VIRGINIA THEOLOGICAL SEMINARY COURSE OFFERINGS

Transcription

1 VIRGINIA THEOLOGICAL SEMINARY COURSE OFFERINGS In order to enroll, students must be an accepted student at Virginia Theological Seminary (VTS) or an accepted student at one of the schools of the Washington Theological Consortium. Students accepted into a program at VTS may view course scheduling and register through the myvts website. Consortium students can view course scheduling on the Washington Theological Consortium website. To register, please contact your school s Registrar. Please note that these course offerings are subject to change. All available information is included. As information is received, it will be included in updated versions of this document. Required Texts PLEASE NOTE THE FOLLOWING: The text information listed, in the below course information, is preliminary. Texts do sometimes change. The final texts information will be available, on the VTS Online Bookstore, at least two weeks before the course begins. For the most up-to-date texts information, please consult the VTS Online Bookstore, which can be reached either o through this link o or by selecting the Bookstore link at the bottom of the VTS.edu homepage. In the online bookstore, on the opening page, you will see tabs near the top of specific terms (August Term 2015, Fall Semester 2015, 1 st Quarter 2015, 2 nd quarter 2015, etc.). When you hover over a tab, you will see a drop down with classes listed alphabetically by course number. Below each book cover image, in the online bookstore, is a label in all caps identifying the book as REQUIRED, RECOMMENDED, or SUGGESTED. If you have any problems or questions about the VTS Online Bookstore, please a message to [email protected]. 11/11/2015, 12:07 PM Page 1 of 78

2 M. Div. Student Learning Outcomes (SLO) Identifies the areas that a course is designed to contribute, at a strong level, to the following Student Learning Outcomes for the M.Div. program: Goal 1. Religious heritage: demonstrate competency in interpreting the texts and contexts of Christian Scripture and traditions, ancient and contemporary, with a specific focus on the Anglican/Episcopal tradition for those preparing for ministry in the Episcopal Church and Anglican Communion. 1. Demonstrate knowledge of the content of the Bible, the fundamental theological concepts and doctrines of the Christian faith, major events and movements within the history of Christianity, and the principal virtues and practices of the Christian moral life, especially as these areas are understood in the Anglican/Episcopal tradition. (Knowledge of Tradition) 2. Draw on the biblical, theological, and historical content of the Christian traditions to develop and articulate a coherent Christian vision, with which to interpret, critique and transform contemporary contexts and the human condition. (Use of Tradition) Goal 2. Understanding cultural contexts: engage the apologetics of the faith appropriately and function as self-aware, reflective, and competent practitioners informed by multi-disciplinary knowledge about human persons and relationships and the various socio-economic, cultural, racial, ethnic, religious, and inter-religious contexts in which they and others live; 1. Demonstrate an ability to use resources from theological and other disciplines to analyze contemporary situations, issues, and contexts, and to integrate theory and praxis. (Theory, Praxis, and Interdisciplinary Integration) 2. Understand and engage with persons and communities in a range of cultural contexts, shaped by differences of race, nationality, ethnicity, religion, language, gender, sexual orientation, and socioeconomic status. (Cultural and Inter-Cultural Literacy) Goal 3. Ministerial and Public Leadership: function effectively in collaboration with others as faithful pastors, teachers, leaders, and evangelists who seek to advance the church s mission, elucidate the faith of the church for the institutions and congregations in which they serve, engage the public square, and act as faithful advocates for a just society working for the elimination of racism and discrimination of every kind. 1. Articulate the Christian faith, both orally and in writing, demonstrating skills of critical thinking, creativity and rhetorical power, and making use of music, the arts, digital media, and other media. (Articulation of the Faith) 2. Advance God s mission of justice by engaging the Christian faith with the public square and with contemporary situations and issues, including care of creation. (Justice) 3. Offer pastoral leadership in communities of faith, including providing pastoral care and Christian formation, fostering leadership, managing material resources, overseeing governance, and handling conflict. (Ministerial Leadership) 4. Engage in theologically informed and culturally sensitive ministry in contexts of religious pluralism, including ecumenical and inter-faith diversity. (Ecumenical and Inter-faith Relationships) 11/11/2015, 12:07 PM Page 2 of 78

3 M. Div. Student Learning Outcomes (cont.) Goal 4. Personal and spiritual formation: make evident an authentic Christian faith through a pattern of life marked by private prayer and corporate worship, integration of theology and experience, ongoing learning and a spirit of inquiry, and moral integrity; 1. Demonstrate a living and authentic Christian faith that is manifest in preaching, liturgical leadership, pastoral care practices, and leadership of communities of faith. (Faith) 2. Rely on a pattern of life shaped by private prayer, reading of Scripture, love of learning, corporate worship, a commitment to wellness, care for family and friends, and intentional spiritual practices. (Rule of Life) 3. Articulate a personal theology of ministry and vocation, and demonstrate how this theology shapes one s ministerial practices. (Personal Theology of Ministry) 4. Understand how one s personhood is necessarily involved in ministry, and thus be able to engage in ongoing self-assessment of one s leadership abilities, intellectual knowledge, moral integrity, culturally shaped perspectives and blind spots, and personal development, so as to identify strengths and areas for growth. (Self-Knowledge and Personal Growth) 5. Demonstrate an ability to live in community, supporting and challenging other members of the community to grow in their discipleship of Christ. (Community Membership) Goal 5. Liturgical formation and leadership: demonstrate strength as leaders of worship in the celebration of the liturgies of the church, in proclaiming the gospel of Jesus Christ in a variety of cultural contexts with hermeneutical competence, and with an informed use of music and the visual arts. 1. Demonstrate a historically, theologically and culturally informed understanding of the liturgical and preaching practices of the church, and use this understanding to lead worship and preach with the full engagement of body, mind, imagination, and spirit. (Liturgical Leadership) 11/11/2015, 12:07 PM Page 3 of 78

4 Table of Contents Biblical Studies... 5 New Testament... 5 Old Testament... 8 Language Study Historical Studies Practical Theology Christian Formation Field Education Pastoral Theology Theology and Practice of Ministry Studies in Christian Worship Church Music Homiletics Liturgics Studies in Faith and Society Christian Ethics Contemporary Society Global Christianity Mission and World Religions Religion and Culture Theological Studies Spirituality Systematic Theology Thesis and Summative Capstone Project /11/2015, 12:07 PM Page 4 of 78

5 Biblical Studies New Testament NTS : New Testament Interpretation 1 Professor A. Katherine Grieb (First Quarter 1.5 credit hours) This first quarter of New Testament Interpretation will introduce students to basic tools of historical criticism and New Testament exegesis. It will cover the Synoptic Gospels (Matthew, Mark, and Luke) and either the Gospel of John. 1. Understand how to interpret Gospels (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1); Cultural and Inter-Cultural Literacy (2.2); Articulation of the Faith (3.1); Ecumenical and Inter-faith Relationship (3.4); Rule of Life (4.2); Liturgical Leadership (5.1)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Biblical Interpretation (1.2a); Christian Formation (1.2b); Theological Studies (1.2d), Rule of Life (4.2)) Raymond E. Brown, An Introduction to the New Testament (New York: Doubleday, 1996). NTS : New Testament Interpretation 2 Professor A. Katherine Grieb (Second Quarter 1.5 credit hours) Prerequisite: NTS 501 or equivalent. The second quarter of New Testament Interpretation will deepen students' understanding of New Testament studies by introducing them to the Pauline Epistles and Paul s theology. Some versions of the quarter may include a section on the historical Jesus (Grieb) or on the Acts of the Apostles (Yieh). 1. Understand Paul s epistles and theology (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1); Cultural and Inter-Cultural Literacy (2.2); Articulation of the Faith (3.1); Ecumenical and Inter-faith Relationship (3.4); Rule of Life (4.2); Liturgical Leadership (5.1)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Cultural and Intercultural Literacy (2.2); Christian Formation (1.2b); Theological Studies (1.2d); Rule of Life (4.2)) Raymond E. Brown, An Introduction to the New Testament (New York: Doubleday, 1996) Leander E. Keck, Paul and His Letters, 2 nd Edition (Philadelphia: Fortress, 1988) 11/11/2015, 12:07 PM Page 5 of 78

6 NTS : New Testament Interpretation 3 Professor A. Katherine Grieb (Third Quarter 1.5 credit hours) Prerequisite: NTS 502 or equivalent. This third quarter of New Testament Interpretation will continue to prepare students to teach and preach all the books of the New Testament by introducing them to the remainder of the New Testament writings, including the post-pauline Epistles, the Johannine Epistles, the General Epistles, the Apocalypse to John, Hebrews, James and either the Acts of the Apostles (Grieb) or the Gospel of John (Yieh). The quarter concludes with a brief study of the New Testament canon and some comments on the project of New Testament theology. 1. Understand the diversity of the earliest churches as reflected in various New Testament writings (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1); Cultural and Inter-Cultural Literacy (2.2); Articulation of the Faith (3.1); Ecumenical and Inter-faith Relationship (3.4); Rule of Life (4.2); Liturgical Leadership (5.1)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2), Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Cultural and Intercultural Literacy (2.2); Christian Formation (1.2b); Theological Studies (1.2d); Rule of Life (4.2)) Brown, Raymond E., An Introduction to the New Testament (New York: Doubleday, 1996). Brown, Raymond E., The Churches the Apostles Left Behind (New York: Paulist, 1984). NTS : The Gospel of Luke Professor John Yieh (Fall Semester credit hours) Prerequisites: NTS 501 and NTS 502, or equivalent This is an exegetical-theological study of The Gospel of Luke. With the Acts of Apostles, it tells a two-volume story of Jesus and his church to the readers living in the social-historical contexts of the Roman Empire in the first century. We want to find out and reflect on Luke s insights on such topics as savior-christology, radical discipleship, God s plan in history, the power of the Holy Spirit, the gospel of salvation, the identity of the church and the mission to the world. It is also our goal to learn, through lectures, research, and discussions, how to use Luke-Acts as historical and theological resources in our own teaching, preaching, and practices, so that our spiritual life may be renewed and the ministry of the church enhanced. 1. Retell the major events in the narrative of Luke-Acts, identify key characters and issues, and locate those events in their particular social-historical contexts. (M. Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) 2. Discern the key theological themes in Luke-Acts and explain how they are interpreted to inform the various traditions of faith and mission throughout the history of the church. (M.Div. SLOs: Ability to Use Resources (2.1))(M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) (M.A. SLOs: Cultural and Inter-Cultural Literacy (2.2)) 11/11/2015, 12:07 PM Page 6 of 78

7 3. Converse with scholarly opinions on historical contexts and theological themes of Luke-Acts. (M.Div. SLOs: Cultural and Inter-Cultural Literacy (2.2)) (M.A. SLOs: Cultural and Inter-Cultural Literacy (2.2)) 4. Develop exegetically sound preaching and theological coherent teaching ideas from selected pericopes in Luke-Acts. (M.Div. SLOs: Articulation of the Faith (3.1)) (M.A. SLOs: Christian Formation (1.2b); Theological Studies (1.2d)) Darrell Bock, A Theology of Luke and Acts: God s Promised Program, Realized for All Nations (Grand Rapids: Zondervan, 2012) ISBN François Bovon, Luke the Theologian: Fifty-Five Years of Research ( ) (Waco, Tex.: Baylor University Press, 2006) ISBN x Joseph Fitzmyer, Luke the Theologian: Aspects of His Teaching (New York: Paulist, 1989) ISBN Joel Green, The Theology of the Gospel of Luke (Cambridge: Cambridge University Press, 1995) ISBN I. Howard Marshall, ed., Witness to the Gospel: The Theology of Acts (Grand Rapids: Eerdmans, 1998) ISBN NTS : Epistle to the Romans Professor A. Katherine Grieb (Fall Semester credit hours) Prerequisite: NTS 502 or equivalent course on the Pauline epistles or permission of the instructor. Greek is useful but not required. If there is sufficient interest, a Greek reading section may be formed. This course is an advanced exegetical seminar on Paul's letter to the Romans in English. Romans is a crucial text for understanding Pauline theology, the history of early Christianity, and the history of biblical interpretation. Attention will be given to all of these and also to matters of pastoral concern in the Church today, as they arise out of our discussions of the letter. The course is designed to acquaint students with recent academic discussions of Romans and to prepare students to teach Romans at the parish level. Class discussions will take their point of departure from exegetical working papers prepared by students and distributed in advance to other members of the seminar. One of these may be expanded into an exegetical term paper. Students will also prepare written responses to other students' exegetical working papers. In other words, this is not primarily a lecture format, although there will be occasional mini-lectures on particular topics, but rather a genuine seminar where students share the responsibility for the direction and depth of the discussion. Learning Outcomes for the Course (tied to the SLOs): 1. Teach a mini-course on Romans at the parish level; 2. Preach on any passage from Romans with confidence; 3. Use learnings from this class to think theologically about biblical interpretation; 4. Notice analogous patterns to the situation in Romans in the contemporary Church; 5. Distinguish between Reformation readings of Romans and Paul's own theology; 6. Articulate a theology of God's gracious inclusion of Gentile Christians into Israel; 7. Articulate an understanding of Christian ethics based on Romans. (M.Div. SLOs: Knowledge of Tradition (1:1); Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1); Articulation of the Faith (3.1); Justice (3.2); Ecumenical and Inter- Faith Relationships (3.4)) 11/11/2015, 12:07 PM Page 7 of 78

8 Required Texts (please see note on page 1) Leander E. Keck, Romans (Nashville: Abingdon, 2005) Frank J. Matera, Romans (Grand Rapids: Baker, 2010) These texts will be supplemented by articles and books available in the VTS library or online. NTS : John and the Theologians Professor A. Katherine Grieb (Spring Semester 3.0 credit hours) Prerequisite: NTS The course information has not yet been received. Old Testament OTS : Old Testament Interpretation 1 Professor Stephen L. Cook (Second Quarter 1.5 credit hours) This course is the first quarter of a three-quarter sequence in Interpretation of the Old Testament/Hebrew Scriptures. It surveys the Hebrew Bible s content, Israelite history and major biblical tradition streams while emphasizing the literary artistry of the text. The first quarter begins a close study and interpretation of the Torah/Pentateuch. Students in the course practice ways of engaging the Bible in our times that reveal its relevance for ministry. They will be introduced to exegetical approaches and tools for the purpose of hermeneutical competence in Old Testament Study as a theological discipline. 1. Recognize the major events and themes of the biblical corpus (M.Div. SLOs: Knowledge of Tradition (1.1)) 2. Identify major traditions in the Bible (M.Div. SLOs: Knowledge of Tradition (1.1)) 3. Apply a variety of critical approaches to the text (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) 4. Locate the contexts of biblical material and identify the context of the reader (M.Div. SLOs: Use of Tradition (1.2); Cultural and Inter-cultural Literacy (2.2)) 5. Reflect on possible theological meanings of the text (M.Div. SLOs: Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1), Cultural and Inter-cultural Literacy (2.2)) 6. Exegete a variety of biblical passages for biblical scholarship, teaching, and preaching (M.Div. SLOs: Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1); Articulation of the Faith (3.1), Cultural and Inter-Cultural Literacy (2.2)) Jon Levenson, Sinai and Zion (San Francisco: Harper & Row, 1987) Gail R. O Day, and David L. Petersen (eds.) Theological Bible Commentary (Louisville: Westminster John Knox, 2009) H. R. Page Jr., et al., (eds.) The Africana Bible: Reading Israel s Scriptures from Africa and the African Diaspora (Minneapolis: Fortress Press, 2009) OTS : Old Testament Interpretation 2 Professor Stephen L. Cook (Third Quarter 1.5 credit hours) 11/11/2015, 12:07 PM Page 8 of 78

9 Prerequisite: OTS 511 or equivalent. This course is the second quarter of a three-quarter sequence in Interpretation of the Old Testament/Hebrew Scriptures. It surveys the Hebrew Bible s content, Israelite history and major biblical tradition streams while emphasizing the literary artistry of the text. The second quarter offers an overview of the Israel s history from entry into the land to exile and return and covers the books of Joshua through Kings as well as the prophetic books. Students in the course practice ways of engaging the Bible in our times that reveal its relevance for ministry. They will be introduced to exegetical approaches and tools for the purpose of hermeneutical competence in Old Testament Study as a theological discipline. 1. Recognize the major events and themes of the biblical corpus (M.Div. SLOs: Knowledge of Tradition (1.1)) (M.A. SLOs: Knowledge of Tradition (1.1)) 2. Identify major traditions in the Bible (M.Div. SLOs: Knowledge of Tradition (1.1)) (M.A. SLOs: Knowledge of Tradition (1.1)) 3. Apply a variety of critical approaches to the text (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) 4. Locate the contexts of biblical material and identify the context of the reader (M.Div. SLOs: Use of Tradition (1.2); Cultural and Inter-cultural Literacy (2.2)) (M.A. SLOs: Use of Tradition (1.2); Cultural and Inter-cultural Literacy (2.2)) 5. Reflect on possible theological meanings of the text (M.Div. SLOs: Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1), Cultural and Inter-Cultural Literacy (2.2)) (M.A. SLOs: Use of Tradition (1.2); Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Cultural and Inter-Cultural Literacy (2.2)) 6. Exegete a variety of biblical passages for biblical scholarship, teaching, and preaching (M.Div. SLOs: Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1); Articulation of the Faith (3.1), Cultural and Inter-Cultural Literacy (2.2)) (M.A. SLOs: Use of Tradition (1.2); Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Christian Formation (1.2b); Theological Studies (1.2d); Cultural and Inter-Cultural Literacy (2.2)) Gail R. O Day, and David L. Petersen (eds.) Theological Bible Commentary (Louisville: Westminster John Knox, 2009) V. Matthews & Don Benjamin Old Testament Parallels: Laws and Stories from the Ancient Near East (New York: Paulist, 1997) H. R. Page Jr., et al., (eds.) The Africana Bible: Reading Israel s Scriptures from Africa and the African Diaspora (Minneapolis : Fortress, 2009) Gene M. Tucker, Form Criticism of the Old Testament (Philadelphia : Fortress, 1971) (Cook) Victor Matthews, A Brief History, (Louisville : Westminster John Knox Press, 2002 OTS : Old Testament Interpretation 3 Professor Stephen L. Cook (Fourth Quarter 1.5 credit hours) Prerequisite: OTS 512 or equivalent This course is the third quarter of a three-quarter sequence in Interpretation of the Old 11/11/2015, 12:07 PM Page 9 of 78

10 Testament/Hebrew Scriptures. It surveys the Hebrew Bible s content, Israelite history and major biblical tradition streams while emphasizing the literary artistry of the text. The third quarter is a survey of the Writings, the third division of the Hebrew Bible focusing specifically on the poetry, wisdom traditions, and apocalyptic literature. Students in the course practice ways of engaging the Bible in our times that reveal its relevance for ministry. They will be introduced to exegetical approaches and tools for the purpose of hermeneutical competence in Old Testament Study as a theological discipline. 1. Recognize the major events and themes of the biblical corpus (M.Div. SLOs: Knowledge of Tradition (1.1)) (M.A. SLOs: Knowledge of Tradition (1.1)) 2. Identify major traditions in the Bible (M.Div. SLOs: Knowledge of Tradition (1.1)) 3. Apply a variety of critical approaches to the text (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) (M.A. SLOs: Knowledge of Tradition (1.1)) 4. Locate the contexts of biblical material and identify the context of the reader (M.Div. SLOs: Use of Tradition (1.2); Cultural and Inter-cultural Literacy (2.2)) (M.A. SLOs: Use of Tradition (1.2); Cultural and Inter-Cultural Literacy (2.2)) 5. Reflect on possible theological meanings of the text (M.Div. SLOs: Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1), Cultural and Inter-cultural Literacy (2.2)) (M.A. SLOs: Use of Tradition (1.2); Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 6. Exegete a variety of biblical passages for biblical scholarship, teaching, and preaching (M.Div. SLOs: Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1); Articulation of the Faith (3.1), Cultural and Inter-Cultural Literacy (2.2)) (M.A. SLOs: Use of Tradition (1.2); Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4);Communication Skills (3.5)) Gail R. O Day, and David L. Petersen (eds.) Theological Bible Commentary (Louisville: Westminster John Knox, 2009) V. Matthews & Don Benjamin Old Testament Parallels: Laws and Stories from the Ancient Near East (New York: Paulist, 1997) H. R. Page Jr., et al., (eds.) The Africana Bible: Reading Israel s Scriptures from Africa and the African Diaspora (Minneapolis: Fortress, 2009) Gene M. Tucker, Form Criticism of the Old Testament (Philadelphia: Fortress, 1971) (Cook) Victor Matthews, A Brief History of the Old Testament, (Louisville: Westminster John Knox Press, 2002) OTS : Language and Desire in the Song of Songs Professor Judy Fentress-Williams (Third Quarter credits) Prerequisites: OTS The lush imagery and unapologetic passion of the Song of Songs has captured the imagination of some readers for generations, while others have avoided it, troubled by its presence in the Bible. In this sixweek course we will use three lenses to examine the poetry of the song. In the first two weeks, our emphasis will be on literary elements, namely structure, language, imagery and metaphor. During weeks three and four, we will undertake an overview of the history of interpretation. How and to what 11/11/2015, 12:07 PM Page 10 of 78

11 extent has this text been received, used and interpreted? The last two weeks of the course will be devoted to theological readings of the song. What, if anything does the best of all songs tell us about the nature of God and what it means to be in relationship? 1. Achieve a working knowledge of the content in the Song of Songs (M.Div. SLOs: Knowledge of Tradition (1.1)) (M.A. SLOs: Knowledge of Tradition (1.1)) 2. Employ various literary tools to interpret the Song of Songs (M.Div. SLOs: Use of Tradition (1.2)) (M.A. SLOs: Use of Tradition (1.2)) 3. Critically reflect upon the history of interpretation of the Song of Songs ((M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) 4. Engage in theological dialogue around the text and traditions that has practical implications for the community of faith (M.Div. SLOs: Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1); Articulation of the Faith (3.1)) (M.A. SLOs: Use of Tradition (1.2); Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 5. Experience the joy of the Song of Songs (M.Div. SLOs: Knowledge of Tradition (1.1)) (M.A. SLOs: Knowledge of Tradition (1.1)) Students will be required to choose one of the two following commentaries: J. Cheryl Exum, Song of Songs, The Old Testament Library (Louisville: Westminster John Knox Press, 2005) Michael Fishbane, Song of Songs, The JPS Bible Commentary (Philadelphia: The Jewish Publication Society, 2015) Other texts will be available on-line or in electronic files through MyVTS. OTS : The Psalms Professor Melody Knowles (Fall Semester 3.0 credit hours) This course may be taken for either 3.0 or 1.5 credit hours. Prerequisite: OTS OR OTS , or equivalent, or permission of instructor. The course will combine a study of some of the broader issues of the Book of Psalms (such as the history of interpretation, Hebrew poetry, the Psalter as a collection, the use of history in the Psalms, the use of the Psalms in worship), with exegetical study of individual psalms that will emphasize poetic approaches as well as feminist and multi-cultural critique. The class will be a mix of plenary sessions and discussion of the texts in smaller groups. Although this class does not require Hebrew as a prerequisite, there will be opportunity to work with the Hebrew text throughout the course. You will not be penalized in any way for not knowing Hebrew, but if you took Hebrew, you will be encouraged to continue your work with the language. 1. Exegete Psalms with greater skill (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Articulation of the Faith (3.1)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Christian Formation (1.2b); Theological Studies (1.2d)) 11/11/2015, 12:07 PM Page 11 of 78

