SP500 Syllabus-Sem PM Jeff Sanders/ Mary Sanders

SP500 Syllabus-Sem PM Jeff Sanders/ Mary Sanders Bethel Seminary [email protected]/ [email protected] Spring Quarter 2009 ( 651-635-8662) ( 651-635-2361) Mondays, 5:30-7:30pm ( Sec 24) Brian Majerus/ [email protected] 8:00 – 10:00pm (Sec. 23) (Please email all of us with any messages)

SPIRITUAL AND PERSONAL FORMATION: FOUNDATIONS AND TRADITIONS

Course Description This course will explore biblical models and themes for formation, streams of thinking regarding spiritual formation, models of transformation and faith development, and cultural and gender dimensions of formation models and traditions. This course will be taught primarily through the use of discussion, case study examination, small-group and individual reflection, video and lecture presentations. This course is a required formation course for M.A. students and the first of three required formation courses for M.Div. students and is a recommended prerequisite for other formation electives.

Course Objectives Students should be able to: 1. Identify and analyze, from biblical, theological, and theoretical perspectives, the dynamics of spiritual and personal formation. 2. Analyze the implications of their own formation journeys for their ministry to and with persons on different formation trajectories—including persons of different gender, ethnicity, or socioeconomic level. 3. Demonstrate an ability to develop and monitor both individual and communal formation strategies for a lifelong relationship with God. 4. Interact with course material and one another in ways that demonstrate a nonanxious, reflective, dialogue-centered approach.

The above are academic course objectives. We hope we accomplish them. Our greatest hope, however, is that we will experience, in increasingly authentic ways, life in God’s presence. For some of us, that authenticity may bring us into darker, more ambiguous places than we have previously experienced. For others, light and clarity may burst in unexpected ways. As C. S. Lewis reminds us, God is not a “tame” God, and an authentic experience of God is not a predictable one. But it is one for which we have been created, and it is the outcome we’d most like for all of us.

Required Reading Texts: Chan, S. (1998). Spiritual theology: A systematic study of the Christian life. Downers Grove, IL: InterVarsity Press. ISBN 0830815422. Selected chapters. Conde-Frazier, E., Kang, S. S., & Parrett, G. A. (2004). A many colored kingdom: Multiculturaldynamics for spiritual formation. Grand Rapids, MI: Baker Academic. ISBN 0801027438. Selected chapters. Foster, R. J. (1998). Streams of living water: Celebrating the great traditions of Christian faith. San Francisco, CA: Harper. ISBN 0060628227 2 Friedman, E. (2007). A Failure of Nerve: Leadership in the Age of the Quick Fix. Harrisburg, PA: Seabury. ISBN 159627042X George, T., & McGrath, A. (Eds.) (2003). For all the saints: Evangelical theology and Christian spirituality. Louisville, KY: Westminster John Knox Press. ISBN 0664226655. Selected chapters. Lindbloom, L. (2004). Is that you, God? Cultivating discernment as a way of life. Self- published. Lindbloom, L. (2007). Prayerful listening: Cultivating discernment in community. Self- published. Nouwen, H. (1992). The return of the prodigal son: A story of homecoming. New York: Image Books (Doubleday). ISBN 0385473079

Recommended chapters to be downloaded from the Blackboard site: Balswick, J. K., & Balswick, J. O. (1999). Authentic human sexuality: An integrated Christian approach. Downers Grove, IL: InterVarsity Press. Chs. 1, 2, 3. Fowler, J. (2000). Adulthood, vocation, and the Christian story. From Becoming adult, becoming Christian. San Francisco: Jossey-Bass. Friedman, E. (1987). Chs. 1 and 2 from Generation to generation: Family process in church and synagogue. New York: Guilford.

Course Requirements Please Note: Bethel Seminary guidelines for course construction assume that students will spend about 30 hours per credit outside of class for SP500. This should help you pace yourself in terms of the effort you invest in particular assignments. Reflection time is built into this course and is assumed to be part of the 90 hours outside of class that you reserve. Since there is a significant amount of reading, it may be helpful to at least skim all the required sections first and then choose portions that confuse or intrigue you in which to go deeper.

