Jones Resigns

Mike Jones has rsigned as director of the IGRC Extension Course of Study due to his health. Mike has been in the hospital 5 time since 'Thanksgiving receiving blood transfusions and antibiotics to deal with the side effects of taking a new triple chemotherapy for hepatitis C. The chemo also affected his eyesight.

We ask for your patient during this time of transition

If you asked Mike to correct a registration, he will do those as soon as he is able.

COS 313 Mission from God: Evangelism Syllabus

COURSE OF STUDY SCHOOL
Illinois Great Rivers Conference
Randy and Debbie Reese, Teachers
1901 S. 4th Street, Suite 236
Effingham, IL 62401
618-978-1513
rreese@igrc.org
dreese@igrc.org

YEAR THREE
April 13-14; May 4-5, 2012

313 Mission from God: Evangelism
This course provides an analysis of the theology of evangelism and of various strategies
for the church's evangelistic task in the heritage of United Methodism.

Course Objectives
• Consideration of the biblical roots of evangelism and foundational theological considerations necessary for the task of evangelism.
• Understanding the role of the Holy Spirit in evangelism.
• Interpretation of the Wesleyan heritage of evangelism.
• Understanding church growth principles and how it relates to evangelism.
• Developing and deploying spiritual gifts for the growth of the church.
• Focus on evangelism in and for the local congregation with emphasis on issues such as
developing vision and mission, the primary task of the local church, organizing and training laity for evangelism, relating evangelism to Christian education and developing
comprehensive strategies for reaching the non-churched.

A. Required Texts
Brueggemann, Walter. Biblical Perspectives on Evangelism. Nashville, TN: Abingdon, 1993.

Hunter III, George G., Radical Outreach: The Recovery of Apostolic Ministry and
Evangelism, Abingdon Press, Nashville, Tennessee, 2003. ISBN 068707441X.

Jones, Scott J., The Evangelistic Love of God & Neighbor, Abingdon Press, Nashville,
Tennessee, 2003. ISBN 0-687-04614-9.

Logan, James C. How Great a Flame! Contemporary Lessons from the Wesleyan Revival. Nashville, TN: Discipleship Resources, 2005.




B. Instructions: how to format your homework

1. Read the pages, take notes and answer the questions completely in your own words, using complete sentences (unless otherwise noted). Do not quote extensively from the texts you read. Digest the ideas and information, and then put them in your own words.

2. Follow approximate length given for each item of written work.

3. Print your written work on 8½ X 11 white paper, one side only, double-spaced, with a one inch margins all around. On computer use a 12-point font, either Times New Roman or Arial. One page equals approximately 250 words. If typewriter is your only option, use 10 pitch (pica), or 12 pitch (elite). Do not use script, condensed, or all caps print.

4. On each page of your work, include a header with your name, the class number, and the page number. Begin each numbered item on a new sheet of paper, writing that number at the beginning of your answer. Do not type the questions before your answers.

5. If you quote from a printed text, you must use quotation marks and note the source (including pages) in parentheses at the end of each usage. Quotations should never be more than a sentence or two long. Ideas and information should be stated in your own words, not in the words of the authors you have read. For assigned texts, you may abbreviate the titles by using the first letter of each word in the title. For example, if the source is Harper’s Bible Dictionary, then use (HBD, p. 34-35). If you refer to books that are not listed on the class reading list, then you must give full bibliographic information. The Proper Citations page will give you more information about how to present bibliographic information in your work.

6. Staple all pages for each of course of each module. Do not staple together papers for more than one course. Do not bind your homework or turn in 3-ring binders or plastic/paper report covers.

7. Add a title page to each course of each module that includes a) the name of the course, b)
your name, and c) the date of the first day of class.

8. The due date for written work is listed on the homework main page. Late work is only
accepted with prior approval of the Director of the Course of Study School.

9. If possible, please e-mail (in addition to mailing) a copy of your work to dreese@igrc.org as a MS Word attachment.

10. Make a copy of your material and bring it with you for your own use during the school.

NOTE: Using other people’s materials without documentation, whether from a book, journal, teacher, another student, sermon service, or lectionary aid, is unacceptable behavior. Such activity, otherwise known as plagiarism usually means failure for the course with notification sent to the Conference Course of Study Registrar and the Division of Ordained Ministry. Professors will report all instances of plagiarism to the Director of the Course of Study. The Director will arrange for a meeting with the professor and the student, and the student will be given opportunity to explain the situation. The Director in consultation with the professor will make a decision about what action is appropriate for a first instance of plagiarism. Such action could include, rewriting the material, or failure of the course. A brief summary of the meeting will be prepared by the Director and placed in the student’s file in the Course of Study Office and kept there until the student completes the Course of Study Curriculum. If a second instance of plagiarism is documented, the student will fail the course and the Director will determine what other consequences may apply.

C. Assignments

Pre-Class Reading and Paper: Due April 13
1. Brueggemann (5 pages. The last question will take most of this amount.)
a. How does Brueggemann define evangelism?
b. What are the three scenes that Brueggemann suggests are constantly repeated in the
cosmic drama?
c. What or who does Brueggemann see as embodying the forces of death that must be
overcome in our present world condition? Do you agree with this? Why or why not?
d. Brueggemann spends most of the book discussing three different constituencies to
evangelize.
i. Name the three constituencies.
ii. Describe how the message of evangelism can be meaningful to the various
individuals in those constituencies.
iii. Describe the ways Brueggemann suggests we might best evangelize each of these constituencies.
iv. Consider your own congregation. How effectively is it evangelizing each of these constituencies? Is it following Brueggemann’s ideas for evangelizing them? Is it deploying other methods?

2. Hunter (7 pages)
a. What are the two major similarities between the mission fields of ancient Corinth and the emerging future of Christianity in America that Hunter makes reference to in “Radical Outreach”?
b. Hunter suggests that the letters to the Corinthian church comprises an outreach ministry proposal that can be organized into eight distinct emphases. What are those emphases and what is the process that is suggested as effective in reaching people with the gospel message?
c. In what ways do church leaders misunderstand people who are, according to Hunter,
outside the church and how has this misunderstanding impacted the church’s mission to them?
d. What does Hunter mean by an apostolic way of doing church, and how does this
methodology address what Hunter calls the unconscious pathology of many traditional churches?
e. What are the top ten insights that, according to Hunter, support culturally relevant
Christianity and how might some of these insights be applicable to your current ministry setting?
f. What are the five questions Hunter suggests congregations must address in moving from being tradition in focus to being mission in focus? How might these questions be applicable to your ministry setting? What might you do to assist persons in your ministry context to make the transition from tradition to mission in their focus on reaching persons?

