MIME-Version: 1.0 Content-Location: file:///C:/A769CE39/FullwoodPWS511Spr09.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Fullwood PWS 511 Spring 09

SHAW UNIVERSITY

Divinity <= st1:PlaceType w:st=3D"on">School

PREACHING IN THE AFRICAN AMERICAN CHURCH TRADITION PWS 511

Spring 2009

 (3 Credit Hours)

 

Instructor: = Alfonza Fullwood/JT Roberson

Classroom:  Leonard 201

Telephone:  (919) 365-5277=

Email:  rhbc@bellsouth.net=

 

Divinity School Mission Statement:

 

Shaw= University Divinity School provides Chr= istian theological education dedicated to the preparation of clergy and laity for clinical, pastoral, and teaching/research ministry professions. The Divinity School is committed to the develop= ment of a research institute whose focus is leadership in the “practice of ministry’ in the African American community, particularly in the Afri= can American church.

 

Mission of M.Div.

 

The mission of the Master of Divinity degree is to pre= pare persons for ordained ministry, for chaplaincy, general pastoral and religious leadership responsibilities in congregations and other settings, and to pre= pare some students for admission to advanced programs oriented to theological research and teaching. The purpose is consistent with the mission of Shaw University Divinity School; the Master of Divinity program focuses on leadership in the “practice= of ministry,” particularly in the African American church.

 

Program Goals for M.Div.=

 

The program goals for the Master of Divinity degree pr= ogram are to:

  1. Provide students with an intellectual atmosphere and a comprehensive, discriminating understanding of our religious heritage;
  2. Enhance student training for Christian ministry, mindful of global, and diverse cross cultural, and non-American Christianities, and interaction with other faith traditions;
  3. Support students' development in the personal and spiritual capacities necessa= ry for pastoral and religious leadership, advancing growth in personal fa= ith, emotional maturity, moral integrity, and public witness
  4. Expand programmatic activities, services, and academic programming to enhance student capacity for ministerial and public leadership

 

Course Description:

 

The aggregate expertise, research, teaching and preach= ing experiences of theologians and preachers at the 36th Annual Alexander/Pegues Ministers’ Conference afford an unprecedented and un= ique opportunity for students to engage in a special designed intensive that examines the intricacies of leadership. The 2009 conference theme is “= ;The Audacity to Lead,” which is an appropriate conversation in light of recent events of historic proportion with regard to an African American thr= ust into leadership by events of history. The election of Barack Obama as the f= irst African American to the office of President of the <= st1:country-region w:st=3D"on">United States of America is n= ot only phenomenal but a providential event. While he is not a progeny of the African American preaching traditions, he, nonetheless, is an African Ameri= can who had the audacity to aspire for the highest office of leadership not onl= y in the United States but of the free world. He is, in many regards, a product of the African American church having been nurtured by the prophetic voice of Jeremiah Wri= ght Jr. who, in contemporary context, symbolizes the prophetic tradition of Afr= ican American preaching. Like Wright, African American preachers have been the vanguard of social, economic, and political activism in the community.

 

 In histo= rical context the most effective leaders in the African American community were t= hose with pulpit access. African American preachers played a significant role in shaping the landscape of justice, equality, economic and social reform in <= st1:place w:st=3D"on">America since the latter eighteen century. Important figures summoned by the events= of history and succeeded in forging America’s moral consciousness includ= ed but not limited to Nathaniel Paul (1755–1836), (1797–1883), Ric= hard Allen (1760–1831, David Walker (1785–1830), Harriet Tubman (1820–1913), Nat Turner (1800–1830), Daniel Alexander Payne (1811–1893), James W. C. Pennington (1812–1871), Henry Highland Garnet (1825–1882),  Sam= uel Ringgold Ward (1817–1878, Alexander Crummell (1819– 898), Edward Wilmot Blyden (1825–1882), Henry McNeal Turner (1834–1915), Mar= cus Garvey (1887–1940) Malcolm X (1925–1965) and Martin Luther King, Jr. (1929–1968) This tradition of leadership, in many ways, has remai= ned constant as mirrored in contemporary context. Currently, African American preachers remain the most influential leaders in the African American community.

