{"id":1334,"date":"2026-07-16T10:43:09","date_gmt":"2026-07-16T15:43:09","guid":{"rendered":"https:\/\/wp.stolaf.edu\/assessment-committee\/?page_id=1334"},"modified":"2026-07-16T10:45:17","modified_gmt":"2026-07-16T15:45:17","slug":"christian-theology-in-dialogue-prompt-examples","status":"publish","type":"page","link":"https:\/\/wp.stolaf.edu\/assessment-committee\/christian-theology-in-dialogue-prompt-examples\/","title":{"rendered":"Christian Theology in Dialogue Prompt Examples"},"content":{"rendered":"
\t\t\t\n\t\n\t\t\t
\n\t\n\t\n\t\t\t\t\t
\n\n\t\t\t\t

ILO #1) Identify the central concerns of the dialogue partners.<\/h2>\n\n\t\t\t<\/header>\n\t\t\n\t\n\t\n\t
\n\n\t\t
\n\t\t\t\n
\n\n\t\n\n\t\n<\/figure>\n\n\t\t<\/div>\n\t\t
\n\t\t\t
\n
\n \t\t\n\t\t\t\t\t \n\t\t\t\t\t\tExample 1\t\t\t\t\t<\/span>\n <\/button>\n \n\t\t\t\t\t
\n\t\t\t\t\t\t

Essay Assignment On C. S. Lewis’s Dialogue With Modernity<\/strong><\/h2>\n

Choose one of the specific topics that follow (1-17) and write a 1250-1750-word essay on the larger theme of C. S. Lewis\u2019s Christian dialogue with modernity in regard to the topic chosen. In your essay you should (a) identify Lewis\u2019s traditional Christian position on the issue in question, (b) articulate how some representative of \u201cmodernity\u201d might respond to Lewis\u2019s position on the issue, and (c) describe how Lewis, himself, might respond to the modernist\u2019s assessment. In your essay be sure to identify clearly the central concerns of the dialogue partners.<\/p>\n

The paper should be based on some portion of your reading designated in the topic descriptions and not on consultation of library or internet or AI resources beyond the course syllabus. At the same time, within the group of readings designated, you should zero in on a limited number of points or lines of argument in any number of the readings specified. In a paper of this length, one cannot cover every relevant topic and issue in all the works specified.<\/p>\n

