I. GUIDELINES FOR INCLUSIVE LANGUAGE

Appendices I. GUIDELINES FOR INCLUSIVE LANGUAGE Duke Divinity School The decadence of our language is probably curable. Those who deny this would argue, if they produced an argument at all, that language merely reflects existing social conditions, and that we cannot influence its development by any direct tinkering with words and constructions. So far as the general tone or spirit of language goes, this may be true, but it is not true in detail. Silly words and expressions have often disappeared, not through any evolutionary process but owing to the conscious action of a minority. George Orwell Politics of the English Language The necessity for change is the parent of tradition. If we want a change in our language to come, we must first facilitate that change through concerted action. Our language is determined both by who we are as individuals and communities, and who we want to become. The affirmation of the integrity of people with various opinions and interpretations on the issue of language is assumed. It is recognized, however, that exclusive language can work unwitting and unintended harm by distorting reality and excluding members from our community. Therefore, all members of this Duke Divinity School community (students, faculty, administrators, and staff) are invited to join together in using language that most adequately reflects the unity of the people of God and the reality of God. LANGUAGE ABOUT PERSONS A. Generic Usage Although man originally carried the meaning of both human beings and adult males, such can no longer be assumed. Even though technically man is inclusive, its actual use is often exclusive. 1. Use precise language. When in the past you would have been inclined to use the generic term man, find creative ways to use such words as humankind, humans, persons, everyone, men and women, children of God, etc. 2. Use words that do not include man when referring to occupations and positions that can include both males and females. Alternative descriptions can often be found which are not awkward compounds: (instead of) (try) Clergyperson Clergy Congressperson Representative Policeman Police Officer Fireman Fire Fighter Chairperson Chair, Moderator, Presiding Officer B. Pronoun Usage Pronoun usage that avoids gender specific categories is an effective way to include all members of society or a given community in general references. Although English grammars generally maintain that the nonspecific individual be referred to as he, such a reference is not inclusive. One should attempt to make all pronoun references inclusive. 1. When speaking in general terms or when referring to both women and men, use pronouns so as to make explicit that both men and women are included. This may be accomplished by using such methods as he and she, hers and his, or combinations such as he/she, s/he, and his/hers. 2. Other approaches to the pronoun issue include: a. Use writing that reduces unnecessary or excessive gender specific pronouns: 146 Appendices

The average American drives his car to work can become The average American drives to work. b. Rephrase statements into the plural: Most Americans drive their cars to work. c. When speaking in generic terms or when including women and men in the same group, some guides suggest alternating female and male pronouns: A person should take good care of her car. He should check the oil level daily. She should also make sure that the tires are properly inflated. d.the indefinite use of the second person plural pronoun, you, to refer to people in general is a widespread conversational device. You must realize, however, that the use of the second person in writing creates an intimate relationship between the writer and the reader. For this reason, when you use the second person, be sure that the person or persons to whom the argument is directed is clearly identified. e. Masculine pronouns can be replaced by the impersonal pronoun one, and this is still preferred in formal usage. However, one should use this form sparingly. C. Forms of Address Traditionally there has been little need for particular ways to refer to individual women or married individuals with different titles. Women did not have titles other than Miss or Mrs., and it was assumed that their identity derived from their marital status. That assumption is no longer valid, and forms of address should recognize the identity that women have as individuals. 1. In referring to an individual woman there is no need to refer to her marital status, just as traditional references to men give no indication of their marital status. Examples: a. Ms. Lorna Stafford b. The Reverend Ms. Louise Lind c. The Reverend Mr. Louis Lind d.dr. Jennifer Jones 2. Different titles should be recognized when addressing married couples. Examples: a. Clergywoman married to a layperson: The Reverend Ms. Sally Jones and Mr. Gerald Jones b. Clergy couples: The Reverends Ms. Sally Smith and Mr. Gerald Jones; The Reverends Ms. Sally Jones and Mr. Gerald Jones; The Reverends M/M Sally and Gerald Jones c. Other titles: Professor Louise Lind and Dr. Jonathan Smith; Drs. Cynthia and Jackson Whittaker 3. Although the use of individual names is assumed when married people have different titles, this is desirable for others as well. Instead of Mr. and Mrs. Steve Jackson, try: a. Steve and Lorna Jackson b. Mr. and Mrs. Steve and Lorna Jackson c. M/M Steve Jackson and Lorna Stafford 4. Titles can be eliminated altogether, but in formal usage this practice is generally not preferred. D. References to Collective and Abstract Nouns Social institutions (e.g., Church), concepts (e.g., evil), or inanimate objects (e.g., a ship) do not have gender. Referring to them as female or male encourages stereotyping groups of people with the qualities specific to that institution, concept, or object. 1. Pronouns that refer to collective and abstract nouns should be neuter, except in direct quotations. Appendices 147