1. Reading and participation Complete readings according to the assigned schedule, and use concepts from the readings explicitly in class discussion and written assignments. Attend class sessions and participate in large-group and small-group discussion in respectful, hospitable ways. Identify a new spiritual practice that you will commit to this quarter.

2. Weekly reflection summaries Interaction is an essential part of this course, so come each session prepared to ask questions, to engage with questions others raise, and to participate actively in small group discussions. Turn in a reflection summary (typed, single-spaced) each week (see last page of this syllabus).

3. Reflection papers In addition to fulfilling the course requirements, these papers will become part of the internship readiness portfolio for M.Div. students. Reflection papers are not intended to be informal journals but should incorporate observation (of your experience), connection (to course concepts), and relevance (implications). a. Faith tradition reflection paper Due: April 20th (2000- 2500 words). In this paper, analyze your faith journey relative to the six historical Christian movements discussed by Foster in Streams of Living Water. In particular, address the following questions: With which movement(s) do you find greatest resonance or “fit,” and why? With which do you find least resonance, and why? What kinds of biblical or theological assumptions and integrative themes underlie your relationship to the various movements (please refer to specific biblical passages in 3 thematic ways rather than “proof-texting”)? What implications are there in these assumptions and your faith tradition journey for (a) your understanding of call; (b) your sense of life mission; and (c) your goals for ministry? Note on Integrative Portfolio: This project completed for this course will contribute to the student’s seminary integrative portfolio. For students beginning seminary in the 08-09 school year: In addition to submitting this assignment to the course instructor, you are also required to upload it to your Integrative Portfolio once the Integrative Portfolio technology is introduced. b. Homecoming reflection papers. During the course of the quarter, write three reflection papers coming out of your reading and discussion of Nouwen’s book: one on your experience of the prodigal (due:April 13th), one on your experience of the older brother (due:May 4th ) , and one on your experience of the welcoming father (due: May 18th) These should each be about 500 words long.

4. Spiritual genogram and analysis Due May 11th. Genogram: one page. Analysis: 2000- 2500 words. Instructions are included in this syllabus. An “executive summary” of 500 words will become part of your internship readiness portfolio. Part of the course is structured around the presentation of student faith journeys. If you must miss the last evening of class, you will need to arrange another forum for presenting your journey. Note on Integrative Portfolio: This project completed for this course will also contribute to the student’s seminary integrative portfolio. For students beginning seminary in the 08-09 school year: In addition to submitting this assignment to the course instructor, you are also required to upload it to your Integrative Portfolio once the Integrative Portfolio technology is introduced.

GRADING Grades are assigned according to Catalog policy, with the assumption that work that satisfactorily meets the basic requirements of the assignment earns a grade of C. We add points for work that distinguishes itself in terms of creativity, depth of analysis, and critical thinking. Therefore, getting an A- or B does not mean that you “lost points.” The entire range of grades (A-F) is used, and an A is not granted on the basis of points accumulated but on demonstrated evidence of experiential, theoretical, and theological integration. The course requirements will be weighted as follows:

Class attendance; respectful, active participation 10 points Weekly reflection summaries 16 points Faith tradition reflection paper 19 points Nouwen reflection papers (5 points each) 15 points Spiritual genogram and analysis 40 points

Final grades will be assigned accordingly, based on requirements: A 95-100 % B+ 87-90% C+ 77-79% D+ 67-69% A- 91-94% B 83-86% C 73-76% D 63-66% B- 80-82% C- 70-72% F 62% or less 4 Late Work: Late work is accepted only in rare instances such as medical emergencies, major family crisis, etc. For late work that does not fall into the emergency category there will be a 10% grade reduction for each day after the due date.

