HUM1012-2 Discipleship of the Christian Mind
Gateway to the University Core:
Instructor: Anderson M. Rearick III, PhD.
Mount Vernon Nazarene University
Spring 2015. Tues - Thurs
Credit: 3 Hours / CAMP 300
Sec. 2: Time: 12:50 - 1:50
Contact Info:
Dr. Rearick's Office: RH 138 - I (Within School of Arts and Humanities Suit in Regents Hall 138)
Office Hours: MWF: 9:10-10:10 and Tues – Thurs 2:10-3:10 or by appointment1
Office (740) 392-6868 [740-397-9000] Ext. 3508
Home (740) 392-3738-- Please no calls after 9:00
Email: anderson.rearick@mvnu.edu (alternative - profgandalf@yahoo.com)
Course Description: HUM 1012 was designed to help students to identify, form, and practice some habits of the Christian mind
while learning to discern their own worldviews and those expressed in primary texts. It aims to introduce students to the vision of
liberal arts education at MVNU and to present the life of the mind as fundamental aspect of Christian discipleship. This course is
designated (W) for its contribution to writing across the University Core curriculum.
As the Gateway to the University Core, this course will introduce students to the idea and practices of a Christian liberal arts
education and thus prepare them to strive towards being lifelong learners. Students will be encouraged to see themselves as
disciples of Jesus who are seeking to form Christian minds through their studies and in their everyday lives. Through writing
assignments and class discussion, the course will explore aspects of the discipleship of the Christian mind, including: 1) its
connection to a discipleship of the whole person, 2) the development of particular habits and virtues, and 3) the need to practice
discernment from Christian and Wesleyan worldviews. Each section of the course will include a shared framework based on
common readings and writing assignments as well as a unique set of discernment applications from primary texts chosen as
examples of the world of imagination.
Class Procedure: HUM1012, will meet two times a week to assimilate lectures about and to discuss the readings involving a
Christ shaped world view and the interpretation of art, in particular art of the fantastic. Besides assigned readings, we will also be
working from the online Moodle platform. Links to related material as well as online discussion forums
required in the class will be found there. One of the most important questions with which we will grapple is
whether writers outside our worldview have something to say to the Christian reader? We will also be
meeting outside of class for three movie nights.
Class Objectives:
At the end of this course, students will be able to:
1) Explore and understand the connections between Christian discipleship and the life of the mind;
2) Engage the processes of discipleship involved in the formation of the Christian mind;
3) Identify and use the key habits, virtues, and disciplines of the mind that produce discernment from a Christian and
Wesleyan perspective;
4) Frame, interpret, judge, and develop practices in reference to the key elements of a Christian perspective;
5) Distinguish dualistic beliefs and practices from a Christian worldview;
6) Understand and appreciate the Wesleyan distinctive within a Christian worldview; and
7) Understand the role and the ethics of writing in a Christian liberal arts education.
General Education Goals: 1: Integrative Thinking, 2: Critical Thinking, and 9: Christian Worldview
Required Texts:
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HUM1012 Course Packet(CP)
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Walsh and Middleton, The Transforming Vision: Shaping a Christian Worldview. IVP, 1984.(Vision)
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Additional articles/handouts assigned in class
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JRR Tolkien, The Hobbit.
A note about Walsh and Middleton: The copy of The Transforming Vision you were given within this class is on loan to you.
Your name and the book’s identification number are recorded. If you lose this textbook, you are responsible for replacing it.
There are no extras in the bookstore, so you will have to order it anew. Not replacing the text will jeopardize your grade. If you
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Be aware that appointments will become tighter towards the end of the semester during personal reviews with Research.
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want to avoid all this hassle and buy the book right away, leaving the provided copy in my care, Amazon has it available for
$13.28 (Plus shipping).
Readings: In class these works open to large discussion issues. Thus, while I will warn you what works or portions of them will
be included on the series of quizzes used as part of your evaluation, you are responsible to be “up to speed” on the readings and
not depend only on only class discussion for plot specifics. This especially applies to the required novel, The Hobbit. One final
note, readings listed on a day in a syllabus are expected to be completed by that day.
