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.
This course is designed for students who have successfully completed Introduction to Ecclesiastical Latin I or the equivalent. We plan to complete studying Collins? Primer of Ecclesiastical Latin (Units 20-35) while building on the material previously learned. We will practice reading Latin out loud and more importantly translate various Latin texts from the Vulgate to the Patristic and Medieval periods. The instructor will provide texts for exercises in translation.
The course aims at a general introduction to the four families of Eastern Churches: Eastern Orthodox, Oriental Orthodox, Eastern Catholic and the Assyrian Church of the East. After reviewing the history of the Eastern Churches and the critical moments that shaped their development (including schisms, attempts at re-union and the impact of Islam), the course will give particular attention to the history and culture of the Assyrian Church of the East, the Coptic and Armenian Orthodox Churches, the Orthodox Churches of Ukraine, Greece and Russia, the Maronite, Melkite and Ukrainian Greco-Catholic Churches. Subsequently, the course will briefly survey the East's distinctive approaches to liturgy, art, architecture, music, spiritual life, monasticism, social service, hagiography, mission and theology. The course ends with an assessment of the current state of these Churches in North America and their approaches to inter-Christian and interreligious relations.
This course provides an introduction and overview to the core issues, approaches, and players in faith- based community development, within Canadian and international settings. This course is interactive, and learner-driven, and is designed for non-profit, church and NGO leaders and practitioners. This course helps students build a theoretical and practical platform for their engagement with neighbourhood wellbeing, community change, issues of justice, and organizational development.
This course introduces Emmanuel College Basic Degree students to the project of theological education in a multi-religious setting. Students will solidify the narratives of their professional and spiritual paths within a variety of spiritual-professional paths, build relationships with their cohort, and connect with faculty in small group settings. They will learn about their own spiritual/religious tradition while engaging several of other major religious/spiritual traditions (including Islam, Buddhism, Christianity, Judaism and traditional Indigenous understandings). They will consider their own and other spiritual/religious traditions through respective practices, yearly cycles and rituals. They will develop capacity in multi-religious cooperation and leadership in the public sphere. They will gain knowledge in intercultural competence and assess their own need for growth in this area. They will begin to develop their plan for spiritual/religious leadership in dialogue with classmates.
In this foundational pastoral course, participants will reflect on understandings of God's mission, the Church's part in that mission, and their own sense of call in relation to these. The course will draw on texts from Genesis, Isaiah, Luke and Romans, as well as patristic, liturgical, spiritual writings and sermonic writing. Examining the history of mission and the church, and contemporary congregational mission theory, we will consider alternative images and paradigms of mission. Lectures and book discussion sessions will seek to build participants' critical skills particularly in relation to conflict, healing, culture, pluriformity, and proclamation as part of mission. Participants will be required to meet and interview individuals involved in diverse forms of ministry in the community to develop their own vocational discernment and gain practical awareness of the issues, challenges and skills involved in a differing forms of Spirit-led developments as congregations seek to participate and live God's mission.
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.
In a post-Christian and multi-cultural society there is a growing need for interfaith leadership from spiritual leaders who are grounded in their own tradition but knowledgeable and respectful of the ways people experience God/Divine and/or adhere to diverse beliefs. Spiritual leaders are called upon to offer support and spiritual guidance to Individuals and with communities In times of crisis, distress, transition and celebration. This course recognizes the importance of developing the knowledge, skills and aptitude of students who study theology, spirituality and psychotherapy. In order to provide leadership through public prayer, ritual and or ceremony. These are now considered essential skills for people who find themselves as chaplains, spiritual care practitioners, religious congregational leaders, social service agency providers, psycho-spiritual therapist and para church workers. This course will help students to understand the current religious and spiritual landscape In Canada along with providing a brief foundation to the major religious and cultural groups In the GTA and across Canadian society. Students will learn about the importance of developing rituals and ceremonies to bring healing and hope. We will work to confront our own biases. Students will learn about the contexts of leadership and how to reflect theologically and spiritually upon our practice
A survey of selected topics from the 1983 Code of Canon Law: history, sources and structure of the Code; people of God; hierarchical structures in the Church; consecrated and apostolic life; teaching, sanctifying and governing functions in the Church; temporal goods; sanctions and processes in the Church.