This introductory course will offer a systematic survey of the key doctrines ("teachings") of the Christian faith, doing so in both an historical and constructive manner. That is, it will proceed on the conviction that a coherent and comprehensive Christian theology needs to be, on the one hand, rooted in God’s historic revelation and activity, preeminently that in Christ, as attested in the scriptures, and, on the other, discerning and responsive to the continuing activity of the Holy Spirit in the Church and creation. The full course consists of two semester-length classes (ST 1501 and ST 1502, both required for M.Div. candidates matriculating in the fall of 2000 or later). The two classes are integrally linked: the former will lay the foundations for the latter and commence our doctrinal reflections, and the latter will presuppose, continue and conclude the former.

ST 1501 will begin with some "theological hors d'oeuvres" to whet students’ appetite for the more concentrated study that will follow. That is, we will first read and discuss several shorter, "general audience" texts as a way of clarifying certain key issues, raising old and new questions and stimulating our own reflections. (See the first three texts—by McGrath, Ford and Jenson—listed below, in section B.) Following these introductory sessions, the course will then proceed to a more focused study of the topics and issues raised. This study will begin with a survey examination of the history, method and sources of theology. The brief historical survey will serve to introduce students to (or refresh their knowledge of) the basic affirmations of the faith, the contexts in which they emerged and the perennial issues accompanying them. Students will then be introduced to theology as a discipline, that is, to theology as a way of reflection with its own assumptions, criteria and methods. Upon completion of this survey examination, the course will then move to its more detailed and systematic examination of the basic doctrines of the Christian faith. For both the survey and systematic work, we will employ four additional books: an introductory textbook, two readers containing compilations of excerpts from theologians past and present, and a non-technical work on the Trinity. (See the last four texts—by McGrath, Hodgson and King, Gill, and Erickson—listed below. And please note: the first three of these will also be used in ST 1502, which will reduce your books expenses in the second semester.) The textbook describes the doctrinal basics and the issues involved therein and the excerpted readings offer a diversity of positions and proposals, classic and contemporary, addressing these issues. The book on the Trinity is a very accessible volume addressing a doctrine fundamental to Christian faith but viewed by many as inaccessibly obscure. Selected photocopied handouts will complement these various writings.

In all the work we will do, the course intends to foster, by means of our interactions with the tradition and one another, your own theological edification, discernment and developing constructive skills. In part, this will simply require the assimilation of certain basic concepts, terms and approaches. But it will also require practice in conversation: in listening, in asking questions and in offering answers. In particular, of the various excerpted readings we will ask: does it represent a faithful continuation of Christianity’s basic affirmations? Does it represent a creative extension of those affirmations? In sum, the course aims to teach both method and content, and give you the opportunity to hone your theological perceptiveness, sophistication and ability. As future ministers or simply responsible laypeople, you need such knowledge and skill to be true to the Christian heritage and appropriate its lessons and to offer a faithful, coherent and relevant witness in our own demanding time and place.

The following texts, available for purchase from the Seminary Bookstore, will serve the above-stated objectives:

1) Alister E. McGrath. The Unknown God – Searching for Spiritual Fulfillment. Grand Rapids, MI: Wm. B. Eerdmans & Co., 1999.

2) David F. Ford. Theology – A Very Short Introduction. New York: Oxford University Press, 1999.

3) Center of Theological Inquiry. Reflections 4 (Spring 2001).

4) Alister E. McGrath. Christian Theology – An Introduction. 3rd Edition. Oxford: Blackwell Publishers, 2001.

5) Peter C. Hodgson and Robert H. King, eds. Readings in Christian Theology. Minneapolis: Fortress Press, 1985.

6) Robin Gill, ed. Readings in Modern Theology. Nashville: Abingdon Press, 1995.

7) Millard J. Erickson. Making Sense of the Trinity – Three Crucial Questions. Grand Rapids, MI: Baker Book House, 2000.

I will be evaluating your progress in a number of ways. These will include:

1) Readings. It is essential that all of you do all of the reading assigned in the course, and that you do it carefully and prior to the class date it is assigned. Take notes on what you read, outlining the material and jotting down any comments, questions, agreements, and/or disagreements you might have, so that you can raise them in class. Taking such time and care with the readings is necessary for three reasons: first, I will structure the lectures I give to complement and clarify the texts, so if you haven’t done the readings, you’ll not only miss out on the material in the books themselves, you’ll have a difficult time understanding what I present in class. Secondly, because I encourage questions, observations and feedback during all class sessions, to get the most out of the course, all of you need to be prepared to talk about the texts and issues involved. Quite simply, all of us together can do a better job than any one of us alone. And finally, the readings are the foundation for everything to be done in class, and the basis for each form of evaluation.

