Mark G. Harden, PhD
SCHEDULE:
Term: Winter 2011
Intensive Dates: February 14-18, 2011
Time: M-Th 8:00 a.m. to 4:30 p. m.
Fri. 8:00 a.m. to 1:00 p. m. / OFFICE HOURS:
For a 15-minute Appointment only
Email:
Office: A107
TL501: CULTURE AND MINISTRY
InMinistry Sec 10
DESCRIPTION OF COURSE:
The course is to prepare you to minister in a diverse context. The approach incorporates methods for you to examine “self” in the context of “those who may be different.” Several minority groups are studied. Students examine aspects of diversity, and engage in critical discussion on issues of ethnocentrism, stereotyping, and prejudice. Students also learn how to view other group members in ways that can help them communicate effectively, and foster mutual respect, understanding, and support in a ministry context. Students will also be introduced to human cultural dimensions and orientation processes to understand how cultural dynamics shape and influence intercultural relationships.
COURSE OBJECTIVES:
Upon completion, students will be able to:
1. Articulate cultural differences among some major ethnic groups and their Christian faith perspectives.
2. Identify cultural values or patterns that influence the extent to which people of different cultural orientations relate.
3. Identify problems that may exist in a culturally diverse ministry context.
4. Develop strategies for solving cultural diversity problems that may emerge in a ministry context.
5. Relate to and form partnerships with people of other cultures in their ministry contexts.
REQUIRED READINGS:
Main Texts
Cone, James (1991). The Spirituals and the Blues. Orbis: New York. ISBN 0883448432.
Costen, Melva, W. (2007). African American Christian Worship (Revised Edition). Abingdon Press: Nashville, TN.
Gonzales, Justo L. (1996). Santa Biblia: The Bible through Hispanic Eyes. Abingdon Press: Nashville, TN. ISBN 0687014522.
Gonzalez, Justo L. (1990). Mañana: Christian Theology from a Hispanic Perspective. Abingdon Press, Nashville, TN. ISBN 0687230675.
Gudykunst, William B. (2004). Bridging Differences: Effective Intergroup Communication, 4th ed. Sage: Thousand Oaks, CA.
Recommended Reading:
Bennett, M., (1993). Toward Ethnorelativism: A Developmental Model of Intercultural Sensitivity. In Paige, R. M., (editor), Education for the Intercultural Experience. Intercultural Press: Yarmouth, ME.
Lingenfelter, S. G., Mayers, M. (2003). Ministering Cross-Culturally: An Incarnational Mode for Personal Relationships, 2nd ed. Baker Academic Books: Grand Rapids, MI. ISBN0801026474
Handout Material:
Bennett, M., and Hammer, M., (2001). Intercultural Development Inventory. Intercultural Communications Institute: Portland, OR.
COURSE REQUIRED ASSIGNMENTS:
Important Information
In regards to many issues involved in teaching this graduate course, there are expectations and instruction around turning in the assignments and participation to communicate. Students must email all assignments to the instructor by the end of the day on the due date indicated. Students are required to complete their reading assignment for participation in each class (except for the first day of class in which case students must read after class). The email containing an attached assignment must include the student’s first initial, last name, and an abbreviated title in the file name. Each assignment must include contents as indicated in the rubric in this syllabus for the best possible grade (see below). Indicate your name, mailbox number, and student ID on the cover page of the assignment. Participation, attendance, and the completion of a course evaluation in class are critical, and will influence the final grade received (see Bethel Academic Policies in the Moodle course). Justification for missing class due to medical emergencies or unavoidable circumstances beyond the student’s control is determined on the merits of the case. Finally, it is important to understand that the final course assignment has been identified as a required integrative assignment that you may wish to review and reference in future integrative coursework.
Practical and Theological Reflection Papers: Due Thursday, February 17th.
You must write a one-page practical and theological reflection paper on four of the assigned Chapter readings in Bridging Differences by Gudykunst (2004). Write the paper based on one Study Question item of your choosing. To complete this assignment, you must answer the question demonstrating your comprehension of the concept or topic as discussed in the chapter. You must also discuss it on a theological level as your understanding relates to your religious and personal beliefs. Include in your reflections: do your beliefs align with what you have learned and how can this be reflected in practice in a way that aligns with your convictions? Write a concise, double-spaced, typed, 1-page reflection paper.
Christian Perspectives Paper: Due Friday, March 4th
Briefly summarize the main points in each assigned chapter of the Cone, Costen, and the Gonzalez texts as indicated below, and include indicators of the cultural patterns discussed in your readings. Indicate how the readings have influenced your understanding of these ethnic theological perspectives. Write a double-spaced, typed, 10- page paper for this assignment. The course paper for each ethnic group must approximate: 1) a 2-page summary of the main points of each set of books on ethnic religious practices; 2) a 1½-page section of cross-cultural observations about the different cultural patterns illustrated; and 3) a 1½-page section of critical self-reflections of comparisons of related to observed cultural similarities and differences. Although your cultural orientation is an important part of the paper, this paper should be 10 pages of combined materials from the readings based on the two groups studied.
Cross-cultural Experience Paper (IP Assignment): Due Friday, March 18th.
