Previous Years' Course Catalogues

An introduction to the major theological interests of Reform movements in the pre-modern and Reformation-era Church, covering the figures of Francis, Wycliffe, Tyndale, Latimer, Luther, Calvin, Trent, Radical Reformers, and Hooker. This is a course that focuses on theology, not church history, but will seek to identify formative strands of thinking about the Gospel and the work of Christ among these Christian thinkers as they sought to re-shape the witness of the Church in their time. The nature of ecclesial "re-formation" will be a sub-theme of the course.

An introduction to the major theological interests of Reform movements in the pre-modern and Reformation-era Church, covering the figures of Francis, Wycliffe, Tyndale, Latimer, Luther, Calvin, Trent, Radical Reformers, and Hooker. This is a course that focuses on theology, not church history, but will seek to identify formative strands of thinking about the Gospel and the work of Christ among these Christian thinkers as they sought to re-shape the witness of the Church in their time. The nature of ecclesial "re-formation" will be a sub-theme of the course.

This course studies the main theological movements and some of the major Roman Catholic theologians of the twentieth century leading up to the Second Vatican Council. The focus will be on the nineteenth century notion of development in theology (M

This course examines the interplay between 'sacred' and 'secular' in three works by Canadian philosopher Charles Taylor. The works in question, all of which stem from Taylor's 1999 Gifford Lectures, are Varieties of Religion Today (2002), Modern Social Imaginaries (2004), and A Secular Age (2007). An introductory session will situate Taylor's writings in their historical context, four sessions will focus on the central claims of Varieties of Religion Today and of Modern Social Imaginaries, and seven sessions will discern the main lines of argument in what many regard as Taylor's magnum opus - A Secular Age. Interdisciplinary connections between these works will be highlighted, as will the theoretical and practical implications of Taylor's views. Special attention will be given to how Taylor's insights intercultural dialogue in both 'sacred' and 'secular' space.

Each Psycho-Spiritual Therapy Practicum (CPE) provides students with opportunities to develop the arts and skills required for providing competent spiritual care therapy. Each CPE course provides 200 hours of closely supervised clinical practice where the student provides care for individuals experiencing various levels of crisis, the individual's family members, friends, and other clinical staff. The remaining 200 hours include: group supervision, case studies, individual supervision, other structured learning activities.

Each Spiritual Care Therapy- CPE Practicum provides students with opportunities to develop the arts and skills required for providing competent spiritual care therapy. Each CPE course provides 200 hours of closely supervised clinical practice where the student provides care for individuals experiencing various levels of crisis, the individual's family members, friends, and other clinical staff. The remaining 200 hours include: group supervision, case studies, individual supervision, other structured learning activities.

Each Psycho-Spiritual Therapy Practicum (CPE) provides students with opportunities to develop the arts and skills required for providing competent spiritual care therapy. Each CPE course provides 200 hours of closely supervised clinical practice where the student provides care for individuals experiencing various levels of crisis, the individual's family members, friends, and other clinical staff. The remaining 200 hours include: group supervision, case studies, individual supervision, other structured learning activities.

Each Supervised Pastoral Education Practicum (SPE) provides student with the opportunity to acquire the knowledge and skill necessary for providing competent spiritually Integrated psychotherapy. Instructors are CASC Certified Supervisor-Educators who may also be Registered Psychotherapists and approved Clinical Supervisors with CRPO.
The practicum sites are located in the Toronto region and other sites with whom l

Each Supervised Pastoral Education Practicum (SPE) provides student with the opportunity to acquire the knowledge and skill necessary for providing competent spiritually Integrated psychotherapy. Instructors are CASC Certified Supervisor-Educators who may also be Registered Psychotherapists and approved Clinical Supervisors with CRPO.
The practicum sites are located in the Toronto region and other sites with whom l

Each Supervised Pastoral Education Practicum (SPE) provides student with the opportunity to acquire the knowledge and skill necessary for providing competent spiritually Integrated psychotherapy. Instructors are CASC Certified Supervisor-Educators who may also be Registered Psychotherapists and approved Clinical Supervisors with CRPO.
The practicum sites are located in the Toronto region and other sites with whom l

Each Supervised Pastoral Education Practicum (SPE) provides student with the opportunity to acquire the knowledge and skill necessary for providing competent spiritually Integrated psychotherapy. Instructors are CASC Certified Supervisor-Educators who may also be Registered Psychotherapists and approved Clinical Supervisors with CRPO.
The practicum sites are located in the Toronto region and other sites with whom l

Each Supervised Pastoral Education Practicum (SPE) provides student with the opportunity to acquire the knowledge and skill necessary for providing competent spiritually Integrated psychotherapy. Instructors are CASC Certified Supervisor-Educators who may also be Registered Psychotherapists and approved Clinical Supervisors with CRPO.
The practicum sites are located in the Toronto region and other sites with whom l