Running in 2013-14 at St John’s.
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Level
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2
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Credits
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10
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Aims
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To explore the nature of Christian leadership, with particular reference to the role of the ordained minister in the context of parish or circuit ministry revise to incorporate
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Learning Outcomes
Content
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By the end of the module students will:
• be able to give an account of leadership which is distinctively Christian and as it relates to the ministry of the ordained
• be able to learn from and reflect theologically upon contemporary approaches to management and leadership
• develop foundational skills required for understanding and developing the life of a Christian community (including building common vision; introducing change and handling conflict)
• develop foundational skills required for working collaboratively; developing teams and enabling the ministry of others
• show an awareness of the basic ministerial skills of self-management, including the building of personal means of support and responses to stress
• The language of leadership – metaphor and meaning
• Case study : introduction to the assignment
• Leadership in the Bible
• Mission statements – vision and values
• Collaborative leadership – leading in teams
• Team Roles
• Conflict Management Styles
• Systems approach to leadership analysis
• The spirituality of leadership
• Leadership issues relating to gender
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Indicative bibliography
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Croft, Steve, Ministry in Three Dimensions: A Theological Foundation for Local Church Leadership (London: DLT, 1999).
Grundy, Malcolm, Understanding Congregations (London: Mowbray, 1998).
Hahn, Celia Allison, Growing in authority, relinquishing control (Maryland: Alban Institute, 1994).
Hybels, Bill, Courageous Leadership (Grand Rapids: Zondervan, 2002).
Jamieson, Penny, Living at the edge: Sacrament and Solidarity in Leadership (New York: Continuum, 1997).
Lambdin, Keith, Finding your Leadership Style (London: SPCK, 2012).
Nelson, John (ed.), Leading, Ministering, Managing (Norwich: Canterbury Press, 1999).
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Teaching methods
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14 hours contact time including lectures, group work and discussion
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Formative assessment
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In-class exercise
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Summative assessment
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A 2500 word response to a given case study
| THMN2107 Christian Education
Running in 2013-14 at St John’s.
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Level
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2
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Credits
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10
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Aims
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• To examine the practical and theoretical questions involved in Christian education
• To explore ways in which adults, young people and children learn
• To consider models and approaches to Church related education and the role of ordained and other ministries in Christian education.
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Learning Outcomes
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By the end of the module students will be able to:
• Identify the variety of ways people learn
• Demonstrate an understanding of faith development in children, adolescents and adults
• Evaluate models of Christians education and their application in a practical context
• Design, deliver and evaluate an educational activity or event for a clearly defined group.
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Content
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Foundation Sessions
• Roots of Christian Education in the Bible and Tradition
• The language of faith and education
• The nature of learning
• Models of Christian Education
• The basics of education design
• Practical issues in Christian education
• Nurturing faith in children: under 5s and 5-11
• Working in and with schools • Youth and Adolescence
• Adults working with children • Adult enquirers
• Adult learning • Families and Learning
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Indicative bibliography
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Astley, Jeff (ed.), Learning in the Way (Leominster: Gracewing, 2000).
Astley, Jeff, How Faith Grows (London: National Society/Church House Publishing, 1991).
Croft, Steve and Roger Walton, Learning for Ministry (London: Church House Publishing, 2005).
Donahue, B. and R. Robinson, Building a Church of Small Groups (Willow Creek: Zondervan, 2001).
Francis, Leslie J. and Jeff Astley, Children, Churches and Christian Learning (London: SPCK, 2002).
Reece, I. and D. Walker, Teaching, Training and Learning: a practical guide (Houghton-le-Spring: BEP, 1998).
Rogers, Jenny, Adults Learning (Milton Keynes: Open University Press, Various editions from 1971 onwards).
Ward, Pete, Relational Youth Work (Oxford: Lynx Communications, 1995).
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Teaching methods
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14 hours contact time including lectures, discussion, group work and seminars
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Formative assessment
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In-class exercise
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Summative assessment
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2500 word essay
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