UFDN 3100

Christian Theology
(43134)
Seattle Pacific University
Spring 00!
Schedule: MWF/ 1:30-2:50 pm Instructor: Dr. Daniel astelo
!ocation: "tto Miller #all 11$ %mail: casted1&spu.edu
redits: 5 "''ice: (le)ander #all *0+
"''ice #ours: MWF, 12-1pm or -. appointment /hone: 020+1 221-233+
"# $rientation an% &oals of Co'rse
Co'rse Description(
3his course studies the -asic doctrines and practices o' historic hristianit., such as the
-ein4, attri-utes, and 5or6in4s o' the 3riune 7od8 the nature, 'allenness, and redemption
o' human -ein4s8 the character and mission o' the church8 the disciplines and duties o'
personal 'aith8 and the hope 'or 9last thin4s.: (ttention 5ill -e 4i;en to ma<or 'ormati;e
e;ents and 6e. persons in the histor. o' the church that ha;e helped shape 5hat
hristians -elie;e and ho5 the. li;e.
Co'rse $)*ectives(
11 3o s6etch the -asic de;elopment o' hristian thou4ht and institutions 'rom
=e5 3estament times to the present. >oth the rich di;ersit. and the o;erarchin4
unit. 5ithin the hristian tradition 5ill -e emphasi?ed. 3he distincti;e -elie's
and practices o' se;eral ma<or -ranches o' the hristian tradition 5ill -e
hi4hli4hted.
21 3o delineate the central doctrines o' the historic hristian church, their
interrelationships, and their implications 'or the hristian li'e. Doctrines 5ill -e
studied not onl. as truth claims, i.e., ideas that hristians a''irm, -ut also as
means 'or anal.?in4, shapin4 and correctin4 the li;es o' hristian persons and
communities.
31 3o de;elop an understandin4 o' and appreciation 'or theolo4ical method, that
is, 'or the ;alue o' a d.namic and closel. reasoned dialo4ue -et5een hristian
scripture, hristian tradition, and the ran4e o' human e)perience in doctrinal and
ethical re'lection.
*1 3o encoura4e and help students to culti;ate a more re'lecti;e hristian 'aith,
that is, one inte4rall. 5o;en into their li;es and thin6in4.
51 3o introduce a spectrum o' theolo4ians 5ho ha;e made and are ma6in4
si4ni'icant contri-utions to hristian theolo4..
University +ission State,ent(
Seattle /aci'ic @ni;ersit. see6s to -e a premier hristian uni;ersit. 'ull. committed to
en4a4in4 the culture and chan4in4 the 5orld -. 4raduatin4 people o' competence and
character, -ecomin4 people o' 5isdom, and modelin4 4race-'illed communit..
School of Theology +ission State,ent(
3he School o' 3heolo4. at Seattle /aci'ic @ni;ersit. see6s to educate and prepare all our
students to en4a4e the culture as thou4ht'ul people. We see6 to 'oster their intellectual,
personal, and spiritual 4ro5th, and help them master those critical s6ills and multi-
cultural sensiti;ities needed to understand hristian 'aith and translate it into practices
that chan4e the 5orld.
School of Theology &oals(
Within the -road conte)t o' these Mission Statements, S"3 has esta-lished 'ourteen
4oals 'or its ;arious pro4rams. "' these, the 4oals italici?ed speci'icall. appl. to this
course:
1) Students will gain an informed and reflective faith.
21 Students 5ill 4ain con'idence in the hristian 'aith.
3) Students will respond positively to people with differing belief systems.
*1 Students 5ill -e a-le to interpret Scripture 5ith s6ill and 4race.
51 Student 5ill shape their li;es around hristian character and ;alues.
+) Students will understand how Scripture, reason, tradition, and experience
inform theological inquiry.
A1 Students 5ill -e prepared to ma6e a di''erence in a cross-cultural settin4.
21 Students 5ill -e prepared 'or success'ull. enterin4 the 5or6place or 4raduate
studies.
$1 Students 5ill -e a-le to nurture others in hristian 'aith.
101 Students 5ill enhance their ser;ice to churches.
11) Students will critique different worldviews operative in the world.
121 Students 5ill culti;ate personal >i-le stud. into their li;es.
13) Students will identify historic and contemporary diversity in the global
Christian tradition.
1*1 Students 5ill -e more acti;e participants in the 5orship and ministr. o' a
local con4re4ation.
""# +etho%ology
UFDN 3100 in Conte-t(
3his course is the 'inal element o' the @ni;ersit. Foundations seBuence 'or all students at
S/@. @FD= 1000 attempted to o''er students a re'lecti;e e)perience in 5hich the
2
hristian li'e 5as considered in its man. 'acets, especiall. as these pertain to spiritualit.
and li;ed e)periences. @FD= 2000 represented the su-seBuent step o' inte4ratin4 these
-asic insi4hts 5ith the -i-lical stor.8 the >i-le is the sacred te)t o' hristianit. and so
retains a preeminent place in all ma<or discussions relatin4 to hristian identit. and
practice. @FD= 3100 represents a 'inal phase in 5hich connections are made and
relationships o-ser;ed across three strata: 11 the indi;idualCs conception o' the hristian
li'e, 21 the -i-lical 5itness, and 31 the historical and doctrinal de;elopments that ha;e
attempted to mediate and construct li;el. possi-ilities -et5een the 'irst t5o themes.
