H·SOS: History of Global Christianity: Beginnings to 1500
Spring 2013
Wednesdays 6:00 - 9:00 p.m
Professor Lorna A. Shoemaker
Ishoemaker@cts.edu
Office hours: by appointment only
Room: 168
Office: 189/8
Office: 931·2365
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Introductory and su 內 ey history courses are often taught in a way described as “ little steps for little
fee t." That means you start slowly into history and only gradually discover that history is difficult.
complex , disturbing. and uncertain. This course is the opposite of the “ little feet" approach. It means
to pick you up off your feet and hit your head against the wall with the very first source. You will find
from the beginning how difficult and complex history 時， how difficult and complex sources can be. You
will know from the first that the pleasures of history are always connected with complexity and
difficulty.... [History] is extremely difficult , and extremely rewarding. History is also instructive
Although history doesn't teach you morali 句， it does teach you to look at the complexity of issues
There are no simple problems in history. They are all difficult , and they are difficult in exactly the way
that political and moral problems are today. The people with whom we are dealing are· or we would
not bother to study them - real people who bleed and die , kill and are killed in the same way as [we]
If it works , history teaches you to think that people in distant and different places are as real as we
are. Robert Brentano'
COURSE DESCRIPTION
This course studies Christian practice , thought and influence in their social , political , liturgical ,
doctrinal and spi門 tual aspects , in diverse civilizations , from the Jesus movement to the end of the
15 th century. It explores contributions of religion to the development of cultures in the late
antique , medieval and Renaissance periods , providing an introduction to Christianity in the Middle
East , north and east Af rica , Asia and Europe , and provides an introduction to Judaism and Islam in
relation to Christianity du 門 ng the Middle Ages. The course stresses the place of theologies , polities
and spiritualities in actual human environments of the past.
1 This quotation comes from a lecture delivered by Professor Robert Brenta冊. Sather Professor of His個內， to students at the
University of California , Berkeley , in Hist。可 4b I“ Westem Civilization: The Middle Ages) on 27 August 1986. The lecture was
transcribed and made available to students by the Black Li ghtning Lecture Notes service at the A.S.U.C Store of the University of
California , Berkeley
OBJECTIVES
.
Learn the background and development of traditional theologies that have contributed
to the language and structures of the Christian churches throughout the world today
•
Know and analyze the content of Christian thought and practices and their implications
for particular groups of people in specific social contexts very different from one's own;
approach these differences with sensitivity and respec t.
•
Develop abilities for interpretation of historical materials and for informed , reasonable
analysis and critique
•
Gain a general knowledge of the sources and literature of church history and where to
find them
These four objectives remain constant throughout the three-course sequence in the history of global
Christianity
DIALOGICAL FRAMEWORK
Four questions frame the themes we will track throughout this course , They relate to matters of
christology , orthodoxy (or ‘ right' belief) , communal life (poli句， spirituality and behavior) , and intraChristian and interfaith relations , Being able to form your own evidence-based opinions about these
themes and their ebb and flow through the centuries we are considering will help you organize reading
and lecture material and may also help you be more articulate about what you are learning and how
you understand global Christiani旬， You may also be confident that questions related to the four below
will feature in quizzes and essays you may be asked to write:
•
How did various communities and individuals who claimed to follow Jesus answer the
question posed to Peter: “ Who do you say that I am?" What conditioned their
answers?
(This is a christological question)
How did these communities and individuals think about God? How did "right" and
"wrong" thinking about God emerge?
(This is a doctrinal question)
•
How did these communities and individuals think about themselves , human nature
and human destiny? How did they structure their relationship to the world?
(This is a question about polity , spirituality and behavior.)
•
How did these communities and individuals see themselves in relation to other
religions?
(Th 咕咕 a questions about intrafaith and interfaith attitudes)
Attendance
“ A student who misses a class is required to notify the professor immediately. A student who
misses four class sessions of classes that meet once a week (or eight sessions for classes that
meettwice a week) for any reason will not receive credit for the course. In special cases
exceptions to this rule may be granted by the Dean's Office. Individual Faculty may choose to
enforce stricter attendance regulations for specific classes. Faculty may also choose to count
accumulated tardiness to class as a single absence."
Grades
A = truly superior work according to the declared purposes and criteria
A- = very good work , but not quite reaching excellence on all purposes and criteria
B+ =good work , beyond basic expectations
B = competent work , clearly and solidly fulfilling basic purposes and criteria
B- = satisfies the basic purposes and criteria in a minimal way
C+ = meets many of the basic expectations but does not satisfy some si日 nificant
purposes and criteria
C = meets some of the purposes and criteria but leaves several unfulfilled
C - meets few purposes of the assignment and satisfies few of the criteria
D = student did something but does not meet the purposes and criteria of the
assignment
F = work does not deserve credit or was notturned in
If a student concludes that his/her grade in a course is not appropriate , the student may follow
specified procedures available in the Dean's Office
Inclusive Language
“Except when quoting from other writings , writers of papers are urged to use inclusive language.
For example , generic language phrased in sex-specific terms and the use of gender
designations for inanimate objects should be avoided (e.g. ,“ brothe r" when the meaning is
human being or person; “her" as the pronoun for an inanimate object). Language for “God"
should be selected with great care so that the metaphors and grammatical forms are faithfulto
the biblical revelation of God whose being transcends titles , names , and metaphors."
Plagiarism
“ Plagiarism is the failure to distinguish the student's own words and ideas from those of a
source the student has consulted. Ideas derived from another , whether presented as exact
words , a paraphrase , summary or quoted phrase , must always be appropriately referenced to
the source , whether the source is printed , electronic , or spoken. Students must also use proper
attribution with artistic media (images , music , website elements , etc.) and attend to all copyright
restrictions on the use of such media. Whenever exact words are used , quotations marks or an
indented block indicator of a quotation must be used , together with the proper citation in a style
required by the professor." (Robe 門 A. Harris , The Plagiarism handbook [Los Angeles: Pyrczak
Publishin 日， 2011 ]， p. 132).
CLASSIC PEANUTS
。υICK. MARCIE
IS THE FIR 弓 T
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READING
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Six books are required for this course: one is a general history text , one is a source book of documents
in translation , one focuses on the christological controversies of the first centuries of Christian identity
formation , one discusses the impact of Af rican Christian experience , one uses the lens of medieval
Spain to explore the relationships between the three Abrahamic faiths , and one discusses the armed
pilgrimages known as crusades:
.
