JOHN CABOT UNIVERSITY COURSE CODE: "RL 221" COURSE NAME: "The Popes of Rome: History of the Catholic Church" SEMESTER & YEAR: Summer Session I 2015

SYLLABUS INSTRUCTOR: Erik Walters EMAIL: [email protected] HOURS: MTWTH 4:00 PM 5:45 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: The fabric of Western Civilization is inescapably interwoven with the history of the Church and Papacy over the past 2,000 years. A cycle of ideological and sociological conflicts and their consequent resolutions – or lack thereof – have influenced the evolution of the Christian assembly (Protestant, Orthodox, and Catholic), Western Civilization, and their mutual relationship throughout time. Compacting over two millennia of history into one academic semester is a daunting task. While the scope of this course prohibits an exhaustive study of the historical period in question, a sufficient analysis and synthesis remains possible, rendering an accurate and thorough presentation of the major events, ideas, persons, and places that have significantly influenced both the evolution of the Church from its primitive beginnings as a religious sect/spiritual movement in Jerusalem, Asia Minor, Greece, and Rome (born in the 1st century CE) to the establishment of the current sovereign Vatican City State (formed in the 20th cent. CE) as well as the progression of Western Civilization within the same historical period. This course aims at an objective and unbiased analysis of over 2,000 years of history directly involving the institution commonly referred to as the "Catholic Church” via the prism of human civilization's oldest surviving theocratic monarchy and continuously surviving "sovereign state" 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". A subsequent synthesis of major ideas, figures, and conflicts throughout the same historical period and their ramifications for the Catholic Church, the papacy, and civilization as a whole will be addressed.

LEARNING OUTCOMES: Upon completing the course, students will be expected to have acquired a general yet adequate understanding of the history of the Church and Papacy from both religious and secular perspectives: the Church as it experiences itself; the Church as experienced from the outside; and that grey area which constitutes the confluence of Church-State relations and ramifications. Students’ comprehension of the fundamental ideas, events, persons, and places that have shaped the Church and its relationship with Western Civilization through an objective and unbiased study both inside and outside the classroom will be evaluated through active class participation, the mid-term, and final exams. All three assessment methods aim to assist the student in learning, perfecting, and absorbing the art of critical thinking for wherever life's destiny may take one.

TEXTBOOK: NONE

REQUIRED RESERVED READING: NONE RECOMMENDED RESERVED READING: NONE

GRADING POLICY -ASSESSMENT METHODS: Assignment Guidelines Weight Mid-Term Exam This 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) Ten questions to be answered directly from the required readings (Bokenkotter; Norwch) from the textbooks and those handed out in class (Christian New Testament selected readings). Students are expected to cite the page number from which they are providing answers; 2) Ten questions to be answered from class lecture notes. Although some answers should be considerably longer and more developed than others, each of the 20 questions is worth five points. This mid-term exam is worth 30% of the course grade. Exams are to be type-written in Times New Roman font size 12, double-spaced, with full justified margins, and are due in class on Friday, 12 June 2015. Late, emailed, and hand-written exams will not be accepted and will result in a failing grade for the exam. 30% Final Exam This final exam will test students' research skills and note-taking skills through an analysis of assigned readings and class lecture notes. The exam is divided into four long essay questions. Each of the 4 questions is worth 25 points. This final exam is worth 30% of the course grade. Exams are to be type-written in Times New Roman font size 12, double-spaced, with full justified margins and are due in the examination room on Friday, 26 June 2015. 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 and participation is mandatory including 5 on site visits: 1) ancient Roman necropolis in vaticano (aka "scavi"); 2) mithraeum, domus, and basilica of San Clemente; 3) catacombs and basilica of Saint Agnes and mausoleum of Princess Constance; 4) Pantheon, Santa Maria sopra Minerva, Palazzo Porcari; 5) Basilica of St. Peter in Vaticano (entrance fees for site visits are the responsibility othe each student). 40% -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.(88-89% B+; 83-97% 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.(78-79% C+; 73-87% 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.(60-69% 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% F) -ATTENDANCE REQUIREMENTS: Class attendance is required due to the intense amount of lecture material.

