Course Syllabus

JOHN CABOT UNIVERSITY

COURSE CODE: "RL 225"
COURSE NAME: "Mystics, Saints, and Sinners: Studies in Medieval Catholic Culture (Partially on-site, activity €10 or $15)"
SEMESTER & YEAR: Fall 2014

SYLLABUS

INSTRUCTOR: Erik Walters
EMAIL: [email protected]
HOURS: M9:15 AM 12:00 PM
TOTAL NO. OF CONTACT HOURS: 45
CREDITS: 3
PREREQUISITES: Partially on-site; activity fee: €30 or $35
OFFICE HOURS:

COURSE DESCRIPTION:
The Western Roman Empire fell (or perhaps transformed) in the 5th century CE until it was rediscovered in the 14th century CE, leading to a rinascimento, or "rebirth", of literally picking up where the ancient Romans left off. The roughly 1,000 years of history in between in the West commonly is referred to as the "Dark" and "Middle" Ages or "Medieval Period". While some scholars suggest that the Medieval Period was one of great advancement in human civilization, the fact remains that it was the result of a complete collapse of an economically interdependent global human civilization…from Bath, England to Baghdad, Iraq, from Bourbon, France to Beijing, China. The historical study of this period in the West, including its inescapable philosophical, religious, and theological dimensions, remains fundamental to understanding what went wrong and how to avoid the human errors of the past to ensure a meaningfully prosperous future for our generation and those to come. In other words, when the "Western" Roman world fell, the global world fell, despite suggestions to the contrary (often based on religious presumptions).

This course is an objective and unbiased analysis of that millennium of history directly involving the institution commonly referred to as the "Catholic Church” via the prism of human Civilization's oldest surviving theocratic monarchy commonly referred to as the "papacy," the ruler of which is Rome's bishop, a.k.a. the "Pope," and holder of the world's most ancient and continuously surviving institutional office, that of "Pontifex Maximus", and how Europe specifically a/effected and was a/effected by that institution. A subsequent synthesis of major philosophical and theological ideas and ideologies, influential persons, and historical debates and conflicts throughout the same historical period and their ramifications for "Christendom", the papacy, and civilization as a whole will be investigated.

SUMMARY OF COURSE CONTENT:
The course will introduce students to the religious ideas and practices, philosophical and theological developments, and institutional changes and controversies that underlie the evolution and establishment of the Christian culture in Mediaeval Europe. Readings and analyses of both primary sources in translation (selected works of the Christian New Testament, Augustine of Hippo-Regius, Benedict of Nursia, Boethius, Dionysus the Areopagite, Anselm of Canterbury, Thomas Aquinas, Meister Eckhart, and William of Ockham) as well as secondary sources (J. Baldwin, N. Christie, E. Duffy, R. Southern, J. Wippel) will serve as a comparative framework for understanding the development of Scholasticism, the highest intellectual expression of Mediaeval economic, legal, philosophical, religious, sociological, and theological thought. The course will lead students through the historical origins of the papal institution (and the political implications of its spiritual and temporal authority), and the rise and establishment of monasticism and universities, where scholastic culture was developed. N.B. - This course includes several site visits that will compliment readings and class discussions, which will delve DEEPLY into philosophical, religious, and theological ideas and debates of the historical period in question.

LEARNING OUTCOMES:
Study of primary texts in translation will make students acquainted with the most significant philosophical questions produced by the Scholastic culture in the writings of prominent early and medieval Christian thinkers. Students will also develop an understanding of the development and establishment of the papacy, the monastic culture and institutional innovations, such as financial, governmental, religious, and university institutions. Writing skills will also be improved by reflection and discussion upon deeply philosophical, religious, and theological questions. Students will learn not only about the historical period in question, but how the period came into and eventually went out of existence as part of human civilization's historical progression.

TEXTBOOK:

Book Title	Author	Publisher	ISBN number
Western Society and the Church In the Middle Ages	Southern, Richard	Penguin	978-0140-1375-52
The Scholastic Culture in the Middle Ages 1000-1300	Baldwin, John	Waveland Press	0881339423
Confessions (in translation)	Augustine of Hippo	Oxford University Press	192817744
Saints and Sinners	Duffy, Eamon	Yale University Press	300115970
On the Divine Names and Mystical Theology (in translation)	Dionysius the Areopagite	Cosimo Inc.	1602068364
The essential sermons, commentaries, treatises and defense (in translation)	Meister Eckhart	Paulist Press	0809123703

REQUIRED RESERVED READING:

NONE

RECOMMENDED RESERVED READING:

NONE

GRADING POLICY
-ASSESSMENT METHODS:

