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JSTM 2002 Nside Front Cover.Qxp Journal of Supervision and Training in Ministry Established with the support of the North Central Region, ACPE and the Central Region, AAPC Published in cooperation with the Journal of Pastoral Care Publications Orlo Strunk, Jr., Managing Editor, Janet H. Emerson, Associate Business Manager We gratefully acknowledge the following people who participated in the production of Volume 22, 2002 Paul Giblin, Editor Jean Dow, Associate Editor Loyola University of Chicago Evanston, IL Chicago, IL Board of Editors Homer U. Ashby, Jr., Book Review Co-Editor Connie Kleingartner McCormick Theological Seminary, Chicago, IL Lutheran School of Theology at Chicago, Chicago, IL Beth Burbank, ACPE Theory Paper Editor David McCurdy, Clinical Vignettes Editor Rush-Presbyterian-St. Luke’s Medical Center, Chicago, IL Park Ridge Center, Chicago, IL Lee Butler Frances McWilliams, Book Review Co-Editor Chicago Theological Seminary, Chicago, IL Breckenridge, CO John DeVelder, International Section Editor Robert O’Gorman Robert Wood Johnson University Hospital, New Brunswick, NJ Loyola University of Chicago, Chicago, IL David Hogue, Board President Robert Petite, Learning Vignettes Co-Editor Garrett-Evangelical Theological Seminary, Evanston, IL Montgomery Place, Chicago, IL Mary E. Johnson, Learning Vignettes Co-Editor Barbara B. Troxell Mayo Chaplaincy Services, Rochester, MN Garrett-Evangelical Theological Seminary, Evanston, IL ACPE Theory Paper Readers Graeme Gibbons Phyllis Brooks Toback Mark Jensen Carol McAninch-Prinz Production and Business Support Prepress Production Printing Kyle Ann Ostler Thomson-Shore, Inc Arlington Heights, IL Dexter, MI Indexing and Abstracts Articles are indexed in Religion Index One: Periodicals; book reviews are indexed in Index to Book Reviews in Religion. Both indexes are published by the American Theological Library Association, Chicago and are available online through BRS Information Technologies (Latham, NY) and DIALOG Information Services (Palo Alto, CA). ISSN 0160-7774 © Copyright 2002 Journal of Supervision and Training in Ministry All rights reserved. Table of Contents Symposium: Multiculturality in the Student-Supervisor/Teacher Relationship Introduction John de Velder, K. Samuel Lee, and Annari Griesel . .3 Individualism and the Invisibility of Monoculturalism/Whiteness: Limits to Effective Clinical Pastoral Education Supervision Therese M. Becker . .4 Thinking Through Pastoral Education with Culturally Diverse Peer Groups Mark Grace . .21 From Multiculturalism to Interculturality: Demilitarizing the Border Between Personal and Social Dynamics Through Spiritual Receptivity Kathleen J. Greider . .40 Supervision in Context: Religious Issues in Cross-cultural Counseling Fredrica R. Halligan . .59 Teaching and Learning Pastoral Counseling: An Integrative and Intercultural Approach Curtis W. Hart . .75 The Teacher-Student in Multicultural Theological Education: Pedagogy of Collaborative Inquiry K. Samuel Lee . .81 Pastoral Education and the Orthodox Slav Steven Voytovich . .100 Cultural Inclusiveness and Positive Empowerment in Clinical Pastoral Education Patricia A. Wilson-Robinson . .110 Article A Cultural Analysis of the Eastern CPE Region, with Implications for the Future John J. Gleason . .118 Field Education A Case Study Method for Theological Reflection in Field Education Michael E. Connors and Mark L. Poorman . .131 Field Education and Clinical Pastoral Education: Desired Outcomes From the Perspective of Those Making Decisions about Ordination William Kondrath and James C. Gorman . .147 ACPE Theory Papers Theology of Hospitality Learning Through Play, Dialogue, and Conflict Personality From an Object Relations Perspective Dorothea Lotze-Kola . .165 AAPC Theory Paper Differentiated Solidarity: A Theory and Theology of Pastoral Supervision Sarah M. Rieth . .202 Book/Tape Review Listening for the Soul: Pastoral Care and Spiritual Direction Jean Stairs, Review by Barbara Sheehan . .222 SYMPOSIUM MULTICULTURALITY IN THE STUDENT-SUPERVISOR/TEACHER RELATIONSHIP Introduction JOHN DEVELDER K. SAMUEL LEE ANNARI GRIESEL In the post-September 11th era, culture will be an increasingly important consideration in the practice of pastoral and spiritual care, counseling, and education. While pastoral practitioners and educators have been on the “front lines” of ministry with people of cultures different from themselves, they have not been in the forefront of publishing what they are learning about cross-cultural ministry and education. In this Symposium on Culture, we build on the Symposium on Cross-cultural Supervision of Journal of Supervision and Training in Ministry, Volume 14. We have gathered articles from practitioners representing a wide-range of perspectives and involvement in culture