SHAW UNIVERSITY
Philosophy of Christian Education &#=
8211; CED
520 (3 credit hours)
Prerequisite: none
_____________________________________________________=
___________________
Instructor
High Point CAPE<=
/b>
Course Offered: 2:30-5:=
00pm,
Saturday
Office Hours=
:
By
appointment only
Telephone
E-mail: alinecj@yahoo.com or memberoutreach@frien=
dshipcharlotte.org
=
&nb=
sp; =
&nb=
sp; =
Mission Statements
|
MRE Pro=
gram
Mission |
MDiv Program Mission |
|
The mission of the Maste=
r 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 Univers=
ity
Divinity School; the Master of Religious Education program focuses on
leadership in the “practice of ministry,” particularly in the
African American Church |
The mission of the Maste=
r of
Divinity degree is to prepare persons for ordained ministry, for chaplain=
cy,
general pastoral and religious leadership responsibilities in congregatio=
ns
and other settings, and to prepare 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 Maste=
r of
Divinity program focuses on leadership in the “practice of
ministry,” particularly in the African American church |
Program Goals
|
MRE
Program Goals |
MDiv
Program Goals |
|
|
Program Learning Outcomes
|
MRE
Program Learning Outcomes (PLOs) |
MDiv
Program Learning Outcomes (PLOs) |
|
|
Course Description:
The purpose of this cour=
se is
to examine a systematic scheme of thought which can guide the practice of
Christian education. Through this study, students will study the philosophic
frameworks that provide continuity to the church's teaching ministry.
Student Learning Out=
comes: =
|
Student Learning Outcomes (SLO) At the completion of this course, students will be =
able
to: |
Assessment of Student Learning Outcomes (Assessment Tools) |
Linkage to MDiv Program Learning Outcomes |
Linkage to MRE Program Learning Outcomes (PLO sta=
tement
number(s) that correspond to or support&=
nbsp;
the SLO) |
|
1. Develop a method to justify and defend your=
own
views. |
Student Paper |
3 |
3 |
|
2. Develop a m=
ethod
to understand, critique and evaluate others’ views. |
Claims Paper |
2 |
2 |
|
3. Critically reflect on current Christian educational issues.<=
span
style=3D'color:black'> |
Book Review Journals |
2 |
2 |
|
4. More clearly articulate his/her own philosophy of Christian Educati=
on. |
Personal Proposal Paper<= o:p> |
2, 4 |
4 |
In addition, students are encouraged to use a
peer-supported collaborative approach to learning. Using this method, each student wi=
ll
adopt a study buddy with whom they will discuss the assignments and use as a
back-up if unable to attend the class.&nbs=
p;
Please be advised that absence is no excuse for failing to satisfy
the requirements of the course.
Required Texts:
Foster, Charles R. and Smith, Fred, Black Religiou=
s Experience
Conversations on Double Consciousness and the work of Grant Shockley. (=
&nb=
sp;
Freire=
, Paulo,
Pedagogy of the Oppressed, (Nashville: Discipleship Resources)
1995.
Gangel, Kenneth O. & Wilhoit, The Christian Educator’s Handbook on Spiritual Formation, (Grand
Rapids: Baker Books) 1994.
Turabi=
an,
Kate, A Manual for Writers of Term Papers, Theses, and Dissertations, 6<=
sup>th
Ed., (Chicago: University of Chicago Press), 1996.
Use
of Technology:
<= o:p>
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.
<= o:p>
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:=
We will be using the follo=
wing
sections of Blackboard for this course:
Follow the instructions be=
low to
submit assignments via the Digital Drop Box:
<= o:p>
Academic Integrity:
<= o:p>
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.
<= o:p>
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.
<= o:p>
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 ap=
peal
the decision of the Dean to the Office of the Vice President for Academic
Affairs, and then to the President of Shaw University. The decision of the
President will be final. Failure to follow the procedures herein outlined w=
ill
result in termination of the appeal, and revert to the decision of the
department chair.
<= o:p>
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 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.
<= o:p>
Special Considerations:
<= o:p>
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:
<= o:p>
I=
f at any
time you feel that emotional distress is interfering with your class
performance, please speak with the instructor. If you would prefer to speak with
someone else, you may contact the Counseling Center at 546-8284.
=
Recommended Texts:
Boys, Mary C., Educating in Faith Maps and Visions=
,
(Kansas City: Shed & Ward), 1989.
