Associated Canadian Theological Schools of Trinity Western University

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1 Associated Canadian Theological Schools of Trinity Western University THS 571: Introduction to Believers Church Theology Kenneth G. Radant, Ph.D Fall, credit hours Prerequisite: THS 540 or equivalent (recommended but negotiable) kenr@twu.ca Class sessions: October 26-30, 8:30-12:30 Coursework: Sept-Dec (see section IV.F, p. 9 for advice on pre-work) Note: this course will be delivered with a live-stream option. Students may participate by attending classes in person on campus, or through interactive online live-streaming of class sessions. For those who attend on campus, the class experience will be essentially like that of any other course. For those who plan to join by live-streaming, please see a more detailed description with guidelines and participation requirements in the Live-Streamed Courses appendix at the end of this syllabus. I. Course Description This course introduces the student to Believers Church theology. It begins with a study of the nature and necessity of doing theology in the contemporary world with primary attention given to the authority of God s self-disclosure in Scripture, as well as discussions regarding hermeneutical issues from within a Believers Church perspective. The subject matter then concludes with a consideration of the nature, ministry, and mission of the church in the world. II. Learning Outcomes By the end of this course, each student should be able to: 1) describe the nature of theology, its role and importance in the life of the individual Christian and of the church as a whole; 2) discuss the general structure and function of theology as an academic discipline, demonstrating an understanding of the relationship between various areas of theological study and their significance in the ACTS curriculum; 3) identify key features of theological reflection in the Believers Church tradition and discuss the significance of this approach for ministry in the student s own ministry setting; 4) articulate the historic Christian doctrines of Revelation, Scripture, and the Church, together with their biblical basis; 5) discuss important theological issues which arise in relation to these doctrines, together with significant historical perspectives on those issues and key biblical concepts which apply to them; 6) apply basic methodological principles, techniques, and tools for effective theological reflection and ministry application in an Evangelical Christian framework;

2 THS 571, Believers Church Theology, Fall 2015 Page 2 7) integrate personal theological development with practical aspects of personal Christian life and ministry. III. Course Textbooks Required texts (i.e.: you will need to read these for the course) Donald Bloesch, Holy Scripture. Downers Grove: IVP, (300 pp) W. David Buschart, Exploring Protestant Traditions: An Invitation to Theological Hospitality. Downers Grove, Ill: IVP Academic, (360 pp) Brad Harper and Paul Louis Metzger, Exploring Ecclesiology: An Evangelical and Ecumenical Introduction. Grand Rapids, Mich: Brazos Press, (340 pp) Ken Radant, An Introduction to the Study of Theology, Parts 1&2. (60 pp. See Reading, below) Recommended (i.e.: these are appropriate for course reading but not required; they would be good additions to your library) Millard Erickson, Christian Theology. Second Edition; Grand Rapids: Baker, John R. Franke, The Character of Theology. Grand Rapids: Baker, Stanley J. Grenz and Roger E. Olson, Who Needs Theology? Downers Grove: IVP, Paul C. McGlesson, Invitation to Dogmatic Theology: A Canonical Approach. Grand Rapids: Brazos Press, Howard W. Stone and James O. Duke, How to Think Theologically. Second Edition: Minneapolis: Fortress Press, Helmut Thielicke, A Little Exercise for Young Theologians. Grand Rapids: Eerdmans, IV. Course Assignments A. Reading For this course, you will be reading The required texts by Bloesch, Buschart, Harper/Metzger, and Radant, in their entirety. (Approx 1050 pages) Note that the Radant articles will be posted on the TWU MyCourses webpage for this class. A minimum of 350 pages of collateral reading on the nature of theology and the doctrines of Revelation/Scripture and the Church from other relevant books or articles of your own choosing. Collateral reading serves to supplement the texts and faculty presentations on our course material. Recognizing that not all students have the same background, interests, and needs, we are allowing you to customize your reading for the course in ways that will best serve your learning experience. Several guidelines on the collateral reading:

