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St. Michael's College

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St. Michael’s Cornerstone

The Cornerstone Initiative is designed to give students registered in their first year of study at the University of Toronto a unique educational experience within three different learning frameworks.  First year students may elect to take one Cornerstone course among their selection of five entry-level courses.  These Cornerstone courses provide an enriched teaching environment which includes a large lecture experience for 100 or more students, combined with small seminar groups of 20 to 25 students.  Each seminar is dedicated to how a specific issue, relevant to the course, can be approached by different scholarly streams – humanistic, social scientific, or the pure and applied sciences.

The third and most innovative learning element in the Cornerstone Initiative is 48 hours of service learning spread over two terms.  The intention is to offer students the opportunity to step out of the classroom and engage with community partners in work that illuminates and deepens their understanding of the concepts, theories and ideas generated in the lectures and seminars.  Cornerstone students, individually and in teams, will be assigned to a community partner where they will engage what they have learned in the classroom with what they experience in public life, where similar ideas are actualized and concretized.

The topics addressed in Cornstone speak to the heart of the mission of St. Michael’s College, “to teach goodness, discipline, and knowledge.”  Courses will include explorations of communication, culture, and social justice.

Students make their application to the Principal’s Office of St. Michael’s College, from which they are entered into the Initiative.

Courses:  SMC188Y1, SMC189Y1

St. Michael’s College offers a number of programs which emerge from its academic strength in various scholarly fields and reflect its centuries-old Christian intellectual traditions. Please consult the relevant brochures for more complete information on each program.

Book and Media Studies:

An interdisciplinary and historical investigation of the role of printing, books and reading in cultures past and present. Topics explored include: manuscript and book production, internet publishing, book illustrations, censorship, advertising, readership and electronic media.

Celtic Studies:

Examines the literature, languages, history, music, folklore and archaeology of the peoples of Ireland, Scotland and Wales. Investigates Celtic identities in the ancient and modern worlds, and explores the transmission of Irish, Scottish and Welsh traditions to Canada and the United States.

Christianity and Culture:

A multidisciplinary exploration of Christian traditions from artistic, literary, philosophical, theological, scientific, social and historical perspectives.

Christianity and Culture: Major program in Religious Education

This Major program is part of the Concurrent Teacher Education Program (CTEP) offered in partnership with the Ontario Institute for Studies in Education (OISE) and is for those students preparing to become secondary school teachers of Religious Education in the Catholic School Boards in Ontario. CTEP offers the students the opportunity to complete the HBA/HBSc degree and the BEd. Complete description of the program may be found on the OISE website. Admission in CTEP is by application normally at the end of first year (or on completion of 4FCEs), when  Arts and Science subject POSts are selected. All applicants must have a minimum CGPA of 2.0.

Mediaeval Studies:

An interdisciplinary treatment of the history, art, literature and thought of the Middle Ages.

St. Michael’s also offers a number of courses, listed below, which form part of the above programs, or of the programs of other colleges and departments, or are a reflection of staff and student academic interests not always available in departmental course offerings.

Principal & Program Director: TBA

St. Michael's College Programs

Enrolment in the Specialist, Major and Minor programs of St. Michael’s College is open to students who have completed four courses--with the exception of the Concurrent Education: Religious Education program and the Book and Media  Studies program.

This is a limited enrolment program.  All students who request the program and obtain at least the specified mark(s) in the required course(s) will be eligible to enrol.

Required courses: Four full courses including one of ENG110Y1/ENG140Y1/HIS104Y1/HIS109Y1/JEF100Y1/FCS195H1/GER150H1 with a final mark of 67% or higher.

Consult Professor John Noyes, St. Michael’s College

(7 full courses or their equivalent, including at least 2 FCEs at the 300+level, 0.5 of which must be at the 400-level)

1. SMC219Y1
2. SMC228H1; SMC229H1
3. 1.5 FCE SMC courses as designated by the program:
SMC210Y1/SMC217H1/SMC291H1/SMC300H1/SMC301H1/SMC304H1/SMC305H1/SMC314H1/SMC315H1/SMC358H1/SMC361H1/SMC364H1/SMC397H1/SMC398H1/SMC399Y1/VIC345H1/VIS206H1/WGS271Y1
4.    1.5 FCE from:
Second Year Offerings: ENG232H1/ENG234H1/ENG235H1/FCS291H1/FCS297H1/HIS241H1/HPS201H1/HPS202H1/INI301H1/SLA254H1/SMC210Y1/SMC217H1/SMC291H1/UNI221H1/VIS206H1/WGS271Y1
Third and Fourth Year Offerings:
ABS300Y1/ABS302H1/ANT323Y1/ENG322Y1/FAH319H1/FRE308H1/FRE310H1/FRE324H1/GER310H1/HIS302H1/HIS316H1/HIS374H1/INI305H1/INI387H1/SMC300H1/SMC301H1/SMC304H1/SMC305H1/SMC314H1/SMC315H1/SMC358H1/SMC361H1/SMC364H1/SMC374H1/SMC397H1/SMC398H1/SMC399Y1/VIC345H1/FAH424H1//HIS455H1/HIS477H1/PSY427H1
5.    0.5 FCE from:
SMC406H1/SMC425H1/SMC430H1/SMC431H1/SMC435H1
6.    SMC385H1

This is a limited enrolment program.  All students who request the program and obtain at least the specified mark(s) in the required course(s) will be eligible to enrol.

Required courses: Four full courses including one of ENG110Y1/ENG140Y1/HIS104Y1/HIS109Y1/JEF100Y1/FCS195H1/GER150H1 with a final mark of 67% or higher.

(4 full courses or their equivalent, including at least one 300+ series course)

1. SMC219Y1
2. SMC228H1; SMC229H1
3. Two courses or their equivalent from those included in 3. and 4. in the Major program

Enrolment in this program requires the completion of 4.0 courses.

Consult David Wilson,  St. Michael’s College.

