Deeper Learning: From Wonder to Inquiry to Practice is a course which seeks to help Christian educators develop deeper learning. We will consider what it means to be image-bearers of God called to care for our neighbours and to be engaged in real work that is part of God’s story. Our consideration of these ideas will inform classroom practices and signature pedagogies in apparent, unintended, and even transformative ways. Together we will examine the importance of global citizenship as a form of deeper learning and the impact it has on developing a caring and just world.
Deeper Learning: From Wonder to Inquiry to Practice
How to Finance a Vision: Setting Direction and Managing Change within Financial Limitations
How to Finance a Vision is a course for new and aspiring principals and leadership teams. The course provides frameworks and tools for leadership in making the connections between the vision of a school, the budgeting process, and fundraising.
The course starts with an introduction to Henri Nouwen’s spirituality of fundraising. It continues with an introduction to the basic financial documents that a principal should be able to read. It explores the art of communicating the story told by school budgets as a necessary element of fundraising. It concludes with the processes necessary to gain competency in working with both school boards and staffs (with an emphasis on financial and advancement staff) on the financial aspects of school management.
How to Finance a Vision is a remote learning course consisting of three synchronous discussions and three virtual school visits using online video and thirteen weeks of asynchronous online interaction.
260007 W27
Blended (Online Asynchronous/Synchronous)
(MA-EL)
Syllabus
Imagining the World with Ricoeur: Narrative, Action, and the Sacred in Ricoeur's Hermeneutic Phenomenology
This course will focus primarily on two essay collections by Paul Ricoeur: From Text to Action: Essays in Hermeneutics, II, as well as Figuring the Sacred: Religion, Narrative, and Imagination. These collections cover (roughly) a period from the early 1970’s to the early 1990’s. Together, they form an excellent introduction to Ricoeur’s hermeneutical phenomenology, which he developed as an alternative to those theoretical options, such as psychoanalysis and semiotics, with which he struggled throughout the 1960’s.
120504 / 220504 W27
Online Synchronous
Thursdays, 3:00pm - 6:00pm ET
(MWS, MA, PhD)
Enrolment Notes:
To register for this course, email academic-registrar@icscanada.edu. Last date to register January 8. Maximum enrolment of 12 students. ICS reserves the right to decline registrations.
*Attention TST students: you have to contact the ICS Registrar to complete your registration.
Albert the Great, Meister Eckhart, and Women’s Spirituality
This seminar examines Meister Eckhart’s mystical discourse and its conceptual configuration as a ‘contradictory monism’ against the backdrop of the “Dionysian” tradition of Albert the Great (and Thomas Aquinas) and the current efflorenscence of women’s mysticism represented by Marguerite Porete.
220409 W27
ICH5155HS L0101
Dr. Robert (Bob) Sweetman
Thursdays, 10:00am - 1:00pm
Online Synchronous
God in Flesh and Blood: Revolutions in Christology
Although theologians often approach “Christology” by asking how Jesus of Nazareth might be best understood in terms of certain systematic concerns or doctrinal positions—a perspective that gives rise to questions such as: How are the divine and human natures of Christ related?, What are the merits of, or alternatives to, substitutionary atonement?, and How might a virginal conception thwart the transmission of original sin?—those who are more oriented to the discipline of “biblical theology” are more likely to prioritize how the New Testament portrayal of Jesus is related to the narrative movement—or movements—of the Hebrew Bible. This leads either to a different set of questions or (just as importantly) to a different angle on the kinds of questions asked above. This course, on potential revolutions in Christological thinking, will draw on contemporary NT scholarship in order to explore this latter approach.
Students can also buy the book directly from the publisher, HarperCollins.
OPTION A: **James Dunn, Did the First Christians Worship Jesus? The New Testament Evidence (Louisville, NJ: Westminster John Knox Press, 2010).They can also buy the eBook for $10 from Google Books.Chapters/Indigo sells both the print book and eBook ($15.99, Kobo).Barnes and Noble also sells both the print and eBook versions.OPTION B: **Jane Schaberg, The Illegitimacy of Jesus: A Feminist Theological Interpretation of the Infancy Narratives. Expanded Twentieth Anniversary Edition (Sheffield: Sheffield Phoenix Press, 2006).Thriftbooks is another option.Abebooks is another option.Barnes and Noble also sells the print version.
Material Spirituality: Rethinking Religion
This course will make the case that religion must be understood as shaping how we experience the world and not simply as a distinct kind of experience (e.g., religious experience v. artistic experience v. ethical experience). In doing so, the course will bring together work in religious studies, phenomenology of religion, phenomenological philosophy, secularism studies, and Continental philosophy of religion to show that religion is both constituted within historical and material conditions and is partly constitutive of those conditions. In that way, what it offers is not simply a materialist account of religion, but an account of material spirituality in which religion can be located and contextualized. Please note that the course will not assume prior familiarity with phenomenology.
