Course Syllabus

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REL 1350.29                                                Dr. Doug Weaver, Professor

Christian Heritage                                        Phone: 710-7283                Class Meets: Waco Hall                                  Office: Reynolds Suites

Spring 2021                          

                                                                                   

Graduate Assistants

 

Ryan Ramsey                                 Husezo Rhakho

Ryan_Ramsey2@Baylor.edu          Husezo_Rhakho1@baylor.edu                                   

 

  1. Course Description

 

  • An introduction to Christian life and thought, from the early church to the present, through an examination of great texts with an emphasis on Christian doctrine, ethics, witness, and institutions.

 

 

II.      Goals of the Course as Part of the Core Curriculum of Baylor University

 

Why is REL 1350 Christian Heritage a common course at Baylor University? The general education outcomes found in the university catalog reveal the importance of the study of the Christian heritage at a university that promotes Christian higher education. “Baylor graduates should be able to: communicate… think critically…demonstrate knowledge of the Christian scriptures and heritage that enables engagement with others from a Christian perspective…

  • As a common course in Baylor’s core curriculum, REL 1350 contributes to a shared foundation of knowledge through the study of the Christian heritage. This course will introduce students to the basic building blocks of the historic, living Christian faith.
    • Emphases will include focus upon key leaders and movements and upon significant doctrinal beliefs from the first century to the present.
    • Students will acquire a basic vocabulary of ideas in the history of Christianity on topics such as salvation, Christology, revelation, atonement, the Bible, and the sacraments.
    • Students will learn about issues of authority, church-state relations, the tensions of heresy and orthodoxy, the relationship of church/faith and culture, the practice of the faith (ethics, power, sacrifice), the role of the Bible in the development of the Christian faith, the interplay of Scripture, tradition, reason and experience
  • Students will gain an appreciation for the rich diversity of the Christian heritage.
    • The diversity is seen in the different approaches taken to the various issues in the fields of Christian history/theology down through the centuries.
    • Issues of race, gender, social location, historical context also reveal the diversity.
  • A study of the Christian heritage, especially its various expressions of belief, illuminates how Christianity is an intellectually informed faith. Theologically informed education can contribute to a student’s understanding and cultivation of Christian virtues (faith, hope, love).
    • Students can initiate/continue the process of personal reflection upon the tenets of the Christian faith and can be better equipped to dialogue with others from a Christian perspective (which is a critical dimension of a transformational Christian education).
    • REL 1350 contributes to the common core curriculum in educating students to become informed and productive citizens of a democracy and servant leaders of faith communities.
  • Students will increase their awareness of resources about the Christian heritage. Students will understand the importance of reading primary sources for the study of the Christian heritage.
  • Students can use the overview of the Christian heritage as a foundation for further historical/theological courses.
  • Students taking REL 1350, as one element of their academic experience, will be prepared adequately for entering the work place or graduate school.

 

III.        Academic Integrity – Honor Code

 

  • Plagiarism or any form of cheating involves a breach of student-teacher trust. This means that any work submitted under your name is expected to be your own, neither composed by anyone else as a whole or in part, nor handed over to another person for complete or partial Be sure to document all ideas that are not your own. Instances of plagiarism or any other act of academic dishonesty will be reported to the Honor Council and may result in failure of the course. Not understanding plagiarism is not an excuse.  You may use online resources to study for this course, but you must do so in ways that are consistent with all aspects of the Baylor University Honor Code.  As a Baylor student, you are expected to be intimately familiar with all aspects of the Honor Code, which can be found at this link: http://www.baylor.edu/honorcode/
  • Cheating cannot be tolerated. If cheating occurs, expect for the infraction(s) to be reported.

 

 

  1. Baylor University Title IX

 

  • Civil Rights Policy and Sexual and Interpersonal Misconduct Policy

 

  • Baylor University does not tolerate unlawful harassment or discrimination on the basis of sex, gender, race, color, disability, national origin, ancestry, age (over 40), citizenship, genetic information or the refusal to submit to a genetic test, past, current, or prospective service in the uniformed services, or any other characteristic protected under applicable federal, Texas, or local law (collectively referred to as Protected Characteristics).