Assignment	Guidelines	Weight
Mid-term exam	The mid-term exam will test students' research and note-taking skills through an analysis of assigned readings and class lecture notes. The exam is divided into two parts: 1) Twelve questions to be answered directly from the required readings from the textbooks and those handed out in class (N. Christie's "The Fall of the Western Roman Empire" Chapters 1 and 6; Christian New Testament selected readings; selections from Augustine's "Confessions"; selections from Dionysius the Areopagite's "On the Divine Name"; Benedict's "Rule", and selections from Boethius' "Consolation of Philosophy"). Students are expected to cite the page number from which they are providing answers; 2) Eight questions to be answered from class lecture notes including on-site visits. Although some answers should be considerably longer and more developed than others, each of the 20 questions is worth 5 points. This mid-term exam is worth 30% of the final course grade. Exams are to be type-written in Times New Roman 12 point font, single-spaced, and with fully justified margins and are due in class by the end of the examination period at 11:15am on Monday, 13 October 2014. Late, emailed, and hand-written exams will not be accepted and will result in a failing grade for the exam. N.B. - while points for grammatical errors will not be calculated such errors will be indicated.	30%
Summary Paper	Students are to prepare a minimum 15 page summary with specific in text citations from the selected readings from Anselm's "Gaunilo: In Behalf of the Fool, and Anselm's Reply"; Aquinas' "Summa Theologiae", Eckhart's "The Essential Sermons…", Ockham's "Eight Questions on the Power of the Pope", and Wippel's "The Parisian Condemnations of 1270 and 1277. More specific details will be given in class. Papers are to be type-written in Times New Roman font size 12, double-spaced, with fully justified margins and are due in class on Monday, 24 November 2014. Late or emailed papers will not be accepted and will result in a failing grade for this assignment. N.B. - Papers are to be composed in grammatically correct and correctly spelled English appropriate to the undergraduate level. Grammatical errors will be deducted one point for three or more grammatical/spelling errors per page.	30%
Final Exam	The final exam will test students' critical thinking skills through an analysis of assigned readings, class lecture notes, and on-site visits. The exam is divided into five questions, each worth twenty points. This final exam is worth 30% of the course grade. Exams are to be type-written in Times New Roman font size 12, single-spaced, with fully justified margins and are due in the examination room by the end of the exam period on the date assigned to be determined by the registrar's office. Late, emailed, and hand-written exams will not be accepted and will result in a failing grade for the exam.	30%
Class participation and site visits	Class attendance is mandatory as is participation in class discussions and on site visits of the following venues: 1) ancient Roman imperial necropolis in Vaticano beneath St. Peter's Basilica ("scavi") and the Basilica of St. Peter itself; 2) 1st century Domus, 2nd-3rd century Mithraeum beneath the 4th century basilica of the 11th-12th century church of San Clemente, and the 13th century chapel of Saint Sylvester at Santi Quattro Coronati; 3) 2nd-3rd century catacombs, 4th century Constantinian basilica, 4th century mausoleum of Princess Constance, and 7th-8th century church of St. Agnes in Via Nomentana; 4) 12th-13th century church of Santa Maria sopra Minerva, the 14th century palace of the Porcari family, and the nearby 2nd century Pantheon.	10%

-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. (95-100% A; 90-94% A-
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. (87-89% B+; 83-86% B; 80-82% B-)
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. (77-79% C+; 73-76% C; 70-72% C-)
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. (67-69% D+; 63-66% D; 60-62% D-)
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. (59%)

-ATTENDANCE REQUIREMENTS:
Class attendance is required due to the intense amount of lecture material and on site visits.

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

PART ONE: Ancient Roman Foundations, Falls, and Transformations (Lessons 1-3)

Lesson One: 1 September 2014 – Ancient Roman Foundations

Introduction: course prospectus, syllabus, and expectations

Paradigms/models: how does any human society/community form? 1) needs vs. wants; 2) economy, politics, religion

Hermeneutics/methodologies: 1) philological; 2) epistemological; 3) metaphysical; 4) historical; 5) cultural

Questions: 1) What is the “medieval period” and why is it important (“Timeline One”)?; 2) What is “Religion” and why is it important?; 3) What is the “Catholic Church” and why is it important?; 4) What is “water” and why is it important?; 5) What is the “sun” and why is it important?; 6) What is “food” and why is it important?; 7) What is “Roman Antiquity” and why is it important ?

Roman Antiquity’s 3 great contributions to human civilization: 1) Architecture and Engineering; 2) Justice and Law; 3) Constitutional Republic (S.P.Q.R.)

Key Concepts to understanding Rome’s Fall and Transformation: 1) why Rome is “eternal”: sacra, aeterna, caput mundi; 2) why the republican SPQR was imperfect: ratio vs. religio: fides, unitas, pietas, cultus ; patricians/patrons vs. plebeians/clients; pater familias and dominus; social order and citizenship: origo, civis, libertus, servus; 3) why the republican SPQR fell and the imperial SPQR began: religion-politics-economy dynamic; imperium, dux vs. dictator, imperator.

READINGS: (all readings required through the mid-term) distribution of selected readings: 1) Christian New Testament: 1 Cor 15; Jn 19-21; Mt 16 and 19; 2) Neil Christie Chapters 1 and 6; 3) Eamon Duffy Chapters 1,2, and 4; 4) Augustine of Hippo Regius; 5) Dionysius the Areopagite; 6) Benedict of Nursia; 7) Boethius; 8) Donation of Constantine

Lesson Two: 8 September 2014 – Ancient Roman Falls and Transformations

Pontifex Maximus: how Rome’s most important office was the lynchpin of society and guarantor of the transformation from a republican to an imperial SPQR.