.
.
•
.
•
Justo Gonzalez. The Story of Christianity. Volume I: The Early Church to the Dawn of the
Reformation. New York: HarperOne , 2010. 978006185887
John W. Coakley and Andrea Sterk. Readings in World Christian History. Volume I: Earliest
Christianity to 1453. Maryknoll: Orbis Books , 2004. 1570755205
Thomas C. Oden. How Africa Shaped the Christian Mind: Rediscovering the African Seedbed
。f Western Christianity. Downers Grove: IVP Academic , 2010. ISBN-13: 978-0830837052.
Richard E. Rubenstein. When Jesus Became God: The Struggle to Define Christianity during
the Last Days of Rome. New York and San Diego: Harcourt , In c., 1999. 9780156013154
Jonathan Rilev-Smith _ The Oxford History of the Crusades. Oxford: Oxford University Press ,
2002.978-0192803122
Maria Rosa Menoca l. The Ornament of the World: How Musli"悶， Jews , and Christians
Created a Culture of Talerance in Medieval Spain. Back Bay Books; Reprint edition , 2003
ISBN-l0: 0316168718; ISBN-13: 978-0316168717
Make friends with these books now. You will read all of them and you will be expected to use what
you read as you become a more skilled interpreter of the history of the global Christian movemen t.
METHODS OF EVALUATION
There are several different opportunities for you to demonstrate what you are learning and how you
are thinking about the topics we con 引 der together. Here is the breakdown:
Cl ass participation - attendance , timeline , discussion
10%
丘 q U1 zzes
Global Religious News (3)
15 寬 (5克 each)
Reading .R esponses 8: Discussions (4)
。
When Jesus Became God
o How Af rica Shaped the Christian Mind
。
Oxford History of the Crisades
。
Ornament of the World
40%
Midterm Examination
15%
Final Paper
20克
(10克 each)
CTS Definition of Grades:
A
AB+
B
BC+
C
CD
F
truly superior work according to the declared purposes and criteria
very good work , t;, ut not quite reaching excellence on all purposes and criteria
good work , beyond basic expectations
competent work , clearly and solidly fulfilling basic purposes and criteria
satisfies the basic purposes and criteria in a minimal way
meets many of the basic expectations but does not satisfy some significant purposes and
criteria
meets some of the purposes and criteria but leaves several unfulfilled
meets few purposes of the assignment and satisfies few of the criteria
student did something but does not meet the purposes and criteria of the assignment
work does not deserve credit or was not turned in
CLASS PARTICIPATION:
Presence and e.旦旦些坐立世on in each class session is essential for successful completion of this course.
CTS Academic Policies specify that a student who misses more than 25克 of the class sessions for a
course will fail the course 一 without exception. This means that if you miss three class sessions you will
be hovering on the brink of disaster: your grade will be affected and a subsequent absence will result
in failure of the course. Tardiness can add up to an absence , depending on how late you are or how
frequently you arrive late for class. Because unannounced quizzes may be given early in the first hour ,
tardiness can also affect y口 ur class participation grade
If you must miss a class session , you are responsible for securing notes from peers. Lectures and cla 指
complement but do not necessarily repeat the material in these assignments; you are
responsible for knowing the material in the reading assignments and the lectures. If you miss a class
session during which a film is screened you must make arrangements with me to view the film
independently. Please do not ask me for my lecture notes; I do not make them available
出 scussions
GLOBAL RELIGIOUS NEWS:
During the term you will have three opportunities to select from your reading of significant journals ,
magazines , newspapers and online new services an article highlighting an issue or event that is
important in current global religious life. Th咕咕 not intended to be limited to Christianity or to events
in the United States of America; articles concerning other religious traditions in other geographical
regions are welcome and desirable. The articles you choose should concern events/people with broad
implications; part of your task is explaining HOW and WHY the topic you describe 間 important and
how it relates to your study of the history of global Christianity. We will set up a schedule for
presentations at the beginning of the term; you will be responsible for one item in the first half of the
term and one in the second half. This exercise is designed to keep you engaged with the world around
us while you are considering the worlds that have preceded us. And please remember: this
presentation is not a mini-sermon , it is an analysis of rei哼 rous news.
Prepare for this exercise in the following manner:
•
•
•
•
•
Read the article carefully. Although this should be self-evident , it often is omitted.
Write a short summary of the article in your own wards - not more than two paragraphs.
This means you need to know what the article is about , who is involved , where the
action takes place , and how to pronounce the names , places and concepts involved.
If you don't know , ASK BEFORE PRESENTING
Write a short analysis of the significance of the article's topic - not more than tw。
paragraphs: why is this news important? Why do you care? Why should anyone care?
Your written material should not exceed four paragraphs. You should be able to
summarize and explain to the class in not more than four minutes. You will be timed
and stopped at four minutes.
You will submit your summary/analysis to me after you have made your presentation , along
with a copy of the article; your grade depends on making an appropriate selection , writing a
good summary and analysi 丸 and making an effective presentation to the class
Don't waste the time of your peers by being unprepared to make a clear concise presentation. You
will have four minutes to make your presentation - which should be written - and you will be
timed. DO NOT PLAN TO READ YOUR ARTICLE: summarize it!