 

  • If you or someone you know would like help related to an experience involving:
  • 1.  Sexual or gender-based harassment, sexual assault, sexual exploitation, stalking, intimate partner violence, or retaliation for reporting one of these types of prohibited conduct, please visit www.baylor.edu/titleix, or contact us at (254) 710-8454, or TitleIX_Coordinator@baylor.edu.
  • 2.  Harassment (excluding those issues listed in #1) or adverse action based on Protected Characteristics, please visit www.baylor.edu/equity, or contact us at (254) 710-7100 or Equity@baylor.edu.

 

  • The Office of Equity and Title IX understands the sensitive nature of these situations and can provide information about available on- and off-campus resources, such as counseling and psychological services, medical treatment, academic support, university housing, advocacy services, and other forms of assistance that may be available. Staff members at the office can also explain your rights and procedural options. You will not be required to share your experience. If you or someone you know feels unsafe or may be in imminent danger, please call the Baylor Police Department (254-710-2222) or Waco Police Department (9-1-1) immediately.

 

  • Except for Confidential Resources, all University Employees are designated Responsible Employees and thereby mandatory reporters of potential sexual and interpersonal misconduct violations. Confidential Resources who do not have to report include those working in the Counseling Center, Health Center and the University Chaplain, Dr. Burt Burleson.

 

 

V.    Students Needing Accommodations

 

  • Any student who needs academic accommodations related to a documented disability should inform me immediately at the beginning of the You are required to obtain appropriate documentation and information regarding accommodations from the Office of Access and Learning Accommodation (OALA). Any student who needs academic accommodations related to a documented disability should inform me immediately at the beginning of the semester. You are required to obtain appropriate documentation and information regarding accommodations from the Office of Access and Learning Accommodation (OALA). Contact Information: (254) 710-3605 - Paul L. Foster Success Center, 1st floor on the East Wing of Sid Richardson.

 

  • I receive a report of accommodations from OALA. If you plan to request the accommodations (for example, an accommodation regarding testing), please make sure that you follow deadlines and notify me of your requests. We will work with you to help you succeed in your academic journey.

 

 

  1. Military Student Advisory

 

  • Veterans and active duty military personnel are welcomed and encouraged to communicate, in advance if possible, any special circumstances (e.g., upcoming deployment, drill requirements, disability accommodations). You are also encouraged to visit the VETS Program Office website https://www.baylor.edu/vets/ or call with any questions at (254) 710-7264.

 

 

VII.   Additional Academic Support

 

  • If you need additional study aids, students who regularly utilize the resources in the Paul L. Foster Success Center (http://www.baylor.edu/successcenter/) have found success at Baylor.
  • If your academic performance in this class is substandard, I will submit an Academic Progress Report to the Success Center so that the team of coordinated care professionals can ensure that you get the help you need.

 

 

VIII.    First Generation College Students

 

  • Baylor University defines a first-generation college student as a student whose parents did not complete a four-year college degree. The First in Line program at Baylor is a support office on campus for first-generation college students to utilize if they have any questions or concerns. Please contact First in Line at firstinline@baylor.edu, call 254-710-6854, or visit www.baylor.edu/firstinline to learn more about the services available.

 

 

  1. University Writing Center (UWC)

 

The University Writing Center offers free assistance to you at any stage of the    writing process (brainstorming, researching, outlining, drafting, revising, editing). In their feedback, the consultants focus on higher order concerns, such as content, thesis, evidence, and organization, before grammar or style. The UWC tutors will not proofread, edit, or write your paper for you, but they will equip you with a toolbox of strategies to improve your writing, research, and editing skills.  Real-time online consultations as well as eTutoring (feedback within 48 hours) are available during Baylor’s   2020 summer sessions (June 2 – August 7).  For your consultation appointment, please have the assignment prompt, your paper/text, and other materials you might need with you and provide my name as your professor. Learn more and make an appointment at: www.baylor.edu/uwc, or email UWC@baylor.edu

 

 

  1. Availability of Professor

 

  • Face-to-face appointments will be by zoom this spring. Please email me (not through canvas but through my email) to set up a zoom meeting.
  • Study sessions via zoom (optional attendance) will be offered.
  • I return email promptly.
  • Per Baylor Policy: During our time together, I may record our session, a requirement for all one-on-one meetings with students who are considered minors. If I did, I would let you know that at the outset.

