2012 Summer Session Syllabi
Keith Egan Syllabus
Theo 60260: Teresa of Avila: Doctor of the Church - Syllabus
University of Notre Dame Summer School. Module I: June 18--July 6, 2012
3 Credits CRN: 4088. Room 201 O’Shaughnessy
Description: This course is an exploration of classical texts from the Christian Mystical Tradition composed by Teresa of Avila (1515-1582), saint and first woman doctor of the Church. These sessions take their lead from the conviction of Karl Rahner that mystics like Teresa offer grounding for theological reflection. As a doctor of the church Teresa’s doctrine has a special significance for the whole church.
The primary concern of this exploration will be to understand what Teresa taught about the contemplative life of a Christian and prayer (mystical and otherwise) as described by Saint Teresa. The course will also explore Teresa’s use of scripture, what she has to say about Christ, especially the humanity of Christ, about the Triune God, Teresa’s contemplative ecclesiology, her understanding of the human person and her transformation, and her debt and contribution to the Carmelite tradition.
Teresa and John of the Cross adopted the tradition of bridal mysticism which prepares one for the mystical encounter and offers symbols and a language with which to express what transpires in this encounter. This course will ask whether Bridal Mysticism continues to have a role in Christian Mysticism. We shall also ask what contribution Teresa can make to the articulation of an ordinary, everyday, sacramental mysticism.
Teresa of Jesus has made a substantial contribution to the understanding of contemplative prayer, and her life and writings offer wisdom for the evolution of a more contemplative church in Christianity’s third millennium.
1. Teresa of Avila, The Book of Her Life, vol. 1: The Collected Works of St. Teresa of Avila. Trans. Kieran Kavanaugh and Otilio Rodriquez. Washington, DC: Institute of Carmelite Studies, 1976. ISBN: 0-9600876-2-1 (pbk).
2. Teresa of Avila, The Way of Perfection. STUDY EDITION. Trans. Kieran Kavanaugh and Otilio Rodruquez. Washington, DC: Institute of Carmelite Studies, 2000. ISBN: 0-935216-70-7 (pbk).
3. Teresa of Avila, The Interior Castle. STUDY EDITION. Trans. Kieran Kavanaugh and Otilio Rodriquez. Washington, DC: Institute of Carmelite Studies, 2010. ISBN: 978-0-935216-80-6 (pbk).
4. Handouts will be provided by the professor and Hesburgh Library electronic reserves will be available.
NOTE: The above texts of Teresa will be studied in the order listed above, one each week.
Remote Preparation: 1. Rowan Williams, Teresa of Avila. NY: Continuum, 2004. ISBN: 9780826473417. For Way of Perfection, see chapter 3; for The Interior Castle, see chapter 4.
2. Shirley du Boulay, Teresa of Avila: An Extraordinary Life. NY: BlueBridge, 2004. ISBN: 0-9742405-2-4. This is a lively, quick read that acquaints one with the life of Teresa.
3. Keith J. Egan, Teresa, Teach Us to Pray. 12 lectures (25 minutes each) on a 5 CD set. Available from Now You Know Media. 2011: 1-800-955-3904. For discount mention your enrollment in this class: University of Notre Dame Theology 60260, Summer 2012.
Assignments: 1. Weekly assignment sheets will guide one through the daily readings.
2. Each Saturday by noon (June 23—3 pp), June 30—4 pp), July 7—5 pp) a paper will be due, submitted electronically. Topics for the assigned papers will available at the first class session.
3. There is a possibility of an oral final to be determined by the end of the first week of class.
Professor: Keith J. Egan, 574-273-6064 - Egan.firstname.lastname@example.org
Keith J. Egan, Teresa, Teach Us to Pray. 12 lectures (25 minutes each) on 5 CD set. Available from Now You Know Media. 1-800-955-3904. For discount on these CDs, and if you wish, as well as the same discount on Egan's CD's John of the Cross: Poet and Mystic, mention Coupon PF49
Prof. Candida Moss
336 Malloy Hall
New Testament Introduction
Summer Session 2012 - Malloy 320
Weekdays 3:15PM - 5:55PM
Course Description: The purpose of this course is to develop an understanding of the writings in the New Testament in their ancient literary, historical, theological, and cultural contexts. The course is interested why these books were written, the problems faced by followers of Jesus, and the development of key theological ideas in the early church. The student will acquire skills for analyzing texts in their ancient context and using this information both to engage difficult Biblical passages and to answer hard questions faced by contemporary Christians.
- This is an intensive class so course attendance and participation is a necessity. Each class will involve both lectures and class discussion of pertinent historical, interpretive, theological, and ethical questions.
- Class Journal. Each student will keep a journal of outlines of texts, responses, questions, and thoughts about the material covered. The tenor of these journals is tailored to the particular interests of the individual student. A copy of these journals will be handed in at the end of the semester. Each class session students will be invited to share their questions as a starting point for the classroom discussion portion of the class. Suggestions and guides for these journals will be provided on the first day of class.
- In-Class Exams. Each Monday’s class will start with an informal exam review of the previous week’s material. These exams will be information based (dates, facts, familiarity with scripture).
- Final Exam. Held on the final day of class. This exam will have the same format as the in class exams.
- Exegesis paper. 8-10 page paper interpreting a particular Biblical passage. The particular passage is up to the individual student. Exegesis style and form will be reviewed in class on 6/27. The paper is due in by the Sunday after classes end.
Class Materials: A modern version of the entire Bible (with the Apocrypha). Recommended: The HarperCollins Study Bible with the Apocryphal/ Deuterocanonical Books (ed. Harold W. Attridge; New Revised Standard Version).
All other readings will be placed on concourse/e-reserve.
Students who would like to read further should consult the supplementary reading list.
6/18 Introduction to the Class and Background to the Historical and Social World of the New Testament.
6/19 Mark and the Historical Jesus
Reading: Mark and Adela Yarbro Collins, "Messianic Secret and the Gospel of Mark: Secrecy in Jewish Apocalypticism, the Hellenistic Mystery Religions, and Magic." Pages 11-30 in Elliot R. Wolfson, ed., Rending the Veil: Concealment and Secrecy in the History of Religions. New York/London: Seven Bridges Press, 1999.
Reading: Matthew and Krister Stendahl, "Quis et Unde? An Analysis of Matthew 1-2." Pages 56-66 in The Interpretation of Matthew. Edited by Graham Stanton. 2d ed. Edinburgh: T. & T. Clark, 1995.
6/21 Luke and the Synoptic Problem
Reading: Luke, Gospel of Thomas (Online), John S. Kloppenborg, et al., Q-Thomas Reader (Sonoma: Polebridge, 1990): 3-27.
Reading: Acts of the Apostles; Shelly Matthews, Perfect Martyr (Oxford, 2010), Chapter 4 and Kavin C. Rowe, World upside Down (Oxford, 2009), Chapter2.
Reading the Gospel of John and Wayne A. Meeks, "The Man from Heaven in Johannine Sectarianism." Journal of Biblical Literature 91 (1972): 4472.
In Class Exam on Mark -Acts
6/26 Themes in Paul 1
Reading: 1 Thessalonians, 1 and 2 Corinthians and Stanley Stowers, Letter Writing in Greco-Roman Antiquity (Philadelphia, Penn: Westminster, 1989), 15-26.
6/27 Themes in Paul 2
Reading: Galatians and Romans and Stanley Stowers, “On Interpreting Paul’s Epistle to the Romans.”
In Class Discussion of How-to-Write an Exegesis Paper
6/28 Themes in Paul 3: Interpreting Paul in the Early Church
Reading: Ephesians, Colossians, 1 and 2 Timothy, Acts of Paul and Thecla (on e-reserve) and Stephen J. Davis, “A “Pauline” Defense of Women’s Right to Baptize? Intertextuality and Apostolic Authority in the Acts of Paul”
Reading: Re-read 1 Peter and David Horrell, The Label Christianos: 1 Pet 4.16 and the Formation of Christian Identity, Journal of Biblical Literature, 126: 2 (2007): 361-381.
7/2 Catholic Epistles
1 John, 2 John, 3 John
In Class Exam of Paul
Readings: Hebrews and Leviticus 16
7/4 Happy Independence Day!
Reading: Daniel, Revelation and Adela Yarbro Collins, “Social Radicalism in the Apocalypse,” Pages 111-140 in idem, Crisis and Catharsis (ereserve)
7/6 Canonization, Closing Thoughts, and Final Exam on Peter, Catholic Epistles, Hebrews, Revelation
Reading: none, just prepare for the Exam
Exegesis Paper due in by Sunday, July 8th
David Fagerberg Syllabus
THEO 60453 Catholic Sacraments
David W. Fagerberg
Summer 2012 M-F, 8:30-11:00
Office 344 Malloy 1-4366, Fagerberg.email@example.com
"Lumen Gentium" says that in the Church, "the life of Christ is poured into the believers who, through the sacraments, are united in a hidden and real way to Christ who suffered and was glorified." This course will look at the seven sacraments of the Catholic Church as the means whereby Christians are mystically united to the life of Christ. Although we will use a historical framework to organize our material, the main focus of attention will be on the theological dimensions of each sacrament. This will give us the opportunity both to examine particular questions that conditioned the development of current sacramental theology, and the content of each rite as it exists today. Some attention will be paid to the nature of sacramental symbol in general, but the course's primary focus is on the sacraments as liturgical rites by which Christian life is celebrated.
There will be three written assignments used as the basis for grade evaluation, each 5-6 pages. You may think of these as a sort of take-home essay exam, for we will give you five questions and you are to reflect at length about one of them using the material read the week before.
- Participation in all class sessions.
- Written reflection on first week’s material (33%) due Saturday, July 14
- Written reflection on second week’s material (33%) due Saturday July 21
- Final exam – in class, July 27 (33%)
- Joseph Martos, Doors to the Sacred (Liguori/Triumph, 0764807188)
- Edward Schillebeeckx, Christ the Sacrament of the Encounter with God (Sheed & Ward, 0934134723)
- Jean Danielou, The Bible and the Liturgy (University of Notre Dame Press, 0268000182)
- Catechism of the Catholic Church
- Alexander Schmemann, For the Life of the World (St Vladimir's Seminary Press, 0913836087)
This is a very condensed course as we cover a semester’s worth of material in three weeks. It will be helpful if the student can do much of the reading before we begin. Please note the chapters assigned, however, because we don’t read the book in its entirety.
I’ve divided each day into two parts, 8:30-9:30, 9:45-11:00
CCC = Catechism of the Catholic Church, referring to paragraph numbers
1 July 9
Martos ch 1 -2 (42)
3 July 10
Martos ch 3 (37)
Martos ch 4 (25) Trent (online)
5 July 11
The 7: Baptism
Martos 6 (36) CCC 1210-1284
Martos 7 (24) CCC 1285-1321
7 July 12
Eucharist: patristic, medieval
Martos 8:4, Protestant writings (online)
9 July 13
Online (Thurian, Bouyer)
11 July 16
Martos: 2-4 (36) CCC 1420-1498
Martos 10 (22) CCC 1499-1532
13 July 17
Martos 11:1-4 (34) CCC 1601-1666
Martos 12:2-4 (40) CCC 1533-1600
15 July 18
Christ as Sacrament
Schillebeeckx ch 1 (41)
Church as Sacrament
Schillebeeckx ch 2 (41)
17 July 19
Conditions for validity
Schillebeeckx ch 3 (42)
Conditions for fruitfulness
Schillebeeckx ch 4 (20)
19 July 20
Schillebeeckx ch 5 (44)
Schillebeeckx ch 6-7 (25)
21 July 23
Danielou ch 1, 2 (35)
Danielou, ch 3, 7 (34)
23 July 24
Types of Baptism
Danielou, ch 4, 5. 6 (45)
Types of Eucharist
Danielou, ch 8, 9 (28)
25 July 25
Typology of Eucharist
Danielou, ch 10, 11 (35)
Danielou, ch 12, 13 (31)
27 July 26
Schmemann, ch 1-3 (56)
Schmemann, ch 4-7 (50)
29 July 27
Gerard Baumbach Syllabus
Catechesis: History and Theory
Prof. Gerard F. Baumbach
University of Notre Dame
June 18-July 6, 2012 12:20 pm to 3:00 pm MTWRF (except July 4)
Office: 326 Geddes Hall (574 631-2894) Email: Baumbach.firstname.lastname@example.org
Catechesis aims “‘to put people not only in touch but in communion, in intimacy, with Jesus Christ’” (National Directory for Catechesis 19B, quoting Catechesi Tradendae 5; cf. General Directory for Catechesis 80). What is catechesis and how does catechesis pursue this aim in contemporary parish life? What are some dimensions of the Church’s understanding of catechesis during selected periods in its history (e.g., influence of the baptismal catechumenate)? This course will enable students to explore catechesis from selected historical and contemporary perspectives, to gain awareness of developments in practice and in theoretical approaches, and to acquire and demonstrate a working familiarity with contemporary catechetical literature. Readings will include a variety of sources from antiquity to the present. Students will be encouraged to apply these sources to issues in parish catechetical leadership today.
1. To explore catechesis at selected periods in the history of the Church.
2. To gain awareness of developments in catechetical practice and in theoretical approaches.
3. To acquire and demonstrate a working familiarity with contemporary catechetical literature.
4. To apply sources consulted to issues in parish catechetical leadership today.
National Directory for Catechesis (NDC).United States Conference of Catholic Bishops. Washington, DC:
USCCB, 2005. Read as assigned in Syllabus Plan.
Yarnold, Edward. The Awe-Inspiring Rites of Initiation: The Origins of the R.C.I.A. Collegeville, MN: The
Liturgical Press, 1994. Includes parts of baptismal homilies of Cyril of Jerusalem, Ambrose of Milan, John
Chrysostom, and Theodore of Mopsuestia. See Chapter 1 for exploring the Rite of Christian Initiation of Adults
in relation to fourth century practice. Also see Day 4 and Day 5 of Syllabus Plan.
Required Course Packet Readings that are identified in this Syllabus Plan. The Course Packet can be purchased
at the Copy Center at 301 O’Shaughnessy Hall (8:00 am to 4:30 pm, Monday to Friday).
Recommended Reading: Not Required for This Course
General Directory for Catechesis (GDC). Congregation for the Clergy. USCC—Libreria Editrice Vaticana, 1997.
Burgess, Harold W. Models of Religious Education: Theory and Practice in Historical and Contemporary
Perspective. Nappanee, IN: Evangel Publishing House, 2001.
Recommended Course Packet Readings for further enrichment that are identified in this Syllabus Plan. Two
Recommended Readings are not in the course packet but appear below with the designation “web only”
(Wuerl: “Disciples of the Lord”; Baumbach: “Eucharistic Mystagogy”).
Planned are group discussions, class presentations by students, use of media, handouts, and other interactive processes. A lecture format also will be utilized. Through study of topics both historical and contemporary, we will determine together linkages between the experience of ages past and people’s catechetical experience today.
Class sessions often will include a combination of catechetical history and an exploration of a selected chapter (or parts of chapters) of the National Directory for Catechesis and/or other readings. Woven throughout the course will be the presentation and discussion of catechetical theories/approaches (ordinarily in relation to a particular era). We will also examine catechetical materials.
Papers and class presentations will be evaluated on the basis of insight, organization, content, and style. It is preferred but not required that papers be submitted as an email attachment (but not pdf). Papers should be double-spaced, 12-point type, and paginated and include your name on the first page. Keep a copy of each written assignment. Late assignments will be accepted only with prior arrangement and a serious excuse.
- Attend all sessions, read required readings prior to class, and participate in class discussions/presentations.
- Prepare a 5-page reflection paper on (a) your understanding of catechesis, (b) its essential role in developing a vibrant parish community, and (c) how catechesis might benefit from your commitment to faith and the Church. Be sure to address all three parts. Due: June 25.
Present an 8 to 10 minute reading report: Present to the class insights about one article from the Course Packet (Required or Recommended) on the day indicated for that article in the Syllabus. Ask yourself: (a) What is the article’s primary focus? (b) What have I gained from reading it? Note: No more than two students per day.