3he @ni;ersit. Foundations seBuence is there'ore Buite 'ittin4: it mo;es 'rom anal.?in4
oneCs 'aith <ourne. 0@FD= 10001 to the te)t that in'orms and enli;ens that <ourne.
0@FD= 20001 'ollo5ed -. a situational e)perience in 5hich this process is
conte)tuali?ed 5ithin the lar4er testimon. o' the church8 in other 5ords, @FD= 3100
-rin4s this emer4in4 con;ersation in dialo4ue 5ith other con;ersations that ha;e ta6en
place across historical hristianit. re4ardin4 5hat can -e considered the central tenets o'
hristian -elie' and practice.
Pe%agogical +etho%(
In li4ht o' these conte)tual considerations, the ma<or doctrinal loci 5ill -e presented in a
traditional seBuence accordin4 to the =iceno-onstantinopolitan reed o' 321.
3he 'lo5 o' the class 5ill -e 4uided -. a num-er o' operational procedures. !ectures
5ill -e a si4ni'icant 5a. to en4a4e the material, -ut the. 5ill not -e the onl. 5a..
Indi;idual pro<ects, 4roup discussions, and other learnin4 methods 5ill -e emplo.ed in
order to ma6e the learnin4 e)perience more ;aried and e''ecti;e.
Student Buestions and comments are to -e a vital part o' the e)perience. Students are
5elcomed to as6 Buestions throu4hout the e)ecution o' the a-o;e methods8 simpl. raise
.our hand and 5ait to -e reco4ni?ed8 in an. 4i;en situation, pre'erence 5ill -e 4i;en to
those 5ho ha;e not participated as much as others. St'%ents are e-pecte% to )e rea%y
to participate in an active an% conversational ,anner# Students 5ill -e called upon
randoml. to share in class.
Te-ts(
Shirle. . 7uthrie, Christian octrine, re;ised edition 0!ouis;ille, DE: Westminster
Fohn Dno), 1$$*18 re'erred to in the course calendar as &'thrie
IS>=-10: 0-++*-253+2-A
Dallistos Ware, !he "rthodox #ay, Ge;ised %dition. 0rest5ood, =E: St. HladimirCs
Seminar. /ress, 1$A$18 re'erred to in the course calendar as .are
IS>=: 0-$1323+-52-3
3
Walsh, >rian F. and F. Gichard Middleton, !he !ransforming $ision 0Do5ners 7ro;e,
I!: InterHarsit., 1$2*18 re'erred to in the course calendar as .alsh an%
+i%%leton
IS>=: 0-2AA2*-$A3-0
Fohn Wesle., Sermons, re'erred to in the course calendar -. their respecti;e titles.
0Eou ma. photocop. these 'rom a num-er o' collections or do5nload them 'rom
the 'ollo5in4 5e-site: http://4-4m-umc.or4/umhistor./5esle./sermons1
"ne o' the 'ollo5in4 0dependin4 upon 5hich 4roup .ou choose/are assi4ned1:
&ro'p 1( !hree $iews on Creation and %volution, ed. Fames /orter Moreland
&ro'p ( #hat about !hose #ho &ave 'ever &eard() !hree $iews on the
estiny of the *nevangeli+ed, ed. 7a-riel Fac6re
&ro'p 3( ,redestination and -ree #ill) -our $iews on ivine Sovereignty and
&uman -reedom, ed. Da;id >asin4er
&ro'p 4( -our $iews on &ell, ed. Fohn F. Wal;oord
&ro'p /( -our $iews on Salvation in a ,luralistic #orld, ed. Dennis !. "6holm
&ro'p 0( -our $iews on %ternal Security, ed. Michael S. #orton
&ro'p 1( !hree $iews on the .illennium and /eyond, ed. Darrell !. >oc6
3here are t5o copies o' these te)ts in the li-rar. on reser;e8 .ou ma. 5ant to
purchase .our te)t in order to a;oid the possi-ilit. o' these items -ein4
una;aila-le at the time .ou need them
/lease -rin4 te)t-oo6s to class8 the. 5ill -e a ;ital part o' class participation and 5ill -e
re'erenced continuousl. durin4 class lectures and discussions
I>i-lical citations in class 5ill -e 'rom the =e5 Ge;ised Standard Hersion 0=GSH1
II' .ou decide that .ou need a 4lossar. o' theolo4ical terms 'or this course, here are some
relati;el. ine)pensi;e choices 0these are not reBuired1:
Stanle. F. 7ren?, Da;id 7uret?6i, and herith Fee =ordlin4, ,oc0et ictionary of
!heological !erms 0Do5ners 7ro;e, I!: InterHarsit. /ress, 1$$$1
Han (. #ar;e., 1 &andboo0 of !heological !erms 0=e5 Eor6: 3ouchstone
Simon and Schuster, 1$$21
Donald D. McDim, #estminster ictionary of !heological !erms 0!ouis;ille,
DE: Westminster Fohn Dno), 1$$+1
*
"""# St'%ent $)ligations an% 2val'ation
2ti3'ette(
(1 Gespect and courtes. are ;ital 'or an e''ecti;e learnin4 en;ironment. (ll participants
are to sho5 a hi4h le;el o' ci;ilit. 5hen en4a4in4 each other and the material in the
class. =o personal attac6s or ;er-al a-use 5ill -e tolerated.
