wcf-program - lesson 1 winter module 3: expanding world (ad … · 2010-12-21 · module 3...

Lesson 1 Winter (AD 200 - AD 1945)Expanding WorldModule 3:

Module 3 Overview: First Things to FulfillmentSee introductory pages in Study Guide: look especially at theCourse Requirements and Introductory Comments. Also getacquainted with new textbooks. You may want to compareLatourette, Neill, Clouse/Pierard/Yamauchi, and Dawson.

Objectives: To be able to...

a. Point out unique aspects of the period of world historyfollowing Christ.

b. Justify the use of a time period larger than a century.

c. Explain a number of unusual factors both fostering andlimiting international development that have accumulated injust the past century.

d. Relate the nature of “the consistent counterforce”confronting human development throughout history.

Assignments:

IntroductionWinter, ed: WCF Module Three Study Guide and Lesson Overviews

1-2 Lesson 01 Introduction

GeneralSnodderly, ed: WCF Degree Study Programs: All Module Reader

109-112 Winter: Module 3 Introductory Comments113-114 Beginning Module 3

Stark: For the Glory of God1-13 Introduction: Dimensions of the Supernatural

Snodderly, ed: WCF Degree Study Programs: All Module Reader143-150 Winter: The Unfolding Drama of the Christian

Movement: #1 The Means of World Evangelization151-154 Winter: The Unfolding Drama of the Christian

Movement: #2 The Unfinished Task of WorldEvangelization

155-162 Winter: The Unfolding Drama of the ChristianMovement: #3 Penetrating the Last Frontiers

Winter and Hawthorne, eds.: Perspectives on the World ChristianMovement (4th edition)

209-216 #36 Winter: The Kingdom Strikes Back: TenEpochs fo Redemmptive History

Snodderly, ed: WCF Degree Study Programs: All Module Reader115-134 Bradley and Muller: The Initial Stages of Research

and the Use of Bibliographic and ReferenceSources

Ethnographic Interview:Moreau, ed: Evangelical Dictionary of World Missions

272-273 Development

Spradley: The Ethnographic Interview3-16 Ethnography and Culture

Winter, ed: WCF Module Three Study Guide and Lesson Overviews2-3 Lesson 01 Review

Inductive Bible StudyWald: The New Joy of Discovery in Bible Study

4-23 Introduction; Chapters 1-3

OptionalSnodderly, ed: WCF Degree Study Programs: All Module Reader

163-168 Winter: The Unfolding Drama of the ChristianMovement: #4 The Importance of a Strategy ofClosure

Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition

459-460 Indonesia: Kalimantan

Personal Response, Intellectual Journal, Notes

Assignments (continued)

Language

Greek Lessons Greek 1

Administrative Note: All persons taking WCF as a student enrolled in an institutionshould make sure to follow instructions and read all forms thatare given to you by your institution. These Daily Study Guidepages may not contain all the information you need in order tosuccessfully complete your program. Contact your institutionfor more information. Also note that Study Guides areschool-specific. If you have purchased a hard copy of the studyguide then ensure that you have purchased the correct versionby reading the front cover of your book. If you are relying mostly on the hard copy of the study guideand lesson overviews, note that the lesson overviews are inthe back of the book. Plan ahead and begin working on major assignments whichwill be due at the end of the half-module.

Module 3 Expanding World (AD 200 - AD 1945) Winter Lesson 1

Module 3 Overview: First Things to FulfillmentReflection Questions1. Why, as we plunge into this particular 2,000-year period, is

it possible to say that we are entering a unique period inworld history?

2. Now that we have passed into the 3rd millennium, it seemseasier to grasp the overall phenomenon of the AD period. Why?

3. What are some of the seemingly irreversible factors relatedto helping and hindering international development thathave emerged in the past 2,000 years?

4. Suggest two ways in which human development has beenconfronted by a “consistent counterforce” throughouthistory.

Notes


Review of Module 1Objectives: To be able to...

a. State the basic story of the Old Testament briefly.

b. Articulate the impact of one’s theological perspective onone’s interpretation of history.

c. Discuss the value of studying history.

Assignments:



GeneralPierson: The Dynamics of Christian Mission

1-8 ch. 1 Introduction

Moreau, ed: Evangelical Dictionary of World Missions706-709 Old Testament Theology of Mission

Alphabet MakersPanini of Indiahttp://www.jaars.com/museum/alphabet/people/panini.htm

Hiebert: Cultural Anthropology 45-60 More on Culture

Ethnographic Interview:Spradley: The Ethnographic Interview

17-24 Language and Field Work25-39 Informants



24-31 Chapter 4

OptionalWoodberry, ed: Muslims and Christians on the Emmaus Road

127-143 Chapman: The God Who Reveals


460-461 Indonesia: Sulawesi

LanguageGreek Lessons

Greek 2



Review of Module 1Reflection Questions1. Write a synopsis of the Old Testament that might be used in

a 60-second radio announcement. Your synopsis should bea storyline introducing the principle OT characters whosubstantiate the underlying missiological message.

2. To what extent do you agree or disagree with the statementthat “the Deuteronomist's theological perspective impactshis historical presentation”?

3. Choose three of what you consider to be the mostsignificant of Pierson's factors related to the value ofstudying history. How does Pierson suggest that each of thethree factors contributes to the study of history?

Notes

Lesson 3 Russell (AD 200 - AD 1945)Expanding WorldModule 3:

Review A of Module 2Objectives: To be able to...

a. Analyze the emphases on universality and particularity inIsrael during the intertestamental period.

b. Describe the character and message of Jewish missionsamong the Gentiles before Christianity.

c. Explain Jewish messianism and the role of the Gentiles in itduring this period.

Assignments:



GeneralStark: The Rise of Christianity

147-162 Urban Chaos and Crisis

Pierson: The Dynamics of Christian Mission1-7 ch. 2 Biblical Background: Expansion in the

Apostolic Period

Moreau, ed: Evangelical Dictionary of World Missions501 Intertestamental Studies989-990 Universality of Mission

Schiffman: “The Concept of the Messiah in Second Temple and RabbinicLiterature”

235-246 Review and Expositor (Spring 1987) 84,2ATLAReligion Database

Alphabet MakersAfrican Alphabetshttp://www.jaars.com/museum/alphabet/galleries/africa.htm

O’Brien: Oxford Atlas of World History44-45 The Birth of World Religions 1500 BC- 600 AD62-63 Religions of the Medieval World 600-1500

Ethnographic Interview:

Do assigned tasks; think of possible informants; keep a log.Spradley: The Ethnographic Interview

42-43 The Developmental Research Sequence45-54 Locating an Informant


OptionalThomas, ed: Classic Texts in Mission and World Christianity

5-7 Clement: Divine Truth Through Philosophy


555-558 Malaysia


Greek 3


Module 3 Expanding World (AD 200 - AD 1945) Russell Lesson 3

Review A of Module 2Reflection Questions1. During the intertestamental period, how do you think the

average Israelite would resolve the dynamic tensionbetween the proclamation of the universal worship of God(Mal 1:5,11,14; 3:12; 4:5-6) and the particular separation ofIsrael (Mal 2:10-12; 3:16-18; 4:1-6)? Which would be theeasier of the two emphases to default to, and why?

2. What kind of mission outreach to the Gentiles do you thinkwould have arisen out of the collective efforts of piousJewish homes outside the land of Israel, such as thatdescribed in Philipplians 3:1-6? What would be twofoundational assumptions of the “evangelistic message” ofthese missionary efforts?

3. In light of the words of Mary (Lk 1:45-55), Zacharias (Lk1:67-79), and Simeon (Lk 2:25-35), how would yousummarize these pious Jews’ expectation of the coming ofthe Messiah? What was their view of the way in which theGentiles would fit into the picture?

Notes


Review B of Module 2Objectives: To be able to...

a. State the sources and significance of the use of the wordsodality in the Celtic context.

b. Discuss the issue of using a centripetal and centrifugalconcept for the BC/AD transition.

c. List the factors in any arrangement of global history aroundthe events in the Mediterranean in this era.

Assignments:


Lesson Previews: Lesson 412-13 Lesson 04 Introduction


169-174 Winter: The Unfolding Drama of the ChristianMovement: #5 The First 400 Years

Latourette: A History of Christianity, Vol. 1: Beginnings to 150076-93 The Sweep of Christianity Across the

Greco-Roman World

Pierson: The Dynamics of Christian Mission1-11 ch. 3 The Two Structures of the Church1-7 ch. 4 The Early Church: Apostolic and

Post-Apostolic

Neill: A History of Christian Missions24-32 Conquest of the Roman World 100–500

Moreau, ed: Evangelical Dictionary of World Missions894 Sodality and Modality170-171 The Celtic Missionary Movement


244-253 #39 Winter: The Two Structures of God’sRedemptive Mission

Sanneh: Disciples of All Nations3-12 Introduction: Missionary Pillar: New Testament

Bearings and the Cultural Alignment


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

193-201 Admission, Worship, Discipline in the ChristianCommunity


522-524 Laos


Greek 4



Review B of Module 2Reflection Questions1. According to your readings, where did the word sodality

come from?

2. Following the lead Pierson gives, what link is there betweenthe concept of a sodality and the impact of the Irish on thecontinent in the early centuries?

3. Create a drawing that represents the centripetal/centrifugalconcept. Use your drawing to explain how Pierson'sobservation about the concept corresponds with theillustration that immediately follows his reference to theconcept.

4. What objective reasons are there for Westerners to offer theworld a dating system centered on the birth of Christ?

Notes

Lesson 5 Baker (AD 200 - AD 1945)Expanding WorldModule 3:

Review C of Module 2Objectives: To be able to...

a. Consider the missiological as well as the ecologicalsignificance of the archeological evidence of pastoralists inthe Sahara.

b. Relate the development of Hinduism’s sacred writings tothat of the Bible.

c. Describe the role of disease in the spread of Christianity inEurope.

Assignments:



GeneralMoreau, ed: Evangelical Dictionary of World Missions

434-437 Hindu, Hinduism482-483 Indigenous American Religions

O’Brien: Oxford Atlas of World History46-49 First Empires in India and First Empires in China


55-68 Interviewing an Informant69-77 Making an Ethnographic Record

Plagues, Priests, and Demons: Sacred Narratives and the Rise ofChristianity in the Old World and New

35-80



176-191 Vander Werff: Names of Christ in Worship


437-438 India: Panjab


Greek 5


Module 3 Expanding World (AD 200 - AD 1945) Baker Lesson 5

Review C of Module 2Reflection Questions1. The archeological evidence of pastoralists and

horticulturalists in the middle of the Sahara speakseloquently of the ecological significance of climatic changes.What missiological significance do you see regarding theselong-ago dispersed peoples?

2. Describe how you would explain the relationship betweenthe Vedic traditions and the Bible to a person who is new tocross-cultural ministry.

3. What role did disease, and the response of Christians todisease, play in the spread of early Christianity in Europe?

Notes


The Roman World, 200–400Objectives: To be able to...

a. Explain basic cultural dynamics of the AD 200-400 period.

b. Explain political and cultural influences on the spread andpersecution of Christianity during this time period.

c. Discuss differences between Christians during this time andtheir possible effects on the later spread of Islam.

Assignments:




1-9 ch. 5 Expansion in the Roman World

Neill: A History of Christian Missions32-42 Conquest of the Roman World

Moffett: A History of Christianity in Asia127-138 The Great Persecution

Stark: The Rise of Christianity163-189 The Martyrs: Sacrifice as Rational Choice

Stark: For the Glory of God25-31 Jewish, Christian, and Islamic Sects33-36 Constantine40-46 Two Churches: Piety and Power

O’Brien: Oxford Atlas of World History44-45 The Birth of World Religions 1500 BC-600 AD54-57 The Roman Empire 500 BC- 600 AD and

Barbarian Invasions of the Roman Empire 100-500AD

McNeill: A World History194-200 Barbarian Invasions205-209 Byzantine Empire through Heresy and Orthodoxy229-238 Europe

Sanneh: Disciples of All Nations13-36 Whither Christianity?: A Study in Origin, Thought

and Action



32-45 Chapters 5,6


129-169a Christianity Takes Shape in Organization, Doctrine


94-97 Albania



Optional (cont.)

Johnson: A History of the Jews 154-168 Jewish Moral Theology, Babylonian Exilarchate,Early Christian Anti-Semitism, Islamic Heresy

Sanneh: Translating the Message: The Missionary Impact onCulture 67-87 Mission and the Cultural Assimilation ofChristianity: The Hellenistic Factor

Tucker: From Jerusalem to Irian Jaya 25-38 The Early Centuries: Evangelizing the RomanEmpire, Paul, Polycarp, Perpetua, Ulfilas

Language



The Roman World, 200–400Reflection Questions1. Write, in your own words, a 2-page essay that details the

distinctives of each of the directions taken by the Christianmovement during the years of AD 200–400.

2. To what degree were the five cultural basins represented inthe movement of Christianity tied in with the sourceliterature of the Christian tradition?

3. What does Moffett observe to be the result in the East oftheir adoption of Christianity finally as an official—ratherthan merely a tolerated—faith?

4. What is the difference between an “inner ring” and an “outerring” form of Christianity?

5. What do you suppose happened prior to AD 400 that laidthe groundwork for the appearance of Islam?

Notes


“Barbarians” of Europe and North AfricaObjectives: To be able to...

a. Draw a series of maps which depict the complicatedphenomenon of “the Barbarian Invasions.”

b. Distinguish between theological points which derive fromabsolute truth and those which are conditioned by culturalfactors.

c. Define some of the factors leading Protestants toextensively reject the monastic patterns of Christianity,including even their structural vehicles.

Assignments:



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

187-188 Christianity Takes Shape221-223 Rise of Monasticism

Neill: A History of Christian Missions42-52 Conquest of the Roman World

Pierson: The Dynamics of Christian Mission1-7 ch. 6 Early Monasticism

Moreau, ed: Evangelical Dictionary of World Missions401-402 The Gospel and Culture654 Monastic Movement

Read for enjoyment and in preparation for the lesson on CelticChristianity:Cahill: How the Irish Saved Civilization

3-8 How Real is History?9-31 The End of the World: How Rome Fell—and Why

Read selectively to get the main ideas, for a total of about 5 pages:Cahill: How the Irish Saved Civilization

33-67 What Was Lost: The Complexities of the ClassicalTradition

Thomas, ed: Classic Texts in Mission and World Christianity16-19 Augustine: Great Commission Not Fulfilled

McNeill: A World History206-209 Review: Heresy and Orthodoxy229-238 Review: Europe


OptionalStark: The Rise of Christianity

191-208 Opportunity and Organization


400-403 Hungary



Optional (cont.)

Latourette: A History of Christianity, Vol. 1: Beginnings to 1500 173-188 Christianity Takes Shape 201-218 Admission, Worship, Discipline in the Christian Community 221-234 Rise of Monasticism 236-264 Earthen Vessels

Dawson: Religion and the Rise of Western Culture 26-43 The Religious Origins of Western Culture 44-54 The Monks of the West

Language



“Barbarians” of Europe and North AfricaReflection Questions1. Look closely at the Penguin Atlas maps for the period of the

fourth century and a bit beyond. Interpret the maps in lightof the Huns’ westward movement. What do you see?

2. Your denomination has asked you to explain the differencesbetween theological points that derive from absolute truthand those which are conditioned by cultural factors. Whatwill you say?

3. Some Christians in the Fourth Century Roman Empiredisagreed about things like the proper date for what we callChristmas, Easter, etc. To what degree should we focus onclarifying who was “right” in discussions of this nature?

4. In what way does “culture shock” lead Protestants to rejectthe widespread, influential monastic movements of the firstmillennium?

Notes

Lesson 8 Armstrong (AD 200 - AD 1945)Expanding WorldModule 3:

Persia, East and Central Asia, 200–400Objectives: To be able to...

a. Compare various approaches taken by historians ininterpreting their data.

b. Discuss factors influencing the position and spread ofvarious religions in Persia and neighboring areas during theearly centuries CE.

c. Compare the role of different Chinesereligious/philosophical streams in this time period with therole of contemporary Christianity.

Assignments:



General

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

169-173 Nestorianism

Moffett: A History of Christianity in Asia92-101 Sassanid Revolution and the Church117-130 First Steps Toward a National Persian Church150-164 Reorganization of the Persian Church

Tajadod: “The Role of Iranians in the Spread of Buddhism, Manichaeismand Mazdaism in China”

61-68 Diogenes (2003) 50,4Wilson Select Plus Database

O’Brien: Oxford Atlas of World History38-39 Empires and Traders 1200-600 BC42-43 The Achaemenid and Hellenistic World 600- 30 BC

Judaism

ChinaSmart, ed: Sacred Texts of the World

291-292 Taoism: Introduction

Moreau, ed: Evangelical Dictionary of World Missions149-150 Buddhist, Buddhism221-222 Confucianism675 Nestorian Mission930-931 Taoist, Taoism


Partridge, ed: Introduction to World Religions410-420 Pye: A Tapestry of Traditions: Japanese Religions

OptionalMandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition

113-115 Armenia355-358 Georgia



Optional (cont.)

Smart, ed.: Sacred Texts of the World 294-302 Taoism: Various Subjects

Moreau, ed.: Evangelical Dictionary of World Missions 1045-1046 Zoroastrian, Zoroastrianism

Japan

Moffett: A History of Christianity in Asia 137-145 The Great Persecution

Language


Module 3 Expanding World (AD 200 - AD 1945) Armstrong Lesson 8

Persia, East and Central Asia, 200–400Reflection Questions1. Looking at the various approaches taken by historians in

interpreting their data, and basing your answers onreferences to specific examples, which seem most helpful toyou? (Since it is impossible to cover all aspects of thisquestion, you should focus your answers on at least fourwell-chosen examples.)

2. What factors influenced either the spread or curtailment ofChristianity and other religions in Persia and nearby regionsduring the early centuries after Christ? Where, in today'sworld, are similar factors important?

3. In China, Taoism and Confucianism tended to complementeach other by focusing on different needs of individuals andsociety. In order to compare the Chinese roles with the rolesof contemporary Christianity, choose one of the followingresponses and defend it in a brief essay:– Contemporary Christianity addressed these same needs.– Christians today focus on different issues.– Today's Christians rely on other aspects of modern cultureto meet those same needs.

Notes


India and Southeast Asia, 200–700Objectives: To be able to...

a. Explain the impact of contacts between South Asia,Southeast Asia, China, and other regions during this era.

b. Compare early Hindu bhakti cults with Christian practicesand beliefs of this period.

c. Practice cross-cultural interviewing skills using descriptivequestions.

