Religion 231: “History of Medieval and Reformation Christianity”
Ashland University
Spring, 2004
Contact Information
Instructor: Scott D. Seay, M.Div., Ph.D.
Office: Miller 31
Office Hours: TuTh, 9-11 a.m. and 2-4 p.m. (and by appointment)
Office Phone: (419) 289-5237
Home Phone: (419) 207-9693
E-mail: sseay@ashland.edu
Website: www.ashland.edu/~sseay
This course investigates the historical development of European Christianity from the sixth to the middle of the seventeenth century. Attention will be given primarily to the social context within which medieval and Reformation Christianity developed and secondarily to Christian thought during the period.
This course is the second in the Religion Department's four-course sequence covering the history of Christianity from its beginnings to the present. Thus, upon successful completion of the course, each student will be awarded three credit hours in the Department of Religion.
This course also meets the demands for the Historical Reasoning requirement for Tier II.
The overarching goal of this course is to teach students how to reason historically , that is, how to interpret the facts of history to make sense of changes in human thought and behavior over time.
With this in mind, however, several subsidiary objectives can be identified. Those objectives – along with the criteria for measuring them – include:
Objective |
Measure |
Master basic historical facts about the history of medieval and Reformation Christianity
|
Reading assigned secondary sources; weekly quizzes; engagement with class lectures |
Learn to interpret primary source documents in their historical contexts
|
Reading assigned primary sources; class discussions; reflective essays; mid-term and final examinations
|
Understand the key historical developments in Christian faith and practice during the period
|
Class discussions; reflective essays; mid-term and final examinations |
Explain the relevance of medieval and Reformation Christian history for contemporary persons of faith
|
Reflective essays |
Students are encouraged to keep these objectives in mind when completing the requirements for the course.
• Read the assigned materials carefully and completely prior to coming to class;
• Arrive on time for class and remain for the entire class session;
• Inform the instructor ahead of time if missing class is absolutely necessary;
• Remain attentive during all classroom activities;
• Listen closely and respond respectfully to both the instructor and fellow-students; and,
• Submit all work for the course on time as required by the due dates;
• Asks relevant questions during lectures and contribute substantively to class discussions.
The instructor reserves the right to call on any student in class as a means of fostering his or her participation. The instructor will advise any student whose attendance or participation becomes problematic in any way. Students who miss more than five class sessions – for whatever reason – will not receive credit for the course.
• Reflective essays (30%): Students will write two reflective essays (4-5 pp. apiece) in connection with discussion groups, and each is worth 15% of the final grade. In these reflection papers, students will engage the interpretive question for the discussion period, making use of both primary and secondary source material. For more guidance on these reflection papers, see the handout “An Essay on Reflection Papers” appended to this syllabus. Students should be advised that reflection papers are due in class on the day following the discussion period and that late reflection papers will not be accepted. At least one of these reflection papers must be completed before the mid-term examination.
• Mid-term and final examinations (30%): Students will take mid-term and final examinations on the dates listed on the course calendar below. Each examination is worth 15% of the final grade. The examinations will consist of two parts:
• Part One consists of brief quotations from primary source documents, and students will be asked to write essays that explain the historical context, the meaning, and the importance of the quotes for understanding the history of medieval and Reformation Christianity
• Part Two consists of longer essay questions that target interpretive questions concerning the history of medieval and Reformation Christianity.
Study guides will be provided well in advance of the examinations, and a review session is scheduled for the class meetings immediately prior to these examinations.
Early in the semester, the instructor will give a one-question “practice” examination covering the material to date. This examination does not count toward the final grade, but gives students an opportunity to experience the kind of questions that they will see on the mid-term and final examinations.
Students with certified learning disabilities and those with physical or emotional challenges are required to alert the instructor immediately to any special needs that they have. All efforts, consistent with the overall learning objectives of the course, will be made to accommodate the needs of these students.
The Honor Code of Ashland University applies to all aspects of every student's work in this course. Students are urged to familiarize themselves with the terms of the Honor Code and to abide by them at all times. In particular, students should familiarize themselves with the Honor Code's policies regarding plagiarism. If questions arise regarding this Honor Code, students are urged to speak with the instructor for explanations and clarifications.
