I. COURSE DESCRIPTION

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1 Gordon-Conwell Theological Seminary EM 502 The Educational Ministry of the Church Spiritual Formation, Teaching Ministry & Theology Fall 2016 November 12-18, 2016 South Africa Saturday-Friday Meeting Hours TBD Dr. David A. Escobar Arcay M.Ed., M.Div, Th.M., Ph.D. If you win the whole world and lose the mind of the world, you will soon discover you have not won the world. Indeed it may turn out that you have actually lost the world... Responsible Christians face two tasks that of saving the soul and that of saving the mind. Charles Malik, The Two Tasks I. COURSE DESCRIPTION This course provides a broad overview of the critical issues concerning the teaching ministry of the church. Students will be challenged to develop a philosophy of educational ministry with a focus on Christian formation as well as teaching and Christian theology. This course will introduce students to the theory and practice of educational ministry, particularly as it is practiced within a Christian formational education framework. This course will proceed in a twofold process: First, the introduction to and analysis of the foundational issues related to spiritual formation, the teaching ministry and Christian theology. Second, the exploration of the issues related to conceptualizing, planning, and executing educational ministry where the whole church is considered as the curriculum for the formation of the people of God. This course aims to encourage students to engage in meaningful praxis by providing ample opportunities for students to (1) explore and design educational experiences based on the theories explored in class, (2) engage in various experiential teaching-learning opportunities, and (3) facilitate meaningful educational experiences and reflect on those experiences. The class is intended to foster a sense of the learning community so as to simulate the possible vocational ministry settings faced by students upon graduation. II. REQUIRED COURSE TEXTS (4) Estep, J.R., Anthony, M.J. & Allison, G.R. A Theology for Christian Education. Nashville: B&H Academic, ISBN-13: Harris, M. Fashion Me a People: A Curriculum in the Church. Louisville: Westminster/John Knox Press, ISBN-10: or ISBN-13: Parrett, Gary and S. Steve Kang. Teaching the Faith, Forming the Faithful. Downers Grove, IL: InterVarsity Press, ISBN-13: Stott, J. Your Mind Matters. Downers Grove, IL: Intervarsity Press, ISBN-10: or ISBN-13: Strongly Recommended: Parrett, Gary and J.I. Packer. Grounded in the Gospel: Building Believers the Old-Fashioned Way. Grand Rapids, MI: Baker, ISBN-10: X or ISBN-13:

2 The Heidelberg Catechism. Cleveland, OH: United Church Press, (Also available online at a number of sites. See ments /heidelberg.html) or you can also get the following: Williamson, G.I. The Heidelberg Catechism: A Study Guide Paperback. Phillipsburg, PA: Presbyterian and Reformed Publishing, ISBN-10: or ISBN-13: Yount, W.Y. The Teaching Ministry of the Church. Nashville, TN: B&H Academic, ISBN-10: or ISBN-13: III. COURSE EXPECTATIONS & REQUIREMENTS Classroom Attendance and Participation (10%) Students should be ready during each class period to (1) recall the major tenets of the readings and be able to reflect the readings theologically and ethically; (2) raise questions pertaining to the readings and brainstorm educational/ministerial implications on the readings; and (3) actively participate in classroom activities and promote and maintaining the learning community in class. Book Review (40% - 20% points each) Read both Book A and Book B. Write a 4-page paper outlining the following: (1) a summary of its main contents or core argument (page 1); (2) a critical assessment of the contents or core argument of the book (page 2) and (3) an evaluation as to how the contents of this book or its core argument apply to your current ministry (page 3). In addition to these 4 pages, please include a first presentation page and subject or conform your paper to Turabian 1 format guidelines. (Microsoft Word format only 12-point Times New Roman & 1-inch margin with the student s name and course number as the title of the document). A. Stott, J. Your Mind Matters. Downers Grove, IL: Intervarsity Press, B. Harris, M. Fashion Me a People: A Curriculum in the Church. Louisville: Westminster/John Knox Press, Educational Formation Ministry Framework EM502 Paper - The Educational Ministry in Your Church Paper/Project (50 %) Select a church (primarily yours). Investigate and gather a copy of its educational ministry. Describe its educational structure or programs by drawing a diagram. Please observe authority/hierarchical lines. By carefully interacting with the course texts and classroom materials/experiences, students are to conceptualize/articulate an overarching framework of educational formation ministry based on the motif where the local church is, the particular locale, curriculum or formation system in God s household in his ongoing redemptive work for and through his people in the world. The project should be 15 pages demonstrating the student s understanding of the integration and confluence of the purpose, proclamation, people, and process of educational formation ministry as well as the teaching ministry of the church and the theology of Christian education. Students must send the paper electronically to drdescobararcay@gmail.com. (Microsoft Word format only 12-point Times New Roman & 1 see Turabian, Kate L. A Manual for Writers of Term Papers, Theses, and Dissertations, 6th Edition. Chicago: The University of Chicago Press,

