Redeeming Conflict MA(Theology) PC789

Transcription

1 STUDENT INFORMATION SHEET Redeeming Conflict MA(Theology) PC789 Lecturer: Judy Dabler, MAC, MATS, Covenant Theological Seminary, Licensed Professional Counsellor, Certified Christian Conciliator, co-author of Peacemaking Women: Biblical Hope for Resolving Conflict, founder and president of Live at Peace Ministries ( ), currently serving as Reconciliation Specialist (2011-present), previous professor at Trinity Evangelical Divinity School ( ) and instructor at Covenant Theological Seminary ( ). Publications include Conflict or Shalom?, Covenant 21:1 (Spring 2006); Peacemaking Women, Grand Rapids, MI: Baker Books, 2005; and The Art of Aging, Bemidji, MN: Focus Publishing, Unit Code: PC789. Dates: Monday-Friday 28 April 2 May 2014 Times: Monday 9:45am - 1pm; 2pm - 3:30pm, Tuesday 8:45am - 1pm; 2pm - 3:30pm, Wednesday 8:45am 12:00am, 12:00 am - 1pm (chapel); 2pm - 3:30pm, Thursday 8:45am - 1pm; 2pm - 3:30pm, Friday 8:45am - 1pm. See timetable below. Purpose: The purpose of this unit is to provide a biblical framework for and practical training in handling conflict and using mediation skills within church life. Aims: The aims of this unit are to lay a biblical and theological foundation for resolving conflicts that arise in church life, to provide students with coaching in conflict management skills, and to enable students to assess and improve their skills in conflict resolution. Outcomes: At the end of the unit, students should be able to: A. develop a biblical, theological framework within which to understand the ministry of reconciliation; B. deepen their biblical, theological understanding of repentance, confession and forgiveness; C. develop a familiarity with the ethical and ministerial issues involved in providing 1

2 conflict coaching and mediation; D. grow in awareness and understanding of the dynamics of marriage, family, and church conflict; E. grow in proficiency using basic conflict coaching skills (e.g. building passport, data gathering, assigning homework, giving hope, etc.); F. develop proficiency at identifying and addressing heart issues contributing to conflict; G. grow in proficiency in utilizing a basic six-step mediation methodology to address conflict consistent with a biblical framework; and assess their own personal strengths and weaknesses in utilizing basic conflict coaching and mediation skills. Outline of content: A. Biblical/Theological Overview 1. Ministry of reconciliation 2. Dynamics of church, marital, and family conflict 3. The 4 R s a. Repentance b. Reconciliation c. Restoration d. Reinstatement 4. Confession 5. Forgiveness 6. Idols of the heart 7. Redemptive confrontation B. Practicing Peacemaking 1. Conflict Coaching a. Goals, methods and outcomes b. Role plays 2. Mediation a. Goals, methods and outcomes b. Role plays 3. Administration and Management C. Self-Assessment Assessment: See the ACT Guidelines for Essays in the Undergraduate Manual. Note that all essays must bear the following disclaimer on the title page. The following essay, of which I have kept a copy, is entirely the work of the undersigned, and all sources of ideas and expressions are duly acknowledged in footnotes or endnotes. Signed: A. Required pre-reading: 1. Sande, Ken. (2004). The Peacemaker: A Biblical Guide to Resolving Personal Conflict. Grand Rapids: Baker Books. If this book has been read previously, the student must select an alternative from the following list: 2

3 a. Barthel, Tara and Judy Dabler. Peacemaking Women: Biblical Hope for Resolving Conflict (2005). Grand Rapids: Baker Books. b. Poirier, Alfred. The Peacemaking Pastor: A Biblical Guide to Resolving Church Conflict (2006). Grand Rapids: Baker Books. 2. Dabler, Judy (2013). A Comprehensive and Intensive Approach to Reconciling Marital Conflict (article provided). B. Post-course written assignments: 1. Major assessment piece: Select three peer-reviewed journal articles in a specific area of interest in the field of conflict (marital, international, organizational, ethnic, etc.). Critically read these three articles and write a 4,000 word essay evaluating the articles main premises and integrating with the concepts presented in class. Worth 60%. DUE MAY 23 Marking Criteria: i. Knowledge: How well has the learner demonstrated acquisition of information? Identifies and describes two major points from each article (20% of grade) ii. iii. iv. Comprehension: How well does the learner demonstrate a basic understanding of an idea? Explains the two major points identified from each article (35% of grade) Analysis: How well does the learner take apart or analyze the two major points identified from each article in light of the information gained in class? Critically analyses and evaluates the major points identified in each article against an understanding of peacemaking as gained in class and wider literature (40% of grade) Presentation: How closely does the learner follow ACT essay guidelines, including formatting of footnotes and bibliography, spelling and English expression. Follows ACT essay guidelines, including formatting of footnotes and bibliography, has correct spelling and English expression (5% of grade) 2. An essay of 3,000 words that demonstrates a critical understanding of and application of peacemaking fundamentals to the case study provided. Worth 40%. DUE MAY 30 Marking Criteria: i. Knowledge: How well has the learner demonstrated acquisition of information? 3

