Teaching Dossier

Dr. Benjamin Winter

https://slu.academia.edu/BenjaminWinter

Page 1
Statement of Teaching Philosophy

Page 2
Teaching Competencies

Pages 3-5
Student Evaluation Comments
A representative sample of comments (without alteration) selected from the twelve
sections of Theological Foundations I have taught at Saint Louis University.

Page 6
Student Evaluation Statistics
The average scores in a number of categories from my recent Theological
Foundations sections at Saint Louis University.

Pages 7-17
Sample Syllabus and Schedule
 Statement of Teaching Philosophy

I vividly remember the moment I first stepped to the front of a university classroom four years
ago. It hit me suddenly: I am now the “face” of Catholic theology for these students. But alongside
this weight of responsibility came an essential realization: it is now my privilege to connect with
each unique individual in this group—to build relationships, to learn from experiences and
perspectives brought to the table, and, most importantly, to foster a communal search for the truth.

Learning is impossible without mutual trust and understanding. Before each interaction with a
student, I ask myself, “What would be most helpful if I were hearing about this for the first time?”
My entire pedagogy centers on re-entering this mentality. I take nothing for granted and strive to
meet students where they are. This approach manifests through various practical avenues. For
instance, I give students time to write “exit tickets” after many of my lectures. These notecards
list two important points from the discourse, alongside questions and comments. Reading these
exit tickets helps me gauge what came through in my teaching and what I need to clarify in our
next class session.

I have also found that the most effective teaching tool is to assign students in small groups that
meet, at the end of each week, to go over that week’s “theme.” This gives students agency to
direct our course of study and generates excellent opportunities to dialogue with individuals
across the semester. Applying what I learned at the Reinert Center for Transformative Teaching
and Learning, I track student progress through daily assessments with qualitative feedback. I also
create an anonymous midterm survey, where students can share what works well and what needs
to improve. By acting on their suggestions, I show each cohort that I am listening and responsive
to their concerns.

I wrote my dissertation on St. Bonaventure. He famously exhorted academics not to allow

“reading to suffice without fervor, knowledge without love, and understanding without humility.”
Following this example, my syllabus contains an appendix with special notes for people of faith,
those who are still searching, and those who are agnostic or atheist. Each note ends with the
phrase, “You are welcome here.” In order to develop relationships oriented around the pursuit of
wisdom, students and teachers must be willing to give up some autonomy. Students who enter
my classroom will be moved by the discipline of theology. A former student recently wrote:
“After going through Catholic schooling throughout my life, it honestly got a bit stale and I had
a falling out with my beliefs. Your class added a new energy to theology that was lacking
throughout my education, so I just wanted to thank you for that. I recommended many of my
friends to take you as their teacher and they thought the same of you.” Whatever success I
experience as a teacher comes from standing beside my students as they wrestle with the
fundamental question of our place in this universe—and in this, no one is alone.

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 Primary Teaching Competencies

Historical Surveys: Early, Medieval, and Modern Church

Theories and Methods in Historical Theology
Theology and Spirituality of Saint Bonaventure
Philosophical Theology / Faith and Reason
World Religions / Religious Pluralism
Introduction to the Catholic Faith
Augustine: Texts and Contexts
Early and Medieval Exegesis
Franciscan Traditions
Christian Mysticism
Scholastic Theology
Secondary Teaching Competencies

The Sacraments
Contemplative Prayer
Theology and Film
The Bible as Literature
Christianity and Science Fiction
Healthcare Ethics / Pastoral Care of the Sick
Ecological Consciousness

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 Student Evaluation Comments