2) Examinations. There will be two different examinations:

a. The Content Exam. This first test will be an in-class "fill in the blank and brief definition" style exam based on McGrath’s Christian Theology – An Introduction, pp. v-261. (Please note: the exam will be based on this text alone. We will have read other books by the time of this exam, but I want to make manageable the amount of material for which you will be responsible. I also encourage you to start reading, and rereading, this McGrath text as soon as possible, even prior to the assigned reading dates.) The Content Exam seeks to encourage your assimilation of the great variety of information and terms you need to know to have a basic literacy in theological history, sources and method. It will be given at the start of the eighth class session. (see Course Schedule, below).

b. The Essay Exam. This test will be take-home exam, to be completed in one week, requiring you to write several brief essays dealing with theological method and specific doctrines. This exam is intended to foster your analytic and integrative skills in grappling with traditional theological themes and writers. It will be distributed at the end of the penultimate class session and due at the start of the final class session. (See Course Schedule, below, for the date of this exam.)

3) Class Participation. I urge all of you to take part in class by asking questions, making observations and voicing objections, both as opportunity presents itself each session and in the exam discussion scheduled for the last day of class. This last day is the date your take-home exam is due; we will be using the exam questions and answers as the basis for our discussion. Therefore, please be aware: if you do not hand in your exam on time, you will not be allowed to participate in this discussion. Moreover, your exam will receive a lowered grade.

Starting with the seventh session, each you will also have the opportunity to help set the agenda for and lead one class by bringing four (and only four) brief and to-the-point questions derived from that session’s reading selections. Two of these questions should be critical (e.g., noting a theological position with a logical flaw or inconsistent with Scripture) and two should be constructive (e.g., noting a point insightful in its own right or useful as a basis for, or corrective to, current theological reflection). Copies of these questions should be made available for the instructor and your classmates. You will choose your session early in the semester. Also starting with the seventh session, each student will for one class be asked to bring a hymn related to the topic or doctrine under consideration (again, with copies for distribution to the instructor and your classmates).

4) Evaluations. Course grades will be determined by the quality of work in all of these areas. The following is a breakdown of the relative weight of each toward your overall grade: "content" exam, 30%; essay exam, 50%; discussion questions and leadership, 10%; and class participation, 10%.

As you can see, there is no separate evaluation for "reading," but as I mentioned above, doing the reading is necessary for completing all of the other requirements. So I will evaluate your reading and understanding of the texts on the basis of your work in the exams, distributed questions and class participation. In addition, please be aware that good class participation means primarily a simple willingness to speak up and an obvious engagement in the class and its conversations. To be sure, I expect you to be prepared to participate actively. But I also encourage you to ask questions and make comments whenever necessary—even if they are not fully thought out or perfectly clear, which is only to be expected in an introductory level course! As for the standards I will employ in grading the final essay exam, please note the following (from the 2001-2002 Student Guide, p. 7):

"A" – work is excellent. It must be punctual and demonstrate full control of the assignment, the material and the language. The writing has no English usage problems, the material is clearly and effectively organized, and the writer speaks clearly and firmly from the page.

"B" – work is very good. It should be punctual and directly address the question. The writing may show English usage problems, but the grammar, punctuation and spelling are good. The material is well organized but transitions may be abrupt and information may be thin.

"C" – work is adequate. The assignment should be punctual and completed according to instructions. However, the writing may be awkward, unclear or contain English usage problems. The material is only partly grasped.

"D" – work is barely adequate. It may be late or not according to instructions. It is careless, not well organized, and the information is not under the control of the writer.

"F" – work is inadequate.

5) Procedures, Policies and Deadlines. To help insure that we are all working with the same assumptions and to maintain fairness for all concerned, you should be aware of the following:

In any matter bearing on a student’s registration, grades, course deadlines or other "official" details, all communications must be in writing or followed up in writing. The vagaries of memory (especially mine!) simply make it too perilous to rely solely on oral agreements reached in conversations during breaks, after class or even in set appointments. Furthermore, all course work, and any communications such as those just described, must adhere to any applicable timetables or deadlines set by the syllabus or the Student Guide. Barring a legitimate excuse, late work will receive a lowered grade, and Incomplete Contracts will be granted only in emergency situations.

You should also be aware that Bangor’s faculty and administration, like those of other colleges and graduate institutions, is seriously concerned with the problem of grade inflation. In an effort to curb its diluting effects on truly excellent student work, as well as Bangor’s scholarly integrity, this class will have stringent standards. Plainly put, you should know that very few "A"s are likely to be given; most of you will probably earn a "B" of some level, perhaps even a "C." The 2001-2002 Student Guide, pp. 6-8 describes class expectations more fully.