 

This course, therefore, focuses on preaching as leader= ship that not only inspires but establishes a specific community ethos that identifies the community and its sense of purpose in the world. Students wi= ll emerge from this Intensive with a grasp of how preaching intersects with leadership. Further, they will understand how effective preaching extends influence capacity. In simply terms students will learn how preachers lead through their preaching. Lastly, students will be exposed to the homiletica= l, hermeneutical and theological assumptions that underlie preaching as leadership.

 

Program Learning Outcom= es

 

The Program Learning Outcomes includes the following:

 

1.     Graduates will demonstrate a capacity to articulate an understanding of the scriptura= l, historical, and theological traditions of particular Christian traditions a= nd of the broader community of faith

2.     Graduates will develop a consciousness about and a capacity to reflect critically on issues of diversity, globalization, and cross cultural concerns

3.     Graduates will demonstrate a capacity for critical reflection on how their unique personalities, backgrounds, and gifts and abilities relate to the role of t= he minister as leader, guide, and servant of the faith community

4.     Graduates will demonstrate a capacity to create programs and have a critical voice in ministerial and public leadership.

 

 

Student Learning Outcomes:

 

Student Lea= rning Outcomes

 =

At the comp= letion of this course, students will be able to:

Assessment of Student Learning Outc= omes

(Assessment Tools)

Linkage to MDiv Program Learning Ou= tcomes

Linkage to MRE Program Learning Out= comes

 

 

 

 

1.=         Explain t= he philosophical foundation of leadership and specific leadership paradigms

Book Reviews, Discu= ssions, Research Paper

1, 4

 

2.=         Discuss t= he biblical and theological foundation that underlie Preaching as leadership=

Written Sermon=

Research Paper

Book Reviews

Profiles=

1, 3, 4<= /span>

 

3.=         Explain t= he homiletical implications that emerge in addressing a community situation<= span style=3D'mso-spacerun:yes'>  intended to create chance

Written Sermon=

Research Paper=

Profiles=

1, 2, 3<= /span>

 

4.=         Be conver= sant in the biographical accounts of major Nineteenth, Twentieth and Twenty First centuries African American leaders

Book Reviews

Written Sermon=

Research Paper=

Profiles=

2, 3, 4<= /span>

 

 

 

 

 

5.=         Articulat= e the relationship between vision, ethics and preaching

Book Reviews,<= /o:p>

Written Sermon,

Research Paper=

1, 2,  3, 4

 

6.=         Develop an ethic of preaching  via exeg= eting community situations that provide a context for ethical preaching

Book reviews

Written Sermon,

Research Paper=

Profiles=

1, 2, 3, 4

 

7.=         Enhance research and writing

Skills

Book Reviews

Research Paper=

Profiles=

1, 3, 4<= /span>

 

 

 

 

 

 

 =

REQUIRED T= EXT:

Campbell, Charles L. The Word Before the Powers: An Ethic of Preaching.

Lou= isville: Westminster John Knox, 2002.

Finzel, Hans. = The Top Ten Mistakes Leaders Make. Colorado Springs: Chariot Victor,

1994.

Hull, William E. Strategic Preaching: The= Role of the Pulpit In Pastoral Leadership. St.

Louis, Chalice, 2006.

Lischer, Richard. Martin Luther King, JR. and the Word that Moved America: The <= /p>

Preaching King. New York:Oxford<= /st1:PlaceName> University Press, 1= 995.

Obama, Barack. The Audacity of Hope. New Yor= k: Vintage Book, 2006.

Quicke. Michael. 360 Degrees Leadership: Preaching to Transform Congregations.

Baker, 2006.

Roberts, J. Deotis. Bonhoeffer and King: Speaking Truth to= Power. Louisville:

Westminster, 2005.=

West, Cornel. = Race Matters. New York: Vintage Book, 1993.

Young, Henry J. Major Black Religious Leaders: 1755 – 1940. Nashville: Abingdon,

1977.

 

REQUIREMENTS AND ASSIGNMENTS:

1. Students will register for the Shaw University Divi= nity School Alexander/Pegues Ministers’ Conference and have full participa= tion at all the preaching and workshop sessions from March 16-19.

