LBRL336, Early & Medieval Christianity Dr.

Scott Ables
<day><time> sables@georgefox.edu
<bldg rm> Office Hours: By appointment

Course Description
This course surveys the history of the Christian church from its inception to the Great Schism (1054 CE)
that has to this day divided the eastern churches (Greek) from the western (Latin). We will focus on key
aspects of the institutionalization of the church: the formation of the canon, centralization of authority
in the bishop, and the development of doctrine as a function of conciliar decision, as well as place each
of these in social context and examine them as a function of intellectual culture. Students will be
equipped with a critical and dispassionate understanding of the genesis of the main creedal and
confessional declarations of the early period and the factors that led to schism, all of which continue to
form the basis of much historical (and theological) reflection today.

Texts (required)
Introduction to the History of Christianity, T. Dowley (Fortress, 2006). paper $44, Kindle $32
Formation of the Bible: The Story of the Church's Canon, L. M. McDonald (Hendrickson, 2012). paper, $17
The Concise Oxford Dictionary of the Christian Church, E. A. Livingstone, ed. (2nd ed, Oxford University
Press, 2000). paper $23, Kindle $10
Course Reserves (held on reserve in library; required readings specified in weekly assignments)
Dictionary of Early Christian Literature, S. Dopp (Herder & Herder, 2000).
Early Christian Doctrines, J. N. D. Kelly (4th ed., HarperOne, 1978). paper, $18
East and West: The Making of a Rift in the Church: From Apostolic Times until the Council of Florence, H.
Chadwick (Oxford University Press, 2005).
From Nicaea to Chalcedon: A Guide to the Literature and its Background, F. M. Young and A. Teal (2nd
ed., Baker Academic, 2010).
A Manual for Writers of Term Papers, Theses, and Dissertations, K. L. Turabian (6th ed., University of
Chicago Press, 1996).
Patrology: The Eastern Fathers from the Council of Chalcedon (451) to John of Damascus (750), A.
Berardino (James Clarke, 2000).
The Oxford Handbook of Early Christian Studies, S. A. Harvey, D. G. Hunter (Oxford University Press,
2008).
The Oxford Handbook of Late Antiquity, S. F. Johnson, ed. (Oxford University Press, 2012).
The Story of Christian Theology: Twenty Centuries of Tradition and Reform. R. E. Olson (InterVarsity,
1999).
The Trinitarian Controversy, W. C. Rusch (Fortress, 1980).

Course Objectives & Assessment Rubric

The student will be able to . . .
1. To summarize the earliest claims made regarding Jesus and how these drove theological debate
2. To understand the development from scripture to canon
3. To be familiar with the results of the first four ecumenical councils, and the contents of the
following documents:
a. The Nicene declaration of 325 and its modification in 381
LBRL336 Syllabus 2

b. Cyril's Second Letter to Nestorius

c. The Tome of Leo
d. The Chalcedonian Definition of 451.
4. To understand doctrines in their immediate context, which may be defined, according to
circumstances, exegetically, philosophically, culturally or politically
5. To recognize the evolution of doctrine as a function of time and deliberation, the answers
produced by one generation being often the seedbed of new problems for the next
6. To discuss the significance of Augustine, Muhammed, and Charlemagne to both the formation
of Europe and the Latin Church
7. To briefly explore the debates on monotheletism, the filioque, and icons and the causes for the
schism of eastern and western churches
8. To discuss why the division of eastern and western churches is significant for today’s geopolitical
policy debate

FoxTALE (Course Website)

Our FoxTale page is mandatory! Visit it several times each week for updates, some readings,
forum interactions, etc. Go to http://foxtale.georgefox.edu, and
sign in with your GFU credentials; Then find our course.

Assessment & Grading Discription/Explanation

25% Attendance & Participation Quizzes are taken in class during the last class of that week
15% Module One Exam Tests are in-class, but on-line, so laptop required
15% Module Two Exam Tests are in-class, but on-line, so laptop required
25% Three Research Essays Topic pre-approval requried, 8000 words total, see below
20% Final Exam Comprehensive, closed-book, in-class and laptop required:
50% on Module Three, 25% on Mod One, 25% Mod Two

Assignments
(25% of grade, Attendance & Participation) Quizzes will be given in class during the last class of that
week and comprised of a short (one paragraph) writing on the assigned reading. These will make you
both accountable for the reading, focusing your thoughts in preparation for the topic discussion, and
exercise your critical thinking and writing skills. Attendance is also captured in this mark, thus the
quizzes cannot be made up barring extraordinary circumstances.
(25% of grade, Three Research Essays) Two short essays (2000 words) and one longer essay (4000
words). The essay titles will be selected from a list, approved by the instructor. The intent is to deepen
course content with focused research in areas of student interest, not to provide an avenue for student
self-interest. Thus, it is unlikely that titles not listed will be approved, but it is not impossible if crafted
narrowly, related to existing course content, and approved by the instructor.
(50% of grade, three exams) Module one and two exams (15% each) and final exam (20%) will be
comprised primarily of short essay questions covering material from both reading and lectures but will
also include a variety of multiple choice, matching, etc. type questions. Exams are closed book, on-line
but in-class, thus laptop required.
LBRL336 Syllabus 3

Class Interaction (including laptop/phone/e-reader use)

The learning process hinges upon the student’s personal investment. This is more than being in class.
Taking notes, staying awake, engaging in class discussion are all key elements to the learning process.
Every student should show up fully prepared with reading and study done and willing to engage.