You must participate in a Sunday worship of your own choosing with one of the ethnic groups we are studying in this course and compare your observations with your own experience. Do not make judgmental statements. To complete this assignment you must identify three or more cultural patterns discussed in the readings and lectures as accurately as possible for one of the ethnic groups discussed in class. The length of your discussion around the cultural patterns should depend upon the number of patterns in proportion to the length of the paper. This will qualify as your integrative portfolio assignment. Based on this and the ethnic group readings, lectures and discussions in the course do the following:
a) Describe what you observed. Describe the sermon, worship activities, music/singing, hospitality, the participants, service program, etc. Describe practices that made you uncomfortable, and/or those things you found to be edifying based on your understanding. Consider what was not evident in the Sunday worship based on your expectations.
b) Give plausible explanations for what you did not observe that you expected from what you have learned. Do the time and context play a role? What factors do you think played a role in what you could or could not observe? Do not be afraid to speculate, but explain your rationale for making your assertions.
c) Include a description of cultural patterns discussed in class (communication styles, relationship value orientations, etc.) that you observed, and give examples of the extent to which they were evident in the church you visited. Make comparisons about the cultural patterns against your own worship experience and cultural patterns.
d) Include in your paper a paragraph of reflection about how awareness of cultural differences has shaped your theological perspective for ministry.
You must write a 10- to 12-page concise paper for this assignment. The paper must be typed and double-spaced. This assignment has been identified as a required integrative assignment that you may wish to review and reference in future integrative coursework.
Expected Work Quality
All written work must be of the highest quality in accordance with graduate level standards of Bethel Seminary. Since writing skills are particularly important, it is stressed that you communicate in a clear, complete, concise and logical manner. You must provide footnote references and due credit to outside sources that can be verified. Please refer to the Turabian Style Manual for the proper format, citation, and styles to use. All papers must be turned in on the due date.
Class Participation
Students are required to participate in class activities. Attendance will be particularly important for this course. Students are allowed one absence without sacrificing a full point from their final grade. However, missing a class session will probably affect a student’s ability to complete the final assignment of the course.
Course Grading:
In this course, several things will contribute to a final grade. The categories for these assignments, class participation, and their percentage points are as follows:
· Practical and Theological Reflection Paper 20%
· Christian Perspectives Paper 30%
· Cross-cultural Experience Paper 40%
· Class Participation 8%
· Course Evaluation 2%
Grade / Score / Grade / ScoreA / 95-100 / C / 75-77
A- / 92-94 / C- / 72-74
B+ / 88-91 / D+ / 68-71
B / 85-87 / D / 65-67
B- / 82-84 / D- / 62-64
C+ / 78-81 / F / Below 62
Note: A final grade of “B” (85-87) is reflective of an average demonstrated level of quality graduate studies. A final grade of “C” (75-77) is reflective of a below average demonstrated quality level for graduate studies.
Academic Course Policies:
Please familiarize yourself with the catalog requirements as specified in Academic Course Policies document found in Moodle/Blackboard. You are responsible for this information, and any academic violations, such as plagiarism, will not be tolerated.
ASSIGNMENTS / PERFORMANCE EXPECTATIONSPractical and Theological Reflection Papers / · Adequately answers the question(s)
· Can articulate practical and theological significance of topic or concept(s)
· Can communicate what they have learned
Christian Perspectives Paper / · Summarizes significant points based on the author’s perspective.
· Can identify and contrast several implicit cultural patterns of differences and similarities
· Demonstrate self-awareness of one’s own cultural biases
Cross-Cultural Experience Paper
(Integrative Portfolio Paper) / · Can identify and contrast several implicit cultural patterns of differences and similarities
· Demonstrate self-awareness of one’s own cultural biases
Class Participation / · 100 percent Attendance
· Completion of Course Evaluation
· Contribution to class discussion and exercises
Pre-Intensive Preparation:
· Read the syllabus
· You may pre-read in the Gudykunst, Bridging Differences
· Please leave all other readings until the intensive. Classroom sessions are designed to maximize your learning Please leave reading until the intensive in order to maximize your learning which include workshops and information on the material.
DAY / DISCUSSION/LECTURE TOPIC / READINGS SEQUENCE1 / Introduction:
· Principles of Human Perception
· Cultural Worldviews / Bridging Differences: Chapter 3
Milton Bennett’s DMIS (Handout)
Cultural-Bias and Human Nature
· Subjective Culture
· Cultural Identity
· Ethnocentrism: Good, Bad, and Ugly
· Prejudiced and Stereotypic Attributions / Bridging Differences: Chapters 4-5.
2 / Intercultural Competence
Intercultural Communications
· Indirect v. Direct
· Expressive v. Restrained
· Low and High Context
· International Classroom (video study) / Bridging Differences: Chapters 1-2; and Chapters 4 and 6-8.
Costen’s Book
Social Environment Cultural Dimension:
· Power and Power Distance
· Individualism and Collectivism
· Horizontal and Vertical Dimensions / Bridging Differences: Chapters 5 and Chapter 9.
Cone’s Book
3 / African Americans
· African American Cultural Values
· Latina/o American Cultural Values
· Asian American Cultural Values / Gonzalez: Mañana
4 / Videos:
· Race Episode 2, 3
· Racialization of America?
· Persistent Stereotypes: Black History: Lost, Stolen, Strayed / Bridging Differences: Chapter 10
Gonzalez: Santa Biblia
5 / · Building Cross-cultural Relationships
· Building Reconciled Communities
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tl501-201133-w11-s10-harden-im.doc 01/10/11