Pastoral Theology Courses for the Fall and Winter Sessions of 2011-2012

This course introduces students to the history, theology and practice of Christian public worship, with particular reference to the practices of Reformed and Methodist liturgical traditions, and The United Church of Canada, set in the context of ecumenical developments and influences. Biblical, historical, theological and pastoral dimensions will be explored through lectures, readings, assignments, discussion, and compulsory practicum. Evaluation: Participation, 10%; Praxis Assignments 30%; Vocabulary Test, 20%; Book Relflections, 40%. Fulfills Testamur requirement for United Church of Canada candidates for ordered ministry.

This course is designed to provide students with a solid foundation for biblical preaching by exploring the implications of preaching a text and preaching the gospel. Preaching the gospel is considered from historical, biblical, theological, pastoral and creative perspectives with a view to producing sermons that engage the world and offer hope. A four-step methodology is taught that can be adapted to various sermon forms. Exegesis assignments, quiz on the readings, two sermons, peer evaluations, book report. Evaluation: each sermon, 33%; exegesis and book report, ??%; peer evaluations, 12%; and 8.5%; participation 8.5%.

Introduction to the art and science of preaching. Topics: exegesis and hermeneutics for the purpose of preaching, techniques of sermon preparation, structure and delivery. Written assignments, small groups, one sermon.

This course will provide an overview to education ministry and to faith formation. It will examine the purpose, context, and content of CE and examine basic learning theory and curriculum resources. Students will also read a spiritual memoir and reflect on transformation in the Christian life. Practical skills for educational ministry will include evaluating curricula, contextual analysis of an educational site, and designing and facilitating a workshop. Intercultural challenges for CE will be discussed. Aspects of age-related ministry will include resources for children, youth and adults. In addition, education at different life stages will be studied as moments for formation of individuals and families as well as the community (baptism and confirmation). Students are encouraged to research a historical or contemporary practice of CE/formation and develop a paper on that topic. Students will read Tye, Pazmino, McClaren, Miles and Winner. Evaluation: Participation, 10%; site visit paper, 30%; research proposal, 10%; workshop, 10%; final paper or portfolio, 30%.

What is educational ministry? How can we reshape Christian Education in our congregation in order to revitalize the church and society? Exploring the structure of educational theory, reflecting one's educational experience in the church, engaging in dialogue with theorists in Christian Education, we will attempt to refashion christian Education for today's church, and create a vision of Christian education in order to revitalize the congregation. Lectures.

This course explores the theology and practice of ministry within the Reformed tradition and how this relates to the students' emerging pastoral identity.

Exploration of Identity, Church, and Society in the context of professional ministry. Elements include: prayer, story, church as a community and institution, the person in society and society in the person. Two short essays, an autobiographical exercise, examination.

This course will continue to focus on building critical thinking skills to assess issues in International Development from a historical and theoretical perspective as well as from a Christian worldview and missions perspective. It will also provide an overview of a range of topics in development such as gender, the environment, health and economic development. Weekly classes will include lecture and discussion. Evaluation will be based on class participation, reflection papers and final essay. Restricted to Wycliffe College students. Prerequisite: WYP1615HF (Poverty, Development & Transformation Part 1)

In this course, students acquire skills of reflexive praxis rooted in Ignatian spirituality and pedagogy as a foundation for engaging in professional ministry in the Church. The student is invited to appropriate personal practices and professional guidelines for ministry within a theological framework, thereby beginning the process of articulating a personal vision of ministry that is grounded in Scripture, Tradition and personal experiences of vocation. Instructor's permission is required for enrolment. Lectures, seminars, retreat. Assignments: 2 short papers, 2 learning reports, one final synthesis paper.

This course will explore the definitions of practical theological/religious activity (i.e., religious activity as meaning-making, as practice, as art, etc.), review the ways that new scholarship has emerged to think about this activity, and understand this activity within the social ecology of micro-, meso- and macro-level social organization. It will explore the church's internal activity within the congregation and external activity as a public voice to society, with reference to specific faith communities. Evaluation will be based on 25% seminar paper based on one book, 25% ongoing class participation, 25% empathetic short story, 25% final paper of larger questions.

This course will study some selections from Augustine on the dynamic process of discovering and communicating religious truths. Students will study the ordering of truth, divine pedagogy, divine illumination and the structure of meaning in Augustine. Through a reading and interpretation of selected texts from Augustine, students will learn how to embrace and communicate religious truths in love. They will be led to appreciate that teaching and learning while being processes in self-discovery and self- development are communal, ecclesial, and self-transcending. The overall goal of this course is to lead students to appreciate how teaching and learning integrate different and ongoing levels of meaning, transformations and conversion in the loving embrace of truth and wisdom. The relationship between the order of discovery, the order of presentation and the hermeneutic of trust in the dynamic process of Christian education especially in Augustine’s On Christian Teaching will also be considered.
Teaching methods: Weekly readings from selected texts, class discussion, and tutorials
Means of evaluation: Class participation: 10%; Class presentation of a reflection paper: 30%; Book/Article Review: 20%; Final Integrative Paper: 40%

This will be a lecture course with readings exploring the foundations on which individuals build their spiritual beliefs. It will explore the development of spiritual awareness in children, how we attribute causality to events, intrinsic and extrinsic religion, atrocities committed in the name of God, the variety of religious experience, cults and dogma, dimensions of denominational allegiance, new religious movements, and related topics.