    \n
  1. Lewis on Christianity as \u201cmyth become fact.\u201d\n
      \n
    • \u201cLetter to Arthur Greeves\u201d (excerpt)<\/li>\n
    • \u201cIs Theology Poetry\u201d<\/li>\n
    • Mere Christianity<\/em><\/li>\n<\/ul>\n<\/li>\n
    • Lewis\u2019s position on modern biblical historical criticism and modern biblical interpretation.\n
        \n
      • \u201cModern Theology and Biblical Criticism\u201d<\/li>\n
      • \u201cLetter to John Beversluis\u201d (excerpt)<\/li>\n
      • Miracles<\/em><\/li>\n<\/ul>\n<\/li>\n
      • Lewis on theology as poetry.\n
          \n
        • \u201cIs Theology Poetry\u201d<\/li>\n<\/ul>\n<\/li>\n
        • Lewis\u2019s position on naturalism\/materialism.\n
            \n
          • \u201cIs Theology Poetry\u201d<\/li>\n
          • Mere Christianity<\/em><\/li>\n
          • Miracles<\/em><\/li>\n<\/ul>\n<\/li>\n
          • Lewis\u2019s \u201cargument from desire.\u201d\n
              \n
            • \u201cThe Weight of Glory\u201d<\/li>\n
            • Mere Christianity<\/em> (in the section on Hope)<\/li>\n<\/ul>\n<\/li>\n
            • Lewis on \u201ctransposition.\u201d\n
                \n
              • \u201cTransposition\u201d<\/li>\n
              • Mere Christianity<\/em><\/li>\n<\/ul>\n<\/li>\n
              • Lewis on atheism and\/or agnosticism.\n
                  \n
                • Mere Christianity<\/em><\/li>\n
                • Miracles<\/em><\/li>\n<\/ul>\n<\/li>\n
                • Lewis on evil and God\u2019s existence\/justice.\n
                    \n
                  • Mere Christianity<\/em><\/li>\n<\/ul>\n<\/li>\n
                  • Lewis on the atonement and Christ.\n
                      \n
                    • Mere Christianity<\/em><\/li>\n<\/ul>\n<\/li>\n
                    • Lewis on Jesus as divine.\n
                        \n
                      • Mere Christianity<\/em> Book Two, Chapter 3<\/li>\n<\/ul>\n<\/li>\n
                      • Lewis on one or two of the cardinal and\/or theological virtues.\n
                          \n
                        • Mere Christianity<\/em> Book Three<\/li>\n<\/ul>\n<\/li>\n
                        • Lewis on pride as sin.\n
                            \n
                          • Mere Christianity<\/em> Book Three<\/li>\n
                          • \u201cThe Inner Ring\u201d<\/li>\n<\/ul>\n<\/li>\n
                          • Lewis on divine foreknowledge, time, prayer, etc.\n
                              \n
                            • Mere Christianity<\/em> Book Four<\/li>\n<\/ul>\n<\/li>\n
                            • Lewis on the Trinity.\n
                                \n
                              • Mere Christianity<\/em> Book Four<\/li>\n<\/ul>\n<\/li>\n
                              • Lewis on miracles.\n
                                  \n
                                • Miracles<\/em><\/li>\n
                                • \u201cTransposition\u201d<\/li>\n<\/ul>\n<\/li>\n
                                • Lewis on moral skepticism, moral relativism, moral nihilism.\n
                                    \n
                                  • Mere Christianity<\/em><\/li>\n
                                  • Miracles<\/em><\/li>\n<\/ul>\n<\/li>\n
                                  • Lewis on Christian community vs. individualism, collectivism, egalitarianism.\n
                                      \n
                                    • Mere Christianity<\/em><\/li>\n
                                    • \u201cMembership\u201d<\/li>\n<\/ul>\n<\/li>\n<\/ol>\n <\/div>\n <\/div>\n <\/article>\n\n\t\t\t\n
                                      \n \t\t\n\t\t\t\t\t \n\t\t\t\t\t\tExample 2\t\t\t\t\t<\/span>\n <\/button>\n \n\t\t\t\t\t
                                      \n\t\t\t\t\t\t

                                      Chapter Summary Papers<\/strong><\/h2>\n

                                      Purpose:<\/strong><\/h3>\n

                                      A key component of your intellectual work in is to dialogically analyze how Christian and Non-Christian thinkers interact and respond to issues related to race, climate, politics, and economics. In particular, it asks that you recognize how each of our primary thinkers engages a spectrum of dialogue partners, inc. the Christian tradition, philosophy, political theory, economic theory, etc. as they construct their arguments. This paper asks you to work on this task via a close reading of one chapter from two of the five primary texts. The paper then asks you to clarify both the chapter\u2019s argument and how the thinker’s theological claims develop in relationship to the ideas laden within the dialogue. The primary purpose of the paper isn\u2019t about your critique or evaluation of the text, but rather showing you understand the argument.<\/p>\n

                                      For this paper, our primary thinkers are Clark, Bonhoeffer, Reiger, Niebuhr, and Kierkegaard.<\/strong> You are responsible for two papers: one paper on a chapter from either Clark or Bonhoeffer and one paper on a chapter from Reiger, Niebuhr or Kierkegaard.<\/p>\n

                                      Task:<\/strong><\/h3>\n

                                      Write a 1000-word summary of One Chapter or Daily Reading<\/strong> which:<\/p>\n

