The Reformation in England

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Martin Bucer Seminary (São Paulo, Brazil) Puritan Reformed Theological Seminary Syllabus: Summer 2020 CH820 – The Reformation in England General Information Semester: Meeting times: Credit hours: Instructor name: Tel. office: Tel. home: e-mail:

Summer August 10–14, 2–6pm (Brazil)/1–5pm (EST), 3 credits Dr. Greg A. Salazar (616) 432-3419 (616) 450-4834 [email protected]

Mission Statement of PRTS Puritan Reformed Theological Seminary is an educational institution whose mission is to prepare students to serve Christ, His church, and the academy worldwide through biblical, Reformed, experiential, and practical ministry. Student Learning Outcomes Our Master of Theology (ThM) student learning outcomes (SLOs) are for graduates to: 1. Exegete Scripture accurately, employing understanding of the original languages, historical contexts, and literary genres. 2. Articulate the system and history of doctrine of confessional Reformed theology. 3. Demonstrate advanced knowledge in the student’s chosen and related fields of study. 4. Demonstrate academic competence in the student’s chosen discipline, including proficiency in producing scholarly work. Course Purpose This course aims to contribute to the overarching goals of the seminary of preparing students to serve Christ and His Church through biblical, experiential, and practical ministry. The course will instruct students in how to ‘do history’ as a Christian historian, looking at some of the primary assumptions that tend to drive secular approaches to history and alternatives to these views. In particular, this course aims to contribute 1

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to the spiritual formation of doctoral students by not only imparting a scholarly historical knowledge of the English Reformation to them, but applying this knowledge in pastoral ministry context. Thus, this course will be structured to shape not only our minds, but our hearts. Particular attention will be given to how the themes of this period are experientially applied to our hearts, especially so might gain encouragement, be challenged, and thrive in ministry (and especially suffering). Course Description The course will explore the historical, ecclesiastical, theological, political, and pietistic contexts of the Reformation in England (c.1500–1603) during the reign of the Tudors. It will introduce students to some of the major primary and secondary sources, as well as the major historiographical themes that have shaped our understanding of the period. It will guide students in navigating through this vast landscape to determine a research project that might make a fruitful contribution to the field. In particular, it will contribute to student development my guiding students in how to think like a researcher—i.e. the kinds of questions, instincts, and procedures that produce fruitful scholarship and practical application. Course Objectives Objectives of this course include the following: 1. Articulate the system and history of doctrine and piety of English Reformed theology in the broader context and trajectories of the English Reformation (Supports SLOs ThM 2). 2. Possess a thorough knowledge of the historical, ecclesiastical, theological, pastoral contexts of the English Reformation. 3. Understand the major primary and secondary sources, as well as the major historiographical themes that have shaped our understanding of the English Reformation. 4. Understand how to “do historical-theology” as a Christian historian, looking at some of the primary assumptions that tend to drive secular approaches to history and alternatives to these views. 5. Improve effective communication skills through giving lectures on primary and secondary sources, writing book reviews, and writing a major research paper. (Supports SLOs ThM 4). 6. Improve students’ writing through undertaking a scholarly research paper that will make a fruitful contribution to the academy and church. (Supports SLOs ThM 4). 7. Engage students’ hearts by giving particular attention the practical and experiential themes from the English Reformation relevant to life and ministry. 2

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Course Assignments 1. Course Readings (30%): Students will be expected to complete some (though not all) of the reading assignments in the course outline, selecting those readings that are of greatest interest to them. Students will be expected to submit a signed reading completion form, indicating the percentage of the assigned reading completed. Students will read ~2000 pages [~500 pages of primary sources and 1500 pages of secondary sources of your choosing] All required books will be on course reserve in the library; students should contact a librarian with any questions about finding a recommended resource. Distance students are encouraged to ask the librarian regarding eBooks and access to other digital databases of the library. This assignment is due on November 13th, and must be uploaded to the correct spot in Populi. Student-lead Lecture and Class Discussion (Primary Sources) (10%): Each student will lead one 10 minute lecture and co-lead a 20 minute class discussion on ~100 pages of primary source readings. The lecture should include: (1) a summary of the work. (2) why this work is important for the Church/for Christians to read. (3) a list of at least five secondary source works for further reading (summary of the most important secondary literature). Student leaders should come prepare with a list of at least three well-crafted questions/topics for discussion. Schedule to follow. This assignment is due on the day you give your lecture, and must be uploaded to the correct spot in Populi. Student-lead Lecture and

