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.
The core goal of Emmanuel College's Contextual Education Program is integrative; students integrate their learning from across the theological curriculum through critical engagement with their practices of ministry and pastoral care. In this way, the program seeks to equip students with the theological acumen, pastoral instincts, and personal/spiritual dispositions that are required for cultivating a sense of call in the flux of 21st century religious life. Questions of gifts, growing edges and discernment of call are inevitably part of this reflective process. Contextual Education intends both to reflect on and to re-imagine modes of religious practice that can contribute to the healing of each other and creation.
This praxis course is required for all MDiv, MRE, MPS and Diploma students. It combines, weekly, three hours of classroom teaching and seminar work with eight hours in a supervised contextual education site. Classroom and seminar work includes structured discussion and biblical/theological reflection on ministry practice. Intentional learning covenants in the site and in a class small group provide opportunity to connect, to challenge and to integrate theoretical learning and practice and to develop the art of giving and receiving critical feedback and evaluation. Evaluation is based on successful completion of 8 written critical reflections, 6 verbatims, class presentations and participation, self, peer and site educator evaluation reports. Evaluation: 80% attendance at classes, satisfactory onsite covenantal fulfillment, class participation and completion of all assignments is required to successfully complete this pass/fail course. Unsatisfactory assignments will be reviewed with the instructor to negotiate possible remedial work. Unsatisfactory attendance at class or at onsite placements can result in dismissal from the class. . Placements in social and institutional settings and rural and urban congregations are available.
Contextual Education combines, weekly, three hours of classroom teaching and seminar work with eight hours in a supervised contextual education site. The course provides students with the opportunity to gain professional competence in a chosen area of pastoral work, build a framework for raising practical theological issues, develop their pastoral identity and, most of all, integrate the learning from across their theological coursework with their pastoral practice.
Interfaith dialogue has many avenues, of which reading each other's sacred texts is one of the most conducive to building understanding. The scriptures of Islam, Judaism and Christianity are particularly suited to this venture, because of the shared narratives, which demonstrate both commonalities and profound differences. This course focuses on narratives shared between the Bible and the Quran and how major Muslim, Christian, and Jewish scholars have approached the relationship between the texts across the ages. The course examines scholars such as Tabari (d. 923), Ibn Kathir (d. 1373), Abraham Geiger (d. 1874), W. St. Clair Tisdall (d.1929), Angelika Neuwirth and others. Students will learn the difference between author- and reader-oriented approaches, influence theory and intertextuality, and how different presuppositions can impact how the texts and their relationship are read. Students will also have the opportunity to engage in scripture-based interfaith dialogue and to experience first-hand how some of the established and developing approaches are practiced.
Interfaith dialogue has many avenues, of which reading each other's sacred texts is one of the most conducive to building understanding. The scriptures of Islam, Judaism and Christianity are particularly suited to this venture, because of the shared narratives, which demonstrate both commonalities and profound differences. This course focuses on narratives shared between the Bible and the Quran and how major Muslim, Christian, and Jewish scholars have approached the relationship between the texts across the ages. The course examines scholars such as Tabari (d. 923), Ibn Kathir (d. 1373), Abraham Geiger (d. 1874), W. St. Clair Tisdall (d.1929), Angelika Neuwirth and others. Students will learn the difference between author- and reader-oriented approaches, influence theory and intertextuality, and how different presuppositions can impact how the texts and their relationship are read. Students will also have the opportunity to engage in scripture-based interfaith dialogue and to experience first-hand how some of the established and developing approaches are practiced.
Interfaith dialogue has many avenues, of which reading each other's sacred texts is one of the most conducive to building understanding. The scriptures of Islam, Judaism and Christianity are particularly suited to this venture, because of the shared narratives, which demonstrate both commonalities and profound differences. This course focuses on narratives shared between the Bible and the Quran and how major Muslim, Christian, and Jewish scholars have approached the relationship between the texts across the ages. The course examines scholars such as Tabari (d. 923), Ibn Kathir (d. 1373), Abraham Geiger (d. 1874), W. St. Clair Tisdall (d.1929), Angelika Neuwirth and others. Students will learn the difference between author- and reader-oriented approaches, influence theory and intertextuality, and how different presuppositions can impact how the texts and their relationship are read. Students will also have the opportunity to engage in scripture-based interfaith dialogue and to experience first-hand how some of the established and developing approaches are practiced.
Interfaith dialogue has many avenues, of which reading each other's sacred texts is one of the most conducive to building understanding. The scriptures of Islam, Judaism and Christianity are particularly suited to this venture, because of the shared narratives, which demonstrate both commonalities and profound differences. This course focuses on narratives shared between the Bible and the Quran and how major Muslim, Christian, and Jewish scholars have approached the relationship between the texts across the ages. The course examines scholars such as Tabari (d. 923), Ibn Kathir (d. 1373), Abraham Geiger (d. 1874), W. St. Clair Tisdall (d.1929), Angelika Neuwirth and others. Students will learn the difference between author- and reader-oriented approaches, influence theory and intertextuality, and how different presuppositions can impact how the texts and their relationship are read. Students will also have the opportunity to engage in scripture-based interfaith dialogue and to experience first-hand how some of the established and developing approaches are practiced.
Interfaith dialogue has many avenues, of which reading each other’s sacred texts is one of the most conducive to building understanding. The scriptures of Islam, Judaism and Christianity are particularly suited to this venture, because of the shared narratives, which demonstrate both commonalities and profound differences. This course focuses on narratives shared between the Bible and the Quran and how major Muslim, Christian, and Jewish scholars have approached the relationship between the texts across the ages. The course examines scholars such as Tabari (d. 923), Ibn Kathir (d. 1373), Abraham Geiger (d. 1874), W. St. Clair Tisdall (d.1929), Angelika Neuwirth and others. Students will learn the difference between author- and reader-oriented approaches, influence theory and intertextuality, and how different presuppositions can impact how the texts and their relationship are read. Students will also have the opportunity to engage in scripture-based interfaith dialogue and to experience first-hand how some of the established and developing approaches are practiced.