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 overview and introduction to the global issues, powers and players at the heart of international development. As an overview to the macro features, challenges and practices of the world of humanitarian and development aid, the course helps students build a platform for understanding the field’s numerous dimensions and complexity. History, worldviews, approaches and actors are explored across the international development spectrum, as are the patterns and lenses of several Christian perspectives. Understanding is built around the nature and dynamics of poverty and power, and their relationships to the spectrum of development approaches and practices, along with the roles of international agencies, governments, and civil society players in working with the marginalized and vulnerable. Students engage in the sectoral, technical and thematic challenges faced by development organizations in a range of settings.
This course provides an overview and introduction to the global issues, powers and players at the heart of international development. As an overview to the macro features, challenges and practices of the world of humanitarian and development aid, the course helps students build a platform for understanding the field’s numerous dimensions and complexity. History, worldviews, approaches and actors are explored across the international development spectrum, as are the patterns and lenses of several Christian perspectives. Understanding is built around the nature and dynamics of poverty and power, and their relationships to the spectrum of development approaches and practices, along with the roles of international agencies, governments, and civil society players in working with the marginalized and vulnerable. Students engage in the sectoral, technical and thematic challenges faced by development organizations in a range of settings.
This course surveys the development of Buddhism in India and its spread from South Asia to Southeast Asia, East Asia, and the West. In this course, we will explore the Three Jewels (Buddha, Dharma, and Samgha) of Buddhism, the Three Vehicles (Thervada, Mahayana, and Vajrayana) for the transmission of Buddhist teachings, and various Buddhist traditions developed indigenously in East Asia and then spread to North America, Europe, and Africa.
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 course, students are introduced to the spritutal, intellectual, professional and ethical foundations of mission and ministry in the Roman Catholic Church. The student is invited to appropriate a spirituality for service and professional guidelines for ministry and mission within a theological framework, thereby beginning the process of articulating a personal vision that is grounded in Scriptre, Tradition, and experiences of cocation and/or ministry.
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 spirltual 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 crlsis, 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 essentfal 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 rellglous 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 splrltually 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.