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2. Student-lead Lecture and Class Discussion (Secondary Sources) (10%) Sources: Each student will lead one 10 minute lecture and co-lead a 20 minute class discussion on ~150 pages of secondary source materials. The lecture should include (1) a summary of the secondary source works; and (2) how these works have contributed to our understanding of the English Reformation. Student leaders should come prepare with a list of at least three well-crafted questions/topics for discussion. Schedule to follow. This assignment is due on the day you give your lecture, and must be uploaded to the correct spot in Populi. 3. Two written book reviews (10% total—5% each): As the required reading indicates, there are three secondary source monographs students could read in full. Students will be expected to choose two of these three works and write two ‘scholarly’ book reviews (between 750-1000 words). Students are strongly encouraged to read other scholars’ reviews of these works from reputable scholarly journals (ideally from those listed above) as an example of the quality of work expected. Monographs required to be read in full (Choose two for review): Peter Marshall, Heretics and Believers: A History of the English Reformation (New Haven: Yale University Press, 2018), all David Daniell, William Tyndale: A Biography (New Haven: Yale University Press, 2001), Eamon Duffy, Fires of Faith: Catholic England Under Mary Tudor (New Haven, 2009), all This assignment is due on November 13, and must be uploaded to the correct spot in Populi. 4. Major Research Paper (40%): Each student will be expected to submit a major paper of original research on a topic related to the English Reformation. Course paper will be graded in accordance to PRTS grading scale. Failure to meet the due date and time of the course paper will result in half grade deduction for each day late. Length: 6000-8000 words (30-35 pages) (please include word count at end of main text). The paper should be properly footnoted, in accordance with the Turabian conventions, and must include a bibliography, and 4

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make use of primary and secondary text. Define a clear thesis statement, reason and ground for conclusion, demonstrate coherence etc. Students are encouraged to use Chicago, but may opt to use Turabian format. Topic and outline: Each student must submit a brief outline (at least one page, single spaced) of the proposed research paper topic, make an appointment with the professor to discuss the paper topic (either in person or via Skype), and receive approval before proceeding with the research paper by Friday September 11th. With this one page proposal, students should also submit a bibliography of at least one page each of primary and secondary sources. Students are welcomed to make a preliminary appointment with the professor to discuss potential research topics. This assignment is due on November 13th, and must be uploaded to the correct spot in Populi. 5. Extra credit: Any student who reads 1000 pages of reading from the recommended reading lists (See Appendices A and B) will receive a half letter grade of extra credit. Students will need to submit a signed reading completion form detailing the readings completed (including page numbers). Extra credit is due on November 13th, and must be uploaded to the correct spot in Populi.

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Weighting of Course Assignments and Time Expectations Expected Hours for ThM student

Percentage Weight

20 hours

0%

70 hours

30%

5 hours

10%

Student-lead Lecture and Class Discussion (Secondary Sources)

5 hours

10%

Two written book reviews

10 hours

10%

Major Research Paper (40%)

50 hours

40%

160 hours

100%

Lectures: Course Readings Student-lead Lecture and Class Discussion (Primary Sources)

Total:

Course Required Reading Students will read ~2000 pages. Students will read all 451 pages of primary sources and 1550 pages (of the 1644 total pages ) of secondary sources of his own choosing All required books will be on course reserve in the library; students should contact a librarian with any questions about finding a recommended resource. Distance students are encouraged to ask the librarian regarding eBooks and access to other digital databases of the library.

