MIME-Version: 1.0 Content-Type: multipart/related; boundary="----=_NextPart_01C9816B.70A735A0" This document is a Single File Web Page, also known as a Web Archive file. If you are seeing this message, your browser or editor doesn't support Web Archive files. Please download a browser that supports Web Archive, such as Microsoft Internet Explorer. ------=_NextPart_01C9816B.70A735A0 Content-Location: file:///C:/A33B4639/GradyCED501Sp09.htm Content-Transfer-Encoding: quoted-printable Content-Type: text/html; charset="us-ascii" Grady CED 501 Spring 09

 

SHAW<= /span> UNIVERSITY

Divin= ity School

Introduction to Christian Education– CED 501 (3= credit hours)

 

Instructor:  Dr. Bruce T. Grady

Office:  Leonard 205

Classroom: 

Office Hours (oth= ers by appointment): 

  &nbs= p;         Mon:  none

  &nbs= p;         Tues:  9:30am-12:30pm; 2:00pm-4:00pm

  &nbs= p;         Wed:  9:30am-12:30pm; 2:00pm-4:00pm

  &nbs= p;         Thur:  9:30am-12:30pm; 2:00pm-4:00pm

  &nbs= p;         Fri:   9:30am-12:30pm; 2:00pm-4:00pm

Telephone:  (919) 546-8574

Email:  bgrady@shawu= .edu

Saturdays, 7:30am-10:00am

 

Miss= ion of M.= Div. and M.R.E. Degrees

 

The mission of the Master = of Divinity degree is to prepare persons for ordained ministry, for chaplaincy, general pastoral and religious leadership responsibilities in congregations= and other settings, and to prepare some students for admission to advanced prog= rams oriented to theological research and teaching. The purpose is consistent wi= th 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.

 

The mission of the Master = of Religious Education degree is to equip persons for competent leadership in Christian Education to serve congregational ministries and other religious institutions. This purpose is consistent with the mission of Shaw University Divinity School; the Master of Religious Education program focuses on leadership in the “practice of ministry,” particularly in the African American church.

 

Program Goals for M.Div. and M.R.E. Degrees

 

The program goals for the = Master of Divinity degree program 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

 

The program goals for the = Master of Religious Education degree program are to:

  1. Equip students with the capacity for critical and constructive theological reflection regarding the content and processes of educational ministry= ;
  2. Help students understand the educational, social, and behavioral sciences t= hat undergird educational practice, as well as the cultural contexts in wh= ich educational ministry occurs;
  3. Assist students with personal growth and spiritual maturity; and
  4. Provide skills in teaching and in design, administration, and assessment of educational programming.

 

Course Description:

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T= he purpose of this course is to examine the ongoing effort of the disciples of Jesus Christ seeking to understand, practice, and propagate God's revelatio= n.

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Student Learning Outcomes:

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Student Learning Outcomes

 

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

Assessm= ent of Student Learning Outcomes

(Assess= ment Tools)

Linkage= to MDiv Program Learning Outcomes

Linkage= to MRE Program Learning Outcomes

Articulate personal understanding of Christian Education and identify the cultural, theologic= al, philosophical, and social implications

Research Paper

1, 3

2, 3

Employ tools from social= science to reflect on the practice of Christian Education

Human Participant Exerci= se

1

2

Provide critical  and constructive theological reflection on teaching scripture in the Black Church

Research Paper

2

1

Demonstrate skills in te= aching

Group Project/Presentati= on

2

4

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Required Texts:

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Foster, Charles R. and Smith, Fred, Black Religiou= s Experience Conversations on Double Consciousness and the work of Grant Shockley. (= Nashville: Abingdon Press), 2003.

   &nb= sp;       

  Freire= , Paulo, Pedagogy of the Oppressed, (Nashville: Discipleship Resources) 1995.

 

Pazmino, Robert W., Foundational Issues in Christi= an Education, 2nd Edition. (Grand Rapids: Baker Books), 1997.

 

Turabian, Kate, A Manual for Writers of Term Paper= s, Theses, and Dissertations, 6th Ed., (C= hicago: University of Chicago Press), 1996.

 

Woodson, Carter G., The Mis-Education of the Ne= gro. (Trenton: African World Press), 1993.

 

 

 

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Course Format and Requirements:

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Research Paper for MDiv Students=      due Mar.28<= /span>

You will develop a 12 to 15 page formal research paper describing your personal stance in Christian Education ministry. This is yo= ur opportunity to demonstrate competence in the theory and practice of Christi= an Education. Be sure to integrate the critical points of readings, lectures, = and class discussions into this work.  Each student is required to present their final paper in class before your peers.

 

The paper should include the following:

 

(1)   a definition of Christian Education

(2)   the development = of this definition, including what cultural, theological, philosophical, socia= l, political, and educational issues in the church and society are central to = your concerns, and

(3)    the implications for the praxis of educational ministry.