                                        \n
                                      1. Summarizes the main points of the chapter<\/strong><\/li>\n
                                      2. Clarifies the key terms and ideas<\/strong> within the construction of the argument<\/li>\n
                                      3. Articulates the views and ideas of the dialogical partner(s)<\/strong> that shapes the thinker’s argument. Think about a “They say\u2026, Clark says\u2026” model for the paper as you craft it.<\/li>\n
                                      4. Explains the relevance<\/strong> of the text for our course (i.e. religion, politics, climate, moral order, etc.)<\/li>\n
                                      5. Avoids any editorializing or personal opinions<\/strong> about the argument (except in the conclusion)<\/li>\n<\/ol>\n <\/div>\n <\/div>\n <\/article>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\n\t<\/div>\n\n\n\t\t\t\t\n\t\t\t<\/div>\n\t\n\t\t\t<\/div>\n\t\n\n\n\t\t\t\n\t\n\t\t\t
                                        \n\t\n\t\n\t\t\t\t\t
                                        \n\n\t\t\t\t

                                        ILO #2) Identify the contexts of the dialogue<\/h2>\n\n\t\t\t<\/header>\n\t\t\n\t\n\t\n\t
                                        \n\n\t\t
                                        \n\t\t\t\n
                                        \n\n\t\n\n\t\n<\/figure>\n\n\t\t<\/div>\n\t\t
                                        \n\t\t\t
                                        \n
                                        \n \t\t\n\t\t\t\t\t \n\t\t\t\t\t\tExample 1\t\t\t\t\t<\/span>\n <\/button>\n \n\t\t\t\t\t
                                        \n\t\t\t\t\t\t

                                        (800-900 words)<\/p>\n

                                        Kierkegaard and Sartre are in close dialogue when it comes to understanding anxiety as a window into a human being\u2019s sense of freedom as she faces the future. But they approach the issue from different literary contexts and in different eras. Kierkegaard writes in the early 1800s to an audience familiar with the Bible and theological terms, while Sartre, writing in the mid1900s to a secularized audience, uses anecdotes from everyday life. In this essay, discuss the way Kierkegaard uses the Adam story to explore human freedom. Remember to explain the meaning of a few terms such as God\u2019s command not to the fruit, the fall into knowledge of good and evil, sin, repentance, faith, etc. Then discuss some of Sartre\u2019s use of everyday examples of anxiety (for instance, the hike along a cliff, or the gambler). Finally, add a short closing section that discusses how these two different approaches, one theological and one secular, point to a similar human experience.<\/p>\n

                                        **Important<\/em>** To support your case, quote a few lines from the texts themselves, and remember to include references to the page numbers. References can look like this: (CA, 51), (BN, 44), (Obsieger, 1).<\/p>\n <\/div>\n <\/div>\n <\/article>\n\n\t\t\t\n

                                        \n \t\t\n\t\t\t\t\t \n\t\t\t\t\t\tExample 2\t\t\t\t\t<\/span>\n <\/button>\n \n\t\t\t\t\t
                                        \n\t\t\t\t\t\t

                                        Note: The following are short answer exam questions; we have excerpted the ones that the instructor specifically intended to address CTD ILO 2.<\/p>\n

                                        Instructions: Write two to three sentences that explicate or explain the phrase, word, or name. This can include definition as well as significance.<\/p>\n

                                          \n
                                        1. What distinguishes religious naturalism from naturalism?<\/li>\n
                                        2. Why is the relationship between God and the world important for feminists, according to Mary Daly?<\/li>\n
                                        3. What is different about the Holocaust that requires a different approach to theology, according to Hans Jonas?<\/li>\n
                                        4. What does Richard Rorty require of religious people engaging in democratic conversation?<\/li>\n<\/ol>\n <\/div>\n <\/div>\n <\/article>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\n\t<\/div>\n\n\n\t\t\t\t\n\t\t\t<\/div>\n\t\n\t\t\t<\/div>\n\t\n\n\n\t\t\t\n\t\n\t\t\t
                                          \n\t\n\t\n\t\t\t\t\t
                                          \n\n\t\t\t\t

