Previous Years' Course Catalogues

After the Bible, the Book of Common Prayer (BCP), in its various revisions, is the most important foundational text of Anglican Christianity; Often praised for its literary beauty and influence, it has nevertheless become unfamiliar or even offensive to Anglicans who worship mainly with new liturgies produced in recent decades; This course will explore the sources and historical development of the Prayer Book tradition from the sixteenth to the twentieth century, the BCP's importance in the history of doctrinal controversy and Anglican identity, and how the BCP's liturgies have been variously received and interpreted over time, including critiques by modern liturgical scholarship; Major themes: the Bible and worship; liturgical language; the sacraments; sin and repentance; individual and community; ecclesiology and ecumenism; the BDP and churchmanship

Emerging trends and possibilities in worship and theology including: worship and liturgy; liturgical theology and praxis; culture and context; prayer and politics. TST and Cuban students will together explore intercultural, liberative, post- and de- colonial threads in theology and liturgy. participation in local Cuban worshiping communities; intercultural worship planning and celebration.

Emerging trends and possibilities in worship and theology including: worship and liturgy; liturgical theology and praxis; culture and context; prayer and politics. TST and Cuban students will together explore intercultural, liberative, post- and de- colonial threads in theology and liturgy. participation in local Cuban worshiping communities; intercultural worship planning and celebration.

Emerging trends and possibilities in worship and theology including: worship and liturgy; liturgical theology and praxis; culture and context; prayer and politics. TST and Cuban students will together explore intercultural, liberative, post- and de- colonial threads in theology and liturgy. participation in local Cuban worshiping communities; intercultural worship planning and celebration.

Youth ministry is ministry and therefore demands that youth ministers articulate a compelling theological understanding of the world and a deep understanding of young people In contemporary culture. Students will organize their own theological understanding In ways that make sense both to themselves and to the practice of ministry with young people. Topics include theological anthropology in conversation with adolescent development, Christian community in a world filled with mediated social relations, faithful worship with the lurking temptation of spectacle, vocation in a difficult economy, eschatology and the death of a young person.

This is a comprehensive course on the study of Christianity in the context of Latin America. After exploring the history of religion in colonial Latin America. Specific issues and topics that will be covered during the semester will be: 1) colonial development of Latin American Catholicism; 2) Jesuit contributions to Latin American religion and issues of criollo/mestizo and indigenous inculturation; 3) rise of liberalism, political revolution, and national religious contexts; national church consolidations and the development of specific cultural Catholicism (Mexican, Cuban, Columbian, etc); 4) early Latin American Protestantism and its evolution; 5) Social Catholicism, Catholic Action, and the Christian Democracy movement; 6) Latin American contributions to Vatican II; 7) post-Vatican II Catholicism and Liberal Protestantism and rise of Liberation Theology and political reactions; 8) rise of Protestant Evangelicalism and indigenous religious movements and their effects on national and regional politics and public policies; and 9) new trends of Catholic lay movements, Mormonism, and Evangelicals; 10) Aparecida: where Francis' Pontificate Began. 11) The Ecclesiology of Pope Francis.

This course will survey the origins and historical development of eucharistic rites in both East and West, with special attention to the interaction between the liturgy and the development of eucharistic theology. It will proceed to an evaluation of contemporary rites, particularly the Roman Missal, and implications for ecumenical dialogue and pastoral practice.

This course is an opportunity for students to practice integrating their pastoral, practical experience (congregational leadership, supervised internship and/or site placement) with their more theoretical learnings from previous course work. With instructors, teaching assistants and classmates, each student will identify where their experience has helped them identify gaps in their preparation for ministry. Students will be encouraged to understand that the questions and feelings that present themselves at the intersection of what ministry asks of them and what they do not yet have to offer, are guides leading to new learning and growth. Attending to these feelings and questions is a life-long exercise. As part of a community of active learning, each student will be supported in identifying focused learning needs and developing pathways to address those needs. Using the perspective that every learner is a teacher, and every teacher is a learner, each student will make a class presentation and participate in collaborative communal education through group discussion and peer learning groups. Individual learning will be demonstrated in a variety of ways. Through these means, students will practice the integration of theoretical and practical theological activity that will further equip them to offer resilient, adaptive, vibrant leadership in ministry. Evaluation: class presentation, attendance, assignments, final paper.  Prerequisite: EMF 3020Y Contextual Education.