Class Schedule

Mar 23 Introduction and review of syllabus; definitional work; key CSPF qualities

Mar 30 Contextual dynamics of formation: family of origin and other systems Read: Lindbloom: Prayerful Listening Friedman, chs. 1-4 and 7 George & McGrath: introduction, conclusion, chs. 1, 3 Chan, ch. 1 Recommended: G & M, ch. 2; Chan, ch. 2 Due: Weekly reflection summary

Apr 5 Models of psychological, moral, and faith development Read: Nouwen, pp.1-29 Chan, chs. 3,4 Recommended: Fowler chapter Due: Weekly reflection summary

Apr 13 Faith Traditions; spiritual disciplines Read: Nouwen, chs. 2 and 3 Lindbloom: Is That You, God? Foster, chs. 1-7 Chan, chs. 7-10 Skim Foster, Appendices A and B Recommended: Chan, chs. 6,11,12; G & M, chs. 8,9,10,12 Due: Reflection paper (younger son) Weekly reflection summary

Apr 20 Contextual dynamics of formation: gender and sexuality Pt. I Read: Nouwen, ch. 4-6 Balswick and Balswick, chs.1-3 Due: Faith Tradition reflection paper Weekly reflection summary

Apr 27 Contextual dynamics of formation: gender and sexuality Pt. II Culture and socioeconomics, Pt. 1 Read: Conde-Frazier, Intro and chs. 1-4 Chan, ch. 5 George & McGrath, chs. 5,11 Recommended: G & M, ch. 2 Due: Weekly reflection summary

May 4 Contextual dynamics of formation: culture and socioeconomics, Pt.II 5 Read: Conde-Frazier, chs. 5-8 and conclusion Due: Reflection paper (elder son) Weekly reflection summary

May 11 Emotional and social intelligence; conflict and power Read: Friedman, chs. 5, 6, 8 Due: Spiritual genogram, analysis, and portfolio summary Weekly reflection summary

May 18 Retreat: genogram stories Read: Nouwen, chs. 7-9 Due: Reflection paper (father) Weekly reflection summary

GENERAL COURSE EXPECTATIONS

1. Tutorial assistance and editorial help may be hired through the Office of Student Life. Please take advantage of these kinds of services if you do not have the time or inclination to make sure your written work meets these expectations. We will not edit your papers but will include style criteria (grammar, spelling, organization, clarity, proper citation style) in grading. Use a cover page for all work except weekly reflection summaries, and make sure that your P.O. number is on that cover page.

2. Technology. We are a “plugged-in” seminary. Given the nature of this course, however, please consider how you might limit your use of technology in order to engage more fully with yourself and your colleagues. We reserve the right to ask you to “disconnect” if your technology has a distracting, distancing, or disruptive effect on the process.

3. Any course which requires us to examine our previous experience and understandings of spiritual formation has the potential to be unsettling. Our ability to learn in such a course depends on several things: our ability to tolerate ambiguity; our willingness to dialogue honestly and respectfully with fellow students; our willingness to consider alternative interpretations; our acceptance of truth, no matter where it is found; our ability to take responsibility for both our beliefs and our anxiety about different beliefs; and our ongoing struggle to integrate new information with present beliefs. If you find that you are having personal difficulty in this course, please feel free to check either of us or with Dan Jass (635-8524) regarding a referral for consultation or counseling.

4. We expect that in this course, we will all work to create a spirit of respect, curiosity, and dialogue, partly by following these guidelines:  Presume welcome and extend welcome—in informal interaction, in small group discussion, and in large group interaction.  Refrain from fixing, saving, or setting straight others in the class.  When the interaction gets tricky, turn to inquiry rather than advocacy (wonder about something instead of defending something). Pay attention to the distinction between dialogue (which begins with a question) and debate (which begins with an answer).  Make sure your questions are real questions, not ones intended to make a point, demonstrate prior knowledge, or communicate a hidden agenda. 6  Observe confidentiality, especially regarding material shared by other students.

ACADEMIC COURSE POLICIES (see catalog for full range of requirements)

1. Academic Integrity (88-9): “Written material submitted must be the original work of the student. Academic dishonesty constitutes a serous violation of scholarship standards at Bethel and can result in denial of credit and possible dismissal from the school. Any act that involves misrepresentation regarding the student’s academic work is forbidden. Academic dishonesty includes cheating on assignments or exams, plagiarism, fabrication of research, multiple submissions of work in different courses, misrepresentation of academic records, the facilitation of academic dishonesty, and depriving others of necessary academic resources.”

