1.     Welcome note

Dear student, greetings! I am pleased to welcome you to this module that will help you to understand Christian thoughts throughout the history of the church, mainly considering ethical values and practices that the church adopted from biblical teachings, ancient, modern and contemporary thinkers in order to provide right solutions to dynamics of life on the planet; yet, following the will of God. I hope you will enjoy the course!

2. Module Name: Christian Ethics II

3.     Module Code: THE2326

4. Credits: 15

5.     Module description

Christian ethics/Christ centered ethics develops from the adhesion to God the Creator and Savior, who manifested His wisdom in history through Jesus-Christ and through the church, empowered by the Holy Spirit. It considers the sources of ethics; philosophers’ works, sciences, cultures, religions, law and so on, but puts more emphasis to the Holy Scriptures; the ideal of the creation, fall, plan of redemption, Israelites; their judges, priests, prophets and kings, and mainly, the Messiah who is the Savior of the world, and final judgement and the life in eternal kingdom.

This module of Christian ethics II discusses various topics include Historical perspective of Ethics in pre-Christian societies, in Middle ages and Enlightenment and contemporary period; Major themes and concepts in ethics and philosophy in the African and Rwandan contexts; Planetary ethics of Hans Kung; Race, ideology and ethnicity; Ethics in the New Testament; Ethics in politics and religions; The church in the New Testament; The church according to the Fathers of the church; The church through the middle Ages; The church according to the reformers and The church in Africa.

It aims to aims to:

Introduce to students, historical perspective of ethics from pre-Christian society to present day; identify and discuss ethical theories and thoughts of different thinkers from Socrates to Contemporary thinkers; assist students in the process of setting up the systems of virtues, values and norms of the society in which they live; highlight the ethical imperatives of politics and religions and emphasize the state and church relations; define the church from the New Testament and the early development of ecclesiology; highlight the role of the reformers in shaping the understanding of the church; highlight the challenges of secularization during and after enlightenment and identify major features and challenges of Christianity in Africa.

      5. Learning outcomes
       5.1. Knowledge and Understanding
·       After studying this module, students will be able to understand, structure and articulate an ethical argument, its evolution and interference with other disciplines.
·       They will apprehend the richness and diversity of ethics, its major concepts and will use it appropriately.
·       They will be able to differentiate between the nature of the church and its structures;
·       They will be able to understand the unity and diversity as constitutive elements of the church;
·       They will be able to measure and address the challenges facing ecumenism in Africa.
       5.2. Cognitive/Intellectual skills/Application of Knowledge
·       After studying this module, students will be able to assimilate ethics as a discipline of social sciences and integrate ethical values in people’s life.
·       They will be able to explain what is the church, how it was understood and interpreted through the ages to date.
       5.3. Communication and Practical Skills

• After studying this module, students will be able to express the ethical values based on personal convictions and commitments and models acquired;

• They will be able to live and work for church unity in accordance with the imperative of the Lord.

       5.4. General transferable skills
·       After studying this module, students are able to promote Christian virtues;
·       Students will be able to train and mobilize people for more solidarity within the church and society.
6.     Learning and Teaching Strategy

 Through lectures students will be exposed to the major thinker arguments, they will form discussion groups to explore and present their findings; they will identify and present a project on a case study. The strategy will consist of face to face teaching, personal readings and discussions in the classroom and other possible platforms. But from time to time students will be asked to write a paper for presentation.

7. Pre-requisites

Introduction to philosophy and logics

Christian ethics and Rwandan culture

 8. Indicative Content

The historical perspective of ethics: concepts and ethics in contexts
The nature and identity of the church and its challenges.

     9. Assessment Strategy

- Small group discussions,

- Oral presentations in classroom

- Assignments and continuous course assessment

- Written Final Exams

10. Resources

Calvin, J. (1960). Institutes of the Christian Religion (J. T. McNeill, Ed.; Vols. 1–2). The Westminster Press.

Hebding, R. (2008). Pour comprendre la pensée de Jean Calvin. Olivétan.

Hodgson, P. C., & King, R. H. (1985). Readings in Christian theology. Fortress Press.

James, M. G. G. (1954). Stolen legacy. Sacred-Texts. sacred-texts.com

Kagame, A. (1972). Un abrégé de l'histoire du Rwanda.

Kobia, S. (2003). The courage to hope. WCC Publications.

Leenhardt, F.-J. (1968). L’Eglise: Questions aux Protestants et aux Catholiques. Labor et Fides.

Lienhard, M. (1983). Martin Luther: Un temps, une vie, un message. Le Centurion; Labor & Fides.

Macquarrie, J. (1977). Principles of Christian theology (2nd ed.). Charles Scribner’s Sons.

Mbonyinkebe, S. D. (2000). Cours d’éthique et culture Rwandaise [Lecture notes]. Université Nationale du Rwanda (UNR).

McGrath, A. E. (2011). Christian theology: An introduction (5th ed.). Wiley-Blackwell.

Migliore, D. L. (1991). Faith seeking understanding: An introduction to Christian theology. William B. Eerdmans Publishing Company.

Motte, J., & Sandner, T. (2008). Challenges to the churches in a changing world. Foedus-Verlag.

Mugambi, J. N. K. (1997). The church and reconstruction of Africa: Theological considerations. All Africa Conference of Churches.

Muzungu, B. (1974–1975). Le Dieu de nos pères: God of our fathers (Vols. 1–3).

National Culture Heritage Policy. (2015).

Renaud, M. (2021). The global ethic: Hans Küng’s lasting gift to the world. Berkley Center for Religion, Peace and World Affairs. georgetown.edu

Vincent, P. (2018). Medieval philosophy. In E. N. Zalta (Ed.), Stanford encyclopedia of philosophy. Center for the Study of Language and Information.

Wendel, F. (1985). Calvin: Source et évolution de sa pensée religieuse. Labor & Fides.

11. Teaching assistance

Projector

Books and articles

Short videos

12. Strategy for feedback and student support during module 

Asking questions of discussion and listening to what students respond. Giving to the students their marks on due time.

13. Course Policies and Expectations

Regular attendance in classroom is compulsory. At least 80% of attendance is required to be eligible for assessment.  Complete all assignments and course continuous assessment allows the students to sit for final examinations. No phones’ calls and charts allowed during classes.

14.  Module leader

This module is facilitated by Nsengimana Benoit Israel, a Pastor in the Anglican Church of Rwanda who is also serving as the Dean of the Faculty of Theology and Religion.

Tel: +250788802739

e-mail address: gateteisrael@gmail.com

  

Co-leader

Uwimana David