1. Models of Religious Education: Theory and Practice in Historical and Contemporary Perspective by Harold Burgesshttps://place.asburyseminary.edu/syllabi/2233/thumbnail.jp

Johnson-Miller, Beverly C.

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Asbury Theological Seminary

Asbury Theological SeminaryePLACE: preserving, learning, and creative exchangeSyllabi eCommons1-1-2002CD 651 Professional Foundations of ChristianEducationBeverly C. Johnson-MillerFollow this and additional works at: http://place.asburyseminary.edu/syllabiThis Document is brought to you for free and open access by the eCommons at ePLACE: preserving, learning, and creative exchange. It has beenaccepted for inclusion in Syllabi by an authorized administrator of ePLACE: preserving, learning, and creative exchange. For more information, pleasecontact thad.horner@asburyseminary.edu.Recommended CitationJohnson-Miller, Beverly C., "CD 651 Professional Foundations of Christian Education" (2002). Syllabi. Book 1129.http://place.asburyseminary.edu/syllabi/1129Beverly C. Johnson-Miller, Ph.D. Assistant Professor of Christian Discipleship Asbury Theological Seminary – Wilmore, KY 40390 Course Syllabus, Fall 2002 2:30-5:15 p.m., T, M306  CD651 PROFESSIONAL FOUNDATIONS OF CHRISTIAN EDUCATION  CATALOG COURSE DESCRIPTION  An examination of the key ideas set forth in the writings of 30 significant contributors to the development of Christian education, as a field of study and as an arena for the practice of Christian ministry.    COURSE OBJECTIVES  The objectives of this course are that the participants will:  1. become well-acquainted with the major movements and figures in the history of Christian education 2. envision ways in which historical studies may inform contemporary Christian education practice 3. develop lenses and skills for critical response and analysis of Christian education theories  4. come to understand the historical, theological, and philosophical bases for professional understanding of Christian education  TEXT  Models of Religious Education:  Theory and Practice in Historical and Contemporary   Perspective by Harold Burgess  PHILOSOPHY OF EDUCATION   In order for something to be called education, it must be truly educative.  Transmitting bodies of information and rules or values collected in the past does not equal education.  Education involves movement beyond limitations, and frees people to live life more fully as God intended.  Education involves people in co-explorer relationships, problem solving, and personal ownership in the learning experience.   The learning experience in this class will be based on this philosophy of education that calls for participatory, interactive, reflective, bilateral, and dialogical learning activities.  For example, you will be asked to reflect on, and openly discuss, your personal experiences and understandings related to various topics.  You may also be required to participate in reflective learning games or simulation projects in order to promote co-explorer relationships, problem solving, and personal ownership.  Your presence and enthusiastic participation in all class activities will determine the value of your learning experience.  REQUIREMENTS  1. Faithful attendance and participation – your presence in every class is expected and required  2. Completion of all readings, projects, reports, and presentations by the date assigned on the course calendar.  3. Complete reading of Burgess text and 1000 pages of collateral reading.  Two collateral reports (2-3 pages) are due:  October 15 and December 10.  Report about ½ of reading for each report.  Collateral reading should support and enrich your seminar assignments and contribute to your probable focus of ministry.  Collateral reading in this class means required reading in addition to the required text listed above.  Collateral reading includes only literature related to the topics and learning objectives of this course.  Collateral reading may include the readings related to your assigned reports.  The collateral reading report must provide the following:  bibliographic information (such as author, title, publisher, and date); a description of the content highlighting any major ideas, events, or issues; and your personal response (agree or disagree, insights gained) to the reading.    4. Two seminar-type reports will be assigned.     Report #1 will focus on a topic, figure or movement, from the first 19 centuries of the church.  Each participant is asked to take an intensified research and teaching role for one of the seminar topics.  The participant will take responsibility for teaching that topic on the assigned day.  The teaching should include biographical exploration and discussion of the related historical context, significant contributions and developments, and supplementary bibliography. Various methods/tools (such as dramatic speech, role play, power point, or other) may be employed, and the teaching must include a four to five page report to be copied for all class participants. The report may be in an outline form.  The report and teaching must demonstrate the historical impact of the major figure/movement, particularly for contemporary practice of Christian education.  It is important that you identify the ways in which your study challenges your current/future theory and practice of Christian education.  Time will be allotted for presentations according to the number of participants enrolled in the class.    Report #2 will be the major project of the semester.  It will focus on the contributions of a major 20th century thinker in the field of Christian religious education.  The report must include a careful description and analysis of your subject’s life story, and the relationship of their biography to their theory and practice of Christian education. In other words, you must identify the ways in which people, events, historical context, and other gave shape to their expression of Christian education.  The reports must also demonstrate the historical impact of these major figures including the significance of their life and work in contemporary practice of Christian education.  This report should be fifteen to twenty pages and will be presented in class.  The purpose of these reports is for you to become well acquainted with the major movements and figures in history of Christian education.  These learning activities enable awareness of the possible ways in which historical studies may inform contemporary Christian education practice.  The reports also aid in the development of skills for critical analysis of Christian education theories including understanding of the historical, theological, and philosophical bases   AVAILABLE RESOURCES  Libraries:  ATS; Asbury College; Lexington Theological Seminary; and University of Kentucky.  Interlibrary loan services are also available and they may require two to four weeks to acquire the books and articles requested. I recommend that you gather all your research materials early in the semester.  