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UPPER MIDWEST COURSE OF STUDY SCHOOL

Garrett-Evangelical Theological Seminary

Morningside College Campus

COS 322 Theological Heritage III: Medieval-Reformation

Fall 2020 Syllabus

Class Sessions: September 11-12 and October 23-24

6:00-9:30 pm Fridays, 8:00 am -3:30 pm Saturdays

Dr. Bruce David Forbes

5815 10th Avenue S.

Minneapolis, MN 55417

(612) 798-5979 (landline)

(612) 708-3419 (cell)

forbes@morningside.edu

Course Description

This course focuses on major movements and events beginning with the split between Eastern and Western forms of Christianity and continuing through the Reformation. Using primary sources students will reflect on individuals, decisive events and theological developments.

Course Objectives

At the conclusion of the course students will be able to:

1. Understand major theological developments in medieval Christianity leading up to the Reformation.

2. Distinguish the theological characteristics of Luther, Zwingli, the Anabaptists, Calvin, the English Reformation, and Puritanism.

3. Understand and articulate Reformation era debates around justification, sanctification, the sacraments, and church unity.

Course Textbooks

Gonzalez, Justo L. The Story of Christianity. Volume II, The Reformation to the Present Day.

New York: HarperOne (HarperCollins), 2010. Revised and Updated Edition. (ISBN 978-0-06-185589-4)

Janz, Denis R., ed. A Reformation Reader: Primary Texts with Introductions. Minneapolis:

Fortress Press, 2008, Second Edition. (ISBN 978-0-8006-63100)

In the case of both books, it is best to get the latest edition, not only because each one includes important updates, but also because the page numbers change from edition to edition, and the assignments below are based on the latest editions. (Further comments on this topic are at the end of the syllabus.)

Outline of Class Sessions

First Session (September 11-12)

See Reading Assignments listed below

Paper assignments should be submitted one week before the class session

First Session Focus:

Reformation Background

Luther and Calvin

Introductions and Organization of Course

Review/Overview of Christian History and Time Periods

Medieval Background prior to the Protestant Reformation

Five Reformations

Martin Luther and John Calvin

Major Reformation Theological Issues

Scripture

Justification

Ecclesiology

Sacraments

Predestination

Second Session (October 23-24)

See Reading Assignments listed below

Paper assignments submitted at class session

Second Session Focus: Other Reformations

Radical Reformation (sometimes called Anabaptists)

English Reformation

and Puritan Revolution following the English Reformation

Catholic Reformation (sometimes called Counter Reformation)

Reading Assignments prior to the first class session (September 11-12):

Most of the reading and writing assignments for this class are loaded up front, prior to the first class session, because you potentially have some months to prepare for the first weekend. With only little more than a month between the two class sessions, the reading and writing assignments for the October class will be lighter.

Read Gonzalez, pp. 7-65, 77-86 (Chapters 1-5, 7) I would recommend reading Gonzalez first, because these chapters give us a brief overview of the Reformation, and Luther and Calvin.

Read Janz, 1-34, 56-58, 75-92, 98-116, 150-157, 245-259, 270-324 (documents 1-8, 12-14, 17-22, 24-26, 31-32, 68-70, 77-86). Whenever we study history, it is important not only to read secondary narratives (in other words, the writings of historians who summarize for us what happened, and what people thought, and why) but also some primary documents (written by the historical people themselves). For example, it is helpful not only to read what historians say about Luther but also to read some letters or sermons written by Luther himself. The problem with primary documents is that sometimes they are difficult for us to read, because the writing style might be very different from today, and the theological issues might be technical and abstract. The benefit is that primary documents let the historical participants speak for themselves, instead of being filtered through the interpretation of some historian. As I said, I would recommend reading Gonzalez first, to help you understand the overall story, and then read these samples from the Janz book. As you read these letters, or sermons, or other documents, ask yourself, does this reading give me a greater understanding or a different impression from what Gonzalez summarized?

Reading these primary documents is not easy, so be prepared to read slowly, perhaps a little bit at a time.

Paper Assignments to be submitted EARLY, (September 4), one week prior to the first class session:

1) Background of the Reformation. Both Gonzalez and chapter 1 of the Reformation Reader describe aspects of historical background leading up to the Protestant Reformation. Out of everything described in the readings about the background prior to the lifetime of Martin Luther, choose two things that you think are the most important. (They might be an event, or a person, or a movement, or a problem, or a tendency of the times, etc. There is no obvious answer here. You need to decide which two aspects of the background leading up to the Protestant Reformation seem most important, in your view.) Describe each of the two, and explain in each case why you think that they are most important. (four pages)