Film Viewings: Tying into our theme of exposure to the fantastic, we will also as a class be viewing four films during the
semester. They might possibly be Spirited Away or Howl’s Moving Castle, The Haunting or Something Wicked This Way, The
Hobbit, and Hellboy. These viewings will be done outside of class in the evening followed by a time of discussion. If you cannot
attend you are still required to know the film’s contents. A copy will be left on reserve at the reference desk after each showing.
Plan to view them on site since they will not be allowed to be taken out.
Evaluation:
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Class Participation - 20% (Online Discussion and Class Involvement and Attendance)
Quizzes - 30% (12 quizzes given; 11 best scores counted) [one every week]
Response Papers 30% These will be handed in on Turnitin Moodle.
Midterm – 10% based on quizzes
Final exam - 10% based on quizzes
Classroom Etiquette: Normal day-to-day social relations break down quickly without common courtesy. Common courtesy is an
extremely important trait in all human interaction including the world of academics. Of course it is also a minimum requirement
for getting and keeping most jobs. Thus, using common courtesy in college is good practice for the real world.
The most basic idea is to not disrupt your classmates, or your instructor, during class. So, please avoid behavior like: habitually
coming to class late; passing around photos that document what you did on the weekend; maintaining steady conversation with
neighbors during lecture or other class activities; taking (or making!) calls on your cell phone.
My concern for common courtesy during class is a practical one. If you are (for example) talking out loud while I am trying to
run a class, I will not be able to hear myself think. I'll be hearing you talk. That is disruptive for me, and it makes my job harder.
Disruptive behavior can and has poisoned the entire environment of classes. Therefore I will seek to change the behavior of
people who make my job harder. I claim the right to impose a seating chart on the class, or on a subset of the class, in order to
promote common courtesy.
Grading Scale: Your recorded work, your attendance, your involvement in class and extra effort will all be factored into the
final grade.
100 - 94 = A Exceptional! A cut above--unusually good.
93 - 90 = A - Very, Very Well Done! -- above expectations.
89 - 87 = B + Well Done! A fine Job!
86 - 83 = B Really Good
82 - 80 = B - Pretty Good
79 - 77 = C + Solidly in there
76 - 73 = C Clearly a concrete understanding of the subject
72 - 70 = C - Understanding of subject is workable
69 - 60 = D Passing but weak
59 and below is an "F" Fell short of required understanding of material
Class Participation: (20%) Lecture will only play a part in the class activities. These readings need to be talked about. Students
are encouraged to express their opinions and share their unique insights. Each of us brings something special to a text that is ours
alone. Your comments are very important. I have been known to add extra credit to students who show an exceptional
willingness to participate in class discussion.
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Attendance: It is vital that you be in class throughout the semester. Three absences will be allowed and then five
points will be taken from the student's final score at the end of the term. Students who are involved in a
recognized activity for the school (Mandate weekends, traveling musical groups, athletes) need to see the
instructor ahead of time so arrangements can be made. This affects the class Participation grade.
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Online Class Participation As part of the above grade, students should make seven (7) entries (about one every
two weeks) in the Moodle online discussions. Three of these should be responses to what a classmate has posted.
Of course, more than seven entries will be counted as extra credit.
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Quizzes: (30%) There will be twelve (12) quizzes given; 11 of the best scores will be counted. Students will be
able to access all online Moodle quizzes as study guides since these make up the backbone of both the midterm
and the final.
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Midterm and Final: Based strongly on the online quizzes. Midterm Thurs. Mar. 12, Final Exam: Thurs May 14
1:10 to 3:00
Essays: Bi-weekly –nine, two page essays to be handed in via Turnitin on Moodle not by hand. The same is true of the one page
final question.
Journals: The journals will be maintained in “Black Marble Cover Composition Books.” No
spirals three ring bounders, or folders please. These will be collected and reviewed at different
parts of the semester, possible without warning. Bring to EVERY class. If the writer maintains the
journal so that the number of entries match those assigned in class he or she will be awarded a 89
[B+]. To archive a higher grade more writing must be included in the journal. The topics of those
entries are for the writer’s choice. One entry more will probably only earn an 90-91 [A-] which
will be applied to the Writing score of the class. Three or more will possibly be an A. However
absolute formulas cannot be given since some entries will be far more involved than others. Also
because of the flexible nature of class sessions an exact number of entries cannot be given at this
time. However, writing in one’s journal three times a week will certainly assure a student of an A.