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: Roman Antiquity and the Rise of Christianity (Lessons 1-10) - Introduction: overview of course prospectus, syllabus, and expectations; hermeneutics/methodologies employed - Pontifex Maximus: the office from the Roman monarchy, through the Republican SPQR, to the Imperial Period; Roman Law and Religion - Jewish and Roman: Mosaic Law; "Church" and "Peter" in the Christian New Testament; Roman Citizenship (1st century CE - Apostolic Period) - Roman and Christian: reaction to early Christianity and its "doctrines" (2nd century CE - Sub-Apostolic Period) - Competing Cults and Philosophies: Bacchus/Dionysos, Mithras/Sol Invictus, and Christ; Platonism and Stoicism - Tertullian's Turn: Stoic "oneness/unity", Christian "trinity", and the emergence of a state within a state (turn of the 3rd century CE) - Third Century Crisis I: Culture Clash: the Roman Response to the Christian Universal Assembly: supplications or persecutions - Cyprian's Solution: an alternative model of government in the Christian "Universal Assembly" (mid-3rd century CE) - Third Century Crisis II: Power Grab: lapsed catholics and the baptismal controversy - A New "Deal": Roman policy shift regarding religion and the dawn of a different empire (turn of the 4th century CE) PART TWO: The End of Ancient Civilization and the Rise of the Catholic Church (Lessons 11-18) - Constantinian Turn: religious "freedom", Christian promotion, Nicaea I, and the "Collegium Pontificium" (4th century CE) - Theodosian Shift: Julian the "Apostate"; Constantinople I; Ambrose of Milan; identification of church and state (4th century CE) - Eastern Confusion and Western Concussion: barbarians at the gates; Augustine of Hippo; the Council of Ephesus (5th century CE) - Eastern Clarification and Western Paralization: barbarians breach the gates; Leo the Great; Council of Chalcedon (5th century CE) - Dark Ages I: Rome's Fall and its Repercussions: Christian elites: Boethius; Benedict; Gregory; monasticism; Islam (6th and 7th centuries CE) - Dark Ages II: Gettin' Byzantine and Medieval: Charles the Hammer, the Great, a new empire and Pontifex Maximus (8th and 9th centuries CE) - Middle Ages I: Papal and Imperial Showdown: Great Schism; Gregory VII; medieval universities; crusades (10th and 11th centuries) - Middle Ages II: King of the Mountain: Magna Charta; Inquisition; Scholasticism; Boniface VIII (12th and 13th centuries CE) PART THREE: Humanity Makes, the Papacy Takes (Lessons 19-28) - While the Pope's Away: Avignon; Bubonic Plague; Catherine of Siena; Jan Hus; Western Schism (14th century CE) - Return of the King: Council of Florence; Eugene IV; Nicholas V; Constantinople's Fall; Alexander VI (15th century CE) - Renaissance I: Corruption at Home and Abroad: Savonarola; Julius II; Michelangelo and Rafaello (16th century CE) - Renaissance II: Papal Propaganda: The Rooms of Rafaello - Renaissance III: "Catholic" Catechesis: Michelangelo's ceiling of the Sistine Chapel - Renaissance IV: Protestant Reformation: Martin Luther; Henry VIII; Charles V; Clement VII; Michelangelo's "Last Judgment" - Barocco/Enlightenment I: conquistadores; Council of Trent; Pius V; Copernicus, Kepler, and Bruno (17th century CE) - Barocco/Enlightenment II: Galilei, Bernini, Urban VIII, Alexander VII (17th century CE) - Who Needs a King: U.S. Constitution, U.S. Civil War, and Papal Politics: ancient Roman principles revamped; Pius IX (18th-19th centuries CE) - Stronger than Ever: Italian "unification"; Fascism; Pius XII; Vatican City State; Second Vatican Council; Constitution (20th century CE)