Course Catalogue 2026-2027

The course probes Luther's understanding of major Christian doctrines. Theological ferment in the Sixteenth Century will be examined in every class, including Luther's (theological) relationship to other Magisterial Reformers, Radical Reformers, and Roman-Catholic/ Counter-Reformation Reformers. Attention will also be paid to such matters as the extent to which the Magisterial Reformation was an aspect of Renaissance Humanism or a departure from it, and the (putative) anti-Semitism of Luther and its relation to more recent manifestations of anti- Semitism. Weekly readings, lectures, and classroom discussions. Essay (50%) and final examination (50%).

The course probes Luther's understanding of major Christian doctrines. Theological ferment in the Sixteenth Century will be examined in every class, including Luther's (theological) relationship to other Magisterial Reformers, Radical Reformers, and Roman-Catholic/ Counter-Reformation Reformers. Attention will also be paid to such matters as the extent to which the Magisterial Reformation was an aspect of Renaissance Humanism or a departure from it, and the (putative) anti-Semitism of Luther and its relation to more recent manifestations of anti- Semitism. Weekly readings, lectures, and classroom discussions. Essay (50%) and final examination (50%).
 

The course probes Luther's understanding of major Christian doctrines. Theological ferment in the Sixteenth Century will be examined in every class, including Luther's (theological) relationship to other Magisterial Reformers, Radical Reformers, and Roman-Catholic/ Counter-Reformation Reformers. Attention will also be paid to such matters as the extent to which the Magisterial Reformation was an aspect of Renaissance Humanism or a departure from it, and the (putative) anti-Semitism of Luther and its relation to more recent manifestations of anti- Semitism. Weekly readings, lectures, and classroom discussions. Essay (50%) and final examination (50%).

This course supports students to develop collaborative team-based skills to practice effective spiritual care in healthcare and other settings. It enables students to build interdisciplinary knowledge, skills and relationships to work in the complex dynamics of multi-service healthcare contexts. The course is strongly recommended for students seeking to serve in healthcare contexts. Learning modules are taken from the Centre for Advancing Collaborative Healthcare & Education (CACHE) program of Interprofessional Education (ipe.utoronto.ca/u-t-ipe-curriculum) alongside students in medicine, nursing, social work, occupational therapy, etc. Each required module is offered remotely (with some in-person options) ranging from 1.5 to 3 hours each. Elective modules provide many options for students to choose from that vary in length and weight. Required and elective modules enable excellent opportunities for building competency in client-focussed interprofessional collaborative care.

This course supports students to develop collaborative team-based skills to practice effective spiritual care in healthcare and other settings. It enables students to build interdisciplinary knowledge, skills and relationships to work in the complex dynamics of multi-service healthcare contexts. The course is strongly recommended for students seeking to serve in healthcare contexts. Learning modules are taken from the Centre for Advancing Collaborative Healthcare & Education (CACHE) program of Interprofessional Education (ipe.utoronto.ca/u-t-ipe-curriculum) alongside students in medicine, nursing, social work, occupational therapy, etc. Each required module is offered remotely (with some in-person options) ranging from 1.5 to 3 hours each. Elective modules provide many options for students to choose from that vary in length and weight. Required and elective modules enable excellent opportunities for building competency in client-focussed interprofessional collaborative care.

This course supports students to develop collaborative team-based skills to practice effective spiritual care in healthcare and other settings. It enables students to build interdisciplinary knowledge, skills and relationships to work in the complex dynamics of multi-service healthcare contexts. The course is strongly recommended for students seeking to serve in health care contexts. Learning modules are taken from the Centre for Advancing Collaborative Healthcare & Education (CACHE) program of Interprofessional Education (ipe.utoronto.ca/u-t-ipe-curriculum) alongside students in medicine, nursing, social work, occupational therapy, etc. Each required module is offered remotely (with some in-person options) ranging from 1.5 to 3 hours each. Elective modules provide many options for students to choose from that vary in length and weight. Required and elective modules enable excellent opportunities for building competency in client-focussed interprofessional collaborative care.

