MA Module Handbook

Here you find all the information about all the courses that are taught in the Master of Arts Programs.

Introduction

This handbook describes Lee University's modules offered at the European Theological Seminary. This program is accredited and certified by SACSCOC, and differences to the German system are pointed out throughout this handbook. 

There are two programs of study, the MA in Pentecostal-Charismatic Theology and the MA in Marriage and Family Studies. Both postgraduate programs require a bachelor's degree (180 ECTS) and at least a year of practical experience working in the subject area, e.g. church ministry (30 ECTS) (see Work Experience). Both degrees are offered by part-time study only, requiring attendance on campus at ETS for the intensive study modules. Both MA programs consist of 90 ECTS (amounting to 300 ECTS total), which leads to the same level of qualification and eligibility as the consecutive master's degree.

Access to the Program

Access to the Program

General Programme Access Requirements

(1) We recognize the importance of an accredited BA according to the Bologna Process. Applicants for the MA programs at ETS must prove that their B.A. degree or its equivalent at EQF level 6 fully complies with §58 of the Landeshochschulgesez Baden-Württemberg.

(2) For students in the MA programs at ETS, the regulations according to §59 of the LHG Baden-Württemberg of January 1, 2005 apply:

§ 59
Access to non-undergraduate programs and to contact studies

(I) Admission to a Master's degree programme shall require a university degree or an equivalent qualification. The institutions of higher education may lay down further requirements by statute. § Section 58(8) shall apply mutatis mutandis. The institutions of higher education shall recognise foreign qualifications in accordance with the provisions of section 35.

(II) The admission requirements for Master's study courses providing further education and other study courses providing further education in accordance with section 31(3) are a first higher education degree or equivalent qualification and qualified practical work experience of generally at least one year; in all other respects, subsection 1 shall apply mutatis mutandis. The requirement of practical professional experience shall not apply at art colleges to such studies which serve to deepen free-artistic skills.

(III) Anyone who has completed a university degree or has acquired the required aptitude in a profession or in some other way may participate in contact studies. The admission requirements shall be regulated in detail by the institutions of higher education; in the case of contact studies organised under public law, this shall be done by statute.

(See: https://www.landesrecht-bw.de/jportal/?quelle=jlink&query=HSchulG+BW+%C2%A7+59&psml=bsbawueprod.psml&max=true)

Corresponding certificates must be submitted with the application as a copy or scan.

Additional criteria of admission requirements to the two MA programs at ETS:

The MA program offered at ETS in

(3) If the student holds a B.A. degree or equivalent at EQF level 6 in a field other than

Access to the Program

Work Experience

ECTS CREDITS EARNED THROUGH WORK EXPERIENCE

The applicant must demonstrate one year of professional experience following the completion of Bachelor/EQF-Level 6 studies. This experience should preferably be in a field appropriate to the choice of Master's program, whether working in a secular profession or in a professional or volunteer capacity in a church or para-church institution, in education, missions, or social work.

ETS recognizes that the application of knowledge acquired at Bachelor/EQF-Level 6 is a unique stage in a person's personal and professional development. It is learning by doing under the guidance of an experienced mentor, which allows for critical reflection and evaluation of progress and ensures the acquisition and practice of skills in the field.  

As part of the continuing professional development in an individual's life, this work experience can be credited as informal and/or non-formal learning; and as this takes place after graduation at Bachelor/EQF-Level 6, it is regarded as Master/EQF-Level 7 level work.


DOCUMENTATION OF WORK EXPERIENCE

ETS expects that all learning must be documented and assigned an appropriate ECTS level in order to receive credit. This provides transparency and ensures that credits for informal and non-formal education are credited in the same way as credits for formal education on campus.

Evidence of practical experience gained can be in the form of a portfolio, which includes documents that the student has collected to demonstrate different skills in different ways. It may include references from employers, mentors, or supervisors, a performance review, a resume, and other documents. Also, for example, PowerPoint presentations, sermon outlines, developed Bible studies, creative materials for children's ministry or youth meetings, and posters for events may be submitted as evidence of professional experience.

The above documents may be submitted as an e-portfolio. If the student leads worship, uses PowerPoint presentations, or has recorded sermons on DVD, it is best if it is submitted in an easily accessible format such as Word or YouTube.

The portfolio or e-portfolio should be submitted to ETS with the application form for a continuing master's degree, following the learning outcomes and sample checklist.

Sample Checklist for Portfolio:

1.      At least one item which reflects or informs each Learning Outcome, and clearly indicates to which outcome it belongs.

2.      A total of ___ items

3.      Reflection on each item

4.      My application form

5.      I have shown my portfolio to one of my referees.

Students will be asked to reflect on their learning activities in their continuing personal development by engaging in self-assessment and self-evaluation based on the learning outcomes. These can then form part of the application interview with ETS faculty.

Learning Outcomes – Based on the Practical Year of Work Experience:

1.      Apply appropriate methodology in the workplace; employ critical thinking and a range of problem-solving devices in new or unfamiliar surroundings. 

2.      Analyze situations, plan and organize programs and events with the ability to communicate effectively to a range of audiences.

3.      Operate comfortably within a wide range of practical and transferable skills, being able to make judgments that will enable the successful performance of ministerial tasks.

4.      Exercise leadership in the field, with a degree of autonomy, whilst receiving mentoring and direction from a supervisor.

5.      Develop a healthy relationship with their mentor and honestly evaluate their own personal involvement

6.      Ascertain the value of good preparation and subsequent evaluation.

7.      Work effectively as part of a team and assess the personal contribution made.

 

CREDIT COUNTING

The internship year or even longer professional experience is valued by ETS at 30 ECTS of Masters/EQF Level 7. It can form the first part of the continuing theological and professional education in MA Pentecostal-Charismatic Studies or MA Marriage and Family Studies (both 90 ECTS) offered in collaboration with Lee University. Together with the 180 ECTS acquired through Bachelor/EQF Level 6, this makes a total of 300 ECTS.

Each ECTS is equivalent to 30 hours of actual work.

The 30 ECTS awarded equals 900 hours of actual work. This can be achieved in one year of full-time work or part-time with a weekly commitment of 20 hours per week, which may include taking vacation time.

 

AWARD OF ECTS CREDITS

As with formal education, the award of credits is preceded by an assessment to verify the achievement of learning outcomes. The assessment methods and criteria are constructed in such a way as to measure the achievement of the required learning outcomes at the appropriate level.

The portfolio will be examined by a qualified on-site assessor at ETS, with the authority and training to award credits for learning outcomes acquired outside the formal learning context. The assessor appointed will analyze a range of transparent criteria, established, to evaluate if the Learning Outcomes have been achieved. The assessor will document and report back to the appropriate committee and Faculty meeting (ECTS Users’ Guide, 2015, p. 46).

The assessment will reflect the nature of the educational goals and learning outcomes to gauge the award of ECTS for informal and non-formal learning, earned outside of a Higher Education Institution. In accordance with the requirements of the "Ländergemeinsamen Strukturvorgaben für die Akkreditierung von Bachelor- und Masterstudiengängen" the ECTS credits awarded for off-campus learning will equate to those of formal learning within the institution.

Applicants who have participated in the full-time one-year ETS Internship or the Two Year part-time Pastoral Training of the Church of God, Germany, or the Vikariat program of the BFP, should already possess the appropriate documentation of successful completion, but they need to provide evidence of their BA or EQF-Level 6. Fees may have been charged for the above programs but apart from the application fee, no further fees will be required for the 30 ECTS awarded for Continuing Professional Development.

Modules & Courses

Modules & Courses

Introduction

The program of Lee University consists of modules, which comprise besides lectures also elements of seminars, exercises, and self-study. They are focused on topics and each module has three phases see below; individual modules may differ, which will be shown in the module outline and on Moodle:

Phase

Feature

Time

Workload

Pre-course
Reading & preparation
Begins 4-6 weeks before the contact time
ca. 50 hours
Contact time
Attendance at ETS or Online
Five days (Mo-Fr)
ca. 40 hours
Post-course
Research and paper writing
Ends four weeks after the contact time
ca. 60 hours



150 hours


Modules & Courses

Format & Duration

Each contact time phase is offered as an intensive week, Monday through Friday of the week with primarily all-day lectures and seminars.

Each Module is worth 3 US credit hours, which is 5 ECTS Points (150 hours). The thesis modules comprise 20 ECTS for Pentecostal-Charismatic Studies and 5 + 15 for Marriage and Family Studies. The final Thesis is obligatory for the master's degree. The thesis is a single piece of writing; evaluated by two tutors or faculty. 

The practical theology and supervision modules are administered differently but require 150 hours.

Modules & Courses

Modules

The contact time of each module is separated into different teaching units which consist of lectures, seminars, exercises, group work, presentations, reports, and self-study (achromatic, dialog, and heuristic forms).

Modules & Courses

Blended Learning

The contact time is complemented through E-Learning. Moodle is used as Learning Content Management System (LCMS). With its help, study content and activities are managed and organized. The support is applied in three phases:

- Phase 1 = Activation of the module on Moodle, at the latest two weeks before the contact time phase (normally three weeks before). During this phase, the study starts through self-study including interactive elements on Moodle including reading assignments (Learning and Content Management).

- Phase 2 = Contact time phase. During this phase, Moodle is used mainly for managing the study content (Content Management).

- Phase 3 = Starts with the end of the contact time phase and ends two weeks after the contact time. Mainly compiling written assignments, as well as some interactive elements on Moodle.

Modules & Courses

Academic Year

The academic year at ETS is not divided into classical semesters, but six modules are planned per year in which one can participate. The individual study plan is determined in cooperation with the Academic Dean. A maximum of 30 ECTS can be acquired per year.

Modules & Courses

Revision Cycle

This module handbook is revised or extended every two to three years, as the need arises.

Evaluation & Exam

Evaluation & Exam

Introduction

According to the North American study model, each module has more than one form of evaluation (e.g. project paper, reading assignments, reflections, presentations, reports, group work, participation during discussions, etc.), from which the module grade is calculated. These evaluations are weighted differently, and this is explained in Moodle.

Each module has one evaluation which carries a higher weight; this influences the total grade significantly and comes close to the understanding or intention of an “exam” in the sense of the „frameworks for the introduction of credit systems of study programs. “

Students must actively participate with at least 80% attendance during the contact time. Credits are awarded for each requirement as specified for the module. For further information see Examination policy § 5.

Evaluation & Exam

Grade Equivalence

Scale - % Points
Grade
Decimal Value
GPA
German Grade
100 - 95 A 1,0 4.0 1 (Excellent)
94 - 92 A- 1,3 3.7 1-
91 - 89 B+ 1,7 3.3 2+
88 - 86 B 2,0 3.0 2 (Good)
85 - 83 B- 2,3 2.7 2-
82 - 80 C+ 2,7 2.3 3+
79 - 77 C 3,0 2.0 3 (Average)


Evaluation & Exam

Letter code

Letter codes that refer to the field of study.

MAFT = Marriage and Family Therapy
COUN = Counseling
THEO = Theology
BIBL = Biblical Studies
HEBR = Hebrew Language
PHIL = Philosophy

Course Offerings

Course Offerings

MA in Marriage and Family Studies

Core courses (required 30 credits or 50 ECTS)

Elective Courses (choose four courses from the following – 12 credits or 20 ECTS)

Thesis (12 credits or 20 ECTS)

Total Credit Hours Required: 54 credits or 90 ECTS
The German accreditation agency ‘evalag’ has accredited a slightly extended version with 14 courses plus a thesis. The total number of ECTS credits is 90 ECTS and extends over three years of part-time studies since the legal maximum of ECTS a part-time student may take in Germany is 15 per semester.

Course Offerings

MA in Pentecostal-Charismatic Theology

Core (9 credits or 15 ECTS)

Biblical Studies (6 credits or 10 ECTS)

Pentecostal/Charismatic Studies Emphasis Required (12 credits or 20 ECTS)

Pentecostal/Charismatic Studies Emphasis Electives (15 credits or 25 ECTS)

Thesis (12 credits or 20 ECTS)

Total Credit Hours Required: 54 credits or 90 ECTS
The German accreditation agency ‘evalag’ has accredited a slightly extended version with 14 courses plus a thesis. The total number of ECTS credits is 90 ECTS and extends over three years of part-time studies since the legal maximum of ECTS a part-time student may take in Germany is 15 per semester.

MA in Marriage and Family Studies

MA in Marriage and Family Studies

COUN 520 - Counseling Theories & Techniques

Teacher Dr. T. Gorbacheva
Semester Spring Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This module provides a practical introduction to the counseling aspects which will be used in many of the modules and in particulare the supervision modules.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 20%
Readings & Theoretical Paper
50 20%
Phase 2 40 50%
Participation
30 10%
Presentation 5 10%
Exam 5 30%
Phase 3 60 30%
Research Paper
60 30%
Total 150 100%
Content of the Module Consideration in depth of major counseling theories and techniques, with particular emphasis on comparative analysis.
This course is designed to help the student acquire a thorough understanding of selected counseling theories by studying the written works of prominent authorities associated with these respective theories. Models of helping will be compared and contrasted to explore the goals of counseling and the factors involved in assisting people to change.
Learning Objectives

A. General Instructional Objectives
This course seeks to:

  • Develop students’ understanding of the major systems and theories of counseling and psychotherapy, including selected approaches developed by Christian theorists.
  • Help students assess the status of counseling relative to process and outcome research.
  • Teach skills in counseling interview techniques, including the establishment of rapport, problem identification, and the use of intervention techniques.
  • Explore the historical development of consultation.
  • Present major models of consultation, including the stages of consultation.
  • Assess counselor and consultant characteristics and behavior that influence helping processes including age, gender, and ethnic differences, verbal and nonverbal behaviors, personal characteristics orientations, and skills.
  • Critique the major systems and theories of counseling and psychotherapy from a Christian perspective.

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the student should be able to:

  • Demonstrate mastery of concepts, history, theory of personality, and the psychotherapeutic process of counseling theories covered in class.
  • Compare and contrast the essential features of the theories covered in class.
  • Discuss the current status and critique the strengths and weaknesses of each theoretical approach.
  • Develop a theoretical foundation for their approach to counseling.
  • Demonstrate proficiency and confidence in applying theoretical knowledge and integrating counseling skills.
  • Critique the major theories from a Christian perspective.
Outline
  • A. The counselor: Person and Professional
  • B. Counselor and Consultant Characteristics
  • C. Psychoanalytic Therapy
  • D. Adlerian Therapy
  • E. Jungian Therapy
  • F. Person-Centered Counseling
  • G. Gestalt Therapy
  • H. Transactional Analysis
  • I. Behavior Therapy
  • J. Systems Theory
  • K. Rational Emotive Therapy
  • L. Reality Therapy
  • M. Cognitive-Behavior Therapy
  • N. Family Systems Therapy
  • O. Interview Skills
  • P. Establishing Rapport
  • Q. History of Consultation
  • R. Models of Consultation
  • S. Technological Strategies of Application
  • T. Integration and Application
  • U. Computer-Assisted Therapy
Examination See Evaluation
Core Literature Textbook:
Wedding, D. & Corsini, R.J. (2014). Current Psychotherapies, (10th Ed.). Boston: Cengage Learning.

Reading List:

Brenner, C. (1973). An elementary textbook of psychoanalysis. Garden City, NY: Anchor/Doubleday.
Cade, B., and O’Hanlon, W.H. (1993). A brief guide to brief therapy. New York: Norton.
Capuzzi, D., and Gross, D. R. (1996). Counseling and psychotherapy. Englewood Cliffs, NJ: Merrill.
Corsini, R. L., and Wedding, D. (Eds.). (1995). Current psychotherapies (5th ed.). Itasca, IL: Peacock.
Dinkmeyer, D.; Pew, W.; and Dinkmeyer, D. (1979). Adlerian counseling and psychotherapy. Belmont, CA: Wadsworth.
Dobson, K. (Ed.) (1988). Handbook of cognitive-behavioral therapies. New York: Guilford.
Egan, G. (1986). The skilled helper (2nd ed.). Monterey, CA: Brooks/Cole.
Ellis, A. (1962). Reason and emotion in psychotherapy. Secaucus: NJ: Lyle Stuart.
Gay, P. (1989). The Freud reader. New York: W.W. Norton.
George, R..L., and Cristiani, T. S. (1995). Counseling: theory and practice (4th ed.). Boston, MA: Allyn and Bacon.
Glasser, W. (1961). Mental health or mental illness. New York: Harper & Row.
Harris, T. (1969). I’m OK, you’re OK. New York: Harper and Row.
Koteskey, R. L. Psychology from a Christian perspective. Nashville: Abingdon Press, 1980.
Meichenbaum, D. (1985). Stress inoculation training. New York: Pergamon.
Tan, S. (1987). Cognitive-behavior therapy: A biblical approach and critique. Journal of Psychology and Theology, 15, 103-112.
Vining, J. K., Ed. Pentecostal caregivers. anointed to heal. East Rockaway, NY: Cummings and Hathaway Publishers, 1995.
Vining, J. K., and Decker, E. E. Jr., Eds. Soul care: A pentecostal-charismatic perspective. East Rockaway, NY: Cummings and Hathaway Publishers, 1996.
Other information


MA in Marriage and Family Studies

COUN 548 - Supervision I and II

Teacher Dr. M. Großklaus
Semester Spring & Fall Duration 8 Weeks
Frequency Every year
Credits 5 ECTS Workload 150 Hours
Module format Intensive / Practical
Applicability This Module is a very practical application of counseling theories and techniques. Other Modules will also benefit from the practical awareness and experience gained by the students.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 30%
Readings & Preparation
10 10%
Participation in Counseling individuals and groups in marriage and family settings
40 20%
Phase 2 40 40%
Participation in Supervision Seminars
30 30%
Individual presentation
10 10%
Phase 3 60 30%
Participation in Counseling individuals and groups in marriage and family settings
60 30%
Total 150 100%
Content of the Module An introduction to current and traditional theories of supervision and counseling, with attention given to the evolution of these frameworks, as well as recent theoretical developments and research pertaining to the study of this topic.
Learning Objectives

A. General Learning Objectives

  • Engage the student in exploring philosophies of supervision and counseling.
  • Introduce the student to traditional theories of counseling.
  • Introduce the student to current theories of counseling.
  • Provide an overview of supervision in a psychological and theological context.

B. Specific Objectives

  • Explain systems concepts and theories that are foundational to the practice of counseling and supervision.
  • Identify counselors´ strengths and resources.
  • Demonstrate an ability to view issues and therapeutic processes systemically.
  • Define counseling.
  • Define supervision.
Outline
  • What is counseling?
  • What is supervision?
  • The importance of personality
  • The importance of communication
  • Techniques of communication in a counseling context
Examination This is a practicum module without a final exam but attendance and participation in the supervision seminar which includes focused discussions.
Core Literature

Textbook:

McLeod, J. (2003). An Introduction to Counselling, Third Edition, Open University Press.

Reading List:

Axline, V. M. (1969). Play therapy. New York: Ballantine Books.
Geldard, K. & Geldard, D. (2002). Counseling children: A practical introduction. London: Sage Publications.
Golden, L. B. (2002). Case studies in child and adolescent counseling. Upper Saddle River, NJ: Pearson Education.
Dobson, J. C. (2004). The New Strong-Willed Child. Carol Stream, IL: Tyndale House Publishers.
Dobson, J. C. (2005). Bringing up Boys. Carol Stream, IL: Tyndale House Publishers.
Dobson, J. C. (2010). Bringing up Girls. Carol Stream, IL: Tyndale House Publishers.
Hazler, R. J. (2008). Helping in the Hallways. Thousand Oaks, CA: Corwin Press.
Landreth, G. L. (1991). Play therapy: The art of the relationship. Briston, PA: Accelerated Development.
Levy, R. & O’Hanlon, W. (2001). Try and Make Me! New York, NY: New American Library.
Mordock, J. B. (1991). Counseling children: Basic principles for helping the troubled and defiant child. New York, NY: The Continuum Publishing Company.
Oaklander, V. (1998). Windows to our children. (2nd Ed.). Highland, New York: Gestalt Journal Press.
Schaefer, C. (1999). Innovative psychotherapy techniques in child and adolescent therapy (2nd Ed.). New York, NY: John Wiley &Sons.
Taffel, R. (2001). Getting through to difficult kids and parents: Uncommon sense for child professionals. New York, NY: The Guilford Press.

Other information


MA in Marriage and Family Studies

COUN 561 - Counseling Children and Adolescents

Teacher Dr. J. Sargent
Semester Spring Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This Module builds on the practicum in counseling and uses theories and techniques to focus on the specific needs of children and adolescents.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 20%
Readings & Responses
50 20%
Phase 2 40 50%
Participation
30 10%
Presentation 10 40%
Phase 3 60 30%
Research Paper 60 30%
Total 150 100%
Content of the Module An examination of the interpersonal dynamics of children and adolescents who come to counselors for help due to the severity of their spiritual, emotional, motivational, behavioral, and adjustment problems. Counseling procedures for normal developmental concerns and issues, as well as clinical procedures, treatment methods, and counseling approaches for the more resistant and recalcitrant youth, will be covered.
This course is designed to introduce the student to various aspects of psychopathology in children and adolescents, using normal development as a yardstick with which to measure pathology. Special emphasis will be given to important concerns such as suicide, pregnancy, violence, and loss. These issues will be approached from a developmental frame of reference and counseling strategies that can interrupt the cycle of self-defeating behavior will be explored.
Learning Objectives

A. General Learning Objectives
This course seeks to:

  • Develop the student's understanding of typical child development.
  • Develop the student's understanding of typical adolescent development.
  • Equip the students with an understanding of psychopathology.
  • Acquaint the students with various concerns of child and adolescent development.
  • Explore counseling techniques that are employed for children and adolescents.

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the student should be able to:

  • Demonstrate self-awareness, sensitivity to others, and skills needed to relate to diverse individuals, groups, and classrooms.
  • Demonstrate sample counseling and classroom guidance skills.
  • Demonstrate the ability to use procedures for assessing and managing suicide risk.
  • Demonstrate the ability to recognize personal limitations and readiness to seek supervision.
  • Demonstrate multicultural competencies.
Outline
  • Typical Child Development
  • Typical Adolescent Development
  • Common Psychological Problems and Issues for Children and Adolescents.
  • Counseling Tools and Techniques Suitable for Children and Adolescents.
  • Individual, Group, and Classroom interventions.
Examination The final exam will be an essay exam that requires you to apply a combination of child counseling theory, understanding of children’s issues, intervention strategies, and research support to specific case studies. Your responses should be unique, and distinct, and reflect YOUR work and learning gleaned from the course lectures, presentations, and readings.
Core Literature

Textbook:
Henderson, D. & Thompson, C.L. (2007). Counseling children (8th Ed.). Belmont, CA: Thomson/Brooks/Cole.