                                          ILO #3) Formulate theological claims in response to the dialogue.<\/h2>\n\n\t\t\t<\/header>\n\t\t\n\t\n\t\n\t
                                          \n\n\t\t
                                          \n\t\t\t\n
                                          \n\n\t\n\n\t\n<\/figure>\n\n\t\t<\/div>\n\t\t
                                          \n\t\t\t
                                          \n
                                          \n \t\t\n\t\t\t\t\t \n\t\t\t\t\t\tExample 1\t\t\t\t\t<\/span>\n <\/button>\n \n\t\t\t\t\t
                                          \n\t\t\t\t\t\t

                                          Essay Questions (40 points):<\/strong> This section of the exam will consist of 4 questions. Each response should be about half of a page. A strong response should show evidence of the student\u2019s facility with concepts addressed in the questions, draw connections between the inquiries and ideas within a given prompt, and offer a clear and precise answer to the question\/s. (formulate an essay in response to the set of questions \u2013 emphasizing and deemphasizing elements of the prompt as you see fit \u2013 rather than answering the questions one by one). Support your claims with evidence, accurately associating authors and ideas.<\/p>\n

                                            \n
                                          1. Consider how figures such as David Walker, Maria Stewart, and Henry Highland Garnet and scholars like Raboteau and Glaude imagine divine favor. Use one thinker to explain how the sociopolitical realities of African descendants informed their spiritual imagination and cosmology or theological worldview. How might the figure respond to the question of whether religion should play a role in violent revolution? How does the discourse shape your response?<\/li>\n
                                          2. In David Eltis\u2019s inquiry into the rise of African-based slavery, he claims that economic motivation played a subsidiary role in the phenomenon. If not a rationally conceived decision to pursue a more lucrative trade in black bodies as the central source of forced labor in the New World, what does Eltis point to as a probable cause? (Here, you might take up a few of the concrete points offered by Eltis to redress previous historical arguments, then present what you take to be the essence of his intervention within the discourse). How does his view of \u201cshared ethnicity\u201d support this critique? In Eltis\u2019 perspective, how did religion play a role in the rise and fall of slavery?<\/li>\n
                                          3. How does Evans explain the concept of \u201cromantic racialism\u201d? Explain how Evans describes the convergence of northern and southern perspectives of Black religion in the South. In what ways did interpretations change following the Civil War? How is romantic racialism related to the \u201cburden\u201d troubling the study of black religion? What is Du Bois’s critique of social scientific discourse on primitivism? What tension does he face when attempting to write about the problem of race as a social scientist?<\/li>\n
                                          4. Why does Raboteau call for a modification of the idea that the adoption of Christianity by enslaved people necessarily required adopting a totally alien worldview? What arguments were used to support theories that conversion would make \u201cbetter\u201d slaves? What arguments supported theories that Christianization would make them worse slaves? (consider specific documents, figures, and organizations e.g. the SPG, Methodists, Quakers, etc.).<\/li>\n<\/ol>\n <\/div>\n <\/div>\n <\/article>\n\n\t\t\t\n
                                            \n \t\t\n\t\t\t\t\t \n\t\t\t\t\t\tExample 2\t\t\t\t\t<\/span>\n <\/button>\n \n\t\t\t\t\t
                                            \n\t\t\t\t\t\t

                                            Final Exam (Part One)<\/strong><\/h2>\n

                                            In this class we\u2019ve encountered different theological responses to the human experience of evil and suffering. Your task today is to write a position on the issue that you find plausible. (This would be \u201cwrite your<\/em> position\u201d but I told you at the beginning of the class that you aren\u2019t required to share your own religious beliefs. So you can use a hypothetical point of view character if you prefer.)<\/p>\n