2. Course Papers (90):  “All assigned course and term papers in all degree programs (with the exception of those in Marriage and Family Studies) are to be submitted in thesis form in conformity with the most recent edition of Kate Turabian’s A Manual for Writers…Students submitting papers in the Marriage and Family Studies and Marital and Family Therapy programs should follow the requirements of the fifth edition of The Publication Manual of the American Psychological Association.”  “In addition, students are expected to use inclusive language.”

3. Grades (91): “Grades will be assigned using the full range of letter grades (A-F), representing the following levels of performance:

A Excellent work submitted; evidence of outstanding ability to synthesize and use course knowledge; consistent evidence of creativity and originality; insightful contributions in class; consistent demonstration of integrative and critical thinking skills; regular class attendance; and respectful interaction. B Good work submitted; evidence of substantial ability to analyze and use course knowledge; evidence of creativity and originality; thoughtful contributions in class; demonstration of integrative and critical thinking skills; regular class attendance; and respectful interaction. C Acceptable work submitted; evidence of adequate ability to analyze and use course knowledge; appropriate contributions in class; attempts at integration and critique; regular class attendance; and respectful interaction. D Poor work submitted; little evidence of ability to analyze and use course knowledge; inconsistent evidence of mastery of course content; few contributions in class; no attempts at integration and critique; inconsistent class attendance; and respectful interaction. F Inadequate work submitted; insufficient evidence of ability to analyze and use course knowledge; inappropriate and/or disrespectful contributions in class; poor class attendance; or failure to complete course requirements.”

4. Incomplete Course Work (92): “Students are expected to submit all work by the dates set by the course instructors and complete all course requirements on or before the last day of the quarter. The grade ‘Incomplete’ is temporary and will be granted only in unusual circumstances (such as serious illness or critical emergencies) and will not be considered for a student who is simply behind in the assignments.” 7

5. Harassment Policies (93): “Bethel Seminary is committed to providing a Christ-centered community where students, faculty, and staff can work together in an atmosphere free from all forms of harassment, exploitation, or intimidation, including racial and sexual harassment. All members of the Bethel community are expected to educate themselves about sexual and racial harassment.”

6. Accessibility: Please contact the instructor as soon as possible if disability-related accommodations are needed. Accommodations for students with documented disabilities are set up through the office of Disability Services. Contact Kathy McGillivray, director of Disability Services, at (651) 635-8759. 8

SPIRITUAL GENOGRAM INSTRUCTIONS

This project will be held in confidence by the formation team. You will not be asked to share any of this information with the whole class.

Part I: Chart

Caution: You may use a computer program for genealogies provided that it enables you to do what is required in this project. Information on the chart must be legible. Please do not use paper so big that it is hard to transport—it should be foldable (not rolled) to a maximum of 9”x13”.

Your genogram chart will consist of at least three generational levels: you, your parents, and your grandparents. If you have children, they will form the fourth level of the genogram. As you develop your chart, include the following information for each person on the genogram. Feel free to use colors and/or symbols to represent information; just be sure to include a key to the meaning of the symbols. You may use "code names" for the persons on your chart in order to maintain anonymity. a. Demographics: religious affiliation, if any; education; faith stream most/least valued; cultural/ethnic identification b. Worldview: What themes/values do you think this person valued, emphasized, or was driven by most, either implicitly or explicitly? c. Relational descriptors: Who were most “in sync” regarding spiritual experiences? For whom did they cause conflict and/or estrangement?

Part II: Analysis

Note: You are not being graded on your family for this assignment, nor are we looking for information to disqualify you from entering the ministry or any other helping profession. You are being graded on your demonstration of the ability to reflect on your own spiritual and personal formation with conceptual and integrative sophistication. Be concise and focused; avoid summarizing the genogram chart, giving a family history, or telling stories. Use course concepts and work for depth of analysis (pushing yourself to say "why" rather than merely report "what"; considering alternative interpretations; constructing relationships among concepts, even if those are tentative).