(10.5 full courses or their equivalent, including at least four 300+ series courses, 1.0 of which must be at the  400-level)

1.    SMC240Y1
2.    Two FCEs  from one of the following language groups: a) Gaelic (Irish and Scottish):SMC141Y1/SMC242Y1/SMC251H1/SMC252H1/SMC331Y1/SMC441Y1
b) Brethonic (Welsh): SMC243Y1/SMC440Y1
3.    Six FCEs from the list above and/or  SMC250Y1/SMC333H1/SMC334H1/SMC335Y1/SMC336H1/SMC337H1/SMC338H1/SMC339H1/SMC340H1/ SMC342Y1/SMC343Y1/SMC344Y1/SMC346Y1/SMC348Y1/SMC349H1/SMC350H1/SMC351H1/SMC353Y1/SMC354H1/SMC355H1/SMC356H1/SMC374H1/SMC395Y1/SMC396H1/SMC411H1/SMC412H1/SMC413H1/SMC416H1/SMC442H1/SMC443H1/SMC444H1
4.    SMC451Y1
5.    0.5 FCE from SMC385H1/SMC413H1/SMC442H1 to meet the Quantitative Reasoning competency

Enrolment in this program requires the completion of 4.0 courses.

Consult David Wilson,  St. Michael’s College.

(6.5 full courses or their equivalent, including at least two 300+ series courses, 0.5 of which must be at the 400-level)

1.    SMC240Y1
2.    One FCE from the following language courses: SMC141Y1/SMC242Y1/SMC243Y1/SMC251H1/SMC252H1/SMC331Y1/SMC440Y1/ SMC441Y1
3.    Four FCE  from the list above and/or SMC250Y1/SMC333H1/SMC334H1/SMC335Y1/SMC336H1/SMC337H1/SMC338H1/SMC339H1/SMC340H1/SMC342Y1/SMC343Y1/SMC344Y1/SMC346Y1/SMC348Y1/SMC349H1/SMC350H1/SMC351H1/SMC353Y1/SMC354H1/SMC355H1/SMC356H1/SMC374H1/SMC395Y1/SMC396H1/SMC411H1/SMC412H1/SMC413H1/SMC416H1/SMC442H1/SMC443H1/SMC444H1
4.    0.5 FCE from SMC385H1/SMC413H1/SMC442H1 to meet the Quantitative Reasoning competency

Enrolment in this program requires the completion of 4.0 courses.

Consult David Wilson, St. Michael’s College.

(4 full courses or equivalent chosen from those listed for the Specialist program, including at least one 300+ series course)

Enrolment in this program requires the completion of 4.0 courses.

Consult Dr. Reid Locklin, St. Michael’s College

The courses of the Christianity and Culture Program include (1) all the SMC prefixed courses listed below under the Christianity and Culture heading, and (2) the following courses of other departments: HIS469H1/NMC202H1/NMC270H1/RLG225H1/RLG228H1/RLG331H1. In addition to Christianity and Culture courses, a number of other courses are cross-listed and may be counted towards the major and specialist programs as specified below. This list is available from the Program Co-ordinator, or on the St. Michael’s College web site: http://www.utoronto.ca/stmikes/Christianity/courses_cross.html

11 full courses or their equivalent; at least four 300+series courses, including at least one full course at the 400 level;  a total of up to two full courses may be selected from the approved list of cross-listed courses.

1.    SMC103Y1
2.    SMC203Y1
3.    1.0 FCE from SMC200Y1/SMC205H1/SMC208Y1/SMC215H1/SMC232H1/SMC233H1
4.    1.0 FCE from SMC302H1/SMC310H1/SMC311H1/SMC320H1/SMC363H1
5.    0.5 FCE from SMC385H1/SMC233H1

6.     Three of the following four options:

(a)    Two FCEs from “Christianity and Society”:SMC204H1/SMC205H1/SMC207H1/SMC209H1/SMC215H1/SMC304H1/SMC308H1/SMC309H1/SMC312H1/SMC313H1/SMC320H1/SMC321H1/SMC332H1/SMC362Y1/SMC366H1/SMC421H1/SMC426H1/SMC456H1//NMC202H1/HIS469H1; relevant Independent Studies or Special Topic courses SMC390Y/SMC391H1/SMC400Y1/SMC401H1/SMC433Y1/SMC434H1; or relevant cross-listed courses.
(b)    Two FCEs from “Christianity and the Intellectual Tradition”: SMC208Y1/SMC216Y1/SMC307Y1/SMC310H1/SMC311H1/SMC330Y1/SMC417H1/SMC418H1/SMC419H1/SMC429H1/SMC454H1/NMC270H1/RLG331H1; relevant Independent Studies or Special Topic courses SMC390Y1/SMC391H1/SMC400Y1/SMC401H1/SMC433Y1/SMC434H1; or relevant cross-listed courses.
c) Two FCEs from “Christianity, Arts and Letters”: SMC200Y1/SMC201H1/SMC206H1/SMC217H1/SMC302H1/SMC305H1/SMC363H1/SMC364H1/SMC422H1/SMC423H1/SMC424H1/SMC425H1/SMC428H1 or relevant Independent Studies or Special Topic courses SMC390Y1/SMC391H1/SMC400Y1/SMC401H1/SMC433Y1/SMC434H1; or relevant cross-listed courses.
d) Two FCEs from “Christianity and Science”: SMC232H1/SMC233H/SMC231Y1/SMC306H1/SMC371H1/SMC372H1/SMC432H1/RLG228H1/RLG338Y1 or relevant Independent Studies or Special Topic courses SMC390Y1/SMC391H1/SMC400Y1/SMC401H1/SMC433Y1/SMC434H1; or relevant cross-listed courses.

7.    1.5 FCEs from Christianity and Culture or the list of approved cross-listed courses.

Enrolment in this program requires the completion of 4.0 courses.

Consult Dr. Reid Locklin, St. Michael’s College

The courses of the Christianity and Culture Program include (1) all the SMC prefixed courses listed below under the Christianity and Culture heading, and (2) the following courses of other departments: HIS469H1/NMC202H1/NMC270H1/RLG225H1/RLG228H1/RLG331H1. In addition to Christianity and Culture courses, a number of other courses are cross-listed and may be counted towards the major and specialist programs as specified below. This list is available from the Program Co-ordinator, or on the St. Michael’s College web site: http://www.utoronto.ca/stmikes/Christianity/courses_cross.html

6 full courses or their equivalent including at least 2.0 FCEs at the 300+ level, 0.5 of which must be at the 400 level

1.    SMC103Y1/SMC203Y1
2.    2.0 FCEs from SMC200Y1/SMC203Y1/SMC205H1/SMC215H1/SMC232H1/SMC233H1
3.    2.5 FCE among additional Christianity and Culture courses, of which up to 1.0 FCE may be selected from the list of approved cross-listed courses.
4.    0.5 FCE  from SMC385H1 or SMC233H1

Enrolment in this program requires the completion of 4.0 courses.