Grading Policies. No assignments will be accepted after the final exam date. Plagiarism will result in a grade of “0” for that
assignment and can result in failing the course.
Late Work: Papers should be turned in to the instructor at the start of the class session on the day due. Late papers will not be
accepted, except in extreme circumstances and only if you have contacted me prior to the due date for an extension. Any
extension will involve a 10% reduction in points for each class day after the due date, accumulating to 50%.
Integrity: MVNU expects that the intellectual and personal conduct of its students and faculty will be characterized by integrity.
As members of a Christian academic community, students and faculty should refrain from any activity—such as plagiarism—that
would involve them in academic dishonesty or intellectual theft. (See the University Catalog for additional examples of
violations of academic integrity.) Specifically, this means that all essays submitted must be the product of your own thinking
unless otherwise specified by the instructor.
Format for papers-- A template will be provided on Moodle—MLA is preferred: Submit files with the following title: Course
Assignment, Last Name, First Name (for instance: HUM1012 Essay – Last Name, First Name). Papers should be formatted with
1” margins, 12 point font (Times New Roman/Arial/Tahoma), and double-spaced, numbered pages. Please proofread your
writing for misspelled words, poor grammar and incorrect punctuation. Avoid long paragraphs. For suggestions on good writing
style, consult The Little DK Handbook (used in ENG1083 College Writing) or see Perdue University’s OWL (Online Writing
Lab) site located at this link: https://owl.english.purdue.edu/owl/resource/747/01/.
Disability statement: Students who qualify for and desire accommodations in this course due to a disability, as defined by the
Americans with Disabilities Act of 1990, must follow the Disability Services Policies and Procedures as put forth by the office of
Academic Support. A hard copy of the guidelines can be obtained at the Academic Support office or accessed in electronic form
at the following web address: http://www.mvnu.edu/academics/services/dservices.html.
On a personal note, I am disabled because of eyesight; my son is disabled by breathing complications, and so I am especially
sensitive to the needs and challenges faced by otherwise qualified students. I "toughed" it out when I was at ENC, but the world
has changed for the better and there are many resources available to you I wish I had, resources I in fact presently use in my
office such as a close circuit TV attached to the screen of my computer as well as speaking programs which allow text to be read
to me. Pursue these things and see me if you have any such needs.
Syllabus Alterations: The instructor reserves the right to change the course schedule below at his or her discretion.
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2015 Fall Tues.-Thurs. Sec. 2 Class Schedule
Important Dates:
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Tue. Feb. 3, (Spring classes begin)
Thur. Mar. 12, (Midterm Exam)
Mon. through Fri. Mar 16 -20 (Spring Break)
Mon.- Fri. April. 3-6 (Easter Break)
Thurs. May 7, 2015 (Last Day of Class).
May 12 – 15 Exam Week
Weeks 1-3: Discipleship of the Christian Mind
Week One
Session 1
Tues. Feb. 3
Session 2
Thurs. Feb. 5
Week Two
Session 3
Tues. Feb. 10
Session 4
Thurs. Feb. 12
Week Three
Session 5
Tues. Feb. 17
Title: Welcome to the Gateway: Course Introduction.
Objectives: Introduce self and students. Introduce course aims and expectations.
Review and discuss syllabus. Review list of Success Workshops.
Activities: Discuss the question, “What does being a Christian have to do with being a student?”
Title: What does it mean to be a disciple—a student—of Jesus?
Objectives: Define discipleship—being a student of Jesus—in a university context.
Activities: Reading Assignment: Dallas Willard, “On Being a Disciple, Or Student, of Jesus”
(CP 3-9) and The Hobbit Chap 1 “An Unexpected Party.” Leads to in-class discussion
Quiz 1 (Online—Gateway opened on Friday Feb. 5 and kept open until next Tuesday Feb. 9)
Title: What does it mean to be a college student? The call to learn
Objectives: See being a student as a call to intellectual growth for the sake of the church.