Assignments:



General

India

Read carefully. See possible impact of Christianity on the Gita anddevotional Hinduism. Many Indian writers deny this possibility. Review<SPAN STYLE= "font-style:italic;text-decoration:underline;" >FollowingJesus in the Hindu Context from Module 1.Smart, ed: Sacred Texts of the World

193-195 Hinduism: Bhakti and Availability of God209-211 Hinduism: The Asvamedha218-222 Hinduism: Various Subjects224-225 Hinduism: Longing for Krsna

Moreau, ed: Evangelical Dictionary of World Missions434-437 Hindu, Hinduism

McNeill: A World History127-132 Equilibrium Among the Civilizations180-188 The Flowering and Expansion of Indian Civilization

AD 200-600

Southeast AsiaLibrary of Congress Country Studies

Cambodia: Angkorian Periodhttp://lcweb2.loc.gov/frd/cs/khtoc.html#kh0016

Griffin: “Society, Economics and Politics in Pre-Angkor Cambodia”139-143 Asian Perspectives (April 2001) 40,1Wilson Select

Plus

O’Brien: Oxford Atlas of World History72-73 East Asks in the Tang Period 618-907 86-87 East Asia 907-1600


78-91 Asking Descriptive Questions223 Appendix A

Partridge, ed: Introduction to World Religions143-145 Gabriel: Sacred Writings146-148 King: Beliefs



General (cont.)

Winter, ed.: WCF Module 3 Study Guide and LessonOverviews 38-40 Lesson 09 Review

Optional

Smart, ed.: Sacred Texts of the World 185-189 Hinduism: Visna and Siva Traditions

Moreau, ed.: Evangelical Dictionary of World Missions 325-326 Ethnographic Research

Bellina: “Beads, Social Change, and Interaction between Indiaand South-East Asia” 285-297 Antiquity (June 2003) 77 Wilson Select Plus

LanguageGreek Lessons Greek 9


India and Southeast Asia, 200–700Reflection Questions1. List some evidences of cultural, economic, religious, and

other contacts between India, Southeast Asia, China, andregions to the west in the first six centuries CE. Howsignificant were these contacts for major developments inSouth and Southeast Asia during this period?

2. Compare early Hindu bhakti cults, such as that focused onKrishna, with Christianity (especially of the Easternchurches) during the first several centuries after Christ. IfIslam is considered by some a defective Semitic form ofChristianity, can these Hindu bhakti cults be seen as adefective Indian form of Christianity? Why or why not?

3. After reading Spradley's material about asking descriptivequestions,(a) Use the following questions to conduct a trial interviewfor 15-20 minutes with two local Christian workers, one amissionary and one a pastor:(i) How would you describe a typical day as a(missionary/pastor)? (ii) Could you show me around your ministry context?(iii) What is your evangelistic experience as a(missionary/pastor) in this context? (iv) What reasons would you give for a person in yourministry context not being at all responsive to yourevangelistic message?(b) Write and ask each person the same two additionaldescriptive questions as in Spradley.(c) Type the interview findings and be prepared to discussthe experience with your mentor.

Notes


The Story of Global Civilization as of 1945Objectives: To be able to...

a. Explain the impact of contacts between South Asia,Southeast Asia, China, and other regions during this era.

b. Compare early Hindu bhakti cults with Christian practicesand beliefs of this period.

c. Practice cross-cultural interviewing skills using descriptivequestions.

Assignments:



General

India

Read carefully. See possible impact of Christianity on the Gita anddevotional Hinduism. Many Indian writers deny this possibility. Review<SPAN STYLE= "font-style:italic;text-decoration:underline;" >FollowingJesus in the Hindu Context from Module 1.Smart, ed: Sacred Texts of the World

193-195 Hinduism: Bhakti and Availability of God209-211 Hinduism: The Asvamedha218-222 Hinduism: Various Subjects224-225 Hinduism: Longing for Krsna

Moreau, ed: Evangelical Dictionary of World Missions434-437 Hindu, Hinduism

McNeill: A World History127-132 Equilibrium Among the Civilizations180-188 The Flowering and Expansion of Indian Civilization

AD 200-600

Southeast AsiaLibrary of Congress Country Studies

Cambodia: Angkorian Periodhttp://lcweb2.loc.gov/frd/cs/khtoc.html#kh0016

Griffin: “Society, Economics and Politics in Pre-Angkor Cambodia”139-143 Asian Perspectives (April 2001) 40,1Wilson Select

Plus

O’Brien: Oxford Atlas of World History72-73 East Asks in the Tang Period 618-907 86-87 East Asia 907-1600


78-91 Asking Descriptive Questions223 Appendix A

Partridge, ed: Introduction to World Religions143-145 Gabriel: Sacred Writings146-148 King: Beliefs



The Story of Global Civilization as of 1945Reflection Questions1. List some evidences of cultural, economic, religious, and

other contacts between India, Southeast Asia, China, andregions to the west in the first six centuries CE. Howsignificant were these contacts for major developments inSouth and Southeast Asia during this period?

2. Compare early Hindu bhakti cults, such as that focused onKrishna, with Christianity (especially of the Easternchurches) during the first several centuries after Christ. IfIslam is considered by some a defective Semitic form ofChristianity, can these Hindu bhakti cults be seen as adefective Indian form of Christianity? Why or why not?

3. After reading Spradley's material about asking descriptivequestions,(a) Use the following questions to conduct a trial interviewfor 15-20 minutes with two local Christian workers, one amissionary and one a pastor:(i) How would you describe a typical day as a(missionary/pastor)? (ii) Could you show me around your ministry context?(iii) What is your evangelistic experience as a(missionary/pastor) in this context? (iv) What reasons would you give for a person in yourministry context not being at all responsive to yourevangelistic message?(b) Write and ask each person the same two additionaldescriptive questions as in Spradley.(c) Type the interview findings and be prepared to discussthe experience with your mentor.

Notes


Africa, Oceania, and the Americas, 200–500Objectives: To be able to...

a. State potential advantages and applications in viewingChrist as the fulfiller of culture.

b. Compare reasons for adopting a non-Eurocentricperspective on world history with Dawson’s perspective onhistory.

c. Compare the progress of the gospel in European andnon-European areas of the world during the time period AD200–500.

d. Analyze ethnographic interviews.

Assignments:




401-402 The Gospel and Culture

Americas

See how Indians interacted with one another around 1862:Winter, ed: WCF Program: Module Three Reader

1 Maxwell: American Indians

O’Brien: Oxford Atlas of World History24-25 From Hunting to Farming: The Americas 12,000-

1,000 BC32-35 Civilizations in Mesoamerica 1200 BC- 700 AD

and Cultures in South America 1400 BC- 1000 AD84-85 Civilizations in Mesoamerica and South America

500-1500108-109 Cultures in North America 500-1500

OceaniaO’Brien: Oxford Atlas of World History

26-27 From Hunting to Farming: Australia and the Pacific10,000 BC- 1000 AD

AfricaO’Brien: Oxford Atlas of World History

22-23 From Hunting to Farming: Africa 10,000 BC- 500AD

80-83 States and Trade in West and East Africa 500-1500

136-137 Africa 1500-1800

McNeill: A World History131-132 Review: Chronological Chart 275-278 Sub Saharan Africa

Sanneh: Disciples of All Nations89-106 Old World Precedents and New World Directions

Partridge, ed: Introduction to World Religions120-122 Newberry: Native North Americans113-114 Loeliger: Melanesia108-109 Rule: The Foe of Papua New Guinea110-112 Hume: Australian Aboriginal Religions


322-331 Eritrea, Ethiopita



General (cont.)


Spradley: The Ethnographic Interview 92-106 Analyzing Ethnographic Interviews 224-225 Appendix B


Optional

Oliver: The African Experience 86-101 Peoples of the Book

Bowen: “Honoring the Elders: Interviews with Two Lakota Men” 125-134 Journal of Sociology and Social Welfare (March2005) 32,1 Wilson Select Plus Database

Language



Africa, Oceania, and the Americas, 200–500Reflection Questions1. In Niebuhr’s Christ and Culture, one of his ideal types is that

of Christ as the fulfiller of culture. From your readings,inwhat way would you see that as true or applicable to one ofthe peoples in today’s readings?

2. What are some issues raised by Europe’s fascination withPrester John that merit the attention of today’scross-cultural religious worker?

3. What are some reasons for adopting a non-Eurocentricperspective on world history? How does this compare withDawson’s (Religion and the Rise of Western Culture) andWinter’s perspective on history?

4. What contrasts and similarities do you see in European andnon-European cultures of the early centuries after Christ?How would you account for the differences in the spread ofthe gospel?

5. Assemble the raw data from the two interviews youconducted for Lesson 9. Analyze the data. What patterns,categories, and common descriptive elements do you seeas you consider elements such as: words, tone, context,non-verbals, and big ideas?

Notes


Persistence of the Greek Tradition in the Eastern MediterraneanObjectives: To be able to...

a. State the elements of Roman continuity beyond the year400.

b. Indicate the relation of theological positions to culturaldifferences.

c. Define the conditions that would have indicated theprobability, if not the necessity, of an Islamic type ofreaction to Mediterranean forms of Christianity.

Assignments:


Lesson Previews: Lesson 11 44-45 Lesson 11 Introduction


278-316 The Byzantine Continuation

O’Brien: Oxford Atlas of World History62-63 Religions of the Medieval World 600-150066-67 The Byzantine Empire 527-102596-97 The Decline of the Byzantine and the Rise of the

Ottoman Empires 1025-1500

McNeill: A World History198-209 Weakening the Roman Empire through Heresy

and Orthodoxy



46-55 Chapter 7

OptionalMoffett: A History of Christianity in Asia

169-180 The Great Schism186-209 Controversy Spreads into Asia

Johnson: A History of the Jews169-174 Jews and the Dark Age City, Interest-Taking


313-317 Egypt


Greek 11



Persistence of the Greek Tradition in the Eastern MediterraneanReflection Questions1. What evidences are there that would seem to question the

thought that the Roman Empire “fell” following the fourthcentury?

2. In what ways is it expectable that a single “faith,” growing inall directions, would accumulate theological “clothing” whichwould “move in all directions”?

3. In what ways is the cultural flexibility of this periodconducive to the apparent flexibility of theological positions?

4. Once again, how did the cultural map of the EasternMediterranean lay the foundation for what might have beenexpected in the rise of Islam?

Notes

Lesson 12 Roberta Winter (AD 200 - AD 1945)Expanding WorldModule 3:

The Celtic Movement in the British IslesObjectives: To be able to...

a. Describe how the gospel changed a pagan tribal people intoa highly civilized society within a few generations.

b. Point out the particular historiography of Bede relating to histrue feelings regarding Celtic Christianity.

c. Indicate how the values of even a pagan society canbecome a blessing in a Christian society.

Assignments:




175-180 Winter: The Unfolding Drama of the ChristianMovement: #6 The Second 400 Years: AD400–800

Pierson: The Dynamics of Christian Mission1-9 ch. 7 The Celtic Church

Neill: A History of Christian Missions56-62 Christianity in the British Isles

Cahill: How the Irish Saved Civilization92-97 A Shifiting World of Darkness101-119 The First Missionary132 Poem142-144 A Solid World of Light: Holy Ireland

Winter, ed: WCF Program: Module Three Reader3-15 James: Venerable Bede

Moreau, ed: Evangelical Dictionary of World Missions170-171 The Celtic Missionary Movement943 Theodore of Tarsus

Tucker: From Jerusalem to Irian Jaya37-42 Patrick, Columba


445-450 #72 Kraft: Three Encounters in Christian Witness



56-65 Chapters 8, 9


474-477 Ireland


Greek 12


Module 3 Expanding World (AD 200 - AD 1945) Roberta Winter Lesson 12

The Celtic Movement in the British IslesReflection Questions1. Name some of the cultural elements in pagan Irish society

that were used by Patrick and others to reach those Celticpeople with the gospel. Which of those elements still couldbe seen in the biographies of the Celtic saints in the yearsto follow?

2. What are some indications that in spite of his wordsregarding their so-called heretical theology, Bede had agreat deal of respect for the Celtic missionaries fromLindisfarne?

3. In what ways did the decision of the Synod of Whitby affectlater historians’ perspectives on pre-Whitby Christianbeginnings in Ireland and England?

Notes


The Celtic Movement on the ContinentObjectives: To be able to...

a. State the major parallels between the first threesuper-centuries (or epochs).

b. Indicate the parallels and differences between theperiodization of Latourette, Neill, and our supercentury(epoch) pattern.

c. Indicate how people’s view of Islam might affect theirunderstanding of Christian history.

Assignments:




1-7 ch. 8a The Barbarian World and Celtic Missions

Neill: A History of Christian Missions62-67 Christianity Expands on the Continent

Cahill: How the Irish Saved Civilization147-196 What Was Found: How the Irish Saved Civilization

Tucker: From Jerusalem to Irian Jaya47-53 Boniface, Anskar

O’Brien: Oxford Atlas of World History62-63 Religions of the Medieval World 600- 150062-63 Religions of the Medieval World 600- 1500


269-277 Setting of the Great Recession327-358 Course in Western Europe

Thomas, ed: Classic Texts in Mission and World Christianity22 Gregory: Adapt Pagan Temples22-23 St. Bertilla: The Mission of Women Monastics


123-126 Austria


Greek 13



The Celtic Movement on the ContinentReflection Questions1. Write a one-page article for a history journal that explains

the chief parallels between the first three supercenturies (orepochs) as they are presented in this course of study?

2. Latourette speaks of AD 500–950 as “The Darkest Hours:The Great Recession,” and this course of study uses theconcept of supercenturies. What would be the importantvariables for reconciling Latourette's periodization with thedescription of the first three-supercenturies approach usedin this course of study?

3. How would Latourette (and Pierson) have described thingsdifferently if they had taken seriously Latourette’sobservation (p. 287) that many have considered Islam aform of Christianity (lacking many important features butimperfect as all others). How would this have affected theirtreatment of “Christian history”?

Notes


Western and Central Asia, 400–800Objectives: To be able to...

a. Assess the vitality and forms of the Christian movement onthe eve of the rise of Islam.

b. Evaluate the role social tensions play in the construction ofa people’s religious self-identity.

Assignments:




7-8 ch. 8b: The Nestorian Movement

Thomas, ed: Classic Texts in Mission and World Christianity11-12 Nestorian Monument: First Mission to China

Latourette: A History of Christianity, Vol. 1: Beginnings to 1500318-325 The Smaller Eastern Churches

Winter, ed: WCF Program: Module Three Reader14-21 Nersoyan: The Armenian Church

Note the relationship between social status, economic change, andsalvific religions.Winter, ed: WCF Module Three Study Guide and Lesson Overviews

54-56 Lesson 14 Review

Sanneh: Disciples of All Nations36-56 Whither Christianity?

Optional

See reasons for Copts not opposing Arab Muslim conquest. Also note theMonophysite position.Moffett: A History of Christianity in Asia

217-228 Patriarch and Shah231-257 Decline of the Persians288-293 First Christian Mission to China

Moreau, ed: Evangelical Dictionary of World Missions440-441 History of Missions “The First 500 Years”441-442 History of Missions ”The Dark Ages, 500–1000”675 Nestorian Mission

Konidaris: “The Reciprocal Relation between Doctrinal and HistoricalFactors in the Separation of the Oriental Churches from the AncientCatholic Churches”

54-60 Greek Orthodox Theological Review (1964-65) 10,2ATLA Religion Database


516-520 Kyrgyzstan



Optional (cont.)

Meinardus: “A Brief Introduction to the History and Theology ofthe Coptic Church” 139-155 St. Vladimir’s Seminary Quarterly (1962) 6, 3 ATLA Religion Database

Moffett: A History of Christianity in Asia 231-257 Decline of the Persians

Language



Western and Central Asia, 400–800Reflection Questions1. Create a chart that presents the significant features of

several Christian traditions, lying outside the orbit of theRoman See, but dating from the first half millennium of theChristian era.

2. Assess the vitality and forms of the Christian movement bystating specifically why you do or do not agree with each ofthese statements:(a) The rapid spread of Nestorian Christianity acrossCentral Asia and into China demonstrated the vitality of theeastern churches.(b) That the eastern churches could be subjugated duringthe rise of Islam, existing only as enclaves within it and inother places wiped out, indicates that they were and aredefective forms of Christianity.

3. Drawing on prior knowledge as well as this lesson’sreadings, evaluate the strengths and drawbacks of blendingethnic identity with Christian religious identity, as found inArmenia, Northern and Southern Ireland, etc.

Notes

Lesson 15 Woodberry (AD 200 - AD 1945)Expanding WorldModule 3:

The Rise and Spread of Islamic CivilizationObjectives: To be able to...

a. Present an informed perspective of the advent ofMuhammad, the Qur’an, and Islam.

b. Discuss the extent to which the Qur’an accepts or rejectsorthodox or heretical Christianity.

c. Explain basic aspects of Muslim faith and practice, and howChristian witness and worship can be contextualized amongMuslims.

d. Describe different sects of Muslims and their reaction to theChristian gospel.

Assignments:




1-4 ch. 9a: Major Defeats: Islam

Neill: A History of Christian Missions52-56 The Dark Age: Muslim Conquests

Winter, ed: WCF Program: Module Three Reader23-27 Woodberry: A Case for Religious Freedom from

the Earliest Muslim Sources

Moffett: A History of Christianity in Asia273-281 Christian Kingdoms of the Arabs

Alphabet MakersThe Arabic Alphabethttp://www.jaars.com/museum/alphabet/galleries/arabic.htm

O’Brien: Oxford Atlas of World History68-69 The Spread of Islam 630- 100088-89 The Muslim World 1000- 1400

McNeill: A World History210-220 The Rise of Islam


706-707 #120 Brown: A Movement to Jesus AmongMuslims

Sanneh: Disciples of All Nations57-88 The Christian Movement in Islamic Perspective

Woodberry, ed: Seed to Fruit79-90 Allen: Eyes to See, Ears to Hear


Partridge, ed: Introduction to World Religions356-363 Watt: A Historical Overview368-371 Riddell: Sacred Writings376-381 Kerr: Worship and Festivals


728-730 Saudi Arabia



Optional (cont.)

