Union University Ed.D. in Educational Leadership-Higher Education Course Syllabus Course Number Education 723 Course Title Faith and Ethics in Educational Leadership (3 hours) Course Description A critical analysis of faith issues, ethical decision-making, worldview frameworks and values questions in the context of schools and educational leadership, especially in the public sector but not excluding the private. Techniques and tools are identified and practiced to analyze, clarify and evaluate ethical issues within educational contexts. Instructors David Gushee, Ph.D. and Tom R. Rosebrough, Ph.D. Office Phone 731-661-5024 (Dr. Gushee), 731-661-5373 (Dr. Rosebrough) E-mail dgushee@uu.edu and trosebro@uu.edu Semester/Schedule Summer 2005 Monday-Friday, 8am-3pm (with Wednesday as the transition day ) Dr. Rosebrough meets the class M, Tu, Wed (2 hr exam in the A.M.) Dr. Gushee meets the class Wed. 1pm for introduction, Th, Fri Knowledge The doctoral student will: and 1. Explore various theories of ethical decision-making as they relate to education leadership. 2. Identify and define the typical elements in codes of ethics. 3. Examine ethical dilemmas associated with instruction and curriculum. 4. Examine trends in higher education related to ethics. 5. Identify a Christian ethic for decision-making in higher education. 6. Compare the various ways of knowing and believing in the values realm. 7. Compare and contrast different bases for development of a worldview: atheism, agnosticism, pantheism and theism and the specific worldviews which emanate from these four bases. 8. Identify and explore the critical questions of faith in the context of worldview. 9. Examine the impact of postmodern thinking as it relates to faith issues in higher education. 10. Explore the issue of faith integration in learning. 11. Explore the issue of faith integration in the curriculum. 12. Compare theories of ethical decision-making within a Christian framework. 13. Explore issues in religious liberty, church-state, and First Amendment as they relate to higher education.
Skills The doctoral student will: 2 1. Recognize ethical problems more readily. 2. Develop an overview of one's own worldview using criteria and philosophical bases. 3. Analyze personal decision-making utilizing critical criteria. 4. Apply consequential and non-consequential arguments in resolving ethical dilemmas. 5. Articulate the critical questions of faith. 6. Analyze contemporary issues regarding changing cultural roles. 7. Frame the question of identity in a Christian university. 8. Analyze postmodern visions of faith, ethics, and higher education. 9. Apply biblical and ethical principles to currently sensitive issues in higher education. Dispositions The doctoral student will: 1. Articulate the accountability of the leader as an agent of moral/ethical development. 2. Identify the ethical implications of instructional plans. 3. Value the use of critical reflection and biblical interpretation in the resolution of professional ethical dilemmas. 4. Encounter and evaluate the critical questions of faith and worldview. 5. Evaluate changing cultural mores relating to faith expressed in the public arena. Required Readings (Rosebrough) Sire, James W. (2004). The universe next door. Fourth Edition. Intervarsity Press, Downers Grove, IL. [Students should order this book and read it before June 13.) Weigel, George. (2005). The cube and the cathedral: Europe, America, and politics without God. Basic Books, Cambridge, MA. [Students should order this book and read it before June 13.] Dockery, David S. (2002). Shaping a Christian worldview, in Shaping a Christian worldview: the foundations of Christian higher education. Edited by David Dockery and Greg Thornbury. Broadman-Holman. (Handout from Dr. Rosebrough) Lewis, Hunter. (1990). A question of values: six ways we make the personal choices that shape our lives. HarperCollins, NY. (Handout from Dr. Rosebrough) Rosebrough, T. (2002). Christian worldview and teaching, in Shaping a Christian worldview: the foundations of Christian higher education. Edited by David Dockery and Greg Thornbury. Broadman-Holman, Nashville. (Handout from Dr. Rosebrough) Thornbury, Greg. (2002). The lessons of history, in Shaping a Christian worldview: the foundations of Christian higher education. Edited by David Dockery and Greg Thornbury. Broadman-Holman. (Handout from Dr.