12 Robert Alter, The Book of Psalms: A Translation with Commentary (New York: Norton, 2007) ISBN William P. Brown, Seeing the Psalms: A Theology of Metaphor (Louisville: Westminster John Knox, 2002) ISBN W. Brueggemann, Psalms and the Life of Faith. P.D. Miller, ed. (Philadelphia: Fortress, 1995) ISBN OTS : Prophecy Professor Stephen L. Cook (Fall Semester 3.0 credit hours) This course may be taken for either 3.0 or 1.5 credit hours. Prerequisite: OTS 502 or OTS 513 or equivalent or permission of the instructor. The course introduces students to Ezekiel s revelations about the mysteries of the divine reality. The course includes close exegetical analysis of several extraordinary texts (including Ezekiel s visions of the fantastic wheels and the valley full of dry bones), as well as discussion of both ancient religious issues and modern theological topics raised by the study of the prophecy. Students will work to hone their skills at critical, exegetical study of biblical prophetic, apocalyptic, and utopian texts. 1. Become familiar with the Holiness School stream of theology in the Scriptures, its system of symbols, and its hopes and expectations for the ennoblement of all God s people (M.Div. SLOs: Knowledge of Tradition (1.1)) (M.A. SLOs: Knowledge of Tradition (1.1)) 2. Develop competence as disciplined exegetes of biblical prophetic, apocalyptic, and utopian texts (M.Div. SLOs: Use of Tradition (1.2)) (M.A. SLOs: Use of Tradition (1.2)) 3. Wrestle with the relevance of prophetic, apocalyptic, and utopian visions in the ongoing life of the church today and develop strategies for preaching and teaching such Scriptures (M.Div. SLOs: Articulation of the Faith (3.1)) (M.A. SLOs: Christian Formation (1.2b); Theological Studies (1.2d)) Steven S. Tuell, Ezekiel (Peabody: Hendrickson, 2009) Jacob Milgrom and Daniel I. Block, Ezekiel s Hope: A Commentary on Ezekiel (Eugene: Cascade Books, 2012) OTS : Bad Girls of the Bible Professor Judy Fentress-Williams (Fall Semester 3.0 credit hours) Prerequisite: OTS , OTS , OTS , or equivalent, or permission of instructor. This course will examine the stories of women whose behavior has traditionally been perceived as ranging from morally suspect to reprehensible. Using the Hebrew Scriptures as a primary source, we will carefully read and reevaluate their stories by studying their literary function in the narrative. Attention will be given to the Bible's unique forms of intertextuality and dialogue as a guide for how we might interpret these texts theologically for contemporary, culturally diverse audiences. 1. Distinguish between the material in the Bible and the traditions that are formed around biblical 11/11/2015, 12:07 PM Page 12 of 78

13 characters. (Knowledge of Tradition (1.1); Use of Tradition (1.2); Articulation of the Faith (3.1)). 2. Exegete biblical narrative using a dialogic approach ( Knowledge of Tradition (1.1);Use of Tradition (1.2); Articulation of the Faith (3.1)) 3. Engage in a re-mix of biblical stories using digital or oral storytelling (Knowledge of Tradition (1.1); Use of Tradition (1.2) Theory, Praxis and Interdisciplinary Integration (2.1); Cultural and Inter- Cultural Literacy (2.1)) Ilana Pardes, Countertraditions in the Bible: A Feminist Approach. (Cambridge: Harvard University Press,1992) Tammi J. Schneider, Mothers of Promise: Women in the Book of Genesis (Grand Rapids, MI: Baker Academic Press, 2008) Language Study LAN : Beginning Biblical Hebrew Instructor Troy Cudworth (August Term 1.5 credit hours) This is the first part of the 5-part biblical Hebrew sequence, taught over three weeks in an intensive format, and intends to give students an introduction to reading Biblical Hebrew. As part of the August term, these three weeks will set the stage for the rest of your studies at VTS and allow you to build your future work on the foundation of your work with the ancient text in one of its original languages. 1. Recognize and be able to write out the Hebrew alphabet; 2. Understand elementary aspects of Hebrew grammar; 3. Recognize basic vocabulary; 4. Read and translate very basic Hebrew sentences; 5. Recognize the value of reading Biblical texts in the original language; 6. Develop strategies for studying Hebrew. (M.Div. SLOs: Knowledge of Tradition (1.1)) Mark D. Futato, Beginning Biblical Hebrew (Winona Lake: Eisenbrauns, 2003) Gary D. Pratico, Miles V. Van Pelt, Bibicial Hebrew Laminated Sheet (Zondervan Get an A! Study Guides) (Grand Rapids: Zondervan Chrt ed., 2005) Blank Vocabulary Cards: Boxed Set/1000 (Springfield: Visual Education Assn., 2003) LAN : Beginning Biblical Hebrew Professor Judy Fentress-Williams (First Quarter 1.5 credit hours) Prerequisite: LAN 501 (continuation of August Term) This is the second part of the 5-part biblical Hebrew sequence, and aims to give students an introduction to reading Biblical Hebrew. By the end of the quarter, students will be able to read basic sentences of the biblical text in its original language. Learning Outcomes for the course (tied to SLO s): 11/11/2015, 12:07 PM Page 13 of 78

14 At the end of the course, the student will be able to: 1. Understand basic aspects of Hebrew grammar 2. Identify basic vocabulary 3. Read and translate basic Hebrew sentences 4. Use lexical resources at an introductory level 5. Identify resources to advance their learning of an ancient language. (M.Div. SLOs: Knowledge of Tradition (1.1)) Francis Brown, The Brown-Driver-Briggs Hebrew and English Lexicon: With an Appendix Containing the Biblical Aramaic : Coded With the Numbering System from Strong's Exhaustive Concordance of the Bible (Peabody: Hendrickson, 1996) Miles V. Van Pelt, Biblical Hebrew: A Compact Guide (Grand Rapids: Zondervan, 2012) Bible Society, Biblia Hebraica Stuttgartensia (Peabody: Hendrickson, 1997) (BHS) LAN : Old Testament Beginning Hebrew Professor Judy Fentress-Williams (Second Quarter 1.5 credit hours) This course must be taken in conjunction with the 3 rd quarter course LAN 504. Prerequisite: LAN 502 or equivalent. This is the third part of the 5-part biblical Hebrew sequence, and intends to give students an introduction to reading and exegeting Biblical Hebrew. Having achieved a basic comprehension in the earlier courses, students will now be able to delve much more deeply into the world of the text. 1. Understand many aspects of Hebrew grammar 2. Recall significant vocabulary in the Hebrew Bible 3. Read and translate complex Hebrew sentences (M.Div. SLOs: Knowledge of Tradition (1.1)) 4. Exegete Hebrew texts in a way that understands biblical interpretation as a cross-cultural exercise (M.Div. SLOs: Cultural and Inter-Cultural Literacy (2.2)) 5. Begin to transfer what they are learning in this course to other aspects of theological education. Mark D. Futato, Beginning Biblical Hebrew (Winona Lake: Eisenbrauns, 2003) Bible Society, Biblia Hebraica Stuttgartensia (Peabody: Hendrickson, 1997) (BHS) Francis Brown, S.R. Driver, and Charles Briggs, A Hebrew and English Lexicon of the Old Testament (Peabody: Hendrickson, 1979) LAN : Old Testament Hebrew Professor Judy Fentress-Williams (3rd Quarter 1.5 credit hours) This course must be taken in conjunction with the 2 nd quarter course LAN 503. This is the fourth part of the 5-part biblical Hebrew sequence, and intends to give students an in-depth exposure to reading and exegeting Biblical Hebrew. Having achieved a basic comprehension in the earlier courses, students will now be able to delve much more deeply into the world of the text. 11/11/2015, 12:07 PM Page 14 of 78

15 1. Understand most aspects of Hebrew grammar 2. Recognize most of the vocabulary in the Hebrew Bible 3. Readily read and translate Hebrew sentences (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) 4. Exegete Hebrew texts in a way that understands biblical interpretation as a cross-cultural exercise (M.Div. SLOs: Cultural and Inter-Cultural Literacy (2.2)) (M.A. SLOs: Cultural and Inter-Cultural Literacy (2.2)) Mark D. Futato, Beginning Biblical Hebrew (Winona Lake: Eisenbrauns, 2003) Bible Society, Biblia Hebraica Stuttgartensia (BHS, 2012) Francis Brown, S.R. Driver, and Charles Briggs, A Hebrew and English Lexicon of the Old Testament (Peabody: Hendrickson, 1979) or online equivalent LAN : Beginning Biblical Greek Professor John Y. H. Yieh (August Term 1.5 credit hours) This course is the introductory (intensive) quarter of a year-long course on beginning biblical Greek. 1. Write the Greek alphabet and the names of the Greek letters; 2. Conjugate the present active indicative of some verbs; 3. Decline the first and second declensions of some nouns. (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) Clayton Croy, A Primer of Biblical Greek (Grand Rapids: Eerdmans, 2007). LAN : Beginning Biblical Greek Professor John Y. H. Yieh (First Quarter 1.5 credit hours) Prerequisite: LAN 511 or permission of instructor. (continuation of August Term) This course fulfills the VTS language requirement and continues the project of beginning to learn biblical Greek. 1. Say the Lord's Prayer in Greek; 2. Conjugate the present middle and passive, imperfect, future, aorist and perfect indicative of some verbs; 3. Decline the definite article. (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) Clayton Croy, A Primer of Biblical Greek (Grand Rapids: Eerdmans, 2007). 11/11/2015, 12:07 PM Page 15 of 78

16 LAN : New Testament Beginning Greek Professor John Y. H. Yieh (Second Quarter 1.5 credit hours) This course must be taken in conjunction with the 3 rd quarter course LAN 514 Prerequisite: LAN 512 or permission of instructor. This course continues the project of beginning to learn biblical Greek. 1. Understand and translate participles; 2. Decline some third declension nouns; 3. Read the Nicene Creed in Greek. (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) Clayton Croy, A Primer of Biblical Greek (Grand Rapids: Eerdmans, 2007). LAN : New Testament Beginning Greek Instructor Daniel Perett (Third Quarter 1.5 credit hours) This course must be taken in conjunction with the 2 nd quarter course LAN 513. This fourth installment of a five-part study of NT Greek grammar, focuses on Greek verbs in different moods: subjunctive, infinitive and imperative. To enhance their ability in reading comprehension, students will translate Greek texts in paragraphs from the New Testament with a graded level of difficulty. 1. Recognize the basic forms of nouns, adjectives, and verbs for linguistic analysis 2. Know the grammar of subjunctive, infinitive, imperative, and the mi- verbs 3. Translate and analyze complex sentences in the NT (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) Clayton Croy, A Primer of Biblical Greek (Grand Rapids: Eerdmans, 2007). LAN : The Liturgy in Spanish Professor Robert Prichard (Third Quarter 1.5 credit hours) (PASS/FAIL) The number of Spanish-speaking congregations in the United States has been growing rapidly within the past two decades. This quarter course is designed to assist students in the public reading of El Libro de Oración Común, the Spanish-language edition of the Book of Common Prayer. Students of other denominational traditions may, however, substitute their own Spanish-language liturgies. A companion course, LTG 521, Reading the Scripture in Spanish, focuses on the reading of the Bible. 11/11/2015, 12:07 PM Page 16 of 78

17 1. Have strengthened their abilities as leaders of worship in the celebration of the liturgies of the church (M.Div. SLOs: Liturgical Leadership(5.1)) 2. Widen their awareness of the various cultural, racial, and ethnic contexts in which they and other live (M.Div. SLOs: Cultural and Inter-cultural Literary (2.2)) (M.A. SLOs: Cultural and Inter-cultural Literacy (2.2)) El Libro de Oración Común (New York: Church Publishing, 2000) LAN : The Bible in Spanish Professor Robert Prichard (Fourth Quarter 1.5 credit hours) (PASS/FAIL) This course is designed as a sequel to LAN 520: the Prayer Book in Spanish. It builds on the earlier course s emphasis on pronunciation, but adds additional instruction in grammar. Learning Outcomes for the Course (tied to the SLOs): 1. Have strengthened their abilities as leaders of worship in the public reading of Scripture in Spanish (M. Div. SLOs: Liturgical Leadership (5.1)) 2. Widen their awareness of the various cultural, racial, and ethnic contexts in which they and other live (M.Div. SLO: Cultural and Inter-cultural Literacy (2.2)) (M.A. SLOs: Cultural and Inter-cultural Literacy (2.2)) Biblia Bilingüe con Deuteroncanónicos, Dios habla hoy/good News Translation (Sociedades Bíblicas Unidas, 2003) LAN : Elementary Ecclesiastical Latin I Instructor Daniel Perett (Fall Semester 3.0 credit hours) This course may be taken for either 3.0, 2.0 or 1.0 credit hours. This course offers an introduction to the Latin language, with particular emphasis on the vocabulary of Christian authors and texts. Students will begin to develop familiarity with Latin grammar and syntax, and will be given the opportunity to strengthen their skills through translation of sentences and short extracts from biblical, theological, musical, and liturgical texts of the Christian tradition. 1. Pronounce Latin as needed in a liturgical or musical context (Knowledge of Tradition (1.1); Use of Tradition (1.2); Liturgical Leadership (5.1)) 2. Translate some short or simplified Christian Latin texts with the aid of a dictionary and some grammatical assistance (Knowledge of Tradition (1.1); Use of Tradition (1.2)) 3. Display familiarity with the conjugations of certain verbs and the declensions of some nouns and adjectives (Knowledge of Tradition (1.1); Use of Tradition (1.2)) There are no required texts for this course. 11/11/2015, 12:07 PM Page 17 of 78

18 LAN : Elementary Ecclesiastical Latin II Instructor Daniel Perett (Spring Semester credit hours) This course may be taken for either 3.0, 2.0 or 1.0 credit hours. Prerequisite: LAN 530 or permission of instructor. This course offers continued instruction in the Latin language, with particular emphasis on the vocabulary of Christian authors and texts. Students will continue to build their familiarity with Latin grammar and syntax and will be given the opportunity to strengthen their skills through translation of passages from biblical, theological, musical, and liturgical texts of the Christian tradition. Students completing this course will have a firm foundation for ongoing reading of Christian Latin texts. 1. Understand and pronounce Latin with confidence as needed in a liturgical or musical context (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Liturgical Leadership (5.1)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) 2. Translate many Christian Latin texts with the aid of a dictionary (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) 3. Display familiarity with all declensions and conjugations as well as the major grammatical structures of the Latin language (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) Information not yet received. Other texts will be available on-line or in electronic files through MyVTS. LAN : Beginning Hebrew Reading, The Book of Ruth Professor Judy Fentress-Williams (Fourth Quarter credit hours) Prerequisite: LAN , or equivalent, or permission of instructor Ruth is a beautifully composed literary gem and an ideal text for beginning translation. The aim of this course is to translate the book of Ruth in its entirety. Using the skills obtained in the introductory language cycle, students in LAN 601 will translate the four chapters of Ruth verse by verse, parsing forms and noting elements of interest and/or confusion in the text. Class time will be spent reading the text aloud, reviewing translation and grammar, discussing rare forms, and considering the decisions that translators make, along with their cultural and theological implications. 1. Complete their own translation of the book of Ruth (M.Div. SLOs: Knowledge of Tradition (1.1)) (M.A. SLOs: Knowledge of Tradition (1.1)) 2. Solidify their working vocabulary for Hebrew prose (M.Div. SLOs: Knowledge of Tradition (1.1)) (M.A. SLOs: Knowledge of Tradition (1.1)) 3. Strengthen skills in reading Hebrew aloud (M.Div. SLOs: Knowledge of Tradition (1.1)) (M.A. SLOs: Knowledge of Tradition (1.1)) 4. Identify resources to support the work of translation (M.Div. SLOs: Use of Tradition (1.2)) (M.A. SLOs: Use of Tradition (1.2)) 5. Develop competency in using the Brown Driver and Briggs lexicon (M.Div. SLOs: Knowledge of Tradition (1.1)) 11/11/2015, 12:07 PM Page 18 of 78

19 (M.A. SLOs: Knowledge of Tradition (1.1)) 6. Critically engage in the decision making process that goes into translating a text (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 7. Reflect theologically on the science and art that is biblical translation (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Theology of Leadership (2.1)) Biblia Hebraica Stuttgartensia (BHS) Stuttgart: Deutsche Biblestiftung Francis Brown, S.R. Driver and Charles Briggs, The Brown, Driver, Briggs, Hebrew and English Lexicon (Peabody: Hendrickson Publishers, 2001) LAN : Greek Readings and Exegesis: John Professor A. Katherine Grieb (Spring Semester 1.5 credit hours) Prerequisite: LAN or equivalent. Students will read through 1-3 John, and continue to hone their exegetical skills. The course information has not yet been received. Historical Studies CHT : The History of the Early and Medieval Church Professors Robert Prichard and Hannah Matis Perett (First Quarter 1.5 credit hours) This course is the first quarter of a three-quarter sequence in Church History. It covers the period from the first century to the early 9 th century. The course focuses on six specific historical events, and upon examining primary source documents related to those events. Out of these specific encounters, the course will weave a larger story: the birth of characteristic Christian institutions, doctrines, and ways of life under an initially hostile Roman Empire; the reshaping of Christianity within the empire as a result of the legalization of Christianity in the fourth century; the expansion and characteristics of Christianity beyond the borders of the Roman Empire, and the growth of Christianity in post-roman Europe. 1. Recount the basic narrative of World Christianity to 850, identifying major events and figures (M.Div. SLOs: Knowledge of Tradition, 1.1); 2. Articulate a coherent Christian vision, with which to interpret, critique and transform contemporary contexts and the use tradition (M.Div. SLOs: Use of Tradition, 1.2). Robert Louis Wilken, The First Thousand Years: A Global History of Christianity (New Haven: Yale University Press, 2012). CHT : The History of the Medieval and Reformation Church 11/11/2015, 12:07 PM Page 19 of 78

20 Professor Hannah Matis Perett (Second Quarter 1.5 credit hours) Prerequisites: CHT 501 preferable, but all three quarters of CHT may be taken in any order Church History 502 is the second quarter of a three-quarter sequence in Church History. It covers the period from the ninth century to The course focuses on six specific historical events, examining primary source documents. Out of these specific encounters, the course will weave a larger story: the conflict between ecclesiastical and secular rulers, the phenomena of the crusades, the decline of Christianity in Asia and Africa, the advent of scholastic theology, the drive to the reform the church in its various manifestations (monastic, humanist, Protestant, Catholic), and the ramifications (theological, liturgical, social, and political) of the Reformation. 1. Be acquainted with the basic narrative of World Christianity. The readings Diarmaid MacCulloch s Christianity: The First Three Thousand Years are intended to provide this basic narrative. (M.Div. SLOs: Knowledge of Tradition (1.1)) 2. Provide detailed knowledge of a series of six specific events in church history. The lectures, primary readings, and class sessions will examine specific events in detail. (M.Div. SLOs: Knowledge of Tradition (1.1)) 3. Recognize that knowledge of the history of the church can be a vital tool in the on-going life of the church today. (M.Div. SLOs: Use of Tradition (1.2); Articulation of the Faith (3.1)) Diarmaid MacCulloch, Christianity: The First Three Thousand Years (New York: Viking, 2010) CHT : The History of the Church, Since 1600 Professors Hannah Matis Perett and Robert Prichard (Third Quarter 1.5 credit hours) This course is the third quarter of a three quarter sequence in Church History. It covers the period from 1600 to the present. The course traces the broad narrative of church history: the seventeenth century attempt to capture Christian Orthodoxy according to the various western religious traditions and the attendant wars of religion among those who disagreed; the Enlightened attempt at finding a reasonable religion that slipped in some cases from toleration to rejection of Christianity altogether; the Awakened reaction against that effort and the search for a heart-felt religion; the expansion of European Christianity to other continents, the inability of Christians to come to a common mind on the Biblical understanding of slavery; the 19 th flowering of women s ministry; the early 20 th century attempt to reconcile Christianity to modern science, education, and medicine; Christian responses to the World Wars and the Holocaust; the modern ecumenical movement; and the rise of Christianity in the Global South. (Note that this class does not focus specifically upon the Episcopal Church or the Anglican Communion. There are, however, selected readings from A History of the Episcopal Church. In order to acquire additional knowledge of the Episcopal Church and the Anglican Communion, students are urged either to take elective courses in Church History or to pursue independent reading.) 1. Recount the basic narrative of World Christianity from 1600 to the present, identifying major events and figures (M.Div. SLOs: Knowledge of Tradition (1.1)) (M.A. SLOs: Knowledge of Tradition (1.1)) 2. Articulate a coherent Christian vision, with which to interpret, critique and transform contemporary contexts and the use tradition (M.Div. SLOs: Use of Tradition (1.2.)) (M.A. SLOs: Use of Tradition (1.2)) 11/11/2015, 12:07 PM Page 20 of 78

21 Diarmaid MacCulloch s Christianity: The First Three Thousand Years (New York: Viking, 2009); Robert W. Prichard, A History of the Episcopal Church, 3 rd revised edition (New York: Morehouse Publishing, 2014). CHT : Monasticism and Spirituality Professor Hannah Matis Perett (Second Quarter 1.5 credit hours) ONLINE COURSE. In the course of the class, you will read at your own pace many of the most beloved authors in the Orthodox and Catholic traditions, surveying some of the distinctive contributions to Christian spirituality made by the monastic tradition. Instead of a traditional classroom scenario with formal lectures, I will provide you with reading guides for each assigned text. You will be responsible for participating in our online discussion forum, and for short writing assignments based on your reading. 1. Engage directly with the depth and richness of the Christian monastic tradition, will be acquainted with the major developments within the history of monasticism, and will evaluate how monasticism relates to the history of Christian theology and worship (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) 2. Students will appreciate that the monastic tradition shapes the contemporary liturgical practice of the church (M. Div. SLOs: Use of Tradition (1.2); Liturgical Leadership (5.1)). 3. To promote ecumenical dialogue between Catholic, Orthodox, and Protestant traditions by instilling in students a shared appreciation of these texts (M.Div. SLOs: Ecumenical and Interfaith Relationships (3.4)) 4. For students to integrate some aspects of monastic practice into their own spiritual disciplines, whether it be lectio divina, ruminatio and meditation, or a practice of silence (M. Div. SLO s: Faith (4.1), Rule of Life (4.2)) There will be no assigned textbook in this class. We will read a variety of texts, which I will scan and make available on myvts. These will include excerpts from the sayings of the desert fathers and mothers, Athanasius Life of Antony, Cassian s Conferences, Gregory of Nyssa s Life of Macrina, the Rules of Basil the Great and of Benedict, Gregory s Moralia in Iob, the Lindisfarne Gospels, Bede s Life of Cuthbert, and Hrabanus Maurus In Praise of the Holy Cross (De laudibus sanctae crucis). (This list is subject to change and works may be added or subtracted.) CHT : History of the Protestant Episcopal Church: The Colonial and Early National Period Professor Robert Prichard (First Quarter 1.5 credit hours) Basic acquaintance with American History required. This course is a one-quarter course on the history of the Episcopal Church (and its Anglican antecedents) in the United States. It covers the period from the beginnings of colonization to A companion course, CHT 548 covers the period from 1830 to the present. 11/11/2015, 12:07 PM Page 21 of 78