Smart, ed,: Sacred Texts of the World 150-158 Islam: Ritual, Institutional Expression 174-176 Islam: Muhammad as the Moral Ideal

Moreau, ed.: Evangelical Dictionary of World Missions 504-506 Islam, Muslim 665-667 Muslim Mission Work 804-805 Qur’an

Moffett: A History of Christianity in Asia 325-361 Christianity and Early Islam

Language


Module 3 Expanding World (AD 200 - AD 1945) Woodberry Lesson 15

The Rise and Spread of Islamic CivilizationReflection Questions1. Some of the ideas you've learned in your study of

Muhammad, the Qur'an and Islam more than likely differfrom your previous beliefs. How do you resolve thesedifferences?

2. Was early Islam's rejection of Christianity based more onChristian orthodoxy or on heresy? Why?

3. To what extent can “Muslim” forms of worship bearChristian expressions of worship?

4. What factors that developed in early Islam contributed toMuslim resistance to the Christian gospel?

5. What lessons can the Church learn from the rapid demise ofmajor segments of the Church in North Africa?

Notes


The Flowering of Chinese Civilization, 400–1200Objectives: To be able to...

a. Discuss the social, political, and personal factors thatinfluenced political rulers’ positions toward various religionsin Tang China.

b. Evaluate approaches taken by foreign minority religions inthe Chinese world.

c. Explore the insights into Chinese thought gained throughChinese poetry.

Assignments:




178-179 China591-592 Mahayana Buddhism

Compare the relationship between this Chinese ruler and religiousleaders with that between European rulers, local clergy, and the Vaticanthroughout history.Winter, ed: WCF Program: Module Three Reader

29-31 Wu-chi: Great T’ang Poets33-39 Liu & Lo: Introduction to Chinese Poetry

Skilton: “Buddhism in China”http://www.buddhismtoday.com/english/world/country/023-China.htm

Ku: “Chinese Buddhism -- Past and Present”31-41 Dialogue & Alliance (Summer 1990) 4, 2ATLA

Religion Database

Moskowitz: “Magic Tricks, Midnight Grave Outings, and TransformingTrees: Performance and Agency in Taiwanese Religion”

19-28 Journal of Ritual Studies (2005) 19, 1ATLAReligion Database

Boretz: “Martial Gods and Magic Swords: Identity, Myth, and Violence inChinese Popular Religion”

93-109 Journal of Popular Culture (Summer 1995) 29Wilson Select Plus Database

O’Brien: Oxford Atlas of World History72-73 East Asia in the Tang Period 618- 90786-87 East Asia 907-1600 AD

McNeill: A World History190-192 Buddhist Missions to Far East200-202 Reactions to the Barbarians in China and Iran224-227 China

Partridge, ed: Introduction to World Religions188-193 Williams: A Historical Overview


243 China: Shaanxi



General (cont.)

Winter. ed.: WCF Module 3 Study Guide and LessonOverviews 62-65 Lesson 16 Review

Inductive Bible Study

Wald: The New Joy of Discovery in Bible Study 66-68 Chapter 10

Optional

Moffett: A History of Christianity in Asia 293-314 The First Christian Mission to China

Language



The Flowering of Chinese Civilization, 400–1200Reflection Questions1. Considering the competing and complementary roles of

Taoism and Buddhism in China during the post-Han throughthe Tang era, how would you explain the Chinese rulers’approaches to these two religions?

2. Assess the factors influencing the demise of NestorianChristianity in China, as discussed in Moffett and in light ofthe interests of and pressures on the rulers of the TangEmpire. What implications do you see for Christians inChina today?

3. If poetry helps reveal the soul of a people, what can welearn about Chinese thought by looking at the poetry of their“golden age” (during the Tang Dynasty)?

Notes


Medieval Europe: The Carolingian RenaissanceObjectives: To be able to...

a. Describe the enormous complexity of the later monasticcenters.

b. Explain how monastic centers participated in thedevelopment of Europe.

c. Indicate the comparisons possible between Charlemagneand Justinian and their activities in government andeducation.

d. Discuss the significance of the “Carolingian Renaissance.”

e. Create a domain analysis.

Assignments:




385-389 Renewed and Continued Progress in theExpansion of Christianity

Neill: A History of Christian Missions67-70 The Dark Age 500–1000

McNeill: A World History229-238 Review: Europe130-131 Review Chronological Chart


107-119 Making a Domain Analysis225 Appendix B

O’Brien: Oxford Atlas of World History74-75 Frankish Kingdoms 200- 900


83-121



352-377 Western Europe


340-340 France593-594 Monaco340-345 France593-594 Monaco


Greek 17



Medieval Europe: The Carolingian RenaissanceReflection Questions1. Many of the authors you are reading comment on the

significance of huge monastic centers in the development ofEurope. How does Dawson explain the replicating powerthey possessed? What will this mean for the imminentarrival of the Vikings?

2. In lengthy periods of turbulence and chaos is it logical forsemi-military centers to be built up as a means of survival?How did Bede, for example, defend military power? Andwhy? How would this be illustrated by events immediatelyfollowing his death?

3. Do you, along with Dawson, find it “pathetic or even absurd”at first glance that Alcuin and Charlemagne would dream ofsurpassing Athens?

4. What is meant by the term “Carolingian Renaissance”?Discuss its significance in light of the broader Europeancontext in which it arose and flourished.

5. Using Spradley's special domain analysis chart (x is a kindof y; x is a part of y, etc), make an analysis of 3 domains todiscuss with your mentor. One domain must be of settingsfor action.

Notes

Lesson 18 (AD 200 - AD 1945)Expanding WorldModule 3:

Use This Lesson to Work on Assignments3A Ethnographic Interview Project

Please take this time to work on the Ethnographic InterviewProject. The paper due at the end of Module 3A is themini-ethnography plus notebook based on the work done inSpradley’s "The Ethnographic Interview". See the assignmentinstructions sheet online. The notebook is to contain the notesand summaries of the interviews, information on the personsinterviewed, plus tasks, etc.

3A Integrative PaperPlease read the instructions for the Module 3A IntegrativePaper in the introductory section of this Study Guide. While theIntegrative Paper is an end of the half-module assignment,begin thinking about how to answer the question now and asyou continue through the rest of this module.


Module 3 Expanding World (AD 200 - AD 1945) Lesson 18

Use This Lesson to Work on AssignmentsNotes


Medieval Europe: Peoples on the MoveObjectives: To be able to...

a. Trace the career of the Vikings and their impact onEuropean civilization.

b. Describe the progress of the Christian movement along theEuropean periphery c. AD 1000.

c. Describe the lines of comparative advance of Eastern andWestern Christendom in the 10th century.

Assignments:



General

Vikings and Christianity in Northern EuropePierson: The Dynamics of Christian Mission

4-7 ch. 9b Major Defeats: The Viking Invasions

O’Brien: Oxford Atlas of World History78-79 The Vikings 800- 1100

Excellent maps and discussions of movements of peoples.

Good short account of the effects of Vikings and of Christianization ofScandinavia.

See how the conquered people of England were used by God to converttheir Scandinavian conquerors, where missionaries from rival Germanicpeoples did not succeed.Latourette: A History of Christianity, Vol. 1: Beginnings to 1500

385-395 Renewed and Continued Progress in theExpansion of Christianity

See the role of political alignments and of kings and missionaries in thechoice of religion.

Christianity: Eastern Europe to ChinaThomas, ed: Classic Texts in Mission and World Christianity

12-14 Cyril and Methodius: Mission to the Slavs

O’Brien: Oxford Atlas of World History70-71 The First Slavic States 400- 100091 The Holy Roman Empire92-93 France, Spain and England 900- 1300

McNeill: A World History235 Review Map of European Counter- Offensive

1000-1100


653-655 Norway



General (cont.)

See the expansion of Christianity in Eastern Europe and toChina:

Neill: A History of Christian Missions 70-84 The Dark Age 500–1000: Eastern Churches


Optional

Neill: A History of Christian Missions 85-96b Early European Expansion 1000-1500

Cahill: How the Irish Saved Civilization 210-218 Is There Any Hope?

Tucker: From Jerusalem to Irian Jaya 53-56 Cyril and Methodius

Moreau, ed.: Evangelical Dictionary of World Missions 441-442 History of Missions “The Dark Ages, 500-1000”

Language



Medieval Europe: Peoples on the MoveReflection Questions1. Compare the impact of the Viking shockwaves on Europe to

that of the earlier Germanic tribal movements.

2. What are some of the reasons why the Magyars becameRoman Catholic in AD 1000, while around the same timethe Kievian state adopted Eastern Orthodoxy?

3. Create a geographic timeline that shows the comparativeadvance of Eastern and Western Christendom in the 10thcentury.

4. What good did it do for the Scandinavians to becomeChristians?

Notes


Society and Religion in Europe, 800–1200Objectives: To be able to...

a. Interpret White's periodization in light of the 400-year epochpattern.

b. State the similarities and differences between the 2ndEpoch and the 3rd Epoch.

c. Apply organizational principles of today's parachurchorganizations to monastic orders.

d. Defend a position on how the West was able to become thedominant force in the world.

Assignments:




181-186 Winter: The Unfolding Drama of the ChristianMovement: #7 The Third 400 Years: AD 800–1200

Pierson: The Dynamics of Christian Mission1-6 ch. 10a Monastic Renewal

Latourette: A History of Christianity, Vol. 1: Beginnings to 1500416-427 Revival Through Monasticism

Pearse: “Why the Rest Hates the West: Understanding the Roots ofGlobal Rage”

18-20 Mission Frontiers (March-April 2007), 29:2Findonline in the back issues at missionfrontiers.org

White: “The Significance of Medieval Christianity”This article is provided in the form of an onlinearticle separate from the textbooks and the reader.Contact [email protected] with questions.

McNeill: A World History261-263 Political Consolidation130-131 Review Chronological Chart


120-131 Asking Structural Questions

Hamilton: “Spreading the Gospel in the Middle Ages”38-45 History Today (January 2003) 53, 1Wilson Select

Plus Database

Kreider: “Beyond Bosch: The Early Church and the Christendom Shift”59-68 International Bulletin of Missionary Research (April

2005) 29Wilson Select Plus Database


225 #33 Winter: Pulses in Western Civilization



298-300 Czech Republic747-749 Slovakia

Personal Response, Intellectual Journal, NotesAssignments (continued)

Optional (cont.)

McEvedy: The New Penguin Atlas of Medieval History 54-63 Maps for Western and Central Europe 1000-1092

Latourette: A History of Christianity, Vol. 1: Beginnings to 1500 381-384 Main Features and World Setting of Christianity 395-401 Renewed and Continued Progress in theExpansion of Christianity

Dawson: Religion and the Rise of Western Culture 161-169 The Medieval City: Commune and Guild

Boorstin: The Creators 246-254 An Architecture of Light

Moreau, ed.: Evangelical Dictionary of World Missions 654 Monastic Movement 722-724 Parachurch Agencies and Mission

Language



Society and Religion in Europe, 800–1200Reflection Questions1. How does White’s treatment of medieval history compare to

or contrast with the 400-year epoch pattern we haveemployed?

2. In what ways is our Third Epoch (800-1200) a case of“Second verse, same as the first”? In what ways does itcontrast?

3. Many Protestants today may have received their knowledgeof the monastic orders from a somewhat popularizedversion of Luther's experience. Create a chart that identifiesthe foundational principles of Campus Crusade for Christand those of the Cistercian movement. What relationshipsdo you see between the two organizational structures?

4. Samuel Huntington asserts, “The West won the world not bythe superiority of its ideas or values or religion ... but ratherby its superiority in applying organized violence.” Citing yourreadings, either support or refute Huntington’s assertion.

Notes


Islamic Florescence, 800–1000Objectives: To be able to...

a. Investigate the unity and variety in Islamic cultures.

b. Explain how elements of “Islamic” culture can be utilized in“Christian” cultural expressions.

c. Describe foundational concepts that influenced thesubsequent development of Islamic theology and law.

d. Explain what contributed to the survival of some ancientchurches under Islamic rule and the effects of that dynamicon the life and witness of those churches.

Assignments:


78 Lesson 21 Introduction

GeneralSmart, ed: Sacred Texts of the World

158-159 Islam: The Community

Woodberry, ed: Muslims and Christians on the Emmaus Road149-159 Woodberry: Different Diagnoses of the Human

Condition

Moffett: A History of Christianity in Asia375-391 The Survival of Christianity Under Medieval Islam

Grant: “When Did Modern Science Begin?”105-113 The American Scholar (Winter 1997) 66Wilson

Select Plus Database


McNeill: A World History210-220 Review The Rise of Islam244-247 Sufi Movement

Woodberry, ed: Seed to Fruit91-102 Greenlee and Wilson: The Sowing of Witnessing



69-78 Chapter 11


273-285 Antablin: Islamic and Christian Architecture

Smart, ed: Sacred Texts of the World142-150 Islam: Doctrine


600-604 Morocco, Western Sahara



Optional (cont.)

Johnson: A History of the Jews 175-199 Jews Under Islam ... Jews and Medicine

Language



Islamic Florescence, 800–1000Reflection Questions1. List at least three of the elements of unity and of variety that

exist in various Islamic cultures.

2. What are the meanings of various examples of “Muslim” artand architecture, and how might they communicateChristian meanings?

3. State in your own words three basic quranic ideas, andexplain how each one has influenced the subsequentdevelopment of Islamic thought and practice.

4. What guidelines and warnings can be learned from theancient churches that survived under Islam?

Notes


Far Eastern Peoples and Empires, 400–1200Choose where to focus for a total of about 3 hours of reading.


a. Examine the early history of these Asian civilizations.

b. Evaluate the influence of major forms of cultural andreligious integration between East, Central, and SouthAsian states during this period.

c. Explain the role of religion in these civilizations andunderstand some of the dynamics of religious change.

d. Express the importance of literature and fine arts in some ofthese Asian civilizations.

Assignments:



GeneralMcNeill: A World History

221-224 China, India and Europe AD 600-1000

Korea

JapanWinter, ed: WCF Program: Module Three Reader

41-44 The Manyoshu: Early Japanese PoetryEnjoy earlyJapanese literature!

Shikibu: “Speaking of Women”58-72 New England Review (Fall 2001) 22,4Wilson

Select Plus (search for title and journal)

Alphabet MakersJapanese Writinghttp://www.jaars.com/museum/alphabet/galleries/japanese.htm

McNeill: A World History269-272 Japan

TibetWinter, ed: WCF Program: Module Three Reader

45-68 Tsering: Tibetan Buddhism

Moh: “A Short History of Tibet”The first 6 sections and part of the 7th section(”The First Period”)http://cc.purdue.edu/~wtv/tibet/history.html#iif01

McNeill: A World History190-192 Review: Buddhist Mission to the Far East


488-494 Japan



General (cont.)

Tibet (cont.)

Childs: “Methods, Meanings and Representations in the Studyof past Tibetan Societies” 1-11 Journal of the International Association of TibetanStudies (October 2005) 1http://www.thdl.org/collections/journal/jiats/index.php?doc=childs01.xml

China

Boorstin: The Creators 419-426 The Painted World Note the thinking, spirit, andmethods behind Chinese (versus Western) painting.

Library of Congress Country Studies Japan: the Kofun and Asuka Period; the Nara and HeianPeriod http://lcweb2.loc.gov/frd/cs/jptoc.html#jp0016


Language



Far Eastern Peoples and Empires, 400–1200Reflection Questions1. List major types of interaction between peoples of the

kingdoms of India, Tibet, China, Korea, and Japan duringthe timeframe AD 400–1200, indicating the major directionalflow of cultural influence. Would you say that China or Indiaplayed a similar role to that of Rome in Europe?

2. Discuss the integration of religion into other aspects of theculture of one or more of these regions during this timeperiod: Korea, Japan, Tibet. Explain the impact of theintegration in relationship to the acceptance of new religiousteachings.

3. Demonstrate your understanding of the dynamics ofreligious change during this period by explaining the role ofreligion in these civilizations.

4. After comparing the literary and artistic forms presented intoday's readings, pick one form and discuss ways in whichyou might use this media to present Christian teachings.

Notes


South and Southeast Asian Peoples and Empires, 400–1200Choose between the sections, skimming some from each andthen focusing on those of your interest for a total of about 3hours of reading.


a. Relate economic and cultural factors to the development ofhistorical SE Asian kingdoms/empires.

b. Compare historical differences in the impact of varyingreligions on classical SE Asian civilizations.

c. Explain the integration of religion into family and communitylife, and possible areas of conflict.

Assignments:



General

VietnamCleary: “Buddhism and popular religion in medieval Vietnam”

93-118 Journal of the African Academy of Religion (Sping1991) 59ATLA Religion Database- OCLC

Library of Congress Country StudiesVietnam: Nine Centuries of Independencehttp://lcweb2.loc.gov/frd/cs/vntoc.html

CambodiaThierry: “Romance and Epic in Cambodian Tradition”

43-56 Diogenes (1998) 181Wilson Select Plus Database

Burma (Myanmar)Winter, ed: WCF Program: Module Three Reader

69-70 Luce: Theravada Kingship in Pagan, ClassicalBurma

See especially Conclusion: The Dynastic Cycle.Winter, ed: WCF Program: Module Three Reader

71-103 Aung-Thwin: Pagan: The Origins of Modern Burma

Cooler: “The Art and Culture of Burma”Ch. 3 The Pagan Periodhttp://www.seasite.niu.edu/burmese/cooler/burmaart_TOC.htm

IndonesiaLibrary of Congress Country Studies

Indonesia: The Spread of Indian Civilization, Indianized Empireshttp://lcweb2.loc.gov/frd/cs/idtoc.html

India

See important Hindu thinkers.McNeill: A World History

186-190 Sanskrit Literature and Eastern Spread of IndianCivilization

227-229 India240-241 The Turkish Infiltration 274-275 Southeast Asia

Partridge, ed: Introduction to World Religions140-142 Ruparell: Philosophy


423-426 Delhi and Harayana



General (cont.)

India (cont.)

Earhart, ed.: Religious Traditions of the World 716 Knipe: Hindu Chronology 761b-764a Medieval South Asia, Shankara and AdvaitaVedanta

Lavy: “As in Heaven, So on Earth: The Politics of Visnu, Sivaand Harihara Images in Preangkorian Khmer Civilization” 21-39 Journal of Southeast Asian Studies (Fall 2003) 34 Wilson Select Plus Database


Language



South and Southeast Asian Peoples and Empires, 400–1200Reflection Questions1. Analyze the role of economics and religion in the creation of

monumental architecture and strong kingdoms and empiresin Mainland Southeast Asian classical civilizations.

2. Compare the impact of Hinduism and of Buddhism in thedevelopment of the Southeast Asian kingship complexduring this period. To what extent do you find a comparableinfluence in Christian Europe of the Middle Ages?