Classroom Pedagogy
Professor Winter was an amazing instructor/professor. He was thorough and his ways of teaching
definitely made Theology very easy to comprehend/understand. He is extremely cooperative and
will make sure that no student is left confused. (Spring 2019)
I really appreciate that your teaching reflects the high level of understanding, respect, and love you
have for other people and other faiths. I've always felt very comfortable in your class; as a Muslim,
I have not always been made to feel comfortable in classrooms where religion is taught. I had a lot
of fear coming into the class, and I was relieved when I learned that a really enlightened and
passionate individual was going to be teaching the course. (Fall 2018)
I thoroughly enjoyed having Professor Winter as my instructor. He contributed enthusiasm, humor,
and personal anecdotes into every class, which made it much more engaging. It is easy to see that
he is truly passionate about theology and all of his students. He was extremely welcoming and
encouraging of everyone, regardless of religious background. His personality and composure is
unrivaled in the classroom. Gold star worthy! (Spring 2018)
I've been in Catholic school since I was 6. I am now 20, and this was THE best religion class I
have ever taken. What makes this different from the rest is the professor, Ben Winter. He is
fantastic; he shares his broad expanse of knowledge with a an even wider smile. He made this class
so enjoyable, I would consider a minor in theology if he taught all my classes. Ben Winter was the
key to my learning and interest this semester, and is one of my favorite teachers ever. (Fall 2017)
He encouraged us to think outside the box and challenge any previously held beliefs, but did so in
a safe environment so we could grow. He always had a big smile on face that made you feel
welcome and he didn't shy away from tough subjects, especially in an environment with people
from so many different religions and understandings. He allowed Atheists the same rights as
Catholics and was able to explain things in ways that didn't feel like doctrine being handed down,
but rather with religion being this living thriving thing accessible by everyone. (Fall 2017)
Prof Winter was extremely approachable and very knowledgeable about all subject matter. Was
always open for great discussion and well planned lectures. Highly recommend. (Spring 2017)
I appreciated how much Ben cared about us and how much he wanted to help us understand and
learn ... he genuinely wanted to hear our opinions and listen to what we had to say. (Fall 2016)

Ability to Facilitate Learning

Ben Winter is a wonderful professor and I would highly recommend taking his course. He is kind,
intelligent and open minded. He meets students at our level and never made me feel uncomfortable
regarding course work, etc. He is a great person to talk to and he explains his lectures on point. I am
very thankful I was able to be a part of his course. (Spring 2019)
Always responded to emails quickly and contacted us if we missed class so that we could make up
the points from the day. I also enjoyed how he graded things. He was timely and gave feedback,
both complimentary and critical. He always made time to stay after class and continue the usual

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lively discussion with us. He always gave us opportunities to improve our grade. Ben helped me
become a better student and I have recommended him to nearly everyone I know. (Fall 2018)
I really enjoy your lectures, probably the most out of any professor I've ever had. The exams are
very fair and reflect directly from the material in the slides/things you have talked about, with no
tricks. This class has been a really good one and I think I will remember it for my entire life. (Fall
2018)
Professor Winter is extremely passionate about theology, which helped make this class both
enjoyable and interesting. He provided us with opportunities to make suggestions about the class,
and he implemented several of them. (Spring 2018)
Very enthusiastic into the material, and would share experiences/stories that would help to imagine
the teachings of the class visually in order to help in learning the material. (Spring 2018)
Professor Winter is awesome and super enthusiastic. The only thing I would recommend is fewer
readings or shorter readings. I also found many of the readings very difficult to grasp, but that was
intellectually challenging as well, so I enjoyed it in a way. (Spring 2018)
Amazing professor! Ben shows so much passion when it comes to theology, and he loves his students
and wants them to succeed. He gives such good feedback to students and is incredibly nice and
engaging with students. I went into this class dreading theology, but I have gained a newfound
respect for theologians and theology. (Fall 2017)
Professor Winter is an ecstatic individual who really takes pride in his work and does his due
diligence wholeheartedly. I greatly appreciated Professor Winter's listening skills when I shared my
thoughts and beliefs on a topic. Thank you Professor Winter for working with me when I needed
someone to understand. (Spring 2017)
He was very funny and personable. I liked how he would respond to our discussion questions with
his own opinions and thoughts and even provided supplemental readings/podcasts/videos. The
quizzes were challenging and tricky because of wording, but doable. (Spring 2017)
I enjoyed that our discussion was not just about the material we learned in class, but issues that are
relevant to the current news. (Fall 2016)

