Course Listings by Starting Date: Summer of 2012

The course aims at distinguishing some of the more significant ways of conceptualizing human development in psychology and how they have influenced contemporary thinking about religious development. It will discuss the nature/nurture debate of religious development, that is, the various contextual factors and intra-psychic processes at work across the life span and their implication and influence in religious development. In the process it will explore some of the psychological issues involved in religious development and point out their applied relevance. Students will be asked to write several reports on assigned readings and a longer essay for the end of the term. A previous course in psychology and religion would be helpful but not essential.

Can an understanding of the resident alien in the Bible help us reflect today concerning the manner in which we treat "the foreigner" in our society and particular communities? Students in this course will conduct a literary survey of the resident alien (a translation of the Hebrew term ger) throughout various biblical law codes. Using a method of inner-biblical criticism and reception history, students will observe contextual changes in meaning of this figure through time. Texts to be studied will range from Ancient Near Eastern law codes, law codes of the Hebrew Bible (Old Testament), along with readings from the Septuagint, the Dead Sea Scrolls, and the New Testament. Lectures, assigned readings involving both biblical texts and secondary literature, and class discussion. Course evaluation: one book review (to be submitted at the first class), class participation, student presentation, and major paper. Prerequisite: Introduction to Old Testament I or permission of the instructor.

Explores the transformative dynamics of grace in Scripture, representative early theologians, early doctrinal development, medieval theology and the Reformation period. Participants develop a contemporary systematic approach, especially with respect to ecumenical and interfaith issues. Draws on the thought of Bernard Lonergan. Written assignments, readings, discussion.

This introductory course explores the thematic unity of the Old Testament under the heading of Covenantal Theology. Significant covenantal moments are studied in their historical manifestations, cultic realizations, and literary expressions (Abram, Sinai, David/Zion, Prophetic, Exile, Deuteronomic, Priestly-Noah/Abraham, Wisdom, New Testamental Period). Literary and  rhetorical analysis, historical and textual criticism are employed as means of exploring the biblical texts. Lectures, readings, six study papers, group collaboration in defining two sets of some fifty technical terms each.

MTS Synthesis Paper

Humans are story-telling animals. We find our identity, our memory, our vision and our meaning through the narratives of our lives. While the church has been a foundational story telling institution in our lives, it has clearly been eclipsed in the last half century by various forms of mass media, and most notably through cinema. In this course we will use the Toronto International Film Festival as our classroom. Engaging in a two way dialogue between film and Christian theology, students will develop a biblically theological understanding of contemporary film. We will explore the prophetic, pastoral, liturgical and theological contribution that contemporary cinema can make to Christian reflection and praxis in a late modern socio-historical context.  The text for this course will be:   Roy Anker, Catching Light: Looking for God in the Movies ( Eerdmans, 2004) 

Sherry Coman is co-teaching this course with Brian Walsh.

The course aims at distinguishing some of the more significant ways of conceptualizing human development in psychology and how they have influenced contemporary thinking about religious development. It will discuss the nature/nurture debate of religious development, that is, the various contextual factors and intra-psychic processes at work across the life span and their implication and influence in religious development. In the process it will explore some of the psychological issues involved in religious development and point out their applied relevance. Students will be asked to write several reports on assigned readings and a longer essay for the end of the term. A previous course in psychology and religion would be helpful but not essential.

Explores the theory and practice of various types of prayer and meditation through the artistic mediums of pencil, pastel and ink drawing, including critical reflection on the theology and spirituality of these art forms and on their relevance to spiritual direction and emotional and spiritual healing. Lecture, discussion, short reflection papers and drawing assignments. Pass/Fail grade.

Secondary Practicum in Spiritual Direction: A two-week intensive course consisting of integration of theory and practice of spiritual direction. A model of non-residential Retreat in Everyday Life is used for this practicum. The course is the second phase of the Regis College Spiritual Direction Program. Discernment paper. Pass/Fail course. Prerequisites: RGP3661HY; 8-day directed retreat, RGP3687H, and RGP3688H. Restricted to students enrolled in Diploma in Spiritual Direction at Regis College.

(For students taking field education of 500 hours.)