2) Major Protestant Theological Issues. The following theological issues often are identified as major issues that divided Protestants from Catholics, and divided some Protestants from each other. For most of these issues, Luther and Calvin established basic views that other Protestants followed. For each of the following issues, write a two page paper. Each paper should 1) describe what the issue is, 2) explain some of the contrasting views, between Catholics and Protestants, and especially including Luther and Calvin, and 3) offer your own personal response and viewpoint on the issue. In describing each issue, please do so in your own words, as if you were explaining it to a friend of yours; do not rely too heavily on long quotations from our texts. However, it is good to make some references to what you have read (and short quotations are fine), to show that you are aware of what was brought up in the readings, although you certainly might agree or disagree with what you found there. Some student papers in past classes seemed to be just a summary of the student’s personal views, but with no indication that he or she did any of the readings. So, these short papers can be personal, expressing your personal summaries and views, but you should also show that you are informed by what you encountered in the class readings. (two pages, each issue)

a. Scripture

b. Justification

c. Ecclesiology (Church)

d. Sacraments

e. Predestination

3) Personal Evaluation of Martin Luther. Since Martin Luther is such a significant figure for the entire Protestant Reformation, what do you think of him? Is he a hero you admire, an inspiration, a guide for your own Christianity? Is he a human being with weaknesses? If so, what are they? Is he important mainly for Lutherans, but not so much for others? What do you think of his role in Christian history? Write two pages summarizing your personal evaluation and responses to Martin Luther, including some specific examples to illustrate your views. (two pages)

The papers above are due Friday, September 4, one week prior to the first class session. They will be graded and returned to you at the first class weekend. You may send the papers electronically, as attachments, to my email address, forbes@morningside.edu. If you choose to send paper copies, which is fine, please begin each paper on a new page, and then staple all the papers together into one packet. The papers (paper copies) should be mailed to me at the Minneapolis street address at the beginning of this syllabus. See general suggestions for writing assignments later in this syllabus.

Reading Assignments prior to the second class session (October 23-24)

Read Gonzalez, pp. 67-76, 87-114, 135-150, 193-209 (Chapters 6, 8-9, 12, 18). These chapters mainly summarize the three other reformations that occurred in the Reformation era: the Radical Reformation (often called Anabaptists), the English Reformation, and the Catholic Reformation (sometimes called the Counter Reformation). In addition, I have included one chapter about the Puritan Revolution, a later working out of reactions to the English Reformation, because that topic is included in the objectives for this course, and because Puritans were very important in the later American story.

Read Janz, pp. 163-182, 200-201, 208-211, 236-242, 329-332, 405-418 (documents 34-46, 56, 59, 67, 88, 105-108). There are so many documents we could read here, but I have chosen a few samples from the Radical, English, and Catholic Reformations. Of course, feel free to read anything else that interests you! I also have included a section on Thomas Muntzer and the Peasants’ War, which I simply think is a fascinating and sometimes disturbing story, and I would be interested in your thoughts about it. If you are wondering where this fits in our consideration of Reformations, Muntzer would be an “extreme” example of part of the Radical Reformation.

Paper Assignments to be submitted at the second class session (October 23-24)

4) More Than Luther and Calvin. Imagine that you are going to lead a few adult Sunday School classes in your church, based upon what you have learned in this course. Of course you want to explain things in ways that would interest them and that they could understand. Imagine that one of those sessions had the title “more than Luther and Calvin,” in which you explained that there were at least three other reformations that happened in the time of Luther and Calvin {in other words, Radical, English, and Catholic). In a couple of sentences each, summarize each of the three, and then choose one of those three that you want to emphasize. Go into more detail about the one you want to emphasize, telling them more, and conclude by offering your own conclusions about that reformation. Do you admire them or sympathize with them in any way? Do you think they contribute anything important to the larger Christian community? Or do you have strong disagreements with them? Write out what you would say to this Sunday School class. (three pages)

5) A Personal Response to the Protestant Reformation. This concluding discussion paper is your chance to assess and summarize your personal responses to what you have learned in this course. Please answer the following three questions:

a) How much of what you learned in this course was new to you? Did you have any big surprises or strong reactions along the way?

b) What do you think about the major Protestant themes we have considered, in light of your own personal beliefs?

c) Do you prefer one of the reformations more than the others, in terms of your Christian beliefs and practices?

