Introduction to Theology

Instructor: Dr. Jeremy Garber ( jgarber@iliff.edu )

Course Synopsis

This introduction to Christian theology will focus on systematic theology, that is, what are the traditional loci (topics or rubrics) that form a complete theological system, how do they fit together, and how does thinking them as a system influence theological thinking? We will look at how the Christian theological tradition provides resources for contemporary theology. As examples we will take a close look at the locus of Christology.

Required Texts

• B.A. Gerrish, Christian Faith: Dogmatics in Outline . Louisville, KY: Westminster John Knox, 2015. ISBN 978-0-664-25698-2.

• James Cone, The Cross and the Lynching Tree. Maryknoll, NY: Orbis, 2011. ISBN 978-1-62698-005-1.

• Anne Joh, Heart of the Cross. Louisville, KY: Westminster John Knox, 2006. ISBN 978-0-664-23063-0.

Core Systematic Theology

Students must choose one of the following books to read as their primary text:

• Methodist Theology , Kenneth Wilson (Methodist)
• Theology in Outline , Robert Jenson (Lutheran)
• Sexism and God-Talk , Rosemary Radford Ruether (Roman Catholic/feminist)
• Doctrine: Systematic Theology , vol. 2, James Wm. McClendon, Jr. (Anabaptist/free church)

An alternative core systematic theology may be used with approval by the instructor. It must be a systematic theology covering all the basic theological loci.

Course Overview

This introduction to Christian theology will focus on systematic theology, that is, what are the traditional loci (topics or rubrics) that form a complete theological system, how do they fit together, and how does thinking them as a system influence theological thinking? We will look at how the Christian theological tradition provides resources for contemporary theology. As examples we will take a close look at the locus of Christology.

Course Objectives

After taking this class, students will be able to:

1. Articulate what some of the theological genres are that writers in the Christian tradition have developed.
2. Articulate what systematic theology and constructive theology is.
3. Speak knowledgeably about some of the touchstones in the history of Christian thought in general and on Christology in particular.
4. Demonstrate awareness of what the traditional theological loci are (and say what a theological locus is), and see how the loci hang together.
5. Write academic papers with increased ability to formulate a claim and support it with apt textual evidence.

1. Preparation and attendance (see below). Participation is 10% of your final grade.
2. This year’s incoming class will build, over their time at Iliff, a theological resource page of terms, names, and questions. Each student is required to post 3 times this quarter, twice with a one-sentence definition of a theological term that seems important to you, and once with a one-to-two sentence bio of a theologian. Postings are due by the end of weeks 2, 4, and 6. 10% of final grade.
3. Each student will write three 3-page papers analyzing one of the readings. You may not write on the same author more than once, and you may not write more than one paper for any given class. Class will begin with each writer presenting their papers as a way of initiating and framing our discussion of the reading. Each paper counts for 20% of your final grade. Further instructions for these papers are below.
4. There will be a final 3-page paper on a topic assigned by the instructor, due by 5 pm on Monday,  June 3. 20% of final grade.

Due Dates: Assignments need to be turned in on the dates specified on the syllabus. Late assignments will lose one letter grade if not submitted by the date indicated. Students who do not complete any assignments during the first two weeks of class will not be able to pass the class and will be removed per the Masters Student Handbook.

Incompletes are not a possibility because of the rules about incompletes and adjunct faculty in the Masters’ Student Handbook.

Pass/Fail:  Students interested in taking the class pass/fail should discuss this with the instructor by April 2. In order to earn a Pass, students must perform at a level considered the equivalent of C or better.   

Accommodations:  Iliff engages in a collaborative effort with students with disabilities to reasonably accommodate student needs.   Students are encouraged to contact their assigned academic 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.

Core Values:  All participants in this class are expected to be familiar with Iliff’s Core Values.

Academic Integrity:  All students are expected to abide by Iliff’s Academic Integrity Policy. 

Preparation and Attendance

• Key to the goals and outcomes of this course is a critical engagement with both the theories and issues we are examining, many of which have deeply personal implications. Remember that criticism is not critique. We all come from a specific time, place, family background, religious or non-religious background, etc. Cherish that particularity, claim it, and examine it – and at the same time, respect, encounter, and learn from others’ particularity. Racism or discrimination of any kind will not be tolerated in class. 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. I will do my best to facilitate our discussion around the subject matter we are studying, not around which themes or views are “wrong” or “right” or around particular cultures or individuals. On the other hand, we are engaging in the time-honored tradition of intellectual activity; we will seriously and critically examine the texts, ideas, and authors with which we engage – an “anything goes” or “whatever you think is fine” approach is unsuitable for a class in higher education (unless you have some vigorous argumentation and documentation to support it!).
• As an interactive class, participation is highly valued.  However, quality class participation is not saying or posting “something” (i.e., talking to hear yourself talk), or contributing all the time (i.e., over participating).  Quality participation is input that offers information, analysis, connections, stories, feelings, examples, or other engagement in ways that enhance our class discussions.  Quality participation can include disagreement – especially since, for some of us, the themes of this course are profoundly significant.  These disagreements, however, must also demonstrate respect for the other.  Note that quality participation can also include being silent, listening, and/or participating in some other way or at some other time.  The best way to assess your participation is to ask yourself: “how would this class be different if I were not in it?” and “how would I be different if I were not in this class?”   
• Complete a Learning Self-Evaluation form.

Three-Page Papers

Papers will be graded according to the following 4 criteria: 1. A clearly stated claim; 2. Textual evidence to support the claim; 3. Quality of writing (organization, proper use of sentences and paragraphs, grammar, spelling, and all other mechanics); 4. Depth and seriousness of analysis.  In a short paper the claim typically appears as the last sentence of the introductory paragraph (if it is not there the writer needs clearly to mark where it is, since otherwise readers will assume that sentence is the claim). A claim states the conclusion of the argument put forward in the paper. You have a great deal of freedom here. A claim might state what is the most important idea in the reading, or what the author must assume to make their argument, or what the logical extension of that argument might be, or how that argument relates to other readings on our syllabus, or what the author gets right or wrong, etc. In a short paper you will likely not be able to summarize the all the points the author makes, nor should you try. Part of your task of analysis is to prioritize what is most important to lift up for discussion for our class. Your paper will likely not follow the same organization as the reading under analysis, since the logic of your argument will not be the same as the logic of the argument of the reading. If your paragraphs tend to begin “And then . . .;  “Next . . .” then it is probably time to go back and do at least one more draft and re-think what you are presenting and how. The main thing is to make a point about the text.

The purpose of the papers is three-fold: the first is to encourage deep engagement

with the texts; the second is to encourage a habit of discussion that is open, respectful, and rigorous. This is best accomplished when the analytical essays take a charitable stance towards the readings. Some of them will seem old-fashioned, and the writers may have different concerns than do we. Some will seem radical. As in any good conversation, it is important first to try to see where the writer is coming from, rather than to be dismissive of their ideas. There will be plenty of time later to decide what is useful to you and what is not. We must begin with an accurate understanding of what is actually going on in the essay. Third, these papers will help develop your skills as readers and writers. A great number of studies show that “peer-review” is a very effective way to teach writing. The feedback you get on these papers during discussion will be quite valuable.