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.
Sacraments of baptism, confirmation, Eucharist, reconciliation, anointing of the sick, orders, and marriage as symbols of the world, challenge to human existence, life functions of the Church and features of Christology and revelation. Lectures, seminars, mid-term papers and final paper. Short paper on Symbol and Sacrament, total 20%; four short papers on one of the sacraments, 10% each (total 40%); three case study critiques for in-class discussion, total 10%; one final paper, total 30%.
This course is a historical, systematic, and pastoral study of the sacraments of initiation (baptism, confirmation, Eucharist), healing (reconciliation, sacrament of the sick), and vocation (marriage and orders) in Roman Catholic theology and practice. The purpose of this course is to 1) explore the meaning of ritual and symbol in human experience and religious practice, 2) trace the historical development of sacraments in the Christian tradition and 3) identify key issues and challenges in a contemporary sacramental theology.
This course is a biblically grounded, historically conscious, and systematically disciplined exploration of the Sacraments of the Catholic Church and a traditioned introduction to her theology about the sacraments and their implications not just for believing participants but for the salvation of the whole world. The notion of a sacrament is one that is an expression (and continuation) of the central doctrine of our Faith, namely, the incarnation of the Son of God. This indicates that the basic meaning of "sacrament" as employed by the Church is one which is supernaturally derivative (both ontologically and symbolically) from the definitive revelation of God in History and the promulgation and extension of this revelation by the Church down through the ages.
The objective of this course is to reflect critically about the ideals and praxis of inclusion in hospitality education. This course will explore how hospitality offers the possibility of transforming the encounter with difference into an occasion for learning and teaching. Hospitality will be envisaged as a reflective and critical tool for educational practitioners and institutions.
This course explores the key concepts and thinkers of the critical pedagogy movement and how these have informed Christian theology and education. The course is grounded in the writings of Brazilian educator Paulo Freire, exploring his critical pedagogy as a response to situations where human dignity is threatened. The further contributions of scholars of critical and feminist pedagogies will expand the conversation to consider critical pedagogy as a Christian response to suffering and oppression. Centered on Freire’s dialogical approach to education, the course invites students to examine the interconnectedness of love, hope, justice, and dialogue in religious education and pastoral ministry.
The formulation of an Old Testament theology is a summative and integrative task within Old Testament studies, yet no consensus exists on how an Old Testament theology should be conducted. In this course students will begin to develop their own understanding of, and approach to, Old Testament theology in its task, structure, scope, sources, uses, subject matter, and hermeneutical method. Students will engage both the discipline’s history and its critical questions. The course aims to help students shape an Old Testament theology that attends to the historical, literary, and thematic realities of Old Testament texts and how the message of those texts articulates with other canonical texts.
The formulation of an Old Testament theology is a summative and integrative task within Old Testament studies, yet no consensus exists on how an Old Testament theology should be conducted. In this course students will begin to develop their own understanding of, and approach to, Old Testament theology in its task, structure, scope, sources, uses, subject matter, and hermeneutical method. Students will engage both the discipline’s history and its critical questions. The course aims to help students shape an Old Testament theology that attends to the historical, literary, and thematic realities of Old Testament texts and how the message of those texts articulates with other canonical texts.
This course is designed to enable participants to understand, develop and encourage faithful leadership in Christian schools. The vision of Christian schooling that leaders seek to sustain is not simply their own, but school leaders are a vital link in the translation of parents' priorities into the life of classrooms. Participants will examine leadership and management structures critically in light of: communal and personal educational focus and values; the need to nurture community; the need to sustain a dynamic vision for schooling. This online course employs an extensive Study Guide, a book, book chapters and journal articles, with an online discussion forum and Skype/telephone conferencing. Participation in the forum and a professionally-oriented research paper will provide the basis for evaluation.
The course deals with the relationship between the Catholic educator and theology. This course is distinct from a theology of education, but there are common themes. Students will be introduced to the themes that draw out the relationship between theology and the role of the educator in the context of Catholic education. Students will read texts on the nature of theology and how it informs and shapes the mission and vocation of the educator, and the place of theological reflection specific to the educator.
The course deals with the relationship between the Catholic educator and theology. This course is distinct from a theology of education, but there are common themes. Students will be introduced to the themes that draw out the relationship between theology and the role of the educator in the context of Catholic education. Students will read texts on the nature of theology and how it informs and shapes the mission and vocation of the educator, and the place of theological reflection specific to the educator.
Foundational philosophical issues in education. The identity and distinctiveness of Catholic Education. Canadian Catholic education. Curriculum integration and unity of knowledge, unity of truth, and unity of the human person. Ecclesial documents and pedagogy. Lecture, seminar, attendance, participation, two papers.
Foundational philosophical issues in education. The identity and distinctiveness of Catholic Education. Canadian Catholic education. Curriculum integration and unity of knowledge, unity of truth, and unity of the human person. Ecclesial documents and pedagogy.