In-Person if the course requires attendance at a specific location and time for some or all course activities. These courses will have section codes starting in 0 or 4.
Online – Asynchronous if the course has no requirement for attendance at a specific time or location for any activities or exams. These courses will have the section code starting with 61.
Online – Synchronous if online attendance is expected at a specific time for some or all course activities, and attendance at a specific location is not expected for any activities or exams. These courses will have the section code starting with 62.
Hybrid if the course requires attendance at a specific location and time, however 33-66% of the course is delivered online. If online attendance is expected at a specific time, it will be in place of the in person attendance. These courses will have the section code starting with 31.
Some courses may offer more than one delivery method please ensure that you have the correct section code when registering via ACORN. You will not be permitted to switch delivery method after the last date to add a course for the given semester.
This course will focus on the canonical norms governing the sacraments in the Code of Canon Law of 1983. It will
incorporate the parts of the Code of Canons of the Eastern Churches about which it is necessary that Latin pastoral
ministers be aware. The primary goal of the course will be to teach students how to read and understand the laws of the Catholic Church and how they apply to the usual celebration of the sacraments in the North American context.
At the start of the 17th-century, medieval scholasticism was in disrepute. What new philosophy would grow up to accommodate the insights arising from the cataclysmic changes in geography, religion and science? In this course, we will examine Descartes’ attempt to found a new philosophy, some responses to his attempt, and Hume’s reassertion of scepticism. We will then look at Kant’s attempt to reconcile Humean scepticism with the certainty of Newtonian physics.
The primary focus of this course will be the metaphysical and epistemological problems raised by the Scientific Revolution; but we will also spend some time considering the reception of these ideas by other philosophers and by society at large.
By 1600, medieval scholasticism was in disrepute. What new philosophy would grow up to accommodate the insights arising from the cataclysmic changes in geography, religion and science? In this course, we will examine Descartes' attempt to found a new philosophy, some responses to his attempt, and Hume's reassertion of scepticism. We will then took at Kant's attempt to reconcile Humean scepticism with the certainty of Newtonian physics. Finally, we will examine Hegel's attempt to synthesize history, mathematics, science, art, and religion into a comprehensive philosophical system.
Our primary focus in this course will be the metaphysical and epistemological problems raised by the Scientific Revolution; but we will also spend some time ccnsidering the reception of these Ideas by other philosophers and by society at large.
The "Congregational Research Lab" is a hands-on laboratory course designed to equip students with practical skills in research specifically applied within congregational and denominational settings. Through a mixture of lectures and practice with research tools, students will gain experience in designing and implementing research projects, analyzing data, and drawing insights to support congregational vitality and growth. The lab emphasizes collaboration with local church stakeholders and introduces students to resources and methodologies suited for understanding the unique dynamics of faith communities. Students will have access to the Canadian Institute for Empirical Church Research database, which includes comprehensive data on churches across Canada, providing a robust foundation for their work. As a final output, each student will engage in a research project of personal interest, allowing them to explore a specific question or theme that is meaningful to them or their ministry context. By the end of the lab, students will be prepared to use empirical research to inform church practices and address congregational challenges and incorporate this into a broader theological and ecclesial framework for ministry and mission.
This course will focus on the canonical norms governing various practical aspects of Church life in the Code of Canon Law of 1983. The primary goal of the course will be to teach students how to interpret the laws of the Catholic Church and how they apply to different parts of Church life such as the rights and obligations of the lay faithful and the clergy, as well as various Church structures and procedures.
This course will focus on the canonical norms governing various practical aspects of Church life in the Code of Canon Law of 1983. The primary goal of the course will be to teach students how to interpret the laws of the Catholic Church and how they apply to different parts of Church life such as the rights and obligations of the lay faithful and the clergy, as well as various Church structures and procedures.
In this course, we will look at some of the central problems of epistemology: What is knowledge? How do we get it? Exactly what do we know, anyway? How does knowledge differ from belief? And how do we respond to the challenges of scepticism and post-modernism? After starting with a historical survey of the answers to these questions, we will examine the answers proposed by the Jesuit theologian Bernard Lonergan.
In this course, we will look at some of the central problems of epistemology: What is knowledge? How do we get it? Exactly what do we know, anyway? How does knowledge differ from belief? And how do we respond to the challenges of scepticism and post-modernism? After starting with a historical survey of the answers to these questions, we will examine the answers proposed by the Jesuit theologian Bernard Lonergan.
In this course, we will look at some of the central problems of epistemology: What is knowledge? How do we get it? Exactly what do we know, anyway? How does knowledge differ from belief? And how do we respond to the challenges of scepticism and post-modernism? After starting with a historical survey of the answers to these questions, we will examine the answers proposed by the Jesuit theologian Bernard Lonergan.
In this course, we will look at some of the central problems of epistemology: What is knowledge? How do we get it? Exactly what do we know, anyway? How does knowledge differ from belief? And how do we respond to the challenges of scepticism and post-modernism? After starting with a historical survey of the answers to these questions, we will examine the answers proposed by the Jesuit theologian Bernard Lonergan.
In this course, we will look at some of the central problems of epistemology: What is knowledge? How do we get it? Exactly what do we know, anyway? How does knowledge differ from belief? And how do we respond to the challenges of scepticism and post-modernism? After starting with a historical survey of the answers to these questions, we will examine the answers proposed by the Jesuit theologian Bernard Lonergan.
In this course, we will look at some of the central problems of epistemology: What is knowledge? How do we get it? Exactly what do we know, anyway? How does knowledge differ from belief? And how do we respond to the challenges of scepticism and post-modernism? After starting with a historical survey of the answers to these questions, we will examine the answers proposed by the Jesuit theologian Bernard Lonergan.