Rel 200: History of Christian Thought

Leading Lives that Matter: The Idea of Vocation

Dr. Hannah Schell • Monmouth College • Spring 2010

This course will survey the history of Christian philosophy and theology and introduces students to key figures, theological disputes, the development of the church and other significant factors including schisms and the influence of secularism. This semester our thematic focus is the idea of vocation. We will trace how the idea of a calling from God has developed and changed over the centuries. Students will also be given an opportunity to engage contemporary readings on the theme of vocation and to respond to and reflect upon those readings in a personal way, as they ask themselves, “what am I called to do?”

Course goals. This course was developed with the following goals in mind:

• To introduce students to the history of Christian thought, including key figures, theological disputes, the development of the historical role of the church, and other historical developments including schism and the influence of secularism.
• To provide students with an opportunity to think about figures and ideas in their historical context in order to appreciate the diversity of belief and experience within Christianity.
• To offer students a chance to engage the history of Christianity in its richness and complexity of thought.
• To explore the idea of “vocation” – to trace how it has changed throughout the history of Christianity.
• To provide students with an opportunity to devote some time thinking in a personal way about the idea of vocation – how what one does in life connects with issues of identity and meaning.

Texts. These texts are available for purchase at the bookstore. A copy of each is also on reserve at Hewes Library under our course name.

William Placher. A History of Christian Theology: An Introduction. Westminster, 1983.

Callings: Twenty Centuries of Christian Wisdom on Vocation, ed. William Placher. Eerdmans, 2005.

Leading Lives that Matter: What We Should Do and Who We Should Be. Eds. Mark Schwehn and Dorothy Bass. Eerdmans, 2006.

Expectations and assessment. Your  grade in this course will be computed based on the following. All assignments must be completed in order to pass the course.

Comprehensive Exams. Together these comprise 40 per cent of your final grade. These exams will cover material from the recent weeks. The format will include a variety of questions, including true/false, matching items, multiple choice and short answer. I will post study guides for each exam.

Journal.  As we work through the readings that are anthologized in Leading Lives that Matter, you will write 1-2 page reading responses. These are your opportunity to reflect in a personal way on the material and the ideas presented. These will be due throughout the semester and submitted electronically via Moodle. At the end of the semester, I will ask you to compile the entries, print them out and submit them as a journal that will be part of your final work evaluated for this class. The journal will include an entry with your initial thoughts on the topic of “vocation” as well as your concluding observations about your journal entries.

Participation. You are expected and required to attend all classes and required meetings of this course. You are expected to not only to be physically present in class, but to come to class prepared (having completed the reading), and to participate actively in the discussion.

Leading discussion. We will devote Fridays to class discussion. These are the opportunities for the class as a whole to engage the readings from the Leading Lives that Matter collection. Each Friday, two students will lead the discussion. A sign-up sheet will be distributed early in the semester.

Participation in final discussion. Our final meeting is scheduled for Wednesday, May 12^th at 8 am (we will meet at 9 am). At that time, we will have a whole class discussion of the epilogue and final selection in Leading Lives that Matter, from Leo Tolstoy’s The Death of Ivan Illych, which we will use as a way to have a wrap-up session for the course as a whole. Your participation in that discussion will be graded and is worth 5 per cent of your final grade in the course. 

Statement on late papers. I do not accept late papers unless an extension has been discussed and decided upon at least a week in advance of the original deadline; extensions will only be granted for reasonable, extenuating circumstances. You will be submitting the papers for this class electronically via Moodle; while you can submit papers beyond the established deadline, I expect you to upload your papers on-time (unless an extension has been negotiated) and will begin to mark your journal grade down if the papers are being submitted after the deadline.

Regarding plagiarism. Plagiarism is using a source’s information, ideas or words and failing to acknowledge that source. [1] This includes unintentionally, and it will not be tolerated in any form in this class. In accordance with Monmouth College’s rules regarding academic dishonesty, I reserve the right to fail you in the course if you plagiarize and I report all cases of plagiarism, regardless of the degree, to the Dean’s office.

Moodle information. The link to the campus Moodle page is: http://lms.monm.edu/moodle/

The enrollment log-in for this course is HCT2010.

Learning disabilities. Students with disabilities should provide written notice the first week of class in order to be accommodated.

Attendance policy. Excused absences are in the event of: a medical problem (documented by a doctor’s note), a family emergency (which must be documented by the Dean of Student’s office), or a school-sponsored event (which much be documented by the teacher or coach organizing the event). Your third unexcused absence will negatively impact your final letter grade in the course. Additional unexcused absences can result in an F.