>1 (ll participants are to arri;e to class on time. 3ardiness is rude to the rest o' the class
and should -e a;oided 5hen possi-le.
1 ell phones are to -e turned o'' at the door8 rin4 tones can -e ;er. distractin4, and
a4ain, common courtes. su44ests that .ou a;oid this.
D1 >ecause o' a-use in the past, laptops are ="3 allo5ed durin4 class, as these present
the potential 4rie;ance o' 5or6in4 on other assi4nments, 5e--sur'in4, or 4ame pla.in4
durin4 class. Ees, ta6in4 notes 5ith a laptop is easier than 5ritin4, -ut lecture outlines
should remo;e much o' the di''icult. surroundin4 this issue.
2val'ation(
4) 5ea%ing Paragraphs (06 of final gra%e)
(ttendance 'or the class 5ill not -e re4ulated8 i' .ou donCt 5ant to -e here, I donCt
5ant .ou to -e here. 3his class polic. reBuires .ou to -e responsi-le and mature
so that i' .ou are in class, .ou are read. to en4a4e the material and contri-ute to
discussion. I' thin4s come up 5hen .ou cannot attend, .ou do not ha;e to 5orr.
a-out lettin4 me 6no5. 3here are a num-er o' ca;eats to this polic., ho5e;er:
11 %ach student is responsi-le 'or turnin4 in readin4 para4raphs to the pro'essor
"= 3#% D(E I3S D@%8 i' .ou miss a class, .ou ma. turn in the para4raph
;ia email on that same da., -ut no late para4raphs 0meanin4 a'ter the da. due1
5ill -e accepted8 students are e)pected to complete 20J o' the para4raphs
possi-le 'or an 9(: 0$5J1 4rade8 less than the 20J 5ill result in percenta4e
4rades deri;ed 'rom the ones completed -ased on a 100J scale 'or (!!
/"SSI>!% /(G(7G(/#S F"G 3#% K@(G3%G 0meanin4 that a student
5ill ine;ita-l. ma6e less than 20J1. Geadin4 para4raphs should -e at least
one para4raph o;er one section o' the readin4s 0so i' assi4ned t5o chapters,
can 5rite a para4raph on one o' them1 and should sho5 -oth 'amiliarit. 5ith
the content as 5ell as en4a4ement/re'lection re4ardin4 its themes.
21 /o5er/oint presentations 5ill ="3 -e a;aila-le on >lac6-oard, so i' .ou
missed a session, .ou 5ill need to 4et notes 'rom some-od.8 outlines o'
lectures are a;aila-le on >lac6-oard.
5
7) "n%ivi%'al .riting 4ssign,ent (106 of final gra%e)
Students 5ill ha;e an indi;idual 5ritin4 assi4nment to su-mit in addition to the
redo8 details are speci'ied in Section 5 o' this s.lla-us. 3his assi4nment is
4raded on a s')*ective )ase% scale, meanin4 a letter 4rade 5ill -e 4i;en.
C) &ro'p Participation 2-ercise (106 of final gra%e)
%ach student 5ill -e part o' a 'ormal 4roup presentation o' a te)t listed a-o;e.
Details are in Section 5 o' this s.lla-us. 3his assi4nment is 4raded on a
s')*ective )ase% scale, meanin4 a letter 4rade 5ill -e 4i;en.
D) 2-a,s (06 each8 total is 406 of final gra%e)
We 5ill ha;e t5o e)ams in the Buarter, a mid-term and a 'inal. 3hese e)ams 5ill
-e a com-ination o' multiple choice, true/'alse, and essa. Buestions and are not
cumulati;e o;er the mid-term/'inal e)panse. 3he. 5ill co;er material 'rom
lecture primaril. -ut also 'rom the readin4s. 3he e)ams are 4raded o)*ectively,
meanin4 the. are -ased on a 100J scale.
2) Cre%o (06 of final gra%e)
Students 5ill -e as6ed to 5rite an e)tensi;e paper that is -ein4 called in this class
a personal 9redo: 09I -elie;e:1 statement. Details are included in Section 5 o'
this s.lla-us. 3his assi4nment is 4raded on a s')*ective )ase% scale, meanin4 a
letter 4rade 5ill -e 4i;en.