Also, articles by Burghardt (Days 4, 6) and Bryce (Days 8, 9) are split between two days; if you select either of these authors you are responsible only for the portion of the article assigned for the day you select. The two
web-based articles listed on the Syllabus may also be used for this assignment.
- Present a 15 minute small group review of catechetical material: With two partners, select catechetical texts and corresponding teaching guides from a single catechetical series. As a group, choose one or more chapters for your review. This exercise is not intended to be an exhaustive analysis; you can divide up the review any way you like. Report to the class, using the following questions as a guide:
- Are we able to see a “process of learning and teaching”? (Hint: look for on-page “labels.”)
- What other elements enable students, catechists, and families to focus on core theme(s)?
- What surprises, encourages, or raises questions for us? What should others know about this material?
Note: Materials and a sign-out sheet are in the Institute for Church Life Library (320 Geddes Hall (available
from 9:00 am to 5:00 pm, Monday to Friday). Due: Groups will split between June 26-27.
- Select ONE of the following options in consultation with the instructor.
a. Prepare a 5-page report on one of the following. Give one or more reasons for your choice. As you
prepare, think about what you would want catechists to know. Due: July 2.
- An issue or era in the history of catechesis
- A catechetical methodology
- Catechesis and its relation to one or more of the following: evangelization, liturgy, inculturation, Catholic social teaching
- A numbered section of the National Directory for Catechesis
b. Prepare a 5-page report on your ideas for enriching parish catechesis. Explain efforts with which you
are familiar or share a dream of what you may someday hope to do. Indicate how the six tasks of
catechesis influence your ideas and identify some resources that might support your approach. Due: July 2.
c. Prepare a 5-page report on your reading of the mystagogical work of one of the following from Yarnold’s
book: Cyril of Jerusalem, Ambrose of Milan, John Chrysostom, or Theodore of Mopsuestia. Identify three
points and explain how you would relate them to catechesis for adults today (e.g., Cyril tells the newly-
baptized they “are images of Christ” [3:1]. What connections do you see for catechesis and Christian
discipleship in contemporary life?). Due: July 2.
d. By yourself or with a partner, present an oral report, not to exceed 15 minutes, on topic 5a, 5b, or 5c.
No separate written report is required. Due: Presentations will be divided between July 2 and July 3.
6. Final Exam: This will be an individual oral exam on the final day of class. Exam date: July 6.
7. Self-assessment: Your assessment of your contribution to large and small group discussions and exercises,
and your faithfulness in coming to class prepared. Due: July 6.
DUE DATES SUMMARY
1. Attendance, reading, participation
2. Reflection Paper
June 25 (Monday)
3. Course Packet Reading Report (Oral)
The day the reading appears in the Syllabus
4. Small Group Review of Catechetical
Groups will split between June 26 (Tuesday) and June 27 (Wednesday)
5. Report (Paper or Oral)
July 2 (Monday) for paper
6. Final Exam (Oral)
July 6 (Friday)
July 6 (Friday)
National Directory for Catechesis (NDC) numbered references in parentheses refer to text sections,
not page numbers.
See pages 5-6 of Syllabus for reference information for Course Packet entries.
Week 1: June 18-22, 2012 NDC focus: Introduction and Chapters 1, 2, 3
DAY 1, Monday, June 18
Required Reading ►
DAY 2, Tuesday, June 19
DAY 3, Wednesday, June 20
DAY 4, Thursday, June 21
DAY 5, Friday, June 22
Marthaler. “Vatican II: A New Meaning of Catechesis.”
Mulhall. “A Brief Walk through the National Directory for Catechesis.”
NDC Introduction (1-8)
Dimensions of an Emerging Catechetical Quest
Coughlin. “2000 Years of Religious Education.”
Baumbach. “The Field That Is the World: Catechesis in a Pluralistic Society.”
NDC Ch. 1 Proclaiming the Gospel in the United States (9-14)
Catechesis in the Early Church
The Didache. James A. Kleist (Trans.).
NDC Ch. 2 Catechesis within the Church’s Mission of Evangelization (15-22)
McCarron. “Liturgy, Christian Living, and Catechesis: Insights from the Didache.”
Wuerl. “Disciples of the Lord: Sharing the Vision (A Pastoral Letter on the New Evangelization).”
Movement toward Mystagogy
Burghardt. “Catechetics in the Early Church: Program and Psychology” (pp. 51-55 for today).
Yarnold. The Awe-Inspiring Rites of Initiation; read the work of one of the four preachers
NDC Ch. 2 (continued) Catechesis within the Church’s Mission of Evangelization (15-22)
Regan. “The Early History of Mystagogy.”
Soto. “At the Crossroads of Faith and Culture.”
The Ongoing Catechetical Quest and the Experience of Mystagogy
Yarnold. The Awe-Inspiring Rites of Initiation; read the work of one of the four preachers
Office for the Catechism, USCCB. “The Catechism of the Catholic Church and the General
NDC Ch. 3 This Is Our Faith; This Is the Faith of the Church (23-26)
Johnson. “Christian Initiation.”
Week 2: June 25-June 29, 2012 NDC focus: Chapters 4, 10, 7, 8
DAY 6, Monday, June 25
DAY 7, Tuesday, June 26
DAY 8, Wednesday, June 27
DAY 9, Thursday, June 28
The Ongoing Catechetical Quest; Augustine’s Classic Approach
Augustine. The First Catechetical Instruction (Part One). Joseph P. Christopher (Trans.).
Burghardt. “Catechetics in the Early Church: Program and Psychology” (pp. 56-60 for today).
Funk. “Benedictine Spirituality and the Search for Meaning in a Postmodern World.”
Spanning the 5th to 15th centuries
Clark. “Medieval Catechetics and the First Catechisms.”
NDC Ch. 4 Divine and Human Methodology (27-31) and Ch. 10 Resources for Catechesis
(66-71); highlight: methodological foundations
Penzenstadler, Joan. “Contemplation and Education: Making Connections.”
16th Century Onward: Fracture in the Community’s Experience (Reformation & Response)
Bryce. “Evolution of Catechesis from the Catholic Reformation to the Present” (pp. 141-149).
NDC Ch. 4 and Ch. 10 (continued)
Power. “Highlights in the History of Religious Education: 1600-1750.”
Garvin. “Women and Ignatian Spirituality: New Horizons for Persons in Ministry.”
Approaching and into the 20th Century
Bryce. “Evolution of Catechesis from the Catholic Reformation to the Present” (pp. 149--156).
NDC Ch. 7 Catechizing the People of God in Diverse Settings (47-52); highlight: catechesis
NDC Ch. 8 Those Who Catechize (53-56); highlight: roles and formation in catechesis
Approaching and into the 20th Century (continued)
Hofinger. “Looking Backward and Forward: Journey of Catechesis.”
Summarizing NDC Ch. 4 Divine and Human Methodology (27-31); Ch. 10 Resources for
Mongoven. “The Story of Renewal.”
Ruff. “From Kerygma to Catechesis: Josef A. Jungmann’s Good News Yesterday and Today.”
Week 3: July 2-July 6, 2012 NDC focus: Chapters 9, 5, 6 and Conclusion
DAY 11, Monday, July 2
DAY 12, Tuesday, July 3
DAY 13, Thursday, July 5
DAY 14, Friday, July 6
Catechesis Bridging a Millennium
NDC Ch. 9 Organizing Catechetical Ministry (57-65; see especially 60-61)
highlight: diocesan and parish organization for catechesis
Dooley. “Liturgy: Source for Catechesis.”
NDC Ch. 5 Catechesis in a Worshiping Community (32-39; see especially 32-35, 37)
highlights: liturgy, life, and catechesis: shaping a transforming catechesis
Baumbach. “Eucharistic Mystagogy.”
The Call to Catechetical Leadership
Baumbach. “What Will Tomorrow Bring for Catechesis and Catechetical Leadership?”
Rosenhauer. “Catechesis and the Catholic Social Mission.”
NDC Ch. 6 Catechesis for Life in Christ (40-46); Conclusion (72-74)
highlight: Catholic social teaching
Heifetz and Linsky. “When Leadership Spells Danger.”
Loftus. “Leadership: Not the Same As Management.”
Final Examination (Oral)
Course Packet Readings
Note: Required Readings are in bold type.
Two Recommended Readings that are not in the Course Packet appear below as “Web only”
(Wuerl: “Disciples of the Lord”; Baumbach: “Eucharistic Mystagogy”).
Marthaler, Berard. “A New Meaning of Catechesis.” NCCL Catechetical Leadership, Vol. 14, No. 3
(Summer 2002): 5-6, 14.
Mulhall, Daniel S. “A Brief Walk through the National Directory for Catechesis.” Catechetical Leader,
Vol. 16, No. 2 (March 2005): 4-5, 18-21.
Coughlin, Kevin. “2000 Years of Religious Education.” Catechist, Vol. 5, No. 7 (April 1972): 11-13, 16.
Baumbach, Gerard F. “The Field That Is the World: Catechesis in a Pluralistic Society.” Catechetical
Leader (Catechetical Update), Vol. 19, No. 1 (January/February 2008): U5-U8.
Kleist, James A. (Trans.). The Didache. New York: Newman Press; Paulist Press, 1948 (© by Johannes
Quasten and Joseph C. Plumpe), pp. 3-25; Notes: pp. 151-166.
McCarron, Richard E. “Liturgy, Christian Living, and Catechesis: Insights from the Didache.” The Living
Light, Vol. 39, No. 1 (Fall 2002): 6-16.
Wuerl, Donald W. “Disciples of the Lord: Sharing the Vision (A Pastoral Letter on the New Evangelization),”
Most Reverend Donald W. Wuerl, Archbishop of Washington, August 23, 2010.
Web only: http://www.adw.org/pastoral/pdf/ADW_PastoralNewE_Eng.pdf
Burghardt, Walter J. “Catechetics in the Early Church: Program and Psychology.” The Living Light.
Vol. 1, No. 3 (Fall 1964): 100-118.
Regan, David. “The Early History of Mystagogy.” In David Regan, Experience the Mystery: Pastoral
Possibilities for Christian Mystagogy. Collegeville, MN: The Liturgical Press, 1994, pp. 11-26.
Soto, Jaime. “At the Crossroads of Faith and Culture.” Catechetical Leader, Vol. 21, No. 4
(July/August 2010): 4-7.
Office for the Catechism, United States Conference of Catholic Bishops. The Catechism of the Catholic
Church and the General Directory for Catechesis: Complimentary yet Distinct Forms of Catechetical
Writing. Catechism Update (Summer 1998); 2 pages.
Johnson, Maxwell E. “Christian Initiation.” In Susan Ashbrook Harvey and David G. Hunter (Eds.), The
Oxford Handbook of Early Christian Studies. New York: Oxford University Press, 2008, pp. 693-710.
Christopher, Joseph P. (Trans.). St. Augustine: The First Catechetical Instruction (Part One). New York/
Mahwah, NJ: Newman Press (Paulist Press), 1946 (date of Imprimatur), (pp. 13-51); Notes: pp. 115-120.
Turner, Paul. “The Role of the Catechist: Augustine’s Catechizing Beginners.” The Living Light, Vol. 39,
No. 1 (Fall 2002): 17-23.
Funk, Mary Margaret. “Benedictine Spirituality and the Search for Meaning in a Postmodern World.” PACE
(Professional Approaches for Christian Educators), Vol. 25 (November 1995): 10-14.
Clark, Aubert. “Medieval Catechetics and the First Catechisms.” The Living Light. Vol. 1, No. 4
(Winter 1965): 92-107.
Penzenstadler, Joan. “Contemplation and Education: Making Connections.” PACE (Professional Approaches
for Christian Educators), Vol. 24 (November 1994): 26-29.
Bryce, Mary Charles. “Evolution of Catechesis from the Catholic Reformation to the Present.” In John
H. Westerhoff III and O.C. Edwards, Jr. (Eds.), A Faithful Church: Issues in the History of Catechesis.
Wilton, CT: Morehouse-Barlow Co., Inc., 1981, pp. 204-235.
Power, Edward J. “Highlights in the History of Religious Education: 1600-1750.” The Living Light.
Vol. 2, No. 1 (Spring 1965): 106-121.
Garvin, Mary. “Women and Ignatian Spirituality: New Horizons for Persons in Ministry.” PACE (Professional
Approaches for Christian Educators), Vol. 25 (February 1996): 15-19.
Sloyan, Gerard S. “Developments in Religious Education Since 1800: A Summary and Hope.” The Living Light,
Vol. 2, No. 4 (Winter 1965-66): 82-97.
Hofinger, Johannes. “Looking Backward and Forward: Journey of Catechesis.” The Living Light,
Vol. 20, No. 4 (June 1984): 348-357.
Mongoven, Anne Marie. “The Story of Renewal.” In Anne Marie Mongoven, The Prophetic Spirit of Catechesis.
New York: Paulist Press, 2000, pp. 36-63; Notes: pp. 287-291.
Ruff, Daniel. “From Kerygma to Catechesis: Josef A. Jungmann’s Good News Yesterday and Today.” The Living
Light, Vol. 39, No. 1 (Fall 2002): 62-73.
Dooley, Catherine. “Evangelization and Catechesis: Partners in the New Millennium.” In Catherine Dooley
and Mary Collins (Eds.), The Echo Within: Emerging Issues in Religious Education. Allen, TX: Thomas
More, 1997, pp. 145-159.
Dooley, Kate. “Liturgy: Source for Catechesis.” Catechetical Leader (Catechetical Update), Vol. 16, No. 1
(January 2005): U1-U5.
Baumbach, Gerard F. “The Baptismal Catechumenate: Inspiration for Catechesis.” Antiphon, Vol. 7,
No. 3 (2002): 21-28.
Baumbach. “Eucharistic Mystagogy,” Washington, DC: United States Conference of Catholic Bishops, 2011.
Web only: http://www.usccb.org/beliefs-and-teachings/how-we-teach/catechetical-ministry/catechetical-sunday/2011/upload/catsun-2011-doc-baumbach-mystagogy.pdf
Baumbach, Gerard F. “What Will Tomorrow Bring for Catechesis and Catechetical Leadership?”
Momentum, Vol. 36, No. 3 (September/October 2005): 32-35.
Rosenhauer, Joan. “Catechesis and the Catholic Social Mission.” Catechetical Leader, Vol. 16, No. 4
(July 2005): 6-7, 26-29.
Heifetz, Ronald A. and Marty Linsky. “When Leadership Spells Danger.” Educational Leadership, Vol. 61, No. 7
(April 2004): 33-37.
Loftus, David. “Leadership: Not the Same as Management.” Catechetical Leader, Vol. 19, No. 1
(January/February 2010): 8-10, 20.
Brad Gregory Syllabus
THEO 60117: Old Testament Theology
University of Notre Dame – Summer 2012
July 9-27 (M-F 3:15-5:45pm)
Instructor: Bradley Gregory (email@example.com)
This course serves as a graduate level introduction to interpreting the Old Testament theologically. We will study the theological character of key books in the Old Testament by exploring the different methods of scholarly study including source, form, and redaction criticism, but also what is now known as the canonical approach. By the end of the course students should understand how these methods work, the rationale for them, and the interpretive and theological pay-off in using them.
In addition, by the end of the course students should have a grasp for the rich and varied theological witness of the Old Testament. In the field of “Old Testament Theology” there has emerged a general consensus that there is no single, definitive “center” of Old Testament Theology and so we will not have one organizing theme for the course. However, we will structure our class around four important themes that span the OT and engage each other in complex and rich ways: (1) the search for God’s presence, (2) election, (3) exile and restoration, and (4) the relationship of justice and mercy.
- Any good study bible: e.g. HarperCollins SB, Oxford SB, Catholic SB, Jewish SB, etc.