3. Jones (7 pages – you may want to read Logan first to refresh your Wesleyan theology)
a. What does the word “evangelism” mean?
b. Why does Jones argue it is important to have a “starting point” for evangelism? What is his starting point for evangelism? Why?
c. What is the missio Dei? How do worship, formation and witness connect with it?
d. How does Jones define evangelism? What are the seven aspects of initiation that he cites?
e. What does it mean for evangelism to be enculturated? Why is it important that
evangelism is enculturated?
f. Jones includes a lengthy appendix at the end of his book. Make sure to read it. List the 20 components that Jones includes and assess how well your congregation is enacting these.

4. Logan (12 – 16 pages)
a. Read the entire book, and answer all study questions at the end of each of the chapters. There are a total of 16 questions. Each answer should be between ½ page and 1 page in length.

The total length of all the work should be approximately 30 – 35 pages. The page amounts are guidelines, not absolutes, so do not feel you have to fill the exact number of pages on the syllabus. Please bring two copies of your paperwork with you to the first class on April 13: one to turn in and the other for your personal use during class.

Class Presentation

A primary goal of this course is to teach you to assess your local congregation’s evangelistic ministries. As a result, during class you will have to prepare a 20 minute presentation which will include:
1. Your own conceptualization of evangelism.
2. Your own understanding of how the ministry of evangelism should shape the life of the local congregation on a general level.
3. A SWOT analysis of how your own congregation based on the ideas you put forward in your first two sections. (We will learn how to do a SWOT analysis in class.)

C. Grading

20% of the final grade will be based on your class participation
30% of the final grade will be based on your pre-class assignment
50% of the final grade will be based on your class presentation




Presentation Grade Sheet


Description Max. Points Points Awarded
Definition of Evangelism/Theology 25
Ethic of Evangelism for the Local Congregation/Ecclesiology 25
SWOT Analysis of the Local Congregation 30
Clarity of Presentation 10
Cogency of Presentation 10
Total 100

Course 411: Hebrew Bible II Syllabus

COURSE OF STUDY SCHOOL
YEAR FOUR

Course 411: Hebrew Bible II
Rev. Kenneth D. Hutchens, Ph.D.
(217) 235-5676 (o)
(217) 235-0133 (h)
Khutch4852@aol.com

This course continues the interpretation of the developing institutions and traditions of ancient Israel and the examination of the varying ways in which the Hebrew people understood crucial events in their history as acts of God. It includes a focus on select books of the Hebrew Bible or Old Testament as Scripture, historical, and literary texts. Attention will be given to the history of the Israelites following the fall of the Northern Kingdom, prophecy in the exilic and post-exilic periods, the wisdom literature, the liturgical literature, and the development of apocalyptic.

COURSE OBJECTIVES:

1) Formation of an historical overview of the later life and faith of ancient Israel.

2) Exegesis of selected biblical passages that illustrate key points in the history of Israel and the role of Scripture.

3) Ongoing development of an exegetical methodology.

4) Reflection on the utilization of exegesis in preaching and other pastoral functions.

5) Consideration of the ways God worked in the lives of the people found in these biblical materials.

6) Application of these studies to the concerns and issues of the present.

BOOKS

The Bible. The New Oxford Annotated Bible (RSV or NRSV is recommended).

Anderson, Bernhard W. with Steven Bishop and Judith H. Newman. Understanding the Old Testament. Fifth Edition. Upper Saddle River, NJ: Prentice Hall, 2006. (You may also use other editions of this book with appropriate adjustments to the page numbers.)

May, James L., edited by. The HarperCollins Bible Commentary. Revised edition. New York: Harpercollins, 2000.

INSTRUCTIONS

1) Read the assigned chapters and pages, take notes and answer the questions completely. Do not quote extensively from the texts you read. Digest the ideas and information and then put the answers in your own words. Focus on the Bible passages.

2) Follow the approximate lengths given for each section of written work.

3) Type your written work on 81/2 x 11 inch white paper. Use only one side with one-inch margins and double spacing of lines. Use a 12-point font on a computer or a typewriter with elite or pica type. Do not use script, condensed, or all caps.

4) On each page of your work include a header with your name and page number. Begin each section (capitalized heading) on a new sheet of paper with the appropriate heading at the top. You do not have to repeat the question but use the appropriate number of the question.

5) Ideas and information should be stated in your own words, not in the words of the authors you read. If you do quote from a printed text you must use quotation marks and note the source (including pages) in parentheses at the end of each usage. Quotations should never be more than a sentence or two long.

6) Add a title page to each course of each module that includes: a) the name and number of the course; b) your name, and c) the date of the first day of class.

7) Staple all pages for each course together, using one staple in the left hand corner. Do not staple together papers for more than one course.

8) Hand in written work for both modules at the first class session. Late work is not accepted for years 2, 3, 4 and 5. Late work is only accepted for year 1 students when the director of the school has granted prior approval.

9) Make a copy of your typed material and bring it with you for your own use during the course.

Note: Using other people's materials (whether from a book, journal, teacher, another student, sermon or lectionary aid) without documentation is unacceptable behavior. Such activity, known as plagiarism, usually means failure for the course with notification sent to the Conference Course of Study Registrar and the Division of Ordained Ministry. Professors will report all instances of plagiarism to the Director of Course of Study. The Director will arrange for a meeting with the professor and student, and the student will be given an opportunity to explain the situation. The Director, in consultation with the professor, will make a decision about what action is appropriate for a first instance of plagiarism. Such action could include rewriting the material or failure of the course. A brief summary of the meeting will be prepared by the Director and placed in the student's file in the Course of Study Office and kept there until the student completes the Course of Study Curriculum. If a second instance of plagiarism is documented, the student will fail the course and the Director will determine what other consequences may apply.

ASSIGNMENTS

Part One: The Prophets of Israel Continued

JUDAH ALONE: FROM THE FALL OF ISRAEL UNTIL THE FALL OF JUDAH

1. Isaiah of Jerusalem
Readings: 2 Kings 18-20; Isaiah 1-2; 5-11; 29; 31; Anderson 290- 323. .
Questions: (1) According to 2 Kings 18-20 what role did Isaiah play with the king? How is Jerusalem delivered from the Assyrians?
(2) Is God pleased with Judah according to Isaiah 1-2? What do the people need to do? It is too late to change?
(3) What does the prophet see in Isaiah 6? What does he do?
(4) According to Isaiah 5 what does God expect from his people? What has God received?
(5) How will God react to Assyrian boasting in Isaiah 10 and 31?
(6) What are the characteristics of the Messiah according to Isaiah 9 and 11? (3 pages)

2. Zephaniah and Josiah's Reform
Readings: Zephaniah 1-3; 2 Kings 21:1-23:30; Deuteronomy 5-6; 12-13; 17:14-20; 18:14-22; Anderson 324-52.
Questions: (1) According to Zephaniah what kinds of sins are being practiced in Judah?
(2) What were the sins of Manasseh according to 2 Kings? How was the book of the law found? How was it authenticated? What steps for reform does Josiah take?
(3) What are the indications that Deuteronomy may be the book of the law leading to Josiah’s reforms? (3 pages)