22 At the end of this course, students will be able to: 1. Provide students with the basic narrative of Episcopal history and with an acquaintance with current scholarship on the subject; 2. Make students aware of the role that African Americans, Native Americans, and non-european immigrants have played in that narrative; Acquaint students with historic figures, patterns of leadership, methods of theological articulation, and apologetic strategies that can be used in the church today. (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) Robert W. Prichard, A History of the Episcopal Church, rev. ed. (New York: Morehouse, 1999) CHT : History of the Protestant Episcopal Church: 1830 to the Present Professor Robert Prichard (Second Quarter 1.5 credit hours) Basic acquaintance with American History required. This course is a one-quarter course on the history of the Episcopal Church in the United States. It covers the period from 1830 to the present. A companion course, CHT 547 covers the period from 1607 to At the end of this course, students will be able to: 1. To provide students with the basic narrative of Episcopal history and with an acquaintance with current scholarship on the subject; 2. To make students aware of the role that African Americans, Native Americans, and non-european immigrants have played in that narrative; 3. To acquaint students with historic figures, patterns of leadership, methods of theological articulation, and apologetic strategies that can be used in the church today. (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) Robert W. Prichard, A History of the Episcopal Church, rev. ed. (New York: Morehouse, 1999). Gardiner H. Shattuck, Jr. Episcopalians & Race (Lexington: University Press of Kentucky, 2000) CHT : A History of Christian Spirituality I ( ) Professor Hannah Matis Perett (Third Quarter credit hours) This course surveys Christian spirituality as it has developed within the broader history of the church, in this first quarter from the Roman world up until the twelfth century. We will examine the many different ways by which Christians over time have attempted to approach God in adoration, to make a language to address God (and to unmake it again when it inevitably falls short), and to incorporate elements of both art and music into the process. Learning Outcomes for the course (tied to the SLOs): At the end of the course, the student will be able to: 1. To acquaint students with a broad variety of texts within the Christian tradition of spirituality, within the context of the history of Christianity, and to give them a deeper appreciation for this tradition (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) 11/11/2015, 12:07 PM Page 22 of 78

23 (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) 2. To enrich the students understanding of how to articulate and express the Christian faith outside strictly theological treatises, using poetry, art, and music (M.Div. SLOs: Articulation of the Christian Faith, 3.1)) (M.A. SLOs: Christian Formation (1.2b); Theological Studies (1.2d)) 3. To enrich the students knowledge of and appreciation for ancient liturgy as one of the most significant arenas for the expression of Christian spirituality (M.Div. SLOs: Liturgical Leadership, 5.1)) Rowan Williams, The Wound of Knowledge: Christian Spirituality from the New Testament to Saint John of the Cross, 2 nd ed. (Cambridge: Cowley Publications, 1990) Our primary source readings will run alongside but not exactly parallel The Wound of Knowledge. We will read several early Christian hymns, excerpts from Origen s Commentary on the Song of Songs, some poems of Gregory of Nazianzen, excerpts from Augustine s Confessions, some hymns of Ephraim the Syrian, the Old English poem The Dream of the Rood, the Voyage of St. Brendan, and we will examine the art of the Book of Kells, some Carolingian liturgical manuscripts, and Byzantine icons. (Works may be added or subtracted from this list.) CHT : A History of Christian Spirituality II Professor Hannah Matis Perett (Fourth Quarter credit hours) This course surveys Christian spirituality as it has developed within the broader history of the church, in this second quarter from the twelfth century through the seventeenth. We will examine the many different ways by which Christians over time have attempted to approach God in adoration, to make a language to address God (and to unmake it again when it inevitably falls short), and to incorporate elements of both art and music into the process. Learning Outcomes for the Course (tied to the SLOs): At the end of the course, the student will be able to: 1. To acquaint students with a broad variety of texts within the Christian tradition of spirituality, within the context of the history of Christianity, and to give them a deeper appreciation for this tradition (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) 2. To enrich the students understanding of how to articulate and express the Christian faith outside strictly theological treatises, using poetry, art, and music (M.Div. SLOs: Articulation of the Christian Faith, 3.1)) (M.A. SLOs: Christian Formation (1.2b); Theological Studies (1.2d)) 3. To enrich the students knowledge of and appreciation for ancient liturgy as one of the most significant arenas for the expression of Christian spirituality (M.Div. SLOs: Liturgical Leadership, 5.1)) Rowan Williams, The Wound of Knowledge: Christian Spirituality from the New Testament to Saint John of the Cross, 2 nd ed. (Cambridge: Cowley Publications, 1990) Our primary source readings will run alongside but not exactly parallel The Wound of Knowledge. We will read excerpts from Bernard of Clairvaux s sermons on the Song of Songs, the art and music of Hildegard of Bingen, the sermons of Meister Eckhart, The Cloud of Unknowing, Thomas à Kempis Imitation of Christ, John of the Cross, and excerpts from Thomas Traherne s Centuries of Meditations. (I may add or subtract works from this list.) 11/11/2015, 12:07 PM Page 23 of 78

24 Practical Theology Christian Formation CED : Young Adults and Religion Professor David T. Gortner (Fourth Quarter 1.5 credit hours) Prerequisite: TPM 501 or CPE completion; otherwise may request permission from instructor. Limited to 20 students This course offers perspectives on young adulthood and their religious engagement. Class members explore young adult life, development, and social and religious engagement through a range of course materials crossing disciplines of psychology, sociology, education, and pastoral studies, and through community ethnographies. Distinct approaches to young adult ministry will be explored with attention to structure, leadership, and impact. The course includes team field-study, cultural analysis, and evangelistic ethnography in the greater metropolitan area of Washington, DC. Students will learn mission principles and pitfalls as they apply their field observations and develop new ministry aims and plans from the primary texts of people s lives. 1. Have a deeper and broader understanding of psychosocial and spiritual issues in young adulthood (M.Div. SLOs: Theory, Praxis, & Interdisciplinary Integration (2.1); Cultural and Inter- Cultural Literacy (2.2); Ecumenical and Inter-Faith Relationships (3.4)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Ecumenical and Inter-Faith Relationships (3.4); Communication Skills (3.5); Cultural and Inter-Cultural Literacy (2.2)) 2. Develop new and refined skills in discovery-oriented field study and evangelistic ethnography as an essential practice for developing new ministry and mission (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1);Cultural and Inter-Cultural Literacy (2.2); Ecumenical and Inter- Faith Relationships (3.4)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Ecumenical and Inter-Faith Relationships (3.4); Communication Skills (3.5); Cultural and Inter-Cultural Literacy (2.2)) 3. Gain a nuanced understanding of the dynamics of young adult fellowship, faith development, and leadership development (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1); Ministerial Leadership (3.3)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Ecumenical and Inter-Faith Relationships (3.4); Communication Skills (3.5)) 4. Develop ministry plans matched to the needs, assets, and values of indigenous (but transitory) populations of young adults (M.Div. SLOs: Articulation of the Faith (3.1); Ministerial Leadership (3.3)) (M.A. SLOs: Christian Formation (1.2b); Theological Studies (1.2d)) 5. Have the capacity to plan for the multi-level work of building robust ministry with young adults, with the intentional and committed involvement of older adults and established congregations that understand themselves as The Generative Church (M.Div. SLOs: Ministerial Leadership (3.3)) Robert Wuthnow, After the Baby Boomers: How Twenty- and Thirty-Somethings Are Shaping the 11/11/2015, 12:07 PM Page 24 of 78

25 Future of American Religion (Princeton: Princeton University Press, 2007) Sharon Daloz Parks, Big Questions, Worthy Dreams: Mentoring Emerging Adults in Their Search for Meaning, Purpose, and Faith (San Francisco: Jossey-Bass, 2011) Jeffrey Jensen Arnett, Emerging Adulthood: The Winding Road from the Late Teens through the Twenties (New York: Oxford University Press, 2014) David T. Gortner, Varieties of Personal Theology: Charting the Beliefs and Values of American Young Adults (Burlington: Ashgate Publishing Company, 2013) David T. Gortner, Feast in the Desert: Five Vibrant Young Adult Approaches to Faith Engagement (draft chapters of a forthcoming book) Other texts will be available on-line or in electronic files through MyVTS. CED : Models of Teaching Scripture in a Congregation Professor Amelia J. Dyer (Third Quarter credit hours) Limited to 12 students This course will focus on the teaching of scripture in a parish setting concentrating on biblical themes, current curricula, and the application of adult learning theory. The purpose is to give participants as many different experiences as possible in order to enrich their repertoire of approaches to leading the study of Scripture and inviting others into the life giving story of God s people and God s work in the world. 1. Describe a range of theoretical and practical approaches to teaching Scripture in a congregation (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) 2. Identify and assess current adult curriculum, such as Education for Ministry, Kerygma, Disciples of Christ in Community, and Alpha (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 3. Engage in and lead a variety of models of small group Bible study (M.Div. SLOs: Cultural and Inter-Cultural Literacy (2.2); Faith (4.1); Rule of Life (4.2)) (M.A. SLOs: Cultural and Inter-Cultural Literacy (2.2); Rule of Life (4.2) 4. Apply current adult learning theory to studying scripture and facilitating small group educational experiences (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1); Community Membership (4.5)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 5. Design a learning experience that is applicable to parish adult education opportunities (M.Div. SLOs: Personal Theology of Ministry (4.3); Self-Knowledge and Personal Growth (4.4)) (M.A. SLOs: Theology of Leadership (2.1); Self-Knowledge and Personal Growth (4.1)) Required texts (please see note on page 1): Roger Ferlo, Opening the Bible (Cambridge: Cowley Publications, 1997) Other texts will be available on line or in electronic files through MyVTS. CED : Discipleship: Practices and Processes 11/11/2015, 12:07 PM Page 25 of 78

26 Professor Lisa Kimball and Instructor Dorothy Linthicum (Spring Semester - 3 credit hours) This course is designed as an exploration of the relationship between liturgy and formation that makes the catechumenate a vital tool for discipleship in today s church. Understood well, the catechumenate prepares people for baptism and baptismal living while providing an opportunity for the renewal of congregational mission. The course examines the history, theology and practice of baptism as a rite of initiation, and of liturgies that reaffirm baptism (confirmation, reaffirmation, reception) in the context of lifelong Christian discipleship. Particular attention will be paid to the significance of these rites in the life of congregations, and in the ongoing faith formation of children, parents, youth, grandparents, and godparents. How do the outward and visible signs of ritual and worship shape a congregation s identity and spiritual maturity? How can the catechumenate be adapted in diverse cultural contexts, within and across generations? 1. Acquire foundational knowledge of the history of the catechumenate (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) 2. Demonstrate ability to discuss the theological principles of the catechumenate in the Early Church (M.Div. SLOs: Articulation of the Faith (3.1); Ministerial Leadership (3.3))(M.A. SLOs: Christian Formation (1.2b); Theological Studies (1.2d)) 3. Identify and adapt ancient liturgical practices for use in the contemporary church (M.Div. SLOs: Use of Tradition (1.2); Ministerial Leadership (3.3)) (M.A. SLOs: Use of Tradition (1.2)) 4. Appreciate the catechumenate as opportunity for conversion of individual and community (M.Div. SLOs: Community Membership (4.5)) 5. Explore a variety of catechetical structures and range of practices (M.Div. SLOs: Liturgical Leadership (5.1)) 6. Determine the distinctions between catechesis and schooling, catechesis and evangelism (M.Div. SLOs: Ministerial Leadership (3.3)) 7. Demonstrate a working knowledge of spiritual development of all ages (M.Div. SLOs: Faith (4.1); Rule of Life (4.2); Personal Theology of Ministry (4.3); Self-Knowledge and Personal Growth (4.4)) (M.A. SLOs: Rule of Life (4.2); Theology of Leadership (2.1); Self-Knowledge and Personal Growth (4.1)) 8. Be able to identify persons involved in rites of initiation, explain their roles, and articulate the relationship between the rites and the Christian life (M.Div. SLOs: Community Membership (4.5); Liturgical Leadership (5.1)) 9. Be able to design an appropriate catechumenal process for an identified worshipping community (M.Div. SLOs: Ministerial Leadership (3.3)) Ausburg Fortress, Go make disciples: An invitation to baptismal living (Augsburg, 2012) M. E. Johnson, The rites of Christian initiation: Their evolution and interpretation, Revised and expanded edition (Collegeville: Liturgical Press, 2007) J. F. Turrell, Celebrating the Rites of Initiation: A Practical Ceremonial Guide for Clergy and Other Liturgical Ministers. (New York: Church Publishing, 2013). Other texts will be available on-line or in electronic files through MyVTS. CED : Ministry with Older Adults Instructor Dorothy Linthicum 11/11/2015, 12:07 PM Page 26 of 78

27 (January Term credit hours) American culture provides most people an instant mental picture when references are made for people over 65. No matter what is said, what is heard is loss and failure: the deaths of spouses, friends and family; a slow loss of hearing and eyesight; the wearing out of joints and other body parts; and a fading of memories and logic. Every decade of life, however, brings new challenges, whether people are in their 20s or in their 80s. Many churches often have one category for everyone over 30-adults-that does not recognize the subtle or substantial differences among the developmental, generational, or spiritual stages of life. This course will look at these aspects of older adults from a variety of research studies and analysis and explore practices and approaches that lead to richer, fuller ministry with older people in churches and communities. 1. Explain the spiritual implications of changes in American and other cultures resulting from shifts in population among age groups and cultural backgrounds (M.Div. SLOs: Cultural and Inter-Cultural Literacy (2.2)) (M.A. SLOs: Cultural and Inter-Cultural Literacy (2.2)) 2. Describe developmental, physical, and spiritual variations in people as they age (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 3. Design a program to meet the needs of spiritual nourishment for older people in a specific church setting or retirement facility (M.Div. SLOs: Ministerial Leadership (3.3)) Richard Rohr, Falling Upward: A Spirituality for the Two Halves of Life (San Francisco: Jossey- Bass, 2011) Richard H. Gentzler, Jr., Aging and Ministry in the 21 st Century: An Inquiry Approach (Nashville: Discipleship Resources, 2008) CED : Being Fully Human: Becoming Spiritual and Religious Professors Amelia J. Dyer and Lisa Kimball (Fall Semester 3.0 credit hours) If you have already taken either CED Human Growth and Faith Development or CED Spiritual or Religious? Forming Mature Faith as American Religious Affiliation Declines, you may not take this course. This course is a combination of the CED and CED courses. If you have taken one of these courses, please don t register for this course. What can we learn from 20th and 21st century scholarship in human and faith development about what it means to be fully human in a religious context? If human beings are innately spiritual as contemporary research demonstrates, why are so many Christian denominations in the United States in decline? If rituals, story-sharing, and meaning-making are near universal practices of human societies, what is essentially religious? What does the Great Commission (Matthew 28:16-20) mean for a postestablishment church in our digital age? By beginning with an examination of the religion clauses in the 1 st Amendment of the Constitution to illumine the dynamics of religious freedom and protection, and surveying current research on American religiosity and spiritual affiliation, this course explores the relationship between Christian faith formation (discipleship) and Christian mission in the United States today. How is faith transmitted across generations and our particular traditions? There are effective, hope-filled, culturally- 11/11/2015, 12:07 PM Page 27 of 78

28 appropriate ways to nurture lifelong and life-wide Christian faith of people of all ages. This course invites you to take them seriously. 1. Examine, at a beginning level, the use and understandings of spiritual and religious in popular culture and contemporary research; (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1)). 2. Cite and explain the contributions of multiple theorists in relation to human growth and development and faith development; (M.Div. SLOs: Self Knowledge and Personal Growth (4.4)). 3. Explicate the meaning of mature Christian faith, its relationship to the mission of the church, and the challenges of faith transmission in today s spiritual marketplace; (M.Div. SLOs: Use of Tradition (1.2); Ecumenical and Inter-faith Relationships (3.4)). 4. Describe lifelong and life-wide Christian formation, and articulate their roles nurturing it in particular contexts; (M.Div. SLOs: Articulation of the Faith (3.1); Ministerial Leadership (3.3); Ecumenical and Inter-faith Relationships (3.4)). 5. Analyze their own life experience and understand the extent to which it confirms or challenges dominant theories in human development; (M.Div. SLOs: Self-Knowledge and Personal Growth (4.4)). 6. Articulate a holistic, comprehensive view of human development that includes faith development (M.Div. SLOs: Ministerial Leadership (3.3); Ecumenical and Inter-faith Relationships (3.4); Community Membership (4.5)). 7. Access and assess resources to support vibrant faith formation (M.Div. SLOs: Use of Tradition (1.2)). 8. Create guidelines for the constructive use of integrated human development theories in practical ministry situations. (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1); Ministerial Leadership (3.3); Community Membership (4.5)). Selection of book chapters, journal articles, research reports, and blog posts available on or through myvts including works by Boys, Bronfenbrenner, Cox, Groome, Hauerwas, hooks, Knitter, Prothero, Putnam & Campbell, Wink, and Wuthnow) E. H. Erikson, The Life Cycle Completed: Extended version. (New York: W.W. Norton & Co. 1998). J. L. Seymour, Teaching the Way of Jesus: Educating Christians for Faithful Living. (Nashville: Abingdon, 2014). Other texts will be available on-line or in electronic files through MyVTS. CED /TPM : Constructions of Youth & Youth Ministry Professors Lisa Kimball and Joyce Mercer (Fall Semester credit hours) Co-requisite: TPM must register for both CED AND TPM An exploration of adolescence and the identities of youth in everyday life - the church and wider culture - as a significant pastoral theological concern. Using methods of practical theology we study the changing understandings of youth across time; the formation of adolescent identities and youth culture today, the impact of consumer culture on young people and the church s ministries with them. How can the church respond authentically to their lives while honoring the importance of tradition? We will explore models and resources for building and sustaining vibrant ministries with young people that are theologically and culturally appropriate for diverse congregational settings. 11/11/2015, 12:07 PM Page 28 of 78

29 1. Answer the question, What is youth ministry? with clarity and confidence (M.Div. SLO: Ministerial and public leadership (3.1)) 2. Critically examine contemporary constructions of adolescence and youth ministry (M.Div. SLO: Understanding cultural contexts (2.2)) 3. Locate and assess the value of resources for ministry with young people in diverse ministry settings (M.Div. SLO: Understanding cultural contexts (2.1)) 4. Articulate emerging practical theologies of youth ministry, demonstrated in the ability to conceive, document, and present a final assignment grounded in sound theory and practice. (M.Div. SLO: Religious heritage (1.2)) Kenda Creasy Dean (ed.), OMG: A Youth Ministry Handbook (Nashville: Abingdon, 2010) Brian J. Mahan, Michael Warren, and David F. White, Awakening Youth Discipleship: Christian Response in a Consumer Culture (Eugene: Cascade Books, 2008) Evelyn L. Parker, (ed.), The Sacred Selves of Adolescent Girls: Hard Stories of Race, Class, and Gender (Cleveland: Pilgrim Press, 2010) Michael Yaconnelli, Contemplative Youth Ministry: Practicing the Presence of Jesus. (Grand Rapids: Zondervan, 2006) Field Education FED : Field Education and Colloquy Professor Allison St. Louis and other instructors (Fall Semester 3.0 credit hours) Field Education offers experiential, contextual learning opportunities to assist seminarians with: Integrating their study of Christian tradition and their practice of Christian ministry; Developing their liturgical and leadership abilities; Enhancing their personal and professional growth, and Promoting lifelong theological reflection on the practice of ministry. In consultation with the Field Education Director and his/her Field Education Supervisor, each seminarian formulates at least three goals for Field Education. Colloquy is a weekly, peer, small group reflection seminar designed to assist seminarians with developing a lifelong habit of theological reflection. To facilitate this process, accounts of actual ministry events from his/her Field Education site in which the seminarian was involved provide the basis for group theological reflection. At the end of this course, students will be able to: 1. Demonstrate increased skills in leadership and liturgical functions (M.Div SLOs Ministerial Leadership (3.3); Self-Knowledge and Personal Growth (4.4); Community Membership (4.5); Liturgical Leadership (5.1)) 2. Demonstrate the ability to use at least one method of theological reflection in a group setting (M.Div SLOs Theory, Praxis and Interdisciplinary Integration (2.1); Personal Theology of Ministry (4.3)) 3. Demonstrate progress towards one or more of his/her Field Education goals. There are no texts for purchase for this course. 11/11/2015, 12:07 PM Page 29 of 78

30 FED : Field Education and Colloquy Professor Allison St. Louis and others (Spring Semester 3.0 credit hours) Prerequisite: FED Field Education offers experiential, contextual learning opportunities to assist seminarians with: Integrating their study of Christian tradition and their practice of Christian ministry; Developing their liturgical and leadership abilities; Enhancing their personal and professional growth, and Promoting lifelong theological reflection on the practice of ministry. In consultation with the Field Education Director and his/her Field Education Supervisor, each seminarian formulates at least three goals for Field Education. The goals for FED 501 may be modified and/or new goals may be added at the beginning of FED 502. Colloquy is a weekly, peer, small group reflection seminar designed to assist seminarians with developing a lifelong habit of theological reflection. To facilitate this process, accounts of actual ministry events at his/her Field Education site in which the seminarian was involved provide the basis for group theological reflection. 1. Demonstrate an ability to use resources from theology, other disciplines and one s ministerial context to develop a working knowledge of that congregation/site, including its vision and mission, formal and informal leadership, strengths and limitations and relationship to the larger community (M.Div. SLOs: Theory, Praxis and Interdisciplinary Integration (2.1)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 2. Demonstrate increasing competence in liturgical and leadership functions and articulate the theological understanding that guides one s liturgical and leadership decisions (M.Div. SLOs: Ministerial Leadership (3.3); Self-Knowledge and Personal Growth (4.4); Community Membership (4.5); Liturgical Leadership (5.1)) (M.A. SLOs: Self-Knowledge and Personal Growth (4.1)) 3. Demonstrate the ability to use at least two methods of theological reflection in a group setting (M.Div. SLOs: Theory, Praxis and Interdisciplinary Integration (2.1); Personal Theology of Ministry (4.3)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Theology of Leadership (2.1)) 4. Demonstrate progress towards two or more of his/her Field Education goals Jacques Hadler, Colloquy Guidelines ( FED : Field Education Professor Allison St. Louis and other instructors (Fall Semester 3.0 credit hours) Prerequisite: FED Field Education offers experiential, contextual learning opportunities to assist seminarians with: Integrating their study of Christian tradition and their practice of Christian ministry; Developing their liturgical and leadership abilities; Enhancing their personal and professional growth, and Promoting lifelong theological reflection on the practice of ministry. 11/11/2015, 12:07 PM Page 30 of 78