- John Barton, Reading the Old Testament: Method in Biblical Study (revised and enlarged). Louisville: Westminster John Knox Press, 1996. (ISBN 0-664-25724-0)
- Jon D. Levenson, Sinai & Zion: An Entry into the Jewish Bible. San Francisco: Harper, 1985. (ISBN 0-06-254828-X)
All other assigned reading will be available as pdf’s on electronic reserves.
1. Regular Attendance and Participation: Class periods will be mostly instructor led, with a mixture of lecture and seminar-style discussion. In order to participate fully students must have done the assigned reading and have it “under control” (if you need to brush up on the background of a reading from the Bible, read the short introduction in your Study Bible). This portion of the grade will be directly dependent on your demonstration that you have read the material thoughtfully and can speak intelligently about it. Therefore it is imperative that students have excellent attendance and arrive prepared and on time. Part of this preparation includes bringing your Study Bible to class every day.
2. Exams: There will be an exam the first hour of each Friday (July 13, 20, & 27). These will be all essays. While mastery of data will be important, it will not be sufficient. You will need to show both nuanced comprehension and dexterous facility with the concepts and theological themes covered.
3. Term Paper: Each student will choose a passage from Numbers 11-36 for the paper. The purpose of the paper is to provide a robust interpretation of the passage, addressing questions such as sources, form, redaction, literary shape, theological message, and contribution to the Pentateuch, the OT, and the whole Christian canon. It will done in three sections, each of which will be 4 pages (+ ½): (1) historical-critical interpretation (e.g. discussion of sources, when it was written, traditions involved, etc.), (2) literary shape and theological emphases (redaction, literary elements, *point* of the passage, etc.), and (3) theological and canonical contribution (bring the theological message of the passage into dialogue with the rest of Numbers, the Pentateuch, the OT, and the Christian canon; here you may find early Jewish and Patristic interpreters, who loved to draw on the wilderness journey, helpful). For this reason, the passage must be self-contained and of manageable length, i.e. no more than a third or half of a chapter and perhaps much shorter. In order to do this well, students will need to read (on their own) commentaries, monographs, articles, etc, on their passages as well as on the theology of Numbers in general. You will be graded on quality of research, depth of analysis, cogency of argument, theological sophistication, and aesthetic presentation. Each unit will be due on the Thursdays (July 12, 19, and 26).
Papers should be double spaced, top and bottom margins 1”, side margins 1.25”, 12 point Times New Roman font, honor pledge must be hand-written and signed on the bibliography page. Use footnotes, not endnotes. If there are more than 3 typos on a page, the paper will be returned for further proofreading and docked appropriately.
Attendance and Participation: 10%
Term Paper: 30% (10% for each part)
Three Exams: 20% each
*Any academic honor code violation (cheating, plagiarism, etc.) will result in an automatic F for the course (If you are in any way fuzzy on what constitutes these, see me before you hand in any work).*
Grades will be assigned on the following scale:
Schedule & Assignments
Dei Verbum §§10-13 (skim the rest)
Genesis 1-11; Barton, Reading the OT, 8-29
Clifford, Creation Accounts, 137-150
Genesis 12-50; Barton, Reading the OT, 45-60, 205-208; Moberly, “Living Dangerously,” 181-197;
Anderson, “Joseph and the Passion of Our Lord,” 198-215.
Exodus & Divine Warrior
Exodus 1-18; Baal Cycle (selections)
Visotzky, Road to Redemption, 79-100
Levenson, “Exodus and Liberation,” 127-159
Sinai & Covenant
Paper #1 Due
Levenson, Sinai & Zion, 15-86
The Golden Calf
Anderson, “Biblical Origins and the Fall,” 197-210.
Shape of the Pentateuch
Exodus 25-30, 40; Leviticus 1-7; Deuteronomy 31-34
Klawans, “Concepts of Purity in the Bible,” 2041-47
Childs, Intro to OT as Scripture, 127-135
1 Samuel 15 – 2 Samuel 7
McGinnis, “Swimming with the Divine Tide”
Levenson, Sinai & Zion, 89-145
Zion Theology (cont’d)
Psalms 1-3, 15, 24, 46-48, 84, 132
Barton, Reading the OT, 30-40
Levenson, Sinai & Zion, 145-184
Paper #2 Due
Petersen, “Introduction to Prophetic Literature,” 1-23
Amos; Isaiah 1-12, 36-39
Seitz, Isaiah 1-39, 1-31, 60-75
Fall of Judah
2 Kgs 18-25; Exod 12 & 20:22-26; Deut 6, 12, & 16
Klein, “Secret Things and Things Revealed,” 23-43
Exile: History and Theology
Ackroyd, Exile and Restoration, 17-49
Albertz, Israel in Exile, 1-15
Ackroyd, Exile and Restoration, 232-256
Isaiah 40-55, 60-62; Ezra 1-6; 1 Macc 1-6; Daniel 7-12
Brueggemann, The Prophetic Imagination, 59-79
Knibb, “Exile in the Literature of the Intertestamental Period,” 253-272
Suffering & Justice
Paper #3 Due
Job 1-14, 36-42; Tobit
Gutiérrez, On Job, 67-103
Synthesis/Canonical Reading of the OT
Kimberly Belcher Syllabus
Theo 60420 – Ritual Studies
Kimberly Hope Belcher
Summer 2012, 6/18-7/06
M T W R F - 8:30A – 11:10A
Paul Bradshaw and John Melloh, Foundations in Ritual Studies: A Reader for Students of Christian
Worship (Grand Rapids: Baker, 2007). 080103499X
Catherine Bell, Ritual: Perspectives and Dimensions (New York: Oxford University, 2009). 0199735107
• Attendance is required. If you miss more than 2 hours of class discussion in total, see me for
a make-up assignment.
• Facilitated discussion will be the primary mode of learning in this course, although I will
also lecture as necessary and possibly organize at least one field trip. In class discussions
should be considered confidential; seek permission before sharing other students'
comments in any public forum.
• Late work will not be accepted except in case of emergency or with prior approval.
Approval will be given if a request is made 24 hours before the assignment is due.
Readings. The required readings for the course come from the two textbooks above. In addition,
recommended readings will be suggested for each day. These will be available as electronic
reserves. A bibliography of all recommended readings should help you continue to develop as
students of ritual after the course ends. You are welcome to bring comments or questions on the
recommended readings to class discussion; in addition, I may refer to these readings. I will suggest
and provide readings for 7/3, 7/5, and 7/6 if the class wants.
Pump primer. You should write about 100-200 words in response to each daily reading. These may
summarize, critique, contextualize, dispute, marvel at, or puzzle over the reading at your
discretion. In addition, you should provide one question you would like the class to discuss during
the class meeting. These are due by email by 8 am on the day of class discussion OR may be
brought to the classroom by 8:20 am.
3 Ritual observations. An instrument for preparing these observations will be distributed on the first
day of class. The first observation will be chosen by class consensus and made together;
subsequent observations will be done individually or in small teams. Each student will be
responsible for a presentation covering at least one of the rituals he or she has observed, 7/3-7/6.
He or she should prepare a handout and be prepared to answer questions regarding the
observation and analysis offered.
1 Ritual analysis and evaluation. Due 7/9. This 8-15 page essay should incorporate a thorough ritual
observation but proceed to analyze and evaluate the ritual observed. Examples and guidance will
be given in class and office hours. This paper may be submitted electronically or as a paper copy.
Participation and pump primers: 20%
Ritual observations: 20%
Final presentation: 30%
Ritual analysis paper: 30%
Reading and discussion schedule:
Monday, June 18 – Bradshaw/Melloh part 1, “Context,” 3-40.
“Context” and contexts.
Tuesday, June 19 – Bradshaw/Melloh, 43-72.
Mary Douglas; symbol, function, and embodiment.
Wednesday, June 20 – Bradshaw/Melloh, 73-99.
Victor Turner; rites of passage and ritual placement.
Thursday, June 21 – Bradshaw/Melloh, 103-130.
Nathan Mitchell; embodied meaninglessness, identity development, and sensory excess.
Friday, June 22 – Bradshaw/Melloh, 131-65.
Ronald Grimes; what is “natural”?
Monday, June 25 – Bradshaw/Melloh, 201-22.
Margaret Mary Kelleher; on becoming a ritual expert.
Tuesday, June 26 – Bell, 91-137.
Categorizing ritual; use and limits.
Discussion prompt: bring to class an idea of a ritual you have seen that might be difficult to
Wednesday, June 27 – Bell, 138-170.
The permeability of the category of ritual.
Thursday, June 28 – Bell, 171-209.
Human ritual and human cultures.
Friday, June 29 – Bell, 210-52.
Alteration (and alterers).
Monday, July 2 – Bell, 253-68.
What do we do with our rituals now? Beyond critical analysis.
Tuesday, July 3
Presentations and ongoing discussion.
Thursday, July 5
Presentations and ongoing discussion.
Friday, July 6
Presentations and ongoing discussion.
J. Matthew Ashley Syllabus
Contemplation and Action
Theo 60240; Summer2012
Professor Matthew Ashley
Course Meetings: 3:15 ‐ 5:45 pm, Monday ‐ Friday, July 19 ‐ 27,
in 115 O’Shaughnessy Hall
Office Hours: 2:00 ‐ 3:00 Monday, Tuesday, Wednesday, Thursday: 130 Malloy
Or by appointment:
This course explores the interactions between Christian spirituality and systematic theology, with a focus on the relationship between prayer and action in a Christian's spiritual life. The tendency in the Christian tradition has been to see prayer as superior to action, since it is the focal point in this life of the union with God that is our destiny in the next. However, there have been innovative attempts in the history of the tradition to break down overly rigid barriers between these two essential components of the Christian life. We begin in Greek thought, with the distinction between theoria and praxis. We then consider how this conceptual pair was taken over in the history of Christian spirituality worked in working out some classic understandings of the relationship between the vita contemplativa and the vita activa. Figures studied in this section include Augustine, Bernard of Clairvaux, Thomas Aquinas, Meister Eckhart and Catherine of Sienna. This part of the course will culminate in the sixteenth‐century spirituality of Ignatius of Loyola. Then we will look in detail at two modern figures who have attempted to interrelate contemplation and action, Karl Rahner and Gustavo Gutiérrez. Each student will choose other contemporary figures to analyze and present to the class.
The following texts should be available (eventually) in the bookstore and will be placed on reserve:
(1) Ignatius of Loyola: Spiritual Exercises and Selected Works, edited by George Ganss, SJ (Mahwah, NJ: Paulist Press, 1991)
(2) Catherine of Sienna: The Dialogue, translated and edited, Suzanne Noffke, OP (Mahwah: N.J.: Paulist Press, Press, 1980)
(3) Karl Rahner, Spiritual Writings, edited with an introduction by Philip Endean, SJ (Maryknoll, NY: Orbis Books, 2004)
(4) Robert Ellsberg (ed.), Modern Spiritual Masters: Writings on Contemplation and Compassion (Maryknoll, NY: Orbis Books, 2008).
(5) Gustavo Gutiérrez, On Job: God‐Talk and the Suffering of the Innocent (Maryknoll, N.Y.: Orbis Books, 1987).
Other readings listed in the syllabus will be available on “ereserves.”
After completing the course a student will be able to:
1) describe the history of Christian attempts to integrate prayer and action up to and including the Middle Ages in terms of the sources in Scripture and the influence of the Greek categories of "theory" and "praxis";
2) develop a "typology" of approaches and use it to compare and contrast different approaches to the vita contemplativa and the vita activa in the patristic and medieval periods;
3) explain how the context within which an author writes is relevant for understanding how he or sheapproaches the relationship between prayer and action;
4) discuss and/or compare figures from the late Middle Ages on in their contexts, identifying “traditional” patterns for relating prayer and action as well as innovations they introduced.
5) present his or her own preferred model for integrating prayer and action, in relation to the figures studied in the course and a particular contemporary (the student’s own context of that of a group he or she serves).
1) A take‐home essay exam, distributed on July 16 and due on July 23. It will cover material up to and including Catherine of Sienna's Dialogue. The principal purpose of the exam is to evaluate progress toward goals one and two. [35% of final grade]
2) A brief (three to four pages) comparison of two contemporary figures, placing them in their context and comparing them with earlier figures in the Christian tradition on the theme of contemplation and action. This primarily relates to goals 3 and 4. [25% of final grade]
3) Presentation of one of a contemporary figure to the class (either individually or in a group). This primarily relates to goals 3 and 4. [15% of final grade]
4) A final oral exam in which you will
a) discuss the short essay comparing two figures (see #2)
b) lay out your own understanding of contemplation in action and answer questions on how it compares to other figures treated in the course. This will cover all the course goals, but goal 5 in particular. [25% of final grade]
5) Class participation. [10% of final grade]
Date Topic Readings
Week One Patristic and Medieval Reflections
July 9 The Sources: Greek Philosophical Concepts and Biblical Materials
• Nicholas Lobkowicz, Theory and Practice: A History of a Concept from Aristotle to Marx (Notre Dame, 1967), 3‐58 (available on ereserves);
• Gen 29:15‐24;Mt 9:18‐25, Mk 14:3‐8, 16:9; Lk 7:36‐8:2, 9:51‐11:13; Jn 11:1‐12:8, 21:15‐25
July 10 Augustine of Hippo • Sermons 103 and 104; from The Works of Saint Augustine: A Translation for the 21st Century (New City Press, 1990‐ ), vol III, part 5: 76‐87
• Tractate 124: On John 21:19‐25, from Tractates on the Gospel of John, translated by John W. Rettig. (Catholic University Press, 1988), vol. 5, 82‐94.
• City of God, XIX.19 July 11 Bernard of Clairvaux • Sermon 50 on the Song of Songs, in Bernard of Clairvaux: Selected Works, trans. G.R. Evans (Paulist Press, 1987), 241‐245.
• Sermons 3 and 5 on the Assumption, from St. Bernard’s Sermons on the Blessed Virgin Mary, trans. by a Priest of Mount Melleray (Devon, EN: Augustine Publishing, 1984), 184‐193, 206‐228.
July 12 Thomas Aquinas Summa Theologiae II.II: Q 179, Q 180.1‐5, 8; QQ 181, 182
July 13 Meister Eckhart • Sermon 2, from Meister Eckhart: The Essential Sermons, Commentaries, Treatises and Defense, trans. with introductions by Edmund Celledge, O.S.A., and Bernard McGinn (Paulist, 1981), 177‐181,
• Sermon 86, from Meister Eckhart: Teacher and Preacher, ed. Bernard McGinn (Paulist, 1986), 338‐345.
Week Two Later Attempts at Synthesis under Changing conditions of Modernity
July 16 Catherine of Sienna mid‐course exam distributed today
• Catherine of Sienna: The Dialogue , pp. 23‐160 July 17 Ignatius I • The Spiritual Exercises, paragraphs 1‐237; 313‐3361
• John O’Malley, “Some Distinctive Characteristics of Jesuit Spirituality in the
Sixteenth Century” July 18 Ignatius II contemporary figure choices due selections from The Constitutions of the Society of Jesus and selected letters.
July 19 Rahner I Karl Rahner, Spiritual Writings: pp. 31‐95.
July 20 Rahner II Karl Rahner, Spiritual Writings: pp. 159‐204
Week Three Modern Attempts II & Conclusions
July 23 Gutiérrez I answers to mid‐course exam due On Job: Introduction, Part One & Part Two
July 24 Gutiérrez II On Job: Part Three
July 25 Individual/Group Reports on selected figures in Modern Spiritual Masters
July 26 Individual/Group Reports on selected figures in Modern Spiritual Masters
July 27 oral exams
1Nota bene: Paragraph numbers, not page numbers! Paragraph numbers are at the beginnings of each paragraph according to a standardized scheme.