*Attention TST students: you have to contact the ICS Registrar to complete your registration.
Meaning/Being/Knowing: The Disciplinary and Interdisciplinary Implications of a Christian Ontology
“Meaning is the being of all that has been created and the nature even of our selfhood.” With these enigmatic words, which form part of the introduction to his magisterial New Critique of Theoretical Thought, the neo-Calvinist philosopher Herman Dooyeweerd signals his intention to de-centre the central concern of Ontology by relativizing (which is to say thoroughly relating) the philosophical notion of Being to Meaning, even to the point of (re-)defining creation’s being as meaning—all in the conviction that this will enable us to engage in (rather than circumvent or supersede) the work of Ontology (and thus Epistemology) in a truly systematic, integrally Christian, way. Although it might seem as though Dooyeweerd is merely substituting one metaphysical idea for another, his reference to the nature of our selfhood here indicates that, for all its theoretical import for Philosophical Anthropology, this highly suggestive proposal also has profound implications for how we might both appreciate and pull upon our deepest (religious) self-knowledge, which takes shape before the face of God as we face the world. To do the work of Ontology well—to gain genuine insight into the “nature of things” and to identify the contours and coherence of the world’s general structures without undermining investigation or denaturing experience—will require that we also draw upon a pre-theoretical form of Knowing, and a spiritual grounding and hope, that will always precede and exceed our understanding.
Implicit in Dooyeweerd’s vision of and for Ontology, we might say, is the provocative claim that creation does not “have” meaning but “is” meaning (a paraphrase that, tellingly, uses the language of Being to relativize Being). But what does Dooyeweerd mean by “meaning”? And what difference might this systematically relational, spiritually open, with-reference-to-self-and-beyond re-centering make (a) to the detailed, nitty-gritty work that needs to be done in any given academic field, and (b) to the theoretical integration that requires both intra- and inter-disciplinary reflection? After an opening discussion about the phenomenon of “post-truth,” to which we shall return at the end of the course, we shall explore the inter-play between Meaning, Being, and Knowing via a close reading of Hendrik Hart’s Understanding Our World: An Integral Ontology, paying careful attention to the ways in which his interpretation of Dooyeweerd’s ideas—not least the discussion of “meaning” that occurs at the midpoint of his Appendix (see 8.1.4) and in a pivotal section within his central chapter (see 4.4 and 405–406n37)—might deepen our insight into how what is known in faith and articulated via our web of beliefs can help us identify and evaluate the core concepts and the conceptual-ontological connections that play such an integral, influential role in the scholarly disciplines with which we are engaged. In paying attention to develop ments in Hart’s Ontology and Epistemology since the publication of this work, we shall also ask whether the broadly Dooyeweerdian position he initially adopts is as post-metaphysical as it may first appear.
In this iteration of the course, we shall pay special attention to the central concerns of political theory and aesthetics, including their respective interests in the way we posit societal principles and protect, reveal, expand, and find ourselves via the symbols that make up the fabric of our life, history, and society. In further probing the relationship between the aesthetic and political dimensions of created meaning, and between the mystery of our selfhood and the structural contours of reality, we shall also be asking what the development of an Ontology in the Reformational tradition might offer to the scholarly search for disciplinary integrity and interdisciplinary integration—this being a neo-Calvinism in which the unity and diversity we rightly seek are typically seen as covenantally, rather than ontotheologically, grounded.
Given this relational emphasis, we may well wonder what might happen if “Being” were to make way for—or make a way for—“Loving.” Perhaps, following Dooyeweerd’s (post-metaphysical?) turn to “Meaning,” we may find that a Christian scholarly approach to knowing and understanding our world and ourselves “after Being” may have something new to say to the peril and promise of life “post-truth”!
Attention in the Age of Distraction
What is happening to attention in the age of digital distraction? What are the consequences of viewing attention as a monetized and commodified resource? And how are habits of attention entangled with spiritual life and practice? This course explores these questions by considering attention as one part of a broader way of inhabiting the world. Major topics covered include the phenomenology of attention, the impact of digital technologies on attention, socio-political implications of living in an attention economy, and the cultivation of contemplative forms of attention. A key component of this course is an opportunity for students to consider their own habits of attention. Alongside weekly readings, students will engage spiritual practices that aim to cultivate contemplative forms attention (broadly construed) and resist negative forms of fragmentation and distraction of digital life—silence, stillness, digital fasting, time in nature, slow reading, ethical listening, engaging the arts, hospitality, and more.