31 In consultation with the Field Education Director and his/her Field Education Supervisor, each seminarian formulates at least three goals for Field Education. The goals for FED 501 and/or FED 502 may be modified and/or new goals may be added at the beginning of FED 503. At the end of this course, students will be able to: 1. Demonstrate increasing competence in liturgical and leadership functions and articulate the theological understanding that guides one s liturgical and leadership decisions. (M.Div SLOs: Ministerial Leadership (3.3); Self-Knowledge and Personal Growth (4.4); Community Membership (4.5); Liturgical Leadership (5.1)) 2. Demonstrate awareness of the importance of leaving well (congregation/site, supervisor and lay committee, if any). (M.Div SLOs: Ministerial Leadership (3.3); Self-Knowledge and Personal Growth (4.4); Community Membership (4.5)) 3. Identify at least three personal and professional gifts and liabilities. (M.Div SLOs: Self-Knowledge and Personal Growth (4.4)) 4. Identify at least three resources for further personal and professional development. (M.Div SLOs: Self-Knowledge and Personal Growth (4.4)) 5. Demonstrate progress towards each of his/her Field Education goals. Varies by Field Education Supervisor/Site. FED : Field Education Professor Allison St. Louis and others (Spring Semester 3.0 credit hours) Field Education offers experiential, contextual learning opportunities to assist seminarians with: Integrating their study of Christian tradition and their practice of Christian ministry; Developing their liturgical and leadership abilities; Enhancing their personal and professional growth, and Promoting lifelong theological reflection on the practice of ministry. In consultation with the Field Education Director and his/her Field Education Supervisor, each seminarian formulates at least three goals for Field Education. The goals for FED 503 may be modified and/or new goals may be added at the beginning of FED 504. At the end of this course, students will be able to: 1. Identify one s leadership style as well as one s conflict management style (if applicable) (M.Div. SLOs: Self-Knowledge and Personal Growth (4.4)) (M.A. SLOs: Self-Knowledge and Personal Growth (4.1)) 2. Demonstrate increasing competence in liturgical and leadership functions and articulate the theological understanding that guides one s liturgical and leadership decisions (M. Div. SLOs: Ministerial Leadership (3.3); Self-Knowledge and Personal Growth (4.4); Community Membership (4.5); Liturgical Leadership (5.1)) (M.A. SLOs: Self-Knowledge and Personal Growth (4.1)) 3. Demonstrate awareness of the importance of leaving well (congregation, supervisor and lay committee) (M.Div SLOs: Ministerial Leadership (3.3); Self-Knowledge and Personal Growth (4.4); Community Membership (4.5)) (M.A. SLOs: Self-Knowledge and Personal Growth (4.1)) 4. Identify at least three personal and professional gifts and liabilities (M.Div SLOs: Self-Knowledge and Personal Growth (4.4)) (M.A. SLOs: Self-Knowledge and Personal Growth (4.1)) 11/11/2015, 12:07 PM Page 31 of 78

32 5. Identify at least three resources for further personal and professional development (M.Div SLOs: Self-Knowledge and Personal Growth (4.4)) (M.A. SLOs: Self-Knowledge and Personal Growth (4.1)) 6. Demonstrate progress towards each of his/her Field Education goals Varies by Field Education Supervisor/Site. FED : Field Education Internship (January Term 3.0 credit hours) Instructors Allison St. Louis and others Prerequisite: FED Field Education offers experiential, contextual learning opportunities to assist seminarians with: Integrating their study of Christian tradition and their practice of Christian ministry; Developing their liturgical and leadership abilities; Enhancing their personal and professional growth, and Promoting lifelong theological reflection on the practice of ministry. This 40-hour-per-week, four-week internship offers seminarians a sustained Field Education experience of daily life in a parish or other institutional setting. At the end of this course, students will be able to: 1. Demonstrate growth in liturgical and other leadership functions (M.Div. SLOs: Ministerial Leadership (3.3); Self-Knowledge and Personal Growth (4.4); Liturgical Leadership (5.1)) (M.A. SLOs: Self-Knowledge and Personal Growth (4.1)) 2. State the theological understanding that guides his/her liturgical and leadership decisions (M.Div. SLOs: Theory, Praxis and Interdisciplinary Integration (2.1); Personal Theology of Ministry (4.3)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Theology of Leadership (2.1)) 3. Demonstrate an understanding of, and appreciation for the rhythms and surprises of the daily parish and institutional life (M.Div. SLOs: Ministerial Leadership (3.3); Self-Knowledge and Personal Growth (4.4); Liturgical Leadership (5.1)) (M.A. SLOs: Self-Knowledge and Personal Growth (4.1)) 4. Identify at least three resources for further personal and professional development (M.Div. SLO: Self-Knowledge and Personal Growth (4.4)) (M.A. SLOs: Self-Knowledge and Personal Growth (4.1)) Texts vary by supervisor and site. FED : Field Education Internship, Summer Term Instructor(s) Allison St. Louis and others Field Education offers experiential, contextual learning opportunities to assist seminarians with: Integrating their study of Christian tradition and their practice of Christian ministry; Developing their liturgical and leadership abilities; Enhancing their personal and professional growth, and Promoting lifelong theological reflection on the practice of ministry. This 40-hour-per-week, four-week internship at a seminarian s current Field Education site offers 11/11/2015, 12:07 PM Page 32 of 78

33 seminarians a sustained Field Education experience of daily life in a parish or other institutional setting. At the end of this course, students will be able to: 1. Demonstrate growth in liturgical and other leadership functions (M.Div. SLOs: Ministerial Leadership (3.3); Self-Knowledge and Personal Growth (4.4); Liturgical Leadership (5.1)) (M.A. SLOs: Self-Knowledge and Personal Growth (4.1)) 2. State the theological understanding that guides his/her liturgical and leadership decisions (M.Div. SLOs: Theory, Praxis and Interdisciplinary Integration (2.1); Personal Theology of Ministry (4.3)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Theology of Leadership (2.1)) 3. Demonstrate an understanding of, and appreciation for the rhythms and surprises of the daily parish and institutional life (M.Div. SLOs: Ministerial Leadership (3.3); Self-Knowledge and Personal Growth (4.4); Liturgical Leadership (5.1)) (M.A. SLOs: Self-Knowledge and Personal Growth (4.1)) 4. Identify at least three resources for further personal and professional development (M.Div. SLO: Self-Knowledge and Personal Growth (4.4)) (M.A. SLOs: Self-Knowledge and Personal Growth (4.1)) FED : Field Education Internship, Summer Term Instructor(s) Allison St. Louis and others Field Education offers experiential, contextual learning opportunities to assist seminarians with: Integrating their study of Christian tradition and their practice of Christian ministry; Developing their liturgical and leadership abilities; Enhancing their personal and professional growth, and Promoting lifelong theological reflection on the practice of ministry. This 40-hour-per-week, eight-week internship at a seminarian s current Field Education site offers seminarians a sustained Field Education experience of daily life in a parish or other institutional setting. At the end of this course, students will be able to: 1. Demonstrate growth in liturgical and other leadership functions (M.Div. SLOs: Ministerial Leadership (3.3); Self-Knowledge and Personal Growth (4.4); Liturgical Leadership (5.1)) (M.A. SLOs: Self-Knowledge and Personal Growth (4.1)) 2. State the theological understanding that guides his/her liturgical and leadership decisions (M.Div. SLOs: Theory, Praxis and Interdisciplinary Integration (2.1); Personal Theology of Ministry (4.3)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Theology of Leadership (2.1)) 3. Demonstrate an understanding of, and appreciation for the rhythms and surprises of the daily parish and institutional life (M.Div. SLOs: Ministerial Leadership (3.3); Self-Knowledge and Personal Growth (4.4); Liturgical Leadership (5.1)) (M.A. SLOs: Self-Knowledge and Personal Growth (4.1)) 4. Identify at least three resources for further personal and professional development (M.Div. SLO: Self-Knowledge and Personal Growth (4.4)) (M.A. SLOs: Self-Knowledge and Personal Growth (4.1)) Pastoral Theology PTH : Science and Pastoral Art Instructor Katharine Jefferts-Schori 11/11/2015, 12:07 PM Page 33 of 78

34 (Fourth Quarter credit hours) (PASS/FAIL) Limited to 25 students What do clergy need to know about science to be effective leaders and pastors? Emerging issues challenge us all, whether the news is about climate change, genetics and epigenetics, or the latest school board that wants to teach creationism. We ll cover some basics, from cosmology to chaos, evolution to emerging zoonoses, GMOs to geology and a moving crust. Students can expect to use both scientific and theological lenses for more effective preaching, Christian formation, and community engagement, in a broader and more holistic understanding of pastoral care. PTH : The Habit of Priesthood: An Anglican Reflection Professor J. Barney Hawkins and Instructor Patricia Alexander (Spring Semester 1.5 credit hours) Graduating students ONLY. We begin with an assumption that being a priest in the Episcopal Church is about who we are and about what we do, an ontological reality and a practical vocation. Theology meets praxis, and this course is designed to integrate the two. Our work will draw attention to scripture, tradition, and the theological imagination which informs the habit or being of priesthood. We will appreciate the importance of reading the texts of our lives. The aims of the course will be fulfilled as you work in small groups; share with the class; and articulate clearly your theology of priesthood. 1. Expose priesthood as a vocation in which we are alert to the human condition and knowledgeable about God s acts in scripture, history and our social context (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Cultural and Inter-Cultural Literacy (2.2); Cultural and Inter-cultural Literacy (2.1)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 2. Acknowledge theological reflection as a necessary vocational craft (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1), Justice (3.2)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Justice (2.3)) 3. Discover being a priest in a diverse world (M.Div. SLOs: Ministerial Leadership (3.3), Articulation of the Faith (3.1), Ecumenical and Interfaith Relationships (3.4)) (M.A. SLOs: Christian Formation (1.2b); Theological Studies (1.2d)) 4. Connect the public face of priesthood to the inner life of faith in practice (M.Div. SLOs: Faith (4.1), Rule of Life (4.2), Personal Theology of Ministry (4.3) and Self-knowledge and Personal Growth (4.4)) (M.A. SLOs: Rule of Life (4.1); Theology of Leadership (2.1); Self-knowledge and Personal Growth (4.1)) 5. Reflect on pastoral, liturgical, community and cultural leadership (M.Div. SLOs: Liturgical Leadership (5.1), Community Membership (4.5)); 6. Draft a working Theology of Priesthood statement which is personal and reflective Raymond Carver, A Small Good Thing (Handout) Barney Hawkins, Episcopal Etiquette & Ethics: Living the craft of Priesthood in the Episcopal Church (New York: Church Publishing, 2012) Frank Griswold, Praying our Days: A Guide and Companion (New York: Church Publishing, 2009) John L Heureux, The Expert on God (Handout) 11/11/2015, 12:07 PM Page 34 of 78

35 Flannery O Connor, A Prayer Journal (New York: Farrar, Straus and Giroux, 2013) Oscar Romero, We are Prophets (Handout) Alice Walker, The Welcome Table (Handout) Rowan Williams, The Christian Priest Today lecture on the occasion of the 150 th Anniversary of Ripon College, Cuddesdon. Lambeth Palace, Other texts available on-line or in electronic files on MyVTS. PTH : The Prayer Book Offices Instructor Francis Wade (Fourth Quarter 1.5 credit hours) An examination of the Pastoral Offices of the Book of Common Prayer beginning with baptism and continuing through the life cycle to burial. Students will be expected to master the content, theology, canons and rubrics associated with these offices. The exercise of pastoral leadership in a congregational or institutional setting will be basic to the course. There will be special emphasis on theologies of evil and grace, pre-marital and family counseling, same sex blessings, spiritual growth, addiction, loss and grief. Course Outcomes: The art and science of pastoral care; Pastoral leadership and preventive pastoral care; Book of Common Prayer assumptions regarding pastoral care; Congregational expectations regarding pastoral care. Learning Outcomes for the Course (tied to SLOs): At the end of this course the student will be able to: 1. Draw on the resources of scripture, as well as tradition as embodied in the Pastoral Offices of the Book of Common Prayer and reason as understood by contemporary science to provide pastoral care in a congregational or institutional setting (M. Div. SLOs: Use of Tradition (1.2); Articulation of the Faith (3.1); Ministerial Leadership (3.3)) (M.A. SLOs: Use of Tradition (1.2); Christian Formation (1.2b); Theological Studies (1.2d)) 2. Develop and lead theologically sound, personally enriching and culturally sensitive liturgies for pastoral ministry (M. Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1); Cultural and Inter-Cultural Literacy (2.2); Articulation of the Faith (3.1); Ministerial Leadership (3.3); Ecumenical and Inter-Faith Relationships (3.4 ); Liturgical Leadership (5.1)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5), Cultural and Inter-Cultural Literacy (2.2); Christian Formation (1.2b); Theological Studies (1.2d)) Book of Common Prayer 1979 (Church Publishing, 1979) Charles Gerkin, An Introduction to Pastoral Care (Nashville: Abingdon 1997) SCLM, I Will Bless You and You Will Be a Blessing (New York: Church Publishing 2012) Leonel L. Mitchell, Pastoral and Occasional Liturgies (Cambridge: Cowley Publications, 1998) Francis Howard Wade, The Art of Being Together (Cincinnati: Forward Movement, 2005) Episcopal Church, Standing Liturgical Commission, Burial Rites for Adults (New York: Church Publishing, 2006) Episcopal Church, Standing Liturgical Commission, Ministry with the Sick and Dying (New York: Church Publishing, 2006) 11/11/2015, 12:07 PM Page 35 of 78

36 Theology and Practice of Ministry TPM : Introduction to the Theology and Practice of Ministry Professors Lisa Kimball and David Gortner (Spring Semester credit hours) Prerequisites: Prevention of Sexual Misconduct and of Child Abuse Training and Prevention of Sexual Misconduct and of Adult Abuse Training and Prevention of Elder Abuse Training. Limited to 55 students (preference given to M.Div. students) Junior M.Div. students must register for and complete TPM 501. This course offers an introduction to the theology and practice of ministry, and to the discipline of practical theology. It is intended to assist first year Master s level students in establishing several foundational skills and frameworks for critical theological reflection in relation to three interrelated areas of Christian ministry: 1) personal and ministerial vocation in the context of a Christian theology of ministry; 2) engaging cultures and contexts of ministry and 3) practices and habits for spiritually grounded leadership in ministry. 1. A beginning ability to engage in the art of theological reflection about self, community/society, church, the Christian tradition, and ministry, demonstrated in various parts of the course s portfolio assignment including case studies, life narrative, and other documents (M.Div. SLOs: Self-knowledge and Personal Growth (4.4)) (M.A. SLOs: Self-knowledge and Personal Growth (41.1)) 2. The ability to describe and reflect theologically on the social context of ministry particularly in one s service-learning work for this course, through context analysis in case study work, class discussions, reflections on simulation experiences, and other assignments (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1); Cultural and Inter-Cultural Literacy (2.2), Justice (3.2); Ministerial Leadership (3.3)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Cultural and Inter-Cultural Literacy (2.2); Justice (2.3)) 3. Developing clarity about one s own theology of ministry, emerging from personal history and from engaging new perspectives garnered from class participation, readings, observation, service learning and personal reflection on one s own gifts and challenges for vocation, ministry and leadership (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1); Cultural and Inter-Cultural Literacy (2.2); Use of Tradition (1.2); Personal Theology of Ministry (4.3)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Cultural and Inter-Cultural Literacy (2.2); Use of Tradition (1.2); Theology of Leadership (2.1)) Kate Braestrop, Here If You Need Me (New York: Back Bay Books, 2008) Students registered to take TPM First Quarter are required to read the book "Here If You Need Me: A True Story" prior to the August all-day retreat. Richard Osmer, Practical Theology (Grand Rapids: Eerdmans, 2008) Howard W. Stone and James O. Duke, How to Think Theologically (Minneapolis: Fortress Press, 2006) William H. Willimon, Pastor: The Theology and Practice of Ordained Ministry (Nashville: Abingdon Press, 2002) 11/11/2015, 12:07 PM Page 36 of 78

37 TPM : Vestries and Boards: Governing as Christians Instructor Kathryn A. Glover (Third Quarter 1.5 credit hours) Limited to 15 students Limited to Anglican Studies, M.Div. Middlers and Seniors, Graduating MA, and Diploma in Theology students. This course will broadly examine the essential elements and models of governance with a particular emphasis on the parish context. We will consider the relationship between institutional and governance structures, processes, and cultures, how they mutually influence and affect mission, growth, and change, and the importance of vestry/trustee selection. Questions to be considered will include: what does the bible say about how church should be organized and governed; are the principles of Christian "brotherhood" in community principles for good governance, and what do they teach us about avoiding or resolving conflict? Students will have an opportunity to attend a board meeting and a parish vestry meeting. Course Outcomes: Gain an understanding of governance responsibilities, types and functions; Demonstrate increased knowledge of governance structures as a means of setting and fulfilling parish/organizational mission; Explore the models and means for conducting effective and efficient vestry or board meetings. 1. Articulate how your ministerial leadership is connected to your role in church governance (M.Div SLOs: Faith (4.1)) 2. Know the responsibilities, types and functions of governance within non-profit organizations (M.Div SLOs: Ministerial Leadership (3.3)) 3. Explain how mission and strategic planning interact to support ministry and governance (M.Div SLOs: Ministerial Leadership (3.3)) 4. Identify the governance and leadership needs within a ministry context and the tools a leader would need to respond accordingly (M.Div. SLOs: Ministerial Leadership (3.3), Community Membership (4.5)) 5. Experience and practice different models and means for conducting effective and efficient vestry or board meetings (M.Div SLOs: Ministerial Leadership (3.3), Faith (4.1), Community Membership (4.5)) Christopher Webber, The Vestry Handbook (Harrisburg, PA: Morehouse Publishers, 2011) R. Chait, W. P. Ryan, B. E. Taylor, & BoardSource (Organization) Governance as leadership: Reframing the work of nonprofit boards (Hoboken, N.J: John Wiley & Sons, 2005) H. M. Robert, S. C. Robert & H. M. Robert, Robert's Rules of order newly revised (Philadelphia: Perseus Publishers, 2011) TPM : Practical Theology Senior Capstone Course Professors Amelia J. Dyer and Allison St. Louis (Fourth Quarter 1.5 credit hours) Limited to M.Div. seniors or non-m.div. students who completed TPM 501. This seminar (required for the M.Div. class entering 2012 and after) engages participants in integration and systematization of methods of practical theological analysis initially introduced in TPM 501, as 11/11/2015, 12:07 PM Page 37 of 78

38 honed and practiced across two and a half years of field education, clinical pastoral education, practical theology and other seminary coursework and formative experience. Students will be asked to develop a project on a particular situation that is important to their ministry. In working on the project, students will demonstrate and practice integration of learning across all theological disciplines for application within a broad range of ministerial contexts. The seminar will culminate in a public presentation of the students projects to the VTS community and friends. The seminar will give students an opportunity to reflect on their theology of ministry, and their competency in the core areas of the M.Div. curriculum: religious heritage, ministerial and public leadership, understanding cultural contexts, personal and spiritual formation, and liturgical formation and leadership. The seminar will thus inform goal setting for continuing education after graduation. 1. Foster integration of learning across the student s experience of theological education and seminary life (M.Div. SLOs: Theory, Practice, & Interdisciplinary Integration (2.1); Cultural and Inter- Cultural Literacy (2.2); Personal Theology of Ministry (4.3); Self-Knowledge and Personal Growth (4.4)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Cultural and Inter-Cultural Literacy (2.2); Theology of Leadership (2.1); Self-knowledge and Personal Growth (4.1)) 2. Revisit and refine the student s personal theology of ministry through synthesis of seminary coursework and practical experience (M.Div. SLOs: Personal Theology of Ministry (4.3); Self- Knowledge and Personal Growth (4.4))(M.A. SLOs: Theology of Leadership (2.1); Self-Knowledge and Personal Growth (4.1)) 3. Develop and present a project that demonstrates the ability to apply an integrated theological framework to a practical ministerial situation (M.Div. SLOs: Theory, Practice, & Interdisciplinary Integration (2.1); Cultural and Inter-Cultural Literacy (2.2); Ministerial Leadership (3.3)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Cultural and Inter-Cultural Literacy (2.2);) 4. Reflect on personal identity formation through the seminary experience and in preparation for ministry after graduation (M.Div. SLOs: Personal Theology of Ministry (4.3); Self-Knowledge and Personal Growth (4.4)) (M.A. SLOs: Theology of Leadership (2.1); Self-Knowledge and Personal Growth (4.1)) 5. Provide opportunities for students to assess their ministerial competencies and identify areas for further development through continuing education (M.Div. SLOs: Theory, Practice, & Interdisciplinary Integration (2.1); Cultural and Inter-Cultural Literacy (2.2); Ministerial Leadership (3.3)) M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Cultural and Inter-Cultural Literacy (2.2)) Dorothy Bass and Craig Dykstra, For Life Abundant: Practical Theology, Theological Education, and Christian Ministry (Grand Rapids: Eerdmans, 2008) K. A. Cahalan, Introducing the practice of ministry (Collegeville: Liturgical Press, 2010) Nora Gallagher, Things seen and unseen: A year lived in faith (New York: Vintage, 1998) Parker J. Palmer, The Courage to Teach (San Francisco: Jossey Bass, 2008) 11/11/2015, 12:07 PM Page 38 of 78

39 TPM : Reading George Herbert s Country Parson: The Ideal and Praxis of Priestly Ministry Professor Justin Lewis-Anthony (Fourth Quarter 1.5 credit hours) Prerequisite TPM 501 or permission of the instructor. Limited to 20 students George Herbert s The Country Parson has set the standard for priestly how-to books since its publication in the seventeenth century. What is the inheritance of Herbert, and how does his model continue to influence priestly praxis today? 1. Develop an understanding of the context of George Herbert s parish ministry and to examine the way Herbert has been read and used in the centuries subsequent to the publication of The Country Parson (M.Div. SLOs: Use of Tradition (1.2)) (M.A. SLOs: Use of Tradition (1.2)) 2. Examine the subsequent publications of priestly praxis manuals and interrogate their assumptions and party line (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 3. Note the distinction between Herbert and Herbertian models of ministry, and how those Herbertian models are conveyed through culture and context (M.Div. SLOs: Ministerial Leadership (3.3)) 4. Have begun the process of developing a personal praxis informed by the preceding outcomes (M.Div. SLOs: Rule of Life (4.2)) (M.A. SLOs: Rule of Life (4.2)) George Herbert, The Country Parson, The Temple, ed. John N. Wall, Classics of Western Spirituality (New York: Paulist Press, 1981) John Drury, Music at Midnight: The Life and Poetry of George Herbert (London: Allen Lane, 2013) Justin Lewis-Anthony, If You Meet George Herbert on the Road, Kill Him: Radically Re-Thinking Priestly Ministry (London: Continuum International, 2009) Other texts will be available on line or in electronic files through MyVTS. TPM : Conflict and Congregational Leadership Professor Joyce Mercer (Fall Semester credit hours) Christians, like other people, fight from time to time. Sometimes conflict offers a space for creative change. Often, however, it can be harmful and destructive. Good leadership in conflict situations is critical in the church today. This course focuses on understanding the dynamics of conflict and conflict transformation, from the standpoint of faithful public church leadership. Using texts, case studies, and other resources, we will compare various models of defining and dealing with conflict in congregations; access and work with students differing personal styles and comfort levels in conflict situations; and consider Christian theological understandings of conflict and its transformation. 1. Demonstrate understanding of various approaches to conflict and its resolution/transformation (M. Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1)) 11/11/2015, 12:07 PM Page 39 of 78

