Related papers
Syllabus BTS5501--Fall 2014--Orientation Seminar
This seminar introduces research at the graduate level in biblical and theological studies. In addition, it investigates the branches of biblical and theological studies, including their nature, methodology, and relationship with one another. This course also explores issues related to theological prolegomena and biblical hermeneutics.
ASSEMBLIES OF GOD THEOLOGICAL SEMINARY Degree Completion Program BNTD 530 New Testament Introduction
The Holiness Manifesto â Edited by Kevin W. Mannoia and Don Thorsen
Religious Studies Review, 2009
Introduction to Religious Studies
2012
The following syllabus was used for an Introduction to Religious Studies taught at Lawrence University in Fall 2012. The class met twice a week, for a session of 110 mins. with a break in the middle. The rationale of the course was to provide students with methods and models of thought, analysis and critique of religious phenomena, rather than with hard data on specific religions. In short, the difference between an Introduction to World Religions and Introduction to Religious Studies should be understood, in order to properly assess the structure of the course. It is therefore that sources from various traditions are presented in comparison without historical context, and for the same reason non-religious works of fiction were also introduced. The first half of the course was entitled “components of religion” and the second half “critique of religion.” The first half focused on abstract ideas, with each class starting with a list of words related to that theme, each student contributing a word and explaining how it relates to the topic. The second half was accompanied with Pals’ excellent Eight Theories, and with selections from the actual scholars Pals introduces. Markham and Lohr’s reader was used for some primary texts and some basic facts on religions, providing a peephole to how a World Religions class may have looked. It is slightly more theological than critical with an undertone of a Christian bias. These defects in the reader were discussed in class, but it was nevertheless chosen for its affordability and accessibility. In addition to many classic readings, the course included two selections from the faculty at Lawrence University, as a way of introducing students to research conducted in their home institution, and to familiarize majors in the department with the work of their teachers. Such selections will change from institution to institution. The final assignment of the course is appended to this syllabus and requires the students to combine the two sections of the course, choosing one component, and analyzing it in a single tradition using at least one critique. Click link above to view file.
COVER SHEET AND DECLARATION FOR SUBMITTED POSTGRADUATE DIPLOMA IN APPLIED THEOLOGY 7,000-WORD ESSAY TWO TRINITY TERM 2019 IN THEOLOGY AND RELIGION EXAMINATIONS
This cover sheet is for the use of all students submitting work for the examination of a number of papers offered by the Faculty of Theology and Religion. It should be used by students studying the Postgraduate Diploma in Applied Theology.
Asbury Theological Seminary
ePLACE: preserving, learning, and creative exchange
Syllabi
eCommons
1-1-2002
DO 501 Basic Christian Theology
Stephen A. Seamands
Follow this and additional works at: http://place.asburyseminary.edu/syllabi
Recommended Citation
Seamands, Stephen A., "DO 501 Basic Christian Theology" (2002). Syllabi. Book 1165.
http://place.asburyseminary.edu/syllabi/1165
This Document is brought to you for free and open access by the eCommons at ePLACE: preserving, learning, and creative exchange. It has been
accepted for inclusion in Syllabi by an authorized administrator of ePLACE: preserving, learning, and creative exchange. For more information, please
contact thad.horner@asburyseminary.edu.
!
"
(
#
#
!
$%
!
!
!
!
! !*
((
!
!
+! . *
!
!
0
!
!
!
+
! !*
!
! !*
!
3 -
!
# ! !*
!
#
!
! !*
)
! !*
! !*
* !
*
*!
!
!
!
! )
!
! !*
! !*
+
1
!
! !*
!
! !*
4 5 !+
! )
! )
! )
$
2 -
!
+
+
,!
! 1
!
,!
+
! !*
!
'
!
!
!
!
*
!
!
)
-
%
!
+
!
/
& '
. !+
!
*
!
!
!
!
! 5!
