Requirements for the course

1. Weekly readings as assigned. Submit one page a week with comments and questions on the reading, except for BCP and BAS. These are marked pass-fail. In most cases the mark assigned will be equivalent to the average of your other marks, although consistently full and excellent work will merit a premium, while minimalistic work may entail a reduction. (10%)

   2. Attendance at the lectures, and regular participation in the weekly discussions (5%)

   3. Completion of three short papers (five pages each, printed, double-spaced) (25% each)

   4. Final exercise (either written in the classroom for one hour during the time scheduled for the examination, or else discussed in groups of three or four with the two instructors, scheduled during the last two weeks of the term). You will be asked to respond to the question: "What do you think makes Anglicans Anglican? Give an historical and theological rationale for your answer." Weight: 10%.

   5. Extra credit: Do extra readings and research in the library or on the Internet; submit an annotated list of the readings (up to 4%).

The course offers an introductory study of the Anglican tradition from the arrival of Christianity in Britain to the beginning of the twenty-first century. The unifying theme of the course is the character of Anglican identity. Given the vast diversity of theological, liturgical, and ecclesiastical expressions in the Anglican world, what is it to be an Anglican? Closely allied with this theme is the question of Anglican authority. How do Anglicans decide what it is to be an Anglican?

The purpose of the course

The course has two primary purposes.

1. First, it intends to give students a survey knowledge of the highlights of Anglican history and theological conversation, particularly in connection with the themes of Anglican identity and authority.
2. Second, it intends to engage students with a few specific important documents which were theologically influential in their day and which illustrate significant themes, events, and personalities in Anglican history.

It has secondary purposes as well.

1. First, it intentionally brings together Trinity and Wycliffe students for common discussion (although, of course, students from other TST colleges are welcome and warmly invited as well).
2. Second, it intentionally brings together historical and theological perspectives on Anglican themes.
3. Third, it will give resources to students for continuing learning long after the course is finished.
4. Fourth, it will give room to students to consider how they themselves are personally related to some of the realities of the Anglican world.

Learning outcomes

We hope that students who successfully complete the course will :

1. Be able to discuss historically and theologically the character of Anglicanism in general, and in particular whether and to what extent an identity can be discerned within its diversity.
2. Understand in a general way the development of Anglican Christianity from its beginnings to the present day, using the five-period chronological structure outlined above in home page titled "Approach".
3. Be able to identify and discuss, in an Anglican context, the major theological issues presented in the course, particularly the role of church, ministry, worship, and sacraments; the relation of church and state; the relation of faith and culture; the authority of Scripture, reason, and tradition; justification by faith alone; the function of doctrine; holy living; mission; and ecumenism.

Teaching method

Pedagogy course focuses on the classroom meetings. In preparation for class, students should read the assigned readings, which are posted on the course website. The quality of the discussions, and therefore the quality of the course, depend very much on student preparation.

Two general formats will be adopted in the classroom.

1. First, and typically in the first half of the class period, a lecture will survey some of the highlights of the history of Anglicanism.
2. Second, small-group discussions will address assigned common readings for the day, with a view to helping students understand their historical and theological significance.

We know that some students prefer lectures which have a well-defined plan and are easy to follow, while other students prefer lectures that are fairly interactive, with room for questions, interruptions, and digressions into areas that students want to pursue. We try in some measure to meet both preferences, by posting full summaries of each lecture on the course website, but encouraging exchange in the classroom.

There is no textbook for the course, but students are encouraged to explore Anglican historical, theological, and other resources on the Internet. The links from the course content website should prove helpful. Background reading of this kind will strengthen the class discussions.

Papers required for the course

1st paper

Due October 4. (Marked by Hayes.) Read a "Great Book" in the Anglican tradition, from the list below. You can choose either to write an essay on it, or develop an approach to it suitable for an adult Christian education event or course in a parish church.

