Faculty of Arts & Science 2013-2014 Calendar

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St. Michael's College

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SMC One: Cornerstone

The SMC One: Cornerstone program is designed for first year students with an interest in the theory and practice of social justice.  We combine community outreach placements with small seminar discussions and class lectures to explore the interdisciplinary frameworks of social justiceand injustice, leading toward understanding of society and our place within it.

Students accepted into the program choose a stream within SMC curriculum through which to focus on Cornerstone’s interdisciplinary and progressive approach to social justice. Small stream seminar discussions, weekly lectures on theory, philosophy and cultural expressions of identity and society in historical and contemporary contexts are combined with service placements in local Toronto agencies.  Through critical and creative reflection, students acquire the academic skills and support to cultivate social responsibility in their lives and academic studies.   

Streams:

Cornerstones in Communications and Media
Social justice issues relating to books, print culture, broadcasting and new media, including censorship, journalistic responsibility, cyber bullying, editorial and journalistic integrity, freedom of accessibility to information, libel, social networks, and “the right to know.” Students will reflect on the relationships between culture, art and media in the expression and exploration of identity and society.

Cornerstones in Christianity and Culture
Social justice issues in Christianity and Culture. Students in this stream will have the opportunity to reflect on diverse conceptions of poverty, identity and community in Christian traditions, past and present.They will also explore questions of political engagement in relation to efforts by Christian persons and institutions to confront or transform social structures for the common good.

Cornerstones in Mediaeval Studies
Social justice issues in the historical, philosophical, literary and religious frameworks of societal thought in mediaeval and premodern cultures.  Students in this stream will explore the relationship between selfhood and community with particular attention given to secular and religious ideas of peace, justice and the good life.  Reflection on comparative issues in contemporary thought and culture.

Cornerstones in Celtic Studies
Social justice issues in Celtic Studies, focusing on such topics as minority language rights, colonialism and resistance, expressions of cultural identity, media coverage of conflict and Celtic experiences in North America.  Students reflect on the relationship between identity and society in the context of ethno-religious conflicts and state responses to revolutionary movements.

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 to CTEP is by application normally at the end of first year (or on completion of 4 FCEs), 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: D. Pietropaolo, 81 St. Mary Street, Room 127, Odette Hall (416-926-7102)

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.  Students must complete at least 4 FCE at the 100+ level and may be admitted if they have completed SMC188Y1 or any 100+level course and attained a grade of at least 67% in that course.

Consult Professor Mark G. McGowan, St. Michael's College

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

1. SMC219Y1
2. SMC228H1; SMC229H1
3. 1.5 FCE SMC courses as designated by the program:
   SMC210H1/SMC212H1/SMC217H1/SMC291H1/SMC300H1/SMC301H1/SMC305H1/SMC314H1/SMC315H1/SMC316H1/SMC317H1/SMC358H1/SMC361H1/SMC364H1/SMC374H1/SMC397H1/SMC398H1/SMC399Y1
4. 1.5 FCE from:
   Second Year Offerings: ARC232H1/ENG232H1/ENG234H1/ENG235H1/ENG287H1/FCS291H1/FCS297H1/HIS241H1/HPS201H1/HPS202H1/SLA203H1/SLA254H1/SMC210H1/SMC212H1/SMC217H1/SMC291H1/UNI221H1/VIS206H1/WGS271Y1
   Third and Fourth Year Offerings:
   ABS300Y1/ABS302H1/ENG322Y1/FAH319H1/FRE308H1/FRE310H1/FRE324H1/GER310H1/HIS302H1/HIS316H1/HIS374H1/INI301H1/INI305H1/INI387H1/JAL328H1/MUS300H1/SMC300H1/SMC301H1/SMC305H1/SMC314H1/SMC315H1/SMC316H1/SMC317H1/SMC358H1/SMC361H1/SMC364H1/SMC374H1/SMC397H1/SMC398H1/SMC399Y1/VIC345H1/EAS467H1/FAH424H1/HIS455H1/HIS477H1/PSY427H1
5. 0.5 FCE from:
   SMC406H1/SMC425H1/SMC430H1/SMC431H1/SMC435H1/SMC457H1/SMC464H1/SMC465H1/SMC466H1
6. SMC385H1

This is a limited enrolment program.  Students must complete at least 4 FCE at the 100+ level and may be admitted if they have completed SMC188Y1 or any 100+ level course and attained a grade of at least 67% in that course.