F) &ra%ing Scale
(: $3-100 0*.01 (-: $0-$2 03.A1
>L: 2A-2$ 03.31 >: 2*-2+ 03.01 >-: 20-23 02.A1
L: AA-A$ 02.31 : A*-A+ 02.01 -: A0-A3 01.A1
DL: +A-+$ 01.31 D: +0-++ 01.01 %: 5$ and -elo5 00.A and -elo51
3he a;era4e 4rade 'or all @FD= classes, includin4 this one, is 2.2-3.0. In order to earn
an 9(: in this class, one has to render participation and top-Bualit. 5or6 that is creati;e,
co4ent, and thorou4h. %speciall. 5hen papers and presentations are in;ol;ed, the
4radin4 process is ine;ita-l. su-<ecti;e. I 5ill tr. to e)plain 5h. I 4rade as I do 0a
help'ul protocol 'or papers can -e 'ound in (ppendi) ( o' this s.lla-us1, and I 5ill
certainl. -e open to helpin4 students impro;e their 5or6. #o5e;er, I 5ill not entertain a
9de'ense: o' 5h. I ha;e 4i;en a particular 4rade to a particular endea;or. &ra%es given
for papers an% presentations are final( no arg',ents9 no coa-ing or )a%gering9 no
secon% consi%erations# "f at any ti,e " )elieve yo' have crosse% the line of %ecency
an% respect9 " reserve the right to penali:e a%%itionally yo'r ;or<#
Note on &ra%ing(
"nce all the 4raded materials are turned in, I 5ill 'actor these 'or a 'inal 4rade. I D"
cur;e 4rades, so that i' .ou ha;e a 'inal 4rade o' 2$.5J, .ou 5ill recei;e an 9(-:8 i' .ou
recei;e an 2$.*J, ho5e;er, .ou 5ill recei;e a 9>L:. I ha;e to dra5 the line some5here,
so this is 5here it is8 I ur4e .ou to ta6e ad;anta4e o' the opportunities throu4hout the
+
Buarter to impro;e .our score so that the 'inal 4rade 5ill represent a 'ull.-committed
e''ort.
$nline 2val'ation(
Eou 5ill -e as6ed to e;aluate this course online to5ard the end o' the Buarter. Eour
participation is strictl. ;oluntar., -ut i' .ou participate, .ou 5ill ha;e 3 points added to
.our 'inal e)am 4rade. "ther opportunities 'or e)tra credit ma. -e o''ered durin4 the
course o' the class as 5ell.
=ate .or< Policy(
(n. assi4nment turned in late 5ill result in an automatic letter 4rade reduction. (n
additional 'i;e points 5ill -e reduced 'rom the 'inal 4rade 'or e;er. calendar da. the
paper is late. I' there is a need to email .our 5or6 'or 5hate;er reason, .ou 5ill need to
email it -e'ore the hour the class ends o' the da. that it is due in order to a;oid
su-seBuent penalties. In this special case, assume I ha;e recei;ed .our papers onl. a'ter I
repl. and noti'. .ou o' its acceptance ;ia email.
"># Co'rse Calen%ar
(s mentioned, the topics co;ered 5ill correspond loosel. to the articles o' the =iceno-
onstantinopolitan reed o' 321, 5hich is as 'ollo5s:
We believe:
In one God, the Father Almighty, Maker of heaven and earth, and of all things visible
and invisible
And in one Lord Jesus Christ, the only on of God, begotten of the Father before all
ages! Light of Light, true God of true God! begotten, not made, of one substan"e #ith
the Father! through #hom all things #ere made
Who, for us human beings and for our salvation, "ame do#n from heaven, and #as
made flesh by the $oly %irit and the virgin Mary, and #as made a human being! #as
"ru"ified also for us under &ontius &ilate! and suffered, and #as buried! and the third
day rose again, a""ording to the "ri%tures! and as"ended into heaven, and sits on the
right hand of the Father! and #ill "ome again #ith the glory to 'udge the living and the
dead! #hose kingdom #ill have no end
And in the $oly %irit, the Lord, the Giver of Life! #ho %ro"eeds from the Father (and
the on)! #ho together #ith the Father and the on is #orshi%%ed and glorified! #ho
s%oke through the %ro%hets
In one holy, "atholi", and a%ostoli" "hur"h
We "onfess one ba%tism for the remission of sins
A
We look for the resurre"tion of the dead, and the life of the #orld to "ome* Amen*
0Geadin4 materials assi4ned 'or a 4i;en class session implies that students
should come to class having read that selection for that date1
.ee< 1( "ntro%'ction an% .orl%vie;s
March 30 M "rientation to lass /rocedures
(pril 1 M Middleton and Walsh, hapters 1-2
(pril 3 M Middleton and Walsh, hapters 3-5
.ee< ( ?o; %o ;e spea< of &o%@
(pril + M Middleton and Walsh, hapters 2-$
(pril 2 M Ware, /rolo4ue and hapter 1
1pril 12 3 'o class4 5ood -riday
.ee< 3( Christian 5easoning an% Discern,ent
(pril 13 M 7uthrie, hapter 1
ue) 6ndividual #riting 1ssignment
(pril 15 M Wesle., 9"n Sin in >elie;ers:
(pril 1A M 7uthrie, hapters 2 and *
.ee< 4( The Trinity
(pril 20 M Ware, hapter 2
5roup 1 ,resentation
(pril 22 M 7uthrie, hapter 5
(pril 2* M 7uthrie, hapter +
.ee< /( Creation
(pril 2A M Ware, hapter 3
5roup 7 ,resentation
(pril 2$ M 7uthrie, hapter 10
Ma. 1 3 .id8!erm %xam
.ee< 0( Fall9 Provi%ence9 an% 2lection
Ma. * M 7uthrie, hapter $
5roup 3 ,resentation
Ma. + M 7uthrie, hapter 11
5roup 9 ,resentation
Ma. 2 M 7uthrie, hapter A
2
.ee< 1( Christology
Ma. 11 M Ware, hapter *
Ma. 13 M 7uthrie, hapter 13
Ma. 15 M Free da.