 

 

  1. Attendance

 

  • Attendance

 

  • We will take attendance. Success in the course is dependent on attending class sessions. Test material is derived from class sessions.
  • During this unprecedented time of a global pandemic, class attendance must be approached differently from the way it would in a standard semester.  If you are sick or have any symptoms (even if they are slight) that might relate to COVID-19, please stay home to protect yourself, your classmates, and your professors.  As your instructor, I will expect that you work with me to enable you to receive any necessary course content (including classroom lectures) and complete any assignments, quizzes, or exams that you may miss due to being sick or having COVID-19-related symptoms.  I also expect you to notify me prior to class if you will be missing for COVID-19 or any other health-related reason.  If you are well, have no symptoms, and are not required to remain at home for any COVID-19 or other health-related reason, you should attend class and abide by all of the University’s health protocols. 
  • Missing class (and saying “oh, I’ll just watch the class video as if I have covid and were quarantined) is not an automatic ticket to access to the class videos. Classes uploaded for viewing are for students who are sick or quarantined and not designed for cases of “cutting class.” As in a normal semester, if a student “cuts class” that student is expected to find appropriate ways to learn the material that he/she missed.
  • Baylor’s Health Services department on the Waco campus no longer provides notes to “excuse” students from missed classes.  I have been asked to tell you, “Please do not ask Health Services for such documentation.”

 

XII.    Face Coverings

 

  • Baylor University is committed to providing a safe educational environment for all students, faculty, and staff.  In order to create the healthiest environment possible, students and instructors must properly wear face coverings over their mouths and noses while in Baylor buildings and while in the classroom.  In addition, social distancing should be maintained within all classroom environments. 

 

  • Any student who does not bring a face covering or refuses to wear one will be dismissed from class and be considered absent.  If a student who is not wearing a face covering refuses to leave class, the instructor may dismiss in-person class for that day.  Such a student will be subject to disciplinary action through the Student Code of Conduct.

 

 

XIII. Required Textbooks

 

  • Gonzalez, Justo. Church History: An Essential Guide (Nashville: Abingdon Press, 1996)

 

  • Weaver, C. Douglas and Rady Roldan-Figueroa, eds.  Exploring Christian Heritage: A Reader in History & Theology, Second ed. (Waco: Baylor University Press, 2018). *** Please note that the editors do not receive any income or financial royalties by requiring this book for the class.

 

 

XIV. Course Requirements

 

Read

·      Read the textbook and any online material as assigned for each class period. Readings should be done before the day’s PowerPoint is covered.

 

Quizzes

  • Quizzes will be taken online on Canvas.
  • Quizzes are marked on your syllabus with a (Q) beside that day’s readings.
  • You are responsible for checking the syllabus to know about quiz dates.
  • A quiz covers the reading designated for a particular day (not past class notes). For example, a quiz that is taken on a Sunday night is for the readings for that Monday’s class.
  • There is a ca. 24-hour window to take a quiz online. A quiz over readings for a Tuesday class can be taken from “Monday 1:30 p.m. until Tuesday at 1:30 p.m.” A quiz over readings for a Thursday class can be taken from “Wednesday 1:30 p.m. until Thursday 1:30 p.m.”
  • Quizzes have multiple-choice questions. Once you start a quiz, you must complete it. You have 15 minutes for each quiz (10 questions). Students who take longer than 15 minutes are subject to losing points on the quiz. Canvas allows us to determine how long you take on a quiz.
  • Thirteen quizzes will be given. Ten quizzes will count.

 

  • The 3 quizzes on the Gonzalez book are required: no drops or substitutions.

 

Tests

  • Take three tests and a final exam. 
  • Each test will cover separate material. 
  • Each test has 50 multiple-choice questions. 
  • Class notes and readings from both the Weaver/Roldan Reader can appear on the tests.
  • A Study Guide – an important document – is located in “course documents” on Canvas; class outlines (that help with class material) are located in “assignments” on Canvas.
  • Study sessions will be offered before each test via zoom.
  • For important study tips, see Canvas (course documents) for “A Method of Study.” The tips work; try them.