Reading List:
Axline, V. M. (1969). Play therapy. New York: Ballantine Books.
Geldard, K. & Geldard, D. (2002). Counseling children: A practical introduction. London: Sage Publications.
Golden, L. B. (2002). Case studies in child and adolescent counseling. Upper Saddle River, NJ: Pearson Education.
Dobson, J. C. (2004). The New Strong-Willed Child. Carol Stream, IL: Tyndale House Publishers.
Dobson, J. C. (2005). Bringing up Boys. Carol Stream, IL: Tyndale House Publishers.
Dobson, J. C. (2010). Bringing up Girls. Carol Stream, IL: Tyndale House Publishers.
Hazler, R. J. (2008). Helping in the Hallways. Thousand Oaks, CA: Corwin Press.
Landreth, G. L. (1991). Play therapy: The art of the relationship. Briston, PA: Accelerated Development.
Levy, R. & O’Hanlon, W. (2001). Try and Make Me! New York, NY: New American Library.
Mordock, J. B. (1991). Counseling children: Basic principles for helping the troubled and defiant child. New York, NY: The Continuum Publishing Company.
Oaklander, V. (1998). Windows to our children. (2nd Ed.). Highland, New York: Gestalt Journal Press.
Schaefer, C. (1999). Innovative psychotherapy techniques in child and adolescent therapy (2nd Ed.). New York, NY: John Wiley &Sons.
Taffel, R. (2001). Getting through to difficult kids and parents: Uncommon sense for child professionals. New York, NY: The Guilford Press.

Other information


MA in Marriage and Family Studies

COUN 598+599 - Thesis

Teacher Dr. J. Sargent
Semester Spring Duration 36 Weeks
Frequency Every year
Credits 20 ECTS (5+15) Workload 600 Hours
Module format Guided Study, Thesis seminar 5 ECTS + Thesis writing 15 ECTS
Applicability These Modules are required and form the culmination of Master studies; they will enable the student to incorporate material learned in all previous modules. It also provides the possibility of further study to the doctoral level.
Course structure See module and courses
Contact time 40 Hours Self-Study 560 Hours
Participation requirement Approval by Director
See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 - Thesis Seminar 150 30%
Participation on Moodle
40 10%
Preparatory Reading
60 10%
Proposal
30 5%
Bibliography
20 5%
Phase 2 - Thesis writing 400 60%
Development of Interventions
230 45%
1st Rough Draft 170 15%
Phase 3 - Submission 50 10%
Final Submission - corrections or rewriting
50 10%
Total 600 100%
Content of the Module

 

This course will provide the structure, format, support, and encouragement for the candidate to complete the graduate research/literature review exercise and present it to colleagues.
The graduate research/literature review exercise is the application step of the master's degree. In developing this paper, candidates will be encouraged to employ their skills as researchers and active practitioners to complete an exercise that will contribute to the field. This seminar will provide the opportunity to think through their ideas with faculty guidance and present their work in an open public forum for feedback and evaluation.


  1. The core of the thesis is a full description of three related interventions addressing marriage and family needs within a church, a community organization, or a non-profit/NGO. The interventions should be empirically supported by substantial research, but customized for the specific community, culture, and population that you wish to serve. As part of each intervention, you must include a clear and comprehensive description of outcome measures that will be used to evaluate the success of the interventions. This section will be a minimum of 40 pages with at least 30 references from the professional literature. 
  2. A feasibility/sustainability chapter that will discuss the costs of the interventions, sources of initial funding, and sources of ongoing funding.
  3. An integration chapter describing your approach to integrating faith and science
Learning Objectives

A. General Learning Objectives
This course seeks to:

  • Discuss stress theories in relation to counseling in both school and community settings.
  • Examine advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients.
  • Present family systems approach to conceptualizing problems.
  • Develop models of consultation that can be used in interventions.
  • Analyze how social justice operates in the provision of services to the underserved.
  • Effectively apply research methods that have been acquired during the course of the study.

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the student should be able to:

  • Know which models, modalities, and/or techniques are most effective for presenting problems.
  • Identify clients’ strengths, resilience, and resources
  • Demonstrate through the interventions how various psychological approaches can be applied in school and community settings.
  • Gather and review intake information, giving balanced attention to individual, family, community, cultural, and contextual factors.
  • Comprehend a variety of individual and systemic therapeutic models and their application, including evidence-based therapies and culturally sensitive approaches.
  • Deliver interventions in a way that is sensitive to the special needs of clients (e.g., gender, age, socioeconomic status, culture/race/ethnicity, sexual orientation, disability, personal history, and larger systems issues of the client).
  • Demonstrate an awareness of his/her present involvement in various systems.
Outline
  • January: Sign up for the thesis course. A one-page proposal listing your three related empirically supported interventions that you plan on customizing to the appropriate context will be due by January 31st. Also, include a brief description of the community/population that you intend to serve with these interventions. Include one core reference for each intervention that you propose. Engage in the online thesis seminar which will be conducted through January and February covering the topics below:
    A. Significance of research in improving higher education
    B. Implementing research in institutional settings
    C. Communication of research findings
    D. Evaluating research projects
  • February: An annotated bibliography is due by February 28th. This annotated bibliography will list each of your references, along with a paragraph of relevant material that you are taking from that source. The paragraph is NOT an overview or an abstract of the source, but specifically the useful parts of the source that you need for your paper. Write each paragraph in such a way that it can easily be modified and incorporated into your thesis. 
  • March: A rough draft is due by March 31st of your three related interventions. 
  • April: By April 31st, you should turn in your corrections to the interventions section along with your initial chapters for integration and feasibility/sustainability. 
  • May: A final version of your complete thesis must be submitted to the tutor by May 31st. A second faculty reader will also grade the thesis. 
  • June: By June 30th, two bound copies of your thesis must be submitted to ETS, with an electronic copy sent to Lee.
Examination Each student will be assigned to an individual tutor who will be the first reader. The thesis will be read and evaluated by two readers to produce the final grade.
Core Literature American Psychological Association. (2009). Publication manual of the American Psychological Association. 6th edition. American Psychological Association: Washington, D.C.
Cone, J.D. & Foster, S.L. (1993). Dissertations and theses from start to finish. Washington, DC: American Psychological Association.
Creswell (2007). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (2nd ed). Thousand Oaks: Sage.
Creswell (2009) Research Design: Qualitative & Quantitative, Quantitative, and Mixed Methods Approaches (3rd Ed). Thousand Oaks: Sage
Decety, J., & Ickes, W. (Eds.). (2009). The social neuroscience of empathy. Cambridge, MA: MIT Press.
Evans, N. J., Forney, D. S., & Guido, F. M. (1998). Student development in college: Theory, research, and practice. Jossey-Bass.
Manning, J., & Kunkel, A. (2014). Researching interpersonal relationships: Qualitative methods, studies, and analysis. Thousand Oaks, CA: SAGE Publications.
Other information


MA in Marriage and Family Studies

MAFT 511 - Introduction to Marriage and Family Studies

Teacher Dr. M. Großklaus
Semester Fall Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This Module is the basis for all other modules in this course of study. Ideally, it should be studied first before all others as the terminology and methodology are established.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 20%
Readings & Journal
50 20%
Phase 2 40 40%
Participation
30 10%
Exam
10 30%
Phase 3 60 40%
Research Paper
60 40%
Total 150 100%
Content of the Module An introduction to current and traditional theories of the family, with attention given to the evolution of these frameworks, as well as recent theoretical developments and research pertaining to the study of the family. Applications of these frameworks to family studies will focus on the diversity among families due to various contextual factors (e.g. race, ethnicity, culture, gender, sexual orientation, socioeconomic status, family structure, history, and sociopolitical context).
This course is intended to examine major theoretical frameworks which explain variation in family life, including the exchange, symbolic interaction, family life course development, systems, conflict, feminist, and ecological theoretical frameworks. Students will consider how theory relates to very real aspects of family life, compare and contrast theories, explore various typologies for analyzing and comparing the seven frameworks, and give attention to future theory development.
Learning Objectives

A. General Learning Objectives
This course seeks to:

  • Engage the student in exploring philosophies of science and functions of theory.
  • Introduce the student to traditional theories of the family.
  • Introduce the student to current theories of the family.
  • Provide an overview of postmodernism as related to family studies.
  • Examine the state of family theory and its future.

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the student should be able to:

  • Explain systems concepts and theories that are foundational to the practice of marriage and family therapy.
  • Recognize contextual and systemic dynamics (e.g. gender, age, socioeconomic status, culture/race/ethnicity, sexual orientation, spirituality, religion, larger systems, and social context).
  • Identify clients’ strengths, resilience, and resources.
  • Demonstrate an ability to view issues and therapeutic processes systemically.
  • Demonstrate an understanding of the system's framework, including concepts, propositions, and implications for intervention.
  • Demonstrate an understanding of the feminist framework, including concepts, propositions, and implications for intervention.
  • Demonstrate an understanding of the ecological framework, including concepts, propositions, and implications for intervention.
  • Demonstrate an understanding of current research as related to applications and issues in family life such as balance, resources, cooperation, rituals, work, stress, abuse, sexuality and reproduction, divorce, and alternative family forms.
Outline
  • History and development of family therapy
  • What is a Theory?
  • Philosophies of Science
  • Functions of a Theory
  • Theories about Families
  • A history of theory in family therapy
  • Traditional Theories
  • Current Theories
  • The Functionalist Framework
  • The Symbolic Interaction Framework
  • The Systems Framework
  • The Conflict Framework
  • The Feminist Framework
  • The Ecological Framework
  • The State of Family Theory and Its Future
  • Applications and Issues
Examination See Evaluation
Core Literature

Textbook:
Balswick, J. O., & Balswick, J. K. (2014). The family: A Christian perspective on the contemporary home (4th ed.). Grand Rapids, MI: Baker Academic.

Reading List:
Cassidy, J., & Shaver, P. (Eds.). Handbook of attachment: Theory, research, and clinical applications. NY: Guilford.
Castonguay, L. G., & Oltmanns, T. F. (2013). Psychopathology: From science to clinical practice. NY: Guilford.
Cozolino, L. (2006). The neuroscience of human relationships: Attachment and the developing social brain. NY: Norton.
Hecker, L. L., & Wetchler, J. L. (Eds.). (2003). An introduction to marriage and family therapy. Routledge.
Holeman, V. T. (2012). Theology for better counseling: Trinitarian reflections for healing and formation. Downers Grove, IL: IVP Academic.
Sanders, R. (Ed.). (2013). Christian counseling ethics: A handbook for psychologists, therapists and pastors. Downers Grove, IL: IVP Academic.
Shults, F. L., & Sandage, S. J. (2006). Transforming Spirituality: Integrating theology and psychology. Grand Rapids, MI: Baker Academic.
Solomon, M., & Tatkin, S. (2011). Love and war in intimate relationships: Connection, disconnection, and mutual regulation in couple therapy. NY: Norton.
Walker, M., & Rosen, W. (Eds.). (2004). How connections heal: Stories from Relational-Cultural Therapy. NY: Guilford.
Walsh, F. (Ed.). (2009). Spiritual resources in family therapy (2nd ed.). NY: Guilford.
Wilkinson, M. (2010). Changing minds in therapy: Emotion, attachment, trauma & neurobiology. NY: Norton.

Other information


MA in Marriage and Family Studies

MAFT 514 - Psychopathology

Teacher Dr. D. Quagliana
Semester Spring Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This Module informs the other modules by creating an awareness of the specific problems related to psychopathology.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 60 30%
Readings & Preparation
30 15%
DSM-5 Reading & Preparation of Presentation
30 15%
Phase 2 40 60%
Participation
30 10%
Diagnosis Exam
5 20%
Exam 5 30%
Phase 3 50 10%
Case Studies
50 10%
Total 150 100%
Content of the Module An in-depth approach to the study of psychopathology. The course uses case presentations to expose the student to a variety of psychiatric disabilities.
This course is designed to provide an analysis and study of the history, theories, classification, diagnostic techniques, and treatment approaches of mental disorders. The course will include a presentation of the biophysical, psychoanalytical, behavioral, relational, humanistic, and sociocultural approaches to abnormal behavior and personality. The course will emphasize relational and contextual approaches that are foundational within the field of marriage and family therapy.
Learning Objectives

A. General Learning Objectives
This course seeks to:

  • To present the predominant types of personality and behavior disorders and their etiology.
  • To explore the therapeutic techniques and delivery of service systems used to address these disorders.
  • To familiarize the student with the techniques and results of recent research in abnormal psychology.
  • To develop an empathetic attitude toward those who struggle with these disorders.
  • To explore these difficulties from a relational, contextual, and systemic approach.

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the student should be able to:

  • Understand principles of human development; human sexuality; gender development; psychopathology; couple processes; family development and processes (e.g., family dynamics, relational dynamics, systemic dynamics); co-morbidities related to health and illness; substance use disorders and treatment; diversity; and power, privilege, and oppression (AAMFT 2.1.1).
  • Understand the major mental health disorders, including the epidemiology, etiology, phenomenology, effective treatments, course, and prognosis (AAMFT 2.1.2).
  • Understand the clinical needs and implications of persons who suffer from co-occurring disorders (e.g., substance abuse and mental health) (AAMFT 2.1.3).
  • Comprehend individual, couple, and family assessment instruments appropriate to presenting problem and practice setting (AAMFT 2.1.4).
  • Understand the current models for assessment and diagnosis of mental health and substance use disorders (AAMFT 2.1.5).
  • Understand the current models for assessment and diagnosis of relational functioning (AAMFT 2.1.6).
  • Understand the limitations of the models of assessment and diagnosis, especially as they relate to different cultural, economic, and ethnic groups (AAMFT 2.1.7).
  • Understand the concepts of reliability and validity, their relationship to assessment instruments, and how they influence therapeutic decision-making (AAMFT 2.1.8).
Outline
  • Historical Perspectives
  • Ethics and Legal Issues
  • Assessment
  • Relational / Systemic Perspectives
  • Contextual Perspectives
  • Faith Integration
  • Psychopharmacology
  • Biological Issues
  • Disorder Categories
Examination See Evaluation
Core Literature

Textbooks:
American Psychiatric Association. (2013). Desk reference to the Diagnostic Criteria from DSM-5™. Arlington, VA: American Psychiatric Publishing.

Yarhouse, M., Butman, R., McRay, B. (2005). Modern psychopathologies: A comprehensive Christian appraisal. Downers Grove, IL: IVP Academic. 

Reading List:
American Psychiatric Association. (2013). Diagnostic and statistical manual of mental disorders (5th ed.). Arlington, VA: American Psychiatric Publishing.
Beach, S. R., Wamboldt, M. Z., Kaslow, N. J., Heyman, R. E., First, M. B., Underwood, L. G., & Reiss, D. (Eds.). (2006). Relational processes and DSM-V: Neuroscience, assessment, prevention, and treatment. Arlington, VA: American Psychiatric Publishing.
Cassidy, J., & Shaver, P. (Eds.). Handbook of attachment: Theory, research, and clinical applications. NY: Guilford.
Castonguay, L. G., & Oltmanns, T. F. (2013). Psychopathology: From science to clinical practice. NY: Guilford.
Ingram, R. E. (Ed). (2010). Vulnerability to psychopathology: Risk across the lifespan (2nd ed.). NY: Guilford.
Jones, S. & Butman, R. (2011). Modern psychotherapies : a comprehensive Christian appraisal. Downers Grove, IL: IVP Academic.
Kring, A. M., & Sloan, D. M. (Eds.). (2009). Emotion regulation and psychopathology: A transdiagnostic approach to etiology and treatment. NY: Guilford.
L’Abate, L, Cusinato, M., Maino, E., Colesso, W., & Scilletta, C. (2010). Relational competence theory: Research and mental health applications. NY: Springer.
Maddux, J. E., & Winstead, B. A. (Eds.). (2012). Psychopathology: Foundations for a contemporary understanding (3rd ed.). NY: Routledge.
Rogers, C., Kirschenbaum, H. & Henderson, V. (1989). The Carl Rogers reader. Boston: Houghton Mifflin.
Rottenberg, J., & Johnson, S. L. (Eds.). (2007). Emotion and psychopathology: Bridging affective and clinical science. DC: American Psychological Association.

Other information


MA in Marriage and Family Studies

MAFT 516 - Christian Perspectives in the Helping Professions

Teacher Dr. D. Quagliana
Semester Spring Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This Module alerts the students to specifically Christian approaches within the helping professions. In other modules, the elements of faith may be overlooked but this seeks to introduce another aspect.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 20%
Reading & Reflection paper
50 20%
Phase 2 60 40%
Participation & Daily Assignments
40 20%
Presentation
10 10%
Position Paper
10 10%
Phase 3 40 40%
Research Paper
40 40%
Total 150 100%
Content of the Module A survey of Christian approaches to counseling. Emphasis on the development of Christian approaches as they relate to theoretical and clinical advances in the field of counseling. Focus on the theological underpinnings of each approach.
This course prepares students to integrate faith issues into their work in the helping professions. This includes areas such as the personal faith development of the student, self-care of the service provider, ethics in the delivery of services, social justice in the provision of services to the underserved, working with people with diverse faith backgrounds, integrating care with faith communities, and faith/spiritual interventions in the context of services.
Learning Objectives

A. General Learning Objectives
This course seeks to cover:

  • Ongoing personal faith development and faith struggles of the helper.
  • Self-care of the helper.
  • The interaction between faith and ethical issues in the delivery of services.
  • Social justice in the provision of services to the underserved.
  • Working with people with diverse faith backgrounds.
  • Integrating care with faith communities.
  • Faith/Spiritual interventions in the context of offered services.

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the student will:

  • Describe their own faith journey and possible interactions of this history and the way they help others.
  • Articulate a plan of self-care incorporating their own faith practices.
  • Navigate through ethical scenarios that describe conflicts between faith and professional ethical issues.
  • Plan a sustainable approach to providing services to underserved populations motivated by their religious world view. 
  • Plan active ways of ongoing education around the faith perspectives of populations that they serve.
  • Give examples of ways they can use existing faith communities as part of the treatment planning for their clients.
  • Create custom faith-based interventions for populations they choose to serve.
Outline
  • Personal faith development of the student
  • Self-care of the service provider
  • Ethics in the delivery of services
  • Social justice in the provision of services to the underserved
  • Working with people with diverse faith backgrounds
  • Integrating care with faith communities
  • Faith/spiritual interventions
Examination See Evaluation
Core Literature

Textbooks:
Holeman, V. T. (2012). Theology for better counseling: Trinitarian reflections for healing and formation. Downers Grove, IL: Intervarsity Academic.
Shults, F. L., & Sandage, S. J. (2006). Transforming Spirituality: Integrating theology and psychology. Grand Rapids, MI: Baker Academic.

Reading List:
Anderson, R. S. (1990). Christians who counsel: The vocation of wholistic therapy. Grand Rapids, MI: Zondervan.
Buber, M. (1970). I and Thou. New York: Touchstone.
Dueck, A., & Lee C. (Eds.). (2005). Why psychology needs theology. Grand Rapids, MI: Eerdmans.
McMinn, L. G. (2007). Growing strong daughters: Encouraging girls to become all they’re meant to be (revised edition). Grand Rapids, MI: Baker Books.
McMinn, M. R., & Phillips, T. R. (Eds.). (2001). Care for the soul: Exploring the intersection of psychology and theology. Downers Grove, IL: IVP Press.
Miles, C. A. (2006). The redemption of love: Rescuing marriage and sexuality from the economics of a fallen world. Grand Rapids, MI: Brazos Press.
Mogel, W. (2001). The blessing of a skinned knee. New York: Penguin Compass,
Sanders, R. (Ed.). (2013). Christian counseling ethics: A handbook for psychologists, therapists and pastors (2nd ed.). Downers Grove, IL: IVP Academic.
Walsh, F. (Ed.). (2009). Spiritual resources in family therapy (2nd ed.). NY: Guilford.

Other information


MA in Marriage and Family Studies

MAFT 523 - Human Growth and Development

Teacher Dr. T. Gorbacheva
Semester Spring Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This is a fundamental module to understanding the development of human beings. It is essential to counseling, marriage, family, and in particular children and adolescents.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 30%
Readings & Project
50 30
Phase 2 40 35%
Participation
30 10%
Exam 10 25%
Phase 3 60 35%
Research Paper
60 35%
Total 150 100%
Content of the Module Current research and theories in development related to the preschool child, elementary school child, adolescent, and adult. Emphasis on social, cognitive, and affective development including implications for counseling strategies over the lifespan.
The purpose of this course is to provide an in-depth understanding of human development throughout the entire life cycle. Students are assisted in understanding how various developmental issues create problems in living.
Learning Objectives

A. General Instructional Objectives
This course seeks to:

  • Make students aware of the complex interaction of heredity and environment in shaping human lives.
  • Acquaint the students with the uses of theory in human development and the purpose served by theory.
  • Help students understand social, personality, interpersonal, cognitive, and physical changes that occur during their lifespan.
  • Explore major theories of human development.

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the student should be able to:

  • Explain human development as described by major theories of development, including Learning Theory, Cognitive Theory, Psychoanalytic Theory, and Humanistic Theory.
  • Outline physical and motor development in infancy and childhood.
  • Describe the process of language development in humans and contrast this development to that of animals.
  • Describe the development of gender-role behaviors and discuss psychological gender differences in children.
  • Identify the physical changes that occur in adolescence.
  • Outline social, personality, interpersonal and cognitive development in childhood.
  • Outline social, personality, interpersonal and cognitive development in adolescence.
  • Outline social, personality, interpersonal and cognitive development in early adulthood.
  • Outline the physical changes that occur in late adulthood.
  • Outline social, personality, interpersonal and cognitive development in later adulthood.
  • Describe the major theories of the aging process.
  • Describe the various understandings of death that pertain to various ages and cognitive abilities.
  • Demonstrate an understanding of theories of individual and family development and transitions related to the development changes.
  • Articulate ethical and legal considerations as related to individuals at various stages in the life cycle.
  • Describe various developmental crises and their effect on optimal human development.
Outline
  • Assumptions, definitions, and limitations of developmental theories
  • Factors of influence over the lifespan
  • Infancy
  • Childhood
  • Adolescence
  • Young adulthood
  • Middle age
  • Aging and lifespan education
  • Death and dying
  • Ethics and legal considerations
  • Strategies for optimal development over the lifespan
Examination See Evaluation
Core Literature

Textbooks:
Santrock, J. (2006). Lifespan Development. New York: McGraw-Hill.
Miller, P. (2002). Theories of Development Psychology. New York: W.H. Freeman.

Reading List:
Ainsworth, M.D.S. (1979). „Infant-Mother Attachment.“ American Psychologist. 324, 932-937.
Baltes, P.B. (1987). „Theoretical Propositions of Lifespan Developmental Psychology: On the Dynamics Between Growth and Decline.“ Developmental Psychology. 23, 611-626.
Bane, M.J. (1976). Here To Stay. New York: Basic Books.
Erikson, E.H. (1968). Identity: Youth and Crisis. New York: W.W. Norton.
Hetherington, E.M., M.S. Hagan and E.R. Anderson. (1989). „Family Transitions: A Child‘s Perspective.“ American Psychologist. 44, 303-312.
Kubler-Ross, E. (1969). On Death and Dying. New York: Macmillan.
LeShan, E. (1973). The Wonderful Crisis of Middleage. New York.
____. (1986). Oh, To Be 50 Again. New York: Simon & Schuster.
Lynn, D. (1974). The Father: His Role in Child Development. Belmont, CA: Wadsworth.
Mandler, J.M. (1990). „A New Perspective on Cognitive Development.“ Americal Scientist. 78, 236-243.
Otten, J., and F. Shelly (1976). When Your Parents Grow Old. New York: Funk and Wagnalls.
Safilos-Rothschild, C. (1977). Love, Sex, and Sex Roles. Englewood Cliffs, NJ: Prentice-Hall.

