary of this gathering of resources. By
requiring a small paragraph following each bibliographic entry this assignment asks two simple
questions: 1) What does this source contribute to the overall historical discourse, and 2) what
does this source contribute to your own understanding of the primary text and its author? Thus,
each statement should summarize the main ideas of the source and show how you plan to use
these ideas within your final paper.
The Essentials
1) A short introductory paragraph stating a topic, theme or question the final paper will explore.
2) The bibliography should contain at least eight sources. The list should not include class text
books (Ferguson and Macy, nor the primary text itself).
3) Each entry should be formatted in Turabian bibliographic style.
4) Annotations should be comprised of a summary of the main ideas of the secondary source and
a brief statement of what this source contributes to your project.
Assignment Evaluation
10-9 points- The bibliography contains a short paragraph stating the source and the questions
which will guide the research. The student has included eight sources appropriate to the text and
context and demonstrates an initial familiarity with the contents of the source. Each entry is
formatted correctly for bibliographic style.
8-7 points- The student has not identified the primary text or has not identified the questions they
will be pursuing in his or her research. There may be eight sources listed, but a number of the
sources are either outdated, composed for a non-academic audience, or are barely appropriate to
the primary text. A No Credit bibliography may also contain significant formatting errors or too
many typographic mistakes.
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Final Paper Rubric
Reading the texts of the past requires not only careful attention to the text itself, but careful study
of the context which produced it. In this course we have done the first in our exegetical papers.
Now we must venture into the process of the latter. Thus, the final paper has one objective, that
is to set the text within its place in time.
Not to fear, however, since each assignment this semester has been designed for this very
purpose. By identifying your own questions from the primary text you have set yourself a clear
path. Your time in library developing a bibliography has provided all the tools you need to study
the past. In essence, the path and the means for the journey are already in your hands.
A passing paper will thus demonstrate your understanding of the text itself and how the context
shapes this understanding. Think of yourself as a reporter gathering information about the past,
using questions to help fill in the story you will tell. Ask yourself first why the author is
writing. What is happening around him or her that necessitates the composition of the text? Who
is the intended audience? What resources provide the material with which the author works, i.e.
Hellenistic Philosophy, another Christian writers or certain practices. Is there a theological
problem in the context, and if so how is this shaping the text? In short, your task as writer is to
tell me what is going on in the world around the writer and how it answers the questions you
yourself are asking.
The Basics
This paper is to be 2500 words in length. As with your exegetical papers, this paper should
follow the Turabian Manual of Style with footnotes and a bibliography. This is even more
essential since you will need to show where you get the details you use in your description. In
good honest academic style, you can use anybody’s ideas as long as you cite their work. When
in doubt, cite! Please refer to the Turabian quick reference guide link on Moodle.
Please submit your papers on the link in Moodle. Any papers submitted after 11:59 PM Central
Time will not be accepted, at which point you will not receive credit for the course. If you have
any question ask early rather than waiting for the last minute!
Assignment Evaluation
In reading your papers I am looking for a clear thesis statement about the text. What is more,
each paper should have a clear structure which supports and clarifies this thesis. Do note that
given the short nature of this assignment, fanciful introductions only take up space. Begin
immediately with the thesis so there is enough space to present a logical and attentive paper.
Below are the expectations for this assignment in connection with adjectival descriptors.
10-9 points- The student presents their understanding of the text through an accurate, insightful
and distinguishable thesis. This thesis is supported by a logical outline and appropriate use of
material from the text. The conclusion identifies a number of key questions about the text and its
context. All quotations are cited accurately and the paper contains few, if any, grammatical and
spelling mistakes.
Early and Medieval Christianity
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8 points- The student presents their understanding through an accurate and distinguishable thesis.
The paper follows an outline and utilizes appropriate material from the text. The conclusion
identifies at least one question for further research. All quotations are cited accurately and the
paper has minimal grammatical and spelling mistakes.
7 or fewer points- The student presents a basic thesis or a thesis that does not show
understanding of the text. The paper supports this thesis with a basic structure, but may have
minor flaws in logic or organization. Material from the text is cited accurately but may not
connect directly to the thesis or may be too long. This paper may have frequent typographic
mistakes.
POLICIES FOR ALL MASTERS CLASSES
NOTE: All communications from the seminary will go to your seminary email account.
Contact All Covered at (877) 224-8911 if you need help forwarding your seminary email
address to your personal email address.
As a seminary community we hold integrity/hospitality as core values. Individuals are able to do
their best work and thinking when their peers are fully present and engaged. We expect each person
to both participate in class and carefully listen to others with the belief that everyone’s contribution is
equally important. Therefore, the following policies have been established in order to provide clarity
in regard to attendance expectations and relationships in the classroom.
Diploma/Certificate Student Course Requirements The amount of work required of Diploma/Certificate students will be at the discretion of the
professor. Students will be responsible for contacting the professor about what assignments are
required.
Class Attendance Policy It is expected that students will attend and participate in all class sessions. Failure to attend at least
80% of class sessions is grounds for automatic failure. A professor may set other more strict
attendance expectations for a given course. Students are always expected to communicate with a
professor in advance if they will be absent. Attendance expectations are higher for online, intensive
courses, and integrative seminar (see syllabus for specific requirements).
Class Tardiness Policy
The third time a student is late to the start of class, it will be counted as a class absence. It is also
expected that students will return from a break by the time specified by the professor.
Food in the Classroom
Drinks are welcome in the classroom. Food should only be consumed in the student commons and
the break room. Please limit eating to before, after or during breaks from class.
Late Work Policy If a student cannot complete the work for a course by the due date listed on the syllabus, they must
submit a “Request for a Grade of Incomplete” form to the Registrar by 4:30 of the last day of the
term. The form must be signed by the instructor and Dean of Students. The professor may set
Early and Medieval Christianity
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stipulations and grade reductions. In the absence of a formal request form, the student will receive a
grade based upon work completed by the last day of the term.
Turabian Format
All papers, including footnotes and bibliography, must be submitted in the correct format according
to Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and Dissertations, 8th ed.,
2013.
Plagiarism
Plagiarism is the act of passing off as one’s own the words or ideas of someone else without
providing proper acknowledgement or documentation. See the “Academic Honesty Policy” in the
Seminary Catalog for more information on plagiarism and how to avoid it.
Electronic Format Unless otherwise specified by the professor, all work submitted electronically must be in a Word
document format (.doc, .docx).
Technology Use in the Classroom Unless it is directly tied to note-taking or research for the class, students are expected to refrain from
using cell phones, laptops, or other electronic devices during class.
Course Evaluation in Moodle Students must complete an online course evaluation using the seminary Moodle system at
http://moodle.seminary.edu. The evaluation will be open at the end of the course. If you need
assistance connecting to Moodle or accessing the evaluation, please send an email to