! *
! )
! !*
(((
# !
$
6
5
7$
(8 9 :;(9 6 <#
9 *
$
=!
!
## < <)
!
>
!
*
* +!
!
" +
!
*
*
!
*
)!
! !.
!
+
1
/!
'1/ 2 !
!
+ +
!
+
*
*
!
! *
.
+
!
+! !
>
!
*
*
/
8 < "9(## <
=! +
0
!!
+
! +
** !
!
!
0!
+
=!
=!
+
*
!
!
(
+
!
*
. * (
*
#
!
" .
(5<6 <#
!
*
*
!
*
!
!
* !
!
+
+
!
*
*
<#
;
+ .
!
!
! 7 ! !
!
!
+
!
!
!
*
!
!
+
+
<?=
+
+
!
*
#
!
*
!
!
*
*
#
<!
*
+
$ !
+! .
0
!
*
+
!
!
!+
!
!
+
*
*
! !+
1/
/ " . '1%
' " .
12
% " . 314
" . @1
2 " .
1 /
3 " .
'1 %
#
!
?
#
(5<6 <#
*
! $ !
!
A
!
A
!
!
?
+!
*
!
*
!
!
!
(<)?; (8
$
? <5; 5 !
!
D E ** !
B
! ;
* (
F
#
!
+!
! !
! +
!
!
!
!
!
+
!
*
!
? * *
C
!
%16
F #
.
! B
* !
! !
6 )
*$
D %16
!
*
F !
! +!
"
!
A *
/
6
A *
!.
!
9
!
!
B F
+!
0
! G*
!
#
7 +
!
!
<
*
!+
+
!
!!
#
(6
G
!
! #
!
H! $ !
!
!+
$
J)!
!
+
.
K
!
$ !
;
!
! *
!
!
!
!+
!
!
!
*!
* !
!
!
!
! 0
*
(
+
!
!
B F
)
*+ ,"
- -!
! !
+
!+ #
*!
!
!
!
!
6 # 9( ? ) <# <# !
*
!
!
.
! !
!
!
!
!
$ !
#
!+
H
!
!
I
*
C
>
! !
"< +!
!
!
!
! D +!
!
! +
!
!
*
. !
+!
#
!
0
J
!
!
!
+
! $K
$
*
*
! $> !
* + !$ + $ +
!
!
*!
*
$
*
*
*+ +
! !
*+
"-
*
!
!
!
! D +!
:; #
!
!
!
' (
*
!
!+
0
!
!
.
!
*
!
!
!
>
*
!
!
!
!
!
&"
!
! !
+!
!
*
!
*
"
-
$
!
. *
. *E
* *
!
B F
0
+
!
!
(
=!
*
*
9
!
+
*
7
"## $%
!
!
!
* 1
E !
!
B4 G/ 0
!!.
%16
!
(
!
!
)!
*
!
! 0
:
!
!
*
* 1
!
0 !
!
!
!
!
* ! !
< # !
!
*
!
!
! !
$ ! +
+
!
!
0
!
!+
!
L M
=!
$
.
BF !
! *
>
$ !
!
!
,
!
!
#
B F
*+
!
"
.
!
*
#- +
!
!
*
-
--
;
! )
!
!
! +
!
!
!
!
#
*
!
"
M
$
! $
4
!
* +
!
(
!
.
!
$
*
! +
!
!
!
! *
! $
(<# 59 #
E!
E
+
4
$ 010 $
* ! +
!
! 5! P !
+
!
# =+
! !
N!
1 ' $ 4 1//% B
$+
!
$!
.
B
*
!
$
F
!
! B!
+
!
!
!
@
<D#
!
! +
!
!!
! + ! 5!
*
!
F+
! !
F
*
-
!
$
-!
$
$
)!
* $"
" #!7 $
#
H * 6!
$
/
! *
!
>
O/
%16
- (
!
+!
! !
!
!
!
&%
*
.
*
!
M
!
!
