James C. Wilhoit and John M. Dettoni. Nurture that is Christian: Developmental Perspectives on Christian Education. Wheaton: Victor Books, 1995. James Fowler. Faithful Change: The Personal and Public Challenges of Postmodern Life. Nashville: Abingdon Press, 1996. E Stanley Jones, The Christ of the Mount. Hardwired to Connect: The New Scientific Case for Authoritative Communities (From the Institute of American Values www.americanvalues.org) Choose one from the following: (I recommend The Great Divorce for this class, but I am open to these other substitutions if they sound more appealing) C.S. Lewis. The Abolition of Man C.S. Lewis. The Great Divorce Walter Wangerin. The Orphean Passageshttps://place.asburyseminary.edu/syllabi/1250/thumbnail.jp

Kiesling, Chris

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Asbury Theological Seminary

Asbury Theological SeminaryePLACE: preserving, learning, and creative exchangeSyllabi eCommons1-1-2009CO 620 Moral DevelopmentChris KieslingFollow 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 CitationKiesling, Chris, "CO 620 Moral Development" (2009). Syllabi. Book 146.http://place.asburyseminary.edu/syllabi/146SyllabusCourse: CO620 W1 (SP 2009)Title: Moral DevelopmentHours: 3.00Published: Yes, on 02/09/2009Prerequisites:NoneDepartment: CounselingFaculty: Dr. Chris KieslingEmail: chris.kiesling@asburyseminary.eduOffice: FMSPO: 796Meetings:During 02/09/2009 to 05/22/2009 on Tuesday and Thursday from 9:30a to10:45a in M103.Maximum Registration: 20Catalog Description: This course examines and calls the student to moral formationand judgment in relation to biological, cognitive, affective and faith development. Moraldevelopment perspectives (e.g. Piaget, Kohlberg, Gilligan, Hoffman) are evaluated inrelation to creation, sin, the nature of human beings, redemption, justice and nurturewith directives applied to the shaping of moral community and virtue. Attention is alsogiven to correcting gender and race bias in developmental perspectives.Objectives:ASBURY THEOLOGICAL SEMINARYASBURY THEOLOGICAL SEMINARYDepartment of Christian Education CD 610/CO620 - Moral Development  -  (3 hours credit)Tentative – texts confirmed, assignments may vary till first day of class.This course  examines and calls the  student to moral  formation and judgment in relation tobiological, cognitive and faith development, with special  attention given to primary sources in JeanAIS - Syllabus https://student.asburyseminary.edu/cgi-bin/public/syllabus.cgi?sectionNu...1 of 5 6/10/2009 3:19 PMPiaget and Lawrence Kohlberg. Moral development perspectives are evaluated in relation to creation,sin, the nature of human beings, redemption, justice and nurture. Attention is given to correcting biasin developmental perspectives with respect toward better understanding diversity in gender and race.  This is a required course for the MACE and MAYM degrees; it serves as a core elective in humandevelopment in the MAC and MAPC degrees; and it is one of two courses with a CD designation for the coreelective requirement in Servant Ministry with a second course in Christian Discipleship in the Mdiv. degree.    INSTRUCTORChris Kiesling,            B.G.St., M.Div., Ph.D.Meeting Room:           M302, 1:00-3:45p.m. ThursdaysOffice:                         FM 108Phone:                         858-2382 E-Mail:                        chris_kiesling@asburyseminary.eduOffice Hours:              Wednesdays 1:00-3:00 or by appointment COURSE OBJECTIVESThe student showing competence in this course will be able to: 1. Examine  the  human  sciences  enterprise  from  a  Wesleyan  theological  perspectiveincluding issues of epistemology, the naturalistic fallacy, and claims for “truth.”2. Discuss the interaction of biological, cognitive, affective, moral and faith components thatcontribute to moral development across the lifespan.3. Articulate  predominant  moral  developmental  perspectives  and  consider  theirpresuppositions  and  implications  for  moral  judgment,  religious  education,  and  otherdimensions of ministry.4. Formulate questions and dialogue regarding the relationship of human development issuesand the theological doctrines of creation, sin, the nature of human beings, redemption,and grace.5. Distinguish between different  conceptualizations of justice and relate  these  to Biblicalrevelation.6. Identify probable gender differences and racial differences in moral reasoning and theirimplications for ministry.7. Reconstruct  from their  own  experience  personal  transitions  and  movements  throughstages of development  with a  view toward embracing the  whole  of God’s redemptivepattern.8. Commit  to  ministry  applications  that  are  sensitive  and  responsive  to  the  appropriatedevelopmental level of the individuals in one’s target population.9. Understand suffering and pain as important mechanisms for transformation and articulatea theology that accounts for and comprehends their significance. TEXTBOOKS James C. Wilhoit and John M. Dettoni.  