Consult Professor Mark G. McGowan, St. Michael's College

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

First year:

1. SMC219Y1
2. SMC228H1; SMC229H1
3. Two courses or their equivalent from the following:
   Second Year Offerings: ARC232H1/ENG232H1/ENG234H1/ENG235H1/ENG287H1/FCS291H1/FCS297H1/HIS241H1/HPS201H1/HPS202H1/SLA203H1/SLA254H1/SMC210H1/SMC212H1/SMC217H1/SMC291H1/UNI221H1/VIS206H1/WGS271Y1
   Third and Fourth Year Offerings:
   ABS300Y1/ABS302H1/ENG322Y1/FAH319H1/FRE308H1/FRE310H1/FRE324H1/GER310H1/HIS302H1/HIS316H1/HIS374H1/INI301H1/INI305H1/INI387H1/JAL328H1/MUS300H1/SMC300H1/SMC301H1/SMC305H1/SMC314H1/SMC315H1/SMC316H1/SMC317H1/SMC358H1/SMC361H1/SMC364H1/SMC374H1/SMC397H1/SMC398H1/SMC399Y1/VIC345H1/EAS467H1/FAH424H1/HIS455H1/HIS477H1/PSY427H1

This program has unlimited enrolment and no specific admission requirements. All students who have completed at least 4.0 courses are eligible to enrol.

Consult Ann Dooley Prof. Emeritus, 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/SMC441Y1
b) Brethonic (Welsh): SMC243Y1/SMC440Y1
3.    Six FCEs from the list above and/or  SMC188Y1/SMC225H1/SMC226H1/SMC250Y1/SMC333H1/SMC334H1/SMC335Y1/SMC337H1/SMC338H1/SMC339H1/SMC340H1/ SMC342Y1/SMC343Y1/SMC344Y1/SMC346H1/SMC347H1/SMC348H1/SMC349H1/SMC350H1/SMC351H1/SMC354H1/SMC355H1/SMC356H1/SMC374H1/SMC375H1/SMC376H1/SMC377H1/SMC378H1/SMC395Y1/SMC396H1/SMC411H1/SMC412H1/SMC413H1/SMC416H1/SMC443H1/SMC444H1/SMC457H1
4.   SMC451Y1
5.   0.5 FCE from SMC385H1/SMC413H1/SMC442H1/SMC444H1 (these are courses with other BR categories but which are designed to meet the Quantitative Reasoning competency), or 0.5 FCE from Breadth Category #5: Physical & Mathematical Universe, or another 0.5 FCE approved by the program director, to fulfill the Quantitative Reasoning competency required in the program.

This program has unlimited enrolment and no specific admission requirements. All students who have completed at least 4.0 courses are eligible to enrol.

Consult Ann Dooley Prof. Emeritus, 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/SMC440Y1/ SMC441Y1
3.    Four FCE  from the list above and/or SMC188Y1/SMC225H1/SMC226H1/SMC250Y1/SMC333H1/SMC334H1/SMC335Y1/SMC337H1/SMC338H1/SMC339H1/SMC340H1/SMC342Y1/SMC343Y1/SMC344Y1/SMC346H1/SMC347H1/SMC348H1/SMC349H1/SMC350H1/SMC351H1/SMC354H1/SMC355H1/SMC356H1/SMC374H1/SMC375H1/SMC376H1/SMC377H1/SMC378H1/SMC395Y1/SMC396H1/SMC411H1/SMC412H1/SMC413H1/SMC416H1/SMC443H1/SMC444H1/SMC457H1
4.   0.5 FCE from SMC385H1/SMC413H1/SMC442H1/SMC444H1 (these are courses with other BR categories but which are designed to meet the Quantitative Reasoning competency), or 0.5 FCE from Breadth Category #5: Physical & Mathematical Universe, or another 0.5 FCE approved by the program director, to fulfill the Quantitative Reasoning competency required in the program.

This program has unlimited enrolment and no specific admission requirements. All students who have completed at least 4.0 courses are eligible to enrol.

Consult Ann Dooley Prof. Emeritus, St. Michael's College.

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

This program has unlimited enrolment and no specific admission requirements. All students who have completed at least 4.0 courses are eligible to enrol.