Joseph Wawrykow Syllabus
LOVE AND WISDOM IN MEDIEVAL THEOLOGY
Professor Joseph Wawrykow
438 Malloy 631-7208 firstname.lastname@example.org
Office hours M,T,W,Th 3:10-4:10, and by appointment
The high middle ages (the 12th century through the early 14th) witnessed great vitality and creativity in the doing of theology, and high medieval theological work has proven to be of continuing significance and interest. This course provides an advanced orientation to the high medieval theological achievement, by identifying the main kinds of medieval theological work, as well as principal settings and genres, and by introducing some of the more renowned scholastic, monastic, and, lay spiritual theologians. To give focus to the course, special consideration will be given to the themes of love and wisdom, as these play out in medieval theological discussions of Trinity, Christ, and, the human journey to God as end. Among the theologians who will figure prominently in the course are Bernard of Clairvaux, Bonaventure, Thomas Aquinas, and Mechthild of Magdeburg.
The course will proceed through a judicious mix of lecturing and close reading of assigned texts.
-prepared participation in discussions of assigned readings (20%)
It is important to keep up with the assigned reading, and to be able to discuss assigned texts in class. The participation grade is meant to encourage unfailing attendance and regular, insightful classroom comments.
-writing about assigned classroom readings (30%)
12 short pieces (each one-page or less).
Beginning with 6/20, and continuing to the end of the course, each day you will submit a brief writing, on a primary text assigned for that day. This writing will take different forms; and for each class day I will indicate what form is expected. In every case no more than a page of writing will be required; and in each case, you are to submit (by email attachment) your writing prior to the start of class that day (ideally, by 11 am, to give me a chance to review all submissions before that day’s class).
For some days, you will write on a question that I will pose in advance. On other days, you will be required to pose a question or offer your response to an assigned text. Your questions or responses are meant to promote conversation about our text, and should indicate a good first grasp of the text.
At the head of the Schedule that follows, I explain the symbols (*; ?) that indicate on the Schedule itself what form of writing is required for a given class.
-Two (2) 6-8 page exegetical papers (50%; 25% per paper)
The first will be due by Sunday, July 1, 9 p.m. (to be submitted by email attachment). The second will be due by Monday, July 9, noon (again, by email attachment). In each case, you will write on a medieval text, of moderate length, that I will identify in advance, concerned with one or another of our central topics. You will discuss that text in light of the course to that point. There will thus be a nice comparative dimension to your paper, and your daily work in the course will find a new outlet. My intention is to distribute the text on which you will write by three class days before the paper is due.
The READINGS for this course are available electronically. Most of the texts are available through our library’s Electronic Reserves, which can be accessed through the following:
(You will need to copy that address into your browser; and then login with your ND userID and ND password.)
Two of the works by Aquinas that I have assigned are available online.
For the Summa theologica (Summa theologiae; ST): http://www.newadvent.org/summa/
for the Summa contra Gentiles (ScG): http://dhspriory.org/thomas/ContraGentiles.htm
Please note: the ST is divided into three parts; the second part is further divided into two parts. At the newadvent.org ST site, you will be asked to select the Part of the ST that you want to access. Prima Pars=the first part of the ST (I); primae secundae=first part of the second part (I-II); secunda secundae=second part of the second part (II-II); and, tertia pars=the third part (III).
Each part of the ST is divided into questions; and the numbering of the questions begins with 1 for each part. Each question is divided into articles; the number of articles in a question varies. The correct order of citation is: Part, Question, article. So, “I.1” means, part one, question 1. And, “I.1.1” means, part one, question 1, article 1.
The ScG is divided into four Books. Each book is divided into chapters. “I.1” means Book One, chapter 1.
You are not required to purchase any books for this course. A few books are, however, optional and available for purchase in the campus Bookstore. The material taken from them is available electronically; but, you might want to own them for use after the course.
Augustine, On Christian Doctrine, trans. D.W.Robertson (ISBN 0-02-402150-4)
Bernard of Clairvaux, Selected Works (Classics of Western Spirituality) (0-8091-2917-5)
Bonaventure, The Soul's Journey, The Tree of Life, etc. (Classics of Western Spirituality) (0-8091-2121-2)
The Schedule is divided according to Week. For each Week, I have suggested, in the Synopsis, the main issues for the week, and, under Discussion listed the assigned readings for each day. You are to read the assigned reading prior to class.
Beginning with 6/20, a brief written piece will each day be due prior to class. When you are to write in response to my question, a text is marked by *; when you are to pose your own question or give your own response to a text, the text is marked by ?.
I have also indicated when the longer, exegetical papers are due.
Synopsis: Introduction to the course
Overview of medieval theology
Theology as “faith seeking understanding”/principled reflection on the truths of the faith
Main kinds: “scholastic” and “spiritual”
The scholastics and. . .
. . .the concern for authorities and their correct handling
. . .attempts at organizing comprehensive statements of Christian
truth: the eventual triumph of Peter Lombard
. . .their training, and professional responsibilities
the milieux of spiritual theology:
the monastery and convent; the new mendicant orders; the
beguinage, and third order
Distinguishing the kinds, in their ambitions:
sapiential vs existential?
Pursuing learning vs pursuing salvation?
Faith seeking experience/Cognitive vs. affective?
On genres employed
Reading the bible
The centrality of the bible for all of medieval theology
Ways of reading the bible; levels of meaning; the connection between secular and sacred learning
An important tool: the Glossa ordinaria
Life as journey, introduced
6/18 Augustine, On Christian Doctrine (de doctrina Christiana), Bk.I
6/19 Augustine, On Christian Doctrine, Bk. II, paragraphs I-VII
Peter Abelard, selections from the Sic et Non
headings of the Sic et Non
Peter Lombard, selections from the Sententiae
Capitula of the Four Books
Hugh of St. Victor, selections from On the Sacraments of the Christian Faith:
Editor's Introduction, with Table of Contents
Prologue of the First Book
6/20 Thomas Aquinas, ST I 1 (focus on aa. 1 and 8, aa.9 and 10)
Some other discussions of “theology”:
'Alexander of Hales', Prologus Generalis, Tractatus Introductorius, Summa theologica
Odo of Rigaud, "Is Theology a Science?”
Bonaventure, Prologue of Breviloquium
Bonaventure, Prologue, Commentary on the Sentences
6/21 Aquinas, ScG I.1-9; IV.1
Anselm, The Incarnation of the Word (opening pages)
Hugh of St. Victor, selections from the Didascalicon (Preface; from Bks. V-VI)
Peter Abelard, Prologue and beginning of Commentary on Romans
Peter Lombard, Prologue of Commentary on the Psalter
Giles of Rome, Prologue to the Commentary on the Song of Songs
Bernard of Clairvaux, selected Sermons on the Song of Songs
6/22 Bernard of Clairvaux, On Conversion
Bernard of Clairvaux, On Loving God
Hugh of St. Victor, On the Substance of Love
Hugh of St. Victor, On the Praise of Charity
Synopsis Incarnational Christology: on a single subject, double account,
triple predication Christology
Early Christian deliberations and determinations, and their medieval
The work of Christ (especially on the cross): on characterizing his saving
Discipleship to Christ/participating in his benefits
Doctrine of creation; and a medieval debate
6/25 Peter Lombard, Sentences, Bk.III, d.VI
Thomas Aquinas, ST III.2.1-6
Anselm, Cur deus homo (Why God became Man) (extracts)
6/26 Abelard, commentary on Romans 3
Bernard, Letter 190 (to be distributed in class)
Aquinas, ST III.1
6/27 Peter Lombard, Sententiae Bk. III, d. I
Albert the Great, Sententiae In III, d.XX, aa. 1-4
Bonaventure, Sententiae In III, d. I, a. II, qq. 1-2
Hugh, The Praise of the Bridegroom
Hugh, Soliloquy on the Betrothal-Gift of the Soul
* * * Essay topic, with primary text, for first paper distributed * * *
6/28 Bonaventure, Tree of Life
Hugh, On the Three Days
Aquinas, ST I.20
Aquinas, ST I.45-46
6/29 Mechthild, Flowing Light of the Divinity, selections (Bks. I and V; III,9; IV, 2; VI, 24)
Aquinas, ST I.32.1
* * * by Sunday, July 1, 9 p.m.: first paper due * * *
Synopsis Trinity: the dogmatic data
Models of Trinity: the social; the ‘psychological’
The Trinitarian shape of reality
Discipleship to Christ, continued
‘Mystical’ experience—the ‘journey’ within the journey
The Eucharist, sacrament of charity
7/2 Richard of St. Victor, On the Trinity, Bks. III-IV
7/3 Aquinas, ScG, Bk.IV.2-14
Aquinas, ST III.3.8 (and, article 5)
Aquinas, ST II-II.45.6
* * * Essay topic, with primary text, for second paper distributed * * *
7/4 Happy Fourth of July! (class does not meet)
7/5 Guest lecture on medieval art
Gertrude of Helfta, The Herald of Divine Love, Bk. II
Angela of Foligno, Selections from the Memorial
7/6 Aquinas, ST III.73
* * * * by Monday, July 9, noon: second paper due* * * *
Khaled Anatolios Syllabus
THEO 60884: The Trinity and Christian Salvation (HC/ST)
Professor: Khaled Anatolios
8:30-11, MTWRF July 9-July 27, 2012
The doctrine of the Trinity represents the uniquely Christian conception of who God is and how God is related to the world. Recent theological reflection has recognized that an authentic appropriation of Christian faith must consider Trinitarian doctrine not merely as an exotic appendix to Christian confession but as the "summary of Christian faith" (Rahner). This course follows this approach by analyzing how the decisive early development of Trinitarian doctrine consisted of a comprehensive interpretation of the entirety of Christian existence, and especially involved a conception of Christian salvation as participation in God’s own life (deification). Since the Christian doctrine of God as Trinity received its normative expression through a complex process involving centuries of reflection and debate in the early centuries of the undivided Church, this course will mainly focus on this period. In the last part of the course, we will look at recent treatments by representative Catholic, Protestant, and Orthodox theologians, in which Trinitarian doctrine is reflected upon in relation to diverse topics of modern interest: e.g.: human personhood and communion, feminist concerns, the nature of artistic expression, and inter-religious dialogue.
-Careful and timely reading of assigned texts and thoughtful participation in class discussions of the readings
-Three short papers (2-5 pages) reflecting on key insights gleaned from the contents of each week of the course (due on July 16, July 23, and July 26)
-A final take-home exam will be handed out on the last day of class, July 27, and will be due on July 30.
E. Hardy, Christology of the Later Fathers. The Library of Christian Classics Icthus Edition (Philadelphia: The Westminster Press) ISBN: 0-664-24152-2
Saint Augustine. The Trinity. The Works of Saint Augustine. Tr. Edumnd Hill. (Brooklyn, NY; New City Press) ISBN: 0-911782-96-6
Various texts will be placed on electronic reserve and are designated in the syllabus as “ER”
Schedule of Classes and Readings
Week I: July 9-13
I. Doctrine of God in the Second Century: Monotheism and the Ultimacy of Jesus Christ
July 9: Introduction: Rationale and Methodology of the Course
Justin Martyr, First Apology
[Translation used in the class can be found in C. Richardson, Early Christian Fathers, 242-289 (ER); an older translation can be found online: http://www.earlychristianwritings.com/text/justinmartyr-firstapology.html]
July 10: The “Two Hands” of God: Divine Trinity and the Unity of Salvation in Irenaeus
Irenaeus, Against the Heresies, Book III: chapters 16-19
[Translation in Ante-Nicene Fathers, Vol. I, pp. 440ff. This series can be found in the reference section of any theological library and online: http://www.earlychristianwritings.com/irenaeus.html & elsewhere]
II. Tertullian: The Divine Monarchy and its Threefold Economy
July 11: Tertullian, Against Praxeas [ER]
III. The Divine Hypostases in Origen’s Theology
July 12: Origen, On First Principles Book I: Pref. and ch.1:1-3 [ER][Only read sections marked “Latin”- which are not in Latin!]
IV. The Council of Nicaea: Background and Reception
July 13: Arius vs. Alexander of Alexandria I.
“The Epistle of Alexander Bishop of Alexandria,” (=henos somatos) in Socrates, Ecclesiastical History, Bk. 1, ch. VI, NPNF 2, pp. 3-5; “The Epistle of Alexander, Bishop of Alexandria to Alexander, Bishop of Constantinople,” in Theodoret, Ecclesiastical History, Bk. 1, ch. III, NPNF 3, pp. 35-41
Week II: July 16-July 20
July 16: Arius vs. Alexander of Alexandria II: The Theology of Arius (ER)
July 17: Athanasius, On the Council of Nicaea (ER)
July 18: Athanasius, First Letter to Serapion (ER)
July 19: Gregory of Nazianzus, Great Theological Orations (T: Hardy, 128-214)
July 20: Gregory of Nyssa, Great Catechetical Orations (T: Hardy, 268-325)
Week III: July 23-27
July 23: Augustine of Hippo, On the Trinity, Books IV, VIII (ER)
V. Modern Questions and Appropriations:
July 24: Trinitarian Language and the Feminist Critique
Janet Martin Soskice, “Calling God ‘Father,’” in The Kindness of God. Metaphor, Gender, and Religious Language, 66-83 [ER]
July 25: The Human Person in the Image of the Trinity: Art and Communion
Brian Horne, “Art: A Trinitarian Imperative?” Trinitarian Theology Today, 80-91 [ER]
Kallistos Ware, “The Human Person as an icon of the Trinity,” Sobornost 8:2 (1986) 6-23 (ER)
July 26: The Trinity and Religious Pluralism:
Gavin D’Costa, The Meeting of Religions and the Trinity, 99-142 [ER]
July 27: Conclusions: No Reading Assignment
Final Take-home exam is handed out
July 30: Final Take-home exam is due.
Heintz and Colberg Syllabus
THEO 60286 - Christian Spirituality: Early and Medieval
July 9 - July 27, 2012
Time: 12:20 - 3:00
Shawn Colberg and Michael Heintz
This course will introduce students to the Christian spiritual tradition, that is, the ways that followers of Jesus have, in the course of history, sought to make sense out of what it means to be a disciple, what difference prayer makes, what defines the contours of a Christian life, how this is worked out within the life of the Church, and what holiness might look like. Through the reading of primary texts, some well-known, others more obscure, students will glimpse how these various questions were answered in particular moments, junctures, or contexts within the Christian theological tradition, c. 100 – 1500 AD.
In addition to reading and preparedness for each class and discussion, students will take three in-class writing exams, one at the end of each week of the course.
Readings will be available on electronic reserve through the Library Webpage portal.
OUTLINE OF THE COURSE
Week of July 9: Martyrdom and Union with God
Monday: Introduction to the Course and Early Christian Martyrdom Accounts
- Acts of the Apostles, Chapters 6-7, the martyrdom of Stephen
- Ignatius of Antioch, “Letter to the Ephesians,” & “Letter to the Romans”
- The Martyrdom of Polycarp
- Passion of Perpetua and Felicity
Tuesday: Theological Engagement with Christian Martyrdom
- Origen, Exhortation to Martyrdom
Wednesday: Union with God: Bridal Mysticism
- Bernard, Sermons on the Song of Songs, sermons 1-7
Thursday: Union with God through a life of perfection
- Aquinas, On Perfection
Friday: Integration Day
- Patristic and Medieval Art on Union with
- In-Class Writing Exam
Week of July 16: Asceticism
Monday: Early Christian approaches to asceticism
- Gospel Texts on Jesus’ time in desert, temptation, and a parable on Christian life
- Sayings of the Desert Fathers
Tuesday: St. Anthony as Exemplar of Ascetic Life
- Athanasius, Life of Anthony
Wednesday: Asceticism and the Foundation of Western Monastic Life
- Benedict, Rule of Saint Benedict
Thursday: Medieval Asceticism: Mendicant Life
- Francis of Assisi, Admonitions, Canticle of the Sun, the Earlier Rule
Friday: Integration Day
- View Brother Sun, Sister Moon
- In-Class Writing Exam
Week of July 23: Prayer and the Sacramental Imagination
Monday: Early Christian Approaches to Prayer and Sacramental Life
- Gospel Texts on Lord’s Prayer, baptism, and Last Supper; Corinthians on Eucharist
- Cyprian, On the Lord’s Prayer
Tuesday: Patristic Mystagogy
- Ambrose, De Sacramentis
- Cyril of Jerusalem, Mystagogical Catecheses
- Augustine, Sermons to Neophytes
Wednesday: Mystagogy Continued and Medieval Sacraments
- Augustine, Sermons to Neophytes
Thursday: Medieval Mysticism on Prayer and Sacraments:
- Julian of Norwich, Showings, selections
- Angela of Foligno, selections
- Caesarius of Haesterbach, selections
- Patristic and Medieval art on the sacraments
- Prayer experience or a trip to the Basilica
- Final In-Class Writing Exam
Maxwell Johnson Liturgical Year Syllabus
Department of Theology University of Notre Dame
Summer Session, 2012 Malloy 320
July 9 – July 27 12:20 – 3:00 pm
THEO 60421 – LITURGICAL YEAR
Maxwell E. Johnson
Office: Malloy 432
Office Hours: TBA
Or by Appointment (#1-4118)
The Church measures time and lives not by the civic calendar but according to its own cycle of feasts and seasons. This course will explore the origins, evolution, and theological meaning of the central feasts and seasons of what is called the liturgical or Church year: the original Christian feast of Sunday; Advent, Christmas, and Epiphany; Lent, Easter, and Pentecost; and with some attention to the feasts of the saints. What do we celebrate on such occasions and how might we celebrate these feasts and seasons "fully," "consciously," and "actively?" Of special interest to those who work with the liturgical year in a variety of ways and for all who seek to understand the way in which the Church expresses itself theologically by means of a particular calendar, as well as for Theology Majors and interested graduate students in theology.