3. In what ways did religion in Southeast Asian culturessupport or conflict with family and community life? Whatimplications do you see for the potential role of Christianityin these cultures?

Notes


African States and the Pacific, 400–1200Objectives: To be able to...

a. Discuss the course of empire in the Western Sudan,including the rise of states, role of trade, and influence ofIslam through the 11th century.

b. Relate the rise of Swahili culture to the rise of cities onAfrica’s East Coast, interior production, trade relationships,and the role of Islam up to the arrival of the Portuguese.

c. Assess the probable differences in style between the Bantuand Polynesian migrations.

Assignments:



General

AfricaIsichei: A History of Christianity in Africa

42-52 African Churches of the Middle Years 1500–1800Brief history of the Ethiopian Orthodox Church.

Gilbert: “Coastal East Africa and the Western Indian Ocean: LongDistance Trade, Empire, Migration, and Regional Unity, 1750-1970”

1-25 The History Teacher (November 2002) 36, 1http://www.historycooperative.org/journals/ht/36.1/gilbert.html

“Telling the Story”Peruse a few articles on storying, particularly asused on the African Continent:http://www.mislinks.org/topics/stories.htm

Powelson: “Africa: Trade, Entrepreneurship, Pluralism, and Leverage”A History of Wealth and Povertyhttp://www.quaker.org/clq/wealth-and-poverty/07africa.htm

Kusimba: “A Time Traveler in Kenya”38-47 Natural History (June 1997) 106Wilson Select Plus

Database

“Islam in the Medieval Sudan”http://islamawareness.net/Africa/Sudan/medieval.html

O’Brien: Oxford Atlas of World History80-83 States and Trade in West and East Africa 500-

1500136-137 Africa 1500-1800

McNeill: A World History275-278 Review: Sub Saharan Africa

PacificGet familiar with a few articles on Oceania from the MisLinkswebsite:<BR>http://www.mislinks.org/contin/oceania.htm<BR>


564-567 Mali




Spradley: The Ethnographic Interview 132-154 Making a Taxonomic Analysis 225 Appendix B


Language



African States and the Pacific, 400–1200Reflection Questions1. It is often said that the advance of Islam in the Sahel and

along Africa’s East Coast was carried forward by incidentalcommercial contacts and not by deliberate proselytizing.What can you draw from this lesson’s readings to make aninitial assessment of this proposition?

2. In what ways does the course of empire in Ghana in the10th and 11th centuries mirror the course of events inEurope during the same period?

3. Draw a chart that shows the contrasts between the Bantumigration pattern, the Polynesian migration pattern, and thespread of Christianity. What do you see as the mostinfluential contrasting element?

Notes

Lesson 25 Emery (AD 200 - AD 1945)Expanding WorldModule 3:

Developments in Middle and South America, 400–1200Objectives: To be able to...

a. Decide whether or not the conquest of the Aztec, Maya, andInca was justified.

b. Demonstrate visually the influence of environmental factorson the migrations and changes that occurred among thepeoples of ancient America.

c. Describe how the pre-Columbian social structure andreligious beliefs influenced the Indians to accept Spanishdominance and Roman Catholicism.

Assignments:



GeneralWinter, ed: WCF Program: Module Three Reader

105 Emery: Domesticated Plants and Animals of EarlyNative America

O’Brien: Oxford Atlas of World History24-25 From Hunting to Farming: The Americas 12,000-

1000 BC108-109 Cultures in North America 500- 1500120-121 Spain and the Americas 1492- 1550

MesoamericaSmart, ed: Sacred Texts of the World

21-22 The Powerful Dead: A Sacrifice for Tez 36b-37a The Powerful Dead: Now You Are Born Again42 The Powerful Dead: The Tasks of the Wise Men

South AmericaO’Brien: Oxford Atlas of World History

32-35 Civilizations in Mesoamerica 1200 BC- 700 ADand Cultures in South America 1400 BC- 1000 AD.

84-85 Civilization in Mesoamerica and South America500- 1500

McNeill: A World History130-131 Review Chronological Charts 278-282 The Americas333-334 Spanish America


Partridge, ed: Introduction to World Religions50-56 Bankes: Land of the Aztecs and Incas114-119 Dawson: South American Indigenous Religions


678-682 Peru


Greek 25


Module 3 Expanding World (AD 200 - AD 1945) Emery Lesson 25

Developments in Middle and South America, 400–1200Reflection Questions1. List and support your reasons for suggesting that the

Spaniards were or were not justified in destroying the Aztec,Mayan and Incan empires.

2. Create a pictograph timeline that depicts the migration ofthe peoples of ancient America, the changes in climate thatoccurred across the same time frame and the culturaladaptations provoked by climate.

3. What kind of political and religious situations did theSpanish encounter, and in what way did these influence theease with which the conquest proceeded?

Notes


Later Medieval Europe and the CrusadesObjectives: To be able to...

a. List the kinds of structures which worked for renewal andsocial development in Western Europe.

b. Describe, by a chart, the differing periodizations of themedieval period.

c. Explain Pierson’s point of view as to the source of renewal.

Assignments:


Lesson Previews: Lesson 2699 Lesson 26 Introduction


6-8 ch. 10b The Crusades1-9 ch. 11 Medieval Lay Movements: Mission

Thwarted

Latourette: A History of Christianity, Vol. 1: Beginnings to 1500408-414 Expansion Through Crusades447-458 Popular Religious Movements

Neill: A History of Christian Missions96-100a Early European Expansion 1000–1500

Stark: For the Glory of God48-58 Crusades and Reform

O’Brien: Oxford Atlas of World History74-75 Frankish Kingdoms 200-90062-63 Religions of the Medieval World 600-150066-67 The Byzantine Empire 527- 102596-97 The Decline of the Byzantine and Rise of the

Ottoman Empires 1025- 1500100-101 The Economy of Europe 950-1300

McNeill: A World History240-241 Review: The Turkish Infiltration256-269 Medieval Europe and Japan 1000-1500144-145 Science, Rhetoric, History



459-491 Effort to Purify the Entire Church523-536 Parish Life, Worship, Discipline

Stark: For the Glory of God58-65 Crusades and Reform


126-129 Azerbaijan



Optional (cont.)

Boorstin: The Creators 255-264 Adventures in Death 380-384 Archetypes Brought to Life

Boorstin: The Discoverers 116-124 Pilgrims and Crusaders

Language



Later Medieval Europe and the CrusadesReflection Questions1. Give several modern examples of each of the three kinds of

forces for renewal represented by Latourette’s chapters 18,19, and 20.

2. You will note that Latourette does not refer to the Crusadesas a force for renewal, but it was, lamentably, an evidenceof - and result of renewal. What could be a modern exampleof this paradox?

3. Draw a diagram which represents the different periods oftime which are recognized by Latourette, White, Dawson,and the second, third, and fourth epochs utilized in thiscourse.

4. What is Pierson’s consistently stated insight into the wayrenewal comes about in the history of the Christianmovement?

Notes


The Changing Muslim World, 1000–1200Objectives: To be able to...

a. Endorse selected elements of Muslim mystical piety asexpressed in Sufi devotion.

b. Describe the lasting impact of the Crusades on bothMuslims and Western Christendom.

c. Transfer practices related to the vision and courage of somemedieval missionaries to Muslims to today.

Assignments:



GeneralSmart, ed: Sacred Texts of the World

160-173 Islam: Institutional Expression, Experience, Ethics

Neill: A History of Christian Missions114-119 Early European Expansion 1000–1500

Winter, ed: WCF Program: Module Three Reader107-111 Gilliland: Historical Encounters Between

Christians and Muslims

Tucker: From Jerusalem to Irian Jaya56b-60c Raymond Lull


McNeill: A World History215-220 Review: Moslem Scripture and Sacred Law243-247 Review: The Ottoman Empire and Islam- The Sufi

Movement337-346 The Realm of Islam, with It’s Hindu and Christian

Subject Communities, 1500- 1700

Woodberry, ed: Seed to Fruit311-322 Bongoyok: Islamism and Receptivity to Jesus


Partridge, ed: Introduction to World Religions384-386 Schmalfuss: Science, Art and Culture363-368 Kerr: The Unity and Variety of Islam


572-574 Mauritania


Greek 27



The Changing Muslim World, 1000–1200Reflection Questions1. List at least three elements of Muslim mystical (Sufi) piety

that Christians could endorse and three that they shouldreject. Support your choices in a discussion with yourmentor.

2. What were the indelible marks that the Crusades left onboth Islam and Western Christendom?

3. Identify two significant lessons we can learn from medievalmissionaries to Muslims, and illustrate how they can beapplied today.

Notes


Overflow of the Twelfth Century Renaissance, 1200–1600Objectives: To be able to...

a. Explain how the Fourth Epoch differs from the earlierEpochs with respect to advances and setbacks.

b. Explore differences between monastic groups.

c. Discuss the possible relationship between faith anddiversity and heresy in the later 3rd Epoch and early 4thEpoch.

d. Explain the importance of the conflict between faith andreason.

e. Write Contrast Questions for an ethnographic interview.

Assignments:




187-190 Winter: The Unfolding Drama of the ChristianMovement: #8 The Fourth 400 Years: AD1200–1600

Latourette: A History of Christianity, Vol. 1: Beginnings to 1500427-444 Revival Through MonasticismRead carefully p.

443.

Stark: For the Glory of God65-68 Hus and the Bohemian Reformation

Groping for the realities of the size and shape of the earth. Europeanbarbarians and Egyptian/Greek scholars. Delayed understanding:O’Brien: Oxford Atlas of World History

62-63 Religions of the Medieval World 600- 150091 Holy Roman Empire92-93 France, Spain and England 900-1300


155-172 Asking Contrast Questions



84-91 Chapters 13, 14


238-239 China: Inner Mongolia AR



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 theExpansion of Christianity (Pick up the last few pages of thechapter.) 495-522 Creative Thought in the Western Church (Therise and fall of scholasticism) 523-545 Parish Life, Public Worship, Discipline, andPrivate Worship and Devotion in Western Europe (day-by-dayreligion/music, poetry, etc.) 546-562 The Shaping of Western Europe (How didChristianity actually change everyday life?) 595-597 Retrospect and Prospect (Describes the growingpower of the Gospel over many centuries.)

Ferment in society and university, tussle between reason andfaith.

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 ChristianScholasticism–a renaissance before the Renaissance; but alsoMuslim fundamentalists attacking Jews–an inquisition beforethe Inquisition.

Johnson: A History of the Jews 179-199a Rule by Scholarship, Maimonides, CairoGenizah, 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



Overflow of the Twelfth Century Renaissance, 1200–1600Reflection Questions1. How does the Fourth Epoch differ from the earlier Epochs in

regard to the advances made? crisis and set backs?

2. What is the difference between the Friars and the earliermonastics? between the Friars and the Cathari and other“heretics”?

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

4. Summarize the issue in the conflict between reason andfaith. Why was the conflict so crucial at this particularmoment in Western Europe?

5. Write three Contrast Questions for each of the followingcategories: dyadic, triadic, rating. Write a one-sentenceexplanation of each category that you might use tointroduce an interviewee to each of the three kinds ofquestions.

Notes

Lesson 29 Johnson (AD 200 - AD 1945)Expanding WorldModule 3:

The Mongols: Destruction, Followed by New EmpiresObjectives: To be able to...

a. Explain how the Mongol Empire came into existence,expanded, and was maintained over nearly 200 years.

b. Describe the changing attitudes of Mongol rulers to thevarious world religions they came in contact with, bothinside and outside of the territories they ruled.

c. Explain the sequence of events that led to the MongolEmpire’s downfall and the adoption of various religions bypeoples under their rule.

Assignments:




113-119 Rossabi: Khubilai Khan and Religion

Moffett: A History of Christianity in Asia399-414 Mongols and the Recovery of Asian Christianity422-436 Mongols and the Church in Persia

“First Europeans Traveled to Khan’s Court”http://www.silk-road.com/artl/carrub.shtml

Alphabet MakersThe Mongolian Alphabethttp://www.jaars.com/museum/alphabet/galleries/mongolian.htm

O’Brien: Oxford Atlas of World History98-99 The Mongol Empire 1206- 1405

McNeill: A World History3-6 Preface22-27 Diffusion of Civilization: First Phase to 1700 BC40-41 The Plow239-244 The Impact of Turkish and Mongol Conquests

1000-1500114-119 Westward from the Steppes and Eastward from

the Steppes


682-686 #113 Hogan: Distant Thunder


Partridge, ed: Introduction to World Religions96-99 Hultkrantz: Nomads of the Steppes

OptionalMoffett: A History of Christianity in Asia

443-462 Christianity in Mongol China


594-597 Mongolia


Greek 29


Module 3 Expanding World (AD 200 - AD 1945) Johnson Lesson 29

The Mongols: Destruction, Followed by New EmpiresReflection Questions1. Describe the rise of the Mongol Empire. How were Genghis

Khan and his descendants able to conquer, then rule over,such a vast portion of the earth’s surface?

2. How would you characterize the relationship between theMongols and both kinds of Christians theyencountered—Nestorian and Roman Catholic?

3. In what ways did Kublai Khan, Ghazan, Ilkhan of Persia,and Tamerlane set the stage for the present distribution ofreligions in the Middle East, Central Asia, and China?

Notes


Religious Developments Around the WorldObjectives: To be able to...

a. Critique the value of the methods used by several religionsto seek the deeper spiritual life.

b. Discuss the role of specialized religious communities withindifferent faiths.

c. Analyze the relationship between religious guides/teachersand their followers/students in different faiths.

Assignments:




121-125 St. John of the Cross: Selections from the DarkNight of the Soul

O’Brien: Oxford Atlas of World History62-63 Religions of the Medieval World 600- 1500

Muslim

Buddhist

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

564-592 The Eastern Churches from 950–1350


Partridge, ed: Introduction to World Religions36-37 Chart: Timeline of the World’s Relgions


836-838 Turkmenistan


Greek 30



Religious Developments Around the WorldReflection Questions1. Compare the approaches taken by those seeking deeper

spiritual fulfillment in the several religions read about in thislesson. Do you see them as basically the same, or ashaving significant differences?

2. What differences do you see between specialized religiouscommunities (monasteries, brotherhoods, etc.) in the abovefaiths? Which lend themselves more readily to missionendeavors?

3. Compare the relationship between the spiritualsuperior/guide and learner/seeker in the religions within thislesson's reading. Based on your comparison, write twoguidelines you might use in your context for a guide/teacherand follower/student relationship.

Notes


Asian Developments, 1200–1600Objectives: To be able to...

a. Discuss the role of commerce in the rise and fall of Asianstates 1200-1600.

b. Analyze the factors affecting religious change in South andSoutheast Asia during this period.

c. Compare the decline of Christianity in Asia with itsexpansion in Europe during this period.

Assignments:



General

See new trends during the Ming era and new items: porcelain, novels,start of the middle class, etc.:McNeill: A World History

295-299 Part III The Dominance of the West preface301-308 The Great Discoveries and Their Worldwide

Consequences340-343 European Colonization and Trade

China“Late Imperial China”

The Ming Dynastyhttp://www.east-asian-history.net/textbooks/PM-China/ch10.htm

Southeast AsiaWitmore: “The Rise of the Coast: Trade, State, and Culture in Early DaiVet”

103-122 Journal of Southeast Asia Studies (Fall 2006) 37, 1Wilson Select Plus Database

Library of Congress Federal Research DivisionMalaysiahttp://lcweb2.loc.gov/frd/cs/profiles/Malaysia.pdf

Walsh: “Melaka: The Rise of the Great Trade Centrehttp://www.suite101.com/article.cfm/east_asian_history/113620

Mottin: “A Hmong Shaman’s Seance”99-108 Asian Folklore Studies (1984) 43ATLA Religion

Database

Asia Moffett: A History of Christianity in Asia

471-488 The Eclipse of Christianity in Asia

O’Brien: Oxford Atlas of World History138-139 Ming and Manchu Qing China 1368- 180064-65 Kingdoms of Southeast Asia 500- 1500

McNeill: A World History130-131 Review Chronological Chart239-243 Impact of the Turkish and Mongol Conquests

1000-1500 253-255 China the Triumph of Tradition



229 China: Beijing235 China: Hebei247 Tianjin



Optional

Moffett: A History of Christianity in Asia 496-509 The Church in the Shadows

DeNeui: “Contextualizing with Thai Folk Buddhists”http://www.thaicov.org/resources/documents/contextualizing.html

Love: “Power Encounter Among Folk Muslims: An EssentialKey of the Kingdom” 193-195 IJFM (1996) 13,4 This can be found on the IJFMwebsite - http://ijfm.org/archives.htm - or in the hard copy ofthe journal.

Love: “Church Planting Among Folk Muslims” 87-91 IJFM (April 1994) 11,2 Found at IJFM website.

Language



Asian Developments, 1200–1600Reflection Questions1. Write your assessment of the role of commerce in the rise,

expansion, and decline of the Asian states discussed intoday's readings.

2. What factors contributed to the expansion of TheravadaBuddhism and Islam in SE Asia, and Islam in India duringthis period?

3. Why did Asian Christianity come so near to extinction justas the Christianity of the West was about to circle theglobe? (this is Moffett’s question, p. 503)

Notes


Islamic Empires, 1200–1600Objectives: To be able to...

a. Discuss the various ways that Islam spread politically,culturally, and by conversion.

b. Explain how Islam was affected by the cultures into which itwent.

c. Analyze how the various kinds of resultant Islam call fordifferent forms of witness.

Assignments:




608-623 Christianity in the East 1350–1500

BenHamouche: “The Decision-Making System and Urban Geometry inTraditional Muslim Cities: The Case of Algiers”

307-322 Journal of Architectural and Planning Research(Winter 2003) 20, 4Wilson Select Plus Database

Van der Werff: “Christian Witness to Our Muslim Friends”111-116 IJFM (July-September 1996) 13,3This can be

found on the IJFM website -http://ijfm.org/archives.htm - or in the hard copy ofthe journal.

VanderWerff: “Mission Lessons from History”75-79 IJFM (Apri l1994) 11, 2Found on IJFM website.

O’Brien: Oxford Atlas of World History88-89 The Muslim World 1000- 1400

McNeill: A World History243-253 The Ottoman Empire through Orthodox

Christendom337-350 Review: The Realm of Islam, with Its Hindu and

Christian Subject Communities, 1500-1700130-131 Review Chronological Chart 296-297 Review: Chronological Chart

Woodberry, ed: Seed to Fruit323-332 Cumming: Toward Respectful Witness


Partridge, ed: Introduction to World Religions362-363 Watt: The Impact of Europe381-384 Anderson: The Law of Islam


830-835 Turkey


Greek 32



Islamic Empires, 1200–1600Reflection Questions1. What were the various ways in which Islam grew during the

period under consideration?