Consult the Program Coordinator, 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 programs and departments: HPS326H1/ITA311H1/NMC289H1/NMC270H1/RLG228H1/RLG338Y1/SMC464H1. 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://stmikes.utoronto.ca/christianity/courses

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/SMC188Y1
2.    SMC203Y1
3.    1.0 FCE from SMC200H1/SMC201H1/SMC205H1/SMC208Y1/SMC215H1/SMC232H1/SMC233H1
4.    0.5 FCE from SMC385H1/SMC233H1
5.    Three of the following four options; see the list of courses in each group below:
            (a)  Two FCEs from “Christianity and Society”
            (b)  Two FCEs from “Christianity and the Intellectual Tradition” 
            (c)  Two FCEs from “Christianity, Arts and Letters” 
            (d)  Two FCEs from “Christianity and Science”
6.    1.5 FCEs from Christianity and Culture or the list of approved cross-listed courses.

(a) Christianity and Society:
SMC204H1/SMC205H1/SMC207H1/SMC209H1/SMC215H1/SMC308H1/SMC309H1/SMC312H1/SMC313H1/SMC320H1/SMC362Y1/SMC366H1/SMC426H1/SMC456H1/SMC458H1/NMC289H1; relevant Independent Studies or Special Topic courses SMC390Y1/SMC391H1/SMC400Y1/SMC401H1/SMC433Y1/SMC434H1/SMC457H1; or relevant cross-listed courses.

(b) Christianity and the Intellectual Tradition:
SMC208Y1/SMC216Y1/SMC307Y1/SMC310H1/SMC311H1/SMC322H1/SMC330Y1/SMC417H1/SMC418H1/SMC419H1/SMC429H1/SMC454H1/NMC270H1; relevant Independent Studies or Special Topic courses SMC390Y1/SMC391H1/SMC400Y1/SMC401H1/SMC433Y1/SMC434H1/SMC457H1; or relevant cross-listed courses.

(c) Christianity, Arts and Letters:
SMC200H1/SMC201H1/SMC206H1/SMC217H1/SMC305H1/SMC363H1/SMC364H1/SMC422H1/SMC423H1/SMC424H1/SMC425H1/SMC455H1/SMC464H1/ITA311H1; relevant Independent Studies or Special Topic courses SMC390Y1/SMC391H1/SMC400Y1/SMC401H1/SMC433Y1/SMC434H1/SMC457H1; or relevant cross-listed courses.

(d) Christianity and Science:
SMC231H1/SMC232H1/SMC233H1/SMC371H1/SMC432H1/HPS326H1/RLG228H1/RLG338Y1; relevant Independent Studies or Special Topic courses SMC390Y1/SMC391H1/SMC400Y1/SMC401H1/SMC433Y1/SMC434H1/SMC457H1; or relevant cross-listed courses.

This program has unlimited enrolment and no specific admission requirements. All students who have completed at least 4.0 courses are eligible to enrol.

Consult the Program Co-ordinator at 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 programs and departments: HPS326H1/ITA311H1/NMC289H1/NMC270H1/RLG228H1/RLG338Y1/SMC464H1.
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://stmikes.utoronto.ca/christianity/courses

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/SMC188Y1/SMC203Y1
2.    2.0 FCEs from SMC200H1/SMC201H1/SMC203Y1/SMC205H1/SMC208Y1/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

This program has unlimited enrolment and no specific admission requirements. All students who have completed at least 4.0 courses are eligible to enrol.

Consult the Program Co-ordinator at 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 programs and departments: HPS326H1/ITA311H1/NMC289H1/NMC270H1/RLG228H1/RLG338Y1/SMC464H1.
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://stmikes.utoronto.ca/christianity/courses

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

1. SMC103Y1/SMC188Y1/SMC203Y1
2. 1.0 FCE  from SMC200H1/SMC201H1/SMC205H1/SMC208Y1/SMC215H1/SMC232H1/SMC233H1
3. Two additional Christianity and Culture courses

This program has unlimited enrolment and no specific admission requirements. All students who have completed at least 4.0 courses are eligible to enrol.