(For students taking field education of 500 hours.) A three-month ministry placement in a setting chosen by the candidate in consultation with the Director of Theological Field Education. Completion will be at one or more of the following levels. If a person begins at Level 1, he or she must progress to Level 2. The levels are as follows: 1) Observer Ministry Placement: Two to three weeks observing and dialoguing with a practitioner in a chosen field of ministry; 2) Intern Ministry Placement: Engagement in a supervised ministry placement; and, 3) Level 3: Resident Ministry Placement: In collaboration with the Director of Theological Field Education, a candidate will develop and execute a project that will enhance a chosen site

Scripted improv and writing styles, dialogue, storyline, language, editing and mime script as elements of writing plays and stories for faith communities and seekers. A writing course to develop sacred stories for one person or many to present as homily or drama and to contribute to God’s ongoing living Gospel. A good companion course to TRP2871HF We The Storytellers

The contemporary revival of interest in the Celtic world is a feature of our age. Heightened interest has led to the appropriation of the Celtic tradition for different purposes by different interest groups. The result at a popular level has been that the historical reality of Celtic Christianity is increasingly elusive as claims made about it become exaggerated. The purpose of this course is to situate the Celtic Christian experience of the spiritual in the context of its development in Ireland between the 5th and the 12th centuries. Topics addressed include the transition from pagan to Christian, monasticism, creativity and art, prayer, scripture, and evangelism. Attention is also given to the pattern of revivals over the centuries and connections between postmodernism and the Celtic tradition. Discussion forums, short papers.

Mystery of God Triune: biblical, liturgical, historical, and contemporary theology on the Trinity. Question of God in human experience, atheism, Trinitarian debates, feminist perspectives, the Trinity in the economy of salvation, implications for prayer. Lectures, discussions, short paper, final exam.

A reflection upon the role of psychology in religious education as a way to understand faith development (James W. Fowler) and/or human transcendence (Bernard J.F. Lonergan). Some time will be given to Ignatian and Carmelite spirituality as samples of structuring spirituality. Readings, two short papers, integrative paper.

 The course will examine different approaches to multicultural religious education in churches, faith-based schools and other pastoral contexts. It will also consider the implications and challenges of different public policies in Canada on multiculturalism and equity in diverse ministerial settings especially in separate school boards. One of the important goals of this course is to help students to acquire cultural proficiency and cultural intelligence and other skills needed to function effectively in a pluralistic society. Students will be led to a deeper appreciation of diversity and acquire tools to interact, and communicate with people from diverse backgrounds. The course will creatively identify healthy and hopeful approaches for teaching and ministry in a multicultural context in which cultures, races, genders and religions are embraced as potentially powerful and transformative variables in the process of evangelization.
Teaching method: Weekly lectures and tutorials; quantitative and qualitative approaches in cross-cultural learning, assigned weekly reading, focused group discussion, and seminars. Means of evaluation:
Class participation: 10%; Book Review: 20%; Reflection Paper: 20%; Seminar Presentation: 20%; Final Integration Paper: 30%

Jesus' preaching of the reign of God; development of ecclesial structures; ministries in the church; mission, service, and witness in the Church today, contemporary issues leading to and arising from Vatican II. Lectures, discussions, research paper, take-home exam.

Introduces the different theological disciplines through the lens of mission. Examines the relationship between theology and Scripture; provides an overview of the development of Christian thought and doctrine; the challenges of modernity; the role of the church in relation to mission; and the mandate to witness in our culture. Complementary to this, the literature of theology is introduced along with the research and writing process; locating, evaluating and using information; genres of theological writing; citation and bibliographic formats; and ethical aspects. Lectures, in-class and library exercises. Pre-course assignment, research and writing exercises, major paper.

Introduction to theology and the elements of Catholic theology. Revelation, Faith, Tradition, Church doctrine, infallibility, biblical inspiration. Lectures, mid-term test, final exam.

This online course provides an introduction to the Old Testament or Hebrew Bible and its three main canonical divisions with an emphasis on theological interpretation. Students will be familiarized with the biblical books and their historical context. The course also explores the history of biblical interpretation with an application to Old Testament texts. Lectures, readings, online participation, written assignments, final paper.