Goals and Objectives:
This course is about the acquisition of knowledge with a view toward the critical evaluation of the liturgical year especially within the Roman Catholic Church and in a variety of contemporary churches today. While pastoral issues may certainly be considered, the course is neither a "how-to-do-the rites" course nor is it concerned with offering blueprints for pastoral practice in the variety of settings from which students come or to which they are going. Rather, this course takes as its premise that the only way to know what the Liturgical Year is is to study its manifestation as it actually appears within the various strata of the Christian tradition. Only then can one adequately evaluate its current shape(s). This means, concretely, both history of the Liturgical Year and the history of its theological interpretation.
More specifically, this course intends to assist students in acquiring:
1. A thorough knowledge of the history and theology of the liturgical year;
2. An ability to articulate the central foci of the various feasts and seasons in the life of the Church; and
3. An ability to celebrate "fully, actively, and consciously" the One Mystery of Christ as it is expressed and reflected in the Sundays, feasts, and seasons of the liturgical year.
The above goals and objectives will be met by:
1. Attendance at and participation (discussion, dialogue, etc.) in all class sessions;
2. Keeping up with the assigned reading;
3. Three Unit Take-Home Written Examinations (as indicated below);
Grades will be determined on the basis of "full, active, and conscious participation," as well as the take-home exams and paper.
NOTE: The grades A is reserved for what is considered to be exceptional work; an A- or B+ means that work is at a level of solid and high quality, a level above what is necessary to successfully complete the requirements for the course; a B is good solid work; a C+ is a passing grade meaning that an assignment was completed but in need of improvement and/or further development or clarification; and a C, although a passing grade, indicates some serious problems.
REQUIRED TEXTS AND READING
P. Bradshaw and M. Johnson, The Origins of Feasts, Fasts, and Seasons in Early Christianity.
London: SPCK; Collegeville: The Liturgical Press, 2011. (OFFS)
R. Brown, A Crucified Christ in Holy Week
R. Brown, An Adult Christ at Christmas
M. Johnson (ed.), Between Memory and Hope: Readings on the Liturgical Year
Collegeville, 2000. (BMH)
RECOMMENDED TEXTS AND READING – ON LIBRARY RESERVE
NOTE: Some "required reading" for discussion purposes will be expected from some of the following texts as indicated in the syllabus!
A. Adam, The Liturgical Year: Its History and Meaning after the Reform of the Liturgy
New York/Collegeville 1981.
TENTATIVE SCHEDULE OF CLASSES AND TOPICS
INTRODUCTORY UNIT: THEOLOGICAL FOUNDATIONS
FOR FEASTS AND SEASONS
General Reading for Introductory Unit – BMH, Introduction; Taft, “The Liturgical Year: Studies, Prospects, Reflections,” in BMH, pp. 3-24; Talley, “Liturgical Time in the Ancient Church: The State of Research,” in BMH, pp. 25-48; Adam, Chapters I-III, and X; Connell, Vol. 1, 1-54.
M, JULY 9: Introduction to the Course, Theological Foundations I
T, JULY 10: Theological Foundations II
W, JULY 11: Feasts and Seasons
1. The Liturgical Year: An Overview of its Historical Evolution and Meaning
2. The Astronomical Calendar: Its Nature, History, Problems, Reforms
Unit I: FROM SABBBATH TO SUNDAY
General Reading for Unit I – OFFS, pp.. 3-36; Adam, chapter IV; Connell, vol. 2, chapter 1; Essays by Porter, “Day of the Lord,” Searle, “Sunday: The Heart of the Liturgical Year,” and Taft, “The Frequency of the Eucharist,” in BMH, pp. 49-98.
Th, JULY 12: From Sabbath to Sunday I
Origins of Sunday Celebration; Evolution of Sunday; Evolution and Contemporary Reform; Current Roman and Ecumenical Lectionaries for "Ordinary Time"
F, JULY 13: From Sabbath to Sunday II
Continued: Origins of Sunday Celebration; Evolution of Sunday; Evolution and Contemporary Reform; Current Roman and Ecumenical Lectionaries for "Ordinary Time"
Take-Home Exam #1 Distributed
UNIT II: FROM PASSOVER TO PASCHA
General Reading for Unit II – OFFS, pp. 39-69; Adam, V; Connell, Vol. 2, Chapters 2, 3, and 4; "Talley, "History and Eschatology in the Primitive Pascha"; in BMH, pp. 99-110; Bradshaw, “The Origins of Easter,” in BMH, pp. 111-124; ; Regan, "The Three Days and the Forty Days" in BMH, pp. 125-142; Regan, "Veneration of the Cross" in BMH, pp. 143-154; Taft, “Holy Week in the Byzantine Tradition,” in BMH, pp. 155-182; Talley, "The Origin of Lent at Alexandria"; in BMH, pp. 183-206; BMH, “Preparation for Pascha?” in BMH, pp. 207- 222; Regan, "The Fifty Days" in BMH, pp. 223-246; R. Brown, Crucified Christ and Risen Christ; LaCugna, “Making the Most of Trinity Sunday,” in BMH, pp. 247-264.
M, JULY 16: From Passover to Pascha I
Origins and Controversies; Evolution of Easter
Paschal Triduum and Holy Week
T, JULY 17: From Passover to Pascha II:
Includes Discussion of R. Brown, A Crucified Christ in Holy Week and A Risen Christ in Eastertime
W, JULY 18: From Passover to Pascha III
Origins, Development, and Meaning of Lent
Take-Home Exam #1 Due
Take-Home Exam #2 (Over Pascha) distributed
TH, JULY 19: From Passover to Pascha IV
The Easter Season, Pentecost, and Ascension
UNIT III: FROM PASCHA TO PAROUSIA
Reading for Unit III – OFFS, pp. 123-170; Adam, VI; Connell, Vol. 1, pp. 55-239; Alexander, Waiting for the Coming ; Brown, Adult Christ and Coming Christ; Talley, "Constantine and Christmas," in BMH, pp. 265-272; Roll, “The Origins of Christmas: The State of the Question,” in BMH, pp. 273-290; Winkler, “The Appearance of the Light,” in BMH, pp. 291-348; Connell, “The Origins and Evolution of Advent in the West,” in BMH, pp. 349-374.
F, JULY 20: From Pascha to Parousia I:
Christmas and Epiphany
Evolution and Theology of Advent
M, JULY 23: From Pascha to Parousia II:
1. Incarnation and the Paschal Mystery
2. Discussion of R. Brown, An Adult Christ at Christmas
UNIT IV: FROM PASCHA TO PERSONS
Reading for Unit IV – OFFS, pp. 171-214; Adam, 159-271; Baldovin, "On Feasting the Saints" in BMH, pp. 375-384; McDonnell, "Marian Liturgical Tradition" in BMH, pp. 385-400; White, “Forgetting and Remembering,” in BMH, pp. 401-414: Johnson, “The One Mediator…,” in BMH, pp. 415-428.
T, JULY 24: From Pascha to Persons I:
Origins and Evolution of the Sanctorale
W, JULY 25: From Pascha to Persons II:
1. Origins and Evolution of the Cult and Feasts of the Blessed Virgin Mary
2. Mary and the Saints in the Christian (Byzantine) East
Th, JULY 26: From Pascha to Persons III:
Reformation Critique of the Sanctorale
Current Roman Reform; Ecumenical Dialogue and Convergence
Models of Holiness Today
The Liturgical Year – Where do we go from here? Reading: Baldovin, “The Liturgical Year: Calendar for a Just Community,” in Johnson, pp. 429-444.
F, JULY 27: The Liturgical Year: Where do we go from here?
Take-Home Exam 3 due!
Maxwell Johnson Christian Initiation Syllabus
Department of Theology University of Notre Dame
Summer Session, 2012 Malloy 320
June 18 – July 6, 2012 12:20 - 3:00 pm
THEO 60417 - RITES OF CHRISTIAN INITIATION
Maxwell E. Johnson
Office: 432 Malloy
Office Hours: TBA
This course will trace the historical development of the liturgies and theological interpretations of Christian Initiation in East and West from the New Testament period to the modern period of ecumenical convergence. In light of this historical investigation some modern forms of these rites (e.g., RCIA, LBW, BCP, etc.) will be considered theologically and ecumenically with an eye toward pastoral appropriations and implications.
Goals and Objectives:
This course is about the acquisition of knowledge with a view toward the critical evaluation of the shape of Christian Initiation especially within the Roman Catholic Church and in a variety of contemporary churches today. While pastoral issues may certainly be considered, the course is neither a "how-to-do-the rites" course nor is it concerned with offering blueprints for pastoral practice in the variety of settings from which students come or to which they are going. Rather, this course takes as its premise that the only way to know what the Rites of Christian Initiation are is to study their manifestation as they actually appear within the various strata of the Christian tradition. Only then can one adequately evaluate their current shape(s). This means, concretely, both history of the Rites and history of their theological interpretation.
More specifically, this course intends to assist M.A. students in Liturgical Studies and others in acquiring:
1. A thorough knowledge of the history and theology of the Rites of Christian Initiation in preparation for either further research and study or serving in various pastoral ministries in an informed and intelligent manner;
2. An ability to articulate, express, and evaluate the distinct theologies of those rites in the life of the Church; and
3. An ability to celebrate "fully, actively, and consciously" those Rites of Christian Initiation as they take place in the Sundays, feasts, and seasons of the liturgical year.
With the exception of Goal # 3 above, which is unmeasurable in the context of the course, the above goals and objectives will be met by:
1. Attendance at and participation (discussion, dialogue, etc.) in all class sessions;
2. Keeping up with the assigned reading (Note: the readings indicated for each class
session are probably impossible to complete and so must be prioritized according
to the sources and studies required/recommended for the course).
- Written Work: Two take-home essay examinations due as indicated on the syllabus.
The Rites of the Catholic Church. Vol. 1. Study Edition. Collegeville: The Liturgical Press, 1990.
G. Austin, Anointing with the Spirit. New York/Collegeville: Pueblo, 1985.
M. Johnson, The Rites of Christian Initiation: Their Evolution and Interpretation Collegeville: Pueblo, Revised and Expanded Edition (Collegeville: The Liturgical Press, Pueblo, 2007).
M. Johnson, Images of Baptism. Forum Essays 6. Chicago: LTP, 2001.
M. Johnson (ed.), Living Water, Sealing Spirit: Readings on Christian Initiation. Collegeville: Pueblo, 1995.
Paul Turner, When Other Christians Become Catholic (Collegeville: The Liturgical Press, Pueblo, 2007).
D. Yamane and Sarah MacMillan, Real Stories of Christian Initiation (Collegeville: The Liturgical Press, 2006).
AdditionalSupplemental Readings On Library Reserve:
Bradshaw. P. Essays in Early Eastern Initiation. Alcuin/GROW Liturgical Study 8. Bramcote/Nottingham 1989.
Cross, F.L. St. Cyril of Jerusalem's Lectures on the Christian Sacraments: The Procatechesis and the Five Mystagogical Catecheses. London 1951.
Daniélou, J. The Bible and the Liturgy . Notre Dame: University of Notre Dame Press, 1966.
Dujarier, M. A History of the Catechumenate: The First Six Centuries. New York: Sadlier, 1979.
Fisher, J.D.C. Christian Initiation. Baptism in the Medieval West (= Alcuin Club Collections 47). London 1965.
Fisher, J.D.C. Christian Initiation: The Reformation Period (= Alcuin Club Collections 51). London 1970.
Finn, T.M. The Liturgy of Baptism in the Baptismal Instructions of St. John Chrysostom (= Stud. in Christian Antiquity 15). Washington 1967.
Instruction on Infant Baptism. Vatican City: Vatican Polyglot Press, 1980.
Lampe, G.W.H. The Seal of the Spirit. A Study in the Doctrine of Baptism and Confirmation in the New Testament and the Fathers. London 1967.
Murphy Center for Liturgical Research. Made, Not Born: New Perspectives on Christian Initiation and the Catechumenate. Notre Dame: University of Notre Dame Press, 1976.
Mitchell, L.L. Baptismal Anointing (= Alcuin Club Collections 48). London 1966.
Neunheuser, B. Baptism and Confirmation. New York 1964.
Riley, H.M. Christian Initiation: A Comparative Study of the Interpretation of the Baptismal Liturgy in the Mystagogical Writings of Cyril of Jerusalem,
John Chrysostom, Theodore of Mopsuestia and Ambrose of Milan
(= Studies in Christian Antiquity 17). Washington 1974.
Searle, M. Christening: The Making of Christians. Collegeville: The Liturgical Press, 1980.
E.C. Whitaker, Documents of the Baptismal Liturgy. London, SPCK: 1970.
Wilkinson, J. Egeria's Travels. London 1971.
World Council of Churches, Baptism, Eucharist, Ministry Geneva, 1982.
E. Yarnold, The Awe-Inspiring Rites of Initiation: Baptismal Homilies of the Fourth Century. New, revised edition, Collegeville, 1994.
Grades will be determined on the basis of "full, active, and conscious participation," the two short papers, take-home exams, and final oral presentation. NOTE: The grade A is reserved for what is considered to be exceptional work on the graduate level; an A-/ B+ means that work is at a level of solid and high quality, a level above what is necessary to complete successfully the requirements for the course; a B is good solid work, the average and minimum required (and expected of graduate students) for the successful completion of a graduate-level course; a B-, C+ is a passing grade for graduate-level study meaning that an assignment was completed but in need of improvement and/or further development or clarification; and a C, although a passing grade, indicates some serious problems.
OF CLASSES, TOPICS, AND SUGGESTED READING
NOTE: For background on Patristic authors, sources, and theological issues, students should consult P. Bradshaw, The Search for the Origins of Christian Worship (London 1992), J. Quasten, Patrology, B. Altaner, Patrology, and F.L. Cross, The Oxford Dictionary of the Christian Church. For Medieval sources see C. Vogel, Medieval Liturgy: An Introduction to the Sources and/or E. Palazzo, A History of Liturgical Books.
AIRI = Awe-Inspiring Rites of Initiation
IMAGES = Images of Baptism
LWSS = Living Water, Sealing Spirit
RCI = Rites of Christian Initiation: Evolution and Interpretation
SL = Studia Liturgica
M, JUNE 18:
1. Introduction to the Course
2. Two Models of Initiation and Church
Req. Reading: Kavanagh, "Christian Initiation in Post-Conciliar Catholicism," LWSS, 1-10.