.ee< A( Soteriology
Ma. 12 M Wesle., 9Scripture Wa. o' Sal;ation:
5roup : ,resentation
Ma. 20 M 7uthrie, hapter 1+
Ma. 22 M 7uthrie, hapter 1A
5roup ; ,resentation
.ee< !( Pne',atology9 the +eans of &race9 an% 2cclesiology
.ay 7: 3 'o Class
Ma. 2A M Ware, hapter 58 Wesle., 93he Means o' 7race:
.ay 7< 3 'o Class
.ee< 10( 2schatology an% Christian ?ope
Fune 1 M 7uthrie, hapter 128 Ware, hapter +
5roup = ,resentation
Fune 3 M Ware, %pilo4ue
Fune 5 M 7uthrie, hapter 1$
+ue: Credo
.ee< 11
,uesday, June - . Final /0am (123 %m)
># .ritten 4ssign,ents an% &ro'p Presentations
4) "n%ivi%'al .riting 4ssign,ent
7i;en that this course is a culmination o' the @FD= seBuence and that it comes at a time
in 5hich students ha;e -een e)posed to a num-er o' theolo4ical themes durin4 the
colle4e e)perience o' a hristian uni;ersit. li6e S/@, students ou4ht to ha;e a num-er o'
theolo4ical Buestions. 3he purpose o' this 5ritin4 assi4nment is to identi'. clearl. 5hat
some o' those Buestions or concerns are.
Criteria( Students are to identi'. three Buestions the. ha;e o' a theolo4ical nature
that the. hope to e)plore durin4 the course. %ach Buestion should -e ela-orated
$
on a sin4le pa4e 0dou-le spaced, 12 3imes =e5 Goman1, ma6in4 the assi4nment
three 031 pa4es in len4th. Students should e)plain 5h. these issues in particular
are important to them, relate e)periences that piBued their interest in these
Buestions, and share opinions the. ha;e de;eloped a-out them up to this point.
2val'ation( 3he e)ercise 5ill -e measured in lar4e part on the -asis o' ho5
thou4ht'ull. and thorou4hl. the Buestions are e)plored -. the student.
7) &ro'p Participation 2-ercise
In order to increase student participation and to e)plore a num-er o' topics durin4 the
course o' this class, each student 5ill -e part o' a 4roup that 5ill present to the class the
di''erent points o' ;ie5 e)pressed in the te)ts chosen. 3hese te)ts are particular in that
each e)presses a num-er o' ;ie5points concernin4 a sin4le theme. %)posure to these
6inds o' te)ts is meant to increase studentsC a-ilit. to reason theolo4icall.. "nce the
course -e4ins, students 5ill choose/-e assi4ned a 4roup and 5ill -e scheduled to ma6e a
'ormal presentation to the class at a 4i;en date.
Criteria( %ach student in a 4roup is to read the selected te)t. @pon doin4 so, all
the students o' a 4roup are to meet and discuss the -oo6 5ith the aim o' de;isin4
a strate4. 'or presentation. 3he presentation itsel' should include t5o 'eatures: 11
ela-orate succinctl. and compellin4l. 0the pros, cons, and di''erences o' each
position1 'or the class to en4a4e the material adeBuatel., and 21 include a drama
in 5hich the -asic contours o' the positions presented in the te)t come to li'e8
remem-er: no need to -e o;erl. technical and thorou4h in the drama, -ut do
attempt to sho5 the 5a. each position ta6es a li'e o' its o5n 5ithin the dramaCs
dialo4ue, 5hich could -e 0pre'era-l.1 presented as a de-ate. 3he 4roup should
also o''er a handout 'or the te)t the. are presentin4 and summari?e each position,
notin4 0a4ain1 5hat is distincti;e o' each position and ho5 each is di''erent 'rom
the others.