Nurture that is Christian: DevelopmentalPerspectives on Christian Education.  Wheaton: Victor Books, 1995.  James Fowler.  Faithful Change: The Personal and Public Challenges of Postmodern Life.            Nashville: Abingdon Press, 1996. E Stanley Jones, The Christ of the Mount. Hardwired to Connect: The New Scientific Case for Authoritative Communities (From the Institute ofAIS - Syllabus https://student.asburyseminary.edu/cgi-bin/public/syllabus.cgi?sectionNu...2 of 5 6/10/2009 3:19 PMAmerican Values www.americanvalues.org)  Choose one from the following: (I recommend  The Great Divorce for this class, but I am open to these othersubstitutions if they sound more appealing)             C.S. Lewis.  The Abolition of Man            C.S. Lewis.  The Great Divorce            Walter Wangerin.  The Orphean Passages (Available only in manuscript form from the bookstore) Recommmended: Jean Piaget, The Moral Judgment of the Child. New York, Free Press, 1965. Articles on Electronic Reserves              Donald M. Joy (1983) Moral Development Foundations: Judeo/Christian Alternatives toPiaget/Kohlberg, Chapters 1,2 and 11. Richard Dunn (2001) Shaping the Lives of Students, chapter 7. John Gibbs (2003)  Moral Development and Reality: Beyond the Theories of Kohlberg and Hoffman,chapter 4 and chapter 6. Carol Gilligan (1993) In a Different Voice, intro and chapter 3. Vanessa Siddle Walker and John Snarey (2004) Race-ing Moral Formation, intro and chapter 1.   Also available but not required for the class are the following documents:dwayman@fmcsb.org for The church as just and redeeming community                                     for John Wesley’s sermon(s).COURSE REQUIREMENTS Attendance/Participation/Daily assignments (50 points)It is expected that each student attend class regularly.  Many topics will be addressed in class that are notincluded in  the  readings and  that  may be  more  difficult  to  attain  outside  of  classroom experiences.  Inaddition there may be several classes where a short assignment is asked for to introduce or reinforce conceptsbeing learned. Each of these will carry a  potential of 10 points.  The remainder of the 50 points will bedetermined based on attendance and the contribution you make to group and class discussions. Evaluations/rewrite (300 possible points)There will be three evaluations given throughout the semester, though they will vary significantly in format.The first will have a variety of responses from true-false, short answer and essay, primarily focused on Piaget.The second will focus more on Kohlberg, Gilligan and the movie Le Miserables. It will consist mostly ofessays that assess your capacity to apply Kohlberg. The final evaluation will involve reflections on Fowlerand other material that will be presented in class, evaluating your capacity to integrate readings and theoryinto a workable plan for fostering development of moral thinking and living in local ministries. Since theformat varies so widely I will permit any student to rewrite either of the first two evaluations, and average thegrade of your original score with the rewrite to determine the posted grade. No rewrite will be permissible forthe final as the end of the semester will be upon us.      Book review (50 points possible)Write a 2-3 page reflection paper on the book you have chosen from the selected reading list.  Include in thepaper three specific responses to the material:AIS - Syllabus https://student.asburyseminary.edu/cgi-bin/public/syllabus.cgi?sectionNu...3 of 5 6/10/2009 3:19 PMA. Cite briefly the characters, anecdotes, or individual struggles that connected with yourstory, issues current in your life, and with topics addressed in this class.B. Report  how reading this book through the lens of a  moral development frameworkgave you new insights into the material and into understanding particular characters inthe book.C. Flesh out the implications of this book and the commitments it provoked in you foryour future ministry, your personal relationships, your spiritual journey, etc. (Evaluation will consist primarily of how well the material was allowed to