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.
An in-depth study of the theological ethics of Hauerwas, covering his major theological and philosophical influences, the main themes of his work, the development of his thought, and his chief interlocutors. Seminar format, with weekly presentations on the reading for that week rotating among the students in class.
An in-depth study of the theological ethics of Hauerwas, covering his major theological and philosophical influences, the main themes of his work, the development of his thought, and his chief interlocutors. Seminar format, with weekly presentations on the reading for that week rotating among the students in class.
This course explores the role of emotion in biblical texts both within passages and within the reader. We integrate several elements: theories of emotion and the fuzzier category of affect, the cultural specificity of emotions, the expression of emotion beyond vocabulary, specific emotions (especially those that are often identified with religiosity), and the interplay between feeling and meaning. The overall aim of the course is to facilitate richer readings of biblical texts through attention to their affective valences.
This course explores the role of emotion in biblical texts both within passages and within the reader. We integrate several elements: theories of emotion and the fuzzier category of affect, the cultural specificity of emotions, the expression of emotion beyond vocabulary, specific emotions (especially those that are often identified with religiosity), and the interplay between feeling and meaning. The overall aim of the course is to facilitate richer readings of biblical texts through attention to their affective valences.
This course explores the role of emotion in biblical texts both within passages and within the reader. We integrate several elements: theories of emotion and the fuzzier category of affect, the cultural specificity of emotions, the expression of emotion beyond vocabulary, specific emotions (especially those that are often identified with religiosity), and the interplay between feeling and meaning. The overall aim of the course is to facilitate richer readings of biblical texts through attention to their affective valences.
Some students will write as part oftheir congregational or ecclesial ministry (newsletters, columns, blogs, sermons); other students will write about religion within non-profit or non-government agencies (programs, news releases, bulletins); others will write about religion for magazines, newspapers or journals. This course will focus on creative non-fiction ("true stories, well told") in which the writer uses literary devices to freshen and enliven religion-while telling and interpreting a "true" story. Students will write in a modality oftheir choice; read and analyze writing that bears religious themes, overtly or covertly; and debate the various ethical issues about themselves and other people.
Some students will write as part oftheir congregational or ecclesial ministry (newsletters, columns, blogs, sermons); other students will write about religion within non-profit or non-government agencies (programs, news releases, bulletins); others will write about religion for magazines, newspapers or journals. This course will focus on creative non-fiction ("true stories, well told") in which the writer uses literary devices to freshen and enliven religion-while telling and interpreting a "true" story. Students will write in a modality oftheir choice; read and analyze writing that bears religious themes, overtly or covertly; and debate the various ethical issues about themselves and other people.
Interfaith dialogue has many avenues, of which reading each other's sacred texts is one of the most conducive to building understanding. The scriptures of Islam, Judaism and Christianity are particularly suited to this venture, because of the shared narratives, which demonstrate both commonalities and profound differences. This course focuses on narratives shared between the Bible and the Quran and how major Muslim, Christian, and Jewish scholars have approached the relationship between the texts across the ages. The course examines scholars such as Tabari (d. 923), Ibn Kathir (d. 1373), Abraham Geiger (d. 1874), W. St. Clair Tisdall (d.1929), Angelika Neuwirth and others. Students will learn the difference between author- and reader-oriented approaches, influence theory and intertextuality, and how different presuppositions can impact how the texts and their relationship are read. Students will also have the opportunity to engage in scripture-based interfaith dialogue and to experience first-hand how some of the established and developing approaches are practiced.
Interfaith dialogue has many avenues, of which reading each other's sacred texts is one of the most conducive to building understanding. The scriptures of Islam, Judaism and Christianity are particularly suited to this venture, because of the shared narratives, which demonstrate both commonalities and profound differences. This course focuses on narratives shared between the Bible and the Quran and how major Muslim, Christian, and Jewish scholars have approached the relationship between the texts across the ages. The course examines scholars such as Tabari (d. 923), Ibn Kathir (d. 1373), Abraham Geiger (d. 1874), W. St. Clair Tisdall (d.1929), Angelika Neuwirth and others. Students will learn the difference between author- and reader-oriented approaches, influence theory and intertextuality, and how different presuppositions can impact how the texts and their relationship are read. Students will also have the opportunity to engage in scripture-based interfaith dialogue and to experience first-hand how some of the established and developing approaches are practiced.
Interfaith dialogue has many avenues, of which reading each other's sacred texts is one of the most conducive to building understanding. The scriptures of Islam, Judaism and Christianity are particularly suited to this venture, because of the shared narratives, which demonstrate both commonalities and profound differences. This course focuses on narratives shared between the Bible and the Quran and how major Muslim, Christian, and Jewish scholars have approached the relationship between the texts across the ages. The course examines scholars such as Tabari (d. 923), Ibn Kathir (d. 1373), Abraham Geiger (d. 1874), W. St. Clair Tisdall (d.1929), Angelika Neuwirth and others. Students will learn the difference between author- and reader-oriented approaches, influence theory and intertextuality, and how different presuppositions can impact how the texts and their relationship are read. Students will also have the opportunity to engage in scripture-based interfaith dialogue and to experience first-hand how some of the established and developing approaches are practiced.
Interfaith dialogue has many avenues, of which reading each other's sacred texts is one of the most conducive to building understanding. The scriptures of Islam, Judaism and Christianity are particularly suited to this venture, because of the shared narratives, which demonstrate both commonalities and profound differences. This course focuses on narratives shared between the Bible and the Quran and how major Muslim, Christian, and Jewish scholars have approached the relationship between the texts across the ages. The course examines scholars such as Tabari (d. 923), Ibn Kathir (d. 1373), Abraham Geiger (d. 1874), W. St. Clair Tisdall (d.1929), Angelika Neuwirth and others. Students will learn the difference between author- and reader-oriented approaches, influence theory and intertextuality, and how different presuppositions can impact how the texts and their relationship are read. Students will also have the opportunity to engage in scripture-based interfaith dialogue and to experience first-hand how some of the established and developing approaches are practiced.
Interfaith dialogue has many avenues, of which reading each other's sacred texts is one of the most conducive to building understanding. The scriptures of Islam, Judaism and Christianity are particularly suited to this venture, because of the shared narratives, which demonstrate both commonalities and profound differences. This course focuses on narratives shared between the Bible and the Quran and how major Muslim, Christian, and Jewish scholars have approached the relationship between the texts across the ages. The course examines scholars such as Tabari (d. 923), Ibn Kathir (d. 1373), Abraham Geiger (d. 1874), W. St. Clair Tisdall (d.1929), Angelika Neuwirth and others. Students will learn the difference between author- and reader-oriented approaches, influence theory and intertextuality, and how different presuppositions can impact how the texts and their relationship are read. Students will also have the opportunity to engage in scripture-based interfaith dialogue and to experience first-hand how some of the established and developing approaches are practiced.