Woodson, Carter G., The Mis-Education of the Ne=
gro.
(
Morris, Van C. and Pai, Young, Educating in Faith =
Maps
and Visions, (Kansas City: Shed & Ward), 1989.
Sloan, Douglass, Philosophy and the American Schoo=
l An
Introduction to the Philosophy of Education, Second Edition, (
Woodson, Carter G., The Mis-Education of the Ne=
gro.
(
&nb=
sp;
IV. REQUIREMENTS
1. Reading.
Required readings will come from the text and other
assigned resources. Students =
are
required to use the library.
Class discussion will be based on the content of these readings and =
the
lectures. Students are expect=
ed to
be conversant in the content of these readings. The final paper must
demonstrate evidence of knowledge of the contents of the class dialogue.
2. Research Papers
Research papers are to be presented as formal graduate
degree papers which conform to the Shaw University Divinity School
Guidelines for Writing. All
sources must be cited by footnotes in their respective form and included in=
the
bibliography as prescribed in Kate Turabian’s A Manual for Writ=
ers
of Term Papers, Theses, Dissertations, 6th Ed.. E=
ach
paper must be submitted to blackboard before midnight of the due date. If you do not receive a response b=
y the
Thursday following the assignment, please email me and call my office to no=
tify
me. If there is still no resp=
onse,
please speak with me after the next class lecture. The writing guidelines are availab=
le
from the Dean’s office. The following papers will be required:
&nb=
sp;
Course
Assignments
Written Papers
All papers are to be presented as formal graduate deg=
ree
papers which conform to the Shaw University Divinity School Guidelines for Writing. =
The
writing guidelines are available from the Dean’s office. The following
papers will be required:
Overview
of Assignments Weighting (total 100%=
); grade
lowered if reading or assignments are not completed on time]
1.
Research and Reading 20%
2a.
2b.(step
1) 5%
2b
(step 2) 5%
2b
(step 3) 5%
2c.
Second Argument Outline 15%
3.
Christian Intellect Paper 15%=
4.
Class Participation 5%
Study
groups of about 3 persons will be formed at the second session. Members can
help each other assimilate the material of the course and to pray for each
other. Two group meetings will be held during class time. Feel free to sche=
dule
other group meeting times during the semester.
* * * *
* * * * * * * *
READING
: per schedule Reading percentage=
s with
Grade Form (10%)
Read
textbooks/assigned reading per schedule and be ready to discuss the major
concepts in class. On the Grade Form identify percentages for all the assig=
ned
reading (% completed and % completed on time).
1. Research
and Read Book Reviews in Christian Education, Religious Education and Relig=
ion
& Education Due. Feb.14.
1a. Given the tile and the author of a
journal article, create and submit a two-page set of instructions that expl=
ain
how to use ATLAS to determine if the article is available in hardcopy, if i=
ts
available in the libraries on the following campuses (Shaw University, North
Carolina State University, UNC Chapel Hill, and Duke University); if its
available on line and if so, where is located.
1b.
Given a topic, create and submit a two-page set of instructions that explain
how to use ATLAS to conduct a search of related articles.
1c. Using your knowledge of ATLAS, fin=
d and
copy 2 book reviews from 2 different journals. Find 2 current articles that deal =
with 2
out of 3 of the following topics: 1) Christian Education and African
Philosophy, 2) Theological Education and&n=
bsp;
Latin Americans and 3) Religious Education and the
1.d
Using Mortimer Adler’s options in responding to books, identify how t=
he
reviewer responds to the author’s argument.
For
your information: Mortimer Adler’s Options in responding to the argum=
ent
of a book (See this text in “ Recommended
Agree
Disagree
1.
Agree completely
2.
Agree as far as the argument goes (argument is incomplete)
3.
Mainly agree with minor disagreements not follow)
4.
Author is uninformed (lacks info)
5.
Author is misinformed (wrong)
6. Author
is illogical (conclusions don’t make sense)
[Note--Option #7 is not available =
during
the course: suspending judgment]
Due Feb. 14].
Rationale: Reading and evaluating published book reviews offers
examples for how to write your own.
2.
CLAIMS :
2a.
Identify
the three (3) [truth] claims/ideas in each chapter for these
readings.
