Spirituality and Leadership. Christian Theological Seminary. B-29 Sarah Frische-Mouri, Teaching Assistant

Transcription

1 Spirituality and Leadership Christian Theological Seminary Spring, 2015 Bill Kincaid, Instructor B-29 Sarah Frische-Mouri, Teaching Assistant Introduction. Welcome to the Spirituality and Leadership course. Of the many directions that a course on this topic might go, we will focus on these three questions: ` What is spirituality? What is leadership? What is spiritual leadership? We will explore these three questions and how they inform, interpret and enrich each other. We will ask these questions of readings and of class guests. We will consider how our ministry mentors might respond to these questions. We will attempt to describe how the congregations we know best would answer these questions. We will ask these three questions as we immerse ourselves in the 50 th anniversary of a Selma to Montgomery march that occurred on March 7, What kind of spirituality places a person at the Edmund Pettus Bridge on Bloody Sunday and what kind of spirituality is learned by being at that bridge? What kind of spirituality is revealed and/or fostered by those who returned to that site for subsequent marches? What kind of leadership creates an event like that? What kind of leadership is learned from participating in a moment like that? We will ask these three questions of each other in the class and strive for an environment in which we can speak honestly in the class and genuinely listen to each other. And most importantly, we will ask these questions of ourselves so that we can articulate what we understand to be our understanding and practice of spirituality, leadership and spiritual leadership. What is the nature, source, experience and expression of your spirituality? What does leadership mean to you manipulating or empowering others, creating loyal followers or nurturing other leaders? Is spiritual leadership a reality that we can claim for our lives or simply a slogan masquerading as an idea? This course attempts to reflect the values and commitments of the CTS Strategic Vision Statement (portions from that statement copied below and the whole document is posted to the course web page on insidects) and help students appreciate and foster the relationship between 1

2 spirituality and leadership at a time when there is a strong interest in these topics and how they relate to each other. The CTS Strategic Vision Statement reads: In Christian life at its best, these two modes of participation and response to God s presence spirituality and mission are deeply and mutually related, with each proceeding from and leading into the other. We imagine a continuous, mutually informing movement along a figure eight or infinity sign, with mission on one side and spirituality on the other, representing the pathway from inner life to outer life and back again, wholeness of creation to wholeness of heart. In monastic terms, we might say, action and contemplation. We envision not an endless, closed loop but rather an unfolding journey of transformation, disruption, and growth along the way. An approach like this one might tap into two hungers that are very real in North America today: first, the desire for ways to make a genuine difference for the good, to be wisely missional ; and second, the yearning for ways to be personally whole, fully alive, not merely a peacemaker but also a person at peace. Both mission and spirituality require knowledge, education, and cultivation. Both require critical and constructive perspectives. And moreover, each requires the other to flourish fully. Mission without spirituality is frequently hollow, often self-serving, eventually exhausting; spirituality without mission is frequently disoriented, often self-absorbed, eventually adrift. My hope is that this class will be an experience of that figure-8 in which spirituality leads to leadership and leadership to spirituality. My hope for this class, even as we gather during a particularly challenging time in the life of this country, is also that the class will be an experience in which we not only hear one another, but come to appreciate each other s spirituality and leadership perspectives and practices. -Bill Kincaid Schedule of Class Meetings We will meet from 1-5 p.m. on the following five Fridays: January 23 rd February 6 th February 20 th March 13 th April 17 th We will participate in an immersion experience in Selma and Montgomery, Alabama, leaving on Thursday, March 5 th, and returning March 8 th. Details for this trip will be provided in in a separate document and may include minor changes until the time of the trip. 2

3 Descriptions of Class Meetings and Assignments Friday, January 23 rd Thinking about spirituality, leadership and spiritual leadership 50-word written responses to each of the three questions Reviewing the syllabus Initial planning for the Selma/Montgomery trip Friday, February 6 th Reading (or listening): Barbara Brown Taylor, Learning to Walk in the Dark Discussion of the reading Short paper due Leadership as Coaching discussion led by Dr. Jacquie Braeger Friday, February 20 th Reading: Gil W. Stafford, When Leadership and Spiritual Direction Meet: Stories and Reflections for Congregational Life Discussion of spiritual direction and congregational leadership led by Rev. Judy Fackenthal Discussion of the reading Short paper due Selma, then and now Thursday Sunday, March 5-8 Immersion experience in Selma and Montgomery, Alabama Friday, March 13 th Howard Thurman, The Creative Encounter Short paper due Individual reflections on the Selma/Montgomery trip made to the class Forum planning Friday, April 17 th, 1-5 p.m. (last class meeting) Reading: Individual book selection 3