 

Although you will email your assignment to bgrady@shawu.e= du, you must prepare a one-page hardcopy outline of your position for class discussion. (It will not be collected).&nb= sp; Be prepared to present your ideas in class.

 

 

Research for MRE Students  &n= bsp;          due Mar.28

You will develop a 12 to 15 page formal research paper describing one contemporary authoritative voice in Christian Education  (drawn from the list of provided b= y the professor). This is your opportunity to demonstrate competence in the theory and practice of Christian Education.  Be sure to integrate the critical points of readings, lectures, and class discussions into this work.  Each student is required to present their final paper in class before your peers.

 

The paper should include the following:

 

(1) this individual’s definition of Christian Education

(2) the development of this Christian Educator’s definition, including what cultural, theological, philosophical, social, political, and educational issues in the church and society are central to their concerns,

(3) a brief comparison of this individual’s and= your approach and understanding to Christian Education and

   &nb= sp;            =         (4) the implications for the praxis of educational ministry of each.=

 

You must prepare a one-page outline of your position = for class members. (It will not be collected).

 

 

Human Participant Research Exercise  Analysis of Christian Education Project Interviews   due Apr. 25

 

Each Master of Divinity and Master of Religious Educa= tion student will conduct and record 1 interview with a Christian Educator who serves a church.  No subject c= an be duplicated, therefore you must ask the participant whether they have already been interviewed by another student for the Christian Education Project Interviews.  You will be provided a set of interview questions and a format for the typed transcript= ions of each interview.  Finally, y= ou will submit a 3 to 5 page report of noteworthy observations from your interviews. As indicated earlie= r, submit by email to the following address:&= nbsp; bgrady@shawu.edu

 

Group Project Presentations

 

According to Joseph Crockett in Teaching Script= ure From and African American Perspective, “Processes of scripture interpretation can be one-sided.  When learners seek only the opinions and views of others- the church, the tradit= ion, the pastor, or the teacher- their own biographical and cultural history is invalidated.  What is recorded= in scripture contributes to a culture’s views, feelings, sense of identi= ty, and vocation.  Likewise, the experiences of a people add to their interpretation of the Bible.  Interpreting the scripture must sh= ow coherence within the Biblical witness, and the interpretation must address adequately the African-American context.”

 

 Each gr= oup will prepare a 30 to 45 minute presentation in which they will compile their individual findings from the research exercises, class lectures, reading assignments, and ministry experience to address the following two questions= :

 

1.      What is the cont= ent of the church that is to be passed on? And

2.      What are the pro= cesses for handling the content on to culture-specific communities?

Both issues are rooted in understandings of tradition= - the content transmitted (traditia) and the process of transmitting (t= raditio).

 

 

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Evaluation:

 

The following grading scal= e will be used:

A =3D 90-100

B =3D 80-89

C =3D 70-79

D =3D 60-69

F =3D 59 and below

 

Note:  The minimum passing grade for stud= ents in the Divinity School is C.

 

Use of Technology:

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A= ll students in this course are 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.  All 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. 

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E= mail will be the instructor’s primary mode of contacting students outside = of class hours.  Thus, all studen= ts must set up their email address on Blackboard.  Directions for doing so are below:=

  1. Go to http://shawu.blackboard.com.
  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 follo= wing 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 be= low to submit assignments via 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.

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Academic Integrity:

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S= tudents in this course are expected to abide by the Shaw University Code of Conduct. The university policy on plagiarism will apply to all assignments given in = this course (see Student Handbook).  Plagiarism involves 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 Write= rs of Term Papers, Theses, and Dissertations.

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I= f you need help determining whether to cite, see the guide on avoiding plagiarism= at http://library.duke.edu/research/plagiarism/index.htm= l.

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Class Decorum Policy

 

To enhance the learning atmosphere of the classroom, students are expected to dress and behave in a fashion conducive to learning in the classroom. More specifically, students will refrain from wearing clothes that impede academ= ic 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 classroom. Students who exhibit the behavi= ors described above, or similar behaviors will be immediately dismissed from cl= ass at the third documented offense. The student will be readmitted to class on= ly 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 Affairs, and then to the President of Shaw Universit= y. The decision of the President will be final. Failure to follow the procedur= es herein outlined will result in termination of the appeal, and revert to the decision of the department chair.

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E= ach behavior construed by the teacher/professor as non-contribute to learning w= ill be recorded, properly documented, and appropriately reported to the student= and to the Dean of the Divini= ty 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.

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Special Considerations:

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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.

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Psychological Services: If at any time you feel th= at emotional distress is interfering with your class performance, please speak with the instructor.  If you w= ould prefer to speak with someone else, you may contact the Counseling Center at 546-8284.

 

SELECTED = COURSE BIBLIOGRAPHY

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   &nb= sp;        Bass, Dorothy, Receiving the Day. (John Wiley & Sons), 2001.

 

Caldwell, Elizabeth, Leaving Home With Faith: Nurturing the Spiritual Life of Our Youth. (Pilgrim Press), 2003.