Consult Dr. Reid Locklin, St. Michael’s College

The courses of the Christianity and Culture Program include (1) all the SMC prefixed courses listed below under the Christianity and Culture heading, and (2) the following courses of other departments: HIS469H1/NMC202H1/NMC270H1/RLG225H1/RLG228H1/RLG331H1. In addition to Christianity and Culture courses, a number of other courses are cross-listed and may be counted towards the major and specialist programs as specified below. This list is available from the Program Co-ordinator, or on the St. Michael’s College web site: http://www.utoronto.ca/stmikes/Christianity/courses_cross.html

(4 full courses or their equivalent: at least one 300+ series course)

1. SMC103Y1/SMC203Y1
2. 1.0 FCE  from SMC200Y1/SMC205H1/SMC208Y1/SMC215H1/SMC232H1/SMC233H1
3. Two additional Christianity and Culture courses

Enrolment in this program requires the completion of 4.0 courses.

This program offers students the opportunity to consider the theory, practice and history of Christian pedagogy.

(4 full courses or their equivalent: at least one 300+ series course)

1. SMC103Y1
2. SMC312H1
3. SMC313H1
4. Two additional courses from Christianity and Culture: SMC200Y1/SMC201H1/SMC203Y1/SMC204H1/SMC205H1/SMC206H1/SMC207H1/SMC208Y1/SMC209H1/SMC215H1/SMC216Y1/SMC217H1/SMC/SMC232H1/SMC233H1/SMC302H1/SMC304H1/SMC305H1/SMC306H1/SMC307Y1/SMC308H1/SMC309H1/SMC310H1/SMC311H1/SMC320H1/SMC321H1/SMC330Y1/SMC332H1/SMC362Y1/SMC363H1/SMC364H1/SMC366H1/SMC371H1/SMC417H1/SMC418H1/SMC419H1/SMC421H1/SMC422H1/SMC423H1/SMC424H1/SMC425H1/SMC426H1/SMC428H1/SMC429H1/SMC432H1.

Program Coordinator:  Michael O’Connor

CTEP is an integrated curriculum sponsored jointly by St. Michael’s College in the Faculty of Arts & Science and by the Ontario Institute for Studies in Education, leading to two degrees over a five-year program: the Honours Bachelor of Arts and the Bachelor of Education. (See CTEP details in the Degree Requirements section, and on the dedicated website ).

The St. Michael’s College CTEP program is designed  for students preparing to become secondary school teachers of Religious Education in the Catholic School Boards in Ontario.  Teacher candidates will be provided with teacher training in Catholic schools, usually in and around Toronto. 

Admission to the St. Michael’s College CTEP program is admission to the Major in Religious Education and to the set of courses leading to the BEd.   This is a limited enrolment program that can only accommodate a specific number of students.

Application and Eligibility

To apply to this program students must:

• have completed at least 4.0 FCEs;
• have a minimum CGPA of 2.00;
• complete the applicant profile.

Please note that having the minimum to apply does not guarantee acceptance into the program in any given year..  All Arts & Science students are eligible to apply regardless of college.  The application process occurs each year as part of the normal POSt enrolment process in the Faculty of Arts & Science.

Requirements of Concurrent Teacher Education Program for BA/BSc/BEd Students

All students admitted to the St. Michael’s College CTEP are required to enroll in the Religious Education Major.   CTEP students may fulfill the remaining major or minor for the BA/BEd degree as they wish.  Those intending to qualify to teach at the Intermediate/Senior level should be attentive to the need for a “second  teachable” subject.  It is not recommended for Concurrent Education  students to enrol in specialist programs as they must leave sufficient space in their upper years to complete the concurrent BEd requirements.

NOTE: The academic status of students in CTEP may be reviewed at the end of each fall-winter session to determine progress to the next year.

The major in Religious Education (CTEP) is open only to students registered in the St. Michael’s College Concurrent Education Program.

IMPORTANT NOTE: Status may be reviewed at the end of each fall-winter session to determine progress to subsequent years.

Consult Dr. Michael O’Connor, St. Michael’s College

Program requirements: 8 full courses or their equivalent, at least 2.0 FCE at 300+ series, including at least 0.5 FCE at 400 level.

1. SMC103Y1
2. 2.0 FCEs as follows: JSV200H1; SMC271H1; SMC272H1; SMC313H1
3. 0.5 FCEs from the following (internship options): SMC366H1/SMC362Y1/SMC471H1
4. 4.5 FCEs from Christianity and Culture courses  (including RLG100Y1/RLG280Y1), with at least 1.5 FCE from the following:  SMC216Y1/SMC307Y1/SMC308H1/SMC310H1/SMC311H1/SMC330Y1/SMC363H1/SMC426H1.

Enrolment in this program requires the completion of 4.0 courses.

(12 full courses or their equivalent: at least four 300+ series courses including one 400-series course)

1. SMC210Y1
2. 2.0 FCEs from the foundational courses listed below (excluding SMC222H1, SMC323H1)
3. 2.0 FCEs in Latin
4. SMC490Y1: Senior Essay in Mediaeval Studies
5. 6.0 FCEs from the approved courses and foundational courses listed below

Foundational Courses:
SMC200Y1 The Christian Imagination
SMC216Y1 Ritual and Worship
SMC222H1 Mediaeval Latin I
SMC302H1 Christianity and Symbols
SMC307Y1 Scripture in the Christian Tradition
SMC323H1 Mediaeval Latin II
SMC358H1 The Mediaeval Book
SMC359H1 Mediaeval Theology
SMC360H1 Vernacular Literature of the Middle Ages
SMC361H1 Mediaeval Law

Approved Courses: SMC175H1/SMC205H1/SMC211H1/SMC215H1/SMC250Y1/SMC324H1/SMC332H1/SMC337H1/SMC338H1/SMC343Y1/SMC344Y1/SMC350H1/SMC357H1/SMC402H1/SMC403H1/SMC406H1/SMC407Y1/SMC421H1/SMC422H1/SMC425H1/SMC435H1/SMC436H1/SMC440Y1/SMC441Y1

In addition to the above Approved Courses, a number of courses from other departments are cross-listed and may be counted towards the specialist, major and minor programs. This list is available from the Program Co-ordinator, and on the St. Michael’s College website.

