expanded course descriptions - bethel university · *this ecd is a reliable guide to the course...

0

Fall 2016

Bethel Seminary

San Diego

Expanded Course Descriptions

Fall 2016

1 *This ECD is a reliable guide to the course design but is subject to modification

Table of Contents

BI 510 ......................................................................................................................................................... 3-4

CM 605 .......................................................................................................................................................... 5

CP 510 ........................................................................................................................................................ 6-7

GC 565B ......................................................................................................................................................... 8

GC 609DE ................................................................................................................................................. 9-10

GS 780DE ................................................................................................................................................ 11-12

HS 510 ......................................................................................................................................................... 13

HS 652 ......................................................................................................................................................... 14

MF 500 ................................................................................................................................................... 15-16

MF 625 ................................................................................................................................................... 17-19

MF 627 ........................................................................................................................................................ 20

MF 646 ........................................................................................................................................................ 21

MF 665 ................................................................................................................................................... 22-24

MF 716 ................................................................................................................................................... 25-27

MF 785B ...................................................................................................................................................... 28

MH 625 ................................................................................................................................................... 29-30

MH 665 ................................................................................................................................................... 31-33

MH 715 ........................................................................................................................................................ 34

MH 785A ..................................................................................................................................................... 35

ML 523 ........................................................................................................................................................ 36

ML 523 (InMinistry) ................................................................................................................................ 37-39

ML 591DE .................................................................................................................................................... 40

ML 593DE .................................................................................................................................................... 41

ML 623DE ............................................................................................................................................... 42-44

NT 516 .................................................................................................................................................... 45-46

NT 518 .................................................................................................................................................... 47-48

NT 541 ......................................................................................................................................................... 49

NT 541 (InMinistry) ................................................................................................................................ 50-51

Fall 2016


NT 751 .................................................................................................................................................... 52-53

OT 516 .................................................................................................................................................... 54-55

OT 516DE ............................................................................................................................................... 56-57

OT 541 .................................................................................................................................................... 58-59

OT 601DI ..................................................................................................................................................... 60

PC 512 ......................................................................................................................................................... 61

PC 759 .................................................................................................................................................... 62-63

TL 565B ........................................................................................................................................................ 64

TS 512 ..................................................................................................................................................... 65-66

TS 516 ..................................................................................................................................................... 67-68

TS 520 ..................................................................................................................................................... 69-70

TS 530 ..................................................................................................................................................... 71-72

TS 752 ..................................................................................................................................................... 73-74

Fall 2016


BI510: HERMENEUTICS

Professor: Mark Strauss

COURSE DESCRIPTION: An introduction to biblical interpretation. The course will survey the interrelationship of author, text, and reader in the interpretative process with the goal of determining the nature and content of divine revelation. The student will acquire a vocabulary and conceptual framework for the interpretation of Scripture. No prerequisite. Three hours.

COURSE OBJECTIVES/LEARNING OUTCOMES: By the end of the course students will be able to:

Summarize the nature of biblical interpretation and the story of how the canon of Scripture came to us.

Explicate clearly the goals and methods of an evangelical hermeneutic.

Analyze biblical texts with reference to genre, historical context, and literary context to order to determine the author’s intended meaning with a high degree of accuracy.

Appropriately apply biblical texts to diverse contemporary contexts, taking account of their contextual and historically-conditioned nature.

Use a variety of biblical study tools with confidence and appropriate caution.

RELEVANCE FOR MINISTRY: This course provides students with the skills to read and study the Bible for theological reflection, for effective teaching in ministry contexts, for personal spiritual growth, and for discipleship.

COURSE FORMAT: Course time will be comprised of lectures, quizzes, in-class discussions, in-class projects. Assessment will be based on outside readings, class participation quizzes, exams, and a research paper.

REQUIRED READING:

Select readings from the Bible. You will need at least two good English translations of the Bible.

Gordon D. Fee and Douglas Stuart, How to Read the Bible for All Its Worth (Grand Rapids: Zondervan, 2014, fourth edition). 978-0310517825

Jeannine K. Brown, Scripture as Communication. Introducing Biblical Hermeneutics (Grand Rapids: Baker, 2007). 978-0801027888

Mark L. Strauss, How to Read the Bible in Changing Times (Grand Rapids: Baker, 2011). 978-0801072833

Gordon D. Fee and Mark L. Strauss, How to Choose a Translation for All Its Worth (Grand Rapids: Zondervan, 2007). 978-0310278764

Course Notes for BI 501, Hermeneutics (will be available on Moodle).

ASSIGNMENTS: 1. Select readings from the textbooks & weekly quizzes on these readings (30%) 2. Four Hermeneutic Projects (worth 5%, 10%, 10%; [15% research paper; see below])

Fall 2016


3. Class attendance and in-class project participation (10%) 4. Final exam (15%) 5. One 8-10 page research paper (15%) 6. Attendance at Research Seminar (5%

PREREQUISITES: None

RELATION TO CURRICULUM: Required course for all programs.

FINAL EXAM: Yes

Last Date Edited: May 2, 2016

Fall 2016


CM605: THEOLOGY OF POVERTY & BIBLICAL JUSTICE

Professor: TBD

***Expanded Course Description not yet submitted for this course. Please contact the professor for

more details. ***

Fall 2016


CP510: INTRODUCTION TO PREACHING

Professor: Arnell Motz, DMin, PhD (ABD)/Chris Brown, Adjunct

COURSE DESCRIPTION: A basic course on biblical preaching to prepare students for a preaching and teaching ministry. This course assumes that students already have an understanding of biblical interpretation and exegetical methods. CP 510 will employ experiential learning to discover the principles of biblical preaching and sermon construction and to introduce students to the purpose, types and techniques of preaching God’s Word, and how to relate with relevancy to contemporary audiences.

PRIMARY LEARNING OUTCOMES: That upon completion of the course, the student will be able to: 1. Apply the principles of hermeneutics to sermon preparation. 2. Develop a method of expository preaching that informs all styles of preaching. 3. Develop topical, narrative and expository sermons. 4. Use a style of preaching that fits one’s personality and ability to communicate. 5. Demonstrate a passion for teaching God’s Word so that it calls for life change.

REQUIRED TEXTS: Preaching for Life Change A. Motz Christ-Centered Preaching B. Chapell

Supplemental Reading: (complete 400 pages from any of the following) Communicating for a Change Andy Stanley & Lane Jones Preaching with Variety Jeffrey Arthurs Biblical Preaching H. Robinson Invitation to Biblical Preaching D. Sunukjian Excellence in Preaching S. Vibert The Preacher and Preaching S. Logan (ed.) Between Two Worlds J. Stott The Witness of Preaching T. Long The Sacred Anointing (first couple chapters) T. Sargent Preaching that Connects Galley & Larson Black Preaching H. Mitchell Reclaiming the Old Testament in Christian... (ed) G. Kent, P. Kissling, L. Turner

RELEVANCE FOR MINISTRY: This course equips for the skills of communicating God’s Word in culturally appropriate ways, with faithfulness to the text, and relevancy to the listener.

COURSE FORMAT: Classroom lecture and discussion on the process of sermon building plus sermon presentation with group feedback and evaluation

http://www.amazon.com/Communicating-Change-Seven-Irresistible-Communication/dp/1590525140/ref=sr_1_3?s=books&ie=UTF8&qid=1311717671&sr=1-3

http://www.amazon.com/Andy-Stanley/e/B002GPZ0X4/ref=sr_ntt_srch_lnk_3?qid=1311717671&sr=1-3

http://www.amazon.com/Lane-Jones/e/B001K8F2NQ/ref=sr_ntt_srch_lnk_3?qid=1311717671&sr=1-3

Fall 2016


ASSIGNMENTS: 1. Sermon building exercise (10%) 3. Sermon evaluations of recommended preachers (15%) 3. Integrative reading project (30%) 4. Sermon & devotional (50%)

PREREQUISITES: None (Hermeneutics recommended)

RELATION TO CURRICULUM: Core requirement for MDiv degree programs.

FINAL EXAM: No

Last Date Edited: May 11, 2016

Fall 2016


GC565B: CROSS-CULTURAL INTERNSHIP B

Professor: David Diener, MDiv, Ph.D


more details. ***

Fall 2016


GC609DE: INTERCULTURAL COMMUNICATION

Professor: Pauline E. Nichols EDD

ONLINE COURSE DESCRIPTION: The study of doing multi-ethnic ministry and understanding the factors of intercultural communication as it affects the infrastructure of healthy multi-ethnic congregations. Applications are made in the diversity of urban local or global contexts. Although online, this is NOT a self-study program, but an interactive participatory class. We are learning from one another using the assignments, weekly Skype meetings and the Moodle platform for ongoing weekly discussions.

COURSE OBJECTIVES: Participants will be joining the ongoing discussion of how culture influences leadership styles and communication in the context of birthing and sustaining ethnic fellowships. We will explore the challenges and opportunities of “doing” ministry beyond our own cultural and theological identities and look at current regional case studies. This course will be anchored in the word of God, with added doses of critical research, grassroots theories and practical grass roots experience. We are learning from one another using the assignments, weekly Skype meetings and the Moodle platform for ongoing weekly discussions

RELEVANCE TO LIFE & MINISTRY: The question remains within any diverse urban center, should we establish churches in our own cultural image? Or should we attempt to bridge the cultural gap and join with those in their own cultural image? From any vantage point we say that Jesus loves us all as the song speaks to us – red and yellow, black and white they are precious in his sight – Jesus loves the little children of them all. How is this modeled in church? Is it even possible to have multiple leadership styles co-exist and co-partner in the kingdom? Can we lay down our inherent identity to build a bridge into the community? This is the discussion. This is the reality we hope to analyze toward solutions at the urban and global level.

REQUIRED COURSE TEXTS:

Cultural Detective: Topic Specific Package. (one month online subscription) Schaetti & Robinson.

http://www.culturaldetective.com

Exploring Culture: Exercises, Stories and Synthetic Cultures. 2002, Hofstede, Pedersen, Hofstede.

303.482 H7113EX

Intersection of Faith and Culture. (Episodes 1-6) 2011. Sabeel Media Video Production. Channel

Subscription YouTube.

https://www.youtube.com/watch?v=y8F9R0YD59A&list=PLIArbckwVOzkwa4pppHEvXEgQMi2_l9dG&index=4

Learning from the Stranger. 2009, Smith 261 S645

Salsa, Soul and Spirit: Leadership for a Multicultural Age. 2007, Bordas.

RESERVE:

Bridging Cultural Conflicts. 2003, LeBaron. 303.6L441

Building a Healthy Multiethnic Church. 2007, Deymaz 259.089 D528

Cross Cultural and Intercultural Communication. 2003, Gudykunst. 303.482 C951

Cross Cultural Servanthood. 2006, Elmer. 303.482 E48SE

Emerging Voices, Urgent Choices. 2006, Hernayez, Pena Eds. 259.0896 H557



Fall 2016


Effective Intercultural Communication. 2014, Moreau, Campbell, Greene Eds. 303.482 M837

Figuring Foreigners Out. 1999, Storti. 303.482 S886F1

Ministering Cross Culturally. 2003, Lingenfelter, Mayers.

The Global Gospel. 2015, Mischke

The Politics of Latino Faith. 2008, Wilson. 259.086 W747

ASSESSMENT: Grading will be based upon the student’s ability to bring a good mind to class in the discovery of various and intricate worldviews. A working portfolio is a culmination of the process of discovery and description needed to design a critical ethnography that incorporates cultural values of the receptor group. Final Grades Posted by October 31st

25% weekly discussions on Moodle -50 pts. 25% weekly conference call - 50 pts. 25% text & media evaluations – 25/25 pts. 25% final project presentation based upon research design and real data – 100 pts.

CLASS MEETINGS: Class sessions will be held on line via Skype TBA. Evenings can be switched to mornings if all are in agreement.

1. Interaction on Moodle - The earlier you can get the reading accomplished, the more prepared all of us will be for online discussions. Each student depends on the other for quality time online. I will expect everything posted on Moodle by Tuesday 3am so we can interact with the discussion thread until Monday, at which point I will give out points for participation

2. Online Conference Calls - this course requires that SKYPE be loaded on your computer. This is a free program and takes very little space. Please set up your user name and password one week before the semester begins. Then contact me via SKYPE (pollywollydooda) as a new contact so I can add you to my list. You should add my SKYPE name before sending your details. I will call you in as a group. This is our time to discuss the week, make any changes, present new information relevant to the week’s emphasis and get to know one another as we journey through the course.

3. Text & Media Evaluations - required and recommended and were chosen with a view to expose the participant to mainstream research and out-of-the-box outreach. Give me an objective view of the source and please no more than one page. Due weeks 3 & 6.

4. Final Project Final project is due via e-mail by October 31th @ 10pm PST. Create a five page, double spaced, detailed outline. Or if you are not a linear thinker use the mapping technique. See Moodle for examples. Include in your abstract, detailed and focused research of the communication styles. Build a bridge of understanding within conflict from one of the following: Korean, Hispanic the Americas, Arab/Persian, or First Nations. In conclusion, create a compelling argument for or against the establishment of a multi-ethnic congregation in your urban area. If there is any other area of research that you prefer, please get approval from me.