3. The Fall of Assyria: Jonah, Nahum and Habakkuk
Readings: Jonah 1-4; Nahum 1-3; Habakkuk 1-3; Anderson, 353-54, 553-56.
Questions: (1) After a long oppression of the peoples of the Ancient Near East, Assyria’s capital of Ninevah was destroyed in 612 B.C. According to Nahum what role did God play in the destruction of the city? Why?
(2) How does the person of faith respond to God’s actions in history according to Habakkuk 2:1-4 and 3:16-19?
(3) What is God’s desire for the people of Ninevah in the book of Jonah? Do you see any conflict between these three prophetic books? Why or why not? (2 pages)

4. Jeremiah and the Fall of Judah
Readings: 2 Kings 23:31-25:30; Jeremiah 1; 7; 11; 20; 26-28; 32; 36; Anderson 355- 85.
Questions: (1) What was the fate of Judah, Jerusalem, and the Temple by the hands of the Babylonians? Why does 2 Kings end with the release of Jehoiachin?
(2) How did Jeremiah react to his call to be a prophet in Jeremiah 1? How did God reassure him? Was Jeremiah’s message to be predominantly constructive or destructive?
(3) What were the themes of Jeremiah’s Temple sermon in chapter 7? According to Jeremiah 26 how did his hearers react? What saved Jeremiah’s life?
(4) How is Jeremiah to respond to the opposition in Jeremiah 11 and 20? What is Jeremiah’s reaction to God?
(5) What did Jeremiah advise the king to do in chapters 27-28? Why did he wear a yoke? What did he do when Hananiah broke the yoke?
(6) What was the symbolic action of Jeremiah in chapter 32? What did it signify?
(7) What did Jeremiah dictate to Baruch in chapter 36? What did the king do with the scroll? How did Jeremiah respond? (3 pages)

THE PERIOD OF THE BABYLONIAN EXILE

1. The Exile
Readings: Lamentations 1-2; 4-5; Psalm 137.
Questions: (1) What was the mood of the people in Judah and exile after the destruction of Jerusalem according to Lamentations and Psalm 137?
(2) Who brought about this catastrophe?
(3) Do these writers see the destruction as something deserved by Judah? (1 page)

2. Ezekiel
Readings: Ezekiel 1-3; 8-11; 13; 16; 33:21-22; 34; 37; 43:1-9; 47:1-12; Anderson 388-424.
Questions: (1) What does Ezekiel see during his call to ministry in chapters 1-3? Do you see any parallels between his mission and that of Jeremiah? What is the responsibility of the watchman?
(2) Where is the prophet taken in chapters 8-11? What does he see the people doing? What is God’s response? What happens in Ezekiel 43:1-9?
(3) What is the problem in Ezekiel 13? What is the result for the people?
(4) How is Jerusalem portrayed in Ezekiel 16? How is God portrayed?
(5) How have the leaders of Israel failed according to Ezekiel 34? How will God respond to this problem?
(6) Who do the dry bones represent in Ezekiel 37? Who are the two sticks? What are God’s plans in both cases?
(7) What is the impact of the water flowing from the Temple in Ezekiel 47? (3 pages)

3. Joel and Obadiah
Readings: Joel 1-3; Obadiah 1-21; Anderson 474-79.
Questions: (1) How is the locust plague understood in Joel? How should the people respond? Is the Day of the Lord something to long for? What will be the result of God pouring out his spirit?
(2) Why will Edom experience judgment according to Obadiah? (2 pages)

RETURN AND REBUILDING OF THE HOMELAND

1. Isaiah of Babylon
Readings: Isaiah 40; 42; 44-45; 49-50; 52-53; 56; 58; 61; Anderson 425-59.
Questions: (1) What message of good tidings does Isaiah bring the exiles in chapters 40, 44, and 49?
(2) How is God using Cyrus according to Isaiah 44-45? Is Cyrus aware of this?
(3) What is the folly of idolaters according to Isaiah 44?
(4) What is the servant of God to suffer and accomplish in Isaiah 42:1-4; 49:1-6; 50:4-9, and 52:13-53:12?
(5) What is the promise to the obedient foreigner and eunuch in Isaiah 56?
(6) What kind of fast does God want according to Isaiah 58?
(7) What is the mission of the one sent by God in Isaiah 61? (4 pages)

2. Ezra and Nehemiah
Readings: Ezra 1; 3; 4:1-5; 6-7; Nehemiah 1-2; 4; 6:15-19; 8-9; 13; Anderson 460-74, 477-89.
Questions: (1) What did Cyrus do for the Jewish exiles according to Ezra 1 and 6? How does this indicate that Persian policy towards conquered peoples was different from those of Assyria and Babylonia?
(2) What steps did the returning Jews take to restore proper worship according to Ezra 3? What was their response to the Samaritan offer to help in Ezra 4:1-5?
(3) According to Ezra 7 who is Ezra and why did he want to go to Jerusalem?
(4) Who is Nehemiah according to Nehemiah 1-2 and why does he want to go to Jerusalem?
(5) What problems did Nehemiah encounter in rebuilding the wall of Jerusalem in Nehemiah 4 and 6:15-19? How were they overcome?
(6) What does Ezra bring and read to the people in Nehemiah 8-9? What is their reaction?
(7) What themes are expressed in the long prayer of Nehemiah 9?
(8) What problems did Nehemiah confront in Nehemiah 13? How did he react to them? (4 pages)

3. Haggai, Zechariah and Malachi
Readings: Haggai 1-2; Zechariah 3; 6:9-15; 12-14; Malachi 1-4.
Questions: (1) What motivation does Haggai give for rebuilding the Temple? How does the second Temple compare to the first one? What is God about to do according to Haggai?
(2) What is the vision Zechariah has of Joshua? What is the promise made to him in Zechariah 3 and 6:9-15?
(3) What are the key events that will accompany the Day of the Lord according to Zechariah 12-14?
(4) How have the priests failed God according to Malachi 1?
(5) How have the people broken covenant in Malachi 2?
(6) According to Malachi 3 how are the people robbing God?
(7) What promise ends the book? (3 pages)

Part Two: The Writings

WORSHIP AND ADORATION: SONGS OF PRAISE AND LOVE

1. Psalms
Readings: Psalms 2; 15; 19; 22-24; 30; 45; 51; 72; 110; 118; 137; 150; Anderson 490-518
Questions: (1) Several Psalms are concerned with the life of the king. Psalms 2 and 110 are focused on the king’s coronation. What is the source of the king’s power according to these psalms? What does Psalm 45 celebrate? How is a good king to reign according to Psalm 72?
(2) Psalms 15 and 24 focus on those entering the Temple to worship. What are the requirements for entry into God’s presence?
(3) Psalms 22 and 51 are individual laments. What is the problem in each case? What does the psalmist ask from God? What is promised to God?
(4) Psalm 19 is a hymn while Psalm 30 is an individual thanksgiving. For what does the psalmist rejoice in each? How are they alike or different in structure?
(5) What are the two primary images used for God in Psalm 23?
(6) Psalm 118 and 137 are communal psalms. What is celebrated in Psalm 118? What is lamented in Psalm 137?
(7) What does Psalm 150, the conclusion of the book of Psalms, call people to do?
(4 pages)

