Lecturer in Missiology and Pastoral Studies Job Description

Transcription

1 Braemor Park, Churchtown, Dublin 14 t: Lecturer in Missiology and Pastoral Studies Job Description Background The Theological Institute is responsible for both ordination and lay training within the Church of Ireland. There are currently two main courses: a Professional MTheol offered in association with Trinity College Dublin and a Professional Certificate in Ministry offered in association with St. John s College, Nottingham and validated through the University of Chester. The MTheol is taught through two pathways full time residential (over 3 years) and part time non residential (over 6 years). The Professional Certificate is a one year access course which brings potential students to the point of selection and also forms the core of Diocesan Reader training. The educational philosophy behind the training process is that of integrating theory with practice across the core disciplines of scripture, theology and ministry. The approach to ministerial formation seeks to enable students to grow in line with eleven ministerial characteristics spirituality, theological reflection, pastoral care, vision, leadership, worship and preaching, worship and preaching, worship and liturgy, communicating the faith, management and change, administration and vocation and in their commitment to life long learning. Overall Job Purpose To co ordinate, lead, teach and carry out research in the following areas of the curriculum: Missiology and Pastoral Studies (see Appendix 1). To be involved in shared delivery of the Ethics module. To develop the curriculum in line with the Bishops Vision for Ministry Formation and Training, with particular reference to the implementation of an elective module in Building New Communities of Faith (see Appendix 2). To ensure that the academic standards are attained and that the specified learning outcomes are met. To develop, implement and monitor a scheme of practical placements for students, including increasing responsibility for student internships. To assist in other course development as requested.

2 Essential Criteria academic qualifications in the required field commensurate with post graduate teaching. (It is expected that the candidate will have completed, or be close to the completion of, a doctoral degree.) experience of teaching at degree level in the required field a demonstrable commitment to research an understanding of the issues of Christian mission and ministry, with particular reference to the Irish context an understanding of the interplay between traditional models and the developing of new communities of faith an understanding of the issues surrounding inter church and inter faith dialogue an understanding of the principles, and experience in the implementation, of pastoral care an understanding of the interplay between scripture, theology and ethical practice an understanding of, and willingness to implement, the educational philosophy behind the course the ability to act as a skilled administrator in the development of practical placements and student internships either an experience of distance learning methodologies or a willingness to master these requirements, and a commitment to deliver in this mode including a requisite level of technological capability Desirable Criterion a priest in Anglican orders Duties and Responsibilities to work under the oversight of the Director as a full member of the faculty team this necessarily includes attendance at staff meetings and any other meetings requested by the Director, submission of teaching plans to the Director, compliance with requirements laid down in the Staff Handbook and willingness to review and act constructively on student feedback to demonstrate evidence of actual and planned research to co ordinate and lead the Missiology and Pastoral Studies modules within the MTheol curriculum to contribute to teaching and research in the areas of missiology, pastoral studies and ethics to develop these same modules for teaching in the part time pathway through a combination of distance / e learning and occasional residential weekends to pioneer a proposed new elective module in Building New Communities of Faith to oversee the programme of practical placements for students and to become increasingly involved in the development of the student internships to participate in developing and delivering co requisite aspects of the formational curriculum including shared responsibility for chapel life to act as a tutorial group leader in the pastoral support and practical guidance of a small group of students including the need for supervision of dissertations to interact and build community with the student body in distance learning mode to develop and contribute to course development for other bodies of students, including appropriate modules for Continuing Ministerial Education and Lay Ministry to contribute to the development of the Institute website to undertake all such other duties as may required in the normal running of a professional theological academic institution to establish and foster links between the Institute, the Church, the University of Dublin (School of Religions, Theology and Ecumenics) and other appropriate bodies and institutions, and be willing to represent the Institute to such bodies