Appropriate resources will enable quality research projects. On-Line Databases such as Religious & Theological Abstracts:  On-line data bases are relatively easy ways to access the available literature about your research topic.  Personal Contacts:  There are ways to contact the contemporary writers through your professor and other faculty at ATS.  You may also consider locating close friends, relatives, or former students of the contemporary writers.  Planning ahead and asking for assistance will be essential to your success with personal interviews.  GRADING POLICY   Grades will be assigned on a point basis:    “A” 95-100  “A-” 90-94  “B+” 85-89  “B” 80-84  “B-” 75-79  “C+” 70-74  “C” 65-59   Evidence of your success in fulfilling the objectives of this course will be determined and graded according to the following criteria:   1. Attendance and Participation = 20 points 2. Collateral Reading Reports = 20 points (10 points each) 3. Report #1 = 25 points Organization, including appropriate form and style = 5 points Appropriate information (biography, historical context, significant contributions, bibliography, demonstration of historical impact on contemporary practice) = 15 Teaching Presentation = 10    4.  Report #2 = 35 points Organization, including appropriate form and style = 5 points Description and analysis of your subject’s life story = 10 points Description of your subject’s Christian education theory including the significance of their life and work in contemporary practice. = 20 points   Through these reports, you will demonstrate your understanding of a major figure/issue in the history of Christian education as well as the significance of this figure/issue in contemporary practice.  These reports will aid in the development of critical analysis skills and provide insights on the historical, theological, and philosophical bases for a professional understanding of Christian education.  CALENDAR   A calendar for the teaching roles and project presentations will be determined in class on September 3.     Collateral readings are an essential part of this course.  Students will be expected to submit a personal reading plan on September 24.   The outline of the course will follow Burgess, Models.   Reed and Prevost, A History of Christian Education is an excellent reading investment.  It largely covers the history of Christian education in early centuries.  Two copies are on reserve in the library.  CALENDAR September 3  Course introduction    Everybody Ought to go to Sunday School?  September 10 Space for Fresh Vision:  issues, trends, and challenges in the history of Christian education   September 17 - Student Teaching Begins     Jesus      _____________________________   The Catechumenate and Cetechetical Schools_____________________________    The Desert Fathers/Mothers   _____________________________   Cyril of Jerusalem and Early Church Education____________________________  September 24   Augustine’s Contributions to Education ______________________________   Monastic Education    ______________________________   Martin Luther     ______________________________   John Calvin     ______________________________  October 1   Radical Reformers/Anabaptists  ______________________________   Ignatius of Loyola    ______________________________   The Impact of the Enlightenment on C.E. ______________________________   John Wesley’s Legacy in C.E.  ______________________________   October 8   Robert Raikes (Hannah Ball) and the Rise of the Sunday School         ______________________________   Stephen Paxson (American S.S. Pioneer) ______________________________   The Illinois Band (S.S. Movement)  ______________________________   Influence of Women Prior to 20th Century ______________________________    October 15   Horace Bushnell    ______________________________      The Turn of the Century S.S.   Prof. Johnson-Miller_____________  Collateral Reading Report Due  October 22  The Rise of Progressive Evangelicals?????:  the unsolved challenges of 20th century Christian education   Liberal Theological Model of C.E. October 29   The Influence of Liberal Theology  ______________________________   George Coe     ______________________________   Sophia Fahs     ______________________________  Mainline Theological Model of C.E. November 5   Hulda Neibhur    ______________________________   Randolph Crump Miller   ______________________________   Iris Cully (or Sara Little)   ______________________________  Social-Science Model November 12  “The Social Science Approach to Religious Education” a film by James Michael Lee with Harold Burgess.  The Evangelical Theological Model November 19   Frank Gaebelein    ______________________________   Lois/Mary LeBar    ______________________________   Henrietta Mears    ______________________________   Larry Richards    ______________________________    November 26   Reading Week  Current Writers in C.E. December 3   John Westerhoff    ______________________________   Thomas Groome    ______________________________   Mary Elizabeth Moore   ______________________________   James Wilhoit     ______________________________   Les Steele     ______________________________   Michael Anthony    ______________________________     December 10        Where Do We Go From Here?:  your vision and the future of Christian education  Final Collateral Reading Report Due     Final Paper Due on Exam Date, Thursday, December 12         CD651 Professional Foundations of Christian Education COURSE GOALS AND EXPECTATIONS         Name: ATS mail box #: E-mail address:  1. What is your previous ministry experience?    2. What do you think this course is about?    3. Why are you at ATS?    4. What would you like to learn from this course?    5. What kinds of strengths or abilities do you bring to this course?    6. How do you think you learn best?    7. What do you hope doesn’t happen in this course?    8. Please write any additional comments which would help the instructor make the course most meaningful to you. Asbury Theological Seminary  Student Questions about the Nature of the Church  DEFINITIONAL QUESTIONS  1. What are the needs that a church should address?  2. Are traditional Sunday School Structures valid?  3. How are our church structures reflections of our ecclesiology and view of persons?  4. How important is the local church?  5. Are clergy biblical?    APPLICATION QUESTIONS  1. Ho does church structure affect the method of education used?  2. What should be church involvement with secular social groups?  3. How effective is the church in fulfilling its purpose?    TECHNICAL/PRACTICAL QUESTIONS  1. How does a church evaluate the needs of the community?  2. Can we truly change the traditional church?  3. How do you encourage church renewal in a traditional church?  4. When should you start your own church?  5. How important are denominational ties?          

CD 651 Professional Foundations of Christian Education

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CD 651 Professional Foundations of Christian Education

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