Children's Literature

The course examines children's literature from the seventeenth century to the present, analyzing representative texts and changing attitudes toward children and their books. Beginning with early didactic stories and traditional folk and fairy tales, and then moving on to British, American, and Canadian novels, the course focuses on questions of history, philosophy, authorship, readership, and genre. The emphasis is on close critical readings of the texts.

Children's Literature

The course examines children's literature from the seventeenth century to the present, analyzing representative texts and changing attitudes toward children and their books. Beginning with early didactic stories and traditional folk and fairy tales, and then moving on to British, American, and Canadian novels, the course focuses on questions of history, philosophy, authorship, readership, and genre. The emphasis is on close critical readings of the texts.

Fantasy Literature

Examines the long history of fantasy texts by first locating works of George MacDonald, C.S. Lewis, J.R.R. Tolkien, and Madeleine L'Engle within the Anglo-Saxon epic and the Medieval romance literary traditions in English literature, including Beowulf and Sir Gawain and the Green Knight. The course also considers how these works have shaped the imagination of creators of modern fantasy as well as the argument that modern fantasy is a response to post-Enlightenment rationalism.

Fantasy Literature

Examines the long history of fantasy texts by first locating works of George MacDonald, C.S. Lewis, J.R.R. Tolkien, and Madeleine L'Engle within the Anglo-Saxon epic and the Medieval romance literary traditions in English literature, including Beowulf and Sir Gawain and the Green Knight. The course also considers how these works have shaped the imagination of creators of modern fantasy as well as the argument that modern fantasy is a response to post-Enlightenment rationalism.

The Inklings & Friends

An intensive study of representative works by the famous Inklings-associated authors—the five twentieth-century British writers C. S. Lewis, J. R. R. Tolkien, Charles Williams, Owen Barfield, and Dorothy L. Sayers, and their two earlier mentors George MacDonald and G. K. Chesterton. Students will evaluate and articulate the legacy of their diverse literary art and its contribution to Christianity and culture.

Core Seminar: Reading the Signs of the Times: Text & Interpretation

Designed to orient students to the crucial transition from modernist to postmodernist and post-postmodernist models of texts and interpretation, models that depend on changing philosophical views of truth and reality. It examines the main interpretive paradigms in literary studies in order to show how views of reason, language, and textuality continue to shape one's life horizons.

Core Seminar: Reading the Signs of the Times: Text and Interpretation

Designed to orient students to the crucial transition from modernist to postmodernist and post-postmodernist models of texts and interpretation, models that depend on changing philosophical views of truth and reality. It examines the main interpretive paradigms in literary studies in order to show how views of reason, language, and textuality continue to shape one's life horizons.

Special Topics in English Literature

Topics may vary. Courses to date include: - Foundations of Ethical Being - James Baldwin: The Dialectic of Race and Religion - Kierkegaard's Postscript - Life Writing as a Literary Genre: Biography as Identification of Self and Subjectivity - The Poetics of Resistance, Affirmation and Immigrant Voices and the Poetry of Trauma - Studies in George MacDonald - German Romanticism - Gothic Fiction - Poetics of American Literature - Merton and the Solitary Tradition - The Eighteenth-Century Novel - Jane Austen - Identity and Ethics in Communication - Milton and the Romantics - Shakespearean Trauma and the Early- Modern Suffering Self - Studies in the Late-Victorian Fiction of Sir Arthur Conan Doyle

Special Topics in English Literature

Topics may vary. Courses to date include: - Foundations of Ethical Being - James Baldwin: The Dialectic of Race and Religion - Kierkegaard's Postscript - Life Writing as a Literary Genre: Biography as Identification of Self and Subjectivity - The Poetics of Resistance, Affirmation and Immigrant Voices and the Poetry of Trauma - Studies in George MacDonald - German Romanticism - Gothic Fiction - Poetics of American Literature - Merton and the Solitary Tradition - The Eighteenth-Century Novel - Jane Austen - Identity and Ethics in Communication - Milton and the Romantics - Shakespearean Trauma and the Early- Modern Suffering Self - Studies in the Late-Victorian Fiction of Sir Arthur Conan Doyle

Bibliography

Under the direction of the student's approved thesis or major research paper advisor, a course of reading and study which leads to the development of both a significant bibliographical essay (or annotated bibliography) and a thesis proposal. The latter includes at least the following: major question(s) to be addressed; significance of the issue(s); methodologies to be used; theories to be addressed and primary sources to be examined.