Other information


MA in Marriage and Family Studies

MAFT 531 - System Theory

Teacher Dr. T. Gorbacheva
Semester Spring Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability
This Module is subject-specific, but the systems approach is applicable to marriage and family studies, psychological disorders, and cultural aspects.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 20%
Readings & Preparation
50 20%
Phase 2 40 50%
Participation
30 10%
Focused Presentations and Discussions
10 40%
Phase 3 60 30%
Research Paper
60 30%
Total 150 100%
Content of the Module This is an introduction to general systems theory. Special attention is given to the history of marriage and family therapy and the basic theories of and models of family interaction. Implications for interactional patterns, functional and dysfunctional systems, life cycle issues, and ethnicity are discussed.
This course is designed to assist the student in gaining an understanding of the basics of marriage and family systems approaches. It will consist of an introduction to basic concepts and ideas and an exploration of family of origin issues. Special attention will be given to the application of this material to educational settings and marital and family therapy.
Learning Objectives

A. General Learning Objectives (Course Goals):
This course seeks to:

  • Develop the student’s understanding of family system approaches.
  • Present family systems approach to conceptualizing problems.
  • Assist students in the exploration of the effects of their own family on their personality development.
  • Explore counseling techniques that are employed from various systems perspectives.
  • Explore the strengths and limitations of systems theory in working with diverse populations.

B. Specific Behavioral Objectives (Learning Outcomes):
As a result of the activities and study in this course, the student should be able to: 

  • Demonstrate an understanding of family system approaches.
  • Discuss how various systems approaches conceptualize problems.
  • Describe how his/her personality development has been affected by experiences within his/her family of origin.
  • Explain the use and purpose of counseling techniques from various systems perspectives.
  • Discuss the historical development of general systems theory.
  • Outline the contributions of major personalities within the field (both historical and current).
  • Discuss family and individual life cycle issues from a systems perspective.
  • Demonstrate an awareness of his/her present involvement in various systems.
  • Discuss psychopathology from a systems perspective.
  • Discuss the strengths and limitations of systems theory in working with diverse populations.
Outline
  • Introduction to the Course
  • Introduction to Marriage and Family Systems
  • History of Systems Theory and MFT
  • Bowen and Systems
  • Structural and Systems
  • CBT and Systems
  • Experiential and Systems
  • Contextual and Systems
  • Strategic and Systems
  • MRI/Milan and Systems
  • Systems and Faith
Examination See Evaluation
Core Literature Bergman, J. (1985). Fishing for barracuda: Pragmatics of brief systemic therapy. New York: Norton.
Bowen, M. (1978). Family therapy in clinical practice. New York: Jason Aronson.
George, R..L., and Cristiani, T. S. (1995). Counseling: Theory and Practice (4th ed.). Boston, MA: Allyn and Bacon.
Madanes, C. (1990). Sex, love, and violence: strategies for transformation. New York: Norton.
McMahan, O. (1995). Scriptural Counseling: A God-Centered Method. Cleveland, TN: Pathway.
Meier, P.D, F.B. Minirth, F.B. Wichern and D.E. Ratcliff. (1991). Introduction to Psychology
Patterson, C. H., & Watkins, C.E. (1996). Theories of Psychotherapy. (5th ed.). New York: Harper Collins.
Trent, J. (1994). Lifemapping. Colorado Springs: Focus on the Family.
Other information


MA in Marriage and Family Studies

MAFT 533 - Human Sexuality

Teacher Dr. H. Quagliana
Semester Fall Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This Module is basic to developing an understanding of how important human sexuality is to the range of modules on marriage and family. It is particularly helpful in the areas of practical counseling.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 60 25%
Readings & Presentation
60 25%
Phase 2 40 35%
Participation
30 5%
Case Studies 10 30%
Phase 3 50 40%
Exam, Preparation and Writing
50 40%
Total 150 100%
Content of the Module The study of contemporary theory, research, and practice of marriage and family therapy as it relates to the study and understanding of the biological, cognitive, socioemotional, cultural, and spiritual dimensions of human sexuality.
This course is intended to familiarize students with the contemporary theory, research, and practice of marriage and family therapy related to the study and understanding of human sexuality.
Learning Objectives

A. General Learning Objectives
This course seeks to: 

  • Provide an overview of the psychosocial aspects of male and female sexuality and sexual functioning.
  • Review the cognitive, social, emotional, biological, and spiritual characteristics of the development of sexual attitudes and behaviors.
  • Introduce students to the various concepts and terminology used in research and practice in the field of human sexuality.
  • Define the dimensions of human sexuality and their influences on individuals, couples, and families.
  • Describe the ways in which societal, parental, peer and individual attitudes and values affect sexual development and sexual awareness.
  • Survey historical and contemporary issues and developmental milestones that impact sexuality throughout the life cycle.
  • Explain the ways in which men and women, both adolescent and adult, experience relationships dealing with love, intimacy, and sexuality.
  • Introduce the students to the skills required to work with a variety of aspects related to human sexuality.

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the student should be able to:

  • Recognize contextual and systemic dynamics (e.g., gender, age, socioeconomic status, culture/race/ethnicity, sexual orientation, spirituality, religion, larger systems, social context) (AAMFT 1.2.1).
  • Consider health status, mental status, other therapy, and other systems involved in the clients’ lives (e.g., courts, social services) (AAMFT 1.2.2)
  • Evaluate the case for appropriateness for treatment within professional scope of practice and competence (AAMFT 1.4.1)
  • Understand principles of human development; human sexuality; gender development; psychopathology; psychopharmacology; couple processes; and family development and processes (e.g., family, relational, and system dynamics) (AAMFT 2.1.1)
  • Diagnose and assess client behavioral and relational health problems systemically and contextually (AAMFT 2.3.1)
  • Know which models, modalities, and/or techniques are most effective for presenting problems (AAMFT 3.3.1)
  • Work collaboratively with other stakeholders, including family members, other significant persons, and professionals, not present (AAMFT 3.3.7)
  • Respect multiple perspectives (e.g., clients, team, supervisor, practitioners from other disciplines who are involved in the case) (AAMFT 4.5.1)
Outline
  • Perspectives on Sexuality, Cultural and Historical
  • Psychological aspects of Sexuality
  • Sexuality throughout the Lifespan
  • Gender Issues
  • Love & Attraction
  • Sexual Orientation
  • Sexual Behavior
  • Sexual Abuse and Assault
  • Sexual Dysfunctions & Sex Therapy
  • Sexual Disorders & Sexual Health
  • Theology of Sexuality
  • Infidelity
Examination See Evaluation
Core Literature

Textbook:
Balswick, J.K., & Balswick, J.O. (2008). Authentic Human Sexuality: An Integrated Christian Approach. InterVarsity Academic.
Yarhouse, M. A. & Tan, E. S. N. (2014). Sexuality and Sex Therapy: A Comprehensive Christian Appraisal. InterVarsity Academic.

Reading List:
Anderson, K. (2000). Marriage, family, & sexuality: Probing the headlines that impact your family. Grand Rapids, MI: Kregel Publications.
Buehler, S. (2011). Sex, love and mental illness. A couples guide to staying connected. Santa Barbara, CA: Praeger.
Cox, F. D. (2000). The aids booklet, 6th ed. Boston: McGraw-Hill.
Crooks, R., & Baur, K. (2002). Our Sexuality, 8th edition. Pacific Grove, CA: Brooks/Cole Publishing.
Leiblum, S. R, Rosen, R. C. (2000). Principles and practices of sex therapy, 3rd ed. New York, NY: Guildford Press.
Shibley-Hyde, J., & DeLamater, J.D. (2000). Understanding human sexuality, 7th edition. Boston: McGraw-Hill.
York, M. W., & Cooper, G. D. (2001). A unifying approach to the theories and practice of psychotherapy and counseling. Boston: Allyn & Bacon.

Other information


MA in Marriage and Family Studies

MAFT 541 - Family Stress and Resilience

Teacher Dr. T. Gorbacheva
Semester Fall Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This Module will be useful in counseling and conflict resolution in the family setting. All practical and counseling modules will benefit from this teaching.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 20%
Readings & Journal
30 10%
Reading & Reflection paper
20 10%
Phase 2 40 50%
Participation
30 10%
Interview 5 10%
Exam 5 30%
Phase 3 60 30%
Research Paper
60 30%
Total 150 100%
Content of the Module This course is designed to introduce students to the traditional and current clinical thinking with regard to family stress and resilience. Students will develop their understanding of specific systemic contexts that contribute to increased stress in family and couple relationships. Traumatic events with emphasis on infidelity will be explored. Students will also develop their understanding of the factors that protect family, couple relationships, and promote resilience.
Learning Objectives

A. General Learning Objectives
This course seeks to:

  • Acquire specific techniques for dealing with stress in family and couple therapy.
  • Demonstrate case conceptualization of the context of family stress and resilience.
  • Demonstrate effective treatment planning regarding family stress and crisis management.
  • Discuss strengths and limitations of past and current stress theories and interventions for diverse families.
  • Explore how society and culture impact family stress and resilience.
  • Review etiological considerations of infidelity.
  • Demonstrate effective treatment planning regarding infidelity.

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the student should be able to:

  • Diagnose and assess client behavioral and relational health problems systemically and contextually (AAMFT 2.3.1.)
  • Screen and develop adequate safety plans for substance abuse, child and elder maltreatment, domestic violence, physical violence, suicide potential, and dangerousness to self and others (AAMFT 2.3.5)
  • Elicit a relevant and accurate biopsychosocial history to understand the context of the clients’ problems (AAMFT 2.3.7)
  • Identify clients’ strengths, resilience, and resources (AAMFT 2.3.8)
  • Evaluate the accuracy and cultural relevance of behavioral health and relational diagnoses (AAMFT 2.4.3)
  • Know which models, modalities, and/or techniques are most effective for presenting problems (AAMFT 3.1.1)
  • Develop, with client input, measurable outcomes, treatment goals, treatment plans, and after-care plans with clients utilizing a systemic perspective (AAMFT 3.3.1)
Outline
  • Class Introduction &The Contextual Model
  • Defining Stress Theory & Coping
  • Family Issues: Boundary Ambiguity, Denial, & Family Values
  • Social Pressures, Family Crisis, & Future Issues
  • Marital Distress
  • Families with Children
  • Economic Stress
  • Aging & Adaptation
  • Mental Illness
  • Death, Dying, & Grief
  • Divorce
  • Remarriage & Recoupling
  • Violence, Abuse, & Neglect
  • Immigration & Acculturation
  • Development of treatment/counselling plan
Examination See Evaluation
Core Literature Bainbridge, D., Kruegen, P., Lohfeld, L., & Brazil, K. (2009). Stress processes in caring for an end-of-life family member: Application of a theoretical model. Aging and Mental Health, 13(4), 537-545.
Baucom, D. H., Gordon, K. C., Snyder, D. K., Atkins, D. C., & Christensen, A. (2006). Treating affair couples: Clinical considerations and initial findings. Journal of Cognitive Psychotherapy: An International Quarterly, 20 (4), 375-392.
Boss, P. (2002). Family stress management: A contextual approach. 2nd(ed.). Thousand Oaks, CA: Sage Publications.
Glass, S. P. (2003). Not just friends: Rebuilding trust and recovering your sanity after infidelity. New York, NY: Free Press.
Jill D. Duba, J. D., Kindsvatter, A., Lara, T. (2008). Treating infidelity: Considering narratives of attachment. The Family Journal: Counseling and Therapy for Couples and Families, 16(4), 293-299.
Hall, J. H, & Fincham, F. D. (2005). Relationship dissolution following infidelity. In M. Fine & J. Harvey (Eds)., The Handbook of Divorce and Romantic Relationship Dissolution. (pp. 1-34). Mahwah, NJ: Erlbaum.
Kimmel, M. S. (2000). Gendered health. In Kimmel, M. S., The Gendered Society. 2nd(ed.). (pp. 261-263). New York, NY: Oxford University Press.
Lamanna, M. A. & Riedmann, A. (2011). Marriages, Families, & Relationships: Making Choices in a Diverse Society. Wadsworth publisher
Matsen, A. (2014). Ordinary Magic: Resilience in Development. New York: Guilford Press.
Price, S. J., Price, C. A., & McKenry, P. C. (Eds.). (2010). Families and change (4th Ed.). Thousand Oaks, CA: Sage.
Rothwell, D. W., & Chang-Keun, H. (2010). Exploring the relationship between assets and family stress among low-income families. Family Relations, 59, 396 – 407.
Walsh, F. (2003). Family resilience: A framework for clinical practice. Family Process, 42, 1-18.
Other information


MA in Marriage and Family Studies

MAFT 543 - Personality Theory

Teacher Dr. J. Sargent
Semester Fall Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This Module is helpful in studying children and adolescents, marriage and family, family stress, and human sexuality. A knowledge of personality traits and tests will significantly enhance practical counseling courses.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 20%
Reading & Reflection paper
50 20%
Phase 2 40 55%
Participation
30 5%
Presentations
5 10%
Exam 5 40%
Phase 3 60 25%
Research Paper
60 25%
Total 150 100%
Content of the Module An in-depth examination of the major theoretical approaches to the study of personality.
Personality development, dynamics, and differences will be studied with special emphasis on the application of each theoretical view to the counseling setting.
Learning Objectives

A. General Learning Objectives
This course seeks to:

  • Give in-depth coverage of the major theorists, theories, and key concepts related to the study of personality development.
  • Consider appropriate criteria for the evaluation of each theory from a practical, multicultural, and spiritual perspective.
  • Explore the strengths and weaknesses of each theory and its relative applicability for diverse populations
  • Review personality development and theories of learning related to PreK–12 children and later adulthood.
  • Discuss theories in relation to counseling in both school and community settings.
  • Help students integrate theoretical concepts with theological principles to begin constructing a personal and professional orientation.

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the students should be able to:

  • Demonstrate an understanding of major theorists, theories, and key concepts related to the study of personality development.
  • Critique the major theories from a Christian perspective and a diverse perspective.
  • Articulate their personal orientation in a position paper.
  • Demonstrate how various approaches can be applied in school and community settings.
  • Describe contemporary treatment methods based on the theoretical perspectives and approaches to guidance and counseling.
  • Identify the major approaches in personality research and complete a research paper on a selected theory.
  • Compare and contrast the various theories of personality as to their philosophical assumptions.
  • Compare and contrast the various theories of personality as to the amount and types of research generated.
Outline
  • The nature of personality theory
  • Freud’s Psychoanalytic theory
  • Jung’s Analytic theory
  • Social Psychological theories
    1. Adler
    2. Horney
    3. Fromm
    4. Sullivan
  • Allport’s Theory of the Individual
  • Humanistic theories
  • Rogers
  • Maslow
  • Skinner’s Behavioral Theory
  • Personality theory and how it relates to guidance and counseling.
  • The Christian’s response to personality theories
Examination See Evaluation
Core Literature

Textbook:
Ryckman, R. (2012). Theories of Personality (10th ed.). Wadsworth Publishing.

Reading List:
Adler, A. (1964). Superiority and social interest: A collection of later writings. H.L. & R.R. Ansbacher (Eds.). Evanston, IL: Northwestern University Press.
Adler, A. (1954). Understanding human nature. NY: Fawcett.
Allport, G.W. (1955). Becoming: Basic considerations for a psychology of personality. New Haven: Yale University Press.
Allport, G.W. (1961). Pattern and growth in personality. NY: Holt, Rinehart, and Winston.
Bandura, A. (1977). Social learning theory. Englewood Cliffs, NJ: Prentice-Hall.
Bandura, A. (1997). Self-efficacy: The exercise of control. NY: Freeman.
Bowlby, J. (1998). A secure base: Parent-child attachment and healthy human development. NY: Basic Books.
Buss, A. Personality: Temperament, Social Behavior, and the Self. Boston: Allyn and Bacon, 1995
Chodorow, N.J. (1989). Feminism and psychoanalytic theory. New Haven, CT: Yale University Press.
Coleman, D. and Speeth, K. (1992). The Essential Psychotherapies. New York: New American Library
Erikson, E. H. (1997). The life cycle completed: A review. NY: Norton.
Eysenck, H. (1990). Biological dimensions of personality. In L.A. Pervin (Ed.), Handbook of personality: Theory and research. NY: Guilford Press.
Fadiman, J. (2002). Personality and Personal Growth (5th Ed.). Prentice Hall Publishers
Freud, S. (1946). The ego and mechanisms of defense. NY: International Universities Press.
Funder, D. (1997). The Personality Puzzle. New York: W.W. Norton, 1997.
Hergenhahn, B. R. (2004). Introduction to Theories of Personality, (6th ed.). Prentice Hall Publishers.
Mayer, F. S. (2004). Personality: An Integrative Approach. Prentice Hall Publishers.
Merrens, M. and Brannigan, G. (1997). Experiences in Personality: Research Assessment and Change. New York; John Wiley and Sons, Inc.,
Nye, R. (1993). Three Psychologies: Freud, Skinner, and Rogers. Monterrey, CA: Brooks/Cole Publishers
Scroggs, J. (1994). Key Ideas in Personality Theory. New York: West Publishing,

Other information


MA in Marriage and Family Studies

MAFT 547 - Cultural Contexts of Clinical Counseling

Teacher Dr. J. Sargent
Semester Spring Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability Few people live in a monoculture therefore it is important to apply cultural understanding when counseling and dealing with specific family and marriage issues which are often very culturally related.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 20%
Readings & Theoretical Paper
50 20%
Phase 2 40 50%
Participation
30 10%
Exam 10 40%
Phase 3 60 30%
Research Synthesis Paper
60 30%
Total 150 100%
Content of the Module The study of the influence of culture, society, and contemporary social values on human behavior and social interaction. The course examines the sociological nature, bases, and consequences of social values and social problems and their relationship to the self. Social issues such as the culture of poverty, violence, drug use, and societal and family dysfunction are examined.
This course is designed to help the student understand the social values and the cultural and social context of human behavior and social interaction. Students will be introduced to the nature and scope of social problems and social values, their social and cultural bases, and alternative approaches to solving social problems. Changes in social values and social problems will be considered, as well as a cohort and subcultural differences among groups and individuals.
Learning Objectives

A. General Instructional Objectives
This course seeks to:

  • Move students toward a more global mindset.
  • Help students assess the current research on social problems and social values.
  • Develop students’ understanding of the cultural and historical nature of social and cultural issues and their influence on personal attitudes.
  • Assist the student in developing a personal orientation toward social issues and social values that is premised on a Christian worldview.
  • Encourage students to develop sensitivity to the myriad of issues that impact cross-cultural communications, and how to minimize the communication barriers inherent in this process.
  • Assist the student in developing various counseling strategies and techniques useful in working with diverse populations and ethnic groups.
  • Explore theories of multicultural counseling, theories of identity development and multicultural competencies.
  • Examine advocacy processes needed to address institutional and social barriers that impede access, equity, and success for clients

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the student should be able to:

  • Recognize contextual and systemic dynamics (e.g., gender, age, socioeconomic status, culture/race/ethnicity, sexual orientation, spirituality, religion, larger systems, social context). (AAMFT 1.2.1)
  • Gather and review intake information, giving balanced attention to individual, family, community, cultural, and contextual factors. (AAMFT 1.3.1)
  • Understand the legal requirements and limitations for working with vulnerable populations (e.g., minors). (AAFMT 1.5.1)
  • Understand the strengths and limitations of the models of assessment and diagnosis, especially as they relate to different cultural, economic, and ethnic groups. (AAFMT 2.1.6)
  • Diagnose and assess client behavioral and relational health problems systemically and contextually. (AAFMT 2.3.1)
  • Evaluate the accuracy and cultural relevance of behavioral health and relational diagnoses. (AAMFT 2.4.3)
  • Advocate with clients in obtaining quality care, appropriate resources, and services in their community. (AAFMT 3.5.1)
  • Comprehend a variety of individual and systemic therapeutic models and their application, including evidence-based therapies and culturally sensitive approaches. (AAFMT 4.1.1)
Outline
  • Historical Overview of the Self and Social Problems
  • Culture and the Shaping of Personality
  • Situational Influences on Human Behavior
  • Scientific Methodology and the Study of Social Problems and Social Issues
  • Social Influences and Group Processes
  • Social Construction of Reality
  • Society and the Genesis of the Self
  • Everyday Social Experience and its Relationship to Human Behavior
  • When People Create Their Own Environments
  • Message of Place
  • Labeling, Master Status, and Other Sociological Constructs as Determinants of Human Behavior
  • Christian Perspective of Social Problems, Social Values, and Human Behavior.
Examination See Evaluation
Core Literature

Textbooks:
Brown, J. (1998). The Self. Psychology Press.
Fiske, S. & Taylor, S.E. (2013). Social Cognition. Sage Pub.

Reading List:
Blumer, H. (1969). Symbolic Interactionism: Perspective And Method. University of California Press.
Davey, M., & Watson, M. (2008). Engaging African Americans in Therapy: Integrating a Public Policy and Family Therapy Perspective. Contemporary Family Therapy, 30:31-47.
Dias, J., Chan, A., Ungvarsky, J., Oraker, J., & Cleare-Hoffman, H. (2011). Reflections on Marriage and Family Therapy Emergent from International Dialogues in China. The Humanistic Psychologist, 39: 268-275.
Dupree, W., Bhakta, K., Patel, P., & Dupree, D. (2013). Developing Culturally Competent Marriage and Family Therapists: Guidelines for Working With Asian Indian American Couples. The American Journal of Family Therapy, 41:311-329.
Esmiol, E., Knudson-Martin, C., & Delgado, S. (2012). Developing a Contextual Consciousness: Learning to Address Gender, Societal Power, and Culture in Clinical Practice. Journal of Marital and Family Therapy, 38(4), 573-588.
Falicov, C. (2009). Commentary: On the Wisdom and Challenges of Culturally Attuned Treatments for Latinos. Family Process, 48: 292-309.
Falicov, C. (2007). Working With Transnational Immigrants: Expanding Meanings Of Family, Community, And Culture. Family Process, 157-171.
Hardy, K., & Laszloffy, T. (1995). The Cultural Genogram: Key to Training Culturally Competent Family Therapists. Journal of Marital and Family Therapy, 21(3), 227-237.
Inman, A., Altman, A., Kaduvettoor-Davidson, A., Carr, A., & Walker, J. (2013). Cultural Intersections: A Qualitative Inquiry into the Experience of Asian Indian-White Interracial Couples. Family Process 50:248-266.
Keiley, M., Dolbin, M., Hill, J., Karuppaswamy, N., Liu, T., Natrajan, R., Robinson, P. (2002). The Cultural Genogram: Experiences From Within A Marriage And Family Therapy Training Program. Journal of Marital and Family Therapy, 28(2), 165-178.
Kenney, K., & Kenney, M. (2012). Contemporary US multiple heritage couples, individuals, and families: Issues, concerns, and counseling implications. Counselling Psychology Quarterly, 25(2), 99-112.
Seshadri, G., & Knudson-Martin, C. (2013). How Couples Manage Interracial and Intercultural Differences: Implications for clinical practice. Journal of Marital and Family Therapy, 39(1), 43-58.
Zimbardo, P. (2008). The Lucifer Effect: How Good People Turn Evil. Rider: New York

Other information


MA in Marriage and Family Studies

MAFT 555 - Research Methods

Teacher Dr. T. Milliron
Semester Spring Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This Module is particularly helpful in the writing of the thesis and the development of interventions with the statistical programs necessary to analyze the individual case studies.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 20%
Readings & Research and Developmental
Plan
50 20%
Phase 2 40 50%
Participation
30 10%
Daily Quizzes
5 10%
Exam
5 30%
Phase 3 60 30%
Research Paper
60 30%
Total 150 100%
Content of the Module Methods and tools of research and evaluation, focus on research data interpretation and emphasis application to professional practice. Utilization of the computer for data analysis will be emphasized.
This course will cover the research skills needed by marriage and family therapists. The focus will be on applied issues relevant to clinical settings, including accessing and evaluating the appropriate research literature.
Learning Objectives

A. General Learning Objectives
This course seeks to:

  • Know the extant MFT literature, research, and evidence-based practice (AAMFT 6.1.1).
  • Understand research and program evaluation methodologies, both quantitative and qualitative, relevant to MFT and mental health services (AAMFT 6.1.2).
  • Understand the legal, ethical, and contextual issues involved in the conduct of clinical research and program evaluation (AAMFT 6.1.3).