2. Concerning Love: Song of Songs and Ruth
Readings: Song of Songs 1; 4; 8; Ruth 1-4.
Questions: (1) Who is described in Song 4? Which of the five senses are involved in this description?
(2) How is love described in Song 8?
(3) How does Ruth show her loyalty in the book of Ruth? How does she get Boaz to serve as a “redeemer”?
(4) What kinds of love do these two books celebrate? (2 pages)

3. The Chronicler's History
Readings: 1 Chronicles 13-14; 16-17; 28; 2 Chronicles 7; 33-35.
Questions: (1) According to 1 Chronicles what is the king‘s role in worship? Who planned and prepared to build the Temple? Who actually built the Temple?
(2) What is the choice given to Israel in 2 Chronicles 7?
(3) How did Manasseh change according to 2 Chronicles 33?
(4) Where did Josiah fail according to 2 Chronicles 34-35? (2 pages)

THE WISDOM LITERATURE

1. Proverbs
Readings: Proverbs 1-3; 7; 9-11; 22-23; 31; Anderson 519-33.
Questions: (1) Read Proverbs 1-3, 7, 9-11. According to these chapters who can benefit from wisdom? What is the beginning of wisdom? What are the sources of wisdom? Who are the competitors for Lady Wisdom? Where do their ways lead?
(2) According to Proverbs 22-23 how should one treat the poor and orphaned? How should parents raise children? Do you agree or disagree?
(3) What are the qualities of a good wife according to Proverbs 31? (3 pages)

2. Ecclesiastes
Readings: Ecclesiastes 1-4; 7; 9; 11-12; Anderson 533-39.
Questions: (1) According to Ecclesiastes is wisdom valuable? What are some of the things the writer found to be vanity? Why are these things vanity?
(2) What view of time is expressed in Ecclesiastes 3?
(3) Do things always turn our justly in life? What happens after death according to Ecclesiastes? Do the final two verses agree with the message of the rest of the book?
(2 pages)

3. Job
Readings: Job 1-7; 38-42; Anderson 539-52.
Questions: (1) Who is Satan and what is his role according to Job 1-2? How does Job react to disaster? What do the three friends of Job do at first?
(2) Is Job’s lament in chapter 3 different from his earlier responses? What does Job hope for?
(3) What reasons does Eliphaz find in Job 4-5 for Job’s suffering? Does Job accept his ideas in chapters 6-7? Does he find comfort from Eliphaz?
(4) Does God answer Job’s questions about his suffering in Job 38-41? Why does God speak about creation?
(5) Does Job feel reconciled to God in chapter 42? Is the book complete without Job 42:7-17? (3 pages)

APOCALYPTIC AND CONCLUSIONS

1. Daniel and Apocalyptic
Readings: Daniel 1-3; 6-9; 12; Anderson 563-87.
Questions: (1) How did Daniel and his companions become royal servants in Daniel 1? Who is the first king they served? What was their first test of faith?
(2) What is the test in Daniel 2? How is Daniel able to survive? What does the dream signify?
(3) What is the test in Daniel 3? How is it overcome?
(4) How is the king forced to throw Daniel in the lion’s den in chapter 6? How might these four chapters and their tests relate to a people struggling to hold onto their Jewish faith under foreign rulers?
(5) What is the vision of Daniel in chapter 7? How does it reassure the people?
(6) What are the various times given for the visions to be fulfilled in chapters 7-9 and 12? What role does confession and repentance play in these chapters? (3 pages)

2. Esther
Readings: Esther 1-8; Anderson 553-63.
Questions: (1) Where is the story of Esther set? What leads to the king’s search for a new wife? How did Esther become Queen?
(2) Why did Haman seek to destroy the Jews? What makes it difficult for Esther to intervene? What is the fate of Haman? How is genocide averted?
(3) What values are shown as admirable in the book? (2 pages)

3. Canon and Later Developments
Readings: Anderson 587-97.
Questions: (1) What is meant by the canon according to Anderson? What is canonical criticism?
(2) What role does the Old Testament play in your faith and ministry? (2 pages)

Personal & Social Ethics 414 Syllabus

COURSE OF STUDY SCHOOL

Spring 2012

Weekend Course for Part-time Local Pastors

Year Four


Personal & Social Ethics 414 Syllabus
This course examines the biblical and theological foundations that inform the variety of Christian perspectives on key ethical issues facing pastors and congregations today. We will analyze the biblical and theological bases for responsible and faithful Christian behavior and decision-making relative to personal, social, and professional ethical issues.

Course Objectives
• Develop a general knowledge of the biblical and theological bases for ethical thinking and decision-making.
• Survey the major theological approaches, past and present, to ethical reasoning in the Christian life, with special emphasis on a Wesleyan view of personal and social holiness.
• Examine the Social Principles of The United Methodist Church as a frame of reference for ethical decision-making.
• Understand the complexity of Christian perspectives on the sexual, medical, political, economic, and environmental issues encountered by pastors.
• By using case studies we will reflect upon essential guidelines and gain proficiency as a pastor in making ethical-decisions that reflect a coherent biblical/theological perspective.


Required Books
1. The Bible
2. The Book of Discipline of The United Methodist Church, Abingdon Press, 2008.
3. The Book of Resolutions of The United Methodist Church, Abingdon Press, 2008.
4. Boulton, Wayne G., Thomas D. Kennedy, and Allen Verhey, From Christ to the World: Introductory Readings in Christian Ethics, Wm. B. Eerdmans Publishing Company, 1994.
5. Wogaman, Philip J., Christian Ethics: A Historical Introduction, Louisville: Westminster/John Knox Press, 1993
6. Lovin, Robin W., Christian Ethics: An Essential Guide, Nashville: Abingdon, 2000.


Supplementary Resources
1. The Book of Resolutions of The United Methodist Church, Abingdon Press, 2008.
2. Brunner, Emil, The Divine Imperative, The Westminster Press, 1947.
3. Niebuhr, H. Richard, Christ and Culture, Harper & Brothers, New York, 1951.

-2-

4. Niebuhr, Reinhold, Moral Man and Immoral Society: A Study in Ethics and Politics, Charles Scribner’s Sons, 1960.
5. Lehmann, Paul L., Ethics in a Christian Context, Harper & Row, 1963.
6. Bonhoeffer, Dietrich, Ethics, Mcmillan, 1965.
7. Fletcher, Joseph, Situation Ethics: The New Morality, Westminster/John Knox Press, 1997. First published, 1966.
8. Rauschenbusch, Water, Christianity and the Social Crisis, Westminster/John Knox Press, 1991. First published, 1910.