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/SMC188Y1
2. SMC312H1
3. SMC313H1
4. Two additional courses from Christianity and Culture: SMC200H1/SMC201H1/SMC203Y1/SMC204H1/SMC205H1/SMC206H1/SMC207H1/SMC208Y1/SMC209H1/SMC215H1/SMC216Y1/SMC217H1/SMC231H1/SMC232H1/SMC233H1/SMC305H1/SMC307Y1/SMC308H1/SMC309H1/SMC310H1/SMC311H1/SMC320H1/SMC322H1/SMC330Y1/SMC362Y1/SMC363H1/SMC364H1/SMC366H1/SMC371H1/SMC417H1/SMC418H1/SMC419H1/SMC422H1/SMC423H1/SMC424H1/SMC425H1/SMC426H1/SMC429H1/SMC432H1/SMC454H1/SMC455H1/SMC456H1/SMC457H1/SMC458H1.

Program Coordinator: Dr. 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. Three FCEs as follows: JSV200H1; SMC271H1; SMC272H1; SMC313H1; SMC472Y1
3. 0.5 FCEs from the following (internship options): SMC366H1 (formerly SMC218Y1)/SMC362Y1/SMC471H1
4. 3.5 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.

This program has unlimited enrolment and no specific admission requirements. All students who have completed at least 4.0 courses are eligible to enrol.

Consult Professor Giulio Silano, St. Michael's College.

(12 full courses or their equivalent, including at least 4.0 FCEs at the 300+ level, 1.0 of which must be at the 400 level)

1.At least 0.5 FCE from the introductory courses: SMC175H1, SMC210H1 or SMC212H1.

2.At least 2.0 FCEs from the foundational courses, which provide further introduction into more specific aspects of Mediaeval Studies: Second year: SMC200H1/SMC201H1/SMC216Y1/SMC222H1; Upper years: SMC307Y1/SMC323H1/SMC358H1/SMC359H1/SMC360H1/SMC361H1.

3.At least 2.0 FCEs from the following Latin courses: First or second year: LAT101H1/LAT102H1. Second or Third year: LAT201H1/LAT202H1/SMC222H1. Third or Fourth Year: SMC323H1.

4.Up to 6.0 FCEs from among the following elective courses, with at least 2.0 FCEs from courses with an SMC designator. Their groupings are for the sake of orientation for the students in order to be able to make informed choices about coherent specializations. At all levels (years 1-4) students can choose courses from all four groupings.

History Courses: Second year: SMC211H1/SMC215H1/SMC225H1/HIS208Y1/HIS220Y1/HIS251Y1/HPS201H1/ NMC270H1/NMC273Y1/NMC275H1. Upper years: SMC337H1/SMC338H1/SMC344Y1/SMC357H1/ SMC422H1/CLA378H1/HIS320H1/HIS321H1/HIS322Y1/HIS323H1/HIS336H1/HIS 403Y1/HIS424H1/HIS426H1/HIS427H1/HIS428H1/HIS432H1/HIS434Y1/HIS438H1/HPS430H1/NMC 342H1/NMC376H1/NMC377Y1/NMC396Y1.
Thought: First year: SMC188Y1. Second year: SMC205H1/PHL200Y1/PHL205H1/PHL206H1/RLG241Y1.  Upper years: SMC307Y1/SMC324H1/SMC325H1/SMC350H1/SMC359H1/SMC361H1/CLA336H1/MAT390H1/PHL303H1/PHL304H1/PHL307H1/PHL308H1/PHL309H1/PHL336H1/RLG 331Y1.  
Literature: Second year:  SMC222H1/SMC226H1/SMC250Y1/ENG240Y1/LAT101H1/LAT102H1/ LAT201H1/LAT202H1. Upper years: SMC323H1/SMC343Y1/SMC360H1/SMC436H1/ENG300Y1/ ENG311H1/ENG330H1/ENG385H1/FRE318H1/FRE471H1/GER429H1/ITA311H1/ITA312H1/ITA320H1/ ITA430H1/NMC255Y1/NMC350H1/SLA330Y1/SPA425H1/SPA450H1.
The Arts: Second year: FAH215H1/FAH216H1/MUS208H1. Upper years: SMC344Y1/SMC358H1/FAH316H1/FAH318H1/ FAH319H1/FAH325H1/FAH326H1/FAH327H1/FAH328H1/FAH420H1/FAH421H1/FAH424H1/FAH425H1/ FAH426H1/FAH492H1/NMC396Y1.
And from the intensive research courses with changing topics in the fourth year: SMC406H1, SMC407Y1, SMC435H1, SMC457H1.