Engagement with Students

As mentioned in my previous comment, truly a down to earth guy. Super passionate, and that energy
makes students WANT to learn more and participate more. He sees his students as people not
students, and treats everyone with pure respect no matter their background. A one of a kind professor
and I am truly lucky to have been taught by him. (Spring 2019)
Professor Winter was an awesome teacher. He made great efforts to hype up theology and succeeded.
He was a great guy to speak to after class about certain religious questions or topics. Overall, I would
highly recommend. One of the best professors I've had. (Spring 2019)
I really want to thank you for making theology such a fun class. Because we learn and do something
new each day, I feel excited to come to class. Previously I was terrified of taking this course, because
I was a student without any religious background. However, you made me feel welcome. (Fall 2018)

4
Professor Winter is an amazing professor. He is very interested and enthusiastic about what he
teaches which makes learning in his class so much better. He is very clear about what needs to be
done in class and he offers many insights and further discussion to what we talked about in class.
(Spring 2018)
One of my favorite professors at SLU in my short time here. Ben is always positive, energetic, and
willing to help whenever he can. (Fall 2017)
Mr. Winter is one of the best teachers I have ever had. He was always available when needed and
clearly articulated what was expected. (Spring 2017)
Professor Winter was very knowledgeable about all the topics we covered. He listened to all of our
questions and answered them very well. He always had an open mind. He was always enthusiastic.
His assignments and grading system were always fair. He was overall a great instructor. (Fall 2016)

Passion for Theology

Professor Winter always showed up to class with enthusiasm. He is a great listener, and can tackle
any tough questions that students throw at him. Great teacher. (Spring 2019)
So much enthusiasm, encourages discussion, critique, and has great energy. (Spring 2019)
Professor Winter REALLY loves theology, and it shows. His enthusiasm could be contagious
sometimes. He's read a ton, and is obviously extremely knowledgeable, but every time a student
brought up an interesting/new point on the reading, he was super open to discussion. I liked him a
lot, and recommended him to friends. (Fall 2018)
Loved how enthusiastic Professor Winter was. He really loves Theology and making sure his
students understand what is going on. I appreciated all the extra credit opportunities as well. By far
my favorite class this semester because he made it very enjoyable to attend. (Spring 2018)
Definitely a nice guy and very enthusiastic! I feel though he assumes everyone is as interested as he
is, and so I struggled a little bit to keep up in class. (Spring 2018)
Professor Winter's enthusiasm for the course was some of the most I've ever seen. It was obvious
that he really enjoys theology and that inspired me to learn more from his class. (Fall 2017)
Ben Winter is a exceptional professor for this class. His enthusiasm for the subject is infectious, and
his comments and notes on assignments and papers always add something special. (Fall 2017)

5
 Student Evaluation Data – Four Point Scale
A complete list of student comments and evaluation scores can be found on my teaching website
Questions about the Fall 2017 Spring 2018 Fall 2018 Spring 2019 College of
Course 37 28 46 39 Arts and
respondents respondents respondents respondents Sciences
Expected learning 3.87 3.86 3.81 3.85 3.57
outcomes for the course
were clearly communicated
Course requirements were 3.95 3.93 3.74 3.77 3.39
clearly communicated

Course design supported 3.80 3.80 3.88 3.85 3.51

my achievement of the
learning outcomes
The course required me to 3.70 3.83 3.60 3.55 3.52
apply what I learned in
new ways
The course challenged me 3.66 3.76 3.46 3.52 3.56
intellectually
Average Course Rating 3.80 3.84 3.70 3.71 3.51

Questions about the Fall 2017 Spring 2018 Fall 2018 Spring 2019 College of
Instructor 37 28 46 39 Arts and
responden respondents respondents respondents Sciences
ts
The instructor communicated 3.81 3.85 3.77 3.95 3.48
ideas and information clearly