2val'ation( 7roups 5ill -e e;aluated on the -asis o' ho5 success'ull. the. ma6e
the issues come ali;e 5ithin the d.namic o' the class discussion as 5ell as ho5
'aith'ull. the. e)ecute the criteria a'orementioned. (dditionall., 4roup-mem-ers
5ill -e as6ed to e;aluate each other, and these reports 5ill -e ta6en into
consideration as 5ell. 3he 'orm 'or peer-e;aluation is 4ppen%i- 7 o' this
s.lla-us, 5hich 5ill -e handed in to the pro'essor at the end o' the 4roup
presentation.
C) Cre%o
#a;in4 4one throu4h the @FD= seBuence, students should ha;e had time to re'lect on
5hat constitutes their principal con;ictions. 3a6in4 no5 this class 5ith its emphasis on
hristian orthodo)., students can -e4in to thin6 theolo4icall. a-out their li;es and
;ocations in li4ht o' the 'ormati;e e)periences and assumed authorities the. li;e -.. In
li4ht o' this culmination, the tas6 o' the 9redo: statement is to dra5 to4ether 5hat 5as
e)perienced in this seBuence o' courses as 5ell as the e)periences one has had at S/@ in
order to deli;er a personal statement o' 'aith. %;en those 5ho do not pro'ess to -e
hristians can en4a4e in this acti;it. -ecause the Buestions that are to 4uide the
10
assi4nmentCs 5ritin4 are su''icientl. -road. 3hese Buestions are: 11 What are three 6e.
'ormati;e e)periences 'or ho5 .ou li;e toda.N 21 What authorities do .ou assume in
con'i4urin4 .our 5orld ;ie5N 0do not include parents, >i-le, or 7od8 .ou ma. ha;e these
as important authorities, -ut I am loo6in4 'or others, especiall. since 7od is treated in
num-er 3 and since I 5ant .ou to thin6 rather than 4i;e coo6ie-cutter ans5ers1 31 #o5
5ould .ou articulate .our relationship 5ith 7odN 0I 5ant to see hopes, stru44les, and
challen4es8 please: no cut and paste o' >i-le ;erses or creedal statements1 *1 What three
core -elie's 4uide ho5 .ou -eha;e/actN 0-e ;er. speci'ic8 no 4eneric statements here, do
not include the 94olden rule:1 51 What is .our 4oal in li'eN +1 #o5 ha;e .ou mana4ed
to resol;e some o' the Buestions mentioned in the 'irst assi4nment and 5hat continual
Buestions to .ou ha;eN (nd A1 Do .ou ha;e con'idence in .our 'aithN Wh./notN
Criteria( 3he paper should -e 'i;e pa4es 012 3imes =e5 Goman18 an o''icial
pa4e is one that is 'illed -. at least O 5ith te)t. (ll the Buestions a-o;e should -e
ans5ered thorou4hl., criticall., and re'lecti;el.. Eou ma. -ullet-point the
Buestion and o''er a response to it or 0the pre'erred 5a.1 5rite the paper and in
parentheses place the num-er o' the Buestion .ou are see6in4 to ans5er throu4h a
4i;en statement.
2val'ation( See 4ppen%i- 4 o' this s.lla-us 'or a 4eneral 4uide. Students
should also stri;e 'or -alance in the presentation 0not 'our pa4es 'or Buestion one
and then one pa4e 'or the rest1
>"# 4%%itional "nfor,ation
School of Theology NonBDiscri,inatory =ang'age Policy(
3he hristian 4ospel aims to pro;ide a clear 5itness to the re;elation o' 7od throu4h
Fesus hrist. For this reason, the 5ords 5e choose are in'luential and si4ni'icant.
>ecause lan4ua4e related to race, 4ender, class, and nationalit. has a particular po5er to
li-erate or to mar4inali?e other human -ein4s, our 5ords ou4ht to e)hi-it the sort o'
4race-'illed sensiti;it. to human di4nit. that is part and parcel o' the hristian 4ospel
0Fames 3:1-121.
In particular, the School o' 3heolo4. at Seattle /aci'ic @ni;ersit. -elie;es that
lan4ua4e a-out 7od and people should mirror these -i-lical truths: that 7od created -oth
male and 'emale in 7odCs ima4e 07enesis 1:2A18 that 7od 'ormed male and 'emale into a
5or6in4 partnership to ste5ard all o' 7odCs creation 07enesis 1:2218 and that 7od lo;es
e;er. one eBuall. 5ithout respect to race, 4ender, class, or nationalit.8 .et all are eBuall.
in need o' 7odCs 'or4i;eness and eBuall. trans'ormed -. 7odCs 4race into ne5 creatures
-ecause o' Fesus hrist 01 3imoth. 2:3-+1. 3he use o' nondiscriminator. lan4ua4e
su-stantiates these truths and 'osters a communit. 5here 9there is neither Fe5 nor 7ree6,
sla;e nor 'ree, male nor 'emale, 'or all are one in hrist Fesus: 07alatians 3:221.
