Course Expectations: Classroom Attendance and Participation (10%)

Transcription

1 CH/EM/TH635 Catechesis: History, Theology, and Practice Gordon-Conwell Theological Seminary Summer 2015: May 26 (Tuesday) May 30 (Saturday) S. Steve Kang: or Course Description: This course explores the ministry of instructing people in the essentials of Christian faith and practice. Attention is given to the biblical bases for, and historic practices of, catechesis, with the aim of encouraging contemporary applications of this ministry (from Catalogue). Course Objectives: - To be rooted in precedents and rationale for catechetical ministry, both biblical and historical - To understand the biblical and theological content of historic catechesis - To strategize how to move toward contemporary practices of catechesis in congregational settings - To apply the student s learning from theological education into congregational settings - To commit to forging a teaching-learning community in the church - To set for oneself an agenda for life-long learning as a catechist of the church Required: Packer, J. I., and Gary Parrett. Grounded in the Gospel. Grand Rapids: Baker, Parrett, Gary and S. Steve Kang. Teaching the Faith, Forming the Faithful. Downers Grove: IVP, Westerhoff, John, and O.C. Edwards. : Issues in the History of Catechesis, Eugene: Wipf & Stock, custom reprint Vanhoozer, Kevin. Faith Speaking Understanding: Performing the Drama of Doctrine. Louisville: Westminster John Knox, Recommended Texts: Brueggemann, Walter. The Creative Word: Canon as Biblical Education. Minneapolis: Fortress Press, Harmless, William. J. Augustine & the Catechumenate. [AC] Collegeville, MN: Liturgical Press, Torrance, T. F. The School of Faith: Catechisms of the Reformed Church. Eugene: Wipf & Stock, Helpful Resources: Murphy, Debra Dean. Teaching that Transforms: Worship as the Heart of Christian Education. Eugene: Wipf & Stock, Hesselink, I. John. Calvin s First Catechism: A Commentary. Louisville: Westminster/John Knox, Packer, J. I. A Quest for Godliness: The Puritan Vision of the Christian Life. Wheaton: Crossway, Parrett, Gary and Julie Tennent. Psalms, Hymns and Spiritual Songs. MorgenBooks, Van Engen, John, ed. Educating People of Faith: Exploring The History of Jewish and Christian Communities. Grand Rapids: Eerdmans, Wengert, Timothy J. Martin Luther s Catechisms: Forming Faith. Minneapolis: Fortress, Willey, Petroc, Pierre de Cointet and Barbara Morgan. The Catechism of the Catholic Church and the Craft of Catechesis. San Francisco: Ignatius Press, Also strongly recommended is familiarity with any catechetical resources from the student s own denomination. Course Expectations: Classroom Attendance and Participation (10%) 1

2 Attendance (in the full sense of the word) is required for all class sessions. Students should be ready during each class period to: (1) recall the major tenets of the readings; (2) raise questions pertaining to the readings; (3) be able to reflect the readings personally & theologically; (4) actively & wholeheartedly participate in classroom activities; and (5) promote and maintain the learning & formational community in class. The History of Catechesis Group Paper & Presentation (15%) Upon careful reading of one assigned chapter in, each group of (four or) five students is to prepare a two single-spaced paper outlining (in full sentences) the characteristics of catechesis practiced in a time period or within a tradition described in the chapter. For each chapter, two independent groups will be responding to two different sets of questions for curriculum formulation founded in pp of Teaching the Faith, Forming the Faithful. Teaching the Faith, Forming the Faithful, pp Group 1 Ch.2 The NT Church Why?, What?, Who? & Whom? Group 2 Ch.2 The NT Church When?, How?, Where? Implicit curriculum? & Null curr.? Group 3 Ch.3 The Ancient Church Why?, What?, Who? & Whom? Group 4 Ch.3 The Ancient Church When?, How?, Where? Implicit curriculum? & Null curr.? Group 5 Ch.4 The Medieval Church Why?, What?, Who? & Whom? Group 6 Ch.4 The Medieval Church When?, How?, Where? Implicit curriculum? & Null curr.? Group 7 Ch.5 The Continental Reformation Why?, What?, Who? & Whom? Group 8 Ch.5 The Continental Reformation When?, How?, Where? Implicit curriculum? & Null curr.? Group 9 Ch.6 Reformation England Why?, What?, Who? & Whom? Group 10 Ch.6 Reformation England When?, How?, Where? Implicit curriculum? & Null curr.? Group 11 Ch.7 Roman Catholicism Why?, What?, Who? & Whom? Group 12 Ch.7 Roman Catholicism When?, How?, Where? Implicit curriculum? & Null curr.? Group 13 Ch.8 Eastern Orthodoxy Why?, What?, Who? & Whom? Group 14 Ch.8 Eastern Orthodoxy When?, How?, Where? Implicit curriculum? & Null curr.? Group 15 Ch.9 The American Church Why?, What?, Who? & Whom? Group 16 Ch.9 The American Church When?, How?, Where? Implicit curriculum? & Null curr.? Each group is to send in its paper by 11:59PM on May 26 (Tuesday) The paper should be in.pdf format with its title to include, in order, the abbreviation of the paper title, group number-chapter number, and the last names (in alphabetical order) i.e., for the group 10 and chapter 6, HC10-6BushClintonRubioPaul.pdf. All group papers will be posted in CAMS by 8AM on May 27 (Wednesday). Students are responsible to download the papers before class. During the afternoon session on May 26 (Tuesday), there will be time given for groups to read their assigned chapter and begin to work on their assignment. In the morning session on May 27 (Wednesday), groups will be given time to prepare for the presentation fair. Each group will pair up with the other group that has the same chapter (but a different set of questions) and present together for 6 minutes (precisely 3 minutes each for each group), and will repeat the same presentation 3 times. 2