 

Foster, Charles R., Teaching in the Community of F= aith. (Abingdon Press), 1982.

 

Foster, Charles R. and Brelsford, Theodore, We Are= the Church: Cultural Diversity in Congregational Life. (Valley Forge: Trinity Press), 1992.

 

Gangel, Kenneth O. & Wilhoit, James C.  eds., The Christian Educator= 217;s Handbook on Spiritual Formation, (Wheaton, IL: Victor Books, 1994: Shed & Ward), 1989.

 

Keely, Barbara Anne, Faith of Our Foremothers: Wom= en Changing Religious Education.  (Westminster John K= nox Press), 1997.

 

LeFever, Marlene. Learning Styles. (Colorado Springs: = David C. Cook Publishing: Discipleship Resources) 1995.  

 

Parks, Sharon Daloz, Big Questions, Worthy Dreams: Mentoring Young Adults in their Search for Meaning, Purpose, and Faith. (Jossey-Bass), 2000.

 

Matthaei, Sondra Higgins, Making Disciples.  (Abingdon), 2000.

 

Prevost, Ronnie, Evangelical Protestant Gifts to Religious Education. (Smyth and Helyws), 2000.

 

Seymour, Jack, ed. Mapping Christian Education. (Abingdon Press), 1997.

 

Webb-Mitchell, Brett P., Christly Gestures: Learni= ng to Be Members of the Body of Christ. (Eerdmans), 2003.

 

Westfield, Lynn, Dear Sisters: Womanist Practice of Hospitality. (Pilgrim Press). 2001.

 

White, James W. Intergen= erational Religious Education: Models, Theory, and Prescription for Interage Life and Learning in the Community of Faith

Wimberly, Anne Streaty. = The Church Family Sings: Songs, Ideas, and Activities for Use in Church School. (Jossey-Bass) 1997.

COURSE SCHEDULE

This schedule and reading list are subject to change.=

 

DATE

TOPIC & READINGS

DUE

Sat. Jan.17

Welcome, Introduction to our Study, and Syllabus Re= view.

Reading: Pazmino, Introduction – Chapter 2; Matt. 28= :16-20

 

Sat. Jan.24

Labor Day Weekend, No Class:  

Reading: Pazmino, Chapters 3-5

 

Sat. Jan.31

Class Discussion:         

Reading: Pazmino, Chapters 6- Postscript

 

 

Sat. Feb.7

Class Discussion:

Reading:  Fre= ire, Publisher’s Foreward- Chapter 1

 

 

Sat. Feb.14

Class Discussion: Information Resources by Mr. Tom Clark, Wiggins Librarian

            = Reading: Freire, Chapters 2 – Chapter 3

 

 

Sat. Feb.21

Class Discussion:&= nbsp;

  Reading: Freire,= Chapter 4

 

 

Sat. Feb.28

Class Discussion: An Exerpt from Steven Spielberg&#= 8217;s “The Color Purple”

Reading:

 

 

Sat. Ma.7

Class Discussion: An Exerpt from Alex Haley’s= “Roots”

Reading: Deut. 6:1-2,4-9; Deut. 30-31

 

Sat. Ma.14

Class Discussion: &nbs= p;

&n= bsp;

Reading: Deut. 32; Psalm 78:1-8; 2Timothy 3:14-17;1 Tim.3:14-16; John 8:31b-32= ;

 

 

 

 

 

Sat. Ma.21

Reading: Turabian, Chapters 8 & 9, Neh. 8:1-18

 

 

Group P= roject Presentation<= /span>

 

Sat. Ma. 28

Class Discussion:           

   &= nbsp;        Reading: Foster and Smith, Section I

Neh.8:1-18

Researc= h Paper Due before midnight tonight!

Group P= roject Presentation<= /span>

 

Sat. Ap. 4

Class Discussion:   <= /p>

Reading: Foster and Smith, Section II; Matt. 23:1-25:46

 

Group P= roject Presentation<= /span>

 

Sat. Ap.11

   &= nbsp;        Lent/Resurrection Sunday

 

 

Ap. 18

Class Discussion: Factoring Social Class into Chris= tian Education and a look at incarceration of African American Males

Reading: Foster and Smith, Section III; Job 12:12ff.; Dan. 2:20-23; Prov. 5:21; 15:3; Job10:8ff.; Isa. 28:23-29

 

Research Exercise Due Group Project Presentation

 

Sat. Ap. 25

Class Discussion:  

Reading: Woodson, Foreward –Chapter X; Matt.5:1-7:27; 10:1-42; 13:1-52

 

Human Participation Exercise Due<= o:p>

Group Project Presentation

 

Sat. May 2

 Class Discussion:  

   &= nbsp;        Closing Comments and Reflections

Reading: Woodson, Chapters XI-XVIII; Matt.18:1-35;

 

 

 

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CED 501 =

Spring 2009

 

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