BIBD 660.W1 – Systematic Theology I
Graduate School of Theology
Abilene Christian University
May 9-June 24, 2016
Dr. Chris Dowdy
3 credit hours
Course conducted through Canvas
http://acu.instructure.com
COURSE DESCRIPTION
Introduces the tasks and methods of systematic theology and focuses on Christian doctrines such as God,
atonement, providence, human selfhood, and the church.
OUTCOMES
In keeping with the stated mission of the Graduate School of Theology at ACU (“to equip men and
women for effective missional leadership for ministry in all its forms and to provide strong academic
foundations for theological inquiry”), this course fulfills the following GST student learning outcomes:
SLOs
MA 1 – Graduates will have
critical facility with the most
important primary sources and
issues of scholarly discussion in
theology.
Prog 5 – Graduates will have
facility in critical thinking,
analysis, and in oral and written
communication.
Indicators
 Explore the task, resources, and
methods of systematic theology.
Measures
 Readings Analysis
 Codas
 Major Assessment 1: Essay
on Systematic Theology
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 Readings Analysis
 Codas
 Major Assessment 2:
Theology in the Wild
 Major Assessment 3:
Reflection Paper
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MDiv 1 –
Graduates will have ability to
integrate theology in
contemporary cultural contexts.
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Skillfully gathers information,
critically analyzing,
synthesizing, and applying it
Critically analyzes arguments
and evaluates claims
Applies appropriate
methodology in formulating
coherent theological proposals
In written and oral
communication makes clear,
concise proposals and
constructs coherent arguments
Critically interprets the role of
historical and cultural contexts
in the formation of theological
perspectives
Constructs specific theological
proposals that are in
accordance with the purposes
of God’s Kingdom and
appropriately suited to
particular contexts
Explains one’s core theological
commitments and applies them
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 Readings Analysis
 Codas
 Major Assessment 3:
Reflection Paper
effectively to address the
spiritual, ecclesial, ethical, and
social issues of one’s context
COURSE REQUIREMENTS
Students must fulfill the following requirements to receive a passing grade:
1) Readings: Each student should read carefully the assigned texts prior to posting to the Readings
Analysis discussions. Read critically, but do not get lost in the details. Look back at the prelude,
consider the themes of the course; most of all, look for main ideas and follow the suggestions in the
Readings Analysis discussion instructions found on Canvas.
a. Preludes: The preludes are a short introductory reading which may include other elements
such as a short reading of a primary text, a video clip, or even just some orienting questions
for your reading. The preludes will be posted to the course blog, “Preludes/Codas.” You will
not have to formally respond to these materials in your discussion thread. However, you will
occasionally be asked to return to them in follow-up discussions (codas). Since these
materials orient your reading, you should complete your perusal of them by Monday at
12:00pm CST of the session week, if not before.
2) Discussion Questions: Initial posts on discussion questions are due no later than 11:59 pm central on
Wednesday of the week it is due. Appropriate posts are concise, focused, substantive, well-reasoned,
and cite research studies that support arguments or opinions. Each student must respond to the posts
of at least two other students prior to the end of the module. Appropriate responses will respectfully
engage in dialogue, provide additional insights, and point out areas of agreement or disagreement.
Short responses that add minimal value to the discussion such as “I agree” or “nice post” will not
fulfill the expectations for participation.
a. Readings Analysis: This is a small group discussion. Each student in the group is required to
write a critical response to the assigned readings for this week and engage your colleagues in
the group in discussion about that response in comments.
b. Codas: Codas are required, plenary discussion on Preludes/Codas. Usually these will be
linked to one of the three major assessments. An original post of approximately 100-150
words is sufficient for most codas. You are encouraged but not required to comment on one
another’s codas.
3) Major Assessment 1: Essay on Systematic Theology: Each student is required to write an essay that
fleshes out his or her own approach to systematic theology (2 pages) and explores its implications for
addressing an issue of relevance (2 pages). The paper should be no shorter than 1200 words and no
longer than 1275. The student should also prepare a 100-word abstract which they will use to discuss
the work in progress in a coda plenary discussion.
