Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "RL 221"
COURSE NAME: "The Popes of Rome: History of the Catholic Church"
SEMESTER & YEAR: Summer Session II 2022

SYLLABUS

INSTRUCTOR: Michael Pettinger
EMAIL: [email protected]
HOURS: MTWTH 1:30 PM 3:20 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES:
OFFICE HOURS:

COURSE DESCRIPTION:
The history of the Catholic church is essentially intertwined with the history of Western Civilization over the past 2,000 years. The aspirations and struggles of Christendom constitute the fabric of the Christian tradition as it unfolds throughout time. This course represents an historical survey of the Church from its primitive beginnings in Jerusalem (c. 33 A.D.) to the Pontificate of John Paul II (1920-2005). The development of the course will trace the major events, ideas and people that went into the shaping of the Western Church, without ignoring the fundamental importance and influence of the doctrine of Jesus Christ regarding the institution he founded.

SUMMARY OF COURSE CONTENT:

On March 13, 2013, Jorge Mario Bergoglio, Archbishop of Buenos Aires, was chosen by the College of Cardinals as the 266^th Pope of the Roman Catholic Church. He was the first non-European pope in almost 1,300 years, and the first member of the Order of Jesus to be elected. Taking the name Francis, he elicited both excitement and anxiety among Catholics. He condemned a global economy that neglects the needs of the poor, drew attention to the urgent challenge of global climate change, and promised a thorough reformation of Church bureaucracy and a more collegial style of governance. Nine years into his pontificate, Francis’s impact on the Church and the world is still unclear. His efforts to rethink the Church’s discipline regarding divorce and remarriage met with welcome by some bishops and intense by others. In a number of nations, including the US, continuing revelations regarding sexual abuse committed by clergy and efforts to conceal its extent have created a crisis of confidence among many of the faithful.

All of this raises a number of important questions. How much impact can a pope have on the lives of Catholics and non-believers at the beginning of the third millennium? What are the limits of his authority in the spiritual and civil spheres? And just how constrained is any individual pope by the decisions and actions of his predecessors, and how free to innovate in response to changing circumstances?

To try to answer these questions, this course will attempt the impossible task of telling the story of the Roman Papacy. Story is at the heart of papal claims to authority. The Popes claim to represent an unbroken tradition that can be traced back through the apostles Peter and Paul to Jesus Christ. But in order to tell the story of that tradition, from the leaders of a semi-legal religious community in Rome to the accession of Francis, we will have to confront gaps and misrepresentations in the historical evidence, dubious claims to sanctity, slanderous attacks on papal morals, competing claims to the papal throne, astonishing generosity and bare-faced greed, outrageous beauty and orgiastic indulgence, heroic self-sacrifice and cold-blooded murder. At times epic, at other times farce, it is a story that challenges belief and defies the incredulous.

LEARNING OUTCOMES:

By the end of this course, students should be able to:

· explain the historical development of papal claims to authority in the Catholic Church, as well as the principle objections to those claims made by non-Catholic Christians and the alternative models of authority that they propose.

· describe in broad terms the political and economic causes of the periodic rise, fall, and resurgence of papal prestige, particularly with regard to 1) the doctrinal development of Christianity 2) civil authority, 3) art, culture, and media.

provide a detailed account of the careers of at least three popes from widely different historical periods (pre-Constantinian, post-Constantinian, Medieval, Renaissance, Reformation, Modern) and explain how they shaped the arc of papal history.

TEXTBOOK:

NONE

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
The three site-visit reports	There has been a Christian community in Rome for nearly two-thousand years, and the Church, under the leadership of the Popes, has shaped much of the physical aspect of the City. While it would be desirable to do a series of classroom visits, our limited time together in the classroom, the amount of material we need to cover, and the potential for schedule conflicts makes this difficult. the fact that students makes this very difficult. For that reason, during the course, each student is required to visit and write a report on three of the locations listed below 1. St. Peter’s Basilica 2. Cathedral of Saint John Lateran 3. Basilica of Santa Maria Maggiore 4. Catacomb of Callixtus 5. Church of Santa Maria Antiqua (in the Forum) 6. Church of Santa Maria ad Martyres (Pantheon) 7. Church of San Clemente (including underground chapel and Mithraeum) 8. Fontanone dell’Acqua Paola 9. Castel Sant’Angelo 10. Mausoleum of Santa Costanza and the Catacombs of Sant’Agnese Each report will be 1000-1500 words long and should include three elements: a. A statement about your preliminary research. Do not show up at the site without doing your research first. Before you arrive, you should know i. what are the important dates in the history of the site ii. what important historical figures (especially popes) are associated with the site iii. what are the most important physical elements of the site. iv. As always cite your sources! (And remember, Wikipedia is a place to start your research, not to finish it!) The real point of this part of the assignment is to set up your expectations for the site. Is there anything in particular that you want to see/find out about the site on your visit? b. Something that you did not expect to see. If the preliminary research is intended to set up your expectations, this section should discuss what you find at the site that is not mentioned in the sources. It might be some physical feature (a shrine, a statue, or painting) that had not been mentioned in your sources. It might also be something that the people at the site do that you had not expected. (Remember that several of these sites are active churches with specific devotional practices.) Provide as much detail as you can concerning the novelty and be prepared to explain how it surprised you. c. Explaining what you see. Perhaps the most important thing a site visit can do is get you to expand your thinking about the site, but to do that, you need to start with the thing that surprised you. What kind of researchable question can you formulate concerning the thing? What kind of resources can you identify to help you think about it? The site reports should include 1-3 photos taken on your visit and should be submitted either by email or Moodle according to the schedule below.	10% x 3 = 30%
A midterm examination	Short essay and ID format that will ask for both detailed knowledge on specific topics and synthesis of material from different periods.	20%
Final examination	Short essay and ID format, longer than the midterm exam, that will ask for both detailed knowledge on specific topics and synthesis of material from different periods. This exam will include material from the part of the course preceding the midterm.	30%

