Fall 2019/Pasadena

Branson

PM849/549: LEARNING COMMUNITIES: PRACTICAL THEOLOGY & CHRISTIAN EDUCATION. (PM549: 4 Units: 160 hours). Mark Lau Branson.

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DESCRIPTION: This is a 6-unit Practical Theology seminar; at the 500-level, the 4-unit course is offered to a limited number of master’s level students as approved by the professor. The seminar is focused on Christian education and the practices of learning communities from the perspective of practical theology.

LEARNING OUTCOMES: Students will (1) demonstrate an understanding of Christian education as a discipline of Practical Theology, drawing on theories of learning organizations; (2) demonstrate critical reflection on previous learning/formative experiences, and participate and reflect as participant-observer in church formative practices; and (3) demonstrate the abilities to create curriculum and instruction for a church/organization.

RELATIONSHIP TO PROGRAM LEARNING OUTCOMES: At the PhD/ThM level, this course will provide students with the first steps regarding the demonstration of “a comprehensive knowledge of the discipline” of education and learning from a perspective of Practical Theology. At the core of the course if the stated outcome regarding “critical reflection on the vocation of theological scholarship, particularly with regard to teaching and learning, and research.” Because the course is about leading communities in learning, and about the role of becoming critically-reflective practitioners, students will also focus on “the cultivation of theologically reflective practices of Christian discipleship.” The course texts include various theoretical perspectives and authors who explicitly look at diverse cultural perspectives, so students will need to demonstrate “sympathetic and respectful understanding of positions held by diverse scholars.” Regarding PLOs for master-level students, the course is especially focused on “the relationship between theories and practices for sympathetic engagement with culture(s);” “being theologically reflective practitioners for Christian ministries;” and the capacity “to cultivate a theologically reflective practice of Christian discipleship.”

SEMINAR FORMAT: This class meets once per week for three-hour sessions for a total of 30 hours of classroom instruction for lecture and discussion plus 10 hours of directed learning activities for a total of 40 instructional hours. Class times will include lectures, individual and group exercises, reflective discussions of materials and experiences, and student presentations. Students will also participate regularly in a church and visit a church other than their own.

REQUIRED READING:

PhD students will read 3000 pages and MA/MDiv students need to scan all books and read a minimum of 1500 pages as assigned (asterisks*). Students who have previously read a required book for another class will arrange alternative reading with the professor. Book totals: PhD-2705pp; Masters-1205pp. There will be additional materials online.

*Brookfield, Stephen. The Power of Critical Theory. John Wiley & Sons, 2005. ISBN: 978-0787956011, Pub. Price $42.00 [PhD 390 pp.; Masters: Preface plus chap 1-2, 80 pp.].

*Everist, Norma Cook. The Church as Learning Community. Abingdon, 2002. ISBN: 978-0687045006, Pub. Price $31.99. Available as an e-book from Fuller Library. [340 pp. assigned].

Groome, Thomas. Sharing Faith. Wipf & Stock, 1999. ISBN: 978-1579101961, Pub. Price $45.00 [550 pp.].

Osmer, Richard. The Teaching Ministry of Congregations. Westminster John Knox, 2005. ISBN: 978-0664225476, Pub. Price $35.00 [340 pp.].

Freire, Paulo. Education for Critical Consciousness. Bloomsbury, 2013. ISBN: 978-1780937816, Pub. Price $22.95 [160 pp.].

*Palmer, Parker. To Know as We Are Known. HarperOne, 1993. ISBN: 978-0060664510, Pub. Price $14.99 [125 pp.].

*Pazmino, Robert. Latin America Journey. Wipf & Stock, 2002. ISBN: 978-1592440344, Pub. Price $25.00 [200 pp.].

*Root, Andrew. Faith Formation in a Secular Age. Baker Academic, 2017. ISBN-13:978-0801098468, Pub.Price $22.99. Available as an e-book from Fuller Library [210 pp.].

*Roxburgh, Alan. Structured for Mission. IVP Academic, 2015. ISBN: 978-0830844241, Pub. Price $18.00. Available as ebook from Fuller Library. [190 pp.].

*Van Engen, John. Educating People of Faith: Exploring the History of Jewish and Christian Communities. Eerdmans, 2004. ISBN: 978-0802849366, Pub. Price $35.50 [60 pp. assigned].

*Wimberly, Anne Streaty. Soul Stories: African American Christian Education, rev. ed. Abingdon, 2005. ISBN: 978-0687494323, Pub. Price $22.99. Available as ebook from Fuller Library. [140 pp. assigned].

Articles and/or student selections [PhD 295 pp.; Masters 155 pp.]: Senge, Heifetz & Laurie, Rogers, Branson, Smith.

It is assumed that students are familiar with a standard guide to writing research papers, like Wayne Booth et al., The Craft of Research (4th ed.; University of Chicago Press, 2016). Papers must follow style norms from latest edition of CMOS (through library links) or Turabian, and the online “CATS/PT Style Guide” (linked on Canvas).

ASSIGNMENTS AND ASSESSMENT:

1. Read all books and articles as assigned (10%). [This assignment is related to learning outcome #1, 2, 3]. [Masters: 100 hours].
2. Participate in class and interact on web as required (including creative web tools); arrive ready to discuss readings; this work includes 10 hours of directed learning activities (DLAs) (20%). [This assignment is related to learning outcome #1, 2, 3]. [Masters: 40 hours].
3. Write a 750-word autobiographical essay that connects your Christian discipleship/formation with church practices and cultural forces (5%). [This assignment is related to learning outcome #1, 2]. [Masters: 3 hours].
4. Write a 750-word essay on your primary ministry context and the formative cultural influences present among the people/context and in the approaches to learning/formation (5%). [This assignment is related to learning outcome #1, 2]. [Masters: 3 hours].
5. Team visits to a church, conversations about observations in relationship to course; personal 750-word research paper (observation/interpretation), critically engaging course resources (5%). [This assignment is related to learning outcome #2, 3]. [Masters: 6 hours].
6. A final paper will demonstrate competence with PT method and shaping the development of curriculum and instruction, there are 3 elements to this assignment: (6.1) By week 6, select a theme for the term paper, provide a 2-page outline that includes topic/question, method, and tentative arguments/sources, present in class; (6.2) During class in week 10, provide a class presentation related to your term paper, including actual instructional activity (10%); (6.3) PhD/ThM students will write an 8,000-word paper; MA/MDiv students write a 1800-word paper (50%). [This assignment is related to learning outcome #1, 3]. [Masters: 14 hours].

PREREQUISITES: Master’s level students must have completed a minimum of 32 quarter units of course work and have permission of the professor.

RELATIONSHIP TO CURRICULUM: Elective.

FINAL EXAMINATION: None.