3he social practices o' Seattle /aci'ic @ni;ersit.Cs Methodist herita4e e)empli'.
these -i-lical truths. Gooted deepl. 5ithin Methodism is the acti;e participation in the
li'tin4 o' oppression in an. 'orm so as to e)tend and implement the 'reedom o' the 4ospel
to all 5hom 7od has created and see6s to redeem. 3he record o' Wesle.ans on -ehal' o'
11
those on the mar4ins is impressi;e and honora-le and should -e 'urthered -. the modern
o''sprin4 o' Wesle. in 5ord and deed.
3here'ore, it is the polic. o' the School o' 3heolo4. at Seattle /aci'ic @ni;ersit.
to use nondiscriminator. lan4ua4e in our s.lla-i, pu-lications, and communications.
03he 4rammatical particulars a-out nondiscriminator. lan4ua4e are spelled out in !he
%veryday #riter.1
Moreo;er, 5hen 5ritin4 and spea6in4 a-out 7od, the School o' 3heolo4.
encoura4es the use o' a 5ide ;ariet. o' ima4es 'ound in Scripture and the hristian
tradition, such as roc6, so;erei4n, li4ht, mother ea4le, shepherd, creator, 'ather, and so
on. >. dra5in4 on the richness o' these -i-lical ima4es, 5e position oursel;es to deepen
our understandin4 o' 7odCs mani'old attri-utes more 'ull. and to help 'orm 7odCs
multi'orm people into a more inclusi;e communit..
4ca%e,ic "ntegrity Policy(
Students are encoura4ed to read S/@Cs polic. on (cademic Inte4rit. 0see
http://555.spu.edu/acad/@7atalo4/2002$/7eneralIn'o/policies.asp and 4o to the
9Standards o' Scholarship: lin61 as students are e)pected to 'ollo5 the standards o'
scholarship e)plained therein. I' a 5or6 is pro;en or admitted to -e an in'raction o' this
polic., the student 5ill recei;e a 4rade o' 0 'or the 5or6 in Buestion. 7uidelines 'or such
cases can -e 'ound on the 5e-site.
St'%ents ;ith Disa)ilities(
I' .ou ha;e a speci'ic disa-ilit. that Buali'ies .ou 'or academic accommodations, please
contact Disa-ilit. Support Ser;ices in the enter 'or !earnin4, !o5er Mo.er #all, to
ma6e .our accommodations reBuest. "nce .our eli4i-ilit. has -een determined, DSS
5ill send a Disa-ilit. Heri'ication !etter to me and .our pro'essors indicatin4 5hat
accommodations ha;e -een appro;ed.
"ncle,ent .eather School Clos're Policy(
F'll Clos're( (ll classes are canceled and all o''ices are closed. 3he !i-rar.,
ampus Dinin4 Ser;ices and the Student @nion >uildin4 5ill -e operational on a
limited schedule.
=ate Start( Indicates that classes -e4in at $:30 a.m. and o''ices open at $:30 a.m.
lasses -e4innin4 at 2:00 a.m. and 2:30 a.m. are canceled. (ll other classes 5ill
operate as scheduled. hapel 5ill -e held i' planned.
For 2vening Classes an% 2vents( (llo5in4 'or 5eather chan4es durin4 the da.,
a decision 5ill -e made -. 2:00 p.m. 'or e;enin4 classes and e;ents. all the
%mer4enc. losure #otline 'or the updated in'ormation.
The 2,ergency Clos're ?otline (00) A1BA00 al5a.s pro;ides current and
complete in'ormation.
12
2,ergency 2vac'ation Proce%'res(
In case o' emer4enc. 0'ire, earthBua6e, ha?ardous material spilla4e, -om- threat, etc.1,
the -uildin4 must -e e;acuated 5ith dispatch, accordin4 to the direction posted in the
classroom. For $tto +iller ?all, the pri,ary assem-l. area is the 4l',ni =ot8 the
secon%ary assem-l. area is 5oss Par<ing =ot.
3he campus emer4enc. num-er is -B!11.
For complete in'ormation a-out the S/@ risis and %mer4enc. Mana4ement
/lan, see http://555.spu.edu/in'o/emer4enc./inde).asp
4ppen%i- 4
Criteria for &ra%es on .riting 4ssign,ents
"ntro%'ction( 7radin4 5ritten assi4nments is a su-<ecti;e enterprise. What 'ollo5s are
4uidelines that should -e used -. .ou 5hen .ou 5rite .our papers since these 5ill -e
in'ormin4 ho5 I e;aluate .our 5or6. Gemem-er: these 4uidelines are in addition to the
speci'ic reBuirements 'or each assi4nment8 the de4ree to 5hich one 'ollo5s the ori4inal
instructions o' the assi4nment is an important part o' the e;aluation process.