The instructor demonstrated 4.00 4.00 3.98 4.00 3.69

enthusiasm for the subject
matter
The instructor provided 3.95 3.94 3.81 3.98 3.45
feedback that helped me with
subsequent work in the course
The instructor treated students 3.97 3.97 3.95 4.00 3.77
with respect
The instructor was available 3.95 3.97 3.95 3.98 3.64
for assistance when needed
Average Instructor Rating 3.94 3.95 3.89 3.99 3.61

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Sample Syllabus and Schedule
Theological Foundations—Fall 2019
Saint Louis University
THEO 1000-35: TR 8:00–9:15am
Xavier Hall 128
Instructor: Dr. Benjamin Winter
Email: ben.winter@slu.edu
Office Hours:
T/R 10:00am-11:30am, and by appointment
Adorjan Hall, First Floor Lobby
Always email me in advance!
Rose Window, Cathédrale Notre-Dame de Chartres

Course Description:
Deep calls unto deep at the noise of Your waterfalls...
–Psalm 42:7
To begin, let us acknowledge what we do not know. An individual human brain, such as the one
allowing you to read these words, can only comprehend so much. Can you provide an exhaustive
survey of our ever-expanding universe? Can you give a reason why there is something, rather than
nothing? Is there a guiding force behind the events that brought us together at this moment in time?1
Or is the search for meaning—the pursuit of truth that transcends predetermined biological and
material processes—merely a primitive “wish-fulfillment” fantasy?
Christians claim that God allows these questions to be asked fruitfully. But describing “God” is no
simple task. The existence of a higher power that is personally concerned about you or me is,
ultimately, a matter of faith. But there is a difference between blind faith and “faith that seeks
understanding.” In this course, we will explore that distinction by focusing on the story of God’s
interaction with the world revealed in Sacred Scripture. Following introductory notes on the discipline
of theology and its relationship to philosophy, we will proceed to a broad overview of biblical themes
and figures—centering on the life, death, and resurrection of Jesus Christ. After the mid-term
examination, we will explore what it means to be a Christian—both historically and in light of
contemporary beliefs and practices. And in our final unit, we will look at how the story of Christianity
has been articulated and expanded through literature (including through science fiction).
As we read and discuss texts this semester, we will be confronted by questions such as: Is the universe
eternal or created? How did a collection of ancient texts (the Christian Scriptures) come to exert such
profound influence on global history and culture? How does religion shape communities? And finally:
Is there life after death? If these questions spark your curiosity, this course is for you!

Note: THEO 1000 is not intended to assess student beliefs. While students are responsible for
knowing course content (predominantly Christian in nature), they are in no way expected to assent to
or believe the content. Any and every question is allowed in this course. Our classroom is a safe place
to engage with and challenge theological ideas. Consult the syllabus appendix (below) for more detail
on the variety of ways one can approach learning in this class.

1
If we can definitively say that there is no guiding force behind events, why is it that human beings are so insistent
upon ascribing meaning to the chain of causes and effects that led us to this moment?
7
Learning Outcomes:

This course serves as an overview of central Christian teachings: The Triune God, the Incarnation,
creation from nothing, redemption from sin, and universal justice / judgment. Yet perhaps more
importantly, I aim to help each student develop the skills to engage with these teachings. To that end,
THEO 1000 students will develop proficiencies in public discourse, critical thinking, reading and
analyzing texts, and placing theology into dialogue with other disciplines. At the conclusion of this
course, students will possess the skills to:
Think theologically (demonstrate an active grasp of basic theological concepts)
Read theologically (interpret texts through critical reading practices)
Write theologically (summarize theological concepts, explain relationships between them, and
identify their historical and contemporary relevance)
Speak theologically (ask questions relevant to course content and contribute meaningfully to class
discussion)
My purpose as an instructor is to facilitate an informed and civil meeting of minds. To that end,
mutual respect, patience, and kindness are required. 