! *
!
! $
+
* 6; #
!
* !
. !+ * !
!+
!
!
' . '
'
*
!
$ (+
!
B! 0
J(
!
!
!
!
!!
' "
.
$/ $0
! ! !
! ! !
+
! .
+ +
!
" ' .
6 .
!
!
1
/ +
!2
#
# 3B! 0
$ JN!
0 !
! 5! !
F
! !
!
! !
!
!
! 5! KF #
!
!
11+
"
%16
B 3
M
!
$
%
#
' O %
$
& //31/'%$ /% 1'
$ ' @1'%%$ '
1'3 C
$
$ 12$ '1 2
F
- =!
*+ 6
. !+ >
+
*!$
7
!
+
!+
$ ! *! ! . !+
!
!
. *
H!
*
!
!
$
!
! $ 6 .$ +
!
! +
(
$ !
+! . ! *
!
!
!
,
H! P
+
! !
+ !
*
!!
!
*!
+
!
*
<!+
!
*
+
!+
-
*
E( ,
"
*
"
!
! D
D 5!
(+
!+ +
!
L (
!
! +!
N!
! H!
6
L B/
*
>
!
!
!
1 !+
$
+
!
5!
!
H!
0
* .
.
L
!
F
*
5 ) - .!
9!*
7
H * 6!
A
=
+ $ "
$
! $
$
$
*
'
$
+
' "
M
"
,-
$
- (
*
!
$ 31 %%$ 2%1 @%$ //@1/2 $ /241/34 B
! +
!
9
$+
N
!
E B/ * $ !
!
)
4
F
!
! !
LE
!
+
! H!
#
%11E#
F
*
$.
$
-!
)
H * 6!
"!
A
A
=
$
!
"
!
!
$ E"
+
! *
"!
N! N
)
O2
%16
% "
(
$
%
# $
!
-!
$%
( 6
$,) . A ! .$
H! "
$
$*
$*
$
$
$%
+ $
*
*$ *
*
//
+
(
# $
M 3O4
%16
$
- =!
G
!
# P +
+!
!
N!
* ! !
!+ !
*! + !
! *
.
+!
5!
$
(,
P
.
! E
$ /3@1% % B '
F
. * !
! 1)
! !
!+ !
!
! ! $ J(
P
+
! )
.
*!
!
! ! P *
! $ !! $ !
( . !+ (P
!
$
( !
!
* !
!
! )
$
! P
.
(
. * ! !
!
! !
L B/ * $ !
F
*
* !+
*
!
( ! P
!
!
*
!
)
( !
!
+
!!
!
!
L
! $ !+
!
5
$
0
H
$
H!
$1
H * 6!
$
? ! 6! $
H!
! $
.#
$
(
! * "
$
-
"
(
+ $
M @O
%16
$
- (
?
!
*
$ %/@1%@ $
! +
!
!
N!
!
1 / C
$
+!
!
!
! A
+! . !
!
! ! N
!
!
1/2$ '%13 $ 3@1
B !
' B 2%
* !
E( -
!
F
P)
!
F !
E
*
!
-!
$
$'
%
2
H! H
$
'
*
"
M
$
'
A
#!! &
!
# !
#!
$
&
'
? ! N ) ! $" $
3
4
5! ! N $ " &
&
"
) *M
$
!
-!
$
%
3
5
)
$
H * 6!
&
H
+
$
%
%
H#
$.
$ *
) . A ! .$
3!
2 "
M
- (
$
*
$
! +
!
!
#
!
!
.
+
! E
F
!
$
"! . +
0
!
!
!
N!
$
*$
5
!
$
! .
* $
$
&
$(
$
"
,
-
%
%
0$
FC
%
"
@$ /41 '4$ % 1
!
0 $
-
41
$+
/'1/% E6
*
6
9
+ $
O /
%16
"
$ 14$
B/F !+
$
21 3 $ 331/%2$ /2 1/3%$ /3@1'
+! B/
5! !