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The timeline assignment is a project of the whole class. Each week come to class prepared with three
dates/events you consider important or very interesting from your reading. We will build a class
timeline of these dates/events through the course of the term. Put each date , event and a brief
description of why it is important on one side of a three inch by five inch Post-It"". Write your name
on the back side of your pape r. Be prepared to add your cards/papers to our wall-mounted timeline
before class or during the Break
READING RESPONSES:
You will write a four page response paper on each of the four supplemental books we are using (Oden ,
Rubenste叭， Riley-Smith and Menocal). The point of this paper is to help you think about what each of
these books offers you , how you reacted to the material and its presentation , and if/how you might
refer to this book in the future and whether or not you would recommend 吐. REMEMBER: you have
material in The Story of Christianity to help you assess what these other authors are doing. Here are
the points a successful response should include (but remember this is an essay , not a series of bullet
points or unconnected paragraphs:
•
•
•
•
•
•
•
a brief description of the material the author addresses (vou are not writing a book report)
an analysis of what the author wants to argue (what is the point of the book)
identification of audience the author wants to address (“ everyone who is interested" is not
helpful or accurate , nor is 可very Christian" or “ all seminary students")
a careful evaluation of what is effective , and what is less effective (that the author uses words
you do not know is not a helpful critique; presupposing a certain level of knowledge might be)
whether or not the author accomplishes what the author set out to do (not what you wish the
author had done)
for whom you think the book 問 most helpful (again , "e、 eryone who is interested" is not
helpful , neither is “ all Christians" or “ all people of faith")
whether or not you like the book and why and whether or not you might find this book useful in
the future
IN ADDITION , each of you will parti口 pate in a group-led discussion of one of the three books. We
will form reading groups at the beginning of the term. On the day each reading response is due the
group responsible for that title will lead the class in a 30-45 minute discussion of the book. Each of
your written responses is worth 10% of your grade
Response papers are due on the
foil。叫 ng
days:
How Africa Shaped the Christian Mind 13th February
When Jesus Became God
20th March
Oxford History of the Crusades
10th April
1st May
Ornament of the World
You may submit your papers early but you may not submit them late.
MIDTERM EXAMINATION
Yes , there will be an old-fashioned midterm examination; that's the bad news. You will have an
opportunity to demonstrate your knowledge (not just information) in the following ways:
4.
Geography:
Chronology
Persons:
Terms .
5
Essay 可
Z
3
identifying important locations on a provided map
identifying important dates with their corresponding events
identifying important persons , their time period and significance
defining significant terms , when in the periods we study they are most
important and why
see below
The good news: 1) two weeks before the midterm I will provide a study guide to help you prepare
(nothing not on the study guide will be on the exam); 2) I am giving you the essay topic for the
midterm here in the syllabus. You can look at it now and begin collecting ideas and notes as you work
through the reading material for the course. REMEMBER: this is an essay , not a laundry lists of facts;
it should be rich with examples , dates , events and personalities , and should demonstrate you
understand what you are talking about. Here is the topic:
From the beginnings of the Jesus movement it is possible to see considerable diversity_ Various
groups formed , articulated their own understanding of the good news of the Gospel , developed
their own specific theologies and ecclesiologies , and devised strategies for living in the world which some experienced as hostile and others as welcoming. Discuss several of the groups you
have studied , creating an essay that shows the broad range of understandings and practices
that characterized the Christian movement up to and including the imperial reign of Theodosius
the First
This should be an integrated essay, not a series of bullet points on each of the groups you choose to
discuss_ Your essay should also accord each group the dignity of honest and genuine faith , that is , you
should not write about each group as though it were wrong in its beliefs and practices simply because it
did not survive the pressures for conformity to a more univocal form of Christian belief and practice
The midterm examination will be closed book and in-class; you will have the entire class period to
write. The first two sections will be on the papers I provide for the examination; the short answers and
essay will be written in bluebooks I will provide. Z The midterm will be given 6 th March.
FINAL PAPER
Remember the question from the first day of class? Here it is again: How does knowledge of the history
of the global Christian movement enhance your ability to navigate the religious culture we inhabit
right now? The final paper , which is an analytical paper rather than a reflection paper，也 your
opportunity to respond to this question on the basis of your engagement with the history of the global
Christian movement over the course of the term. This paper should be approximately 12 pages long and
should include discussion of what you have learned about significant events , people and ideas covered
in the course.
2 Students who have educational accommodation needs under ADA or write English as a second language should speak with me as
soon as possible
GENERAL GUIDELINES for WRITIEN ASSIGNMENTS
A late assi~nment will not be occepted except under extraordinary circumstances and with advance
permission. If for some unavoidable re叫on you are not in class on the day an assignment is due and you
have not obtained permission to submit your work late , you have two options: 1) send your work via a
human courier who will deliver it at the beginning of the class; 2) e-mail your work so that it arrives at
or before the correct day and hour. I always respond to emailed material with an emailed receipt. It is
your responsibility to confirm that your work is received. Failed electronic delivery is n咀 t an
excuse for late work.
Please be sure your name and student box number appear on the first page of all your papers. Do not
use a folder , cover , cover sheet or envelope. Number and staple together all pages of you papers; do
not use paper clips. Use standard 1" margins , double-spacing and print no larger than 10 pitch.
Following these directions will enhance my reading experience and hence my receptivity to your work.
It will also make it possible for me to return your papers to your student mailboxes: I will not assume
responsibility for knowing your box numbers
Seminary Policy of Plagiarism and Cheating
?
Part of the CTS policy on plagiarism and cheating is reproduced here to emphasize the seriousness with
which these matters are taken. Consulting secondary sources , talking about course materials , forming
study groups are all good strategies for enhancing your work in this course and all are encouraged. But
it must always be clear that your work is your own or that you have given credit where it is due. This
does not , however , mean that members of a study group may submit the same work; each individual
must demonstrate personal competence and original expression.
Do not test my ability to recognize material original to published reviews or other students'
papers. Document your sources: it is far better to demonstrate ho啊 adept you are at locating
secondary material than to pretend to ideas that are not yours. If you are unsure of proper
footnoting techniques , including when you must footnote , please consult the last page of this syllabus
or: the general standard for theses and term pape內 ， A Manual for Writers of Term Pope悶， Theses , and
Dissertations , Kate L. Turabian (6昀 edition. Chicago: University of Chicago Press , 1996 , reference
collection LB2369. T8 1996); the CTS Student Handbook and Planner (pp.188-189;) or visit
hUD: I Iwww.acts.twu.ca /l br/textbook.htm for William Badke's helpful online guide , Research
訂的 tegies: Finding Your Way through the Information Fog (New York: Writers Club Press , 2000; also
found in the CTS Library at ref 2710 日 232000).