RELATIONSHIP TO CURRICULUM: This fulfills one of the requirements for the Missional Leadership concentration for MDIV, MATS degree.

Fall 2016


GS780DE: SENIOR INTEGRATIVE SEMINAR

Professor: Dr. Jeannine Brown

COURSE DESCRIPTION This senior-level seminar focuses on summative work in integrating a student’s learning in Bible, theology, and history; ministry leadership; spiritual and personal formation; and intercultural sensitivity and competence. Integration methodologies are explored theoretically and practically. Methods conducive to integrative learning (e.g., case studies, team teaching) will be utilized to explore both interdisciplinary and faith/praxis integration.

COURSE OBJECTIVES: The student should be able to...

Apply Scriptural messages appropriately to contemporary context

Evaluate their own theology in light of the wider Christian tradition

Demonstrate the ability to contextualize the gospel in ways that respectively engage with realities of human diversity (e.g., culture, economy, gender)

Integrate key course concepts into personal wholeness and faith praxis

Integrate key course concepts into professional practice

Integrate key course concepts across disciplines

Demonstrate a professional approach to discussion and dialogue, characterized by critical thinking, respectful assertiveness, and the capacity for integration

Demonstrate a capacity for integrative applications to case studies

RELEVANCE FOR MINISTRY: This course draws from all areas of the curriculum (leadership, formation, Bible/theology/history) to seek integrative connections. Readings and the case study process provide avenues from practicing of integration of these areas.

COURSE FORMAT: Weekly work and regular connections online that focuses on discussion of cases and media lessons on integrative methodologies and use of the Bible and the social sciences in addressing case dilemmas.

REQUIRED TEXTS (additional readings will be provided in syllabus/Moodle) Brown, Jeannine K., Carla M. Dahl, and Wyndy Corbin Reuschling, Becoming Whole and Holy: An Integrative Conversation about Christian Formation (Grand Rapids: Baker Academic, 2011). ISBN: 978-0-8010-3925-6. Green, Joel B. Seized by Truth: Reading the Bible as Scripture. Nashville: Abingdon, 2007. ISBN: 978-0-687-02355-4

COURSE REQUIREMENTS 1. Participation (25%) 2. Summative Integrative Theme Paper (20%)

Fall 2016


3. Integrative Project: a. Final Integration Paper (40%) b. Integrative Presentation (15%)

PREREQUISITES: Should be taken in last year of seminary.

RELATION TO CURRICULUM: Required course for MDiv, MAMP, and MATS.

FINAL EXAM: No

LAST DATE EDITED: 5/5/16

Fall 2016


HS510: CHURCH HISTORY SURVEY

Professor: Dr. James D. Smith III

DESCRIPTION: This course invites the student to explore major developments in the expansion of the Christian Church (East and West) from its birth to the present day. There will be an introduction to the basic methodology and bibliographical tools used in the study of the past. The goal is for the faith and practice of these earlier Christian to enlighten and inspire our own.

COURSE OBJECTIVES/ LEARNING OUTCOMES: By course’s end, students will…

Be familiar with major people, ideas, movements, events, networks, texts and objects (PIMENTO) in the Christian story.

Be aware of the Church’s relationship to cultures, assessing contextualization.

Be able to research, analyze, discuss and write about selected ideas and practices.

Be engaged with one’s own Faith tradition/roots in an informed, life-giving way.

Be equipped to connect/integrate insights with issues and ministry applications.

RELEVANCE FOR MINISTRY: Everything and everyone has a history. Preparation to better understand and engage these realities is a major ministry asset. Biblically, we’re directed to value the old and new, identify faithful ones across time, and examine all of life’s story, holding onto the good (Mt 13:52, Ps 101:6, I Th 5:21).

COURSE FORMAT: We will meet in person weekly for presentation and discussion, informed by readings in assigned books/sites and Moodle texts.

REQUIRED READING:

Christian History Time Line. Rose Publishing, 1998.

Gonzalez, Justo. The Story of Christianity v1, rev. San Francisco:HarperCollins, 2010.

Gonzalez, Justo. The Story of Christianity v2, rev. San Francisco:HarperCollins, 2010.

Bettenson, Henry & Chris Maunder, eds. Documents of the Christian Church, 3rd ed. . New York: Oxford UP, 1999.

Heath, Gordon L. Doing Church History. Toronto: Clements Publishing, 2008.

Christian History magazine. Online at www.christianhistoryinstitute.org. 100+ issues

WRITTEN ASSIGNMENTS:

Two in-class PIMENTO quizzes (40 points total)

Complete HEATH “best insights” essay (15 points)

Select CH MAGAZINE issue, offering “five talking points” essay (15 points)

Create FINAL PAPER - current issue informed by historic crux (30 points)

PREREQUISITES: None

RELATION TO CURRICULUM: Required for MDiv and MA programs (except MFT)

Fall 2016


HS652: CHRISTIAN SPIRITUAL LIFE – HENRI NOUWEN

Professor: Dr. James D. Smith III

DESCRIPTION: A study of major themes in the thought of Henri Nouwen (1932-1996), one of the most influential Christian spiritual writers of our generation. The emphasis is on primary sources, set in the framework of his life and development, and complemented by reflections from the instructor, who served as a teaching fellow with Nouwen during the author’s Harvard years (1983-85).

COURSE OBJECTIVES/ LEARNING OUTCOMES: By course’s end, students will better…

Explore the life, approach and works of the Catholic priest, Henri Nouwen

Embrace critical insights and personal values nurturing wholeness of life

Excel at identifying Christian theoria/praxis resources for loving God and neighbor

RELEVANCE FOR MINISTRY: Christian ministry occurs at the intersection of human need and God’s provision. As a trained psychologist (informed by his own journey) Nouwen articulates the need, and as priest (informed by Scripture and Christian theology) offers insights assuring the provision. In this, he integrates the disciplines, inviting movements of new/renewed spiritual life.

COURSE FORMAT: In this “hybrid” course, we will meet in person during a one-week classroom intensive (October 24-28), with both preparatory reading and written work, and the follow-up selection of a book/theme for detailed review.

REQUIRED TEXTS (complemented by Moodle):

The Wounded Healer (1972)

Reaching Out: The Three Movements of the Spiritual Life (1975)

Christ of the Americas: Dying and Rising and Coming Again (1983, Moodle)

Lifesigns: Intimacy, Fecundity and Ecstasy in Christian Perspective (1986)

The Return of the Prodigal Son: A Story of Homecoming (1992)

ASSIGNMENTS:

Pre-intensive email (1 page ss) to prof with questions/information he should know.

Pre-intensive journal re first three texts; journal review by chosen reader (10p+-)

Intensive week daily reflection (1 page ss), based on key quote from day’s reading

Book review (2 page ss) of selected text by/on Nouwen, pursuing personal interests

PREREQUISITES: None

RELATION TO CURRICULUM: Elective for all programs

FINAL EXAM: Recommend pass/fail course; grade requires final (written or oral).

Fall 2016


MF500: PRINCIPLES OF COUNSELING Professor: Donna S. Scott

DESCRIPTION: This course is designed to provide a foundation of basic skills for persons who would like to enhance their therapy and pastoral care abilities. It combines theoretical understanding and hands-on practice of essential counseling skills.

COURSE OBJECTIVES/LEARNING OUTCOMES: By the end of the course students will be able to: 1. Identify and discuss the primary historical and current theories of psychotherapy. 2. Identify three stages in the therapy process (exploration, insight and action) and know which techniques and interventions are especially effective in each stage. 3. Comfortably use core therapy techniques at a level of competence appropriate for beginning graduate students. 4. Determine the appropriate and ethical applications of the Christian disciplines in psychotherapy while identifying potential risk factors. 5. Critique and evaluate therapy skills demonstrated in role plays by themselves and their peers.

RELEVANCE FOR MINISTRY: This course encourages and equips students to immediately apply their developing skills in their current work and ministry environments. Students typically experience notable growth in their effectiveness as helpers during the course and beyond.

COURSE FORMAT: There will be 14 class sessions, each session 2¾ hours long. The primary teaching methods during this course will be lectures, discussions, role plays, and live and/or video demonstrations.

REQUIRED READING: 1. Corey, G. (2008). Theory and practice in counseling and psychotherapy (9th ed.). Belmont, CA:

Thomson Brooks/Cole. (ISBN: 978-0495102083; chapters 1-4, 6-10) 2. Hill, C. E. (2009). Helping skills: Facilitating exploration, insight, and action (4th ed.).

Washington, D.C.: American Psychological Association. (ISBN: 978-1433804519) 3. McMinn, M. (1996). Psychology, theology, and spirituality in Christian counseling. Wheaton, Il:

Tyndale. (ISBN: 978-08422352529)

RECOMMENDED READING: 1. American Psychological Association. (2009). Concise rules of APA style (6th ed.). Washington,

D.C.: Author. 2. American Psychological Association. (2009). Publication manual of the American Psychological

Association (6th ed.). Washington, D.C.: Author (ISBN: 978-1433805615).

Fall 2016


ASSIGNMENTS: Students will write a 5 – 7 page Reflection Paper about their developing therapeutic skills based

on their experience as a “helper” with 3 volunteer “clients. (30% of grade)

Students will be asked to Role Play during a class session to demonstrate therapeutic techniques or interventions. (10% of the grade)

Students will participant in smalls groups to create an Integration Presentation, which will offer their perspectives and strategies for appropriate and sensitive integration of theological concepts and spiritual practices in counseling sessions. (20% of grade)

Two Exams will be taken during the 7th and 14th class sessions. These will include both objective and essay response formats. (40% of grade)

RELATION TO CURRICULUM: This course can serve as the prerequisite counseling course for persons enrolling in or transferring to the M.A. in Marriage and Family Therapy. Four hours

Last Date Edited: 4.25.16

Fall 2016


MF625: THEORIES OF MARITAL & FAMILY THERAPY I

Professor: Dr. Ben K. Lim

DESCRIPTION: MF625 Theories of Marital Family Therapy I. Students review and critique, from theological, spiritual, and theoretical perspectives, the major foundational approaches to family therapy. Applications of techniques from these approaches are practiced in class. Students also examine the place of marriage and family therapy in pastoral care and begin to articulate their own approach to working with families. San Diego only. Three hours (Bethel Seminary Catalog 2016-2017, p. 128). COURSE OBJECTIVES/LEARNING OUTCOMES: Upon successfully completing this course, students will fulfill the following requirements of the American Association for Marriage and Family Therapy Core Competencies Domains (CC) and the Bethel Seminary San Diego MFT Program Student Learning Outcomes (SLO). Students will be able to:

1. Recall the history of the development of systems theory and marital and family therapy (CC

1.1.4).

2. Critique both systems theory and family therapy theories from a theological worldview and diversity milieu, especially as they might be applied to families coping with severe mental illness and/or chronic socio-economic poverty (SLO 3, 5, 7 & 8; CC 1.1.1, 4.1.1, 4.3.1, 4.4.1).

3. Compare and contrast the assumptions and approaches of some of the classical theories of marital and family therapy with more recent postmodern theories of therapy (SLO 8; CC 1.1.2).

4. Recognize the major figures associated with these theories and their influences in the field of marital and family therapy (SLO 1).

5. Build therapeutic alliance with families as clients (SLO 1; CC 1.3.3, 6). 6. Assess the presenting and the systemic problems of families (SLO 1; CC 2.2.3 & 2.3.6-9). 7. Conceptualize cases using systemic and theoretical constructs. (SLO 1; CC 1.1.1-2). 8. Formulate a treatment plan and therapeutic goals for each theory of marital and family

therapy (SLO1; CC 1.1.2; 3.1.1; 3.2.1 & 3.3.1-5). 9. Intervene in the dysfunctional family dynamics using the unique techniques of each theory

(SLO 1; CC 1.3.7, 9; 2.3.1-3; & 4.3.3-7, 11-12). 10. Write case notes from the different family therapy theoretical perspectives (SLO 1; CC 1.5.2

& 3.5.3). 11. Indicate a beginning sense of their preference towards a theory of marital and family

therapy that is consistent with their theological beliefs and personality styles (SLO 3). RELEVANCE FOR MINISTRY: This is a foundational course for all MFT students and is a course pre-requisite for all other MFT classes. Students will learn a variety of theories including the assumptions, skills and

Fall 2016


techniques. Students will have opportunities to practice the skills of each theory and decide on their personal affinity for a theory of choice. All the skills learned in this class will benefit the student’s ministry in their family, church, and place of work. COURSE FORMAT: The course will be conducted on a 14-week schedule as prescribed by the Bethel Seminary academic calendar. The course requires reading, writing, watching videos of master therapists, role-plays, use of libraries, and use of online resources. Each week students will interact with each other and with the instructor through threaded discussions and other assignments that promote active learning. REQUIRED READING 1. American Psychological Association. (2010). Publication manual of the American

Psychological Association, (6th ed.). Washington, D.C.: Author. ISBN-10: 1433805618 2. Gehart, D. R. (2013). Mastering competencies in family therapy: A practical approach to theories and clinical case documentation (2nd ed.). Pacific Grove, CA: Cengage. ISBN-10: 1285075420 (Gehart) 3. Gehart, D. R., & Tuttle, A. R. (2002). Theory-based treatment planning for marriage and family therapists: Integrating theory and practice. Pacific Grove, CA: Cengage. ISBN-10: 0534536166 (G&T) 4. Yarhouse, A. M., & Sells, J. N. (2008). Family therapies: A comprehensive Christian

appraisal. Downers Grove, IL: InterVarsity Press. ISBN-10: 0830828052 (Yarhouse) RECOMMENDED READINGS 1. Becvar, D. S., & Becvar, R. J. (1998). Systems theory & family therapy: A primer (2nd ed.).

