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REL 407: Early Christianity
Oakland University
Religious Studies 407 CRN 44170
Fall 2013
T 5:30-8:50
R. John Kinkel, Ph.D.
kinkel@oakland.edu
586-945-8013
Class room: 105 Wilson
Office Hours: T 5:00 & by appointment
Course Description
This course will examine the issues, conflicts, persons, social movements, and theologies that shaped Christianity during its
formative period, the first through the early fifth centuries, 33-430 CE.
How did this new religion begin, grow and become the official religion of the Roman empire by the 5th century? What
implications did this "success" have for Roman society and the evolution of Christianity? Issues we will study include:
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Articulation of pristine Christianity
the spread of Christianity throughout the Mediterranean world
martyrdom and persecutions
Christian and Jewish relations
Bishop of Rome and quest for power
heresy and orthodoxy
asceticism and the body
gender and social class
NT canon
Course prerequisites: Rel. 100 recommended
Course Objectives
This course has several primary learning objectives:
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Synthesizing social historical findings of the primary themes, figures, and events in early Christian experience
Learning to study religion from a critical and historical perspective
Knowing how to read and interpret primary sources from the early Christian period
Understanding and coping with the particular methodologies and problems inherent in studying pre-modern
religious history
Learning to write analytical, historical papers about religion that are based on primary sources
Learning outcomes for course: A) Knowledge application. In this course students will be prepared to demonstrate
how knowledge in a field outside the student’s major can be evaluated and applied. The student will study
Jewish-Christian conflict and how this has persisted to this day. The roots of anti-Semitism are examined. The
student will be able to apply his/her learning across a range of knowledge applications, namely, personal,
professional, ethical and societal. It is recommended that the student complete the social science general
education requirement before taking this course, particularly Soc. 100. B) Western civilization. The student will
learn historical events in the Roman Empire (Constantine’s conversion 312 CE) which allowed the Christian religion
to grow and become the largest denomination in the world today. Students will learn ideas and principles of
Augustine (d. 430) and his influence for ca. 1000 years in Europe, America, and Western culture. The course will
allow students to learn how ideas about marriage, family, and social class evolved from patriarchal beginnings to
more democratic and egalitarian perspectives.
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Cross-cutting capacity of the course: (at least one)
Social awareness: The course will provide students with the ability (reasoning) and method (gather
information) to understand issues of social importance. For example, the Council of Nicaea in 325 CE demanded
that church leaders resolve theological differences. They formulated a creed and voted on it during council
sessions. Goal is to determine how some of these lessons can be used by religions today to avoid conflict and
sectarian violence.
Required Texts
The following textbooks are available at the OU bookstore. They are also on reserve at the library.
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Bart D. Ehrman, The new testament: a historical introduction to the early Christian writings, 5th ed.
(Paperback), New York: Oxford University Press, 2012
R. John Kinkel, Cinderella church: the story of early Christianity, New York: iUniverse, 2008
Garry Wills, Saint Augustine, New York, Penguin paperback, 1999.
Course Requirements
Weekly assignments: Reading assignments should be completed before class on the day on which they are listed on the
syllabus. Course assignments will include readings, taking notes, reviewing PowerPoints.. If you have any difficulties
accessing or finding the assignments, you should ask your fellow students or me. Take notes!!! Well-prepared students
will bring to class specific questions about the assignments and topics for class discussion.
Class participation and attendance: Class discussion and participation are an integral part of this class. All students are
expected to participate in a thoughtful, well-prepared manner that is grounded in the course assignments. All members of
the class are expected to reflect critically on the ways in which they can contribute to constructive rather than destructive
class dynamics. I will call upon students and will not always simply wait for students to volunteer themselves.
Grading
Keep a journal and write three (essays) as indicated below. For those taking the course for credit, each essay is worth 100
points and length should be about 1000 words. All those signed up for class are expected to do the work. Late work will
not be accepted and will receive a zero. If you experience an emergency and need an exception to this policy, you must
provide an official excuse. Please be willing to share insights from essays if asked.
Three essays: 80%
a) Each essay worth 100 points (90 and above=A; 80-89= B; 70-79=C; 69 or below D or F.
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b) Total points: 300
Class participation, and attendance: (100 pts)
c) Best possible score: 400 points
Academic Integrity
Work that violates the academic integrity policies of the College or this course will receive a ZERO and will be reported to
the Dean's office. Plagiarism will not be tolerated. Students should consult College's plagiarism and academic honesty
policies via student handbook. Students must also submit original work for each assignment in this course. So, students
may not turn in a paper that is identical to or contains portions of another paper or assignment that has already been
submitted for this course or any other course.