Competing Cults: Bacchus/Dionysos; Christus; Mithras/Sol Invictus

Birth and Rise of the Christian Cult I: Jewish and Roman roots and parallels in the first century CE: Mosaic Law (Sanhedrin, Pharisees, Saducees, Scribes, Essenes); Ius civile romanum (Collegium Pontificium, Rhetor/Orator, Magister, Vicarius)

Review of Reading: 1 Corinthians 15 and Matthew 16: creating a hierarchical ecclesia

Birth and Rise of the Christian Cult II: early non-christian sources: Tacitus, Pliny the Younger; Nero’s “Great Fire” of Rome and the “cult” of Peter and Paul; Vespasian’s and Titus’ destruction of Jerusalem; Domitian and the illegalization of the christian cult, Trajan’s “don’t ask, don’t tell” policy, Simon bar Jonah/Cephas, Petros, Petrus; ecclesia catholica

Review of Reading: John 21: creating the “Christ”: eros, philia, agape

Birth and Rise of the Christian Cult III: Rome’s “third century crisis”; Stoic unitas, Tertullian’s unitas trinitatis, and Cyprian’s ecclesiae catholicae unitas: the formation of a state within a state

Review of Reading: John 20,31 and 21,25: which “kind” of Christ?

Birth and Rise of the Christian Cult IV: Diocletian’s “dioceses” and “if you can’t join ‘em, beat ‘em” policy; Constantine’s religious “toleration” and “if you can’t beat ‘em, join ‘em” policy; Constantine’s strategic move that he lived to regret (literally and metaphorically); Nicaea I, Arianism, and a transformative college of pontiffs; domus, basilica, and cathedra

Review of Reading: Matthew 27 and John 19-20: preference for Peter and why he “believed”

Identification of Church and State: Theodosius and Gratian; Barbarians at the Gates and the “Fall” and “Transformation” of the Western Roman Empire; Leo the Great and a new Pontifex Maximus

Lesson Three: 15 September 2014 – SITE VISIT

Sant’Agnese fuori le mura: second and third century catacombs; fourth century Constantinian basilica; fourth century mausoleum of Princess Constance; seventh century church of Saint Agnes (Rome’s FIRST medieval church)

PART TWO: “Late Antiquity” and the “Dark Ages” (Lessons 4-6)

Lesson Four: 22 September 2014 – Late Antiquity/Dark Ages I

Competing Philosophies: the jettison of Stoicism and Epicureanism in favor of Platonism and Aristotelianism

Unresolved Debates and Controversies: Constantinople I, Ephesus, Chalcedon, Constantinople II, Constantinople III: 1) what “kind” of Chirst do we belive in?; 2) who’s the Holy Spirit?; 3) who’s Mary?; 4) what’s a “patriarchate”?; 5) what ever happened to the Arians?; 6) who are the Donatists and who cares (Cyprian and Rome’s third century crisis revisited)?; 7) Barbarians breach the gates

Readings: Augustine’s Confessions; Dionysius’ The Divine Names

The Missionary Position: the doctrine of “original sin”; purgatory; infant baptism; “confession”; Gregory the Great’s “mission” to the barbarians

What the West and the East Never Saw Coming: the advent of Islam and how it spread

“Christian” Barbarians…Finally!!!: Charles Martel, Pepin the Short, Carloman, and Charlemagne

The Pope becomes the Undisputed Pontifex Maximus and Europe’s “King-maker”: Nicaea II and iconoclasm, the "filioque" clause, and Charlemagne

Lesson Five: 29 September 2014 – Late Antiquity/Dark Ages II

Sinners and Indulgences: hell is a nasty place and purgatory is not much better: sin and purgatory revisited; an economically viable and lucrative solution to temporal and spiritual woes

Saints and their Cults (some things never change): ancient Roman imperial cults and their patrons; the early christian cult of martyrs; “sexual” healing: “little green men” or “devils” are in them fields (medieval extra-terrestrials or Satan?); medieval crop circles?!?

Reason vs. Rules: final blow to reason and the rise of a new “order”, i.e. monasticism

READINGS: Benedict’s Rule and Boethius’ Consolation

Lesson Six: 6 October 2014 – SITE VISIT

San Clemente: first century domus; second-third century mithraeum; fourth century Constantinian basilica; eleventh-twelfth century church of Saint Clement; ninth century church and monastery of Santi Quattro Coronati: Chapel of Saint Sylvester; Domus Romanae in Coelio and the eleventh-twelfth century church of Saints John and Paul

Lesson Seven: 13 October 2014 – MID-TERM EXAM

PART THREE: Early/Low Medieval (Lessons 8-10)

Lesson Eight: 20 October 2014 – Low Middle Ages I

READINGS: (all readings required through the mid-term) distribution of selected readings: