This course helps students learn emergent pastoral theologies of spiritual care in a pluralistic context and use them to reflect on case studies written by experienced practitioners. In this course, students will identify their personal values, attitudes, and beliefs and examine their own social identities to better understand how these dimensions of self can guide and challenge them in reflecting on spiritual care with those who are different from them.
Weekly online posts (due Monday midnight) and responses (due Thursday midnight): 5% for posts and responses in weeks 1 and 10; 10% for posts and responses in all other weeks except Oct 10 when the SHARES assignment is due.
SHARES Assignment Due Oct 10– 20% (18% for the assignment; 2 % for your reply on the week 5 forum)
Use the reading from Arora, 2011 Arora SHARES article Presence 2011.pdf
and the following charts and lists to explore privileges and disadvantages associated with your own social identity.
IST 3088 SHARES Assignment Instructions.pdf
IST 3088 SHARES Blank Charts.docx
IST 3088 SHARES Values List.pdf
IST 3088 SHARES Reflection Prompts.pdf
IST 3088 SHARES Arora Charts.pdf
Your are posting your charts on the week 5 assignment page so that only the faculty will read this assignment. You will also be copying and pasting the very last section to the week 5 forum (go to that forum for specific instructions on posting and replying).
Required books
McGarrah Sharp, M. A. (2013). Misunderstanding stories: Toward a postcolonial pastoral theology. Eugene, OR: Pickwick Publications. ($27 new; $6 used)
Required Chapters and Articles (available on Canvas)
Arora, K. (2011). Not-knowing in spiritual direction: Reflections on social identity. Presence, 17(2), 19-21, 23-26. Arora SHARES article Presence 2011.pdf
Bidwell, D. (2015). Deep listening and virtuous friendship: Spiritual care in the context of religious multiplicity. Buddhist-Christian Studies, 35, 3-13. doi: 10.1353/bcs.2015.0012 Bidwell 2015 Deep listening and virtuous friendship Spiritual care in the context of religious multiplicity.pdf
Bidwell, D. (2016). Religious diversity and public pastoral theology: Is it time for a comparative theological paradigm? Journal of Pastoral Theology, 25(3), 135-150. doi: 10.1080/10649867.2015.1122427 Bidwell, 2016 Religious Diversity and Public Pastoral Theology Is it Time for a Comparative Theological Paradigm.pdf
Coble, R. (2016). From web to cyborg: Tracing power in care. Journal of Pastoral Theology, 26(1), 3-16. doi: 10.1080/10649867.2016.1175886 Coble 2016 From Web to Cyborg Tracing Power in Care.pdf
Cohen, H. (2009). Pastoral care from a Jewish perspective. In S. A. Kujawa-Holbrook & K. B. Montagno (Eds.), Injustice and the care of souls: Taking oppression seriously in pastoral care (pp. 89-102). Minneapolis, MN: Fortress Press.Cohen 2009 Pastoral care from a Jewish perspective.pdf
Fisher, D. (2013). Three yanas for wise caring: A Buddhist perspective on spiritual care. In D. S. Schipani (Ed.), Multifaith views in spiritual care (pp. 44-64). Kitchener, Ontario, Canada: Pandora Press Fisher 2013 Three yanas for wise caring A Buddhist perspective on spiritual care.pdf
Frykholm, Amy. Double belonging: One person, two faiths. The Christian Century, 128(2), 20-23. Frykholm-Double belonging.pdf
Graham, E. (2015). The unquiet frontier: Tracing the boundaries of philosophy and public theology. Political Theology, 16(1), 33-46. doi: 10.1179/1462317x14z.000000000128 Graham, Elaine 2015 The unquiet frontier Tracing the boundaries of philosophy and public theology.pdf
Grefe, D. (2011). Chapters 6 and 8. Encounters for change: Interreligious cooperation in the care of individuals and communities. Eugene, Or: Wipf and Stock.Grefe 2011 Tending to our souls.pdf
Greider, K. (2013). Do justice, love kindness, walk humbly: A Christian perspective on spiritual care. In D. S. Schipani (Ed.), Multifaith view in spiritual care (pp. 85-108). Kitchener, Ontario, Canada: Pandora Press. Grieder 2013 Do justice, love kindness, walk humbly A Christian perspective on spiritula care.pdf