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the student should be able to:

  • Read current MFT and other professional literature (AAMFT 6.3.1).
  • Use current MFT and other research to inform clinical practice (AAMFT 6.3.2).
  • Critique professional research and assess the quality of research studies and program evaluation in the literature (AAMFT 6.3.3).
  • Determine the effectiveness of clinical practice and techniques (AAMFT 6.3.4).
Outline
  • Research Methods
  • Descriptive Statistics
  • Inferential Statistics
  • Overview of Relationship Science
Examination See Evaluation
Core Literature

Textbooks:
Manning, J., & Kunkel, A. (2014). Researching interpersonal relationships: Qualitative methods, studies, and analysis. Thousand Oaks, CA: SAGE Publications.
Fishbane, M. D. (2013). Loving with the brain in mind: Neurobiology and couple therapy. NY: Norton.

Reading List:
American Psychological Association (1994). Publication manual of the American Psychological Association. (4th Ed.). Washington, DC: American Psychological Association.
Cone, J.D. & Foster, S.L. (1993). Dissertations and theses from start to finish. Washington, DC: American Psychological Association.
Creswell (2007). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (2nd ed). Thousand Oaks: Sage.
Creswell (2009) Research Design: Qualitative & Quantitative, Quantitative, and Mixed Methods Approaches (3rd Ed). Thousand Oaks: Sage
Fletcher, G., Simpson, J. A., Campbell, L., & Overall, N. C. (2013). The science of intimate relationships. Malden, MA: Wiley-Blackwell.
Gottman, J. M. (2011). The science of trust: Emotional attunement for couples. NY: Norton.
Manning, J., & Kunkel, A. (2014). Researching interpersonal relationships: Qualitative methods, studies, and analysis. Thousand Oaks, CA: SAGE Publications.
Sprenkle, D. H., Davis, S. D., & Lebow, J. L. (2009). Common factors in couple and family therapy: The overlooked foundation for effective practice. NY: Guilford Press.
Sprenkle, D. H., & Piercy, F. P. (Eds.). (2005). Research methods in family therapy (2nd ed.). NY: Guilford Press.

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MA in Pentecostal-Charismatic Theology

MA in Pentecostal-Charismatic Theology

BIBL 550 - Hermeneutics

Teacher Dr. S. Schumacher
Semester Spring Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This module is essential in the reading and understanding of the Bible and all academic texts. As such it is a required course for all students.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 20%
Reading & Reflection paper
50 20%
Phase 2 40 50%
Participation
30 10%
Presentation
5 10%
Exam 5 30%
Phase 3 60 30%
Research Paper
60 30%
Total 150 100%
Content of the Module This course will deal with the two main aspects of hermeneutics: How do we understand? and, how do we interpret texts? It will explore different epistemological as well as various hermeneutical approaches. Particular attention will be given to more recent hermeneutical approaches. The course wants to assist the student to develop his own hermeneutical approach to Evangelical/Pentecostal provenience.
Learning Objectives

A. General Learning Objectives

  • Understand and be able to explain the history of biblical interpretation.
  • Discuss and describe the hermeneutical approaches of the 1st century CE.
  • Identify key figures in biblical scholarship within the framework of hermeneutics and within the last several centuries and be able to outline and explain their hermeneutical approaches to Scripture.
  • To grasp and be able to analyze linguistic, sociological, and cultural aspects of an evangelical/Pentecostal hermeneutic.


B. Specific Learning Objectives

As a result of the activities and study in this course, students should be able to:

  • assess, evaluate, and discuss different hermeneutical approaches in the context of biblical scholarship over the past several centuries (e.g., in the form of classroom presentations).
  • examine hermeneutical principles for a Pentecostal/Evangelical approach to hermeneutics and contrast them with other hermeneutical approaches.
  • gather and organize hermeneutical elements for a Pentecostal/Evangelical interpretive approach to Scripture.
  • construct one's own hermeneutical approach to Scripture, formulate it carefully, and conclude by classifying or evaluating it in light of other approaches.
Outline
  • Introduction
  • How do we understand?
  • How do we exegete?
  • History of hermeneutics
  • Rabbinic hermeneutics
  • Jesus as Teacher
  • Pneumatic hermeneutics
  • Elements of Pentecostal Hermeneutics
  • Gospel and synoptic tradition
Examination See Evaluation
Core Literature

Textbooks:

Archer, Kenneth J. A Pentecostal Hermeneutic for the Twenty-First Century. London: T&T Clark International, 2004.

Cross, Terry. What Can Pentecostal Theology Offer Evangelical TheologyJPT 10.2 (2002), pp. 44-73.**

Hempelmann, Heinzpeter. Wie wir denken können. Wuppertal, 2000, Ss. 103-112.

Longenecker, Richard N. Biblical Exegesis in the Apostolic Period. Grand Rapids, Michigan: Eerdmans, 1975, pp. 6-35.**

Maier, Gerhard. Biblical Hermeneutics. Wheaton, Ill: Crossway Books, 1994, pp. 333-373.

_______. Biblische Hermeneutik. Wuppertal: Brockhaus, 1990, Ss. 295-331.

Maltese, Giovanni. Geisterfahrer zwischen Transzendenz und Immanenz. Göttingen: V&R Unipress, 2013.**

Riesner, Rainer. Jesus als Lehrer. Tübingen: J.C.B. Mohr (Paul Siebeck), 1984, Ss. 102-352.

Smith, James K. A., Thinking in Tongues. Grand Rapids: Eerdmans, 2010.**

Thiselton, Anthony C. New Horizons in HermeneuticsZondervan, 1997, pp. 142-178; 204-236.

Yong, Amos. The Spirit of Creation (Grand Rapids: Eerdmans, 2011).**

**Required Readings

 

Aichele, Georg et al. The Postmodern Bible. New Haven, CT: Yale University Press, 1995.

Archer, Melissa L. “I Was in the Spirit on the Lord’s Day”: A Pentecostal Engagement with Worship in the Apocalypse. Cleveland, TN: CPT Press, 2015.**

Barthes, R. The Pleasure of the Text. Translated by Richard Miller. New York, NY: Hill and Wang, 1975.

Borg, M. and N. T. Wright. The Meaning of Jesus: Two Visions. Harper San Francisco, 1999.

Branson, M. L. and C. R. Padilla, eds. Conflict and Context: Hermeneutics in the Americas. Grand Rapids, MI: Eerdmans, 1986.

Bultmann, Rudolf. Jesus and the Word. Fontana Books, 1934.

__________. New Testament & Mythology and Other Basic Writings. Translated and edited by Schubert M. Ogden. Fortress Press, 1984.

Conzelmann, H. und A. Lindemann. Arbeitsbuch zum Neuen Testament, Tübingen: J.C.B. Mohr (Paul Siebeck), 1975.

__________. Interpreting the New Testament. An Introduction to the Principles and Methods of N.T. Exegesis. Peabody, 1988.

Croatto, J. S. Biblical Hermeneutics. Translated by Robert R. Barr. Maryknoll, NY: Orbis Books, 1987.

Crossan, J. D. In Parables: The Challenge of the Historical Jesus. San Francisco: Harper & Row, 1973.

Crossan, J. D. et al. The Jesus Controversy: Perspectives in Conflict. Philadelphia, PA: Trinity International Press, 1999.

Culler, Jonathan. On Deconstruction: Theory and Criticism after Structuralism. Ithaca, NY: Cornell University Press, 1982.

Davis, Ellen F. and Richard B. Hays, eds. The Art of Reading Scripture. Grand Rapids, MI: Eerdmans, 2003.

Derrida, Jacques. Dissemination. Translated by B. Johnson. The University of Chicago Press, 1981.

Dieterich, Jörg, Hrsg. Streiflichter zur WissenschaftstheorieFriedensau, 1999.

Eagleton, T. Literary Theory: An Introduction. Minneapolis, MN: University of Minnesota Press, 1983.

Fiorenza, Elisabeth Schüssler. Bread Not Stone. Boston, NJ: Beacon Press, 1984.

__________. The Power of Naming. Maryknoll, NY: Orbis Books, 1996.

__________. Wisdom Ways. Maryknoll, NY: Orbis Books, 2001.

Foucault, Michel. The Foucault Reader. Edited by Paul Rabinow. New York, NY: Pantheon Books, 1984.

Fredriksen, Paula. From Jesus to Christ: The Origins of the New Testament Images of Jesus. New Haven, CT: Yale University Press, 1988.

__________Language, Hermeneutic, and the Word of God: The Problem of Language in the New Testament and Contemporary Theology. New York: Harper & Row, 1966; reprint: Missoula, Montana: Scholars Press, 1979.

Frei, H. W. The Eclipse of Biblical Narrative: A Study in Eighteenth and Nineteenth Century Hermeneutics. New Haven, CT: Yale, 1974.

Frestadius, Simo. Pentecostal Rationality: Epistemology and Pentecostal Hermeneutics in the Foursquare Tradition. London/New York: T&T Clark, 2020.**

Froehlich, Karlfried. Biblical Interpretation in the Early Church. Translated and edited by K. Froehlich. Philadelphia, PA: Fortress Press, 1984.

Gadamer, Hans-Georg. Philosophical Hermeneutics. Translated and edited by D.E. Linge. Berkley, CA: University of California Press, 1976.

_________. Truth and Method. 2nd ed. Translated and revised by J. Weinsheimer and D.G. Marshall. New York, NY: The Continuum Publishing Company, 1975.

Gilligan, C. In a Different Voice: Psychological Theory and Women’s DevelopmentCambridge, MA: Harvard University Press, 1982.

Green, Chris E. W. Toward a Pentecostal Theology of the Lord’s Supper: Foretasting the Kingdom. Cleveland, TN: CPT Press, 2012.

Haacker, Klaus. Biblische Theologie als engagierte ExegeseWuppertal: Brockhaus, 1993.

Habermas, Jürgen. On the Pragmatics of Communication. Edited by Maeve Cooke. Massachusetts: MIT, 1998.

Hegel, G. W. F. Reason in History. Translated by R.S. Hartman. The Liberal Arts Press, 1953.

Kaplan, D. M. Ricoeur’s Critical Theory. New York, NY: State University of NY Press, 2003.

Hempelmann, Heinzpeter. Wie die wahre Welt zur Fabel wurde. Christliches Wahrheitszeugnis und postmoderner Wahrheitspluralismus. 4 Bände. Witten, 2008 (Band 4).

__________. Wie wir denken können. Wuppertal: Brockhaus, 2000.

Kelly, S. Racializing Jesus: Race, Ideology and the Formation of Modern Biblical Scholarship. Routledge, 2002.

Kwok, Pui-Ian and Elisabeth Schüssler Fiorenza eds. Women’s Sacred Scriptures. Maryknoll, NY: Orbis Books, 1998.

Land, Steven Jack. Pentecostal Spirituality: A Passion for the Kingdom. Cleveland, TN: CPT Press, 2010.**

Larkin, William J., Jr. Culture and Biblical Hermeneutics. Grand Rapids, MI: Baker Book House, 1998.

Lentricchia, Frank. After the New Criticism. Chicago, IL: The University of Chicago Press, 1980.

Martin, Lee Roy. The Unheard Voice of God: A Pentecostal Hearing of the Book of Judges. JPSUP 32. Dorset: Deo Publishing, 2008.

McConnell, Frank, ed. The Bible and The Narrative Tradition. Oxford, UK: Oxford University Press, 1986.

McQueen, Larry R. Joel and the Spirit: The Cry of a Prophetic Hermeneutic. Cleveland, TN: CPT Press, 2009.

Moore, Rickie D. The Spirit of the Old Testament. JPTSup 35. Dorset: Deo Publishing, 2011.

Moore, S. D. Literary Criticism and the Gospels: The Theoretical Challenge. New Haven, CT: Yale, 1989.

_________. Poststructuralism and the New Testament: Derrida and Foucault at the Foot of the Cross. Minneapolis, MN: Fortress Press, 1994.

Moore-Jumonville, R. The Hermeneutics of Historical Distance: Mapping the Terrain of American Biblical Criticism, 1880-1914. Lanham, MD: University Press of America, 2002.

Mosala, I. J. Biblical Hermeneutics and Black Theology in South Africa. Grand Rapids, MI: Eerdmans, 1989.

Mouton, E. Reading a New Testament Document Ethically. Atlanta, GA: Society of Biblical Literature, 2002.

Palmer, R. E. Hermeneutics: Interpretation Theory in Schleiermacher, Dilthey, Heidegger, and Gadamer. Evanston, IL: Northwestern University Press, 1969.

Pelikan, J. Jesus through the Centuries: His Place in the History of Culture. New Haven, CT: Yale University Press, 1985.

Pope-Levison, P. and J. R. Levison. Jesus in Global Contexts. Louisville, KY.: Westminster, John Knox Press, 1992.

Potok, C. In the Beginning. Fawcett Crest, NY: Ballantine Books, 1975.

Ricoeur, Paul. Figuring the Sacred: Religion, Narrative, and Imagination. Translated by D. Pellauer. Edited by M. I. Wallace. Minneapolis, MN: Fortress Press, 1995.

_________. Freud & Philosophy: An Essay on Interpretation. Translated by D. Savage. New Haven, CT: Yale, 1970.

_________. From Text to Action: Essays in Hermeneutics, II. Translated by K. Blamey and J.B. Thompson. Evanston, IL: Northwestern University Press, 1991.

_________. Hermeneutics and the Human Sciences: Essays on Language, Action and Interpretation. Edited and translated by John B. Thompson. Cambridge, UK: Cambridge, 1981.

_________. Interpretation Theory: Discourse and the Surplus of Meaning. Fort Worth, TX: Texas Cristian University Press, 1976.

_________. Oneself as Another. Translated by K. Blamey. Chicago, IL: The University of Chicago Press, 1992.

_________. Orientalism: Western Conceptions of the Orient. New York, NY: Penguin, 1978.

Said, E. W. Culture and Imperialism. New York, NY: Vintage Books, 1993.

Schottroff, Luise, S. Schroer, and M. T. Wacker. Feminist Interpretation: The Bible in Women’s Perspective. Translated by M. Rumscheidt. Minneapolis, MN: Fortress Press, 1998.

Schnabel, E. J. und Heinz-Werner Neudorfer. Das Studium des Neuen Testaments. 2 Bände. Wuppertal: Brockhaus, 1999.

Stadelmann, Helge. Evangelikales Schriftverständnis: Die Bibel verstehen – der Bibel vertrauen. Muldenhammer Hammerbrücke: Jota Publications, 2005.

Stuhlmacher, Peter. Jesus of Nazareth; Christ of Faith. Translated by S. Schatzmann. Peabody, MA: Hendrickson, 1993.

_________. Vom Verstehen des Neuen TestamentsNTD 6. Göttingen: Vandenhoeck & Ruprecht, 1986.

Sugirtharajah, Rasiah S. The Bible and the Third World: Precolonial, Colonial, and Postcolonial

Encounters. Cambridge, UK: Cambridge University Press, 2001.

_________. Postcolonial Criticism and Biblical Interpretation. Oxford, UK: Oxford University Press, 2002.

Thomas, John Christopher. The Apocalypse: A Literary and Theological Commentary. Cleveland, TN: CPT Press, 2012.

_________. The Spirit of the New Testament. Dorset: Deo Publishing, 2005.

Segovia, Fernando F. and Mary Ann Tolbert, eds. Teaching the Bible: The Discourses and Politics of Biblical Pedagogy. Maryknoll, NY: Orbis Books, 1998.

Thiselton, Anthony C. New Horizons in Hermeneutics. Grand Rapids, MI: Zondervan, 1997.

_________. Two HorizonsGrand Rapids, MI: Eerdmans, 1980.

Via, Dan Otto. The Parables: Their Literary and Existential Dimension. Philadelphia: Fortress, 1967.

Wariboko, Nimi. The Pentecostal Hypothesis: Christ Talks, They Decide. Eugene, OR: Cascade Books, 2020.**

Weaver, Walter P. The Historical Jesus in the Twentieth Century: 1900-1950. Philadelphia: Trinity Press International, 1999.

Wessels, Antonie. Images of Jesus: How Jesus Is Perceived and Portrayed in Non-European Cultures. Grand Rapids, MI: Eerdmans, 1990.

West, Cornel. The Cornel West Reader. New York, NY: Basic Civitas Books, 1999.

_________. Prophesy Deliverance! An Afro-American Revolutionary Christianity. Philadelphia, PA: The Westminster Press, 1982.

Wilder, Amos N. Early Christian Rhetoric: The Language of the Gospel. Peabody, MA: Hendrickson Publishers, 1971.

Wittgenstein, Ludwig. On Certainty. Edited by G. E. M. Anscombe and G. H. von Wright. New York, NY: Harper Torchbooks, 1969.

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MA in Pentecostal-Charismatic Theology

BIBL 570 - Book Study

Teacher TBA
Semester Spring Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This Module provides a basis for Pentecostal-Charismatic Pneumatology and will provide essential historical and theological information.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 20%
Readings & Preparation
50 20%
Phase 2 40 30%
Participation 30 20%
Presentations 10 10%
Phase 3 60 50%
Research Paper
60 50%
Total 150 100%
Content of the Module This course will focus on a careful exegetical analysis of the Greek or Hebrew text of the book under discussion. Matters of interpretation and elements of advanced grammar will be discussed. The specific book chosen for the seminar may vary from year to year.
Learning Objectives

A. General Learning Objectives
This course seeks to:

  • Introduce students to the importance of the book in its ancient contexts.
  • Introduce students to the canonical place and import of the book.
  • Acquaint students with major lines of contemporary biblical scholarship on the book.
  • Introduce students to the key historical factors, literary features, and theological contributions of the book.
  • Encourage and enable students to appropriate and apply the richness and relevance of the book to contemporary Christian faith and vocation. 

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the student should be able to:

  • Identify and explain the major literary and theological features of the book.
  • Demonstrate an informed understanding of the place and import of the book in the history of Israel.
  • Recognize and explain major scholarly approaches to the book.
  • Identify key historical factors, literary features, and theological contributions of the book.
  • Understand and articulate the overall place, relevance, and import of the book for canonical Scripture, Christian faith, and contemporary vocation.
Outline
  • Canonical Context of the Book
  • Historical Context of the Book
  • Literary Features of the Book
  • Major Lines of Biblical Scholarship on the Book
  • Exposition of the Major Sections of the Book
  • Theological Import and Application of the Book
Examination See Evaluation
Core Literature Depending on the Book! This information will be published on Moodle!
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MA in Pentecostal-Charismatic Theology

PHIL 552 - Philosophy of Religion

Teacher Dr. T. Miller
Semester Fall Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This Module is essential to theological courses which engage in reasoning about God, his existence, and his sovereignty. The philosophical reflection on faith and reason, theodicy, and related topics will be of benefit in all other theological courses.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 20%
Readings & Journal
50 20%
Phase 2 40 30%
Participation & Discussions
40 30%
Phase 3 60 50%
Research Paper
60 50%
Total 150 100%
Content of the Module This course undertakes a critical analysis and evaluation of reasoning about God. Topics covered include the concept of God, arguments for and against God’s existence, the relation between faith and reason, the problem of evil, religious pluralism, and other related topics.
This course introduces a contemporary philosophical reflection on the concept of God, arguments for and against God’s existence, the problem of evil, the relation between faith and reason, and related topics in the philosophy of religion. 
Assigned readings and class discussions will focus on selected basic questions, such as: 
a) What is religion 
b) What is classical theism and is it coherent? 
c) What rational arguments or grounds are there for theism and for atheism/agnosticism? 
d) What is the nature of faith? Is it rational? Does it have to be? 
e) Could a perfectly good God permit evil or the sort of evil that occurs? 
f) If God exists, what difference might this make to human existence and to one’s own life? 
g) What are some of the major obstacles to religious faith in our postmodern world?
Learning Objectives

A. General Learning Objectives
This course seeks to:

  • Introduce students to philosophical reflection on classical theism.
  • Provide a detailed analysis of the main arguments for and against God’s existence.
  • Relate philosophical reflection on the nature of God to other central philosophical issues such as the nature of freedom, the problem of evil, and the origin of morality.
  • Relate philosophical reflection on arguments for and against God’s existence to other important philosophical topics such as the relation of faith and reason, the nature and availability of knowledge, and the justification of religious belief.
  • Introduce students to a wide range of philosophers of religion and their views on such topics as miracles, life after death, the problem of evil, and religious pluralism.
  • Introduce students to social and scientific perspectives on religion.

B. Specific Behavioral Objectives
As a result of the study and activities of this course, the student should be able to:

  • Thoughtfully and carefully discuss the concept of God and related philosophical debates about the nature of freedom, the problem of evil, and the origin and objectivity of morality
  • Explain and assess the main arguments for and against God’s existence in the history of western thought
  • Demonstrate a basic grasp of issues related to the problem of faith’s relation to reason and the justification of religious belief
  • Explain and assess the positions of leading philosophers of religion
  • Explain and critically analyze the coherence of classical theism
  • Show the ability to discuss social and scientific perspectives on religion
Outline
  • What is Philosophy of Religion?
  • The Relation between Faith and Reason
  • The Idea of God and God’s Existence
  • Modern/Postmodern World Views and Theistic Issues
  • The Problem of Evil
  • Life After Death
  • Miracles
  • Science and Religion
  • Religious Pluralism
Examination See Evaluation
Core Literature

Textbooks:
Rowe, William L. Philosophy of Religion: An Introduction. 4th ed. Belmont, CA: Wadsworth Publishing Co., 2007.
Pojman, Louis P. and Rea, Michael. Philosophy of Religion: An Anthology. 5th ed. Belmont, CA: Wadsworth Publishing Co., 2008.

Reading List:
Ervin, Howard M. “Hermeneutics: A Pentecostal Option,” Pneuma: Journal of the Society for Pentecostal Studies 3:2 [fall 1981]: 11-25.
Evans, C. Stephan. Philosophy of Religion: Thinking about Faith. Downers Grove, Ill: InterVarsity Press, 1985
Land, Steven J. Pentecostal Spirituality: A Passion for the Kingdom. Sheffield, England: Sheffield Academic Press, 1993.
Penner, Myron B., ed. Christianity and the Postmodern Turn. Grand Rapids: Brazos Press, 2005.
Smith, James K.A. Thinking in Tongues. Grand Rapids: Eerdmans, 2010.
________. Desiring the Kingdom. Grand Rapids: Baker, 2009.
Yong, Amos. Spirit-Word-Community. Aldershot: Ashgate Pub., 2002.