4) Major Assessment 2: Theology in the Wild: Each student is required to contribute an analysis of one
example of theological reflection from current events—a news story, a blog, a public discussion over
a new book, whatever. Student analysis should assess the way a particular theological resource is
being used, questioned, or otherwise discussed in the material (1 page) and what audience is the
intended target of the theological statement, action, or artifact (1 page). The total length should be no
less than 600 and no more than 650 words. You will also post a link to some information about the
material you have analyzed and give a 100-150 word summary of your piece.
5) Major Assessment 3: Reflection Paper: Each student is required to write a paper that takes up a
particular issue in theological anthropology (9 pages) and shows the relevance of this issue for
forming persons in the Christian faith (4 pages). The student should also prepare a 100 word abstract.
You will use this abstract to discuss the work in progress in a coda plenary discussion.
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GRADING
Course grades will be based on the following:
1)
2)
3)
4)
Discussion Questions (Reading Analysis and Codas) – 15%
Major Assessment 1: Essay on Systematic Theology – 25%
Major Assessment 2: Theology in the Wild – 15%
Major Assessment 3: Reflection Paper – 45%
The grading scale and standards utilized in this course are provided below.
A = 92-100
Excellent – covers full range of material, displays depth of comprehension. Written work
is perfect or nearly perfect in grammar, spelling, and usage.
B = 83-91
Good – but not superior, reflects comprehension of most crucial aspects of material only.
Very few grammar, spelling, or usage errors.
C = 74-82
Decent – competent in most aspects but with significant lapses. Multiple grammar,
spelling, or usage errors.
D = 65-73
Uh-Oh – some effort shown but overwhelmed by flaws in thinking. Major mistakes in
grammar, spelling, or usage.
F = <64
No – don’t make me go here.
TEXTBOOKS
The following books are required for class participation:
 Augustine, On Christian Doctrine (Prentice Hall, 1997)
o Note: This book is provided in PDF format.
 John Webster, Kathryn Tanner, and Iain Torrance (eds.), The Oxford Handbook of Systematic
Theology (Oxford, 2007)
 Shelly Rambo, Spirit and Trauma (Fortress, 2010)
 Kathryn Tanner, Christ the Key (Cambridge, 2010)
 Andrew Linzey, Animal Theology (SCM, 1994)
 Nellas, Deification in Christ (SVS Press, 1987)
 Amos Yong, The Bible, Disability, and the Church (Eerdman’s, 2011)
ADMINISTRATIVE INFORMATION
1) Contact Expectations: Most course instructors prefer to communicate via email. The instructor will
provide his/her phone number if telephone correspondence is acceptable. Students should expect to
receive prompt responses to email or phone messages: within normal business hours during the week
(9am-5pm Central Time, Monday through Friday) and within 24 hours on the weekend.
2) Participation: The cumulative nature of an online, graduate-level course makes regular participation a
must. Students are expected to login to the course site multiple times each week (early in the week,
mid-week, and at the end of the week) to check on assignments and participate in group discussion.
Students whose participation is limited due to illness or other unforeseen circumstances should notify
the instructor as soon as possible to make arrangements to submit assignments after the deadline.
3) Inclusive Language: Every attempt will be made to use inclusive language, as this concern influences
not only classroom assignments but also our interpretation of the Bible. Exceptions to this policy will
be made for translation accuracy only. Students who persist in using non-inclusive language after the
instructor’s correction will receive a reduction in grade.
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4) Course Deadlines: Quizzes and exams must be taken the week they are given to avoid falling behind.
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Exceptions to this policy may be made for serious unforeseen circumstances with prior permission of
the instructor. Exceptions will not be made after the deadline has been missed. Weekly assignments
turned in after the deadline will receive half credit.
GST Pathways: This course does not have a Pathways option.