Haidt, J., Graham, J., & Joseph, C. (2009). Above and below left–right: Ideological narratives and moral foundations. Psychological Inquiry, 20(2-3), 110-119. doi: 10.1080/10478400903028573 Haidt, Graham, Joseph 2009 Above and below left-right Ideological narratives and moral foundations.pdf
Isgandarova, N. (2012). Effectiveness of Islamic spiritual care: Foundations and practices of Muslim spiritual care givers. Journal of Pastoral Care and Counseling 66(3) Idgandarova 2012 Effectiveness of Islamic Spiritual Care.pdf
Isgandarova, N., & O'Connor, T. (2012). A redefinition and model of Canadian Islamic spiritual care. Journal of Pastoral Care & Counseling (Online) 66(2). Isgandarova & O'Connor 2012 A redefinition and model of Canadian Islamic spiritual care.pdf
Kobeisy, A. N. (2009). Light at the end of the tunnel: Pastoral care for Muslims. In S. A. Kujawa-Holbrook & K. B. Montagno (Eds.), Injustice and the care of souls: Taking oppression seriously in pastoral care (pp. 103-124). Minneapolis, MN: Fortress Press. Kobeisy 2009 Light at the end of the tunnel Pastoral care for Muslims.pdf
McKellar, M. A., & Armitte, R. (2013). Journey toward creator and the realm of peace: Two voices on Aboriginal spiritual caregiving. In D. S. Schipani (Ed.), Multifaith views in spiritual care (pp. 15-30). Mitchener, Ontario, Canada: Pandora Press. McKellar & Armitte 2013 Journey toward Creator and the realm of peace Two voices on Aboriginal spiritual caregiving.pdf
Miller, L. (2009). We are all Hindus now. Newsweek, August 24 & 31, 2009 Miller - All Hindu Now.pdf
Montilla, R. E., & Medina, F. (2006). Chapters 1 & 5 Pastoral care and counseling with Latino/as. Minneapolis, MN: Fortress Press.Montilla & Medina 2006 Pastoral care and counseling with Latinos & Latinas.pdf
Ng, G. A. W.-I. (2009). Pastoral care in the context of North American Asian communities. In S. A. Kujawa-Holbrook & K. B. Montagno (Eds.), Injustice and the care of souls: Taking oppression seriously in pastoral care (pp. 73-88). Minneapolis, MN: Fortress Press.Ng 2009 Pastoral care in the context of North American Asian communities.pdf
Prothero, S. R. (2007). Chapter 6 Religious literacy: What every American needs to know--and doesn't. San Francisco, CA: HarperSanFrancisco. Prothero 2007 Religious Literacy Chapter 6 A Dictionary of Religious Terms.pdf
Redle, N. (2012). What can you do for me? David, a mid-60’s Jewish man with stage IV pancreatic cancer. In Fitchett, G., & Nolan, S. (Eds), Spiritual care in practice: Case studies in healthcare chaplaincy (pp. 223-241). Philadelphia, PA: Jessica Kingsley. Redl 2015 What can you do for me.pdf
Sharma, D. C. (2013 ). The world is one family: Principles of Hindu spiritual care. In D. S. Schipani (Ed.), Multifaith views in spiritual care (pp. 31-43). Kitchener, Ontario, Canada: Pandora Press. Sharma 2013 The world is one family Principles of Hindu spiritual care.pdf
Sullivan, W. F. (2014). Chapter 5 A ministry of presence: Chaplaincy, spiritual care, and the law (pp. 173-191. Chicago, IL: University of Chicago Press.Sullivan 2014 A ministry of presence.pdf
Tweed, T. A. (1999). Night-Stand Buddhists and Other Creatures: Sympathizers, Adherents, and the Study of Religion. In American Buddhism: Methods and Findings in Recent Scholarship, edited by D. R. Williams and C. S. Queen, 71-90. Surrey, England: Curzon Press, 1999.Tweed - Night-stand Buddhists.pdfTweed - Night-stand Buddhists.pdf
Wiggins, M., & Williams, C. B. (2009). Pastoral care with African American women: Womanist perspectives and strategies. In S. A. Kujawa-Holbrook & K. B. Montagno (Eds.), Injustice and the care of souls: Taking oppression seriously in pastoral care (pp. 45-58). Minneapolis, MN: Fortress Press.Wiggins & Williams 2009 Pastoral care with African American women.pdf
Degree Learning Goals: Please take some time to look over the Professional Degree Learning Goals (MDiv, MASC, MAPSC) and the Academic Degree Learning Goals (MTS, MA).