It would be wise to complete all of the assignments for Class Sessions 1-3 before arrival at the Course of Study School on Friday, April 13. There will be virtually no time to work on class assignments during the weekend of the School.

Pre-class Assignments to be used in Session 1 (Friday evening, April 13):
• Review these Biblical passages:
1. Exodus 20:1 – 23:19
2. The Book of Amos
3. Matthew 5 – 7
4. Luke 6:17-36
5. Luke 10:25-37
6. Luke 12:13-21
7. Luke 16:1-13
8. Luke 16:19-31
• Review these paragraphs in The Book of Discipline
1. Doctrinal Standards and Our Theological Task – Para. 101-104
2. The Ministry of All Christians – Para. 120-142
3. The Social Principles – Para. 160-166
• Write a response (no more than 500 words) to each of the following questions for class
discussion at our first class session.
1. What are the principles of ethics found in the biblical passages?
2. How are these principles applied (moral decision-making) in the situations
described by the parables from Luke’s gospel?
3. In what ways do you see these principles present in the selections from The Book
of Discipline?
4. If you had the opportunity to enter into conversation with the author of the
Exodus passage as well as with the authors of Matthew and Luke, what responses
would you want to make and what questions would like to raise?


Assignment for Class Session 2 (Saturday morning, April 14):
Read the following pages From Christ to the World: Pages 1-11, 15-16, 17-26, 31-33, 59-61, 63-64, 88-101, 103-105, 109-118, 130-144, 145-146, 164-176, 183-194, 204-221, 231-237,
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251-253, 281-284, 311-315.
• Read the following selection from the 2008 Book of Discipline: “Our Theological Task,” Para. 104, page 74.
• Write: In close conversation with these readings and with any of the other resources listed in this syllabus:
a) Identify the primary sources for ethical decision-making – e.g. scripture, tradition,
science, etc. – that inform your perspectives on ethical issues. Give examples of how
you use those sources in specific situations of ethical decision-making. (no more than
2 pages)
b) Which form(s) of Christian ethics – e.g. legalistic, antinomian, situational, etc. -- do
you believe is most faithful to the Christian faith and why? (no more than 1 page)
c) What is/are the key norm/norms – e.g. love, justice, grace, truth, etc. – that shapes
your deliberation on ethical matters? (no more than 1 page)
d) Describe the primary context – e.g. church, community, nation, etc. – out of which
you engage in ethical reflection. (no more than 1 page)
Be prepared to discuss your responses in class.


Assignment for Class Session 3 – Christian Sexual Ethics and Christian Medical Ethics (Saturday afternoon, April 14):

• Christian Sexual Ethics:
1. Read: From Christ to the World, pages 319-362.
2. Read: The Book of Discipline (2008), Para. 161, pages 101-108 (“The Nurturing
Community”).
The Book of Resolutions (2008), Resolutions 2041, 2045, and 2046 on pages
129, 139, and 144.
3. For each of the following situations and in close conversation with the above readings as well as with any of the other resources listed in the syllabus write a one (1) page statement articulating and justifying the ethical guidance you would offer as pastor in your local congregation:
a) In a marriage counseling session one of the spouses confesses to engaging in
cybersex with an online partner.
b) On a community panel following the suicide of a gay teenager, you are asked
to provide a Christian perspective on homosexuality.
c) In a young adult Sunday school class on the topic of sexuality, several members admit they believe that it okay to have sex before marriage, “as long as it’s in a committed, loving relationship.”
Be prepared to discuss your responses in class.

• Christian Medical Ethics:
1. Read: From Christ to the World, pages 365-406
2. Read: The Book of Discipline (2008), Para. 162, pages 108-118 (“The Social
Community”).
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The Book of Resolutions (2008), Resolutions 3201, 3202, 3205, and 3304, on
pages 346, 356, 368, and 427.
2. Write: You stop in your local café, and a doctor and administrator from your local
hospital invite you to join them in a cup of coffee. You soon discover the conversation is about issues surrounding the ongoing healthcare debate in Washington, advances in bio-technology, and end of life conversations with families. Utilizing the above readings and any of the other resources listed in this syllabus write (no more than 2 pages for each issue) your understanding of what a Christian ethical perspective might be on these modern medical issues. Be prepared to discuss your perspective in class.

It would be wise to complete all of the assignments for Class Sessions 4-5 before arrival at the Course of Study School on Friday, May 4. There will be virtually no time to work on class assignments during the weekend of the School.

Assignment for Class Session 4 – Christian Political Ethics (Friday evening, May 4):
• Read: From Christ to the World, pages 409-445.
• Read: The Book of Discipline (2008), Para. 164, pages 123-127 (“The Political
Community”)
The Book of Resolutions (2008), Resolutions 5013 and 5014 on pages 657 and 661.
• Write: In close conversation with the above readings and with any of the other resources listed in this syllabus, answer question one (1) and, depending upon your answer, either question two (2) or question three (3).
1. Is the use of force against evil ever justified from a Christian perspective?
2. If so, in what circumstances and with what justification?
3. If not, what must be said of the consequences of such nonresistance?
Apply your answer to some concrete situations such as the various military conflicts in which our nation has engaged as well as to other societal events such as the civil rights movement, the labor movement, etc. Confine your response to no less than three (3) and no more than five (5) double-spaced pages. Be prepared to discuss your perspective in class.


Assignment for Class Session 5 – Christian Economic Ethics (Saturday morning, May 5):
• Read: From Christ to the World, pages 447-492.
• Read: The Book of Discipline (2008), Para. 163, pages 118-123 (“The Economic
Community”).
The Book of Resolutions (2008), Resolutions 4052 and 4054 on pages 563 and 578.
• Write: In close conversation with the above readings and with any of the other resources listed in this syllabus, provide a Christian ethical/theological perspective of some of the
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root problems that have contributed to the recent economic crisis in the United States. In this written statement articulate what guidance you might give to the members of your congregation so they may be able to think with faithfulness, wisdom, and intelligence about the Christian ethical/theological perspective one might be able to apply to these economic issues as well as to their vocations, financial resources, and the accumulation of possessions. Limit your written statement to no less than three (3) and no more than five (5) double-spaced pages. Be prepared to discuss your perspective in class.

Assignment for Class Session 6 – Christian Environmental Ethics (Saturday afternoon, May 5):
• Read: From Christ to the World, pages 493-528.
• Read: The Book of Discipline (2008), Para. 160, pages 98-101 (“The Natural Community”)
The Book of Resolutions (2088), Resolutions 1023 and 1026 on pages 66 and 79.
• Write: With help from the above readings and any of the other resources listed in this syllabus, prepare a sermon manuscript on the subject of Christian ethical and stewardship responsibility for God’s creation and apply your perspective to a few of the many
environmental crises confronting our global community today. Limit your sermon to no less than four (4) and no more than six (6) double-spaced pages. Be prepared to discuss
your perspective in class.