Bibliography

Under the direction of the student's approved thesis or major research paper advisor, a course of reading and study which leads to the development of both a significant bibliographical essay (or annotated bibliography) and a thesis proposal. The latter includes at least the following: major question(s) to be addressed; significance of the issue(s); methodologies to be used; theories to be addressed and primary sources to be examined.

Thesis

Thesis

Thesis

Thesis

Major Essay

Under the direction of a supervisor, students not writing a thesis will research and write a major paper of approximately 10,000-15,000 words in length.

Major Essay

Under the direction of a supervisor, students not writing a thesis will research and write a major paper of approximately 10,000-15,000 words in length.

Of Paradise & Light: Early Modern Devotional Writing

The study of the literary expression of religious desire, doubt, and despair in early-modern British literature. The aesthetic shaping of spiritual belief and sentiment within specific historical and cultural contexts is investigated in a selection of early-modern works, including those by Anne Vaughan Lock, Robert Southwell, George Herbert, John Donne, Elizabeth Melville, Henry Vaughan, Richard Crashaw, An Collins, Thomas Traherne, John Bunyan, George Fox, and Margaret Fell Fox. Their works are read alongside religious texts central to the Catholic and Protestant traditions, including the Geneva Bible, the Douay-Rheims Bible, the King James Bible, the Book of Common Prayer, John Foxe's Book of Martyrs, the Thirty-Nine Articles, the Spiritual Exercises of St. Ignatius of Loyola, and Joseph Hall's The Art of Divine Meditation.

Of Paradise and Light: Early Modern Devotional Writing

The study of the literary expression of religious desire, doubt, and despair in early-modern British literature. The aesthetic shaping of spiritual belief and sentiment within specific historical and cultural contexts is investigated in a selection of early-modern works, including those by Anne Vaughan Lock, Robert Southwell, George Herbert, John Donne, Elizabeth Melville, Henry Vaughan, Richard Crashaw, An Collins, Thomas Traherne, John Bunyan, George Fox, and Margaret Fell Fox. Their works are read alongside religious texts central to the Catholic and Protestant traditions, including the Geneva Bible, the Douay-Rheims Bible, the King James Bible, the Book of Common Prayer, John Foxe's Book of Martyrs, the Thirty-Nine Articles, the Spiritual Exercises of St. Ignatius of Loyola, and Joseph Hall's The Art of Divine Meditation.

(Auto)biography as Literary Genre: Self-Identification & Subjectivity

Examines (auto)biographies as literary artifacts, responses to culture, and as texts within which identity is shaped and altered by the intentional acts of their writers. Examines current theories of (auto)biography by including life studies written by individuals whose association with the literary order has its origins in intellectual and cultural spheres. Explores how life writing participates in the construction of identity and engages subjectivity as a narrative strategy. Theorists including Paul Ricoeur, George Steiner, Richard Kearney, and Eva Hoffman are foundational to this study. The reading list includes (auto)biographical writings from authors such as Elie Wiesel, Victor Frankl, Eva Hoffman, Anne Michaels, Michael Ondaatje, Dietrich Bonhoeffer, Richard Foster, Frederick Buechner, Annie Dillard, Virginia Woolf, Lytton Strachey, Jean-Paul Sartre, Simone de Beauvoir, Thomas Merton, C.S. Lewis, and other significant (auto)biographers of the nineteenth and twentieth centuries.