ADDITIONAL CONSIDERATIONS; Students for whom English is not a first language and students with
learning requi 月 ments covered by the Americans with Di日 bilities Act should speak with me
immediately so that we can negotiate the best approaches to the course and its requirements. I will
work with you and the Academic Deans' Office to make every possible effort and every reasonable
accommodation to assist you
I READING ASSIGNMENTS
Justo Gonzalez's The Story of Christianity , vol. 1 is the primary text for this course. It is not a
perfect text but it is a balanced endeavor to represent history and culture , faith and theological
development in a global contex t. Read Gonzalez for the large picture and important figures ,
concepts , issues and dates. Reading assignments listed for a particular week should be read for the
class session that week. I expect you to be able to follow lectures that diverge from the content in
Gonzalez but are based on your grasp of what he has written. You will benefit more from lectures
and class discussion if you are a knowledgeable part盯 pant. KEE旦且f! Asking questions that you
could have answered for yourself had you done the reading assignment does not factor into a positive
class participation grade.
出旦些些
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This is Now , That was Then
n6 re， π西?
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f[ CY
Quis , qu 肘 ， ubi , quando , quo modo , cur? Who ,
23 January
wh肘 ，
where , when , how , why?
Who are we and where are we going?
Question: How does knowledge of the history of the global Christian movement enhance our ability to
navigate the religious culture we inhabit right now?
View “ Legacy: The Origins of
Civilizati凹，
part one (Iraq: Cradle of Civilization)" Michael Wood
Questions to consider
1) What factors do you think contributed to the urbanization of Sumerian culture?
2) What role does writing - as opposed to strictly oral tradition - play in the growth of
civilization?
3) Why does Michael Wood believe that pluralism and tolerance are necessary for the survival
of civilization?
READ FOR NEXT WEEK:
The Book of the Acts of the Apostles
What picture(s) is/are presented of earliest Jesus communities?
How are these communities organized (this is an ecclesiology question)?
How are these communities nourished (this is a spirituality question)?
Can you see any doctrinal positions developing (this is a theology question)?
Who is present (this is a question of community/inclusion/exclusion)?
Who
Ie口的 (this
is an authority question)?
世且也竺E
Beginnings: Religious and Cultural Settings -
30 January
Fi 月t
Followers Form Communities
Gonzalez: 1-39
Coakley 丘 Sterk:
Didache 2-16
Hippolytus: Apostolic Tradition 17-22
Begin reading How Africa Shaped the Christian Mind
View “ From Jesus to Christ" part one
但世坐坐
6 February
Critics , Apologists and Teachers
Gonzalez:
41-104
Coakley & Sterk:
Pliny the Younger to Trajan
23-24
The Martyrdom of Perpetua and Felicity30-36
Justin Martyr , Second Apology 37-43
View “ From Jesus to Christ" , part two
世旦旦旦
Ash Wednesday
13 February
Living, Surviving, Prevai ling
Gonzalez:
105-155
Coakley & Sterk:
Certificate of Sacrifice 43
Irenaeus of Lyons , Against Heresies
58-66
FIRST REVIEW DUE TODAY: How Africa Shaped the
of Western Christianity
Chri泣的n
Mind: Rediscovering the Africon Seedbed
View “ From Jesus to Christ" part three
出坐坐竺
20 February
Reactions
Gonzalez:
157-207
Coakley & Sterk:
Muratorian fragment
66-67
Gregory of Nys呵， The Li fe of Macrina
View “ From Jesus to Christ" part four
Study guide available
147-155
但坐坐坐
27 February
READING WEEK
readreadreadreadreadreadreadreadreadreadreadreadreadreadreadreadreadreadreadreadreadreadreadreadreadreadreadreadread
世旦旦些生
6 March
MIDTERM EXAMINATION
坦坦坐坐
13 March
Ways Forward: Theology and Mission
Gonzalez
209-261
Coakley 丘 Sterk:
Letter of Cyril of Alexandria and Nestorius of Constantinople
Definition of faith at Chalcedon 175-176
Pelagius , To Demetrius 206-210
View
“ Islam:
Empi月 of
Faith"
世坐坐些
Spring Equinox
West , East , Islam:
Gonzalez:
165-174
20 March
“ Deus Vult!"
270-356
Coakley 丘 Sterk
Chinese Christian
Sutras 247-251
John of Damascus , on the Divine Images289-297
View
“ Pilgrims in Arms: The Roots of the First Crusade"
SECOND REVIEW IS DUE TODAY: When Jesus Became God: The Struggle to Define Christianity during
the Last Days of Rome
但啞巴竺
EASTER RECESS/PESACH
27 March
I Eleventh Week
3 April
Not So Dark Ages
357-385
Gonzalez:
Coakley & Sterk
Anselm of Canterbury , Cur Deus Homo? 339-346
View “ Heritage: Civilization and the Jews" , part 4
世坐坐竺E
1a April
Conflict Within and Around
Gonzalez:
387-431
Coakley 丘 Sterk:
Thomas of Celano , Fi 月t Li fe of Francis of Assisi 354-359
Hadewijch of Brabant , Letters and visions
362-371
View “ Fires of Faith: Dissent and the Church"
THIRD REVIEW IS DUE TODAY: The Oxford History of the Crusodes
I Thi 巾enth Week
Renaissance , Humanism ,
Gonzalez:
17 April
Inqui 引 t lO n
433-446
Coakley & Sterk
Boniface VIII , Unam Sanctam
397-398
Geert Grote , Letter 29 410-414
Council of Constance , Hoec Sancta
414-415
Eugenius IV , Laetentur caeli
415-417
View “ Heresy , War , and the Black Death: Christianity in the 13th and 14th Centuries"
I Fourteenth Week
24 April
Colonial Aspirations
Gonzalez:
449-490
FOURTH REVIEW DUE TODAY: The Ornament af the Warld: How Muslims , Jews 日nd Christians Created
a Culture of Tolerance in Medieval Spain
Study guide available
I Fifteenth Week
1 May
So What , Who Cares?
I Sixteenth Week
8 May
FINAL EXAMINATION
|中教\大'
，因?是泰;
|海衍素，
BASIC BIBLIOGRAPHY OF REFERENCE WORKS for CHURCH HISTORY
Select General Histories of Christianity and Christian Thought
Frend , W.H. C. The Early Church. Philadelphia: Fortress Press , 1991. This is the shorter version of
Frend's much lengthier book , The Rise of Christi口nity. Philadelphia: Fortress Press , 1984. Both are
excellent but the shorter version is more manageable as a supplemental text
Harnack , Adolph. History of Dogm日 7 vols. Boston: Little , Brown and Company , 1897-190日
classic su 刊 ey of doctrine to the Reformation
This is a
Jedin , Hubert , edito r. History of the Church. 10 vols. New York: Crossroad , 1965·81. A detailed work
by prominent Roman Catholic scholars.