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MA in Pentecostal-Charismatic Theology

THEO 535 - Doctrine of the Holy Spirit

Teacher Dr. S. Schumacher
Semester Fall Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability The student will be assisted in establishing his/her own pneumatological outline of a biblical book and in constructing his/her own pneumatological approach, or pneumatology. In a final step, the student will bring the contours of such pneumatology in conversation with contemporary scholarship and ministry, engaging in a pneumatological discussion on the relevance of his/her pneumatology for the present and future.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 20%
Reading assignments
50 20%
Phase 2 40 50%
Participation
30 20%
Two presentations
10 30%
Phase 3 60 30%
Research Paper 60 30%
Total 150 100%
Content of the Module This course will deal with the doctrine of the Holy Spirit (pneumatology) and will first focus on the history of the treatment of the Spirit from 30 AD until today. A particular focus will then be given to the development of the doctrine of the Spirit among scholarship within the last 150 years before the class directs its attention to the emergence of Pentecostal pneumatology. Here, various past and contemporary pneumatological approaches among early Pentecostals and contemporary Pentecostal scholars will be highlighted and discussed.
Learning Objectives
  • To discuss the history of the doctrine of the Holy Spirit and to locate specific time periods, changes, and shifts in church history in relation to the establishment of pneumatology. 
  • To analyze and compare various pneumatological approaches within the last 120 years. 
  • Formulate your own pneumatological approach based on a particular book of the Bible. 
  • To demonstrate a basic scriptural understanding of the nature and functions of the Spirit of God. 
  • To appraise contemporary topics and issues regarding pneumatology (i.e. in contemporary ecclesiology) and to evaluate the impact of the current Pentecostal scholarship on contemporary ministry.
Outline
  • Definition of pneumatology
  • Pneumatological discussions and approaches over the last centuries
  • North American Pentecostal movements
  • Pentecostal outline of pneumatology of the Torah
  • Contemporary Pentecostal contexts (1990-today)
  • Constructing a pneumatology based on a particular book of the Old or New Testament
  • Applying pneumatology to contemporary Pentecostal ministry and scholarship.
  • Appraise the characteristics of pneumatology of the particular book chosen and compare and contrast them with the contemporary ecclesiology of Terry Cross.
Examination See Evaluation
Core Literature Textbooks:
Terry L. Cross, The People of God’s Presence: An Introduction to Ecclesiology (Grand Rapids, MI: Baker Academic, 2019).
Steffen Schumacher, The Spirit of God in the Torah – A Pentecostal Exploration (PhD thesis; Cleveland, TN: CPT Cleveland, 2021).

Reading List:
Albertz, Rainer, and Claus Westermann, ‘xwr’, in Ernst Jenni and Claus Westermann (eds.), THAT (2 vols.; München: Christian Kaiser Verlag, 1978–1979), vol. 2 (1979), pp. 726-53. 
Augustine, Daniela C., Pentecost, Hospitality, and Transfiguration: Toward a Spirit-inspired Vision of Social Transformation (Cleveland, TN: CPT Press, 2012). 
Blumhofer, Edith L., ‘Introduction’, in Edith L. Blumhofer, Russell P. Spittler and Grant A. Wacker (eds.), Pentecostal Currents in American Protestantism (Urbana, IL: University of Illinois Press, 1999), pp. ix-xiii.
Briggs, Charles A., ‘The Use of Ruah in the Old Testament’, JBL 19.2 (1900), pp. 132-45. 
Cross, Terry L., The People of God’s Presence: An Introduction to Ecclesiology (Grand Rapids, MI: Baker Academic, 2019). 
_____, ‘Toward a Theology of the Word and the Spirit: A Review of J. Rodman Williams’s Renewal Theology’, JPT 3 (1993), pp. 113-35.
Dabney, D. Lyle, Die Kenosis des Geistes: Kontinuität zwischen Schöpfung und Erlösung im Werk des Heiligen Geistes (NBST; Neukirchen-Vluyn: Neukirchener Verlag, 1997). 
Davies, Andrew, ‘Reading in the Spirit: Some Brief Observations on Pentecostal Interpretation and the Ethical Difficulties of the Old Testament’, JBV 30.3 (2009), p. 303-11. 
_____, ‘The Spirit of Freedom: Pentecostals, the Bible and Social Justice’, JEPTA 31.1 (2011), pp. 53-64. 
Dreytza, Manfred, Der Theologische Gebrauch von Ruah im Alten Testament: Eine Wort- und Satzsemantische Studie (Gießen: Brunnen Verlag, 2nd edn, 1992). 
Edwards, Denis, Breath of Life: A Theology of the Creator Spirit (Maryknoll, NY: Orbis Books, 2004). 
Ellington, Scott A., ‘The Sustainer of Life: The Role of the Spirit of God in Creation’, APS 12 (2009), pp. 9-24. 
Felix-Jager, Steven, ‘Inspiration and Discernment in Pentecostal Aesthetics’, JPT 23.1 (2014), pp. 85-104. 
Fettke, Steven M., ‘The Spirit of God Hovered over the Waters: Creation, the Local Church, and the Mentally and Physically Challenged, a Call to Spirit-Led Ministry’, JPT 17.2 (2008), pp. 170-82. 
Gause, R. Hollis, ‘Issues in Pentecostalism’, in Russell P. Spittler (ed.) Perspectives on the New Pentecostalism (Grand Rapids, MI: Baker Book House, 1976), pp. 106-16. 
Goldingay, John, ‘Was the Holy Spirit Active in Old Testament Times? What Was New about the Christian Experience of God?’, ExAu 12 (1996), pp. 14-28. 
Gunkel, Hermann, Die Wirkungen des Heiligen Geistes nach der populären Anschauung der Apostolischen Zeit und der Lehre des Apostels Paulus: Eine Biblisch-Theologische Studie (Göttingen: Vandenhoeck & Ruprecht, 1888). 
Hehn, Johannes, ‘Zum Problem des Geistes im Alten Orient und im Alten Testament’, ZAW 43.1 (1925), pp. 210-25. 
Hildebrandt, Wilf, An Old Testament Theology of the Spirit of God (Peabody, MA: Hendrickson, 1995). 
Hubbard, Jr, Robert L., ‘The Spirit and Creation’, in David G. Firth and Paul D. Wegner (eds.), Presence, Power and Promise: The Role of the Spirit of God in the Old Testament (Nottingham, England: Apollos, 2011), pp. 71-91.
Johns, Jackie David, The Pedagogy of the Holy Spirit according to Early Christian Tradition (Leipzig: Center for Pentecostal Ministries, 2012). 
Kärkkäinen, Veli-Matti, ‘Towards a Theology and Ecclesiology of the Spirit: Marquette University’s 1998 Symposium, “An Advent of the Spirit: Orientations in Pneumatology’’’, JPT 14 (1999), pp. 65-80. 
Kim, Kirsteen, The Holy Spirit in the Word: A Global Conversation (Maryknoll, NY: Orbis, 2007). 
Levison, John R., Filled with the Spirit (Grand Rapids, MI: Eerdmans, 2009). 
McMahan, Oliver, ‘Grief Observed: Surprised by the Suffering of the Spirit’, in Steven J. Land, Rick Dale Moore and John Christopher Thomas (eds.), Passover, Pentecost, and Parousia: Studies in Celebration of the Life and Ministry of R. Hollis Gause (JPTSup 35; Dorset, UK: Deo Publishing, 2010), pp. 296-314. 
McQueen, Larry R., Joel and the Spirit (Cleveland, TN: CPT Press, 2009). 
Miskov, Jennifer A., ‘Coloring Outside the Lines: Pentecostal Parallels with Expressionism. The Work of the Spirit in Place, Time, and Secular Society?’, JPT 19.1 (2010), pp. 94-117. 
Mittelstadt, Martin William, The Spirit and Suffering in Luke–Acts: Implications for a Pentecostal Pneumatology (JPTSup 26; London: T & T Clark, 2004). 
Moltmann, Jürgen, The Spirit of Life: A Universal Affirmation (Minneapolis, MN: Fortress Press, 1992). 
_____, The Source of Life: The Holy Spirit and the Theology of Life (Minneapolis, MN: Fortress Press, 1997). 
Moore, Rick Dale, The Spirit of the Old Testament (JPTSup 35; Blandford Forum, Dorset, UK: Deo Publishing, 2011). 
Moore, Rick Dale, and Brian Neil Peterson, Voice, Word, and Spirit: A Pentecostal Old Testament Survey (Nashville, TN: Abingdon Press, 2017). 
Müller-Fahrenholz, Geiko, God’s Spirit: Transforming a World in Crisis (New York/Geneva: Continuum/WCC Publications, 1995). 
Neve, Lloyd Rudolph, The Spirit of God in the Old Testament (CPTC; Cleveland, TN: CPT Press, 2011). 
Payne, J. Barton, ‘xwr’, in R. Laird Harris, Gleason L. Archer, and Bruce K. Waltke (eds.), TWOT (Chicago: Moody Publisher, 1980), pp. 836-37. 
Pinnock, Clark H., ‘The Work of the Holy Spirit in Hermeneutics’, JPT 2 (1993), pp. 3-23. 
_____, Flame of Love: A Theology of the Holy Spirit (Downers Grove, IL: InterVarsity, 1996). 
Rogers, Eugene F., After the Spirit: A Constructive Pneumatology from Resources Outside the Modern West (RadTrad; Grand Rapids, MI: Eerdmans, 2005).
Schumacher, Steffen, The Spirit of God in the Torah – A Pentecostal Exploration (PhD thesis; Cleveland, TN: CPT Cleveland, 2021). 
Shults, F. LeRon, ‘Spirit and Spirituality: Philosophical Trends in Late Modern Pneumatology’, Pneuma 30.2 (2008), pp. 271-87. 
Spittler, Russell P., ‘The Pentecostal View’, in Donald L. Alexander (ed.) Christian Spirituality: Five Views of Sanctification (Downers Grove, IL: InterVarsity, 1988) 
Synan, H. Vinson, Voices of Pentecost: Testimonies of Lives Touched by the Holy Spirit (Ann Arbor, MI: Servant Publications, 2003).
Thomas, John Christopher, ‘Holy Spirit and Interpretation’, in Stanley E. Porter (ed.) DBCI (New York, NY: Routledge, 2007), pp. 165-66.
_____, ‘“Where the Spirit Leads”: The Development of Pentecostal Hermeneutics’, JBV 30.3 (2009), pp. 289-302. 
Waddell, Robby C., The Spirit of the Book of Revelation (JPTSup 30; Dorset: Deo Publishing, 2006). 
Wallace, Mark I., Fragments of the Spirit: Nature, Violence, and the Renewal of Creation (New York, NY: Continuum, 1996). 
Welker, Michael, God the Spirit (Minneapolis, MN: Fortress Press, 1994). 
Westermann, Claus, ‘Geist im Alten Testament’, EvT 41.3 (1981), pp. 223-30. 
Wright, Christopher J.H., Knowing the Holy Spirit through the Old Testament (Oxford; Downers Grove, IL: Monarch Books; InterVarsity, 2006). 
Wyckoff, John W., Pneuma and Logos: The Role of the Spirit in Biblical Hermeneutics (Eugene, OR: Wipf & Stock, 2010). 
Yong, Amos, ‘Ruach, the Primordial Chaos, and the Breath of Life: Emergence Theory and the Creation Narratives in Pneumatological Perspective’, in Michael Welker (ed.) The Work of the Spirit: Pneumatology and Pentecostalism (Grand Rapids, MI: Eerdmans, 2006), pp. 183204. 
_____, ‘Disability and the Gifts of the Spirit: Pentecost and the Renewal of the Church’, JPT 19.1 (2010), pp. 76-93. 
_____, The Spirit of Creation: Modern Science and Divine Action in the Pentecostal-Charismatic Imagination (PM; Grand Rapids, MI: Eerdmans, 2011).
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MA in Pentecostal-Charismatic Theology

THEO 553 - History of Doctrine II

Teacher Dr. C. Stephenson
Semester Spring Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This Module seeks to inform the students of the historical basis and development of the major doctrines and theological loci. This provides a solid basis for further theological study and practical theology.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 25%
Reading & Reflection paper
50 25%
Phase 2 40 25%
Participation
30 10%
Presentations
10 15%
Phase 3 60 50%
Research Paper
60 50%
Total 150 100%
Content of the Module This course intends to provide the student with a basic grasp of the contour and shape of doctrinal development from the early church to the eighteenth century, as viewed through the lenses of major theologians, controversies, or movements within each period.
Learning Objectives

A. General Learning Objectives
This course seeks to: 

  • Provide a chronological and genetic development of select doctrines through the history of Christian thought up to the twentieth century
  • Describe the philosophical and theological origins of the doctrines within the period to be studied
  • Relate theologians on their own terms from each specific historical context and the issues comprising that context
  • Explain the connections between various theologians and demonstrate how each thinker read previous theologians in light of their own concerns
  • Expose students to as many primary texts as possible 

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the student should be able to:

  • Explain how certain doctrines developed through the history of the Church up to the twentieth century
  • Identify the philosophical and theological bases for each doctrine within the period to be studied
  • Demonstrate an awareness of the theological concerns expressed within each period studied
  • Compare and contrast various doctrinal perspectives with attention to how later theologians appropriated earlier ones
  • Identify and explain the basic content of primary texts covered
Outline
  • Historical Interlude I: Protestant Reformation (1517-1564)
  • Historical Interlude II: Catholic Reformation (1545-1617)
  • FIRST DOCTRINAL LOCUS: JUSTIFICATION BY FAITH, PART 1
  • Historical Interlude III: Protestant Scholasticism (1564-1700)
  • Historical Interlude V: Evangelical Awakenings & Enlightenment (1700-1799)
  • SECOND DOCTRINAL LOCUS: Sanctification
  • THIRD DOCTRINAL LOCUS: Theological Anthropology
  • FOURTH DOCTRINAL LOCUS: Scripture, Revelation, Historicity, & Truth
  • FIFTH DOCTRINAL LOCUS: ECCLESIOLOGY: The Doctrine of the Church
Examination See Evaluation
Core Literature

Textbook:
Gonzalez, Justo L. A History of Christian Thought: From the Protestant Reformation to the Twentieth Century. Revised edition. Vol. 3, Nashville, TN: Abingdon Press, 1988.

Reading List:
Martin Luther, On the Freedom of Christians
John Calvin, Institutes of the Christian Religion, Book III, chapters 11-19
The Council of Trent on Justification
The Joint Declaration on Justification by the Lutheran World Federation and the Catholic Church, 1999
Clark Pinnock, A Theology of the Holy Spirit, chapter 5, “Spirit and Union”
Dietrich Bonhoeffer, The Cost of Discipleship (see section 31, 32 “The Saints” and “The Image of Christ.”)
Martin Luther, Commentary on Galatians
John Calvin, Institutes of the Christian Religion, I, chapters 1-8
A.A. Hodge, Outlines of Theology (1879); reprinted Eerdmans, 1948, pp. 66-69
F.D.E. Schleiermacher, The Christian Faith
Karl Barth, Church Dogmatics Vol l, Ch. 1
Emil Brunner, Truth as Encounter
Martin Buber, I/Thou
Rudolf Bultmann, Jesus Christ and Mythology
Karl Rahner, Foundations of the Christian Faith
J.I. Packer, God Has Spoken
Stanley Hauerwas, Why Narrative?
J.A. Dorner, History of the Development of the Doctrine of the Person of Christ
Frederich Schleiermacher, The Christian Faith secs. 88, 94
Karl Barth, The Humanity of God (an essay)
Dietrich Bonhoeffer, Christ the Center
D.M. Baillie, God was in Christ
Jurgen Moltmann, The Crucified God
George S. Hendry, The Gospel of the Incarnation
John B. Cobb, Christ in a Pluralistic Age
Jon Sobrino, Christology at the Crossroads: A Latin American Approach
Daniel Migliore, Faith seeking Understanding (ch 9, pp 165-184)
Hodgson and King, Christian Theology: An Introduction to its Traditions and Tasks (ch 10, pp 248-273)
Karl Barth, Church Dogmatics, IV/1-3
Veli-Matti Karkkainen, Pneumatology (chs 1,3,4,5,6)
James K.A. Smith, Thinking in Tongues (chs 2,3)
Frank Macchia, Baptized in the Spirit: A Global Pentecostal Theology (chs. 4,6)

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MA in Pentecostal-Charismatic Theology

THEO 556 - German Pentecostalism

Teacher Dr. C. Simpson
Semester Fall Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This Module shows the unique development of Pentecostalism in Germany and how this changed through time. It is applicable to the Lutheran Reception, contemporary, and Pentecostal theology modules.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 20%
Readings & Journal
50 20%
Phase 2 40 30%
Participation
30 10%
Presentations
10 20%
Phase 3 60 50%
Research Paper
60 50%
Total 150 100%
Content of the Module This module is an in-depth study of the life and ministry of Jonathan Paul, Lutheran Pastor and early pioneer of the Pentecostal Movement in Germany. Much use will be made of primary sources to analyze the growth of the Pentecostal Movement in Germany in the early part of the twentieth century and later developments after World War II.
Learning Objectives

General Learning Objectives

  • To understand the history of the Pentecostal Church in Germany.
  • To be able to analyze and discuss the theological approaches that have impacted Twentieth Century German Pentecostalism.
  • Provide the background for reflection on the role of the key European figures who contributed to the development of the Pentecostal Movement in Germany.
  • Enhance the understanding of nationalistic, sociological, and cultural aspects of the Pentecostal Movement in Germany.

Specific Learning Objectives
At the end of this course, the students should be able to:

  • Demonstrate a chronological understanding of the history of German Pentecostalism
  • Analyze the theological approaches of Twentieth Century Pentecostalism in Germany.
  • Appraise the importance of the individuals and groups who shaped the German Pentecostal Movement.
  • Compare and contrast the effects of nationalism and culture on the sociological development of Pentecostalism in Germany.
  • Examine the importance of German Pentecostalism to the global Pentecostal movement.
Outline
  • An illustrated Biopic of Jonathan Paul (1853-1931)
  • The Effect of Early 20th-Century Revivals on Germany
  • The Hamburg Conference 1908
  • The Berlin Declaration 1909
  • Growth Despite Opposition 1910
  • The Mülheim Movement
  • Later Developments of German Pentecostalism
Examination See Evaluation
Core Literature

Textbooks:
Clark, Paul. Die Grundung von Pfingstgemeinden in Deutschland, 1945-2005. Bad Dürkheim, Priority, 2011.
________German Pentecostal Church Planting 1945-2005. Benton Harbor, MI: Priority Publishing, 2011.
Schmidgall, Paul. European Pentecostalism, 2011.
Simpson, Carl. ‘A Critical Evaluation of the Contribution of Jonathan Paul to the Development of the German Pentecostal Movement’. Ph.D. Thesis, University of Glyndŵr, 2011.

Reading List:
Dietze, Reimer. Deutschlands freikirchliche Pfingstbewegung auf dem Vormarsch: Ihr Weg von den Anfängen bis zur Gründung der “Arbeitsgemeinschaft” 1947. Erzhausen, Germany: Manuscript available from the Author, 1993.
Eisenlöffel, Ludwig. Freikirchliche Pfingstbewegung in Deutschland: Innenansichten 1945-1985. Göttingen: V&R Unipress, 2006.
Fleisch, Paul. Die Pfingstbewegung in Deutschland. Hannover: Heinr. Feesch Verlag. 1957.
________. Geschichte der Pfingstbewegung in Deutschland von 1900 bis 1950. 2d ed. Marburg Lahn, Germany: Francke Verlag, 1983.
Giese, Ernst. Jonathan Paul, Ein Knecht Jesu Christi, Leben und Werk, 2. Auflage. Altdorf: Missionsbuchhandlung, 1965.
________. Und Flicken die Netze. Dokumente zur Erweckungsgeschichte des 20. Jahrhunderts. Marburg: Giese, 1976.
Hampel, Dieter, Richard Krüger, and Gerhard Oertel. Der Auftrag bleibt: Der Bund Freikirchlicher Pfingstgemeinden auf dem Weg ins dritte Jahrtausend. Erzhausen, Germany: Bund Freikirchlicher Pfingstgemeinden, 2009.
Holthaus, Stephan. Die Berliner Erklärung: Ihre Vorgeschichte und ihr Zustandekommen. Bibelbund e.V., mit freundlicher Genehmigung. Erschienen als Sonderdruck des Bibelbundes, Nr. 185, 1996.
________. “90 Jahre Berliner Erklärung: Ihre Vorgeschichte und ihr Zustandekommen”. F.T.A. Giessen, 1999.
Junghardt, Adelheid and Ekkehart Vetter. Ruhrfeuer. Mülheim a.d. Ruhr: Christus Gemeinde, 2004.
Krust, Christian H. 50 Jahre Deutsche Pfingstbewegung Mülheimer Richtung. Altdorf Missionsbuchhandlung, 1958.

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MA in Pentecostal-Charismatic Theology

THEO 573 - Pentecostal Theology

Teacher Dr. C. Simpson
Semester Fall Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This Module is fundamental to the course of study and is applicable to all theological modules in particular Contemporary Theology, German Pentecostalism, and the Lutheran Reception modules.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 60 25%
Readings & Responses
40 15%
Readings & Critical Analysis
20 10%
Phase 2 40 25%
Participation
30 10%
Presentation
10 15%
Phase 3 50 50%
Research Paper
50 50%
Total 150 100%
Content of the Module This course is intended to engage the graduate student in the recent development of theology among Pentecostals, focusing in particular on the areas of theological methodology, experience and epistemology, and various doctrinal loci as seen through a Pentecostal lens.
Learning Objectives

A. General Learning Objectives
This course seeks to: 

  • provide a historical perspective of the theological roots of Pentecostal thought.
  • describe the theological trends among early Pentecostal thinkers.
  • explain the connections between various traditional doctrines that Pentecostals share with other Christians as well as explain the differences.
  • demonstrate the need for theological reflection in Pentecostalism.
  • suggest future orientations and directions for Pentecostal theology.
  • compare and contrast various proposed theological models for Pentecostal theology.
  • inspect the role of experience in relation to theological reflection and epistemology.
  • offer an overview of Pentecostal ways of engaging and understanding traditional doctrinal loci.