3 Rosebrough) Rosebrough, T. Faith and Worldview in Higher Education. (PowerPoint Notes). Various other readings on faith and worldview will be distributed in a bibliography. Required Readings (Gushee) Benne, Robert. (2001). Quality with soul: how six premier colleges and universities keep faith with their religious traditions. Eerdmans, Grand Rapids. [Students should order this book and read it before June 15.] Monsma, Stephen. (1996). When sacred and secular mix. Rowman and Littlefield Publishers. [Students should order this book and read it before June 15.] Gushee and Stassen. (2003) Kingdom ethics. Intervarsity Press, Downers Grove, IL. (Handout of Chapter 1-6) Gushee. "A Biblical Vision for Intercultural Competence. (Handout from Dr. Gushee) Gushee. Language and Methodology in Ethics (PowerPoint notes) Gushee. The Purpose of Baptist Higher Education. (This essay will be sent to students in advance to read before the course begins.) Various other readings on ethics and faith will be distributed in a bibliography. Instructional Strategies Class time will be divided among lectures, videos, presentations by students, large and small group discussions, case study analyses and panel discussions. Such a varied methodology is intended to afford students the opportunity to examine their own faith, ethical judgments and worldviews particularly as they relate to the teaching profession. This course is taught unapologetically from a Christian worldview perspective. Such an approach does not preclude a critical analysis of various worldviews, including the Christian worldview. Course Calendar June 13 (8am-3pm) June 14 (8am-3pm) Course introduction: Worldview thinking Video: Questions of Faith Discussion Theism and Other Worldviews: Lecture-PowerPoint Handout "Analyzing Values" based on book by Hunter Lewis. Faith and culture: PowerPoint lecture Teaching and Learning from a Christian worldview Luther, Discussion..History and culture
June 15 (8-10am) Student Worldview presentations, 8-10am--Rosebrough) (1pm) Dr. Gushee Introduction of Ethics portion of the course Faith, Ethics and the Mission and Identity of a University: Lecture-Discussion of Gushee, Purpose of Baptist Higher Education 4 June 16 (8am-3pm) Models of Faith/Learning Integration in Higher Education: introductory lecture; student presentations on each of the six schools; group discussion Foundations and Methods in a Christian Ethic: lecturediscussion, Gushee PowerPoint notes June 17 (8am-3pm) Church-State Issues in Higher Education: introductory lecture on Monsma; three student presentations; case study reflection and presentations in three small groups Intercultural Competence and Diversity in Higher Education; discussion based on Gushee essay, A Biblical Vision for Intercultural Competence and other materials distributed during class. Course Topics This course deals with topics related to an educator s belief system: faith, worldview, integrating faith in teaching and learning, ethics, faith and culture, values analysis, church-state issues in higher education, character education, university mission-identity, postmodernity, intercultural competency and diversity, and more. Course Requirements and Evaluation 1. Present in your research group a worldview analysis. Presentations will be done on June 15. Counts 10% of your grade. (Rosebrough) 2. Prepare an essay in which you analyze how you make decisions. Choose one incident or set of experiences which will provide a vehicle from which you can discover which value or set of values is utilized by you in making decisions. Refer to notes, "Six Ways" handout, and Sire and follow essay instructions (attached to syllabus). Due July 6. Counts 20%. (Rosebrough) 3. Quiz take home--due July 6. Covers material from entire course. Counts 40% of your grade. (Rosebrough/Gushee) 4. Seminar papers Due: June 16-17. Counts 15% of your grade. (Gushee)
5. Case Study presentations June 17. Counts 15% of your grade. (Gushee) 5 Grade Percentages: A 93-100, B 84-92, C 70-83, F Below 70 Attendance Policy for H.Ed. Classes Students should strive for punctuality and 100% in attendance in all classes in all courses. Because of the concentrated delivery system in the summer, attendance and punctuality are vital priorities for student success. In the event of an emergency or illness or other significant conflict, students are responsible for notifying the professor and for fulfilling all class requirements according to the professor's directions. Absence from one weekday class may be excused provided only that the student: 1) expresses in writing to the professor (copy to the Director) an acceptable reason for the absence; 2) asks and receives permission from the professor; and 3) agrees to do all make-up work required by the professor. Absence from more than one weekday class in the summer H.Ed. classes, if unexcused, will result in a failing grade. Academic Honesty Union University upholds the highest standards of honesty. Students are to avoid plagiarism of materials, refrain from the use of unauthorized aids on examinations, refuse to give or receive information on examinations, and submit only those assignments which are the result of their own efforts and research. Academic dishonesty can result in a failing grade for the assignment in question and/or a failing grade for the course, according to the professor's judgment. 5