This course supports students to develop collaborative team-based skills to practice effective spiritual care in healthcare and other settings. It enables students to build interdisciplinary knowledge, skills and relationships to work in the complex dynamics of multi-service healthcare contexts. The course is strongly recommended for students seeking to serve in health care contexts. Learning modules are taken from the Centre for Advancing Collaborative Healthcare & Education (CACHE) program of Interprofessional Education (ipe.utoronto.ca/u-t-ipe-curriculum) alongside students in medicine, nursing, social work, occupational therapy, etc. Each required module is offered remotely (with some in-person options) ranging from 1.5 to 3 hours each. Elective modules provide many options for students to choose from that vary in length and weight. Required and elective modules enable excellent opportunities for building competency in client-focussed interprofessional collaborative care.

This course surveys aspects of Christian thinking (not necessarily strictly theology) of the early modern period, concentrating on France, England, and representatives from other Western European countries. Lectures and readings focus on the question of (re)defining Christian identity, within several areas of religious concern: devotional life, epistemology, human history, and social relations. The course aims to provide students with first-hand knowledge of primary material that was either influential upon or typical of fundamental (though often conflictual) ways of construing Christian identity during this period and that have remained, in various guises, still a part of contemporary Christian outlooks.

This course surveys aspects of Christian thinking (not necessarily strictly theology) of the early modern period, concentrating on France, England, and representatives from other Western European countries. Lectures and readings focus on the question of (re)defining Christian identity, within several areas of religious concern: devotional life, epistemology, human history, and social relations. The course aims to provide students with first-hand knowledge of primary material that was either influential upon or typical of fundamental (though often conflictual) ways of construing Christian identity during this period and that have remained, in various guises, still a part of contemporary Christian outlooks. Course requirements include attendance at lectures and tutorials, the extensive assigned reading; 1-page weekly critical overviews, and the choice of a final exam or final paper.

This course surveys aspects of Christian thinking (not necessarily strictly theology) of the early modern period, concentrating on France, England, and representatives from other Western European countries. Lectures and readings focus on the question of (re)defining Christian identity, within several areas of religious concern: devotional life, epistemology, human history, and social relations. The course aims to provide students with first-hand knowledge of primary material that was either influential upon or typical of fundamental (though often conflictual) ways of construing Christian identity during this period and that have remained, in various guises, still a part of contemporary Christian outlooks.

This course will provide an opportunity for students to discuss and reflect on the contemporary realities of medical practice which challenge some basic assumptions as to when death occurs and when is a person "dead". In addition, students will examine contemporary efforts to rediscover old wisdoms concerning care for dying patients and ways in which communities of faith might reclaim some of the ancient practices of ars moriendi, the "art of dying." Students examine the phenomena of chronic illness, suffering and dying from a variety of historical, biblical, theological, pastoral care, medical-physiological, psychosocial from a cross cultural perspective. Students also examine contemporary modalities of care for persons at the end of life, including tertiary palliative care, the hospice movement and ancillary "death with dignity" organizations. Course goals include developing the student's ability to care for persons with chronic and terminal illness in ways that are shaped by a variety of theological and religio-cultural understandings of suffering, dying and death. To do so with integrity, students will also explore dimensions of what constitutes health and wholeness, as well as grief and mourning and burial rituals from various religio-cultural perspectives.

This course will provide an opportunity for students to discuss and reflect on the contemporary realities of medical practice which challenge some basic assumptions as to when death occurs and when is a person "dead". In addition, students will examine contemporary efforts to rediscover old wisdoms concerning care for dying patients and ways in which communities of faith might reclaim some of the ancient practices of ars moriendi, the "art of dying." Students examine the phenomena of chronic illness, suffering and dying from a variety of historical, biblical, theological, pastoral care, medical-physiological, psychosocial from a cross cultural perspective. Students also examine contemporary modalities of care for persons at the end of life, including tertiary palliative care, the hospice movement and ancillary "death with dignity" organizations. Course goals include developing the student's ability to care for persons with chronic and terminal illness in ways that are shaped by a variety of theological and religio-cultural understandings of suffering, dying and death. To do so with integrity, students will also explore dimensions of what constitutes health and wholeness, as well as grief and mourning and burial rituals from various religio-cultural perspectives.