Enrolment in this program requires the completion of 4.0 courses.

(7 full courses or their equivalent: at least two 300+ series courses)

1. SMC210Y1
2. 1.0 FCE from the foundational courses listed below
3. 4.0 FCEs from the approved courses and foundational courses listed below
4. SMC490Y1: Senior Essay in Mediaeval Studies, or another course from the approved courses

Foundational Courses:
SMC200Y1 The Christian Imagination
SMC216Y1 Ritual and Worship
SMC222H1 Mediaeval Latin I
SMC302H1 Christianity and Symbols
SMC307Y1 Scripture in the Christian Tradition
SMC323H1 Mediaeval Latin II
SMC358H1 The Mediaeval Book
SMC359H1 Mediaeval Theology
SMC360H1 Vernacular Literature of the Middle Ages
SMC361H1 Mediaeval Law

Approved Courses: SMC175H1/SMC205H1/SMC211H1/SMC215H1/SMC250Y1/SMC324H1/SMC332H1/SMC337H1/SMC338H1/SMC343Y1/SMC344Y1/SMC350H1/SMC357H1/SMC402H1/SMC403H1/SMC406H1/SMC407Y1/SMC421H1/SMC422H1/SMC425H1/SMC435H1/SMC436H1/SMC440Y1/SMC441Y1

In addition to the above Approved Courses, a number of courses from other departments are cross-listed and may be counted towards the specialist, major and minor programs. This list is available from the Program Co-ordinator, and on the St. Michael’s College website.

Enrolment in this program requires the completion of 4.0 courses.

(4 full courses or their equivalent: at least one 300+ series course)
1. SMC210Y1
2. 1.0 FCE from the foundational courses listed below
3. 2.0 FCEs from the approved courses and foundational courses listed below.

Foundational Courses:
SMC200Y1 The Christian Imagination
SMC216Y1 Ritual and Worship
SMC222H1 Mediaeval Latin I
SMC302H1 Christianity and Symbols
SMC307Y1 Scripture in the Christian Tradition
SMC323H1 Mediaeval Latin II
SMC358H1 The Mediaeval Book
SMC359H1 Mediaeval Theology
SMC360H1 Vernacular Literature of the Middle Ages
SMC361H1 Mediaeval Law

Approved Courses: SMC175H1/SMC205H1/SMC211H1/SMC215H1/SMC250Y1/SMC324H1/SMC332H1/SMC337H1/SMC338H1/SMC343Y1/SMC344Y1/SMC350H1/SMC357H1/SMC402H1/SMC403H1/SMC406H1/SMC407Y1/SMC421H1/SMC422H1/SMC425H1/SMC435H1/SMC436H1/SMC440Y1/SMC441Y1

In addition to the above Approved Courses, a number of courses from other departments are cross-listed and may be counted towards the specialist, major and minor programs. This list is available from the Program Co-ordinator, and on the St. Michael’s College website.

St. Michael's College Courses

Listed in this order:

• St. Michael’s Cornerstone
• Book and Media Studies
• Celtic Studies
• Christianity & Culture
• Mediaeval Studies
• Other

A service learning course in which students would learn the theory, history, development and application of the principles of social justice from a variety of perspectives: historical, sociological, political, philosophical, theological, and psychological, among others. Small group learning and community placements integral to course.

A service learning course in which students explore the theory, history, development and contemporary significance of communications media. The course traces media revolutions as they affected oral culture, manuscripts and print, the book, radio and television broadcasting, telecommunications, computers and the internet, and social media.

The 199Y1 and 199H1 seminars are designed to provide the opportunity to work closely with an instructor in a class of no more than twenty-four students. These interactive seminars are intended to stimulate the students’ curiosity and provide an opportunity to get to know a member of the professorial staff in a seminar environment during the first year of study. Details here.

Designed to acquaint students with the essential notions of media studies, and to promote a conscious utilization of contemporary media. Starting with the preliminary definitions of media, mass, and communications, the student is invited to consider critically the cultural constructs created by modern media, from print to photography, filming, TV, computer and Internet.

An historical introduction to the evolution of printing processes since Gutenberg. Attention is given to topics such as the mechanization of printing, the industrialization of the book chain since the nineteenth century, typography and publishing. Visits to rare book collections are an integral part of the course. Note: this course is not intended as a guide to self-publishing nor as a workshop on book making.

An introduction to the history of reading in western culture, from ancient Greece to the twenty-first century. Attention is given to topics such as the causes and effects of different modes of reading (silent or vocalized, intensive or extensive, educational or escapist), book clubs, censorship, and the ways in which readers have influenced cultural production.

A survey of historical and contemporary developments in radio, television, and the internet, and their impact on culture. Lectures examine technological innovations, commercialization, nationalization of the airwaves, government regulation, censorship, ratings & viewership, broadcasting and popular culture, propaganda, and the evolution of the radio-television personality. Examples from Canadian and international media.

Designed to provide for individual half-courses not already covered in the listed range of the Book and Media Studies Program offerings.

Various topics are taken up each year, the content of which depends on the instructor. Students should check the college web site for details.

A deeper examination of key cases in the development of media, such as the invention of movable type, the mechanization of the printing press, standardization of call number systems (Dewey, LC, etc.), the advent of radio, television and internet. Topics vary from year to year, according to the instructor.

Through lectures, tutorials and field trips, this course examines the origins and development of the English-language newspaper in Canada since the 18th century. Research projects focus on the historical newspaper collections of the University of Toronto libraries, the Toronto Reference Library, and the Archives of Ontario.