-ASSESSMENT CRITERIA:
AWork of this quality directly addresses the question or problem raised and provides a coherent argument displaying an extensive knowledge of relevant information or content. This type of work demonstrates the ability to critically evaluate concepts and theory and has an element of novelty and originality. There is clear evidence of a significant amount of reading beyond that required for the course.
BThis is highly competent level of performance and directly addresses the question or problem raised.There is a demonstration of some ability to critically evaluatetheory and concepts and relate them to practice. Discussions reflect the student’s own arguments and are not simply a repetition of standard lecture andreference material. The work does not suffer from any major errors or omissions and provides evidence of reading beyond the required assignments.
CThis is an acceptable level of performance and provides answers that are clear but limited, reflecting the information offered in the lectures and reference readings.
DThis level of performances demonstrates that the student lacks a coherent grasp of the material.Important information is omitted and irrelevant points included.In effect, the student has barely done enough to persuade the instructor that s/he should not fail.
FThis work fails to show any knowledge or understanding of the issues raised in the question. Most of the material in the answer is irrelevant.

-ATTENDANCE REQUIREMENTS:
ATTENDANCE REQUIREMENTS AND EXAMINATION POLICY
You cannot make-up a major exam (midterm or final) without the permission of the Dean’s Office. The Dean’s Office will grant such permission only when the absence was caused by a serious impediment, such as a documented illness, hospitalization or death in the immediate family (in which you must attend the funeral) or other situations of similar gravity. Absences due to other meaningful conflicts, such as job interviews, family celebrations, travel difficulties, student misunderstandings or personal convenience, will not be excused. Students who will be absent from a major exam must notify the Dean’s Office prior to that exam. Absences from class due to the observance of a religious holiday will normally be excused. Individual students who will have to miss class to observe a religious holiday should notify the instructor by the end of the Add/Drop period to make prior arrangements for making up any work that will be missed. The final exam period runs until ____________

ACADEMIC HONESTY
As stated in the university catalog, any student who commits an act of academic dishonesty will receive a failing grade on the work in which the dishonesty occurred. In addition, acts of academic dishonesty, irrespective of the weight of the assignment, may result in the student receiving a failing grade in the course. Instances of academic dishonesty will be reported to the Dean of Academic Affairs. A student who is reported twice for academic dishonesty is subject to summary dismissal from the University. In such a case, the Academic Council will then make a recommendation to the President, who will make the final decision.

STUDENTS WITH LEARNING OR OTHER DISABILITIES
John Cabot University does not discriminate on the basis of disability or handicap. Students with approved accommodations must inform their professors at the beginning of the term. Please see the website for the complete policy.

SCHEDULE

The following is a schedule of lecture titles with topics that will be touched upon. It is subject to revision, so please be in touch and stay informed.

1. July 5 – Introduction: Expectations

2. July 6 – Origins: Jesus, Peter, and Paul

3. July 7 – What's a Bishop, Anyway?: Callixtus I

4. July 8 – An Out-Law Church: Fabian, Cornelius, and Stephen I

5. July 12– When the Emperor Becomes Christian: Sylvester I

6. July 13– The Barbarians: Gelasius I

7. July 14– Gregory I: The Pastor of Rome

8. July 15 – Turning Westward: Leo III and Nicholas I

9. July 16 – Cadavers and Whores: Stephen VI and John XII

10. July 20 – Crusading Popes: Urban II and Innocent III (FIRST SITE VISIT REPORT DUE!)

11. July 21 – MIDPOINT EXAM

12. July 25 – Two Swords: Boniface VIII

13. July 26 – Where Peter Is – The Popes In Avignon and the Great Schism

14. July 27 – Patrons of the Arts and War: Pius II, Alexander VI, and Julius II (Second Site Visit Due!)

15. July 28 – Reformed and Unrecognizable: Leo X, Paul III, and Pius V

16. Aug 1 – The Expanding Universe: Urban VIII, Clement XI, and Pius VII

17. Aug 2 – The Gift of Losing: Pius VI and Pius IX

18. Aug 3 – Mastering the Media: John XXIII, Paul VI, John Paul II

19. Aug 4– The Two Popes: Benedict and Francis

20. Aug 5 – FINAL EXAM