An introduction to the art of planning and leading the liturgy, including pastoral offices, in the Anglican Church of Canada. Acquaintance with the current liturgical trends in the Anglican Church of Canada and with general principles of liturgical leadership. Ability to plan Morning Prayer and Holy Communion according to the Book of Common Prayer and the Book of Alternative Services. Tutorial. W 11-12. Class sessions include lectures, discussion and student field reports. Class participation, readings, multiple choice exam.

Reflection on aspects of the spiritual formation of the human person and of the postulant for ordination in the Anglican Church. Students will consider topics such as the theology of the human person, longing for God, spiritual motherhood and fatherhood, kenosis, stewardship of the sacraments, preaching and prayer, and how these inform our understanding of the priesthood.

Explores theological, psychological, and pastoral dimensions of the spiritual direction relationship. Considers historical development and the contemporary interest in many faith traditions in SD. Topics include forms of prayer, discernment process, difference between SD and pastoral counseling, professional ethics. Lectures, discussion, presentation, synthesis essay and oral exam.

A review of normal psychological development and an overview of selected topics in psychopathology in the context of pastoral counselling and spiritual direction. Lectures, videotaped case-studies, seminar presentations. Assigned readings and oral exam.

Introduction to Homiletics is a one-semester course that gives students the opportunity to look at the theology, tradition and practice of Catholic preaching. Students will examine particular questions, issues and challenges in homiletics from a Catholic perspective, survey the development of preaching throughout Church history, determine how Roman Catholic preaching can be informed by the theory and practice in other traditions, and articulate the characteristics of good preaching. This course is a prerequisite for Advanced Homiletics. Lectures, online postings, presentations, interviews and papers.

Foundational elements for pastoral care: theology of ministry, acceptance of self, relationships, grief and loss, prayer, suffering, art of listening, care with the sick and infirm at home and in institutions. Lectures, discussion, case study, reflection paper, oral exam.

Pastoral Counselling for the non-professional counsellor engaged in ministry. The goals of the course include acquiring basic counselling skills, developing awareness of counter-transference and exploring how to refer to other professionals. Class format includes lectures and peer counselling. Requirements include: reflection papers, referral project and a taped counselling session. Attendance and participation are mandatory.

Personal wellness builds and replenishes the inner resources that sustain our efforts to care for others. This course is designed to assist students to recognize, understand and practice the kind of holistic personal wellness that is essential to effective ordained or lay ministry. The course is process oriented and supported by readings and written self-reflection assignments. Completion of assignments, regular attendance and participation in class discussions are all mandatory components of this pass/fail course. Restricted to Wycliffe College students.

This course will explore the foundations of ministry in the New Testament, the manifold expressions of ministry in the history of the Church, and a variety of contemporary issues related to the theology and practice of ministry from a Roman Catholic perspective. Also important will be the relationship of ministry to other aspects of theology, such as Christology, pneumatology, grace, mission, ecclesiology, and sacraments.

This course will consider definitions of Gospel, church and culture, and some of the different ways Christians have historically understood the relationship between the three. We will consider worldviews as a tool for understanding cultures, and look specifically at what the shift from modernity to postmodernity means for the church and its mission. The course will include Biblical material, reference to the experience of overseas missionaries, and expressions of contemporary culture such as movies. These will form the backdrop for discussion about what it means to be a missional church in contemporary North America.Lectures, guest speakers, class discussion. Evalutions: book reports, journal, movie report, paper.

This course focuses on personal contemplative prayer as essential for our relationship with God and the soil out of which healthy and effective ministry grows. The course covers Biblical teaching on prayer; the contemplative tradition arising from the early desert fathers and mothers; spirituality, theology and psychology of prayer; and various Christian traditions of prayer including lectio divina, Ignatian prayer, other forms of scripture prayer, centering prayer, Christian meditation, and the awareness examen.The course concludes with suggestions for planting and growing a prayer-based parish ministry. Lectures, small group and plenary sharing, and practicum. Two reflection papers and a final paper designing a course to be taught in a ministry seeting. Also self-evaluation based on a learning covenant which includes a daily prayer requirement. This course will be held at St. John's Convent, 223 Cummer Ave., North York.