3 Personal Qualities We are seeking to appoint a person, well qualified in the appropriate theological disciplines, who: affirms the ethos and values of the Church of Ireland endorses the aims and objectives of the Church of Ireland Theological Institute as outlined in the Bishops policy document understands ministerial formation, Christian mission and pastoral theology can work collaboratively relates well to students has good communication skills is able to think strategically has strong administrative capability has an understanding of both residential and distance learning has a commitment to continuous professional development Details of Employment Title: Employed by: Responsible to: Context: Lecturer in Missiology and Pastoral Studies The Representative Church Body of the Church of Ireland, initially on a fixed term contract of up to five years duration The Director of the Theological Institute To liaise with other members of staff, students and clergy. To establish and foster links between the Institute, the Church, the University of Dublin (School of Religions, Theology and Ecumenics) and other appropriate bodies and institutions, and be willing to represent the Institute to such bodies. Work Place: The Church of Ireland Theological Institute, Braemor Park, Churchtown, Dublin 14. Interaction with distance learning and lay students may require travel and possible overnight stays at regional locations. Hours of Work: Remuneration and benefits: Average 35 per week but considerable variation throughout the year. Flexibility will be required to meet the varying needs of teaching courses and supporting nonresidential students. Consequently this will involve some evening and weekend work. Annual entitlement to six weeks of holiday. The remuneration and benefits package will be consistent with comparable third level educational positions, taking into account the experience and qualifications of the successful candidate. Appendices 1. The Curriculum. 2. Bishops Policy Document.

4 Appendix 1 Curriculum Structure Mode A: 120 Credits STAGE YEAR 1 YEAR 2 YEAR 3 MODE CONTENT Residential The Bible and its Interpretation Text and Communities in Context: 1. OT/Hebrew Bible 5 credits 2. New Testament 5 credits Theological Reflection and Christian Identity 1. Christian Thinking about God 5 credits 2. Jesus the Christ 5 credits Christian Practice in Church and Society 1. Mission, Culture and Social Context 5 credits 2.Pastoral Studies 5 credits Electives 1 of 3 1. Church Music and Worship 2. Faith Nurture & Christian Education 3. Ministry for Reconciliation Each Residential The Bible and its Interpretation Communities of Interpretation: 1. To the Enlightenment period 5 credits 2. To the modern day 5 credits Theological Reflection and Christian Identity 1. Cosmology, Anthropology & the Church 5 credits 2. Theology and Ethics 5 credits Christian Practice in Church and Society 1. Liturgy, Worship and Spirituality 5 credits 2. Anglican Studies in an Irish Context 5 credits Church Leadership Practicalities and Practice Parish Training Independent Residential Ministry Portfolio Dissertation 30 credits

5 Curriculum Structure Mode B: 120 Credits STAGE YEAR 1 YEAR 2 YEAR 3 YEAR 4 YEAR 5 YEAR 6 Residential Residential Residential Residential Parish Parish Training Training Independen Independent t MODE Residential Residential The Bible and its Christian The Bible and its Christian Interpretation Practice in Interpretation Practice in Text and Church and Communities of Church and Ministry Ministry Communities in Society Interpretation Society Portfolio Portfolio Context 1. Mission, 1. To the 1. Liturgy, 1. OT/Hebrew Culture and Enlightenment Worship and over 2 years over 2 years Bible 5 credits Social Context period 5 credits Spirituality 5 2. New 5 credits 2. To the modern credits Testament 5 2.Pastoral day 5 credits 2. Anglican Dissertation Dissertation credits Studies Studies in 30 credits 30 credits Irish Context over 2 years over 2 years 5 credits Theological Electives 1 of Theological Church Reflection and 3 Reflection and Leadership Christian 1. Church Music Christian Identity Practicalities Identity and Worship or 1. Cosmology, and Practice 1. Christian 2. Faith Nurture Anthropology & Thinking about & Christian the Church 5 God 5 credits Education or credits CONTENT 2. Jesus the Christ 5 credits Christ 5 credits 3.Ministry for Reconciliation 2. Theology and Ethics 5 credits