McManners , John , ed. The Oxford History of the Christi口n Church , New York: Oxford University Press ,
1993. There are two editions of this text , The Oxford History of the Christian Church , which is a
collection of
essays , and The Oxford Il lustrated History of the Christian Church , which contains the same essays but
also contains extensive art reproductions and illustrations.
Pelikan , Jaroslav. The Christian Tradition. 5 vols. Chicago: University of Chicago Press , 1971-1985.
This is the modern equivalent of Jedin's ten-volume work , more readable and well received. It is
limited to the study of doctrine.
Southern , R.W. , Western Society and the Church in the Middle Ag凹. New York: Penguin , 1970. The
writing style of this book is British and the language is not inclusive. While these factors may make the
materialless palatable to the 21 st century North American reader , they do not lessen the value of the
scholarship , which is superb.
Walker , Williston , et al. A History of the Christi口n Church. 4th edition. New York: Charles Scribner's
Sons , 1985. This is a detailed , one-volume overview. It is not exciting reading , but it includes just
about everything one could want
Standard Reference Works Available at the CTS Li brarv
Atlas of the Early Christian World. F. Mohrman Van Der Meer. London: Thomas Nelson , 1958.
The Coptic Encyclopedia. 8 vols. Aziz S. Atiya , ed. New York: MacMillan , 1991.
Dictionary of the Middle Ages. 13 vols. Joseph Strayer , ed. New York: Charles Scribner's Sons , 1982·
1989.
Encyclopedia of Asian History.
4 vols. Ainslie T. Embrice , ed.
New York:
Charles Scribner's Sons ,
1988.
Encyclopedia of Early Christianity. Everett Ferguson , ed. New York: Garland Publishers , 1997
Encyclopedia of Islam. 7 vols. as of 1993 (to the letters Na). New edition. Leiden: E. J. Brill , 1960 to
present. This is one of the best reference tools on Islam in the English language.
Encyclopedia of Monasticism. William M. Johnston , ed. Chicago and London: Fitzaroy Dearborn
Publishers , 2000. Tow volumes
The Encyclopedia of Religion. 16 vols. Mircea Eliade. New York: MacMillan , 1987
Historical At las of Islam. William C. Brice , ed. Leiden: E. J. Brill , 1981
The Jewish Encyclopedia. 12 vols. New York: Funk and
and early modern studies.
Wagnal 峙， 1901'1906.
Very useful for medieval
The Jewish History At las. Martin Gilber t. London: Weidenfeld and Nicolson , 1969.
MacMillan At las of the History of Christianity. F.W. Li ttell. New York: MacMillan , 1976.
IIMedieν口 I Encounters: Jewish , Christi口n， ond Muslim Culture in Confluence and Dialogue". Leiden and
New York: E.J. Brill , 1995·. Th 悶悶。 periodical
The New Catholic Encyclopedia , second edition , 18 vols. Washington , D. C.: Catholic University of
America Press , 2003.
The Oxford Dictionary of Byzantium. 3 vols. Alexander P. Kazhdan , ed. New York: Oxford University
Press , 199 1.
The Oxford History of Islam. John L. Esposito , ed. Oxford: Oxford University Press , 1999
The Oxford Dictionary of the Christi日n Church , 3'd edition. F. L. Cross and E. A. Li vingstone , eds. New
York: Oxford University Press , 2日 05.
The Penguin Atlas of Medieval History. Colin McEvedy. New York: Penguin , 1961.
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On The World Wide Web:
There are very helpfullnternet links listed on the CTS Li brary homepage , "Li nks to Web Sites Organized
by Academic Disciplines." English language translations of primary texts , encyclopedias , articles , et c.
are available; quality varies. Remember that material posted on the Internet is often copyright
protected. But in any case , if you use Internet materials in a paper you must footnote the source
(and include the date on which you accessed the site) , just as you must with print materials you use
All web pages are not created equal; they are endowed by their creators with the ability to lead you
and to mislead you. Consider your sources.
General
-Hall of Church Historv
Covers all time periods and has links to many primary texts
http://www.spurgeon.org/-phil/hall.htm
-Christian
Classics
Ethereal
http://www.ccel. org/
Li brarv
Large
collection
of
classic
texts.
-Proiect GutenberQ began digitizing books in 1971 , and their collection now has over 25 ,000
books. The advanced search function allows researchers to do full-text searching of the
entire Project Gutenberg collection http://www.QutenberQ.orQ/wiki/Main_PaQe
.
Internet Histo阿 Sourcebooks- Sourcebooks are collections of public domain and copypermitted historical texts for educational use. Searching for texts can be difficult; read the
search page carefully and use the HOTBOT search engine that is provided on that page
http://www. fordham.edu! halsall!
Early Church
-Guide to Earlv Church Documents 一 Includes canonical documents , creeds , the writings of
the Apostolic Fathers and many other historical texts especially relevant to early church
.
•
history.htt口。 !!www.iclnet.ore/pub/resources/christian-historv.html
ORBIS: The Stanford Geospatial Network Model of the Roman World
htt口: I ! orbis. stanford.edu!
Bulletin of the Institute for Antiquity and Christianity - Published by The Institute for
Antiquity and Christianity at the Claremont Graduate School , The Bulletin of the Institute for
Antiquity and Christianity is primarily concerned with studies that investigate aspects of
Christianity and its practice in the ancient world. The Bulletin comes out periodically , and
interested parties can click on the "Browse items in this collection" to get a sense of the
•
.
•
broad range of topics that they have covered. Visitors with a dedicated interest in this field
can perform a more detailed search across the Bulletin by terms that include title , author ,
creator , date , keywords , and publishe r.
htto: I I ccdl.libraries. claremon t. edu I collection. oho?a lias= I bia
Early Church Fathers 一 The Early Church Fathers is a 38·volume collection of writings from
the first 800 years of the Church. This collection is divided into three series , Ante句 Nicene
(ANF) , Nicene and Post·Nicene Series I (NPNF1) , and Nicene and Post-Nicene Series II
(NPN F2 ).htto: I Iwww.cce l. or~/fathers. html
The Fathers of the Church. htto: I Iwww.newadven t. or~/fathe丹/
Augustine. This site includes primary texts in translation , biographical
information and commentary about Augustine 0干 Hippo.htt口﹒ //www.usaoeoole-search.com/content-the-life-and-works-o
干 -saint-augustine-of-
.