T, JUNE 19:
1. The Origins of Christian Initiation
Req. Reading: RCI, 1-32; A. Collins, "The Origin of Christian Baptism," LWSS, 35-57; Kavanagh, Shape, Chapter 1
Sup. Reading: Fuller, "Christian Initiation in the New Testament," in Made, Not Born, Chapter 1; Dujarier, History, 9-28; L. Mitchell, Baptismal Anointing, Chs. I and II
2. The Pre-Nicene Period I - Eastern
Req. Reading: RCI, 33-60; G. Kretschmar, "Recent Research on Christian Initiation," LWSS, 11-34; G. Winkler, ""The Original Meaning of the Prebaptismal Anointing and its Implications," LWSS, 58-81; P. Bradshaw, "Baptismal Practice in the Alexandrian Tradition," LWSS, 82-100; J. Laporte, "Models from Philo in Origen's Teaching on Original Sin," LWSS, 101-117; Kavanagh, Shape, 35-54.
Sup. Reading: Dujarier, History, 29-76; L. Mitchell, Baptismal Anointing, Ch. III, 30-36
W, JUNE 20:
1. The Pre-Nicene Period II - Western
Req. Reading: RCI, 60-88; Kavanagh, "Confirmation: A Suggestion from Structure," LWSS, 148-158; Paul Turner, "The Origins of Confirmation," LWSS, 238-258; Kavanagh, Shape, 35-54; Austin, Anointing, 3-12;
Sup. Reading: Kavanagh, Confirmation, Chapters 1 and 2 (especially pages 39-53).
2. Summary and Comparison of Pre-Nicene Period in East and West
Th, JUNE 21:
1. Initiation in the Fourth and Fifth Centuries I: East
Req. Reading: RCI, 89-124; Review G. Winkler, "The Original Meaning of the Pre-baptismal Anointing and its Implications," LWSS, 58-81; P. Bradshaw, "Baptismal Practice in the Alexandrian Tradition," LWSS, 82-100
Sup. Reading: L. Mitchell, Baptismal Anointing, Ch. III, 36-50, Ch. IV, 60-73;T.M. Finn, Liturgy of Baptism; H.M. Riley, Christian Initiation; R. Meyers, "The Structure of the Syrian Baptismal Rite," in Essays in Early Eastern Initiation, 31-43; Dujarier, History, 77-119; E. Yarnold, AIRI (Cyril of Jerusalem, Theodore of Mopsuestia, and John Chrysostom); R.Taft, "Historicism Revisited," in Beyond East and West,15-30; J. Baldovin, Liturgy in Ancient Jerusalem, 11-20; M. Johnson, "Reconciling Cyril and Egeria," in Essays in Early Eastern Initiation, 18-30
2. Initiation in the Fourth and Fifth Centuries II: West
Req. Reading: RCI, 125-158; M. Johnson, "The Postchrismational Structure of Apostolic Tradition 21, the Witness of Ambrose of Milan, and a Tentative Hypothesis Regarding the Current Reform of Confirmation in the Roman Rite," Worship 70, 1 (1996): 16-34
Sup. Reading: Kavanagh, Confirmation, 52-64; Yarnold, AIRI (Ambrose of Milan); Dujarier, History, 77-119; H.M. Riley, Christian Initiation; L. Mitchell, Baptismal Anointing, Ch. V, 80-102
Take Home Exam #1 Distributed
F, JUNE 22:
1. Initiation in the Fourth and Fifth Centuries III - Sacramental Theology (Donatism, Pelagianism, and Augustine)
Req. Reading: Review RCI, 66-72; 147-157
- Excursus I: The Evolution of the Baptismal Font
M, JUNE 25:
1. Excursus II: Baptismal Preparation and the Origins/Evolution of "Lent"
Req. Reading: RCI, 159-176; M. Johnson, "From Three Weeks to Forty Days: Baptismal Preparation and the Origins of Lent," LWSS, 118-136; P.Bradshaw, "'Diem baptismo sollemniorem': Initiation and Easter in Christian Antiquity," LWSS, 137-147
2. Summary and Comparison of Fourth and Fifth Centuries in East and West
No Additional Reading Assigned
T, JUNE 26: Take-Home Exam I due!
Initiation in the Middle Ages
Req. Reading: RCI, 177-226; G. Winkler, "Confirmation or Chrismation? A Study in Comparative Liturgy," LWSS, 202-218; J Levesque, "The Theology of the Postbaptismal Rites in the Seventh and Eighth Century Gallican Church," LWSS, 159-201; F. Quinn, "Confirmation Reconsidered: Rite and Meaning," LWSS, 219-237Austin, Anointing, 12- 37; Kavanagh,Shape, 54-78
Sup. Reading: Kavanagh, Confirmation, 65-78; ; J.D.C. Fisher, Baptism in the Medieval West 1-101; L. Mitchell, Baptismal Anointing, Ch.V; N. Mitchell, "Dissolution of the Rite of Christian Initiation," in Made, Not Born, 50-82
W, JUNE 27:
1. The Reformation I - Baptism
Req. Reading: RCI, 227-270
Sup. Reading: J.D.C. Fisher, Christian Initiation: The Reformation Period, 3-16, 23-25, 54-69, 87-117; 126-131; 140-143, 171-173, 179-181, 194-203, 236-260; Luther's Works vol. 35, 25-43; vol. 36, 3-126 (especially 57-81, 91-92); vol. 53, 95-103,106-109; L. Mitchell, "Christian Initiation: The Reformation Period," in Made, Not Born, 83-98
2. The Reformation II - Confirmation and Christian Initiation at Trent
Req. Reading: RCI, 270-290
Sup. Reading: Same as above, and Schroeder (trans.), Canons and Decrees of the Council of Trent, Seventh Session; J.D.C. Fisher, Baptism in the Medieval West, Appendix V, 182-185; B. Neunheuser, Baptism and Confirmation, 221-231
Th, JUNE 28:
1. From the Tridentine Books to the Present
Req. Reading: RCI, 291-307; Kavanagh, Shape, 81-101
Sup. Reading: D. Stevick, "Christian Initiation: Post-Reformation to the
Present Era," in Made, Not Born, 99-117.
2. Christian Initiation Today I - The Rites (Roman Catholic RCIA)
Req. Reading: RCI, 307-325; Rite of Christian Initiation of Adults; Kavanagh, "Unfinished and Unbegun Revisited: The Rite of Christian Initiation of Adults," LWSS, 259-273; Kavanagh, Shape, 102-149
Sup. Reading: Kavanagh, "Christian Initiation of Adults: The Rites," in Made, Not Born, 118-137;
F, JUNE 29:
1. Christian Initiation Today II - The Rites (Roman Catholic RBC and Confirmation)
Req. Reading: RCI, 325-346;Kavanagh, Shape, 153-203; P. Covino, "The Postconciliar Infant Baptism Debate...," LWSS, 327-349; M. Searle, "Infant Baptism Reconsidered," LWSS, 365-410; E. Brand, "Baptism and Communion of Infants," LWSS, 350-364
Sup. Reading: Kavanagh, Confirmation, 81-122 ; R. Keifer,"Christian Initiation: The State of the Question," in Made, Not Born, 138-151
2. Christian Initiation Today III - The Rites (Select Protestant Rites)
Req. Reading: RCI, 347-363; WCC, Baptism, Eucharist, and Ministry; Austin, Anointing, 41-156; B. Spinks, "Vivid Signs of the Gift of the Spirit?" LWSS, 310-326;
M, JULY 2:
- Christian Initiation Today IV - Theological and Pastoral Issues
Req. reading: M. Johnson, “Let’s Stop Making ‘Converts’ at Easter,” and
P. Turner, “Forum: Confusion Over Confirmation,” Worship 71, 6 (1997): 537-545.
2. Celebrating Initiation at the Paschal Vigil
Take-Home Exam 2 Distributed!!
T, JULY 3:
1. Ecumenical Convergence – Baptism, Eucharist, Ministry
- Images of Baptism I – Death, Burial, and Resurrection in Christ
Req. Reading: IMAGES, ch. 1
W, JULY 4:
- Images of Baptism II – New Birth and Adoption in Water and the Holy Spirit\
Req. Reading: IMAGES, ch. 2
2. Images of Baptism III – Baptism as the Sacrament and “Seal” of the Holy Spirit
Req. Reading: IMAGES, ch. 3
Th, JULY 5: Take-Home Exam II due!
- Images of Baptism IV – Baptism as Incorporation into the Body of Christ
Req. Reading: IMAGES, ch. 4
2. Toward a Baptismal Spirituality
Req. Reading: RCI, 365-391
F, JULY 6: Final Summary, Discussion, and Review
Virgilio Elizondo Tantur Syllabus
Jerusalem, the Desert, and Galillee
A Theological Study Tour through the geography of Salvation
Professor: Dr. Virgilio Eliozondo Dates: May 27- June 10, 2012
E-Mail: email@example.com Place: Tantur, Israel
Office: 250 A McKenna Hall
Office Phone: 574-631-4741
Assistant to Fr. Elizondo: Ms. Terry Garza firstname.lastname@example.org
“Because of the incarnation, every detail of the life of Jesis is a prat of revelation.” (Redemptor Hominis- John Paul II)
“Christ’s whole life is a mystery of redemption. Redemption comes to us through the blood of the cross, but this mystery is at work throughout Christ’s entire life.” (Catechism of the Catholic Church-517)
“Other asked, “How can the Christ come from Galilee? Does not the Scripture say the Christ will come from David’s family and from Bethlehem, the tow where David lived?”
This two-week course through the land of Jesus will seek to explore the theological themes of the gospel narratives informed by the socio-cultural and historical perspectives.
The journey through the land organized the theology, which is a reflection of the deeper meaning of the journey. In keeping with the tradition of the earliest followers of Jesus and the subsequent generations of Christians, by returning to the places of origins, we will seek a better understanding of the foundational words, persons, events, and places mentioned in the gospels so as to probe their redemptive value for us today.
The course will consist of readings, lectures, guided visits, theological reflection and written papers or video projects.
The bulk of the course will take place in Tantur and its surroundings (Jerusalem, Bethlehem, etc.) with a three-day intensive trip into Galilee.
Registration: Through the Theology Department of Notre Dame.
This will be a course in theological reflection based on the possible social/theological meanings of space based on some of the significant places of the gospel narratives.
What could God be trying to tell us in choosing this particular place for a significant action?
There will be brief orientation lectures.
Most of the time will be spent visiting significant places during the day, time Scripture reading, personal reflection, and evening for group reflection.
On the evenings before the visit to a site, participants will be assigned to (1) offer a brief reflection on the Gospel text referring to the place we will visit; (2) from Jerome Murphy-O’Connor’s book or some other source present some archaeological insights about the sites we will visit.
In the evenings of the visit participants will be asked to work in teams of two or three, periodically changing teams,, to reflect together on the theological signification of the places we visited; group reflections will be followed by a plenary session sharing the insights of each group.
Be creative! Suggestions:
A power point or video presentation; or you could write three brief reflection papers – each based on a possible theological meaning of one of the places visited. – brief meditations; catechetical lessons, sermons, etc.
Suggestions for Possible Background Readings:
Elizondo, Virgilio P. A God of Incredible Surprises: Jesus of Galilee. Lanham, MD: Rowman & Littlefield, 2003.
Elizondo, Virgilio P. Galilean Journey: The Mexican-American Promise. Maryknoll, NY: Orbis, 2000.
Doyle, Stepehn The Pilgrim’s New Guide to the Holy Land, Liturgical Press
Feiler, Bruce S. Where God Was Born: A Journey by Land to the Roots of Religion. New York: William Morrow, 2005.
Kopp , Clemens The Holy Places of the Gospels (an old book, but good on Patristic references to the holy places).
Lassalle-Klein, Robert Anthony. Jesus of Galilee: Contextual Christology for the 21st Century. Maryknoll, NY: Orbis, 2011.
Malina, Bruce J. The New Testament World: Insights from Cultural Anthropology. Atlanta, GA: John Knox, 1981.
Malina, Bruce J., Gerd Theissen and Wolfgang Stegermann, The Social Setting of Jesus and the Gospels, Fortress Press, 2002
Murphy, O’Connor. The Holy Land: An Archaeological Guide. Oxford UP, 1980. (This book is essential to the course)
Wilken, Robert Louis. The Land Called Holy: Palestine in Christian History and Thought. New Haven: Yale UP, 1992.
Strongly suggested free web application, "Bible360: Surround Yourself in God's Word."http://www.bible360.com/.
For great maps of the Holy Land, consult:
Kristin Colberg Syllabus
Theology 60608: Ecclesiology
Instructor: Kristin Colberg, Ph.D. Email: email@example.com
Cell phone: 414-940-2404
This course examines the development of the Church from both theological and historical perspectives. It seeks to assist students in constructing and refining critical principles of interpretation that apply directly to the mystery, mission, ministries and structure of the Church. Of central concern are the questions of how the Church has understood its mission at various points in its history and what developments have impacted this understanding. Strong emphasis is placed on the theological developments that have occurred before, during and after the Second Vatican Council as these periods saw critical development in the Church’s self-understanding.
- To develop a deeper sense of the church’s nature and mission by examining how major historical and theological developments have influenced the church’s self-understanding.
- To see ecclesiology within the nexus of systematic theology and recognize its deep connections to Christology, pneumatology, theological anthropology, etc.
- To familiarize students with major issues in ecclesiology as well as introduce them to key authors, texts and resources in this discipline.
- To explore contemporary challenges facing the church and critically consider the ways in which the church’s response demonstrates, or fails to demonstrate, a desire to balance concerns for identity and relevance.
- To help students further their own objectives in terms of ecclesiological understanding and overall theological knowledge.
Texts required for purchase are indicated with an asterisk [*].
* Flannery, Austin, O.P., Editor. Vatican Council II: The Basic Sixteen Documents. Northport, NY: Costello Publishing, 1996. ISBN 0-918344-37-9. Available at the Bookstore. [VC II]
* Pottmeyer, Hermann. Towards a Papacy in Communion: Perspectives from Vatican Council I & II. New York: Crossroads Publishing Co, 1998. ISBN 082451776-8. Available at the Bookstore. [POTT]
Class Participation– 20% of course grade
Student performance in this category will be evaluated based on the following elements:
- Regular and punctual attendance (see “Class Attendance” below)
- Demonstrated careful preparation of reading assignments
- Contributions to group discussions and respectful attention to others
Weekly Response Papers - 50% of course grade
Students are required to hand in three 2 page response papers per week. Students can choose which three assignments out of the five possible assignments per week that they will complete based on interest, scheduling concerns, etc. Because there is a choice of assignments, late work will generally not be accepted. All assignments are to be typed, written in prose (not bullet points, outline form, etc.). These assignments are not intended to be as polished and substantive as a research paper or formal essay, but they should be clearly written and not contain excessive typos. In general, response papers should demonstrate an ability to summarize the main ideas and significance of the assigned readings. Usually, the best assignments synthesize main points from the authors and employ effective quotes to support particular positions. Finally, the instructor prefers not to receive work electronically except in extraordinary cases.
Response papers are graded on the following basis:
+ = exemplary work/A
Check plus = solid grasp of assignment/A- or B+
Check = general grasp of assignment/B
Check minus = basic, but incomplete grasp of assignment/B- or C
NC = no credit, insufficient completion of work
Exam– 30% of course grade
This exam will provide students a chance to synthesize some of the major themes of the initial part of the course. The exam will be given in class and all students are expected to take it on the date it is scheduled unless officially excused by the University.
(alternate possibility: Synthesis/Research Paper )
Students who prefer to write a paper instead of taking a final exam can complete a 15 page synthesis/research paper which allows them to integrate some of the broad themes of the course and apply them to a particular issue in history or in contemporary ecclesiology. This option is intended for students who need a writing sample for future graduate work. In general, the papers will begin by articulating a theological understanding of the church’s mission and then go on to explore how this mission is reflected in the development of a particular issue. Papers can engage a contemporary issue in the church such as stem cell research, feminist theology, the interpretation of Vatican II, on-going debates but these topics must all be approached from an ecclesiological perspective. Students may also choose to examine a theme from history as long as they are clear in examining how different ecclesiologies impacted the issue they wish to address.