Specific personal examples always are helpful as illustrations. (four pages)

General Recommendations for Writing

(with thanks for a few suggestions borrowed from some other syllabi of previous Course of Study courses)

a) Type your papers. Use standard fonts (Times New Roman or Aria or Calibri), standard size (12 point), and double-spacing. Spell and grammar check everything you finish. Grading of your papers will include grammar and spelling, as well as content.

b) Paper assignments have suggested lengths (two or more pages each). I am not terribly strict about this, but a paper that has only one or two sentences on the second page for a two page assignment probably will not be substantial enough in content and will be inadequate; try to fill most of the second page. If your paper is longer than the suggested length, it is not a problem. Whatever you write, I will be happy to read.

c) Begin each new paper assignment on a new page, if you send or bring paper copies. If you send your papers electronically, please create each paper as a separate document. Be sure that your name, the class name and number, and your paper topic are placed in the upper left hand corner.

d) If you submit paper copies, please staple papers for a class session together, in the upper left hand corner. Do not submit your papers in three-ring binders or in plastic/paper report covers. (They simply make the papers more bulky, more slippery, and thus, more difficult to carry or send.)

e) If you quote from any source, you must use quotation marks and provide bibliographic information. Even if you paraphrase, or if you change a few words and do not quote exactly, you still must properly cite any information you glean from a source. To the greatest extent possible, use your own words.

f) All of the paper assignments in this class can be based simply upon the readings assigned for this course. Additional research from other sources is not expected or required. When you quote or refer to class readings in your papers, we will make the citations very easy. Simply place the book’s author or editor (Gonzalez or Janz) and the page number in parentheses at the end of the sentence, and that will be good enough, like this (Gonzalez 76). No bibliography or Works Cited page will be required in the case of class readings.

g) However, additional research is not forbidden. If you choose to use and refer to sources beyond our class texts, then you must include not only a citation (such as the parenthesis above), but you also need to place the Works Cited bibliographic information at the end of the paper. MLA and University of Chicago styles are the two standard citation styles in Religious Studies and Theology. If you are unsure how to cite sources properly, consult a standard style guide, or contact me if you have questions. I am not a terrible stickler on citation details, but we all should give credit when we borrow the work of others, and we should be able to use a standard citation form that is recognizable. Plagiarism, claiming someone else’s words or ideas as your own, without proper credit, is nothing less than theft. It is a serious ethical issue and may result in failure of the course and notification of the Course of Study director.

h) To varying degrees, these papers ask for combinations of two things: 1) summaries of historical or theological information in your own words, and 2) your personal interpretations, reactions or opinions. The last paper, relying most on your personal viewpoints, will be graded pass/fail so that I am not in a position of grading your views. For all the other papers, I try to be careful to concentrate my grading on how accurately you summarize historical or theological material, whether the paper answers the assigned question or topic, and the quality of your writing mechanics (spelling, grammar, sentence structure, etc.). I believe that there is a great difference between education and indoctrination, and I hope that this course will be safe and open enough that students will feel free to engage in a lively exchange of views. In other words, you will not be graded on whether your personal viewpoints happen to agree with mine, and I hope you will feel free to candidly and thoughtfully express your views, in papers as well as discussions.

Course Grades

Paper 5 (graded pass/fail) must be completed satisfactorily (pass) as a minimum requirement for passing the course.

Then, the resulting course grade will be determined on a 250 point scale from the following sources: Paper 1 40 pts

Paper 2a 20 pts

Paper 2b 20 pts

Paper 2c 20 pts

Paper 2d 20 pts

Paper 2e 20 pts

Paper 3 20 pts

Paper 4 30 pts

Paper 5 Pass/Fail

Attendance and Participation 60 pts

Individual scores, and the total course grade, will be based on percentiles:

A 90 to 100% Exceeds expectations for Course of Study

B 80 to 89% Expected quality for Course of Study

C 70 to 79% Passing work but not of expected quality

D 60 to 69% Inadequate work but basic tasks completed

F below 60% Fail

Some Personal Notes

I am submitting this syllabus in the midst of the pandemic that has changed all of our lives, in many ways. I look forward to meeting you at our two weekend class sessions in September and October. At this time I do not know if that means we will meet in person on in some online way, but one way or another, I look forward to meeting you If you have any questions or concerns before then, about the assignments, or the course in general, or anything, please feel free to contact me by email, phone, or mail. My contact information is listed at the top of the syllabus.

You should note that both texts for this course have been released in revised editions. You may wonder if the specific edition makes a difference, and the answer is yes. The revisions sometimes are substantial, with entire new chapters, revisions of chapters, and general re-editing. You would think that historical works should not need revisions (they are history, after all), but scholars are indeed constantly making new discoveries that change our understandings. So, I know that you may be able to find older editions at substantially less cost, but that is because they are outdated. If you use an older edition the page numbers and chapter numbers in this syllabus may be confusing.

I would also note that course descriptions, course objectives, and required texts for these Course of Study classes are standardized across the nation, so I did not write those beginning sections of the syllabus. On my own I might do it a little differently, but I will do my best to carry out those standardized expectations, mixed with my own style. (There is a saying that, when two people think exactly alike, one of them isn’t thinking. I guess that is true of students, and professors too.)

I look forward to seeing you this fall! Please stay safe!

Bruce

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