3 THS 571, Believers Church Theology, Fall 2015 Page 3 Part of the value of this course component is the opportunity to broaden your exposure to different traditions and points of view in relation to the materials covered in this course. You are therefore encouraged to choose readings which represent various theological perspectives and approaches to the material. Do not simply read more of what is most familiar to you. This reading should explore several subject areas. Do not concentrate it all on one topic plan to give some substantial time to the nature of theology and the doctrine of revelation/scripture. Your reading does not need to come from formal academic or highly technical sources. However, in its substance and argumentation it should engage the subject matter at a level appropriate to graduate theological study. I may request that you look over sections of the course notes before we meet for class, to help us move more efficiently through the material and to enrich discussion. To maximize the value of the reading and enhance our class interaction, you are strongly encouraged to do as much reading as possible by the relevant class periods, as set forth on the course outline (below). Because the course is offered on a modular schedule this year, I am not insisting on this as a requirement. To provide accountability, you will submit a brief reading report along with your issue paper, Dec 11. A template will be posted on the TWU MyCourses website. Please note: no marks will be given for reading unless a suitable reading report is submitted to the instructor by the date stipulated. NB: I ve given you a lot of reading. Sometimes people panic when they see it all, especially if they re not of that peculiar personality type that enjoys reading theology texts just for fun. Since you will (hopefully) be reading prior to our class sessions, let me offer a few comments that I would usually give on the first day of class, to bring some perspective to this assignment. I think the reading is very important. It familiarizes you with the literature (a key part of graduate study), and with the kinds of issues and points of view that are out there on these theological topics. It will also enrich our class sessions together, fuel your structure group discussions, and assist you in the written assignments that are described below. At the same time, I understand that there is no way that you can absorb and digest all the details which you will meet in these readings during this course. I want to put your mind at ease by saying I appreciate this dynamic, and I am not expecting you to try to retain everything you see. You will find the reading more helpful and enjoyable, and much less intimidating, if you keep the purpose for it in mind and tackle it accordingly. To that end, here are some more specific thoughts on the readings for this class and how I would suggest that you manage them. The Radant articles: read these with care. They overlap to some degree with things I will say in class, but they also contain concepts that are foundational for everything we do in this course. If you follow them well, everything else will make sense. If you resonate with them, you ll probably enjoy our time together. And if you don t get them, much of what we do as a class will be a struggle.

4 THS 571, Believers Church Theology, Fall 2015 Page 4 The Bloesch, Buschart, and Harper/Metzger texts: give you an overview of the subjects we re covering from the perspective of others, and they fill in some features that we will not have time to address in our limited hours together. They will make you aware of main issues, historical perspectives, and concepts that relate to our class, and will provide you with a helpful reference tool for future use. Watch for the big ideas they present. Pay attention to the things the emphasize. Get familiar enough with them so that you can find things you may want to review as you re putting together your papers. But don t be afraid to skim and scan; don t get lost in all the details. A large part of graduate-level study is developing the skill of knowing what to read closely (and to retain) and what you can survey quickly. This is a place to practice that skill. Collateral reading: the same principles apply here as with the major textbooks. Since you are choosing items of interest, you will probably find it easier to pore over these in detail. Some of that is good, especially where they help you with your issue paper and other assignments. But do not allow this reading to eat up all your time through the semester. B. Structured group discussions During this course we will set up two structured group discussion times, in which the class will divide into groups to interact on materials from the readings and class presentations. These discussions will follow a set of guidelines. We will allow time for discussion during class, though it may be necessary for groups to do some of their interaction outside class, either face-to-face at a time of their own choosing or online. Participation in the group discussions will be peer-evaluated. You will be submitting an evaluation form with scores for each of your group-mates, and your score will be determined by your group. Expect the discussion sessions to require some work in preparation. This will primarily involve reading and/or reflection; written requirements will be minimal. Our goal in this exercise is to ensure quality conversation, not to generate research papers. C. Critical reflection paper on the nature and role of theology You will write a brief paper (7-8 pages double-spaced) reflecting on the nature of theology, the distinctives of doing theology in an Evangelical tradition, and the role of theological reflection in Christian life and ministry. The purpose of this paper is to help you reflect critically on our readings and class presentations/discussion, and begin to develop your own personal philosophy of theological reflection for life and ministry. The paper should be structured in 4 sections, each section answering one of the following questions: In what ways have the readings and class sessions of this course reinforced my perspective on the nature and place of Christian theology? In what ways have they changed my thinking from where it was when the course began?