3 1-inch margin with the student s name and course number as the title of the document). The paper will be returned electronically with the instructor s comments later. Due: - Late Papers will be docked a letter grade for each day they are late. - All citations (footnotes) should be in Turabian* format. SEND THE 2 BOOK REVIEWS AND EM502 PAPER TO DRDESCOBARARCAY@GMAIL.COM IV. Tasks (Papers) & Deadlines (Dates) & Criteria for Evaluation Assignments Deadlines Points Classroom Attendance & Participation ongoing 10 Book Review Fashion Me a People: A Curriculum in the November 1 st, Church Book Review Your Mind Matters November 1 st, Educational Formation Ministry Framework EM502 Paper - The Educational Ministry in Your Church Paper/Project December 1 st, Total Points = 100 Criteria for Evaluation see Rubrics at the end of the syllabus for the book reviews and the EM502 paper. V. GRADING SCALE (TAKEN GCTS CATALOG) The following numerical values are assigned to the letter grade evaluations for purposes of determining grade point average: A+ = 4.0; A = 4.0; A- = 3.7; B+ = 3.3; B = 3.0; B- = 2.7; C+ = 2.3; C = 2.0; C- = 1.7; D+ = 1.3; D = 1.0; D- = 0.7; F = 0.0. Grade point averages are never rounded off. No exceptions are granted to this method of computing a student's grade point average. VI. COURSE CALENDAR/SCHEDULE Introduction Greetings Who are we? First Day Saturday, November 12, 2016 PART I: CONCEPTS, FOUNDATIONS, CORE ISSUES, SUBSTANCE GUIDING QUESTION: WHY & HOW DO WE GROUND THE CONTEMPORARY EDUCATIONAL MINISTRY OF THE CHURCH IN BIBLICAL, SPIRITUAL FORMATION AND THEOLOGICAL GROUNDS? Education for Our Times & The Scriptures Biblical & Theological Foundations for Teaching Ministry of the Church Systematics (Dogmatics) Loci & Christian Education TEXTBOOK: Estep, Anthony, & Allison s A Theology for Christian Education Chapters 1-5 Nature, Meaning, Principles, Scripture & The Trinity (pages 5-123) Second Day Sunday, November 13, 2016 PART II: CONCEPTS, FOUNDATIONS, CORE ISSUES, SUBSTANCE 3

4 GUIDING QUESTION: WHY & HOW DO WE GROUND THE CONTEMPORARY EDUCATIONAL MINISTRY OF THE CHURCH IN BIBLICAL, SPIRITUAL FORMATION AND THEOLOGICAL GROUNDS? Education for Our Times & The Scriptures Biblical & Theological Foundations for Teaching Ministry of the Church Systematics (Dogmatics) Loci & Christian Education TEXTBOOK: Estep, Anthony, & Allison s A Theology for Christian Education Chapters 6-11 Systematic Theology Loci & Christian Education Third Day Monday, November 14, 2016 PART III: CONCEPTS, FOUNDATIONS, CORE ISSUES, SUBSTANCE GUIDING QUESTION: WHY & HOW DO WE GROUND THE CONTEMPORARY EDUCATIONAL MINISTRY OF THE CHURCH IN BIBLICAL, SPIRITUAL FORMATION AND THEOLOGICAL GROUNDS? Education for Our Times & The Scriptures Biblical & Theological Foundations for Teaching Ministry of the Church Purpose & Proclamation TEXTBOOK: Parrett & Kang s Teaching the Faithful, Forming the Faithful Part 1 (chapters 1 & 2) Purpose: A Mission to Fill Part 2 (chapters 3, 4 & 5) Proclamation: A Message to Obey and Teach (pages ) Fourth Day Tuesday, November 15, 2016 PEOPLE STUDENTS, TEACHERS, PASTORS GUIDING QUESTION: WHO AND HOW DOES PEOPLE TEACH AND LEARN? The Bible, Theology & The Participants Ministers as Agents for Scriptures, Truth, Discipleship, Change & Transformation Teachers & Learners TEXTBOOK: Parrett & Kang s Teaching the Faithful, Forming the Faithful Chapter 6 Teachers Among Us Chapter 7 Attitudes and Attributes of Christlike Teachers (pages ) Chapter 8 Listening to the Theorists Chapter 9 Toward a Community of Learners (pages ) Fifth Day Wednesday, November 16, 2016 PEOPLE STUDENTS, TEACHERS, PASTORS GUIDING QUESTION: WHO AND HOW DOES PEOPLE TEACH AND LEARN? The Bible, Theology & The Participants Ministers as Agents for Scriptures, Truth, Discipleship, Change & Transformation Teaching & Learning (formation) & Practices TEXTBOOK: Parrett & Kang s Teaching the Faithful, Forming the Faithful Chapter 10 Visions of Christian Teaching Chapter 11 From Generation to Generation 4