Note: Students are expected to meet with the program coordinator for counselling in order to be given guidelines as how to select courses in order to build coherent specialization(s). Please note that not all courses are offered every year and that it is the responsibility of the student to plan ahead in order to make course selections that meet the program requirements.

5.SMC385H1 

6.SMC490Y1 (Senior Essay in Mediaeval Studies)

Foundational Courses:

SMC200H1 Christian Imagination I: Visual Arts
SMC201H1 Christian Imagination II: Literary Arts
SMC216Y1 Ritual and Worship
SMC222H1 Mediaeval Latin I
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/SMC337H1/SMC338H1/SMC343Y1/SMC344Y1/SMC350H1/SMC357H1/SMC406H1/SMC407Y1/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.

This program has unlimited enrolment and no specific admission requirements. All students who have completed at least 4.0 courses are eligible to enrol.

Consult Professor Giulio Silano, St. Michael's College.

(7 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.At least 0.5 FCE from the introductory courses: SMC175H1, SMC210H1 or SMC212H1.

2.At least 1.0 FCE from the foundational courses, which provide further introduction into more specific aspects of Mediaeval Studies: Second year: SMC200H1/SMC201H1/SMC216Y1/SMC222H1. Upper years: SMC307Y1/SMC323H1/SMC358H1/SMC359H1/SMC360H1/SMC361H1.

3.Up to 4.5 FCEs from among the following elective courses, with at least 1.5 FCEs from courses with an SMC designator. Their groupings are for the sake of orientation for the students in order to be able to make informed choices about coherent specializations. At all levels (years 2-4) students can choose courses from all four groupings.

History Courses: Second year: SMC211H1/SMC215H1/SMC225H1/HIS208Y1/HIS220Y1/HIS251Y1/HPS201H1/ NMC270H1/NMC273Y1/NMC275H1. Upper years: SMC337H1/SMC338H1/SMC344Y1/SMC357H1/ SMC422H1/CLA378H1/HIS320H1/HIS321H1/HIS322Y1/HIS323H1/HIS336H1/HIS403Y1/HIS 424H1/HIS426H1/HIS427H1/HIS428H1/HIS432H1/HIS434Y1/HIS438H1/HPS430H1/ NMC342H1/NMC376H1/NMC377Y1/NMC396Y1
Thought: First Year: SMC188Y1. Second year: SMC205H1/PHL200Y1/PHL205H1/PHL206H1/ RLG241Y1. Upper years: SMC307Y1/SMC324H1/SMC325H1/SMC350H1/SMC359H1/SMC361H1/ CLA336H1/MAT390H1/PHL303H1/PHL304H1/PHL307H1/PHL308H1/PHL 309H1/PHL336H1/RLG 331Y1.  
Literature: Second year: SMC222H1/SMC226H1/SMC250Y1/ENG240Y1/LAT101H1/LAT102H1/LAT201H1/LAT202H1
Upper years: SMC323H1/SMC343Y1/SMC360H1/SMC436H1/ENG300Y1/ENG311H1/ENG330H1/ ENG385H1/FRE318H1/FRE471H1/GER429H1/ITA311H1/ITA312H1/ITA320H1/ITA430H1/ NMC255Y1/NMC350H1/SLA330Y1/SPA425H1/SPA450H1. 

The Arts: Second year: FAH215H1/FAH216H1/MUS208H1. Upper years: SMC344Y1/SMC358H1/ FAH316H1/FAH318H1/FAH319H1/FAH325H1/FAH326H1/FAH327H1/FAH328H1/FAH420H1/FAH421H1/FAH 424H1/FAH425H1/FAH426H1/FAH492H1/NMC396Y1. 

Note: Students are expected to meet with the program coordinator for counselling in order to be given guidelines as to how to select courses in order to build coherent specialization(s). Please note that not all courses are offered every year and that it is the responsibility of the student to plan ahead in order to make course selections that meet the program requirements.