2. How did the cultures into which Islam came affect the typeof Islam observed there?

3. How will the various kinds of Islam affect the kind ofChristian witness that is relevant to a particular context?

Notes


Europe: Death and RenaissanceObjectives: To be able to...

a. List positive and negative events during 1200–1600.

b. Discuss the various results in society from the resurgenceof faith and religion.

c. Explain the secular and religious perspectives andinterpretations regarding this era.

d. Demonstrate how the Crusades and Black Plague positivelycontributed to the development of Western Civilization.

e. Describe the Componential Analysis process.

Assignments:


Lesson Previews: Lesson 33127 Lesson 33 Introduction


1-5 ch. 13 Preparation for Reformation

Latourette: A History of Christianity, Vol. 1: Beginnings to 1500601-607 The Setting of the Second Recession

Latourette: A History of Christianity, Vol. 2: 1500-1975685-688 Retrospect and Prospect689-696 Christianity 1500–1750

O’Brien: Oxford Atlas of World History106-107 Europe 1350-1500

McNeill: A World History256-269 Review Medieval Europe and Japan


173-184 Making a Componential Analysis



624-678 Western Europe: Decline and Vitality

Johnson: A History of the Jews199b-232 Jews in Latin Christendom ... Judensau


689-691 Poland



Language



Europe: Death and RenaissanceReflection Questions1. As you do your readings, make a list of the good things and

the bad things that occurred during the 1200–1600 Epoch.

2. How may a surge of faith and of religion contribute to bothpositive and negative results in society? Give someexamples from this epoch.

3. (Reference here is to the secular versus religiousperspective.) How do the major characteristics of this epochlend themselves to divergent interpretations dependingupon your point of view? For example, why do we have inthis period THE Renaissance, rather than “just one more”renaissance along with those which we have notedpreviously?

4. How did both the Crusades and the Black Plague makesome positive contribution to the development of WesternCivilization?

5. What are the steps one would employ in order to completea Componential Analysis?

6. How does componential analysis relate to Spradley's threetypes of observation: descriptive, focused, and selective?

Notes


Humanities and the RenaissanceObjectives: To be able to...

a. Discuss the development of arts and letters in Europe at theeve of the Reformation.

b. Dissect the European context at the end of the high MiddleAges, showing the presence of countervailing streamswithin it.

c. Relate the language choices faced by Europeans duringthis period to issues of communication in some missioncontexts today.

Assignments:



GeneralThomas, ed: Classic Texts in Mission and World Christianity

24-25a Thomas Aquinas: Compulsion or Persuasion ofNonbelievers

25b-26 Raymond Lull: Interfaith Dialogue

Winter, ed: WCF Program: Module Three Reader127-132 de Lange: Jews in Christendom and Islam133-138 Steffen: Storytelling; How User-Friendly Is Your

Teaching?

Choose from the following to bring the total lesson reading to 3 or 3 1/2hours:Alphabet Makers

Gutenberghttp://www.jaars.com/museum/alphabet/galleries/gutenberg.htm

O’Brien: Oxford Atlas of World History106-107 Europe 1350- 1500146-147 European States 1500- 1600

McNeill: A World History268-269 Italian Renaissance307-308 European Knowledge and Interventions317-319 The Renaissance 323-326 Growth of Science through Emergence of Cultural

Pluralism



692-694 Portugal198 Cape Verde Islands


Greek 34



Humanities and the RenaissanceReflection Questions1. The central period of this epoch (AD 1300-1500) stands at

the apex—and the demise—of the great medieval Europeansynthesis of Christianity and culture and of church andstate. In what ways is this dual assertion accurate? In whatways not?

2. How might the concept of popular culture versus eliteculture illuminate discussion of developments during thisperiod?

3. What parallels might you draw between literarydevelopments in Europe during this period and modes ofcommunication in mission contexts today?

Notes


Exploring the Whole WorldObjectives: To be able to...

a. Trace the shift in astronomical and cosmological ideaswhich occurs over the course of the Renaissance.

b. Relate developments during the Renaissance in thesciences, technology, knowledge, arts, religion, andphilosophy to each other.

c. Discuss ways in which late medieval and Renaissanceconcerns “set the stage” for the Reformation.

Assignments:



GeneralChristian: Maps of Time

364-404 Globalization, Commercialization, and Innovation

Thomas, ed: Classic Texts in Mission and World Christianity27-28 Las Casas: Defense of the Indians

O’Brien: Oxford Atlas of World History84-85 Civilizations in Mesoamerica and South America

500- 1500 AD108-109 Cultures in North America 500- 1500120-121 Spain and the Americas116-117 The European Discovery of the World 1450- 1600

McNeill: A World History295-299 Review: Dominance of the West301-308 Review: Great Discoveries and their Worldwide

Consequences354-358 Prosperity and Conservatism in China through

Hideyoshi and the Tokugawa Shoguns of Japan


Optional

Four non-Christian traditions from Hellenist times through Middle Ages:Thomas, ed: Classic Texts in Mission and World Christianity

28b-29b Las Casas: Convert by Preaching and Example29c-31a Xavier: Catholicism to India


46-48 Latin America



Optional (cont.)

Boorstin: The Discoverers 172-178 To India and Back 36-46 Rise of the Equal Hour 46-53 Making Time Portable 146-156 Ptolemy Revived and Revisited 156-164 Portuguese Sea Pioneers 165-172 Beyond the Threatening Cape 195-201 Empire without Wants 217-289 Power of the Winds .. Ardors of NegativeDiscovery: Cook

Language



Exploring the Whole WorldReflection Questions1. What are some of the consequences for the European

self-conception and for Europe’s relationship to the rest ofthe world which flowed from what one writer has referred toas “the invention of invention” in “the later thirteenth centuryin Europe”?

2. The consequences of the rise of technology for theologyhave often been discussed. What are some consequencesyou can suggest for religion? Are these good or bad?

3. What effects did the European “voyages of discovery” haveon European conceptions of human nature?

Notes


Complete Any Remaining AssignmentsLessons 36-40 are set aside for completing any remainingassignments. However, do make sure to read the readingassignments listed below.

Assignments:

General

Skim.Spradley: The Ethnographic Interview

185-203 Cultural Themes226 Appendix B204-216 Writing an Ethnography227-234 Appendix C



Complete Any Remaining AssignmentsNotes


The Reformation: Breakdown of the Uniformitarian HypothesisObjectives: To be able to...

a. Describe cultural forces at work behind the scenes of theReformation.

b. Compare Protestant and Catholic treatments of those whodid not agree with the official position.

c. Distinguish the “Left-Wing Reformation” from the morecommonly understood Reformation.

Assignments:




1-14 ch. 14 Luther, Calvin, and the Reformation


Movement: #9 The Breakdown of theUniformitarian Hypothesis

Stark: For the Glory of God79-87 Luther’s “Protestant Reformation”

Latourette: A History of Christianity, Vol. 2: 1500-1975689-696 Christianity 1500–1750751-761 Rise and Spread of the Reformed and

Presbyterian Churches

Thomas, ed: Classic Texts in Mission and World Christianity38-39 Calvin: The Apostles as Missionaries33-35 Luther: Missionary Message of the Church41-43 Saravia: A Continuing Apostolic Authority

O’Brien: Oxford Atlas of World History154-155 The Reformation and Counter Reformation in

Europe 1517- 1648

McNeill: A World History309-313 Europe’s Self Transformation319-323 The Reformation


Inductive Bible StudySnodderly, ed: WCF Degree Study Programs: All Module Reader

135-137 Global Teams–Introduction and Overview; StudyA: The Big PictureNote: In all studies, “DiggingDeeper” is an optional assignment.


637-640 Niger



Optional (cont.)

Latourette: A History of Christianity, Vol. 2: 1500-1975 697-702 Great Awakenings in the 16th and 17thCenturies 703-742 Luther and Lutheranism

Language


NOTE:Plan ahead and begin working on major assignments whichwill be due at the end of the half-module.


The Reformation: Breakdown of the Uniformitarian HypothesisReflection Questions1. How might you both compare and contrast the Calvinistic

Reformation and the Lutheran Reformation in terms offactors in cultural dynamics?

2. What grounds does Latourette give (chap. 31) for seeingmajor cultural forces in the Reformation, not merelytheological factors?

3. What might we predict would often be “read into” theReformation by those of us whose churches derive fromone or another of the Reformation period’s “StateChurches?”

4. Why have scholars within the stream of the Reformationchurches been slow to recognize the major significance ofthe so-called “Anabaptist traditions?” What notable scholarswho talk about the Reformation stand outside theReformation tradition?

5. In what way can Luther be compared, as a contextualizer,to Paul the Apostle and to Muhammad?

Notes


Religious and Cultural FreedomObjectives: To be able to...

a. Relate the rise of the Anabaptist movement to religious,economic, political, and social currents of the 16th century.

b. Explicate issues which crystalized resistance to theAnabaptist movement.

c. Identify major figures and major centers of the Anabaptistmovement.

Assignments:




1-8 ch. 15 The “Radical” Reformation: The Anabaptists

Latourette: A History of Christianity, Vol. 2: 1500-1975778-786 Radical Reformers: The Anabaptists788-795 Men of the Inner Light and Rationalistic Humanists836-839 Protestantism: Perspective

Thomas, ed: Classic Texts in Mission and World Christianity32-44 Radical Christians

Stark: For the Glory of God93-98 Calvin103-112 Explaining Protestant Success116-119 Catholic Reformation

Johnson: A History of the Jews233-243a Jewish Hate-Legacy, First Ghetto in Venice, Jews

as Slaves, Renaissance, Reformation and theJews, Impact of the Counter-Reformation

Winter, ed: WCF Program: Module Three Reader139-147 van der Zijpp: From Anabaptist Missionary

Congregation to Mennonite Seclusion

O’Brien: Oxford Atlas of World History146-147 European States 1500- 1600

McNeill: A World History317-323 Review The Renaissance and The Reformation



384-387 Guinea


Greek 42



Religious and Cultural FreedomReflection Questions1. In what ways is the Anabaptist perspective on church/state

relations distinctive?

2. What consequences did the Anabaptist perspective have forreligious recruitment across group lines?

3. What cautions and what encouragement might 20th centurycross-cultural religious worker draw from the legacy of the16th century Anabaptists?

Notes


Europe: New Classes, Technology, OpportunitiesObjectives: To be able to...

a. Relate the character of the Reformation in England to, anddifferentiate it from, that of the Lutheran, Reformed, andAnabaptist Reformations.

b. Relate major events in the course of the EnglishReformation to social, political, and religious developmentson the continent and (later) in the Americas.

c. Articulate a basic philosophy of history.

Assignments:



GeneralLatourette: A History of Christianity, Vol. 2: 1500-1975

797-813 English Reformation

Stark: For the Glory of God87-92 English Reformation121-124 Religious Origins of Science124-127a What is Science128-130a The Mythical Dark Ages134 The Mythical Dark Ages

O’Brien: Oxford Atlas of World History88-89 The Muslim World 1000- 1400107 Economy After the Black Death (chart)128-131 The Growth of the Atlantic Economies and the

Rise of European Commercial Empires

McNeill: A World History313-316 International Politics317-319 Review: The Renaissance 325-326 Review: Emergence of Cultural Pluralism359-366 The Old Regime Europe 1648-1789374-376 The Arts, Classical and Romantic through Roots of

Europe’s Dominance



137 Global Teams–Study A: Applying the Word

OptionalLatourette: A History of Christianity, Vol. 2: 1500-1975

884-893 Confused Arbitrament of Arms

Johnson: A History of the Jews243b-259a Jews in Europe, Kabbalah, Messianism

Stark: For the Glory of God135-140 The Copernican Revolution


177-180 Bukina Faso



Optional (cont.)

Boorstin: The Discoverers 4-12 The Temptation of the Moon: Calendars 312-322 A Vision Troubled and Surprised: Galileo 322-327 Caught in the Cross Fire: Galileo 327-332 New World Within: The Microscope 376-383 “The Microscope of Nature” 547d-556a Toward a World Literature

Johnson: A History of the Jews 243-273b Jews in Europe, Kabbalah, Messianism

Language



Europe: New Classes, Technology, OpportunitiesReflection Questions1. In what ways did Henry VIII merely replicate the preexisting

temporal and ecclesiastical order? In what ways did heintroduce revolutionary innovations? In what ways did he laythe groundwork for true reformation of the church?

2. Is the English Reformation best seen as a movementimposed and guided from above? Or is it better seen as anopportunistic attempt to harness a social movement alreadyfar beyond Henry VIII’s or his successors’ abilities torestrain or control? Defend your answer.

Notes


Society and Religion in Late Pre-Colonial AsiaObjectives: To be able to...

a. Describe the relationship between religion and otheraspects of Asian cultures.

b. Explain the factors which influenced the spread of variousAsian religions during this period.

c. Compare different expectations of religious leaders in Asiansocieties.

Assignments:



GeneralStark: For the Glory of God

146d-150 The Christian Difference150-159 Negative Cases

India

ThailandWinter, ed: WCF Program: Module Three Reader

149-151 Na-Rangsi: Buddhism in Thai Culture

VietnamWinter, ed: WCF Program: Module Three Reader

153-156 Durand & Tran Huan: Early Vietnamese PoetrySeemorals even in time of war and devastation.

Alphabet MakersVietnamese Alphabethttp://www.jaars.com/museum/alphabet/galleries/vietnamese.htm

JapanO’Brien: Oxford Atlas of World History

130-131 The Rise of European Commercial Empires 68-69 The Spread of Islam 630- 100088-89 The Muslim World 1000- 1400

McNeill: A World History269-272 Review: Japan355-358 Review: Hideyoshi403-404 Social Tensions in Japan


Partridge, ed: Introduction to World Religions216-241 Shackle, Kalsi, Davies: Sikhism

OptionalSmart, ed: Sacred Texts of the World

329-336 Sikhism: Entire Section


812-817 Thailand


Greek 44



Society and Religion in Late Pre-Colonial AsiaReflection Questions1. What relationship do you find between religion and other

aspects of culture in two Asian societies covered in thereadings? Do you think this relationship helps or hinders thework of cross-cultural workers in such societies?

2. What factors influenced the acceptance and spread ofvarious religions—Islam, Sikhism, Buddhism, etc.—in Asiansocieties during this period? Are similar factors likely to beimportant today?

3. Why did science develop in Europe but not in othercultures? What role did religion play in this?

Notes


African Empires Rise and Fall, 1200–1800Objectives: To be able to...

a. Explain the factors leading to the development of largestates and empires in pre-colonial Africa.

b. Describe cultural integration among the Yoruba and itsimplications for culture change, with particular reference toreligion.

c. Compare the early introduction of Islam and Christianity intoWest African societies.

Assignments:



General

Arab accounts of Islam under various African rulers. Not too detailed. Look for the influence of Islam.Oliver: The African Experience

108b-115b Cities of the Plain148-161b Swelling Caravans

Isichei: A History of Christianity in Africa52c-73a African Churches of the Middle Years 1500–1800

Winter, ed: WCF Program: Module Three Reader157-162 Government and Trade in Western Sudanic States

O’Brien: Oxford Atlas of World History80-83 States and Trade in West and East Africa 500-

1500136-137 Africa 1500- 1800

McNeill: A World History273-278 Review: Fringes of the Civilized World to 1500275-278 Review: Sub Saharan Africa296-297 Review: Chronological Chart



147-149 Benin820-823 Togo


Greek 45



African Empires Rise and Fall, 1200–1800Reflection Questions1. What factors encouraged the development or decline of

large states and empires in Sub-Saharan Africa in theperiod 1200-1600? What advantages were there forpeoples in these larger states?

2. How was religion integrated into other aspects of Yorubaculture traditionally? What implications do you see for theindigenization of Islam or Christianity in Yoruba culture?

3. Compare the introduction of Islam and Christianity and theirintegration into West African societies in the period before1700. How would you account for the differences?

Notes


Latin Vitality in Global PerspectiveObjectives: To be able to...

a. Describe the Catholic side of the Reformation as one aspectof a larger religious movement and in fact as part of a hugesocial transformation of Europe.

b. Describe an overall comparison between the developmentof Christianity and Islam over the the previous thousandyears.

c. Discuss the contribution to the concept of contextualizationas it is illuminated in the work of Mateo Ricci.

d. Explain the structural factors for the 1500-1800 period in thedrastic differences between Protestant and Catholicoutreach to the ends of the earth.

e. Describe the staggering difference between our knowledgeof China today and the European perspective in 1500.

Assignments:




197-200 Winter: The Unfolding Drama of the ChristianMovement: #10 The Fifth Expansion

Pierson: The Dynamics of Christian Mission1-16 ch. 16 The Catholic Reformation and Missions

(Excellent overview)

Latourette: A History of Christianity, Vol. 2: 1500-1975841-850 The Catholic Reformation(Read carefully through

page 850a, skim the rest.)

Neill: A History of Christian Missions120-138 The Age of Discovery 1500–1600(Read to 138,

then skim.)

O’Brien: Oxford Atlas of World History174-175 The Hasburg Empire: Expansion and Decline

1700- 1918

McNeill: A World History309-317 Review: Europe’s Self Transformation 1500-1648


122-160



923-964 Christianity Resumes Its Worldwide Spread995-998 Retrospect and Prospect


245 China: Shanxi256-258 Macau



Optional (cont.)

Neill: A History of Christian Missions 138-150 The Age of Discovery 1500-1600

Tucker: From Jerusalem to Irian Jaya 62d-70b Francis Xavier, Matteo Ricci

Boorstin: The Discoverers 56-64 Open Sesame in China 332-336 Galileo in China

Language



Latin Vitality in Global PerspectiveReflection Questions1. How did the fact that the founder of the Jesuits was a

Basque both help and hinder the growth of this order?

2. In regard to the impressive global Roman Catholicmissionary movement, what are some of the reasonsProtestants were primarily spectators during their first twocenturies?

3. What are predictable biases and blind spots (thinking incultural, not theological terms) on the part of Protestantsregarding Catholics, and vice versa?

4. How are European developments in science both causesand effects of religious and social ferment, and how didthese developments factor into the work of Mateo Ricci?