6 Module 9 Mission, Culture and Social Context 5 Credits Module Content: 1.1 Experience of church and mission The missionary nature of the church; models of mission and recent studies on missiology (e.g. D Bosch, S Bevans etc); the Irish missionary heritage and its legacy. 1.2 The nature of practical theology: A theological discipline, with sub disciplines that operate with different methods and secular partners Pastoral care psychology; religious education pedagogy; homiletics rhetoric; liturgy symbol theory; congregation building models of community work; diakonia social studies, advocacy. 1.3 The Role of Religion in Contemporary Irish Society Defining and interpreting religion as a social reality: comparing guiding sociological frameworks, methods and types of enquiry; religion and modernity: secularization or individualization; deinstitutionalization and the cultural and civic roles of religion; globalization and religion. 1.4 The Church s Engagement in Mission in Contemporary Ireland Resources for constructing local theologies (R Schreiter) appropriate to Irish contexts; discernment of strategies of mission appropriate to contemporary Irish contexts. 1.5 Comparative Contexts for Christian Mission Understanding key differences in context between mission in Ireland, and in e.g., Britain, US, certain African and Asian contexts; the meaning of conversion; mission and advocacy concern; mission and evangelism; hospitality, encounter and conversion in an interfaith context. Learning Outcomes: By the end of this module students will be able: To appreciate a range of models of mission and to engage with a number of key recent missiological proposals. To understand the complex nature and multi methodological dimensions of practical theology and to develop the skills necessary to articulate a local theology to underpin Christian mission and ministry in contemporary Ireland. To analyse critically the role of religion in contemporary Irish society. To reflect on the church s understanding of its mission in contemporary Ireland. To understand the similarities and differences between the Church s mission in Ireland and in other countries. To connect biblical models of mission with mission as institution. Methodology: Part time Mode A: This module will be taught through a series of lectures and student led seminars. Students will be required to participate and lead class seminars and also to take part in collaborative small groups and independent study. There will be a joint seminar with each of the other two strands Biblical Studies and Theology. Part time Mode B: This module will be taught through workbook and DVD lectures. Students will also contribute to online seminars and will be required to engage in independent study of set texts. Students will also be required to take part in collaborative small groups and independent study. There will be a joint seminar with each of the other two strands Biblical Studies and Theology Assessment: 2,500 words of coursework (e.g. essay or project as agreed by course leader) Contact Hours: 20 Work Load: hrs

7 Module 10 Pastoral Studies 5 Credits Module Content: 1.1 Offering and Receiving Ministry Understanding and building on the stages of faith (J Fowler) that characterize human growth and development; the role of the religious minister in rites of passage, e.g., confirmation, marriage, funerals etc.; forming and maintaining healthy relationships within the Christian community; distinctive and specialized ministries: chaplaincy, urban, team and youth ministry; one generation church, ecclesiology and evangelism. 1.2 Public and Private Ministry Critically appreciating the skills of pastoral reflection and self awareness as a pastoral practitioner; understanding the need for appropriate boundaries in public ministry and personal life; understanding the theory and practice of communication, including theory of education and the educational roles and responsibilities of the minister; ministry and media: developing competencies for interpreting liturgy in a wider context via mass media, in public and civic contexts. Learning Outcomes: By the end of this module students will be able: To engage critically with developmental approaches to faith and human growth. To understand the dynamics of community life and to show critical appreciation for skills in conflict resolution and mediation. To understand, as a reflective practitioner, the role of the minister in the public celebration of rites of passage within the Christian community. To appreciate a range of ways, other than parochial ministry, in which ministry may be offered to Church and to society. To understand the importance of education theory for pastoral ministry. To develop appropriate media skills. To recognise situations of conflict and to come to an understanding of conflict resolution and mediation. Methodology: Part time Mode A: This module will be taught through a series of lectures and student led seminars. Students will be required to participate and lead class seminars and also to take part in collaborative small groups and independent study. There will be a joint seminar with each of the other two strands Biblical Studies and Theology. Part time Mode B: This module will be taught through workbook and DVD lectures. Students will also contribute to online seminars and will be required to engage in independent study of set texts. Students will also be required to take part in collaborative small groups and independent study. There will be a joint seminar with each of the other two strands Biblical Studies and Theology. Assessment: 2,500 words of coursework (e.g. essay or project as agreed by course leader) Contact Hours: 20 Work Load: hrs