impact you, the moral developmentunderstandings you present, and how this book might inform ministry projections). COURSE GRADE The combination of a grade for participation, three evaluations and the book review will be combined towarda  final course  grade  determined on a  ten point  scale,  but  including the  possibilities for  a  plus or  minusattached to the letter grade. Please note the following description of grades (in italics) that have been decided on by the Asbury faculty.Following some of the description are rubrics I have added as an attempt to specify some of the distinctions Itend to make when grading the book review and (where applicable) summative evaluation questions. It is thepolicy of the faculty not to regard events that emerge in the ordinary functioning of church work as excusablereasons for late papers, but in the event of other emergencies or unforeseen circumstances, please contact meahead of time regarding late papers.   A = Exceptional work: surpassing, markedly outstanding achievement of course objectives            Answers that would indicate such a cognitive grasp of the material that one could             teach aseminar on the topic to a congregation; personal reflection that illuminates a      concept under considerationor  enables  a  new construct  for  self-understanding;         creativity  in  the  appropriation/presentation  of  aresponse that exhibits the capacity           to utilize knowledge in a variety of contexts; additional research ona particular      topic beyond the assignments for this course, etc.  B = Good work: strong, significant achievement of course objectives            Reflects a capacity to appropriate a moral development framework for        understanding the issuepresented, the narrative of one’s own journey or for diagnosing a particular character’s reasoning; reveals athorough understanding of         the assigned text and the capacity to transfer this knowledge to other domainsof  life  and  learning;  processes  material  through  theological  reasoning apropos  to            graduate  levelunderstandings; wrestles with the implications of this material for        ministry.C = Acceptable work: basic, essential achievement of course objectives            All aspects of the assignment were adequately fulfilled. D = Marginal work: minimal or inadequate achievement of course objectives            The texts for a given assignment were not referenced or were simply restated         without any realreflection or attempt to construct knowledge for oneself.          Application at a personal level was avoided,flat or misdirected; presuppositions in       one’s answer violated authorial intent, etc.F = Unacceptable work: failure to achieve course objectives            Willful neglect, incapacity, or inexcusable difficulty in completing an assignment.        AIS - Syllabus https://student.asburyseminary.edu/cgi-bin/public/syllabus.cgi?sectionNu...4 of 5 6/10/2009 3:19 PM   Spring Agenda 2009 WEEK OF TOPIC READINGS Feb 9 Introduction, course overview,integrating theology and socialscienceWilhoit and Dettoni, Forward and      CH1, 2, and 16 Feb 16 Developmental TheoryPiagetJoy CH 1Piaget, Section 1, pp. 13-108(Duska on reserve if needed) Feb 23 Piaget Piaget, Section 2, pp. 109-196Hardwired to Connect(Duska on reserve if needed)Mar 2 PiagetSears videoFirst evaluation Piaget, Section 3, pp. 197-325Wilhoit and Dettoni, CH 8           (Duska on reserve if needed)Mar 9 Kohlberg Summative of Kohlberg’s stagesWilhoit and Dettoni, CH 3Mar 23 KohlbergLes Miserables??“Kohlberg and the Bible” e-articleJoy, CH 2Mar30-April 3SPRING READING WEEK Read for book reviewApril  6 Les Miserables?? Jones, Sermon on the mountApril 13 GilliganHoffmanSecond evaluation Gilligan, intro and chapter 3Walker and SnareyGibbs – 2 chaptersApril 13 Moral Development Applicationsand critiqueDiscuss Book ReviewDykstra articleDunn articleWilhoit and Dettoni, CH 9 & 10Read for book reviewApril 20 Fowler and Faith DevelopmentBook Review is dueFowler, pp. 1-89 April 27 Fowler on shame Fowler, pp. 90-144 May 4 Wesley's faith journeyImplications for apostmodern worldJoy, CH 11Fowler, pp. 145-236(See also Wesley’s sermons on line)May 11 Third Evaluation Wilhoit and Dettoni, CH 11 &  15(Wayman)FinalmeetingPinwheeling ???     AIS - Syllabus https://student.asburyseminary.edu/cgi-bin/public/syllabus.cgi?sectionNu...5 of 5 6/10/2009 3:19 PM

CO 620 Moral Development

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CO 620 Moral Development

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