How to Format Your Written Homework
1. Follow approximate length given for each item of written work.

2. Submit your written work on 81/2 X 11 paper, double-spaced, with one-inch margins, using a
12-point font, Times New Roman.

3. On each page of your work, include a header with your name, the class number, and the page
number.

4. If you quote from a printed text, you must use quotation marks and note the source, including
pages, in parentheses at the end of each usage. Quotations should never be more than a
sentence or two long. Ideas and information should be stated in your own words, not in the
words of the authors you have read. For assigned texts, you may abbreviate the titles by using
the first letter of each word in the title. For example, if the source is From Christ to the
World, then use (FCttW, p. 34-35). If you refer to books that are not listed on the class
reading list, then you must give full bibliographic information. The Proper Citations page
(http://www.garrett.edu/index.php/course-of-study-academics/cos-english-homework) will
give you more information about how to present bibliographic information in your work.

5. Add a title page that includes:
a) The name of the course,
b) Your name,
c) The date of the first day of class.
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6. The due date for written work for class sessions 1-3 is Friday, April 13. The due date for written work for class sessions 4-6 is Friday, April 13. Late work is only accepted with prior approval of the Director of the Course of Study School.

7. Make a copy of your material and bring it with you for your own use during class

NOTE: Using other people’s materials without documentation, whether from a book, journal,
teacher, another student, sermon service, or lectionary aid, is unacceptable behavior. Such
activity, otherwise known as plagiarism usually means failure for the course with notification
sent to the Conference Course of Study Registrar and the Division of Ordained Ministry.
Professors will report all instances of plagiarism to the Director of the Course of Study. The
Director will arrange for a meeting with the professor and the student, and the student will be
given opportunity to explain the situation. The Director in consultation with the professor will
make a decision about what action is appropriate for a first instance of plagiarism. Such action
could include rewriting the material or failure of the course. A brief summary of the meeting
will be prepared by the Director and placed in the student’s file in the Course of Study Office
and kept there until the student completes the Course of Study Curriculum. If a second instance
of plagiarism is documented, the student will fail the course and the Director will determine what
other consequences may apply.


Final Grade
60% will be based on written assignments
40% will be based on class participation

Grading Criteria for Written Assignments
1. You accomplish what the assignments ask of you.
2. Each answer offers a clear thesis statement, follows a logical organization, is well developed, and is free of grammatical and spelling errors.
3. You enter into intelligent, dialogic conversation with the course texts and lectures.
4. You demonstrate a depth of theological, biblical, and pastoral insight in your ethical analysis and claims.

Grading Criteria for Class Participation
1. You must attend every class period and arrive by the beginning of each session.
2. You must demonstrate familiarity with the assigned readings for the day.
3. You must listen carefully to the instructor and to your colleagues in ministry.
4.. You must be an active participant in the class discussions.

A = exceeds expectations for the Course of Study
B = achieves expected quality for the Course of Study
C = passing work but not of expected/exceptional quality
D = unacceptable quality of work (no credit)
F = fail

Registration deadline to be etended for first session

The deadline for registering for a class in the first Spring Session of the COS will soon be extended to January 6. If the registrarion process does not yet reflect that, check back in a few days.
Sorry, Mike

COS 113 Pastoral Care for Spiritual Formation

113 Pastoral Care for Spiritual Formation

COURSE OF STUDY SCHOOL 2012
The IGRC Extension Course of Study School
is an extension of
Garrett-Evangelical Theological Seminary
2121 Sheridan Road
Evanston, IL 60201
847-866-3942

YEAR ONE
(Session I, February 3-4, March 2-3, 2012)

All classes held at the United Methodist Conference Center
5900 S. 2nd Street
Springfield, IL 62711
217-529-2040

Instructor: Rev. Linda Horrell, M. Div., BCC, M.S.W., LCSW
Office: 636-527-7615 Ex. 4 or 314-647-4693
e-mail:lhorrell@hotmail.com Fax: 314-645-4009

Center for Counseling and Pastoral Care
121 Creve Coeur Avenue
Manchester, MO 63011
www.ccpcstl.org



Availability: Please contact me if you have any questions. I accept any assignments via e-mail and “snail mail” and Fax for early revisions and comments.


113 Pastoral Care for Spiritual Formation

This class will be an exploration of the caring presence and actions of the pastor as a form of spiritual leadership and formation. Skills of effective pastoral care will be present and practiced, including effective listening and response skills, awareness of cultural difference, timely intervention, and appropriate referral. Students will be encouraged to reflect on their personal strengths, need for growth in developing relational skills, self-care and the development of personal spiritual practices---all in the context of the community of faith.

A. Course Objectives
Development of the pastor’s identity as a spiritual leader and caregiver, with emphasis in the need for continuing spiritual and professional growth.
Instruction, practice and feedback on basic communication skills including verbal and non-verbal communication.
Examination of basic methods for dealing with developmental issues and life crises, including when and how to refer to other sources of assistance.
Exploration of ethical issues including confidentiality, personal and professional boundaries, and the pastor’s legal responsibilities.
Introduction to Wesleyan understanding of spirituality and spiritual practice.
Exploration of the role of prayer, Scripture and the spiritual resources of the faith community in pastoral care.


Books
Campbell, Ernest T. Where Cross the Crowded Ways: Prayers of a City Pastor. New York, Eerdmans, 2005. Revised Edition.

Patton, John. Pastoral Care in Context: An Introduction to Pastoral Care.
Louisville: Westminster/John Knox Press, 1993. (ISBN 0664220346)

Soelle, Dorothee. Suffering. Philadelphia: Fortress Press, 1975. (ISBN 0800619130)

Stairs, Jean. Listening for the Soul: Pastoral Care and Spiritual Direction. Minneapolis: Fortress Press, (ISBN 0-800006-3239-7)

Thompson, Marjorie. Companion in Christ: The way of Forgiveness. Nashville: Upper Room, 2002 (ISBN 0835809803)

Wuellner, Flora Slosson. Forgiveness, the Passionate Journey: Nine Steps of Forgiving through Jesus’ Beatitudes. Nashville: Upper Room, 2001 (ISBN 0835809455)

Supplementary Reading

Clinebell, Howard. Basic Types of Pastoral Counseling rev. and expanded. Nashville: Abingdon Press, 1984. (ISBN 0687024927)

Glaz, Maxine and Mosessner, Jeanne Stevenson, Women in Travail and Transition. Minneapolis: Fortress Press, 1991. (ISBN 0800624203)

Hunter, Rodney (Editor). Dictionary of Pastoral Care and Counseling. Nashville, Abingdon Press, 1970.
(ISBN Paper edition 068710761X, Electronic edition 0687055725) This reference book in highly recommended for the library of every pastor. Please note that this important work is available paper or electronic format.

