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.
Diverse cultural contexts in Canada and globally require leaders and learners who work with an artist ' s palette of knowledge, tools and experience. These ministry artists are able to listen to, engage and foster community within and beyond the walls of their organizations and churches, shaped by the biblical vision of shalom in which each person is able fully to be themselves, have their voices heard and share their gifts. Diversity within all our ministry contexts today is generated by relationships across culture, race, gender, class, education, region, geography and age. Histories of migration, relationships between settlers and Canada ' s indigenous peoples, and dynamics of power, privilege, and marginalization bring additional complexity. Canada ' s Truth and Reconciliation Commission highlights the need to respond to this complexity, including specific Calls to Action to build cultural competencies. There is a clear need for ministry leaders with increased skills in intercultural leadership and learning, transformational education, and theologies of intercultural ministry.
Diverse cultural contexts in Canada and globally require leaders and learners who work with an artist ' s palette of knowledge, tools and experience. These ministry artists are able to listen to, engage and foster community within and beyond the walls of their organizations and churches, shaped by the biblical vision of shalom in which each person is able fully to be themselves, have their voices heard and share their gifts.
Diverse cultural contexts in Canada and globally require leaders and learners who work with an artist ' s palette of knowledge, tools and experience. These ministry artists are able to listen to, engage and foster community within and beyond the walls of their organizations and churches, shaped by the biblical vision of shalom in which each person is able fully to be themselves, have their voices heard and share their gifts.
Diversity within all our ministry contexts today is generated by relationships across culture, race, gender, class, education, region, geography and age. Histories of migration, relationships between settlers and Canada ' s indigenous peoples, and dynamics of
power, privilege, and marginalization bring additional complexity. Canada ' s Truth and Reconciliation Commission highlights the need to respond to this complexity, including specific Calls to Action to build cultural competencies. There is a clear need for ministry leaders with increased skills in intercultural leadership and learning, transformational education, and theologies of intercultural ministry.
This course explores the practice of intercultural engagement within the framework of the Christian notion of the church as a diverse entity. It is designed to facilitate discussions on how churches can navigate diversity and fulfill the responsibilities of fostering healthy intercultural experiences within their communities. In light of the post-Christendom landscape, which has underscored cultural diversity as a fundamental characteristic of the church, the course also addresses broader issues such as framing identity relations, negotiating the unity-diversity dynamic, and developing sustainable practices for building relationships among diverse Christian congregations. Students will engage with theological frameworks to analyze models of gospel-culture relations, focusing on how these models can assist churches in addressing the cultural impacts on the Christian experiences of members from diverse backgrounds. Furthermore, the course will explore the categories of otherness and identity construction, particularly their roles in shaping migration discourse, their implications for the ethnic segmentation within ecclesial contexts, and the opportunities they present for envisioning intercommunal dialogues within the church and the larger the broader society.
This course explores the practice of intercultural engagement within the framework of the Christian notion of the church as a diverse entity. It is designed to facilitate discussions on how churches can navigate diversity and fulfill the responsibilities of fostering healthy intercultural experiences within their communities. In light of the post-Christendom landscape, which has underscored cultural diversity as a fundamental characteristic of the church, the course also addresses broader issues such as framing identity relations, negotiating the unity-diversity dynamic, and developing sustainable practices for building relationships among diverse Christian congregations. Students will engage with theological frameworks to analyze models of gospel-culture relations, focusing on how these models can assist churches in addressing the cultural impacts on the Christian experiences of members from diverse backgrounds. Furthermore, the course will explore the categories of otherness and identity construction, particularly their roles in shaping migration discourse, their implications for the ethnic segmentation within ecclesial contexts, and the opportunities they present for envisioning intercommunal dialogues within the church and the larger the broader society.
This course surveys the diverse ideals, practices, and traditions of Buddhism in its formative period in India. By reading primary and secondary sources central to Buddhism, we will examine key concepts, doctrines, and practices in the Theravada, Mahayana, and Tantric traditions. Having acquired a solid understanding of the history and doctrine of Buddhism, students will learn to apply these understandings to critically analyze contemporary issues from a Buddhist perspective.
This course surveys the diverse ideals, practices, and traditions of Buddhism in its formative period in India. By reading primary and secondary sources central to Buddhism, we will examine key concepts, doctrines, and practices in the Theravada, Mahayana, and Tantric traditions. Having acquired a solid understanding of the history and doctrine of Buddhism, students will learn to apply these understandings to critically analyze contemporary issues from a Buddhist perspective.
This course surveys the diverse ideals, practices, and traditions of Buddhism in its formative period in India. By reading primary and secondary sources central to Buddhism, we will examine key concepts, doctrines, and practices in the Theravada, Mahayana, and Tantric traditions. Having acquired a solid understanding of the history and doctrine of Buddhism, students will learn to apply these understandings to critically analyze contemporary issues from a Buddhist perspective.
This course surveys the diverse ideals, practices, and traditions of Buddhism in its formative period in India. By reading primary and secondary sources central to Buddhism, we will examine key concepts, doctrines, and practices in the Theravada, Mahayana, and Tantric traditions. Having acquired a solid understanding of the history and doctrine of Buddhism, students will learn to apply these understandings to critically analyze contemporary issues from a Buddhist perspective.
This course surveys the diverse ideals, practices, and traditions of Buddhism in its formative period in India. By reading primary and secondary sources central to Buddhism, we will examine key concepts, doctrines, and practices in the Theravada, Mahayana, and Tantric traditions. Having acquired a solid understanding of the history and doctrine of Buddhism, students will learn to apply these understandings to critically analyze contemporary issues from a Buddhist perspective.
This course surveys the diverse ideals, practices, and traditions of Buddhism in its formative period in India. By reading primary and secondary sources central to Buddhism, we will examine key concepts, doctrines, and practices in the Theravada, Mahayana, and Tantric traditions. Having acquired a solid understanding of the history and doctrine of Buddhism, students will learn to apply these understandings to critically analyze contemporary issues from a Buddhist perspective.
This course surveys the diverse ideals, practices, and traditions of Buddhism in its formative period in India. By reading primary and secondary sources central to Buddhism, we will examine key concepts, doctrines, and practices in the Theravada, Mahayana, and Tantric traditions. Having acquired a solid understanding of the history and doctrine of Buddhism, students will learn to apply these understandings to critically analyze contemporary issues from a Buddhist perspective.