5 THS 571, Believers Church Theology, Fall 2015 Page 5 What have been the most helpful insights I have read/heard in this class concerning the nature and practice of theology? What concerns or questions do I have on which I am not yet satisfied? (At least 2 responses to each.) Imagine a scenario (either in a friendly conversation or in a job interview) where someone asked you to explain your own emerging understanding of the role of theology in your personal life and ministry, and the place of Scripture in your theological reflection. What key points would you want to include in order to give a good response? Presumably your answer with respect to theology should include at least: (a) a definition and/or explanation of what it is in essence; (b) comments on its role, contributions, and limitations; (c) an assessment of its importance; (d) a few suggestions as to how it applies in the specifics of your life and ministry; and (e) one or two principles for keeping it healthy as part of a vibrant spiritual life. With respect to the place of Scripture, you would probably add: (a) thoughts on where it fits into the practice of theological reflection how is it actually used by the Christian thinker; and (b) what you assume about the Bible, and how you approach it, to ensure that it has its proper place in your theological work. You may also find it helpful to clarify your points by contrasting with what you see as the probable outcome if we do not incorporate theology and Scripture appropriately into Christian life and ministry. Situate your response to the previous point about theology and Scripture. (a) How are the convictions you have expressed similar to, and different from, several alternatives that you have encountered in your readings and/or in your experience? (b) Also, how are your personal views similar to, and different from what you perceive to be the dominant perspectives in your own church, denominational, or ministry context? The paper is due on Nov 6. This is not a formal research paper, so I am not concerned about bibliography or sophisticated footnote apparatus. A personal, somewhat informal style is acceptable. Nevertheless, the paper should be written in good, clear prose, cleanly edited and properly and consistently formatted. Please upload it in a Word-compatible (not PDF) format to the appropriate dropbox on the MyCourses website. D. Teaching Outline You will prepare one Teaching Outline on either the doctrine of Revelation/Scripture or the doctrine of the Church, to be submitted Nov 20. Please upload this as a Wordcompatible (not PDF) document to the MyCourses website. What is a Teaching Outline? It is a 1- or 2- page, outline-form summary of content on a given topic, prepared as if you were going to teach this material to another person or group. This summary is to be supplemented by a 1- or 2-page point-form commentary, discussing the selection of material, the way in which it has been described, the significance of its arrangement, and its relevance for the target audience.

6 THS 571, Believers Church Theology, Fall 2015 Page 6 Your Teaching Outline should address one of these questions: What should the church know about God s revelation to humanity? And what should we believe about Scripture? (Ie, what are the essential points in our doctrine of revelation and Scripture?) OR What are the essential points in a good doctrine of the Church ( ecclesiology ), as it is presented in the NT? Preparing a teaching outline gives you an opportunity to practice one important dimension of theological reflection: presenting an orderly and helpful summary of Christian teaching on a doctrinal topic. It serves as a reminder that the theologian must keep the big picture in view in the midst of our work on doctrinal details. It also reinforces my affirmation that all theology is contextual, and that we must do our theological work with an eye to the context in which we minister. Keep these goals in mind and it will help you to make sense of the assignment and to accomplish it well. Some general instructions for all Teaching Outlines: A teaching outline is not a doctrinal statement as such. However, in the context of this class, this assignment is designed to help you develop an effective personal overview of doctrinal content. The outlines should therefore survey the main content of these doctrines thoroughly, in a way that would help those who are being taught to prepare an effective, relevant doctrinal statement on the topic. The content you present should demonstrate that you understand and are interacting with course and textbook material. But it should be your own. (Ie, do not simply repeat what you have read or heard. Also, do not put down what you do not believe, or shy away from putting down what you do believe just because it differs from the text or the instructor s point of view.) If possible, design your outlines to be useful in the areas where you will actually minister (eg: if your ministry will be with young adults, put it together in a way that will be useful in that context). At the same time, in order to ensure adequate grappling with issues, do not design the outline for a group younger than high school without consulting with the instructor. Outline form means you should use visually-marked headings and subheadings for your points. You do not need to use complete sentences (though all phrases should be complete enough to be understood clearly by someone else remember, I m not sitting in the class where you teach this material, so my only access to your thoughts is in what you write). Single-spacing is acceptable, but font size must be 12-point, and the text should not be overcrowded on the page. In terms of outline detail, use at least 2 levels of headings, and no more than 4. Similarly, point form for the commentaries means you do not need to write in full paragraph prose; however explanations should be in full phrases or sentences and adequately clear. Again, points can be single-spaced, though you should double-space between them. Feel free to cross-reference commentary to the Teaching Outline using note numbers, if you find that helpful. Each main point in your outline should be accompanied by a reference to 1 or more biblical passage which would illustrate the point at hand effectively. (This must not be construed as a proof-texting exercise, but rather as a reference to a good illustrative passage for teaching.)