(Auto)biography as Literary Genre: Self-Identification and Subjectivity

Examines (auto)biographies as literary artifacts, responses to culture, and as texts within which identity is shaped and altered by the intentional acts of their writers. Examines current theories of (auto)biography by including life studies written by individuals whose association with the literary order has its origins in intellectual and cultural spheres. Explores how life writing participates in the construction of identity and engages subjectivity as a narrative strategy. Theorists including Paul Ricoeur, George Steiner, Richard Kearney, and Eva Hoffman are foundational to this study. The reading list includes (auto)biographical writings from authors such as Elie Wiesel, Victor Frankl, Eva Hoffman, Anne Michaels, Michael Ondaatje, Dietrich Bonhoeffer, Richard Foster, Frederick Buechner, Annie Dillard, Virginia Woolf, Lytton Strachey, Jean-Paul Sartre, Simone de Beauvoir, Thomas Merton, C.S. Lewis, and other significant (auto)biographers of the nineteenth and twentieth centuries.

Christian Humanism

This course seeks to recover humanism as a central ethos of western culture and its Christian roots in two ways: first, by tracing, as much as possible, the story of humanism and its development from Christian roots to the Renaissance and to Postmodernity and its current “overcoming.” This historical exercise requires a counter narrative to the secularist master narrative that dominates both contemporary secular and Christian ideas of humanism. Secondly, students are encouraged to consider recovering Christian humanism as a possible philosophy of culture that could address the main malaise of our present cultural predicament. For this purpose the course draws on works from eastern and western theologians to establish theologically the theme of humanism as it arises from the Christology of the early church and persists into works of modern Catholic, Protestant, and eastern theology. All of this study provides the student with a deep sense that studying in the humanities may indeed be linked directly to Christology and ecclesiology.

Christian Humanism

This course seeks to recover humanism as a central ethos of western culture and its Christian roots in two ways: first, by tracing, as much as possible, the story of humanism and its development from Christian roots to the Renaissance and to Postmodernity and its current “overcoming.” This historical exercise requires a counter narrative to the secularist master narrative that dominates both contemporary secular and Christian ideas of humanism. Secondly, students are encouraged to consider recovering Christian humanism as a possible philosophy of culture that could address the main malaise of our present cultural predicament. For this purpose the course draws on works from eastern and western theologians to establish theologically the theme of humanism as it arises from the Christology of the early church and persists into works of modern Catholic, Protestant, and eastern theology. All of this study provides the student with a deep sense that studying in the humanities may indeed be linked directly to Christology and ecclesiology.

Religion, Gender & Literature in Nineteenth-Century Britain

This course provides an intensive study of how the writers of influential nineteenth-century British literary texts (including short and long poems, a novella, novels, and prose non-fiction) chose to portray the intersection of religious faith and gender. This course not only familiarizes students with the most significant nineteenth-century British authors, but also enables a thorough exploration of two of the most prevalent areas of debate in the nineteenth century: gender roles and questions of faith. The course focuses on these texts as literature, taking into consideration genre, literary techniques, and audience, but the course as a whole crosses disciplinary boundaries as students read philosophical and historical writers such as John Stuart Mill and John Ruskin. Students also become familiar with the major theoretical approaches applied to these texts by contemporary literary critics.

Religion, Gender, and Literature in Nineteenth-Century Britain

This course provides an intensive study of how the writers of influential nineteenth-century British literary texts (including short and long poems, a novella, novels, and prose non-fiction) chose to portray the intersection of religious faith and gender. This course not only familiarizes students with the most significant nineteenth-century British authors, but also enables a thorough exploration of two of the most prevalent areas of debate in the nineteenth century: gender roles and questions of faith. The course focuses on these texts as literature, taking into consideration genre, literary techniques, and audience, but the course as a whole crosses disciplinary boundaries as students read philosophical and historical writers such as John Stuart Mill and John Ruskin. Students also become familiar with the major theoretical approaches applied to these texts by contemporary literary critics.

Science Fiction, 1600-1900: A Literary Historical Perspective

This course will provide an intensive study of significant works of ‘science fiction’ written between 1600 and 1900 from a literary historical perspective.

Science Fiction, 1600-1900: A Literary Historical Perspective

This course will provide an intensive study of significant works of ‘science fiction’ written between 1600 and 1900 from a literary historical perspective.

