Current courses in the Faculty of Theology
WINTER 2012
A study of the Acts of the Apostles in the context of the New Testament and early Christian literature, and as a witness to early Christian theology and practice.
This course presents students with an introduction to the New Testament in its social, cultural, and historical milieu, an opportunity to explore ways of reading New Testament texts, and a closer reading of one particular New Testament text, the Gospel of Mark.
Previous courses in the Faculty of Theology
Undergraduate Courses
- THO 2120x: Introduction to the New Testament (2001)
- THO 2151: Acts of the Apostles (2003)
- THO 2191: Introduction to Biblical Greek 1
- THO 2194: Introduction to Biblical Greek 2
- THO 3161: Gospel interpretation: Mark (2009)
- THO 4102: Pauline Literature (2007)
- THO 4103: Johannine Literature (2010)
- THO 4114: Gospel interpretation: Luke (2010)
- THO 4115: Gospel interpretation: Matthew
Graduate Courses
- THO 6257 Studies in Practical Theology I: From People of God to Clerical Caste
- THO 6318: Interpretation of the Bible
- THO 6319: Biblical Texts: Authors
- Apocalyptic Authors, Their Arguments, and Their Audiences (2001)
- Evaluating approaches to biblical authors (2002)
- Mapping Biblical Discourses
- THO 6321: Rhetorical Analysis
- Rhetorical Analysis (2002)
- The theological and philosophical foundations of socio-rhetorical analysis (2004)
- Rhetorical Analysis of Biblical and Related Materials: Philosophical and Hermeneutical Considerations in Contemporary Rhetorical Analysis for Exegesis: Hermeneutics, Rhetoric, and Meaning in Scripture (2010)
- Rhetorical Analysis of Biblical and Related Materials (not offered: 2011)
- THO 6331: Biblical Greek: Reading of Biblical Texts
- THO 6399: Methodologies in Theology: The configuration of data and the communication of insight (2011)
- THO 7265: SEMINAR Socio-Rhetorical Analysis of Biblical and Related Texts
- THO 7266: SEMINAR: Ideological Analysis in the Interpretation of Biblical Texts (2001)
- THO 9295 / 9695 DOCTORAL SEMINAR / SEMINAIRE DE DOCTORAT (2004-2005)
Other courses
GRADUATE
- 1986 Legitimacy of biblical interpretation: The problem of the canon (Institute of Fundamental Theology S. J., San Cugat del Vallés, Spain -in Spanish) Spanish)
- 1985 Legitimacy of biblical interpretation: The problem of the canon (Institute of Fundamental Theology S. J., San Cugat del Vallés, Spain -in Spanish)
- 1984 Exegesis of 1 Corinthians (Institute of Fundamental Theology S. J., San Cugat del Vallés, Spain -in Spanish)
- 1984 The Kingdom of God (co-taught with Prof. J. Oriol Tuñí) (Institute of Fundamental Theology S. J., San Cugat del Vallés, Spain -in Spanish)
- 1983 Exegesis of the so-called captivity epistles (Institute of Fundamental Theology S. J., San Cugat del Vallés, Spain -in Spanish)
- 1982 The place of suffering in the New Testament (Institute of Fundamental Theology S. J., San Cugat del Vallés, Spain -in Spanish)
- The resurrection narratives (co-taught with Prof. Xavier Alegre) (Institute of Fundamental Theology S. J., San Cugat del Vallés, Spain -in Spanish)
UNDERGRADUATE AND CONTINUING EDUCATION
- Gospels and Life (Saint Paul University - OECTA/OSSTA)
- Pauline Pastoral Care (Ontario Theological Seminary, Toronto)
- The meanings of the text: Biblical Hermeneutics (Faculties of Philosophy and Theology, San Francisco de Borja SJ, Sant Cugat del Vallés, Spain -- in Spanish)
- 1-2 Peter, James, Jude (Centre for Pastoral Studies (Diocese of Barcelona, Spain -- in Catalan)
- Daniel (Centre for Pastoral Studies (Diocese of Barcelona, Spain -- in Catalan)
- 1-2 Thessalonians (Centre for Pastoral Studies (Diocese of Barcelona, Spain -- in Catalan)
- Paul’s Letters: 1 Corinthians (Faculties of Philosophy and Theology, San Francisco de Borja SJ, Sant Cugat del Vallés, Spain -- in Spanish)
- The Gospel of Luke (co-taught with Prof. Xavier Alegre) (Faculties of Philosophy and Theology, San Francisco de Borja SJ, Sant Cugat del Vallés, Spain -- in Spanish)
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Office Hours
