Pastoral Theology Courses for the 2012 Fall Session

This course will offer scriptural, historical, and theological foundations to help liturgists understand and then lead worship in a Reformed setting.

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.

"Do we believe that Christian Education would make the church or society different?  If so, how can we reshape Christian Education in our congregations in order to make the church and society different?  What would be the best approach to Christian education for our congregations today?  Keeping these questions in mind, we will open the world of Christian education, engaging in dialogue with theorists in that discipline.  We will explore educational theories and the wways of refashioning it for today's church and society, and create a vision of Christian education in order to make a congregation different."

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.

Residents of urban at-risk communities often have ministry done to them by well-meaning people. Organizations (non-proftis, churches, government, etc.) swoop in with money, people and resources and tell the community what they need. Playgrounds are erected overnight, murals painted over, or gardens appear without anyone asking the people who live there what they want. The message that no one listens is reinforced in their minds. God's concept of "shaolm" is not one of doing to people but one of inviting people to participate in their own community development. Students in this course will develop the skills necessary to engage a local community. This approach is guided through the development tools of community assessment (listening to the community) and project design, monitoring and evaluation (responding with the coomunity to a limitation). At the end of this course students will have the skills necessary to involve the community in its own restoration.

Survey of selected topics from Books I, II, III, and VI of the 1983 Code of Canon Law. Course goals include preparation for ministry. This course is part of the Diaconate Formation Diploma program at St. Augustine's.

This course introduces the student to the fundamentals of preaching. The student will learn to read a text closely, exegete a passage, and develop dynamic oral communication skills. Attention will be paid to the postmodern context, contemporary homiletical theory, and different sermonic forms. The student will be encouraged to be creative and find his/her own voice in a supportive environment. Expectations: written assignments, class exercises, one full length sermon, and one short homily.

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.

Introduction to Judaism through study of the Sabbath and festivals of the Jewish year. Designed for Christians, enables students to teach and to preach from an understanding of our Jewish roots. Readings, term project, written or 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.

This course presents the nature and purpose of the liturgical homily. It will provide instruction on the methods and skills necessary for the development of effective homilies. Emphasis will be given to the interplay between Scripture, preacher and assembly. Students will compose and deliver homilies, which will be critically discussed and evaluated by instructor and students. The first weeks of this course are presented as lecture by the professor. Once the basic textbook has been covered, students will preach a minimum of two times, before classmates (and a video camera). Each student will then have an appointment with the professor to review the homily and the evaluations of the classmates. Grading is based on the professor's evaluation of content and presentation, as well as that of the homilist's classmates.

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.

This course introduces students to practices and theories of pastoral care with an emphasis on self awareness and pastoral practice in an intercultural context. The first half of the course will focus on systems theories - family of origin, cultures of origin and social identity. Students will explore and present their own families of origin and social identity as a means to learn the theory, consider ministry implications and develop self awareness. The second half of the course will provide hands-on opportunities to practice pastoral skills while learning theory regarding grief and loss, death and dying, ethical decision making, spiritual care, developing pastoral relationships. Lecture, discussion, small group work, mid-term paper, case studies.

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.

The course is a ministry-based practical orientation to the ministry of church planting and fresh expressions of church. The curriculum includes material on spiritual formation for pioneering ministry; elements of missiology, ecclesiology and cultural exegesis; and how to begin, sustain and bring to maturity a fresh expression of church. This course is a part of Wycliffe's new M.Div. "pioneer stream". It is adapted from the course used in several seminaries in the UK as part of the Church of England's training for "Ordained Pioneer Ministries". This is in turn a part of the Fresh Expressions initiative of the Archbishops of Canterbury and York. Requirements: placement, field reports, class participation, reading, book reports, essay.

A five semester long preparation for active worship leadership in the Anglican Church. Supervised "worship teams" prepare for and preside at a variety of services. Music and homiletics (theory and performance), phenomenological and theological reflection on the practice of ministry. Lectures, periodic workshops. Reading, journaling, book reports (one per year) and short reflection paper at the end of the first and third academic years.

The responsibility of good administration and informed governance is a vital, if unsung, aspect of ministry in a conciliar system. This course will explore the mandates of collaborative congregational leadership, financial stewardship, effective communication and mission strategy in the context of current and emerging forms of United Church polity, and in view of the impact of changing demographics. Lectures and discussion; use of portfolios.

The aim of this course is to provide an outline of the history and current scholarship of English church music. Topics covered will include the impact of the English Reformation on liturgical music; the intersection between sacred and secular; the word-tone relationship in English plainchant and hymnody; music in Methodism; and choral-service revival in the Anglican Church. The course will explore a wide range of English church music including anthems, hymns, liturgical chants, oratorios and metrical psalms, along with a selected reading of relevant primary and secondary sources. Methodology: lectures, discussions, music listening, and readings. Evaluation: class participation (20%); one major essay (40%); and final exam (40%).

This course will require students to advance their singing and ensemble talents in a group rehearsal situation that is based on knowledge and its application, in order to achieve creative goals. The chorus director takes the role of lead interpreter and coach for the team. After cultivating reliable vocal production, diction, and notation reading skills, the choir will study repertoire drawn form twentieth century British and North American composers, using sacred texts. Styles will range from classical to jazz. Those registered for credit will be required to attend all rehearsals, and submit two short research papers, as well as a major book review. Students will be assessed on the faithfulness of attendance and team-interaction; on their growth in the vocal discipline; on three written assignments, and contribution to the summative exercise (final concert). TST Choir is open to all members of the community: students, faculty and staff.