40 2. Develop awareness of one s own responses to conflict, along with a reflective understanding of the strengths and limitations one brings to engagements with conflict (M.Div. SLOs: Self-Knowledge and Personal Growth (4.4)) 3. Use knowledge of conflict processes and self-awareness analytically and practically in assessing conflict, and responding to conflict in practices of leadership appropriate to a particular community, culture, and faith tradition (role plays, paper, exam, class participation); (M.Div. SLOs: Ministerial Leadership (3.3); Self-Knowledge and Personal Growth (4.4)) 3. Articulate an emerging theological and biblical perspective on conflict in the church that informs your pastoral response and practice of leadership in conflict situations (M.Div. SLOs: Use of Tradition (1.2)) 4. Practice approaches/skills for addressing conflict, identifying and demonstrating specific leadership skills in relation to conflict. (M.Div. SLOs: Ministerial Leadership (3.3)) Deborah van Deusen Hunsinger and Theresa F. Latini, Transforming Church Conflict: Compassionate Leadership in Action (Louisville, KY: Westminster John Knox, 2013). Ronald S. Kraybill, with Robert A. Evans and Alice Frazer Evans, Peace Skills: Manual for Community Mediators (San Francisco: Jossey Bass, 2001). Hugh F. Halverstadt, Managing Church Conflict (Louisville, KY: Westminster John Knox Press, 1991). Other texts will be available on line or in electronic files through MyVTS. TPM /CED : Constructions of Youth & Youth Ministry Professors Lisa Kimball and Joyce Mercer (Fall Semester credit hours) Co-requisite: TPM must register for both CED AND TPM An exploration of adolescence and the identities of youth in everyday life - the church and wider culture - as a significant pastoral theological concern. Using methods of practical theology we study the changing understandings of youth across time; the formation of adolescent identities and youth culture today, the impact of consumer culture on young people and the church s ministries with them. How can the church respond authentically to their lives while honoring the importance of tradition? We will explore models and resources for building and sustaining vibrant ministries with young people that are theologically and culturally appropriate for diverse congregational settings. 1. Answer the question, What is youth ministry? with clarity and confidence (M.Div. SLO: Ministerial and public leadership (3.1)) 2. Critically examine contemporary constructions of adolescence and youth ministry (M.Div. SLO: Understanding cultural contexts (2.2)) 3. Locate and assess the value of resources for ministry with young people in diverse ministry settings (M.Div. SLO: Understanding cultural contexts (2.1)) 4. Articulate emerging practical theologies of youth ministry, demonstrated in the ability to conceive, document, and present a final assignment grounded in sound theory and practice. (M.Div. SLO: Religious heritage (1.2)) Dean, Kenda Creasy (Ed.); OMG: A Youth Ministry Handbook (Nashville: Abingdon, 2010) Mahan, Brian J.; Warren, Michael; and White, David F. Awakening Youth Discipleship: Christian Response in a Consumer Culture (Eugene, OR: Cascade Books. 2008) 11/11/2015, 12:07 PM Page 40 of 78

41 Parker, Evelyn L. (Ed.). The Sacred Selves of Adolescent Girls: Hard Stories of Race, Class, and Gender (Cleveland: Pilgrim Press, 2010) Yaconnelli, Michael; Contemplative Youth Ministry: Practicing the Presence of Jesus. (Grand Rapids: Zondervan, 2006) TPM : Church Administration and Finances Instructor Heather Zdancewicz (Second Quarter 1.5 credit hours) Limited to Anglican Studies, MDiv Seniors, Graduating MA, and Diploma in Theology students. This course will broadly examine the practical elements of parish administration focusing primarily on financial management. Students will explore acquiring and managing the financial resources available to the church organization by studying theory and actual financial situations. Particular focus will be given to financial statements, annual giving, endowments, compensation, and taxes. The goals of the course are to encourage theological reflection and deepen understanding of financial planning, parish governance, and stewardship programs; to inform future clergy and church leaders about compensation issues and fiduciary responsibilities. 1. Demonstrate the ability to read non-profit financial statements and create balanced budgets. Students will know the necessary reporting requirements for a church entity and understand various components that go into individual tax reporting and personal compensations. 2. Rely on their Biblical knowledge and understanding to show that stewardship and parish administration need to take into consideration diversity. (M.Div. SLOs: Interdisciplinary Integration (2.1)) 3. Manage paid employees and volunteers in ways that are legally fair and also ethically sound. They will demonstrate that they understand the governing laws around employment practices such as benefits and compensation (employment taxes, health care regulation, pensions). (M.Div. SLOs: Justice (3.2)) 4. Students will learn the importance of managing the resources of a parish or other institutions, both in terms of financial resources and physical resources. (M. Div. SLOs: Ministerial Leadership (3.3)) Manual of Business Methods in Church Affairs, D&FMS download at pdf Richard Hammar, Church & Clergy Tax Guide (any year is fine do not buy from Amazon. Best price at Episcopal Church Foundation, Funding Future Ministry, A Guide to Planned Giving, (copies available from instructor for $15) Other texts will be available on line or in electronic files through MyVTS. Studies in Christian Worship Church Music MUS : Seminary Choir Professor William Roberts 11/11/2015, 12:07 PM Page 41 of 78

42 (Fall Semester 0.5 credit hours) (PASS/FAIL) This course will be offered each semester and may be repeated. Seminary Choir offers students an opportunity to participate in an ensemble that plays a pivotal role in the worship life of the seminary community, singing at weekly chapel services (usually the Wednesday noon Eucharist), as well as at major events. No audition is necessary. 1. Provide weekly music in the seminary chapel that complements and enriches the liturgy; 2. Learn choral literature of diverse styles that is applicable to the local parish; 3. Develop choral skills that will contribute to a lifetime of enjoyment. (M.Div. SLOs: Use of Tradition (1.2) Liturgical Leadership (5.1)) Musical scores are provided at no cost to students from the seminary choral library. MUS : Seminary Choir Professor William Roberts (Spring Semester 0.5 credit hours) (PASS/FAIL) Continuation of MUS 401. Students are welcome to participate in Seminary Choir as many semesters as their schedules allow. This small ensemble is for students with a significant background in choral singing and assumes strong music-reading ability. Rather than an audition, students determine their own eligibility, based on the qualifications described above. Motet Choir sings two or three times per academic year, with ad hoc rehearsals scheduled on a negotiated basis. Those interested should speak to the Teaching Assistant in Music. Learning Outcomes for the Course (tied to SLOs): At the end of this course, students will be able to: 1. Provide music for special liturgies during the academic year 2. Hone choral skills already acquired through previous experience 3. Earn choral literature applicable to the local parish (M.Div. SLOs: Use of Tradition (1.2), Cultural and Inter-Cultural Literacy (2.2), Liturgical Leadership (5.1)) (M.A. SLOs: Use of Tradition (1.2); Cultural and Inter-Cultural Literacy (2.2)) Musical scores are provided at no cost to students from the seminary choral library. MUS : Introduction to Singing Instructor Mark Whitmire (Fall Semester 1.0 credit hour) Limited to 10 students (must be taken for a letter grade) Using hymns selected from Hymnal 1982 as repertoire, the course will cover fundamental techniques for singing. Areas of instruction will include breathing, resonance, range, registration diction and pitch. Students will learn a healthy and efficient vocal technique that prepares them for leading the musical portions of the liturgy. (Recommended for beginning and intermediate singers) 11/11/2015, 12:07 PM Page 42 of 78

43 1. Develop skills in breathing, resonance, registration; 2. Increase range, clarity of diction and sureness of pitch; 3. Learn a healthy and efficient vocal technique that prepares students to lead the musical portions of the liturgy. (M.Div. SLOs: Use of Tradition (1.2); Liturgical Leadership (5.1)). Hymnal, 1982 (Church Hymnal Corp., 1985). MUS : Liturgical Music Professor William Roberts (Fall and Spring Semester 1.5 credit hours) Limited to 25 students This course will be offered again in the Spring Semester An exploration of the history of church music, the wide variety of music employed in worship, and practical issues that confront both clergy and laity. Students will listen to and sing diverse examples of church music. Emphasis is placed on expanding our perspectives on the practice of music in the Church. 1. Understand religious heritage; 2. Understand cultural contexts; 3. Understand ministerial and public leadership; 4. Understand liturgical formation and leadership. (M.Div. SLOs: Knowledge of Tradition (1.1), Ability to Use Resources (2.0), Cultural and Intercultural Literacy (2.2), Ministerial Leadership (3.3); Liturgical Leadership (5.1)) Andrew Wilson-Dickson, The Story of Christian Music: From Gregorian Chant to Black Gospel (This resource is provided on MyVTS.) William Bradley Roberts, Music and Vital Congregations: A Practical Guide for Clergy (New York: Church Publishing Inc., 2009). Also available on Kindle and Google Books. The Hymnal 1982, Lift Every Voice and Sing II, and Wonder, Love and Praise (provided in class) MUS : Basic Musicianship Professor William Roberts (First and Third Quarter 0.5 credit hours) (PASS/FAIL) Limited to 25 students This course will be offered again in the Spring Semester This course will attempt to remove some of the mystique surrounding musical notation by introducing students to basic reading techniques. The brief, six-week duration of the class, while not enough to develop absolute mastery, nevertheless will give students a fundamental grasp of music notation. Those who wish to continue to develop their musicianship will have a base on which to build. At the end of this course students will be able to: 11/11/2015, 12:07 PM Page 43 of 78

44 1. Demonstrate a working knowledge of music notation and sight-sing a simple passage from a hymn. (M.Div. SLOs: Liturgical Leadership (5.1)) Hymnal 1982 (provided) MUS : Advanced Musicianship Professor William Roberts (Second and Fourth Quarter 0.5 credit hours) (PASS/FAIL) Limited to 25 students This course will be offered again in the Spring Semester In each class session we will sing examples from hymnals in order to advance in our skills at sightreading. In addition to reading we will discuss the aspects of music theory that are raised by the examples. After sightreading and theoretical discussion, we will deal with some creative aspects of music. Early in the quarter the instructor will lead these sessions; as the quarter progresses students will make ten-minute presentations of their individual projects. Each presentation will include the following: An explanation of the goal of the project; A demonstration of the skills required by the project; Answering questions from the class; A read-through (when applicable) of the project by the class. 1. Demonstrate a knowledge of music notation, compose a descant and a hymn tune. (M.Div. SLOs: Liturgical Leadership (5.1)) Hymnal 1982 (provided) MUS : The Sung Service Instructor Mark Whitmire (Spring Semester 1.5 credit hours) Prerequisite: MUS 447 or permission of instructor. Limited to 10 students (must be taken for a letter grade) The course will cover the sung portions the Daily Office- Preces, Collects, Suffrages-and Holy Eucharist-Opening Acclamations, Collects, Sursum Corda, Proper Preface. Additional instruction will be given regarding Eucharistic Prayer D (Mozarabic) and the Exsultet. Students will learn to sing these portions of the liturgy in an effective manner and will learn vocal and musical techniques that make the sung service rich and compelling. At the end of this course, students will be able to: 1. Learn proper pointing of Collects 2. Effectively sing the Preces, Collects, Suffrages, opening Acclamations, Collects, Sursum Corda, and Proper Preface 3. Learn vocal and musical techniques that make the sung service rich and compelling (M.Div. SLOs: Use of Tradition (1.2) Liturgical Leadership (5.1)) (M.A. SLOs: Use of Tradition (1.2)) 11/11/2015, 12:07 PM Page 44 of 78

45 Hymnal, 1982 (Church Hymnal Corp., 1985) Homiletics HOM : Introduction to Homiletics Professors Ruthanna Hooke and Donyelle McCray (Fall Semester 3.0 credit hours) Prerequisite: At least one introductory sequence in Old Testament and New Testament Interpretation must be completed and student must currently be enrolled in the other. Learning the practice of Christian preaching is one of the points in your theological education at which you integrate your studies of Bible, theology, history, and culture into your heart, soul, and body, synthesizing these studies with the truth of who you are and what you bring to the preaching task. The practice of preaching is a craft, and as such requires the learning of certain skills. Preaching is an art, and as such requires the awakening and expansion of your creativity. Preaching is also a spiritual discipline, and as such requires you to risk vulnerability as you deepen your relationship with God, world, and self. This course aims to teach the craft, the art, and the spiritual discipline of preaching. The goal of the course is for each of you to become skilled practitioners of the practice of preaching, and to find your authentic preaching voice, the way that you can preach the Good News of God in Christ with all of your being. 1. Examine preaching as a way to faithfully explore biblical texts, the human condition, and social contexts (M.Div. SLOs: Use of Tradition (1.2); Cultural and Inter-cultural Literacy (2.2)) 2. Survey different models of preaching and analyze the different theological bases that undergird them (M.Div. SLOs: Use of Tradition (1.2); Liturgical Leadership (5.1)) 3. Craft sermons that are focused, clear and engaging (M.Div. SLOs: Articulation of the Faith (3.1); Liturgical Leadership (5.1)) 4. Preach with authenticity and passion and connect meaningfully with listeners (M.Div. SLOs: Articulation of the Faith (3.1); Faith (4.1)) 5. Reflect on sermons in group settings and support classmates as they learn to preach (M.Div. SLOs: Community Membership (4.5)) 6. Sketch the contours of a personal theology of preaching (M.Div. SLOs: Personal Theology of Ministry (4.4)) 7. Take faithful risks in announcing the Good News of God in Jesus Christ. Frederick Buechner, Telling the Truth (San Francisco: Harper & Row, 1977) Ruthanna Hooke, Transforming Preaching (New York: Church Publishing, 2010) Thomas Long, The Witness of Preaching. Second Edition (Louisville: Westminster/John Knox Press, 2005) Thomas G. Long and Cornelius Plantinga, Jr., eds., A Chorus of Witnesses: Model Sermons for Today s Preacher (Grand Rapids: Eerdmans, 1994) Leonora Tubbs Tisdale, Preaching as Local Theology and Folk Art (Minneapolis: Fortress Press, 1997) Walter Brueggemann, The Prophetic Imagination, 2 nd ed. (Minneapolis: Fortress Press, 2001) Other texts will be available on line or in electronic files through MyVTS. 11/11/2015, 12:07 PM Page 45 of 78

46 HOM : Embodying the Sermon: Vocal and Physical Training for Preachers Professor Ruthanna Hooke (Third Quarter 1.5 credit hours) Prerequisite: HOM 501 Limited to 12 students This course is for preachers who wish to improve their skills in the embodiment and delivery of their sermons. The course will focus on teaching vocal and physical skills which will enhance the preacher s ability to be fully present when preaching, and hence able to express the full range of the thoughts and feelings contained in the sermon. The course will also include opportunities to preach and to receive feedback on aspects of your performance of the sermon. 1. Describe in theological terms the importance of the body s full presence and engagement in the sermon (M.Div. SLOs: Use of Tradition (1.2)) (M.A. SLOs: Use of Tradition (1.2)) 2. Learn vocal and physical exercises that can be used to enhance expressive use of the voice and body in preaching (M.Div. SLOs: Liturgical Leadership (5.1)) 3. Develop the ability to express in preaching the full range of their thought and feeling, and the full range of thought and feeling found in Scripture (M.Div. SLOs: Articulation of the Faith (3.1)) (M.A. SLOs: Christian Formation (1.2b); Theological Studies (1.2d)) 4. Cultivate greater authenticity and authority in their preaching (M.Div. SLOs: Faith (4.1)) 5. Be more fully present in the preaching event (M.Div. SLOs: Liturgical Leadership (5.1)) Ruthanna B. Hooke, Transforming Preaching (New York: Church Publishing, 2010) Kristin Linklater, Freeing the Natural Voice, Revised and Expanded Edition (Hollywood: Drama Publishers, 2006) Other texts will be available on-line or in electronic files through MyVTS. HOM and 02: Preaching the Pastoral Offices Instructor Francis Wade (First Quarter 1.5 credit hours) Prerequisite: HOM 501. Limited to 10 students Students will be introduced to pastoral preaching with concentration on homilies at weddings, funerals and baptisms. The course will include a thorough grounding in the theology of these liturgies as well as the pastoral obligations and evangelical opportunities inherent in them. Sermons will be prepared for specific pastoral situations. Group reflection on sermons will be a central component. Course Outcomes: Theological and liturgical frameworks for preaching; Unique nature of pastoral homilies; Various styles of preaching pastoral sermons; How sermons are heard by various demographics. 1. Understand and articulate homiletically the church s teaching regarding baptism, marriage and 11/11/2015, 12:07 PM Page 46 of 78

47 burial. (M. Div. SLOs: Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1)); 2. Demonstrate sensitivity to the extended variety of cultural, theological and personal perspectives of congregations gathered for baptisms, weddings and funerals. (M. Div. SLOs: Cultural and Inter- Cultural Literacy (2.2); Ecumenical and Inter-faith Relationships (3.4)) 3. Develop insights into the student s personal theology and experiences in transition and loss (M. Div. SLOs: Self Knowledge and Personal Growth (4.4)) 4. Provide congregational and community leadership in times of transition, celebration and grief. (M. Div. SLOs: Ministerial Leadership (3.3)) Book of Common Prayer 1979 (New York: Church Publishing, 1979). David Schlafer, What Makes This Day Different, (Cambridge: Cowley Publications, 1998) Other texts will be available on line or in electronic files through MyVTS. HOM : Biblical Storytelling: Sacred Space Professor Ruthanna Hooke (Fourth Quarter 1.5 credit hours) Limited to 15 students Biblical storytelling is a course for preachers, and for all who wish to discover the liveliness of the Word of God in scripture. In this course we will learn by heart and tell a range of stories from scripture that tell the story of our Christian faith from Genesis to Revelation. Throughout the course, we will engage techniques of performance that enable us to be more fully present, passionate, and expressive in our communication of sacred story. The focus of this year s course is to tell the story of sacred space in scripture--from the sacred space of Eden to the Promised Land and the temple, to Jesus Christ as the new temple, to the Eucharist as sacred space, and to the vision of the new heaven and earth in Revelation. One focus in telling this story is to heighten our sense of responsibility to care for creation as sacred space, particularly in this time of ecological crisis. Participants will create an ensemble production of this story, to be offered to the seminary community at the conclusion of this course. The goal of the course is to renew and deepen our relationship with scripture, so that this relationship can inform our preaching in life-giving ways. 1. Gain a deeper sense of the shape and the themes of the story of salvation history (M.Div. SLOs: Knowledge of Tradition (1.1)) (M.A. SLOs: Knowledge of Tradition (1.1)) 2. Have an ability to embody this story with skillful use of voice, body, movement, gesture, staging, blocking exhibiting passion, authenticity, and authority in the telling of this story (M.Div. SLOs: Articulation of the Faith (3.1.)) (M.A. SLOs: Christian Formation (1.2b); Theological Studies (1.2d)) 3. Developed storytelling ability--deeper knowledge of what makes for a good story, and for good storytelling, and a developing mastery of these skills 4. Garner a deeper sense that this story is our own story, and an ability to tell the story so that those who hear it feel that it is their story also, capable of making sense and making meaning of our lives (M.Div. SLOs: Use of Tradition (1.2); Faith (4.1)) (M.A. SLOs: Use of Tradition (1.2)) 5. Obtain an experience of the value of telling this story as an ensemble; an appreciation that each voice is necessary for the full proclamation of the story (M.Div. SLOs: Community Membership (4.5)) 6. Posses the tools to use in their future ministry for biblical storytelling (M.Div. SLOs: Articulation of the Faith (3.1)) (M.A. SLOs: Christian Formation (1.2b); Theological Studies (1.2d)) 11/11/2015, 12:07 PM Page 47 of 78

48 Thomas Boomershine, Story Journey: An Invitation to the Gospel as Storytelling (Nashville: Abingdon Press, 1988) Ellen Davis, Scripture, Culture, and Agriculture (Cambridge: Cambridge University Press, 2008) Gerard Loughlin, Telling God s Story: Bible, Church, and Narrative Theology (Cambridge: Cambridge University Press, 1996) Megan McKenna and Tony Cowan, Keepers of the Story (Maryknoll, NY: Orbis Books, 1997) Alexander Schmemann, The Eucharist: Sacrament of the Kingdom (Crestwood: St. Vladimir s Seminary Press, 1988) Norman Wirzba, Food and Faith: A Theology of Eating (Cambridge: Cambridge University Press, 2011) Other texts will be available on-line or in electronic files through MyVTS. Liturgics LTG : Oral Interpretation of Scripture and Liturgy Professors James W. Farwell and Ruthanna Hooke (Fall Semester 1.0 credit hour) This course is an intensive study in reading biblical and texts aloud in worship, and in leading public liturgies. The primary goal of the course is to learn and practice the skills necessary to a meaningful and engaged reading of these texts. The small group setting allows time for students to practice and be coached on their readings. Each student should have the opportunity to practice each of his/her readings several times; students will also demonstrate their skills through leadership of communal worship services. 1. Appreciate the importance of the ministry of public reading of Scripture and liturgy. (M.Div. SLOs: Articulation of the Faith (3.1); Liturgical Leadership(5.1)) 2. Develop skills required for the art of public reading of Scripture and liturgical leadership. (M.Div. SLOs: Liturgical Leadership (5.1)) 3. Learn methods of vocal and physical expression that allow the Word of God to be more fully spoken and heard. (M.Div. SLOs: Articulation of the Faith (3.1); Liturgical Leadership (5.1)) 4. Enable readers to bear effective witness to God s Word through their public reading of Scripture and liturgy with passion, authority, and authenticity. (M.Div. SLOs: Articulation of the Faith (3.1); Liturgical Leadership (5.1)) 5. Increase sensitivity to the possibilities for interpreting Scripture orally through study of a variety of literary forms found in Scripture. (M.Div. SLOs: Use of Tradition (1.2)) 6. Develop the ability to draw the listener into active participation in the readings and liturgy. (M.Div. SLOs: Articulation of the Faith (3.1)) 7. Gain competence in leading worship, especially the Daily Office of Morning Prayer. (M.Div. SLOs: Liturgical Leadership (5.1)) 8. Develop the ability to teach others to read Scripture and lead prayers effectively in order to help form people in this ministry. (M.Div. SLOs: Ministerial Leadership (3.3)) The Bible (NRSV) The Book of Common Prayer (BCP) Ruthanna B. Hooke, Transforming Preaching (New York: Church Publishing, 2010) 11/11/2015, 12:07 PM Page 48 of 78

49 Thomas G. Long, Preaching and the Literary Forms of the Bible (Philadelphia: Fortress Press, 1989) William O. Walker, The HarperCollins Bible Pronunciation Guide (San Francisco: HarperOne, 1994) LTG : Introduction to Anglican Worship Professor Robert Prichard (Spring Semester 2.0 credit hours) For Middler, MA, Anglican Studies, and Post Graduate Diploma students. This course is an introduction to the diverse historical and theological developments of Christian liturgy, with special attention to the major rites of the Anglican tradition and authorized rites and supplemental resources of the Episcopal Church. Course Outcomes: Demonstrate an understanding of the development and diversity of Christian liturgy, especially Anglican liturgy, in historical and cultural context; Recognize the key features of the major rites of the 1979 Book of Common Prayer and related resources. At the end of this course, students will be able to: 1. Identify leading pastoral and doctrinal characteristics of the various British and Americans Books of Common Prayer, and, to a lesser degree, of texts from other liturgical traditions (M.Div. SLOs: Knowledge of Tradition (1.1); Liturgical Leadership (5.1)) (M.A. SLOs: Knowledge of Tradition (1.1)) Leonel Mitchell, Praying Shapes Believing (Harrisburg: Morehouse, 1991) E.C. Whitaker, Documents of the Baptismal Liturgy, revised and Expanded by Max Johnson (Yonkers: Pueblo Books, 2003) R.C.D. Jasper and G.J. Cuming, Prayers of the Eucharist: Early and Reformed (Collegeville: Liturgical Press, 1987) Book of Common Prayer 1979 (New York: Church Publishing, 1979) Enriching our Worship, Volume 1 (New York: Church Publishing, 2000) LTG : Liturgical Theology, Planning, and Performance Professor James W. Farwell (Fall Semester 2.0 credit hours). Prerequisite: LTG 501. LTG 502 explores the planning and performance of major liturgies of the 1979 Book of Common Prayer in the context of ritual theory, liturgical theology, and cultural studies. Learning Outcomes for the Course (tied to SLOs): 1. Understand the theology and structure of the 1979 Prayer Book, its rites, and related resources; and will be aware of leading-edge theological and cultural issues with significance for planning and performance; and preside competently. (M. Div SLOs: Liturgical Formation and Leadership (5.1)) 11/11/2015, 12:07 PM Page 49 of 78

