IC3610B Exercises In Biblical Theology

Luther Seminary, Spring Semester 2001

BH 116 : 6:30-9:30 p.m. Mondays

Instructors: Pat Taylor Ellison, 612-920-5623

James Boyce BH 110 X252

Course Description

A study of the Bible as a living Word that informs the imaginative framework through which we encounter the world and engage in Christian ministry. Through lectures, case studies, and field projects, students and instructors engage in doing biblical theology in the context of the practice of ministry, including such specifics as care of souls, moral deliberation and action, community formation and conflict, evangelism and mission.

I. Course Objectives

· Character – Embody habits in oneself and help to shape in others a pastoral and missional ministry rooted in the reading of biblical texts and in the imaginative theological reflection on these texts.

· Attitudes - Develop an appreciation for the ways the Bible can creatively inform every dimension of Christian ministry. Commitment to the personal, pastoral, and public use of the Bible and of biblical theological reflection in ministry.

· Knowledge - Understand how the Bible provides an imaginative framework through which we encounter the world and engage in Christian ministry. This includes understanding the ways in which biblical reflection informs specific pastoral situations including pastoral and spiritual care, moral deliberation and action, community formation and conflict, and evangelism and mission. Understand the way in which ones particular theological framework informs pastoral reflection and ministry.

· Skills - Develop an ability to engage in self-conscious practical reasoning in ministry, with the Bible as source and norm.

It is recognized that these objectives have been and will continue to be a process of ministerial development as the Bible becomes a living Word that creatively informs one's ministry throughout its duration.

II. Course Texts

The Bible

Mahan, Jeffrey, et.al. Shared Wisdom: A Guide To Case Study Reflection In Ministry. Nashville: Abingdon Press, 1993.

O'Connell Killen, Patricia and John DeBeer. The Art Of Theological Reflection. New York: Crossroads, 1995.

Stone, Howard W. and Duke, James O. How to Think Theologically

Recommended Books

Bass, Dorothy, ed. Practicing Our Faith: A way of Life for Searching People. San Francisco: Jossey-Bass, 1997

Gomes, Peter L. The Good Book: Reading the Bible with Mind and Heart. New York: William Morrow, 1996. (chapter on slavery)

Jones, W. Paul. Theological Worlds. Nashville: Abingdon, 1989.

McKim, Donald. The Bible in Theology and Preaching. Rev. ed. Nashville: Abingdon, 1994.

Swartley, Willard. Slavery, Sabbath, War, and Women. Scottsdate: Herald, 1983. (first chapter on slavery)

Suggested additional reading:

Keifert, Patrick. "The Bible, Congregational Leaders, and Moral Conversation," Word And World. XIII (1993) 392-397.

Nysse, R. and D. Juel. "Interpretation for Christian Ministry," Word And World, XIII (1993) 345-355.

The whole Fall 1993 issue of Word And World, (Vol. XIII) is devoted to biblical interpretation for Christian ministry and should be considered as an important resource for this course.

III. Course Structure

The first four class sessions will focus on methods of theological reflection, the uses of scripture in relation to theological worlds, introduction to the writing, presentation, and discussion of case studies, and building skills in small group discussion. The final three class sessions will focus on discussion of written assignment #2, a class using a mock debate on slavery to enrich consideration of the use of scripture in moral deliberation, and a concluding session with content to be determined by the class. The intervening six class sessions will center around structured presentation and response to case studies led by groups from the class. In relation to these assignments there will be both small group and field work components that will require time working outside the classroom.

The class will be divided into six groups of 5 students each. Each small group will be responsible for one class presentation of a case study and one structured response to a presentation. The case study is to reflect an in-depth study of the topic for the day including the identification/selection of biblical resources that might be utilized in addressing the topic. In the development of the case-study presentation students are expected to utilize the various skills and tools developed in your seminary career, including exegesis, theological reflection, moral deliberation, and concerns of pastoral care. For these case study presentations the three hours of class will be divided into three parts: case-study presentation; response to the presentation; open class discussion. Each group will be responsible for one presentation and a response to a presentation during the course of the semester.

Each case-study presentation should include consideration of: (see "Outline of Ministry Event")

a. Personal experience/response.

b. Biblical resources.

c. Theological issues raised.

d. Proposal for appropriate action.

IV. Course Requirements

1. Attendance at all class sessions during the quarter.

2. Full participation in the group process including class presentation and response.

3. Paper #1:Write: a case study growing out of your internship or other ministry experience which focuses an issue of the use of scripture in pastoral theology and ministry. See introduction.