Required Electronic Resources: (Must be printed and brought to class!)

• PDF readings on Blackboard
• New Revised Standard Version (NRSV) Bible. Available online at http://bible.oremus.org/
• Being Christian by Rowan Williams. Available as an ebook through SLU’s library catalog

Required Books:
• The Great Divorce (C.S. Lewis)
• The Sparrow (Mary Doria Russell)
-These two books will not be used until after the mid-term examination
-They will available for purchase at SLU’s bookstore

Grading Overview:

Dialectical Journals 200 points

Discussion Questions 200 points 400 points

Group Presentation 100 points

Papers 200 Points
Mid-Term Exam 150 points
Non-Cumulative Final Exam 150 points 600 points
Total = 1000 points
Grading Detail:

Dialectical Journals (200 points)

Approximately once-per-week (see the “Schedule” document), you will be required to turn in a
dialectical journal document at the beginning of class. The template for this journal is available on
Blackboard. In your journal, identify at least 4 important passages from that day’s readings. Then,
describe why you found these passages interesting, confusing, etc. Your journal can be handwritten
or printed—but printing allows students to modify the rubric to fit longer quotations and reflections.
8
Discussion Questions (200 points)
Two discussion questions are due on most Thursdays (see the “Schedule” document). At some point
in class on discussion days, you will meet in groups to go over your questions together. To
satisfactorily complete the discussion questions assignment, write at least two questions based on the
readings for that day. A good strategy is to ask one general question and one specific question. Be
sure to use page number citations, and to include the beginnings of an answer to each question (in
sentences or using bullet points). I am looking not only for questions, but reflections.

Group Presentation (100 points)

Each group will be responsible for leading class one day toward the end of the semester. Further
information and guidance will be available as our time together progresses!

Papers (200 points)

Students will submit two papers during this course. Prompts and point values for these papers can be
found below. A detailed breakdown for each paper is also available on Blackboard.

Mid-Term Exam (150 points)

This test is administered in class on Oct 10. It consists of multiple choice, true-or-false, fill-in-the-
blank, and short answer questions. It covers material from Aug 27 to Oct 03.

Non-Cumulative Final Exam (150 points)

This test is administered on Dec 12 at 8:00am. Its format is identical to that of the Mid-Term exam,
but covering material from Oct 15 to Dec 05.

Point Assessment of Dialectical Journals and Discussion Questions:

All students begin the semester with 400 points. Students lose points by either not completing one of
these assignments (-15 points), or by turning in incomplete or unsatisfactory assignments (-5 through
-10 points). If you miss an assignment due to an “excused absence” (see below), you can make up the
points by submitting a 2-paragraph response to that day’s reading(s), via email, within one week.

Grading Scale:

A= 100-94 / A- = 93-90
B+ = 89-87 / B = 86-84 / B- = 83-80
C+ = 79-77 / C = 76-74 / C- = 73-70
D = 69-60 / F = 59 and below

Attendance and Participation Policy:

What is expected?
Attendance is critical to your success in this course. As such, students are expected to (1) attend each
class session; (2) arrive punctually; (3) bring assigned reading materials.

9
What happens if I miss class without an excuse?
If you are not in class, your absence will be considered “unexcused” unless you have provided
evidence that it should be excused. Unexcused absences #1–2 carry no penalty. Unexcused absences
#3–5 each cause a 25 point deduction from your grade for the entire course. More than 5 unexcused
absences will merit a failing grade.

Are there exceptions?

There is no penalty for an “excused” absence. In accord with university policy, participation in varsity
sports events, bereavement (formally instigated through student request to the Dean of Students), and
military service automatically provide for excused absences. In the case of an excused absence, you
must: (1) inform me in advance that you will not be in class, and (2) submit two-paragraph response
to that day’s readings via email within one week. Note: I regularly excuse absences for such things
as serious illness and sudden transportation trouble, but the student must communicate with me about
these things before class.

What about tardiness?