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Lecture 1— Introduction to English Reformation Background and Protestant Antiquity Required Readings: Primary Sources: John Fisher, The sermon of Ioh[a]n the bysshop of Rochester made agayn the p[er]nicious doctryn of Martin Luther (London, 1521) [42 pages] Secondary Sources: Peter Marshall, Heretics and Believers: A History of the English Reformation (New Haven: Yale University Press, 2018), all [630 pages]—Students can purchase a Kindle edition of this book via Amazon. Heiko A. Oberman, The Dawn of the Reformation: Essays in Late Medieval and Early Reformation Thought (Grand Rapids, 1992), pp.1–38. Eamon Duffy, The stripping of the altars: traditional religion in England, 14001580 (1992), Intro., chapters 1-2 (pp.1-88). Jean-Louis Quantin, The Church of England and Christian Antiquity: The construction of confessional identity in the 17th century (Oxford, 2009), Chapter 1 (pp.1-87). Lecture 2—The Henrician Reformation, c.1500-1547 (Part 1): Politics, Absolute Monarch, and Ecclesiastical Reform Required Readings: Primary Source: The Byble in Englyshe (London, 1539), prefatory material (“A Prologue”; “A descripcyon and successe of the kynges of Judah and Jerusalem”) [7 pages] Secondary Sources: Lecture 3—The Henrician Reformation, c.1500-1547 (Part 2): William Tyndale and the English Bible Required Readings: Primary Source: William Tyndale, The Obedience of a Christien Man (London, 1528), fols.1-48 (95 pages). 7

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Secondary Source: David Daniell, William Tyndale: A Biography (New Haven: Yale University Press, 2001), all [410 pages]—Students can purchase a Kindle edition of this book via Amazon. Lectures 4 and 5—Thomas Cranmer and The Henrician and Edwardian Reformations Required Reading: Primary Sources: 42 Articles of 1552—Articles agreed on by the Bishoppes, and other learned menne in the Synode at London (London, 1553) [22 pages] 39 Articles of 1571 (final edition)—Articles whereupon it was agreed by the Archbishoppes and Bishoppes in both provinces and the whole clergie (London, 1571) [25 pages]

Lecture 6—Martin Bucer, Peter Martyr and The Early English Reformers, c.1530-1558 Required Readings: Secondary Sources: N. Scott Amos, ‘Strangers in a Strange Lang: The English Correspondence of Martin Bucer and Peter Maryr Vermigli’, in Frank James, ed., Peter Martyr Vermigli and the English Reformations (Leiden, 2004), pp.26-46. Frank James, ‘Nenc Peregrinus Oberra T: Peter Martyr in Context’, in Frank James, ed., Peter Martyr Vermigli and the English Reformations (Leiden, 2004), pp.xiii-xxv. Carl Trueman, ‘Theology of the English Reformers’, in D. V. N. Bagchi (et al, eds.), Cambridge Companion to Reformation Theology (2004), 161-73.

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Lecture 7—Marian Counter-Reformation, English Martyrs, and Exile Required Readings: Primary Sources: John Foxe, Acts and Monuments of matters most speciall and memorable (Fourth edition; London, 1583), pp.1859-1893 (‘The Life and Death of Thomas Cranmer’) [35 pages] [NB: This is John Foxe’s famous ‘Book of Martyrs’. This work is to be read in conjunction with Patrick Collinson, ‘Truth and legend: the veracity of John Foxe's book of martyrs’, Elizabethan essays (1994), pp.151–77]. Secondary Sources: Eamon Duffy, Fires of Faith: Catholic England Under Mary Tudor (New Haven, 2009), all [230 pages]— Students can access an electronic edition of this book via EBSCO on the PRTS library website. Patrick Collinson, ‘Truth and legend: the veracity of John Foxe's book of martyrs’, Elizabethan essays (1994), pp.151–77. [See above]

Lecture 8—The Early Elizabethan Church and Puritanism, c.1558-1580 Required Readings: Primary Sources: Thomas Cartwright, The Second Replie of Thomas Cartwright (Heidelberg, 1575), ‘To the Churche off England/and all that Live the truth in yt’, ‘Epistle to the churche of England’, and ‘Epistle To the Reader’ (first 29 pages), pp.281-94, 430-2. [46pp] John Whitgift, The Defense of the Aunsvvere to the Admonition, against the Replie of T.C [Thomas Cartwright] (London, 1574), ‘To the Godly Reader’ and pp.1-16. [21pp] Lecture 9— The Early Elizabethan Church and Puritanism, c.1558-1580 Required Readings: Primary Sources: Edward Dering, A Sermon Preached before the Quenes Maiestie the 25 day of Februarue…1569 (London, 1570). [41 pages]