4 Identifies the parties in the case study (5% of grade) ii. iii. iv. Comprehension: How well does the learner demonstrate a basic understanding of an idea? Assesses and explains the reconciliation needs for each of the parties (10% of grade) Synthesis: How effectively does the learner develop and express their ideas, having taken into account wider literature, and apply their ideas to a given problem? Identifies and explains the main aspects of a redemptive reconciliation and restoration plan to address the needs identified for the parties in the case study (40% of grade) Application: How well does the learner apply their ideas to a given problem? Explains how the reconciliation and restoration plan would be implemented for the parties in the case study (25% of grade) v. Evaluation: What value does the learner place on their personal learning? Summarizes personal take-aways from having thought through this case study (15% of grade) vi. Presentation: How closely does the learner follow ACT essay guidelines, including formatting of footnotes and bibliography, spelling and English expression. Follows ACT essay guidelines, including formatting of footnotes and bibliography, has correct spelling and English expression (5% of grade) Bibliography: Adams, Jay E. (1980). Marriage, Divorce, and Remarriage. Grand Rapids: Zondervan. Barthel, Tara and Judy Dabler. Peacemaking Women: Biblical Hope for Resolving Conflict (2005). Grand Rapids: Baker Books. Doriani, Daniel M. (2001). Putting the Truth to Work: The Theory and Practice of Biblical Application. Phillipsburg, New Jersey: P&R Publishing. Haugk, Kenneth C. (1988). Antagonists in the Church. Minneapolis: Augsburg. Keller, Tim. (2009). Counterfeit Gods: The Empty Promises of Money, Sex, and Power, and the Only Hope that Matters. New York: Penguin Group. MacNair, Donald J. (1978). Restoration God s Way. Philadelphia: Great Commissions Publications. Poirier, Alfred. The Peacemaking Pastor: A Biblical Guide to Resolving Church Conflict (2006). Grand Rapids: Baker Books. 4

5 Powlison, David. (2003). Seeing with New Eyes, Phillipsburg, New Jersey: P&R Publishing. Powlison, David. (2005). Speaking Truth in Love: Counsel in Community. Greensboro, NC: New Growth Press. Sande, Ken. (2004). The Peacemaker: A Biblical Guide to Resolving Personal Conflict. Grand Rapids: Baker Books. Susek, Ron. (1999). Firestorm: Preventing and Overcoming Church Conflicts. Grand Rapids, Michigan: Baker Books. Tripp, Paul David. (2000). Instruments in the Redeemer s Hands. Phillipsburg, New Jersey: P&R Publishing. Volf, Miroslav. (1996). Exclusion and Embrace: A Theological Exploration of Identity, Otherness, and Reconciliation. Nashville: Abingdon Press. Welch, Edward T. (1997). When People Are Big and God Is Small. Phillipsburg, New Jersey: P&R Publishing. Timetable: MORNING AFTERNOON EVENING Monday 9:45am 1:00pm 2:00pm 3:30pm Tuesday Wednesday Thursday 8:45am 1:00pm 8:45am 12:00am 8:45am 1:00pm 2:00pm 3:30pm 2:00pm 3:00pm 2:00pm 3:30pm Friday 8:45am 1:00pm Note: there will be a chapel service (12 noon 1:00pm Wednesday). The unit will be taught intensively over five days in the 1 st semester 2014 involving 24 contact hours. This format enables the students to benefit from the expertise of a significant overseas lecturer and practitioner. This unit will include lecturing, case studies, role plays, small group discussions, and large group questions and answers. Teaching method will be lecture (60%), case studies and role plays (15%), small group discussions (10%), and large group questions and answers (15%). Unit Coordinator: Dr Greg Goswell, Postgraduate Coordinator Any enquires via Registrar, Allister Lum Mow registrar@ptcsydney.org Christ College 1 Clarence Street Burwood NSW