7 THS 571, Believers Church Theology, Fall 2015 Page 7 A word of advice on outlines and the point-form commentary: E. Issue paper The commentary should not focus on explanation of the meaning of the outline. The outline should be clear enough that its meaning is understood without reference to the commentary (though the commentary may add insights which would otherwise be missed). Do not use the outline as a list of headings whose content is supplied by the commentary. Though the commentary may expand on your headings, the content you would teach should be clearly contained in the outline itself, so that the reader knows what you are teaching about without the commentary. The primary purpose of the commentary is to reflect on the reasons why your outline contains the content it does, why it emphasizes what it does, why it is arranged as it is, why you believe this will be the most helpful presentation for your particular audience. Think of it as an explanation of your strategy in this teaching outline to someone else who might want to teach the same material to the same group. It should be supplemental to the outline, and the outline should be usable independent of the commentary. You will submit 1 research paper on a theological issue related to the doctrinal topics covered in this course. This paper should be viewed as an opportunity to explore a theological question of personal relevance to you something that will be helpful in your own Christian life and ministry. It should also be treated as a laboratory exercise in which the you interact with and apply the methodological principles and techniques discussed in the course. Though some possible topics will be suggested in class, you are free to write on any issue relevant to this class which you find interesting and helpful in your own Christian life and ministry. It is not necessary to get instructor approval on a paper topic, though prior discussion of topics is always advisable and welcome. The text of the paper must be no less than 10 pages and no more than 15 pages in length. Papers are to be written in Turabian format (please note my preference for foot- or end-notes rather than in-text documentation), with due consideration to effective communication as well as good research and argumentation. A more complete set of guidelines on the instructor s personal perspective and expectations for research papers can be found in Ken Radant s Classes, A Survival Guide, a handout which I will post on the MyCourses website. Your issue paper is due Friday, Dec 11. As with other papers, please submit it in Wordcompatible format (not PDF), uploaded to the MyCourses dropbox.

8 THS 571, Believers Church Theology, Fall 2015 Page 8 Grading Scale Assignment Weight (%) Letter Grade Percentage Grade Point Reading: 10 A Structured group discussions: 10 A Critical reflection paper: 20 A Teaching outline: 20 B Issue Paper: 40 B B Total: 100 C C C F Below Concerning Pre-Work I am not requiring pre-work that must be done prior to our class sessions in October. However, if you wait until reading week to start the work for this class, you will be incredibly busy through the remainder of the semester. So I highly recommend: That you do as much of the required textbook reading as possible before our class sessions. That you locate a strong pool of possible sources for your collateral readings before class, and do some (but not all) of this reading ahead of time. That you consider which doctrine you prefer to focus on in your teaching outline assignment, and begin thinking about the target audience for the outline and the main elements that should go into it. That you begin thinking about possible topics for your issue paper, and even begin to locate some initial research resources. V. (Very Preliminary) Course Outline Date Topic(s) Oct 26 Monday Introductory business What is theology, anyway? (And why does it matter?) The makings of a good theologian: appropriate methodology, character, presuppositions Introduction to the doctrines of Revelation and Scripture Oct 27 Tuesday Toward a biblical theology of the Word of God Revelation and Scripture: summarizing our doctrine, exploring its implications Oct 28 Wednesday Discussion #1 Theology and Scripture Revelation and Scripture: implications and issues Introduction to the doctrine of the Church

