Phase

Feature

Time

Workload

Scale - % Points

Grade

Decimal Value

GPA

German Grade

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.
  

• 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

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.
  

• What is counseling?
• What is supervision?
• The importance of personality
• The importance of communication
• Techniques of communication in a counseling context

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.

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.
  

• 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.

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.

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
   

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.
  

• 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.
  

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.
  

• 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

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.

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).
  

• Historical Perspectives
• Ethics and Legal Issues
• Assessment
• Relational / Systemic Perspectives
• Contextual Perspectives
• Faith Integration
• Psychopharmacology
• Biological Issues
• Disorder Categories

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.

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.
  

• 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

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.

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.
  

• 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

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.

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.
  

• 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

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)
  

• 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

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.

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)
  

• 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

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.
  

• 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

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,

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)
  

• 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.

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

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).
  

• Research Methods
• Descriptive Statistics
• Inferential Statistics
• Overview of Relationship Science

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.

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.

• 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

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 Theology. JPT 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 Hermeneutics. Zondervan, 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 Wissenschaftstheorie. Friedensau, 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 Development. Cambridge, 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 Exegese. Wuppertal: 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 Testaments. NTD 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 Horizons. Grand 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.

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.
  

• 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

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
  

• 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

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.

• 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.
  

• 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.

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
  

• 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

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)

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.
  

• 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

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.

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.
  

• 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

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.
  

• 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?

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.

• 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. 

• 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.

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.
  

• 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

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.
  
  

• 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

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
  

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.

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

• 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

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 21^st Century – the

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

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

                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.

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.
  

• 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

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).

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.
  

• 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.
  

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.

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

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

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.

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),

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

• 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?

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

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

• 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

Textbooks:

Danker, Frederick William (rev. and ed.).  A Greek-English Lexicon of the New Testament and other Early Christian Literature.  3^rd 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.  2^nd 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.