4.SMC385H1

5.At least 0.5 FCE from among the following: SMC406H1/SMC407Y1/SMC422H1/SMC425H1/ SMC435H1/SMC436H1/SMC457H1/SMC490Y1

Foundational Courses:

SMC200H1 Christian Imagination I: Visual Arts
SMC201H1 Christian Imagination II:  Literary Arts
SMC216Y1 Ritual and Worship
SMC222H1 Mediaeval Latin I
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 SMC Courses: SMC175H1/SMC205H1/SMC211H1/SMC215H1/SMC250Y1/SMC324H1/SMC337H1/SMC338H1/SMC343Y1/SMC344Y1/SMC350H1/SMC357H1/SMC406H1/SMC407Y1/SMC421H1/SMC422H1/SMC425H1/SMC435H1/SMC436H1/SMC440Y1/SMC441Y1/SMC457H1

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.

This program has unlimited enrolment and no specific admission requirements. All students who have completed at least 4.0 courses are eligible to enrol.

Consult Professor Giulio Silano, St. Michael's College.

(4 full courses or their equivalent: at least one 300+ series course)
1. At least 0.5 FCE from the introductory courses SMC175H1/SMC210H1/SMC212H1
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:
SMC200H1 Christian Imagination I: Visual Arts
SMC201H1 Christian Imagination II: Literary Arts
SMC216Y1 Ritual and Worship
SMC222H1 Mediaeval Latin I
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 SMC Courses: SMC175H1/SMC188Y1/SMC205H1/SMC211H1/SMC215H1/SMC225H1/SMC226H1/SMC250Y1/SMC324H1/SMC325H1/SMC337H1/SMC338H1/SMC343Y1/SMC344Y1/SMC350H1/SMC357H1/SMC406H1/SMC407Y1/SMC422H1/SMC425H1/SMC435H1/SMC436H1/SMC440Y1/SMC441Y1/SMC457H1

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 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.

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 can be found at www.artsci.utoronto.ca/current/course/.

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.

Facebook, MySpace, Google+.  Social technology tools are entwined in modern life.  But what consequences do they have for how we think, how we feel, how we socialize, and how we understand ourselves, both as global citizens and as humans?  Students in this course will explore, examine, and debate these questions.

Applying the thought of key media theorists (Innis, McLuhan, Habermas, Fiske, etc.) to the historical symbiosis between music and media, students in this course explore communications from oral storytelling to YouTube, as well as examine the relationship between music and other arts.

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.

An advanced seminar on the Catholic Church's use of and reflection on social media since Vatican II.

An advanced seminar on McLuhan's theory of technology, perception, and social media.

This research seminar focuses on the history and development of the Canadian Broadcasting Corporation. Topics for discussion include broadcast regulation, programming, relationships with the state, the ongoing struggle with private broadcasters, commercialization, Americanization, and financial questions. Students will be required to make oral presentations and prepare a research essay.

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.

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.

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 (offered every three years).

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 (offered every three years; will be offered in 2014-2015).

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.
(offered every three years) 

This course examines the relationship between folklore and national identity in Ireland, Scotland and Wales, with special emphasis on storytelling traditions.

From Medieval harp playing to the emergence of reels and jigs during the eighteenth century, this course explores the changes and continuities in traditional music, and its place in contemporary culture.

This course focuses on Irish history from the early seventeenth century to the Great Famine of the mid nineteenth century.  Topics include the Ulster plantation, Catholic resistance, the Penal Laws, the United Irishmen, the Act of Union, Catholic Emancipation and the Famine.

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 (offered every three years).

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 (offered every three years; will be offered in 2014-2015).

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.

This course examines the Irish novel after Joyce.  Particular attention is paid to writers such as Molly Keane, Edna O’Brien, Anne Enright, John Banville, Patrick McCabe and Roddy Doyle

This course examines the ways their Irish background and Canadian experiences influenced Irish writers in Canada, and discusses their impact on Canadian literature.  Figures to be studied include nineteenth-century writers such as Isabella Valancy Crawford and Thomas D’Arcy McGee, and more recent writers such as Brian Moore and Emma Donoghue.

An examination of the ways in which Scottish immigrants shaped the culture of Cape Breton and by extension Canada, with particular reference to language, literature, music and folklore.

This course examines the relationship between nationalism and unionism in post-Famine Ireland, with particular emphasis on the debates over Home Rule, the Irish Revolution and Civil War of 1916-23, the effects of partition, and the Troubles in Northern Ireland.

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.