PROPOSED CLASS SCHEDULE (subject to change)
Class 1 (M 7/9): Course Introduction
*Weinandy, Thomas. “Theology - Problems and Mysteries” in Does God Suffer? (Weinandy Does God Suffer?) (Notre Dame, IN: Notre Dame Press) 27-40.
*Congar, Yves. “Ecclesiology” in Encyclopdeia of Religion, Frank Field, ed. (Congar Ecclesiology) (NY: Factson File, 2007), 16-20.
*McBrien, Richard. "Introduction: The Content and Scope of Ecclesiology” in The Church: The Evolution of Catholicism (San Francisco: Harper Collins, 2008), 1- 21. (McBrien Scope of Ecclesiology)
Class 2 (T 7/10): Ecclesiology as a Discipline
*Dulles, Avery. “The Ecclesial Dimension of Faith” in Communio 22.3 (Dulles Ecclesial Dimension of Faith) (Fall 1985) 418-32
*Dulles, Avery. “The Use of Models in Ecclesiology,” in Models of the Church. (Dulles Use of Models in Ecclesiology) Garden City, NY: Doubleday Press, 1974. Chapters 1 & 12. (*note: read Rausch’s article after chapter one of Dulles but before chapter 12)
*Rausch, Thomas. “Theological Models” in Towards a Truly Catholic Church (Rausch Theological Models) (Collegeville: MN, 2005), 63-68.
--Why is an ecclesial dimension essential to Christian experience?
--Describe how models work and do not work. Can you tie Dulles’ notion of models and his notion of the ecclesial dimension of faith to the Christian notion of mystery?
Class 3 (W 7/10): Mission
*Acts 1 & 2 [SS]
*Schillebeeckx, Edward. “It Began with an Experience” in Interim Report on the Books Jesus and Christ (Schillebeeckx It Began with an Experience) (New York: Crossroad, 1981), 10-19. [ER]
*Bevans, Steven. Constants in Context: A Theology of Mission for the Church Today (Bevans Constants in Context) (Maryknoll: Orbis, 2004). 7-9, 348-61, 69-78, 85-95.
*Phan, Peter. “Introduction: The Gospel in Cultures” 3-10 and “Christian Mission In Asia” 13-31 in In our own Tongues: Perspectives from Asia on Mission & Inculturation (Phan In our Own Tongues) (Maryknoll: Orbis, 2003).
--How does the nature of Christian mission say something not just about the manner in which the message is communicated but about the nature of the message itself? In other words, how is mission not just one thing that the church does, but the essence of what the church is?
Class 4 (Th 7/12): The Early Church & Augustine
*Brown, Peter. “Ubi Ecclesia?” In Augustine of Hippo: A Biography, 212-25. (Brown Ubi Ecclesia) Berkeley: University of California Press, 2000.
*van Bavel, T.J. “Church.” In Augustine Through the Ages: An Encyclopedia, 172-5. (van Bavel Augustine Through the Ages) ed. Allan D. Fitzgerald. Grand Rapids: Eerdmans, 1999.
*Recommended: Plumer, Eric. “The Development of Ecclesiology: Early Church to the Reformation”
--Describe in a paragraph what you see as the main idea of Schillbeeckx’s article.
--Summarize, briefly, the Donatists’ position and Augustine’s position. Then consider the contemporary relevance of this debate.
Class 5 (F 7/13): The Shift from Witness to Monarch
*Schatz, K. “Rome as Privileged Locus of Tradition,” in Papal Primacy from its Origins to the Present (Schatz Papal Primacy) (Collegeville, MN: Liturgical Press, 1996) 7-28.
*Pottmeyer, Hermann. “From Witness to Monarch: Development of, or Change in, Papal Primacy?,” 13-35. [POTT]
*McBrien, Richard. “The Papacy,” 315-36. (McBrien Papacy)
*Kasper, Walter. “A Discussion on the Petrine Ministry” in That They May All be One, 136-49. (Kasper Petrine Ministry)
--What contributed to the church’s movement towards a more centralized form of authority? Describe the role of the pope in the Catholic Church.
Class 6 (M 7/16): Medieval Ecclesiology
Readings & assignment TBD
Class 7 (T 7/17): Reformation & Counter Reformation Views of the Church
*Althaus, Paul. The Theology of Martin Luther (287-93, 333-44)
*Luther, Martin. "The Three Walls" (406-17)
*de Sales, Francis. The Rule of Faith (157-172)
*Bellitto, Christopher. "Trent" 101-11.
*Council of Trent, Sections from the Sixth Session (29-35, 46-50) Recommended: O'Malley, John. "Trent and Vatican II: Two Styles of Church"
*Parrella, Frederick. "Conclusion: A Clash of Ecclesiologies."
Describe Luther's view of the church. What motivates his thought? What is de Sales' response to the Reformers? and What is important about the manner of Trent's response to the Protestant movement? or O'Malley says that councils have two modes or types the juridical and the poetic-rhetorical. Describe each and discuss the view of the church that it represents.
Class 8 (W 7/18): Vatican I and the Development of Doctrine
*Pottmeyer, H. Towards a Papacy in Communion. 36-50, 81-109, 129-136. [POTT]
*Vatican I, Pastor Aeternus.
*Colberg, Kristin. “Newman on the Development of Doctrine and Papal Infallibility.”
*Newman, John Henry. “To Robert Whitty, S.J.” & “To Mrs. Helbert.”
*Sullivan, Francis. “The Meaning of Conciliar Documents” in The Convergence of Theology, 73-86.
*Recommended: Kasper, Walter. “Introduction to the Theme and Catholic Hermeneutics of the Dogmas of the First Vatican Council” in The Petrine Ministry: Catholics and Orthodox in Dialogue (Mahwah, NJ: Newman Press, 2006) 7-23.
*Recommended: “Recent Discussions on the Primacy in Relation to Vatican I” in The Petrine Ministry: Catholics and Orthodox in Dialogue, 210-30.
--What, according to Pottmeyer, is misunderstood about Vatican I and how does further contextualization bring enhanced understanding of the council?
--Why are reception and development critical issues in the church? Write one paragraph on each.
Class 9 (Th 7/19): The Historical and Theological Setting of Vatican II
*Alberigo, Giuseppe. “Proclamation of a Council.” In A Brief History of Vatican II, Maryknoll, NY: Orbis, 2006. 1-20. (note: if you have read this previously read the O’Malley Introduction recommended below instead.)
*Pope John XXIII. “Gaudet Mater Ecclesia” (opening speech of VC II). In Council Daybook: Vatican II, 25-9. Wash, D.C.: National Catholic Welfare Conference, 1965.
*O’Malley, John S.J. “Vatican II: Historical Perspectives on its Uniqueness and Interpretation.” In Vatican
II: The Unfinished Agenda, 21- 31. Mahwah, NY: Paulist Press, 1987.
Recommended: Suenens, Leon-Josef Cardinal. “A Plan for the Whole Council.” In Vatican II Revisited By Those Who Were There (Minneapolis, Winston Press, 1986) 89 -105.
Recommended: O’Malley, John. Introduction and Chapter One in What Happened at Vatican II (Cambridge: Harvard, 2008), 1-52.
--Why was Vatican II called? What was John XXIII’s vision for this gathering?
Class 10 (F 7/20): Lumen Gentium continued and Dignitatus Humanae
*Lumen gentium (whole document)
*Komonchak, Joseph. “The Significance of Vatican Council II for Ecclesiology.”
*Dignitatus Humanae (whole document)
--How is Lumen gentium at the center of the council’s aims? How is it central to John XXIII’s vision?
--How is Dignitatus Humanae central to the council’s goals?
Class 11 (M 7/23): Unitatis Reintegratio and Gaudium et spes
*Pesch, Otto Hermann. “The Formation of the Decree on Ecumenism” in The Ecumenical Potential of the Second Vatican Council. 13-27, 38-47 and 59-60. [E]
*Unitatis Redintegratio, Introduction – Chapter 2. [Vat II]
*Kasper, Walter. “The Nature and Purpose of Ecumenical Dialogue” in That They Might All Be One (New York: Burns and Oates, 2004) 33-49. [E]
*Tanner, Norman. “Major Points” in The Church and the World (New York: Paulist, 2005), 38-60. [E]
*Gaudium et spes, Chapters 1-4. [Vat II]
*Congar, Yves. “The Role of the Church in the Modern World” in Commentary on the Documents of Vatican II, vol. 5, Herbert Vorgrimmler, ed.(New York: Herder and Herder, 1969), 202-23. [E]
Recommended: Tanner, Norman. “Pt 1: The Document” in The Church & the World (New York: Paulist, 2005), 3-37.
--Describe how ideas that were initially developed in Lumen gentium get further worked out in Gaudium et spes and Unitatis Redintegratio. How do these documents advance the overall vision of Vatican II?
Class 12 (T 7/24): Reception of Vatican II
*Rahner, Karl. “Towards a Fundamental Interpretation of Vatican II." In Theological Studies 40 (1979): 716-27. [ER]
*Pottmeyer, Hermann. “A New Phase in the Reception of Vatican II: Twenty Years of Interpretation of the Council” in The Reception of Vatican II, edited by G. Alberigo, J-P Jossua, and J. Komonchak (Washington, D.C.: Catholic University of America Press, 1987) 27-43. [ER]
*O’Malley, John. “Vatican II: Did Anything Happen?” in Vatican II: Did Anything Happen?, ed. David Schultenover, (New York: Continuum, 2007) 52-91. [ER]
* Pope Benedict XVI, ‘A Proper Hermeneutic for the Second Vatican Council’ in Matthew Lamb and Matthew Levering (ed.), Vatican II: Renewal Within Tradition (New York: Oxford University Press, 2008), ix-xv
--What is the debate over Vatican II about? What is at stake here?
Class 13 (W 7/25): Questions of Authority and the Sensus Fidelium
*Pottmeyer, Hermann. “The Reception of Doctrine,” 1081-2.
*Yanes, Elias. “Inaugural Address” in The Jurist 57 (1997). 11-16.
*Granfield, Patrick. “The Pope and the Catholic Faithful” in The Limits of the Papacy: Authority and Autonomy in the Church (NY: Crossroads, 2005). 134- 154.
*Congar, Yves. Laity in the Church, 429-36.
*Congar, Yves. “The Holy Spirit Makes the Church One,” 15-20.
--What is the relationship of the local churches & the universal church and why is this relationship so important?
--How is reception a theological issue not just an administrative concern about how information is transmitted?
Class 14 (Th 7/26): Salvation Outside the Church
*Nostra Aetate (entire document) [Vat II]
*Knitter, Paul. “The Breakthrough of the Second Vatican Council” and “Greater Openness and Dialogue” in Theologies of Religions (Maryknoll, NY: Orbis, 2002) 63-93.
* Congregation for the Doctrine of the Faith, ”Dominus Iesus”: On the Unicity and Salvific Universality of Jesus Christ and the Church,” Origins 30:14 (2000)209-19.
--Summarize and compare two of the following positions: Nostra aetate, Jacques Dupuis and Dominus Iesus. Consider: what do you see as the top priority/priorities of each one? What is each trying to hold on to that might make it exclude or de-emphasize other elements?
Class 15 (F 7/26): Exam in class
Lawrence Cunningham Syllabus
THEOLOGY OF PRAYER – THEOLOGY 60860
Summer Term - 2012
Lawrence S. Cunningham
This course intends to reflect theologically on prayer in the Catholic tradition. The course will be divided into two large segment: (1) a consideration of three ancient classic treatments on prayer from the patristic tradition in order to acquire the “language” of prayer and its most significant scriptural sources; and (2) a series of more systematic reflections on prayer by working through a series of theological comments on prayer developed by the instructor.
All the reading for this course will be found in the packet prepared by the instructor and available at the copy shop on campus. Students are well advised to bring a bible to class since we will make frequent reference to the scriptures especially in the first half of the course.
The instructor has the following expectations: that students attend all classes and be on time for class (especially important since we are together only three weeks); That student turn in assignments on the day requested; that all the reading requested be done so that class discussion can be done intelligibly.
The written assignments will be discussed in class so that those who are in ECHO, for example, might use the written assignments as templates for their own classes or to allow flexibility for those with special interests. We will devote the first day to getting a sense of how students wish to proceed. There will be one written assignment due in the second week which will be for the class as a whole.
The final grade will be computed on the basis of class participation and the quality of written work. There will be no examinations in this class. Written work will count for 60% of the grade; class preparation and participation for30% and 10% is given as sheer grace for taking the course.
June 18 through June 26th – reading and discussion of the early texts in this order: Origen, Cassian, and Augustine.
June 27th – Students will turn in a schematic outline of the commentaries on the Lord’s Prayer based on Origen, Cassian, and Augustine. [format to be discussed in class]
June 27th to Last Class Day (Friday the 6th of July) – We will work through the Cunningham text trying to do roughly 15 points a day. The instructor will lecture on specific topics within those clusters.
PAPERS/PROJECTS DUE IN CLASS ON THE FINAL CLASS DAY – NO LATE PAPERS, PLEASE! [Anyone wishing to get papers back should provide a stamped self addressed envelope if you are not doing the next session.]
Paulinus Odozor Syllabus
University of Notre Dame
Notre Dame, IN
Course Title: Christian Ethics and Pastoral Practice
Course Number: Theo 60609
Teacher: Paulinus I. Odozor, C.S.Sp.
Date: Summer Semester 2012
Class days: July 9-: July 27, 2012: Mondays to Fridays
Class Time: 12.30pm-3.00pm
Class Location: 225 DeBartolo Hall
Office: 329 Malloy Hall
Phone: Office: 631-6583
E. Mail: Odozor.firstname.lastname@example.org
Contacting Fr Odozor
Students are free to drop in on me unannounced at anytime in my office. It is my pleasure to meet with students. Therefore, students should feel free to approach me for help with their school work or to come to talk to me about anything. Since I have other classes to teach and some pastoral involvement in the parish where I live, it may not be possible for me to be at my office all the time. Students are welcome to contact me either by telephone or by e-mail to set up a meeting at a mutually convenient time.
Faith in Jesus Christ as Lord and savior has practical implications for the way believers construe the world and organize their lives. What these implications are for Christian life in some specific areas of life and the tensions which arise from the attempt of the Christian community to remain faithful to the teachings of the Lord Jesus while trying to live a fully human life – this is at the core of our course.
Therefore, in this course, we will (a) study the ethical stance of the Christian (Catholic) community on a number of issues and the pastoral issues arising from the position of this community on these issues; (b) explore the ways the pastoral worker can help to effectively translate Church teaching and moral theology in these areas; (3) Look at the moral demands that arise from the exercise of any pastoral ministry in the Church today.
Our course is divided into three main sections. The first section will look at questions pertaining to human sexuality and Christian marriage. Section two focuses on ethical issues of life and death while section three will look at the ethics of ministry and pastoral care.
- Attendance at class is obligatory
- Students are expected to study the assigned texts and be prepared to discuss them critically. This course aims to create an atmosphere conducive to rigorous intellectual exploration, mutual and attentive listening, thoughtful dialogue, careful analysis, and serious critique. Since the format of the course discussion as well as lectures by the instructor, informed discussion is essential. In fact, the careful and thoughtful preparation of scheduled assignments cannot be overemphasized. Please note that you may be called upon by name and are expected to respond to questions or to contribute to class discussions, to the best of your ability.
- There are two (2) different kinds of written assignments for this course – “theological exercises” and a final essay in which you explore in some detail a particular ethical issue arising from our work in the course and which seems of particular theological and pastoral significance to you. Due dates and further instructions for these papers will be announced in class. The theological exercises are worth 30%; the final essay is worth 30%.
- Student-led seminars are worth 40%.
Sexuality, Marriage and Family: Readings in the Catholic Tradition, ed. Paulinus Ikechukwu Odozor, C.S.Sp ( Notre Dame : University of Notre Dame Press, 2001). This book is currently out of print. However, all materials taken from this book will be put on e-reserve.