且且已坐監
The Rule of St. Au~ustine htto:1 Iwww.~eocities.com/Athens/1534/ruleau~.html
-ArmariumLabvrinthi: Labyrinth Latin Bookcasehtto: I Iwww. ~eor~etown.edul labYrinthl library I la tinl latin-lib. html
-The Gnostic Society Li brarv
Many important Gnostic texts in English translation
htto: I Iwww. ~nos侶。r~ /l ib 閃閃 html
-Gre~orv of Nyssa Texts and Introductions - Also includes writings about Gregory of Nyssa
httO: I Iwww.sO.uconn.edu/-salomon/nyssa/texts.html
The St. Pachomius Li brary 一 Includes a selection of English translations of writings of the
Church Fathe 內， acts of the Christian marty內， proceedings of the counci峙， and lives of the
saints.htto: I Iwww.voskrese.info/sol/ index.html
.
Middle Ages
•
.
.
•
Summa Theologica of St. Thomas Aquinas.httO:1 Iwww.newadvent. or~/summa/
Labyrinth: Resources for Medieval Studies.
htt口: I Iwww. ~eor~etown.edul labYrinthl labyrinth- home. html
ORB: On-line Reference Book for Medieval Studies - A peer-reviewed academic site written
and maintained by medieval scholars. You'll find essays , introductory articles , on-line
encyclopedias , bibliographies , and links to related sites htt 口 :llorb.rhodes.edul
Internet Medieval Sourcebook - Includes text selections for teaching purposes , full text
sources , and supplementary commentary.htto: I Iwww.fordham.edu/halsall/sbook.html
Rule of St. Benedict in several languages htto: I Iwww.osb.or~ /r b/index.html
All Things Medieval"htto:1 Iwww.netserf. or~/
.“
•
Resources for Judaism
.
•
.
.
•
•
•
Li brary of Jewish Theological Seminary of America: http://www.jtsa.edu/x166.xml
Jewish National and University Li brary , Jerusalem
(http:/ /r am1 .hui i. ac. illALEPH/ENG/NN Ll NN Ll NN Ll START): union catalog for all schools in
Israel
The American Jewish Historical Society (http://www.ajhs.org/): a research library , archives ,
and museum
Jewish Studies Network: (http://www.jewish-studies.com/)
Academic Jewish Studies Internet Directory: http://www.jtsa.edu/x166.xml
Vidal Sassoon International Center for the Study of Antisemitism(http://sicsa.huii.a c. il/):
an interdisciplinary research center dedicated to an independent , non-political approach to the
accumulation and dissemination of knowledge necessary for understanding the phenomenon of
Anti-Semitism
United States Holocaust Memorial Museum (http:www.ushmm.org/)
Resources for Islam
.
•
.
Islamic Studies , Islam , Arabic , and Religion (httD . I Iwww.arches.uQa.edu/-Qodlas/) Dr. Alan
Godlas , University of Georgia , maintains this site that is 冶articularly intended to be of use for
students and teachers at alllevels , as well for members of the general public who wish to get a
non-polemical view of Islam (including Sunni Islam , Shi'ism , and Sufism)....
Academic Info: Islamic Studies (httD: I Iwww.academicinfo.ne t/ lslam.html#meta) a modest
number of annotated links organized into categories: meta-indexes and general directories , online texts and archives , reference sources , law , electronic journa峙， and additional sites of
interest 些值旦且主包盒里~ (http://virtualreligion.ne t/ vri/): an annotated links are organized
into the following categories: general ,Muhammad , the Q!μran， Hadith (oral tradition ), Shariah
(law) , Shi溢， Sufis , and modern movements.
The Islam Page (httD: Ilwww.islamworld.ne t/): a large site that includes sacred te吹t as well
as links to beliefs , pract眩目， and history
Usin l! Primary Sources
Historians are often likened to detectives or authors of mystery novels. Detectives - real and fictional
look for evidence that substantiates guesses or answer questions about events that happened in the
past so that conclusions can be drawn and , in the case , of crim凹， suspects can be confronted and
crimes solved. Historians look at documents (wills , bills , letters , court records , church records ,
diaries , law codes , et c.) objects , art and architecture made/used by people living in particular places
at particular times. These are primary sources: materials created by the people being studied
Historians use these artifacts as evidence for the construction of secondary sources: usually writings
that analyze and draw conclusions from the analysis of prima門 sources
For studying much of the history of Christianity , we rely upon primary sources in translation. That is ,
we do not all read the Hebrew Scriptures in Hebrew or the Greek New Testament in Greek , we read
them in English translations. We do not read the Confessions of St. Augustine in Latin; we read it in an
English translation. We do not read the sermons of Jean (John) Calvin in French or those of Martin
Luther in German. As historians we must bear in mind that translations are interpretations of the
meaning of primary sources.
There are a number of questions we can ask about a primary documen t/ object when using it for
historical evidence.
What is it?
Who wrote it or made it?
When was it written or made?
Do we know why it was written/made?
Do we have other information about the document/口的 ect from another source?
ιAre there other sources like this?
7.
What else do we need to know in order to understand the evidence in this source?
1.
2.
3.
4.
5.
There are other questions we can ask about a primary source:
1.
2.
3.
4.
5.
What
What
What
What
What
is the stated or apparent intent of this source , that is , why was it written/made?
is/was the audience for whom it was written/made?
questions are raised by this source?
questions can this source answer?
can't we know about this source?
None of the above questions can be answered until the source is I旦旦旦 /vie笠圭亞. The historian's first
task is to read/see what is there. Part of the respect we owe sources for history is a close and careful
reading/viewing of the source by itself, for itself.
Lopyrfgh{' and
I' hlgjal ism
Adapted from the Penn State University Li braries web site
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y， dramatic , musical , artistic , and certain other intellectual works. This protection is available to both
published and unpublished works.