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the student should be able to:

  • Explain how the various doctrines studied can be conceived through the lens of Pentecostalism.
  • Identify the historical and theological roots of Pentecostal theology.
  • Compare and contrast various models of Pentecostal theology.
  • Sketch the possibilities for a future theological endeavor within the Pentecostal movement.
  • Appraise the influence of evangelicalism on Pentecostal thought.
  • Relate the role of experience with Pentecostal theological reflection.
Outline
  • The Challenge of Pentecostalism and Theology
  • The Relation of Evangelical Theology and Pentecostal Theology
  • Can there be a Pentecostal Systematic Theology?
  • Theological Roots of Pentecostal Theology
  • Scripture, Hermeneutics, and Pentecostals
  • Soteriology and Pentecostal Theology
  • Sanctification and Pneumatology in Pentecostal Theology
  • Ecclesiology and Pentecostal Theology
  • Eschatology and Pentecostal Theology
Examination See Evaluation
Core Literature Reading List:
Albrecht, Daniel E. 1999. Rites in the Spirit: A Ritual Approach to Pentecostal/Charismatic Spirituality. Sheffield Academic Press
Anderson, Allan H & Hollenweger, Walter J (eds.) 1999. Pentecostals After a Century: Global Perspectives on a Movement in Transition. Sheffield Academic Press
Anderson, Allan 2000. Zion and Pentecost: The Spirituality and Experience of Pentecostal and Zionist/Apostolic Churches in South Africa. Pretoria: University of South Africa Press
Anderson, Allan & Tang, Edmond (eds.) 2005. Asian and Pentecostal: The Charismatic Face of Asian Christianity. Oxford: Regnum & Baguio City, Philippines: APTS Press
Burgess, SM & van der Maas, E (eds) 2003. New International Dictionary of Pentecostal and Charismatic Movements. Grand Rapids: Zondervan
Cox, Harvey 1996. Fire From Heaven: The Rise of Pentecostal Spirituality and the Reshaping of Religion in the Twenty-First Century. London: Cassell
Dayton, Donald W 1987. Theological Roots of Pentecostalism. Metuchen, NJ: Scarecrow Press
Dempster, MA, Klaus, BD & Petersen, D (eds) 1991. Called and Empowered: Global Mission in Pentecostal Perspective. Peabody: Hendrickson
Dempster, MA, Klaus, BD & Petersen, D (eds) 1999. The Globalization of Pentecostalism: A Religion Made to Travel. Oxford: Regnum
Faupel, D William 1996. The Everlasting Gospel: The Significance of Eschatology in the Development of Pentecostal Thought. Sheffield: Sheffield Academic Press
Hilborn, David (ed.) 2001. ‘Toronto’ in Perspective: Papers on the New Charismatic Wave of the mid-1990s. Carlisle: Paternoster
Hollenweger, Walter J 1972. The Pentecostals. London: SCM
Hollenweger, Walter J 1997. Pentecostalism: Origins and Developments Worldwide. Peabody: Hendrickson
Jacobsen, Douglas 2003. Thinking in the Spirit: Theologies of the Early Pentecostal Movement. Bloomington, IN: Indiana University Press.
Johns, Cheryl B 1993. Pentecostal Formation: a pedagogy among the oppressed. Sheffield Academic Press
Land, Steven J 1993. Pentecostal Spirituality: A Passion for the Kingdom. Sheffield: Sheffield Academic Press
Perriman, Andrew (ed) 2003. Faith Health and Prosperity: A Report on ‘Word of Faith’ and ‘Positive Confession’ Theologies by ACUTE. Carlisle: Paternoster
Yong, Amos 2000. Discerning the Spirit(s): A Pentecostal-Charismatic Contribution to Christian Theology of Religions. Sheffield: Sheffield Academic Press
Yong, Amos 2005. The Spirit Poured Out On All Flesh: Pentecostalism And The Possibility Of Global Theology. Grand Rapids: Baker Academic
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MA in Pentecostal-Charismatic Theology

THEO 575 - Contemporary Theology

Teacher Dr. T. Cross
Semester Spring Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This Module seeks to place Pentecostal-Charismatic Theology in the general theological milieu in particular evangelical theology and to investigate the contribution of more recent scholarly academic work. It is essential for all theological modules.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 20%
Readings & Journals
50 20%
Phase 2 40 30%
Participation
30 10%
Presentations
10 20%
Phase 3 60 50%
Research Paper
60 50%
Total 150 100%
Content of the Module This course is intended to provide an overview of the significant people and trends of the theological landscape in the past two centuries. Such an overview will expose students to a variety of theological approaches throughout the world and will thereby more adequately equip students for an understanding of the current theological scene.
Learning Objectives

A. General Learning Objectives
This course seeks to:

  • Provide an overview of significant theologians and trends of thought in contemporary theology.
  • Explain the connections between various theologians’ expressions of doctrine throughout the modern era.
  • Demonstrate the cultural and historical setting of each theologian’s doctrinal expression.
  • Relate the historical development of these doctrines to the formulation and meaning of theology in the contemporary church and academy.

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the student should be able to:

  • Explain the cultural and historical background of each theologian’s thought.
  • Identify the philosophical and theological bases for each theological trend.
  • Demonstrate an understanding of the theological connections between major Christian thinkers from 1800 to the present.
  • Compare and contrast various theologians’ understandings of the doctrines studied.
Outline
  • The Historical and Philosophical Background of the Nineteenth Century: 1799-1914
  • The Theology of the Word of God: A Theology of Crisis?
  • Christian Existentialism
  • Christian Realism: A Post-Liberal American Theology
  • Roman Catholic Theology after Vatican II (1962-1965)
  • Contextual Theologies: Political Theology & Liberation Theology
  • Process Theology
  • Theologies of Fundamentalism, Evangelicalism, and Pentecostalism(s)
  • The Types of Modern Theology According to Hans Frei
  • Where in the 21st Century?
Examination See Evaluation
Core Literature

Textbooks:
Livingston, James C. and Francis Schüssler Fiorenza. Modern Christian Thought: The Enlightenment and the Nineteenth Century. Volume 1.2nd edition. Minneapolis: Fortress Press, 2006.
Livingston, James C. and Francis Schüssler Fiorenza. Modern Christian Thought: The Twentieth Century. Volume 2.2nd edition. Minneapolis: Fortress Press, 2006.

Reading List:
Barth Karl. Die protestantische Theologie im 19. Jahrhundert. Zürich: Theologischer Verlag, 1946.
Ebertshäuser, Rudolf. Die charismatische Bewegung im Licht der Bibel. Bielefeld: CLV Verlag, 1995.
Fleming, Ken. Biblische Prinzipien des Gemeindewachstums. Bielefeld: Bethanien Verlag, 2001.
Ellingsen, Mark. The Evangelical Movement: Growth, Impact, Controversy, Dialog. Minneapolis: Augsburg Press, 1988.
Gunton, Colin E. Theology through the Theologians: Selected Essays, 1972 - 1995. London: T & T Clark, 1996.
Grenz, Stanley J. and Roger E. Olson.20th-Century Theology: God and the World in a Transitional Age. Downers Grove, IL: InterVarsity Press, 1992.
Gundry, Stanley and Alan F. Johnson. Tensions in Contemporary Theology. Grand Rapids, MI: Baker Book House, 1983.
Lindbeck, George A. The Nature of Doctrine: Religion and Theology in a Postliberal Age. Philadelphia: The Westminister Press, 1984.
MacQuarrie, John. Twentieth-Century Religious Thought. New York: Charles Scribner’s Sons, 1981.
McGrath, Alister.(Editor) The Blackwell Encyclopedia of Modern Christian Thought. Oxford: Basil Blackwell, 1993.
Packer, J. I.“Fundamentalism” and the Word of God. Grand Rapids, MI: Eerdmans, 1958, reprint 1990.
Pinnock, Clark H. Tracking the Maze. San Francisco: Harper & Row, 1990.
Smith, David L. A Handbook of Contemporary Theology. Grand Rapids, MI: Baker Book House, 1998.
The Modern Theologians: An Introduction to Christian Theology in the Twentieth Century. Edited by David F. Ford. Second Edition. Oxford: Blackwell Publishers, Ltd., 1997.

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MA in Pentecostal-Charismatic Theology

THEO 577 - Theology Seminar Wesley

Teacher Dr. G. Sommer
Semester Spring Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability There is a focus on the special German history of the Holiness Movement leading to Pentecostalism; in particular, their specific political and social parameters in this country. It is a necessary preparation for THEO 593 Jonathan Paul and the German Pentecostal Movement.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 60 20%
Required Reading & Journal
60 20%
Phase 2 40 40%
Participation 30 20%
Presentation 10 20%
Phase 3 50 40%
Research Paper 50 40%
Total 150 100%
Content of the Module This course offers a survey of the history and contents of the Holiness movement from John Wesley and the Methodist Church; Holiness preachers in Britain and the USA; the Keswick Higher Life Movement; the Welsh Revival as precursors to the Pentecostal movement.
Learning Objectives
  • To give a presentation on the development of the Holiness movement.
  • To explain the present-day situation of the Pentecostal movement considering the history of the Holiness movement.
  • To analyze certain theological positions, which are important for the development of the Holiness movement. 
  • To consider the life of selected people, who are important for the Holiness movement.
  • A detailed study of two different churches and movements, which the Holiness movement has strongly influenced. 
  • To reflect on the lessons of the history of the Holiness movement for present-day Christian ministry. 
Outline
  • 1. Introduction
  • 2. John Wesley and the Methodist church
  • 3. The Keswick Movement
  • 4. The Holiness Movement and its Impact on Society
  • 5. Three Voices Wake a Sleeping Church (1854)
  • 6. Moody, Terry and Gray
  • 7. Methodists and the Holiness Movement
  • 8. The most important representatives of the Holiness movement in the German-speaking area, Jellinghaus, Jonathan Paul, Baroness von Brasch, Hedwig von Reden etc
  • 9. The Evangelization and Mission movement in the German-speaking area
  • 10. Theological problems of the Holiness movement.
  • 11. The Fellowship movement (“Die Gemeinschaftsbewegung”)
  • 12. The specific difficulties of free churches (“Freikirchen”) in Prussia and the German Empire. 
  • 13. The end of the classic Holiness movement and the formation of Pentecostalism.
Examination See Evaluation
Core Literature Textbooks: 
• Dieter, Easterday Melvin, The Holiness Revival of the Nineteenth Century Metuchen 1980. 
• Synan, Vinson, The Holiness-Pentecostal Tradition. Charismatic Movements in the Twentieth Century, Grand Rapids/ Cambridge2 1997.
• Voigt, Karl Heinz, Freikirchen in Deutschland (19. und 20. Jahrhundert) (KGE III/6), Leipzig 2004. 

Reading List:
• Geldbach, Erich, Freikirchen – Erbe, Gestalt und Wirkung (BenshH 70), 2. völlig neu bearbeitete Auflage, Göttingen 2005. 
• Heimbucher, Kurt: Dem Auftrag verpflichtet – Die Gnadauer Gemeinschaftsbewegung, Gießen, 1988
• Holthaus, Stephan: Heil - Heilung - Heiigung, Gießen, 2005 
• Raedel, Christoph, Methodistische Theologie im 19. Jahrhundert. Der deutschsprachige Zweig der Bischöflichen Methodistenkirche, Göttingen 2004.
• Smith, Timothy L., Called Unto Holiness. Volume One. The Story of the Nazarenes—The Formative Years, Kansas City 1962.
• Sommer, Gottfried: Die “Belowianer” In Hinterpommern – Ihr Weg vom enthusiastischen Aufbruch zur Bildung einer Freikirche, Heverlee (Leuven), 2010
• Vetter, Ekkehart: Jahrhundertbilanz – erweckungsfasziniert und durststreckenerprobt, Bremen 2009.
• Voß, Klaus Peter: Ökumene und freikirchliches Profil. Beiträge zum zwischenkirchlichen Gespräch (FBTh 14), Berlin 2008. 
• Zimmerling, Peter, Die Charismatische Bewegung, Göttingen 2009. 
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MA in Pentecostal-Charismatic Theology

THEO 580 - Trinity

Teacher Dr. T. Cross
Semester Spring Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This Module seeks to enable the student to grasp one of the more difficult theological topics. It is related to courses in Pentecostal and contemporary theology and the history of doctrine.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 25%
Readings & Journal
30 15%
Readings & Preparation for Discussion Project
20 10%
Phase 2 40 25%
Participation
30 10%
Leading Discussions
10 15%
Phase 3 60 50%
Research Paper
60 50%
Total 150 100%
Content of the Module This course offers a study of the doctrine of the Trinity. It examines the fundamental, Scriptural data for the doctrine, tracks the formulation and articulation of the doctrine in the history of the Church, and attends to appropriations of the doctrine in contemporary theology.
It will also offer the student an understanding of the indispensability of the doctrine of the Trinity with regard to Christian notions of salvation and community.
Learning Objectives

A. General Learning Objectives
This course seeks to:

  • Ascertain the biblical foundation for the Christian understanding of God as Triune.
  • Analyze the historical issues and controversies that gave rise to the articulation of the doctrine of the Trinity.
  • Critically engage the Trinitarian thought of various Church Fathers.
  • Compare and contrast the appropriation of the doctrine of the Trinity in contemporary theological reflection with the data of Scripture and historical articulations of the doctrine.

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the student should be able to:

  • Identify and critically assess the biblical data that has grounded the doctrine of the Trinity.
  • Demonstrate an understanding of the major historical contexts and controversies that gave rise to the formal Christian conception of God as Triune.
  • Compare and contrast the thought of various historical figures who shaped the formal Christian conception of God as Triune.
  • Analyze the differences between Eastern and Western Trinitarian formulations, specifically regarding the filioque doctrine.
  • Discuss and critically evaluate various contemporary expressions of the doctrine of the Trinity.
Outline
  • Biblical Intimations of God as Triune
  • Historical Formulation of the Doctrine of the Trinity (Part I): The Apologists and Clement of Alexandria
  • Historical Formulation of the Doctrine of the Trinity (Part II): Origen to Athanasius
  • Historical Formulation of the Doctrine of the Trinity (Part III): The Cappadocians
  • Historical Formulation of the Doctrine of the Trinity (Part IV): Tertullian to Hilary
  • Historical Formulation of the Doctrine of the Trinity (Part V): Aug to Filioque Controversy
  • Contemporary Appropriations of the Doctrine of the Trinity (Part I): The 19th Century
  • Contemporary Appropriations of the Doctrine of the Trinity (Part II): Karl Barth, Jürgen Moltmann, and others in the 20th Century
Examination See Evaluation
Core Literature Reading List:
Augustine. De Trinitate. NPNF 1/3.
Badcock, Gary D. “The Anointing of Christ and the filioque Doctrine.” Irish Theological Quarterly 60/4 (1994) 241-58.
Barth, Karl. Church Dogmatics I/1. Trans. by Geoffrey Bromiley. Edinburgh: T&T Clark, 1975 ed.
Boff, Leonardo. Trinity and Society. Trans. by Paul Burns. Maryknoll, NY: Orbis Books, 1988.
Coffey, David M. Deus Trinitas. Oxford: Oxford University Press, 1999.
Davis, Stephen, Daniel Kendall, and Gerald O’Collins, eds. The Trinity. Oxford: Oxford University Press, 1999.
Fortman, Edmund J. The Triune God: A Historical Study of the Doctrine of the Trinity. Grand Rapids, MI: Baker, 1982.
LaCugna, Catherine Mowry. God For Us: The Trinity and Christian Life. San Francisco, CA: HarperSan Francisco, 1991.
Hill, William. The Three-Personed God: The Trinity as a Mystery of Salvation. Washington, D.C.: Catholic University of America Press, 1982.
Hunt, Anne. The Trinity and the Paschal Mystery—A Development in Recent Catholic Theology. Collegeville, MI: Liturgical Press, 1997.
Johnson, Elizabeth. She Who Is—The Mystery of God in Feminist Theological Discourse. New York: Crossroads, 1994.
Jüngel, Eberhard. The Doctrine of the Trinity—God’s Being is in Becoming. Edinburgh: Scottish Academic Press, 1976.
Marshall, Bruce D. Trinity and Truth. Cambridge, MA: Cambridge University Press, 2000.
McDonnell, Kilian. The Other Hand of God: The Holy Spirit as the Universal Touch and Goal. Collegeville, MN: Liturgical Press, 2003.
Moltmann, Jürgen. The Crucified God: The Cross of Christ as the Foundation and Criticism of Christian Theology. Minneapolis, MI: Fortress, 1993.
_____________. The Trinity and the Kingdom: The Doctrine of God. Minneapolis, MI: Fortress, 1993.
Rahner, Karl. The Trinity. New York: The Crossroad Publishing Co., 1998.
Smail, Thomas A. The Forgotten Father. Grand Rapids, MI: Eerdmans, 1980.
Vanhoozer, Kevin J, ed. The Trinity in a Pluralistic Age: Theological Essays on Culture and Religion. Grand Rapids, MI: Eerdmans, 1997.
Volf, Miroslav. After Our Likeness: The Church as the Image of the Trinity. Grand Rapids, MI: Eerdmans, 1998.
Vondey, Wolfgang. Heribert Mühlen: His Theology and Praxis: A New Profile of the Church. New York: University Press of America, 2004.
Zizioulas, John. Being as Communion: Studies in Personhood and the Church. Crestwood, New York: St. Vladimir’s Press, 1985.
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MA in Pentecostal-Charismatic Theology

THEO 581 - Political Theology

Teacher Dr. L. Stephenson
Semester Fall Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability The purpose of this course is to establish the two predominant views that are currently maintained with respect to the task of political theology and then to observe the way in which these two tasks shape contemporary political theologies.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 25%
Reading Reflections 50 25%
Phase 2 40 40%
Participation 30 15%
Presentation 10 25%
Phase 3 60 35%
Research Paper 60 35%
Total 150 100%
Content of the Module This course intends an analysis and criticism of political arrangements from the perspective of differing interpretations of God’s ways with the world. This course will also explore the role of the church as a polis, which practices theological politics. Major themes and thinkers will include the following: liberation theology, feminist theology, black theology, Radical Orthodoxy, Jürgen Moltmann, Walter Brueggemann, William Cavanaugh, John Howard Yoder, Stanley Hauerwas, and Amos Yong.
Learning Objectives

A. General Learning Objectives
This course seeks to:

  • Examine and critically evaluate primary sources that exemplify each of the two tasks of political theology.
  • Compare and contrast the primary sources with the manner in which the secondary sources understand these texts as political theologies.
  • Discuss the development and articulation of political theology in its manifold streams of thought.

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the student should be able to:

  • Describe and offer an evaluation of the issues surrounding the two tasks of political theology.
  • Articulate the differences in primary sources as it relates to political theology.
  • Critically evaluate secondary sources dealing with political theology.
  • Explain the development of various streams of political theology.

Outline
  • What is Political Theology?
  • German Political Theology
  • Liberation Theology: Latin American Theology
  • Liberation Theology: Black Theology
  • Liberation Theology: Feminist Theology
  • Walter Brueggemann
  • William Cavanaugh
  • John Howard Yoder
  • James Smith
Examination See Evaluation
Core Literature Textbooks:
Boff, Leonardo and Clodovis Boff. Introducing Liberation Theology. Maryknoll: Orbis Books, 1987.
Brueggemann, Walter. The Prophetic Imagination, 2nd Edition. Fortress Press, 2001.
Cone, James. God of the Oppressed. Maryknoll: Orbis Books, 1997.
Smith, Jamie K.A. Desiring the Kingdom: Worship, Worldview, and Cultural Formation. Grand Rapids: Baker Academic, 2009.
Yoder, John Howard. Body Politics. Herald Press, 2001.

Reading List:
Ashley, James Matthew. Interruptions: Mysticism, Politics, and Theology in the Work of Johann Baptist Metz. Notre Dame: University of Notre Dame Press, 1998.
Balakrishnan, Gopal. The Enemy: An Intellectual Portrait of Carl Schmitt. London and New York: Verso, 2000.
Barr, James. The Scope and Authority of the Bible. Philadelphia: Westminster Press, 1980.
Bartholomew, Craig et al., ed. A Royal Priesthood? The Use of the Bible Ethically and Politically A Dialogue with Oliver O’Donovan. University of Gloucestershire: The British and ForeignBible Society, 2002.
Bell, Daniel M., Jr. Liberation Theology After the End of History: The Refusal to Cease Suffering. New York: Routledge, 2001.
Berman, Joshua A. How the Bible Broke with Ancient Political Thought. Oxford: Oxford University Press, 2008.
Boff, Leonardo. Trinity and Society. Maryknoll, NY: Orbis, 1988.
Cavanaugh, William T. Being Consumed. Grand Rapids: William B. Eerdmans Publishing Company, 2008.
Cavanaugh, William T. Theopolitical Imagination. New York: T & T Clark LTD, 2002.
Cavanaugh, William T. Torture and Eucharist. Oxford: Blackwell Publishing, 1998.
Cavanaugh, William T. and Peter Scott, eds. The Blackwell Companion to Political Theology. Malden: Blackwell Publishing, 2007.
Chopp, Rebecca. The Praxis of Suffering: An Interpretation of Liberation and Political Theologies. Maryknoll, NY: Orbis, 1986.
Cone, James H. Black Theology & Black Power. New York: The Seabury Press, 1969.
Cone, James H. God of the Oppressed. Maryknoll, NY: Orbis Books, 1997.
Cone, James H. Liberation: A Black Theology of Liberation. New York: J.B. Lippincott Comanpy, 1970.
De Vries, Hent and Laurence E Sullivan, ed. Political Theologies: Public Religions in a Post-Secular World. New York: Fordham University Press, 2006.
Ellis, Marc H. and Otto Maduro, eds. The Future of Liberation Theology: Essasy in Honor of Gustavo Gutierrez. Maryknoll: Orbis Books, 1989.
Fiorenza, E.S. In Memory of Her: A Feminist Theological Reconstruction of Christian Origins. London: SCM, 1983.
Freire, P. The Pedagogy of the Oppressed. Harmondsworth: Penguin, 1972
Gutierrez, Gustavo. A Theology of Liberation. Translated and edited by Sister Caridad Inda and John Eagleson. Maryknoll: Orbis Books, 1973.
Hauerwas, Stanley. A Better Hope: Resources for a Church Confonting Capitalism, Democracy, and Postmodernity. Grand Rapids: Brazos Press, 2000.
Hauerwas, Stanley. After Christendom? How the Church is to Behave if Freedom, Justice, and a Christian Nation are Bad Ideas. Nashville: Abingdon Press, 1991.
Hauerwas, Stanley. The Peaceable Kingdom: A Primer in Christian Ethics. Notre Dame: University of Notre Dame Press, 1983.
Hemming, Laurence Paul, ed. Radical Orthodoxy? – A Catholic Enquiry. Aldershot: Ashgate Publishing LTD, 2000.
Hennelly, Alfred T., S.J. Liberation Theologies: The Global Pursuit of Justice. Mystic: Twenty-Third Publications, 1997.
Horsley, Richard A., ed. Paul and Empire: Religion and Power in Roman Imperial Society. Harrisburg: Trinity Press International, 1997.
Jones, William R. Is God a White Racist? A Preamble to Black Theology. Garden City: Anchor Press/Doubleday & Company, Inc, 1973.
Kirwan, Michael. Political Theology: An Introduction. Minneapolis: Fortress Press, 2009.
McFague, Sallie. The Body of God: An Ecological Theology. Minneapolis: Fortress Press, 1993.
Metz, Johann Baptist. A Passion for God: The Mystical-Political Dimension of Christianity. Translated by J. Matthew Ashley. New York: Paulist Press, 1998.
Metz, Johann-Baptist, Jürgen Moltmann and Francis Schüssler Fiorenza. Faith and the Future: Essays on Theology, Solidarity, and Modernity. Maryknoll: Orbis Books, 1995.
Milbank, John, Catherine Pickstock and Graham Ward, eds. Radical Orthodoxy. New York: Routledge, 1999.
Milbank, John. Theology & Social Theory: Beyond Secular Reason. 2nd edition. Malden: Blackwell Publishing, 2006.
Moltmann, Jürgen. The Crucified God. Minneapolis: Fortress Press, 1993.
Moltmann, Jürgen. Theology of Hope. Minneapolis: Fortress Press, 1993.
Moltmann, Jürgen. The Trinity and the Kingdom. Minneapolis: Fortress Press, 1981.
O’Donovan, Oliver and Joan Lockwood O’Donovan, eds. From Irenaeus to Grotius: A Sourcebook in Christian Political Thought 100-1625. Grand Rapids: William B. Eerdmans Publishing Company, 1999.
O’Donovan, Oliver. The Desire of the Nations: Rediscovering the Roots of Political Theology. Cambridge: Cambridge University Press, 1996.
Petrella, Ivan. The Future of Liberation Theology: An Argument and Manifesto. Aldershot: Ashgate Publishing LTD, 2004.
Rahner, Hugo, S.J. Church and State in Early Christianity. Translated by Leo Donald Davis, S.J. San Francisco: Ignatius Press, 1961.
Rasmusson, Arne. The Church as Polis: From Political Theology to Theological Politics as Exemplified by Jürgen Moltmann and Stanley Hauerwas. Notre Dame: University of Notre Dame Press, 1995.
Rowland, Christopher, ed. The Cambridge Companion to Liberation Theology. Cambridge: Cambridge University Press, 1999.
Ruether, Rosemary R. Sexism and God-talk. London: SCM, 1983.
Schwab, George. The Challenge of the Exception: An Introduction to the Political Ideas of Carl Schmitt from 1921 to 1936. Westport, CT: Greenwood, 1989.
Smith, James K. Introducing Radical Orthodoxy: Mapping a Post-secular Theology. Grand Rapids: Baker Academic, 2004.
Sobrino, John. The True Church and the Poor. Maryknoll, NY: Orbis, 1984.
Soelle, Dorothee. Suffering. Translated by Everett R. Kalin. Philadelphia: Fortress Press, 1975.
Sölle, Dorothee. Thinking About God: An Introduction to Theology. Translated by John Bowden. Philadelphia: Trinity Press International, 1990.
Sölle, Dorothee. The Window of Vulnerability: A Political Spirituality. Translated by Linda M. Maloney. Minneapolis: Fortress Press, 1990.
Tanner, K. The Politics of God: Christian Theologies and Social Justice. Minneapolis: Fortress, 1992.
Vanhoozer, Kevin J., ed. The Cambridge Companion to Postmodern Theology. Cambridge: Cambridge University Press, 2003.
Volf, Miroslav. Exclusion and Embrace: A Theological Exploration of Identity, Otherness, and Reconciliation. Nashville: Abingdon Press, 1996.
Wannenwetsch, Bernd. Political Worship: Ethics For Christian Citizens. Translated by Margaret Kohl. New York: Oxford University Press, 2004.
Ward, Graham, ed. The Postmodern God: A Theological Reader. Malden: Blackwell Publishers, 1997.
Ward, Graham, ed. The Blackwell Companion to Postmodern Theology. Malden: Blackwell Publishers, 2001.
Ward, Graham. Cities of God. New York: Routledge, 2000.
Yoder, John Howard. Body Politics: Five Practices of the Christian Community before the Watching World. Nashville: Discipleship Resources, 1992.
Yoder, John Howard. The Christian Witness to the State. Scottdale: Herald Press, 1964.
Yoder, John Howard. The Politics of Jesus: Vicit Agnus Noster. 2nd ed. Grand Rapids: William B. Eerdmans Publishing Company, 1972.
Yoder, John Howard. The Royal Priesthood: Essays, Ecclesiological and Ecumenical. Grand Rapids: William B. Eerdmans Publishing Company, 1994.