A study of the issues involved in contemporary urban ministry: historical Christian roots; maintaining parish cohesion in the city; ministry to the community social needs; the issues facing secular work. One extended paper.

Study of the sacramental life of the Church as legislated in Book IV of the Code of Canon Law, The Office of Sanctifying in the Church. Special focus on the pastoral application of the Sacraments. Theological and legislative sources of the canons; canons treating the Sacraments of Initiation, Reconciliation, and Anointing of the Sick, as well as other acts of divine worship. Class participation, oral exam.

The practice of being an Anglican Deacon involves an understanding of Christian Ministry in its ancient and current expressions. Deacons as ordained ministers are called to focus the ministry of the whole community as this relates to the service and care of those in need. The role of deacons is to express the world to the church and the church to the world. The course will discuss the variety of ministries, social justice and the church, the liturgical role of deacons, the leadership and prophetic role of deacons in the parish/congregation, and the future growth of the diaconate. The relevance of this course to other denominations is based on the baptismal requirement of pursuing justice in the world. While the course is called "Practice", the course will also involve the theory and theology of the diaconate. Lectures, readings, discussions, written papers.

The course on congregational song has no prerequisites related to musical ability, keyboard skills, or to hymnic background. Attendance at lectures for the exploration of current song resources (Voices United, More Voices, and a hymn book of the student's choice) forms part of the evaluation process. In addition, weekly assignments such as book reviews or song leading, class participation, and presentation of a final integrative project will be graded. Familiarity with journals and literature in the field will be required. Some research and reports on research will be required. Demonstrated familiarity with the resources of a newly developed concordance for Voices United will be an integral component for evaluation.

This course is intended to prepare candidates for ordination to preside at the liturgical celebrations of the Roman Rite. Requirements: class attendance, practicums, mid-term and final exam. Prerequisite: one liturgy course.

Intensive analysis of structure, content and spirituality of the Ignatian Exercises as a background for general ministry of spiritual growth and ministry in the church. Lecture and discussion. Class participation and short papers. Intended primarily for those who seek to direct the Exercises. Permission of the instructor required.

The course intends to examine the dialogue between faith and culture in a post-modern world. It will trace the development of faith from the end of the mediaeval period to the present time  and show why the narratives of our time with regard to faith are situated in that historical context and how they affect a reading of and engagement in our world today.
From the class the students will gain
1. a knowledge of contemporary critical theory and praxis.
2. development of research skills.
3. an exposure to the main issues of contemporary faith and culture.
4. an exposure of the ways these issues are dealt with in contemporary art/film/poetry.
5. A way of appropriating their lives through interiority analysis.
The class will be primarily lectures and evaluations will be 20% for class participation; and 20% each for four 4-page papers on topics relevant to the class.

A 400-hour supervised program to deepen and/or extend the personal and ministerial growth of IFM /MAMS participants. Several options available to students in consultation with Directors of IFM and MAMS programs. Integration paper, or Competency Interview. Pass/Fail course. For Regis IFM/MAMS students only. Prerequisites: RGP3687H and RGP3688H.

This course introduces the participant to the theological, spiritual and pastoral principles that inform and impact parish ministry. Models of an integrated life of holiness from Scripture and Tradition as well as practical strategies for effective pastoral and personal integration will be presented and reflected upon. This course is part of the Diaconate Formation Diploma program at St. Augustine's.

Study of theory and practice of spiritual direction, and of depth psychological, humanistic, and cognitive behavioural therapeutic practice. Emphasis on Christian tradition. Lectures, discussion, selected readings, paper.

An introduction to the dynamics, practice, and issues of spiritual direction and discernment in our contemporary culture with components of theological reflection on personal experience. Class participation, readings, short weekly reflection papers.

This course is designed to intensify the experience of individual spiritual direction and supervision initiated in Practicum in Spiritual Direction: RGP3/6661 and Retreat in Everyday Life: RGP3/6248. Through supervision and discernment the director grows in a deeper awareness of responses to a perceived presence or absence of God in the ministry of spiritual direction. Supervision is valued as a way to enable the spiritual director to help others recognize and integrate God's presence and direction in every aspect of life. Through an integrative theological reflection paper and a pastoral competency interview, the course is intended to reveal the spiritual director's appropriated theology and practice of spiritual direction as a ministry. Competency interview and integration paper. Pass/Fail course. **Pre-requisite: Practicum in Spiritual Direction RGP3661H, Retreat in Everyday Life RGP3248Y, RGP3687H and RGP3688H. Four academic courses suggested for the Diploma in Spiritual Direction. Co-requisite: On-going participation in the practice of spiritual direction.