Students who arrive late to class will be penalized 5 points per instance. This adds up—so please be
punctual! In all issues of attendance, communication is key. If you rely on someone else for a ride,
have a long walk from a previous class, or some other circumstance that may cause you to be late,
inform me and I will not count you as tardy. Punctuality is an essential expression of courtesy to our
learning community, and we cover important announcements/review at the start of each class.

What about chronic illness?

Chronic illness, whether physical or mental, besets some students. This section of THEO 1000 relies
on attendance and cannot profitably be taken with frequent absences. If you know beforehand that
your chronic illness could cause you to miss more than six classes in the semester, please speak with
me about finding another section of this course to take (possibly online). While I do not require
doctor’s notes for individual sicknesses, if a student repeatedly misses class due to sickness I will
contact their academic advisor to inquire into the legitimacy of repeated absences.

Papers (Detailed):

As mentioned above, students will turn in two papers during this course. These papers are:

1. Worldview / Religious Background. 100 points (10% of your total grade).

Due by the beginning of class on Sept 19.

2. Religious Tradition. 100 points (10% of your total grade).

Due by the beginning of class on Nov 07.

• Detailed breakdowns and prompts for these papers are available on Blackboard.
• Papers must be printed.
• Papers may be submitted before their due dates—feel free to work at your own pace.
• Late papers may be submitted up to one week after the due date for a one letter-grade penalty. After
this one-week period, late papers will be penalized -5% for each additional day late.
• I strongly encourage students to make use of University Writing Services. They can assist you in
your work tremendously (particularly with grammar and flow / structure).
10
Extra Credit Opportunities:
• Extra credit opportunities will be sent via email (2–3 per month, varying point values).
• On the mid-term and the final exam, 2–4 extra credit questions will appear.

Note on Electronics in the Classroom:

Laptops, phones, and tablets will NOT be allowed in this class. Genuine learning in our course, which
is based upon the experience of asking big questions and engaging with great stories, requires
sustained attention—toward both the professor and your fellow students. You do not need to take
notes on a computer. In fact, doing so will almost certainly be detrimental to your understanding of
the material. After teaching this course for three years at SLU, it has become eminently clear to me
that allowing these devices (as I have up until this point) has done far more harm than good. So feel
free to blame your fellow students for my decision.  Please do not make me tell you again in the
course of the semester. If I see someone using a device after class begins, I will issue one warning.
Each additional warning will merit a 5% reduction in that student’s grade.

Disability Accommodations:
Many of us have disabilities, both visible and invisible. If you have a documented disability and need
additional accommodations, please meet with me and we will work together. In addition, please
contact SLU’s Disability Services Office.

Academic Integrity:
Please familiarize yourself with the university’s academic integrity policy. Plagiarized work will not
be accepted. If you are uncertain, always err on the side of caution and cite your sources.

Student Success Center:

In recognition that people learn in a variety of ways and that learning is influenced by multiple factors
(e.g., prior experience, study skills, learning disability), resources to support student success are
available on campus. The Student Success Center, a one-stop shop, which assists students with
academic and career related services, is located in the Busch Student Center (Suite, 331) and the
School of Nursing (Suite, 114).
Harassment, Bias, and Equality:

Saint Louis University and its faculty are committed to supporting our students and seeking an
environment that is free of bias, discrimination, and harassment. If you speak with a faculty member
about an incident of misconduct, that faculty member must notify SLU’s Title IX coordinator, Anna
R. Kratky (DuBourg Hall, Room 36; akratky@slu.edu; 314-977-3886). The Title IX coordinator will
then be available to assist you in understanding all of your options and in connecting you with all
possible resources on and off campus. If you wish to speak with a confidential source, you may
contact the counselors at the University Counseling Center at 314-977-TALK.