5 Chapter 12 When you Come Together : Worship & Formation (pages ) Sixth Day, Thursday, November 17, 2016 PEOPLE STUDENTS, TEACHERS, PASTORS GUIDING QUESTION: WHO AND HOW DOES PEOPLE TEACH AND LEARN? Curriculum & Commitments TEXTBOOK: Parrett & Kang s Teaching the Faithful, Forming the Faithful Chapter 13 Commitments for a Congregational Curriculum (Part 1) Chapter 14 Commitments for a Congregational Curriculum (Part 2) pages ( ) Seventh Day Friday, November 18, 2016 RESOURCES CURRICULUM, PROGRAM, SCHEDULE, POLICIES, TRAINING GUIDING QUESTIONS: WHAT ARE THE GOVERNING OR SHAPING EDUCATIONAL OR PEDAGOGICAL STRUCTURES OF MY CHURCH? The Curriculum TEXTBOOK: Harris Fashion Me a People: A Curriculum in the Church Part 2 Vocation Chapter 4 Koinonia Chapter 5 Leiturgia Chapter 6 Didache Chapter 7 Kerygma Chapter 8 Daikonia (pages ) VII. SELECTED BIBLIOGRAPHY Astley, Jeff. The Philosophy of Christian Religious Education. Birmingham, AL: REP, Astley, Jeff and Francis, Leslie J., eds. Christian Perspectives on Faith Development: A Reader. Leominster: Gracewing Fowler Wright; Grand Rapids, Michigan: Eerdmans, Critical Perspectives on Christian Education: A Reader on the Aims, Principles and Philosophy of Christian Education. Leominster: Gracewing Fowler Wright, Astley, Jeff; Francis, Leslie J. and Crowder, Colin, eds. Theological Perspectives on Christian Formation: a Reader on Theology and Christian Education. Grand Rapids, Michigan: Eerdmans, Belenky, Mary. et al. Women s Ways of Knowing. New York: Basic Books, Boys, Mary. Educating in Faith: Maps and Visions. San Francisco: Harper and Row, Brueggemann, Walter. The Creative Word: Canon as a Model for Biblical Education. Philadelphia: Fortress,