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Lecture 10— The Late Elizabethan Church and Puritanism, c.1580-1603 (Part I) Required Reading: Primary Sources: Ashton, Abdias, An Account of the Life and Death of William Whitaker Translated from Whitaker, William. Praelectiones…de ecclesia (Cambridge, 1599; London, 1772). [44 pages] Secondary Sources: Patrick Collinson, Christopher Brooke and Sarah Bendall, A History of Emmanuel College, Cambridge (Woodbridge, 1999), pp.177-226. Lecture 11— The Late Elizabethan Church and Puritanism, c.1580-1603 (Part II) Required Reading: Primary Sources: William Perkins, A Golden Chaine (London, 1592), ‘To the Christian Reader and Chapters 1-19 (73 pages). Secondary Sources: Peter Lake, Moderate Puritans and the Elizabethan Church (Cambridge, 1982), pp.201-42. Statement on reading: Students will notice that this course (unapologetically) has a significant reading component. One goal of this course is for students to develop the skill of being able to read a work (or article) without reading every single word—while, at the same time, not simply skimming a book. In short, when reading more technical scholarly works one of the goals is to get a sense of the work's main arguments/contributions and obtain the crucial bits of information that one needs for a better understanding of the themes that the work is speaking to. This is the nature of scholarship (and indeed reading in general!). (NB: It is helpful to read book reviews to help one grasp how to know what to look for and how to read a work). This, of course, is not to say that some works are not worth reading closely; indeed, many are (and to some extent many of the assigned works fall into that category). However, students should feel some freedom in 10

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knowing that there are “levels” of works (“not as important,” “important,” and “very important,” etc.), which can even vary based on each person’s discipline and research interest. It is expected that those who are more interested in working on the Elizabethan period, they will read (and should read) those books more closely than someone who works on the Caroline period. Nevertheless, one's interest in a particular theme (or subset of the period) should not keep them from having a broad knowledge too—since the themes covered in one particular period/lecture resurfaces in a subsequent theme, period, etc. This is why every student is required to complete all the reading assignments, regardless of their own specific research interests. The goal of the reading into expose students to the broad range of the most important works on the themes of the lectures, and then giving them space to go deeper where appropriate. This will mean that one does not catch every last thing and that their knowledge in some areas may be stronger than in others, but the goal is to learn. I would be happy to clarify or to discuss this further with any student who wishes (or needs some ease of conscience). Tentative Schedule Date August 10

August 11

August 12

August 13

August 14

Topic Lecture 1—Introduction to English Reformation Background and Protestant Antiquity Lecture 2—The Henrician Reformation, c.1500-1547 (Part 1): Politics, Absolute Monarch, and Ecclesiastical Reform Lecture 3—The Henrician Reformation, c.1500-1547 (Part 2): William Tyndale and the English Bible Lecture 4—Thomas Cranmer and The Henrician Reformation Lecture 5—Thomas Cranmer and The Edwardian Reformation Lecture 6—Martin Bucer, Peter Martyr and The Early English Reformers, c.1530-1558 Lecture 7—Marian Counter-Reformation, English Martyrs, and Exile Lecture 8—The Early Elizabethan Church and Puritanism, c.1558-1580 Lecture 9— The Early Elizabethan Church and Puritanism, c.1558-1580 Lecture 10— The Late Elizabethan Church and Puritanism, c.1580-1603 (Part I) Lecture 11— The Late Elizabethan Church and Puritanism, c.1580-1603 (Part II) Lecture 12— Catch up

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Course Policies and Writing Assistance Grading Scale PRTS uses a 4.0 grading scale. Grades have been assigned the following numerical values for the purpose of computing the student’s grade point average (GPA): • • • • • • • • • • • •

95-100 A 4.0 91-94 A- 3.7 88-90 B+ 3.3 84-87 B 3.0 81-83 B- 2.7 78-80 C+ 2.3 74-77 C 2.0 71-73 C- 1.7 68-70 D+ 1.3 64-67 D 1.0 61-63 D- 0.7 0-60 F 0.0

Grade points per subject are determined by multiplying the grade points assigned to the letter grade earned, times the number of credit hours assigned to the course. A student’s semester and cumulative grade-point average are computed by dividing the total grade points earned by the number of attempted hours. Extensions and Late Submissions In very rare instances an extension will be granted. A written request must be made to the professor; this request will be passed along to a committee, who will then grant the extension for legitimate reasons only (i.e., serious illnesses or death, other unforeseen and serious circumstances). Unless an extension is granted, all late submissions of assignments will be penalized according to the policy outlined in the academic catalog. For a fuller explanation of the seminary’s policy on late submissions, see the seminary’s Late Submission of Course Assignments Policy. Plagiarism Policy COPYRIGHT VIOLATION and PLAGIARISM are serious offenses, both legally and ethically. Plagiarizing another’s words or ideas can result in loss of grade, failure of the course, or expulsion from the seminary. For a fuller explanation of the seminary’s policy on plagiarism, see the seminary’s Plagiarism Policy.