Special Needs Policy: ACU complies with the Americans with Disabilities Act in making reasonable
accommodation for qualified students with a disability. If you have a documented disability and wish
to discuss academic accommodation, please contact the ACU Student Disability Services Office (a
part of the Alpha Scholars Program). In order to receive accommodation, you must be registered with
Disability Services and you must complete a specific request for each class in which you need
accommodation. Call (325) 674-2667 for an appointment with the Director of Disability Services.
Academic Integrity Policy: Definitions and consequences are posted at
http://www.acu.edu/academics/provost/documents/AcademicIntegrityPolicy.pdf
Subject to Change Clause: This syllabus, course calendar, and other attending documents are subject
to change during the course. Every attempt will be made to notify students promptly when changes
are made.
GST Classroom Virtues: The GST invites students to participate in a process of theological and spiritual
formation. Knowing how to think theologically comes by habit and by imitation, not simply by acquiring
isolated facts. The assumption here is that books alone are insufficient for addressing difficulties of life and
forming people into the image and likeness of God. Ultimately, we strive to form communities of inquiry,
inviting you to inhabit a shared world of learning. Within such an environment, the goal is to cultivate critical
skills of reflection, spiritual disciplines, interact authentically with one another, and learn to function as a
community of inquiry. A large part of this involves connecting areas of life rather than pitting them against
one another. Prayer, study, and other dimensions of life are all integral to the process of formation.
Consequently, we invite you to participate in a set of practices; nurtured within this context, you pursue
“intellectual, moral, spiritual excellence” the result of which is the formation of the whole person.
a. Desire for truth in the context of love—the aptitude to discern whether belief-forming processes,
practices, and people yield true beliefs over false ones. People motivated by this desire will be more
likely to conduct thorough inquiries, scrutinize evidence carefully, investigate numerous fields of
study, and consider alternative explanations while respecting and caring for others.
b. Humility—the capacity to recognize reliable sources of informed judgment while recognizing the
limits of our knowledge and the fallibility of our judgments. This is not created in isolation but takes
into account feedback and correction from other sources of informed judgment.
c. Honesty—the capacity to tackle difficult questions without seeking simple answers. Ignoring
complex and difficult questions only solidifies vices such as intellectual dishonesty, closemindedness, and rash judgments. These vices preclude the possibility of refining our thinking and of
participating in conversations with others.
d. Openness—the desire to engage in an open-ended search for knowledge of God, including
receptivity to different ideas, experiences, and people. Listening becomes a discipline that
acknowledges the other and respects diversity. The art of being a student and a teacher is an ongoing
process that necessitates hospitality, patience, and love.
e. Courage—the ability to articulate one’s position while considering other perspectives. The aptitude
to express convictions involves risk yet fosters opportunities for meaningful dialog. Responding to
objections entails tenacity but should not be confused with close-mindedness.
f. Wisdom—the capacity to offer a synthetic discernment of knowledge on behalf of the community.
The aim is not merely the dissemination of information but a pastoral implementation of faith for the
building up of the community. It solidifies various pieces of data, practices, and experiences and
aptly applies knowledge and faith to particular situations.
g. Stewardship—the commitment to one’s accountability to the gifts and responsibilities that one
brings to the classroom. Classroom engagement includes proactively participating in the course
goals, seeking mastery of course competencies, and collaborating with faculty and fellow students in
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the development of a learning environment. Committing oneself to spiritual and intellectual wellbeing and growth is a faithful response to the opportunities graduate education affords.
h. Hopefulness—the receptivity to the future possibilities of God. The cultivation of thankfulness for
our heritages and expectation for our future ministries engenders a guard against cynicism and a spirit
of perseverance during times of stress and disorientation.
i. Prayerfulness—the making of space to commune with God. The task of learning and teaching so
that we are formed into the image of Christ through the Spirit involves our consistent reliance on
God’s sanctifying work.
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COURSE SCHEDULE
The course calendar below provides a brief overview of the subject(s) to be covered during the week of
study. Specific instructions for assignments will be posted in the course site.
WEEK
1
SUBJECT
What is the Task of Theology?