Finally, students should know that plagiarism and other forms of academic dishonesty are prohibited (see the 2001-2002 Student Guide, p. 8). If you still have a question about the definition of plagiarism, please consult me.

As listed on the first page of this syllabus, my regular time for meeting with students will be just before and after class. These brief times are determined by my need to drive down from Bangor and have dinner prior to class. If neither of these times are convenient, or if you need a lengthier meeting, please contact me to make an appointment that will fit our respective schedules.

Finally, I want to offer my welcome to class and my hopes that you will find this Introduction to Christian Doctrine both interesting and fruitful. I look forward to working with you!

The following overview offers a summary of the topics we will consider over the course of the semester, and lists some—but by no means all!—of the issues and questions we should address. We will have the student generated questions described above, and more issues will certainly arise from class discussions.

Class Session #1 – September 11, 2001
Topics: I. Introduction to the class & one another;
II. Theological Basics

Why are we here? What do we hope to learn from this course? What personal assumptions and denominational perspectives are we bringing to this class? Why is this course in "Systematic Theology" entitled "Introduction to Christian Doctrine"? What is theology, in our various opinions? What is "systematic" theology? What is "doctrine"? What are their respective purposes? How does theology/doctrine relate to personal faith? What kind of exercise is theology and theological reflection?

Class Session #2 – September 18, 2001
Topic: III. Exploring the Issues, Raising Some Questions
A. An "Apologetic" Approach
Reading: The Unknown God, 7-123 (117 pages)

Are humans "naturally" religious? What does this mean? Spiritual yearning seems to pervade human life: is there a transcendent source for this hunger? Is there a transcendent fulfillment for our spiritual hunger? Or is it all just "projection"? How would we know, one way or the other? Is the human problem simply one of "knowledge"? Or is our problem one of a deeper, intractable alienation? Can our life have any ultimate meaning and purpose? If so, what is it and how do we realize it?

Class Session #3 – October 2, 2001
Topic: B. A Thoughtful Survey, A Cardinal Question
Reading: Theology – A Very Short Introduction, 3-171; Reflections, 2-21 (189 pages)

Can we sketch the theological landscape, to gain a sense of where we are and hope to go? What are some of the basic concerns and issues we will need to consider? What are some of the assumptions and methods we might employ? What are some of the complexities we will inevitably confront? Is "detachment" possible in theological reflection? Is it desirable? Is it detrimental?

Class Session #4 – October 9, 2001
Topic: IV. Theological Preliminaries
A. Historical Overview
Reading: Christian Theology: An Introduction [hereafter, Intro], v-xxvi, 1-86 (108 pages)

What does it mean to say Christianity is an "historical" faith? What are the basic period divisions in the history of Christian theology? What is the "canon," and how did it form? What does "heresy" mean—and is it still a useful concept today? What is a "creed" and what role does it play? Do Monasticism and Scholasticism have their own distinct theological methods? What were some of the theological characteristics of the Reformation?

Class Session #5 – October 16, 2001
Topic: Historical Overview (continued)
Reading: Intro, 87-134 (48 pages)

What impact did the Enlightenment have on theology? What were some of the specific Enlightenment critiques of Christianity? What are some of the ways Western culture reacted to, or in some way furthered, the assumptions and concerns of the Enlightenment? If "the Enlightenment" is equivalent to "modernity," what is "postmodernity"? Is the Enlightenment critique of Christianity a spent force? Was its critique actually all that pervasive, or were/are some branches of Christianity simply untouched by it?

Class Session #6 – October 23, 2001
Topic: B. Methodological Overview
Reading: Intro, 135-261 (126 pages)

What is Christian theology? What are its sources? What is revelation? Does theology have its own distinctive method, form and/or content? Does it have different "subdivisions"? What are the criteria by which one evaluates the faithfulness and adequacy of theological proposals? To what or whom is theology finally accountable?