4 Presentations on individual book selection Friday, May 1 st no class Personal statements of spirituality, leadership and spiritual leadership due (printed copies dropped off to the Dean s office) Texts for Common Reading Martin Luther King, Jr. and Lewis V. Baldwin, Thou, Dear God : Prayers That Open Hearts and Spirits Barbara Brown Taylor, Learning to Walk in the Dark (The audio version of this book is encouraged. The audio version is free with an Amazon account and a 30-day Audible trial membership. It s also available from many public libraries.) Howard Thurman, The Creative Encounter Gil W. Stafford, When Leadership and Spiritual Direction Meet: Stories and Reflections for Congregational Life In addition to these course readings, everyone is strongly encouraged to see the movie Selma, which has just been released in our area. Texts for Individual Reading Adam Bucko and Matthew Fox, Occupy Spirituality: A Radical Vision for a New Generation Joan Chittister, Following the Path: The Search for a Life of Passion, Purpose and Joy Suzanne M. Coyle, Uncovering Spiritual Narratives: Using Story in Pastoral Care and Ministry Robert Ellsburg, editor, Dorothy Day: Selected Writings Anne T. Fraker and Larry C. Spears, editors, Seeker and Servant: Reflections on Religious Leadership (The Private Writings of Robert K. Greenleaf) Philip Gulley, Living the Quaker Way: Discover the Hidden Happiness in the Simple Life Frank G. Honeycutt, The Truth Shall Make You Odd: Speaking with Pastoral Integrity in Awkward Situations Richard Lischer, Open Secrets: A Memoir of Faith and Discovery John Moses, Divine Discontent: The Prophetic Voice of Thomas Merton Henri J. M. Nouwen, The Way of the Heart: Connecting with God through Prayer, Wisdom, and Silence 4

5 Parker J. Palmer, A Hidden Wholeness: The Journey Toward an Undivided Life Eugene Peterson, Working the Angles: The Shape of Pastoral Integrity Richard Rohr, The Naked Now: Learning to See as the Mystics See Don Saliers and Emily Saliers: A Song to Sing, A Life to Live: Reflections on Music as Spiritual Practice Jeanne Theoharis, The Rebellious Life of Mrs. Rosa Parks Frank A. Thomas, Spiritual Maturity: Preserving Congregational Health and Balance Jean Vanier, Becoming Human Malcolm L. Warford, Becoming A New Church: Reflections on Faith and Calling Renita Weems, Listening for God: A Minister s Journey Through Silence and Doubt Assignments 1. Class attendance and participation (20 points). Grade will be based on timeliness, appreciative listening to others in the class, and thoughtful contributions from one s own life to class discussions. 2. Three papers (3 pages and 10 points each, 30 points total) on how Taylor, Thurman and Stafford would respond to the three questions around which the class is built. Grade will be based on the extent to which you give substantive voice to each writer as you answer the three questions on his or her behalf. 3. Individual reflection to the class of five minutes using a picture or symbol from the Selma/Montgomery trip that captures a particularly important moment from that trip for you (10 points). Grade will be based on the significance that the picture or symbol represents for you and the connections it makes to our conversation this semester about spirituality and leadership. 4. Participation in the planning and/or presentation of experiences and reflections from the Selma/Montgomery trip during a Forum to the CTS community (10 points). Grade will be based on the extent of your involvement in the planning and/or presentation for the Forum. 5. Class presentation of fifteen minutes in which you describe how the author of your individually selected book would respond to the three questions around which the course is built (15 points). Grade will be based on the extent to which you give relevant examples and substantive voice to the person s perspectives as you answer the three questions on his or her behalf. 6. Written, personal, five-page statement in which you respond to the three questions around which the course is built (15 points). Grade will be based on the extent to which you give relevant examples and substantive voice to your own spirituality, leadership and spiritual leadership. 5

6 Letter grades represent the following levels of work and correspond to the numerical scores in a modified 7-point grading scale: A (95-100%) = truly superior work according to the declared purposes and criteria A- (93-94%) = very good work, but not quite reaching excellence B+ (91-92%) = good work, beyond basic expectations B (87-90%) = competent work, clearly and solidly fulfilling basic purposes and criteria B- (85-86%) = satisfies the basic purposes and criteria in a minimal way C+ (83-84%) = meets many of the basic expectations but does not satisfy some significant purposes and criteria C (79-82%) = meets some of the purposes and criteria but leaves several unfulfilled C - (77-78%) = meets few purposes of the assignment and satisfies few of the criteria D (70-76%) = student did something but does not meet the purposes and criteria of the assignment F (below 70%) = work does not deserve credit or was not turned in 6