Incompletes: If incompletes are allowed in this course, see the Master's Student Handbook for Policies and Procedures.
Pass/Fail: Masters students wishing to take the class pass/fail should discuss this with the instructor by the second class session.
Academic Integrity and Community Covenant: All students are expected to abide by Iliff’s statement on Academic Integrity, as published in the Masters Student Handbook, or the Joint PhD Statement on Academic Honesty, as published in the Joint PhD Student Handbook, as appropriate. All participants in this class are expected to be familiar with Iliff’s Community Covenant.
Accommodations: Iliff engages in a collaborative effort with students with disabilities to reasonably accommodate student needs. Students are encouraged to contact their assigned advisor to initiate the process of requesting accommodations. The advising center can be contacted at advising@iliff.edu or by phone at 303-765-1146.
Writing Lab: Grammar and organization are important for all written assignments. Additional help is available from the Iliff Writing Lab, which is available for students of any level who need help beginning an assignment, organizing thoughts, or reviewing a final draft.
Inclusive Language: It is expected that all course participants will use inclusive language in speaking and writing, and will use terms that do not create barriers to classroom community.
Professional Confidentiality & Mandatory Reporting: All students must agree to abide by professional confidentiality in all matters, which means that they will preserve anonymity by disguising the identity of cases when seeking consultation and case reporting. Student disclosures to one another and to the professor will remain confidential, unless the law requires otherwise. In all cases, students must be aware of the mandatory reporting laws of the state in which they provide professional caregiving. If they are designated spiritual caregivers within their religious tradition, they need to also be aware of what their religious organization requires. If students have reason to suspect or have first-hand knowledge of recent, current, or ongoing child abuse or neglect perpetrated on a child currently under the age of 18 years, elder abuse, sexual and domestic violence, or threats of homicide or suicide in any of the spiritual situations they use for fulfilling the requirements of this course they need to seek immediate consultation with supervisors, denominational leaders, and the professor of this course so that proper reporting procedures can be ascertained. We will work together to establish an appropriate pastoral relationship with all parties facing these crises.
State laws on mandatory reporting are available at State Laws on Mandatory Clergy Reporting Colorado mandatory reporting requirements may be found at Colorado Revised Statutes 19-3-304, 1a, 2(aa, II, III); 13-90-107c.
The following files were created out of week one introductions. This introductory material is to be used in this course only.
Rowe, Lavin
| Date | Day | Details | |
| Sep 13, 2016 | Tue | Week 1 Introductions: Post by Monday Sept 12; reply to at least one post by Thursday (5%) | due by 05:59AM |
| Sep 20, 2016 | Tue | Week 2 Post by Monday Sept 19, reply by Sept 22 (10% of grade) | due by 05:59AM |
| Sep 27, 2016 | Tue | Week 3 Post by Sept 26, reply by Sept 29 | due by 05:59AM |
| Oct 04, 2016 | Tue | Week 4 Post by October 3; Reply by October 6 | due by 05:59AM |
| Oct 11, 2016 | Tue | Week 5 Post the final section our your SHARES assignment to this forum by Oct 10; Reply by Oct 13 | due by 05:59AM |
| Oct 11, 2016 | Tue | Week 5 Shares Assignment | due by 05:59AM |
| Oct 18, 2016 | Tue | Week 6 Post by Oct.17; Reply by Oct 20 | due by 05:59AM |
| Oct 25, 2016 | Tue | Week 7 Post by Oct 24, reply by Oct 27 | due by 05:59AM |
| Nov 08, 2016 | Tue | Week 9 Post by Nov 7, Reply by Nov 10 | due by 06:59AM |
| Nov 15, 2016 | Tue | Week 10 Post by Nov 14, reply by Nov 17 | due by 06:59AM |