 

 

Discussion Groups

 

  • Students will be randomly assigned to discussion groups on Canvas. One of the graduate assistants will conduct each group. Please reach out to your group’s GA with questions relating to this aspect of the course.
  • Eight times this semester, you will write at least one original post in response to a particular module. Additionally, you must reply at once to posts from your peers for that module. Thus, for each of the eight modules below, you need to engage the group at least twice to receive full credit. You may certainly engage more as a benefit to your own and your peers’ learning.
  • We ask that you write one original post for each of the following topics. You may write about anything related to that reading or lecture. Each discussion post will stay “live” for one week. The discussion will open on the Sunday preceding the module day, and it will close at 11:59pm Saturday night. If you do not complete both your original post and reply by that time, you will receive a zero for that week’s assignment. If you only complete one of the two required posts, you will receive no higher than a 50 for that week’s assignment. There will be no make-up opportunities for missed discussions.
      • 2/2 Christ and Culture (closes on 2/6)
      • 2/16 Augustine (closes on 2/20)
      • 3/11 Radical Reformation: Anabaptists (Just War; Pacifism) (closes on 3/13; note that this is the only module on a Thursday rather than a Tuesday)
      • 3/30 Slavery and American Religion (closes on 4/3)
      • 4/6 Social Gospel (closes on 4/10)
      • 4/20 Baylor University, Texas Baptists and Slavery (closes on 4/24)
  • Original posts must be at least fifty words and replies must be at least thirty words.
  • Both original posts and replies ought to be substantive reflections, comments, or questions concerning the module’s course lectures and readings.
    • Reflections, comments, and questions ought to be substantive. While there are no formulas or hard and fast rules for how your posts and replies ought to be, please see these examples to get a sense of how your posts and replies ought to be:
      • Insufficient reflection: “I thought the Anselm reading was boring!”
      • Substantive reflection: “While I struggled to understand the Anselm reading as well as some of the other readings, the lecture helped me see what Anselm was saying. When I revisited the text later, I then understood Anselm’s idea of the significance of Christ’s death. In fact, I think Anselm’s idea is quite similar to my home pastor’s explanation of Christ’s death.”
      • Insufficient comment: “I think James Cone was wrong when he said ‘Jesus is black.’”
      • Substantive comment: “At first I thought it was odd for James Cone to say that ‘Jesus is black.’ In my Christian Scriptures course, I learned that Jesus was a Jew from the Middle East. I’m still a bit confused, but after looking back at the text, I’m starting to get the idea that Cone is saying that Jesus always identified with the poor and suffering, and he still does so with marginalized people today such as Black people in America.”
      • Insufficient question: “Where did Perpetua live?” (You can find this information on Wikipedia).
      • Substantive Question: “In the ancient near east, women did not have high social status. Though when reading the account of Perpetua, it seems she was a highly revered person. To what extent does it matter that Perpetua, a famous Christian martyr, was female? Is there anyone we can think of today like Perpetua?”
  • Interaction within the groups between peers and graduate assistants must be respectful and kind. While it should not have to be said…. please make sure to avoid derogatory or inflammatory language (whether directed towards peers, instructors, or authors) and do your best to “put yourself in the shoes” of others (again, whether peers, instructors, or authors). In short, basic respect is assumed and a lack of respect cannot be tolerated (this isn’t a time for social media hostility or even blind loyal praise unleashed about controversial topics). The TA’s will report any violations to the professor. I (Dr. Weaver) will deduct points from the discussion grade for violations, and if necessary, involve the university’s honor council for disruptive behavior. On a positive note, the discussion boards have the potential to provide excellent dialogue and learning.