SLU Mission Statement:

The Mission of Saint Louis University is the pursuit of truth for the greater glory of God and for the
service of humanity. The University seeks excellence in the fulfillment of its corporate purposes of
teaching, research, health care and service to the community. It is dedicated to leadership in the
continuing quest for understanding of God’s creation and for the discovery, dissemination and
11
integration of the values, knowledge and skills required to transform society in the spirit of the
Gospels. As a Catholic, Jesuit university, this pursuit is motivated by the inspiration and values of the
Judeo-Christian tradition and is guided by the spiritual and intellectual ideals of the Society of Jesus.
Appendix:

For atheists/agnostics … This course is not an attempt to proselytize belief. You will never be
penalized for disagreement. Our time studying Christianity should facilitate an examined life; it will
assist you in thinking critically and articulating the reasons behind your beliefs. You are welcome
here.

For those with religious background other than Christianity … I want to learn from you. Please do
not hesitate to share your own tradition’s beliefs with the class—we would all do well to listen to
those who bring the richness of a cultural heritage other than Christianity to the table. You are
welcome here.

For those with Christian (but not Catholic) background … I will be teaching this class from a Catholic
perspective, but not as an “emissary” of the Catholic Church. It would benefit us all if you challenge
or question Catholic teachings—in order to add nuance and charitable critique to the dialog. You are
welcome here.

For those with Catholic background … I will do my best to deepen and enrich your faith. But I will
also challenge you and will not show you any deference. Particularly if you were raised Catholic, you
may find that this course will unsettle some of your closest-held convictions. Let us proceed with the
saints, in faith seeking understanding (fides quarens intellectum). You are welcome here.

For those who identify as spiritual, but not religious … I am grateful for your presence. This class
will ask you to take faith traditions seriously, and I hope that you will open yourself to the experience.
You are welcome here.

For those who are still deciding … The world is complex, and it is wise to withhold judgment. We
are all sojourners—but we do not travel alone. You are welcome here.

Discussion Tips:
Participating in discussion does not necessarily mean talking a lot or showing everyone that you know
a great deal of information! Good discussion, rather, involves people trying to build on and
synthesize comments from others. It also involves inviting others to say more about what they are
thinking. Here some specific examples of good participation in discussion:
• Ask a question or make a comment that shows you are interested in what another person
says, or encourage that person to elaborate on what they have already said
• Bring in a resource (a reading, web link, video) not covered in the syllabus but adding new
information/perspectives to our learning
• Make a comment that underscores the link between two people's contributions
• Make a comment indicating that you found another person's ideas interesting or useful. Be
specific as to why this was the case
• Contribute something that builds on, or springs from, what someone else has said. Be
explicit about the way you are building on the other person's thoughts
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Reading Biblical References:
A colon ( : ) always separates a chapter number from a verse number. The chapter number is always
to the left of the colon; the verse number is always to the right of the colon.
“Genesis 3:1-15” means you should read the Book of Genesis, Chapter 3, verses 1 through 15

Anything on this syllabus can change at the professor’s discretion in order to accommodate
professor and/or student needs. Any changes will be communicated via a revised syllabus posted to
Blackboard and will be announced immediately to the class.

THEO 1000-35 (F19) Schedule

Note: All BLUE “Hyperlinked” Content Can (Also) Be Found on Blackboard
Part One: Philosophical and Theological Reasoning

Aug 27 Aug 29
SYLLABUS DAY Worldviews and Critical Reading
(No assignment)
Kevin Hughes, “Thoughts on Reading Well”

Videos: Moral Relativism + Moral Realism

Come prepared with written or typed thoughts

on “Group Icebreaker Discussion Questions”
(See Document on Blackboard)

In-Class Syllabus Quiz for Extra Credit

Sept 03 Sept 05
Why Study Theology? Theism and Atheism

Study Theology, Even If You Don’t Believe Hart, “God is not a Proper Name”
McGrath, “Can God’s Existence be Proved?”
Herbert McCabe, “Doubt is not Unbelief”
Video: God is Dead
Dialectical Journal
Two Discussion Questions
(One question should address the viability of
atheism as an intellectual position)