 

2. Initial Class meeting will be scheduled by the inst= ructor to review syllabus and discuss assignment. Students will also be registered= in the BlackBoard classroom for the course.

 

3. Book Revie= ws: Students will write a book review (two pages double space) book review brie= fs on required reading texts including identification of author, his/her premi= se, summary of contents, and evaluation of book.

 

4. Sermon: Student will write a sermon that reflects strategic preaching based upon exegeting a particular community situation intended to bring about certain results or outcome.

 

5. Research P= aper: Students will write a research paper (fifteen pages double-spaced) which addresses the question of Preaching as Leadership. The paper should include= an adequate bibliography of not less than 12 sources. The focus of this paper might include a particular topic or a particular figure whose leadership brought about profound results in national or global context. Examples of topics are Biblical and Theological Foundation of Preaching as Leadership, Homiletical Implications of Preaching as Leadership, Preaching as an Ethical Option, The Preaching of Martin Luther King, Jr., African American Preachin= g as Change Agent or Analysis of a selective passage or event of Scripture (exam= ple Nehemiah) with Implications for Leadership. A copy of this paper will be gi= ven to the professor one week prior to your class presentation. Each student will be required to complete a paper outline of the paper due, not later th= an one month after the first day of class.&nb= sp; The outline will include:

 

q      = The title of the paper.<= /o:p>

q      = A brief introduction paragraph clearly stating the thesis or purpose and shape of your argument.=

q      = The major source or author used for the paper.

q      = The heading and subheadings showing the general contour of the paper.

q      = Bibliography

 

6. Research Presentation: Each student wi= ll do a research presentation, which should include a 3-5 paged (double-spaced) b= rief of findings (copies will be provided for the entire class the week before t= he presentation.) The brief should highlight the major points of interest, key arguments, possible questions as a result of the research aim to familiarize the class with the general contours of the subject under research. There wi= ll be 15 minutes allotted for the presentation followed by 10 minutes of discussion at which time the student must be prepared to answer questions raised by the class. Selection of presentation dates will occur during the first class meeting.

 

7. Profiles: Student will write two Leadership Profiles on an individual including biography, leadership philosophy, methodology and homiletical style.

 =

The highest= grades will be given to those who: 1) clearly state their thesis/purpose; 2) indic= ate a clear grasp of the issues and provide critical reflection; 3) write with correct

 =

grammar and clarity; and 4) provide constructive proposal for application to their preaching program.

 

Research Pa= per grading criteria: Introduction (including thesis statement) =3D 10%; Content (clear presentation of the thesis documented with substantive research) =3D= 40%;

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Analysis/ev= aluation =3D 25%; Conclusion =3D 5%; Bibliography =3D 5%; Form (grammar and style) = =3D 15%.

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grading scale= :   100= -90 =3D A   89-80 =3D B   79-70 =3D C    69-60 =3D D   59 & below =3D F

 

EVALUATION=         &= nbsp; REVIEWS/BIEFS—20%

   &nbs= p;            &= nbsp;           &nbs= p;       SERMON—20%

   &nbs= p;            &= nbsp;           &nbs= p;       RESEARCH PAPER—30%

   &nbs= p;            &= nbsp;           &nbs= p;       PROFILES—20%

   &nbs= p;            &= nbsp;           &nbs= p;       CLASS PARTICIPATION AND PRESENTATION—10%

        =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;            =             &nb= sp;         

PLAGIARISM:  It was Mark Train who said, “Adam was the only man who, when h= e said a good thing, knew that nobody had said it before him.” The use of another’s work without giving proper credit is misleading, mispresentation of facts and an act of theft.

Quotations, paraphrasing, etc. are expected to be cited appropriately by the student. Failure to do so will result in action by the Administration. (Remember, whenever you site more than two or three words verbatim from another source, credit must be given.)

 

Note:  The minimum passing grade for students in the Divinity School is C.

 

Use of Technology:=

 

All students in this course a= re required to have regular access to email and to the internet.  The Shaw Blackboard site (http://shawu.blackboard.com) will= be heavily used in this class.  A= ll course handouts (including readings, guidelines for completing assignments,= and grading rubrics) will be made available via Blackboard. Students will also submit assignments and receive feedback using Blackboard’s Digital Dropbox. 