 

 

  1. Extra Credit (this is optional): Write a 4 page essay

 

  • Topic: Write on one of the following two podcasts:

 

·      Christian Racist Complicity: American History, Monuments, and the Arc of Justice / Jemar Tisby & Ryan McAnnally-Linz

           

·      Redeeming Dangerous Memories: Black Women and Racial Injustice / Keri Day and Miroslav Volf

 

  • Write Four double spaced pages; Times New Roman 12 font. Papers that exceed four pages will receive an automatic 10-point reduction. (Ideally papers are between 3 and ½ pages and 4 pages (again 4-page max).
  • Briefly summarize the podcast so that we know you watch it all.
  • Analyze the material presented as if you were analyzing a written document
  • Items to consider: What was the theme of the podcast? Sub-themes? What does the podcast suggest about the study of history?
  • You may include personal reflections if they dialogue with the material, but you must dialogue with the ideas/content presented.
  • To reiterate: Address principles and ideas; do not use slander or inflammatory rhetoric. Remember, you are not just giving personal opinion of these podcasts. You are listening and reacting to them historically and for what they meant to the Christian Heritage.
  • Grammar counts.  Proofread the paper.
  • Paper submitted via Canvas.
  • The paper must be turned in by April 13, at 2:00 p.m. (to be turned in at the start of class).
  •  A 10-point deduction per day for late papers.
  • ******The optional essay grade will be applied to the lowest of your three test scores from tests 1, 2 and 3. For example, if you get an 85 on test 2 and get a 95 on the essay, you add them together, then divide by 2, and your grade on that test will be a 90.  For a second example, if you receive a 60 on a test and your grade on the essay is a 90, you add them together, divide by 2, and your score is a 75 on that test.

 

XVI. Class Format Conversion

 

Due to the COVID-19 pandemic, this course may need to be converted to a [hybrid or] online format at some point in the semester.  I have anticipated this possibility as I have prepared for the course and will provide necessary information for you in that event.

 

XVII. Grades

 

  • Test One – 15%
  • Test Two – 15%
  • Test Three 15%
  • Final Exam – 15%
  • Gonzalez Quizzes – 6%
  • Reader Quizzes – 20%
  • Discussion Participation – 14%

 

Grading Scale

 

  • A 92.5 to 100

 

  • A- 89.5 to 92.4

 

  • B+ 86.5- 89.4

 

  • B 81.5 - 86.4          

 

  • B- 79.5 – 81.4

 

  • C+ 75.5 – 79.4

           

  • C 72.5 – 75.4

 

  • C- 68.5 – 71.4

 

  • D+ 66.5 – 68.4

 

  • D 61.5 – 66.4

 

  • D 58.5 – 61.4

 

  • F 0 – 58.4

 

 

XVIII.   Schedule

 

 

  • R is used below as an abbreviation for the Reader (Weaver/Roldan-Figueroa)

Read all the selections for the persons assigned in the Reader

 

  • This is the expected schedule for the class. 

 

Week                            Topics

 

1/19                                         Introduction; Syllabus

 

1/21                                         No More Like Matthias: Apostolic Fathers

                                                R: Ignatius

R: Edict of Milan

           

1/26     (Q includes syllabus)  Apostolic Fathers; Persecution and Martyrdom

                                                R: Didache

R: Perpetua

 

1/28     (Q)                              Boundaries of the Faith

                                                R: Irenaeus

R: Cyprian of Carthage

G: Quiz on pp. 7-40 of Gonzalez

 

2/2       (Q)                              Christianity and Culture

            (Discussion Post)        (Apologists, Montanism, Monasticism)

                                                R:  Justin Martyr

R: Tertullian

R: Antony of Egypt

 

2/4                                           Defining the Biblical Canon

R: Origen (Scripture) 

R: Athanasius (Biblical Canon)

 

2/9       (Q)                              Church Councils and Heresies

                                                R: Arius

R: Athanasius (On the Incarnation)

R: Early Christian Creeds

R: Gregory of Nyssa (Trinity)

 

 

2/11                                         Test One

 

                                                THIS TEST WAS POSTPONED DUE TO WEATHER

 

2/16     (Q)                              Augustine

            (Discussion Post)        R: Augustine  

                                                R: Pelagius

G: Quiz on pp. 41-66 of Gonzalez

 

THIS MATERIAL WAS COVERED IN A VOICED OVER POWERPOINT LECTURE AND IS MATERIAL FOR TEST TWO… THERE WAS NO F2F CLASS THIS DAY

 

THE QUIZ FROM 2/16 ON GONZALEZ WAS POSTPONED DUE TO WEATHER; SEE 3/2/21

 

 

2/18    (Q)                               Roman Catholic Church: Some Aspects from the Medieval Period