Winter 2012: Monday, Tuesday and Thursday: 2.00 - 3.00 PM (though please contact me (613-782-3027) to ensure that I am available)
Pavillion Guigues Hall (GIG) 367
For appointments at other times: please call 613-782-3027 or contact L. G. Bloomquist
Information for all courses
CLASS PROTOCOL for Undergraduate and Graduate courses
GRADING SCALE for Graduate courses
Pedagogical insights for University-level education
Live and learn: Why we have college
by Louis Menand
"It’s possible ... that the higher education system only looks as if it’s working. The process may be sorting, students may be getting access, and employers may be rewarding, but are people actually learning anything? Two recent books suggest that they are not. They suggest it pretty emphatically"
by Elaine Clift
"Whether it's rude behavior, lack of intellectual rigor, or both, [professors] are all struggling with the same frightening decline in student performance and academic standards at institutions of higher learning. A sense of entitlement now pervades the academy, excellence be damned. Increasingly, students ... have no clue what is expected of them at the higher levels of academic discourse and what will be expected of them in the workplace. Having passed through a deeply flawed education system in which no one is paying attention to critical thinking and writing skills, they just want to know what they have to do to make their teachers tick the box that says "pass." After all, that's what all their other teachers have done."
by J. D. Karpicke and J. R. Blunt
An important new study, published recently in the journal Science, found significant advantages in retrieval testing (i.e., testing what a student has learned based on "the active, cue-driven process of reconstructing knowledge"). Specifically, the study found that students "who read a passage, then took a test asking them to recall what they had read, retained about 50 percent more of the information a week later than students who used two other methods: ... repeatedly studying the material ...[and] ... having students draw detailed diagrams documenting what they are learning." From the NY Times, Science, January 20, 2011
A new book, entitled Academically Adrift, blames students' lack of progress on weaknesses in the curricula and concludes that "four years of undergraduate classes make little difference in their ability to synthesize knowledge and put complex ideas on paper."
Helpful hints for writing well
In order to get the words right, and to make the right effect on the reader, "one needs rules that one can rely on when instinct fails. I think the following rules will cover most cases:
- Never use a metaphor, simile or other figure of speech which you are used to seeing in print.
- Never use a long word where a short one will do.
- If it is possible to cut a word out, always cut it out.
- Never use the passive where you can use the active.
- Never use a foreign phrase, a scientific word or a jargon word if you can think of an everyday English equivalent.
- Break any of these rules sooner than say anything outright barbarous."
from George Orwell, "Politics and the English Language" (1946), published in George Orwell, Collected essays (2nd ed., London: Secker and Warburg, 1961), 366-367.
Of further interest...
 James Wells, "First"
I am a first-generation college graduate, and on my father’s side of the family, the first to earn a high school diploma. My parents divorced when I was 11, and my mother raised five children on an income barely above the poverty threshold—a heroic achievement, but what I thought of as a normal life was not normative in the context of a highly selective private liberal arts college. ... And then I met John Wyatt..." Read more HERE.
"If we want to understand how much teachers are worth, we should remember how much we were formed by our own schooldays. Good teaching helps make productive and fully realized adults — a result that won’t show up in each semester’s test scores and statistics." From "What I learned at school" by Marie Myung-Ok Lee.
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Courses