As you reflect on your chart and the experience of constructing it, discuss the following: a. What external influences (people, experiences, circumstances) has God used to shape your spiritual and personal formation, and how have they been influential? What internal influences (beliefs, temperament, worldview) has God used, and how? 9 b. In what ways has culture influenced your formation journey? c. How has your experience as a male or female influenced your formation journey (social expectations of gender, theological assumptions, awareness of intimacy needs, etc.)? d. Identify two or three biblical themes that have characterized your own formation journey. In particular, have any of these themes changed over time? What themes are most meaningful for you now? e. Discuss how your formation journey does or might influence your ministry, both positively and negatively. f. As you listen to God’s invitations, what are one or two “next steps” in your formation? What specific strategies might you use to support those next steps, and what specific resources could you enlist?

Portfolio Summary

Develop a 500-word summary of the analysis according to the following headings. Use bullet points rather than paragraph format. This summary will become part of your Internship Readiness Portfolio.  External influencers  Internal influencers  Culture  Gender and sexuality  Biblical themes  Implications for ministry (positive and negative)  Next formation step(s) 10 Faith Tradition Reflection Paper Evaluation Guide SP500 Spiritual and Personal Formation: Foundations and Traditions Bethel Seminary

Faith tradition reflection paper. In this paper, analyze your faith journey relative to the six historical Christian movements discussed by Foster in Streams of Living Water. In particular, address the following questions: With which movement(s) do you find greatest resonance or “fit,” and why? With which do you find least resonance, and why? What kinds of biblical or theological assumptions and integrative themes underlie your relationship to the various movements (please refer to specific biblical passages in thematic ways rather than “proof-texting”)? What implications are there in these assumptions and your faith tradition journey for (a) your understanding of call; (b) your sense of life mission; and (c) your goals for ministry?

Resonance and fit (2/3/4) ______Greatest Least

Biblical and theological assumptions (2/3/4) ______Integrative Thematic

Implications for understanding of call (1/2/3) ______Personal definition of call/vocation

Implications for sense of life mission (1/2/3) ______Summary of personal mission statement

Implications for ministry (1/2/3) ______

Overall (1/1.5/2) ______Explicit conceptual links to course material Depth of analysis Graduate-level writing, with accurate spelling and grammar

Total Points ______

Spiritual Genogram Evaluation Guide SP500/SP505 Spiritual and Personal Formation: Foundations and Traditions Bethel Seminary 11

Reminder: You are not being graded on your faith journey for this assignment! You are being graded on your demonstration of the ability to analyze your family with conceptual sophistication and integrative reflection. We appreciate the risks that are involved in completing a project like this. Following are the evaluation categories as described in the syllabus.

Chart: Required elements identified for all persons on chart

a. Demographics (1/2/3) ______

b. Worldview (1/2/3) ______

c. Relational descriptors (1/2) ______

d. Overall format: legible, comprehensive (0/1) ______

Analysis

a. External and internal influences (3/4/5) ______Both external and internal discussed Conceptual analysis of influences

b. Culture (3/4/5) ______

c. Gender and sexuality (3/4/5) Social expectations Theological assumptions ______Intimacy

d. Biblical themes (3/4/5) ______Two or three identified Changes over time discussed Current meaningful themes

e. Influences of formation journey on ministry (2/3/4) ______Both positive and negative aspects identified

f. Next steps (2/3/4) ______Identification of next steps (vs. global goals) Both strategies and resources identified

g. Overall analysis (1/2/3) ______Explicit conceptual links to course material Depth of analysis Graduate-level writing, with accurate spelling and grammar Portfolio summary included, with required elements

Total Points ______12

Weekly Reflection Summary

Name ______

Each student must take responsibility for engaging the rest of the class in discussion with regard to the readings for the week. Bring one copy of this completed form (typed, single-spaced) each week and turn it in at the end of class.

1. What was particularly clear and/or helpful in the readings for this week and why? (2-3 concepts)

2. About what in the readings do you have questions? (2-3 questions)

3. What was surprising in the readings ( why)?

4. What in the readings do you think God is inviting you to apply personally and/or professionally?

5. Your spiritual practice this quarter: ______Where did you see God in your spiritual practice this week?