This introductory course examines the history of Christianity from the Peace of Westphalia (1648) to the end of the twentieth century. As will be demonstrated throughout the course, the major catalyst for change has been, and continues to be, the constant tension between the inherently static nature of the historic Church and the forces of modernity. Throughout the course we will see how modern culture, which includes but is not limited to, contemporary politics, philosophy, literature, and painting, exercised an overwhelming influence on the development of eighteenth-century, nineteenth-century, and twentieth-century Christianity. Two short research summaries submitted online (40%), participation (20%), final exam submitted online (40%)

This course will involve a prayful theological reflection arising from participation in an actual journey to Auschwitz. How does this fact of history pose challenges for Christian thinking, praying and acting. Prerequisite: Approval of Professor. Readings and participation in 8 day trip to Germany and Auschwitz. BD students: participation with two reflection papers. AD students: participation with 20-30 page major paper on a topic arranged with the professor.

Examination of the interaction between Theology and Architecture. Exploration of space as a medium of expression. Analysis of the structures inherent in worship and their relation to archetypal building plans. Assisting a congregation to adopt and live its mission.  Presentations and analyses. Assessments and re-planning of individual places of worship.

We all know we should pray! However, an intentional prayer life is difficult to maintain under the strain of student or church life. In addition, many in the pulpit and pew feel inadequate in the practice and question the efficacy of prayer. This course offers an exploration of the "theory," but mainly the "practice" of prayer as it relates to the life of clergy and their parishioners. Classes will include lectures; experiential learning; individual, group reflection and conversations. Course requirements: attendance and class participation 10%; Integrative paper on Prayer journal 30%; two short papers 60%; possible class presentation.  Attendance at all four class days is mandatory for a passing grade.

A renewed interest in exploring the relationship between theology and the arts is evident from the growing literature in the field. The arts have become a fresh context for engaging important theological questions. For this course the focus of our attention will be on the wide range of the current conversations on arts and theology. Themes such as spirituality and art, liturgy and art, God and beauty, faith and the place of imagination, and art as a resource for engaging issues of justice will be among the topics we consider. The time in each class will be about evenly divided between lecture and seminar. Assigned readings which will be available in advance will serve as the context for the seminar discussions.

Secondary Practicum in Spiritual Direction: A two-week intensive course consisting of integration of theory and practice of spiritual direction. A model of non-residential Retreat in Everyday Life is used for this practicum. The course is the second phase of the Regis College Spiritual Direction Program. Discernment paper. Pass/Fail course. Prerequisites: RGP3661HY; 8-day directed retreat, RGP3687H, and RGP3688H. Restricted to students enrolled in Diploma in Spiritual Direction at Regis College.

Intro to some main ideas that are theologically and ethically relevant in Kierkegaard's thought: person, indirect communication, irony, edification, confession, sermon, scripture. Christ as model and as redeemer. Attention to biblical figures shaping Kierkegaard's understanding of faith. Selected readings from Either/Or, Purity of Heart, Gospel of Suffering, Christian Discourses, and Works of Love. Class presentations and contribution to discussions 10%; Short critique (400-600 words) on reading designated by instructor 15%; Term paper (discussed with outline in advance) 50%; Class test (one hour) 25%.  For M.A. and Th.M II students only.

This course provides an historical analysis of the evolution of Catholic elementary and secondary schools in Ontario, from the 1830's to the present. In addition students will study the development separate school boards and legislation.

The course will consider, in the Canadian context, how the influential Christian political theologies of the 20th century such as the Social Gospel, Christian socialism, liberation theology and their conservative counterpoints might inform a Christian political theology for the 21st century. We will examine how these theologies actually shaped 20th century Canada through the work and lives of such Christians as Tommy Douglas, Ted Scott, Pierre Trudeau, George Grant and others. We will also consider the political role of the Canadian churches.

We will imagine the book of Numbers as a ‘dream’ (nightmare?) experience that can teach us about the kinds of skills communities and their leaders require to cope with life and death in a risk-filled environment. At its promptings we will explore specific congregational leadership issues including, planning, assessing resources, drawing forth, developing and changing volunteer leadership, mission, building vision and making change, recognizing and nurturing what gives a community life, coping with the reality of communal death, and above all, the life and death risk of traveling with the living God. Requirements: Lectures, readings, group discussions, practical skill-building projects, and short papers.