6 Bunge, Marcia J. (ed.). The Child in Christian Thought. Grand Rapids, Michigan: Eerdmans, Burgess, Harold W. Models of Religious Education: Theory and Practice in Historical and Contemporary Practice. Nappanee, Ind.: Evangel Publishing House, Bushnell, Horace. Christian Nurture. Grand Rapids: Baker, Carroll, Colleen. The New Faithful: Why Young Adults Are Embracing Christian Orthodoxy. Chicago: Loyola Press, Coles, Robert. The Spiritual Life of Children. London: HarperCollins, Dawn, Marva. Is It a Lost Cause?: Having the Heart of God for the Church's Children. Grand Rapids: Eerdmans, Dryden, Gordon and Jeannette Vos. The Learning Revolution. Torrance: The Learning Web, Dykstra, Craig. Growing in the Life of Faith: Education and Christian practices. Louisville: Geneva, Dykstra, Robert, Allan Hugh Cole, Jr., and Donald Capps. Losers, Loners, And Rebels: The Spiritual Struggles of Boys. Louisville: WJK, Eisner, Elliot W. The Educational Imagination: On the Design and Evaluation of School Programs. 2nd ed. New York: Macmillan, Elias, John L. Conscientization and Deschooling!: Freire s and Illich s Proposals for Reshaping Society. Philadelphia: Westminster Press, Foster, Charles R. Educating Congregations: The Future of Christian Education. Nashville: Abingdon, Fowler, James W. Faithful Change: the personal and public challenges of postmodern life. Nashville: Abingdon, Stages of Faith: the psychology of human development and the quest for meaning. San Francisco: Harper & Row, Francis, Leslie J. and Astley, Jeff, eds. Children, Churches and Christian Learning. London: SPCK, 2002 Freire, Paulo. Pedagogy of the Oppressed. New York: Continuum, Gardner, Howard. Multiple Intelligences. New York: Basic Books, Groome, Thomas. Christian Religious Education: Sharing Our Story and Vision. New York: Jossey-Bass, Groome, Thomas H. Sharing Faith: A Comprehensive Approach to Religious Education and Pastoral Ministry. San Francisco: Harper & Row, Gibbs, Eugene, ed. A Reader in Christian Education: Foundations and Basic Perspectives. Grand Rapids: Baker, Guder, Darrell. A Missional Church: A Vision for the Sending of the Church in North America. Grand Rapids: Eerdmans, Gutek, Gerald. L. Cultural Foundations of Education. New York: Macmillan, Knight, George. Issues & Alternatives in Educational Philosophy, 2nd ed. Berrien Spring: AUP, Harmless, William. Augustine and the Catechumenate. Collegeville, MN: The Liturgical Press, Harris, M. Fashion Me a People. Louisville: Westminster/John Knox Press,

7 Harris, M. Women and Teaching. New York: Paulist Press, Hendricks, H. Teaching to Change Lives. Portland: Multnomah, Heschel, Abraham J. Between God and Man. New York: The Free Press, Joyce, Bruce, and Marsha Weil with Emily Calhoun. Models o f teaching, 7th ed. Boston: Allyn and Bacon, LeBar, Lois E. Education That Is Christian. Updated by James E. Plueddemann. Wheaton: Victor Books, LeFever, Marlene. Learning Styles. Colorado Springs: Cook, Lines, Timothy Arthur. Functional Images of the Religious Educator. Birmingham, Ala.: REP, Little, Sara. To Set One s Heart: Belief and Teaching in the Church. Atlanta, Georgia: John Knox Press, Loder, James E. The Transforming Moment. 2nd ed. Colorado Springs: Helmers & Howard, Maas, Robin and O Donnell, Gabriel, eds. Spiritual Traditions for the Contemporary Church. Nashville: Abingdon, McAdams, D. The Stories We Live By: Personal Myths and the Making of the Self. New York: Morrow, Melchert, Charles F. Wise Teaching: Biblical Wisdom and Educational Ministry. Harrisburg, PA.: TPI, Miller, Patricia. Theories of Developmental Psychology. 4th Edition. New York: Worth Publisher, Moore, Mary Elizabeth. Teaching from the Heart: theology and educational method. Harrisburg: TPI, Teaching as a Sacramental Act. Cleveland: The Pilgrim Press, Nelson, C. Ellis. How Faith Matures. Louisville: Westminster/John Knox, Osmer, Richard. A Teachable Spirit: Recovering the Teaching Office in the Church. Louisville: W/JKP, Osmer, Richard R. and Schweitzer, Friedrich. Religious Education between Modernization and Globalization: New Perspectives in the United States and Germany. Grand Rapids: Eerdmans, Palmer, Parker. J. To Know as We Are Known: A Spirituality of Education. New York: Harper & Row, Courage to Teach. San Francisco: Jossey-Bass, Parks, Sharon. The Critical Years: The Young Adult Search for a Faith to Live by. New York: Harper & Row, 1986 Pazmiño, Robert W. By What Authority Do We Teach? Grand Rapids: Baker, Foundational Issues in Christian Education: An Introduction in Evangelical Perspective, 3rd ed. Grand Rapids: Baker, God Our Teacher: Theological Basics in Christian Education. Grand Rapids: Baker Academic, Principles & Practices of Christian Education: An Evangelical Perspective. Grand Rapids: Baker,