3 Clues to Nurturing Catechumens Group Paper & Presentation (15%) In different groups of (four or) five, students are to research salient clues to nurturing an age-specific and generationally embedded (and, for some, situationally shaped) group. In an outline/bullet point format (full sentences) each group is then to: (1) Describe any unique characteristics of the particular group (300 words); (2) Postulate how church leaders should be mindful of those characteristics/issues in creating catechetical opportunities for that group (200 words); (3) Discuss how the church can appropriately enfold the group in an effort to creating an intergenerational and holistic catechetical teaching-learning community (200 words) (4) Design about 5 Powerpoint slides for the presentation; and (5) Send in the group paper electronically on May 27 (Wednesday) by 10:59PM. The paper should be in.pdf format and the group powerpoint slides in.ppt format with its title to include, in order, the abbreviation of the paper title, the group number, and the last names (in alphabetical order) i.e., for the group M, CNCMArthursIsaacKangMcDonough.pdf. Group A Group B Group C Group D Group E Group F Group G Group H Group I Group J Group K Group L Group M Group N Group O Group P Generation Z Toddler-Preschool Generation Z Elementary Generation Z Junior High Millennial Senior High Urban Millennial Senior High Suburban Millennial Senior High Rural Millennial Senior High Minorities Millennial Early Young Adults College-bound Millennial Early Young Adults Non-College-bound Millennial Emerging Young Adults Millennial &/or Generation X Married Adults Millennial &/or Generation X Single & Divorced Adults Generation X Adults with Family Generation X & Baby Boomer Middle Age Adults Baby Boomer Adults around Retirement Silent Generation Elderly [GI Generation: Born (Age 90+); Silent Generation: Born (Age 72-89); Baby Boomers: Born (Age 50-71); Generation X: Born (Age 35-49) Sometimes called Baby Busters.; Millennials: Born (Age 14-34) Sometimes called Generation Y.; Generation Z: Born (Age 1-13) Sometimes referred to as the igeneration.] All group papers will be posted in CAMS by 8AM on May 28 (Thursday). Students are responsible to download the papers before class. During the afternoon session on May 27 (Wednesday), there will be time given for groups to research their assigned group and begin to work on their assignment. In the morning session on May 28 (Thursday), groups will be given time to prepare for the presentation fair. Each group will present for 5 minutes before the whole class. Catechesis Design Group Project (30%) The same group of students for the Clues to Nurturing Catechumens project is to prepare either a strategic plan for catechizing their particular group or a detailed curriculum for five catechetical sessions & guide for their group. (1) Each member is to: 3