9 THS 571, Believers Church Theology, Fall 2015 Page 9 Oct 29 Thursday Toward a biblical theology of the People of God The Church: summarizing our doctrine Oct 30 Friday Implications and issues Nov 6 Friday Nov 20 Friday Dec 11 Friday Discussion #2 Ecclesiology and personal application Critical Reflection Paper is due Teaching Outline is due Issue Paper and Reading Report are due

10 THS 571, Believers Church Theology, Fall 2015 Page 10 Supplement: Important Academic Notes from ACTS Web Support Student Portal All students at TWU have a TWUPass username and password. This is determined at the time of an online application or can be managed through the computing services help desk or the link on the student portal. Your student account is also available through this student portal and is vital for communication about grades, account statements, lost passwords, sign-up instructions, etc. If you do not know your account or password, there is a link at the login area called I forgot my password. When you click on that link, you will be walked through the process of retrieving your account information. Campus Closure In the event of deteriorating weather conditions or other emergency situations, every effort will be made to communicate information regarding the cancellation of classes to the following radio stations: CKNW (980 AM), CKWX (1130 AM), STAR FM (107.1 FM), PRAISE (106.5 FM) and KARI (550 AM). As well, an announcement will be placed on the University s campus closure notification message box ( ) and on the front page of the University s website ( also see for more details). An initial announcement regarding the status of the campus and cancellation of classes will be made at 6:00 a.m. and will cover all classes that begin before 1:00 p.m. A second announcement pertaining to classes that begin between 1:00 p.m. and 5:00 p.m. will be made at 11:00 a.m. A third announcement pertaining to classes that begin after 5:00 p.m. will be made at 3:00 p.m. Paper Formatting Students need to adhere to Turabian Notes (Bibliography) format except in counselling courses, for which APA format is used, and in CanIL courses. Students are strongly encouraged to use EndNote Basic/Web (available through the library home page - lower left) as their bibliographical manager and as a tool for formatting bibliographies. It is free. The link to EndNote from the library home page provides detailed instructions. Students will need to be aware that it is necessary to clean up most bibliographies generated by this program. Students are encouraged to view the documents on the following websites for format samples: or In EndNote Basic/Web the available formatting styles are those of Turabian Bibliography, and APA 6th edition. For Turabian, there are two formats Notes (Bibliography) and Reference List (a short format citation style). ACTS uses the Notes (Bibliography) format, not Reference List. Counselling students are expected to purchase the APA Publications Manual. More information may be found at the following website: For free online programs that will enable students to create properly formatted bibliography citations, they should go to ( Chicago stands for Turabian ) or

11 THS 571, Believers Church Theology, Fall 2015 Page 11 CANIL students can locate this on the CANIL intranet, under the student side. More information is given to incoming students in the fall. Please check with your professor to find out which style he/she recommends you use!! Course Evaluations Course evaluations are important for improving teaching outcomes, faculty professional development, and the student learning context. Completion of course evaluations is, therefore, considered to be a course expectation. Professors will schedule time for students to fill out online course evaluations (20-30 minutes) on their personal laptops or a collegium computer during the last scheduled class of the semester. Students who are absent that day or who are otherwise unable to complete the online course evaluation during the last class will be expected to make every effort to do so by the last day of exams. Information about how to access online evaluation forms will be provided to the faculty and students prior to the last week of classes by the ACTS Administration. Research Ethics Please note that all research projects involving human participants undertaken by members of the TWU university community (including projects done by ACTS students to satisfy course or degree requirements) MUST be approved by the Trinity Western University Research Ethics Board. Information and forms may be found at Those needing additional clarification may contact the ACTS Academic Dean s office. Please allow at least three (3) weeks from the date of submission for a review of the application. Academic Integrity and Avoiding Plagiarism at TWU Christian scholars at TWU regard academic integrity to be a core value. Students are invited into this scholarly culture and are required to abide by the principles of sound academic scholarship. This means that all members of the TWU academic community must avoid all forms of plagiarism and cheating in scholarly work. TWU has a strict policy on plagiarism (see academic calendar , pp ). Further details on this subject are contained in the ACTS Student Handbook in section The handbook is available online on the ACTS webpage ( at the following link: Learning what constitutes plagiarism and avoiding it is the student s responsibility. An excellent resource in this regard has been prepared by TWU Librarian William Badke and is freely available for download (PPT file) or can be viewed in flash (self-running) tutorials of different lengths: (14 minute flash tutorial) (8 minute flash tutorial) Equity of Access Students with disabilities who need assistance are encouraged to contact the Equity of Access Office upon admission to TWU to discuss their specific needs. All disabilities must be recently documented by an appropriately certified professional and such documentation should include a statement regarding the educational impact of the disability along with recommended accommodations. Within