                                            In its most narrow form this question would be \u201cIf God is all good and all powerful why does evil exist?\u201d or \u201cif God is perfectly loving and all powerful why is there suffering?\u201d You may choose to answer those as a direct question. But you are also free to argue the premise of those ways of framing the question (as some of our authors did) or argue that answering the question at all is wrong\/nonsensical\/obscene (as some of our authors did) or broaden the scope\/definitions (as some . . . you get the idea).<\/p>\n

                                            The constraints:<\/h3>\n
                                              \n
                                            1. This is to be a theological position, which means it has some tie to a particular understanding of God\/the nature of the universe\/ultimate reality.<\/li>\n
                                            2. You should reference one or more of the authors we read for class, whether to agree with them, disagree with them, or point out something they said that caused your thoughts to move in a particular direction. You can also (in addition, not instead) bring in outside authors and reference your fellow scholars from your discussion groups.<\/li>\n
                                            3. Because this is informal writing you do not need to provide formal citations, but do provide enough info to make it clear what sources you were drawing on. Eg: \u201cIn the novel The City We Became<\/em> N.K. Jemisin portrays evil as . . .\u201d<\/li>\n
                                            4. 250 words should allow most students to answer at the level of specificity expected for this assignment. Feel free to go a little longer, but aim for at least 250 words of substantial, non-filler content.<\/li>\n<\/ol>\n <\/div>\n <\/div>\n <\/article>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\n\t<\/div>\n\n\n\t\t\t\t\n\t\t\t<\/div>\n\t\n\t\t\t<\/div>\n\t\n\n\n\t\t\t\n\t\n\t\t\t
                                              \n\t\n\t\n\t\t\t\t\t
                                              \n\n\t\t\t\t

                                              ILO #4) Evaluate the consequences for the communities involved in the dialogue.<\/h2>\n\n\t\t\t<\/header>\n\t\t\n\t\n\t\n\t
                                              \n\n\t\t
                                              \n\t\t\t\n
                                              \n\n\t\n\n\t\n<\/figure>\n\n\t\t<\/div>\n\t\t
                                              \n\t\t\t
                                              \n
                                              \n \t\t\n\t\t\t\t\t \n\t\t\t\t\t\tExample 1\t\t\t\t\t<\/span>\n <\/button>\n \n\t\t\t\t\t
                                              \n\t\t\t\t\t\t

                                              Final Exam Writing<\/strong>
                                              \nCone and “Judas and the Black Messiah”<\/strong><\/h2>\n

                                              Throughout [course name] this spring, we focused on the dialogue about freedom among Christians and various people of different orientations. We have looked at classic and modern notions of freedom among Christians and compared them with those of non-Christians. We have employed an analysis that focuses on the character of enslavements in a series of serious films; we have analyzed how various liberations have emerged in particular situations; and we have considered models of freedom that sometimes appear. And then we have considered the impact of these three foci on the communities affected by social and religious transformations.<\/p>\n

                                              For your final work in the course you are to take up the enslavement, the liberation, the freedoms that emerge for communities affected by the Black Liberation aspect of the 1960’s Civil Rights Movement. James Cone’s 1970 A Black Theology of Liberation provides an analysis of white and black theologies and pictures of their respective communities. Our final film, “Judas and the Black Messiah,” recreates the budding Black Panther movement in the Chicago of the 1960s. It reveals the secular cult of 17 year old Fred Hampton and his devoted disciples who enact analogically the passion of the Black Messiah (Fred). Meanwhile, the FBI and the local “pigs” play the part of the Jewish and Roman leaders who end the passion play with the murder of the black Jesus.<\/p>\n