New York, NY: University Press of America.

2. Freeman, J., Epston, D., & Lobovits, D. (1997). Playful approaches to serious problems.

New York, NY: W.W. Norton.

3. Gehart, D. R., & McCollum, E. E. (2007). Engaging suffering: Towards a mindful re-

visioning of marriage and family therapy practice. Journal of Marital and Family

Therapy, 33(2), 214- 226.

4. Nichols, M. P. (2013). Family therapy: Concepts and methods (10th

ed.). Upper Saddle Hill,

NJ: Pearson. ISBN-10: 0205827195 (Nichols)

5. Satir, V., & Baldwin, M. (1984). Satir step by step: A guide to creating change in families.

Palo Alto, CA.: Science and Behavior Books 7. Sexton, T. L., Weeks, G. R., & Robbins, M. S. (Eds.). (2003). Handbook of family therapy:

The science and practice of working with families and couples. New York, NY: Brunner-Routledge.

8. Simon, G. (2003). Beyond technique in family therapy: Finding your therapeutic voice. Boston, MA: Allyn & Bacon.

9. Sprenkle, D. H. (2002). Editor’s introduction. In D. H. Sprenkle (Ed.) Effectiveness research in marriage and family therapy (pp. 9-25). Alexandria, VA: American Association for Marriage and Family Therapy.

Fall 2016


ASSIGNMENTS:

Due Date Assignments Points

Wednesday, December 14 Attendance and participation 100

Day before role-play Theory research group paper 300

Day before role-play Group case study 100

Week after role-play Individual verbatim and case notes 100

Wednesday, December 14 Individual theory reflection 100

Weekly Quiz 300

Maximum points for the course 1000

PREREQUISITES: PC500 Principles of Counseling

RELATION TO CURRICULUM: Required course for the MA MFT program.

FINAL EXAM: Weekly quizzes are held in lieu of the final exam.

Last Date Edited: April 16, 2016

Fall 2016


MF627: RESEARCH DESIGN & EVALUATION

Professor: TBD


more details. ***

Fall 2016


MF646: INDIVIDUAL & FAMILY PSYCHOPATHOLOGY

Professor: Dr. Minoa Chang


more details. ***

Fall 2016


MF665: FAMILIES IN CONTEXT: GENDER, CLASS AND CULTURE


DESCRIPTION: This course explores differences in family structure and interaction related to

race, ethnicity, culture, and socioeconomic status. The influences of gender role perceptions

are also examined. Students identify challenges of providing therapy and pastoral care to

families who differ from themselves in terms of gender, class, and culture. Prerequisite in San

Diego: MF625. Three hours. (Bethel Seminary Catalog 2015-2016, p. 133)

COURSE OBJECTIVES/LEARNING OUTCOMES: Upon successfully completing this course,

students will fulfill the relevant requirements of the American Association for Marriage and

Family Therapy Core Competencies Domains (CC) and the Bethel Seminary San Diego MFT

Program Student Learning Outcomes (SLO). Students will be able to:

1. Articulate a theology of culture in the context of the fall and redemption of humankind (SLO 37).

2. Identify the cultural divides of gender, religion, race, ethnicity, age, sexuality, economic class (including education), and disability that exist within and between families and state how the redemptive work of Jesus Christ reshapes these divides (SLO 8; CC 1.2.1).

3. Appraise the pervasive impact of therapists’ cultural upbringing and experience on their values, biases, and assumptions about family life (SLO 5 & 9; CC 1.1.1).

4. Determine where they are on the Intercultural Conflict Style and what they can do to grow in

their intercultural competency (SLO 5 & 9; CC 1.1.1).

5. Optimize their awareness and sensitivity to the cultural differences between the therapists and the culturally diverse families that may influence the therapists’ assessment, goals, treatment plan and therapeutic interventions (SLO 5, 8 & 9; CC 1.2.1, & 2.1.6).

6. Strategize and implement pastoral and therapeutic interventions in working with minority populations within the context of the Discovery Model (SLO 1; CC 4.1.1, 4.3.2.).

RELEVANCE FOR MINISTRY: This course will help students to be culturally competent therapists

in an increasingly diverse San Diego and beyond. It will increase students’ effectiveness in

cultural awareness and sensitivity in ministering in a multicultural church setting.

COURSE FORMAT: The course will be conducted on a 13-week schedule aligned with Bethel

Seminary’s academic calendar. However, each week, the class will meet from 7:15-10:15 pm.

The course requires reading, writing, role-plays, use of libraries and use of online resources.

Fall 2016


REQUIRED READING:

1. McGoldrick, M., Giordano, J., & Garcia-Petro, N. (Eds.). (2005). Ethnicity and family

therapy (3rd

ed.). New York, NY: Guilford Press. ISBN-10: 1593850204; ISBN-13:

9781593850203

2. McGoldrick, M. & Hardy, K. V. (Eds.). (2008). Re-visioning family therapy: Race, culture,

and gender in clinical practice (2nd

ed). New York, NY: Guilford Press. ISBN-10:

1593854277; ISBN-13: 9781593854270

3. Volf, M. (1996). Exclusion and embrace: A theological exploration of identity, otherness,

and reconciliation. Nashville, TN: Abingdon Press. ISBN-10: 0687002826; ISBN-13:

9780687002825

4. Hammer, M. R. Intercultural Conflict Style (ICS) [Measurement instrument]. Available for

$16.

RECOMMENDED READING:

1. Anderson, S. K., & Middleton, V. A. (2011). Explorations in diversity: Examining privilege

and oppression in a multicultural society (2nd

ed.). Belmont, CA: Brooks/Cole.

2. Hesselgrave, D. (2002). Counseling cross-culturally: An introduction to theory & practice

for Christians (2nd

ed.). Eugene, OR: Wipf & Stock.

3. Pinderhughs, E. (1989). Understanding race, ethnicity, and power. New York, NY: Free

Press.

4. Rastogi, M., & Wieling, E. (Eds.). (2005). Voices of color. Thousand Oaks, CA: Sage.

5. Rumbaut, R. G., & Portes, A. (Eds.). (2001). Ethnicities: Children of immigrants in

America. Berkeley, CA: University of California Press.

6. Rothenberg, P. S. (Ed.). (2013). Race, class, and gender in the United States: An integrated

study (9th

ed.). New York, NY: Worth.

7. Sue, D. W., & Sue, D. (2012). Counseling the culturally diverse: Theory and practice (6th

ed.). New York, NY: Wiley.

ASSIGNMENTS:


Monday, December 12 Assignment 1: Participation & Attendance 100

Monday, October 17 Assignment 2: Cultural plunge paper (5-8 pp.) 200

Before interview Assignment 3: Cross-cultural presentation: List of

questions

0

Sunday before presentation Assignment 3: Cross-cultural presentation: Outline

and PowerPoint 250

Fall 2016


One week after presentation Assignment 3: Cross-cultural presentation: Personal

Reflection (4-5 pp.) 50

Monday, December 5 Assignment 4: Cultural Genogram (10-15 pages) 200

Friday, December 16 Assignment 5: Celebration of Cultures performance

and reflection

200

One week after event Extra credits up to maximum of 5 events 50

Maximum number of points for the course 1050

PREREQUISITES: MF625 Theories in MFT.

RELATION TO CURRICULUM: Required course for the MA MFT program

FINAL EXAM: No final exam. Papers, presentations and experiential assignments are required.


Fall 2016


MF716: MFT PRACTICUM II


DESCRIPTION: MF715, 716, 717 • MFT Practicum I-III. These three units constitute a 12-month practicum including 500 hours of clinical contact and a minimum of 100 hours of supervision by a qualified California Licensed Marriage and Family Therapist, who is an AAMFT approved supervisor and/or a CAMFT certified supervisor, and/or other approved supervisor. The practicum fulfills the requirements of the BBS for face-to-face experience counseling individuals, couples, families, or groups. A continuation fee of $350 is assessed for any semester of participation in group supervision beyond the third practicum unit for MFT students. Prerequisite: Passing the practicum qualifying exam, and permission of the MFT program director. San Diego only. Audit unavailable. Prerequisite: MF625. Nine hours. (Bethel Seminary Catalog 2015-2016, p. 131)

COURSE OBJECTIVES/LEARNING OUTCOMES: Upon successfully completing this course, students will have completed the second of three terms in the required nine credit hours of supervised clinical experience and will be able to (CC indicates the AAMFT Core Competencies and SLO refers to Student Learning Outcomes): 1. Understand and articulate the clinical reasoning involved in assessing and intervening in the

problems presented by individuals and families from a systems perspective and specific family therapy theories. (CC 1.1.1, 1.1.2, 1.2.1, 2.1.1; SLO 1 as demonstrated in CR1 & 2)

2. Match therapeutic modality, evidence-based interventions and modifications of interventions to fit client needs, goals, values and competencies. (CC 4.1.1, 4.1.2, 4.3.1; SLO 1 as demonstrated in CR1& 3)

3. Understand and effectively use at least one systemic therapeutic model with its interventions in culturally sensitive ways with diverse populations. (CC 4.1.1, 4.3.1, 4.3.2, 4.4.1; SLO1 & 4 as demonstrated in CR2)

4. Identify and use client responses to interventions through the therapeutic process. (CC 1.3.7; SLO 1 as demonstrated by CR1 & 2)

5. Maintain theory specific case notes and other case documentation. (CC 1.5.2, 3.5.3, 5.5.1; SLO 1d, as demonstrated in CR 1 & 2)

6. Express further integration between theory, clinical practice issues, theology, and spirituality. (SLO 3 & 5 as demonstrated in CR2)

7. Nondefensively receive and utilize constructive formal and informal feedback regarding their clinical work and self of the therapist from their peers, supervisors, and practicum professor. (CC 1.4.1, 2.4.1-2.5.1, 3.4.5, 4.3.12, 5.4.1, 5.4.2, 5.5.2; SLO 1 as demonstrated in CR5)

Fall 2016


8. Assess their progress as MFT trainees from the professor’s evaluation reports and peer feedback in response to their two videotape case presentations. (CC 2.5.1, 3.4.5, 5.4.1, 5.4.2, 5.5.2; SLO 1, as demonstrated in CR5)

9. Provide supportive, educational and at times corrective feedback to peers in response to their video case presentations regarding peers’ use of treatment modalities and techniques. (CC 5.4.1, 5.4.2, 5.5.2; SLO1 as demonstrated in CR5)

RELEVANCE FOR MINISTRY: Students will develop hands-on skills in assessing and working with different treatment skills from intake to termination, using both a theory of their preference primarily but also with other MFT theories. COURSE FORMAT: The course will be conducted on a 14-week schedule aligned with Bethel Seminary’s academic calendar. The course requires reading, writing, watching videos of students’ clinical work, role-plays, use of libraries, use of online resources, and presentation of the self of the therapist. Each week students will interact with each other and with the instructor through threaded discussions and other assignments that promote active learning. A farewell commissioning service will be held on week 14. REQUIRED READING: Bethel University/Bethel Seminary San Diego/MFT Program. (2012). MFT practicum

manual. San Diego, CA: Author. RECOMMENDED RESOURCES: American Psychiatric Association. (2013). Diagnostic and statistical manual of mental

disorders (5th ed.). Arlington, VA: American Psychiatric Publishing. American Psychological Association. (2009). Publication manual of the American

Psychological Association (6th ed.). Washington, DC: Author. Gehart, D. R. (2013). Mastering competencies in family therapy: A practical approach to

theory and clinical case documentation (2nd ed.). Belmont, CA: Brooks/Cole. Lum, W. (2002). The use of the self of the therapist. Contemporary Family Therapy, 24(1), 181-

197. Nichols, M. P. (2012). Family therapy: Concepts and methods (10th ed.). New York, NY: Pearson. Patterson, J., Williams, L., Edwards, T., Chamow, L., & Grauff-Grounds, C. (2009).

Essential skills in family therapy: From the first interview to termination (2nd ed.). New York, NY: Guilford Press.

Scorgie, G. S. (2013). Bethel guide to writing (2015). San Diego, CA: BSSD. Skovholt, T. M. (2012). Becoming a therapist: On the path to mastery. Hoboken, NJ: Wiley. Williams, L., Edwards, T. M., Patterson, J., & Chamow, L. (2011). Essential assessment skills

for couple and family therapists. New York, NY: Guilford.