4. Participate in group process of selecting one of the written case studies for class presentation.

5. Paper #2: Due by Apr. 30. Christian vocation in the Workplace.

a. Early in the semester, interview a layperson form your congregation with whose work you are somewhat familiar. If possible, try to interview this person at his or her workplace. The following questions should guide your conversation (feel free to use your own wording and to exercise freedom and imagination in the asking):

i. What serious challenges is your organization facing, excluding issues of personnel?

ii. Can you describe one such situation in some detail?

iii. What do you consider to be the underlying difficulties?

iv. What faith issues are involved for either you or your organization in this situation?

v. As a person of faith, as a Christian, how do you go about thinking or acting in this situation?

vi. How does or might your community of faith walk with you to help or support you in this situation?

b. Write a two to three page reflection paper illuminating, but no providing answers to, the above situation. What did you hear from the person you interviewed, and what did you experience visiting the workplace? From your perspective, what are the underlying faith issues? How would you go about thinking theologically about these issues? Does scripture help you to address or think through these issues? How?

c. On April 30, share this reflection paper with the class.

d. Rewrite the paper and share it with the layperson you interviewed.

e. Make any rewrite deemed appropriate in light of this conversation and hand in a copy to each instructor on May 14.

6. Paper #3: Individual final reflection paper. (Due by Monday, May 14)

The final 5-10 page paper is to be a reflection rather than a research paper. You may wish to take notes or keep a journal during the course of the semester that records your ideas, reflections. Reflect on your own theological approach in reference to the use of scripture as applied to some aspect or event related to your public role as a missional pastor, e.g. in a situation of pastoral care, in moral deliberation, or in some action related to cultural context and mission. After reflecting on your own theological approach, choose one other possible approach and consider how that approach might differ from your own, particularly in relation to the described aspect or event.

V. Class Assignments

Take score personal theological worlds inventory by Feb 19

Paper # 1:Write case study, due for class on Feb. 19

Read O'Connell Killen/de Beer, The Art of Theological Reflection by Feb 26

Read Mahan, Shared Wisdom by Mar. 5

Read Stone/Duke, James, O., How to think Theologically, by Apr. 23

Paper # 2: Reflection from field location conversation; Due by Apr. 30

Paper #3: Final reflection paper; Due by May 14.

VI. Course Info Web Site

A "Course Info" Web Site has been set up for this course that will allow posting of announcements and resources for the course; a discussion board for course participants; and a place for groups to communicate and work together online. Further information forthcoming in class.

VII. Course Schedule and Assignments

Feb. 12	Introduction to Exercising Biblical Theology Introduction to Writing and Presenting Case Studies
Feb. 19	Reflection on Theological Worlds Group selection of Case Study topics	Paper # 1 Due
Feb. 26	The Art of Theological Reflection Models for Conversation & Discernment
Mar. 5	Models for Small Group Conversation and Interaction: How to talk together when nobody's listening.	Presentation	Response
Mar. 12	Case Study 1	Group 1	Group 4
Mar. 19	Case Study 2	Group 2	Group 5
Mar. 26	Case Study 3	Group 3	Group 6
Apr. 2	Case Study 4	Group 4	Group 2
EASTER
Apr. 16	Case Study 5	Group 5	Group 3
Apr. 23	Case Study 6	Group 6	Group 1
Apr. 30	Discussion of Paper #2	Paper #2 Due
May 7	Mock Debate on Slavery from Swartley and Gomes; reflection on uses of scripture
May 14		Paper # 3 Due

VIII. Course Evaluation

Evaluation in the course will be based upon the following areas according to an evaluation model/template to be distributed separately.

1. Regular participation in the weekly class sessions.

2. Group presentations and responses to case studies.

3. Written assignments.

All assignments must be completed to earn a passing grade. Material is due on time. Grades of "Incomplete" can be considered only according to policies published in the seminary catalog (page 72).

OUTLINE OF MINISTRY EVENT

Case Study Presentation Model

I. DESCRIPTIVE BACKGROUND

Include the following material:

· Description of the presenting problem

· Description of the principal people involved (use pseudonyms for persons and places)

· Description of your initial feelings and impressions as the participant/counselor

II. DESCRIPTION OF INTERACTION

Include the following material:

· Dynamics of interaction between principal parties

· Analysis of relational system(s)

· Interpretation of the interaction between this person(s) and yourself

· If appropriate and available, include in this section any verbatim material and/or video material

III. EVALUATION OF THE SITUATION

Include the following material:

· What do you see as the basic issue(s) raised or needing to be addressed in this situation?

· What biblical resources/texts ought to be employed in this case?

· How does the Bible shape both the analysis and identification of the issues or questions?

· What biblical stories, images, themes, persons, narratives, parables, events, or images of God illumine the case at hand?

· What theological issues are raised? What is your theological interpretation of the situation?