This course is an opportunity for students to practice integrating their pastoral, practical experience (congregational leadership, supervised internship and/or site placement) with their more theoretical learnings from previous course work. With instructors, teaching assistants and classmates, each student will identify where their experience has helped them identify gaps in their preparation for ministry. Students will be encouraged to understand that the questions and feelings that present themselves at the intersection of what ministry asks of them and what they do not yet have to offer, are guides leading to new learning and growth. Attending to these feelings and questions is a life-long exercise. As part of a community of active learning, each student will be supported in identifying focused learning needs and developing pathways to address those needs. Using the perspective that every learner is a teacher, and every teacher is a learner, each student will make a class presentation and participate in collaborative communal education through group discussion and peer learning groups. Individual learning will be demonstrated in a variety of ways. Through these means, students will practice the integration of theoretical and practical theological activity that will further equip them to offer resilient, adaptive, vibrant leadership in ministry.

This course is an opportunity for students to practice integrating their pastoral, practical experience (congregational leadership, supervised internship and/or site placement) with their more theoretical learnings from previous course work. With instructors, teaching assistants and classmates, each student will identify where their experience has helped them identify gaps in their preparation for ministry. Students will be encouraged to understand that the questions and feelings that present themselves at the intersection of what ministry asks of them and what they do not yet have to offer, are guides leading to new learning and growth. Attending to these feelings and questions is a life-long exercise. As part of a community of active learning, each student will be supported in identifying focused learning needs and developing pathways to address those needs. Using the perspective that every learner is a teacher, and every teacher is a learner, each student will make a class presentation and participate in collaborative communal education through group discussion and peer learning groups. Individual learning will be demonstrated in a variety of ways. Through these means, students will practice the integration of theoretical and practical theological activity that will further equip them to offer resilient, adaptive, vibrant leadership in ministry. 

This course is an opportunity for students to practice integrating their pastoral, practical experience (congregational leadership, supervised internship and/or site placement) with their more theoretical learnings from previous course work. With instructors, teaching assistants and classmates, each student will identify where their experience has helped them identify gaps in their preparation for ministry. Students will be encouraged to understand that the questions and feelings that present themselves at the intersection of what ministry asks of them and what they do not yet have to offer, are guides leading to new learning and growth. Attending to these feelings and questions is a life-long exercise. As part of a community of active learning, each student will be supported in identifying focused learning needs and developing pathways to address those needs. Using the perspective that every learner is a teacher, and every teacher is a learner, each student will make a class presentation and participate in collaborative communal education through group discussion and peer learning groups. Individual learning will be demonstrated in a variety of ways. Through these means, students will practice the integration of theoretical and practical theological activity that will further equip them to offer resilient, adaptive, vibrant leadership in ministry.

This course is an opportunity for students to practice integrating their pastoral, practical experience (congregational leadership, supervised internship and/or site placement) with their more theoretical learnings from previous course work. With instructors, teaching assistants and classmates, each student will identify where their experience has helped them identify gaps in their preparation for ministry.  Students will be encouraged to understand that the questions and feelings that present themselves at the intersection of what ministry asks of them and what they do not yet have to offer, are guides leading to new learning and growth.  Attending to these feelings and questions is a life-long exercise.
 
As part of a community of active learning, each student will be supported in identifying focused learning needs and developing pathways to address those needs.  Using the perspective that every learner is a teacher, and every teacher is a learner, each student will make a class presentation and participate in collaborative communal education through group discussion and peer learning groups.  Individual learning will be demonstrated in a variety of ways.  Through these means, students will practice the integration of theoretical and practical theological activity that will further equip them to offer resilient, adaptive, vibrant leadership in ministry.  Evaluation: class presentation, attendance, assignments, final paper.