READING/ASSIGNMENTS
Prelude: Defeating Critics, or Understanding the Church?
Macrina, ”On the Soul and the Resurrection” in In Her
Words, p. 47-66
Barth, Dogmatics in Outline, p. 9-14
Oxford Handbook
 Torrance, “Introduction,” p. 1-14
 Abraham, “The Existence of God,” p. 19-33
 Lyman, “History,” p. 476-490
 Graham, “Philosophy,” p. 511-526
 Tanner, “Cultural Studies,” p. 543-558
Introductions
Week One Readings Analysis
Coda: What is Your Working Definition of Theology?
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What are the Audiences and
Resources for Theology?
Prelude: Who is Theology For?
First Essay: Writing Advice
Gregory, “Funeral Oration 7”: p. 9-11
Augustine, excerpt from On Christian Doctrine, Ch. 1-20
Tracy, Analogical Imagination, p. 3-6, 28-31
Oxford Handbook
 Fowl, “Scripture,” p. 345-360
 Williams, “Tradition,” p. 362-376
 Spinks, “Worship,” p. 378-391
 Moore, “Reason,” p. 394-410
 Charry, “Experience,” p. 413-430
Week Two Readings Analysis
Coda: Plenary Discussion of Essay
Major Assessment 1: Essay on Systematic Theology
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Scripture and Tradition
Prelude: Scripture and Tradition; or, Scripture or Tradition
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Campbell, Christian System, p. 1-11, 15-18
Augustine, excerpt from On Christian Doctrine, Ch. 21-40
Rambo, Spirit and Trauma, p. 1-14, 81-110
Johnson, She Who Is, p. 1-41
Hauerwas, “The Narrative Turn: Thirty Years Later,” in
Performing the Faith p. 135-150
Abraham, “Handing on the Teaching of the Apostles:
Canonical Episcopacy,” in Canonical Theism, p. 43-60
Week Three Readings Analysis
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Reason and Experience
Prelude: Rational Arguments and Theology in Real Life
Theology in the Wild: Yoder and Harassment
Campbell, Christian System, p. 112-121
Marshall, Trinity and Truth, p. 1-16, 50-72
Gonzales, Manaña, p. 21-31, 75-100
Franks Davis, Evidentiary force of Religious Experience, p.
5-28, 93-114
Week Four Readings Analysis
Plenary Discussion of Theology in the Wild
Coda: Campbell/Authorities in Conflict
Major Assessment 2: Theology in the Wild
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Creation and Imago Dei
Prelude: Sex, Farming, and Human Distinctiveness
Cahill, Sex, Gender, and Christian Ethics p. 1-13
Rogers, Sexuality and the Christian Body: Their Way into
the Triune God, p. 37-86
Meilaender, “What Sex Is and Is For”
Wendell Berry, “What are People For?”
Linzey, Animal Theology, p. 26-72
Coakley, “Evolution, Cooperation, and Ethics: Some
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Methodological and Philosophical Hurdles,” in Studies in
Christian Ethics, p. 135-39.
Week Five Readings Analysis
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Jesus and Salvation
Coda: Interpretations and Implications of Imago Dei
Prelude: Jesus and the Texture of Salvation
Volf, “Being as God Is,” in God’s Life in Trinity, p. 3-12
Tanner, Christ the Key, p. 1-57
John Stott, excerpt from The Cross of Christ
Nellas, Theosis in Christ, p. 34-63, 85-92, 102-04
Cone, Risks of Faith, p. 3-12, 13-27
Week Six Readings Analysis
Coda: Tanner and Social Trinitarianism
Coda: Views of Salvation
Coda: Working Abstract for Final Assessment
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Society
Prelude: Clip from Sound and Fury
On Your Final Assessment
Yong, Bible, Church, and Disability, p. 1-16, 49-81, 118142
Betcher, Spirit and the Politics of Disablement, p. 68-89,
194-205
Week Seven Readings Analysis
Coda: Healing and Hope
Major Assessment 3: Reflection Paper
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