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.
RGP3688HS
Through the development of the skill of theological reflection, the participants learn to reflect on their personal and ministerial or work experiences to discern the call of transformation and integration in the midst of the Christian tradition and world realities. This group process takes place in a peer faith setting.
RGP3688HS
Through the development of the skill of theological reflection, the participants learn to reflect on their personal and ministerial or work experiences to discern the call of transformation and integration in the midst of the Christian tradition and world realities. This group process takes place in a peer faith setting. Regular attendance required. An overnight retreat is scheduled at the end of the course. One integration paper and mission statement. Pass/Fail for BD students; grade given for AD students.
RGP3688HS
Through the development of the skill of theological reflection, the participants learn to reflect on their personal and ministerial or work experiences to discern the call of transformation and integration in the midst of the Christian tradition and world realities. This group process takes place in a peer faith setting.
RGP3688HS
Through the development of the skill of theological reflection, the participants learn to reflect on their personal and ministerial or work experiences to discern the call of transformation and integration in the midst of the Christian tradition and world realities. This group process takes place in a peer faith setting. Regular attendance required. An overnight retreat is scheduled at the end of the course. One integration paper and mission statement. Pass/Fail for BD students; grade given for AD students.
RGP3688HS
Through the development of the skill of theological reflection, the participants learn to reflect on their personal and ministerial or work experiences to discern the call of transformation and integration in the midst of the Christian tradition and world realities. This group process takes place in a peer faith setting.
RGP3688HS
Through the development of the skill of theological reflection, the participants learn to reflect on their personal and ministerial or work experiences to discern the call of transformation and integration in the midst of the Christian tradition and world realities. This group process takes place in a peer faith setting.
RGP3689HF
Karl Rahner wrote, The Christian of the future will be a mystic or wiH not exist at all. (Theological Investigations XX, 149). Scripture, Theology and the Mystical Tradition integrate to form and inform ministry for today ' s world wracked by polarization, racism, climate crisis, a global pandemic and the demise of mainline institutional churches. In this course the nascent minister will discover wisdom in the writings of Carmelite Constance FitzGerald (a contemporary interpreter of. John of the Cross) and theologians of merit who effectively rely upon the Mystical Tradition to offer hope through ministry in a world darkened by impasse and division.
RGP3689HS
Karl Rahner wrote, The Christian of the future will be a mystic or wiH not exist at all. (Theological Investigations XX, 149). Scripture, Theology and the Mystical Tradition integrate to form and inform ministry for today ' s world wracked by polarization, racism, climate crisis, a global pandemic and the demise of mainline institutional churches. In this course the nascent minister will discover wisdom in the writings of Carmelite Constance FitzGerald (a contemporary interpreter of. John of the Cross) and theologians of merit who effectively rely upon the Mystical Tradition to offer hope through ministry in a world darkened by impasse and division.
RGP3689HY
Karl Rahner wrote, The Christian of the future will be a mystic or wiH not exist at all. (Theological Investigations XX, 149). Scripture, Theology and the Mystical Tradition integrate to form and inform ministry for today ' s world wracked by polarization, racism, climate crisis, a global pandemic and the demise of mainline institutional churches. In this course the nascent minister will discover wisdom in the writings of Carmelite Constance FitzGerald (a contemporary interpreter of. John of the Cross) and theologians of merit who effectively rely upon the Mystical Tradition to offer hope through ministry in a world darkened by impasse and division.
TRT3700HS
This course introduces Conceptual Metaphor Theory (CMT) as a rigorous methodological framework for comparative philosophy of religion. Building on the work of Lakoff and Johnson and subsequent developments, the course examines how abstract religious concepts--such as truth, selfhood, liberation, faith, and transcendence--are structured by embodied, experience-based metaphors. Through comparative case studies drawn from Buddhist and Christian traditions, students will learn how CMT clarifies both convergence and divergence without reducing traditions to doctrinal equivalence. Emphasis is placed on methodological precision, hermeneutical self-awareness, and the limits of comparison, equipping students with analytical tools for cross-cultural and interreligious philosophical research.
EMB3701HS
In this course we will examine a number of important biographical problems having to do with the figure of the historical Paul. These include the issues of sexuality: Was he married? Did he practice asceticism? Social class: Was it high or low or somewhere in-between? Work: How slavish was it for Paul to work with his hands? Education: Did he have one? Could he read and I or write? Ethnicity: What did it mean to be "Jewish"? Religious experience: What is that? Did Paul have any? The primary method of instruction will be exegetical inquiry, or the interpretation of specific biblical texts. The purpose of the course is to discover how these different biographical assumptions and conditions shape the meaning of discourse that we find in the Pauline writings.
TRT3701HF
This course offers an advanced, interdisciplinary introduction to Buddhist-Christian dialogue through close engagement with classical texts and contemporary comparative theology. Drawing on Mahayana Buddhist thought (with figures such as Nagarjuna, Tsongkhapa, Huineng, and Hsing Yun) and Christian philosophical theology (including Augustine, Kierkegaard, and Herman Dooyeweerd)--especially themes of nonduality, incarnation, subjectivity, and ethical-religious transformation--the course examines how distinct traditions articulate truth, selfhood, suffering, compassion, and liberation. Emphasis is placed on methodological questions in comparative philosophy and theology, including hermeneutics, conceptual metaphor, and the limits of translation across religious worlds. Students will develop skills in critical comparison while exploring how interreligious dialogue can foster intellectual rigor, spiritual depth, and constructive engagement in a pluralistic global context.