Obviously
there are more than 3 claims in a chapter--but select important ones that y=
ou
think the author(s) is emphasizing. State each major claim as ONE sentence,
either in the author's or your own words. This shouldn't take more than a h=
alf
page (single-spaced) per chapter. When you have completed reading the
whole book, then write one claim for the main thesis of the whole book. Use
this assignment to help you understand the rich ideas in these texts=
. In
class, bring your claims and be prepared to discuss the reading.
Turn in
the set of the claims (and main thesis) by midnight of the due date. Use the digital drop box and an em=
ailed
attachment in Microsoft Word:
[Friere, Due Feb. 7; Foster &
Smith, Mar. 21; Wilhoit, April.18].
Rationale: Since [truth] claims are the main tools of the acad=
emic
world, paying attention to the textbook author’s claims is good pract=
ice.
It also requires deeper reading so class discussions can be more fruitful. =
2b.
Student Paper: DUE Jan. 31
Identify
one of your best-researched and best-written academic papers (at least 7 pa=
ges)
in which you were presenting an argument toward a conclusion. (For MRE students, this paper must deal with Christian Education, Rel=
igious
Education or a critical topic in general education.) Papers reporting o=
nly
the thoughts of others will not work for this assignment. Get approv=
al
for the paper before working on this assignment. Create a Microsoft Word=
document of your assignment and email the attachment=
to the
professor with the title and a brief description of the paper (topic, lengt=
h of
paper, number and type of books listed in the bibliography, etc) you think =
will
work for this assignment (please don’t email the whole paper). Also
submit a copy of the document=
by
digital drop box, once the paper has been approved.
(Step
1) List of Paragraph Main Claims Due Feb. 21 (10%)
Read
through your paper and identify the one main claim for each paragraph (perh=
aps
place a check by the key sentence in each paragraph). Copy all of the check=
ed
sentences (no less than 8 sentences and no more than 15 sentences) and make=
a
list of them on a separate sheet of paper. Do not edit any of the wo=
rds,
just copy these sentences as you initially wrote them. Number each
of these sentences sequentially in the order as they appear in your paper (=
1.,
2., 3., etc—for ease of reference). Identify one of these
sentences/claims as your “main conclusion statement” for the wh=
ole
paper and place that sentence in BOLD font to highlight it. Also pro=
vide
a descriptive title for the paper and use it as the title for this List of
Claims.
(Step
2) Full-Sentence Outline (FSO) of the Original Argument Due: Feb. 28 (10%)
Now
identify the argument of your paper, as it appears in your paper. Using your
List of Claims now develop it into a genuine outline—a single-spaced,
full-sentence outline (e.g., I. A. 1. 2. II., etc , indenting subordinate
claims to the major claims). Limit this to one page. Note: Under any header=
, at
least two items/sentences must be included.)
(Note FSO
=3D “Full-sentence outline”—each line of the outline,
including each header, is one full sentence. Only the title of the p=
aper
can be a sentence fragment.)
(Step
3) Full-Sentence Outline (FSO) of the Improved & Revised Argument Due: March 7 (10%)
Finally,
imagine you were going to revise your paper to tighten up the argument and =
main
thesis to earn an A if it were submitted in this class. Revise the outline =
you
developed in the last assignment and make a stronger argument. Edit, revise,
re-organize etc the major claims (and order of claims) of your paper and
develop the most cogent argument possible that is still related to your
existing paper (maximum ONE page, single-spaced). Include a descriptive tit=
le,
and your main conclusion needs to be stated at the beginning of the outline=
and
place in BOLD font.
Submit: Although you have already submitted the first two s=
teps,
submit all three steps, list of paragraph main claims, original argument
outline and revised argument outline. On an additional page, summarize what
revisions you made. Also, bring copies of your revised one-page outline
sufficient for each member of the class.
Rationale:
Since a clear argument of claims is =
the
skeleton of any paper or book, focusing on this skeleton is a key task in a=
ny
academic writing. Revising the argument of an existing paper can be a helpf=
ul
educational exercise for honing one’s skills in academic writing.
2c.