This course is an exploration of the mystery of life and of human existence. Students are guided into a descriptive and explanatory, systematic and dynamic, two-fold foundation of an integrated, incarnational spirituality: the anthropological component and the grace component. Central to the course is the study of conversion in its religious, moral, psychic and intellectual forms. Grace, Theological and Moral Virtue will be explored as they emerge and transform the human, along with the Gifts and Fruits of the Holy Spirit, Charisms, and the Beatitudes. Contemporary spiritual writers and spiritual disciplines will be researched and evaluated.

This course explores the nature of religious experience in some of the major religions of the world, with special attention to Hinduism, Buddhism, Judaism, Islam and Christianity. It includes some comparative analysis between traditions, and creative reflection on the theological and pastoral significance of such comparative study. Lecture, discussion, four short reflection papers, one major essay.

This course is designed to expose students to the breadth and depth of homiletics and offer a range of preaching opportunities and challenges of the sort that might be experienced in serving a church throughout the year. In addition to allowing students to pursue their own interests, the course will explore preaching the church year, preaching on special holidays or occasions like funerals and wededings, key doctrines, social justice and diversity in preaching, culture and the preacher, various sermon forms, topics, social locations and homiletical theories. The course will consist of seminars, small groups, lectures, two sermons, a journal of reflections on the readings and peer evaluations, a major essay. Evaluation: 20% each sermon; 20% , journal; 40% essay.

The course will provide the student with an historical, theological and practical overview of the role of courageous, pastoral and prophetic preaching. Particular attention will be given to the place of preaching in our ever-changing Canadian culture and will explore the challenges, joys and pitfalls of preparing a sermon in parish settings and beyond. A plethora of sources will be drawn upon to help the student develop a confidence in the homiletical task as well as a renewed commitment to maintaining the independence of the preacher of the Gospel in the face of worldly influences. Teaching methods: Lectures, tutorials. Means of evaluation: Class participation, sermon presentation, theological statement, research paper.

This pass/fail course offered to seminarians in their last semester at St. Augustine provides opportunities to investigate preaching from a Catholic perspective, discuss questions on homiletics, read key documents from the Church on preaching, preach, give feedback to fellow preachers, and reflect on the feedback received in class. Students will be assessed on a pass/fail basis for two homilies given in class, one paper on a theology of preaching, and two self-assessments.

The course will examine different approaches to multicultural religious education in churches, faith-based schools and other pastoral contexts. It will also consider the implications and challenges of different public policies in Canada on multiculturalism and equity in diverse ministerial settings especially in separate school boards. One of the important goals of this course is to help students to acquire cultural proficiency and cultural intelligence and other skills needed to function effectively in a pluralistic society. Students will be led to a deeper appreciation of diversity and acquire tools to interact, and communicate with people from diverse backgrounds. The course will creatively identify healthy and hopeful approaches for teaching and ministry in a multicultural context in which cultures, races, genders and religions are embraced as potentially powerful and transformative variables in the process of evangelization.
Teaching method: Weekly lectures and tutorials; quantitative and qualitative approaches in cross-cultural learning, assigned weekly reading, focused group discussion, and seminars. Means of evaluation:
Class participation: 10%; Book Review: 20%; Reflection Paper: 20%; Seminar Presentation: 20%; Final Integration Paper: 30%

What are unique, creative, effective and meaningful ways of teaching Bible in the church today? This course will explore and experience various approaches of teaching Bible in the church, assessing appropriateness to the church, to the world we live in, a variety of social and cultural dynamics, and various age levels. Also, the students will be expected to apply Biblical interpretation skills to actual teaching. Lectures, teaching practice as a group, group discussion.

Many major philosophical figures addressed educational issues and had a significant impact on the theory and practice of education, both in their own immediate contexts and in the longer term. Each time the course is offered, a selection will be made from the writings of two or three of these philosophers (e.g., Plato, Aristotle, Augustine, Locke, Rousseau, Kant, Dewey). Particular attention will be given to anthropological and epistemological convictions and the implications of these for an understanding of learning and the conception of an educated person. Participants will be able to focus on the connections between the selected authors’ educational thought and their broader philosophical concerns or on the influence and implications of their writings for the current practice of education. They will be encouraged to discern insights and distortions in the light of a biblically informed view of the person as they develop further their own perspective on education.

Foundational philosophical issues in education. The identity and distinctiveness of Catholic Education. Canadian Catholic education. Curriculum integration and unity of knowledge, unity of truth, and unity of the human person. Ecclesial documents and pedagogy. Lecture, seminar, attendance, participation, two papers.

For Christian educators, ministry personnel, as well as practicing artists and administrators, this course will examine theories of creativity (including psychology and education) to explore the historical development of ideas related to creativity, the importance of play, and the place of imagination in fostering faith formation and human development. We will consider the place of cognition, emotional intelligence, problem solving, and creative judgment in terms of the learning processes in education and formation. Seminar format with 3 written assignments: an annotated bibliography of select theories of creativity in relation to spiritual formation, and one minor and one major paper reflecting on the creative practice component required in this course. Fulfills requirement for Advanced CE in the MRE program at EC. Evaluation: Annotated bibliography on creativity 20%; minor paper 20%; major paper 40%; participation 20%.