50 Book of Common Prayer Book of Occasional Services Enriching Our Worship, Vol. 1. (Download from web) James W. Farwell, The Liturgy Explained. (New York: Morehouse, 2013) Dwight W. Vogel, ed. Primary Sources of Liturgical Theology. (Collegeville: Pueblo, 2000) Louis Weil, Liturgical Sense: The Logic of Rite. (New York: Seabury, 2013) LTG : Practicum - Pastoral Offices Professor Robert Prichard and others (Spring Semester 1.0 credit hour) (PASS/FAIL) Prerequisite: LTG This course will give students practical liturgical experiences with the pastoral offices of the church (marriage, thanksgiving for the birth of a child, reconciliation, visitation of the sick, and burial). Experienced clergy serve as instructors. 1. Demonstrate awareness of liturgical texts for pastoral ministry currently in use in the Episcopal Church (M.Div. SLOs: Knowledge of Tradition (1.1)) (M.A. SLOs: Knowledge of Tradition (1.1)) 2. Be conversant with ways in which culture affects liturgical use; and have begun, though hands on experience, the formation as liturgical leaders in the pastoral offices of the Episcopal Church (M.Div. SLOs: Cultural and Inter-Cultural Literacy (2.2); Liturgical Leadership (5.1)) (M.A. SLOs: Cultural and Inter-Cultural Literacy (2.2)) Additional information forth coming. LTG : Liturgical Theology and Its Pastoral Implications Professor James Farwell (Spring Semester 3.0 credit hours) An exploration of liturgy as ritual performance of theology and ethics within the late modern lifeworld. Beginning with an inquiry into the relationship among liturgy, theology, and ethics, the course will consider liturgical practice, formation, and catechesis in light of the cultural issues and preoccupations significant to today s worshiping assembly, with feminist, post-modernist, and postcolonial, accounts of our situation in mind. 1. Define liturgical theology and distinguish among several of its forms (M.Div. SLOs: Liturgical Leadership (5.1); Knowledge of Tradition (1.1)) (M.A. SLOs: Knowledge of Tradition (1.1)) 2. Identify contemporary cultural trends and assess their significance for liturgical theology and practice (M.Div. SLOs: Cultural and Inter-Cultural Literacy (2.2); Liturgical Leadership (5.1)) (M.A. SLOs: Cultural and Inter-Cultural Literacy (2.2)) Gordon Lathrop, Holy Things: A Liturgical Theology (Minneapolis: Fortress, 1998) Don Saliers, Worship as Theology: Foretaste of Glory Divine (Nashville: Abingdon, 1994) 11/11/2015, 12:07 PM Page 50 of 78

51 Wolterstorff, Nicholas, The God We Worship: An Exploration of Liturgical Theology (Grand Rapids: Eerdmans, 2015) Studies in Faith and Society Christian Ethics ETH : Christian Ethics Professor Timothy F. Sedgwick (Fall Semester 3.0 credit hours) Limited to 36 students Through case studies, an examination of the nature of virtue, and consideration of broader moral issues, this course will combine readings, focused lectures, and small group discussions in order for students to develop an account of the Christian moral life and the skills for enabling moral discernment in the engagement of moral quandaries. 1. Develop the skills for enabling moral discernment in addressing moral cases and issues in terms of Christian faith, including matters of health and medical decision-making, human sexuality, individual and state responses to violence; and human life in relationship to creation and the environment; (M.Div. SLOs: Knowledge of Tradition (1.1): Use of Tradition (1.2)) 2. Hear and understand differences in moral discernment and judgment as matters of respect of conscience; (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1); Cultural and Inter- Cultural Literacy (2.2)) 3. Articulate an understanding of the character of the Christian life as a matter of virtues and practices. (M.Div. SLOs: Articulation of the Faith (3.1); Justice (3.2)) Required readings available only from publishers, recommend personal purchase though they are also available on two-hour reserve from the library. Sissela Bok, Lying (New York: Vintage Books, 1979) Cynthia Cohen, et. al., Faithful Living Faithful Dying (Harrisburg: Morehouse, 2000) Margaret Farley, Just Love (New York: Continuum, 2006) Peter J. Paris, Virtues and Values: The African and African American Experience (Minneapolis: Fortress, 2004) ETH : Religion, Church, and Society Professor Timothy F. Sedgwick (Spring Semester 3.0 credit hours) Combining short lectures with seminar discussion, this course provides the foundations for understanding religion, church, and society, the developing and divergent character of religion in American culture, and the challenges confronting the church and its mission in a secular, post- Christian world. Moving from classic sources in the sociology of religion to contemporary studies, particular attention will be given to features of the emergent church in the United States. Learning Outcomes for the course (tied to the SLOs): At the end of this course, the student will be able to 11/11/2015, 12:07 PM Page 51 of 78

52 1. Articulate central claims about Christian faith in terms of the nature of the church and its mission in a post-christian, pluralistic culture 2. Describe different subcultures in the United States in terms of how they reflect and effect religious beliefs and practices 3. Assess proposals for developing vital congregations in terms of the cultures they assume and address (M.Div. SLOs: Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1); Cultural and Inter-Cultural Literacy (2.2); Articulation of the Faith (3.1)) (M.A. SLOs: Use of Tradition (1.2); Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) Specific readings to be determined, including those to be drawn from the following, those for purchase noted with an asterisk (*): James Luther Adams, The Voluntary Principle in the Forming of American Religion in Voluntary Associations: Socio-cultural Analyses and Theological Interpretation, ed. J. Ronald Engle (Chicago: Exploration Press, 1986), pp Robert Bellah, Religion and Human Evolution: From the Paleolithic to the Axial Age (Cambridge: Harvard University Press, 2011) *Peter Berger, The Sacred Canopy (Garden City: Doubleday, 1967) Emile Durkheim, ed. Robert N. Bellah, On Morality and Society, (Chicago: University of Chicago, 1973) Francis Fukuyama, The Origins of Political Order: From Prehuman Times to the French Revolution (New York: Farrar, Straus & Giroux, 2011) Clifford Geertz, Religion as a Cultural System in The Interpretation of Cultures (New York: Basic Books, 1973), pp *H.Richard Niebuhr, Radical Monotheism and Western Culture: With Supplementary Essays (Louisville: Westminster/John Knox Press, 1993) Charles Taylor, A Secular Age (Cambridge: Harvard University Press, 2007) Max Weber, Max Weber: Essays in Sociology, eds. H.H. Gerth and C. Wright Mills (NY: Oxford, 1946) ETH : Introduction to Anglican Thought Instructor: Timothy F. Sedgwick (Spring Semester 3.0 credit hours) This course may be taken for either 3.0 or 1.5 credit hours. This seminar seeks to understand the character of Christian faith as mediated in the church as understood by the central Anglican divines that constitute the Anglican exemplary tradition. In light of these writings, the course provides a framework in order for students to articulate an account of Christian faith and practice that will inform ministry, formation, teaching, and preaching. Learning Outcomes for the Course (tied to the SLOs): 1. Articulate central claims of Anglicanism regarding Christian faith and life in terms of central Anglican divines (M.Div. SLOs: Knowledge of Tradition (1.1); Articulation of the Faith (3.1)) (M.A. SLOs: Knowledge of Tradition (1.1); Christian Formation (1.2b); Theological Studies (1.2d)) 11/11/2015, 12:07 PM Page 52 of 78

53 2. Provide a constructive account of an Anglican understanding of Christian faith with critical assessment of strengths and weaknesses (M.Div. SLOs: Use of Tradition (1.2)) (M.A. SLOs: Use of Tradition (1.2)) 3. Identify the sources and assumptions that mutually inform a theological view (M.Div. SLOs: Use of Tradition) (M.A. SLOs: Use of Tradition (1.2)) Except for William Temple, texts assigned are available free as google ebooks and as electronic texts through other websites. Given the readings assigned, for ease of reading, books that are asterisked (*) are highly recommended for purchase. Current or used editions of printed texts may be available. Copies of all texts are placed on reserve in the library. Richard Hooker, The Laws of Ecclesiastical Polity, books 1 and 5 (Oxford: Oxford Press, 2013) Jeremy Taylor, Jeremy Taylor: Selected Works, Thomas K. Carroll, ed. (New York: Paulist, 1990) Thomas Traherne, Centuries, (New York: Harper, 1960) Joseph Butler, Fifteen Sermons (London : T. Tegg & Son, 1836) F.D. Maurice, The Kingdom of Christ, (London: Gilbert & Rivington, 1842) A.G. Hebert, Liturgy and Society: The Function of the Church in Modern Society (London: Faber & Faber, 1935) William Temple, Christian Faith and Life (London: SCM Press, 1931). The William Temple's Christian Faith and Life is only available in printed form. Several used copies in good condition are available for under $7 from booksellers. Check through Amazon.com. Contemporary Society CTS : Art of Learning Professor Justin Lewis-Anthony (August Term credit hour) (PASS/FAIL) This course will provide students with an introduction to seminary learning, making connections between their own call narratives, and the experiences of Christians through the ages in recognizing and acting upon a vocation from God. We will reflect theologically upon these varying call narratives, relating them to our own, and the requirements of our postulancy. We will develop an awareness of the requirements of theological reflection as expressed in cultural and religious heritage exegesis, noting the differences between reflection, exegesis, argument, and research. We will explore the requirements of theological writing in the courses taken in the first year of seminary, and familiarize ourselves with various technological aids available for learning and the resources of the Bishop Payne Library. Learning Outcome for the course (tied to SLOs): 1. Comprehend his/her own call narrative in the context of the Church s tradition of vocation and discernment. (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Cultural and Inter- Cultural Literacy (2.2); Personal Theology of Ministry (4.3)) There are no texts for purchase for this course. CTS : Introduction to Theological Research and Writing Instructor Sharon E. Heaney (Fall Semester credit hours) 11/11/2015, 12:07 PM Page 53 of 78

54 Required for entering MA students, and open to MDiv and Non-Degree students This course is required for all MA students, and open to all Masters students at VTS who would like a practical and active engagement with the issues of theological research and writing. This course will strengthen the skills of academic research and writing in a theological context. Students will learn to use research libraries and resources effectively and with confidence in order to prepare their written assignments with clarity, depth and academic integrity. This class is an opportunity to be guided through the process of researching and writing a piece of work on a theological subject the student has chosen. 1. Navigate the complex environment of theological resources (M.Div. SLOs: Use of Tradition (1.2)) (M.A. SLOs: Use of Tradition (1.2)) 2. Explain the practical process involved in theological research (M.Div. SLOs: Theory, Praxis and Interdisciplinary Integration (2.1)) (M.A. SLOs: Use Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 3. Implement strategies for theological writing (M.Div. SLOs: Articulation of the Faith (3.1)) (M.A. SLOs: Christian Formation (1.2b); Theological Studies (1.2d); Communication Skills (3.5)) 4. Produce a sustained research paper that builds on the skills of formulating a clear thesis statement, developing a credible theological argument, refining one s own work, and demonstrating academic integrity (M.Div. SLOs: Cultural and Intercultural Literacy (2.2); Self Knowledge and Personal Growth (4.4)) (M.A. SLOs: Cultural and Inter-Cultural Literacy (2.2); Self Knowledge and Personal Growth (4.1)) Lucretia B. Yaghjian, Writing Theology Well: A Rhetoric for Theological Biblical Writers (New York: Continuum, 2006) Wayne C. Booth, Gregory C. Colomb, and Joseph M. Williams, The Craft of Research, 3rd edition (Chicago: University of Chicago Press, 2008) Nancy Jean Vymeister, Quality Research Papers For Students of Religion and Theology (Grand Rapids: Zondervan, 2008) CTS : Advanced Theological Research and Writing Instructor Sharon E. Heaney (Fall Semester credit hours) (PASS/FAIL) Required for graduating MA students, and open to MDiv and Non-Degree students This course is required for all graduating MA students and is open to all students at VTS who would like an advanced practical and active engagement with the issues of theological research and writing. This course will strengthen the advanced skills of academic research and writing in a theological context with specific reference to the students Capstone Project, Senior Thesis or a piece of Extended Research of choice. Students will develop their competence in using research libraries and resources effectively with clarity, depth and academic integrity. This class is an opportunity to be guided through the active process of researching and writing the extended piece of work on a theological subject the student has chosen. 1. Competently navigate the complex environment of theological resources (M.Div. SLOs: Use of 11/11/2015, 12:07 PM Page 54 of 78

55 Tradition (1.2))(M.A. SLOs: Use of Tradition (1.2)) 2. Demonstrate the practical process involved in theological research (M.Div. SLOs: Theory, Praxis and Interdisciplinary Integration (2.1)) (M.A. SLOs: Use Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 3. Confidently implement strategies for theological writing (M.Div. SLOs: Articulation of the Faith (3.1)) (M.A. SLOs: Christian Formation (1.2b); Theological Studies (1.2d); Communication Skills (3.5)) 4. Produce a first completed draft of their MA Capstone Project or MDiv Senior Thesis that builds on the skills of formulating a clear thesis statement, developing a credible theological argument, refining one s own work, and demonstrating academic integrity (M.Div. SLOs: Cultural and Intercultural Literacy (2.2); Self Knowledge and Personal Growth (4.4)) (M.A. SLOs: Cultural and Inter-Cultural Literacy (2.2); Self Knowledge and Personal Growth (4.1); Summative Project (3.4)) George Watson, Writing a Thesis: A Guide to Long Essays and Dissertations (London and New York: Longman, 1987) Kate L. Turabian, A Manual for Writers of Term Papers, Theses, and Dissertations, 8th edition (Chicago: University of Chicago Press, 2014) CTS : Double Belonging: Ecumenical Shared and Exchange Ministries Professor Mitzi J. Budde (Third Quarter 1.5 credit hours) This course will examine various models of ecumenical shared ministries parishes that are officially affiliated with more than one denominational body. It will also explore the guidelines and procedures for seeking and serving calls to ordained service in full communion partner churches (e.g. Episcopal Church - the Evangelical Lutheran Church in America; Episcopal Church - the Moravian Church). Learning the language of the theology, polity, liturgy, and customs of these partner churches is essential in these ministry contexts. Students will explore these possible vocational paths in the context of their own call to ministry and their own church s ecumenical commitments and agreements. 1. Evaluate various models of denominationally-shared ministries and their applicability to one s own denominational context (M.Div. SLOs: Ecumenical Relationships (3.4)) 2. Assess the ecumenical commitments of one s own denomination and apply them to parish ministry in the local setting (M.Div. SLOs: Use of Tradition (1.2)) (M.A. SLOs: Use of Tradition (1.2)) 3. Articulate and test one s own interest and aptitude for a future shared or exchange ministry call (M.Div. SLOs: Personal Theology of Ministry (4.3)) (M.A. SLOs: Theology of Leadership (2.1)) 4. Construct an effective strategy for teaching about the church s ecumenical partners in one s future ministry (M.Div. SLOs: Ecumenical Relationships (3.4)) There are no texts for purchase for this course. CTS : Christian Social Ministry: Immersion in Urban Ministry 11/11/2015, 12:07 PM Page 55 of 78

56 Instructor Elbert Ransom, Jr. (January Term 3.0 credit hours) Limited to 15 students This course of study is to prepare students to acquaint themselves with the comprehensive social caring for indigent humanity by Jesus Christ, and to acquire the skills to be effective Christian caregivers. In addition, this course encourages the students to seek God s favor outside of the comfort of the structured sanctuary by attending to the disallowed and disavowed where they are. In connection with an appreciable amount of bible study and relevant textual engagement, the student enters immersion assignments in real service to the homeless, hungry, incarcerated, elderly, and city social services resource programs. Get direct exposure the creature needs of humanity, and to grow in understanding their barriers to wholeness in hopeful resolutions (M.Div SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1); Cultural and Inter-Cultural Literacy (2.2)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Cultural and Inter-Cultural Literacy (2.2)) 1. Creatively serve as a conduit for those who are unable to fend for themselves (M.Div SLOs: Articulation of the Faith (3.1); Justice (3.2); Ecumenical and Inter-faith Relationships (3.4)) (M.A. SLOs: Christian Formation (1.2b); Theological Studies (1.2d); Justice (2.3)) 2. Address civic and political systems for more effective resources in abating needs 3. Reap the benefits of guest lectures, i.e., ministers, social program coordinators, the mayor, educators, homeless shelter coordinators, etc. Derrel R. Watkins, Christian Social Ministry (Nashville: Broadman & Holman, 1994) Bruce J. Malina, The Social Gospel of Jesus (Minneapolis: Fortress Press, 2001) Dennis A. Jacobsen, Doing Justice (Minneapolis: Fortress Press 2001) Global Christianity Mission and World Religions GCM : Cross Cultural Colloquy I Professor Robert S. Heaney (Fall Semester 1.5 credit hours) (PASS/FAIL) Required for entering International Students and open to all students. This course provides opportunity for reflection on how the Episcopal Church in the United States (ECUSA) is understood and experienced by those from beyond ECUSA. In the context of intercultural conversation resources for good leadership within an international Church are worked out. Course Outcomes: Recognize how the cultures and societies in which churches are set affect how the Christian faith is lived; demonstrate critical awareness of one s own culture in relation to that of another; Produce a personal framework towards better relationships across cultures and within the Communion. 11/11/2015, 12:07 PM Page 56 of 78

57 1. Examine different understandings of culture and culture shock and develop strategies for contextualized ministry (M.Div SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1), Cultural and Inter-Cultural Literacy (2.2)). 2. Recognize the importance of power relations and negotiate these relations especially through utilizing the tool of theatre fora (M.Div SLOs: Articulation of the Faith (3.1), Justice (3.2), Ecumenical and Inter-faith Relationships (3.4)). 3. Articulate an emerging critical understanding and practice of cross-cultural ministry and vocation (M.Div SLOs: Personal Theology of Ministry (4.3)) Duane Elmer, Cross Cultural Connections: Stepping Out and Fitting in Around the World (Downers Grove, IL: InterVarsity Press, 2002) Lamin Sanneh, Whose Religion is Christianity? The Gospel beyond the West (Grand Rapids: Eerdmans, 2003) Soong-Chan Rah, Many Colors: Cultural Intelligence for a Changing Church (Chicago: Moody Publishers, 2010) GCM : Cross Cultural Colloquy II Professor Robert S. Heaney (Spring Semester 1.5 credit hours) (PASS/FAIL) Prerequisite: GCM 417 (this may be waived at the discretion of the instructor) Limited to 10 students Required for International Students open to all students. This second semester course continues the opportunity afforded in GCM 417 for reflection on how the Episcopal Church and American culture(s) is understood and experienced by those from beyond it. In the context of intercultural conversation resources for good cross-cultural skills and good leadership within an international Church are worked out. Learning Outcomes for the Course (tied to the SLOs): 1. Develop a theoretical and historical awareness of how culture is understood in the academy and church (M.Div. SLOs: Cultural and Inter-cultural Literacy (2.2)) (M.A. SLOs: Cultural and Intercultural Literacy (2.2)) 2. Deepen a critical awareness of one s own culture in relation to that of another and that of theory, theology and history (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 3. Produce a set of guidelines for enriching cross-cultural understanding that leads to deeper participation in the mission of God (M.Div. SLOs: Rule of Life (4.2)) (M.A. SLOs: Rule of Life (4.2)) Stephen B. Bevans and Roger Schroeder, Constants in Context (Maryknoll: Orbis Books, 2004) Jehu J. Hanciles, Beyond Christendom: Globalization, African Migration, and The Transformation of the West (Maryknoll: Orbis Books, 2008) 11/11/2015, 12:07 PM Page 57 of 78

58 Kathryn Tanner, Theories of Culture: A New Agenda for Theology (Minneapolis: Fortress Press, 1997) GCM : Theologies of Religious Pluralism Professor James Farwell (Third Quarter 1.5 credit hours) An inquiry into the articulation of Christian faith in a multi-religious context. This course will explore historical and contemporary Christian ways of accounting for other religions, ranging from exclusive to inclusive approaches. Brief attention will be given to comparing Christian accounts of religious pluralism with the approaches of other traditions. Learning Outcomes for the Course (tied to the SLOs): 1. Identify and explain conceptual & performative Christian theological approaches to religious pluralism (M.Div. SLOs: Knowledge of Tradition (1.1)) (M.A. SLOs: Knowledge of Tradition (1.1)) 2. Evaluate significance of each approach for conceptualizing contemporary "mission (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 3. Articulate a personal theological position on religious pluralism (M.Div. SLOs: Ecumenical and Inter-Faith Relationships (3.4)) Alan Race and Paul M. Hedges, Christian Approaches to Other Faiths (London: SCM, 2008) ISBN: GCM : Comparative Theology in a Christian Context Professor James Farwell (Fourth Quarter 1.5 credit hours) An exploration of comparative theology as a specific method for Christian theology that attempts to be at once authentically Christian and hospitable to the wisdom of other religious traditions. Readings will inform reflection on the promise and problems of the claim that aspects of other religious traditions might actually serve as sources for our own theology. The focus of the course will be on the Abrahamic traditions, Hinduism, and Buddhism. Learning Outcomes for the Course (tied to the SLOs): 1. Explain comparative theology in relation to the history of mission (M.Div. SLOs: Knowledge of Tradition (1.1) (M.A. SLOs: Knowledge of Tradition (1.1)) 2. Define and analyze the new comparative theology as a method (M.Div. SLOs: Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1)) (M.A. SLOs: Use of Tradition (1.2); Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 3. Apply method to one doctrine or idea in the Christian tradition (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1)) 11/11/2015, 12:07 PM Page 58 of 78

59 (M.A. SLOs: Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) Francis X. Clooney, Comparative Theology: Deep Learning Across Religious Borders (West Sussex: Wiley-Blackwell, 2010) ISBN Paul F. Knitter, Without Buddha I Could Not Be a Christian (Oxford: Oneworld, 2009) ISBN GCM : Muhammad: Man and Mission (Part 1) Instructor Zeyneb Sayilgan (Third Quarter credit hours) This course will examine the life and legacy of Prophet Muhammad. As the founding figure of Islam, Muhammad continues to shape the lives of over 1.5 billion Muslims around the world. This course aims to explore how Muslims have related to their Prophet. First, we will examine the historical context in which his life story unfolded. Second, we will look at the sources that provide Muslims guidance on how to emulate the Prophetic example. Special attention will be given on how these sources continue to influence Muslim intellectual discourse today. 1. Gain an elementary understanding of Muhammad s historical context (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Cultural and Inter-Cultural Literacy (2.2)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 2. Understand the role of Muhammad in Muslim life (M.Div. SLOs: Knowledge of Tradition (1.1); Cultural and Inter-Cultural Literacy (2.2); Ecumenical and Inter-faith Relationships (3.4)) (M.A. SLOs: Knowledge of Tradition (1.1); Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 3. Comprehend moral and ethical teachings of Muhammad (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1); Ecumenical and Inter-faith Relationships (3.4)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 4. Learn how Muhammad s legacy is employed in the intellectual discourse of contemporary Muslims (M.Div. SLOs: Cultural and Inter-Cultural Literacy (2.2); Ecumenical and Inter-faith Relationships (3.4)) (M.A. SLOs: Cultural and Inter-Cultural Literacy (2.2)) Other texts will be available on-line or in electronic files through MyVTS. GCM : Exploring Islam: Faith and Practice Instructor Zeyneb Sayilgan (Fall Semester 3.0 credit hours) This course aims to provide a comprehensive introduction to the essentials of Islam. It explores the different ways in which Muslims have interpreted and put into practice the prophetic message of 11/11/2015, 12:07 PM Page 59 of 78