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 Part Two: The Story of Christianity (Sacred Scripture)

Sept 10 Sept 12
Creation The “Fall” through The Patriarchs

Drama of Scripture, 25–37 Drama of Scripture, 45–58

Bible Reading: Genesis 1–3 Bible Reading: Genesis 22

Video: Genesis Part 1 Video: Genesis Part 2

Two Discussion Questions

Dialectical Journal (One question on the sacrifice of Isaac)

Sept 17 Sept 19
Moses and the Exodus King David and Prophets

Drama of Scripture, 58–74 Bible Reading: 2 Samuel 11-12:25

Bible Reading: Exodus 12 Reading the Bible Through Neuroscience

Video: Exodus Part 1 Video: 1-2 Kings

Video: Exodus Part 2 NO Discussion Questions

Dialectical Journal Worldview/Religious Background Paper

Due

Sept 24 Sept 26
Jesus and “The Kingdom of God” Did Jesus Change Everything?

Bible Reading: Matthew 5–7 Drama of Scripture, 185–194

Bible Reading: Luke 22–23 Bible Reading: John 20–21

Video: The Gospel of John Part 1 Video: The Gospel of John Part 2

Dialectical Journal Two Discussion Questions

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 Oct 01 Oct 03
Judaism and Christianity The Eschaton

Drama of Scripture, 194–207 Drama of Scripture, 227–234

Video: Jim Bakker’s Buckets
Bible Reading: Acts 1–2
Two Discussion Questions
Bible Reading: Ephesians 1-3 (One question on the “end of the world”)

Dialectical Journal

Oct 08 Oct 10
Catch-Up and Mid-Term Review Mid-Term Exam

Come prepared with questions

Oct 15 Oct 17
Church History: The Council of Nicaea Church History: The 2nd Vatican Council

The Nicene Creed Nostra Aetate

Video: History of the Church
Ratzinger, “The Holy Spirit”
Johnson, “A Living Tradition”
Video: Saint Patrick’s Bad Analogies
Video: Nicene Rap
Video: Council of Nicaea
Two Discussion Questions
Dialectical Journal

Oct 22 Oct 24
FALL BREAK The Scriptures Revisited
(No Class)
Being Christian, Ch. 2 (“Bible”)

Make plans to visit a religious community for Squirrels and Symbols

your “Religious Tradition” Paper Assignment
Frye, The Great Code, “Myth II”

Two Discussion Questions

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 Oct 29 Oct 31
Sacraments: Baptism and Eucharist The Great Divorce

Being Christian, Ch. 1 (“Baptism”) The Great Divorce, Ch. 1–7

Being Christian, Ch. 3 (“Eucharist”) Group Exercise (see email)

Dialectical Journal

Nov 05 Nov 07
The Great Divorce Technology, Theology, and Contemplation

The Great Divorce, Ch. 8–14 Andrew Sullivan, “My Distraction Sickness”

Dialectical Journal Restless Hearts Yearn for God

Two Discussion Questions

Religious Tradition Paper

Nov 12 Nov 14
Mysticism and Christianity The Meaning of Suffering

Pseudo-Dionysius, “The Mystical Theology”

The Sparrow, Ch. 1-4
Silence in the Face of Mystery

Being Christian, Ch. 4 (“Prayer”)

Two Discussion Questions
Dialectical Journal

Nov 19 Nov 21
The Meaning of Suffering The Meaning of Suffering

The Sparrow, Ch. 5-10 The Sparrow, Ch. 11-14

Group Presentation Group Presentation

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 Nov 26 Nov 28
The Meaning of Suffering THANKSGIVING
(No class)
The Sparrow, Ch. 15-20

Group Presentation

Dec 03 Dec 05
The Meaning of Suffering The Meaning of Suffering

The Sparrow, Ch. 20-27 The Sparrow, Ch. 28-32

Group Presentation Group Presentation

Final Exam Review

Dec 12 (Thursday)
Final Exam

Time: 8:00-9:50am

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