Taylor, Charles. The Skilled Pastor: Counseling as the Practice of Theology. Philadelphia: Fortress Press, 1991. (ISBN 0800625099)


B. Instructions

Please do all reading assignments before class
Complete written assignments and give credit to the ideas and words of others.
All assignments are to be typed on 8 ½ X 11 white paper. Use one side, double-spaced with one-inch margins and a 12-point font. Please indicate the assignment number you are answering and include your name on all of your work and staple papers together. Please cite all sources other than yourself in the APA style. For instance, if you quote Dorothee Soelle on Suffering, write (Soelle, p. 15-16) and then create a resource list, in alphabetical order, as the final page. Also check the APA style website for more information.
Any assignments may be sent to me early via e-mail, fax or mail for revisions. Late assignments will be accepted with half a letter grade dropped for every day it is late. Please notify me about all late work.

NOTE: Plagiarism is strictly prohibited. All instances will be reported to the Director of the Course of Study and punitive action will follow. Please consult me for guidance on how to avoid this critical error!

C. Assignments

Pastoral Care in Context
February 3rd

Assignments due: Write two to three paragraphs answering these questions that follow each chapter: question #1 on page 37, #5 on page 61, #5 on page 109, #5 on page 210, #3 on page 235.

Read Patton, Chapters 1, 2, 4, 8 & 9
Supplementary reading: Clinebell Chapter 2, 3 & 4, Glaz & Moessner, Part I

Additional Assignment:
Write two pages on how Thompson describes the main reason we might become unforgiving.

Scan read Companions in Christ
Follow the guidelines that are suggested for writing letters of apology or letters of forgiveness. Please be ready to hand these in for over-night review to be returned back to you on February 4th.


February 4th
Sermon due: Write and present a 4-5 minute sermon from the scripture passage of your choice. Think of one you might wish to present in the near future at your church. This sermon needs to reflect on the meaning of the passage for its day and your congregation’s needs. A 5 minute critique will follow. You will be graded on staying within the 5 minute time period, the presentation of the theological message, your ability to address the congregational needs, and on your ability to stay engaged with the supportive critiques of your peers. Additionally, choose a prayer from Campbell’s book at speaks to your sermon and congregation and read it aloud to the class sometime prior to the sermon or following it. You will not be timed while you read the prayer. Before writing the sermon, please consider the final assignment. This is preparation for the final assignment, however, your final assignment should be presenting the opposite point of view of this sermon.

***See assignments below. I want each of you to think of a difficult subject that involves discussing the taboos of politics and religion (such as your view on the death sentence, abortion, homosexuality, immigration, gambling…something addressed on our Book of Resolutions. Decide on a topic, and then defend and present the opposite point of view as if it were your own "personal heart of hearts". What could be a good topic? It could be on the topic you of which you wrote an apology/imparting of forgiveness. It could be about current topic you are struggling with in your congregation or within your family or family of origin. All topics and class discussions are to be held within the confidence and confines of the class. Remember, this is an opportunity to learn. I want you to integrate the readings into the discussion of your topic in order to address the points of view that differ from yours. This topic should be a theme that runs through all of your assignments, except the letter of apology/imparting forgiveness, if you wish. EXAMPLE: You write a letter to your brother seeking forgiveness for fighting about your views against the death penalty. Ideally then, your sermon is to your congregation about the virtues of the death penalty. You say a prayer that supports your sermon message. Later, in the final assignment, you will present your point of view against the death penalty and be ready to debate your classmates who will be prepared to debate the support of the death penalty. Now, the subject of your apology letter does not need to be a public subject in any way. However, consider your situation, and decide if this could the main theme with which you will work. Only I will know what you put in your letter of apology/imparting forgiveness. NOTIFY THE CLASS ABOUT WHICH CONTROVERSIAL TOPIC YOU WILL PRESENT ON March 2nd***

Suffering
March 2nd

Assignments due:
Write a one page paper of what Soelle describes on page 8 as “bloede”. Give your understanding of what Soelle means and how the three “operations” of translating, eliminating and naming mean to your own ministry as a United Methodist pastor and caregiver. Please give examples of your own life.
Write a one-page paper summarizing Chapter 3 and Soelle’s comments about prayer on page 86. In what ways do you understand that an “angel waits for us” when you pray with a parishioner?
Write a one-page paper summarizing Chapter 5, especially Soelle’s section on “The Cross”.
Write a one-page paper summarizing Chapter 6. Address the suffering you see in your community and what changes you see need to happen to prevent more suffering.

Read Soelle: Introduction, Chapter 3, 5, and 6
Supplementary reading: Taylor, Introduction-Chapter 2, Glaz Part II, Clinebell Chapter 7& 8

Additional Assignment:
Write a one page paper on how does the author talk about wounding and healing?
How does she think we need to find healing? How does she discuss forgiveness in abusive relationships? What is a “Shalom bringer”? Describe Wuellner’s views on intercessory prayer.

Extra Credit:
Choose a meditation at the end of any of the chapters and describe your experience in using them to deepen your understanding of giving and receiving forgiveness OR present your final assignment early and notify me of you decision to do so.

March 2rd

Role Playing: The class will be divided in two groups. Each group will be given a written case study situation in class. You and the students will have 10 minutes to reflect on the situation and role-play before the other group. This is an assignment to practice empathy, communication and objectification. The assignment will be a brief segment of class time.




Listening for the Soul
March 3rd

Assignments due:
Write a contemplative prayer for your worship service or for the visitation of the sick at home or in the hospital or choose one from Campbell’s book and write a brief reflection on it.
After reading Chapter 3 follow the instructions for this exercise by completely typing each sentence, 1-10, and completing each sentence, as you desire. (These will be shared in class)
Briefly describe what Stairs means by sabbath-keeping in Chapter 4. Give a one-page description of what the author means. Give a brief understanding of your Sabbath keeping.
Answer questions #4 and #5 in Chapter 6. Talk about the ways your congregation provides for the pastoral care of children and how Stairs strategies might be applied to your own situation.
Write three pages that respond to question #1 on page 151 in Chapter 5. Respond to the author’s question and identify the concerns of your own soul in your daily life and work. In what ways do you anticipate that this class will address some of these soul concerns?

Read Stair Chapter 2, 3, 4, 5, & 6
Supplementary Reading: Taylor Chapter 3, 4 & 5

March 3rd
Assignment due: Write a Letter to the Editor. Pick a controversial subject that relates to the opposition of your earlier sermon assignment (to clarify, this would know reflect your authentic values); it might be regarding an article that you read in the news or discussed at Annual Conference. Imagine addressing a letter to the editor of the local paper, our conference Current newspaper or your local TV station. Make your address from a viewpoint as a United Methodist pastor or parishioner and portray the controversy from your viewpoint and your congregation’s (whether they agree or not). This will be presented in class. Then, be prepared to speak to us after the reading of your letter. The class will be ready to debate with you from the opposite viewpoint. You may use any books or credible Internet sites for information and statistics. Different forms of media may be used to represent your point of view, such as Power Point, video, music, or movie clip, for example. Time is absolutely of essence so your presentation must be no more than 5 minutes or you will lose points for over-time.