Another Revised Argument Outline DUE: March 14 (20%)
Select
another term paper you’ve written that fits the criteria as in assign=
ment
#2b (professor will need to approve this one as well) and follow the same s=
teps
and develop another revised and improved argument FSO for submission. (MRE
students must identify a paper that reflects some aspect of Christian
Education, Religious Education or some aspect of education in general.)=
Rubric for Truth Claim Assignments
|
Purpose: develop a method to understand, critique, and evaluate
other's views |
|
|
|||
|
|
|
|
|
|
|
|
Criteria |
Exemplary 5 |
Outstanding 4 |
Satisfactory 3 |
Adequate 2 |
Unsatisfactory 1 |
|
3 Truth claims/ideas in each chapter |
Provides clear and coherent claims for all chapters |
Provides claims for all chapters but occasionally needed more
clarity |
Provided required claims but lacked clarity |
Provided 80 % of the required claims |
Provided less than 80 % of the required claims |
|
Sentence Structure |
Used complete sentences and proper grammatical structure |
Used complete sentences but occasionally made broad sweeping
generalizations. Sentences =
used
too much narrative causing run sentences. |
Paper has occasional grammatical and spelling errors |
Paper has less than adequate sentence structure |
Paper contains poor sentence structure |
|
Citation |
Each sentence is properly identified and referenced |
All sentences are properly cited and most references are
accurately presented. |
Most sentences are properly cited and referenced |
Paper relied completely upon quoting the author and never
paraphrases into his/her own words |
Student frequently misquoted or misrepresented the authors v=
iews
|
|
The main thesis of the entire book |
The main thesis clearly and accurately reflects the authors
point of view |
The main thesis basically represents the author's point of v=
iew. |
One component =
is
missing from the author's main thesis. |
The author's main thesis is completely misrepresented or
misunderstood. |
The paper omits the main thesis. |
3.
Short Paper
Personal
Proposal for Cultivating a Christian Intellectual Life DUE: A=
pr. 25 (30%)
Develop
a personal, realistic, proposal for yourself for how you will contin=
ue
furthering your own pursuit and cultivation of a Christian intellectual =
life,
for one who is committed to a level of scholarship in becoming one of the
following: 1) for MRE students-=
a
Teacher of the Church/Community or 2) for
MDiv students- a Leader of the Church/Community. The proposal should re=
late
to the remaining time in your theological education and to the years follow=
ing
graduation when you’ll become a Teacher of the Church. In your propos=
al,
(1)
include your definition and brief explanation of your understanding of a
Christian intellect and what it means to value the life of the mind (min. o=
ne
page, double-spaced)
(2)
What particular goals or themes are important to you in cultivating of a
Christian intellectual life. (min. half a page to full page,
double-spaced)
(3)
Then describe various practical action steps you are taking or plan to take=
in
the future to sustain this intellectual formation project both in yo=
ur
graduate program and beyond (dream, assume there is no limit of time or mon=
ey,
yet keep it within the bounds of reasonability for you). Note, the focus of=
the
paper is on your intellectual life—not your whole spiritual life or y=
our
whole character formation. (min. 3 pages, double-spaced) Please foll=
ow
Turabian’s Manual of citations with footnotes, bibliography and cover
page. Before submitting your paper, give your study group members a draf=
t of
your paper (DUE: Apr.11). =
Respond
to their questions and suggestions and revise your paper. Be prepared to
present some of your ideas at the last class.
Rationale:
Due to the trend toward
anti-intellectualism in the church today, it’s imperative that those
gifted and called by God to the intellectual life continue to do so, despite
the opposition from the church, from culture, and from the Devil. This plan=
ning
exercise can be a great jumpstart to help you fulfill your calling to God in
this arena.1
1. DE 801--PHILOSOPHICAL ISSUE=
S IN
EDUCATIONAL STUDIES
Talbot
School of Theology
Student
Participation Rubric
|
Criteria |
Exemplary 5 |