a. Direct quotation: And I saw the holy city, new Jerusalem, coming down out of heaven from God, prepared as a bride adorned for her husband.... (Rev. 21:2). b. Modern usage: The Church is described as the new Jerusalem. It is adorned for the worship of God, and its relationship with God is seen as a gift from God. 2. Direct quotations can often be made inclusive through the use of brackets: A person must make his [or her] own way in this broken world. LANGUAGE ABOUT GOD Although these guidelines are designed mainly for use in terms of language about people, care and attention should be given also to language about God in writing, speaking, and worship. Language about God should articulate the variety and richness of God s manifestations to humankind. It should also respect the deeply personal nature of God as expressed through the Trinity. These suggestions are offered as a beginning point from which one can develop androgynous language about God. A. The exclusive use of either masculine or feminine pronouns for God should be avoided. B. Metaphors showing God s personal relationship with humans should be used, but need not be personalized with he or she. C. A variety of sex-specific metaphors can be used: God is the father who welcomes his son home, but she is also the woman who searches for the lost coin. Imagination, patience, and diligence are required in order to use language that expands and enriches our understanding of God. II. CONDUCT COVENANT AND JUDICIAL PROCEDURES Duke Divinity School This appendix on Conduct Covenant and Judicial Procedures contains language adopted in January, 1987, and February, 2003 : Conduct Covenant: Duke Divinity School* We, the faculty and students in the Divinity School of Duke University, make covenant, individually and corporately, to uphold the highest standards of personal and academic integrity. This includes, but is not limited to, never lying, cheating, stealing, causing harm to self or others, or defacing property. Set aside by our calling, we hold ourselves and each other to the highest standards of conduct (1). As a Divinity School committed to forming and educating persons for the ministry of Jesus Christ, we covenant together to embody truth in every aspect of our lives, including our academic work. In joyful obedience to Christ, we gratefully involve our bodies, minds, and spirits in this community of discipline and love, recognizing that we are a people called to worship God by the Spirit of truth (2). Covenant Keeping: Introduction: Breaches of community covenants are grievous matters, both to the individuals concerned and to the community as a whole. To encourage covenant faithfulness, the Divinity School conduct covenant tries to be explicit in describing the kind of attitude and behavior that honors the distinctive nature of the Divinity School. The Divinity School will work to make students aware of our covenant together from the beginning of their academic program. *Duke Divinity School is a Christian community shaped by the Gospel of Jesus Christ. While we do not expect members of other faith traditions to share the theological framework out of which this covenant was developed, we welcome into our community anyone who is willing to live and work under the standards of conduct specified herein. 148 Appendices

Pastoral Process: The response of the community to both alleged and confirmed fractures of our covenant will be guided by pastoral concerns. In this instance pastoral denotes reconciling, restorative, healing. At times we can be reconciling, restorative and healing simply through sharing, listening sympathetically and responding with forgiveness and understanding. In other instances reconciliation, restoration to the community and healing of person and community can occur only through confession, an attitude of penance and penitential acts indicating remorse, contrition, and a desire to learn from one s errors. Members of the covenant community who are aggrieved by the conduct of other members of the community should find a friend and approach the offending party to work out the misunderstanding or offense (Matthew 18:15-20). However, because of their gravity, matters related to plagiarism, cheating, theft or abuse of property (including academic property), fraud, or personal (and especially sexual or racial) harassment, should be brought directly to the Academic Dean for address and resolution following the processes described below. As members of a covenant community, all persons have a moral obligation to report breaches of the covenant. Judicial Procedures The judicial process hereinafter described is constituted for the Divinity School community as required by the Judicial System of Duke University and the university s rubric on student life. It conforms to and functions within those larger structures (see Bulletin of Duke University: Information and Regulations). When grievances are brought to the Academic Dean, the following processes will be implemented: A. Faculty accused of covenant violation will be subject to the policies and procedures of the currently effective Duke University Faculty Handbook. B. Students accused of covenant violation may elect (1) to authorize the Academic Dean to initiate an informal process to resolve the accusation and apply any indicated disciplines, or (2) to authorize the Academic Dean to initiate a formal process involving fellow students, faculty and administration who will attempt to determine whether there has been a violation and take appropriate pastoral action. 1. Informal Process: Under this procedure the person bringing the accusation, the accused, the Academic Dean, and whomever the Academic Dean deems appropriate will work to review the facts of the offense. The Academic Dean will decide on guilt or innocence, the Divinity School s response to it and any indicated discipline. 2. Formal Process: Under this process (operated in conformity with the Bulletin: Information and Regulations), alleged offense(s) will be reviewed by The Divinity School Judicial Board, composed of the Academic Dean (who will serve as Chair of the Board), the Associate Dean for Student Services, four students (one of whom shall be designated an alternate), and three faculty and/or staff members (one of whom shall be designated an alternate). This committee will review the grievance, dismiss it or admit it, and decide on any action to be taken in response to it. In either the informal or formal processes, the student who is the subject of a complaint or accusation will be fully informed of his/her rights and the grievance(s) brought against him/her, given ample opportunity to respond and be assured s/he will be heard fully, fairly and in Christian charity. Proceedings under both (1) and (2) should be held in strictest confidence by all parties concerned. Disciplinary measures, depending on the severity of the offense, may include but not be limited to: required counseling, a mandated leave of absence for a term or terms, failure of a course, and suspension or expulsion from the Divinity School. Appendices 149