5. How does Christianity as a movement compare with Islamin its development over the previous thousand years?

Notes


The Impact of Early European ColonialismObjectives: To be able to...

a. Relate crucial developments in the first thrust of Europeanworldwide expansion to religious and social developmentsin the European homeland.

b. Distinguish between the character and consequences, forexample, of European penetration of Latin America, ofAfrica, and of the Philippines in this period.

c. Give an account of Las Casas and the significance of thecontroversies to which he gave his life.

Assignments:



General

European Expansion OverseasO’Brien: Oxford Atlas of World History

116-117 European Discovery of the World 1450- 1600124-125 The Colonization of North America and the

Carribean 1600- 1763

Missions and the ChurchNeill: A History of Christian Missions

163-178 Roman Catholic Missions 1600–1787

Tucker: From Jerusalem to Irian Jaya60d-62c Bartholomew de Las Casas

Compare approaches to Indians and making them Christians. Is theauthor overly biased? Compare his account of Las Casas with those ofother writers.McNeill: A World History

278-282 Fringes of the Civilized World to 1500305-307 Review: Dominance of the West316-317 European Colonization and Trade393-396 British Control of India401-402 Opening China to European Trade296-297 Review: Chronological Chart393-398 British Control of India454-456 The Hindus



102-103 Andorra582-586 Spain


Greek 47



The Impact of Early European ColonialismReflection Questions1. Las Casas is sometimes cast as a determinedly impractical

idealist. From the readings, assess this characterization.Does it do justice to the attention given to him?

2. What was the nature of the European presence in colonizedlands during the first century after contact? Look at three ormore areas of the world.

3. Focusing on the Americas, relate the course of colonialismto rivalries among the European nations.

Notes


Settler Colonies in the Americas and South AfricaObjectives: To be able to...

a. Identify the locales and characteristics which distinguishearly European settler colonies from each other and fromnon-settler colonies.

b. Identify strengths & weaknesses of several differentmissionary approaches found in the New World during the16th and 17th centuries.

c. Describe the contribution of the Pietists & Puritans tomissions.

Assignments:



GeneralOliver: The African Experience

190-194b Strangers at the Gate

Pierson: The Dynamics of Christian Mission1-9 ch. 17 Puritanism and Pietism: Launching Pad for

Protestant Missions

Winter, ed: WCF Program: Module Three Reader163-169 Stoeffler: Pietism–Its Message, Manifestation, and

Significance171-175 Benz: Pietist and Puritan Sources of Early

Protestant World Missions

Tucker: From Jerusalem to Irian Jaya71-86b American Indian Missions

Thomas, ed: Classic Texts in Mission and World Christianity52-53 Edwards: Earnestly Pray for Revival54-55 Brainerd: Conversion of the Indians

Johnson: A History of the Jews278c-287 Jews in England, American Jewry, Jews and

Capitalism

O’Brien: Oxford Atlas of World History124-125 The Colonization of North America and the

Caribbean 1600- 1763130-131 The Rise of European Commercial Empires

McNeill: A World History296-297 Review: Chronological Chart304-307 Review: American Food Crops and The Spread of

Diseases333-334 Spanish America


160-195



137 Global Teams–Study B: The Big Picture


813-831 English Reformation894-898 Confused Arbitrament of Arms


866-870 USA #10-16


Greek 48



Settler Colonies in the Americas and South AfricaReflection Questions1. Describe the contribution of the Pietists and Puritans to the

conduct of mission.

2. How would you respond to a negative view of the missionpresence among Native Americans?

3. C. S. Lewis compared the excitement aroused byPuritanism at the opening of the 17th century to thatgenerated by Marxism in the 1930s. Why might he havesaid this?

Notes


The Pacific: Indigenous Cultures and Early ColonialismObjectives: To be able to...

a. Describe early stereotypes about indigenous peoples andcultures of Australia, and their impact on interculturalrelations.

b. Explain the relevance of social institutions as well ascultural skills in adaptation to the hostile Australian desertenvironment.

c. Relate Melanesian exchange systems to their kinship,political, economic, religious, artistic, and other systems,and compare this cultural integration with that in one’s ownculture.

Assignments:



General

AustraliaGoosen: “Christian and Aboriginal Interface in Australia”

72-94 Theological Studies (March 1999) 60, 1WilsonSelect Plus

O’Brien: Oxford Atlas of World History202-203 The Development of Australia and New Zealand

since 1790

Melanesia and New GuineaHitchen: “Relations Between Missiology and Anthropology...”

455-478 Missiology (2002) 30:4ATLA Religion Database

Rynkiewich: “Person in Mission: Social Theory and Sociality inMelanesia”

155-168 Missiology (April 2003)ATLA Religion Database

Zimmer-Tamakoshi: “The Last Big Man: Development and Men’sDiscontents in the Papua New Guinea Highlands”

107-122 Oceania (December 1997)Wilson Select Plus

Telban: “Being and ‘Non-Being’ in Ambonwari (Papua New Guinea)Ritual”

308-325 Oceania (June 1997)Wilson Select Plus

Hiebert: Cultural Anthropology 297-316 Economic Organization



751-753 Soloman Islands


Greek 49



The Pacific: Indigenous Cultures and Early ColonialismReflection Questions1. In the days of early contact, what did most Europeans think

of Australian/Tasmanian Aborigines and their cultures?What implications did these concepts have for theirinteraction with the Aborigines?

2. What kind of social institutions and cultural skills enabledAustralian Aborigines to survive in desert environmentswhich most Europeans found uninhabitable?

3. What role does exchange play in Melanesian/New Guineancultures? Do you see parallels in your own culture? Do youthink such exchange systems are compatible with aChristian lifestyle?

Notes


Slavery in Africa, Asia, the Americas, the PacificObjectives: To be able to...

a. Describe “slavery” in its various forms and trace itsdevelopment 1450-1850.

b. Discuss and give examples of how the slave trade affectedsocieties in various parts of Africa.

c. Evaluate the influence of Christianity and Islam on slaveryand the slave trade from an historical perspective, andindicate implications for today.

Assignments:




291-292 Introduction and Survey of Slavery293-295 Slavery among the Northwest Coastal Indians301-304 Muslim Slavery304-305 African Slavery305-308 New World Slavery338-365 Explaining Abolition Movements

Winter, ed: WCF Program: Module Three Reader177-184 Whiteman: Human Rights and Missionary

Response: The Case of the South Pacific LaborTrade

McNeill: A World History334-335 Other European Colonists



137-138 Global Teams–Study B: Applying the Word

OptionalStark: For the Glory of God

291-365 God’s Justice: The Sin of SlaveryRead pages notassigned above.

Beyan: “Transatlantic Trade and the Coastal Area of Pre-Liberia”757-768 The Historian (Summer 1995) 57Wilson Select

Plus

Amin: “Trans-Saharan Exchange and Black Slave Trade”31-47 Diogenes (1997)Wilson Select Plus


284-288 Cote d’Ivoire


Greek 50



Slavery in Africa, Asia, the Americas, the PacificReflection Questions1. Define the concept of “slave” and trace the historical

extension and types of slavery, primarily in the period1400-1850.

2. To what degree was the Atlantic Slave trade an extension ofthe existing trade, and how was it modified? What were thechief effects of the Atlantic slave trade in African societies?

3. What were the relative effects of Christianity and Islam onthe slave trade and slavery? How does that affectcross-cultural religious workers today?

Notes


Europe: Political, Economic, and Cultural DevelopmentsObjectives: To be able to...

a. Relate the course of economic, political, and technologicaldevelopments in Russia at the opening of the 18th centuryto those in Western Europe and the Americas.

b. Give an account of the intertwined character of Russianmissionary outreach and expansion of the Russian state inthis period.

c. Discuss changes in family and social organization, landtenure and usage, technology and production, and learningand education, characteristic of Europe in the 17th and 18thcenturies.

Assignments:




201-205a Explaining the European Witch-Hunts276-288 Explaining the European Witch-Hunts

See controversies between Russian Orthodox & Roman Catholics; eventoday some Orthodox reject a Pope’s visit. Note forcible conversion toIslam, and revivals in Greek, Armenian, Russian Orthodox churches.Latourette: A History of Christianity, Vol. 2: 1500-1975

899-910 The Eastern Churches, 1500–1750

Note several Russian Orthodox missions and their methods.Neill: A History of Christian Missions

179-187 New Beginnings in the East 1600–1800

O’Brien: Oxford Atlas of World History174-175 The Hasburg Empire: Expansion and Decline

1700- 1918107 Economy after the Black Death (chart)128-131 The Growth of Atlantic Economies and the Rise of

European Commercial Empires148-149 The Expansion of Russia 1462- 1905180-181 Russian Territorial Economic Expansion 1795-

1914

McNeill: A World History249-253 Review: Orthodox Christendom328-334 The Rise of Moscow363-365 Review: English Parliamentarianism


Partridge, ed: Introduction to World Religions269-272 Cowling: A Historical Overview

OptionalStark: For the Glory of God

201-288 Explaining the European Witch-Hunts

Latourette: A History of Christianity, Vol. 2: 1500-1975911-922 The Eastern Churches, 1500–1750


707-709 Russia (#1-6)



Optional (cont.)

Earhart, ed.: Religious Traditions of the World 456-462 Fishbane: Jews and Judaism, Vilna

Language



Europe: Political, Economic, and Cultural DevelopmentsReflection Questions1. In 1383, the missionary work of Stefan Charp “was entirely

free from political involvements.” In 1589, “the Russian stateand the Russian Church were both ready to expand” (Neill180-181). Comment on the significance of this shift.

2. The reign of Peter the Great (d. 1725) is marked as awatershed in Russian history, as are those of Ivan theTerrible (d. 1584) and Lenin (d. 1924). Discuss the reasonsfor and against ascribing such significance to Peter theGreat.

3. Discuss the significance of changes in home, family, anddomestic regimen underway in Europe during the 17th and18th centuries.

Notes


The Rise of Science and the EnlightenmentObjectives: To be able to...

a. Explain how the rise of absolutism and the rise of thecommon man can both be talked about at the same time.

b. Discuss Latourette’s comments about science and theChristian movement.

c. Discuss how science and the Enlightenment impacted orwas impacted by the Church.

d. Demonstrate how the Enlightenment enhanced politicaldecentralization and theological diversity.

Assignments:




158-160 Puritans and the Rise of Science163-165d Galileo166-172 The Enlightenment; Newton

Latourette: A History of Christianity, Vol. 2: 1500-1975967-990 The Expanding Effect of Christianity

O’Brien: Oxford Atlas of World History62-63 Religions of the Medieval World 600-1500156-157 Revolution and Stability in Europe 1600-1785107 Economy after the Black Death (chart)128-131 The Growth of the Atlantic Economies and the

Rise of European Commercial Empires

McNeill: A World History323-326 Review: Europe’s Self Transformation369-376 Math and Sciences through Roots of Europe’s

Dominance


Optional

Key persons whose thinking reflects the new temper of the time.Johnson: A History of the Jews

287-310 Ghetto


424 India: Goa430 India: Kerala



Language



The Rise of Science and the EnlightenmentReflection Questions1. The readings talk of the rise of “absolutism.” following the

great reformation(s) of the 16th century. In what ways is itpossible to speak of an even more fundamental “Rise of theCommon Man”? What relation does this have to the rise ofAbsolutism? How can both be true?

2. Paraphrase Latourette’s comments about science and theChristian movement (see pages 552, 604-605, 992, 995).

3. Do your readings imply that science and the Enlightenment impact the Church or that they are an effect of the impact ofgrowing Christian vitality? Or both?

4. Political decentralization and theological diversity, we haveobserved, went together in the Reformations. How did theEnlightenment enhance both developments even further?

Notes


The Evangelical AwakeningObjectives: To be able to...

a. Describe the Evangelical Awakening as part of a muchlarger phenomenon.

b. Explain the structural parallels between the emergence ofProtestant denominations and Roman Catholic orders.

c. Recount the highlights of the different streams which flowedinto and out of the Evangelical Awakening.

Assignments:




1-9 ch. 18 Moravians, Methodists, and Mission


Movement: #11 The Evangelical Awakening

Winter, ed: WCF Program: Module Three Reader185-189 Winter: Why an Evangelical Response to

Bangkok?

Latourette: A History of Christianity, Vol. 2: 1500-1975999-1030 Repudiation and Revival 1750–1815Skim

1001-1013 for the “recession” portion of thischapter. Read 1013-1030 for the revival portion. Pay special attention to 1018-1022 and to the finalsix-line paragraph on pages 1030-31.

Neill: A History of Christian Missions194-204 New Beginnings in East and West 1600–1800

Thomas, ed: Classic Texts in Mission and World Christianity47-48 Zinzendorf: The Proper Purpose of Preaching


291-293 #44 Grant: Europe’s Moravians


OptionalPierson: The Dynamics of Christian Mission

1-9 ch. 17 Puritanism and Pietism: Launching Pad forProtestant MissionsTake a quick look at the latterpart.

Tucker: From Jerusalem to Irian Jaya97-109 Moravian Advance327-330 Fletcher Brockman

Hutchison: Errand to the World: American Protestant Thought andForeign Missions

23-42 “Civilizing”: From Necessity to Virtue


861-870 USA



Language



The Evangelical AwakeningReflection Questions1. In what sense is there no specific beginning for the

Evangelical Awakening? How is it part of a larger movementwhich also has no specific beginning? In what sense is,thus, the Evangelical Awakening more a phenomenon thana describable movement?

2. Who but Latourette would think of a parallel between theorganizational outworking of the Evangelical Awakening andthe phenomenon of the Roman Catholic orders? How doesLatourette explain this? (See pages 1018ff.)

3. Do we see anything similar (and contemporary) to theEvangelical Awakening in the Jewish and Islamic traditions?In what way do all three traditions share, potentially, in thebiblical emphasis on “the circumcision of the heart”?

4. To what extent do you see any connection between theswirl of scientific developments and the realities ofEvangelical leadership and message?

Notes


Europe and the Colonies: Expansion, Revolution, IndependenceObjectives: To be able to...

a. Evaluate varying interpretations of the U.S. War ofIndependence.

b. Describe the course of the struggle for politicalindependence in Latin America.

c. State the importance of the rise of voluntary benevolentorganizations in the emerging American Republic.

Assignments:



General

The American Church and MissionsPierson: The Dynamics of Christian Mission

1-10 ch. 20 The Beginnings of Mission in America

Latourette: A History of Christianity, Vol. 2: 1500-19751044-1055 Christianity in the U.S.

Thomas, ed: Classic Texts in Mission and World Christianity61-62a Worcester: Civilizing and Christianizing62b-64b Humphrey: Land to Be Possessed


43-61 New Nation, New Errand77-90 Christ, Not Culture

Politics in the Americas

Compare with the USA’s American Revolution. See differences in threeareas of Latin American Revolutions, related to social contexts:O’Brien: Oxford Atlas of World History

160-163 The Age of Revolutions 190-193 Independence in Latin America and the Caribbean;

and Latin America and the Caribbean PostIndependence 1830- 1914

McNeill: A World History296-297 Review: Chronological Chart333-336 Review: Spanish America and Other European

Colonies372-373 Review: Political Theories, Historiography, ,and

Empirical Philosophy379-383 Competition for the Americas and the

Magnificence of Spanish America


195-206



213-218 Winter: The Unfolding Drama of the ChristianMovement: #13 The Rise of the AmericanProtestant Mission Movement

Latourette: A History of Christianity, Vol. 2: 1500-19751031-1044 British Revival; Christianity in the U.S.


153-156 Bolivia



Optional (cont.)

Boorstin: The Discoverers 661-666 Expanding Universe of Wealth: Smith, Keynes

Language



Europe and the Colonies: Expansion, Revolution, IndependenceReflection Questions1. In what ways has the American Revolution served as a

model for later revolutionary movements?

2. “The question of the precedence of civilization orChristianization which plagued all the missions of the Boardcame to its crisis in the Indian work” (Hutchison 1987:63).Discuss this ambivalence.

3. Martin E. Marty writes of limitation built into the Protestantdenominations and voluntary agencies founded in the U.S.:“These institutions grew larger and larger, but their goalsencompassed ever narrower portions of life.” Comment onthe significance for church and mission.

Notes


New Asian Empires, 1600s–1700sChoose between sections, skim some from each, then focuson those of your interest for a total of about 3 hours of reading.


a. Explain the role and impact of Europeans in Asia during the1600s and 1700s.

b. Describe the interrelationship between political systems andreligion in Asian states during this period.

c. Describe the role of religion in village communities, smallgroups, and individuals in Asia, and the implications forcross-cultural work.

Assignments:



GeneralO’Brien: Oxford Atlas of World History

130-131 The Rise of European Commercial Empires

Neill: A History of Christian Missions207-221 Introduction to Part 2: 1797–1914

McNeill: A World History351-355 The Far East 1500-1700296-297 Review: Chronological Chart

ChinaCharles: “Olyphant and Opium: A Canton Merchant Who “Just Said No””

66-69 International Bulletin of Missionary Research (Apr1992) 16:2ATLA Religion Database

Library of Congress Country StudiesChina: Rise of the Manchus; Emergence ofModern Chinahttp://lcweb2.loc.gov/frd/cs/cntoc.html

Horner: “China and the Historians”86-96 National Interest (Spring 2001) 63Wilson Select

Plus (search for title and journal)

O’Brien: Oxford Atlas of World History198-199 Late Manchu Qing China 1800- 1911

McNeill: A World History401-402 Review: Opening China to European Trade

JapanWang: “The Rise of Modern Historical Consciousness: A Cross-CulturalComparison of Eighteenth Century East Asia and Europe”

74-95 Journal of Ecumenical Studies (Wint-Spr 2003)40:1-2ATLA Religion Database

Library of Congress Country StudiesJapan: Tokugawa Period, Religious andPhilosophical Traditionshttp://lcweb2.loc.gov/frd/cs/jptoc.html

IndiaO’Brien: Oxford Atlas of World History

194-195 The British in India248-249 South Asia since 1920

Beyan: “Transatlantic Trade and the Coastal Area of Pre-Liberia”138-139 Ming and Manchu Qing China 1368- 1800


347-348 Indonesia: Lesser Sundas



General (cont.)

India (cont.)

Seth: “Which Good Book? Missionary education andconversion in colonial India” 113-128 Semeia (2001) 88

Southeast Asia

Winter, ed.: Global Civilization, Expanding World: Reader 191-195 Benda & Larkin, eds.: Siam, Java, Burma:Readings

Library of Congress Country Studies Thailand: Ayutthaya Period, Bangkok Period http://lcweb2.loc.gov/frd/cs/thtoc.html Indonesia: European Intrusions, Netherlands IndiesEmpire, and Religion and Worldview http://lcweb2.loc.gov/frd/cs/idtoc.html


Inductive Bible Study

Winter, ed.: WCF Degree Study Programs: All-Module Readerp. 138 Global Teams: Module 3 Global Teams InductiveBible Study Guidelines: Study C: The Big Picture

Language



New Asian Empires, 1600s–1700sReflection Questions1. What kinds of roles did Europeans play in Asian states in

the 1600s and 1700s? What impact did they have on thesesocieties?