VALUES DECISION ESSAY EDUCATION 723 FAITH AND ETHICS IN EDUCATION (Rosebrough) 6 Write an essay of analysis of an important decision you have made in your life. It does not have to be a recent decision. It could be a set of decisions clustered around an important event or choice. The organization for the essay is as follows: 1. Introduction: describe what you do for a living, your family, your schooling, your church, any other background you think pertinent to your values system. 2. Description of the Decision: this should be done in objective terms. The "what, where, when" not the "why or how" of a decision or set of decisions you have made. 3. Analysis of the Decision: analyze your decision using Hunter Lewis' taxonomy of six ways we make personal choices that shape our lives. This section of the essay is the "why and how" of your decision-making and the main section of your essay. Take each of the six values modes and apply them to your decision for analysis. This analysis should demonstrate your understanding of the six values modes as you apply them to your decision as well as how well you have thought through the decision. You are literally thinking about your thinking (metacognition). 4. Conclusion: conclude your essay by commenting on what you have learned about yourself through this values analysis. Include a reflection upon your own worldview utilizing terms and worldview thinking from the Sire book and from class. Criteria for the essay include: type-written, double-spaced, one inch margins, 12 point Times typeface or similar, 5-7 pages, A.P.A. (although references outside Lewis and Sire are not required for this essay) Due: June 30, 2005 6
WORLDVIEW PRESENTATION EDUCATION 723 FAITH AND ETHICS IN EDUCATION (Rosebrough) 7 The purpose of the worldview presentation is to encourage your reflection as a worldview thinker. You will work as a part of a research group on one of three worldviews as assigned by the instructor: naturalism. existentialism, and new age. It is hoped that your study of less familiar worldviews will be informative but will also enrich and enlighten your understanding of the Christian worldview. Refer to notes, the Sire text, pertinent handouts, library/internet research and this set of guidelines in preparing the presentation. Your research group will function much like a committee, with clearly defined goals and individual assignments and roles. Please follow these guidelines: 1. Each student needs to have read the topic in the Sire text and to have conducted more extensive research on the topic. Please see bibliography for assistance. 2. The group should meet, discuss and organize the topic for the presentation. 3. Each group member must have a role in presenting. Suggestion: as a group, identify an introduction, the body (or middle) and a general conclusion or summary. Assign group members accordingly. 4. Prepare a one-page outline of your presentation. Please include a second page of references (use A.P.A. style). Have copies available for the instructor and the other cohort members. 5. During the presentation, 30-40 minutes in length, encourage discussion with the class. 6. Handouts and visual aids are quite appropriate to enhance the quality of the presentation. 7. The presentations will be made June 15, in the same order listed above (beginning with naturalism, then existentialism, and ending with new age). 7
SEMINAR PAPERS EDUCATION 723 FAITH AND ETHICS IN EDUCATION (Gushee) 8 Write a 3-4 page double-spaced paper either on one of the six schools covered in the Benne book or on two chapters in the Monsma volume. Every student will do one of these presentations. We will assign them on June 15. 1. Benne: Calvin College 2. Benne: Wheaton College 3. Benne: Valparaiso 4. Benne: Notre Dame 5. Benne: Baylor 6. Benne: St. Olaf The Benne papers involve sifting through the entire book to see what is said about the persons, vision, and ethos of each school under consideration. Papers should pull together this material into a succinct statement about the nature and identity of each school, how the school fits into Benne s paradigm of the four types of Christian universities, and what can be learned from this particular school related to faith/learning integration and the identity of a church-related college or university. The other three students will write 3-4 page double-spaced papers on two chapters in Monsma: 7. Monsma: chs. 1-2 8. Monsma: chs. 3-4 9. Monsma: chs. 5-6 Each Monsma paper should briefly summarize the key content assigned and offer a critical engagement with the material. If it is possible to link Monsma s content with your own personal experience in education, it would be especially helpful. 8
CASE STUDY PRESENTATIONS EDUCATION 723 FAITH AND ETHICS IN EDUCATION (Gushee) 9 Church-state issues in higher education are constantly tested by legal cases. At the conclusion of the lectures and presentations concerning Monsma, When Sacred and Secular Mix, the class will be divided into three groups. Each group will be handed a case study that raises church-state and religious liberty issues. Students will have one hour to study the case and then present it in a 15-20 minute presentation based on the following format: 1. Briefly describe the case 2. Indicate what church-state issues are raised by this case 3. Discuss the legal history of the case and/or how it was handled by the schools. 4. Apply Monsma s positive neutrality model to the case; compare that with a strict separationism approach. Which approach do you favor? Can your group agree on one? 5. Discuss the implications of the case for Christians and Christian higher education. 9