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MA in Pentecostal-Charismatic Theology

THEO 594 - Luther Reception into Pentecostalism

Teacher Dr. D. Courey
Semester Spring Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability The Module seeks to make the Pentecostal scholar aware of Luther‘s contribution to Pentecostal theology. It provides a fresh approach, it is useful for an understanding of German Pentecostalism, Pentecostal, and contemporary theology.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 20%
Readings & Preparation
50 20%
Phase 2 40 30%
Participation
30 10%
Presentations
10 20%
Phase 3 60 50%
Research Paper
60 50%
Total 150 100%
Content of the Module The course seeks to examine the roots and development of triumphalism within the Pentecostal churches. Martin Luther and his theology will be studied in detail to assess if triumphalism had its roots at the beginning of the Reformation. His Theology of the cross will inform a redefinition of Pentecostal theology and challenge the whole aspect of triumphalism.
Learning Objectives

A. General Learning Objectives

  • To see Pentecostalism in the context of historic Christianity and Reformation Christianity
  • To see Pentecostalism in the context of American Evangelicalism.
  • To analyze the problem of triumphalism in Pentecostalism.
  • To contemplate means of reconfiguring Pentecostalism for the twenty-first century.

B. Specific Learning Objectives
On successful completion of the module, students will be able to:

  • Appreciate the tension inherent in Pentecostal pneumatology.
  • Contemplate the work of the Spirit in various dimensions of the Christian experience.
  • Coordinate Pentecostal emphases with other movements in history, particularly with Luther and the Reformation.
  • Reformulate a Pentecostalism informed by suffering.
  • Use the gifts of the Spirit from a richer theological matrix.
  • Cultivate an awareness of and yearning for the Spirit’s presence
Outline 1. The Roots of Pentecostal Triumphalism
     a. What is Triumphalism?
     b. Triumphalism in American Religious History
     c. Another Look at the Pentecostal Story
     d. The Tectonic Plates
     e. A Re-reading of the History of Evangelicalism
2. Luther as Proto-Pentecostal
     a. Luther and the Supernatural
     b. Luther and the Priesthood of All Believers
     c. Luther and the Apocalypse
     d. Luther and Experience
          i. The Enthusiasts
          ii. The Ultimate and the Penultimate
3. Luther’s Theology of the Cross
     a. Understanding the Theology of the Cross
     b. The Cross and Personal Sin
     c. The Cross and Institutional Glory
     d. The Mechanics of the Cross
4. Redefining Pentecostalism
     a. The Janus-Like Nature of the Baptism in the Spirit
     b. Pneumatologia crucis
     c. Eschatologia Crucis
5. Testing a Cruciform Pentecostalism
     a. Replacing Restorationism: Experience
     b. Replacing Perfectionism: Sanctification
     c. The Pentecostal Nexus: The Miraculous
Examination See Evaluation
Core Literature

Textbooks:
Courey, D. What Has Wittenberg to Do with Azusa? Luther‘s Theology of the Cross and Pentecostal Triumphalism. London: Bloomsbury T&T Clark, 2015.
Althaus, Paul.The Theology of Martin Luther. Philadelphia: Fortress Press, 1966.
Lohse, Bernhard. Martin Luther’s Theology: Its Historical and Systematic Development. Reprint edition. Minneapolis, Mich.: Fortress Press, 2011.

Reading List:
Bayer, Oswald. Martin Luther’s Theology: A Contemporary Interpretation. Translated by Thomas H. Trapp. Grand Rapids, Mich: Wm. B. Eerdmans Publishing Co., 2008.
Braaten, Carl E., and Robert W. Jenson, eds. Union with Christ: The New Finnish Interpretation of Luther. Grand Rapids, Mich: Wm. B. Eerdmans Publishing Co., 1998.
Brecht, Martin. Martin Luther The Preservation of the Church 1532-1546. Minneapolis: Fortress Press, 1999.
Deutschlander, Daniel M. The Theology of the Cross: Reflections on His Cross and Ours. Edited by Curtis A. Jahn. Milwaukee, WI: Northwestern Publishing House, 2008.
Forde, Mr Gerhard O. On Being a Theologian of the Cross: Reflections on Luther’s Heidelberg Disputation, 1518. Grand Rapids, Mich: Wm. B. Eerdmans Publishing Co., 1997.
Hall, Douglas John. The Cross in Our Context: Jesus and the Suffering World. Minneapolis: Fortress Press, 2003.
Hoffman, Bengt R. Theology of the Heart: The Role of Mysticism in the Theology of Martin Luther. Translated by Pearl Willemssen Hoffman. Minneapolis, Minn: Kirk House Pub, 2003.
Kolb, Robert, and Charles P. Arand. The Genius of Luther’s Theology: A Wittenberg Way of Thinking for the Contemporary Church. Grand Rapids, Mich: Baker Academic, 2008.
Loewenich, Walther von. Luther’s Theology of the Cross. 1st edition. Minneapolis: Augsburg Pub. House, 1976.
Marty, Martin E. Martin Luther: A Life. Reprint edition. New York: Penguin Books, 2008.
McGrath, Alister E. Luther’s Theology of the Cross: Martin Luther’s Theological Breakthrough. 1 edition. Oxford, UK; New York, NY, USA: Wiley-Blackwell, 1991.
Moltmann, Jurgen. The Crucified God: The Cross of Christ as the Foundation and Criticism of Christian Theology. Minneapolis: Fortress Press, 1993.
Oberman, Heiko A. Luther: Man Between God and the Devil. Translated by Eileen Walliser- Schwarzbart. New Haven, CT.; London: Yale University Press, 2006.
Root, Andrew. Christopraxis: A Practical Theology of the Cross. Minneapolis: Fortress Press, 2014.
Veith, Gene Edward. Spirituality of the Cross Revised Edition. 2 edition. St. Louis, MO: Concordia Publishing, 2010.

Other information


MA in Pentecostal-Charismatic Theology

THEO 594 - Pastoral Theology in the 21st Century

Teacher Dr. C. Simpson
Semester Fall Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability In Europe and North America a different set of challenges are facing pastors and denominations.  In many lands, church attendance is declining and Sunday has become a day for leisure activities. This course seeks to explore various responses to these challenges e.g. new forms of church, postmodern ethics and morality and biblical illiteracy.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 25%
Reading - Two Texts and Question & Answer Log 50 25%
Phase 2 40 25%
Participation and interaction with invited guests
40 25%
Phase 3 60 50%
Research Paper
60 50%
Total 150 100%
Content of the Module This course will consider the specific challenges facing the Church in the 21st Century, particularly in Western Europe and the USA. In particular the serious decline in attendance and membership of many denominations. The cultural and sociological changes which may have produced this and how the churches have been responding, sometimes in some unusual ways e.g. the emerging churches or ‘Fresh Expressions’.  Further challenges have arisen in the areas of ethics and morality, biblical illiteracy and departures from orthodox beliefs.  In each case pastors are on the front line and are having to respond to new situations without the necessary support of an appropriate pastoral theology.
Learning Objectives

A. General
This course seeks to:

  • assess the overall impact of a reduction in church attendance
  • describe the theological trends that are emerging from an increasingly unchurched populace
  • investigate the social and cultural reasons for a decline in church going
  • demonstrate the variety of responses to the current situation
  • suggest future implications for ethics and morality in Pastoral Theology
  • compare and contrast various proposed methods of reversing the decline in church attendance
  • analyze the cause of biblical illiteracy and consequent unorthodox doctrines

B. Specific
As a result of the study and activities of this course, the student should be able to:

  • explain how the decline in church attendance and the causes of this affect Pastoral Theology, its thinking and practice
  • identify the sociological and cultural changes which have impacted traditional church patterns
  • compare and contrast various models of emerging churches and "Fresh Expressions"
  • analyze potential challenges for future change in the Pentecostal and Charismatic churches
  • appraise the influence of IT on current church going
  • provide a theological reflection on the role of the Pastor in an changing world
  • write an article suitable for publication in a Pentecostal or Charismatic magazine, which highlights the challenges of church going in the 21st century and what other denominations are doing about this
Outline
  • The Challenge of Postmodernism on Pastoral Theology
  • The decline of church attendance in Western Europe and the USA
  • A Post-Christian reality?
  • Emerging churches
  • Fresh expressions
  • Missional church
  • New monasticism
  • Biblical illiteracy
  • Orthodox, unorthodox doctrines and heresy
  • Pastoral ethics and morality
  • Communication - use of IT and computer technology
  • Commitment - a 21st Century problem
  • Future trends
Examination See Evaluation
Core Literature Reading List:

Anglican- Methodist Working Party. Fresh Expression in the Mission of the Church,

                London, UK: Church House Publishing, 2012.

Bowen, John. What is a fresh expression of Church? A Beginner’s Guide to a

                Movement that is Changing the Church. Toronto, CN: Wycliffe College, 2015.

Church of England Working Party, Mission Shaped Church – Church planting and Fresh

Expressions of Church in a Changing Context,. London, UK: Church House Publishing, 2004.

Cross, Terry. A People for God’s Presence – An Introduction to Ecclesiology. Grand

                Rapids, MI: Baker Academic, 2019.

Francis, L.J., J. Clymo and M. Robbins. ‘Fresh Expressions: Reaching Those

                Psychological types Conventional Forms of Church Find it Hard to Reach’.

                Practical Theology. Vol.7, No. 4,.pp. 252-267, 2014.

Goodhew, David, Andrew Roberts, Michael Volland.  Fresh – An Introduction to Fresh

                Expressions of Church and Pioneer Ministry. London, UK: SCM, 2012.

Lewis, Brad and Carl Simmons eds. Pastoral Ministry in the 21st Century – the

                Encyclopedia of Practical Ideas. Loveland, CO: Group, 2006.

Malphurs, Aubrey. A New Kind of Church - Understanding Models of Ministry for the 21st

                Century. Grand Rapids, MI: Baker Books, 2007.

Mobsby, Ian J. Emerging and Fresh Expressions of Church – How are they

                Authentically Church and Anglican? London, UK: Moot Community Publishing,

                2007

Moynagh, Michael. Being Church, Doing Life. Oxford, UK and Grand Rapids, MI:                                  

                Monarch 2014.

­­­­________. Church for Every Context – An Introduction to Theology and

                Practice. London, UK: SCM, 2012.

­­­­­________. Fresh Expressions of Church. Gießen, DE: Brunnen Verlag, 2016

Müller, Sabrina. Fresh Expressions of Church. Zurich, CH: Theologischer Verlag, 2016.

Nell, Ian A. and Rudolf Grobler. ‘An Exploration of Fresh Expressions as Missional

Church: Some Practical theological Perspectives.’ Stellenbosch Theological Journal.,Volume 55, Numbers 3-4, 1 September 2014, pp. 747-762(22).

Nelstrop, Louise and Martyn Percy eds. Evaluating Fresh Expressions: Explorations in

                Emerging Church. Norwich, UK: Canterbury Press, 2008.

Percy, Martyn. ‘”Fresh Expressions – A Journey into Implicit Theology”’. Implicit

                Religion. Vol. 12, Issue 3, pp. 313-332, November 2009.

Village, Andrew. ‘Who Goes There? Attendance at Fresh Expressions of Church in

Relation to Psychological Type Preferences among Readers of the Church Times’. Practical Theology, 2015.

Walker, John. Testing Fresh Expressions - Identity and Transformation. Abingdon, UK:

                Routledge, 2016.

 

X EXTENDED SUBJECT SPECIFIC BIBLIOGRAPHY

https://directionjournal.org/39/1/emerging-church-select-bibliography.html

 

EMERGENT / EMERGING CHURCHES

Anderson, Ray S. An Emergent Theology for Emerging Churches. Downers Grove, IL: InterVarsity, 2006.

Bell, Rob. Velvet Elvis: Repainting the Christian Faith. Grand Rapids: Zondervan, 2005.

Bell, Rob, and Don Golden. Jesus Wants to Save Christians: A Manifesto for the Church in Exile. Grand Rapids, MI: Zondervan, 2008.

Gibbs, Eddie and Ryan K. Bolger. Emerging Churches: Creating Christian Community in Postmodern Cultures. Grand Rapids, MI: Baker Academic, 2005.

Jones, Tony. The New Christians: Dispatches from the Emergent Frontier. San Francisco: Jossey-Bass, 2008.

———. The Sacred Way: Spiritual Practices for Everyday Life. Grand Rapids, MI: Zondervan, 2005.

———. The Teaching of the Twelve: Believing and Practicing the Primitive Christianity of the Ancient Didache Community. Brewster, MA: Paraclete, 2009.

Keel, Tim. Intuitive Leadership: Embracing a Paradigm of Narrative, Metaphor, and Chaos. Grand Rapids, MI: Baker Books, 2007.

Kimball, Dan. The Emerging Church: Vintage Christianity for New Generations. Grand Rapids, MI: Zondervan, 2003.

———. Emerging Worship: Creating Worship Gatherings for New Generations. Grand Rapids, MI: Zondervan, 2004.

———. They Like Jesus but Not the Church: Insights from Emerging Generations. Grand Rapids, MI: Zondervan, 2007.

McLaren, Brian. Everything Must Change: Jesus, Global Crises, and a Revolution of Hope. Nashville: Thomas Nelson, 2007.

———. Finding Our Way Again: The Return of the Ancient Practices. Nashville: Thomas Nelson, 2008.

———. A Generous Orthodoxy: Why I am a Missional, Evangelical, Post/Protestant, Liberal/Conservative, Mystical/Poetic, Biblical, Charismatic/Contemplative, Fundamentalist/Calvinist, Anabaptist/Anglican, Methodist, Catholic, Green, Incarnational, Depressed-yet-hopeful, Emergent, Unfinished Christian. Grand Rapids, MI: Zondervan, 2004.

———. The Last Word and the Word After That: A Tale of Faith, Doubt, and a New Kind of Christianity. San Francisco: Jossey-Bass, 2005.

———. More Ready Than You Realize: Evangelism as Dance in the Postmodern Matrix. Grand Rapids, Mich.: Zondervan, 2002.

———. A New Kind of Christian: A Tale of Two Friends on a Spiritual Journey. San Francisco: Jossey-Bass, 2001.

———. A New Kind of Christianity: Ten Questions That Are Transforming the Faith. New York: HarperOne, 2010.

———. The Secret Message of Jesus: Uncovering the Truth that Could Change Everything. Nashville: Thomas Nelson, 2006.

———. The Story We Find Ourselves In: Further Adventures of a New Kind of Christian. San Francisco: Jossey-Bass, 2003.

Tickle, Phyllis. The Great Emergence: How Christianity is Changing and Why. Grand

                Rapids, MI: Baker Books, 2008.

 

MISSIONAL CHURCH

Gibbs, Eddie. ChurchMorph: How Megatrends are Reshaping Christian Communities. Grand Rapids, MI: Baker Academic, 2009.

Hirsch, Alan. The Forgotten Ways: Reactivating the Missional Church. Grand Rapids, MI: Brazos, 2006.

Guder, Darrell, ed. Missional Church: A Vision for the Sending of the Church in North America. Grand Rapids, MI: Eerdmans, 1998.

Minatrea, Milfred. Shaped By God’s Heart: The Passion and Practices of Missional Churches. San Francisco: Jossey-Bass, 2004.

McNeal, Reggie. Missional Renaissance: Changing the Scorecard for the Church. San Francisco: Jossey-Bass, 2009.

Roxburgh, Alan and M. Scott Boren. Introducing the Missional Church: What It Is, Why It Matters, How to Become One. Grand Rapids, MI: Baker Books, 2009.

Stetzer, Ed. Planting Missional Churches. Nashville: Broadman & Holman, 2006.

Van Gelder, Craig. The Ministry of the Missional Church. Grand Rapids, MI: Baker Books, 2007.

Van Gelder, Craig, ed. The Missional Church and Denominations: Helping Congregations Develop a Missional Identity. Grand Rapids, MI: Eerdmans, 2008.

 

NEW MONASTICISM

Claiborne, Shane. The Irresistible Revolution: Living as an Ordinary Radical. Grand Rapids, MI: Zondervan, 2006.

Claiborne, Shane and Chris Haw. Jesus for President: Politics for Ordinary Radicals. Grand Rapids, MI: Zondervan, 2008.

Stock, Jon, Tim Otto, and Jonathan Wilson-Hartgrove. Inhabiting the Church: Biblical Wisdom for a New Monasticism. Eugene, OR: Cascade Books, 2006.

Wilson-Hartgrove, Jonathan. Living Faithfully in a Fragmented World: From ‘After Virtue’ to a New Monasticism. 2nd ed. Eugene, OR: Cascade Books, 2010.

 

CRITICAL ASSESSMENTS

Belcher, Jim. Deep Church: A Third Way Beyond Emerging and Traditional. Downers Grove, IL: InterVarsity, 2009.

Carson, D.A. Becoming Conversant with the Emerging Church. Grand Rapids, MI: Zondervan, 2005.

Colson, Charles W. and Anne Morse. “Emerging Confusion: Jesus is the Truth Whether We Experience Him or Not.” Christianity Today 50 (June 1, 2006): 72.

Craigen, Trevor P. “Emergent Soteriology: The Dark Side.” Master’s Seminary Journal 17, no. 2 (2006): 177–90.

DeYoung, Kevin and Ted Kluck. Why We’re not Emergent: By Two Guys Who Should Be. Chicago: Moody, 2008.

Dorn, Christopher. “The Emergent Church and Worship.” Reformed Review (Online) 61, no. 3 (September 1, 2008).

Driscoll, Mark. “A Pastoral Perspective on the Emergent Church.” Criswell Theological Review 3 (March 1, 2006): 87–93.

Freswick, Casey. Postmodern Liberalism: Repainting a Non-Christian Faith; a Christian Critique of Rob Bell’s Velvet Elvis and the Emergent Church Movement. Grandville, MI: Reformed Fellowship, 2006.

Henard, William D. and Adam W. Greenway, eds. Evangelicals Engaging Emergent: A Discussion of the Emergent Church Movement. Nashville: B&H Academic, 2009.

Johnson, Gary and Ronald Gleason, eds. Reforming or Conforming? Post-Conservative Evangelicals and the Emerging Church. Wheaton, IL: Crossway Books, 2007.

Keuss, Jeffrey F. “The Emergent Church and Neo-Correlational Theology after Tillich, Schleiermacher and Browning.” Scottish Journal of Theology 61 (January 1, 2008): 450–61.

Mayhue, Richard L. “The Emerging Church: Generous Orthodoxy or General Obfuscation?” Master’s Seminary Journal 17 (September 1, 2006): 191–205.

McLaughlin, Brian. “The Ecclesiology of the Emerging Church Movement.” Reformed Review (Online) 61, no. 3 (September 1, 2008).

Miles, Todd L. “A Kingdom Without a King? Evaluating the Kingdom Ethic(s) of the Emerging Church.” Southern Baptist Journal of Theology 12 (March 1, 2008): 88–103.

Mills, David M. “Mountain or Molehill? The Question of Truth and the Emerging Church.” Criswell Theological Review 3 (March 1, 2006): 51–66.

Penner, Myron B., ed. Christianity and the Postmodern Turn: Six Views. Grand Rapids, MI: Brazos, 2005.

Smith, James K. A. Who’s Afraid of Postmodernism? Taking Derrida, Lyotard, and Foucault to Church. Grand Rapids, MI: Baker Academic, 2006.

Smith, R. Scott. Truth and the New Kind of Christian: The Emerging Effects of Postmodernism in the Church. Wheaton, IL: Crossway, 2005.

Webber, Robert, ed. Listening to the Beliefs of Emerging Churches: Five Perspectives. Grand Rapids, MI: Zondervan, 2007.

Wittmer, Michael Eugene. “Don’t Stop Believing: A Theological Critique of the Emergent Church.” Reformed

Review (Online) 61, no. 3 (September 1, 2008).


ONLINE

http://www.brianmclaren.net — Brian McLaren’s website.

http://www.emergentvillage.com — “Emergent Village is a growing, generative friendship among missional Christians seeking to love our world in the Spirit of Jesus Christ.”

http://www.emergingchurch.info — “A constantly evolving collection of recommended stories and reflections.”

http://www.theooze.com — “A website dedicated to the emerging Church culture.”

http://www.thesimpleway.org — Website for a new monastic community founded by Shane Claiborne and Brooke Sexton.

 

https://www.lausanne.org/content/lga/2019-09/restoring-missional-vision-theological-education?gclid=Cj0KCQiA7qP9BRCLARIsABDaZzgASjaXeezbGNMW81SeVJm_A9Qr9rxThBDTIiiQJS0VAtvZHXohQ1UaApx6EALw_wcB  - Ashish Chrispal ‘Restoring Missional Vision in Theological Education’

 

https://www.psephizo.com/life-ministry/what-are-the-church-attendance-statistics-telling-us/  - Blog by Ian Paul, Adjunct Prof at Fuller Theological Seminary, Assoc Minister at St.Nic’s Nottingham.