12 THS 571, Believers Church Theology, Fall 2015 Page 12 the first two weeks of the semester, students must meet with their professors to agree on accommodations appropriate to each class. Students should follow the steps detailed by the Equity of Access Office outlined on the TWU website at Policy Information and Student Concerns Information on academic and community life policies and procedures that affect students can be found in the ACTS Academic Catalogue, which is available on the ACTS website ( under the Academics tab. Students who wish to communicate concerns or to lodge academic appeals are welcome to contact the appropriate faculty or staff member directly, or to fill out and submit the relevant Concerns & Grievances or Appeals form found on the Files & Forms page of the Current Students section of the ACTS Website.

13 THS 571, Believers Church Theology, Fall 2015 Page 13 Appendix: Live-Streamed Courses A live-streamed course makes it possible for students at a distance to observe and also to participate interactively with an on-campus class in real time. Those who attend a class by livestreaming see and hear the instructor. They can watch class media presentations (e.g. PowerPoint) on their computer screens. They can follow class discussions, posing questions and making comments of their own. They can join in group discussions with other learners when the class breaks into smaller groups. Through internet-based simulcast, they are able to share all the essential elements of the formal class experience with those who attend class in person. Unless otherwise stated in the syllabus, live-streaming students will do the same course assignments and follow the same course schedule as on-campus students. Requirements for Participating in a Live-streamed Course Because the number of live-stream participants to a course is limited, students must receive faculty permission prior to the beginning of the course in order to participate through live-streaming. Students must participate in classes in real-time, as they would if they were attending class in person. For example, those who take a live-streamed course that meets on Thursday mornings will be expected to be in that class virtually, or physically, when that class meets. (A live-streaming student who is in the area and able may attend class in person when possible if he/she wishes.) ACTS has the capacity to record live-streamed courses for later viewing, but we do not record them as a matter of routine. If it is difficult for students to participate in a class session, they may ask the instructor for permission to watch recorded versions of the class. This will only be granted in exceptional circumstances. Participation in a course through live-streaming requires a fast and consistent internet connection (ADSL or cable), a reasonably up-to-date computer system, a webcam, and a quality headset with a microphone. Students must familiarize themselves with the livestreaming software platform and ensure that their link, webcam, and headset are working properly before the first class session. Please arrange for a practice run on the system with the instructor prior to class, especially if this is your first live-stream course. This can be arranged by . As much as possible, be sure you are fully ready for each class session before the class begins. To the degree that logging in and connecting with the system can be done from your end, there is some flexibility for you to arrive as you are able. But testing the system and other logistics that require faculty assistance should be done before class starts. The instructor will do his/her best to ensure that everything is in place for the livestream session; but he/she cannot allow live-stream setup to significantly delay or interfere with the smooth flow of the class session for other students once class begins. Arrange a backup plan with your instructor in case of system failure. ACTS uses highcaliber, current equipment and communication platforms for live-streaming, but hardware

14 THS 571, Believers Church Theology, Fall 2015 Page 14 and internet connections are not infallible and do occasionally fail. Your instructor cannot stop class in order to troubleshoot and resolve technical problems in the unlikely event that these occur. To minimize possible disruption in the case of a loss of connection: Provide , text, or phone contact information so that he/she can contact you at the next natural break in the class. Discuss the possibility of a back-up link to the class in case of system failure. (E.g.: a skype or phone link if the Webex link fails.) Have a plan for follow-up contact with the instructor and/or with a fellow student to fill any gaps in your interaction with the class (as you would if you had to miss a class for other reasons). Note that under the policy guidelines of our accrediting body, the Association of Theological Schools, live-stream courses are classified as distance education and are subject to the normal policies, limitations, and expectations that apply to distance courses. See the ACTS academic catalogue, or consult with the Academic Program Advisor or your Program Chair if you have any questions about the way that distance courses operate within your degree program.