2. How would you characterize the relationship betweenreligion and political systems in Asian states during thisperiod? Do you see any similarities in the 20th century?

3. Discuss the role of religion in the life of small communities,groups, and individuals in Asia. What implications are therefor cross-cultural workers?

Notes


Protestant Orders and Asian RealitiesObjectives: To be able to...

a. Describe the impact of the Evangelical Awakening onsubsequent events, political and religious.

b. Explain the structural parallels between the emergence ofProtestant denominations and Roman Catholic orders.

c. Recount the structural events which may be traced in part toCarey’s influence.

Assignments:




1-8 ch. 19 Carey and the Emergence of ProtestantMission Structure


Movement: #12 The Emergence of ProtestantOrders 1795–1865

Neill: A History of Christian Missions222-226 New Forces in Europe and America 1792–1858

Thomas, ed: Classic Texts in Mission and World Christianity64-67 Judson: Obey!

Tucker: From Jerusalem to Irian Jaya117-120a Great Century

McNeill: A World History367-369 Advances in Agriculture and Technology413-414 The Economy of Great Britain420-425 Industrial Revolution


568-571 #88 Mangalwadi & Mangalwadi: Who (Really) WasWilliam Carey?

299-304 #39 Winter: The Two Structures of God’sRedemptive Mission

254-262 Walls: Missionary Societies and the FortunateSubversion of the Church

312-318 Carey: An Enquiry into the Obligation inChristians....



213-218 Winter: The Unfolding Drama of the ChristianMovement: #13 Rise of the American ProtestantMission Movement

Neill: A History of Christian Missions227-237 New Forces in Europe and America 1792–1858

Tucker: From Jerusalem to Irian Jaya121-146a South Central Asia: Confronting Ancient Creeds176-207a China; 19th Century chart


445 India: West Bengal



Optional (cont.)

Latourette: A History of Christianity, Vol. 2: 1500-1975 1031-1054 Repudiation and Revival 1750-1815

Sanneh: Translating the Message: The Missionary Impact onCulture 98-117 Mission and Colonialism

Language



Protestant Orders and Asian RealitiesReflection Questions1. Why did Protestant mission work begin so late in history, so

many years after the Reformation? What conditions on theCatholic side favored the growth of Protestant mission work when it finally appeared?

2. To what extent was the Protestant Mission Movement theresult of wealthy people taking the lead?

3. To what extent were ecclesiastical structures prime moversin missions? What does Winter call “The AmericanPattern?”

4. What major forces or events were obstacles to thedevelopment of the missionary movement in America?

5. Reflect on why the American Revolution succeeded whenthe French Revolution failed.

Notes


Europe: Nationalism, Revolution, War, EmpireObjectives: To be able to...

a. Fit the French Revolution in historical context both withinthe stream of French history and within the larger Europeancontext.

b. Discuss dominant waves of reform, revolution, and reactionin 19th century Europe.

c. Trace several historical responses to the vexed issue ofreligion and nationalism.

Assignments:




1117-1125 Protestantism in Europe

O’Brien: Oxford Atlas of World History166-167 Revolutionary France and Napoleonic Europe

1789-1815170-171 The Industrialization of Europe 1830- 1914176-177 The Unification of Italy and of Germany 1815-

1871

O’Brien: Oxford Atlas of World History216-217 The Build Up to the first World War 1871- 1914

McNeill: A World History374-376 Arts, Classical and Romantic417-420 Dual Revolution426-434 Democratic Revolution in France and the Rest of

Europe



138-139 Global Teams–Study C: Applying the Word


1063-1079 Challenge of Disaffection 1815–19141081-1090 Roman Catholic Church in Europe 1815–1850

Johnson: A History of the Jews311-346b The ‘Jewish Problem,’ Jewish Christianity,

Neo-Orthodoxy, Reform Judaism, Secular JewishIntellectuals


404-405 Iceland331 Faeroe Islands


Greek 57



Europe: Nationalism, Revolution, War, EmpireReflection Questions1. “Liberty, Equality, Fraternity” were the noble watchwords

under which the French Revolution was fought. Why thenwas the Revolution the occasion for such ambivalence andoutright fear throughout Europe?

2. Account for the violence of the suppression of the revolts of1848. What were some of the consequences?

3. What are some missiological implications to be drawn fromthe role religion played in the French Revolution?

Notes


Nineteenth Century Africa: Peoples and States, European ImpactObjectives: To be able to...

a. Explain the factors leading to, and results of, the Islamicjihads of West Africa in the 19th century.

b. Describe early mission efforts by Africans in 19th centuryWest Africa and their results.

c. Analyze the concept of an indigenous church.

d. Assess the social and cultural impact of missions in Africansocieties during this period, and possible implications fortoday.

e. Discuss the social and political organization of a complexWest African Islamic society.

Assignments:



General

Historical and Anthropological Studies

Review:Oliver: The African Experience

190-194b Strangers at the Gate

Christianity in AfricaJenkins: The Next Christendom: The Coming of Global Christianity

39-53 Missionaries and Prophets

Neill: A History of Christian Missions258b-272b New Forces in Europe and America

Key earlier missionaries in Africa:Thomas, ed: Classic Texts in Mission and World Christianity

67-68a Livingstone: Mission and Colonialism68b-69b Anderson: Plant Churches207b-209a Venn: Three-Self Principles

Isichei: A History of Christianity in Africa74-97a Mission Renewed in Africa

O’Brien: Oxford Atlas of World History204-205 Africa 1800- 1880


299-304 #46: Cornelius: A Historical Survey of AfricanAmericans in World Missions


OptionalIsichei: A History of Christianity in Africa

98-127 Christianity in Southern Africa to 1900153-178 Christianity in West Africa to 1900

Tucker: From Jerusalem to Irian Jaya147-174 Black Africa


642-648 Nigeria (#1-12)


Greek 58



Nineteenth Century Africa: Peoples and States, European ImpactReflection Questions1. What factors led to the Islamic jihads in West Africa in the

19th century? Do they appear to stem primarily fromreligious motivation? What were the results of thesemovements?

2. List strengths and weaknesses of the mission efforts fromSierra Leone to other parts of West Africa in the 19thcentury. Did this work result in an indigenous church at thattime, using Venn’s definition?

3. What role did 19th century missionaries play in the socialand cultural development of African societies? Do you feeltheir involvement provides a model for missions today?

Notes


The New World: Settlers and Native AmericansObjectives: To be able to...

a. Discuss the progress of European migration to Americaafter 1800 and the factors that stimulated that migration.

b. Describe the impact of the European invasion on the NativeAmericans.

c. Trace the efforts of Christians to evangelize NativeAmericans and the results from 1600 to 1860.

d. Explain the growth of churches among settlers over theAppalachians, and concurrent changes in leadershippatterns.

Assignments:



General

Settlers, Indians, ReligionAlphabet Makers

The Cherokee Syllabaryhttp://www.jaars.com/museum/alphabet/people/sequoyah.htm

Christian MovementPierson: The Dynamics of Christian Mission

1-9 ch. 21 American Frontier: New Patterns ofLeadership

See especially last paragraph before Baptists, comparing reasons forgrowth in different denominations; also the section of Second Awakening.Tucker: From Jerusalem to Irian Jaya

86c-96a Isaac McCoy, Marcus & Narcissa Whitman

O’Brien: Oxford Atlas of World History182-183 The Westward Expansion of the United States

1783- 1910

McNeill: A World History413-415 Review: The Onset of Global Cosmopolitanism424-425 Review: Consequences of the industrial Revolution

Sanneh: Disciples of All Nations108-129 Old World Precedents and New World Directions



675-677 Paraguay


Greek 59



The New World: Settlers and Native AmericansReflection Questions1. What were the factors that pushed the expansion of

Europeans to colonize western North America?

2. List and explain the factors that had an impact on the NativeAmericans and discuss the changes that came from these.

3. Which Christians were most effective in reaching the NativeAmericans and why? What obstacles led to poor results orfailure?

4. List the factors that allowed the Methodists and Baptists toexpand with the settlers and that held back otherdenominations. What implications are there for missionpolicy? How did the patterns of leadership influence churchgrowth in the USA and Canada in this period?

Notes


Use This Lesson to Work on Assignments Use this time to work on assignments. Personal Response, Intellectual Journal, Notes


Use This Lesson to Work on AssignmentsNotes


Burgeoning Industrialism and Renewal MovementsObjectives: To be able to...

a. Discuss the course of population growth, industrialization,population relocation, and political power in 19th centuryEurope and the United States.

b. Discuss missiological consequences of demographictrends.

c. Relate the burgeoning population growth and industrialdevelopment of 19th century Western Europe and the U.S.to issues of missiological significance.

Assignments:



General

The Industrial WorldSmart, ed: Sacred Texts of the World

381-382a Secular Worldviews: Introduction

O’Brien: Oxford Atlas of World History170-171 The Industrialization of Europe 1830-1914182-189 Westward Expansion of the US Civil War,

Industrial growth, and The Development ofCanada

McNeill: A World History413-415 Review: Twin Transformations367-369 Review: Advances in Agriculture and Technology417-425 Review: The Transformation of Western

Civilization by the Industrial and DemocraticRevolutions 1789-1914

434-440 Deliberate Social Change and PopularGovernment through Revolution in the Arts

Renewal MovementsWinter, ed: WCF Program: Module Three Reader

197-199 Various Authors: Wesley’s Hymns and MissionsHymns

Christian Renewal MovementsPierson: The Dynamics of Christian Mission

1-10 ch. 22 Dynamics of Renewal Movements

Winter, ed: WCF Program: Module Three Reader201-208 Olson and Wilson: The Assault on Native

American Tribalism209-217 Lovelace: Biblical Models of Cyclical and

Continuous Renewal


OptionalJohnson: A History of the Jews

374b-391c The Zionist Idea, Dreyfus and FrenchAnti-Semitism


757-763 South Africa



Optional (cont.)

Smart, ed.: Sacred Texts of the World 365b-367a Ghost Dance 382b Secular Worldviews: National Sacrifice 382c-384 Secular Worldviews: Communist Manifesto

Language



Burgeoning Industrialism and Renewal MovementsReflection Questions1. Discuss the implications and appeal of Malthus’s Essay on

the Principle of Population (see Hill, Buckler).

2. Tocqueville, whose 1830s book Democracy in America weencountered earlier, wrote of Manchester, England:“Everything in the exterior appearance of this city attests theindividual powers of man; nothing the directing power ofsociety.” What are some of the things he might have had inmind?

3. Thinking ahead: With the benefit of hindsight, what aresome missiological consequences of demographic trendswhich you can see but which apparently were not obvious tomission leaders of a century ago?

Notes

Lesson 62 Roberta Winter (AD 200 - AD 1945)Expanding WorldModule 3:

Feminist Origins and Social ReformObjectives: To be able to...

a. Distinguish the differences in function between women’smission boards and the others.

b. State the social factors affecting enlistment of women inmissions.

c. Explain the connection between the women’s missions andthe foundation of women’s colleges.

Assignments:




1-10 ch. 24 Women in Mission

Thomas, ed: Classic Texts in Mission and World Christianity71-73 Daggett: The Women’s Missionary Movement

Tucker: From Jerusalem to Irian Jaya281-285 Expanding Involvement294-298 Lottie Moon306-311 Gladys Aylward

Johnson: A History of the Jews346-374 Marx and Jewish Anti-Semitism ... New York Mass

Jewry


294-298 #45 Kraft & Crossman: Women in Mission



139 Global Teams–Study D: The Big Picture


1090-1114 Roman Catholic Church in Europe1148-1157 19th Century Christianity in the US: Blacks, Cities1160-1186 Christianity in the British Isles, 1815–1914

Tucker: From Jerusalem to Irian Jaya287-290 Single Women Missionaries298-303 Amy Carmichael


235 China: Heilongjiang


Greek 62


240-241 Jilin, Liaoning


Module 3 Expanding World (AD 200 - AD 1945) Roberta Winter Lesson 62

Feminist Origins and Social ReformReflection Questions1. Other than their Christian dedication, what social factors

might have influenced so many women in the 19th centuryto give their lives willingly to missions?

2. What is the main difference between the bulk of thewomen’s mission boards and those run by men?

3. What connection is there between the women’s missionarymovement and the formation of colleges exclusively forwomen?

Notes


Spiritual Roots of Social Reform: Countdown to 1900Objectives: To be able to...

a. Link the spiritual awakenings to developments in the worldof missions

b. Explain the structural issues raised by Taylor’s experience,and the origin of the “Faith” mission pattern.

c. Recount the key events in the background, origin andgrowth of the Student Volunteer Movement.

Assignments:




1-8 ch. 23 The Second Burst of New MissonStructures


Movement: #14 Student Movements in Missions

Winter, ed: WCF Program: Module Three Reader219-221 Winter: Christian Endeavor and Student Volunteer

Movement

Tucker: From Jerusalem to Irian Jaya312-314 Student Volunteers319-327 John R. Mott; Robert E. Speer

Thomas, ed: Classic Texts in Mission and World Christianity70-71 Taylor: Mission and the Millennium74-76 Mott: Evangelize the World

Neill: A History of Christian Missions273-286b Heyday of Colonialism 1858–1914See especially

Taylor’s principles on 283.


300-304 #47 Howard: Student Power in World Missions319-322 #49 Taylor: The Call to Service263-273 #41 Winter: Three Mission Eras


OptionalNeill: A History of Christian Missions

238-258a New Forces in Europe and America 1792–1858

Latourette: A History of Christianity, Vol. 2: 1500-19751205-1224 North Africa, Western Asia, Eastern Europe to

19141257-1274 19th Century Christianity: Moody, Intellectuals


405-417 India: Introduction419-420 India: Arunachal Pradesh



Optional (cont.)

Tucker: From Jerusalem to Irian Jaya 186-205 J. Hudson Taylor; J. and R. Goforth 314-319 C. T. Studd

Language



Spiritual Roots of Social Reform: Countdown to 1900Reflection Questions1. What is the actual historial link between Moody’s work in

England and the formation of the Student VolunteerMovement in America?

2. What link is there between the origin of the CE movementand the SVM? And what relation did there continue to be?

3. What parallels or contrasts are there between WilliamCarey’s experience with his home board and that of HudsonTaylor?

4. What is the background and origin of the “Faith” MissionMovement, and was its name fully adequate?

Notes


The Western Explosion, 1850–1900Objectives: To be able to...

a. Describe the enormous Western “explosion” in the latter halfof the 19th century.

b. Explain the parallels between certain key thinkers in theintellectual and scientific revolution of this period.

c. Be able to define the difference between believing inchange in nature and the objectionable aspects associatedwith the word evolution.

Assignments:



General

Social, cultural, industrial, commercial factors:Christian: Maps of Time

432-439 Birth of the Modern World: Second and ThirdWaves


91-108 A Moral Equivalent for Imperialism

Note part about DreyfusJohnson: A History of the Jews

391-408 Herzl and German Anti-Semitism, Judenstaat andthe Zionist Movement, Ostjuden and Weizmann,Religious Opposition to Zionism, Jews andModernist Culture

Note the explosion in recognition and classification of plant and animalspecies and the fervor to discover new species. Notice how this servesas background for Darwin’s thinking:Winter, ed: WCF Module Three Study Guide and Lesson Overviews

234-236 Lesson 64 Review

O’Brien: Oxford Atlas of World History170-171 The Industrialization of Europe 1830- 1914210-211 World Population Growth and Urbanization 1800-

1914


139 Global Teams–Study D: Applying the Word


682-688 Philippines



Optional (cont.)

Page through the entire section. It tackles the veryfundamental question of: What is nature and how shall wedescribe its reality? This is very basic. Get serious by page442. Note the nature of the opposition from Buffon to Linnaeus.Get serious again on page 464 for the final ten pages onDarwin. Focus on the rapid build up of understanding (andconfusion) in the 1850-1900 period:

Boorstin: The Discoverers 420-476 Cataloguing the Whole CreationNote on p. 615 Marx’s background and the nature of hisconcerns on the next two pages: 613-624 Hidden Dimensions: History as Therapy

Latourette: A History of Christianity, Vol. 2: 1500-1975 1186-1201 Christianity in the British Isles, 1815-1914 1205-1226 North Africa, Western Asia, Eastern Europe to1914 1226-1248 US: West, Roman Catholics, EasternOrthodox 1279-1282 Canada

Language



The Western Explosion, 1850–1900Reflection Questions1. What is the major link between a spurt of power in the

Western world and the Westernization of the rest of theworld? Explain.

2. What parallels or contrasts are there between Linnaeus’,Buffon’s, and Darwin’s understanding of nature?

3. Why, in the eyes of some, is the phenomenon of change innature a challenge to religious views? State your ownperspective. What is the issue of the idea of a “History ofnature?” Where is this raised in your readings?

4. What is the essential problem Darwin deals with concerningthe phenomenon of change in nature?

Notes


The Colonial World, 1800–1914Choose between sections, skim some from each, then focuson those of your interest for a total of 3 to 3 1/2 hours ofreading.


a. Describe the varied responses of colonized peoples ofAfrica and Asia during this period.

b. Analyze the role of religion and religious institutions in thecolonial world of this period.

c. Explain the impact of early colonialism in Asia and itsimpact on intercultural relations today.

Assignments:



General

India

Useful overview of patterns for colonial rule in absence of settlers.Thomas, ed: Classic Texts in Mission and World Christianity

263b-265a Farquhar: Christ, the Fulfillment of Religions

Misra: “Lessons of Empire”133-153 SAIS Review (Summer/Fall 2003) 23Wilson Select

Plus Database

Library of Congress Country StudiesVietnam: Under French Rulehttp://lcweb2.loc.gov/frd/cs/vntoc.html

O’Brien: Oxford Atlas of World History194-195 The British in India 1609-1920

ChinaHebrew Lessons

107 Dismemberment of the Chinese Empire 1842-1911

Library of Congress Country StudiesChina: Emergence of Modern Chinahttp://lcweb2.loc.gov/frd/cs/cntoc.html


200-201 The Modernization of Japan 1867-1937

Middle EastO’Brien: Oxford Atlas of World History

208-209 World Trade and Empires 1870- 1914178-179 The Decline of the Ottoman Empire 1683- 1923

McNeill: A World History468-486 Africa and Oceania 1850- 1945296-297 Review: Chronological Chart

Sanneh: Disciples of All Nations131-134 Missions and the Colonial Pillar

Partridge, ed: Introduction to World Religions139-140 Warrier: Historical Overview160-164 Gabriel: Hinduism in the Modern World


682-688 Phillipines



General (cont.)