Offered by the CAPPE Supervisors of the Ontario Central Region. A 400-hour unit of Pastoral Counselling Education at the basic level meeting standards of the Canadian Association of Spiritual Care (CASC). The course will develop theoretical knowledge and clinical skills in Pastoral Counselling and Marriage and Family Therapy. There will also be a focus on systemic awareness, personal integration and ethical reflections in a relational, client-centred framework.

Foundations in the psychology of pastoral ‘listening’ and counseling, emphasizing the interpersonal, intersubjective and relational dynamics operative in the dyad in a faith-based context. Focus of the course will be on case studies where students will examine multiple perspectives of effective communication in the pastoral counselling setting. Strong focus on heightened awareness of not only what person seeking counselling brings to the relationship, but equally important, on what the counsellor brings, and the multiple levels of conscious and unconscious communication mobilized in therapeutic encounters. Discussion-oriented seminars organized around clinical and theoretical papers; students encouraged to bring individual experience-based material for confidential discussion, where appropriate. Two short essays, class presentations (where applicable), class participation.

Offered by the CAPPE Supervisors of the Ontario Central Region. A 400-hour unit of Pastoral Counselling Education in the second year at the advanced level meeting standards of the Canadian Association of Spiritual Care (CASC). The course will involve attention to Systemic and Psychodynamic Theories including Narrative and Solution-focused Therapies. The program will continue to involve supervised clinical practice with awareness of the use of self in therapeutic relationships and ethical insights and awareness in a relational, client-centred framework.

The course will begin with a discussion of the relationship between psychology and religion. It will then explore the relationship between religion and psychology -- history, methodology, research and application. It will review psychological theories and research on personality and their relationship to spirituality, religious behaviour, individual differences and abnormality, and review research on religious development. These findings will then be applied within the context of the social and organizational psychology of the church. Students will be asked to write several reports on assigned readings and a longer essay for the end of the term. A previous course in introductory psychology would be helpful but not essential.

Offered by the CAPPE Supervisors of the Ontario Central Region. A 400-hour unit of Clinical Pastoral Education at the basic level meeting standards of Canadian Association for Pastoral Practice & Education (CAPPE). May take place in general, psychiatric, chronic, geriatric, rehabilitation hospitals, correctional institutions, facilities for mentally/physically challenged, parishes.

Offered by the CAPPE Supervisors of the Ontario Central Region. A 400-hour unit of Clinical Pastoral Education at the basic level meeting standards of Canadian Association for Pastoral Practice & Education (CAPPE). May take place in general, psychiatric, chronic, geriatric, rehabilitation hospitals, correctional institutions, facilities for mentally/physically challenged, parishes.

Offered by the CAPPE Supervisors of the Ontario Central Region. A 400-hour unit of Clinical Pastoral Education at the basic level meeting standards of Canadian Association for Pastoral Practice & Education (CAPPE). May take place in general, psychiatric, chronic, geriatric, rehabilitation hospitals, correctional institutions, facilities for mentally/physically challenged, parishes.

Offered by the CAPPE Supervisors of the Ontario Central Region. A 400-hour unit of Clinical Pastoral Education at the basic level meeting standards of Canadian Association for Pastoral Practice & Education (CAPPE). May take place in general, psychiatric, chronic, geriatric, rehabilitation hospitals, correctional institutions, facilities for mentally/physically challenged, parishes.

Offered by the CAPPE Supervisors of the Ontario Central Region. A 400-hour unit of Clinical Pastoral Education at the basic level meeting standards of Canadian Association for Pastoral Practice & Education (CAPPE). May take place in general, psychiatric, chronic, geriatric, rehabilitation hospitals, correctional institutions, facilities for mentally/physically challenged, parishes.

Offered by the CAPPE Supervisors of the Ontario Central Region. A 400-hour unit of Clinical Pastoral Education at the basic level meeting standards of Canadian Association for Pastoral Practice & Education (CAPPE). May take place in general, psychiatric, chronic, geriatric, rehabilitation hospitals, correctional institutions, facilities for mentally/physically challenged, parishes.

This introductory course will examine the principal schools of Family Systems Therapy from historical-developmental and pastoral perspectives. The  central aim of the course will be to integrate theory, practice, and theological reflection into one’s particular context of therapeutic care. Evaluation: class participation, weekly assignments/quizzes, class presentation, major paper.