ASSIGNMENTS: 1. Attendance and Participation 2. Case Write-ups and Video Vignettes

Fall 2016


3. Self of the Therapist Presentation 4. Weekly Summary of Hours 5. Site Supervisor End of Term Evaluation 6. Trainee’s Evaluation of Site PREREQUISITES: MF625 Theories in MFT, passing the practicum qualifying exam, and permission of the MFT Program Director, and for MF716 students, completion of MF715 MFT Practicum. RELATION TO CURRICULUM: Required course for the MA MFT program. FINAL EXAM: There will be no examination. Students will be awarded a Credit or no credit with the successful completion of the course. Last Date Edited: April 25, 2016

Fall 2016


MF785B: MFT SENIOR INTEGRATIVE SEMINAR B

Professor: Dr. Ben K. Lim/TBD


more details. ***

Fall 2016


MH625: THEORIES OF MENTAL HEALTH COUNSELING

Professor: Barbara C. Burt, Psy.D.

DESCRIPTION: This course will provide the fundamental theoretical basis and skills for clinical counseling. We will be using role playing and practice scenarios, so that this will not just be "head knowledge" but also help you develop your abilities to be good counselor. COURSE OBJECTIVES/LEARNING OUTCOMES: After successfully completing this course, students will be meet the program student learning outcomes (SLO) of the Mental Health Counseling (MHC) program and be able to:

1. Understand and engage psychotherapeutic and mental health counseling theories in the

processes of admitting, assessing, diagnosing, treatment planning and treating individuals, and assisting their families (SLO 1).

2. Adequately articulate and engage their integrated theoretical orientation, clinical understanding, theological position and spiritual perspectives in clinical work, personal issues, community relationships and world events (SLO 3).

3. Approach their clients in a humble, collaborative, nonintrusive manner that facilitates clients’ development of self-respect, self-esteem, personal and relational empowerment (SLO 6).

4. Think critically about scholarly theoretical and theological literature and presentations (SLO 7).

RELEVANCE FOR MINISTRY: Counseling ministry requires the understanding of theories and practice of counseling techniques associated with these theories. This course provides the fundamental knowledge and skill for effective practice of counseling. COURSE FORMAT: This 3 credit course will meet once per week from September 2 to December 16, 2014. Lecture, modified seminar discussion and small group experiences will form the majority of the classroom learning. Quizzes on the assigned reading, role-play participation, presentations and papers will provide the major evaluation measures of student learning. REQUIRED READING: Corey, G. (2009). Theory and practice in counseling and psychotherapy (8th ed.). Belmont, CA: Thomson Brooks/Cole. (ISBN: 978-0-495-10208-3). Jones, S.L. and Butman, R. E. (2011). Modern psychotherapies: A comprehensive Christian appraisal. Downers Grove, IL: Intervarsity Press. (ISBN 978-0-8303-2854-4) RECOMMENDED READING*:

Fall 2016


American Psychological Association. (2009). Publication manual of the American Psychological Association. (6th ed.). Washington, DC: Author. Hill, C., Carter, J., & O'Farrell, M. (1983). A Case Study of the Process and Outcome of Time-

Limited Counseling. Journal of Counseling Psychology, 30(1), 3-18. Hill, C., Roffman, M., Stahl, J., Friedman, S., Hummel, A., & Wallace, C. (2008). Helping skills

training for undergraduates: Outcomes and prediction of outcomes. Journal of Counseling Psychology, 55(3), 359-370.

Kivlighan, D. & Shaughnessy, P. (2000). Patterns of working alliance development: a typology of client's working alliance ratings. Journal of Counseling Psychology, 47(3), 362-371.

Libet, B. (1999). Do we have free will? Journal of Consciousness Studies, 6(8-9), 47-57. Milbrath, C., Bond, M., Cooper, S., Znoj, H., Horowitz, M., & Perry, J. (1999). Sequential

Consequences of Therapists' Interventions. Journal of Psychotherapy Practice and Research, 8(1), 40.

Patton, M., Kivlighan, D., & Multon, K. (1997). The Missouri Psychoanalytic Counseling Research Project: Relation of Changes in Counseling Process to Client Outcomes. Journal of Counseling Psychology, 44(2), 189-208.

Quintana, S., & Holahan, W. (1992). Termination in short-term counseling: Comparison of successful and unsuccessful cases. Journal of Counseling Psychology, 39(3), 299-305.

Rogers, C. (2007/1957). The necessary and sufficient conditions of therapeutic personality change. Psychotherapy:Theory, Research, Practice, Training, 44(3), 240-248.

Vaillant, G., Bond, M., & Vaillant, C. (1986). An empirically validated hierarchy of defense mechanisms. Archives of General Psychiatry, 43(8), 786-794.

Younggren, J., & Gottlieb, M. (2008). Termination and abandonment: History, risk, and risk management. Professional Psychology: Research and Practice, 39(5), 498-504.

*An updated recommended reading list will be included in the syllabus. ASSIGNMENTS: Participation in class 14% Quizzes 20% Presentations 35% Papers 31% TOTAL 100% PREREQUISITES: None. RELATIONSHIP TO CURRICULUM: This course is part of the required core of the program, usually to be taken during the first academic year. FINAL EXAM: There is no cumulative or final exam. LAST REVISION DATE: 04/30/2016

Fall 2016


MH665: MULTICULTURAL COUNSELING


DESCRIPTION: This course examines the influence of culture, worldview, ethnicity, identity,

gender, gender-orientation, religion, and socioeconomic status on individual’s development,

behavior, responses to stress and social relations. Students are encouraged to explore the

effects of their own culture, as well as their sensitivity to diversity and professional cultural

competence, while identifying challenges to counseling individuals who differ from themselves.

Counseling strategies, techniques and mental health service delivery to individuals and groups

struggling with persistent poverty will receive special focus. Prerequisite in San Diego: MH625.

Three hours. (Bethel Seminary Catalog 2015-2016, p. 133)

COURSE OBJECTIVES/LEARNING OUTCOMES: Upon successfully completing this course,

students will fulfill the relevant requirements of the Council for Accreditation of Counseling and

Related Educational Programs (CACREP) and the Bethel Seminary San Diego MHC Program

Student Learning Outcomes (SLO). Students will be able to:

1. Articulate a theology of culture in the context of the fall that resulted in the cultural divides of gender, religion, race, ethnicity, age, sexuality, economic class (including education), and disability that exist within and between people groups and state how the redemptive work of Jesus Christ reshapes these divides (SLO 7, 8).

2. Trace the multicultural and pluralistic trends including characteristics and concerns between and within diverse groups within the United States and globally (CACREP 2.a).

3. Explore their own acculturative experiences, attitudes, beliefs, self-cultural awareness regarding the nature of biases, prejudices, processes of intentional and unintentional imposition and discrimination, as well as other culturally supported behaviors that are detrimental to the growth of the human spirit, mind, or body (CACREP 2.b & 2.d).

4. Clarify their roles in social justice, advocacy and conflict resolution and examine individual, couple, family, group and community strategies that will better help them work with diverse populations (CACREP 2.c & 2.d).

5. Work with minority population using different theories of multicultural counseling, theories of identity development, recovery model and multicultural competencies (CACREP 2.e).

6. Familiarized themselves with the ethical and legal considerations of multicultural counseling as propounded in the CACREP Standards of 2009 and Draft of the 2016 CACREP Standards (CACREP 2.f).

RELEVANCE FOR MINISTRY: This course will help students to be cultural competent counselors

in an increasing diverse populace in San Diego and beyond. It will increase students’

Fall 2016


effectiveness in cultural awareness and sensitivity in ministering in an increasingly multicultural

church setting.

COURSE FORMAT: The course will be conducted on a 14-week schedule aligned with Bethel

Seminary’s academic calendar. The course requires self-assessment, reading, writing,

fieldwork, interview with minority individuals, cultural plunge, presentation, use of libraries and

use of online resources. Each week students will interact with each other and with the

instructor through threaded discussions and other assignments that promote active learning.

REQUIRED READING:

1. Kollar, C. A. (2011). Solution-focused pastoral counseling: An effective short-term approach for getting people back on track. Grand Rapids, MI: Zondervan. ISBN-10: 0310329299; ISBN-13: 978-0310329299

2. Sue, D. W., & Sue, D. (2013). Counseling the culturally diverse: Theory and practice (6th ed.). Hoboken, NJ: John Wiley & Sons. ISBN-10: 1118022025; ISBN-13: 978-1118022023

3. Volf, M. (1996). Exclusion and embrace: A theological exploration of identity, otherness, and reconciliation. Nashville, TN: Abingdon Press. ISBN-10: 0687002826; ISBN-13: 9780687002825

4. The Intercultural Conflict Style Inventory is available for $16.00.


1. Anderson, S. K., & Middleton, V. A. (2010). Explorations in diversity: Examining privilege and oppression in a multicultural society (2nd ed.). Belmont, CA: Brooks/Cole.

2. Hesselgrave, D. (2002). Counseling cross-culturally: An introduction to theory & practice for Christians (2nd ed.). Eugene, OR: Wipf & Stock.

3. Pinderhughs, E. (1989). Understanding race, ethnicity, and power. New York, NY: Free Press.

4. Rastogi, M., & Wieling, E. (Eds.). (2005). Voices of color. Thousand Oaks, CA: Sage. 5. Rumbaut, R. G., & Portes, A. (Eds.). (2001). Ethnicities: Children of immigrants in America.

Berkeley, CA: University of California Press. 6. Sue, D. W. (2010). Microaggressions in everyday life: Race, gender, and sexual orientation.

Hoboken, NJ: John Wiley & Sons.

ASSIGNMENTS:


Tuesday, December 13 Assignment 1:Participation & Attendance 100

Tuesday, October 18 Assignment 2: Cultural plunge paper (5-8 pp.) 200

Fall 2016


Before interview Assignment 3: Cross-cultural presentation: List of

questions

0

Monday before presentation Assignment 3: Cross-cultural presentation: Outline

and PowerPoint 250

One week after presentation Assignment 3: Cross-cultural presentation: Personal

Reflection (4-5 pp.) 50

Tuesday, December 6 Assignment 4: Cultural Genogram (10-15 pages) 200

Friday, December 16 Assignment 5: Celebration of Cultures performance 200

Week after event Extra credits up to maximum of 5 events 50

Maximum number of points for the course 1050

PREREQUISITES: MH625 Theories in MHC.

RELATION TO CURRICULUM: Required course for the MA MHC program

FINAL EXAM: No final exam. Papers, presentations, and experiential assignments are required.


Fall 2016


MH715: MHC PRACTICUM I



more details. ***

Fall 2016


MH785A: MHC SENIOR INTEGRATIVE SEMINAR A



more details. ***

Fall 2016


ML523: TRANSFORMATIONAL LEADERSHIP (Traditional)

Professor: Curtis Gruber


more details. ***

Fall 2016


ML523: TRANSFORMATIONAL LEADERSHIP (InMinistry)

Professor: Charlie Bradshaw, PhD

COURSE DESCRIPTION: This course presents, examines and seeks to apply principles, processes and tools crucial to leadership effectiveness. Leadership theory will be explored from diverse theoretical perspective and application. Models of transformational leadership will be presented and applied to a variety of ministry leadership roles and diverse cultural settings. COURSE OBJECTIVES/LEARNING OUTCOMES: By the end of this course, the student should be able to – 1. Critically examine the nature of transformational leadership in a variety of cultural and ministry settings 2. Address the similarities and differences between a biblical approach to leadership and contemporize literature on leadership. 3. Articulate with understanding the biblical depth, relationships, roles, responsibilities, and results of transformational leadership 4. Begin to develop and put into practice a personal theology and approach of transformational leadership 5. Articulate the distinction between leadership and management, while seeing the value in both 6. Identify leadership challenges and opportunities in a variety of ministry settings (mono-cultural, cross cultural, multi-cultural and global) and roles (senior pastor, teaching pastor, executive pastor, associate pastor, team leader, etc.) 7. Design, develop and begin to implement a personal plan for continuing development as a transformational leader. 8. Development of tools to further your life-long learning in the area of leadership formation and practice REQUIRED TEXTBOOKS: Ortberg, Nancy Unleashing the Power of Rubber Bands – Lessons in Non-Linear Leadership Carnegie, Dale How to Win Friends and Influence People

Fall 2016


READING ASSIGNMENTS AND ON-LINE LEARNING: Chapters from book assignments during September, October and November with some on-line interaction Written response to questions Reflective writing on reading Chat rooms with fellow students with lead-in questions. CONTENT: Class time on campus (October 16, 17, & 19) Transformational Leaders – Knowing Yourself and What God Created You For Three Things That Make All the Difference Planning Principles and Process Motivating Yourself and Others Dealing with Conflict Implementing Change with Little Pain 4 E’s of Effective Team Building Decision Making and Problem Solving How to Influence – 360degree leadership Finding, Training and Keeping Volunteers Theories of Leading and Managing People ASSIGNMENTS: Reading Assignments & Class Interaction Reading will be assigned for most weeks. Each reading assignment will be given with questions or some requirement for reflection, evaluation or interaction on-line. During class time, participation and interaction is expected. Personal Growth Action Two options (edification calendar or rut breaker calendar) will be given to do according to class instructions. Biblical Schematic of Key Leadership Situations Each student will read the book of Proverbs two times to discover verses that pertain and give insights into leadership situations and issues discussed in class (i.e. conflict, decision making, communication, and dealing with difficult people).