An overview of how religious groups use print and broadcast media to advance their theological, political, social, and economic views. An encounter with Christian, Muslim, Jewish, and South Asian faith groups and their use of newspapers, magazines, radio, television, and the internet. Emphasis on North American religious media, with reference to broadcasting elsewhere.

An independent research project to be proposed by the student and supervised by a full-time faculty member affiliated with the Book and Media Studies Program.

An independent research project to be proposed by the student and supervised by a full-time faculty member affiliated with the Book and Media Studies Program.

A course/seminar on a topic to be determined annually.

A course/seminar on a topic to be determined annually.

This course in Modern Irish Language is designed for learners with no prior knowledge of the language. The course is intended to introduce students to and provide practice in the four language skills: listening, speaking, reading and writing.

The expression of Celtic cultures in literature, history, folklore and myth from 600 B.C. to the present, with particular attention to the continuing Celtic contribution to Western culture.

An introduction to Scottish Gaelic language and culture. Students will master fundamentals of reading, writing, and the basics of grammar and will begin to speak Gaelic. Proverbs, poetry, songs and folktales introduce students to the language, literature and folklore of Gaelic Scotland and immigrant North America. No prior knowledge of the language is required.

An introductory course intended to provide a basic speaking and reading knowledge of Modern Welsh. Open to students with no prior experience of Welsh.

This course covers the range of the Celtic mythological record from all the Celtic areas through an examination of the archaeological, inscriptional and textual sources. A critical evaluation is offered of various relevant mythic approaches.

This course builds on SMC141Y1 Introduction to the Irish Language. It will provide further expansion of the four language skills: listening, speaking, reading and writing.

This course is a continuation of SMC251H1 Intermediate Irish Language I. It will provide further expansion of language skills. We will examine literary texts, both prose and poetry.

Speaking, writing and reading competence is emphasized in this course. This course concentrates on the study of modern Irish literary texts, both poetry and prose and advanced translation into the Irish language.

Various topics are taken up each year, the content of which depends on the instructor. Students should check the college web site for details.

Various topics are taken up each year, the content of which depends on the instructor. Students should check the college web site for details.

Topic varies from year to year, depending on the instructor. Students should check the college web site for details.

This course explores the ways in which contemporary Irish womens writing engages with and challenges processes of patriarchy across a range of genres. Focus on womens use of alternative discourses such as folklore, the Irish language and dialect, as strategies for the appropriation of public spaces, to which, traditionally, women have been denied access. Irish language authors are studied in translation.

The history of the insular Celtic nation groups from the post-Roman period to the end of the first millennium, the course will trace settlement history and social organization, the making of Celtic nations, the process of Christianization, the impact of the Vikings, and the rise of paramount kings.

Later medieval development of Ireland, Scotland and Wales: development of kingship, trade and urban settlement, arrival and colonizing patterns of the Normans, role of English administration and aggression, resurgence of native elites, development of frontier zones, beginning of the more compete English conquest of Ireland and Wales.

A study of the Gaelic Literature of Ireland from 1600-1800 within its historical context. Texts of poetry, prose and historical writings will be studied. All texts will be studied in translation. No knowledge of Irish language is required.

A study of the Gaelic Literature of Ireland from 1800 to present within its historical context. Texts of poetry, prose, and drama will be studied. All texts will be studied in translation. No knowledge of Irish language is required.

This course examines the way in which modern Irish, Scottish and Welsh writers have responded to the pressures of anglicization and modernization, and discusses literary reactions to social, ethnic and gender issues in contemporary culture.

Medieval Celtic literatures in relation to the structure and development of the insular Celtic societies that produced them. Readings include: historical writings, mythic tales,saga cycles, voyage tales, and romantic narratives, heroic poetry, eulogistic, religious, lyric, and gnomic poetry. Texts studied in translation.

The archaeology of the Celtic peoples, with special reference to settlement patterns and material culture in Great Britain and Ireland.

A journey through the world of storytelling, popular customs and beliefs, songs and music in Ireland, Scotland and Wales.

This course explores ethno-religious conflict and Anglo-Irish relations between 1791 and 1998. Special attention is paid to the rise of the United Irishmen and the Orange Order during the 1790s, the domestic and international repercussions of the Famine, the political revolution of 1916-23, and the troubles in Northern Ireland.

This course examines the poetry and other writings of Seamus Heaney against the background of a modern tradition of Irish writing. Special attention is paid to issues of nationalism, the tensions of social and historical involvement, the place of Gaelic tradition and translation in the career of a poet whose scope and audience are international.

The religious culture of the early and mediaeval Celtic Church as manifested in the material and written record, and its significance for contemporary religious movements. Texts studied include the Patrician dossier, early monastic Rules and Liturgies, selected hagiographical, homiletic, devotional and lyric texts.

The Blasket Islands lie off the southwest coast of Ireland. This course will examine the important library of books written and orally recorded by the islanders from the 1920s onwards. Special attention will be paid to The Island Man, Peig and Twenty Years a Growing. Texts studied in translation.

An introduction to contemporary Irish writing, in its social context, in both Irish and English languages. Among writers studied are Paul Muldoon, Eavan Boland, John McGahern, Michael Longley, Nuala Ni Dhomhnaill, Cathal O Searcaigh, Roddy Doyle, Caitlin Maude, and Alan Titley. Irish language authors are studied in translation.

An introduction to some early films of Ireland, Scotland and Wales (1930-1980), as they relate to representations of Celtic identity and the beginnings of national cinema.

An exploration of contemporary films of Ireland, Scotland and Wales from 1980 to the present, as they relate to representations of Celtic identity and the formation of national cinema.

The course examines the early history of the Celtic peoples in Europe from their first appearance in the material culture of prehistoric Europe to their eventual disappearance as a political power in the first century of Roman conquest.

A study of the production of manuscripts, books and tracts that played a crucial role in the historical evolution of a national culture or cultures in the Celtic world.

A research project chosen by the student in consultation with an instructor and approved by the Program Co-ordinator. Arrangements for the choice of topic and supervisor must be completed by the student before registration.