Students may be removed from the course for disruptive behavior, excessive absences, plagiarism or academic dishonesty,
or other activities that the professor deems unacceptable.
I encourage students to study together and to discuss course materials outside of class.
Students with questions about the academic integrity policies for this course should consult with the professor before the
deadline for the assignment in question.
Email and Websites: kinkel@oakland.edu
I frequently communicate with students thru email. All students must have an active email account and should check their
email frequently for correspondence.
Schedule of classes and Assignments
WEEK 1-2
Sept 3
Introduction
Beginnings: Life after Jesus’ death, ca. 33 AD
Ehrman, chapter 3, 4, 5
Kinkel, Intro, Chapter 1
Maps of early Christianity
DVD, From Jesus to Christ (pbs); the legacy of Jesus, who was he? Ehrman 17, 18
NO CLASSES ON MONDAY JAN 16, MLK DAY
Week 3
Sept 17
The Pauline churches; importance of Paul (d. 64 AD), Women in early church
Kinkel, Chapter 2
Ehrman, chapter 20, 21, 22
First paper : In the years after Jesus’ death, how did the first Christians survive and build strong
communities? ( about 1200 words, 6 pages, )
WEEK 4
Sept 24
Period of the Evangelists; four Gospels. Why write 70 CE? Post Apostolic church growth: Defend
Religion and Belief: Justin (d. 165) and Irenaeus SECOND CENTURY
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Kinkel Chapter 3
Ehrman, chapter 13, 29 Didache
Who were fathers/doctors of the church?
Week 5
Oct 1
Gnostic Christians; Valentinus, Gnostic theologian (d. 160)
Kinkel, Chapter 7 The “other gospels”.
WEEK 6
Oct 8
Persecution and Martyrdom
THIRD CENTURY
Kinkel, Chapter 4
Perpetua and Felicitas, et al., Ehrman, chapter 28
Ehrman, chapter 13 Who are the real Christians?
Pagan Criticisms
Controversies East and West; Bishop of Rome
Kinkel, Chapter 6
Ehrman, chapter 28, review
Week 7
Oct-15
Architects of Faith: Clement and Origen (d. 254), Third century
Letter 1 Clement ; life of Origen; Cyprian
* Other church fathers
Ehrman 27, 28
Second paper: Defend the church, die for the church: comment on Christian courage and tenacity. Due
___ [Discuss papers)
WEEK 8
Oct 22
Constantine and the Imperial church (ca. 310) FOURTH CENTURY
Kinkel, Chapter 10; James Carroll writings (Constantine’s Sword)
Heresies Under Fire & the Council of Nicaea (325 A.D.)
Continue Kinkel, Chapter 10; Ehrman, chapter 24, 28
A church for saints and sinners, Kinkel, chapter 9
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Week 9
Oct29
Finally, a new testament canon (27 books)
Ehrman, chapters 1, 2, 30
Kinkel, chapter 8
Creeds, Councils, and Controversies
WEEK 10
Nov 5
The Desert movement: Anthony of Egypt (d. 356)
Kinkel, Chapter 11
Asceticism, Why?
The Emperor Constantine and his two sons, Constantius and Constans, once sent
Anthony a joint letter, asking for his prayers. Noting the astonishment of some of the
monks present, Antony said, "Do not wonder that the Emperor writes to us, even to a
man such as I am; rather be astounded that God has communicated with us, and has
spoken to us by His Son." Replying to the letter, he exhorted the Emperor and his sons
to show contempt for the world and remember the reality of final judgment.
Paper 3: What were the pros and cons of Constantine’s involvement in church affairs?
[use footnotes and APA style for this paper only]
Week 11
Nov 12
Religious conflict: Jews and Christians
Kinkel, Chapter 5; James Carroll interview, Sunday Forum
Ehrman, ch. 27, JUSTIN AND TRYPHO; “Melito” and deicide charge; lecture
WEEK 12-13 Western Developments: Jerome and Augustine( d. 430) FIFTH CENTURY
Nov 19, 26
Wills, Augustine pp xi-64;
DVD on Augustine
Jerome and Latin Vulgate
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Augustine, Sin, sex and Grace
Augustine, On Nature and Grace
Augustine: Donatists
Wills, 65-145
Paper 3 How and in what way did Augustine advance the Christian legacy? Due ___
Augustine legacy:
P. Brown, "A Parting of the Ways: Eastern and Western Christendom in Late Antiquity" (handout)
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Kinkel, Chapter 12
Dec 3, 10
Continue Augustine legacy on last class;
third and final papers discuss; class presentations.
Last updated June. 1, 2013; subject to change