!
! 0
!
* $ !
*! !
B F +
+ !
E
F
?!
H
B
F
! B !
! C
+ !
)
E
B
! !
!
!
0
!
$(
M *$
!
6
$
!+
$
3 "
M
(
#
'O %
%16
-
+
$
$'
! $
!
<!+ 6
$
+
! !
$E
$!
!
! !
(D
!
*!
!
F
+
H
!
B/
N!
!
$
1/3$ ''31'%'$ '%@1'
!
*
$ E* ! L (
>
$
$ '2@1'42$ '@ 1%24 B
@
F
! * * ! + !
+
! )
! !
. * ! ! >
!
E( . !+ (D
$+
!
!+L (
+
!
! !
*L
+ .
! !
!
+!
! ! * !
! . !+ E "
+!
!
!
*! * !
$ ! +
$
+ L (
!
!6
L
*
9!
)! $
6
.!
A
M
$4
) ? + $
H * 6!
H!
$+
A
#!! $ %
H
" $%
G
-
(
3
$
0 $
.
6
$
.
4
#
4
$ !-
3
%
4
+
%
3
)
# ! !*
!
< 6
2
2 "
'
"## $5 "
*
11111
!
!P ! !
+$ ! !
!
$ !
11111 / 11111 ' 11111 % 11111 11111 2 11111 3 11111 4 11111 @ 11111
$ !
! !
!
)!
$
(
11111
-
.
!
*
11111 / 11111 ' 11111 % 11111 11111 2 11111 3 11111 4 11111 @ 11111
7
!
!
11111 11111 /11111 ' 11111 % 11111
/%
)
*!
11111
'
*!
!
!
11111 2 11111 3 11111 4 11111 @ 11111
6 75
!
! *!
! $
!
!
*
*
A !
0
11111 / 11111 ' 11111 % 11111 11111 2 11111 3 11111 4 11111 @ 11111
8"
5 !
!* ! ! !
!
!
* ! ! !
9
0
6
>
!
11111 11111 / 11111 ' 11111 % 11111 11111 2 11111 3 11111 4 11111 @ 11111
7-
!
%
!
5
! !
11111
2 "
* !
!
!
! <
!
11111 / 11111 ' 11111 % 11111 11111 2 11111 3 11111 4 11111 @ 11111
--
5
! ! !
< #
5
9 $
$ +!
! !
!
! !
! !
! !
!. $
*
!.
!
6
$ !
!
!
*
! - =
!
!
!
*
!
!
Related papers
Las dos almas de Antony Duff y el lugar del pueblo en el derecho penal
Revista Juridica de la Universidad de Palermo, 2018
FACE MASK DETECTION USING JETSON NANO
IRJMETS Publication, 2021
Accounting for heritage assets: Thomas Holloway's picture collection, 1881–2019
British Accounting Review, 2021
Intensive Pedestrian Archaeological Survey of the Lower Segment of San Pedro Creek, South Alamo Street to the Apache-Alazán Creek Confluence, San Antonio, Bexar County, Texas
Index of Texas Archaeology: Open Access Gray Literature from the Lone Star State, 2015
Rental security and the property manager in a tenant’s search for a private rental property
Housing Studies, 2019
Testing a Slingram system on resistive Zn-Pb targets in Paracatu prospects, Minas Gerais State, Brazil
Proceedings of the 16th International Congress of the Brazilian Geophysical Society&Expogef, 2019
Aromatic Clusters as Potential Hydrogen Storage Materials
Frontiers in Energy Research, 2021
How do SNP ascertainment schemes and population demographics affect inferences about population history?
BMC Genomics, 2015
Teachers views about limitations / barriers of implementing teachers ‘evaluation system in Undergraduate dental education in Bangladesh
Update Dental College Journal, 2018
MOS-Based Precipitation Forecasts for River Basins
Weather and Forecasting, 2003