Fall 2016


Interview of Two Leaders Interview of two leaders you respect – only one can be from your current church. Does not have to be a pastor. Use the suggested questions, but you can add to them. Write a 5-7 page summary of what you discovered with a focus on the differences and similarities between the two leaders. Leadership Philosophy Paper Drawing from the Bible, class readings, class interaction, life experience, and other appropriate resources, write a 12-15 page integrative paper (12-point font, double spaced). The intent of this assignment is to present your personal philosophy of transformational leadership and functional leadership within a church and/or organizational setting. This will include what it is, how to develop it in you and others, identify what hinders and enhances transformational leadership and present principles that apply to functional leadership situations like conflict, implementing change, problem solving, team building, motivating people, planning, decision making and influence. GRADING: Reading and class interaction 10% Personal growth action 10% Biblical schematic 20% Interview of leaders 20% Leadership philosophy paper 40%

Fall 2016


ML591DE: MENTORED LEADERSHIP I (DISTANCE)



more details. ***

Fall 2016


ML593DE: MENTORED LEADERSHIP III (DISTANCE)



more details. ***

Fall 2016


ML623DE: RESEARCHING CONTEXT OF MINISTRY

Professor: Pauline E. Nichols EDD

ONLINE COURSE DESCRIPTION: This is an ethnographic approach of studying a community, so as to understand its traditional rituals, its demographics, and its worldview. Understanding the belief and values of the people in their cultural contexts help us identify appropriate strategies for ministry. Although online, this is NOT a self-study program, but an interactive participatory class. We are learning from one another using the assignments, weekly Skype meetings and the Moodle platform for ongoing weekly discussions. COURSE OBJECTIVES: This course is designed to offer the participant the maximum amount of reflection time to observe, diagnose and interpret worldview values that influence culture. The field of anthropology will be our foundation for building a simple but critical ethnography that will describe religion, worldview values, tradition and structures of faith. The field of theological study will guide us into discussion to analyze how values within cultures relate to church planting and its function, appearance, and structure of the indigenous church. The understanding of anthropology and theology will culminate in the development of a working portfolio for the class project. RELEVANCE TO LIFE & MINISTRY: Without a thorough understanding of cultural & worldview values found in the ministry context, one cannot hope to gain trust and intimacy with those we are called to serve. This course adds to the toolbox of the practitioner a unique view of preparing for and “doing ministry.” REQUIRED COURSE TEXTS:

Hidden Worldviews. 2009, Wilkens & Sanford. 261 W685

Paradigm Shifts in Christian Witness: Insights from Anthropology, Communication, and Spiritual Power. 2008, Van Engen, Whiteman, Woodberry, 266.01 P222

The Cultural Experience: Ethnography in Complex Society. 2005, Spradley, McCurdy, Shandy, 306 C967

Transforming Worldviews: An Anthropological Understanding of How People Change. 2008, Hiebert, 266.01 H633TR

Understanding Folk Religions. 1999, Hiebert, Shaw & Tienou. 261.2 H633

Whitman, D. 2003. Part I: Anthropology and Mission: The Incarnational Connection. International Journal of Frontier Missions, Winter 20:4. PDF

Whitman, D. 2003. Part II: Anthropology and Mission: The Incarnational Connection. International Journal of Frontier Missions, Summer 21:2. PDF

Fall 2016


RESERVE:

Christianity Encounters World Religions. 2009, Muck & Adeney, 266.01 M942 [Part III]

Globe-Trotting in Sandals: A Field Guide to Research. 2000, McKinney, 305.8 M158

Hiebert, P. 1997.

Conversion & Worldview Transformation. International Journal of Frontier Missions,

Spring 14:2. (PDF)

In Darkness & Secrecy. 2004. Whitehead & Wright. 133.43 I35

Meeting God: Elements of Hindu Devotion. 1999, Huyler

Neighboring Faiths: A Christian Introduction to World Religions. 2012, Corduan, 261.2

C796 2012A

Pilgrims of Christ on the Muslim Road. Chandler, 261.27 C456

Popular Religion & Shamanism. 2011, Xisha & Huiying (Ed.)

The Ethnographer’s Toolkit. Vol. 1-7. LeCompte & Schensul, 305.8 E84 Tibet: A

History. 2012, Van Schaik.

ASSESSMENT Grading will be based upon the student’s ability to bring a good mind to class in the discovery of various and intricate worldviews. A working portfolio is a culmination of the process of discovery and description needed to design a critical ethnography that incorporates cultural values of the receptor group. Final Grades Posted by Jan 2nd. PLEASE NOTE USE BETHEL FORMATTING FOR ALL ASSIGNMENTS UPLOADED TO MOODLE.

25% weekly discussions on Moodle -50 pts. 25% weekly conference call - 50 pts. 25% text & media evaluations – 25/25 pts. 25% final project presentation based upon research design and ethnographic data – 100

pts. Class sessions will be held on line via Skype TBA. Evenings can be switched to mornings if all are in agreement.

CLASS MEETINGS

1. Interaction on Moodle - The earlier you can get the reading accomplished, the more prepared all of us will be for online discussions. Each student depends on the other for quality time online. I will expect everything posted on Moodle by Tuesday 3am so we can interact with the discussion thread until Monday, at which point I will give out points for participation.

2. Online Conference Calls - this course requires that SKYPE be loaded on your computer. This is a free program and takes very little space. Please set up your user name and password one week before the semester begins. Then contact me via SKYPE (pollywollydooda) as a new contact so I can add you to my list. You should add my SKYPE name before sending your details. I will call you in as a group. This is our time to discuss the week, make any changes, present new information relevant to the week’s emphasis and get to know one another as we journey through the course.

Fall 2016


3. Texts and Media Evaluations: These were chosen with a view to expose the participant to similar mainstream anthropological studies or studies rooted in a missiological worldview. Give me an objective view of the source and please no more than one page. DVD evaluation due during week 2. Book evaluation due during week 5.

4. Micro-Subculture Project: Develop a better understanding of the demographics of your city. Cultures and subcultures abound in rural and urban settings. More details on Moodle. Due November 22nd.

5. Final Project: Build your own Worldview Paradigm (WVP) by spending 10 hrs. in a cultural context that is either new to you or in one that you have been part of in the past. Include where they fit on the classic/folk continuum. Answer these two questions: How does their place on the continuum affect the reaction to the presentation of western style theological methods? How does this affect your strategy in church planting? From your observations, reflect and plan a long-term church planting strategy for a people group who espouse one or more belief systems. Due before Christmas.

RELATIONSHIP TO CURRICULUM: This fulfills one of the requirements for the Missional Leadership concentration for MDIV, MATS degree.

Fall 2016


NT516: NEW TESTAMENT SURVEY


DESCRIPTION: NT516 New Testament Survey: Narratives, Letters, and Revelation. An introduction to the New Testament, focused on the genre of NT books, their first century historical and literary contexts, and their theological purposes, with the goal of recontextualizing their messages in ministry contexts today. Prerequisite: BT/BI510 (may be concurrent). Three hours. COURSE OBJECTIVES/LEARNING OUTCOMES: By the end of the course students will be able to:

Explain the nature of various genres of the New Testament and how they ought to be interpreted and recontextualized.

Analyze individual New Testament books within their historical and cultural contexts.

Explicate the distinct theological perspectives of each of the New Testament authors.

Describe the nature of New Testament narrative literature as both historically grounded and theologically motivated. Describe the New Testament epistles as both first century occasional documents and the Word of God for today.

Grow more like their Lord and Savior Jesus Christ through a better understanding of the New Testament testimony to him.

RELEVANCE FOR MINISTRY:

This course provides students with the skills to read and study the New Testament for effective teaching in ministry contexts, for personal spiritual growth, and for discipleship.

COURSE FORMAT:

Course time will be comprised of lectures, quizzes, in-class discussions, in-class projects, and occasional videos. Assessment will be based on outside readings, class participation, quizzes, exams, and a research paper.

REQUIRED READING:

Select New Testament books

Strauss, Mark, Four Portraits, One Jesus. In Introduction to Jesus and the Gospels. Grand Rapids, MI: Zondervan, 2007.

Capes, Reeves and Richards, Rediscovering Paul. An Introduction to His World, Letters and Theology. Downers Grove, IL: InterVarsity, 2011.

J. Scott Duvall, The Heart of Revelation. Grand Rapids: Baker, 2016.

Fall 2016



Dictionary of Paul and His Letters. Eds. Gerald F Hawthorne, Ralph P Martin; Daniel G Reid. Downers Grove, Ill. InterVarsity Press, 1993

Dictionary of Jesus and the Gospels. Eds., Joel B. Green, Jeannine Brown, Nicholas Perrin; Downers Grove, Ill.: InterVarsity, 2nd ed. 2013.

Dictionary of the later New Testament & Its Developments. Eds. Ralph P Martin; Peter H Davids. Downers Grove, Ill. : InterVarsity Press, ©1997 9780830817795

ASSIGNMENTS: 1. Select readings from biblical text with reading reports (10%) 2. Select readings from the textbooks & weekly quizzes on these readings (35%) 3. Class attendance and in-class project participation (10%) 4. Mid-term and final exam (25%) 5. One 8-10 page research paper (20%) PREREQUISITES: BI510 Hermeneutics (may be taken concurrently). RELATION TO CURRICULUM: Required course for all programs. FINAL EXAM: Yes Last Date Edited: May 2, 2016

http://bethellibraries.worldcat.org/search?q=au%3AMartin%2C+Ralph+P.&qt=hot_author

http://bethellibraries.worldcat.org/search?q=au%3AReid%2C+Daniel+G.%2C&qt=hot_author


http://bethellibraries.worldcat.org/search?q=au%3ADavids%2C+Peter+H.&qt=hot_author


Fall 2016


NT518: NEW TESTAMENT EXEGETICAL EXPLORATIONS


DESCRIPTION: A focused study of selected NT writings to develop further the exegetical skills of genre analysis, contextual study, and theological reflection and engagement. Prerequisite: BI510 and NT516. Three hours. COURSE OBJECTIVES/LEARNING OUTCOMES: By the end of the course, the student should be able to

A. Exegete individual texts in the literature of the New Testament with a goal of determining both the author’s historical message and the abiding relevance of these texts for the church of all time.

B. Explicate the general contours of the theology of various New Testament authors C. Compare, contrast and synthesize the diverse perspectives of New Testament authors,

with the goal of integrating their perspectives into the larger framework of biblical and systematic theology.

D. Practice a methodology of biblical theology that celebrates both the unity and diversity of biblical authors.

E. Experience the shaping effect of Scripture for theology and living. RELEVANCE FOR MINISTRY:

This course provides students with the skills to read and study the New Testament for effective teaching in ministry contexts, for personal spiritual growth, and for discipleship.

COURSE FORMAT:

Course time will be comprised of lectures, media lessons, and in-class, and forum discussions. Assessment will be based on outside readings, class participation in forums, and brief and longer papers.

REQUIRED READING:

Select New Testament books

Brown, Jeannine K. Matthew. Teach the Text Commentary Series. Grand Rapids: Baker, 2015. #978-0-8010-9218-3

Green, Joel B. 1 Peter. Two Horizons New Testament Commentary. Grand Rapids: Eerdmans, 2007. #978-0-8028-2553-7

Reasoner, Mark. Romans in Full Circle. Louisville: Westminster John Knox Press, 2005. #0-664-22873-9

Fall 2016



Marshall, I. Howard. New Testament Theology: Many Witnesses, One Gospel. Downers Grove, Ill: InterVarsity Press, 2004.

Dictionary of Paul and His Letters. Eds. Gerald F Hawthorne, Ralph P Martin; Daniel G Reid. Downers Grove: InterVarsity Press, 1993.

Dictionary of Jesus and the Gospels. 2nd ed.; Eds., Green, Joel B., Jeannine K Brown, Nicolas Perrin. Downers Grove: InterVarsity, 2012.

Dictionary of the later New Testament & Its Developments. Eds. Ralph P Martin; Peter H Davids. Downers Grove: InterVarsity Press, 1997.

ASSIGNMENTS: 1. Reading, participation, and journal article reviews (35%) 2. Romans outlining project (10%) 3. Matthew paper/project (25%) 4. Romans paper (30%) PREREQUISITES: BI 510 Hermeneutics and NT 516 New Testament Survey. RELATION TO CURRICULUM: Required course for MDiv students. One of two options (other is OT 518) for MATS, MAAM, and MAMP students FINAL EXAM: No Last Date Edited: May 3, 2016

http://bethellibraries.worldcat.org/search?q=au%3AMartin%2C+Ralph+P.&qt=hot_author





Fall 2016


NT541: BEGINNING GREEK (Traditional)


DESCRIPTION: A study of the fundamentals of New Testament Greek with respect to forms (morphology) and simple relationships (syntax). Special emphasis will be placed on preparing the student for the subsequent exegesis of the New Testament. The course will also introduce students to basics of linguistic theory with respect to the potentialities and the limitations of human language to convey meaning. No prerequisite. Three hours. COURSE OBJECTIVES/LEARNING OUTCOMES:

By the end of the course students will be able to:

Describe the basic forms and functions of Greek syntax.