Appeal A person convicted of a covenant breach may appeal the case to the Dean of The Divinity School by providing: 1) written notice of that intention within 48 hours and 2) a written statement of the grounds of the appeal within 7 days of the receipt of the verdict. Grounds for appeal include new and significant evidence that might alter the case or violation of due process. Interpretation/Exposition (This section is designed to foster continuing conversation regarding the Covenent and its relationship to the Divinity School community): 1. Our call is lived out in community. We do not claim as our own that which belongs to the community. We will respect the places of learning, help to care for the facilities, and share in the exchange of materials, neither stealing nor abusing books or other valuable tools of learning. We will abstain from cheating of every kind. We will not plagiarize, fabricate, or falsify our work or aid others in these forms of dishonesty. When we observe any forms of dishonesty, we recognize that we are under moral obligation to report the offender to the Academic Dean. In the truthful pursuit of knowledge and understanding, we will foster the honest and respectful exchange of ideas, prepare for class, listen carefully, seek to understand, and give a fair, accurate, and charitable account of ideas, positions, and arguments with which we agree and disagree. In this vital exchange, we will open ourselves to judgment, always seeking to learn and not bear false witness. 2. Those who claim Christ speak and live truthfully. We are called to show respect to all we meet, acknowledging in our daily behavior on and off the campus that we are called to live in the image of God. We work to strengthen one another in Christ. We are welcoming and hospitable, endeavoring to create a place where all will feel safe and free to share joys and struggles, passions and conflicts, hopes and fears. We serve and do not exploit one another. We honor the friendships we form, transcending selfservice with mutual service. We live honestly before our friends, giving and receiving godly wisdom and holding ourselves accountable to one another as disciples of Jesus Christ. We attend to the concerns of our families, avoiding neglect, abuse, or evil counsel. We are faithful to the covenants we enter: personal, marital, familial, communal. We encourage each other to ever-deepening commitment to Christ in prayer, fasting, chastity, worship, study, and acts of charity, justice, and mercy. 150 Appendices

ENROLLMENT SUMMARY 2002-2003 Master of Divinity 383 Master of Theology 27 Master of Theological Studies 57 Master of Church Ministries 14 Special Students 14 Total 495 GEOGRAPHICAL DISTRIBUTION Non Reported 49 Alabama 7 Arizona 1 Arkansas 1 California 3 Colorado 1 Delaware 1 Florida 9 Georgia 8 Illinois 1 Indiana 4 Iowa 5 Kansas 2 Kentucky 2 Louisiana 3 Massachusetts 2 Maryland 1 Michigan 5 Minnesota 3 Missouri 1 Mississippi 5 Montana 1 North Carolina 285 North Dakota 1 Nebraska 1 New Hampshire 1 Ohio 2 Oklahoma 1 Oregon 4 Pennsylvania 4 South Carolina 20 Tennessee 9 Texas 7 Virginia 21 Washington 2 West Virginia 1 Wisconsin 2 Total 476 INTERNATIONAL Germany 2 Haiti 2 Korea 10 El Salvador 1 Jamaica 1 Canada 1 Romania 1 Zimbabwe 1 (212 men, 171 women) (20 men, 7 women) (32 men, 25 women) (0 men, 14 women) (5 men, 9 women) (269 men, 226 women) DENOMINATIONS REPRESENTED Adventist 1 African Methodist Episcopal 2 AME Zion 2 American Baptist 8 Anglican 3 Baptist 63 Baptist Missionary Assoc. of America 2 Brethren in Christ 1 Christian Church (Disciples of Christ) 6 Christian Methodist Episcopal 1 Christian Reformed Church in N.A. 1 Churches of Christ 5 Church of God 1 Episcopal 16 Evangelical Lutheran in America 4 Evangelical Presbyterian Church 1 Free Methodist 2 Lutheran 8 Mennonite 1 Moravian Church in America 1 Nazarene 5 Nondenominational 24 Not Reported 5 Other 10 Pentecostal 6 Presbyterian 8 Presbyterian Church in America 3 Presbyterian Church (USA) 5 Roman Catholic 8 Southern Baptist Convention 14 United Church of Christ 2 United Methodist Church 272 Unitarian Universalist 1 Univ. Fellowship of Metropolitan Comm. Churches 1 Wesleyan Church 2 Total 495 Total 19 Appendices 151