Explores the theory and practice of group spiritual direction through readings, participation in a process of group spiritual direction and discussions. Through participation in a contemplative process participants willl explore how small groups are a good way for people to begin spiritual direction. Lecture, discussion in a group process of spiritual direction, short reflection papers. Attendance and participation mandatory. Pass/Fail.

An intensive five day course that explores a key treatise or text of Thomas Aquinas. Students attend the sessions of the Aquinas Studium, which gathers Aquinas experts for a week of reading, critical exegesis and conversation, and a daily seminar with the course instructor. Attendance at all sessions is required, and no exceptions are possible. Permission of the instructor required for registration.

Exploration of various theories of human development, stages of human growth, lifespan spiritual journey in correlation to human growth, implications for Christian ministry, and reflections of one's own lifespan on theories of human growth and spiritual journey. Basic course for education and ministry. Lectures. Group presentation, discussion, class participation, critical reflection paper, final paper.

Is it legitimate to use technology to communicate the gospel? Explores the function and use of the tools of technology in the varied ministry of the church. Asks critical questions about technology and its use. In the context of addressing issues such as virtual community, media arts and worship, internet-based ministry, Christian education and youth ministry, and spirituality online, the course seeks to equip students with skills in this new area of ministry. Discussion forums, online projects, reflections paper.

Covering the range of Jewish history from the Bible to the present, students will explore the variety of ways in which, confronted by the reality of evil, Jewish tradition has aimed to address and defeat it.  Questions regarding the psychology of evil, the pervasiveness of suffering, and the nature of the human condition will supplement discussions of theodicy. Sources from the Bible, Talmud, medieval literature, and modern philosophy will be included. Teaching methods: Students will be encouraged to discuss and debate selected texts read in advance, analyzed in class, and highlighted by lectures. Means of evaluation: One class presentation and a final research paper are required. Attendance (15%), class participation (15%), class presentation (30%), research paper (40%)

This course critically reviews early Christian and Byzantine art from the 2nd to 6th century. Its fundamental idea is that early Christian art emerged and evolved as manifestations of the faith's conversation with its changing cultural contexts. Students will learn to critically engage the role theology, ecclesiology, socio-economics, and politics have in Christian art, with a special emphasis on church/ worship architecture as innovative art. The course will use a multi-media format including lectures, readings, seminar presentations and discussions, site visits, and a major essay. Means of evaluation- one 10- 15 pages research essay (60%) and participation in class (40%).

This course will examine the principle themes and issues impacting professionals in pastoral care and counselling and marriage and family therapy who are currently working in a variety of agency, institutional, or private practice settings. A number of codes of ethical practice will be studied and compared, such as the Canadian Association for Spiritual Care (CASC, formerly CAPPE), the American Association for Marriage and Family Therapy (AAMFT/OAMFT), and the Canadian Psychological Association (CPA). The main purpose of the course will be to foster a deepening sense of the essential nature of ethical reflection, conduct, and accountability to clients and professional associations through lectures, case discussions, and shared reflections on video materials. Evaluation: class participation, alternating weekly reflection papers and online quizzes, major paper.

This course has been pre-approved by the Canadian Association for Spiritual Care (CASC) as fulfilling the ethics requirement for certification programs in Supervised Pastoral Education Certification (CPE & PCE).

This course will explore recent developments around the spirituality of children, and the theology of childhood as a means of reshaping and revitalizing the practice of ministry with children. Participants will discover how to be companions with children on their spiritual journey. Participants will also be trained in the Godly Play method of being with children, and upon completion will be accredited storytellers by Godly Play Canada. The course will consist of lectures, small group work, tutorials, and required reading. Participants will be evaluated on class participation, a book report, a research paper, and the learning and telling of a Godly Play story.

This introductory course examines how the early to mid-nineteenth-century Transcendentalist movement in the United States influenced contemporary religious, social, and literary thought through the lives and writings of prominent New England literati such as Ralph Waldo Emerson, Henry David Thoreau, and Margaret Fuller. As well, to better understand the origins of the American Transcendentalist movement we will survey Transcendentalist thought in late eighteenth-century and early nineteenth-century England, Germany, and France. Two short research summaries submitted online (40%), participation (20%), final exam submitted online (40%).