Identify definitions of a basic introductory Greek vocabulary of approximately 200 words.

Avoid the kind of word-study abuse so common in past interpretation.

Utilize Greek study tools (commentaries, lexicons, etc.) for the purpose of sound exegesis.

Begin a life-long adventure of learning and using New Testament Greek in your preaching and teaching of the Word of God.

RELEVANCE FOR MINISTRY:

This course provides students with the skills to utilize Greek for basic exegesis of the word and for access to the best exegetical tools available.

COURSE FORMAT:

Course time will be comprised of lectures, translation, and exams. REQUIRED READING:

William D. Mounce, Basics of Biblical Greek (Grand Rapid: Zondervan, 2009) 978-0310287681 William D. Mounce, Basics of Biblical Greek Workbook (Grand Rapid: Zondervan, 2009) 978-

0310287674 ASSIGNMENTS: 1. Readings from the text, workbook exercises, and quizzes (20%) 2. Four exams (80%) PREREQUISITES: None RELATION TO CURRICULUM: Required for Greek track and Greek/Hebrew track of the MDiv. May be used as elective credit for MATS degree. FINAL EXAM: Yes Last Date Edited: May 2, 2016

Fall 2016


NT541: BEGINNING GREEK (InMinistry)

Professor: Dr. Lyn Nixon

DESCRIPTION: A study of the fundamentals of New Testament Greek with respect to forms (morphology) and simple relationships (syntax). Special emphasis will be placed on preparing the student for the subsequent exegesis of the New Testament. No prerequisite. Three hours. COURSE OBJECTIVES/LEARNING OUTCOMES: By the end of the course students will be able to:

1. Describe the basic forms and functions of Greek syntax. 2. Identify definitions of a basic introductory Greek vocabulary of approximately 200

words. 3. Avoid the kind of word-study abuse so common in past interpretation. 4. Utilize Greek study tools (commentaries, lexicons, etc.) for the purpose of sound

exegesis. 5. Begin a life-long adventure of learning and using New Testament Greek in preaching and

teaching of the Word of God. RELEVANCE FOR MINISTRY: This course provides students with the skills to utilize Greek for basic exegesis of the Word and to access the best exegetical tools available. COURSE FORMAT: The course will use reading, media lessons, workbook exercises, other translation work, quizzes and a final exam. In addition to a 5-day Intensive, students will also meet in most other weeks with a Greek coach either online medium or by conference call. REQUIRED READING: Mounce, William D. Basics of Biblical Greek Grammar, 3rd ed. Grand Rapids: Zondervan, 2009. ISBN:

978-0-310-28768-1. Mounce, William D. Basics of Biblical Greek Workbook, 3rd ed. Grand Rapids: Zondervan, 2009. ISBN:

978-0-310-28767-4. RECOMMENDED READING AND MATERIALS: Aland, Barbara, et al., eds. The Greek New Testament, 5th rev. ed. with dictionary. Stuttgart: United

Bible Societies, 2014. ISBN: 978-1-619-70139-7. (UBS5 is available in other ISBN numbers. This is the number for the version containing the Greek-English dictionary. UBS5—with or without the dictionary—will be a required text for NT542).

Lamerson, Samuel. English Grammar to Ace New Testament Greek. Grand Rapids: Zondervan, 2004. ISBN: 0310255341.

Mounce, William D. Basics of Biblical Greek Vocabulary Cards. ISBN: 978-0-310-25987-9. (You also can get the Vocabulary Cards + several other study aids in the Biblical Greek Survival Kit. ISBN: 978-0-310-27582-4). These vocabulary cards are arranged in box by Mounce chapter which is more helpful than other NT Greek vocabulary cards which are alphabetical.

Visual Education (Vis-Ed) Blank Cards. 300 blank cards size 3 ½” x 1 ½” (same size as Mounce cards) is

Fall 2016


ISBN: 1-55637-080-6. Box of 1,000 blank cards also available. ASSIGNMENTS:

1. Reading, Workbook Exercises, and Participation in Coaching Sessions and Intensive (20%)

2. Quizzes (11 at 5% each = 55% total) 3. Final Exam (25%)

PREREQUISITES: None RELATION TO CURRICULUM: Required course for the Greek track and the Greek/Hebrew track of the MDiv program. May be used as elective credit for the MATS degree. FINAL EXAM: Yes Last Date Edited: April 26, 2016

Fall 2016


NT751: INTERDISCIPLINARY SEMINAR IN MATTHEW: LOVE FOR THE

OTHER


Course Description: Many of the New Testament writings highlight love within the messianic community as an essential and central value. Matthew’s Gospel presses beyond this internal love ethic to exhort Jesus’ followers toward love of enemy and solidarity with the “least of these.” In this course, students will explore Matthew’s ways of expressing and defining these exhortations to love broadly and deeply and will consider these from a number of interdisciplinary angles, including theological, historical, psychological, and leadership dimensions of Matthew’s framing of love. Course Objectives/Learning Outcomes: Each student will…

1. Gain understanding of Matthew’s love ethic and specifically the call to love enemies and live out mercy and justice in solidarity with “little ones” (“least of these”) in light of a narrative reading of the whole Gospel.

2. Engage various authors around contemporary theological and ethical appropriations of Matthew and clarify student’s own theology and love ethic in light of their study.

3. Explore psychological dimensions of experiences of love with the goal of moving toward integrated praxis.

4. Consider how the student’s own leadership development might engage the issues of the course for the faith communities they serve and will serve.

Relevance for Ministry: More than ever, our contemporary context calls for leaders in the church, in para-church ministries and NGOs, and in therapeutic contexts that understand thoroughly the biblical exhortations to loving across boundaries as well as the implicit but significant psychological, formational, and sometimes even theological barriers toward loving the Other. This course seeks to take on this complex set of issues with guidance from Jesus’ voice in the Gospel of Matthew. Course Format: The class will meet every week (Tuesdays) in the term, with the following dual-week pattern: week 1 addresses a Matthean theme and or text; week 2 takes on that theme or text from another disciplinary angle. The course will be seminar-styled, with significant time allotted to discussion of a varied section of readings and with seven guest experts. Module 1: Matthean love ethic and spiritual formation (Dr. Carla Dahl) Module 2: Jewish roots of love ethic in the Old Testament (Dr. Norah Caudill) Module 3: Theological implications of Jesus’ commands to love (Dr. Kyle Roberts) Module 4: Historical expressions of Christian love (Dr. James Smith) Module 5: Psychological pathways to love (Dr. Ben Lim) Module 6: Psychological barriers to love (Dr. Steven Sandage) Module 7: Christian leadership and Matthew’s love ethic (Dr. Denise Muir Kjesbo)

Fall 2016


Required Reading: Brown, Jeannine K. Matthew. Teach the Text Commentary Series. Grand Rapids: Baker, 2015. #978-0-8010-9218-3 Selected cross-disciplinary readings, possibly forming a book available through

Professor’s Choice. Assignments: 1. Attendance and Participation (15%) 2. Paper on Chosen Topic related to Love in Matthew (40%) 3. One of the following options:

a. Integrative Case Paper: Identifying a ministry or personal dilemma toward love, writing a case study on it, and analyzing and strategizing toward a set of solutions (45%). -OR- b. Practice Plan and its Implementation: Identifying hurdles in the student’s own life of that of their ministry (leadership) context toward love of enemy or solidarity with the least, analyzing these barriers, writing an action plan, implementing the plan, and providing critical reflection upon its implementation (45%).

Prerequisites: BI 510 Hermeneutics (preferred) Relation to the Curriculum: Elective course for any programs. Can be cross-listed as SP or PC course. No final exam. Last Date Edited: May 4, 2016

Fall 2016


OT516: OLD TESTAMENT SURVEY: LAW, PROPHETS, AND WRITINGS

(TRADITIONAL)

Professor: Norah W. Caudill

DESCRIPTION: An introduction to the Old Testament focused on the message and proper interpretation of OT books, their ancient Near Eastern historical and literary contexts, and theological purposes, with the goal of recontextualizing their messages in ministry contexts today. COURSE OBJECTIVES/LEARNING OUTCOMES: Students completing this course will be able to: 1) Analyze Old Testament books within their original cultural contexts. 2) Synthesize themes and messages of Old Testament books. 3) Summarize the overarching Old Testament story. 4) Explain and differentiate major dimensions of various cultures and worldview. 5) Integrate key course concepts into personal wholeness and faith praxis.

SIGNIFICANCE FOR LIFE AND MINISTRY: This course seeks to help the student cultivate an appreciation for the books of the Old Testament and learn how to appropriate the messages and theological themes of each book to his/her own life and ministry context. COURSE FORMAT: This class will meet one night a week for 3 hours. Class sessions will include lecture, discussion, and engagement in small group activities. Attendance at all class sessions is vital, and students should expect to spend at least two to three hours of outside preparation for every hour in class. REQUIRED READING: The Bible (Use a standard translation such as NIV, NRSV, NASB, NKJ, etc.) Anderson, Bernhard W. Out of the Depths: The Psalms Speak for Us Today, 3rd ed. revised and

expanded. Louisville, KY: Westminster John Knox, 2000. ISBN 978-0664258320 Hamilton, Victor P. Handbook on the Historical Books. Grand Rapids: Baker Academic, 2001.

ISBN 978-0801036149 Hamilton, Victor P. Handbook on the Pentateuch. 2nd edition. Grand Rapids: Baker Academic,

2005. ISBN 978-0801027161 LaSor, William S., David A. Hubbard and Frederic W. Bush. Old Testament Survey: The Message,

Form, and Background of the Old Testament. 2nd edition. Grand Rapids: Eerdmans, 1996. ISBN 978-0802837882

*Required E-Reading: A selection of dictionary and journal articles will be available in Moodle. Students should expect an approximate charge of $15.00 for these materials.

Fall 2016


*Choose ONE of the Required Starred Texts (below) for the Book Review Assignment *Billman, Kathleen D. and Daniel L. Migliore. Rachel's Cry: Prayer of Lament and Rebirth of

Hope. Eugene: Wipf & Stock, 1999. ISBN: 978-1556356292 *Gutierréz, Gustavo. On Job: God-Talk and the Suffering of the Innocent. Trans. Matthew J.

O'Connell. Maryknoll, New York: Orbis Books: 1987. ISBN 978-0883445525 *Janzen, J. Gerald. At the Scent of Water: The Ground of Hope in the Book of Job. Grand Rapids:

Eerdmans Publishing Co., 2009. ISBN 978-0802848291 *Peterson, Eugene H. Five Smooth Stones for Pastoral Work. Grand Rapids: Eerdmans

Publishing Co., 1980, 1992. ISBN 978-0802806604 *Sakenfeld, Katharine Doob. Just Wives? Stories of Power & Survival in the Old Testament and

Today. Louisville: Westminster John Knox, 2003. ISBN: 978-0664226602

RECOMMENDED READING: Alexander, T. Desmond and David W. Baker. Dictionary of the Old Testament: Pentateuch.

Downer's Grove, IL.: InterVarsity Press, 2003. ISBN 978-0830817818 Arnold, Bill T. and H. G. M. Williamson, eds. Dictionary of the Old Testament: Historical Books.

Downer's Grove, IL.: InterVarsity Press, 2005. ISBN 978-0830817825 Boda, Mark J. and J. Gordon McConville, eds. Dictionary of the Old Testament: Prophets.

Downer's Grove, Ill.: IVP Academic, 2012. ISBN 978-0830817849 Longman III, Tremper and Peter Enns. Dictionary of the Old Testament: Wisdom, Poetry &

Writings. Downer's Grove, IL.: InterVarsity Press, 2008. ISBN 978-0830817832 ASSIGNMENTS:

1) Attendance/Participation/Course Evaluation (5%) 2) Reading Reports (15%) 3) Discussion Questions (10%) 4) Book Review (10%) 5) Exegetical Project(s) (30%) (trans-regional requirement) 6) Integrative Summary Project (15%) (trans-regional requirement) 7) Bible Content Exam (15%) (trans-regional requirement)

PREREQUISITES (OR CONCURRENT ENROLLMENT): BT510/BI510. RELATIONSHIP TO CURRICULUM: Required for all degree programs. FINAL EXAMINATION: Yes. LAST DATE EDITED: April 29, 2016

Fall 2016


OT516DE: OLD TESTAMENT SURVEY (DISTANCE)

Professor: Paul W. Ferris, Jr.