A research project chosen by the student in consultation with an instructor and approved by the Program Co-ordinator. Arrangements for the choice of topic and supervisor must be completed by the student before registration. Prerequisite: Approval of Instructor and Program Director

Various topics are taken up each year, the content of which depends on the instructor. Students should check the college web site for details.

Various topics are taken up each year, the content of which depends on the instructor. Students should check the college web site for details.

This course explores the history of Irish and Scottish migration and settlement in Canada with a special emphasis on political, social, economic and religious themes.

A transnational and crossnational analysis of Irish Nationalism in the Atlantic World from the 1790s to the 1860s. Special attention is paid to the United Irishmen in the United States, the Young Ireland exiles of 1848, and the Fenian movement in North America.

An introduction to the Welsh language and literature from the 10th to the 14th centuries.

An introduction to Old and Middle Irish language and literature from the 7th to the 11th century.

An analysis of global Irish migration from the seventeenth to the twentieth centuries, examining patterns of acculturation and adaptation, transnational flows of people and ideas, and the relationship between the homeland and host communities.  Topics include demographic, social, economic, political, religious and cultural aspects of the Irish diaspora.

Textual analysis of Irish historical documents in the context of cultural transition between the medieval and modern period.  Texts worked on include medieval annals, later chronicles and their 17th century English translations, from the perspective of language transference and change from manuscript to print dissemination.

An examination of the Great Irish Famine, 1845-1851, in its economic, political, social, demographic and religious dimensions and issues of collective and created memory.  By use of manuscript and routinely generated records students will explore mass migration from Ireland to Britain, the Americas, and the Antipodes.

A scholarly project chosen by the student in consultation with an instructor and approved by the Program Co-ordinator. Arrangements for the choice of topic must be completed by the student before registration.

An introduction to Catholic Christianity, to its history, institutions, and theology. The second part of the course examines the renewal effort of Vatican II and offers a contemporary Catholic reading of the Creed.

The purpose of this course is to introduce students to the depth and breadth of the imagination in the western Christian tradition. We shall explore components of the distinctively Christian imagination, as well as its expression in various media, including the visual and plastic arts, literature, film, and music.

An exploration of major Christian themes, such as redemption and sacrifice, in works of ancient and modern literature. Includes an examination of different genres (the novel, poetry, drama), written for differing times and cultures.

Issues raised by Christianitys encounter with secular culture, and solutions proposed by the tradition: involvement in political structures, social movements, ethnic communities, and changing world views.

A study of key elements in the encounter of Christianity and Asia: e.g. the controversy over Chinese rites; Koreas conversion by lay philosophers; the development of Filipino folk Catholicism and its impact on politics; the influence of Indian thought on recent Western theologians.

Exploration of the variety of forms which Christian personal experience has taken in the course of history (martyrdom, mysticism, monasticism, sanctification of ordinary life, etc.) in order to appreciate their variety, complexity, and deep unity.

The various roles given music in Christian tradition and the impact of Christianity on Western music. Case studies from Gregorian chant to the present illustrate major issues (sacred vs. profane, acceptable styles or instruments, text and music, emotion and rationalism) to provide a critical vocabulary applicable to present works. Some background in music is required.

The development of Christian communities in Latin America with an emphasis on such themes as the Spanish Conquista, missions, church-state relations, popular religious culture, and the emergence of Liberation Theology.

An introduction to the Christian intellectual tradition through a study of key figures representing a variety of historical periods, from the patristic through the medieval to the modern and contemporary. The selected authors discuss a range of religious, intellectual and human issues from basic Christian beliefs to the challenges of modern and postmodern cultures.

The social, theological, and institutional development of Christian communities in Africa, including the birth of early churches in North Africa, missionary activity, popular religion, and the emergence of new Christian movements in the post-colonial period.

Christian history has been characterized by an enduring and fruitful search for forms of religious community. This course surveys some communal attempts to express Christianity, monasticism, forms of common life for clerics, the Mendicants, lay confraternities, religious orders, and contemporary lay movements.

Distribution Requirement Status: This is a Humanities course
Breadth Requirement: Society and its Institutions (3)

SMC216Y1    Ritual and Worship[48L/24T]

An introduction to Christian ritual and worship, in cross-cultural and ecumenical perspective. Biblical roots and historical development of the Christian sacraments, especially baptism and the Eucharist. Contemporary Catholic perspectives on worship in a secular and multicultural world.

An exploration of connections between a childs moral development and literature in Christian traditions. We examine literary, historical and philosophical developments appropriate to the childs imagination. The course will include the study of poems, catechetical materials, novels and other texts written for children.

A lecture course introducing theological and scientific thought experiments (e.g., Einstein chasing the beam of light). Do thought experiments enable us to gain knowledge about the world and God by imagining hypothetical scenarios? If so, why bother with real world experiments? And is the mind attuned to grasp God?

This course examines different models of relating Christianity and Science.  Beginning with the biblical view on the natural world and moving to the present, the lectures develop a wide range of approaches.

This course engages various controversial issues in the natural sciences of import to Christian faith.  Examples include: Creation vs. Evolution, Free Will vs. Determinism, Naturalism vs. Revelation.

The originality of Christian symbolism is explored through texts, images, and other media. We examine theories of symbolism, then explore the use of Christian symbolism and symbolic patterns in ancient and medieval art, architecture and literature.

An examination of Canon Law; the process by which it came into being, and its impact on contemporary culture. Premises and techniques of ecclesial law-making are compared to those of other systems of legislation. Specific sections of the Code of Canon Law are examined.

An examination of both overt and covert representations of Christian ideas in contemporary popular media. We examine the ways in which Christian themes have been appropriated and subverted in mass media, while also examining the innovative ways these themes, such as redemption, sacrifice, vocation, and hope, are presented anew.

Technology represents a significant challenge to Christian traditions. This course will explore Christian responses to technologies such as genetic engineering, cyberspace, and life extension. Students will examine the metaphysical perspectives and metaphorical images that the Christian tradition presents to respond to the claims of unbridled technology.

An introduction to the place and meaning of the Bible within the Christian tradition; the practice of biblical interpretation in the patristic, medieval and modern periods; a contemporary reading of one of the Gospels and of a letter of Paul.