Under copyright iaw, if you don't own the copyright to a work, you cannot do the following without permission from the
copyright holder:
•
Reproduce copies of the work
•
Create derivative works based on the work
•
Distribute copies of the work
•
Perform the work publicly
Display the work publicly
.
However, under certain circumstances , using pa 內s of copyrighted works is considered "fair use," and is allowable under
the law. Courts consider these four factors in determining whether or not a particular use is fair
the purpose and character of the use, including whether such use is of commercial nature or is for nonprofit
educational purposes;
the nature of the copyrighted work;
amount and substantiality of the portion used in relation to the copyrighted work as a who 悟; and
the effect of the use upon the potential market for or value of the copyrighted work.
.
.
.
-ducational uses of copyrighted works , such as class presentations , often fall into the "fair use" category. Find out more
Jbout what copyright means to you as a student in UCLA's tutorial on intellectual property at
http.1Iw \V w.1 ib rarv. ucl a.edu/brui nsuccessl
Copyright-Fair Use
The concept of fair use can be confusing and difficult to apply to particular uses of copyright protected material
Understanding the concept of fair use and when it applies may help ensure your compliance with copyright law
Fair use is a uniquely U.S. concept , created by judges and enshrined in the law. Fair use recognizes that certain types of
use of other people's copyright protected works do not require the copyright holder's authorization. In these instances,
it is presumed the use is minimal enough that it does not interfere with the copyright holder's exclusive rights to
reproduce and otherwise reuse the work
Fair use is primarily designed to allow the use of the copyright protected work for commentary, parody, news reporting ,
research and education. However, fair use is not an exception to copyright compliance so much as it is a "legal defense."
That is, if you use a copyright protected work and the copyright owner claims copyright infringement, you may be able
to assert a defense of fair u咒， which you would then have to prove
Section 107 口 f the United States Copyright Act lists four factors to help judges determine, and therefore to help you
predict , when content usage may be considered "fair use.'
.
1.
The purpose and character of the use, including whether such use is of a commer口 al nature or is for nonprofit
educational purposes.
If a particular usage is intended to help you or y口 ur organization to derive financial or other business-related
benefits from the copyright material , then that is probably not fair use
2.
The nature of the copyrighted work.
Use of a purely factual work is more likely to be considered fair use than use of someone's creative work.
3
The amount and substantiality of the portion used in relation to the copyright protected work as a whole.
There are no set page counts or percentages that define the boundaries of fair use. Courts exercise commonsense judgment about whether what is being used is too much of, or so important to , the original overall work
as to be beyond the scope of fair use
4
The effect of the use on the potential market for or value of the copyright protected work.
This factor looks at whether the nature of the use competes with or diminishes the potential market for the
form of use that the copyright holder is already employin日， or can reasonabiy be expected soon to employ , in
order to make money for itseif through licensing
While the factors above are helpful guides, they do not clearly identify uses that are or are not fair use. Fair use is not a
straightforward concept , therefore the fair use analysis must be conducted on a ca 兒-by-case basis
Examples of fai l' Use ill cJ ude:
•
•
•
•
•
Quotation of excerpts in a review or criticism for purposes of illustration or comment
Quotation of short passages in a scholarly 口 r technical work for illustration or clarification of the author's
observations
Reproduction of material for classroom use where the reproduction was unexpected and spontaneous-for
example , where an article in the morning's paper is directly relevant to that day's class topic.
Use in a parody of short portions of the w口 rk itself.
A summary of an address or article , which may include quotations of short passages of the copyrighted work .
P l.agiarislll
When you use information in a paper or presentation for a class , you're foliowing the "fair use" doctrine, and you
don't need to get permission from the copyright holde r. You do, however, need to properly cite the source for any text,
imag凹， or other media you use in a class project in order to avoid plagiarism.
Using someone else's thoughts or ideas as your own without properly giving credit is plagiarism. It is your
responsibility to understand what plagiarism is and know how to avoid it. The following resources offer some
information and guidance
Purdue OWL (Online Writing Lab) Overview of Plagiarism
http://owl.english .ourd ue .edu/owl/resou rcε/589/01/
Gives excellent advice on how to avoid plagiarism. Includes exercises to test your knowledge and access to various
style manuals
UCLA library - Carlos and Edd間's Guide to Bruin Success with Less Stress
htro:/ /www.llbralv.uclaεdu/bruinsuccess/
Fun and simple guide to copyright and plagiarism , both of which are neither!
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Ball State University (BSU) libraries' Copyright and Intellectual Properties Office
lillQl且也主封里也4I brarv/ collec tl 0 ns 的立山也i
Copyright Clearance Center - Copyright Basics
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University of Texas System's Crash Course in Copyright
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United States Copyright Office - .
See Circular 1 for Copyright Basics
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Turabian (7 ed.)
Quick Guide to Citations*
*NOTE:
This handout h胡句力信 frequently used t}伊es ofcitations and is NOT INTENDED as a REPLACEMENT
for 臼Insu)加'gTurabian.
Turabian , Kate L. A Manual for Writers of Research Papers, Theses， αnd Dissertations: Chicago Style for
Students and Researchers. Chicago g川 ides to writing , editing, and publishing. Chicago: University of
Chicago Press， 20日 7.. t> CTS Library locα lion: Ref lB 2369 .T8 2007 咽
At CTS , two style manuals are generally used; it is your responsibility to check with your professor if you do not know
which one he/she prefers: Turabian or the APA Manual (see reverse)
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Citations also help your readers follow up on material relevant to their interests and
research
Books with a single author:
'John Hope Franklin , George W，α shington Williams: A Biography (Chicago: University of Chicago Press ,
1985) , 54
Books with two or three authors:
J2Robert Lynd and Helen Lynd , Middletown: A Study in American Culture (New York: Harcourt , Brace and
World , L929) , 67.
'Mary Lyon , Bryce Lyon , and Henry S. Lucas , The Wardrobe Book ofWilliam de Norwell, 12 July 1338 to 27
May 1340 , with the collaboration of Jean de Sturler (Brussels: Commission Royale d'Histoire de Be1giq峙， 1983) , 42
Books with three or more authors:
8Martin Greenberger and others，的 ， Networks for Research and Education: Sharing of Computer Information
Resources Natiom，帆 de (Cambridge: MIT Press , 1974) , 50
“
Editor or compiler as Author":
'Robert von Hallberg , ed. , Canons (Chicago: The University of Chicago Press , 1984) , 225.