DESCRIPTION: An introduction to the Old Testament focused on the message and proper interpretation of OT books, their ancient Near Eastern historical and literary contexts, and theological purposes, with the goal of recontextualizing their messages in ministry contexts today. The passion of Bethel Seminary is to advance the Gospel of Jesus Christ among all people in culturally sensitive ways. As a Spirit-empowered, biblically grounded community of learning, Bethel strives to develop and equip whole and holy persons to serve and lead so that churches and ministry agencies can become all they are called to be and do in the world for the glory of God. The objectives and assignments of OT516 are designed in light of this statement of mission and in light of the degree program aims appropriate to this course. In addition, as an intentional, contributing member of this learning enterprise, you are expected to set out personal objectives to pursue in your studies this term. Someone has observed that in order to love intimately one must know accurately, else one is loving an image of their own making. Knowing accurately is the function of sound biblical studies. Together we get to engage the Scriptures of the First Testament as a means to knowing God more clearly and more intimately and to gain and sharpen “tools” we can utilize on our grand mission of making Him known.

COURSE OBJECTIVES/LEARNING OUTCOMES: By the end of the course you should ... 1. have developed a comprehensive understanding of biblical content. This is essential to the reflection required for teaching and preaching the “whole counsel of God.” As St. Jerome (340?-420AD) claimed in the prologue to his commentary on Isaiah, “ignorance of the Scriptures is ignorance of Christ.” (Knowledge) 2. Have developed a discerning approach to biblical interpretation 3. Engage in theological and ethical reflection informed by historical tradition 4. Demonstrate confidence in the trustworthiness and transforming power of Scripture. 5. Describe growth in emotional, spiritual and relational health resulting in observable love for God and neighbor 6. Demonstrate capacity and skill for effective ministry leadership 7. Demonstrate Intercultural competence for the purpose of advancing the Gospel of Jesus Christ 8. Engage in intentional integration of faith, learning, life and practice 9. Be able to articulate personal objectives achieved.

RELEVANCE FOR MINISTRY: In the first instance, we’ll be studying the only Scripture Jesus preached and which anchored the early Church so it’s significant for your personal, spiritual formation as a follower of Jesus. And then, as one preparing to lead in the faith community you’ll surely want to attend to the Apostle Paul’s pointed instructions to a young pastor he mentored: “proclaim the Word” (2 Timothy 4:1-8) when Pastor Tim’s “pocket Testament” only contained Genesis through Malachi.

Fall 2016


COURSE FORMAT: The focus in this graduate level course is on primary sources. So first and foremost, you get to read through the First Testament, each book at one sitting. There are selected readings assigned in secondary literature. And then we get to engage together in understanding the text, book by book and as a canon, and how it sets the stage for the coming of the Messiah and the New Testament Scriptures. Each week I will offer my contribution to this project via video; you get to engage with selected authors via readings and interactive reviews; and you get to engage with peers in processing what you are learning via roundtable discussions via Moodle.

REQUIRED READING: Bible: Genesis-Malachi

Beecher, Willis J. The Prophets and the Promise. Eugene: Wipf & Stock, 2002. Chs 8-11

Carson, Don. “Worldview Clash” Southern Cross Quarterly, Summer 1998, pp. 24-27.

Longman, Tremper & Peter Enns. Dictionary of the Old Testament: Wisdom, Poetry &

Writings. Downers Grove: IVP, 2008 – select articles on Wisdom, pp. 853-63, 876-84.

Longman, Tremper and Raymond Dillard. Introduction to the Old Testament, 2nd ed.. Grand

Rapids: Zondervan, 2006.

Robinson, Haddon. “Heresy of Application” Leadership Journal 18:4 (Fall 1997), pp. 20-27.

Ryken, Leland. How Bible Stories Work. Wooster: Weaver, 2015

Ryken, Leland. Sweeter Than Honey, Richer Than Gold. Wooster: Weaver, 2015

Schreiner, Tom. “Preaching & Biblical Theology,” SBJT 10:2 (Summer 2006), pp. 20-29

RECOMMENDED READING: Kaiser, Walter C., The Christian and the Old Testament. Pasedena: Wm. Carey Library, 1998

Long, V. Philips. The Art of Biblical History. Grand Rapids: Zondervan, 1994.

ASSIGNMENTS: 1. Assigned readings and “journalist notes” = 20pct 2. Personal application portfolio = 20pct 3. Interactive reviews and roundtable discussion = 20pct 4. Capstone essay = 20pct 5. Context exam = 20pct

PREREQUISITES: BT510/BI510

RELATION TO CURRICULUM: Required course for Masters Degree programs.

FINAL EXAM: Yes

Last Date Edited: 27 April 2016

Fall 2016


OT541: BEGINNING HEBREW

Professor: Norah W. Caudill

DESCRIPTION: A study of the fundamentals of biblical Hebrew with respect to forms (morphology) and simple relationships (syntax). Special emphasis will be placed on preparing the student for the subsequent exegesis of the Old Testament. COURSE OBJECTIVES/ LEARNING OUTCOMES: A student completing this course will be able to demonstrate skills in Hebrew for purposes of interpreting Scripture. These skills include the ability (1) to read the Hebrew text aloud; (2) to translate by memory the most frequently occurring vocabulary; (3) to recognize and parse "strong" and "weak" verb forms; (4) to understand enough grammar to read a basic narrative text.

SIGNIFICANCE FOR LIFE AND MINISTRY: The ability to exegete and interpret the Bible is a necessary ingredient of any preaching or teaching ministry. A working knowledge of Hebrew will enhance the minister’s skill in exegesis, will provide the critical skills necessary to evaluate various translations, and will broaden access to advanced study tools and commentaries. In addition, the minister will gain an appreciation for the rhythms and artistry of the Hebrew text. COURSE FORMAT: The class will meet one night a week for three hours. The course will be based on the material in The First Hebrew Primer, with the frequent introduction of supplemental information. Class sessions will include lecture, review of assignments, oral reading and translation, and frequent quizzes designed to reinforce learning and to provide students with feedback about their progress. Attendance at all class sessions is vital, and students should expect to spend at least two to three hours of outside preparation for every hour in class. *This course will meet on Oct. 20 during Reading Week 1 to make up for the Thanksgiving Holiday. REQUIRED READING:

Simon, Ethelyn and Dorey Brandt-Finell. Answer Book for the First Hebrew Primer (3rd ed.). Berkeley, CA: EKS Publishing Co., 2002. ISBN 978-0939144167.

Simon, Ethelyn, Irene Resnikoff, and Linda Motzkin. The First Hebrew Primer. 3rd ed, revised with new explanatory notes. Berkeley: EKS Publishing, 1992. ISBN 978-0939144150.


“Master Set of Bible Flashcards," keyed to The First Hebrew Primer. Berkeley: EKS Publishing, 1997. These flashcards are also available as an iPhone application.

Fall 2016


Seow, C. L. A Grammar for Biblical Hebrew. Rev. ed. Nashville: Abingdon, 1995. ISBN 978-0687157860.

ASSIGNMENTS: 1. Attendance/Class participation/Course Evaluation (5%) 2. Quizzes/Homework (25%) 3. 2 Midterm Exams (40%) 4. Final Exam (30%) PREREQUISITES: None. RELATIONSHIP TO CURRICULUM: Required for all dual-language track MDivs; all Hebrew language track MDivs; and can be a concentration option for MATS/Biblical Studies concentration. FINAL EXAMINATION: Yes. LAST DATE EDITED: April 25, 2016

Fall 2016


OT601DI: EXPOSITION OF GENESIS (DISTANCE)

Professor: Brittany Kim


more details. ***

Fall 2016


PC512: INTRODUCTION TO PASTORAL CARE AND COUNSELING

Professor: Janet Farley


more details. ***

Fall 2016


PC759: SMALL GROUPS IN THE CHURCH

Professor: Dave Stewart

DESCRIPTION: The biblical model for the early church included both large group gatherings (temple courts), and small group gatherings (house to house). Healthy and thriving churches around the world usually include both of these components. This course will take students on an equipping journey that will grow their biblical understanding of community and discipleship, as well as grow their ability to effectively lead small group ministries in a local church setting. COURSE OBJECTIVES/LEARNING OUTCOMES: By the end of the course students will be able to...

Describe a biblical understanding of small group ministry

Effectively lead their own small group

Understand and evaluate prevalent small group models currently employed in churches

Design and implement an effective small group strategy in their ministry setting

Write engaging and transformational small group curriculum

Lead a church-wide sermon-aligned small group campaign to grow small group ministry and engage more people in community in their church

Equip and support small group leaders through training and coaching

Incorporate a missional component into their small group ministry RELEVANCE FOR MINISTRY: This course will equip the ministry leader to lead small group ministries in their organization. They will discover the five key systems of running a small group ministry and develop the tools to put those systems into practice. Students will grow in their understanding of small group models and have clarity and skills to develop a thriving ministry of community in their church. COURSE FORMAT: This class will include a combination of lecture, discussion and small group activities. The class will meet weekly on Tuesdays from 7:15pm – 10:00pm. Class begins August 30 and will conclude on December 13, with NO CLASS on October 17 and 24 as those are during the reading weeks. REQUIRED READING: Bill Donahue and Russ G. Robinson. The Seven Deadly Sins of Small Group Ministry: A Troubleshooting

Guide for Church Leaders. Grand Rapids, MI: Zondervan. 2005. (218p) Brandon Hatmaker. Barefoot Church: Serving the Least in a Consumer Culture. Grand Rapids, MI:

Zondervan. 2011. (194p) Jerry Bridges. True Community: The Biblical Practice of Koinonia. Colorado Springs, CO. (176p) Larry Osborne. Sticky Church. Grand Rapids, MI: Zondervan. 2005. (158p) RECOMMENDED READING: Read at least another 160 pages from any of the following books Andy Stanley and Bill Willits. Creating Community: Five Keys to Building a Small Group Culture. Sisters,

OR: Multnomah. 2004. (176p)

Fall 2016


Bill Donahue and Russ G. Robinson. Building a Church of Small Groups. New York: HarperCollins. 2001. (219p)

Bill Search. Simple Small Groups: A User-Friendly Guide for Small Group Leaders. Grand Rapids, MI: Baker Books. 2008. (166p)

Brad House. Community: Taking Your Groups off Life Support. Wheaton, IL: Crossway. 2011. (228p) Deitrich Bonhoeffer. Life Together: The Classic Exploration of Christian in Community. New York:

HarperCollins. 2009. (128p) Henry Cloud and John Townsend. Making Small Groups Work: What Every Small Group Leader Needs to

Know. Grand Rapids, MI: Zondervan. 2003. (280p) M. Scott Boren. Missional Small Groups: Becoming a Community That Makes a Difference in the World.

Grand Rapids, MI: Baker Books. 2010. (172p) Steve Gladen. Small Groups with Purpose: How to Create Healthy Communities. Grand Rapids, MI: Baker

Books. 2011. (234p) ASSIGNMENTS:

1. Complete all required reading and write a one-page summary of takeaways for each book (20%)

2. Class attendance and participation (20%) 3. Students will form and lead their own small groups to meet for at least 6 weeks with a

written evaluation paper (15%) 4. Students will write 4 small group study lessons (15%) 5. Each student will lead the class as a small group in a one-hour demonstration session, using

one of the studies they have written (10%) 6. Each student will prepare and present a presentation to the class, as if the class were the

governing board of the church. This presentation will explain what small groups are, their importance, and a strategy for implementing them in the local setting. (20%)

PREREQUISITES: None RELATION TO CURRICULUM: Required course for the MDIV & MAMP Pastoral Care Concentration. FINAL EXAM: None Last Date Edited: May 10, 2016

Fall 2016


TL565B: PROFESSIONAL INTERNSHIP B

Professor: Natalie Hendrickson

***This course is a continuation of the TL565A Professional Internship which began in Summer 2016, therefore new students are not eligible to register for this course.***

Fall 2016


TS512: SYSTEMATIC THEOLOGY I

Professor: Glen G. Scorgie, PhD

DESCRIPTION: God as Creator: A discussion of the integrative nature and methods of systematic theology; a study of the character of God’s self-disclosure in nature and the Bible; an investigation of the being and foundational works of the Triune God; and an analysis of human nature both as it was created by God and as it exists in its present sinful state. PRIMARY LEARNING OUTCOMES: That upon completion of this course the student will have: 1. A disposition of diligent inquiry, reverence and delight about the things of God

2. A commitment to a life-long pursuit of an overall grasp of biblical truth and its application to life 3. An understanding of the character of Scripture, a confidence in its trustworthiness and

intrinsic power, and a conception of how it can and should function as the Word of God to the church

4. A foundational and biblically informed vision of the glory, character and gracious activities of the one true and triune God 5. A clear understanding of humanity and its need 6. An ability to demonstrate how his or her personal convictions on these matters are rooted in, and defensible from, Scripture, and 7. Enhanced skills for contextual reflection, self-directed theological research, and effective written and oral communication. PROGRAM LEARNING OUTCOMES: That upon completion of the course the student will: 1. Evaluate his or her theology in light of the wider Christian tradition 2. Analyze emerging theologies in conversation with historical Christianity 3. Integrate key course concepts into personal wholeness and faith praxis, and 4. Demonstrate the ability to contextualize the gospel in ways that respectfully engage

with realities of human diversity (e.g., culture, economy, gender) RELEVANCE FOR MINISTRY: This is the first of a pair of courses that introduce students to the substance of the Christian faith—as grounded in Scripture and informed by historic Christian wisdom—and its application to life. If Christians are going to get the message out, we need to get the message right. COURSE FORMAT: This course will be taught on the San Diego campus over fourteen weeks of the Fall semester. The course requires reading, writing, and use of library and online resources. Each week students will interact with one other and the instructor, both online and in the classroom.