                                                \n
                                              1. Background preparation:\n
                                                  \n
                                                • Your first preparation is to pick up Cone’s analysis of black and white theologies, ofblack history and religion, of white religious participation in enslaving blacks, and black struggles for liberation.<\/li>\n
                                                • How does Cone help us see the Panthers as a kind of secular religious community? What features of this community look religious?<\/li>\n
                                                • How do the white communities sustain their power?<\/li>\n
                                                • Would Cone support the secular community of the Panthers?<\/li>\n<\/ul>\n<\/li>\n
                                                • Then, in preparing to write, consider these themes from the Panther movement: analyze the Black Panther cult, its function and community life, its rituals and organization, its achievements and innovations, its tragedies and possible future.\n
                                                    \n
                                                  • How do Panthers deal with traditional racism?<\/li>\n
                                                  • How does leader Fred lead the community?<\/li>\n
                                                  • How do Panthers reach out to other groups and cults from other neighborhoods of Chicago?<\/li>\n
                                                  • How does the Panther community focus on practice and not theory so much, to change their world? How does the community raise the consciousnesses of its people?<\/li>\n
                                                  • What techniques does the community use to crack white ideology?<\/li>\n
                                                  • Do the Panthers think of evil as individual or as a corporate reality?<\/li>\n
                                                  • Why have American blacks been oppressed?<\/li>\n
                                                  • How do the Panthers fall into the passion play of the “Black Messiah”?<\/li>\n
                                                  • How does O’Neal come to his role as the money manager and become the eventual “Judas” of the community?<\/li>\n
                                                  • Does the community get any justice in their war against the white “Federal church” with all its power?<\/li>\n
                                                  • Is there a future for Fred’s Panther devotees or are they simply crushed by white violence and intimidation? Does their sacrifice amount to anything?<\/li>\n
                                                  • Do you see any positive contributions for the community from the passion of Fred?<\/li>\n
                                                  • Does the Panther moment of the civil rights movement make a difference for white communities?<\/li>\n
                                                  • Select 2-3 themes from above that can inspire an essay on the impact of enslavement\/liberation\/freedom in the black and white communities.<\/li>\n<\/ul>\n<\/li>\n
                                                  • Conclude by considering whether black liberation has contributed to overcoming hatred and conflict in the black and white communities in the US. Did the Black Panthers and other pioneers of the Civil Rights movement make any difference in the two communities?<\/li>\n<\/ol>\n

                                                    Orient yourself to the issues of 1. above, select 2-3 issues of 2. above, and end with a discussion of the impact of the revolution on the two communities. Finished final exam papers due at the end of Monday 19th May. REMEMBER TO OPEN ACCESS TO THE ESSAY.<\/p>\n <\/div>\n <\/div>\n <\/article>\n\n\t\t\t<\/div>\n\t\t<\/div>\n\n\t<\/div>\n\n\n\t\t\t\t\n\t\t\t<\/div>\n\t\n\t\t\t<\/div>\n\t\n<\/div>","protected":false},"excerpt":{"rendered":"","protected":false},"author":2679,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-1334","page","type-page","status-publish","hentry"],"acf":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/wp.stolaf.edu\/assessment-committee\/wp-json\/wp\/v2\/pages\/1334","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/wp.stolaf.edu\/assessment-committee\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/wp.stolaf.edu\/assessment-committee\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/wp.stolaf.edu\/assessment-committee\/wp-json\/wp\/v2\/users\/2679"}],"replies":[{"embeddable":true,"href":"https:\/\/wp.stolaf.edu\/assessment-committee\/wp-json\/wp\/v2\/comments?post=1334"}],"version-history":[{"count":25,"href":"https:\/\/wp.stolaf.edu\/assessment-committee\/wp-json\/wp\/v2\/pages\/1334\/revisions"}],"predecessor-version":[{"id":1531,"href":"https:\/\/wp.stolaf.edu\/assessment-committee\/wp-json\/wp\/v2\/pages\/1334\/revisions\/1531"}],"wp:attachment":[{"href":"https:\/\/wp.stolaf.edu\/assessment-committee\/wp-json\/wp\/v2\/media?parent=1334"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}