Proposal for Approval to Teach TRS 174 Experimentally Date: March 4, 2016 To: Kathy Porter, Chair, UEPC From: Zach Flanagin, Chair, TRS, for Joseph Drexler-Dreis Re: Proposal for Approval to Teach TRS 174 Experimentally a) Proposal --Department: TRS --Title of course: TRS 174: Theologies of Liberation --Number and type of contact hours per week: 3 hours, 15 minutes --Duration of the course in weeks: 14 --Amount of course credit: 1 SMC credit --Brief course description including learning goals, assessment methods and reading list: COURSE DESCRIPTION The task of liberation theology is to critically reflect on human experience in history in light of Christian faith (paraphrasing Gustavo Gutiérrez). Theologians have articulated theologies of liberation because of the ways Christian communities have made sense of their faith in Jesus Christ as a liberator in relation to particular historical contexts and experiences of oppression, and because of perceived limitations of classical forms of theologies to adequately respond to particular experiences of oppression. This course will introduce students to ways of thinking within a theological framework by questioning how liberation theological perspectives can help us respond to our immediate historical situations. In order to do this, the course will challenge students to develop perspectives through which they can engage the world and the humandivine relationship that push beyond the centrality of dominant U.S. American and Western European perspectives. As theologies of liberation developed in primary reference to specific historical contexts and, secondarily, as reactions against the limitations of dominant Western European and U.S. American theologies, the course will also require of students the ability to develop a basic understanding of those contexts and of normative theological positions. This will open up the possibility for students to think with and think from the perspectives of liberation theologians. LEARNING OUTCOMES: After the course, students will be able to: Describe and critically evaluate the central debates within the five theological subfields of theological epistemology, theological anthropology, doctrine of God, Christology, and soteriology, particularly as they are present within theologies of liberation
Application to Teach TRS 174 Experimentally, March 1, 2016 Page 2 Articulate the major theological innovations liberation theologians have made, and what motivated them to make these innovations Understand how liberation theologians analyze concrete social problems in view of a vision of a just social order, and how this vision is rooted in Christian tradition Critically engage theological positions by thinking with and from a variety of perspectives from the underside of history Undertake a critical reflection on a contemporary historical situation in light of the Christian tradition that (a) engages the situation in solidarity with those on its underside and (b) moves toward a vision of liberation READING LIST: Gebara, Ivone. Longing for Running Water: Ecofeminism and Liberation. Translated by David Molineaux. New York: Fortress Press, 1999. Gutiérrez, Gustavo. A Theology of Liberation: History, Politics and Salvation, 15 th anniv. ed. Maryknoll, NY: Orbis Books, 1988. Gutiérrez, Gustavo. On Job: God-talk and the Suffering of the Innocent. Maryknoll, NY: Orbis Books, 2005. A number of other articles, chapters, and excerpts are also assigned, which will be available online or in the reader. ASSESSMENT Participation (20%): The participation grade takes into account the quality of your contributions during class much more the quantity. During class, there will often be small group sessions, which will also impact your participation grade. These sessions will take a variety of forms. For example: groups interpreting different parts of difficult readings together and sharing their results with the class; groups taking positions and defending them in debates with other groups on the various themes we cover; groups responding to songs, poems, short literary excerpts, or short movie clips; etc. Response papers (20%): For each class, you will be required to write a response paper of 250-400 words in response to a question that I will give at the end of the previous class. The first sentence of this response should be a thesis statement, which you should then defend. The purpose of these papers are twofold: (a) to help guide discussion (sometimes, we will draw on them directly in class), and (b) to help you in your credo papers. Generally, adequately completed papers will receive full credit. There are no make-ups or possibilities to turn these in late. Credo papers (15% x 4 = 60%): These credo papers are a statement of your position with regard to the topic covered (theological epistemology, theological anthropology, God, christology, soteriology). They are due one week after the unit ends. There are five units, and four credo papers are required. You can choose which one you skip. For the unit you skip, however, you will still need to do the required reading, write the response papers, and actively participate in class. Credo papers should be 3-4 (double-spaced) pages. --Brief course rationale (relation to current department curriculum):
Application to Teach TRS 174 Experimentally, March 1, 2016 Page 3 This new course is an extension of our departmental offerings related to the intersection of theology with contemporary issues of social justice, strengthening the contributions of TRS to the Core goals of the Common Good and Global Perspective. It has been designed and will be offered by the newest ranked member of TRS, Joseph Drexler-Dreis, starting fall 2016. It will be an elective for TRS Majors and Minors. It will also be open to all SMC students seeking to fulfill the Theological Explorations goal in the Core, one of the other Core goals that this course will meet (Common Good and Global Perspective), or just an elective. This course will be incorporated into the normal allotment of TRS courses and thus does not require any additional resources from the administration. The course will require an improvement in library resources in this area, a step that will begin as soon as experimental approval is received. --Prerequisites (if any) TRS 097: The Bible and Its Interpretation; or TRS 189: The Bible and Its Interpretation: Great Themes --Number and type of students expected (majors? minors? fulfilling area requirement? general interest?) Elective for Majors and Minors or students fulfilling Core Curriculum requirements, as noted above. b) The department or program approves the offering of the course. The department reviewed and approved the proposal on March 1, 2016. c) The department chair confers with the Dean of the School regarding staffing and scheduling issues. The dean reviewed and approved the proposal on March 4, 2016.