Class Session #7 – October 30, 2001
Topic: Methodological Overview (continued)
Readings: Readings in Christian Theology [hereafter, Readings], 1-59, 88-117

A continuation of session 6’s discussion. What does it mean to speak of the Bible as "scripture"? How is scripture to be read? What is meant theologically by the term "tradition"? What is the relation of scripture and tradition? What have been some classic responses to these questions? (Plus student questions, hymns)

Class Session #8 – November 6, 2001
In-class Content Exam
Topic: V. Basic Doctrines
A. The Trinity
Readings: Intro, 319-344; Readings, 60-64;
Readings in Modern Theology [hereafter, Modern Readings], 99-130 (62 pages)

What role does the doctrine of the Trinity play in Christian doctrine? Should theology begin with the doctrine of the Trinity? What is the relation between the three persons? Is "Father, Son and Holy Spirit" the Christian name for God? If so, what does this name signify? Is this name replaceable by other names? What is the "Filioque" controversy? Does the doctrine need to be "reconceived" to make sense? What are some "models" of the Trinity?

Class Session #9 – November 13, 2001
Topic: The Trinity (continued)
Readings: Making Sense of the Trinity, 9-96 (86 pages)

A continuation of session 8’s discussion. Is the doctrine of the Trinity biblical? If so, in what way? Does it make sense, and if so, what kind of sense? What are its practical implications for Christian faith and life?

Class Session #10 – November 27, 2001
Topic: B. The Doctrine of God
Readings: Intro, 263-284; Readings, 64-87; Modern Readings, 13-24, 69-97 (85 pages)

What difference does it make to consider a doctrine of God after a consideration of the Trinity? What are the attributes typically ascribed to God? What does it mean to ascribe these attributes to God? More pointedly, what is the character of our language about God? Why does Christian doctrine insist that God is personal? Is God "male"? What are some of the arguments responding to this question? Is God immutable and/or impassible? What difference would it make?

Class Session #11 – December 4, 2001
Topic: The Doctrine of God (continued)
C. Creation and Providence
Readings: Intro, 284-307; Readings, 118-146 (53 pages)

A continuation of session 10’s discussion, with a transition to a discussion of God’s creative and providential activity. How does Christian doctrine relate God’s transcendence and immanence? What does it mean to affirm God as "the Father Almighty, maker of heaven and earth"? What is God’s relation to creation? What is "divine providence"? Is it the same thing as "predestination"? Does divine providence necessarily imply determinism? How has Christianity answered the question, "Why does God allow evil?"

Class Session #12 – December 11, 2001
Topic: Creation and Providence (continued)
Readings: Modern Readings, 25-66; Reflections, 22-37 (58 pages)
Take-home essay exams distributed

A continuation of session 11’s discussion on creation and providence. In a scientific age, what does it mean to claim that God created and continues to govern the world? What is "the anthropic principle"? Does creation have a meaning or purpose?

Class Session #13 – December 18, 2001
Topic: Discussion of essay exams
VI. Concluding Comments
No further readings.

Roundtable discussion of student answers to the essay exam questions. Be prepared to present and support (through further elaboration and reference to the readings) your answers in class. Concluding comments on this semester’s work and anticipatory comments on next semester’s work.

Please note the following abbreviations: starting with the fifth class session (October 15^th), all reading assignment references to McGrath are from his Christian Theology – An Introduction. The Hodgson and King anthology is cited as H/K. The Jenson and Ward excerpts are found in the journal Reflections.

Day Class # Topic Reading & Key Deadlines (# of pp.)

Sept 11 #1 I. Introduction to the class & one another

II. Theological Basics

18 #2 III. Exploring the Issues, Raising Some Questions

A. An "Apologetic" Approach McGrath, Unknown God, 7-123 (117)

25 No class – professor out of town

Oct 2 #3 B. A Thoughtful Survey, A Cardinal Question Ford, 3-171; Jenson, 2-21 (189)

9 #4 IV. Theological Preliminaries

A. Historical Overview McGrath, Intro, v-xxvi, 1-86 (108)

16 #5 Historical Overview (continued) McGrath, 87-134 (48)

23 #6 B. Methodological Overview McGrath, 135-261 (126)

30 #7 Methodological Overview (continued) Hodgson/King, 1-59, 88-117 (88)

(Student questions, hymns start)

Nov 6 #8 In-class Exam Content Exam

III. Basic Doctrines of the Christian Faith

A. The Trinity McGrath, 319-344; H/K, 60-64;

Gill, 99-130 (62)

13 #9 The Trinity (continued) Erickson, 9-96 (86)

20 No class – Thanksgiving Break

27 #10 B. The Doctrine of God McGrath, 263-284; H/K, 64-87;

Gill, 69-97 (73)

Dec 4 #11 The Doctrine of God (continued) McGrath, 284-307;

C. Creation and Providence H/K, 118-146 (53)

11 #12 Creation and Providence (continued) Gill, 25-66; Ward, 22-37 (58)

Take-home Exam distributed

18 #13 Discussion of Exams Second Take-home Exam due

VI. Concluding Comments