and ministry. We include voices from the academic classroom, health care institutions, and clinical training programs. We hope that these offerings will stimulate much needed discussion about culture and its essential importance in every human interaction. John R. deVelder., D. Min. is Supervisor of the Department of Pastoral Care at Robert Wood Johnson University Hospital in New Brunswick, New Jersey. K. Samuel Lee, Ph.D. is an Assistant Professor of Pastoral Care and Counseling at Wesley Theological Seminary in Washington, DC. Annari Griesel, Ph.D. is the Director of Pastoral Care at John F. Kennedy Medical Center in Edison, New Jersey. Journal of Supervision and Training in Ministry 22:2002 Individualism and the Invisibility of Monoculturalism/Whiteness: Limits to Effective Clinical Pastoral Education Supervision1 Therese M. Becker Individualism and the invisibility of monoculturalism and whiteness interpenetrate and collude, making it difficult for the white clinical pastoral education (CPE) supervisor to effectively supervise international students and students of color from within the United States. Individualism is a central organizing cultural assumption that underlies clinical pastoral education. Many international students and students of color from the United States live out of a more sociocentric worldview. Most CPE supervisors are white. Although race is deeply encoded into the lives of everyone in our society, the dynamic of white privilege is such that most whites are not reflective about their/our race. Whiteness is experienced as “norm, as transparency, as national/natural state of being.”2 Unreflective whiteness intensifies individualism in the supervisory process, making it very difficult for the supervisor to understand the experience and behavior of the student who is culturally different from the supervisor. Therese M. Becker is a supervisory candidate with the Association for Clinical Pastoral Education and a candidate for a Doctor of Ministry at the Catholic Theological Union in Chicago, Illinois. She is also a member of the ACPE Multicultural Competencies Task Force. Journal of Supervision and Training in Ministry 22:2002 BECKER 5 CLINICAL PASTORAL EDUCATION Clinical pastoral education is a method of experiential education for professional ministry for practitioners from all faith traditions. Ministry has two faces, one that is directed toward the nurturing of the internal life of the religious community, the other turned toward service to the world. CPE is a part of the religious community’s nurturing of its internal life, as here its ministers are intensely formed. Classically, clinical pastoral education has been defined as supervised encounters with people in crisis, with “living human documents.”3 A fundamental though rarely articulated assumption is that it is the person of the minister that is the most important tool in ministry (other than the Spirit of God of course!). This presupposition, rooted in individualism, is woven throughout the ten objectives that the standards of the Association for Clinical Pastoral Education has set out for CPE:4 Objectives of CPE define CPE programs and the scope of their curricula. Clinical Pastoral Education includes Pastoral Reflection, Pastoral Formation, and Pastoral Competence. Pastoral Specialization may be offered as an option in some centers. The CPE Center’s curriculum is designed to facilitate the student’s addressing the following objectives: 240.1 To become aware of oneself as minister and the ways one’s ministry affects persons; 240.2 To develop skills to provide intensive and extensive pastoral care and counseling to persons in their crises and situations; 240.3 To understand and utilize the clinical method of learning; 240.4 To accept and utilize support, confrontation and clarification of the peer group for the integration of personal attributes and pastoral functioning; 240.5 To utilize individual and group supervision for personal and professional growth and for developing the capacity to evaluate one’s ministry; 240.6 To develop the ability to make effective use of one’s religious/spiritual heritage, theological understanding, and knowledge of the behavioral sciences in pastoral ministry to persons and groups; 240.7 To become aware of how one’s attitudes, values, and assumptions, strengths and weaknesses affect one’s pastoral care ministry; 6 INDIVIDUALISM AND THE INVISIBILITY OF MONOCULTURALISM/WHITENESS 240.8 To become aware of the pastoral role in interdisciplinary relationships and to work effectively as a pastoral member of an interdisciplinary team; 240.9 To become aware of how social conditions, systems, and structures affect the lives of self and others and to address effectively these issues in ministry; 240.10 To develop the capacity
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