Pastoral Theology Courses for the 2012 Summer Session

Exploration of various theories of human development, stages of human growth, lifespan spiritual journey in correlation to human growth, implications for Christian ministry, and reflections of one's own lifespan on theories of human growth and spiritual journey. Basic course for education and ministry. Lectures. Group presentation, discussion, class participation, critical reflection paper, final paper.

This course explores the processes, polity and concerns of the United Church of Canada as they converge on the every-three-year General Council and as the agenda of the church emerges from UC discussions. It involves preparation in Toronto at the United Church Offices. The class is held for one day in May (May 3), for three days on-site at General Council (August, 2012 in Ottawa), and for one half day in Toronto (August 27).

Explores the theory and practice of group spiritual direction through readings, participation in a process of group spiritual direction and discussions. Through participation in a contemplative process participants willl explore how small groups are a good way for people to begin spiritual direction. Lecture, discussion in a group process of spiritual direction, short reflection papers. Attendance and participation mandatory. Pass/Fail.

We all know we should pray! However, an intentional prayer life is difficult to maintain under the strain of student or church life. In addition, many in the pulpit and pew feel inadequate in the practice and question the efficacy of prayer. This course offers an exploration of the "theory," but mainly the "practice" of prayer as it relates to the life of clergy and their parishioners. Classes will include lectures; experiential learning; individual, group reflection and conversations. Course requirements: attendance and class participation 10%; Integrative paper on Prayer journal 30%; two short papers 60%; possible class presentation.  Attendance at all four class days is mandatory for a passing grade.

This course will explore recent developments around the spirituality of children, and the theology of childhood as a means of reshaping and revitalizing the practice of ministry with children. Participants will discover how to be companions with children on their spiritual journey. Participants will also be trained in the Godly Play method of being with children, and upon completion will be accredited storytellers by Godly Play Canada. The course will consist of lectures, small group work, tutorials, and required reading. Participants will be evaluated on class participation, a book report, a research paper, and the learning and telling of a Godly Play story.

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.

Reviews the challenges faced by urban development facilitators today.  Engages urbanisation and migration across the planet (especially the global South), the data on urban poverty, and today’s blurring of rural and urban into a continuous, dynamic rural-urban continuum.  Looks at the role of NGOs, churches and other partners in working with the urban poor, and reviews a range of urban community-based development approaches.   Also considers the five types of urban communities, the “new physics” of urban engagement, local partnering and multi-stakeholder processes.  Students will engage in an overview of possible approaches to urban theology and mission. Course methodology includes a range of participatory activities, multi-media, mini-projects, reading, lectures, a street outing.  Evaluation includes papers, projects, participation. Pre-course assignment. See syllabus for details.

We will imagine the book of Numbers as a ‘dream’ (nightmare?) experience that can teach us about the kinds of skills communities and their leaders require to cope with life and death in a risk-filled environment. At its promptings we will explore specific congregational leadership issues including, planning, assessing resources, drawing forth, developing and changing volunteer leadership, mission, building vision and making change, recognizing and nurturing what gives a community life, coping with the reality of communal death, and above all, the life and death risk of traveling with the living God. Requirements: Lectures, readings, group discussions, practical skill-building projects, and short papers.

Is it legitimate to use technology to communicate the gospel? Explores the function and use of the tools of technology in the varied ministry of the church. Asks critical questions about technology and its use. In the context of addressing issues such as virtual community, media arts and worship, internet-based ministry, Christian education and youth ministry, and spirituality online, the course seeks to equip students with skills in this new area of ministry. Discussion forums, online projects, reflections paper.

Improvisation, theatre games, mask, mime and voice work as a basis for acting and story telling in faith communities; brief histories of liturgical drama; telling and exegesis of the Story in a society that is becoming biblically illiterate; finding creative ways to present individual gospels. Evaluation: Presentation of 10-minute performance piece; written report. (Academic mentor: David Neelands)

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.

Explores the theory and practice of various types of prayer and meditation through the artistic mediums of pencil, pastel and ink drawing, including critical reflection on the theology and spirituality of these art forms and on their relevance to spiritual direction and emotional and spiritual healing. Lecture, discussion, short reflection papers and drawing assignments. Pass/Fail grade.

