To enable students to gain pastoral experience of an assessable nature and to develop further the skills of theological reflection. To provide placement experience at Level 3 which builds towards a breadth of experience and a progression from Levels 1 and 2 in terms of critical reflection on skills, practice and context.
Learning Outcomes
By the end of the module student will demonstrate:
• sensitivity to and critical engagement with ministry in context
• the ability to integrate practice and theory in pastoral ministry
• the ability to draw appropriately on theological texts and traditions in the task of understanding and evaluating a ministerial context
• critical self-understanding in relation to ministerial experience
• a level of autonomy in identifying areas of interest from the placement experience and in undertaking reflection and research on those areas.
Content
The major dynamic of the content will be practical and theological reflection on a pastoral placement in parish, circuit or secular setting. Practical work will take place under the supervision of an on-site supervisor and pastoral studies tutors, with supervision and reflection sessions built into the programme, including advice on theological and other resources. At Level 3, students will be expected to demonstrate a level of autonomy in their learning, researching and reflecting on the placement experience.
There is no formative assignment for this module but extensive one-to-one work with both on-site and course tutors will provide substantial feedback in the learning process.
Summative assessment
A joint report from the internal and on-site supervisor (50%)
A written assignment of 1500 words based on the placement using the 'Case Study Method'
THMN3187 Preaching in Pastoral Context
Not running in 2013-14.
Level
3
Credits
10
Aims
To develop students’ competence in reflecting critically on the Church’s preaching ministry
To enable students to bring a critical dimension to preaching in their ministerial contexts by addressing particular issues in the light of the Christian traditions and local/regional and wider contexts
To examine a range of strategies and approaches to preaching, to evaluate critically the strategies, and to consider their value and appropriateness for different pastoral contexts
To enable students to develop further their competence in using Scripture in the context of sermon preparation, delivery and reflection, paying attention to the different ways of reading and interpreting the Scriptures To enable students to develop further their competence in using Scripture in the context of sermon preparation, delivery and reflection, paying attention to the different ways of reading and interpreting the Scriptures
To help students to gain a deeper understanding of approaches to, and theories of, preaching and their application of this knowledge to inform and improve their preaching practice.
An understanding of a range of strategies and techniques for addressing pastoral contexts in preaching
A coherent understanding of key approaches to and theories of preaching
An in depth understanding of key scriptural passages and their potential use and application in different pastoral contexts
A critical awareness of the importance of appropriate exegetical and hermeneutical approaches to Scriptures for preaching
An awareness of the demands and opportunities arising from particular occasions
The ability to evaluate critically information from a range of sources, and apply it to develop solutions to new or complex problems or situations
Content
This module will take students further in their preaching ministry. It concentrates on the pastoral implications of preaching: both the obvious and the less obvious aspects of this area. It will explore context, theological reflection and preaching is specific situations. It will also probe hermeneutical insights and equip students to be properly self critical about their preaching. It will give them practice in applying some of the techniques that preachers have found helpful in these situations. It will also face the problems that arise through the pastoral nature of preaching. It will enable them to expand and extend their ability to communicate ideas in clear, concise and convincing ways and give them the tools they need to prepare and deliver sermons which are appropriate to pastoral situations and contexts.
Indicative bibliography
Brown, R., Can Words Express Our Wonder? (Norwich: Canterbury Press, 2009).
Childers, J., Performing The Word (Nashville: Abingdon Press, 1998).
Cosgrove, C., & W.D. Edgerton, In Other Words – Incarnational Translation for Preaching (Grand Rapids Michigan: William B Eerdmans, 2007).
Day, D., A Preaching Workbook (London: SPCK, 1998).
Day, D., Embodying the Word (London: SPCK, 2005).
Day, D., J. Astley & L. Francis, A Reader on Preaching (Aldershot: Ashgate, 2005).
Day, K., Difficult Conversations (Maryland: Alban Institute, 2001).
Long, T., The Witness Of Preaching (Second Edition) (Louiseville: Westminster John Knox Press, 2005).
Schlafer, D.J., What Makes This Day Different? Preaching Grace on Special Occasions (Boston Mass: Cowley Publications, 1998).
Teaching methods
Seminars: contact time 14 hours
Formative assessment
An assessed sermon in the student’s home church.
Summative assessment
Recorded 10-15 min. sermon (50%); 1000 word reflection (50%).