Essay option. Please reflect on the "Great Book." The reflection should include:

1. a statement of what precisely you read (see the note below), and why you chose it;
2. a summary, not more than one page in length, of the author's purpose, approach, and major conclusions;
3. a discussion of the historical context of the work, as seen primarily through the text itself; this might take into account contemporary controversies and the author's personal agenda;
4. an appreciation of the work's importance (e.g., as a historical source, as a devotional instrument, or as theological wisdom); and
5. a statement of the impact of the work on you (e.g., on your sense of Anglicanism, on your theology, on your spirituality, etc.). Although all these five dimensions should be addressed, I prefer that the paper be presented as an integrated whole, rather than as a succession of five independent sections.

The focus of the paper is the text. If you decide to include a brief biography of the author, it should only be because you want to show that the meaning of the work is closely tied to the circumstances of the author's life.

Christian education option. You may use your imagination as to what would be an effective teaching approach for an adult group in a parish church. For your assignment, submit full documentation as to what you would include. For example, you might include a bulletin insert promoting the event, the script of an introductory talk, a list of study questions, conversation starters, a schedule of topics (with rationale), or one or more handouts.
General considerations. The following works from the "Great Books" list should not be chosen: (1) works that you read for another part of this course, such as the Book of Common Prayer, Homily on Salvation, Life of Becket, Julian of Norwich, William White, John Strachan, etc.; (2) works that you have read or are reading for another TST course.
The Great Anglican Books list is very diverse. Some works are very long, some very short, and some inbetween. Some are readily available and some are obscure. Generally speaking, you should aim to read 300 or 400 pages. But with a densely written book, such as those by Hooker or Ussher, it would be better to read less but understand it well. Similarly, with a highly accessible work, such as the Barchester Chronicles, it would be better to read more. If you choose a very long work, you may skip sections; please indicate in your essay what you have read and what you haven't. If you choose a short work, you should do one of the following: (a) read other works by the same author; (b) read one or more other works on the "Great Books" list, choosing works which can be connected in some way in your reflection; or (c) read commentaries on your chosen work or discussions or biographies of the author.

2nd paper

Due November 8. (Marked by Neelands.) A study of a doctrinal or theological theme in the Anglican tradition, the theme to be chosen in consultation with David Neelands. The topic should be defined with sufficient narrowness to enable you to discuss it meaningfully in 5 pages.

3rd paper

Due December 6. (Marked by Addis.) A treatment of one or more source materials in Anglican history relevant to one of the following themes: politics, empire, women, social and economic issues, indigenization, and globalization. Choose a narrow topic in which to investigate one of these themes, and, before researching and writing the paper, submit a half-page proposal to one of the instructors for approval. Be sure you treat your topic within 5 pages.

Essay style (format and documentation)

Please follow the suggested rules presented by the University of Toronto at Mississauga Library, which reflect conventional practice in the humanities.

These rules suggest parenthetical citations. This practice is preferred for Essay 1, since most citations will be to the chosen "Great Book", and in this case inserting page number references in parentheses is direct, simple, and clear. However, in Essays 2 and 3, many students will prefer using footnotes or endnotes. Follow the rules linked here from a religious history professor (Hilmar Pabel) at Simon Fraser University. Note that "N" refers to footnote form, "B" to bibliography form.

Plagiarism

Plagiarism is a serious academic offence. It means copying the work of others, with or without citation. Verbatim copying and close paraphrasing are the clearest cases of plagiarism, but summarizing the ideas and arguments of others without attribution can also constitute plagiarism. Rules for the treatment of plagiarism are laid out in the Basic Degree Handbook of the Toronto School of Theology.

Policy on Assignment Extensions

Basic Degree students are expected to complete all course work by the end of the term in which they are registered. Under exceptional circumstances, with the written permission of the instructor, students may request an extension (SDF = "standing deferred") beyond the term. An extension, when offered, will have a mutually agreed upon deadline that does not extend beyond the conclusion of the following term. An SDF must be requested no later than two weeks before the completion of the term in which the course is taken. The request form is available on the college website or from the Registrar's office. One percentage point per day will be deducted on the course grade if an extension has not been requested by the stated deadline.