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.
An exploration of the biblical, historical, liturgical, spiritual, and theological perspectives on the Holy Spirit. This course provides an overview of the development of the doctrine of the Holy Spirit. It also aims at highlighting the relevance and centrality of pneumatology in all areas of theology.
An exploration of the biblical, historical, liturgical, spiritual, and theological perspectives on the Holy Spirit. This course provides an overview of the development of the doctrine of the Holy Spirit. It also aims at highlighting the relevance and centrality of pneumatology in all areas of theology. Method: required readings, seminar discussions, lectures. Evaluation: participation, seminar leadership, short assignment, research paper.
Through analysis of doctrinal statements of The United Church of Canada, their historical origins and contemporary theology, this course will enable students to become acquainted with United Church theology and the processes by which it has been developed, and to articulate their own faith in relation to their own experience, the faith of the church, and the practice of ministry in the context of challenges of today. Students will participate in the process by which "Christians of each new generation are called to state [the faith of the church] afresh in terms of the thought of their own age and with the emphasis their age needs" (Preamble, A Statement of Faith, 1940). Doctrinal statements on which the course will focus include the Doctrine section of the Basis of Union (1925), A Statement of Faith I1940), and A Song of Faith (2006); theological statements from other United Church documents will also be considered. Course methods include readings, discussions, and papers, and will incorporate students' reflections on their experience and integration of theory and practice into discussions and papers.
Through analysis of doctrinal statements of The United Church of Canada, their historical origins and contemporary theology, this course will enable students to become acquainted with United Church theology and the processes by which it has been developed, and to articulate their own faith in relation to their own experience, the faith of the church, and the practice of ministry in the context of challenges of today. Students will participate in the process by which "Christians of each new generation are called to state [the faith of the church] afresh in terms of the thought of their own age and with the emphasis their age needs" (Preamble, A Statement of Faith, 1940). Doctrinal statements on which the course will focus include the Doctrine section of the Basis of Union (1925), A Statement of Faith I1940), and A Song of Faith (2006); theological statements from other United Church documents will also be considered. Course methods include readings, discussions, and papers, and will incorporate students' reflections on their experience and integration of theory and practice into discussions and papers.
Through analysis of doctrinal statements of The United Church of Canada, their historical origins and contemporary theology, this course will enable students to become acquainted with United Church theology and the processes by which it has been developed, and to articulate their own faith in relation to their own experience, the faith of the church, and the practice of ministry in the context of challenges of today. Students will participate in the process by which "Christians of each new generation are called to state [the faith of the church] afresh in terms of the thought of their own age and with the emphasis their age needs" (Preamble, A Statement of Faith, 1940). Doctrinal statements on which the course will focus include the Doctrine section of the Basis of Union (1925), A Statement of Faith I1940), and A Song of Faith (2006); theological statements from other United Church documents will also be considered. Course methods include readings, discussions, and papers, and will incorporate students' reflections on their experience and integration of theory and practice into discussions and papers.
Through analysis of doctrinal statements of The United Church of Canada, their historical origins and contemporary theology, this course will enable students to become acquainted with United Church theology and the processes by which it has been developed, and to articulate their own faith in relation to their own experience, the faith of the church, and the practice of ministry in the context of challenges of today. Students will participate in the process by which "Christians of each new generation are called to state [the faith of the church] afresh in terms of the thought of their own age and with the emphasis their age needs" (Preamble, A Statement of Faith, 1940). Doctrinal statements on which the course will focus include the Doctrine section of the Basis of Union (1925), A Statement of Faith I1940), and A Song of Faith (2006); theological statements from other United Church documents will also be considered. Course methods include readings, discussions, and papers, and will incorporate students' reflections on their experience and integration of theory and practice into discussions and papers.
Through analysis of doctrinal statements of The United Church of Canada, their historical origins and contemporary theology, this course will enable students to become acquainted with United Church theology and the processes by which it has been developed, and to articulate their own faith in relation to their own experience, the faith of the church, and the practice of ministry in the context of challenges of today. Students will participate in the process by which "Christians of each new generation are called to state [the faith of the church] afresh in terms of the thought of their own age and with the emphasis their age needs" (Preamble, A Statement of Faith, 1940). Doctrinal statements on which the course will focus include the Doctrine section of the Basis of Union (1925), A Statement of Faith I1940), and A Song of Faith (2006); theological statements from other United Church documents will also be considered. Course methods include readings, discussions, and papers, and will incorporate students' reflections on their experience and integration of theory and practice into discussions and papers.
