The times we live in can’t help but teach and form us as human beings and as providers of spiritual care; this time, a time of pandemic, might become truly and positively formative if we engage it with courage and intention. Using guided readings, group spiritual direction and contemplative writing, participants will explore their personal and professional reactions and responses to this historic experience with an eye towards developing increased self-awareness and compassion as spiritual caregivers in a time of pandemic.

The ongoing ecological collapse demands us to find new language, new thinking, new gestures, and new ways of understanding relations and subjectivities. This course challenges forms of theology that focus only on humans that dismiss the animal, vegetable and mineral worlds. Students engage theology, anthropology, philosophy, and performance theory in a two-fold exploration: first, by looking at natural theology and its relations with perspectivism/animism/pantheism that engage with other forms of life and subjects; second, by studying performance theory and how ritual structures shift when we consider other forms of life and subjects. Starting from a Christian perspective, this course offers tools for students of different religious traditions to engage their understandings and practices of the sacred and its relation with the earth.

Prepares clinical pastoral education (CPE) and spiritual leaders to develop and deliver curriculum in effective, engaging, and contextually sensitive ways. Students learn about and practice a variety of teaching techniques (facilitated inquiry, analytic remembering, creative exploration, discernment, lecture, embodied reflection, etc.). The course is framed by critical pedagogy, empirically grounded learning theory, and models of situated learning/professional expertise.

Prerequisite: Restricted to DMin students with Summer 2017 entrance year.

Notes: Meets from August 19-30. Additional fees not charged for identity verification in distance education programs. Identical to RE 312Q.

The Biblical Hebrew Intensive is designed to introduce students to the first two semesters of Biblical Hebrew, equivalent to the first year of Hebrew language study. The course focuses on mastery of the grammar and vocabulary tools necessary to read the Hebrew Bible/Old Testament in its original language.

This final residency is a capstone course in which students work with the director and their learning cohort to integrate their academic learning, their personal understanding of their ministry and their practice of supervision. The seminar also provides advisement and oversight on the development of their Doctor of Ministry demonstration project. Students present their thesis/project proposal for discussion, revision, and approval.

Prerequisite: Restricted to DMin students planning to graduate in May 2021.

Notes: Meets from August 17-28. Additional fees not charged for identity verification in distance education programs

Whether immigrants, refugees, exiles, or asylum seekers, displaced persons and communities are a fact of national and global movement, an issue of human security, and a part of the mission and ministry of church and faith communities. How can pastors, chaplains, and other faith leaders address the pastoral concerns of those who have been displaced? This course offers students an opportunity to examine the stories of displaced persons, construct theologies based on their lived realities, and pursue pastoral practices necessary for the ministries of care, hospitality, and social justice.

Prerequisite: PS 101 recommended.

Introduces students to the aesthetics, pedagogy, and spirituality of Theatre of the Oppressed. Students learn how to practice kinesthetic theological reflection and social analysis in their own settings, whether in person or online. Projects include creating an interactive, embodied Zoom prayer service; running a performative Bible study session; and staging a critically conscious drama built from the voices and experience of participants themselves. We reflect on themes of “performance,” “education,” “oppression/sin” and “liberation/salvation,” while generating a portfolio of techniques keyed to present or future ministry/teaching environments.