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 cross-disciplinary migration of ethnography - or, more broadly, qualitative methods (QR) - has called not just for its application to, or even, integration with the various academic fields in which it lands. Rather, each discipline needs to reinvent and reimagine qualitative approaches in light of the nature, goals and norma of their own scholarly communities. Theology - where ethnographic approaches are increasingly being used - is not exempt from this need. While the sub-fields of Practical Theology and Ethics are best known for their use of ethnographic approaches to the theological disciplines, other sub-fields (e.g., Constructive/Systematics, Biblical studies, Digital Studies and more) have recently followed suit. Tobust conversations at these inter-disciplinary intersections are developing complex ways for arranging myriad vectors of knowledge production that contribute to a theological project. This course is designed for AD theology students (all research areas) intending to use ethnography or QR in their thesis projects. While exploring some of the QR methods most used by theologians, its man purpose is to engage with the core theological questions associated with the use of QR for theological purposes, including, but not limited to: reflexivity, normativity and representation. Ths course will be offered in a primarily asynchronous mode, with 4 synchronous meetings acheduled over the course of the semester.
The cross-disciplinary migration of ethnography - or, more broadly, qualitative methods (QR) - has called not just for its application to, or even, integration with the various academic fields in which it lands. Rather, each discipline needs to reinvent and reimagine qualitative approaches in light of the nature, goals and norma of their own scholarly communities. Theology - where ethnographic approaches are increasingly being used - is not exempt from this need. While the sub-fields of Practical Theology and Ethics are best known for their use of ethnographic approaches to the theological disciplines, other sub-fields (e.g., Constructive/Systematics, Biblical studies, Digital Studies and more) have recently followed suit. Tobust conversations at these inter-disciplinary intersections are developing complex ways for arranging myriad vectors of knowledge production that contribute to a theological project. This course is designed for AD theology students (all research areas) intending to use ethnography or QR in their thesis projects. While exploring some of the QR methods most used by theologians, its man purpose is to engage with the core theological questions associated with the use of QR for theological purposes, including, but not limited to: reflexivity, normativity and representation. Ths course will be offered in a primarily asynchronous mode, with 4 synchronous meetings acheduled over the course of the semester.
Relevance of comparative (especially northwest) Semitic philology and historical Hebrew grammar to the exegesis of the Hebrew Bible/Old Testament and to the teaching of biblical Hebrew. Weekly reading, assignments, term paper/project. NB either this course or Biblical Aramaic satisfies a program requirement for TST doctoral studies in Old Testament.
Relevance of comparative (especially northwest) Semitic philology and historical Hebrew grammar to the exegesis of the Hebrew Bible/Old Testament and to the teaching of biblical Hebrew. Weekly reading, assignments, term paper/project. NB either this course or Biblical Aramaic satisfies a program requirement for TST doctoral studies in Old Testament.
Relevance of comparative (especially northwest) Semitic philology and historical Hebrew grammar to the exegesis of the Hebrew Bible/Old Testament and to the teaching of biblical Hebrew. Weekly reading, assignments, term paper/project. NB either this course or Biblical Aramaic satisfies a program requirement for TST doctoral studies in Old Testament.
Relevance of comparative (especially northwest) Semitic philology and historical Hebrew grammar to the exegesis of the Hebrew Bible/Old Testament and to the teaching of biblical Hebrew. Weekly reading, assignments, term paper/project. NB either this course or Biblical Aramaic satisfies a program requirement for TST doctoral studies in Old Testament. Lectures, student presentations, discussions of readings. Quizzes, assignments, term project.
This seminar examines the notion of spiritual exercise as it evolved in Hellenic and Hellenistic philosophy to understand the emergence of ?Christian philosophy' as a cultural project within the Augustinian tradition that begins in Augustine's own work and finds its medieval high point in Bonaventure.
This seminar examines the notion of spiritual exercise as it evolved in Hellenic and Hellenistic philosophy to understand the emergence of ?Christian philosophy' as a cultural project within the Augustinian tradition that begins in Augustine's own work and finds its medieval high point in Bonaventure.
This seminar examines the notion of spiritual exercise as it evolved in Hellenic and Hellenistic philosophy to understand the emergence of Christian philosophy' as a cultural project within the Augustinian tradition that begins in Augustine's own work and finds its medieval high point in Bonaventure.