Students are encouraged to express their opinions freely if done in a respectful manner. You are more
than welcome to express opinions that differ, whether from myself, students, authors, or the biblical text.
Constructive engagement, however, is only possible if dialog is civil. You should always engage with the
best of the other person’s ideas, not a cartoon version of their worst point. Avoid personal attacks: failure
to do so, verbal or written, will result in a reduction in grade and possibly failing the assignment.

Laptops & Phones are Banned from Class.

E-reader use in class is constructive if additive to achieving course objectives. If, however, such use
becomes disruptive, I reserve the right to ask you to put it away, even to refrain from using it in class on a
going forward basis. E-readers are for e-books, nothing else.
Plagiarism
A oid plagiaris . Plagiaris i cludes ore tha the use of a other perso ’s riti g ithout citi g the ;
it also i cludes usi g so eo e’s ideas without citing them. The consequences for plagiarism could
include failing the course or even expulsion from the university, as specified in the student handbook.
Read the GFU statement on Academic Honesty, and the
GFU Library helps on avoiding Plagiarism.
Writing Help
The Academic Resource Center (ARC) on the Newberg campus provides all students with free writing
consultation, academic coaching, and learning strategies (e.g., techniques to improve reading, note-
taking, study, time management). They can help you understand/avoid plagiarism. The ARC is located in
the basement of The Murdock Learning Resources Center (library).
Disability Services Information
If you have specific physical, psychiatric, or learning disabilities and require accommodations, please
contact the Disability Services Office as early as possible so that your learning needs can be appropriately
met. For more information, go to ds.georgefox.edu or contact Rick Muthiah, Director of Learning Support
Services (503-554-2314 or rmuthiah@georgefox.edu ).

Schedule
Module One: The Rising (Early) Church
Topic 1: Who do you say that I am? The biblical evidence for the basis of Christological claims
Topic 2: From persecuted house church to bishop, cathedral and patriarchate
Topic 3: The Apostolic Fathers and Apologists: the orthodoxy, heresy, and the emergence of theology
Topic 4: The Christological Controversies and the emergence of patristic and conciliar authority
Topic 5: The shape and nature of tradition, authority, and the interpretation of scripture
Module Two: The Maturing (Medieval) Church
Topic 6: The heterodox find solace outside the empire: the Church of and mission to the East
Topic 7: Interpretation of Origen and Cyril of Alexandria give rise to formalism
Topic 8: Persian, Arab, and European conflict outpaces the debate
LBRL336 Syllabus 4

Topic 9: Aristotelianism in late antiquity and the translation movement that preserved the Classics
Topic 10: Maximus the Confessor, monotheletism, monasticism, pilgrimage and crusade
Module Three: The Challenge of the Divided Church
Topic 10: Christianity and Islam
Topic 11: Iconoclasm and the Triumph of Orthodoxy
Topic 12: Photian Schism and mutual anathemas divide the Church
Topic 13: The end of Byzantium and the Rise of the papacy
Topic 14: The resultant state of modern ecumenism, geopolitical policy and religious pluralism

Out of Class Time Calculations

NB: Study and reading time calculations are based on well established estimates. if you read
slower than the average you will need to allocate more of your time (NOT LESS OF THE
READING) to finish the assignment. A three credit hour course has about three contact hours
(50 minutes) per week and expects about six out-of-class hours in study (includes reading). Over
fifteen weeks, this works out to approx 37.5 contact hours plus 37.5*2=75 study hours.
Essay Requirements
Essays are due by midnight on the due date. They must be uploaded to FoxTale.

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
The topic must be pre-approved by the instructor (usually selected from the list provided)
If you turn it in on time, you may request draft review, I’ll grade it first and give you 72
hours to fix anything I suggest you change; if you undertake these improvements, I will


regrade it.


Full name and student number at top.


Title Centered
The Essay must be at least the required words, not counting the bibliography and cannot


exceed the minimum words by 500.

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The Essay must include a complete bibliography, not just a works cited.

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No websites may be used or cited.

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You must use the library and go to the ARC at least once.

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Typed, double spaced, 12 point Times Roman, 1 inch margins
The essay must be typed and uploaded as MSWord or Adobe pdf, no other formats are


acceptable. Hand written essays will not be accepted.
Use footnotes to document all citations and reference to the ideas of others. Avoid
Plagiarism. See Plagiarism web pages noted above for help with this.
 For citation style, footnote, and bibliography style use:
Kate L. Turabian, A Manual for Writers of Research Papers, Theses, and
Dissertations.
This resource can be found in the Library or the ARC.