 

Email will be the instructor&= #8217;s primary mode of contacting students outside of class hours.  Thus, all students must set up the= ir email address on Blackboard.  Directions for doing so are below:

  1. Go to http://shawu.blackboard.co= m.
  2. On the Tools menu on the left side of the screen, click Personal Information.
  3. Select Edit Personal Information= .
  4. Under section 1, enter your email address.
  5. Click Submit.
  6. Click OK.

 

We will be using the following sections of Blackboard = for this course:

  • Course Information:  Contains an electronic copy o= f the syllabus and all rubrics used to evaluate assignments for this course.  Any updates to t= he syllabus will be made available here.
  • Course Documents:  Contains electronic versions = of articles and chapters that are not in required texts (generally in PDF= or HTML format).  You will n= eed to download the free Adobe Reader to access these forms (http://www.adobe.com).
  • Discussion Board:  Forums for your weekly postin= gs are here.
  • Communication:  Allows you to send email to t= he class.
  • Tools:  Provides access to the Digita= l Drop Box, which you will use to submit your weekly reflection papers and ot= her assignments.

 

Follow the instructions below to submit assignments vi= a the Digital Drop Box:

  1. Once you are in the course site, click the Tools tab on the left.
  2. Select Digital Dropbox.
  3. Select Send File.
  4. In the Name box, enter LastnameFirstname_Assignmentname.  (For example, if your name is= Jane Smith and you’re submitting the case study, enter SmithJane_casestudy).
  5. Click the Browse button beside = the File box. 
  6. Locate and select the file on your computer.=   Click Open.
  7. Click Submit.

 

Academic Integrity:

 

Students in this course are expected to abide by the Shaw University Code of Conduct. The university po= licy on plagiarism will apply to all assignments given in this course (see Stude= nt Handbook).  Plagiarism involve= s the intentional or unintentional representation of another person’s words and/or ideas as one’s own.  Students are expected to cite all materials, including scriptural references, using the formats described in Kate Turabian’s A Manual for Writers of Term Papers, T= heses, and Dissertations.

 

If you need help determining whether to cite, see the guide on avoiding plagiarism at http://libr= ary.duke.edu/research/plagiarism/index.html.

 

Class Decorum Policy

 

To enhance the learning atmos= phere of the classroom, students are expected to dress and behave in a fashion co= nducive to learning in the classroom. More specifically, students will refrain from wearing clothes that impede academic learning such as but not limited to, wearing body-revealing clothing and excessively baggy pants; hats/caps, headdress. Students will turn off telephones prior to entering the classroo= m. Students who exhibit the behaviors described above, or similar behaviors wi= ll be immediately dismissed from class at the third documented offense. The student will be readmitted to class only following a decision by the Dean of the Divinity School. The student may appeal the decision of the Dean to the Office of the Vice President for Academic Affai= rs, and then to the President of Shaw University. The decision of the President will be final. Failure to follow the procedures herein outlined will result= in termination of the appeal, and revert to the decision of the department cha= ir.

 

Each behavior construed by the teacher/professor as non-contribute to learning will be recorded, properly documented, and appropriately reported to the student and to the Dean of th= e Divinity School.  The report will be in written form= with a copy provided to both the student and the Dean of the Divinity School.  The instructor will retain a copy = for her own records.

 

Special Considerations:

 

Disabilities: Students with disabilities that may require extended = exam times or other accommodations should contact Student Disability Services (Counseling Center 546-8284). The instructor cannot alter the course requirements for any disability without certification from this office.

 

Psychological Services: If at any time you feel that emotional distress is interfering with your class performance, please speak with the instructor.<= span style=3D'mso-spacerun:yes'>  If you would prefer to speak with someone else, you may contact the Counseling Center at 546-8284.=

 

SELECTED COURSE BIBLIOGRAPHY:

<= o:p> 

Battle, Michael. Reconciliation: The Ubuntu Theology of Desmond Tutu. Cleveland: The Pilgrim Press, 1977.

Brisbane, Robert H. Black Activism: Racial Revolution in the United States: 1954–1970. Valley Forge: Judson, 1= 974.