The course deals with the issues of faith and adulthood; discipleship and responsibility for one’s faith. Their relationship will be explored from cultural, sociological, ethical, religious and theological perspectives. Particular attention will be given to the venues and models of adult religious education. The course emphasizes the practice of adult religious education and the skills needed for effective design, process, and evaluation of programmes for adult  religious education.

This course will examine systematic theoretical and experiential factors within family and small group contexts.  There will be a focus on developmental processes, power dynamics, leadership influences and conflict resolution.  Attention will be given to group dynamics within nuclear and extended families as well as in societal and ministry settings  The learning group will function as a laboratory in which systematic issues and themes related to group process are experienced and examined. Evaluation will be based on class participation, group facilitation assignment and two written assignments.

This course will examine the principle themes and issues impacting professionals in pastoral care and counselling and marriage and family therapy who are currently working in a variety of agency, institutional, or private practice settings. A number of codes of ethical practice will be studied and compared, such as the Canadian Association for Spiritual Care (CASC, formerly CAPPE), the American Association for Marriage and Family Therapy (AAMFT/OAMFT), and the Canadian Psychological Association (CPA). The main purpose of the course will be to foster a deepening sense of the essential nature of ethical reflection, conduct, and accountability to clients and professional associations through lectures, case discussions, and shared reflections on video materials. Evaluation: class participation, alternating weekly reflection papers and online quizzes, major paper.

This course has been pre-approved by the Canadian Association for Spiritual Care (CASC) as fulfilling the ethics requirement for certification programs in Supervised Pastoral Education Certification (CPE & PCE).

Secondary Practicum in Spiritual Direction: A two-week intensive course consisting of integration of theory and practice of spiritual direction. A model of non-residential Retreat in Everyday Life is used for this practicum. The course is the second phase of the Regis College Spiritual Direction Program. Discernment paper. Pass/Fail course. Prerequisites: RGP3661HY; 8-day directed retreat, RGP3687H, and RGP3688H. Restricted to students enrolled in Diploma in Spiritual Direction at Regis College.

This course will examine systematic theoretical and experiential factors within family and small group contexts.  There will be a focus on developmental processes, power dynamics, leadership influences and conflict resolution.  Attention will be given to group dynamics within nuclear and extended families as well as in societal and ministry settings  The learning group will function as a laboratory in which systematic issues and themes related to group process are experienced and examined. Evaluation will be based on class participation, group facilitation assignment and two written assignments.

This course will examine the principle themes and issues impacting professionals in pastoral care and counselling and marriage and family therapy who are currently working in a variety of agency, institutional, or private practice settings. A number of codes of ethical practice will be studied and compared, such as the Canadian Association for Spiritual Care (CASC, formerly CAPPE), the American Association for Marriage and Family Therapy (AAMFT/OAMFT), and the Canadian Psychological Association (CPA). The main purpose of the course will be to foster a deepening sense of the essential nature of ethical reflection, conduct, and accountability to clients and professional associations through lectures, case discussions, and shared reflections on video materials. Evaluation: class participation, alternating weekly reflection papers and online quizzes, major paper.

This course has been pre-approved by the Canadian Association for Spiritual Care (CASC) as fulfilling the ethics requirement for certification programs in Supervised Pastoral Education Certification (CPE & PCE).

Residential course on modern Orthodox/Eastern Christian spirituality. Study of major spiritual movements, figures and writings, with emphasis on the 20th century. Themes include the “Philokalic” and hesychastic revival beginning in the late 18th century, the Jesus Prayer, spiritual guidance, monastic renewal, liturgical spirituality, spirituality in times of revolution, persecution and exile, and spirituality in a secular environment. May be taken for degree credit or audited.

This course traces the development of Catholic Social Teaching and action from an historical and theological perspective. A Christian concept of justice will be explored within Biblical and theological contexts. Cultural developments that have impacted, and those that continue to influence, social thought, teaching and action within the Church will be discussed. The primary texts for the course are the social documents of the Church beginning with the Encyclical of Pope Leo X111, Rerum Novarum (1891) and continuing to the present day. Students will become familiar with the content of such documents and they will be encouraged to analyse the theological and social foundations upon which the documents have been developed. Key principles of Catholic Social Teaching will be introduced. The course will also explore the Christian call to justice and ways in which the social teachings of the Church can be integrated into personal spirituality and ministry. To facilitate such integration, examples will be highlighted from the lives of social activists within the Church. Teaching and learning methods will include, lecture, discussion, media and biographical analysis.