A close reading of the Code of Canon Law touching on the themes of marriage and the family; relationship to other fundamental Church statements (e.g. Familiaris Consortio); examination of issues raised by opposition between church teaching and other views.

This course explores developments in the relations between the Catholic Church and the states of Western Europe and America from the Enlightenment to the present. Of particular concern is Catholicisms response to the political theories of the Enlightenment, the secularization of the state and social justice issues.

Introduces students to the Catechism of the Catholic Church (1994) and its antecedents. After an historical survey of religious instruction in the Church, the students will engage in a close reading of selected sections of the Catechism of the Catholic Church.

The Catholic Church claims to be the continuation of the event of Christ in history, the guarantor of the authenticity of each persons encounter with Christ, and the means by which His memory may be cultivated. The course examines the reasons for these claims and the forms they have taken.

The Catholic Church has developed a distinctive approach to the pedagogical enterprise. This course explores aspects of this approach by an examination of canonical legislation and other texts published by ecclesiastical authorities and their application in Canada.

An historical appraisal of the evolution of Catholic schools, universities, and catechetical education in Ontario. Special emphasis is placed on the evolution of Ontarios separate school system.

An exploration of the historical development of Catholic communities and institutions in all regions of Canada since the 16th century. Emphasis placed on themes of mission, church-state relations, ethnicity, belief and practice, social justice, gender, and secularization.

The Churchs self-understanding generates interesting problems in her relations with the civil societies in which she lives. These problems are often fruitful and leave marks in the legislation of each of these societies. This course will assess the extent to which this has been true in Canada, from the earliest days of European expansion until the present. After an historical introduction regarding the legal status of the Church in French and post-conquest Canada, we will study the current legal treatment of Church activity, institutions, and property. The legal treatment of criminous clerics will also be examined.

Faith in Christ is central to Christianity. This course examines both classical formulations of that faith and Enlightenment critiques of them. It introduces students to contemporary rethinking of christology in the light of modern science and philosophy, comparative religion, feminism, and liberation movements.

The study of past outbursts of Christian interest in the millennium theme, and the end of the world, modern manifestations of this trend, and the implications of its contemporary revitalization at the dawn of the third millennium.

Service learning course in social justice and international development. Seminars in the Winter term and international service with Intercordia Canada, a non-governmental organisation that arranges international placements for educational purposes, between May and July. There will be additional costs to students associated with this program. Duration is January to August; all add/cancel/refunds deadlines as per a regular S course.

An exploration of the place of music in Christian worship, with a focus on contemporary Eucharist. Examination of the development of liturgico-musical principles and their practical implementation. Topics may include: styles and repertoires, singing liturgical texts, hymnody and other forms of congregational singing, choirs and cantors, the use of instruments.

An interdisciplinary examination of the Bible as artifact and as an index of culture, art, and language. Topics include: the mediaeval giant Bibles, illuminated and illustrated Bibles, the Gutenberg Bible, The King James Bible, the Bible industry, the Bible online, the Bible as sacred object, sacred language and vernacular.

An introduction to religious diversity as a feature of contemporary Christian life, thought and practice. Toronto offers a unique opportunity for students to engage questions of interreligious dialogue and practice in living, dynamic environments. This is a service-learning course: required placements will be arranged through the Centre for Community Partnerships.

The complex interplay between religious belief, culture, and the emergence of modern physical theory: rise and fall of mechanistic theories, relativity, particle physics and models of the Universe, Big Bang theory and Black Holes, etc.

This seminar will explore the fundamental value of human dignity, as it arose in the Judaeo-Christian tradition, and the moral dilemmas it poses in the context of medical experiments. Scientific research, and its place in our culture, will be discussed against the background of an ethics informed by Judaeo-Christian values.

A concluding course in Christianity and Culture, providing an opportunity to synthesize insights acquired during the course of the program (enrolment subject to availability of a supervisor).

Independent Studies in Christianity and Culture

Advanced Topics in Christianity and Culture I

Advanced Topics in Christianity and Culture II

A survey of the religious traditions of ancient Israel as they are reflected in the diverse types of literature found in the First Testament, with emphasis on their historical development and their relevance for contemporary scholarship. Topics to be considered include: Israelite origins, settlement in the land, social structures, the monarchy, prophecy, the exile and return.

Introduction to the major methods and issues in New Testament interpretation: textual criticism; the world of the New Testament; the composition, structure and theologies of the Synoptic Gospels; the Jesus of History and the Christ of Faith.

This course will examine Christian responses to religious pluralism, focusing particularly upon twentieth-century developments in comparative theology, theology of religions, and inter-religious dialogue. Although the course will focus on examples from the context of post-Vatican II Catholicism, students will have opportunities to study comparable developments outside this tradition.

A seminar devoted to examining the changing representation of Jews and Judaism within Christian traditions over the past two thousand years.

An examination of the development of sacred space in the early Church, reflection upon its place in the imaginative landscape of the European Middle Ages, and discussion of its implications for the understanding of space and place in our own culture.

A seminar course engaging in theological reflection on and response to the shifting cultural realities of the twenty-first century. Topics for close examination may include: post-modernity, home and homelessness, and mass popular culture.

A seminar course engaging in theological reflection on and response to the shifting cultural realities of the twenty-first century. Topics for close examination may include: post-modernity, home and homelessness, and mass popular culture.

An examination of the use of the Bible in the mediaeval period (500-1500) as source of motifs in art and architecture, provider of stories for poetry and drama, authority in legal and political debate, and tool for teaching and preaching.

A research seminar to explore the foundational principles and historical applications of Catholic social teaching since Rerum novarum. Special emphasis placed on scriptural texts, magisterial documents, and contemporary case studies. Integral to the course is a major paper based on primary source research.

An examination of key moments and figures in the recent history of the visual arts in Western culture and especially in Canada in which religious and spiritual themes surface in new and surprising ways. The course includes a study of works in the Donovan Collection at St. Michaels College.

An introduction to comparative theology and comparative theologies, with special attention to their close interrelation and emergence with comparative religion and religious studies in the modern period.

A seminar addressing diverse and sometimes conflicting scientific, philosophical, and theological approaches to human sexuality, with a special focus on Habermas and compatibilism. Includes a systematic exploration of the ontology of the sexed human body and transsexuality, the metaphysics of human sexuality, and issues related to a science of orgasm.