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Attendance Policy Each student is expected, barring lawful reasons, to attend every class for which he or she is registered. Absences caused by illness or other justifiable causes will be permitted to a limited extent. Students should not accrue more unexcused absences than the number of course credit hours. Should absences endanger the student’s performance in class, the instructor will counsel the student. Further absences will normally result in either the reduction of course grades or expulsion from the course. Unexcused absences may also result in the student being placed on academic probation. Other Course Statements 1. The Family Educational Rights and Privacy Act (FERPA) affords students certain rights with respect to their educational records. Due to its noninvolvement in federal funding programs, PRTS is not subject to FERPA. A description of the principles followed by the seminary regarding student privacy can be found in the current Student Handbook, available on the seminary’s website under “Current Students.” 2. The seminary will make reasonable accommodations for students with disabilities in compliance with Section 504 of the Rehabilitation Act of 1973 and with the Americans with Disabilities Act of 1990. The purpose of accommodation is to provide equal access to educational opportunities to students affected by disabilities, and the seminary does not intend that the standards be altered, nor that essential elements of programs or courses be changed. 3. The process for academic appeals and problem resolution is outlined in the current Student Handbook, available on the seminary’s website under “Current Students.” 4. THE RIGHT TO CHANGE THIS SYLLABUS. This syllabus represents a guideline, as opposed to a contract, and is subject to change at the instructor’s discretion as circumstances warrant. Writing Assistance Writing support is available for all enrolled students. The seminary employs an English editor/ESL coach; the ESL coach needs at least one week to work on a paper. ESL students may be required by individual professors to seek writing assistance, especially for their first several research papers. Even if not mandated, ESL students are STRONGLY encouraged to seek assistance for major written projects. Email Antoine Theron about writing support or for scheduling English conversation practice sessions. He can be reached at [email protected]. The seminary also has a style guide, paper template, and a citation tool to make your work easier.

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Recommended / Further Reading or Resources Primary Sources—See Appendix A Secondary Sources—See Appendix B Course Objectives Related to ThM Student Learning Outcomes ThM Student Learning Outcomes In order to measure the success of the ThM curriculum, PRTS has defined the following as the intended outcomes of the student learning process. Each course contributes to these overall outcomes. This rubric shows the contribution of this course to the desired ThM outcomes.

ThM 1

ThM 2

ThM 3

Rubric

Mini-Justification

➢ Strong ➢ Modera te ➢ Minim al ➢ None

A brief rationale as to how this course will meet the desired level of the SLOs.

Exegete Scripture accurately, employing understanding of the original languages, historical contexts, and literary genres.

Minimal

Articulate the system and history of doctrine and piety of Reformed theology in the broader context and trajectories of Christian theology.

Strong

Demonstrate advanced knowledge in the student’s chosen and related fields of study.

Strong

• This course gives some attention to how English Reformation divines exegeted texts in their formulation of Reformed doctrine. • This course explores the system of Reformed doctrine and piety of English Reformation divines in the broader context and trajectories of Christian theology. • The course provides an in-depth examination of the theological, ecclesiological and pietistic contexts of the English Reformation. It introduces students to the major primary and secondary sources, as well as the major historiographical themes that have shaped our understanding of the period. 14

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ThM 4

Demonstrate academic competence in the student’s chosen discipline, including proficiency in producing scholarly work (proficiency in research, non-bias examination of data, and production and presentation of scholarly work).

Strong

• Students are required to write two book reviews that demonstrates their grasp of the major secondary literature. • Students are requires to present lectures and lead class discussions on primary and secondary sources. • Students are required to produce a scholarly research paper, which is assessed in accordance with the doctoral paper rubric, which stresses the importance examining data according to nonbiased, analytical, scholarly standards.

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