                                                R: Benedict of Nursia

R: Francis of Assisi

R: Clare of Assisi

R: Pope Boniface VIII

 

THIS CLASS WAS POSTPONED AND THE QUIZ WAS POSTPONED TO 2/24/21

 

BEGIN NEW REVISED CLASS SCHEDULE HERE:

 

2/23                                         THE RESCHEDULED TEST ONE

 

2/25    (Q)                               Roman Catholic Church: Some Aspects from the Medieval Period

                                                R: Benedict of Nursia

R: Francis of Assisi

R: Clare of Assisi

R: Pope Boniface VIII

 

 

3/2                                           Eastern Orthodox Church

                                                R: John of Damascus

R: Pope Urban II

 

G: Quiz on pp. 41-66 of Gonzalez

 

NOTE HERE IS THE MAKE UP OF THE GONZALEZ QUIZ THAT WAS ORIGINALLY SET FOR 2/16

 

THE LECTURE ON Medieval Thought: Anselm, Abelard, Aquinas HAS BEEN DELETED FROM THE SYLLABUS

 

3/4     (Q)                                Martin Luther and the Protestant Reformation

                                                R: Martin Luther                                

 

 

3/9   (Q)                                  Radical Reformation: Anabaptists

        (Discussion Post)            (Just War; Pacifism)

                                                R: Menno Simons

Online: Schleitheim Confession

Read the following internet site, found under                                    external links in Canvas, or go to

http://www.reformedreader.org/ccc/scf.htm

 

THIS WAS THE ORIGINAL WELLNESS DAY

 

3/11                                         RESCHEDULED DAY FOR TEST TWO

 

3/16     (Q)                             Reformations: John Calvin, English Reformation

R: John Calvin

R: Anne Askew

R: Act of Supremacy

R: John Winthrop (Model of Christian Charity)

G: Quiz on pp. 67-95 of Gonzalez

 

 

3/18                                         Baptists

                                                R: Edgar Y. Mullins

R: Clarence Jordan

 

 

3/23     (Q)                              Methodism/Wesley, Arminianism, Holiness

R: John Wesley

R: Charles Wesley

           

3/25     (Q)                              Religious Liberty; Revivalism in America

R: Thomas Helwys

R: Roger Williams

R: Jonathan Edwards

R: Peter Cartwright

R: Billy Graham

 

 

3/30     (Q)                              Slavery and American Religion

(Discussion Post)        R: Richard Furman

                                                R: Frederick Douglass

                                                R: Peter Randolph

 

 

 

 

4/1                                           Modernity: The Developing Liberal Tradition                    

                                                R: Friedrich Schleiermacher

 

 

4/6                                RESCHEDULED DATE FOR TEST THREE

 

4/8       (Q)                              Social Gospel

(Discussion Post)        R: Russell Conwell

R: Walter Rauschenbusch

R: Charles Sheldon

 

 

4/13     (Q)                              19th-20th Century Women’s Leadership

R: Elizabeth Cady Stanton

 

 

4/15     (Q)                              Religion, Civil Rights Movement

R: Martin Luther King, Jr. (and Letter from Birmingham Jail) Martin Luther King, Jr. “Letter From Birmingham Jail”  www.baptiststudiesonline.com – look under Primary Sources, then the Baptists and Race link

           

4/20                                         Baylor University, Texas Baptists and Slavery

(Discussion Post)        William Crane, President of Baylor University, 1864-1885 (PDF; Canvas)

 

4/22   (Q)                                Pentecostal-Charismatic Tradition

                                                R: William J. Seymour

                                                R: Aimee Semple McPherson

R: Larry Norman

 

NOTE THE QUIZ HERE IN THE REVISED SCHEDULE SINCE THE QUIZ WAS DROPPED FROM THE DELETED LECTURE ON MEDIEVAL THINKERS

                       

4/27                                         Baptists in India

                                                Reading can be found on Canvas

 

 

This is the information that I have about final exams. Please consider it tentative until the Baylor administration gives us confirmation.

 

TR

2:00 p.m.

Wednesday, May 5th

9:00-11:00 am

Final

Exam                         

 

 

 

Course Summary:

Date Details Due