This course investigates the religious grounds for peacemaking today. Each student will be responsible for following and reporting on developments in one location represented by a Tanenbaum “Peacemaker-in-Action” throughout the course. Meanwhile, the evolution of the theological/ecclesial/interfaith discussion of peacemaking will be traced through the 20th century debate between pacifism and just war; conflict resolution and transformation; peacekeeping, peacemaking and peacebuilding; humanitarian aid and development; NGOs and the military. Students will be expected to explore these debates in relation to their “case study” and may write the case study from the perspective of any faith.

This final year Knox course aims to bring together various elements of the courses done by students as a final year integrative exercise. Prerequisite: TFE placement. Lectures. Assignments and major paper.

This advanced course explores the potential for civic/ecclesial partnership for social transformation in the city of Toronto. Students will serve for nine hours a week in a secular agency dedicated to social transformation, participating in a project within the agency on its own terms. In class students will explore issues related to partnership of ecclesial and civic organizations that pursue common goals with different motivations and ways in which social transformation can occur. Although the course will focus on social transformation in the city of Toronto, students are urged to develop analogies to the towns and villages they expect to serve after they have concluded their studies. Evaluation includes two written papers and a class presentation.

Through the development of the skill of theological reflection, the participants learn to reflect on their personal and ministerial or work experiences to discern the call of transformation and integration in the midst of the Christian tradition and world realities. This group process takes place in a peer faith setting. Regular attendance required. An overnight retreat is scheduled at the end of the course. One integration paper and mission statement. Pass/Fail for BD students; grade given for AD students.

Examination of modern and contemporary images of religious values (mysticism, spirituality, compassion, concern for realism, justice, community, cultural healing) in the art and aesthetics of major artists since the French Revolution.

This course will examine the ways in which music has functioned as rhetoric "the art of persuasive communication" (Vickers 1988) within the liturgical and pastoral context of Jewish and Christian practice. In relation to various concepts and precepts of rhetoric, the course will address issues of pedagogy, prayer, psalmody, styles of worship, and musico-liturgical performance. Topics included are the Christian humanist notations of Hebrew Pentateuch chant, prayerful singing as a spiritual sacrifice, music and persecution, and the Psalms as rhetorical music. With a particular focus on the three ends of rhetoric, viz. 'to teach' (docere), 'to move' (movere), and 'to delight' (delectare), we shall explore the musical experience and phenomenon that are pertinent to both Judaism and Christianity as rooted in the tradition of prophetic religions. Teaching Method: lectures, discussions, readings, music listening. Assessment: review; presentation; major paper

Culture Matters! How does culture shape practical ministry? How does practical ministry affect cultural renewal? Practical ministry includes education, preaching, worship, and pastoral care ministry of the church. In this course we will analyze how culture and practical ministry interacted in specific historical periods, and evaluate ways that could have been more appropriate for practitioners of the Christian ministry to respond to those cultural contexts. Also, through cultural sketch of one’s own context, the student will envision the future of practical ministry, not only engaging in, but also challenging his/her own culture. Prof. Anne Anderson and Prof. Dorcas Gordon will take parts in areas in Preaching and Pastoral Care. Seminars, lectures, discussion, watching films. Class Participation (20%) Leading Seminar(40%) Final Paper (40%)

This course approaches the study of liturgy as a praxis-based source of theology, rooted in the classic notion, lex orandi, lex credendi. It will consist of a survey of seminal thinkers in classical and contemporary liturgical studies, including consideration of liturgical methodology and hermeneutics, the relationship between liturgy and theology, liturgy and culture, worship and ethics, symbol and sacrament, ritual and anthropology. Weekly 2-hour doctoral seminar, presentations, book review, major paper. Evaluation: participation and seminar facilitation: 10%; book reflection, 25%; major paper, 65%.

This course is designed to expose students to a wide range of preachers who have made a significant contribution to preaching. Developments in preaching over time will be explored particualrly with regard to changing ideas of "biblical text," hermeneutics, rhetoric, sermon forms, language theory, and homiletical "schools," and changes in emphasis on key doctrines, personal versus social, preachig for conversion versus preaching to the saved, the rise of social consciousness and its effects on preaching, and law and gospel. Presentations will include brief biographical material; homiletical setting; short sermon extracts that demonstrate some homiletical/hermeneutical principle, identification of homiletical learnings for today; and portions of sermons written for today that demonstrate a historical principle. The course will consist of lectures and presentations focusing on key homiletical features of the ages. Evaluation: class presentations, 50%; major essay, 50%.

This course is primarily designed to improve student preaching through exposure to one of the strongest preaching traditions today. African American preaching varies widely and combines evangelical fervour with social cocern. It will be considered against the backdrop of black history and culture, theology of the Word, hermeneutics, compsoing for oral delivery, and homiletical theory and practice. This is not a course in how to preach as an African American, or in imitating the voice, gesture, or style of a culture not one's own; it is designed to stretch preachers beyond what may be familiar to help them to be more bold and imaginative in proclamation of the gospel, and to offer resources to develop their own preaching voice and style. The course will consist of video and audio clips, lectures, seminar presentations and class sermons. Evaluation: class presentations and seminar, 10%; two sermons, 70%; journal of reflections on readings and sermons, 20%.