A critical exploration of religious responses to suffering. Focal issues will include the relation of love and spiritual transformation to suffering, the role of religious models or exemplars of suffering, and religious experience and the problems of theodicy. Readings will include works by Fyodor Dostoevsky, Dorothee Soelle and Simone Weil, as well as other selections drawn from the Christian, Buddhist, and Jewish traditions. Lectures, discussion, critical reflection papers.

This course will investigate spirituality and health in light of a wholistic view of human flourishing tha includes physical, emotional, spiritual and psycho-social aspects. Emphatic spiritual care requires the ability to put oneself in the shoes of another. The role of illness narratives and active listening will be examined. Aspects of inter-cultural spiritual care will be named and practiced. The course will consist of lectures, small groups, individual presentations and a final paper. Evaluation: participation, 10%; integration paper, 20%; topic proposal, 10%; literature review, 20%; and fnal research paper, 40%. Prerequisite: one course in worship or theology or permission of the instructor.

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 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.

Examination of contemporary theories of human growth and development, and the contribution that such theories offer to the understanding of religious development and the praxis of religious education. Particular attention is paid to the impact of post-modern culture on the possibility of faith today. Lectures, readings, seminar presentation (20%), two reflections (2 x 20%), final paper (40%).

Trends and patterns in 20th Century Catholic educational documents. Pedagogical, theological, cultural, social, and foundational issues. Faith development, catechesis and implications for religious education. Adaptation of documents to Canadian context. Lecture, seminar, participation, critical review of one document, and paper.

Participants in the course will investigate and evaluate significant perspectives on the learning process in order to understand the assumptions of various theories and to interpret these from a biblically- informed standpoint. They will review current research into child development and learning (e.g. brain research, cognitive processes, multiple intelligences, learning styles ) in seeking to develop a coherent understanding of the relationships between various learning theories, on the basis of a Christian view of the person and of the knowledge. An action research project will enable participants to test an approach to learning that is relevant to their educational responsibilities. The course employs and extensive Study Guide, three books plus book chapters and journal articles, with an online discussion forum and Skype/ telephone conferencing. Participation in the forum and a professionally-oriented research paper will provide the basis for evaluation. Study Guide to accompany texts and readings; online discussion forum; Skype/ telephone conferencing. Online forum participation (30%); Research paper (70%).

Offered by the CASC Supervisors of the Ontario Central Region. A 400-hour unit in the second year at the basic level meeting standards of the Canadian Association for Spiritual Care (CASC). The course will further develop theoretical knowledge and clinical skills in Pastoral Counselling and Marriage and Family Therapy. There will be a focus on developing systemic approaches, and deepening personal integration, and ethical insights and awareness 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.

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 Canadian Association for Spiritual Care (CASC) Supervisors of the GTA. A 400-hour unit of Clinical Pastoral Education at the basic level meeting standards of Canadian Association for Spiritual Care (CASC). May take place in general, psychiatric, chronic, geriatric, rehabilitation hospitals, correctional institutions, facilities for mentally/physically challenged, parishes.

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.

In the past fifty years significant developments have taken place within biblical studies. A renewed focus on method and the task of interpretation has implications for the preacher in her/his weekly task of expounding the scriptures. This course will examine these more recent methods, inlcuding post holocaust, feminist, social science, postcolonial and empire studies and discuss their implications for preaching the biblical text. The course will focus on the intersection of these newer methods and the parallel developments within the "New Homiletic" since the 1960's.

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.

A critical exploration of religious responses to suffering. Focal issues will include the relation of love and spiritual transformation to suffering, the role of religious models or exemplars of suffering, and religious experience and the problems of theodicy. Readings will include works by Fyodor Dostoevsky, Dorothee Soelle and Simone Weil, as well as other selections drawn from the Christian, Buddhist, and Jewish traditions. Lectures, discussion, critical 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 RGP6661H, Retreat in Everyday Life RGP6248Y, RGP6687H and RGP6688H. Four academic courses suggested for the Diploma in Spiritual Direction. Co-requisite: On-going participation in the practice of spiritual direction.

Participants in the course will investigate and evaluate significant perspectives on the learning process in order to understand the assumptions of various theories and to interpret these from a biblically- informed standpoint. They will review current research into child development and learning (e.g. brain research, cognitive processes, multiple intelligences, learning styles ) in seeking to develop a coherent understanding of the relationships between various learning theories, on the basis of a Christian view of the person and of the knowledge. An action research project will enable participants to test an approach to learning that is relevant to their educational responsibilities. The course employs and extensive Study Guide, three books plus book chapters and journal articles, with an online discussion forum and Skype/ telephone conferencing. Participation in the forum and a professionally-oriented research paper will provide the basis for evaluation. Study Guide to accompany texts and readings; online discussion forum; Skype/ telephone conferencing. Online forum participation (30%); Research paper (70%).

Offered by the CASC Supervisors of the Ontario Central Region. A 400-hour unit of Pastoral Counselling Education at the advanced level meeting standards of the Canadian Association for 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.

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

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.

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. Two short integration papers. Pass/Fail course for BD students. Graded course for AD students.

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.

Explores Christian Kenosis as an expression of the unconditional love of God made known in Christ. Here the mutual relations of self-giving in the Trinity may be reflected in the lives of human persons. Of key significance is Hans Urs von Balthasar's appreciation of the paschal mystery. Also in dialogue are: Sarah Coakley, John Paul II and Thomas Merton.  Lectures, discussion, class presentations, research paper, one short paper and a research paper.