8 Module 8 Theology and Ethics 5 Credits Module Content: 1.1 Understanding Current Challenges Moral pluralism and its responses: between moral relativism, Christian fundamentalism and cynicism; the technological imperative, market economics and liberal individualism; the ambivalent role of religion in society: contradictory patterns of secularisation, the fragmentation of religious institutions, the increasing public profile of religion; violence and the legacy of conflict; the place and use of Scripture in contemporary ethics. 1.2 Approaches to Christian Ethics, with a focus on how different ethical approaches construe the relationships between the different sources of Christian moral understanding (bible, tradition, experience, exemplary practice): ecclesial communitarianism; virtue ethics; natural law, classical and revisionist; autonomous ethics; feminist ethics. 1.3 The Role of Christian Ethics in Public Debate With Particular Reference to the Irish Context; The philosophical and theological positions of key contributors to the debate about the role of religious voices in public discourse including R Williams, J Habermas, P Ricoeur and J Rawls; the role of religious convictions in public reason; the churches as agents of and as a forum of debate in civil society on questions of justice and of human flourishing (for example on matters relating to the legalisation of samesex relationships, abortion, etc.); the political contribution of the churches in dealing with the legacy of violence and conflict (Hard Gospel, Moving Beyond Sectarianism, etc.). Learning Outcomes: By the end of this module students will be able: To analyse and evaluate the nature of the current challenges in and to Christian ethical discourse, with specific reference to the Irish context. To understand the different ways in which the sources of Christian moral understanding (bible, tradition, experience, exemplary practice) function within the Christian moral life. To recognize and make use of the different forms of ethical argumentation that are evident in different traditions of Christian ethics. To connect scriptural understanding with ethical decision making. To include a consideration of the relationship between preaching and ethical decision making. To recognize the manner in which the different forms of argumentation occur in contemporary ethical debates about personal and social ethics (as for example in relation to sexuality, bioethics, economics, etc.). To articulate and evaluate the criteria by which different Christian ethical traditions draw conclusions about moral norms in contemporary society. To appreciate and evaluate the different ways in which the church can participate in moral debate in contemporary society, with particular reference to the Irish context. Methodology: Part time Mode A: This module will be taught through a series of lectures and student led seminars. Students will be required to participate and lead class seminars and also to take part in collaborative small groups and independent study. There will be a joint seminar with each of the other two strands. Part time Mode B: This module will be taught through workbook and DVD lectures. Students will also contribute to online seminars and will be required to engage in independent study of set texts. Students will also be required to take part in collaborative small groups and independent study. Assessment: 2,500 words of coursework (e.g. essay or project as agreed by course leader) Contact Hours: 20 Student Work Load: hrs

9 Elective Developing Growing Communities of Faith 10 Credits Module Content: This module aims to provide students with an understanding of past and contemporary models of new faith community development, enabling students to engage with and critique the factors that made historic expressions effective or otherwise and to provide a similar analysis of contemporary models. It will aim to enable students to critically reflect on the personal, relational and community development skills necessary for building effective links to the wider local context in which they are situated. Students will be expected to engage with a range of contemporary models across different traditions and cultural contexts requiring them to reflect theologically and practically on how they would apply this learning to future faith community development. Learning Outcomes: By the end of this module students will be able to: Engage with and critique a variety of current and historic new faith community models including a critical reflection on issues of success or failure based on an analysis of the Christ/culture relationship guiding each model (e.g., H. Richard Niebuhr's typology), its analysis of biblical sources, its understanding of the pastoral tasks of the minister, and of the role of the faithful. Analyse critically different approaches to the sociological, ecclesiological and cultural dynamics specific to faith community development with particular reference to contemporary Ireland. Reflect on the practical skills needed to build good connections between the new faith community, the wider local context and all other faith communities. Reflect critically on the range of skills and characteristics that will enable the leadership of a new faith community in which the different charisms and self understandings of the faithful can contribute to the life of the congregation, of the wider church and of Irish society. Methodology: Part time Mode A: This module will be taught through a series of lectures and student led seminars. Students will be required to participate and lead class seminars and also to take part in collaborative small groups and independent study. There will also be practical engagements and subsequent assessments. Part time Mode B: This module will be taught through workbook and DVD lectures. Students will also contribute to online seminars and will be required to engage in independent study of set texts. Students will also be required to take part in collaborative small groups and independent study. There will also be practical engagements and subsequent assessments. Assessment: This module is assessed by coursework totalling 5,000 words. Contact Hours: 40 Student Work Load: hrs