The following books, in whole or in part, are required reading for this course:
Each of these textbooks and the Classpack are available for purchase in the Ashland University Bookstore and library copies of the textbooks have been placed on reserve for the duration of the semester. Any student who has difficulty accessing these resources should consult the instructor immediately.
January 12 Course Introduction
January 14 [L] The End of Ancient Christianity
Read: Logan, pp. 3-12
“The Nicene Creed” (325) [CP, p. 8]
“Definition of Chalcedon” (451) [CP, p. 9]
January 16 [L] The Beginning of the Middle Ages in Western Europe
Read: Logan, pp. 13-29
January 19 Dr. Martin Luther King, Jr. Holiday (no class)
*January 21 [L] Church and Mosque in Eastern Christendom
Read: Logan, pp. 30-46
January 23 [D] Judging from the readings below, what are the major themes of
monastic life in the Christian West? What do you think might have been the appeal of the monastic life in this historical context?
What is the relevance of understanding medieval monasticism for persons of faith today?
Read: Benedict of Nursia, The Rule of St. Benedict (ca. 535) [CP, p. 10]
Gregory the Great, Pastoral Rule (590) [CP, p. 20]
January 26 [L] Anglo-Saxon Christianity
Read: Logan, pp. 47-70
*January 28 [L] The Rise and Fall of the Carolingian World
Read: Logan, pp. 71-90
January 30 [L] Disarray and Expansion in Medieval Christendom
Read: Logan, pp. 90-104
February 2 [D] What is the essence of the controversy between these medieval
thinkers over the nature of the Lord's Supper? What is at stake in this controversy, and why do you suppose this was such an issue? Does this question have any continuing relevance for persons of faith today?
Read: Radbertus, The Lord's Body and Blood (831) and
Ratramnus, Christ's Body and Blood (ca. 850) [CP, p. 23]
*February 4 [L] The Militant Church
Read: Logan, pp. 105-130
Two Ninth Century Popes on Salvation in Battle [CP, p. 26]
Urban II, “Speech at the Council of Clermont” (1095) [CP, p. 27]
Solomon bar Samson, “The Crusaders at Mainz” (1140) [CP, p. 30]
February 6 [L] New Monastic Orders
Read: Logan, pp. 131-151
February 9 According to these twelfth-century theologians, in what way does Christ's death make salvation possible? How do you assess their arguments, and what contemporary implications do these arguments have for persons of faith?
Read: Anselm, Why God Became a Man (1098) [CP, p. 32]
Abelard, Exposition of the Epistle to the Romans (1137) [CP, p. 38]
*February 11 [L] Theological Currents in the Twelfth Century
Read: Logan, pp. 152-183
Hildegrad von Bingen, selected plainsong chants (early 12 th c.) [CP, p. 39]
February 13 [L] Heterodox Christianity in the High Middle Ages
Read: Logan, pp. 184-224
Francis of Assisi, The Canticle of Brother Sun (1226) and The Testament (1226) [CP, p. 42]
February 16 [L] Scholastic Theology and its Critics
Read: Logan, pp. 254-274
Thomas Aquinas, Summa Theologiae (1261) [CP, p. 45]
Bonaventure, Retracing the Arts to Theology (ca. 1270) [CP, p. 49]
*February 18 [D] What is the relationship between the church and state advocated
in these readings? How do you assess these different positions in terms of their strengths and weaknesses? Which model does the church in the High Middle Ages end up following, and why? What is the continuing relevance of the issues raised here?
