Doing Theology in Context

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6 Weeks





This course surveys the thought of various Indian and Asian thinkers, and their approaches to Christ and the Gospel. This study also aims to understand the importance of context and Contextual Theology in today’s world.


At the end of the course, students will be able to gain:

  1. Academic (Thinking):
    To help the students know about the development of the Indian Christian Theology and the context in which it developed, and how Indian Christian theologians used contextual concepts and patterns to approach Christ and the Gospel.
  2. Experience (Skill):
    The students will learn how to approach context-based issues with a sensitive and open mind and engage with them, while remaining true to the evangelical faith
  3. Relational (Attitude & Behaviour):
    The students are expected to develop an attitude of research and openness towards the issues ingrained in the context. This will help them to communicate the gospel with ingenuity and sensitivity
  4. Spirituality (Devotion & Passion)

    Committing oneself to lead a Scriptural life engrained in one’s respective context and to value context-sensitive proclamation of the gospel.



Boyd, Robin. An Introduction to Indian Christian Theology. Delhi: ISPCK, 2002.

Sumithra Sunand. Doing Theology in Context. Bangalore: Theological Book Trust, 1992. 

Sumithra, Sunand. Christian Theologies from an Indian Perspective. Bangalore: Theological Book Trust, 1995.


Aleaz, K. P. A Convergence of Advaita Vedanta and Eastern Christian Thought. Delhi: ISPCK, 2000. 

Andreas Nehring, ed. Prejudice: Issues in Third World Theologies. Madras: Gurukul, 1996. 

Balasundaram, Franklyn J. Contemporary Asian Christian Theology. New Delhi: ISPCK, 1995. 

Gispert-Sauch, Amaladoss & T. K. John. Theologizing in India. Theological Publications in India, 1981

Gnanakan, Ken, ed. Biblical Theology in Asia. Bangalore: Theological Book Trust, 1995. 

Grenz, Stanley J. & Roger E. Olson. 20th Century Theology: God & the World in a Transitional Age. 

Secunderabad: OM Books, 1992. 

Massey, James and Samson Prabhakar, eds. Frontiers in Dalit Hermeneutics. Bangalore & Delhi: 

SATHRI & CDSS, 2005. 

Pathil, Knacheria. Trends in Indian Theology. Bangalore: Asian Trading Corporation, 2005. 

Rajasekaran, V. C. Reflections on Indian Christian Theology. Madras: The Christian Literature Society, 

  1. Semester II (2020-2021) 

Ro, Bong Rin and Ruth Eshenaur. The Bible & Theology in Asian Contexts: And Evangelical 

Perspective on Asian Theology. Taiwan: Asia Theological Association, 1984. 

Shimray, Shimreingam, ed. Tribal Theology: A Reader. Jorhat: Tribal Study Centre, 2003. 

Singh, Surjit. Preface to Personality. Madras: CLS, 1952. 

Stephen M. A Christian Theology in the Indian Context. Delhi: ISPCK, 2001. 

Sugirtharajah R.S., Cecil Hargreaves. Readings in Indian Christian Theology. Vol.1.London: SPCK, 1993.

Thomas, M. M. and P. T. Thomas. Towards an Indian Christian Theology: Life and Thought of Some 

Pioneers. Tiruvalla: Christian Sahitya Samiti, 1998. 

Wilfred, Felix. Asian Public Theology: Critical Concerns in Challenging Times. Delhi: ISPCK, 2010. 

Wilfred, Felix. On the Banks of Ganges: Doing Contextual Theology. Delhi: ISPCK, 2002. 


We anticipate our students to have varied viewpoints which will enrich the discussions in our learning community. Therefore, we ask our students to be charitable and respectful in their interactions with each other, and to remain focused on the topic of discussion, out of respect to others who have committed to being a part of this learning community.


  1. Discussion Forum

A. Weekly Discussions and Written Responses:

  1. (Weeks 1 and 2 only): 300 Words each, 2 questions, (Total 10%)

Late responses are not accepted. Each week’s initial response is due on Wednesday (11:59pm) and interactions with other responses are due on Saturday (11:59pm)

Attendance in this course is demonstrated by regular log-ins and up-to-date participation in forums and live classes.

Every Monday (for weeks 1 and 2 only), a weekly discussion question will become visible. Each student will read through the question and take time to formulate a response.

Aim for responses that display a thorough understanding of the textbooks and primary sources relevant to each question and a clear engagement with the class discussions and lectures, especially identifying areas of your understanding of each week’s themes that have challenged, changed, and/or enriched you. This is not a summary of the readings and the lectures, but a response to particular themes/arguments. Be specific and brief, but not superficial.