Activities: Reading Assignment: Stanley Hauerwas, “Go with God: An open letter to young
Christians on their way to college” (CP 11-17) and The Hobbit Chap. 2 “Roast Mutton”
Title: What challenges might interfere with my student vocation?
Objectives: Articulate how our intellectual life is an integral aspect of Christian discipleship;
discuss the aims and enemies of (Christian) learning from Lewis’ essay.
Activities: Reading Assignment: C. S. Lewis, “Learning in War-Time” (CP 19-27)
The Hobbit Chap. 3 “A Short Rest”
Quiz 2 (Online—Gateway opened on Friday and kept open until next Tuesday)
Title: What are the “liberal arts” for?
Objectives: Explore the meaning, character and purposes of a liberal arts education at a Christian
institution.
Activities: Reading Assignment: Arthur Holmes, “Theological Foundations” and “The Liberal
Arts: What and Why?,” The Idea of a Christian College (CP 29-41)
The Hobbit Chap. 4 “Over Hill and Under Hill”
Writing Assignment: Essay 1. Submit to Turnitin on Moodle
Weeks 3-5:
Equipping for Discernment: Habits of the Mind
Session 6
Thurs. Feb. 19
Title: Habits of a Christian Student #1: Reading -- Christian intellectual hero: John Wesley
and/or Frederick Douglass
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Objectives: Articulate the centrality of reading to the Christian life (Wesley, Foster). Learn what
“reading” means (active vs. passive reading: see Adler). Present specific practices for improving
student reading (Adler).
Activities: Reading Assignment: Mortimer Adler, “How to Mark a Book”; Richard Foster, “The
Study of Books”; John Wesley’s Letters or Frederick Douglas, Narrative of the Life of Frederick
Douglass (CP 43-53)
The Hobbit Chap. 5 “Riddles in the Dark”
Movie Night: Spirited Away Wed. Feb. 17
Quiz 3 (Online—Gateway opened on Friday Feb. 19 and kept open until next Tuesday, Feb. 23)
Week Four
Session 7
Tues. Feb. 24
Session 8
Thurs. Feb. 26
Week Five
Session 9
Tues. Mar. 3
Title: Habits of a Christian Student #2: Study -- Christian intellectual hero: Simone Weil
Objectives: Articulate the centrality of study to the Christian life (Weil, Foster). Present specific
practices for improving student study skills.
Activities Reading Assignment: Simone Weil, “Reflections on the Right Use of School Studies
with a View to the Love of God”; Richard Foster, “The Discipline of Study”(CP 55-65)
The Hobbit Chap. 6 “Out of the Frying Pan Into the Fire”
Writing Assignment: Essay 2
Title: Habits of a Christian Student #3: Intellectual Integrity -- Christian intellectual hero:
Galileo Galilei
Objectives: Articulate a broad theological understanding of intellectual integrity (including
understanding before disagreeing, giving proper credit to others’ ideas, not shying away from
advancing unpopular viewpoints, etc.). Discuss MVNU’s academic integrity policy.
Activities Reading Assignment: Galileo Galilei’s “Letter to the Grand Duchess Christina of
Tuscany”; Ferdinand von Prondzynski, “The Question of Intellectual Integrity”; David Gushee,
The Truth about Deceit; MVNU academic integrity policy (CP 67-77)
The Hobbit Chap. 7 “Queer Lodgings”
Quiz 4 (Online—Gateway opened on Friday Feb. 26 and kept open until next Tuesday, Feb. 30)
Title: Habits of a Christian Student: Intellectual Hospitality-- Christian intellectual hero:
Charles Finney
Objectives: Articulate a broad theological understanding of intellectual generosity as well as a set
of concrete suggestions for practicing it.
Activities: Reading Assignment: "An Ethos of Intellectual Hospitality" by Kim S. Phipps –(CP
79-81) Charles Finney, “The Impolicy of Spasmodic Efforts” (CP 83- 85)
and The Hobbit Chap. 8 “Flies and Spiders”
Writing Assignment: Essay 3
Weeks 5-7: Thinking Like a Christian 1: Cultivating a Christian Worldview
Session 10
Thurs. Mar. 5
Title: What is “worldview” and why does it matter? What story am I in?