Outstanding 4 |
Satisfactory 3 |
Adequate 2 |
Unsatisfactory 1 |
|
Interaction/ participation in classroom learning activities |
Demonstr=
ates
critical thinking skills, evidence that student read assigned material, a=
sks
focused and appropriate questions, always interacts, responds regularly to
questions; freely volunteers opinions, initiates appropriate questions, d=
oes
not dominate discussion |
Demonstr=
ates
beginning critical thinking skills, some evidence that student read assig=
ned
material, often interacts in class; responds often to questions, often
volunteers opinions, contributions less developed and focused contributio=
ns |
Occasion=
ally,
demonstrates critical thinking skills, occasionally interacts and respond=
s to
questions when prompted, contributions not as clearly focused, contributi=
ons
lack focus, rambling, or tangential, questions sometimes digressive |
Rarely
demonstrates critical thinking skills, rarely participates or volunteers
point- of-view, provides minimal answers when called upon, does show inte=
rest
in class and discussion, some evidence that material was read |
Does not
participate or respond to questions; almost never volunteers to contribut=
e or
provide information, little or no evidence that read assigned material or
completed assignments, may be disruptive to class |
|
Engagement in the electronic/ email learning forum |
Demonstr=
ates
competency in using electronic/email, including Blackboard learning forum
assignment. Completes all t=
asks
for every assignment within allotted time, provides complete written comm=
ents
related to assignments or tasks,
follows directions accurately of assignment or task |
Follows
directions with minimal difficulty,
most of time no difficulty accessing and using electronic learning
forum |
Misses n=
o more
than two assignments, minimal difficulty accessing and using electronic
learning forums |
Misses m=
ore than
two assignments. Some diffi=
culty
accessing and using electronic learning forums |
Never lo=
gs onto
Blackboard or check email, assignments not completed, no demonstrated
competency in using electronic learning forum |
|
Professional attitude and demeanor |
No disru=
ptive
classroom behavior, no cell phones or electronic devices during class,
respectful and courteous to others, recognizes and respects other
students’ points-of-view, alert in classroom, enthusiastic for work=
|
Rarely
disruptive and disrespectful on rare occasions, alert in the classroom on
most occasions, enthusiastic most of the time, no cell phones or electron=
ic
devices |
Minimally
disruptive and disrespectful, sometimes lethargic in the classroom |
Disrupti=
ve
and disrespectful, rarely
enthusiastic |
Not resp=
ectful
and courteous, alert or=
enthusia=
stic in
the classroom |
|
Punctuality |
0-2 times tardy |
3-4 times tardy |
5-6 times tardy |
7-8 times tardy |
9-10 times tardy |
Course Grade Evaluation
|
Assignment
|
Percentage
of Final Course Grade |
|
Class Participation |
10% |
|
1. Research & Read |
10% |
|
2. Student Argument |
60% |
|
Student Argument Outline |
15% |
|
Final Paper |
40% |
|
Total |
100 % |
Note: The m=
inimum
passing grade for this required course is C.
Resear=
ch Paper
Rubric
A
•
Thesis is well developed and clearly focused
•
Supporting evidence is thorough and relevant
•
Narrative and description kept to minimum needed for analysis
•
Conflicting evidence is consistently acknowledged and accounted for
•
Counter-arguments are consistently anticipated and refuted
•
Conclusion emerges logically from main arguments
•
Footnotes are used when needed; footnotes and bibliography use consistent a=
nd appropriate
format
•
Well organized and well written
•Grammatically
correct and coherent
B
•
Thesis is well developed, but may not be as clearly focused as in top categ=
ory
•
Supporting evidence is less thorough and/or relevant than in top category, =
but
is still
substantial
•
A little too much narrative or description
•
Conflicting evidence is usually acknowledged and accounted for
•
Counter-arguments are usually anticipated and refuted
•
Conclusion is logical extension of the rest of the essay, but may be somewh=
at
attenuated
•
Footnotes are used when needed; footnotes and bibliography use consistent a=
nd
appropriate
format
•