THMN 3197 Imagining Jesus
Running in 2013-14 at Lindisfarne
Level
3
Credits
10
Aim
Historical reconstructions of Jesus have played and continue to play a significant role in the shaping of Christian faith and mission. This module aims:
to introduce students to the complex field of the Quest of the historical Jesus
to give students an opportunity to develop their own critical and imaginative response to the portrayals of Jesus in the canonical gospels
Learning Outcomes
Subject Knowledge
By the end of the course the student will be able to:
be able to demonstrate their understanding of the complexity of the canonical gospels as sources for historical and theological investigation
have a critical awareness of the role played by the interpreter’s culture and background on the discipline
have developed criteria for their own critically informed imagination for the use and interpretation of Jesus traditions
Subject Skills
By the end of the module, students will be able to:
represent critically and fairly the view of a range of scholars of the Quest
offer a short account of their own approach to Jesus Studies
evaluate and critically analyse the canonical gospels, along with secondary sources from the various stages of the ‘Quest for the Historical Jesus’
identify the strengths and the weaknesses of the diverse approaches taken
make wise use of a large field of resources in order to identify appropriate source material (N.B. Some scholars have written whole books about the Quest which are simply bibliographies!)
offer interpretive reconstructions of the traditions surrounding Jesus of Nazareth, which could be shared in various contexts besides the academic setting
Evans, Craig A., Jesus and His World. The archaeological evidence (London: SPCK, 2012).
Fisk, Bruce N., A Hitchhiker’s Guide to Jesus (Grand Rapids: Baker Academic, 2012).
Sanders, E.P., Jesus and Judaism (London: SCM, 1985).
Schweitzer, Albert, The Quest of the historical Jesus (London: A.& C. Black, 1910; 3rd edn, London: SCM 1954). [Original1906.]
Theissen, Gerd & Annette Merz, The Historical Jesus. A Comprehensive Guide (London: SCM, 1998).
Williams, Jane, Faces of Christ: Jesus in Art (Oxford: Lion, 2011).
Teaching methods
Lectures and seminars, including plenary and small group discussions; one-to-one tutorial with course tutor
Formative assessment
A 250 word bibliography in respect of the topic chosen for Part 2 of the summative assessment, and a 1000 word historical and theological analysis of the same
Summative assessment
The summative assessment is in two parts:
A 1000 word essay on the subject: ‘What can we know about the historical figure of Jesus?’ The answer should be illustrated with reference to two major contributors to the field. (40%)
A 1500 word paper on a topic from the Gospels’ portrayal of Jesus. This will be the written for an imagined audience of a group of well-informed parishioners / church members. The answer may be illustrated with artistic material. (60%)
THMN3207 Conflict Transformation in the Church
Running in 2013-14 at St John’s
Level
3
Credits
10
Aim
To provide skills and tools to work towards effecting transformation in situations of conflict.
To promote understanding of conflict in church settings.
To develop awareness of personal working style as a leader facing conflict.
Learning Outcomes
Subject Knowledge
Upon successful completion of the module students will be able to:
Demonstrate analytical understanding of the causes and structures of human conflict.
Demonstrate analytical understanding of themes and resources from Christian theological tradition for dealing with issues of conflict.
Demonstrate critical awareness of the ethical impact of conflict in Christian ministry and of principles of effective leadership in ecclesial settings involving conflicting positions, interests and needs.
Subject Skills
Upon successful completion of the module students will be able to:
Articulate and analyse ways for working constructively with conflict in the church.
Draw critically upon resources informed by scripture, tradition and the human sciences in their approach to conflict and pastoral care within church settings.
Demonstrate awareness of their own working style preference.
Key transferable Skills
Upon successful completion of the module students will be able to:
Demonstrate developed self-awareness.
Demonstrate integrative ability as reflective practitioners.
Indicative
Content
Our Experience of Conflict:
Definitions and associations of conflict
Christians and conflict
Ways of working with conflict
Gilmore-Fraleigh style profile – personal profile in calm and storm; defining and recognising excess
Augsberger, Caring Enough to Confront (Regal Press, 2009)
Boers, Never Call Them Jerks (Alban Institute, 1999)
Patterson, Colin, How to Learn through Conflict (Grove, 2008)
Schrock-Shenk (ed), Making Peace with Conflict (Herald Press, 1999)
Schrock-Shenk (ed), Mediation and Facilitation Training Manual (Mennonite Conciliation Service, 2000)
Tutu, Desmond, No Future without Forgiveness (Random House, 1999)
Teaching methods
The modes of teaching will vary including:
Input sessions to impart information to facilitate knowledge of the subject matter
Interactive learning through role play, questions, and small group discussion to facilitate critical engagement with the subject matter
Whole group participation in conflict transformation exercises to enable experiential learning and reflection, and the provision of tools for working with conflict.
Formative assessment
Participation in course exercises and in-class reflective journaling