60 Muhammad through historical and phenomenological analyses. After examining Islam s origin and historical context, we will focus on the main aspects of the tradition such as Qur an, Sunna, law, ritual and spirituality in order to explore the key teachings of Islam. 1. Trace the history and growth of Islam (M.Div. SLOs; Knowledge of Tradition (1.1); Cultural and Inter-Cultural Literacy (2.2)) 2. Understand the main tenets of Muslim belief (M.Div. SLOs: Knowledge of Tradition (1.1); Cultural and Inter-Cultural Literacy (2.2); Ecumenical and Inter-faith Relationships (3.4)) 3. Comprehend the moral teachings of Islam (M.Div SLOs: Knowledge of Tradition (1.1); Ecumenical and Inter-faith Relationships (3.4)) 4. Identify the basic rituals of Islam and their meanings (M.Div. SLOs: Knowledge of Tradition (1.1); Cultural and Inter-Cultural Literacy (2.2); Ecumenical and Inter-faith Relationships (3.4)) 5. Gain some familiarity with the Qur anic text and recitation (M.Div SLOs: Knowledge of Tradition (1.1)) 6. Recognize some of the American Muslim leaders and their concerns (M.Div. SLOs: Cultural and Inter-Cultural Literacy (2.2); Ecumenical and Inter-faith Relationships (3.4)) William C. Chittick and Sachiko Murata, The Vision of Islam (New York: Paragon House, 1994) Ali Unal, trans., Al Jawshan al-kabir: A Supplication of Prophet Muhammad (Clifton: Tughra Books, 2012) GCM : Muhammad: Man and Mission (Part 2) Instructor Zeyneb Sayilgan (Fourth Quarter credit hours) Muhammad, the Prophet of Islam, remains a controversial figure in the eyes of many non-muslims. In this second part of the course "Muhammad: Man and Mission" we will study critical Western accounts on Muhammad and how Muslims have responded to these criticisms. These will include Muhammad s many marriages and his involvement in warfare. We will analyze some of the more recent controversies like the Danish cartoons debate, the Muhammad video or the Charlie Hebdo drawings. 1. Analyze Western accounts of some controversial aspects of Muhammad s life (M.Div. SLOs: Knowledge of Tradition (1.1); Cultural and Inter-Cultural Literacy (2.2); Ecumenical and Inter-faith Relationships (3.4)) (M.A. SLOs: Knowledge of Tradition (1.1); Cultural and Inter-Cultural Literacy (2.2)) 2. Learn how Muslims have responded to the polemics and criticisms raised against Muhammad (M.Div. SLOs: Cultural and Inter-Cultural Literacy (2.2); Ecumenical and Inter-faith Relationships (3.4)) (M.A. SLOs: Cultural and Inter-Cultural Literacy (2.2)) Other texts will be available on-line or in electronic files through MyVTS. GCM : Theological Reflection on Contemporary Missional Communities Professor Robert S. Heaney (First Quarter credit hours) 11/11/2015, 12:07 PM Page 60 of 78

61 Within a missiological framework, the 77th General Convention, adopting Resolution C095, recognized that the Holy Spirit is urging The Episcopal Church to reimagine itself. This course is an opportunity to begin such missiological re-imagining. In a series of seminars, the group will bring together texts, discourses, films, models, online sources, networks, and experiences from missional communities within and without America. We will begin to theologically reflect on such sources towards The Episcopal Church more faithfully (C095) participating in the mission of God. 1. Reflect on the thought and practice of a wide variety of growing missional communities from contexts familiar and unfamiliar (MDiv SLOs: Knowledge of Tradition (1.2)); 2. Discern models or patterns of thought and praxis which might be missiologically effective in a specific context (MDiv SLOs: Theory, Praxis, Inter-disciplinary Integration (2.1); Cultural and Intercultural Literacy (2.2)); 3. Imagine together a vibrant future for The Episcopal Church (MDiv SLOs: Justice (3.2); Personal Theology of Ministry (4.3)). Diana Butler Bass, Christianity After Religion: The End of Church and the Birth of a New Spiritual Awakening (New York: HarperOne, 2012) Tony Jones, The Church Is Flat: The Relational Ecclesiology of the Emerging Church Movement (Minneapolis: Jopa, 2011) Lesslie Newbigin, Foolishness to the Greeks: The Gospel and Western Culture (London: SPCK, 1986) GCM : Crossing Cultures Well: Preparation, Reflection, Integration Professor Robert S. Heaney (Second Quarter credit hours) This course is required for those planning to take part in a January and/or Summer Term 2016 immersions. Many congregations, dioceses and ministries have strong ties with World Christianity. As a consequence opportunities for cross-cultural visits and/or immersions arise. Despite such opportunities, doing immersions and cross-cultural partnerships well is fraught with difficulties. The purpose of this course is to examine what good immersion preparation is, how to do theological reflection during immersions, and how to integrate immersion experiences into ongoing ministry. Learning Outcomes for the Course (tied to the SLOs): 1. Demonstrate an awareness of the difficulties and opportunities in cross-cultural education programs (CCEPs) and partnerships (M. Div. SLOs: Theory, Praxis and Interdisciplinary Integration (2.1); Cultural and Inter-cultural Literacy (2.2)) 2. Design a process of theological reflection for a planned or imagined CCEP (M.Div. SLOs: Personal Theology of Ministry (4:3); Community Membership (4:5) 3. Discern means for ongoing critical and constructive cross-cultural relationships (M.Div. SLOs: Justice (3.2); Ministerial Leadership (3.3)). Brian M. Howell, Short-Term Mission: An Ethnography of Christian Travel Narrative and Experience (Downers Grove: IVP Academic, 2012) 11/11/2015, 12:07 PM Page 61 of 78

62 Jonathan S. Barnes, Power and Partnerships: A History of the Protestant Mission Movement (Eugene: Wipf and Stock, 2013) Soong-Chan Rah, Many Colors: Cultural Intelligence for a Changing Church (Chicago: Moody Publishers, 2010) GCM /RCL : Dominican Republic Immersion Professor Ian S. Markham (January Term 1.5/1.5 credit hours for a total of 3.0 credit hours) Prerequisite: GCM Limited to 6 students Extra cost for travel. Some Spanish is useful, but fluency is not needed. This course allows students take classes at The Center for Theological Studies (Centro de Estudios Teológicos or CET) in Santo Domingo and on weekends they participate in a local parish either in Santo Domingo or in other locations in the Dominican Republic such San Pedro de Macorís or La Romana. This experience with this one culture and language can provide the basis for more general reflection on the interaction of culture and theology, which can be useful in any ministry setting. 1. Improve student ability in the Spanish language 2. Acquaint students with the culture of one Latin American nation 3. Allow students to reflect on the interaction of culture and theology (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1); Cultural and Inter-Cultural Literacy (2.2); Articulation of the Faith (3.1); Justice (3.2); Ecumenical and Inter-faith Relationships (3.4); Personal Theology of Ministry (4.3)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Cultural and Inter-Cultural Literacy (2.2); Christian Formation (1.2b); Theological Studies (1.2d); Justice (2.3); Theology of Leadership (2.1)) Other information forth coming. Religion and Culture RCL : Original Stories for Proclamation Events Instructor Donald Davis (January Term credit hours) We are all filled with more stories than we are aware of. How do we find these stories, build our repertoire, and make use of our own personal and original stories in preaching, teaching, and other communication events? We will address both content and form in using personal stories. Information not yet received. RCL : Digital Media for Ministry Instructor Kyle Oliver 11/11/2015, 12:07 PM Page 62 of 78

63 (January Term 1.5 credit hours) Limited to 20 students This course will begin by offering a theological basis for using digital media in faith leadership and then explore, in subsequent weeks, digital resources and principles for their use in the effective practice of ministry in the following areas: communication, evangelism, faith formation, spiritual practice, pastoral care, justice advocacy, stewardship, organizational leadership, and personal wellness. This course aims to prepare students for leadership in a connected, digital world. Students will develop their abilities to identify, evaluate, curate, and develop digital media resources and implement their use in service of identified ministry goals in diverse settings. Learning emphasis will be on digital media fluency (through practice/feedback on digital media quick challenges ), resource evaluation (through short written or video-based reviews) and integration (through a summative group or individual digital media project). We hope to attract students with a wide variety of skills and comfort with digital media engagement and creation. We will work with Center for the Ministry of Teaching practitioner colleagues and publishing platforms to provide real-world grounding for and appropriate dissemination of what we explore and create together. Learning outcomes for the course (tied to SLOs): 1. Demonstrate an ability to use resources from theological and other disciplines to analyze contemporary situations, issues, and contexts, and to integrate theory and praxis (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 2. Articulate the Christian faith, both orally and in writing, demonstrating skills of critical thinking, creativity and rhetorical power, and making use of music, the arts, digital media, and other media (M.Div. SLOs: Articulation of the Faith (3.1)) (M.A. SLOs: Christian Formation (1.2b); Theological Studies (1.2d)) 3. Advance God s mission of justice by engaging the Christian faith with the public square (M.Div. SLOs: Justice (3.2)) (M.A. SLOs: Justice (2.3)) 4. Understand how one s personhood is necessarily involved in ministry, and thus be able to engage in ongoing self-assessment of one s leadership abilities, intellectual knowledge, moral integrity, culturally shaped perspectives and blind spots, and personal development, so as to identify strengths and areas for growth (M.Div. SLOs: Self-Knowledge and Personal Growth (4.4)) (M.A. SLOs: Self- Knowledge and Personal Growth (4.1)) Jim Naughton and Rebecca Wilson, Speaking Faithfully: Communications as Evangelism in a Noisy World (New York: Morehouse, 2012) Meredith Gould, The Social Media Gospel: Sharing the Good News in New Ways (Collegeville: Liturgical Press, 2013) Julie Lytle, Faith Formation 4.0: Introducing an Ecology of Faith in a Digital Age (New York: Morehouse, 2013) Other texts will be available on line or in electronic files through MyVTS. RCL : Encountering Scripture through the Visual Arts Instructor Margaret Parker (Fourth Quarter credit hours) What can the visual arts bring to our study of scripture, our ministries, and our prayer? And how can the artist s creative act offer a model for our work as preachers and teachers of the biblical text? 11/11/2015, 12:07 PM Page 63 of 78

64 We will begin with an in-depth study of the work of Rembrandt, arguably the greatest visual interpreter of Scripture, and move on to examine work by contemporary artists who depict the biblical narrative. Through our examination of individual works of art we will explore the distinctive encounter with the text that art offers us. We will discuss ways that we might integrate art into our lives and ministries: in teaching, preaching, liturgy, and prayer. And through our readings from artists and theologians we will explore the nature of the creative act and consider the ways that the creativity of the artist offers insights into the art of interpreting scripture in our ministries, lay and ordained. The class includes a field trip to view Rembrandt s original etchings and drawings at the National Gallery of Art s Department of Prints and Drawing. A final paper offers students the opportunity to develop a project that can be used in the student s ministry. 1. Become familiar with the biblical images of Rembrandt and other artists (M.Div. SLOs: Knowledge of Tradition (1:1)) (M.A. SLOs: Knowledge of Tradition (1.1)) 2. Develop a vocabulary to enable them to integrate images into their preaching, teaching, liturgy, and other aspects of ministry (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2:1); Articulation of the Faith (3.1); Faith (4:1); Liturgical Leadership (5:1)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Christian Formation (1.2b); Theological Studies (1.2d)) 3. Explore the image as a means of prayer (M.Div. SLOs: Rule of Life (4:2)) (M.A. SLOs: Rule of Life (4.2)) 4. Strengthen their own study of scripture through an understanding that their study is a creative act analogous to that of the artist (M.Div. SLOs: Personal Theology of Ministry (4:3)) (M.A. SLOs: Theology of Leadership (2.1)) 5. Complete a project, using visual images, that can be used in their own ministry (M.Div. SLOs: Liturgical Leadership (5:1)) Deborah Sokolove, Sanctifying Art, Inviting Conversation between Artists, Theologians, and the Church (Eugene: Cascade Books, 2013) Short readings, including selections from artists (Ben Shahn, Henry Moore, and Henri Matisse), writers (Dorothy Sayers and Flannery O Connor), and theologians (Hans Rookmaker, Dorothy Sayers, Gerardius van der Leeuw, and W.H. Vanstone) will be available on line or in electronic files through MyVTS. Other texts will be available on-line or in electronic files through MyVTS. RCL : Anglican Reflective Seminar Professor Justin Lewis-Anthony (Fall Semester 1.5 credit hours) (PASS/FAIL) Anglican Studies and Diploma in Theology students ONLY A seminar in which students will listen to voices in scripture and tradition which illumine the Anglican way. Students will explore their own journeys in the Christian faith as they come to the Episcopal Church. Learning Outcome for the course (tied to SLOs): 1. Map his/her own theological and vocation journey onto the traditions of the Anglican and Episcopal 11/11/2015, 12:07 PM Page 64 of 78

65 Church, recognizing the significance of the key moments of Anglican history for their own place within the Episcopal Church. (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Ministerial Leadership (3.3); Personal Theology of Ministry (4.3)) Alan Bartlett, A Passionate Balance: The Anglican Tradition, Traditions of Christian spirituality series (Maryknoll: Orbis Books, 2007) Mark D. Chapman, Anglicanism: A Very Short Introduction, Very short introductions (Oxford; New York: Oxford University Press, 2006). J. Barney Hawkins, Episcopal Etiquette and Ethics: Living the Craft of Priesthood in the Episcopal Church (Harrisburg: Morehouse Publishing, 2012). Other texts will be available on line or in electronic files through My VTS. RCL : Worship, Christian Faith, and the Moral Life Professors James W. Farwell and Timothy F. Sedgwick (Fall Semester 3.0 credit hours) Prerequisites: ETH 501 and or permission of instructors This seminar will explore understandings of the relationship between liturgical worship and society in terms of Christian faith, life, and mission. The seminar will deepen students understanding of the nature and implications of the sacramental character of ritual as celebration and enactment of life, including the paschal character of the Eucharist as memory and act, as passion and passage, and as sacrifice and gift. 1. Articulate a theology of worship in terms of the experience of Christian faith as proclaimed and lived out in communities of faith. (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2); Articulation of the Faith (3.1); Ecumenical and Inter-faith Relationships (3.4)) 2. Assess critically the vitality of liturgical worship as it stands in relationship to society and culture, especially in a secular age (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1); Cultural and Inter-Cultural Literacy (2.2); Liturgical Leadership (5.1)) Don Saliers, Worship as Theology (Nashville: Abingdon, 1994) RCL : The Bible, Myth, and Superheroes Professors Judy Fentress-Williams and Justin Lewis-Anthony (Spring Semester credit hours) (For MA students in their 2 nd year or later, this course fulfills the Interdisciplinary Seminar requirement for MA students) The resurgence of myth and superheroes in film and other media is, among other things, a commentary on the values and needs of the cultures that produce them. Contemporary superhero stories are designated modern day myth, yet they function like the ancient stories. What if anything is modern or unique about the heroic tales we tell today? What roles do superheroes play in contemporary western culture? To what extent does the function of modern day myth and hero inform our understanding of the function of myth in scripture? This course will undertake the following tasks: to define and identify myth in ancient and modern stories, to consider the function and pattern of myth and the roles of heroes in literature and society and finally to reflect of the theological function of myth and hero in the ancient and modern world. 11/11/2015, 12:07 PM Page 65 of 78

66 1. Develop a working definition of myth as a literary and cultural phenomenon in biblical and extrabiblical literature (M.Div. SLOs: Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1); Cultural and Inter-Cultural Literacy (2.2); Articulation of the Faith (3.1); Justice (3.2)) (M.A. SLOs: Use of Tradition (1.2); Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Christian Formation (1.2b); Theological Studies (1.2d)) 2. Identify the aesthetics of myth (M.Div. SLOs: Knowledge of Tradition (1.1); Theory, Praxis, and Interdisciplinary Integration (2.1)) (M.A. SLOs: Knowledge of Tradition (1.1); Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 3. Recognize the pattern(s) of the hero s journey in myth (M.Div. SLOs: Knowledge of Tradition (1.1); Theory, Praxis, and Interdisciplinary Integration (2.1)) (M.A. SLOs: Knowledge of Tradition (1.1); Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 4. Critically engage the function and economics of myth in comic books, science fiction, and the Bible (M.Div. SLOs: Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1); Cultural and Inter-Cultural Literacy (2.2)) (M.A. SLOs: Use of Tradition (1.2); Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Ecumenical and Inter-Faith Relationships (3.4); Communication Skills (3.5); Cultural and Inter-Cultural Literacy (2.2)) 5. Reflect on the theological implications of the function and economy of myth in the aforementioned genres (M.Div. SLOs: Articulation of the Faith (3.1); Justice (3.2)) (M.A. SLOs: Christian Formation (1.2b); Theological Studies (1.2d); Justice (2.3)) Joseph Campbell, Hero With a Thousand Faces (Princeton: Princeton University Press, 1968) Other texts will be available on-line or in electronic files through MyVTS. RCL : Church Architecture Professors Amelia J. Dyer and Robert Prichard (Fall Semester 3.0 credit hours) Preference given to MA students (For MA students in their 2nd year or later, this course fulfills the Interdisciplinary Seminar requirement for MA students) RCL 821 is an interdisciplinary seminar focusing on questions related to Church Architecture. Goals: 1) to provide knowledge about historic forms of church architecture, particularly in Western Christianity; 2) to draw connections between cultural values of the Christian community at particular periods of time and the spaces in which members of the community gather; 3) to recognize ways in which worship spaces teach, 4) to thereby provide tools with which to evaluate contemporary worships spaces in ways that are self-aware, reflective, and informed by multidisciplinary knowledge; and 5) to provide concrete information about the ways in which church leaders can work collaboratively with church members and professionals in art and architecture to build and redesign existing buildings in ways that advance the church s mission. 11/11/2015, 12:07 PM Page 66 of 78

67 Learning Outcomes for the Course (tied to the SLOs): At the end of this course, students will be able to: 1. Describe historic forms of church architecture, particularly in Western Christianity; (M.Div. SLOs: Use of Tradition (1.2); 2. Draw connections between cultural values of the Christian community at particular periods of time and the spaces in which members of the community gather; (M.Div. SLOs: Use of Tradition (1.2); Theory, Praxis, and Interdisciplinary Integration (2.1); Cultural and Inter-Cultural Literacy (2.2); 3. Recognize ways in which worship spaces teach, (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1); Cultural and Inter-Cultural Literacy (2.2);: Articulation of the Faith (3.1); Ministerial Leadership (3.3); 4. Utilize tools that evaluate contemporary worships spaces in ways that are self-aware, reflective, and informed by multidisciplinary knowledge; (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration ( 2.1); Cultural and Inter-Cultural Literacy (2.2); 5. To provide concrete information about the ways in which church leaders can work collaboratively with church members and professionals in art and architecture to build and redesign existing buildings in ways that advance the church s mission. (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration ( 2.1); Cultural and Inter-Cultural Literacy (2.2); Liturgical Leadership (5.1) Jeanne Halgren Kilde, Sacred Power, Sacred Space (London: Pinter Publishers, 1994). RCL /GCM : Dominican Republic Immersion Professor Ian S. Markham (January Term 1.5/1.5 credit hours for a total of 3.0 credit hours) Prerequisite: GCM Limited to 6 students Extra cost for travel. Some Spanish is useful, but fluency is not needed. This course allows students take classes at The Center for Theological Studies (Centro de Estudios Teológicos or CET) in Santo Domingo and on weekends they participate in a local parish either in Santo Domingo or in other locations in the Dominican Republic such San Pedro de Macorís or La Romana. This experience with this one culture and language can provide the basis for more general reflection on the interaction of culture and theology, which can be useful in any ministry setting. 4. Improve student ability in the Spanish language 5. Acquaint students with the culture of one Latin American nation 6. Allow students to reflect on the interaction of culture and theology (M.Div. SLOs: Theory, Praxis, and Interdisciplinary Integration (2.1); Cultural and Inter-Cultural Literacy (2.2); Articulation of the Faith (3.1); Justice (3.2); Ecumenical and Inter-faith Relationships (3.4); Personal Theology of Ministry (4.3)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5); Cultural and Inter-Cultural Literacy (2.2); Christian Formation (1.2b); Theological Studies (1.2d); Justice (2.3); Theology of Leadership (2.1)) Other information forth coming. 11/11/2015, 12:07 PM Page 67 of 78

68 Theological Studies Spirituality SPL : Introduction to the Practice of Spiritual Direction I Instructor Kathleen Hope Brown (Third Quarter 1.5 credit hours) This quarter-course will provide a basic foundation for understanding and engaging in the practice of spiritual direction in the Christian tradition. It is intended to enhance the students understanding of the spiritual life, with attention given to developing the basic skills required for this ministry. 1. Have a basic understanding of the spiritual life, its breadth, depth, and language, in order to understand the context of spiritual direction ministry (M.Div. SLOs: Knowledge of Tradition (1.1); Personal Theology of Ministry (4.3)) (M.A. SLOs: Knowledge of Tradition (1.1); Theology of Leadership (2.1)) 2. Examine and understand the core principles of effective spiritual direction, noting the implications for both the director and the directee (M.Div. SLO s: Theory, Praxis, Integration (2.1); Ministerial Leadership (3.1)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 3. Develop and practice the basic interpersonal skills necessary for the exercise of this ministry, such as active listening, self-disclosure, etc. (M.Div. SLOs: Ministerial Leadership (3.1); Self-Knowledge and Personal Growth (4.4)) (M.A. SLOs: Self-Knowledge and Personal Growth (4.4)) Required Texts (please see note on page 1) : Henri Nouwen, Spiritual Direction: Wisdom for the Long Walk of Faith (SanFrancisco: Harper Collins, 2006) Margaret Guenther, Holy Listening: The Art of Spiritual Direction (Cambridge: Cowley Publications, 1992) SPL : Introduction to the Practice of Spiritual Direction II Instructor Kathleen Hope Brown (Fourth Quarter 1.5 credit hours) This quarter-course will provide further foundation for understanding and engaging in the practice of spiritual direction in the Christian tradition. It is intended to enhance the students understanding of the spiritual life, with attention given the specific challenges and crises of faith that often impel people to seek spiritual direction. 1. Have a basic understanding of the spiritual life, its breadth, depth, and language, in order to understand the context of spiritual direction ministry (M.Div. SLOs: Knowledge of Tradition (1.1); Personal Theology of Ministry (4.3)) (M.A. SLOs: Knowledge of Tradition (1.1); Theology of Leadership (2.1)) 2. Examine and understand the core principles of effective spiritual direction, noting the implications for both the director and the directee (M.Div. SLO s: Theory, Praxis, Integration (2.1); Ministerial Leadership (3.1)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c); 11/11/2015, 12:07 PM Page 68 of 78

