Previous Years' Course Catalogues

This course traces the history of the interpretation of the Bible from the time of the early church to the present. We will examine major figures and major forms of biblical interpretation and also give attention to a consideration of popular and forgotten voices.

Review of the debates of enculturation/ assimilation, inculturation, and multiculturalism, and proposal of intercultura!lty as alternative paradigm for constructive ethical and theological inquiry. This seminar format course draws from the multiple ethnic and cultural voices of Christianity, and attempts to create new intercultural spaces of ethical & theological reflection. Through exploration of key terms, themes, and authors, students will be challenged to develop and foster persona! skills in discerning the role their cultural background plays in their own religious tradition and theoethical ideas, as we!! as how it impacts their engagement of other cultural and religious traditions. Students wi!I develop key sensibilities toward greater intercultural competence.

The work of Ludwig Wittgenstein has been highly influential on many of the most important theologians of the last two generations. His work has also been influential on moral philosophers and moral theologians. This course in theological ethics will examine both the work of Wittgenstein himself, and those he has influenced, on a variety of the central questions for contemporary theological ethics. Key authors to be studied include Elizabeth Anscombe, Herbert McCabe, Fergus Kerr, Rowan Williams, Cora Diamond, and Stephen Mulhall. Topics to be discussed will include questions of intention and the problem of act-description, the nature of human flourishing, questions of analogy, and the nature of theological claims in relation to the moral life.

This course explores Christian Ethics as a discipline reflecting theologically upon the dynamic of moral thought, and uses the theological virtues of faith, love and hope as a prism through which to approach its material. The aim of the course is to enhance students' abilities in situating moral categories and argument within a theological context, drawing discerningly on resources in the tradition in moral enquiry, reflecting theologically upon the place of moral thinking in relation to the being and work of God. Themes with which the class will engage include the self as agent, the nature of moral knowledge, the bearing of time, past, present and future, on the exercise of practical reason.

This course explores the logical structure of moral awareness, moral thought and moral communication, and the role of Ethics as a reflective theological discipline in illuminating it.  Theses with which the class with le expected to engage include the relation of practical to theoretical reason, the self as agent, divine command and creation, moral knowledge, time and salvation history, moral law, deliberation and vocation, the operation of the Holy Spirit in the moral life, the foundational place of the virtues of faith, love and hope.

This course explores Christian Ethics as a discipline reflecting theologically upon the dynamic of moral thought, and uses the theological virtues of faith, love and hope as a prism through which to approach its material. The aim of the course is to enhance students' abilities in situating moral categories and argument within a theological context, drawing discerningly on resources in the tradition in moral enquiry, reflecting theologically upon the place of moral thinking in relation to the being
and work of God. Themes with which the class will engage include the self as agent, the nature of moral knowledge, the bearing of time, past, present and future, on the exercise of practical reason.

The term 'hermeneutics' is an ancient, pre-philosophical Greek term concerned with the question of what it means to interpret any thing, person or event. With respect to interpreting biblical texts, hermeneutical theories construct, in different ways, the author, the reader, the nature of the text, and the relation of the text to the original context and the contemporary world. The purpose of this course is to provide students with the opportunity to explore the hermeneutic theories of Heidegger, Gadamer, Habermas, Ricoeur, Levinas, Derrida, Foucault, Deleuze and Guattari. This interdisciplinary course integrates aspects of biblical interpretation with the Continental and Poststructural philosophical traditions.

The term 'hermeneutics' is an ancient, pre-philosophical Greek term concerned with the question of what it means to interpret any thing, person or event. With respect to interpreting biblical texts, hermeneutical theories construct, in different ways, the author, the reader, the nature of the text, and the relation of the text to the original context and the contemporary world. The purpose of this course is to provide students with the opportunity to explore the hermeneutic theories of Heidegger, Gadamer, Habermas, Ricoeur, Levinas, Derrida, Foucault, Deleuze and Guattari. This interdisciplinary course integrates aspects of biblical interpretation with the Continental and Poststructural philosophical traditions.

The term 'hermeneutics' is an ancient, pre-philosophical Greek term concerned with the question of what it means to interpret any thing, person or event. With respect to interpreting biblical texts, hermeneutical theories construct, in different ways, the author, the reader, the nature of the text, and the relation of the text to the original context and the contemporary world. The purpose of this course is to provide students with the opportunity to explore the hermeneutic theories of Heidegger, Gadamer, Habermas, Ricoeur, Levinas, Derrida, Foucault, Deleuze and Guattari. This interdisciplinary course integrates aspects of biblical interpretation with the Continental and Poststructural philosophical traditions.

This course aims to deepen awareness of personal, social, cultural, and religious dimensions of sexuality, especially as these affect selfhood and community, and to frame a constructive Christian sexual ethic. It will explore the meaning of sexuality as well as the requirements of sexual justice for church and wider publics. Challenges from various sources, including scripture, tradition, social and natural sciences, as well as pastoral practices arising out of social movements for personal, religious and communal well-being.

This unit explores lgnatian mystical spirituality as a resource for the construction of religious narratives that contribute to intentional, social transformation in a post-secular context. Drawing principally on the lgnatian appropriation of monastic adaptation of rhetoric in the practice of mental prayer and the narrative theory of Paul Ricoeur, the course engages contemporary social theory to address issues of racism and other forms of systematic injustice. Students develop a transdisciplinary approach to ecological, social, cultural and ecclesial reconciliation. They also develop an understanding of the evolution of a religious and cultural recognition of the autonomous rights of indigenous peoples. Elements of recognition theory and transitional justice are introduced through a discussion of Canada's Truth and Reconciliation Commission on Indian Residential Schools. Authors include: Marie Battiste, Judith Butler, Glen Sean Coulthard, Cynthia Crysdale, Nancy Fraser, Priscilla Hayner, Axel Honneth, Bernard Lonergan, Ronald Niezen, Paul Ricoeur, and Charles Taylor.

This unit explores lgnatian mystical spirituality as a resource for the construction of religious narratives that contribute to intentional, social transformation in a post-secular context. Drawing principally on the lgnatian appropriation of monastic adaptation of rhetoric in the practice of mental prayer and the narrative theory of Paul Ricoeur, the course engages contemporary social theory to address issues of racism and other forms of systematic injustice. Students develop a transdisciplinary approach to ecological, social, cultural and ecclesial reconciliation. They also develop an understanding of the evolution of a religious and cultural recognition of the autonomous rights of indigenous peoples. Elements of recognition theory and transitional justice are introduced through a discussion of Canada's Truth and Reconciliation Commission on Indian Residential Schools. Authors include: Marie Battiste, Judith Butler, Glen Sean Coulthard, Cynthia Crysdale, Nancy Fraser, Priscilla Hayner, Axel Honneth, Bernard Lonergan, Ronald Niezen, Paul Ricoeur, and Charles Taylor.