Africa

See the Scramble for Africa, wars of conquests, forced labor,economics & administration. Note maps.

Oliver: The African Experience 199-212 Drawing of the Map 213-228 The New Taskmasters

See especially sections on martyrs in Buganda, Madagascar,Simon Kimbangu & bangunza, and prophetic/messianicmovements.

Isichei: A History of Christianity in Africa 128-152 East and East Central Africa 183-208 West Central Africa

Sanneh: Translating the Message: The Missionary Impact onCulture 146-154 Protest, Reaction and Renewal

Winter, ed.: WCF Module 3 Study Guides and LessonOverviews 239-242 Lesson 65 Review

Language



The Colonial World, 1800–1914Reflection Questions1. How did indigenous rulers and peoples respond to early

colonialism in Africa and Asia (including the Middle East)?

2. What role do you see religion playing in the colonial world ofthis period? Would you agree with those who feel that amajor function of all religions is to offer “pie in the sky byand by,” thereby aiding rulers in their colonial oppression?

3. How would you assess the overall impact of colonialism inAsia (including the Middle East) during this period of time?Of what relevance is this for today’s world?

Notes


Globalization, Empires and “Progress,” 1875–1914Objectives: To be able to...

a. Relate the idea of progress to social, political, economic,intellectual, moral, and religious movements prominent inWestern society in this period.

b. Discuss the role of “the civilizing mission” as motivation forimperialism.

c. Explicate the assertion, “the American public in this era [endof the 19th century] ‘took missions to their hearts’”(Hutchison 1987:91).

Assignments:




1125-1157 Protestantism in Europe, 1815–1914


109-124 A Moral Equivalent for Imperialism

Winter, ed: WCF Program: Module Three Reader223-227 de Bary, ed: Indian Reactions to the West

O’Brien: Oxford Atlas of World History148-149 The Expansion of Russia 1462- 1905176-177 The Unification of Italy and Germany 1815- 1871180-181 Russian Territorial Economic Expansion 1795-

1914208-209 World Trade and Empires 1870-1914

O’Brien: Oxford Atlas of World History216-217 The Build Up to the first World War 1871- 1914

McNeill: A World History296-297 Review: Chronological Chart473-486 Review: Onset of Global Cosmopolitanism



1092-1114 The Roman Catholic Church in Europe,1815–1914

1334-1345 The Exceeding Greatness of the Power


Greek 66



Globalization, Empires and “Progress,” 1875–1914Reflection Questions1. Discuss the idea of progress as an overarching concept

tying together a number of figures and movements duringthe latter 19th and early 20th centuries.

2. Discuss Vivekananda’s mission to the West in relation tothe Western nations’ “civilizing mission.”

3. “Certainly it appeared that where others [other Westernnations] were dispatching civil servants, American societywas commissioning religious workers” (Hutchison 1987:93).What do you make of this statement?

Notes


The World and the Gospel, 1: Asia and Latin AmericaChoose between sections, skim some from each, then focuson those of your interest for a total of 3 to 3 1/2 hours ofreading.


a. Describe the problems of missions and attempted solutionsin the 19th and early 20th centuries in Asia.

b. Analyze the factors affecting response to Christian missionsin Asia or Latin America in this period.

c. Explain the impact of mission schools and other socialinstitutions in Asia during this period.

Assignments:




1-13 ch. 25 Survey of Modern Missions I: Asia, LatinAmerica

Neill: A History of Christian Missions286c-309 Heyday of Colonialism 1858–1914

AsiaLatourette: A History of Christianity, Vol. 2: 1500-1975

1313-1331 South, Southeast, and East Asia and the FringingIslands

IndiaMcGavran: Understanding Church Growth

10-12 The Complex Faithfulness That Is Church Growth118-130 Helps and Hindrances to Understanding

Tucker: From Jerusalem to Irian Jaya330b-334a E. Stanley Jones; 3d ed: Pandita Ramabai423a-428a E. Stanley Jones; 3d ed: Pandita Ramabai368-372a Ida Scudder; 2d ed: Jessie & Leo Halliwell

ChinaWinter, ed: WCF Program: Module Three Reader

229-240 Covell: The Dao and the Logos

Korea and JapanTucker: From Jerusalem to Irian Jaya

254-277a 3rd ed: Korea, Japan


239-243 Sunquist: Asian Christianity: Facing the Rising Sun323-326 Taylor: China’s Spiritual need and the Claims


OptionalNeill: A History of Christian Missions

328-353 Rome, Orthodox, and the World 1815–1914374-379 Rome, Orthodox, and the World 1815–1914

Latourette: A History of Christianity, Vol. 2: 1500-19751282-1292 British and Latin America in the 19th Century


509-513 South Korea



Optional (cont.)

DuBose, ed.: Classics of Christian Missions 401-402 Voices from the Younger Churches: Introduction 403-409 Varretto: Heroes and Martyrs of the MissionaryEnterprise

Language



The World and the Gospel, 1: Asia and Latin AmericaReflection Questions1. What kinds of challenges and problems did missions face in

Asia during the 19th and early 20th centuries? Whichattempts to solve them do you think were most helpful?

2. How would you account for the differential response tomission endeavors among various peoples of Asia or LatinAmerica during this period? (Look at social and politicalfactors also.)

3. What role did schools and other mission institutions (apartfrom the church) play in the introduction of Christianity inAsia? in the response to the gospel?

Notes


The World and the Gospel, 2: Oceania, the Middle East, AfricaChoose between sections, skim some from each, then focuson your interests for a total of 3 to 3 1/2 hours of reading.


a. Compare people movements in Oceania and Asia.

b. Analyze the impact of the relationship betweenmission/church and African colonial governments.

c. Explain the effects of the political and religious context onmissions in the Middle East in the late 19th and early 20thcenturies.

Assignments:




1-10 ch. 26 Survey of Modern Missions II: Oceania,Middle East, Africa

Neill: A History of Christian Missions298-301 Heyday of Colonialism310-328 Heyday of Colonialism353-374 Rome, the Orthodox, and the World 1815–1914

O’Brien: Oxford Atlas of World History208-209 World Trade and Empires 1870- 1914

PacificTucker: From Jerusalem to Irian Jaya

208-232 The Pacific Islands: Preaching in “Paradise”

Latourette: A History of Christianity, Vol. 2: 1500-19751292-1300 The Rapid Spread of Christianity in Australia

Middle East, IslamTucker: From Jerusalem to Irian Jaya

233-253a Muslim World: Henry Martyn, Temple Gairdner,Constance Padwick, Maude Cary, Samuel Zwemer

Isichei: A History of Christianity in Africa209-227 Christianity in Northern Africa

AfricaOliver: The African Experience

229-242 The Things of God

Latourette: A History of Christianity, Vol. 2: 1500-19751302-1311 Penetration of Madagascar, Africa South of the

Sahara

Isichei: A History of Christianity in Africa228-263 East and East Central Africa 1900–1960

Woodberry, ed: Seed to Fruit115-128 Adams: The Gathering of Reproducing

Fellowships


329-334 Zwemer: the Glory of the Impossible



334-336 Fiji, Tuvalu



Optional (cont.)

Work among Muslims in North Africa under French colonialrule:

Tucker: From Jerusalem to Irian Jaya 303-306 Johanna Veenstra 341-349 Rowland Bingham, Peter Cameron Scott 372-375 Carl Becker

Language



The World and the Gospel, 2: Oceania, the Middle East, AfricaReflection Questions1. How were the various people movements in the Pacific

Islands different from or similar to each other and toprevious people movements elsewhere?

2. How would you describe the relationship between missionsor churches and colonial governments in East Africa? Howwould you evaluate its impact? (see especially Oliverassignment)

3. How were missions affected by the political and religiousenvironment in the Muslim Middle East during the late 19thand early 20th centuries?

Notes


The Edinburgh Legacy, 1910 and 1980Objectives: To be able to...

a. Describe the unusual feature of the 1910 meeting whichwas never repeated until 1980—again at Edinburgh.

b. Explain the unintended development which diverted thepurpose and character of the IMC.

c. Review possible alternatives to what actually resulted to theIMC.

Assignments:




1-5 ch. 27 Edinburgh and the Ecumenical Movement


Movement: #15 The Retreat of the West229-234 Winter: The Unfolding Drama of the Christian

Movement: #16 The Legacy of Edinburgh 1910235-236 Winter: The Unfolding Drama of the Christian

Movement: #17 Missions and Church Councils

Winter, ed: WCF Program: Module Three Reader241-252 Winter: Ghana: Preparation for Marriage

Latourette: A History of Christianity, Vol. 2: 1500-19751349-1358 An Age of Storm1454-1459 Vigor in an Age of Storm


125-145 Tradition Under Fire

Thomas, ed: Classic Texts in Mission and World Christianity265-267 Kraemer: Witness to Other Faiths

Sanneh: Disciples of All Nations272 Comments on Edinburgh 1910


228-238 Beaver: The History of Mission Strategy



1342-1345 The Exceeding Greatness of the Power


278-280 Cook Islands, Niue, Picairn, Tokelau


Greek 69



The Edinburgh Legacy, 1910 and 1980Reflection Questions1. What was the focus of the Edinburgh 1910 meeting that

caused so much consternation among missionaries in LatinAmerica? How is that an issue today?

2. What is the unique feature of the 1910 meeting which didnot characterize any other global level meeting until 1980,and why did it deliberately avoid the term “ecumenical” ashad been used for many previous global conferences?

3. What trend in almost all of the so-called mission landseventually and inevitably thwarted the purposes andcharacter of the IMC?

4. What are some of the alternatives to what happened to theIMC, and why is it that the current form of that tradition isstructurally limited in serious ways?

Notes


Late Colonialism and Indigenous PeoplesChoose between sections, skim some from each, then focuson those of your interest for a total of 3 to 3 1/2 hours.


a. Compare various reactions to colonial rule and foreigninfluence in the late 19th and early 20th centuries.

b. Discuss benefits and problems of colonialism during thisperiod.

c. Compare developments in the Christian movement in WestAfrica and China or Korea during the early 20th century.

Assignments:



GeneralO’Brien: Oxford Atlas of World History

208-209 World Trade and Empires 218-219 The First World War

McNeill: A World History296-297 Review: Chronological Chart

AfricaOliver: The African Experience

243-252a Fullness of Time

Balanced overview of Portuguese regime & missions under colonialism. Read selectively:Isichei: A History of Christianity in Africa

179-182 Christianity in West Africa 1880–1960264-298 Christianity in West Africa 1880–1960

Asia

Texts by leading Hindus & Muslims on nationalism & India. Considerrelevance of the Islamic section today.Winter, ed: WCF Program: Module Three Reader

253-260 Smith, ed.: Hinduism, Islam, and IndianNationalism

McNeill: A World History441-467 Asian Reaction to Industrialism and Democracy

1850-1945


497-502 #81 Smalley: Cultural Implications of anIndigenous Church

Sanneh: Disciples of All Nations131-146 Missions and the Colonial Pillar



387-389 Guinea Bissau


Greek 70



Late Colonialism and Indigenous PeoplesReflection Questions1. Why did indigenous peoples react in different ways to

foreign rule and influence in the late 19th and early 20thcenturies? How might the memory of such reactions affectcross-cultural work today?

2. Was colonialism good for the peoples of the colonies duringthis period of time?

Notes


Global Economy and Nationalism, 1914–1940Objectives: To be able to...

a. Discuss the factors that led to the development of nationaland nationalistic movements in the period between WorldWars I and II.

b. Discuss the impact of World War I and the GreatDepression on the communist movement in Russia.

c. Analyze the factors that had an impact on the missionchurches in the Non-Western world due to nationalisticmovements and World War I.

Assignments:



General

See persecutions & manipulation of the church by the USSR, response ofchurch leaders & members, religious revival in Nazi areas, freeing of thechurch from state control under the Tsars.Neill: A History of Christian Missions

380-400a From Mission to Church

O’Brien: Oxford Atlas of World History218-219 The First World War222-223 The Russian Revolution 1917- 1939228-229 The Great Depression 1929- 1933

McNeill: A World History296-297 Review: Chronological Chart490-499 The Western World 1914-1945



1359-1396 Storm, Testing, Losses, and Vitality After 19141409-1431 The Americas and Australia after 19141434-1451 The Crucial Test: Outside the Occident After 1914

Johnson: A History of the Jews423-470 World War I, Rothschild, Balfour Declaration,

Jewish Settlements in Palestine, Arab Nationalism,Mandate, Ben Gurion and Socialist Zionism,Jewish Bolshevism, Britain, France, America


709-711 Russia (#7-10)


Greek 71



Global Economy and Nationalism, 1914–1940Reflection Questions1. What influence did mission educational institutions and

perspectives have with respect to the nationalisticmovements of the first half of the 20th century?

2. Trace the rise of communism and Nazism. What was theirrelationship with the churches?

3. What conflicts came about between Christians and missionsin relation to the colonial powers and the nationalistmovements?

Notes


A Changing World: Relativity, Doubt, Anxiety, CreativityObjectives: To be able to...

a. Discuss major cultural changes in the West between theWorld Wars.

b. Assess the impact of intellectual leaders, writers, and artists(Freud, Einstein, Picasso, etc.) on changing values andattitudes and the creation of modern culture during theinterwar period.

Assignments:

General

See especially Rosenzweig & Buber:Smart, ed: Sacred Texts of the World

385-387 Secular Worldviews: A Free Man’s Worship

Johnson: A History of the Jews408b-421 The Jews and Modernist Culture: Music Art, Freud,

Einstein, Kafka

O’Brien: Oxford Atlas of World History224-225 The Republic of China 1911- 1949

O’Brien: Oxford Atlas of World History230-231 The Rise of Fascism 1921- 1939

McNeill: A World History499-504 The Interwar Years509-515 Thought and Culture

Optional

Sample those of your interest:Mandryk: Operation World: The Definitive Prayer Guide for Every Nation7th Edition

302-303 Denmark374-375 Greenland


Greek 72



A Changing World: Relativity, Doubt, Anxiety, CreativityReflection Questions1. How do you account for the major cultural changes in the

West between the World Wars? What institutions, attitudes,technologies or beliefs do you think most readily account forthe changes?

2. One of the ways cultures are changed is through theirintellectual leaders, writers, and artists (i.e., Freud, Einstein,Picasso, etc.). Sometimes, the impact is considered to bebeneficial; other times it is judged to be harmful. Looking atthe interwar period and basing your answer on referencesto your readings, which in your opinion has done more tohelp shape values and attitudes: leaders, writers, or artists?Since it is impossible to cover all aspects of this question,you should focus your answer on at least four well-chosenexamples that support your choice.

Notes


Peoples and Ethnic Groups: The Third Era of MissionsObjectives: To be able to...

a. Describe the origin of modern people group thinking.

b. Explain the difference between McGavran and Townsend’sperspective on peoples.

c. Explain other currents of thought that were simultaneous.

Assignments:



General

Skim for parallels to McGavran’s thinking:

Here is his later, more systematic thinking:McGavran: Understanding Church Growth

43-53 The Marvelous Mosaic155-156 Social Structure and Church Growth

Neill: A History of Christian Missions400-413 From Mission to Church


146-175 Tradition Under Fire


377-381 #59 Huneycutt: New Pioneers Leading ith Way inthe Final Era

327-328 #51 Towsend: Tribes, Tongues, Translators627-632 #101 McGavran: A Church in Every People653-656 #106 Chua: Evangelization of Whole Families335-346 #53 McGavran: The Bridges of God


OptionalTucker: From Jerusalem to Irian Jaya

322-323 Translation, Radio, Recording; 20th Century chart375b-386a Translation, Radio, Recording; 20th Century chart449b-452a Donald McGavran; 2d ed: Joe Moreno & New

Tribes



Language



Peoples and Ethnic Groups: The Third Era of MissionsReflection Questions1. There was a vast chorus of voices in the mission sphere

following the massive impact of the SVM. CompareMcGavran, Kraemer, Townsend, Hocking. Were they indifferent worlds?

2. What is Hiebert’s distinction between the perspective ofMcGavran and that of Townsend? How are bothperspectives superbly important and complementary, and towhat extent were these people realities overlooked earlier?

3. The shift from individuals in countries to peoples scatteredin more than one place is the largest shift in missionstrategy in the 20th century. Why has it taken so long?

Notes


Racism, War, Religion, and the End of an Era, 1930–1945Choose between sections, look at some from each, then focuson those of your interest for a total of 3 to 31/2 hours.


a. Explain the major causes of World War II.

b. Begin to develop a theology of the church’s role inmilitaristic totalitarian states pursuing social injustice.

c. Articulate issues related to a theology of God and evil,particularly in light of the Holocaust and other atrocities ofthe 1930s and 1940s.

Assignments:



GeneralMcNeill: A World History

499-504 Review: The Interwar Years296-297 Review: Chronological Chart

Spanish Civil War

Good analysis of anticlericalism & the Roman Catholic Church during andafter the civil war:Winter, ed: WCF Program: Module Three Reader

261-268 Sanchez: The Spanish Civil War as a ReligiousTragedy

GermanyWinter, ed: WCF Program: Module Three Reader

269-272 Silverman: The Holocaust and the Reality of Evil

O’Brien: Oxford Atlas of World History232-233 The Second World War in Europe 1939- 1945


234-235 The War in Asia 1931- 1945


OptionalJohnson: A History of the Jews

470-517 Hitler’s Anti-Semitism, German Jewish Culture,Starving and Working to Death, Death Camps, TheFinal Solution, Role of German People, Austrians,Romanians, French, Italians, Hungarians, Britishand Americans, Jewish Acquiescence andResistance, Survival of Anti-Semitism


359-364 Germany


Greek 74



Racism, War, Religion, and the End of an Era, 1930–1945Reflection Questions1. Why did Germany and Japan—two of the most highly

educated nations—seek to conquer and rule so much of theworld?

2. Did the church in Germany fulfill its mission in the 1930sand 1940s? What about the church in Japan? How shouldChristians have acted in those two countries?

3. Where was God during the Holocaust and other killings of1930-1945?

Notes


Complete Any Remaining AssignmentsLessons 76-80 are set aside for completing any remainingassignments.



Complete Any Remaining AssignmentsNotes

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