8 Petersen, Michael L. With All Your Mind: A Christian Philosophy of Education. Notre Dame: University of Notre Dame Press, Reed, Ronald & Tony Johnson. Philosophical Documents in Education. White Plains: Longman, Richards, Lawrence and Gary Bredfeldt. Creative Bible Teaching, Revised Edition. Chicago: Moody Press, Reynolds, Sherrie. Learning Is a Verb: The Psychology of Teaching and Learning. Scottsdale: Holcomb Hathaway, Seymour, Jack. L. and D. E. Miller. Contemporary Approaches to Christian Education. Nashville: Abingdon, Seymour, Jack L., ed. Mapping Christian Education: Approaches to Congregational Learning. Nashville: Abingdon, The Heidelberg Catechism: A New Translation for the Twenty-first Century. Barrett Lee, translator. Cleveland: The Pilgrim Press, Tye, Karen. Your Calling as a Teacher. St. Louis: Chalice, Vella, Jane. Learning to Listen Learning to Teach. San Francisco: Jossey-Bass, Westerhoff, John. Will Our Children Have Faith?, Revised Edition. Harrisburg: Morehouse, Westerhoff, John H. III and Edwards, O. C. Jr. A Faithful Church: Issues in the History of Catechesis. Wilton, CT: Morehouse-Barlow Co., Wiggins, George. and J. McTighe. Understanding by Design. Alexandria: ASCD, Wilhoit, James. Christian Education: The Search for Meaning, 2nd. Grand Rapids: Baker, Spiritual Formation as if the Church Mattered: Growing in Christ through Community. Grand Rapids: Baker, Wilhoit, James. and J. Dettoni, eds. Nurture That Is Christian. Wheaton: Victor Books, Wimberley, Anne Streaty. Soul Stories: African American Christian Education. Nashville: Abingdon, Wolterstorff, Nicholas P. Educating for Responsible Action. Grand Rapids: Eerdmans,

9 RUBRIC FOR EVALUATION OF BOOK REVIEWS (20%) 4 GRADING AREAS = CONTENT, PROCESS, FORMAT & GRAMMAR COMPONENTS POINTS REFLECTION/DESCRIPTION/EVLUATING CONTENT, KNOWLEDGE, UNDERSTANDING 4 Does your review shows understanding of content and of summarizing strategies (concept, relationships among ideas, using key vocabulary)? THINKING, PROCESSING 4 Does your review clearly and thoroughly explain the key message/purpose of the book? COMMUNICATION 4 Does your review communicates ideas in a logical order? CONVENTIONS, 4 Does your review follow standard English grammar GRAMMAR FORMAT, TURABIAN conventions? 4 Does your review adhere the Turabian 2 format? RUBRIC FOR EVALUATION OF Educational Formation Ministry Framework EM502 Paper - The Educational Ministry in Your Church Paper/Project (50%) 4 GRADING AREAS = CONTENT, PROCESS, FORMAT & GRAMMAR points: The submission provides a thorough review and addresses all required content areas and questions; is scholarly, relevant and well-written; and meets all other established submission requirements. The student s paper demonstrates an understanding of the relevant particulars and larger context. The formats for writing and citing sources fully align with APA rules and guidelines points: A scholarly response that is well-written and referenced. The student demonstrates that he/she understands the relevant particulars and content areas as addressed in the assignment instructions and questions. There are a few grammatical errors or minor violations of APA writing standards and/or guidelines for citing sources points: The student demonstrates a basic understanding of the relevant particulars and content areas, but has difficulty applying research and concepts to the topics and issues inherent in the assignment instructions and questions. Very little research is conducted, and the quality of writing may contain grammatical and structural errors. There are several errors in APA writing standards and/or guidelines for citing sources. 2 see Turabian, Kate L. A Manual for Writers of Term Papers, Theses, and Dissertations, 6th Edition. Chicago: The University of Chicago Press,

10 20-28 points: The paper falls short of a thorough review, and may omit discussion on areas relevant to the topic as addressed in the assignment instructions and questions. Comments are not based on relevant content and literature, and there is little to no research. The entry contains grammatical and structural errors, and the submission is late and/or incomplete. There is little observance of APA writing standards and/or guidelines for citing sources point: The paper is minimal and does not meet the scholarly expectations for the assignment. There is little to no research, and the entry may contain significant grammatical and structural errors. The basic criteria regarding content, research, length, sources, due dates, etc. have not been met. APA rules and guidelines are not utilized. 10