Participants in the seminar will discuss classical psychological theories of religion and contemporary research based on these theories. Based on the works of Freud, Jung and James we shall study the contemporary contributions of authors such as Kristeva, Girard, Capps, and Taylor to these discussions: Weekly written contributions to the seminar and final essay.

The course will review the international effort to resist violence against women; the challenge of the discourse of human rights and different cultural narratives; the efforts of organizations, including the United Nations, the World Council of Churches, and other NGOs; the history of resistance and complicity and of the church; and pastoral issues in responding. Methods include some lecture, seminar discussion, research, case study.

The course develops major themes in the history of Christian spirituality, through a close reading of selections by Plato, Origen, Pseudo-Dionysius, St. Bernard of Clairvaux, St. Gregory of Palamas, Julian of Norwich, St. Ignatius of Loyola, and Dorothy Day. Lectures, discussion, critical reflection papers.

Study of theory and practice of spiritual direction, and of depth psychological, humanistic, and cognitive behavioural therapeutic practice. Emphasis on Christian tradition. Lectures, discussion, selected readings, paper.

This course is an exploration of the mystery of life and of human existence. Students are guided into a descriptive and explanatory, systematic and dynamic, two-fold foundation of an integrated, incarnational spirituality: the anthropological component and the grace component. Central to the course is the study of conversion in its religious, moral, psychic and intellectual forms. Grace, Theological and Moral Virtue will be explored as they emerge and transform the human, along with the Gifts and Fruits of the Holy Spirit, Charisms, and the Beatitudes. Contemporary spiritual writers and spiritual disciplines will be researched and evaluated.

This course is designed to expose students to the breadth and depth of homiletics and offer a range of preaching opportunities and challenges of the sort that might be experienced in serving a church throughout the year. In addition to allowing students to pursue their own interests, the course will explore preaching the church year, preaching on special holidays or occasions like funerals and weddings, key doctrines, social justice and diversity in preaching, culture and the preacher, various sermon forms, topics, social locations and homiletical theories. The course will consist of seminars, small groups, lectures, two sermons, a journal of reflections on the readings and peer evaluations, a major essay. Evaluation: 20% each sermon; 20% , journal; 40% essay.

Many major philosophical figures addressed educational issues and had a significant impact on the theory and practice of education, both in their own immediate contexts and in the longer term. Each time the course is offered, a selection will be made from the writings of two or three of these philosophers (e.g., Plato, Aristotle, Augustine, Locke, Rousseau, Kant, Dewey). Particular attention will be given to anthropological and epistemological convictions and the implications of these for an understanding of learning and the conception of an educated person. Participants will be able to focus on the connections between the selected authors’ educational thought and their broader philosophical concerns or on the influence and implications of their writings for the current practice of education. They will be encouraged to discern insights and distortions in the light of a biblically informed view of the person as they develop further their own perspective on education.

Foundational philosophical issues in education. The identity and distinctiveness of Catholic Education. Canadian Catholic education. Curriculum integration and unity of knowledge, unity of truth, and unity of the human person. Ecclesial documents and pedagogy. Lecture, seminar, attendance, participation, two papers.

Offered by the CAPPE Supervisors of the Ontario Central Region. A 400-hour unit of Pastoral Counselling Education at the advanced level meeting standards of the Canadian Association of Spiritual Care (CASC). The course will focus on theoretical knowledge and clinical practice in Pastoral Counseling and Marriage and Family Therapy with attention to Family Systems Theories and Relational Psychodynamics. The program will involve supervised clinical practice with emphasis on transference issues and ethical reflection in a relational, client-centred framework.

The course will begin with a discussion of the relationship between psychology and religion. It will then explore the relationship between religion and psychology -- history, methodology, research and application. It will review psychological theories and research on personality and their relationship to spirituality, religious behaviour, individual differences and abnormality, and review research on religious development. These findings will then be applied within the context of the social and organizational psychology of the church. Students will be asked to write several reports on assigned readings and a longer essay for the end of the term. A previous course in introductory psychology would be helpful but not essential.

Offered by the CAPPE Supervisors of the Ontario Central Region. A 400-hour unit of Clinical Pastoral Education at the basic level meeting standards of Canadian Association for Pastoral Practice & Education (CAPPE). May take place in general, psychiatric, chronic, geriatric, rehabilitation hospitals, correctional institutions, facilities for mentally/physically challenged, parishes.