Residential course on modern Orthodox/Eastern Christian spirituality. Study of major spiritual movements, figures and writings, with emphasis on the 20th century. Themes include the “Philokalic” and hesychastic revival beginning in the late 18th century, the Jesus Prayer, spiritual guidance, monastic renewal, liturgical spirituality, spirituality in times of revolution, persecution and exile, and spirituality in a secular environment. May be taken for degree credit or audited.

The course deals with the issues of faith and adulthood; discipleship and responsibility for one’s faith. Their relationship will be explored from cultural, sociological, ethical, religious and theological perspectives. Particular attention will be given to the venues and models of adult religious education. The course emphasizes the practice of adult religious education and the skills needed for effective design, process, and evaluation of programmes for adult  religious education.

This course traces the development of Catholic Social Teaching and action from an historical and theological perspective. A Christian concept of justice will be explored within Biblical and theological contexts. Cultural developments that have impacted, and those that continue to influence, social thought, teaching and action within the Church will be discussed. The primary texts for the course are the social documents of the Church beginning with the Encyclical of Pope Leo X111, Rerum Novarum (1891) and continuing to the present day. Students will become familiar with the content of such documents and they will be encouraged to analyse the theological and social foundations upon which the documents have been developed. Key principles of Catholic Social Teaching will be introduced. The course will also explore the Christian call to justice and ways in which the social teachings of the Church can be integrated into personal spirituality and ministry. To facilitate such integration, examples will be highlighted from the lives of social activists within the Church. Teaching and learning methods will include, lecture, discussion, media and biographical analysis.

This is a course on teaching teachers to teach New Testament texts in light of the new paradigm change initiated by the publication of Nostra Aetate. Since the close of the Vatican Council in 1965, the Church has proclaimed that the covenant of God with the Jewish people has "never been revoked" (cf. John Paull II, 1980; Romans 11:29), and that the Jews "still remain most dear to God" (Nostra Aetate, #4).  Evaluation: One book report (20%); one synthetic essay (40%); participation in class (20%); presentation (20%). 

Students will participate in Justice Camp, a five-day adult, residential learning experience during which they will develop their knowledge of and skills for community development and social justice ministries.  Camp will use a wide array of learning methods: plenary workshops; panel discussion; immersion experiences including site visits, interpersonal encounters, hands-on activities, participants’ presentations; corporate worship; bible study and personal and small group spiritual reflection.  Students will take part in one stream of immersion experiences focussed on one aspect of social justice. In addition to participation as campers, students will write and submit two short papers: a theoretical engagement with an assigned text and a personal integration paper.  Register for camp at www.justicecamp.ca; for the TST course, please email divinity@trinity.utoronto.ca

In this course we will explore the unfolding of the English Reformation and the chief theologians who contributed to its development. Beginning with John Fisher and ending with Richard Hooker, we will explore the evolving perspectives within a church that described itself as both Protestant and catholic. Our goal will be to identify the distinctive positions and concerns of each of these authors from which the fabric of Anglican thought was woven. Before the first class, complete the readings for the first 3 sessions. Teaching methods: Lectures, discussions of primary and secondary texts. Means of evaluation: Class participation - 30%; leading a discussion - 30%; and final paper (15 or 25 pages, depending on level) - 40%

This course will examine human sexuality from a range of theological and historical perspectives: scriptural, doctrinal, sociological, and ethical. Questions of sexual differentiation, desire, procreation, family, and marriage and celibacy will be discussed. The goal of the course is to provide the student with a broad base from which to discern a consistent pattern of Christian understanding regarding sexuality, within both historical and contemporary diversities. The course will engage broad reading, lecture, and discussion, with a final paper aimed at outlining and justifying a teaching syllabus for teenagers within a church setting (15 pages). Advanced Degree students will have an expanded reading list and will be writing a longer research paper on a chosen set topic relating to Christian formation with regard to sexuality within pluralistic cultures.

Biblical, historical, systematic, and pastoral study of sacraments of initiation (baptism, confirmation, Eucharist), sacraments of healing (reconciliation, sacrament of the sick), sacraments of vocation (marriage and vocation). Readings, lectures, discussions, weekly assignments, short papers or research paper.

The mystery of the Church as seen in the light of Vatican II. Her foundation in Christ in Scripture and history that gives rise to her structure, mission, and four Marks. Mary as the Mother of the Church and eschatological icon. One midterm test, one mini-synthesis and a final oral examination.