Through analysis of doctrinal statements of The United Church of Canada, their historical origins and contemporary theology, this course will enable students to become acquainted with United Church theology and the processes by which it has been developed, and to articulate their own faith in relation to their own experience, the faith of the church, and the practice of ministry in the context of challenges of today. Students will participate in the process by which "Christians of each new generation are called to state [the faith of the church] afresh in terms of the thought of their own age and with the emphasis their age needs" (Preamble, A Statement of Faith, 1940). Doctrinal statements on which the course will focus include the Doctrine section of the Basis of Union (1925), A Statement of Faith I1940), and A Song of Faith (2006); theological statements from other United Church documents will also be considered. Course methods include readings, discussions, and papers, and will incorporate students' reflections on their experience and integration of theory and practice into discussions and papers.
Through analysis of doctrinal statements of The United Church of Canada, their historical origins and contemporary theology, this course will enable students to become acquainted with United Church theology and the processes by which it has been developed, and to articulate their own faith in relation to their own experience, the faith of the church, and the practice of ministry in the context of challenges of today. Students will participate in the process by which "Christians of each new generation are called to state [the faith of the church] afresh in terms of the thought of their own age and with the emphasis their age needs" (Preamble, A Statement of Faith, 1940). Doctrinal statements on which the course will focus include the Doctrine section of the Basis of Union (1925), A Statement of Faith I1940), and A Song of Faith (2006); theological statements from other United Church documents will also be considered. Course methods include readings, discussions, and papers, and will incorporate students' reflections on their experience and integration of theory and practice into discussions and papers. Regular attendance and participation required.
Through analysis of doctrinal statements of The United Church of Canada, their historical origins and contemporary theology, this course will enable students to become acquainted with United Church theology and the processes by which it has been developed, and to articulate their own faith in relation to their own experience, the faith of the church, and the practice of ministry in the context of challenges of today. Students will participate in the process by which "Christians of each new generation are called to state [the faith of the church] afresh in terms of the thought of their own age and with the emphasis their age needs" (Preamble, A Statement of Faith, 1940). Doctrinal statements on which the course will focus include the Doctrine section of the Basis of Union (1925), A Statement of Faith I1940), and A Song of Faith (2006); theological statements from other United Church documents will also be considered. Course methods include readings, discussions, and papers, and will incorporate students' reflections on their experience and integration of theory and practice into discussions and papers. Regular attendance and participation required.
Through analysis of doctrinal statements of The United Church of Canada, their historical origins and contemporary theology, this course will enable students to become acquainted with United Church theology and the processes by which it has been developed, and to articulate their own faith in relation to their own experience, the faith of the church, and the practice of ministry in the context of challenges of today. Students will participate in the process by which "Christians of each new generation are called to state [the faith of the church] afresh in terms of the thought of their own age and with the emphasis their age needs" (Preamble, A Statement of Faith, 1940). Doctrinal statements on which the course will focus include the Doctrine section of the Basis of Union (1925), A Statement of Faith I1940), and A Song of Faith (2006); theological statements from other United Church documents will also be considered. Course methods include readings, discussions, and papers, and will incorporate students' reflections on their experience and integration of theory and practice into discussions and papers.
This course will examine historical and contemporary models of non-formal adult education (NFE) in order to analyze the educational foundations and pedagogical principles of this education and to suggest how it might contribute to transformative learning. Non-formal education, also known as popular education, describes organized educational activities that occur outside of formal educational structures and in fact, challenges teacher-centered learning in favour of active participation of the learners. Adopted by many faith communities to transmit faith or develop justice-seeking relationshps, NFE continues to be an important part of faith communities and agencies that work for justice. The pedagogy of NFE has depended on such theories as experiential learning models (David Kolb); adult learning principles (Malcolm Knowles); constructivism; the social dimension of learning (Vygotsky); conscientization (Freire); dialogue education (Vella); transformative learning (Mezirow, Cranston). Popular education, whether in the Civil Rights movement or in various Canadian settings such as the Antigonish Movement, the animation socio-culturelle in Quebec, Catalyst and the Doris Marshall Institute, Grindstone Island or Frontier College in Ontario, has shaped our current practices in adult education and in turn helped shape critical pedagogy in formal education (Giroux).