Carrruthers, Iva E, Frederick D. Haynes III and Jeremi= ah A. Wright Jr. eds., Blow the

Trumpet in Zion. : Global Vision and Action for the 21 century Black Church.

Minneapolis: Fortress, 2005.

Echols, James. ed. I Have a D= ream: Martin Luther King Jr. And the Future of Multicultural America. Minneapolis: Fortress, 2004.=

Felder, Cain Hope. Troubling Biblical Waters: Race, Class and Family. Maryknoll: <= /p>

Orbis, 1993.

Franklin<= /st1:City>, John H. and August Meier., eds. Bla= ck Leaders of the Twentieth Century.

Chi= cago: University of Illinios Press, 1982.

Litwack, Leon and = August Meier., Black Leaders of the Ninete= enth Century. Chicago:

University of Illin= ios Press, 1988.

King, Martin Luther Jr. Strength to Love. Philadelphia: Fortress, 1997.

Smith, J. Alfred Sr. Speak Un= til Justice Wakes: Prophetic Reflections From J. Alfred <= /p>

Smith Sr.Valley Forge: Judso= n, 2006.

Moyd, Olin P. The Sacred Art: Preaching and Theology in the African American

Tradition. Valley Forge: Judson, 1995.

 

COURSE SCHEDULE=

This schedule = and reading list are subject to change.

 

DATE

TOPIC & READINGS

DUE

Jan. 26

       Introductions, Review of Syllabus and Assignments

Pre-Conference

Feb. 2

Finzel—Over= view of Practical Pitfalls/Mistakes Leaders Make

Campbell—Discussion of Chapter 1 Not Against Ene= mies of Blood and Flesh

The Powers are Le= gions

The Powers are Spiritual and Legion

The Powers are Ma= terial and Spiritual

The Powers are cr= eated by God

Pre-Conference

Feb 9

Campbell—Discussion of Chapter 2 The Rebellious = Power

 Strategies of the Powers

Chapter 3—J= esus and the Powers

Resisting the Pow= ers: The Temptation

Jesus’ Mini= stry and the Powers

Preaching

Exorcisms and Hea= lings

The Cross and the Powers

Resurrection and = the Powers

Pre-Conference

Feb. 16

        Chapter 4—Discussion of An Ethics of Preaching: Nonviolent Resistance

       &nbs= p; A Certain Ambiguity

       &nbs= p; A Condition for Integrity: Nonviolent Resistance=

       &nbs= p; Chapter 5—Vision, Ethics, and Preaching

       &nbs= p; The Sermon on the Mount

       &nbs= p; Vision and Ethics

       &nbs= p; Vision and Preaching

 

Feb. 23

West—Chapte= r 3 Discussion of The Crisis of Black Leadership

Obama—Chapt= er 3 Our Constitution

       &nbs= p;        Chapter 4  Politics

       &nbs= p;        Chapter 5 Opportunity

       &nbs= p;        Chapter 6 Faith

       &nbs= p;        Chapter 7 Race

Pre-Conference

Leadership Profiles Due

Mar. 2

Young—Discussion on Historical African American Religious Leaders

Pre-Conference

Mar. 9

Lischer—Lecture and Discussion on the Preaching of Martin Luther King Jr. as Social Refor= mer

Pre-Conference

Book Reviews Due (4)

Mar. 16-19

Ministers’ Conference

 

Mar. 23

Hull—Lecture and Discussion on Pastor as Str= ategic Leader

Toward a New Lead= ership Paradigm

The Strategic Dim= ension of Leadership

Hermeneutics of Strategic Preaching

Homiletic of Stra= tegic Preaching

Post-Conference

Analysis, Assessment and Implications

Research Presentations

Mar. 30

     

       Roberts—Lecture and Discussion on Faith = and Praxis

Sermon Due

Research Presentations

Book Reviews  Due (3)<= /span>

Apr. 6

      

        Quicke—Discussion on Chapter 1 Critical Relationship Between Preaching and Leading<= /span>

 

Apr. 13

Easter Break- No = Class

 

Apr. 20

        Quicke—Discussion on Chapter 2 Making of= the Preacher/Leader

Research Paper Due

Apr. 27

Rap Up—Revi= ew of Research Paper