Objectives: Understand and articulate what a worldview is. Understand how worldviews guide our
perceptions and provide a vision for what ought to be.
Activities: Reading Assignment: Walsh and Middleton, “Chapter 1: Worldview and Culture” and
“Chapter 2: Analyzing World Views,” The Transforming Vision, 15-39.
The Hobbit Chap. 9 “Barrels Out of Bound”
Quiz 5 (Online—Gateway opened on Friday Mar. 6 and kept open until next Tuesday, Mar. 10)
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Week Six
Session 11
Tues. Mar. 10
Session 12a
Thurs. Mar. 12
Title: Worldview Question 1: Who am I?
Objectives: Exploration of the meanings of imago Dei, of being created in the image and likeness
of god. Articulate a personal anthropology.
Activities: Reading Assignment: Walsh and Middleton, excerpt from “Chapter 3: Based on
Creation,” Vision, 52-59; <http://en.wikipedia.org/wiki/Image_of_God>.
The Hobbit Chap. 10 “A Warm Welcome”
Writing Assignment: Essay 4
Midterm Exam
(Taken online in class)
Week Seven
Spring Break Mar. 16-20
Week Eight
Session 12b
Tues. Mar. 24
Session 13
Thurs. Mar. 26
Week Nine
Session 14
Tues. Mar. 31
Title: Worldview Question 2: Where am I?
Objectives: Articulate a theology of creation. Identify the biblical vision for human beings’
relationship with creation.
Activities: Reading Assignment: Walsh and Middleton, excerpt from “Chapter 3: Based on
Creation,” Vision, 43-52; Psalm 104; Proverbs 8.
The Hobbit Chap. 11 “On the Doorstep”
Movie Night: The Haunting Mar. 24
Title: Worldview Question 3: What’s wrong? Why is the world broken?
Objectives: Articulate a theology of creation. Identify the biblical vision for human beings’
relationship with creation.
Activities--Reading Assignment: Walsh and Middleton, “Chapter 4:
Acknowledging the Fall,” Vision, 61-71.
The Hobbit Chap. 12 “Inside Information”
Title: Worldview Question 4: What’s the solution?
Objectives: Articulate the meaning and shape of the biblical promise of redemption. Explore and
critique personal and cultural narratives of redemption.
Activities--Reading Assignment: Walsh and Middleton,“ Chapter 5: Transformed by
Redemption,” Vision, 73-90.
The Hobbit Chap. 13 “Not At Home”
Writing Assignment: Essay 5
Weeks 9-13: Thinking Like a Christian 2: Discerning with a Christian Worldview. Can
We Find God in Middle Earth, Narnia, and or even Wonderland?
Session 15
Thurs. Apr. 2
Title: Worldview: Wesleyan Distinctives: Reading the World in a Wesleyan way
Objectives: Identify the distinctive features of a Wesleyan worldview. Critique a Wesleyan
worldview.
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Activities—View a clip from “The Rite of Spring” drawn from Disney’s Fantasia, discuss the
unsaid world view. Reading Assignment: Thomas Jay Oord and Michael Lodahl, “Adventures in
Love”; Cornelius Plantinga, “Educating for Shalom” (CP 97-98)
The Hobbit Chap. 14 “Fire and Water”
No Quiz this weekend because of Easter Break
Week Ten
Session 16
Tues. Apr. 7
Session 17
Thurs. Apr. 9
Week Eleven
Session 18
Tues Apr. 14
Session 19
Thur. Apr. 16
Week Twelve
Session 20
Tues. Apr. 21
Session 21
Thurs. Apr. 23
Title: Christians Don’t Lie, but Literature is the “Lie the Tells the Truth”
Objectives: To Understand the Nature of Fiction as a Truth Teller
Activities—Review Online Lecture: “Why Some Christians have historically had a hard time with
Literature in general?" Reading Assignment: Online Essay from Christianity Today “Halloween
Blessings” The Hobbit Chap. 15 “The Gathering of the Clouds”
Writing Assignment: Essay 6
Title: When We Create Worlds Do We Mimic our Father or Defy Him?