 

https://faithsurvey.co.uk/uk-christianity.html

 Useful comparison of church growth and decline.

 

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4275107/

When people shed religious identity in Ireland and Austria: Evidence from Censuses.

Other information


MA in Pentecostal-Charismatic Theology

THEO 594 - Theology Seminar Luther

Teacher Dr. T. Cross
Semester Fall Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability For Theology students in Germany, an understanding of Luther‘s Theology is essential. The application of this knowledge to present and future ministry opportunities is invaluable and informs the module on German Pentecostalism and the Lutheran Reception into Pentecostal-Charismatic Theology.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 50 30%
Readings
30 10%
Responses to Questions
10 10%
Reading & Reflection paper
10 10%
Phase 2 40 30%
Participation
30 10%
Presentations
10 20%
Phase 3 60 40%
Research Paper
60 40%
Total 150 100%
Content of the Module This course will focus on the writings of Martin Luther, placing his thought within the broader historical and cultural context of late medieval Catholicism and the Renaissance. Luther’s early theological writings and the Reformation that they helped to spawn will be examined along with his later theological writings.
Given the importance of Luther’s legacy on Protestantism, it is important for graduate students to have a comprehensive and in-depth understanding of the various aspects of his thought.
Learning Objectives

A. General Learning Objectives This course seeks to:

  • Introduce students to the study of the Reformation period in general and the study of Martin Luther in particular.
  • Offer an overview of the life and theology of Martin Luther.
  • Interpret the various genres of theological writing from Martin Luther by reading, analyzing, and contrasting them with other writers from the time period (both Catholic and Protestant).
  • Describe the historical background to Luther’s Reformation ‘discovery.’
  • Examine the way that theological opposition and debate toward Luther’s ideas helped to shape the way Luther’s own theology developed.
  • Offer an overview of the intellectual and spiritual climate of the late medieval period and the influence it held on Luther’s thought.
  • Evaluate the legacy of Luther’s theology on Protestantism and Lutheranism.
  • Compare and contrast the theology of Luther with that of other Reformers.
  • Develop a model (interpretive ‘grid’) for reading Luther’s writings.
  • Demonstrate the importance of various aspects of Luther’s doctrine on the church today.

B. Specific Behavioral Objectives As a result of the activities and study in this course, the student should be able to:

  • Demonstrate an understanding of the late medieval background of Luther’s Reformation discovery and the development of his theology.
  • Outline an overview of Luther’s life and theology (for this letter, particularly from a timeline of his writings).
  • Construct an interpretive model for reading Luther’s theological writings.
  • Identify the ways that theological opposition to Luther’s thought shaped Luther’s own theology.
  • Evaluate the legacy of Luther’s theology.
  • Compare and contrast Luther’s theology with that of other Reformers.
  • Assess the value of Luther’s thoughts for the church today.
Outline
  • Forerunners to the Protestant Reformation and Luther
  • Luther’s Early Story
  • Luther Stumbles into Reform with the Church of Rome
  • Luther Leads Reform for his People
  • Luther’s Theological Legacy
Examination See Evaluation
Core Literature

Textbooks:
Luther, Martin. Martin Luther: Selections from His Writings. Edited and translated by John Dillenberger. Garden City, NY: Anchor Books/Doubleday & Company, 1961.
Oberman, Heiko A. Luther: Man Between God and the Devil. Translated by Eileen Walliser-Schwarzbart (New Haven, CT: Yale University Press, 1989.

Recommended Texts:
Althaus, Paul. The Theology of Martin Luther. Translated by Robert C. Schultz. Philadelphia, PA: Fortress Press, 1966.
Lohse, Bernhard. Martin Luther’s Theology: Its Historical and Systematic Development. Translated by Roy A. Harrisville. Minneapolis, MN: Fortress Press, 2011.

Reading List:
Cameron, Euan. The European Reformation. Oxford: The Clarendon Press, 1991.
Domröse, Sonja. Frauen der Reformationszeit. Göttingen: Vandenhoeck & Ruprecht, 2010.
Hillerbrand, Hans J. The Protestant Reformation. Revised edition. Perennial Publishers, 2009.
Luther, Martin. The Bondage of the Will. Translated by James I. Packer and O. R. Johnston. Grand Rapids, MI: Fleming H. Revell/Baker Books, 1957.
____________. Luther: Lectures on Romans. Translated and edited by Wilhelm Pauck. in The Library of Christian Classics. Edited by John Baillie, John T. McNeill, and Henry P. Van Dusen. Philadelphia, PA: The Westminster Press, 1961.
Mannermaa, Tuomo. Christ Present in Faith: Luther’s View of Justification. Edited by Kirsi Stjerna. Minneapolis, MN: Fortress Press, 2005.
McGrath, Alister E. Reformation Thought: An Introduction. Second edition. Oxford: Blackwell Publishers, 1993.
_______________. The Intellectual Origins of the European Reformation. Oxford: Blackwell Publishers, 1987.
Oberman, Heiko A. The Dawn of the Reformation: Essays in Late Medieval and Early Reformation Thought. Grand Rapids, MI: Eerdmans, 1992.
_______________. The Reformation: Roots and Ramifications. Translated by Andrew C. Gow. Grand Rapids, MI: Eerdmans, 1994.
_______________. The Impact of the Reformation. Grand Rapids, MI: Eerdmans, 1994.
Ozment, Steven. The Age of Reform, 1250-1550: An Intellectual and Religious History of Late Medieval and Reformation Europe. New Haven, CT: Yale University Press, 1981.
The Table Talk of Martin Luther. Edited by Thomas S. Kepler. Translated by William Hazlitt. Mineola, NY: Dover Publications, 2005.
Watson, Philip S. Let God be God: An Interpretation of the Theology of Martin Luther. Eugene, OR: Wipf & Stock Publishers, 2000 (reprint).

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MA in Pentecostal-Charismatic Theology

THEO 598 - Thesis

Teacher Dr. D. Augustine
Semester Spring Duration 36 Weeks
Frequency Every year
Credits 20 ECTS Workload 600 Hours
Module format Directed Study
Applicability
This Module is required and is the culmination of Master studies; this will enable the student to incorporate material learned in all previous modules. It also provides the possibility of further study at the doctoral level.
Course structure See module and courses
Contact time 40 Hours Self-Study 560 Hours
Participation requirement In consultation with the Director of the program, the student must select a primary reader for the thesis from the faculty of the program BEFORE s/he enrolls in the thesis writing course.
Evaluation
Evaluation Hours Weight
Phase 1 250 30%
Participation on Moodle
60 10%
Preparatory Reading
100 10%
Proposal
45 5%
Bibliography
45 5%
Phase 2 300 45%
Development of the thesis
150 25%
1st Rough Draft
120 15%
Corrections
30 5%
Phase 3 50 25%
Final Submission
50 25%
Total 600 100%
Content of the Module This course is designed for students to conclude their graduate program in theological studies by writing a thesis that provides evidence of the ability to do independent research and compile it in the form required by the faculty of graduate studies in Pentecostal-Charismatic Theology.
Learning Objectives

A. General Learning Objectives
This course seeks to:

  • To foster the continued development of research and writing skills in the area of biblical and theological studies.
  • To contribute to the body of biblical and theological knowledge and literature.
  • To assist the student in developing a personal hermeneutical and exegetical position to be used in acquiring a comprehensive understanding of Old and New Testament content.
  • To develop an understanding of the philosophical foundations for theological reflection.
  • To prepare the student for the teaching enterprise, whether in the educational ministry of the church or in the context of the academy at large.
  • To prepare the student to engage in more advanced degrees, including doctoral studies.
  • To integrate faith and learning in such a way as to develop the individual in mind and spirit in order to enhance the students own spiritual development and also that of the body of Christ.

B. Specific Behavioral Objectives
As a result of the activities and study in this course, the student should be able to:

  • Analyze biblical and theological writings at a level commensurate with other graduate students in religion programs.
  • Produce written work that portrays a knowledge of primary and secondary literature in the discipline.
  • Compare and contrast the various hermeneutical options for biblical exegesis.
  • Demonstrate an understanding of the philosophical foundations for biblical and theological reflection.
  • Provide evidence of analytical and critical skills which are prerequisites to further graduate studies in the bible or theology.
  • Demonstrate a rudimentary capacity for a specified language for biblical or theological research where required (primarily Greek, Hebrew, or German).
  • Integrate Pentecostal faith and experience with doctrinal reflection.
  • Articulate the thought of contemporary theologians.
Outline
  • January: In conversation with the chosen reader, the student will prepare a formal thesis proposal to be submitted to the MABTS Committee for its consideration. This proposal must contain:
        I. a succinct thesis statement;
        II. a precise statement of the problem the thesis will tackle;
        III. an outline detailing the structure of the thesis argumentation;
    After the faculty reader has agreed to the proposal, s/he will present the formal thesis proposal to the MABTS Committee, who will approve the proposal as is or approve with the required emendation. Once the proposal has been approved by the MAPCT committee the student must enroll in the thesis writing course.
  • February: An outline bibliography that must have a minimum of 35 pertinent primary and secondary sources for a biblical/theological thesis.
  • March: The student will write his/her thesis under the direction of the faculty reader, and will submit a completed chapter directly to that reader, who will evaluate it and return it with suggestions and corrections.
  • April: The thesis rough draft should be submitted and the reader will outline corrections and make suggestions for improvement.
  • May: A final version of your complete thesis must be submitted to the tutor by May 31st. After the thesis has been passed by the tutor a faculty reader will also grade it.
  • June: By June 30th the student will complete any remaining edits/corrections and submit two bound copies to ETS, with an electronic copy sent to Lee.
Examination See Evaluation
Core Literature

Textbook:
Turabian, Kate L. A Manual for Writers of Term Papers, Theses, and Dissertations, sixth ed. Revised by John Grossman and Alice Bennett. London: The University of Chicago Press, Ltd., 1996.

Reading List:
Oliver, Paul. Writing your Thesis, 3rd Ed. Newcastle upon Tyne: Sage, 2013.
Paltridge, Brian, Sue Starfield. Thesis and Dissertation Writing in a Second Language: A Handbook for Supervisors, London: Routledge, 2007.
Single, Peg Boyle. Demystifying Dissertation Writing: A Streamlined Process from Choice of Topic to Final Text. Sterling, VA: Stylus Publishing, LLC, 2011.

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MA in Pentecostal-Charismatic Theology

THEO 594 - Epistemology for Pentecostals

Teacher Dr. G. Sommer
Semester Fall Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability A strong grasp of epistemology is a useful foundation for many in-demand skills, including critical thinking, creativity, reflection on professional practice, problem-solving and discerning strengths and weaknesses.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 60 40%
Reading and Journal
40 20%
Preparation of Presentation and Handout 20 20%
Phase 2 40 20%
Active participation 40 20%
Phase 3 50 40%
Research Paper 50 40%
Total 150 100%
Content of the Module Can we know God? If so, how? We can believe in God, but is such belief justified? How to apply the principles of epistemology to knowledge of God and belief in God? What would make belief in God justified true belief? Discover the theory of knowledge and the nature of the mind’s connection to the world. One of the oldest sub-disciplines of the western philosophical tradition, epistemology asks the big, basic questions: what is it to know reality? What is truth or fact? How is meaning generated? We will also question if there is a “Pentecostal proprium” for theological epistemology which could enrich at least Protestantism.
Learning Objectives

This course seeks to

  • give a presentation of the importance of epistemology for theology as such
  • clarify terms and definitions
  • analyze preconditions of theological knowledge
  • consider the impact of selected people, who are important for the development of an useful epistemology
  • provide a detailed study of epistemology in church practice
  • reflect the possible contribution the Pentecostal movement could give for a sufficient epistemology for doing biblical theology
  • discuss conspiration theories and the importance of a biblical orthodox epistemology
Outline

PART I PROLEGOMENA OF THEOLOGY

  • Does Theology need prolegomena?
  • The task of philosophy
  • The internal prolegomena of theology
  • The external prolegomena of theology

PART II EPISTEMIC CONCEPTS WITHIN THEOLOGY

  • Knowledge of God
  • Revelation and Scripture
  • Reason and Faith
  • The Experiential Grounding of Religious Belief
  • Saints and Saintliness
  • Authority in Religious Communities
  • The Inner Witness of the Spirit
  • Tradition
  • Ecclesial Practices
  • Spiritual Formation, Authority, and Discernment
  • The epistemology of Jesus

PART III GENERAL EPISTEMIC CONCEPTS RELATED TO THEOLOGY

  • Understanding and its history
  • Wisdom in Theology
  • The Epistemology of Testimony and Religious Belief
  • Virtue
  • Evidence and Theology
  • Foundationalism
  • Realism and Anti-realism
  • Scepticism
  • Disagreement and the Epistemology of Theology

PART IV SAMPLINGS FROM THE CHRISTIAN TRADITION

  • Paul the Apostle
  • Origen of Alexandria
  • Augustine
  • Anselm
  • Thomas Aquinas
  • John Duns Scotus
  • Martin Luther
  • Jonathan Edwards
  • John Wesley

PART V THE PENTECOSTAL PROPRIUM

  • Pentecostalism as a lay movement
  • The epistemic challenges of the 20 and 21 century
  • Is there a danger of epistemic heterodoxy within Pentecostalism?
  • The opportunities of an epistemic Pentecostal approach
Examination See Evaluation
Core Literature

Textbooks:
Abraham, William J. and Aquino, Frederick D., Ed.., The Oxford Handbook of the Epistemology of Theology, First Edition. (Oxford; New York: Oxford University Press, 2017), iii.Cone, Christopher Prolegomena: Introductory Notes on Bible Study & Theological Method (Ft. Worth, TX: Tyndale Seminary Press, 2009), 27 

Frame, John M. The doctrine of the knowledge of God, A theology of lordship (Phillipsburg, NJ: P&R Publishing, 1987), 8–9.

Kennard, Douglas W., Epistemology and logic in the new testament: early jewish context and biblical theology mechanisms that fit within some contemporary ways of knowing (Eugene, Oregon: Wipf and Stock, 2016). Moreland, J. P.  and Craig, William Lane: Philosophical Foundations for a Christian Worldview, 2nd Edition. (Downers Grove, IL: IVP Academic, 2017), 61.

Roach, William C., Hermeneutics as epistemology: a critical assessment of carl f. h. henry’s epistemological approach to hermeneutics (Eugene, Oregon: Wipf and Stock, 2015)

Selby, Rosalind M.  Comical Doctrine: An Epistemology of New Testament Hermeneutics (Milton Keynes: Paternoster, 2006)

Shin, Yoon und Simmons, JoAnne: Pentecostalism, postmodernism, and reformed epistemology: james k. a. smith and the contours of a postmodern christian epistemology (Lanham, MD: Lexington Books, 2022).

 Smith, James K. A.  Thinking in Tongues: Pentecostal Contributions to Christian Philosophy, ed. James K. A. Smith und Amos Yong, Pentecostal Manifestos (Grand Rapids, MI; Cambridge, U.K.: William B. Eerdmans Publishing Company, 2010), iii.

Van Til, Cornelius A Survey of Christian Epistemology (The Presbyterian and Reformed Publishing Company: Phillipsburg, NJ, 1969),

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MA in Pentecostal-Charismatic Theology

THEO 594 - Pentecostal Theology of Missions

Teacher Dr. B. Waltrip
Semester Fall Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability This course is intended to help the graduate student develop a personal theology of 
missions from a Pentecostal perspective.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 TBA 40%
Critiques of required reading
TBA 40%
Phase 2 40 20%
Participation
40 20%
Phase 3 TBA 40%
Research Paper
TBA 40%
Total 150 100%
Content of the Module This course will consider a theology of missions from a Pentecostal/Charismatic perspective.
The course will specifically explore the missional understanding of the Trinitarian God and 
His Church. The role of the Holy Spirit in mission is a major feature of Pentecostal theology 
of mission. Therefore, the course will specifically address such topics as the role 
glossolalia/xenolalia, signs and wonders (power evangelism), spiritual gifts, and prophetic 
evangelism. Because Early Pentecostals had an eschatological urgency, the course will seek 
to develop a contemporary theology on the topic. Since mission happens in context, a 
theological understanding of culture from a Pentecostal perspective will also be explored. 
Finally, the course will consider a Pentecostal theology of missions and revival, which has 
missiological and eschatological implications.
Learning Objectives

A. General Learning Objectives

  • This course seeks to:
  • construct a theological understanding of the missional nature of God, 
    including a Pentecostal perspective of the Missio Dei
  • construct a theological understanding of the missional nature of the Church 
    and Her apostolic role in the world
  • identify the contours of the Holy Spirit’s role in the Missio Dei from a 
    Pentecostal perspective
  • analyze theologically how Pentecostal/Charismatic eschatology relates to 
    the Missio Dei
  • establish a Pentecostal/Charismatic theology of harvest and culture that 
    considers the Church’s missional role in context
  • analyze the theological connection between mission and revival
  • identify our place in history and the eschatological significance for revival 
    and mission


B. Specific Learning Objectives

As a result of the activities and study in this course, students should be able to:

  • define and defend theologically the missional nature of God and His 
    Church from a Pentecostal/Charismatic perspective
  • defend the Missio Dei from Biblical perspectives from the Old and New 
    Testaments
  • describe the role of the Holy Spirit in the Missio Dei from a Pentecostal 
    perspective
  • recognize and defend the eschatological significance of mission for 
    today’s historical and cultural reality
  • articulate their theology of culture from a Pentecostal/Charismatic 
    perspective and identify the implications for missional engagement
  • identify the missional implications of revival
  • defend our place in history from an eschatological and missional 
    understanding
  • research and write your theology of mission
Outline
  • The Missio Dei = what is it?
  • The Missional nature of the Trinitarian God
  • Christ, Harvest, and the Great Commission
  • The Missional Church
  • The Apostolic Church
  • Biblical perspectives of mission from the Old Testament
  • Biblical perspectives of mission from the New Testament
  • The Role of the Holy Spirit in Mission
  • Spiritual Gifts
  • Signs and Wonders in Mission (Power Evangelism)
  • The Role of the Prophetic in Mission
  • Theologies of culture and the implication for mission
  • Incarnational mission
  • Where the Harvest is today – global trends in missions
  • Pentecostal passion and urgency for mission due to eschatology
  • The Kingdom of God and Eschatology
  • Mission, revival and awakening – what is next?
Examination See Evaluation
Core Literature

Textbooks:

Ott, Craig, Stephen J. Strauss and Timothy Tennent. 
Encountering Theology of Mission: Biblical Foundations, Historical 
Developments, and Contemporary Issues. 
ISBN: 978-0-8010-2662-1
Baker Academic, 2010 


Wright, Christopher J. H. 
The Mission of God: Unlocking the Bible’s Grand Narrative
ISBN-13: 978-0-8308-2571-4 
InterVarsity Press, 2006

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MA in Pentecostal-Charismatic Theology

BIBL 594 - Pauline Pneumatology

Teacher Dr. W. Simmons
Semester Spring Duration 8 Weeks
Frequency Every three years
Credits 5 ECTS Workload 150 Hours
Module format Intensive
Applicability An intensive study of selective topics in biblical studies, including research and critical evaluation of primary and secondary sources. This cannot be used as a substitute for core classes.
Course structure See module and courses
Contact time 40 Hours Self-Study 110 Hours
Participation requirement See access to the program
Evaluation
Evaluation Hours Weight
Phase 1 TBA 30%
Writings and Assignments
TBA 30%
Phase 2 40 45%
Participation in Discussion
TBA 5%
Exams TBA 40%
Phase 3 TBA 25%
Research Paper
TBA 25%
Total 150 100%
Content of the Module This course seeks to examine Paul’s understanding of the Holy Spirit from an exegetical, theological and historical perspective. The intention of the course is to highlight the unique aspects of Paul’s pneumatology. Methodologically, the course will strive to integrate theory (theology) with praxis (discipleship).  
Learning Objectives

A. General Learning Objectives

This course seeks to:

  • Discuss the eschatological significance of the Spirit in the context of Second Temple Judaism and the Early Church
  • Compare and contrast the end-time vision of Judaism and that of the Early Church
  • Examine the unique aspects of Pauline pneumatology in the New Testament
  • Apply the theological and hermeneutical significance of the Spirit to life in the church today


B. Specific Learning Objectives

As a result of the activities and study in this course, students should be able to:

  • Describe the importance of the Spirit for understanding the eschatology of Second Temple Judaism and that of the Early Church
  • Explain the critical similarities and differences that exist between the end-time vision of Judaism and that of the Early Church
  • Discuss the unique contributions of Pauline pneumatology in the New Testament
  • Explore ways in which the theological and hermeneutical significance of Paul’s pneumatology might apply to the church today
Outline
  • Introduction: Why a Pauline pneumatology?
  • Religious and Historical Contextualization
  • Jewish Apocalyptic and the “Two Ages”
  • The Incarnation and Gift of the Spirit: Two Major Apocalyptic Events
  • The “Already…Not Yet”
  • Eschatology and Ethics
  • The Holy Spirit and the New Covenant
  • The Holy Spirit and the New Community
  • Realized Eschatology and Pauline Pneumatology: A Word Study
  • Paul’s Pneumatology in Galatians: A Test Case
  • Special Topic: The Spirit at War
Examination See Evaluation
Core Literature

Textbooks:

Danker, Frederick William (rev. and ed.).  A Greek-English Lexicon of the New Testament and other Early Christian Literature.  3rd edition.  Chicago, IL: The University of Chicago Press, 2000. 


Dunn, James D. G.  The Theology of Paul the Apostle.  Grand Rapids, MI: William B. Eerdmans Publishing Company, 1998. 


Fatehi, Mehrdad.  The Spirit’s Relation to the Risen Lord in Paul: An Examination of Its Christological Implications.  Tübingen, Germany: Mohr Siebeck, 2000. 

Fee, Gordon D.  Paul, the Spirit, and the People of God.  Peabody, MA: Hendrickson Publishers, Inc., 1996. 


Gaffin Jr., Richard B.  “‘Life-Giving Spirit’: Probing the Center of Paul’s Pneumatology.”  Journal of the Evangelical Theological Society 41, no. 4 (Dec 1998): 573–589. 


Grimm, Carl Ludwig Wilbald.  Greek-English Lexicon of the New Testament, being Grimm’s Wilke’s Clavis Novi Testamenti.  Translated by Joseph Henry Thayer.  Grand Rapids, MI: Zondervan Publishing House, 1963. 


Mounce, William D. Basics of Biblical Greek: Grammar. 3rd edition. Grand Rapids, MI: Zondervan, 2009


Pereyra, Roberto.  “The Holy Spirit in the Letters of Paul.”  Davar Logos 13, no. 2 (Sep 2014): 5–24. Rabens, Volker.  The Holy Spirit and Ethics in Paul: Transformation and Empowering for Religious-Ethical Life.  2nd edition.  Tübingen, Germany: Mohr Siebeck, 2013. 


Wedderburn, Alexander J. M.  “Pauline Pneumatology and Pauline Theology.”  In The Holy Spirit and Christian Origins: Essays in Honor of James D. G. Dunn.  Edited by Stephen C. Barton, Bruce W. Longenecker, and Graham N. Stanton.  Grand Rapids, MI: William B. Eerdmans Publishing Company, 2004.

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