Grading Standards
A= exceeds expectations for the Course of Study, B= expected quality for COS, C= passing work but not of expected quality, D= unacceptable quality (no credit), F= fail

E. Due Dates for Assignments are as noted and highlighted above.

COS 114 – Pastoral Leadership and Administration

COS 114 – Pastoral Leadership and Administration
Year One – Course of Study School 2012
Garrett-Evangelical Theological Seminary

A. Description
In this course we will focus upon your discernment of a vision for the church’s mission and ministry, and the formation of entry-level competencies in pastoral leadership. Each participant is responsible for his/her own self-assessment and discovery of gifts for leadership. A key goal is to discover one’s gifts for pastoral leadership which most closely achieve the integrity of being and doing as a servant leader.
B. Course Objectives
1. Reading and developing resources for examining the nature/mission of the Church as a foundation for:
a. Vision for ministry
b. Focusing on the mission of the Church
c. Decision-making
d. Leadership-in-practice
2. Learning the ways to lead while leading. Creating one’s own working definition of a leading. Discerning and articulating a vision for the congregation you serve. Developing self-assessment tools and abilities.
3. Introduction of planning, decision-making, assessment, change, and conflict in the context of ministry.
4. Skill development in leadership dynamics.
5. Appreciation for the polity of the United Methodist Church and its strengths and weaknesses vis-à-vis leadership.

C. Books:
Required Texts
Dudley, Carl S. Effective Small Churches in the Twenty-First Century, Abingdon, 2003
ISBN: 0687038014

Hunter. James C. The Servant: A Simple Story about the True Essence of Leadership, Prima Publishing, 1998, ISBN: 0761513698

Weems, Lovett H. Church Leadership: Vision, Team, Culture and Integrity, Revised Edition, Abingdon, 2010, ISBN: 9781426703027

COS 114, Feb/Mar 2012 Revision, page 1


The Book of Discipline of the United Methodist Church, 2008, Nashville, TN: United Methodist Publishing House, 2008, ISBN: 9780687647859

Everist, Norma Cook. Church Conflict: From Contention to Collaboration, Abingdon, 2004,
ISBN: 0687038014

D. How to format your homework
1. Once you have read and taken notes, answer the questions completely in your own words.
Do not quote extensively from the texts, rather, digest the information and content, and express in your own words. (Did I mention that this is to be in your own words?) Please use the rules of grammar and good writing practice, e.g. write complete sentences.
2. Note that I have suggested a length for each written assignment. The wise scholar will follow these suggestions.
3. It will help if I can read your work, so, print on 81/2 x11 white paper; on one side only. I suggest a 12-point font, either Times New Roman or Arial. Do not use script, condensed, or all caps print.
4. On each page, include a header with your name, class number (COS 114) and the page number.
5. Please, please follow a manual of style, for all quotes and notations. The Chicago Manual of Style, 15th edition, or APA will do nicely.
6. Staple all pages for the course together in a sequential manner, using one staple in the upper left-hand corner. It is not necessary to bind your papers, or put them in a folder, or in a report cover.
7. Add a title page to your packet of work that includes your (1) Name, (2) Course number, and (3) date.
8. The due date for the work is the Friday evening at the beginning of each weekend. Late work is only accepted with prior approval of the Director of the Course of Study: the Rev. E. Michael Jones.
9. Make a copy of your work and bring it with you for your use during the weekend.
NOW HERE IS THE REQUIRED NOTE:
Using other people’s materials without documentation, whether from a book, journal, teacher, another student, sermon service, or lectionary aid, is unacceptable. Such activity, otherwise known as plagiarism, usually mean s failure of the course with notification sent to the Conference Course of Study Registrar and the Division of Ordained Ministry. Professors are required to report all instances of plagiarism to the Director of the Course of Study. The Director will arrange a meeting with the professor and the student, and the student will be give opportunity to explain the situation.
COS 114, Feb/Mar 2012 Revision, page 2
The Director in consultation with the professor will make a decision about what action is appropriate for a first instance of plagiarism. Such action could include rewriting the assignment or failure of the course. A brief
summary of the meeting will be written by the Director and placed in the student’s file. If a second instance occurs, the student will fail the course, and the Director will determine what other consequences apply.
Simply put: this is about your learning, your thought, your knowledge, your practice. Don’t use someone else’s.
E. Assignments

Due February 3

1. Before you read any of the texts, write down your current understanding of pastoral leadership and administration. What are the key components of leadership, what is essential to leadership? List your current issues and questions about church leadership that are concerns for you in your ministry. (1-2 pages)
2. After reading Weems’ entire book:
a. Write an overview on “church leadership—a vital role in my ministry.” (1 page)
b. Go to the exercises at the end of Chapters 2-5 and provide a brief summary of your responses. (1 page per chapter—4 pages in total)
3. After reading Everist, Chapters 1-12:
a. Summarize your understanding of the nature of conflict (images, types, patterns, history, and roles) and possible responses to conflict. (2 pages)
b. Describe an experience of conflict in your church. How was it resolved? After reading Everist, how would you approach the same conflict? The same? Differently? Why or why not? (2 pages)
Due March 2
4. After reading Dudley, all chapters, identify the three major units of the book and dedicate one page (1 page) to each unit describing the key assets of small churches. Include at least one paragraph for each unit that reflects examples of these assets in a church you serve. (3 pages total)
5. Read the paragraphs relating to the local church organizational structure in the 2008 BOD and note the possibility of organizing a church by combining or expanding the organizational structure. Describe the current organizational structure in your church/es and analyze its/their effectiveness. Develop a plan for a new or revised approach that would increase the effectiveness of the church in accomplishing its mission.
COS 114, Feb/Mar 2012 Revision, page 3

F. Class Participation

IMPORTANT: This class is designed to be interactive and participative. You’ll be encouraged to lead worship, share snacks, work in small groups, and do mini-assignments and share information and ideas with one another. This is about leadership, after all……I expect you to participate accordingly, and this is a key component of the grade.

G. Grading System
Grade standards:
A=exceeds expectations for Course of Study; B=expected quality for the Course of Study; C=passing work, but not of expected quality; D=unacceptable quality (no credit); F=fail.
Your final grade will be calculated as follows:
50% from the written work and pre-session reading assignments
30% from in-class participation
20% from written work assigned and written in class sessions

If you have any questions, you may email me at: tharter@igrc.org
Terry Harter
Sangamon River District Office
P.O. Box 3487
Springfield, IL 62708-3487
217-529-3257

Home:
3100 St. Helens Ct.
Springfield, Il 62704
217-787-7041
Cell: 217-202-7768