The Great Tradition: Christian Thought in Western Literary Classics

Focuses on one overarching theme: how Christian thought is embedded in some of the greatest literary classics of the Western World, selected from the Patristic period up to the twentieth century. These include such diverse genres as St. Augustine’s autobiographical ruminations in his Confessions; Dante’s Divine Comedy; Shakespeare’s Hamlet; Milton’s Paradise Lost; Bunyan’s Pilgrim’s Progress; Goethe’s Faust; Hardy’s Tess of the d’Urbervilles; and T.S. Eliot’s Murder in the Cathedral. This course deals with questions such as: What are we referring to when we speak of the mind? What is the nature of the human mind? Does it have a nature? Does it exist as something separate from the human brain? Is it a property of the human brain? Is it identical to the human brain? Or is it merely an abbreviated way of talking about bodily behaviours? More particularly, how is our phenomenologically rich and existentially weighted point of view on the world related to the neurophysiological conditions that underwrite it (or as one writer put it, “how is the water of the brain transubstantiated into the wine of consciousness?”)? How does the way we understand the answers to these questions inform the Christian belief that humans bear God’s image? And how does theology bear on our understanding of our bodies’ relationship to our minds?.

The Great Tradition: Christian Thought in Western Literary Classics

Focuses on one overarching theme: how Christian thought is embedded in some of the greatest literary classics of the Western World, selected from the Patristic period up to the twentieth century. These include such diverse genres as St. Augustine’s autobiographical ruminations in his Confessions; Dante’s Divine Comedy; Shakespeare’s Hamlet; Milton’s Paradise Lost; Bunyan’s Pilgrim’s Progress; Goethe’s Faust; Hardy’s Tess of the d’Urbervilles; and T.S. Eliot’s Murder in the Cathedral. This course deals with questions such as: What are we referring to when we speak of the mind? What is the nature of the human mind? Does it have a nature? Does it exist as something separate from the human brain? Is it a property of the human brain? Is it identical to the human brain? Or is it merely an abbreviated way of talking about bodily behaviours? More particularly, how is our phenomenologically rich and existentially weighted point of view on the world related to the neurophysiological conditions that underwrite it (or as one writer put it, “how is the water of the brain transubstantiated into the wine of consciousness?”)? How does the way we understand the answers to these questions inform the Christian belief that humans bear God’s image? And how does theology bear on our understanding of our bodies’ relationship to our minds?.

The Writings of C.S. Lewis

The impact of prominent Inklings author C.S. Lewis continues to grow, garnering both applause and, in other quarters, heavy criticism. Lewis is lauded as an intellectual giant, a Christian apologist without equal, and a gifted myth-maker, but also identified as misogynistic, racist, sado-masochistic, and enjoying violence. This course focuses on the literary achievement of C.S. Lewis, analyzing representative texts of his literary criticism, poetry, essays, novels, fictional narratives, and devotional writing, in order to examine his mythopoeic vision and its contribution to Christianity and culture. Through close reading of the texts, and considering these in relation to various forms of theoretical inquiry - historical, sociological, psychological, gender discourse, ecological, ethical and spiritual or theological - students will engage in the critical task of assessing the ongoing impact of the writings of C.S. Lewis.

The Writings of C.S. Lewis

The impact of prominent Inklings author C.S. Lewis continues to grow, garnering both applause and, in other quarters, heavy criticism. Lewis is lauded as an intellectual giant, a Christian apologist without equal, and a gifted myth-maker, but also identified as misogynistic, racist, sado-masochistic, and enjoying violence. This course focuses on the literary achievement of C.S. Lewis, analyzing representative texts of his literary criticism, poetry, essays, novels, fictional narratives, and devotional writing, in order to examine his mythopoeic vision and its contribution to Christianity and culture. Through close reading of the texts, and considering these in relation to various forms of theoretical inquiry - historical, sociological, psychological, gender discourse, ecological, ethical and spiritual or theological - students will engage in the critical task of assessing the ongoing impact of the writings of C.S. Lewis.

ESB Germany Exchange Program 12

ESB Germany Exchange Program 15

Exchange Program 12

Exchange Program 15

Eastern University Exchange Program

The Liberal Arts Journey

Students engage in inquiry and discussion of concepts underpinning a Christian liberal arts education; explore TWU's unique core curriculum and Student Learning Outcomes; practice strategies to confidently navigate their university journey; and develop an educational plan to guide their academic decision-making.