Ethics in Pastoral Ministry by Richard M. Gula. S.S ( New York/Mahwah, N.J.: Paulist Press, 1996)
Pedophiles and Priests: Anatomy of a Contemporary Crisis by Philip Jenkins ( Oxford/New York: Oxford University Press, 1996).
Julio Hanlon Rubio, Family Ethics: Practices for Christians (Washington DC: Georgetown University Press, 2010).
All other materials will be put on electronic reserve at the Hesburgh Library
The Course in Detail
Human Sexuality, Christian Marriage and Family
Monday, July 9, 2012
A. Human Sexuality
Course organization; Course overview.
Francis Mugavero, “Sexuality – God’s Gift,” in Odozor, Sexuality, Marriage and Family(Henceforth referred to as SMF), pp.76-81
James B. Nelson, “Sexual Salvation: Grace and the Resurrection of the Body,” SMF, pp.14-21 (Lecture and Discussion)
Tuesday, July 10, 2012
Eugene LaVerdiere, “The Witness of the New Testament,” SMF, pp.1-13
Andre Guindon, “A Theory of Sexual ethics for Concerned Christians,” in The Sexual Creators: An Ethics proposal for Concerned Christians( Lahman: University of America Press, 1986), pp.21-41 (Lecture and discussion)
B. The Nature of Christian Marriage and Family
Wednesday July 11, 2012
Vatican II, “the Dignity of Christian Marriage,” SMF, pp. 263-268
“The Sacrament of Marriage” in The Catechism of the Catholic Church, nos 1601-1666 (Lecture and discussion)
Thursday, July 12, 2012
First Student-led Seminar: Pope John Paul II, “Familiaris Consortio,” SMF, pp. 269-310
Friday, July 13, 2012
Second Student-led Seminar: Julio Hanlon Rubio, Family Ethics: Practices for Christians (Washington DC: Georgetown University Press, 2010), pp. 97-244
Monday, July 16, 2012
Divorce, Remarriage and The Sacraments
Eduard Hamel, “The Indissolubility of Completed Marriage: Theological, Historical, and Pastoral Reflections,” in SMF, pp.369-384 (Lecture and Discussion)
Kenneth R. Himes and James Coriden, “Pastoral care of the Divorced and Remarried,” SMF, pp.400-420
Richard A. McCormick, “Divorce, Remarriage and the Sacraments,” SMF, pp.385-399 (Lecture and Discussion)
Tuesday, July 17 2012
John T. Noonan, “The Doctrine and the Context,” SMF, pp. 423-457 ( Lecture and Discussion)
Pope Paul VI, “Humanae Vitae,” SMF, pp.464-477 (Textual analyses, Cases, Discussion)
Wednesday, July 18, 2012
E. Homosexuality/Same Sex Marriage
Sacred Congregation for the Doctrine of the Faith, “Letter to the Bishops on the Pastoral care of Homosexual Persons,” in The Vatican and Homosexuality, ed by Jeanine Grammick and Pat Furey (New York: Crossroad, 1988), pp1-10
Archbishop Quinn, “Toward An Understanding of the letter “On the pastoral Care of Homosexual Persons,” The Vatican and Homosexuality, pp. 13-19.
Jean Porter, “The Natural Law an Innovative forms of Marriage”, Journal of the Society of Christian Ethics 30 (2) Fall 2010, pages 79-97.
Ethical Problems of Life and Death
A. Introduction: Faith, Theology and Bioethics
Thursday, July 19, 2012
Richard A. McCormick, “Theology and Bioethics,” in On Moral Medicine: Theological Perspectives in Medical Ethics, 2nd edition, eds. Stephen E. Lammers and Allen Verhey
(Grand Rapids, MI/Cambridge, U.K.: William B. Eerdmans Publishing Company, 1998), 63-71.
Stanley Hauerwas, “Salvation and Health: Why medicine needs the Church” in Lammers and Verhey, eds., On Moral Medicine, pp.72-82.
Benedict Ashley and Kevin O’Rourke, “Pastoral Care and Ethical Decisions,” in Health Care Ethics: A Theological Analysis, 4th edition (Washington, D.C.: Georgetown University Press, 1997), pp.453-462.
B. Reproductive Technologies
The term “reproductive technologies” is here understood to include all procedures that replace in part or totally the natural (by sexual intercourse) process of conception and of in vitro gestation. Practically, this would include (1) artificial insemination (homologous, when the sperm used in the procedure is from the husband (AIH) and heterologous, when the insemination is with donated semen [AID] ); (2) in vitro fertilization (with sperm of husband or donor, with ovum of wife or donor) with subsequent implantation (in wife or host womb) or without it (artificial placenta ) and (3) Cloning.
Whereas in contraception we dealt with the morality of sexual expression and procreation through effective contraception, in the case of these reproductive technologies we are dealing with the moral issues involved in the achievement of procreation apart from sexual expression.
Friday: July 20, 2012: Artificial Insemination, IVF, ET, Surrogacy
Eileen P. Flynn, “Assisted reproduction,” in her Issues in Medical Ethics (Kansas, MO: Sheed and Ward, 1997), pp.54-78
Congregation for the Doctrine of the Faith, “Instruction on Respect for Human Life in its Origin and On the Dignity of Procreation” (1987)
C. Ethics At The End of Life
Monday, July 23, 2012: Euthanasia
The Mystery of Human Suffering
Edward Schillebeeckx, “God Does not want mankind to suffer,” in his Christ: The Experience of Jesus as Lord (New York: The Seabury Press, 1980), p724-730
Benedict M. Ashley and Kevin O’Rourke, “Suffering and Death,” in Health Care Ethics, 4th edition: A Theological Analysis, pp. 395-411
Congregation for the Doctrine of the Faith, “Euthanasia” in Lammers and Verhey, On Moral Medicine, pp.650-655
Tuesday, July 24, 2012: To Treat or let Die
Thomas A. Shannon and James Walter, “ The PVS Patient and Forgoing Medical Nutrition and Hydration,” in Bioethics: Basic Writings on the key Ethical Questions that surround the major, modern biological possibilities and problems, 4th edition, ed. Thomas A. Shannon (Mahwah, N.J.: Paulist Press, 1993), pp. 173-198
Richard A. McCormick, “To Save Or Let Die,” in Quality of Life: The New Medical Dilemma, eds. James J. Walter and Thomas A. Shannon (Mahwah, N.J.: Paulist Press, 1990), pp.26-34.
(Lecture, Cases, Discussion)
Wednesday, July 25, 2012
United States Supreme Court, “Roe v. Wade: Majority Opinion and Dissent,” in Contemporary Issues in Bioethics, 5th edition, eds. Tom L. Beauchamp and LeRoy Walters ( Wadsworth Publishing Company, 1999), pp. 236-246
Sidney Callahan. “Abortion and the Sexual Agenda: A Case for Pro-Life Feminism,” in Lammers and Verhey, On Moral Medicine, pp. 623-632
The Ethics of Ministry and Pastoral Care
Thursday 26, 2012,
Student led discussion on ministerial sexual abuse in the American Catholic Church: Text: Philip Jenkins: Pedophile and Priests: Anatomy of a Contemporary Crisis (Oxford/New York: Oxford University Press, 1996).
Student-led discussion: Friday, July 27, 2012: Professional Ethics in Pastoral Ministry
Richard Gula, Ethics in Pastoral Ministry ( New York/Mahwah: Paulist Press, 1996), pp.9-64.
Poorman Pastoral Theology Syllabus
Jan Poorman, Ph.D. 127 Malloy Hall
Director of Formation and Field Education Phone# 631-6493
Master of Divinity Program Poorman.email@example.com
Department of Theology Office Hours: 10-12
Pastoral Theology/ Theo 60847
Echo/Faith Formation Leadership Program
Summer 2012; July 7 and July 11-27; TWTHF
220 Malloy Hall
Course Description and Requirements
This course is designed to assist newly selected apprentice catechetical leaders within the Echo/Faith Formation Leadership Program in their preparation for lay ecclesial ministry. Participants learn fundamental pastoral/ministerial skills and processes including theological reflection, pastoral counseling, parish administration, ethics in pastoral relationships, spiritual direction, and faith formation for distinct groups by age and culture. Class sessions include interactive lectures and small group work. Class sessions also afford participants opportunities to learn from veteran catechetical leaders during on-site visits to local parishes and/or in-class presentations on topics pertinent to catechetical leadership in the Roman Catholic Church.
During “Mentor Weekend,” Echo students participate in sessions devoted to significant pastoral topics. As a result, the formal start to “Pastoral Theology” is on Wednesday of the first week of the second module of the Summer Session. Students are expected to have read assigned texts prior to each class session – when texts are assigned. For some class sessions, there are no assigned readings. Rather, the course professor or visiting speaker may bring resources to share with students for their future use. Grades are based entirely on participation in the seminar sessions.
Class Sessions for 2012
Saturday, July 7: The Art of Theological Reflection; Formalizing a Mentoring Relationship; Designing a Learning Covenant
Wed., July 11: The Vocation and Spirituality of the Lay Ecclesial Minister
Thurs., July 12: Ethics in Pastoral Relationships: Power, Sexuality, and Confidentiality
Fri., July 13: The Contemporary Ministry of Spiritual Direction
Tues., July 17: Pastoral Counseling/Pastoral Care
Wed., July 18: Pastoral Administration
Thurs., July 19: Moments and Processes in Parish RCIA
Fri., July 20: Hispanic Culture and Ministry
Tues., July 24: Adolescent Development and Youth Ministry
Wed., July 25: Catechesis of the Good Shepherd (Field Trip to St. Pius X Parish, Granger, IN, to visit a CGS atrium)
Thurs., July 26: Campus Ministry; Faith Formation for College-age Students
Fri., July 27: Practical Skills for the Catechetical Leader’s “Toolbox”
Wed., July 11: The Vocation and Spirituality of the Lay Ecclesial Minister
Co-Workers in the Vineyard of the Lord: A Resource for Guiding the Development of Lay Ecclesial Ministers (USCCB, 2005), pp. 7-26
Called and Gifted for the Third Millennium: Reflections of the U.S. Catholic Bishops on the Thirtieth Anniversary of the Decree on the Apostolate of the Laity and the Fifteenth Anniversary of Called and Gifted (USCCB, 1995)
“The Vocations of the Laity,” from Grace and Commitment: The Vocations of Laity, Religious, and Ordained (The Church in the 21st Century, Boston College, Fall 2010), pp. 2-9.
“Participating in the Mission of Word and Spirit,” by Michael Downey, Spirituality for Ministry (Ligouri Press, 2006), pp. 63-75.
Thurs., July 12: Ethics in Pastoral Relationships: Power, Sexuality, and Confidentiality
Ethics in Pastoral Ministry, by Richard M. Gula, S.S., (Paulist Press, 1996), pp. 65-141.
Fri., July 13: The Contemporary Ministry of Spiritual Direction
“Basics in Spiritual Direction,” by Shawn McCarty, S.T., from Handbook of Spirituality for Ministers, Ed. Robert J. Wicks (Paulist Press, 1995), pp. 56-76.
Wed., July 25: Catechesis of the Good Shepherd (Field Trip to St. Pius X Parish, Granger, IN, to visit a CGS atrium)
Readings TBA; handed out in class.
Fri., July 27: Practical Skills for the Catechetical Leader’s “Toolbox”
“Tasks, Functions, Roles, and Skills of Principled Ministry,” from Principled Ministry: A Guidebook for Catholic Church Leaders, by Loughlan Sofield, S.T. and Carroll Juliano, S.H.C.J. (Ave Maria Press, 2011), pp. 65-133.
Poorman Theological Integration Syllabus
Jan Poorman, Ph.D. 127 Malloy Hall
Director of Formation and Field Education Phone# 631-6493
Master of Divinity Program Poorman.firstname.lastname@example.org
Department of Theology Office Hours: 10-12
Theological Integration/ Theo 60848
Echo/Faith Formation Leadership Program
Summer 2012 – 220 Malloy Hall
Course Description and Requirements
In Theological Integration, students pursue the integration of theological competence with pastoral skill in a developing identity as a lay ecclesial minister. The primary learning dynamic for the Theological Integration Seminar is dialogical and incorporates theological reflection on ministry experiences using a case study method originally designed for use by the Master of Divinity Program at the University of Notre Dame. Because the primary work of Echo apprentices is catechetical, this course also allows students to explore assigned texts on topics pertaining adult faith formation.
Each student is required to design and facilitate one case study during the seminar. Students are required to work with the course professor for one hour in advance of their case study facilitation to design the case using a narrative and six analytical lenses. Students then present their case study to their peers and facilitate classroom conversation of approximately one hour. Once during the seminar, students are also required to give a synopsis of a text on adult faith formation and to lead the seminar utilizing pedagogies appropriate for adult transformative learning.
Note: After introductory sessions on July 9-11, the 2012 seminar includes one case study with facilitated theological reflection each day starting July 12. Conversations with the professor begin July 11 and are subsequently held from 11:15-12:15 each class day in 127 Malloy Hall. Case study conversations are during class from 12:30-1:15. Conversations on assigned texts are from 1:30-3:00 each day.
All required readings are found on Sakai, Notre Dame’s open resource site that replaces Concourse as of Summer 2012. All readings can be used on-line or printed without cost or copyright infringement for student educational purposes.
July 12: The New Evangelization
1:30-3:00 Disciples Called To Witness: The New Evangelization (USCCB, 2012)
July 13: Guidelines for Adult Catechesis
1:30-3:00 Adult Catechesis in the Christian Community: Some Principles and Guidelines (International Council for Catechesis, 1990)
July 16: Pastoral Instruction on Adult Faith Formation
1:30-3:00 Our Hearts Were Burning Within Us: A Pastoral Plan for Adult Faith Formation in the United States (USCCB, 1999)
July 17: Insights from Adult Education
1:30-3:00 “Transformative Learning: Insights from Adult Education” from Toward an Adult Church: A Vision of Faith Formation by Jane E. Regan (Loyola, 2002); pp. 73-105.
July 18: Foundations of Catechesis as Ministry
1:30-3:00 “The Mystery as the Source of Ministry,” from The Prophetic Spirit of Catechesis: How We Share the Fire in Our Hearts, by Anne Marie Mongoven, O.P. (Paulist Press, 2000), pp. 13-34.
July 19: Theology of Revelation and Catechesis
1:30-3:00 “A Theology of Catechesis,” from The Prophetic Spirit of Catechesis: How We Share the Fire in Our Hearts; pp. 87-112.
July 20: Symbolic Catechesis: Transforming Adults within Communities of Faith
1:30-3:00 “Symbolic Catechesis,” The Prophetic Spirit of Catechesis: How We Share the Fire in Our Hearts; pp. 117-144.
July 23: Catechesis in Critique of Culture
1:30-3:00 “Catechesis as a Critique of Life and Culture,” The Prophetic Spirit of Catechesis: How We Share the Fire in Our Hearts; pp. 146-174.
July 24: Methods of Using the Bible in Adult Faith Formation
1:30-3:00 “Hearing the Good News” and “Conversing with Scripture: A Pastoral/Theological Method of Hearing the Word” from Echoing God’s Word: Formation for Catechists and Homilists in a Catechumenal Church by James B. Dunning (Liturgy Training Publications, 1993), pp. 151-191
July 25: Sacred Scripture and Symbolic Catechesis
1:30-3:00 “The Bible as a Symbol of Faith,” The Prophetic Spirit of Catechesis: How We Share the Fire in Our Hearts; pp. 176-201.
July 26: The Transformative Power of Doctrine, Dogma, and Witness
1:30-3:00 “The Church Symbols: Doctrine and Saints,” The Prophetic Spirit of Catechesis: How We Share the Fire in Our Hearts; pp. 205-234.
July 27: Liturgical Catechesis and Adult Faith Formation
1:30-3:00 “Liturgical Symbols of Faith,” The Prophetic Spirit of Catechesis: How We Share the Fire in Our Hearts; pp. 237-269.