An independent research project to be proposed by the student and supervised by a Christianity and Culture faculty member. The student, in consultation with the faculty member, may choose either a one-term (H) or a two-term (Y) project.

An independent research project to be proposed by the student and supervised by a Christianity and Culture faculty member. The student, in consultation with the faculty member, may choose either a one-term (H) or a two-term (Y) project.

An advanced course on the historical development, social and cultural forms and/or major theological writings of the various traditions of Eastern Christianity.  Topics for close examination may include: Iconography; Byzantine & Slavic Christianity; Modern Orthodox Thought.

An advanced study of the historical development, major theological writings and contemporary ethnographic studies of diverse Christian traditions in South Asia.  Topics to be covered include the legacy of Thomas Christianity, Hindu-Christian dialogue, the Christian ashram movement, liturgical inculturation and religious hybridity.

This course aims to develop an understanding of social conflict and cultural diversity. How does conflict act as a catalyst for change? What do socio-cultural, cognitive, and motivational approaches teach us about conflict? Topics include: effects of conflict, human rights principles, cross-cultural understanding.

The course focuses on raising awareness and sensitivity to equity and diversity issues arising in schools and cultural communities. It examines how oppression works, and how cultural and educational resources may be brought to bear on reducing oppression and improving equity. The course includes a 20-hour field experience.

The course will provide an overview of developmental psychology from early childhood to late adolescence in relation to education, including: cognitive, social, emotional, moral, physical, religious and language development. It will examine various influences (family life, schooling and culture, etc.). This course includes a 20-hour field experience.

Arranged by each student in consultation with faculty, the internship enables teacher candidates to integrate, extend and deepen their learning experiences in a way not otherwise available in the program. Those wishing to take this course must have their program approved by the Program Director.

An interdisciplinary course to introduce students to the rich culture of the European mediaeval period (from 500 to 1500). Students will examine the Middle Ages by means of its art, literature, philosophy, liturgy, historiography, and music. A chronological overview will introduce students to the basic historical shape of the period.

This course provides an introduction to the thought and culture of the European Middle Ages. Students are introduced to the important monuments of mediaeval History, Thought, Literature, and Art, and follow some of the common threads that run through all these disciplines. The course explores some of the classical antecedents and chief expressions of mediaeval life and thought.

This course examines the ways mediaeval themes have been presented in the cinema over the last century by taking exemplary films from different countries and epochs. The purpose is to explore each on three levels: the mediaeval reality, the subsequent legendary or literary elaboration, and the twentieth-century film rendition, regarded equally as work of art, ideology and economic product.

This course studies a selection of mediaeval Latin prose and poetry. Emphasis is on the linguistic differences between mediaeval Latin and its classical antecedent, especially in regard to vocabulary, grammar and orthography. A review of Latin grammar is part of the course.

Through the close reading of fewer but longer texts than in SMC222H1, this course gives students a deepened acquaintance of the linguistic features of mediaeval Latin, as well as with its literature, and generic and stylistic conventions. A solid foundation in basic Latin morphology, syntax and vocabulary is assumed.

This course explores mediaeval biblical commentary and the various approaches taken by the exegetes to uncover the secrets of the sacred page, for instance through the four senses of Scripture: history, allegory, tropology, and anagogy.

This course examines birth, nourishment, education and death of children in the Middle Ages. What was it like to be a mediaeval boy or girl? What kind of relationship did children have with their parents, with their teachers, or with other children? Primary sources are examined and interdisciplinary methods employed.

This course examines the most salient aspects of mediaeval manuscript culture. We will study, first, how the parchment for books was folded, pricked, ruled and bound, and second, what scripts were employed in the different codices. We will also examine the various types of books made in the Middle Ages and the challenges they pose to modern scholars.

An introduction to the discipline of theology as taught in the mediaeval schools. Building on a basic knowledge of Christian scriptures and of philosophical argument, this course will offer an organic exposition of mediaeval theology, together with an introduction into the scientific method of theological investigation as practised in the Middle ages.

This course surveys mediaeval vernacular literature within the cultural context of Europe and considers the development of different literary genres such as epic, romance and lyric. Relations between vernacular literatures, and between vernacular and latin literature are also studied.

Mediaeval jurisprudence combines the high technical quality of Roman law with the requirements of Christianity. The seminar provides an overview of the development of mediaeval learned jurisprudence; select texts from Roman and canon law, with their glosses, are read in order to explore more specifically the methods and concerns of mediaeval jurists.

The rise of the science of canon law is one of the great intellectual developments of the High Middle Ages. In this course, the aims and techniques of the canonical jurists will be explored by a close reading of their normative texts and glosses.

This seminar explores the development of some of the institutions of mediaeval Christendom, such as guilds, the University and the Papacy, in relation to social and intellectual movements of the age.

A fourth-year seminar on a topic to be determined annually.

A fourth-year seminar on a topic to be determined annually.

An independent research project to be proposed by the student and supervised by a member of faculty affiliated with the Mediaeval Studies Program.

This seminar explores the intellectual milieu of the cathedral schools of the twelfth century and the debates of its famous and infamous protagonists: Abelard, for instance, and Bernard of Clairvaux, Heloise, Peter the Venerable, etc. Readings in the original Latin will be discussed and commented upon by students.

A scholarly project chosen by the student in consultation with an instructor and approved by the Program Co-ordinator. Arrangements for the choice of topic and supervisor must be completed by the student before registration.

Credit course for supervised participation in faculty research project. Details here.

An opportunity for students to pursue an independent course of study not otherwise available in the Faculty of Arts and Science.

An opportunity for students to pursue an independent course of study not otherwise available in the Faculty of Arts and Science.

An introduction to research methods in the Humanities focusing on quantification, the use of routinely generated records, forensic analysis, and data collection and analysis. Critique of these methods. The applications of quantitative analysis may vary from year to year.

An opportunity for students to pursue an independent course of study not otherwise available in the Faculty of Arts and Science.

An opportunity for students to pursue an independent course of study not otherwise available in the Faculty of Arts and Science.