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WCF.M3.L28 - World Christian Foundations Study Guide

Objectives: To be able to...
  • Explain how the Fourth Epoch differs from the earlier Epochs with respect to advances and setbacks.
  • Explore differences between monastic groups.
  • Discuss the possible relationship between faith and diversity and heresy in the later 3rd Epoch and early 4th Epoch.
  • Explain the importance of the conflict between faith and reason.
  • Write Contrast Questions for an ethnographic interview.


Assignments:
  • Introduction
  • Winter, ed: WCF Module Three Study Guide and Lesson Overviews
  •  Lesson Previews: Lesson 28
  • 106-107Lesson 28 Introduction

  • General
  • Snodderly, ed: WCF Degree Study Programs: All Module Reader
  • 187-190Winter: The Unfolding Drama of the Christian Movement: #8 The Fourth 400 Years: AD 1200–1600

  • Latourette: A History of Christianity, Vol. 1: Beginnings to 1500
  • 427-444Revival Through Monasticism Read carefully p. 443.

  • Stark: For the Glory of God
  • 65-68Hus and the Bohemian Reformation

  • Groping for the realities of the size and shape of the earth. European barbarians and Egyptian/Greek scholars. Delayed understanding:
  • O’Brien: Oxford Atlas of World History
  • 62-63Religions of the Medieval World 600- 1500
  • 91Holy Roman Empire
  • 92-93France, Spain and England 900-1300

  • Ethnographic Interview:
  • Spradley: The Ethnographic Interview
  • 155-172Asking Contrast Questions

  • Winter, ed: WCF Module Three Study Guide and Lesson Overviews
  • 107-109Lesson 28 Review

  • Inductive Bible Study
  • Wald: The New Joy of Discovery in Bible Study
  • 84-91Chapters 13, 14

  • Optional
  • Mandryk: Operation World: The Definitive Prayer Guide for Every Nation 7th Edition
  • 238-239China: Inner Mongolia AR
Personal Response, Intellectual Journal, Notes


Assignments (continued)


Optional (cont.)


Flow of trade; larger domains.


McEvedy: The New Penguin Atlas of Medieval History

72-75 Christendom, Towns and Trade Routes in 1212


Latourette: A History of Christianity, Vol. 1: Beginnings to 1500

401-406 Renewed and Continued Progress in the Expansion of Christianity (Pick up the last few pages of the chapter.)

495-522 Creative Thought in the Western Church (The rise and fall of scholasticism)

523-545 Parish Life, Public Worship, Discipline, and Private Worship and Devotion in Western Europe (day-by-day religion/music, poetry, etc.)

546-562 The Shaping of Western Europe (How did Christianity actually change everyday life?)

595-597 Retrospect and Prospect (Describes the growing power of the Gospel over many centuries.)


Ferment in society and university, tussle between reason and faith.


Dawson: Religion and the Rise of Western Culture

169b-180 The Medieval City: Commune and Guild

199-208a The Religious Crisis of Medieval Culture


Jewish and Islamic parallels and predecessors to Christian Scholasticism–a renaissance before the Renaissance; but also Muslim fundamentalists attacking Jews–an inquisition before the Inquisition.


Johnson: A History of the Jews

179-199a Rule by Scholarship, Maimonides, Cairo Genizah, Medieval Jewish Rationalism, Irrationalism, Mysticism and Kabbalah,Judah Halevi and Nahmanides, Zohar, Jews and Medicine


Boorstin: The Discoverers

92-99 The Appeal of Symmetry



Language

Greek Lessons

Greek 28





Reflection Questions
  • How does the Fourth Epoch differ from the earlier Epochs in regard to the advances made? crisis and set backs?


  • What is the difference between the Friars and the earlier monastics? between the Friars and the Cathari and other “heretics”?


  • How might the flourishing of faith in the later 3rd Epoch and the early 4th Epoch be related to the amazing diversity and heresy that sprang up during the time period?


  • Summarize the issue in the conflict between reason and faith. Why was the conflict so crucial at this particular moment in Western Europe?


  • Write three Contrast Questions for each of the following categories: dyadic, triadic, rating. Write a one-sentence explanation of each category that you might use to introduce an interviewee to each of the three kinds of questions.


Notes