69 Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Summative Project (3.4); Communication Skills (3.5)) 3. Hone and practice the interpersonal skills necessary for the exercise of this ministry, such as active listening, self-disclosure, etc. (M.Div. SLOs: Ministerial Leadership (3.1); Self-Knowledge and Personal Growth (4.4)) (M.A. SLOs: Self-Knowledge and Personal Growth (4.1)) 4. Understand some of the challenges and crises of faith that often impel people to seek spiritual direction (M.Div. SLOs: Faith (4.1)) Norveen Vest, Still Listening: New Horizons in Spiritual Direction (Harrisburg: Morehouse Publishing, 2000) Henri Nouwen, Return of the Prodigal Son: A Story of Homecoming (New York: Doubleday, 1992) Ronald Rolheiser, The Holy Longing (New York: Doubleday, 1999) SPL : Music, Icons and the Contemplative Life Professor William Roberts, three guest lecturers (Fourth Quarter 1.5 credit hours) Limited to 20 students This class is intended to open the way to the contemplative life through the traditional Christian aural and visual media of chant and icon. This will be an experiential class, more concerned with learning to be than with accumulation of facts. We will explore the inner dimension of stillness that urges us to move from distraction to awareness in our daily lives. Students are called to a daily practice of meditation, invited and inspired by contact with chant (Gregorian and its derivatives) and icons (Byzantine and Russian). The fruits of meditation are many among them Shalom, compassion, focus on our vocation, service to others but the ultimate goal is a simple one: to develop awareness of our unity with God. 1. Meditate, make evident an authentic Christian faith through a pattern of life marked by private prayer and corporate worship, integration of theology and experience, ongoing learning and a spirit of inquiry, and moral integrity (M.Div. SLOs: Self-Knowledge and Personal Growth (4.4)) (M.A. SLOs: Self-knowledge and Personal Growth (4.1)) 2. Verbalize their experiences in contemplation. Rely on a pattern of life shaped by private prayer, reading of Scripture, love of learning, corporate worship, a commitment to wellness, care for family and friends, and intentional spiritual practices (M.Div. SLOs: Rule of Life (4.2)) (M.A. SLOs: Rule of Life (4.2)) 3. Lead others into a contemplative practice and understand how one s personhood is necessarily involved in ministry, and thus be able to engage in ongoing self-assessment of one s leadership abilities, intellectual knowledge, moral integrity, culturally shaped perspectives and blind spots, and personal development, so as to identify strengths and areas for growth (M.Div. SLOs: Self-Knowledge and Personal Growth (4.4)) (M.A. SLOs: Self-Knowledge and Personal Growth (4.1)) 4. Demonstrate an ability to live in community, supporting and challenging other members of the community to grow in their discipleship of Christ (M.Div. SLOs: Community Membership (4.5)) Martin Laird, Into the Silent Land: A Guide to the Christian Practice of Contemplation (New York: Oxford, 2006) 11/11/2015, 12:07 PM Page 69 of 78

70 Lawrence Leshan, How to Meditate: A Guide to Self-Discovery (New York: Back Bay Books/Little, Brown and Company, 1974, 1999) Henri Nouwen, Behold the Beauty: Praying with Icons (Notre Dame: Ave Maria Press, 1987, 2007) SPL : Foundations of Christian Spirituality Instructor Kathleen Hope Brown (Fall Semester 3.0 credit hours) Limited to 25 students This course is intended to provide frameworks, from our Christian tradition as well as contemporary authors, for reflecting on our spiritual lives as Christians. The approach will be thematic, with each course unit focusing on a particular aspect of the spiritual life prayer, discernment, etc. Students will be invited to reflect on their own spiritual lives in light of these frameworks. The course will provide resources and language for talking about the spiritual journey with those to whom we minister. At the end of this course, the student will be able 1. To have a basic understanding of the spiritual life, its breadth, depth, and language, in order to understand the contributions to the Christian spiritual tradition of both historical and contemporary authors. (M.Div. SLOs: Knowledge of Tradition (1.1, 1.2)) 2. To examine and understand the key themes of the Christian spiritual tradition and the spiritual life noting the implications for both those to whom they will minister. (M. Div. SLO s: Theory, Praxis, Integration (2.1); Ministerial Leadership (3.1)) 3. To reflect on the student s own spiritual journey in ways necessary for the exercise of effective pastoral ministry, and to offer spiritual leadership that is grounded in the Christian spiritual tradition. (M.Div. SLOs: Ministerial Leadership (3.1); Self-Knowledge and Personal Growth (4.3, 4.4) Required Texts (please see note on page 1) : Ronald Rolheiser, The Holy Longing: The Search for a Christian Spirituality (New York: Random House, 1999) Systematic Theology STH : Lies, damned lies, science and theology why every church leader needs to know the truth about Science and Religion Instructor Richard Cheetham (January Term credit hours) How does the way you pray relate to your understanding of God s action in the world in an age of science? And how does your understanding of being made in the image of God relate to our knowledge of evolution? Questions of Science and Religion are not some esoteric, specialist interest for a specialist group of experts. They strike at the heart of what it means to live and believe as a Christian today, and need to be of deep concern to all Christians, and especially to every Church Leader. This course is aimed at everyone, no matter what your scientific background, from hated science at school to PhD in astrophysics. We live in an age which is imbued with science at every level. It shapes the way we live and the way we understand the deepest realities of life and the universe. Science is often seen as the only route to reliable, objective knowledge, whilst religion can be seen as subjective, culturally conditioned opinion or prejudice. The popular image of science and religion in conflict remains remarkably persistent. In 11/11/2015, 12:07 PM Page 70 of 78

71 such a world Christian faith can be deeply challenged in a way which undermines the confidence of Christians and confirms the views of sceptics. However, there is a large and growing body of academic literature which gives a very different picture. It counteracts the stereotypical conflict view and provides a much more profound understanding of the nature of both science and theology, and their interaction. It suggests that both disciplines can lead to deep truth about the way the world really is, and so deepen our understanding of both the ultimate reality of God, and the nature of creation. One of the most important apologetic and educational tasks facing every Church Leader is to find ways of making this deeper understanding much more widely known and understood. In addition there are crucial issues, such as climate change, which need to be central to the Church s mission. All this is vital in proclaiming the Gospel to this generation, and, as such, lies at the heart of the role of all ordained ministry. 1. Understand why issues in science and theology are so central to Christian living and believing today, and hence to the Church s mission and ministry 2. Have an overview of the nature of science and theology and how they relate to one another, especially in the area of describing the way the world really is, and our understanding of God 3. Be aware of some of the particular issues e.g. the practice of prayer and how we understand divine action in an age of science, environment and climate change 4. Know what resources are available to embed the Science and Theology agenda in the life of the Church e.g. in its worship, its teaching and evangelism, its action David Atkinson, Climate change and the Gospel: why we in the churches need to treat climate change more urgently -- download at Richard Cheetham, Why science matters to faith, and where to start -- download at Thomas Dixon, Science and religion: a very short introduction (Oxford: Oxford University Press, 2008) Tom McLeish, Faith and wisdom in science (Oxford: Oxford University Press, 2014) Christopher Southgate, God, Humanity and the Cosmos: a textbook in religion and science (New York: T&T Clark International, 2011) Keith Ward, The big questions in science and religion (West Conshohocken: Templeton Foundation Press, 2008) Anglican Consultative Council/Anglican Communion Environmental Network, The world is our host: a call to urgent action for climate justice, Good Friday download at STH : Foundations for Theology Professor Kate Sonderegger (First Quarter 1.5 credit hours) Christian theology, though built upon the only foundation of faith, Jesus Christ, appeals to and learns from the wisdom of philosophy, both ancient and modern. This course allows us to examine the central philosophers of the Western tradition, from the masterworks of ancient Greece, forward to Descartes, Kant, and Hegel. We will close with an examination of the philosophical presuppositions that lie behind a major modern theologian's work. 11/11/2015, 12:07 PM Page 71 of 78

72 1. Recognize arguments and elements in prominent western philosopher (M.Div. SLOs: Knowledge of Tradition (1.1)) 2. Identify philosophical concepts and assumptions in theology (M.Div. SLOs: Knowledge of Tradition (1.1)) 3. Clarify how philosophy has shaped their own doctrinal theology (M.Div. SLOs: Use of Tradition (1.2)) Diogenes Allen, Philosophy for Understanding Theology (Louisville: Westminster/John Knox Press, 2007) Diogenes Allen, Primary Readings (Louisville, Ky. : Westminster/John Knox Press, 1992) William Temple, Mens Creatrix (London, Macmillan and co., limited, 1923) STH : Faith in the Triune God Professor Ian S. Markham (Fall Semester 3.0 credit hours) This course will NEXT be offered in the Spring Semester The course will NOT be offered in the Fall Semester This course will explore the fundamentals of the Christian faith through the doctrine of the Trinity. Students will be encouraged to articulate a sense of their faith understanding as informed by the richness of the Anglican tradition. 1. Understand key doctrinal themes that are central to the Christian faith and have formulated and are able to articulate her or his understanding of the Christian drama. (M.Div. SLOs: Knowledge of Tradition (1.1), Use of Tradition (1.2), Articulation of the Faith (3.1), and Ecumenical and Inter-faith Relationships (3.4)) Alister E. McGrath, ed., The Christian Theology Reader, 4th Edition (Malden: John Wiley & Sons, 2011)) Ian Markham, Understanding Christian Doctrine (Malden: John Wiley & Sons, 2007) STH : Jesus Christ and His Community Professor Kate Sonderegger (Spring Semester 3.0 credit hours) This course will be offered in BOTH the Spring 2016 and the Fall In this course we turn to the work of God toward us creatures, from providence through redemption and the last things, the final triumphant out-working of God s grace. In all these doctrines, we seek to know and love God more truly, so that the Lord s truth may guide, sanctify, judge and bless our several callings. We will read theologians across the Churches and from every age, so that we may take our part in the great conversation that is Christian life before God. 11/11/2015, 12:07 PM Page 72 of 78

73 1. Hopefully, at the end of the semester these theologians will get under your skin: you will think through their eyes, learn from them, and return to their claims and struggles as you enter into your vocation. I hope you will know what they said, but even more, that they will serve as witnesses to you of the faith and of the intellect in prayer. (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) (M.A. SLOs: Knowledge of Tradition; Use of Tradition (1.2)) John Calvin, The Institutes of the Christian Religion (Peabody: Hendrickson Publishers, 2008) St. Basil the Great, On the Human Condition (Crestwood: St Vladimir s Press, 2005) Aurelius Augustine, Anti Pelagian Writings (Washington, D.C.: CUA, 2001) Karl Barth, Church Dogmatics III (Edinburgh: T&T Clark, 1986) Martin Luther, Selections (Garden City: Doubleday, 1961) Rowan Williams, ed. Love s Redeeming Work (New York: Oxford University Press, 2003) Gregory of Nyssa, On the Soul and the Resurrection (Yonkers: St. Vladimir s Press, 1993) Gustavo Gutierrez, A Theology of Liberation Documents of Vatican II, (Northport: Costello Publishing, 1996) Hans Urs von Balthasar, Mysterium Paschale (San Francisco: Ignatius Press, 2005) Sallie McFague The Body of God (Minneapolis: Fortress Press, 1993) Eugene Fairweather, ed A Scholastic Miscellany (Louisville: Westminster John Knox Press, 1956) More and Cross Anglicanism (Cambridge: Lutterworth Press: 2009) RC Moberley Ministerial Priesthood Thomas Aquinas Summa Theologica, Part I. STH : Latin American Theology in Context: History, Culture and Society Instructor Sharon E. Heaney (Third Quarter credit hours) This course offers the opportunity to explore the Latin American theological landscape. Students will seek to understand the historical backdrop of the continent and the implications of colonialism on society. The variety and richness of the Latin American cultural heritage will be explored. In light of this, the diversity of the Christian witness on the continent will be presented to enable students to assess the role of the Catholic Church, the faces of Latin American Protestantism and the spread of Pentecostalism. This course is open to all students. It is recommended for those students who will encounter Spanish speakers in their community or congregation and also for those interested in building relationships with faith communities in Latin America. A knowledge of Spanish is not required for this course as English texts will be provided. However, those students keen to immerse themselves in the Spanish language will be given the opportunity to do so. 1. Demonstrate an appreciation of the key historical and cultural aspects behind Latin American theology (M.Div. SLOs: Knowledge of Tradition (1.1); Theory, Praxis, and Interdisciplinary Integration (2.1)) 11/11/2015, 12:07 PM Page 73 of 78

74 (M.A. SLOs: Knowledge of Tradition (1.1); Interdisciplinary Study of Religion (1.2c); Interdisciplinary Integration (3.1); Theory and Praxis Integration (3.2); Disciplinary Mapping (3.3); Self-Knowledge and Personal Growth (4.1); Communication Skills (3.5)) 2. Explain and illustrate the diversity of the Christian church in Latin America (M.Div. SLOs: Ecumenical and Inter-faith Relationships (3.4)) 3. Engage more sensitively with Spanish speakers they encounter in their faith community (M.Div. SLOs: Cultural and Inter-cultural Literacy (2.2) (M.A. SLOs: Cultural and Intercultural Literacy (2.2)) Texts will be selected from the following and will be provided on MyVTS for students: Mario I. Aguilar, The History and Politics of Latin American Theology Vol I. (London: SCM Press, 2007) Mario I. Aguilar, The History and Politics of Latin American Theology Vol II. (London: SCM Press, 2008) Mario I. Aguilar, The History and Politics of Latin American Theology Vol III. (London: SCM Press, 2008) Marshall Eakin, The History of Latin America: Collison of Cultures (New York: Palgrave Macmillan, 2007) Ondina González and Justo González, Christianity in Latin America: A History (Cambridge: Cambridge University Press, 2008) Todd Hartch, The Rebirth of Latin American Christianity (Oxford: Oxford University Press, 2014) Sharon Heaney, Contextual Theology for Latin America (Milton Keynes: Paternoster, 2008) José Míguez Bonino, Rostros del protestantismo latinoamericano (Buenos Aires: Nueva Creación, 1995) José Míguez Bonino, Faces of Latin American Protestantism. Translated by E.L. Stockwell (Grand Rapids: Eermans, 1997) Emilio A. Núñez and William D. Taylor, Crisis and Hope in Latin America, Rev ed. (Pasadena: William Carey Library, 1996) Robert W. Pazmiño, Latin American Journey (Cleveland: United Church Press, 1994) Lee Penyak and Walter Petry, Religion and Society in Latin America: Interpretive Essays from Conquest to Present (Maryknoll: Orbis, 2009) Lee Penyak and Walter Petry, Religion in Latin America: A Documentary History (Maryknoll: Orbis, 2006) Piedra Rooy, Hacia donde va el protestantismo?herencias y prospectivas (Buenos Aires: Ediciones Kairós, 2003) STH : Latin American Theology: Liberation Themes Instructor Sharon E. Heaney (Fourth Quarter 1.5 credit hours) Prerequisites: None. However, STH Latin American Theology in Context is recommended. This course offers an introduction to the context in which the theology of liberation flourished. In light of such challenges, significant theological themes arose in Catholic and Protestant Latin American thought. Themes including Liberation, Christology, the Kingdom of God, Ecclesiology, Transformation and Social Responsibility will be explored. We will reflect on the influence of these themes for faith and culture beyond liberation theology itself. This course is open to all students. It is developed for those seeking to structure a theological understanding of the themes of liberation and social justice. It is also recommended for students who 11/11/2015, 12:07 PM Page 74 of 78

75 will encounter Spanish speakers in their community or congregation and for those interested in building relationships with faith communities in Latin America. A knowledge of Spanish is not required for this course as English texts will be provided. However, those students keen to immerse themselves in the Spanish language will be given opportunity to do so. 1. Demonstrate an understanding of the context in which the theology of liberation flourished (M.Div. SLOs:Theory, Praxis and Inter-disciplinary Integration (2.1)) (M.A. SLOs: Interdisciplinary Study of Religion (1.2c)) 2. Articulate the significance of the theological themes which have arisen in the Latin American context (M.Div. SLOs:Use of Tradition (1.2); Cultural and Inter-Cultural Literacy (2.2); Justice (3.2)) (M.A. SLOs: Use of Tradition (1.2); Cultural and Inter-Cultural Literacy (2.2); Justice (2.3)) 3. Reflect on liberation themes in their current context and with deeper awareness engage more sensitively with Spanish speakers they encounter in their faith community (M.Div. SLOs: Cultural and Inter-Cultural Literacy (2.2); Justice (3.2); Ecumenical and Inter-faith Relationships (3.4)) (M.A. SLOs: Cultural and Inter-Cultural Literacy (2.2); Justice (2.3)) Pedro Arana Quiroz, Samuel Escobar and C.Rene Padilla, eds. El trino dios y la misión integral (Buenos Aires: Ediciones Kairós, 2003) Manfred Bahmann, A Preference for the Poor: Latin American Liberation Theology from a Protestant Perspective (Lanham: University Press of America, 2005) José Comblin, Called for Freedom: The Changing Context of Liberation Theology, Translated by Philip Berryman (Maryknoll: Orbis, 1998) Stacey M. Floyd-Thomas and A. Pinn, eds., Liberation Theologies in the United States: An Introduction (New York: New York University Press, 2010) Gustavo Gutiérrez, A Theology of Liberation, 2nd ed. Translated by Sister Caridad Inda and John Eagleson (Maryknoll: Orbis, 1988) Gustavo Gutiérrez and Cardinal Gerhard Ludwig Müller, On the Side of the Poor: The Theology of Liberation (Maryknoll: Orbis, 2015) Sharon Heaney, Contextual Theology for Latin America (Milton Keynes: Paternoster, 2008) José Míguez Bonino, Faces of Jesus: Latin American Christologies, Translated by Robert R. Barr (Maryknoll: Orbis, 1984) José Míguez Bonino, Rostros del protestantismo latinoamericano (Buenos Aires: Nueva Creación, 1995) José Míguez Bonino, Faces of Latin American Protestantism. Translated by E.L. Stockwell (Grand Rapids: Eermans, 1997) C.Rene Padilla, ed. De la marginación al compromiso: los evangélicos y la política en América Latina (Buenos Aires: Fraternidad Teológica Latinoamericana, 1991) C.Rene Padilla and T. Yamamori, eds. La iglesia local como agente de tranformación (Buenos Aires: Ediciones Kairós, 2003) C.Rene Padilla and T. Yamamori, eds. Servir con los pobres en América Latina (Buenos Aires: Ediciones Kairós, 1997) Ivan Petrella, Beyond Liberation Theology: A Polemic (London: SCM Press, 2013) Christopher Rowland, The Cambridge Companion to Liberation Theology (Cambridge: Cambridge University Press, 1999) David Tombs, Latin American Liberation Theology (Leiden: Brill, 2003) 11/11/2015, 12:07 PM Page 75 of 78

76 STH : Theology and Preaching Professor Kate Sonderegger (January Term credit hours) Thomas Aquinas called theologians doctors of the Sacred Page. Every theologian, he thought, came to his or her theology through a close study and meditation on Scripture itself. The complete theologian, then, should be an exegete and preacher as well. This course examines the sermons of some prominent ancient and modern theologians to discover both their exegesis and their theology in their deepest foundations. We will try our hand at this kind of theological reflection on Scripture, and its expression in the preached word. Our course will be held over two Fridays and Saturdays as a workshop, so that we can enter the theologians study and watch over their shoulders, but also take up the tools ourselves. Theologians to be studied include: Augustine, Calvin, Schleiermacher, Farrar, and Temple. Information not yet received. Information not yet received. Other texts will be available on-line or in electronic files through MyVTS. STH : The Finality of Christ Professor Kate Sonderegger (Third Quarter 1.5 credit hours) In a famous verse from Romans, the Apostle Paul teaches, if you confess with your lips that Jesus is Lord and believe in your heart that God raised him from the dead, you will be saved. (Rom 10. 9) Our course explores just what this verse means for the many nations, peoples, tongues and faiths of our world. As with many Christian doctrines, the meaning is more complex than first appears! At the end of this course the student will be able to: 1. Students will be able to identify the Christological questions raised in inter-faith dialogues (M.Div. SLOs: Ecumenical and Interfaith Relationships (3.4)) 2. To work out their own theology of Christ's saving work and its scope (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) 3. To recognize commonality and difference among several religious traditions (M.Div. SLOs: Cultural and Inter-cultural Literacy (2.2)) (M.A. SLOs: Cultural and Inter-cultural Literacy (2.2)) A. Flanagan, The Documents of Vatican II, ed. (Grand Rapids: Eerdmans, 1975) Lesslie Newbigin, The Gospel in a Pluralist Society (Grand Rapids: Eerdmans, 1989) Karl Rahner, The Content of Faith (New York: Crossroad 1993) Franz Rosenzweig, The Star of Redemption (Notre Dame: Notre Dame Press, 1985) Kenneth Cragg, Jesus and the Muslim (Oxford: Oneworld, 1985) STH : Reading Karl Barth Professor Kate Sonderegger 11/11/2015, 12:07 PM Page 76 of 78

77 (Fourth Quarter -1.5 credit hours) Called the greatest Protestant theologian since the Reformation, Karl Barth is a theologian passionately committed to the Church and its witness to the Gospel. This course allows us to hear his voice as it shaped several major doctrines of the Faith: Doctrines of God, Election, Providence, Inspiration and Reconciliation. Readings will be drawn from the masterwork of Barth's maturity, the Church Dogmatics. 1. (M.Div. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) (M.A. SLOs: Knowledge of Tradition (1.1); Use of Tradition (1.2)) Information not yet received. Other texts will be available on-line or in electronic files through MyVTS. STH : Nicaea: The Triune God Professor Kate Sonderegger (First Quarter 1.5 credit hours) Each Sunday and major feast day we recite the ancient and ecumenical symbol of the Church, the Nicene Creed. This Creed is considered the summary of the Church s faith, across its many divisions. This term we have the opportunity to study the doctrinal heart of this Creed, the dogma of the Holy Trinity. Drawing from ancient and modern texts, from Latin and Greek theologians, we will examine this ancient mystery in light of the word spoken to us this day. 1. Recognize key elements in Nicene Trinitarianism; (M.Div. SLOs: Knowledge of Tradition (1.1)) 2. Show salient commonalities and differences among Eastern and Western doctrines of Trinity; (M.Div. SLOs: Knowledge of Tradition (1.1)) 3. Articulate their own Trinitarian theology with the aid of major theologians of the tradition. (M.Div. SLOs: Use of Tradition (1.2)) Augustine, On the Trinity (New York: New City Press, 1963) J. Zizioulas, Being as Communion (Crestwood: St. Vladimir's Seminary, 1985) Karl Rahner, The Trinity (New York: Crossroad, 1997) Janet Soskice, The Kindness of God (Oxford; New York: Oxford, 2007) STH : Chalcedon: The Word Made Flesh Professor Kate Sonderegger (Second Quarter 1.5 credit hours) Jesus Christ, the same: yesterday, today, forever that affirmation from the Letter to the Hebrews forms the outline of our course together. We will read a patristic text that provides much of the language of the latter Chalcedonian Creed, then turn to modern Christologies: Barth, Temple and Bulgakov. In all these works, we will seek to study and learn more deeply the promises of God, which are Yes in him. 11/11/2015, 12:07 PM Page 77 of 78

78 1. Iidentify major elements within Chalcedonian Christology (M.Div. SLOs: Knowledge of Tradition (1.1)) 2. Recognize commonalities and differences among ancient and modern Christologies, Eastern and Western doctrines of Christ's Person and Work (M.Div. SLOs: Knowledge of Tradition (1.1)) 3. Develop their own Christologies, drawing on major theologies on the tradition (M.Div. SLOs: Knowledge of Tradition (1.1)) Athanasius, On the Incarnation (Crestwood New York: St. Vladimir's Seminary, 1946) Karl Barth, Church Dogmatics volume 4, part 1 (London; New York: T&T Clark, 1988) William Temple, Christus Veritas (London: Macmillan & Co 1924) Sergei Bulgakov, The Lamb of God (Grand Rapids: Eerdmans 2008) Thesis and Summative Capstone Project See Guidelines in Handbook of Academic Regulations and Policies. Students in any Masters level program may write a thesis. Students in the M.A. program must complete a Summative Project in their field of concentration. (M.A. SLOs: Summative Project (3.4)) 11/11/2015, 12:07 PM Page 78 of 78