An in-depth examination of the Fenian underground in Canada during the 1860s, using primary sources to examine such issues as ethno-religious conflict, the relationship between Catholicism and Irish nationalism, and the efforts of the secret police force to infiltrate and undermine the Fenian Brotherhood.  Special attention is paid to the ways in which the state responded to the threat posed by Irish revolutionaries who supported an Irish-American invasion of Canada as a means to hit back at the British Empire and pave the way for Irish independence.

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.

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 (offered every three years; will be offered in 2014-2015).

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 Christianity as it has been lived, celebrated, and reflected on in the Roman Catholic Church.  Special emphasis will be placed on the transformation of Catholic traditions through history, as well as the creative engagement of the Second Vatican Council (1962-65) and recent Catholic thinkers with critical issues in modern and contemporary culture.

The purpose of this course is to introduce students to the depth and breadth of the imagination in the western Christian tradition, through an exploration of the visual arts. 

The purpose of this course is to introduce students to the depth and breadth of the imagination in the western Christian tradition, through an exploration of the literary arts.

This course explores the historical engagement of various Christian traditions with the prevailing political, social, and ethnic cultures in the western world and beyond. Students will also examine the development of Christianity as it confronts changes in the symbolic and intellectual universes from antiquity to post-modernity.

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 importance to Christian faith.  Examples include: Creation vs. Evolution, Free Will vs. Determinism, Naturalism vs. Revelation.

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.

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.

A study of the impact of modern and contemporary feminist movements in Christian theology and practice.  Feminist critiques of Christianity; Christian critiques of feminism; significant Christian feminist thinkers; and womanist, mujerista and /or Christian feminisms from the global South. 

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.

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.

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.

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 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 introduction to the history of Eastern Christian icons, architecture and the iconoclastic controversy.  Sample topics include: Byzantine, Slavic, Coptic, Ethiopian and modern icons; the relationship between iconography, art, aesthetics, liturgy and spirituality; and/or the writings of John of Damascus, Theodore Abu Qurrah, or other significant Eastern Christian thinkers.

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.

A seminar exploring the histories of the study of religion and the role of history in the study of religion.

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.

This course examines how children and adolescents develop and explores how best to facilitate their growth and learning in the area of education. Major topics include cognitive, emotional, social, moral, physical and language development. Themes addressed include interpersonal relationships such as pro-social and aggressive behaviour, as well as the influence of schooling, family life and culture. This course includes a 20-hour field experience located in a school and entails observation of development across various age groups. This may be satisfied by participation in Vic Reach or in another organization with the approval of the Vic Concurrent Education Coordinator.

This course focuses on raising awareness and sensitivity to equity and diversity issues facing teachers and students in diverse schools and cultural communities. It builds knowledge of how oppression works and how cultural resources and educational practices may be brought to bear on reducing oppression and improving equity. This courses field experience entails observation of and participation in equity and diversity efforts in a culturally-rooted school and/or community organization.

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.

An introduction to the thought and culture of early mediaeval Europe.  Students are introduced to important monuments of early mediaeval History, Thought, Literature, and Art.  They follow some of the common threads that run through these disciplines and explore chief expressions of early 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.

An introduction to the thought and culture of later mediaeval Europe.  Students are introduced to important monuments of later medaeval History, Thought, Literature, and Art.  They follow some of the common threads that run throught these disciplines and explore chief expressions of later mediaeval life and thought.

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.

This course will explore the range and development of myths and legends associated with the Viking period and its aftermath in Northern Europe and much farther afield. Sources in a variety of languages and media will be considered, from runes to iTunes, with a firm focus on medieval material.

A survey of the Arthurian legends from the earliest Latin histories through selected Welsh, French and German Romances to the English-language classic, Morte d’Arthur of Malory. Emphasis will be on reading the primary sources (in translation).

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.

A course on the role of monsters in the mediaeval imagination.  Sources will include classical and mediaeval texts and monuments, examined through the lenses of various modern and postmodern theories about the meaning of monsters in the Middle Ages.

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.

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.  The project will be accompanied by a research seminar component.

Credit course for supervised participation in faculty research project. Details at http://www.artsci.utoronto.ca/current/course/rop.

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.

Based on a professor's research project currently in progress, this course will enable an undergraduate student to play a useful role in the project while receiving hands-on training in research.