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.
Please Note:
If you are unable to register, through ACORN, for a course listed on this site, please contact the registrar of the college who owns the course. This can be identified by the first two letters of the course code.
For Summer courses, unless otherwise stated in the ‘Enrolment Notes’ of the course listing, the last date to add a course, withdraw from a course (drop without academic penalty) and to obtain a 100% refund (minus the minimum charge) is one calendar day per week of the published meeting schedule (start and end date) of the course as follows: One-week Summer course – 1 calendar day from the first day of class for the course; Two-week Summer course – 2 calendar days from the first day of class for the course, etc. up to a maximum of 12 calendar days for a 12 week course. This is applicable to all delivery modalities.
We will read the books of Ruth and Esther together with a cloud of witnesses from the past and present who found them not only life giving but also, especially in the case of Esther, deeply troubling. We will examine techniques and strategies used for reading these and other Old Testament narratives through history. We will explore the contexts of Ruth and Esther within both the ancient world and Scripture. We will examine their contents making use of a variety of traditional and innovative interpretive techniques and strategies (including reading within the context of the Ancient Near East, theological exegesis, disaster and trauma studies, and narrative criticism). We will consider how these books speak to us as individuals and as the church in the twenty-first century.
A vast corpus of published letters written by various Jesuit missionaries to New France between 1632 and 1673, the Jesuit Relations are recognised by the historian, anthropologist, and theologian of missiology, as a corpus of published works that provide an essential perspective into the earliest days of Canada's both colonial and ecclesiastical history. This course introduces students to the Relations published between 1632 and 1650, and leads them in a detailed analysis of the particular Ignatian worldview that shaped its authors' rhetorical landscape. In doing so, they will be exposed to concrete examples of how, in the early modern period, Jesuits, their lay companions, and Amerindian Christian communities lived out Ignatian spirituality in the mission field, obtain an essential perspective on the Relations useful for their further study of Canadian ecclesiastical history, and advance their basic skills in examining primary historical sources.
The prophet Jeremiah ministered to disobedient Israel, urging them to return to God, and warning of judgment. The people refused his message and experienced the dislocation and disruption of exile. The book is raw and at times graphic and shocking, and reflects the pain, pathos, and anguish of the prophet, the people, and even God. Yet amidst the darkness of Jeremiah’s ministry, the faithfulness of God sustained the prophet and held out to the people the promise of hope. Working closely with the text in its historical, literary, and canonical contexts, and utilizing the insights of trauma studies and readings from the church around the globe and across time, this course attends to the book’s message for Jeremiah’s contemporaries and its exilic compilers, and finds its resonance in our own uncertain times. For any who wrestle with God or seek to find him in difficult times, for any who minister to God’s people in the midst of such challenges, and for any who desire a fuller understanding of God’s faithful work amidst his people, this course will enliven and challenge.
The prophet Jeremiah ministered to disobedient Israel, urging them to return to God, and warning of judgment. The people refused his message and experienced the dislocation and disruption of exile. The book is raw and at times graphic and shocking, and reflects the pain, pathos, and anguish of the prophet, the people, and even God. Yet amidst the darkness of Jeremiah’s ministry, the faithfulness of God sustained the prophet and held out to the people the promise of hope. Working closely with the text in its historical, literary, and canonical contexts, and utilizing the insights of trauma studies and readings from the church around the globe and across time, this course attends to the book’s message for Jeremiah’s contemporaries and its exilic compilers, and finds its resonance in our own uncertain times. For any who wrestle with God or seek to find him in difficult times, for any who minister to God’s people in the midst of such challenges, and for any who desire a fuller understanding of God’s faithful work amidst his people, this course will enliven and challenge.
The course introduces the student to the dynamics of grace presented in the Spiritual Exercises of St. Ignatius, situating the Exercises both in their historical context and within its interpretations in contemporary culture. The goal of this course is 1. to prepare a student to engage in the role of directing the spiritual exercises, 2. to allow the student to understand the dynamics of these exercises, 3. to see the underlying anthropology and theology of these exercises. Although not a pre-requisite, some personal experience of the Spiritual Exercises of St. Ignatius would be an asset.
A review of all of the surviving works of Richard Hooker, often called the first theologian of Anglicanism, his Calvinism and reaction to Calvinism, his scholasticism, and his defence of the institutions of the Church of England.
This an introduction to the main concepts and terminology developed by thinkers between the fifth and fourteenth centuries. Special attention is given to scholastic philosophy. We will cover topics such as the relation between faith and reason, the existence and nature of God, human life and happiness, virtue and vice, and the difference between divine and human law.
This course promotes the personal critical appropriation of the Scriptural and dogmatic tradition in Christology, whether in preparation for the M.Div. comprehensive exam, or as a solid foundation in Christology for other students. It helps the student preparing for ministry to bring a systematic understanding of the person and work of Jesus the Christ to bear on pastoral issues and exposes the student to the spiritual dimension of Christological teaching.
The course aims to familiarize students with some of the main innovations and challenges in interpreting the figure of Jesus of Nazareth and of Christian claims regarding his divine status that have taken place since 1800. There will be a consideration of Jesus from the standpoint of the development of historical approach to the bible as well as new formulations of speculative Christology. It will introduce perspectives from a range of perspectives, including representation of Jesus in politics and the arts, and consider some new approaches within theology.
Secondary Practicum in Spiritual Direction: A two-week intensive course consisting of integration of theory and practice of spiritual direction. A model of non-residential Retreat in Everyday Life is used for this practicum.
The course aims to familiarize students with some of the main innovations and challenges in interpreting the figure of Jesus of Nazareth and of Christian claims regarding his divine status that have taken place since 1800. There will be a consideration of Jesus from the standpoint of the development of historical approach to the bible as well as new formulations of speculative Christology. It will introduce perspectives from a range of perspectives, including representation of Jesus in politics and the arts, and consider some new approaches within theology.
Study of theory and practice of spiritual direction, and of depth psychological, humanistic, and cognitive behavioural therapeutic practice. Emphasis on Christian tradition.