The Liberal Arts Journey

Students engage in inquiry and discussion of concepts underpinning a Christian liberal arts education; explore TWU's unique core curriculum and Student Learning Outcomes; practice strategies to confidently navigate their university journey; and develop an educational plan to guide their academic decision-making.

Human Flourishing

This course is organized around the theme of integrated personal wellbeing and human flourishing. Students will explore adaptive social, physical, spiritual and psychological strategies that promote human thriving. A strong emphasis will be placed upon positive and holistic strategies that fully develop and celebrate our being human as an integral part of divine creation. Students will construct a personal architecture of wellbeing that incorporates environmental and cultural factors.

Human Flourishing

This course is organized around the theme of integrated personal wellbeing and human flourishing. Students will explore adaptive social, physical, spiritual and psychological strategies that promote human thriving. A strong emphasis will be placed upon positive and holistic strategies that fully develop and celebrate our being human as an integral part of divine creation. Students will construct a personal architecture of wellbeing that incorporates environmental and cultural factors.

Ideas that Inspire

A big question launches students into foundational inquiries from various disciplines and perspectives. The instructor provides an overview and background for each prompt and highlights the method of inquiry. Building on this, students work together with the guidance of the instructor to explore, discuss, and analyze documents, speeches, artifacts, performances, and arts (ancient through contemporary) that create an intersection of voices. Students develop their own conclusions on the answer to the central question.

Ideas that Inspire

A big question launches students into foundational inquiries from various disciplines and perspectives. The instructor provides an overview and background for each prompt and highlights the method of inquiry. Building on this, students work together with the guidance of the instructor to explore, discuss, and analyze documents, speeches, artifacts, performances, and arts (ancient through contemporary) that create an intersection of voices. Students develop their own conclusions on the answer to the central question.

Introduction to French

Courses provide an introduction to the French Language and culture for those with no or very little French (no higher than high school French 10). Through intensive work in grammar, conversation, vocabulary building, and basic reading, as well as through online work and videos that accompany the text, students develop oral and written skills and are introduced to various aspects of French culture.

Introduction to French

Courses provide an introduction to the French Language and culture for those with no or very little French (no higher than high school French 10). Through intensive work in grammar, conversation, vocabulary building, and basic reading, as well as through online work and videos that accompany the text, students develop oral and written skills and are introduced to various aspects of French culture.

Introduction to French

Courses provide an introduction to the French Language and culture for those with no or very little French (no higher than high school French 10). Through intensive work in grammar, conversation, vocabulary building, and basic reading, as well as through online work and videos that accompany the text, students develop oral and written skills and are introduced to various aspects of French culture.

Introduction to French

Courses provide an introduction to the French Language and culture for those with no or very little French (no higher than high school French 10). Through intensive work in grammar, conversation, vocabulary building, and basic reading, as well as through online work and videos that accompany the text, students develop oral and written skills and are introduced to various aspects of French culture.

Intermediate French

Courses improve the student's command of oral and written French by reviewing previous knowledge and introducing new grammar structures and readings with a cultural content. Students receive intensive practice in reading, writing, speaking, and aural comprehension, and develop their knowledge of the language largely through a communicative approach.

Intermediate French

Courses improve the student's command of oral and written French by reviewing previous knowledge and introducing new grammar structures and readings with a cultural content. Students receive intensive practice in reading, writing, speaking, and aural comprehension, and develop their knowledge of the language largely through a communicative approach.

Intermediate French

Courses improve the student's command of oral and written French by reviewing previous knowledge and introducing new grammar structures and readings with a cultural content. Students receive intensive practice in reading, writing, speaking, and aural comprehension, and develop their knowledge of the language largely through a communicative approach.

Intermediate French

Courses improve the student's command of oral and written French by reviewing previous knowledge and introducing new grammar structures and readings with a cultural content. Students receive intensive practice in reading, writing, speaking, and aural comprehension, and develop their knowledge of the language largely through a communicative approach.