Application to Teach TRS 174 Experimentally, March 1, 2016 Page 4 Theologies of Liberation Fall 2016 Joe Drexler-Dreis (draft syllabus) The task of liberation theology is to critically reflect on human experience in history in light of Christian faith (paraphrasing Gustavo Gutiérrez). Theologians have articulated theologies of liberation because of the ways Christian communities have made sense of their faith in Jesus Christ as a liberator in relation to particular historical contexts and experiences of oppression, and because of perceived limitations of classical forms of theologies to adequately respond to particular experiences of oppression. This course will introduce students to ways of thinking within a theological framework by questioning how liberation theological perspectives can help us respond to our immediate historical situations. In order to do this, the course will challenge students to develop perspectives through which they can engage the world and the human-divine relationship that push beyond the centrality of dominant U.S. American and Western European perspectives. As theologies of liberation developed in primary reference to specific historical contexts and, secondarily, as reactions against the limitations of dominant Western European and U.S. American theologies, the course will also require of students the ability to develop a basic understanding of those contexts and of normative theological positions. This will open up the possibility for students to think with and think from the perspectives of liberation theologians. COURSE LEARNING OUTCOMES After the course, students will be able to: Describe and critically evaluate the central debates within the five theological subfields of theological epistemology, theological anthropology, doctrine of God, Christology, and soteriology, particularly as they are present within theologies of liberation Articulate the major theological innovations liberation theologians have made, and what motivated them to make these innovations Understand how liberation theologians analyze concrete social problems in view of a vision of a just social order, and how this vision is rooted in Christian tradition Critically engage theological positions by thinking with and from a variety of perspectives from the underside of history Undertake a critical reflection on a contemporary historical situation in light of the Christian tradition that (a) engages the situation in solidarity with those on its underside and (b) moves toward a vision of liberation ON READING DIFFICULT TEXTS:
Application to Teach TRS 174 Experimentally, March 1, 2016 Page 5 The texts for this course are difficult in two senses. First, if this is your first course that deals with topics in systematic theology, then some of the vocabulary and concepts will be unfamiliar to you. This will be addressed in the lectures and class discussions, but you can already begin to address this difficulty on your own, while reading, by consulting theological dictionaries. The reading will also be difficult in a second, deeper sense. Liberation theologians offer radical critiques of Western modernity, a set of historical developments from which many of us have immensely benefited. As such, many of the readings will profoundly challenge our worldviews and ask us to look at historical situations in new ways. Taking up this challenge is the most difficult aspect of reading theologies of liberation and of this course, but also the most rewarding aspect. ASSIGNMENTS Participation (20%): The participation grade takes into account the quality of your contributions during class much more the quantity. During class, there will often be small group sessions, which will also impact your participation grade. These sessions will take a variety of forms. For example: groups interpreting different parts of difficult readings together and sharing their results with the class; groups taking positions and defending them in debates with other groups on the various themes we cover; groups responding to songs, poems, short literary excerpts, or short movie clips; etc. Response papers (20%): For each class, you will be required to write a response paper of 250-400 words in response to a question that I will give at the end of the previous class. The first sentence of this response should be a thesis statement, which you should then defend. The purpose of these papers are twofold: (a) to help guide discussion (sometimes, we will draw on them directly in class), and (b) to help you in your credo papers. Generally, adequately completed papers will receive full credit. There are no make-ups or possibilities to turn these in late. Credo papers (15% x 4 = 60%): These credo papers are a statement of your position with regard to the topic covered (theological epistemology, theological anthropology, God, christology, soteriology). They are due one week after the unit ends. There are five units, and four credo papers are required. You can choose which one you skip. For the unit you skip, however, you will still need to do the required reading, write the response papers, and actively participate in class. Credo papers should be 3-4 (doublespaced) pages. REQUIRED TEXTS: Gebara, Ivone. Longing for Running Water: Ecofeminism and Liberation. Translated by David Molineaux. New York: Fortress Press, 1999.
