Christianities inAntiquity(to600CE)

Instructor: Micah Saxton PhD

Course Synopsis

An introduction to the social, institutional, and intellectual history of Christianity in Europe from the beginnings through the century following the fall of the Western Roman Empire. Topics include: context and origins, structures of worship and ministry in the early church, persecution and martyrdom, early Christian thought and Greek philosophy, unity and diversity in early Christianity, orthodoxy and heresy, the rise of Constantine the Great, the Arian controversy and the Council of Nicea, early ascetic movements, and the theology of Augustine.

Course Overview

An introduction to the social, institutional, and intellectual history of Christianity in Europe from the beginnings through the century following the fall of the Western Roman Empire. Topics include: context and origins, structures of worship and ministry in the early church, persecution and martyrdom, early Christian thought and Greek philosophy, unity and diversity in early Christianity, orthodoxy and heresy, the rise of Constantine the Great, the Arian controversy and the Council of Nicea, early ascetic movements, and the theology of Augustine. 

Course Objectives

(1) To gain knowledge of the cultural, religious, and political history of the Hellenistic-Roman and Jewish worlds out of which the Christian movement emerged during the first century CE;

 (2) To develop basic theological fluency with early Christian concepts of ecclesiology and the rise of the monarchical episcopacy, Christology, revelation, pedagogy, and philosophy;

(3) To appreciate the unity and diversity within early Christianities, both orthodox and heterodox;

 (4) To understand the role of gender and sexuality in the context of the early Christian movement;

 (5) To recognize the impact of Constantine the Great, the Council of Nicaea and the Christological controversies on the subsequent development of Christian thought;

 (6) To engage in the thought of St. Augustine and understand the place he holds theologically, philosophically, and pedagogically in the history of Christian thought;

(7) To develop competencies in reading and evaluating primary source material. 

Participation (50 points)

Students are required to participate in this class. Participation includes attendance, engaging in class discussion and activities, and completing the assigned reading. If a student needs to miss a class session, participation points can be made up by completion of a short writing assignment (see below). 

Portfolio (450 points)

The portfolio is the most significant part of evaluation for this course. Individual parts of the portfolio may be submitted throughout the term to be evaluated, but the complete portfolio is due on Monday March 20, 2017. Click here for a template. The portfolio consists of the following parts:

Primary source abstracts (3 at 50 points each)

An important focus of this course is primary source material, therefore students will write three abstracts on primary sources we read. The abstracts will be 500 to 700 words in length and will identify the author's main point, how the point is made, and why the point is being made. See Directions for Primary Source Abstracts.

Book review (50 points)

In addition to primary sources, students will be introduced to secondary literature. Toward that end students will write a book review 700 to 1000 words in length. The review will provide a brief synopsis of the author's thesis and argument as well as a substantive evaluation of the book. Students may choose any book dealing with course material so long as it is approved by the instructor. See Directions for the Book Review.

Reflection project (2 at 75 points each)

Students will be given the opportunity to reflect on course material in the context of their own creative, intellectual, and/or professional lives. These reflections may take the form of short essays, blogs, sermons, or non-print media. No matter the format, the reflections must engage substantially in course material. See Directions for Reflection Projects.

Final integrative essay (100 points)

As a summation of the course, students will write a final integrative essay. This essay will be 1000-1500 words in length. Students are required to draw on course lectures, readings, discussions and other parts of their portfolio. This essay is to contain a summary and analysis of the salient points the student has learned. A successful essay will demonstrate a wholistic knowledge of course material as well as careful and creative analysis of that material. See Directions for the Final Integrative Essay.

Course Texts

Degree Learning Goals: Please take some time to look over the Professional Degree Learning Goals (MDiv, MASC, MAPSC) and the Academic Degree Learning Goals (MTS, MA).

Incompletes:  If incompletes are allowed in this course, see the Master's Student Handbook for Policies and Procedures.

Pass/Fail:  Masters students wishing to take the class pass/fail should discuss this with the instructor by the second class session.

Academic Integrity and Community Covenant:  All students are expected to abide by Iliff’s statement on Academic Integrity, as published in the Masters Student Handbook, or the Joint PhD Statement on Academic Honesty, as published in the Joint PhD Student Handbook, as appropriate.  All participants in this class are expected to be familiar with Iliff’s Community Covenant.

Accommodations:  Iliff engages in a collaborative effort with students with disabilities to reasonably accommodate student needs.   Students are encouraged to contact their assigned advisor to initiate the process of requesting accommodations.  The advising center can be contacted at advising@iliff.edu or by phone at 303-765-1146. 

Writing Lab:  Grammar and organization are important for all written assignments.  Additional help is available from the Iliff Writing Lab, which is available for students of any level who need help beginning an assignment, organizing thoughts, or reviewing a final draft. 

Inclusive Language:  It is expected that all course participants will use inclusive language in speaking and writing, and will use terms that do not create barriers to classroom community. 

DateDayDetails
Jan 24, 2017TuePrimary source abstract 1due by 06:59AM
Jan 31, 2017TueRefection project 1due by 06:59AM
Feb 07, 2017TuePrimary source abstract 2due by 06:59AM
Feb 14, 2017TueBook reviewdue by 06:59AM
Feb 28, 2017TueReflection project 2due by 06:59AM
Mar 07, 2017TuePrimary source abstract 3due by 06:59AM
Mar 21, 2017TuePortfoliodue by 05:59AM