Corporate author:
'Food and Drug Administration , FDA and the Internet: Advertising and Promotion ofMedical Products
(Washington , D. C.: U.S. Government Printing Office , 1996) , 324
Journal Article:
'8David Beard , "Rhetorical Criticism, Holocaust Studi間， and the Problem of Ethos ," Journal of Adνanced
Composition 20 (Fall 2000): 733
Signed article in an encyclopedia:
22Thomas 、Williamson， "Commonplaces ," in Encyclopedia ofRhetoric , ed. Thomas O. Sloane (New York: Oxford
University Press , 2001): 132.
Web site:
7日arvard University Press , L'..I p
Web document:
"Josie Tong ,
October 2004 , available
2005
from
、L.1 11.1，1 1~jνc;J ι.;..，'i 三 (accessed October 28 , 2005)
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APAMANUAL
Quick Guide to Citations*
*This handout highlights frequently used citations and is NOT INTENDED to be a REPLACEMENT for consulting the APA Manua l.
American Psychological Association. (2010). Publication manual ofthe American Psychological Associalion. Washington , DC:
American Psychological Association. ~ CTS Library location: Ref BF 76.7 .pa3 2010 ...
At CTS , two style manuals are generally used; it is your responsibility to check with your professor if you do not know which one
he/she prefers: The APA Manual or Turabian (see reverse)
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fr:'1 111·? SP f1 lltilllY Citations also help your readers follow up on material relevant to their interests and
司I
One Work by One Anthor - APA us臼 the author·-date method of citation; LhaL
publication are inserted in the text at the appropriate point
Walker
r: '1 ,_')
峙，
Lh t: surname of the auihor and the year of the
compared reaction urnes
In a recent study of reaction times (Walker , 2000)
If the name of the author appears as part of the narrative, as in the first example, cite only the year of publication in parentheses
Otherwise, place both the name and the year, separated by a comma, in
paren 出自由 (as
in the second example)
Within a paragra阱， you need not include the year in subsequent references to a study as long as the study cannot be confused
with other studies cited in the paper
In a recent study of reaction
tim白，
Walker
(2日 00)
described the method....Walker also found
One Work by Multiple Authors
Whena work
h阻 two
authors , always cite both names every time the reference occurs in the text
When a work has three, four, or five authors, cite all authors the first time the reference occurs; in subsequent citations, inl
only the surname of the first author followed by et a l. (not italicized and with a period after “ al") and the year if it is the first citation
of the reference within a paragraph
Wasserste間，
Zappulla, Rosen, Gerwstman, and Rock (1994) found [Use as first citation in text]
Wasserstein et a l. (1994) found [Use as subsequent first citation per paragraph thereafter]
Wasserstein et a l. found [Omit year from subsequent citations after first citation within a paragraph]
Exceplion: If two references with the same year shorten to the same form (e.g. , both Bradley, Ramirez, & Sao, 1994, and Bradley,
Sao, Ramirez, & Brown, 1994 shorten to Bradley et 剖， 1994), cite the surnames of the first authors and of as many of the subsequent
authors as necessary to distinguish the two references, followed by a comma and et a1
Bradl 的，
Ramirez, and Sao (1994) and Bradley,
S∞，
et a l. (1994)
Works wilh No Anth Ol· -海Nllen a worl{ has no author , cite in text the first few words of the reference list entry (usually the title)
and the yea r. Use double quotation marks around the title of an article or chapter, and italicize the title of a periodical, book, brochure,
or report
on free care ('‘ Study Finds ," 1982)
the book College Bound 5i凹的用 (1979)
Groups as A.nlho..s 一 The names of groups that serve as authors (e.g. , corporations, associations, governm己的 t agencI間， etc.) are
usually spelled out each time they appear in a text citation. The names of some group authors are spelled out in the first citation and
abbreviated thereafter , depending on whether or not the abbreviation is readily identifiable
First text citation - National Institute of Mental Health [NIMH] , 1999)
Subsequent text citation 一 [NIMH， 1999]
1月，eb
Site - Give the URL of the sile in lex l. For example
2Learn is a very useful Web site for teachers 三立 3 人一二之:"'_~J .~_;..:..~ ;'.:-' ~..1..三主、; J
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Li braries use classification systems to organize
books on the shelves.
A
classification system uses letters and/or numbers (call numbers) to arrange the
books so that books on th 巴 same topic are togeth眩. If you find one book in the
catalog , go to the shelf and you'll find other books on the same subject shelved in
the same area
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Li braries in the United States generally use either the Li brary of Congress
Classification System (LC) or th 巴 Dewey Decimal Classification System to organize
their books 阿 ost academic libraries use LC; most public libraries and K-12 school
libraries use Deweγ.
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Book title: Uncenso周 d War: The Media and Vietnam
Author: Daniel C. Hallin
Call Number: DS 559 .4 5 .H35 1986
The first two lines describe the subject of the book
OS 559 .4 5 = Vietnamese Conflict
The third line often represents the author's last
H = Hallin
The last
lin 巴「巴presents
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Read call numbers lin 巴 bγlin巴.
LB
Read the first line in alphabetical order .
A , S , BF , BL , SR , SS , BT, SX , C, D... L, LA , LB , LC ，間， ML..
LB
2395
.C65
1991
2395
Read the second line as a whole number:
1 , 2 , 3 , 45 , 100 , 101 , 1000 , 2000 , 2430...
.C65
The third line is a combination of a letter and numb巴 rs.
Read the letter alphabetically. Read the number as a decima l.
For example:
.C65 = .65 .C7 24 = .724
Some call numbers have more than one combination letter-number line
1991
The last line is the year the book was published. Read in chronological order:
1985 , 1991 , 1992...
Here is a shelf of books with the call number order explained.
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This handout is adapted from the Online Librarv Learning Center, a project of the Board of Regents of
the University
5γstem
of Georg 悶。
located at <.:..."-1/ ，..;一一句泊-扎一
"'he Li b"arv
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of (;c l11 !\wess C!a !i sificati@n Syste" (L C) page is
.:..!;.j_:~lι:;4: 之三之立 L;:三三三三斗斗斗::，3: L>
(rev , 9/2009)