Read: Marsilius of Padua, Defender of Peace (1324) [CP, p. 51]
Giles of Rome, On Ecclesiastical Power (1302) [CP, p. 56]
Boniface VIII, Unam Sanctam (1302) [CP, p. 59]
February 20 [L] Church and People in the High Middle Ages
Read: Logan, pp. 275-296
Canons of the Fourth Lateran Council (1215) [CP, p. 60]
February 23 [L] Conciliarism and the Call for Reformation
Read: Lindberg, pp. 24-55
Gregory XI, “Condemnation of John Wyclif” (1377) and “Wyclif's Reply” (1377) [CP, p. 65]
Council of Constance, “Errors of Wyclif” (1415) [CP, pp. 68]
*February 25 [D] Review Session
February 27 [D] Review Session
March 1 MID-TERM EXAMINATION
March 3 [L] Martin Luther and the Early Lutheran Reformation
Read: Lindberg, pp. 56-90 (pp. 91-134 are strongly
recommended)
March 5 [D] Judging from the selections below, what are the central themes of
Luther's early theology? What factors do you think account for the appeal of his theology in its historical context? What is the continued relevance for the theology that Luther espouses here?
Read: Luther, “Ninety-Five Theses” (1517) [CP, p. 70]
Luther, “Two Kinds of Righteousness” (1519) [CP, p. 72]
Luther, “Freedom of a Christian” (1520) [CP, p. 76]
March 6-14 Spring Break (no class)
March 15 [L] The Later Lutheran Reformation
Read: Lindberg, pp. 91-134
*March 17 [L] The Reformation and the Common Person
Read: Lindberg, pp. 135-168
Thomas Müntzer, “Sermon Before the Princes” (1524) [CP, p. 81]
March 19 [L] Ulrich Zwingli and the Swiss Reformation
Read: Lindberg, pp. 169-197
Ulrich Zwingli, “An Account of the Faith of Zwingli” (1530) [CP, p. 84]
March 22 [D] Case Study in Protestant Theology: The Marburg Colloquy
What are the central issues debated at the Marburg Colloquy, and how does the debate reflect issues first debated in the medieval period? How do you assess the positions advocated at Marburg? What has reading the account of the Marburg Colloquy added to your understanding of the Lord's Supper?
Read: “The Marburg Colloquy” (1529) [handout]
*March 24 [L] The Radical Reformation
Read: Lindberg, pp. 199-228
“The Schleitheim Confession of Faith” (1527) [CP, p. 87]
March 26 [L] The Reformation and European Politics
Read: Lindberg, pp. 229-248
March 29 [L] John Calvin and the Genevan Reformation
Read: Lindberg, pp. 249-274
*March 31 [D] Judging from the readings below, what are some of the most
important themes of John Calvin's theology? What do you think might have been the appeal of Calvin's theology in its historical context? Which of the ideas expressed here do you find the most helpful? The most troubling?
Read: John Calvin, Institutes of the Christian Religion (1559) [CP, p. 90]
April 2 [L] The Reformation in France and the Netherlands
Read: Lindberg, pp. 275-308
Canons of the Synod of Dort (1619) [CP, p. 96]
April 5 [L] The English Reformation
Read: Lindberg, pp. 309-335
*April 7 [L] English Puritanism
April 9 Easter Break (no class)
April 12 [L] The Catholic Reformation
Read: Lindberg, pp. 335-356
Ignatius of Loyola, “Rules for Thinking with the Church” (1550?) [CP, p. 102]
*April 14 [D] What are the issues and concerns of the reformers who remained
within the Catholic Church, and how do they compare with the issues and concerns of the leaders of the emerging Protestant churches? Do you think that Trent adequately answered the criticisms of the Protestant reformers? Why or why not?
Read: Council of Trent, “Decree Concerning Justification” (1543) [CP, p. 98]
April 16 [L] Catholic Exploration and Colonization
Read: A. Camps, “The Catholic Missionary Movement from 1492 to 1789” [handout]
Juan de Escalona, “Letter to the Viceroy” (1601) [CP, p. 104]
Jean de Brebuf, “The Huron Relation” (1635) [CP, p. 107 ]
April 19 [L] Protestant Exploration and Colonization
Read: J. A. B. Jongeneel, “The Protestant Missionary Movement up to 1789” [handout]
John Winthrop, “Reasons for Emigrating…” (1631) [CP, p. 113]
*April 21 [L] The European Wars of Religion
April 23 [L] Legacies of the Reformation
Read: Lindberg, 357-381
April 26 [D] Review Session
*April 28 [D] Review Session
April 30 FINAL EXAMINATION