10 Appendix 2 The Ministry Formation Project Plan 1. Broad Statement of Purpose or Intent To equip fully all members of the church ordained and lay and to fulfil effectively the church s mission in 21st century Ireland Recognising the recent major changes in society the increased demands and pressures on the ordained ministry the Bishops are undertaking this project in order to: Ensure ordained clergy are fully equipped and trained to carry out the complex role demanded of them Facilitate the church s transition from the existing model to a new missional and pastoral model that would better reflect the shape of 21st century Ireland To reconnect the many, energized, passionate and young people who feel disconnected from the current model of training they are being offered To provide a method of training that facilitates healthy family relationships during the period of training To build on the momentum provided by the Inspection Report to review and rethink the goals of training and to ensure the training is in line with the stated goals and mission of the church That the methods we use to train people will, throughout, effectively connect learning and practice This will aim to foster and encourage life long learning through new educational approaches 2. Overall Aspirations of the House of Bishops for those who are being trained for Ministry 1. To connect learning and practice i. To ensure that theology is not learnt in isolation but connected and applied to real ministry situations ii. To enable students in subsequent ministry positions to be able to apply their learning to the challenges they face and to connect culture and theology 2. To nurture gifting for ministry and mission in an entirely new and ever changing social context 3. To deepen spiritual self awareness and theological wisdom 4. To develop holiness and integrity of character 5. To initiate a process of lifelong learning and deepening vocation 6. To ensure that the training process is an enriching experience for all CofI Church Traditions 7. To enable those who are trained to be open theologically to fresh challenges in a lifetime of ministry

11 3. Further Aspirations of the House of Bishops for this Project Academic Aspirations Ensuring that there is a full integration between learning and practice That the academic pathways connect with universally recognisable levels of academic accreditation The use of different styles and approaches to learning that help students make the connection The encouragement of active participation in the learning process The encouragement and recognition of differing academic and theological viewpoints To inculcate the principles of lifelong learning An academic approach that is relevant and inspiring for all age groups but particularly will engage with younger members offering themselves for ordination To get away from the trend of the pre retirement opting for ministry The distinction and link of intellectual enquiry and faith focused information Relational Community Aspirations A focused and purposeful residency based on an agreed annual community covenant. A community life that is family friendly and that seeks to integrate adults and children into the community life. A community that encourages space for differing traditions to be expressed and explored together. A community under girded by community worship and prayer. A community that encourages and fosters mutual support structures for future ministry. A community that has the structures and the skills to handle conflict. A community that finds ways of connecting with the wider church. A community that also engages with other faith communities in an ecumenical and interfaith context. Governance Aspirations To create a single oversight body with the following responsibility and function: Ensuring that the aspirations of the House of Bishops as articulated in this project plan are being met Ensuring that the Theological institute is operating to principle of best of class in terms of learning and preparation for mission and service Ensuring compliance with all legal, financial, health and safety and personnel standards Being aware of and having concern for the morale and motivation of staff and students The constitution of the board will have regard to skill and input not representation appointed by HOB. The Director is invited to sections of these meetings but is not a part of it The Primary reporting line of the Director will be to the Bishop who chairs the group This Bishop will conduct an annual review with the Director ensuring the same is done with all staff The Governing Body will conduct annual reviews in the set up phase to ensure it is meeting objectives and thereafter conduct full scale inspections every 5 years Additional bodies that will look at curriculum development can be convened at the director s discretion in consultation with the oversight board The additional bodies such as academic and operations/finance are there to serve the director they are not part of the Oversight Team The Oversight Team will review their output and ensure their effectiveness