( M 3he three principal characteristics o' the 9(: paper are its clear 'ocus, rich content,
and scintillatin4 st.le. >ecause o' its care'ul or4ani?ation and detailed de;elopment, the
9(: paper imparts a 'eelin4 o' 5holeness and clarit.. 3he content and lo4ic o' the paper
clearl. support the thesis, 5ith plenti'ul e;idence and a consideration o' counter-
ar4uments, .et the essa. does not include irrele;ant or tan4ential material. (n e)cellent
paper is also mar6ed -. st.listic 'inesse. 3he title and openin4 para4raph are en4a4in48
the transitions are art'ul rather than mechanical8 the phrasin4 is ti4ht and distincti;e8 the
diction is 'resh and concrete8 the sentence structure is ;aried8 and the tone and ;oice
enhance the purposes o' the paper. Finall., the paper has 'e5, i' an., errors in 4rammar,
punctuation, or documentation. It lea;es the reader 'eelin4 in'ormed or con;inced, and
ea4er to reread the piece.
> M 3he 9>: paper has a clear 'ocus, -ut its or4ani?ation and de;elopment could -e
impro;ed. 3he content o' the paper supports the thesis reasona-l. 5ell. 3ransitions ma.
-e strained or mechanical8 para4raphs ma. lac6 some supportin4 detail8 speci'ic su-
points could -e consolidated or chan4ed. St.listicall., the 9>: paper contains an
introduction 5ith a clear thesis, some sentence ;ariet., accurate diction, and 4enerall.
correct mechanics. 3he 5riterCs ;oice ma. lac6 distinction, -ein4 neither personall.
en4a4ed nor personall. en4a4in4. omple) 4rammar, punctuation, and details o'
documentation ma. -e incorrect. "n the 5hole, a 9>: paper o''ers su-stantial
in'ormation 5ith 'e5 distractions, -ut is not especiall. memora-le.
M 3he 9: essa. is competent M it meets the assi4nment and is reasona-l. 5ell
or4ani?ed. (lthou4h the paper has some interestin4 parts, the interest is not uni'orml.
13
maintained, and the purpose is not al5a.s clear. Si4ni'icant 4aps in reasonin4 mar the
ar4ument. 3he actual in'ormation the paper deli;ers seems thin and commonplace.
St.listicall., the 9: paper has other shortcomin4s. 3he openin4 para4raph does little to
dra5 the reader in8 the 'inal para4raph o''ers onl. a per'unctor. 5rap-up8 the essa. has
<umps rather than transitions8 the sentences are not ;aried in len4th or structure. 3he
5riterCs ;oice seems stilted. 3he diction is marred -. unnecessar. repetition and
imprecision, and there are mista6es in spellin4, 4rammar, and punctuation. 3he 9:
paper, 5hile it 4ets the <o- done, lac6s -oth ima4ination and intellectual ri4or.
D M "nl. in a 'e5 places does the 9D: paper 'ind its purpose. 3oo o'ten it seems an
un'ocused e)ercise rather than a con;incin4 ar4ument. While or4ani?ation ma. -e
present in the 9D: paper, it is neither clear nor e''ecti;e. Ideas are o;erl. ;a4ue, little
supportin4 e;idence or detail is pro;ided, and serious 4aps in lo4ic occur. Sentences are
'reBuentl. a565ard, am-i4uous, and marred -. serious mechanical errors. %;idence o'
care'ul proo'readin4 is none)istent. 3he 5hole piece, in 'act, o'ten 4i;es the impression
o' ha;in4 -een concei;ed and 5ritten in haste.
% M 3he 9%: paper 'ails to declare a reason 'or e)istin4 -e.ond the 'act that a teacher has
assi4ned it. !ac6in4 a clear 'ocus or ar4ument, its treatment o' the su-<ect is super'icial,
5hile its or4ani?ation and prose are 4ar-led. Mechanical errors are 'reBuent. In short,
the ideas, or4ani?ation, and st.le 'all 'ar -elo5 5hat is accepta-le colle4e 5ritin4. It
lea;es the reader tired and con'used.
1*
4ppen%i- 7
&ro'p Participant For, Sheet
(to be turned in immediately after a grou%4s formal %resentation)
11 =ame: PPPPPPPPPPPPPPPPPPPPPPPP
21 7roup =um-er and 3e)t: PPPPPPPPPPPPPPPPPPPPPPPPPPPPP
31 #o5 much o' the te)t did .ou readN PPPPPPPPPPPPPPPPPPPPP
*1 Who 5ere in .our 4roupN /lease rate them 'rom a scale o' 1 0utterl. unhelp'ul1 to 10
0polite, attenti;e, and 'ul'illin4 all 4roup dele4ated responsi-ilities1:
(1 PPPPPPPPPPPPPPPPPPPP Score: PPPP
>1 PPPPPPPPPPPPPPPPPPPP Score: PPPP
1 PPPPPPPPPPPPPPPPPPPP Score: PPPP
D1 PPPPPPPPPPPPPPPPPPPP Score: PPPP
%1 PPPPPPPPPPPPPPPPPPPP Score: PPPP
F1 PPPPPPPPPPPPPPPPPPPP Score: PPPP
51 #o5 5ould .ou rate .oursel', and 5h.N
+1 (n. su44estions 'or su-seBuent pro<ects o' this natureN
15