Application to Teach TRS 174 Experimentally, March 1, 2016 Page 6 Gutiérrez, Gustavo. A Theology of Liberation: History, Politics and Salvation, 15 th anniv. ed. Maryknoll, NY: Orbis Books, 1988. Gutiérrez, Gustavo. On Job: God-talk and the Suffering of the Innocent. Maryknoll, NY: Orbis Books, 2005. *A number of other articles, chapters, and excerpts are also assigned, which will be available online or in the reader. Schedule Tues., Aug. 30 Thurs, Sept. 1 Introduction; Orientation of the Course Why Liberation Theology? Coates, The Case for Reparations Johnson, An Open Letter to Ta-Nehisi Coates Gutiérrez, Toward a Theology of Liberation, 23-28 Gebara, Longing for Running Water, v-vii, 1-18 1. Theological Epistemology Tues., Sept. 6 Thurs., Sept. 8 Tues., Sept. 13 Thurs., Sept. 15 Tues., Sept. 20 Faith and Revelation Dulles, Faith and Revelation, 79-107 Presumptions of Liberation Theology Gutiérrez, A Theology of Liberation, 162-73 Gutiérrez, Option for the Poor, 235-50 Tasks of Liberation Theology Gutiérrez, A Theology of Liberation, 3-12 Sobrino, Theological Understanding in European and Latin American Theology, 7-38 Method in Theologies of Liberation Phan, Method in Liberation Theologies, 40-63 Furthering Epistemologies of Theologies of Liberation
Application to Teach TRS 174 Experimentally, March 1, 2016 Page 7 42 Gebara, Longing for Running Water, 19-66 Althaus-Reid, Gustavo Gutiérrez Goes to Disneyland, 124-2. Theological Anthropology Thurs., Sept. 22 Tues., Sept. 27 Thurs., Sept. 29 Sin and Grace Haight, Sin and Grace, 375-429 The Human Person, Society, and the Problem of Sin Augustine on Fallen Human Nature, 352-53 Clark, Reconceiving the Doctrine of Jesus as Savior in Terms of the African Understanding of an Ancestor, 140-59 The Human Person in Relation to God and Creation The Second Vatican Council on Human Nature, 398-400 Benedict XVI on the Identity of Humanity, 404? Gebara, Longing for Running Water, 67-100 3. God and God-Talk Tues., Oct. 4 109-28 Thurs., Oct. 6 Tues., Oct. 11 Thurs., Oct. 13 The Christian Understanding of God Tracy, Approaching the Christian Understanding of God, Godzieba, The Trinitarian Mystery of God, 131-96 God-Talk Gutiérrez, On Job, xi-50 God-Talk Gutiérrez, On Job, 51-104 God and Relatedness Gebara, Longing for Running Water, 101-72
Application to Teach TRS 174 Experimentally, March 1, 2016 Page 8 Christology Tues., Oct 18 Thurs, Oct. 20 Tues., Oct. 25 Thurs., Oct. 27 Tues., Nov. 1 Jesus Christ in the New Testament and History Galvin, Jesus Christ, 255-313 Mid-term Holiday Jesus and the Reign of God Sobrino, Central Position of the Reign of God in Liberation Theology, 350-88 Sobrino, The Kingdom of God and the Theologal Dimension of the Poor, 109-38 Jesus Cross and Redemption Cone, The Cross and the Lynching Tree, xiii-29, 93-119 Williams, Black Women s Surrogacy Experience, 1-14 Copeland, Wading through Many Sorrows, 109-124 Martyrdom Rahner, Dimensions of Martyrdom, 9-17 Sobrino, Primordial Saintliness, 71-105 Thurs., Nov. 3 Jesus Resurrection and Redemption Athanasius on the Relation of Christology and Soteriology, 290 Sobrino, Christ the Liberator, 11-53 Soteriology Tues., Nov. 8 Eschatology Hill Fletcher, Eschatology, 621-51 Thurs., Nov. 10 Liberation and Salvation
Application to Teach TRS 174 Experimentally, March 1, 2016 Page 9 Tues., Nov. 15 73 Thurs., Nov. 17 Gutiérrez, A Theology of Liberation, 13-26, 83-86, 102-05, 162- Salvation in History Ellacuría, The Historicity of Christian Salvation, 251-88 Liberation and Salvation in Contemporary Contexts Gebara, Longing for Running Water, 193-212/ Women s Experience Pineda Madrid, On the Possibility of Salvation, 123-52 Tues., Nov. 29 Liberation and Salvation in Contemporary Contexts Althaus-Reid, Do Not Stop the Flow of My Blood, 44-59 Althaus-Reid, Rejunte: A Theology from Excluded Love, 147-57 Conclusion Thurs., Dec. 1 The Necessity of a Liberation Theological Perspective Young, Do Black Lives Matter to God? 210-18 Dean s Approval Hi Kathy, I have reviewed the proposals for experimental offerings in TRS: 174 - Theologies of Liberation, and 175 - Colonialism, Race, and Religion, and I recommend their approval. I did have a few suggestions for them, which Zach has indicated he'll convey to the new hire who'll be teaching these, but nothing that inhibits my endorsement at this point. cheers, Sheila Sheila Hassell Hughes Dean, School of Liberal Arts Saint Mary's College of California