Reconsidering Kant's Aesthetics
Until recently, it was customary to regard Kant as the thinker who definitively separated aesthetic knowledge from the domains of reason and morality by identifying its core epistemological activity as a kind of judgment that he qualified as a matter of taste. The postmodern rejection of the “modernist” practice of aesthetic theory, however, has done much to undermine Kant’s position in both the arts and in philosophy. This course aims to re-examine Kant’s aesthetic theory as set out in his Critique of Judgment of 1790 from the vantage point of the art theoretical literature that preceded it vis a vis the integral place of the aesthetic in both premodern ethics and theology. In an effort to better understand Kant’s contribution to the history of thought about art and its purposes, it will seek to contextualize such “Kantian” themes as judgment, taste, genius, beauty, sublimity and purposiveness. It will also consider to what degree our understanding of Kant has been shaped by later modernist assumptions about the character of his contribution.
The Craft of Reflective Practice
We humans make sense of things by telling stories. In this course we will learn how to do critical reflective practice, primarily by telling stories about our everyday professional lives. We will zoom in on the story of an ordinary day at work, and then zoom out to the story of our career to date, zoom out further to the story of our work community, and zoom out even further to the overarching story of God’s world. In the process we will learn qualitative research skills, receive an introduction to phenomenology (the philosophical study of lived experience), develop our own approach to praxis (that is, the craft of morally-oriented, theoretically-informed, and theory-generating critically reflective practice), and, most significantly, come to terms with who we are in what we do.
Enrolment Notes:
To register for this course, email academic-registrar@icscanada.edu. Last date to register is September 8 (Note that the first session for this course takes place on September 10). Maximum enrolment of twelve (12) students. ICS reserves the right to decline registrations.
*Approved for Area 2 of the CSTC
Cultivating Learning Communities of Belonging
This is a course for instructional leaders and administrators considering school and classroom cultures. Course content will include attention to social and cultural contexts, racial justice, Indigenous perspectives, human sexuality, restorative practices, and how these topics impact and form school and classroom cultures.
This course seeks to help students find clarity in answers to the following questions:
- What is the relationship between the daily behaviour of educational leaders and the cultures of schools?
- How do we awaken our students’ knowledge, creativity, and critical reflective capacities in our schools and classrooms?
- How do racism and other forms of oppression underlie achievement gaps and alienation within our schools?
- How can classroom learning be linked to larger movements seeking to effect change in the community?
- How can school culture be a vehicle for social change?
- How do we cultivate learning communities of belonging in our schools?
Smith, D. I. (2018). On Christian teaching: Practicing faith in the classroom. William B. Eerdmans Publishing Company.
Enrolment Notes:
To register for this course, email academic-registrar@icscanada.edu. Last date to register is September 8 (Note that the first class for this course takes place on September 10). Maximum enrolment of twelve (12) students. ICS reserves the right to decline registrations.
*Approved for Area 2 or 3 of the CSTC
God/Sex/Word/Flesh: Gender, Theology, and the Body
How is our agenda for theology related to our gender? Is “God” a male word? Is the “Word made Flesh” a male God? Does the experience of women change how God is (made) known? Is sexuality—are sexualities—embraced by the resurrection? Attentive to the work of feminist theologians, biblical scholars, and philosophers, we will attempt to develop an “embodied” theology open to the biblical vision that God will be “all in all.”
Dr. Nik Ansell
220804 F26
ICT5220HS L0101 / L9101*
Online Synchronous
Tuesday, 10am - 1pm
(MA, PhD)
Syllabus
*Attention TST students: you have to contact the ICS Registrar to complete your registration.
Biblical Foundations: Narrative, Wisdom, and the Art of Interpretation
How can we read and experience the Scriptures as the Word of Life in the midst of an Academy that believes the biblical witness will restrict human freedom and thwart our maturity? How may we pursue biblical wisdom as we “re-think the world” when our Christian traditions seem convinced that biblical truth may be disconnected from—or simply applied to—the most pressing and perplexing issues of our time?
*Attention TST students: if you are interested in taking this course for credit, you must petition your college of registration to count the course credit toward your degree program.
**NOTE: Approved for Area 1 of the CSTC.
Religion, Life and Society: Reformational Philosophy
An exploration of central issues in philosophy, as addressed by Herman Dooyeweerd, Dirk Vollenhoven, and the “Amsterdam School” of neoCalvinian thought. The course tests the relevance of this tradition for recent developments in Western philosophy. Special attention is given to critiques of foundationalism, metaphysics, and modernity within reformational philosophy and in other schools of thought.
Purchasing links: Amazon CA
* Also available through 21five website, or
* Chapters/Indigo website.
To register for this course, email academic-registrar@icscanada.edu. Last date to register is September 11. ICS reserves the right to decline registrations.