Offered by the CAPPE Supervisors of the Ontario Central Region. A 400-hour unit of Clinical Pastoral Education at the basic level meeting standards of Canadian Association for Pastoral Practice & Education (CAPPE). May take place in general, psychiatric, chronic, geriatric, rehabilitation hospitals, correctional institutions, facilities for mentally/physically challenged, parishes.

Offered by the CAPPE Supervisors of the Ontario Central Region. A 400-hour unit of Clinical Pastoral Education at the basic level meeting standards of Canadian Association for Pastoral Practice & Education (CAPPE). May take place in general, psychiatric, chronic, geriatric, rehabilitation hospitals, correctional institutions, facilities for mentally/physically challenged, parishes.

This foundational practicum is designed for persons desiring formation in pastoral presence and communication skills. Focus is placed on the development of a contemplative stance, compassionate listening and evocative presence for pastoral service in roles such as spiritual director, chaplain, parish minister, and for those in service within the context of everyday work life. This transformative process integrates topics of Ignatian discernment, prayer, spiritual growth, spirituality, justice, theological assumptions and images of God. This is a two-term, supervised, peer based practicum. Requirements and prerequisites: two year’s previous experience receiving spiritual direction, permission of the instructor, regular attendance essential; 3 10 page integration papers, final grade.

For students considering the 12 credit Diploma in Spiritual Direction, this course is the first of a four-phase Practicum, which facilitates ongoing discernment and formation for the ministry of spiritual direction.

Through the development of the skill of theological reflection, the participants learn to reflect on their personal and ministerial or work experiences to discern the call of transformation and integration in the midst of the Christian tradition and world realities. This group process takes place in a peer faith setting. Regular attendance required. An overnight retreat is scheduled at the end of the course. One integration paper and mission statement. Pass/Fail for BD students; grade given for AD students.

It is often said that religious texts provoke and sanction violence, and even that religion itself is inherently violent. Utilizing the mimetic violence model, we will analyze representative texts from both Old and New Testaments in dialogue with the works of Ren

The scope of what was understood as “liturgy” in the middle ages went far beyond the bare words used in the Mass, daily prayer and baptism and descriptions of how the services were performed. It included knowing the names and functions of the grades of ordained clergy (which varied from place to place) and their dress, the design of churches, their furnishing and consecration, the calendar of the liturgical year and of course the nature of the music which accompanied the liturgy.Teaching methods: lectures, DVDs of manuscripts, video, musical recordings.

Ignatius of Loyola wanted Jesuits to be "contemplatives in a ction". This describes the desire of many Christians today and the imperatives thrust upon us to be at once boned with God and with our fellow travellers. Reading in Loyola Zizioulas, J Macmurray, early Christian and contemporary theologians and mystics. NT accounts of prayer and action in Jesus of Nazareth. 10-12 page essay.

The course provides an exploration of how Christianity has understood the relationship among God, creation, humanity and spirituality, and how that understanding has contributed to the ecological challenges we currently face as well as can contribute to a helpful response. The course begins with an overview of our understanding of spirituality and creation during the patristic, medieval and reformation periods, then shifts to contemporary understandings drawing from current discussions of Christology, creation-centred spirituality, eco-feminism, deep ecology, and the healing of nature and the healing of self. Methods: Lectures, discussions. Evaluation: reflection paper, integration paper, class participation, practical integration

This course introduces the major religions (Hinduism, Buddhism, Judaism, Christianity and Islam in detail and also others in brief) of the world -- their historical setting, basic principles, significant features, Holy Scriptures, theology, etc -- and a Christian perspective on them with an urgency to enter into interfaith dialogue and peaceful coexistence.

In the contemporary world, ecumenism must include dialogue between Christianity and world religions. This course will examine not only Christian attitudes to world religions, but also attitudes of world religions to other belief systems. Lectures, discussion, paper.

Critically explores the theology and spirituality of Dorothee Soelle, with special attention on the themes of creation-liberation theology, suffering, God, feminist concerns, embodied spirituality, and mysticism. Seminar discussion, lecture, short presentations, major essay.

The course will examine Protestant Theological Teaching and Traditions of Spirituality and Formation as rooted in medieval and reformation approaches with a particular reference to the Reformed Tradition. In the light of these traditions the course will challenge students to develop a credible and constructive theological framework for spirituality and formation in the 21st century North American and particularly Canadian context.

The course evaluates the Ignatian contribution to comtemporary ecclesiology. Utilizing key texts it situates Ignatius' sense of "Church" and the Society of Jesus relationship to the Church. Explores key issues and potential problems faced by a twenty-first-century reader of Ignatius. Engagement with contemporary Jesuit theologians, and the writings of Pope John Paul II and Cardinal Ratzinger. Lectures, seminar discussion, student presentations, one short paper and a research paper.  Prerequisite: one year of theology, at least three theology courses.