SP500 Sem PM Syllabus Jeff Sanders: 651-635-8524

SP500 Sem PM Syllabus Jeff Sanders: 651-635-8524 /[email protected] Bethel Seminary Call or email to make an appointment Spring Quarter 2012 Mondays, Y1 5:30-7:30 p.m. Y2 8:00-10:00 p.m.

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. I hope we accomplish them. My 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: Gospel of John (preferably in a translation you are relatively unfamiliar with; perhaps a CD) Foster, R. J. Foster, R. J. (1998). Streams of living water: Celebrating the great traditions of Christian faith. San Francisco, CA: Harper. ISBN 0060628227 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. 2 Nouwen, H. (1992). The return of the prodigal son: A story of homecoming. New York: Image Books (Doubleday). ISBN 0385473079

Selected chapters 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: Multicultural dynamics for spiritual formation. Grand Rapids, Michigan: Baker Academic. ISBN 0801027438. Selected chapters. George, T., & McGrath, A. (Eds.) (2003). For all the saints: Evangelical theology and Christian spirituality. Louisville, Kentucky: Westminster John Knox Press. ISBN 0664226655. Selected chapters.

Chapters to be downloaded from the Moodle course: 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 (therefore, 30 hours outside of class for SP505 and 90 hours 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.

Important: Instructions for Submitting Assignments: Assignments in this course should be submitted electronically using the Assignments tab on the main Moodle menu. This function will take you to a page of assignment-specific links. After you click on the appropriate assignment link, you will have the opportunity to write comments and then attach your document. When you upload your document, save it in .doc format and label it with your name and the title of the assignment (e.g., Sanders Genogram Analysis, or Sanders Younger Son Reflection Paper). You must hit the Submit button to complete the task. An ! will appear in your grade book display if your submission is successful.

Work will not be accepted if it is (a) submitted by any other means (including hard copy or email attachment); (b) incorrectly or ambiguously labeled; or (c) submitted after the beginning of the class session at which it is due. I encourage you to work well ahead of due dates in case of unexpected illness or other last-minute circumstances.

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. 3

Regarding attendance: Missing an entire class session means you miss more than 12% of the course content. Absences will affect this portion of your grade; missing more than the equivalent of two sessions will most likely necessitate your taking the course again at a later date. Please discuss any potential absences with me prior to the absence; in emergency situations, please inform me as soon as possible. Due to the CDC guidelines for managing flu, we strongly encourage you to be judicious in taking other time away from class in case you should need to self-quarantine or attend to family members who are ill.

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.

3. Reflection papers. 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 16th; minimum 1200 words-maximum of 1500 words. In this paper, analyze your faith journey relative to the 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?

"This assignment has been identified as an integrative assignment that you may wish to review and reference in your future senior integrative seminar. Once you receive your graded assignment (with instructor comments included in the paper), please save it in an accessible place." 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 9th), one on your experience of the older brother (due: April 23rd), and one on your experience of the welcoming father (due: May 7th). These should each be about 500 words long and, as reflection papers, should incorporate observation, connection, and relevance. This is not a book review or critique.

4. Spiritual genogram and analysis. Genogram chart: one page (due April 30th). Analysis: minimum 2000 words with a maximum of 2500 words (Due: May 21st). Instructions are included in this syllabus. The last day of class will be structured around the presentation of student genogram stories.

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. I 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 4 (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 according to syllabus guidelines) online eval. 10 points Faith tradition reflection paper 20 points Nouwen reflection papers (10 points each) 30 points Spiritual genogram (chart) 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

Late Work : No late work will be accepted. If you will not be able to submit a complete assignment by the date and time due, it would be advisable to submit what you have. Incompletes will be given only in extreme circumstances that arise at the end of the quarter (in other words, a pileup of workload will not constitute a valid reason for an Incomplete) and only with a signed Incomplete contract from the Registrar’s Office.

Class Schedule

Mar 26 Introduction and review of syllabus; definitional work; key CSPF qualities

Apr 2 Traditions of Christian faith Read: Foster chs. 1-7 (skim appendices) Gospel of John Lindbloom, “Prayerful Listening” Recommended: G & M, chs. 2,8

9 Spiritual disciplines Read: Nouwen, pp. 1-29; chs. 1,2,3 Lindbloom: “Is That You, God?” Chan, chs. 7-10 Recommended: Chan, chs. 6,11,12; G & M, chs. 9,10,12 Due: Reflection paper (younger son)

16 Contextual dynamics of formation: family of origin and other systems Read: George & McGrath: introduction, conclusion, chs. 1, 3 Chan, ch. 1 Friedman, Blackboard chapters 1, 2 Recommended: G & M, ch. 2; Chan, ch. 2 Due: Faith tradition reflection paper

Apr 23 Models of psychological, moral, and faith development Read: Nouwen, chs. 4,5,6 Gospel of John 5 Chan, chs. 3,4 Recommended: Fowler chapter Due: Reflection paper (elder son)

Apr 30 Contextual dynamics of formation: gender and sexuality, Part I Read: Nouwen, chs. 7,8,9 Balswick and Balswick, chs. 1,2,3 Due: Genogram chart

May 7 Contextual dynamics of formation: gender and sexuality, Part II Culture and socioeconomics; conflict and power; emotional and social intelligence Part I. Read: Conde-Frazier chs. 1-4 Chan, ch. 5 Due: Reflection paper (father)

14 Contextual dynamics of formation: culture and socioeconomics, etc. Part II Read: Conde-Frazier chs. 5-8 and conclusion George and McGrath, chs. 5, 11

21 Genogram Stories Read: Nouwen, conclusion, “Living the Painting” Due: Spiritual genogram analysis and IP 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. I will not edit your papers but will include style criteria (grammar, spelling, organization, clarity, proper citation style) in grading.

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. I reserve the right to ask you to “disconnect” if your technology has a distracting, distancing, or disruptive effect on the process. And of course, I expect that all e-mailing, e-trading, ebaying, and other e-activities will be strictly limited to breaks.

3. Any course that 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 6 information with present beliefs. If you find that you are having personal difficulty in this course, please feel free to check with me (651-635-8524) or Mary Sanders (651-635-2361) regarding a referral for consultation or counseling.

4. I expect that in this course, we will all work to create a spirit of respect, curiosity, and dialogue, partly by following these guidelines. Your participation grade will be determined by the extent to which you demonstrate the capacity for the following:

 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.  Avoid making your experience normative for others.  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.  Observe confidentiality, especially regarding material shared by other students.

5. Academic Course Policies. Please familiarize yourself with the catalog requirements as specified in Academic Course Policies document found on the Syllabus page in Moodle. You are responsible for this information, and any academic violations, such as plagiarism, will not be tolerated. 7

SPIRITUAL GENOGRAM INSTRUCTIONS

This project will be held in confidence. You will not be asked to share any of this information with the whole class. However, we will take time during the last class session for genogram story-telling in small groups. You will be given reflection questions for that in advance.

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. Use the categories as described (e.g., a, b, c, etc.): 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? 8 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 Integrative Portfolio.  External influencers  Internal influencers  Culture  Gender and sexuality  Biblical themes  Implications for ministry (positive and negative)  Next formation step(s) 9 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 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 (1/2/3) ______Explicit conceptual links to course material Depth of analysis Graduate-level writing, with accurate spelling and grammar

Total Points ______10

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

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 11 Total Points ______