· What direction seems most appropriate to take?

see also Shared Wisdom: "sharing personal wisdom," "pooling professional and educational wisdom," "claiming wisdom of people of God," esp. pp. 77-79

IV. RESOLUTION OF THE CASE

Include the following material:

· What methodology did you select for working with the situation?

· What informed you biblically and theologically in choosing this way?

· What outside resources did you or could you have utilized?

· What defining image/metaphor/model of ministry informed your reflection/actions?

· What is your evaluation of the effectiveness of your action?

· Was there a satisfactory resolution? What might have been done differently?

see also Shared Wisdom, "reflecting on the presenter's ministry," and "evaluating the process"

Concluding statement regarding your involvement in this case

The Fine Art Of Squelching A Small Group

from Groups Alive - Church Alive by Clyde Reid,' NY:Harper & Row, 1969, pp. 120-122.

The ability to squelch the life out of a small group may be thought of as an art. Because of the strong interest in this new art, the following ground rules are offered to give direction and purpose to would-be squelchers who wish to develop their talents in this direction.

I. Dominate the group from the beginning. Establish yourself as the authority on all matters that may come before the group. Make all the basic decisions yourself, while giving the impression of a democratic spirit to the group members.

II. Pay no attention to the needs and interests of the group members. Most people don't know what is best for them anyhow.

III. Keep the discussion on a theoretical plane, preferably in the realm of theology and philosophy. Mention names like Kant, Schleiermacher, and Tillich occasionally to make the others feel inferior.

IV. If possible, establish yourself as the teacher of the group and deliver a learned lecture at each meeting. (Our rock-bound guarantee: the group won't last more than three months this way or your money back!

V. Don't permit the fiction to arise that group members should take turns leading the discussion. They're liable to get too deeply involved and interested and keep the group alive in spite of your efforts.

VI. Never allow group members to share anything personal. Change the subject to a nice safe intellectual discussion when this happens. That way they won't get too involved with each other at a depth level. Groups in which this happens become devilishly hard to squelch.

VII. By all means, don't encourage all members of the group to express themselves. Limit the participation to the more vocal, intellectual members to keep the conversation on a high plane of sophistication. They will bore each other to sleep.

VIII. Don't urge the silent members of the group to speak up. They might get the idea that you really care about them and that their ideas count after all. 'They will be more difficult to discourage as a result.

IX. Allow one or two persons to dominate the discussion. That way the others will become quietly angry and the group will fold up in no time, By all means, don't point out to the dominators what they are doing. This might lead to some hurt feelings and personal growth - things to be avoided at all costs in squelching a group.

X. Keep the small group too large for the members to really get to know each other. By all means have at least twenty or twenty-five members in order to do this.

XI. Include a long business meeting with each group session and bore everyone to tears. The group will rapidly wither.

XII. Arrange the seats in formal rows like a classroom. Don't permit informality to sneak in by sitting in a friendly circle. In that situation group members might feel encouraged to express themselves and not want to give up the group.

XIII. Answer all questions yourself. Don't let group members speak to each other or answer each other's questions. What do they know that you can't say better?

XIV. By all means don't let group members express any hostility they may feel toward each other. You may find -them understanding each other too well as a result and the group will become tenacious of continuing.

XV. Complain at every meeting about how few people have turned out. This will give group members a size-consciousness and sense of guilt.

POSSIBLE CATEGORIES OR TOPICS FOR CASE STUDIES

1. Evangelism — sharing the gospel with person(s)

2. Engaging the context — an issue/ministry related to helping the church engage its context

3. Discipleship

a. Adult — helping person(s) go through faith formation

b. Children helping child(ren) go through faith formation

4. Service

a. Within— a ministry to person(s) in need within the church

b. Without — a ministry to person(s) in need outside the church

5. Teaching — a ministry of instruction

6. Catechism — working with young persons in this training process

7. Baptism

a. Adult - preparing person(s) for the sacrament and administering it

b. Infant — preparing family for the sacrament and administering it

8. Lord’s Supper — providing instruction and administering the sacrament

9. Preaching — focusing a sermon to relate to the audience

10. Pastoral care — providing hope and healing for person(s) in need

11. Administration — facilitating/supervising program, people and tasks

12. Management — providing oversight to a core ministry area/process

13. Leadership — formulating and casting vision for a congregation

14. Conflict — dealing with a conflict situation in the church., either an issue or one related to personalities or competing groups

15. Moral issue — speaking to a moral issue as a pastoral leader in a public manner

16. Justice Issue — taking a leadership stand on a emotionally and/or politically charged issue that deals with a matter of justice

17. Religion and Politics — addressing the inter-relationship of religion and politics within your role as a pastoral leader

18. Theological Issue

sin and suffering; forgiveness and responsibility; God: justice/violence; law and gospel; value of life