[Note: this schedule is subject to revision and should be checked by students at least once a week.]

 

Early Christianity

RPH 329/HIS 329

TTh 9:30-10:45

Paul Custodio Bube, Ph.D.

Office Hours: Lyon 321

MWF: 9:00-10:50 a.m.

TTh:  1:00 p.m.-2:30 p.m.

or by appointment

Phone: 698-4351

E-mail: Click on Mailbox to e-mail professor

 

Required Texts:

  

 

Other primary source readings will be found on-line and can be accessed via the links under the schedule of assignments.

The goal of this course is to familiarize students with the pivotal events and ideas in the evolution of Christianity from its inception to the early medieval period (around the 5th-6th century), to analyze in-depth some of the key writings that have shaped this evolution, and to reflect on what this history means for our understanding of Christianity today. Students will be reading about the major movements in the history of Christianity as well as reading some of the documents that shaped that history. Some of the major issues that we will focus upon include the Christian church’s relationship to society, the evolving teachings on the nature of Christ, the problems associated with heresy (what is unorthodox doctrine?), and the roles of class and gender in the evolving church.

History allows for a variety of interpretations, consequently there are often strong differences of opinions about interpretation. Although I will present a particular set of perspectives, I hope that we would all respect each other’s perspectives where they differ. Even if I question a student’s views, I respect those views. We should all be open to having our perspectives questioned and challenged — that is not a lack of respect for differing views, but a means of trying to better understand others and, when done honestly, a way to pursue Truth.

This course will meet twice a week. The sessions will integrate the material covered from both the primary and secondary readings. In order to facilitate that integration, students will be required to write regular 1-2 page papers discussing the primary readings in light of Gonzalez’s and Ehrman's accounts of the events contemporaneous with the primary readings. (Students will be provided with a question for each essay to help them focus their analysis of the contemporary readings). Because this course is more concerned about the development of ideas, institutions, and movements than in memorization of dates, 70% of the student grade will be based upon the essays and student-led discussions of the essay topics, and 15% will be based upon a final project (the other 15% will be based upon attendance and participation). The final project may either be a biographical paper (15+ pages) on an individual in the early or medieval church or a "Chautauqua-style" presentation (i.e., taking on the character of the person the presentation is about) alone or in a group with other members of the class. The "Chautauqua" should be an in-character reenactment of a relevant person(s). The "Chautauqua" must be accompanied by a short (5-7 page) paper that outlines what will be covered in the "Chautauqua" along with an appropriate bibliography.  The topics for the biography or Chautauqua must be cleared with the instructor by class time, September 28 (Send a Word Document indicating your proposed topic and why you chose it). A tentative bibliography  needs to be turned in by class time, October 19. Presentations of papers or "Chautauquas" will be given (about 20 minutes)  in front of the class during the last week of classes and at the scheduled time for the final.

All graded work in this class is to be pledged in accordance with the Lyon College Honor Code.

Attendance — students are expected to attend each class and to actively participate in discussion of the material. Attendance and participation make up 15% of the course grade.

Leading Class Session — Each student will sign up to lead/teach one of the class sessions when an essay is due. The student needs to (1) provide a historical context for understanding the question assigned for that essay; and (2) lead discussion over the essay topic. (Students will be graded on how well prepared they are , how well they engage their classmates in discussion, and how relevant the discussion is to the topic.)

Essays — the class will follow a seminar style where students write 1-2 page essays (double spaced) responding to issues raised in the readings and class. These essays and a final project will be the primary graded work students will do. Essays will be graded upon their thoughtfulness, clarity, pertinence to the question, and application of ideas and concepts presented in the readings and class. Students should bring a copy of their papers to class to use as a basis for discussion. Late essays are graded down 10 points (out of 100) for each calendar day they are late. Even if an essay is more than 10 days late it must be turned in or the student risks failing the entire class. The number of essays will range from 7-10, depending upon how class discussions go. In total, the essays will make up 60% of the course grade. Each essay will count the same percentage as the others. Thus, for example, if we write 10 essays, each essay will be worth 6% of the course grade. Students are welcome to talk with one another about how they might approach an essay topic in order to stimulate ideas and reflection. However, each student is responsible for writing her/his essay on her/his own in accordance with the Lyon College Honor Code. Any sources used, including the text books and assigned readings, need to be cited in an appropriate manner (e.g., APA or MLA). If students have questions about what constitutes plagiarism, they should read the MLA Handbook’s discussion of plagiarism and consult with someone in the writing lab or with me prior to turning in the paper.

Please note: Students seeking reasonable accommodations based on documented learning disabilities should contact the Office of Academic Services at 698-4332.