4 a. Investigate any pertinent ideas and/or available resources framework/curriculum/organization, etc. for catechesis for the particular group on the World Wide Web. Bring ideas and insights for the project on May 30 Saturday. (2) Meet as a group in class on May 30 to: b. Share their findings & reflections in a constructive manner c. Based on the sharing, decide together the framework for the group project with the best interest of the others in the group as much as possible. d. Present the ideas for the project to two other groups and receive feedback. e. Revise/refine the ideas for the project as a group. (3) Work together a detailed outline of the project collaboratively f. Articulate the overall purpose and objectives of the project as well as the manner in which the catechesis will take place (1 single-spaced page) g. Write the body of the paper (whether it be a strategic plan or detailed outline of five sessions (This is the major portion of the project, but there is no page limit.) h. Discuss some of the salient catechetical (pedagogical and formative) themes undergirding the project, carefully interacting with the required course texts, as well as with other resources appropriate to the topic (this interaction may be evidenced either in the text of the project write-up itself, or in footnotes, etc.) (3 single-spaced pages) i. Include bibliography and any other materials as appendices. (4) Each member is to: j. Reflect on what s/he has learned about (i) the nature & function of catechesis in the life of the church; (ii) the designing of catechesis project; (iii) what s/he wants to grow deeper in his/her walk with God that s/he learned through the process; (iv) what s/he plans to learn more about catechesis; (v) how s/he would alter the project in his/her own church context; and (vi) the experience of working as a group (1 single-spaced page for each student). Be sure to include the student s name in this page. - The completed project should be in one.pdf file. Send in the group paper electronically by June 12 (by 11:59PM). The title should include, in order, the abbreviation of the paper title, group number, and the last names (in the alphabetical order) i.e., for the group 15, CDP15BestCantonaGiggsRooneyScholes.pdf. Faith Speaking Understanding Paper (30%) Option 1: How does Vanhoozer see doctrine as vital for the project of making disciples (i.e., "little Christs")? Discuss the nature of doctrine, including the indicative and imperatival aspects of setting forth "what is in Christ." Option 2: Why does Vanhoozer think the model of the theater is conducive to instructing the faithful? Discuss his idea that catechesis is a kind of theatrical direction for learning one's part and right participation. Be sure to include a discussion of why learning certain doctrines (e.g., the church; the Lord's Supper; reconciliation) can only be learned (and performed) in community. Option 3: (1) Upon a careful reading, describe and appreciatively evaluate the author s insistence on the church (i.e., the community of God s people) as the theater of the Gospel (or the stage on which God s people perform the drama of doctrine), interacting with salient ideas and/or quotes from the book that buttress his thesis. 4

5 (2) Then, building on your response to the part (1), reflect on how Vanhoozer s thesis can dialogically inform and be informed by the church as an intergenerational and holistic catechetical transformational community. The paper should be three to five single-spaced pages. Send in the paper electronically by June 26 (by 11:59PM). The title should include, in order, the abbreviation of the paper title, the option chosen, and the last name i.e., if the student chose Option 2: FSU2vonBalthasar.pdf. - All citations (footnotes) should be in Turabian format. See Turabian, Kate L. A Manual for Writers of Term Papers, Theses, and Dissertations, 6 th Edition. Chicago: The University of Chicago Press, 1996 or any online help on the formatting. - Late Papers will be docked a letter grade for each day they are late. No exceptions. Course Schedule: - Topics Assignments May 26T - Course Introduction - A Biblical Understanding of Catechesis - Catechesis in Church History I - The History of Catechesis group work GG, Introduction, chs.1-4 (to be completed before the first session) TFFF, Part 1 (to be completed before the first session) The History of Catechesis Group Paper May 27W May 28R May 29F May 30Sa June 12 June 26 - The History of Catechesis Group Presentation Fair - Catechesis Today: Its Aims T-H-E-G-O-S-P- E-L - Nurturing Catechumens I - Clues to Nurturing Catechumens group work - Clues to Nurturing Catechumens Group Presentation Fair - Nurturing Catechumens II - Catechesis Today: Its Content - Practices of Catechesis Designing and Teaching-Learning - Nurturing Catechetical Community - Catechesis Project Workshop - Closure Due (by 11:59PM) GG, chs.5-8; TFFF, Part 2 Clues to Nurturing Catechumens Group Paper Due (by 11:59PM) GG, ch.3 TFFF, Part 3 GG, ch.9 TFFF, Part 4 GG, ch.10; FSU Catechesis Design Group Project Due (by 11:59PM) Faith Speaking Understanding Paper Due (by 11:59PM) 5