Objectives: Discuss the creative impulse and why creativity sometimes is not always comfortable.
Activities--Reading Assignment: From online Blog: Wandering the Borderlands of Mind and
Space "The Homosexuality of Prof. Dumbledore and the Creative Impulse.” The Hobbit Chap. 16
“A Thief in the Night”
Quiz 6 (Online—Gateway opened on Friday Apr. 10 and kept open until next Tuesday Apr. 14).
Title: Who is the True “Lord of the Rings”? What is a “consecrated imagination?”
Objectives: Consider some new ways to think of God’s truth in fantastic places. Activities Begin
Viewing PowerPoint on “Who is the True Lord of the Rings?” (Long and will need class
discussion) Reading Assignment: Online text: Coleridge’s comments on the Imagination and
Fancy. The Hobbit Chap. 17 “The Clouds Burst”
Writing Assignment: Essay 7
Movie Night: The Hobbit Apr. 14
Title: Witches, Demons, Gods and Goddesses
Objectives: To gain some insight in the confusing nature of names of things. Activities Continue
Viewing PowerPoint on “Who is the True Lord of the Rings?” (Long and will
need class discussion)
Reading Assignment: From online Blog: Wandering the Borderlands of Mind and Space "Married
to a `Magical Girlfriend.`” The Hobbit Chap. 18 “The Return Journey”
Quiz 7 (Online—Gateway opened on Friday Apr. 17 and kept open until next Tuesday Apr. 21).
Title: Knowing Truth from Falsehood
Objectives: Are there dangers in Fantasy? Activities: Reading Assignment: From online Blog:
Wandering the Borderlands of Mind and Space "The Dark-side of Empowerment.” The Hobbit
Chap. 19 “The Last Song”
Writing Assignment: Essay 8
Title: Satan Still Armed And Dangerous Part I
Objectives: Recognizing the reality of evil even when surrounded by shadow.
Activities: View PowerPoint “Satan Still Armed and Dangerous” Reading Assignment:
Supportive text “Satan Still Armed and Dangerous” part 1
Quiz 8 (Online—Gateway opened on Friday Apr. 24 and stays open until next Tuesday Apr. 28).
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Week Thirteen
Session 22
Tues. Apr. 28
Session 23
Thur. Apr. 30
Title: Satan Still Armed And Dangerous Part II
Objectives: Recognizing the reality of evil even when surrounded by shadow.
Activities: Finish PowerPoint “Satan Still Armed and Dangerous” Reading Assignment:
Supportive text “Satan Still Armed and Dangerous” part 2
Writing Assignment: Essay 9
Movie Night: Hellboy Apr. 28
Title: Why Exercise the Imagination? Beauty and Laughter
Objectives: To consider some of the important elements of the imagination as a positive force in
all minds striving to be their best. Activities: Reading “What Makes Art, Art? Perception,
Interpretation, or Something More?” from Fuel Your Creativity (blog), “Exploring the
Relationship between Humor and Aesthetic Experience” The Journal of Aesthetic Education
Quiz 9 (Online—Gateway opened on Friday Nov. 21 and stays open until next Tuesday Nov. 25).
Week Fourteen
Session 24
Title: Why Exercise the Imagination? The Face of God
Tues. May 5
Objectifies: To see that vital link between a developed imagination and the enhanced ability to
see the nature of God. Activities: Reading online article “The Bible and Christian Imagination”
from the online magazine Response.
Session 25
Thurs. May 7
Last Day of
Class for us.
Title: Looking Back, Looking Forward: The University Core
Objectives: Review key points from the semester; explain the vision and purpose of the University
Core. Reading Assignment: Updated handout on The University Core
Additional Instructor Resources: The University Core document.
Quiz 10 (Online—Gateway opened on Friday Dec. 5 and stays open until next Monday Dec. 8.
One day early because that is the last official day of class for the semester). Also the one page
essay for the final will be opened as well.
Final is on Thurs May 14 1:10 to 3:00
Have a Glorious Summer!
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