Fall 2016


REQUIRED READING: The Bible e-Reserve Articles in Moodle Erickson, M. 2013. Christian theology. 3d ed. Grand Rapids: Baker. Thielicke, H. 1962. A little exercise for young theologians. Grand Rapids: Eerdmans. RECOMMENDED RESOURCES: Dyrness, William, & Veli–Matti Kärkkäinen, eds. 2008. Global dictionary of theology. Downers Grove: IVP. Elwell, Walter, ed. 2001. Evangelical dictionary of theology. 2d ed. Grand Rapids: Baker. Fraser, Elouise Renich. 1998. Confessions of a beginning theologian. Downers Grove: IVP. Kapic, Kelly. 2012. A little book for new theologians. Downers Grove: IVP. Strunk, William, Jr., & E. B. White. 2000. The elements of style. 4th ed. Boston: Allyn & Bacon. ASSIGNMENTS: 1. In-class participation (10%) 2. Online forum participation (10%) 3. Contextual theology assignment (20%) 4. Distinguished Lectureship report (5%) 5. Research paper (25%) 6. Two non-cumulative exams (30%) RECOMMENDED PREREQUISITE: BT510/BI510 RELATION TO CURRICULUM: Core requirement for all degree programs except the MAMFT. EXAM: Yes Last Date Edited: 26 May 2016

Fall 2016


TS516: CHRISTIAN SOCIAL ETHICS


DESCRIPTION: A study of the ethical vision of the Christian faith, grounded upon God’s character and revealed will, and aimed toward the moral transformation of persons and society. It addresses ethical theory, methods, biblical interpretation, spiritual resources, and the distinct motivation supporting Christian ethical concern. Attention is then given to the contours of virtuous, Christ-like character and action, and to developing, as individuals and communities, biblically faithful responses to a number of contemporary social issues. PRIMARY LEARNING OUTCOMES: That upon completion of the course, the student will be able to: 1. Articulate the ethical vision of the Christian faith, and appreciate the distinctive motivation supporting evangelical ethical concern 2. Demonstrate a working knowledge of basic Christian ethical theory, methods and terms 3. Display a disposition of diligent inquiry, reverence and delight concerning the revealed moral will of God 4. Demonstrate an increased ability to apply biblical principles through ethical reasoning to

moral issues, and 5. Demonstrate enhanced skills for contextual reflection, self-directed ethical research, and effective written and oral communication.

PROGRAM LEARNING OUTCOMES: That upon completion of the course the student will be able to: 1. Demonstrate the ability to contextualize the ethical dimensions of the gospel in ways that respectfully engage with realities of human diversity (e.g., culture, economy, gender) 2. Develop self-identity and personal holiness in light of scriptural truth concerning ethics 3. Analyze and evaluate one’s own cultural framework and assumptions in ethical decision-making 4. Demonstrate commitment to serving inspired by the Christian ethical vision 5. Exhibit healthy, ethically informed gender relations 6. Integrate key course concepts into ethical professional practice RELEVANCE FOR MINISTRY: This course introduces the moral vision of the Christian faith, and the methods by which Christians may engage in responsible, contextually sensitive ethical decision-making. Christian leaders need this knowledge and these skills in order to provide moral leadership and ethical wisdom to the people of God in a challenging world.

Fall 2016


COURSE FORMAT: This course will be taught on the San Diego campus over fourteen weeks of the fall semester. The course requires reading, writing, and use of library and online resources. Every week students will interact with each other and the instructor, both online and in the classroom. REQUIRED READING: The Bible e-Reserve Articles in Moodle Clark, David, & Robert Rakestraw, eds. 1994-1996. Readings in Christian ethics. 2 vols. Grand

Rapids: Baker. Stassen, Glen, & David Gushee. 2003. Kingdom ethics. Downers Grove: InterVarsity Press. RECOMMENDED RESOURCES: Atkinson, David, & David Field, eds. 1995. New dictionary of Christian ethics and pastoral theology. Downers Grove: IVP. Green, Joel, ed. 2011. Dictionary of Scripture and ethics. Grand Rapid: Baker. Strunk, William, Jr., & E. B. White. 2000. The elements of style. 4th ed. Boston: Allyn & Bacon. ASSIGNMENTS: 1. In-class participation (10%) 2. Online forum participation (10%) 3. Distinguished lectureship report (5%) 4. Ethics foundations paper (20%) 5. Ethics position paper (25%) 6. Two non-cumulative exams (30%) PREREQUISITES: None RELATION TO CURRICULUM: Core requirement for all degree programs. FINAL EXAM: Yes Last Date Edited: 26 May 2016

Fall 2016


TS520: THEOLOGY & PSYCHOLOGICAL THEORY: AN INTEGRATIVE

SEMINAR

Professor: Minoa Chang, PhD & Glen G. Scorgie, PhD

DESCRIPTION: This course is an investigation of selected doctrines from theological and psychological perspectives. Team-taught by a theology professor and MFT/MHC program professor, it is designed to facilitate faith-therapy integration in the domains of theory, professional practice, and personal formation.

COURSE OBJECTIVES/LEARNING OUTCOMES: That upon completion of this course the student will have: 1. A disposition of diligent inquiry, reverence and delight about the things of God 2. A commitment to a life-long pursuit of an overall grasp of biblical truth and its application to life 3. A basic understanding of the Christian belief system 4. An ability to demonstrate how one’s personal convictions are rooted in, and defensible from, Scripture 5. An appreciation for how MFT/psychological theories and insights can both enhance and be refined by classic Christian perspectives on these matters 6. Reflected on the application of these truths to the personal life of the Christian therapist and the challenges of the therapeutic context, and 7. Enhanced skills for contextual reflection, self-directed integrative research, and effective written and oral communication

RELEVANCE FOR MINISTRY: Training to integrate Christian theology and MFT/psychological theory is central to the program outcome of developing therapists who are Christians to provide professional psychotherapy services within and to the church, and within and to the broader community.

COURSE FORMAT: This team-taught course will be taught on the San Diego campus over fourteen weeks of the Fall semester. The course requires reading, writing, and use of library and online resources. Each week students will interact with each other and the instructors online and in the classroom.

REQUIRED READING: Benner, D. (2004). The gift of being yourself. Downers Grove, IL: IVP. The Bible e-Reserve Articles in Moodle Grenz, S. (2000). Theology for the community of God. Grand Rapids, MI: Eerdmans. RECOMMENDED READING: Bibliographies will be available in Moodle.

ASSIGNMENTS: 1. Class participation (20%)

Fall 2016


2. Reading report and presentation (10%) 3. Distinguished lectureship report (10%) 4. Integrative reflections & formation paper (30%) 5. Two non-cumulative exams (30%)

PREREQUISITE: MF625 or MH625

RELATION TO CURRICULUM: Required course for the MFT & MHC programs

EXAM: Yes

Last Date Edited: 18 May 2016

Fall 2016


TS530: FAITH AND PUBLIC LIFE

Professor: Dr. Kenneth A. Reynhout

DESCRIPTION: An introduction to the public nature of Christian belief and practice, highlighting diverse expressions of faith-culture interaction. Different types and facets of culture engagement are defined and explored, including intercultural, interdisciplinary, interreligious, ethical, and apologetic concerns. Cultural agency is connected to theological reflection, spiritual formation, and vocational leadership. Three hours. COURSE OBJECTIVES/LEARNING OUTCOMES: By the end of the course students will be able to:

Define the concept of “culture” and identify different aspects and components of culture,

Define “faith” and “theology” and identify similarities and differences between them,

Recognize different models (and their historical precedents) for relating faith with reason,

Appreciate various types of faith-culture interaction and various models for engagement, which could include intercultural, interdisciplinary, interreligious, ethical, and apologetic forms of engagement, and

Begin process of self-reflection about personal spiritual formation and vocational ministry identity in relation to cultural dynamics and concerns.

RELEVANCE FOR MINISTRY: All ministry praxis is undertaken within, around, and in relation to various cultures, both “inside” and “outside” the Church. Insofar as Christian ministry leaders desire to be effective agents of spiritual and material transformation in the world, in service to the gospel of Jesus Christ, culture engagement is a necessary and essential area of ministry training. This course, along with the entire MACT program for which this course is the beginning, will be an important part of that training. COURSE FORMAT: This course will be conducted in the “InMinistry” mode of online learning, which involves a 14-week schedule of personal reading, writing, and asynchronous online interaction (usually in the form of discussion forums) PLUS a three-day intensive experience scheduled for roughly midway through the semester (during the 2-week reading/research break for traditional students). REQUIRED READING: (in roughly this order)

Volf, Miroslav. A Public Faith: How Followers of Christ Should Serve the Common Good. Brazos, 2013. ISBN: 978-1587433436.

Fall 2016


Dalferth, Ingolf U. Theology and Philosophy. Wipf and Stock, 1988. ISBN: 978-1579107888. (Parts 1 and 2 only)

Chrysostom, St. John. On Wealth and Poverty. St. Vladimir’s Seminary, 2009. ISBN: 978-0881410396.

Phillips, Elizabeth. Political Theology: A Guide for the Perplexed. Bloomsbury T&T Clark, 2012. ISBN: 978-0567263544.

Three additional shorter, chapter-length readings. TBA. RECOMMENDED READING:

None prior to start of class ASSIGNMENTS:

Reading Reports – regular reporting of required reading completed 20%

Online Performance – consistency, degree, and quality of your online engagement, especially (if not exclusively) in weekly discussion forums

20%

Intensive Participation – degree and quality of participation during intensive session (intensive attendance is required)

10%

Midterm Paper (due shortly before intensives: Oct. 13) – in this paper students will define key terms (faith, culture, theology, etc.) and identify their preferred model(s) of faith-culture interaction, in dialogue with required readings and class material

25%

Final Paper (due last day of semester: Dec. 16) – in this paper students will identify their ministry vocation goals, informed by biblical/theological/ethical principles, and begin to connect those goals to the faith-culture question

25%

PREREQUISITES: None RELATION TO CURRICULUM: Required FIRST course for the MACT program. FINAL EXAM: No final exam. Last Date Edited: May 13, 2016.

Fall 2016


TS752: SEMINAR IN ETHICS: CREATION CARE


DESCRIPTION: This course focuses specifically on our calling to live, act, and bear faithful witness in the current context of humanity’s troubled relationship with the rest of creation. We will explore this relationship and its associated problems, as well as historic and current Christian responses to them. We will seek to develop a biblically informed response and also consider some practical creation-care initiatives (at the personal, church, and public levels) and the spirituality that must undergird them. Finally, we will demonstrate how creation care can positively affect our lives and the church’s ministries, including evangelism and discipleship. LEARNING OUTCOMES: That upon completion of this course the student will have: 1. A greater awareness of the ecological world and our dependence upon it 2. An understanding of the biblical and theological bases of creation care 3. An apprehension of the links between creation care, kingdom work and credible evangelism 4. Practical resources and strategies for ecological living as individuals, churches and

communities, and in public policy 5. A grasp of the paradigm shift required if we are to live on God’s earth in a sustainable,

just and nurturing way; and a commitment to begin moving toward that shift, and 6. Enhanced skills for contextual reflection, self-directed research, and effective written

and oral communication. RELEVANCE FOR MINISTRY: This elective course will address one of the most important challenges of our time. It will equip students to be more informed and discerning thought-leaders leaders for the church. The course is also useful preparation for advanced degree programs in theology or ethics. COURSE FORMAT: This seminar-format course will be taught on the San Diego campus over fourteen weeks of the Fall semester. The course requires reading, writing, and use of library and online resources. Each week students will interact with one other and the instructor in the classroom. REQUIRED READING: Bauckham, Richard. The Bible and Ecology: Rediscovering the Community of Creation. Waco, TX:

Baylor University Press, 2010. Bouma-Prediger, Steven. For the Beauty of the Earth: A Christian Vision for Creation Care, 2d.

ed. Grand Rapids: Baker, 2010.

Fall 2016


RECOMMENDED RESOURCES: Brunner, Daniel, et al. 2014. Introducing evangelical eco-theology. Grand Rapids: Baker. Francis, Pope. 2015. Laudato Si’: On care for our common home. Washington: USCCB. Middleton, Richard. 2014. A new heaven and a new earth. Grand Rapids: Baker. Moo, Jonathan, & Robert White. 2014. Let creation rejoice: Biblical hope and ecological crisis. Downers Grove: Santmire, H. Paul. 1985. The travail of nature: The ambiguous ecological promise of Christian

theology. Philadelphia: Fortress Press. Wirzba, Norman. 2015. From nature to creation. Grand Rapids: Baker. ASSIGNMENTS: 1. Class Participation 40% 2. Research Paper 30% 3. Project Report 30% TOTAL 100% PREREQUISITES: TS512 & TS516 RELATION TO CURRICULUM: General or concentration elective FINAL EXAM: None Last Date Edited: 1 June 2016