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.
This course is designed to offer students with an intermediate knowledge of Greek the opportunity to increase their fluency in Greek reading and to explore the diversity of Hellenistic Greek. It follows upon Intermediate Hellenistic Greek I (or 3 semesters of Greek). The aim is to practice extended reading in Greek, to introduce the students to a variety of Greek texts, both canonical and extra-canonical, and to continue to work with more advanced grammatical and syntactical concepts.
This course is designed to offer students with an intermediate knowledge of Greek the opportunity to increase their fluency in Greek reading and to explore the diversity of Hellenistic Greek. It follows upon Intermediate Hellenistic Greek I (or 3 semesters of Greek). The aim is to practice extended reading in Greek, to introduce the students to a variety of Greek texts, both canonical and extra-canonical, and to continue to work with more advanced grammatical and syntactical concepts.
In 1936 Christian chaplain Anton Boisen wrote that people with mental illnesses are often forgotten by the church. As we consider his words from the vantage point of the early part of the twenty-first century, how much of what he said still rings true? This question is important as more people are being diagnosed with mental illnesses than ever before in Canada. How can spiritual leaders in faith communities create space for people experiencing mental distress? What can community members do to support those in their faith community who have mental health concerns and who are often marginalized by both society and the church? In this course students will consider the history of mental health/madness in relation to Christian theology. Students will explore ways that injustice and oppression exist in the history of mental distress and consider how to address these issues within their contexts. We will question contemporary controversies in mental health research and policy such as the creation of the DSM and the pharmaceutical industry and explore how these relate to theology/spirituality. We will explore Christian responses to mental distress as well as first person narratives of people with lived experience of mental illness. Working together, we will develop outside of the box thinking regarding inventing and implementing ideas for ministry with/spiritual care for people with mental health concerns within a Canadian context.
In 1936 Christian chaplain Anton Boisen wrote that people with mental illnesses are often forgotten by the church. As we consider his words from the vantage point of the early part of the twenty-first century, how much of what he said still rings true? This question is important as more people are being diagnosed with mental illnesses than ever before in Canada. How can spiritual leaders in faith communities create space for people experiencing mental distress? What can community members do to support those in their faith community who have mental health concerns and who are often marginalized by both society and the church? In this course students will consider the history of mental health/madness in relation to Christian theology. Students will explore ways that injustice and oppression exist in the history of mental distress and consider how to address these issues within their contexts. We will question contemporary controversies in mental health research and policy such as the creation of the DSM and the pharmaceutical industry and explore how these relate to theology/spirituality. We will explore Christian responses to mental distress as well as first person narratives of people with lived experience of mental illness. Working together, we will develop outside of the box thinking regarding inventing and implementing ideas for ministry with/spiritual care for people with mental health concerns within a Canadian context.
In 1936 Christian chaplain Anton Boisen wrote that people with mental illnesses are often “forgotten by the church.” As we consider his words from the vantage point of the early part of the twenty-first century, how much of what he said still rings true? This question is important as more people are being diagnosed with mental illnesses than ever before in Canada. How can spiritual leaders in faith communities create space for people experiencing mental distress? What can community members do to support those in their faith community who have mental health concerns and who are often marginalized by both society and the church? In this course students will consider the history of mental health/“madness” in relation to Christian theology. Students will explore ways that injustice and oppression exist in the history of mental distress and consider how to address these issues within their contexts. We will question contemporary controversies in mental health research and policy such as the creation of the DSM and the pharmaceutical industry and explore how these relate to theology/spirituality. We will explore Christian responses to mental distress as well as first person narratives of people with lived experience of mental illness. Working together, we will develop “outside of the box” thinking regarding inventing and implementing ideas for ministry with/spiritual care for people with mental health concerns within a Canadian context.
Tracing the history of Christianity in Britain and Ireland from Roman limes to the dawn of the second millenium, this course looks at the developments that have shaped the various expressions of Christian faith in the British Isles, including Celtic Christianity, the Anglo-Saxon and Norman churches, the Protestant reformation(s), Anglicanism, Roman Catholicism, Puritanism, Wesleyianism, partisanship in the Church of England, Evangelicalism, and secularization.
Surveys the origin and development of the Protestant Reformation of the 16th century in its magisterial and radical dimensions, and in its theological, social, educational, cultural, and political expressions. Provides a narrative overview of key developments; examines Reformation historiography; probes the impact of reform ideas on lived spiritual experience; outlines the dynamic between print, literacy and reform ideas; explores changes in education, the arts and culture; addresses changes in the relationship between church and state wrought by new theological perspectives; and considers the legacy of the Reformation.
Surveys the origin and development of the Protestant Reformation of the 16th century in its magisterial and radical dimensions, and in its theological, social, educational, cultural, and political expressions. Provides a narrative overview of key developments; examines Reformation historiography; probes the impact of reform ideas on lived spiritual experience; outlines the dynamic between print, literacy and reform ideas; explores changes in education, the arts and culture; addresses changes in the relationship between church and state wrought by new theological perspectives; and considers the legacy of the Reformation.
Surveys the origin and development of the Protestant Reformation of the 16th century in its magisterial and radical dimensions, and in its theological, social, educational, cultural, and political expressions. Provides a narrative overview of key developments; examines Reformation historiography; probes the impact of reform ideas on lived spiritual experience; outlines the dynamic between print, literacy and reform ideas; explores changes in education, the arts and culture; addresses changes in the relationship between church and state wrought by new theological perspectives; and considers the legacy of the Reformation.
Surveys the origin and development of the Protestant Reformation of the 16th century in its magisterial and radical dimensions, and in its theological, social, educational, cultural, and political expressions. Provides a narrative overview of key developments; examines Reformation historiography; probes the impact of reform ideas on lived spiritual experience; outlines the dynamic between print, literacy and reform ideas; explores changes in education, the arts and culture; addresses changes in the relationship between church and state wrought by new theological perspectives; and considers the legacy of the Reformation.
Surveys the origin and development of the Protestant Reformation of the 16th century in its magisterial and radical dimensions, and in its theological, social, educational, cultural, and political expressions. Provides a narrative overview of key developments; examines Reformation historiography; probes the impact of reform ideas on lived spiritual experience; outlines the dynamic between print, literacy and reform ideas; explores changes in education, the arts and culture; addresses changes in the relationship between church and state wrought by new theological perspectives; and considers the legacy of the Reformation.
Surveys the origin and development of the Protestant Reformation of the 16th century in its magisterial and radical dimensions, and in its theological, social, educational, cultural, and political expressions. Provides a narrative overview of key developments; examines Reformation historiography; probes the impact of reform ideas on lived spiritual experience; outlines the dynamic between print, literacy and reform ideas; explores changes in education, the arts and culture; addresses changes in the relationship between church and state wrought by new theological perspectives; and considers the legacy of the Reformation.