The initial response should be 300 words but there is no set limit on words for the subsequent interactions between students. In order to maximize the benefit of this element of the course, the student should post his/her initial response by 11:59 pm on Wednesday of the week and then spend the remainder of that week interacting with their colleagues (at least responding to 2 students) in the class until Saturday at 11:59pm.

Each weekly questions and themes will be discussed on following week during optional class meetings

Discussion Forum and Grading Rubric (see the General Grading from FBC Grading standards)

Areas of Evaluation
Grade A
Grade B
Grade C
Grade D
Completeness of post
Addresses all parts of question; meets and did not exceed word limit; comprehensive response
Addresses all parts of question; respectable length & did not exceed limit; somewhat comprehensive
Addresses some parts of question; shorter length; incomplete post
Rarely addresses question; far too short or far too long; incomplete post
Clarity of post
Clear and concise posts; grammatically correct with rare
Clear, but can be more concise; a few grammatical or spelling errors
Somewhat clear, but with significant number of errors in spelling and grammar
Unclear, poor spelling and grammar in most posts
Critical engagement with class material (lectures, readings)
Thoughtful; opinions and ideas are substantiated with class material and additional resources (quotations and/or references); active reflection & questioning; obvious integration with one’s context
Thoughtful; opinions and ideas are occasionally substantiated with class material; some reflection & questioning; some integration
Less thoughtful; opinions and ideas are sometimes substantiated with class material; insufficient reflection & questioning; less integration with one’s context
Opinions and ideas are not substantiated with class material; no reflection & questioning; no integration with one’s context
Promptness & quality of responses
Posting on time; responds to all group members’ comments on your post, interacting with other students’ postings in timely manner; thoughtful responses
Posting on time; responds to some of group members’ comments on your post, limited interaction with other students’ postings in timely manner; somewhat thoughtful responses
Posting mostly on time; interaction with only 1-2 students’ postings; less thoughtful responses
Late posting; rarely responds to group members’ comments on your post and/or students’ postings; responses not thoughtful

B. Reflective Questions (Weeks 1 through 4): 300-500 words, 9 assignments, Total 60%. Due on every Saturday, 11:59PM

Reflective questions will be given every week. The student needs to reflect his/her thoughts on the given question based on the readings and lecture videos. The answer requires an understanding of the content learnt through the week and the practical application of the same in addressing the question.

C. Final Research Paper – 30%. On the last Saturday of the module.


Evaluation is based upon the completion of the following assignments:


Weekly Discussions and Responses (Weeks 1 and 2) – 2 Form questions (one per week)

10 %


Reflective Questions (Weeks 1 through 4) – total 9 questions 

60 %


Final Research Paper

30 %


Total Grade

100 %


Submission Method and Late Submission

Submission: Papers to be submitted electronically in .doc or .docx format via Global Classroom

Late Submission Penalties:
  1. Delayed responses to questions in Weekly Forum will NOT be accepted.
  2. All other late assignments will be penalized 1% (1 point) per day.
Citing References

In all assigned work, proper style guidelines must be used and followed exactly; failure to do so will render the submitted assignment unacceptable.

For proper citation style, consult the FBC Style Guide or the full edition of the MLA Handbook for Writers of Research Papers: Seventh Edition, especially chapters 5 and 6 for arrangement of entries through in-text citations and Works Cited.

Academic Integrity

Integrity in academic work is required of all our students. Academic dishonesty is any breach of this integrity, and includes such practices as cheating (the use of unauthorized material on tests and examinations), submitting the same work for different classes without permission of the instructors; using false information (including false references to secondary sources) in an assignment; improper or unacknowledged collaboration with other students, and plagiarism.

Global Classroom takes seriously its responsibility to uphold academic integrity, and to penalize academic dishonesty. 


Global Classroom values quality in the courses it offers its students. End-of-course evaluations provide valuable student feedback and are one of the ways that Global Classroom works towards maintaining and improving the quality of courses and the student’s learning experience. Student involvement in this process is critical to enhance the general quality of teaching and learning.


Before the end of the course, students will receive an email with a link to the online course evaluation. The link can also be found in the left column on the course page. The evaluation period is 2 weeks; after the evaluation period has ended, it cannot be reopened.


Course Evaluation results will not be disclosed to the instructor before final grades in the course have been submitted and processed. Student names will be kept confidential and the instructor will only see the aggregated results of the class.


The readings can be found as PDF files on the course web page at under “Materials”.

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