Well organized and clearly, if not elegantly, written
•
C
•
Thesis is adequate, but may need further explication or definition
•
Supporting evidence is adequate but somewhat sketchy, or its relevance is n=
ot
always made
clear
•
Too much narrative or description, at expense of analysis
•
Relatively little concern for conflicting evidence
•
Relatively little concern for counter-arguments, or they are not dealt with
successfully
•
Conclusion “goes through the motions”
•
Footnotes are not always used when needed; footnotes and bibliography may
sometimes be
in
inappropriate format
•
Adequate organization and style, but may contain enough structural flaws or
mechanical
errors
to distract from the presentation
•
F
•
Thesis is unclear or even missing
•
Supporting evidence is irrelevant or missing; essay relies on assertion
rather
than demonstration
•
Narrative or description far outweigh analysis
•
No real concern for conflicting evidence
•
Does not reveal awareness of counter-arguments
•
Conclusion “goes through the motions” or is missing
•
Footnotes and bibliography are sloppy or missing
•
Sloppy organization, mechanics, style
V. S=
YLLABUS
|
Class Date |
Student Learning Outcomes [list the SLO nos.] |
Course
Content or
Unit |
Readings |
Mode of Instructional Delivery |
Related Assignment |
Resources |
Assessment Tool (instrument used to
determine the achievement of the stated SLO) |
|
Week |
1, 3, 6 |
Welcome, Introduction & Syllabus
Review |
Syllabus; Freire,=
ch.1-
3 |
Lecture; |
Sign on to Blackboard |
|
|
|
Jan. 24 S & R |
2, 5 |
Dehumanization and the Banking Concept |
Freire, ch. 4-6 |
Lecture and class discussion |
See Bb for Pre-test |
|
|
|
Jan. 31 |
1, 2, 3 |
&nbs=
p; |
Foster & Smith, Section I |
Lecture & Small Group Discussi=
on |
2b. Identify student paper |
|
Instructor Verifies |
|
Feb. 7 |
1, 2, 4 |
A Way of Thinking about the Black Religious Education Experi=
ence |
Foster & Smith, Section II |
Class Discussion |
2a. Fre=
ire |
|
Truth Claims Rubric |
|
Feb. 14 |
1, 4, 5 |
Sources for a Liberative Religious Education |
Foster &a=
mp;
Smith, Section III, pp. 75-86. |
Class Discussion |
1a. Research & Read using ATLA=
S! |
|
Instructor Verifies with Librarian=
|
|
Feb. 21 |
1, 3, 4 |
Sources for a Liberative Religious Education |
Foster &a=
mp;
Smith, Section III, pp. 86-123. |
Lecture |
2b.(step 1) |
|
Truth Claims Rubric |
|
Feb 28 S & R |
1, 2, 5 |
The Quest for a Model |
Foster &a=
mp; Smith
Section IV pp. 125-140 |
Lecture & Class discussion |
2b.(step 2) |
|
Truth Claims Rubric |
|
Mar 7 S & R |
1, 2, 5 |
The Quest for a Model |
Foster &a=
mp;
Smith, Section IV, pp.140-152. |
Lecture, Discussion & |
2b. (step 3) |
Black Board |
Truth Claims Rubric |
|
Mar. 14 |
1, 2, 3=
, 4 |
The Beloved Community |
Personal =
Edit 1st
Paper |
|
2c. Another Revised Argument Outli=
ne |
|
Truth Claims Rubric |
|
Mar. 21 |
1, 2, 5 |
Self-Assessment of Philosoph=
y of
Christian Education |
Gangel &a=
mp;
Wilhoit, Introduction – Chapter 3 |
|
2a. Fos=
ter
& Smith |
|
Truth Claims Rubric |
|
Mar 28 |
|
Holy Week and Resurrection Sunday! No Class |
Gangel& Wilhoit, Chapters 5-10 |
|
|
|
|
|
Apr. 4 |
1, 3, 6 |
Counterfe=
it
Sprituality Project
Presentations |
Gangel & Wilhoit, Chapters 11-15 |
Class Discussion |
See Bb for Post-Test |
|
|
|
Apr. 11 |
1, 2, 3, 4 |
Holy =
Week
and Resurrection Sunday! No Class |
Gangel & Wilhoit, Chapters 16-20 |
Class Discussion |
3. Short Paper (Draft) for Small G=
roup |
|
Research Paper Rubric |
|
Apr. 18 SB |
1, 2, 4, 5 |
The Spiri=
t is
Willing Project
Presentations |
Gangel & Wilhoit, Chapters 21-25 |
Lecture |
2a. Wilhoit |
|
Truth Claims Rubric |
|
Apr 25 SB |
1, 2, 3, 5 |
Evaluations & Review Students' Short Paper draft
|
“The Paradox of the Afro American Rebellion” |
Class Discussion |
3. Short Paper: Personal Proposal<= o:p> |
|
Research Paper Rubric |
|
May 2 |
1, 2, 5, 6 |
Recap and Review |
“The
Sweet Torture of Sunday Morning” |
Class Discussion |
|
|
|
|
|
|
|
|
|
|
|
|
RSO
510 =
&nb=
sp; CHURCH
AND SOCIETY &n=
bsp; =
; Spring 2008
SYLLABUS
CED
520 PHILOSOPHY OF CHRISTIAN EDUCATION =
&nb=
sp; Spring
2008
SYLLABUS
8
17
RSO
510 &nb=
sp; =
CHURCH
AND SOCIETY &n=
bsp; =
; Spring 2008
SYLLABUS
CED
520 PHILOSOPHY OF CHRISTIAN EDUCATION =
&nb=
sp; Spring
2008
SYLLABUS<=
/b>