Before class begins, read and be ready to discuss:

Buckley, F.J., S.J.: CHURCH IN DIALOGUE: CULTURE & TRADITION, UPA, 2000; C.11

Dulles, Avery Robert, S.J.: Models of the Church, (Expanded Edition), Doubleday, 1987

Whitehead: COMMUNITY OF FAITH, 1992, Ch 1-13

Aug. 25 PM, ORIENTATION. MEANING, TYPES. Disc: Whit’d: COMMUNITY, Ch 1-13

26 AM, SOC. & PSYCH. OF RELIG...VIDEO: GALATEA...Discuss: Dulles: MODELS

26 PM, WHY JOIN, STAY, LEAVE? DESIGN PROJECT. Discuss: DIALOG Ch. 11

Sept. 8 PM, HISTORY OF CHRISTIAN COMMUNITIES. MODELS of Vatican II.

9 AM, VIDEO: Born Again: Life in a Fundamentalist Baptist Community

Paper due: PSYCH. AND SOCIOLOGICAL PRINCIPLES. Discuss Dialog, Ch. 1-3

9 PM, STAGES OF INCULTURATION... Discuss: EVANGELIZ’N; Dialog, Ch. 4-6

Sept. 22 PM, MENTALITIES. VIDEO: SMALL XN COMMUNITIES.

23 AM, LEADERSHIP... MAKING DECISIONS... Discuss DIALOGUE , CH. 14-17, 21

23 PM, CONFLICT..VID: KEEPING TEAMS TOGETHER. Discuss WHITEH., ch.14

Oct. 6, PM, COMMUNICAT’N...VIDEO: DIVERSITY. Church: PAST, PRES, FUTURE

Discuss Dialog, Ch. 12-13, 18-20….A MEDIA CULTURE

7, AM, ALIENATION & SIN, LIBERATION... Discuss DIALOGUE , Ch. 7-10

7, PM RECONCILIATION, PRAYER & LITURGY. Paper due: THEOLOGICAL

Principles of Community. Evaluation of PROJECTS; ECUMENICAL & CROSS-

CULTURAL DIMENSIONS. Summary.

Oct. 13 Final exam. Mail it to Francis J. Buckley, S.J., 2600 Turk, San Francisco, CA 94118

REQUIREMENTS: Class attendance and participation; weekly E-mail [& ListServ];

two papers (due Sept. 8 and Oct. 7), at least 10 pages each; a written report on a project, applying principles to practice and evaluating its success. (The project should be planned and carried out in a group if possible. Try to include multicultural elements.)

TERM PAPERS : Follow the standard form for social sciences or humanities. Include a bibliography. The dates of books and articles affect relevance. (Footnotes may be put at the end.) References to the Bible should be by version, book, chapter, verse. Papers must be done on computer and checked for spelling and grammar.

Each term paper should be the equivalent of at least ten typed pages.

Write for publication: indicate two possible journals which might print it.

. Consult the library RESERVE ROOM for books listed under this course and relevant courses in Anthropology; Education; Psychology; Sociology. Check catalogue at RESERVE.

. Consult the library REFERENCE ROOM and PERIODICAL bibliographies, encyclopedia & "dictionary" articles, which also provide useful bibliographies.

REQUIRED TEXTS :

HOLY BIBLE--New Jerusalem [best footnotes] or New Revised Standard Version

Abbott, Walter, ed.: DOCUMENTS OF VATICAN II (Reserve room and Internet)

Buckley, F.J., S.J.: CHURCH IN DIALOGUE WITH FAITH AND CULTURE, UPA, 2000

_____., & Sharp, D., S.J., DEEPENING CHRISTIAN LIFE: INTEGRATING FAITH AND

MATURITY, Harper & Row, 1987

Dulles, Avery Robert, S.J.: Models of the Church, (Expanded Edition), Doubleday, 1987

Lee, Bernard J., SM, THE CATHOLIC EXPERIENCE OF SMALL CHRISTIAN

COMMUNITIES, 2000

Paul VI: EVANGELIZATION OF PEOPLES, 1975

Whitehead: COMMUNITY OF FAITH, 1992

Warning: When surfing the Web for themes, sites listed first, with most hits, usually pay for this spot and are unreliable academically! For EVALUATION OF INTERNET RESOURCES, SEE: http://www.wabash.edu/library/libgui/EVAINT.HTM.

COURSE DESCRIPTION

An interdisciplinary approach, combining insights from psychology, sociology, and theology, will be used to explore the dynamics of Christian communities, local and international.

GOALS

1) To help students explore systematically and critically human experiences of community

strengths and weaknesses in the light of psychology, sociology, and theology.

2) To demonstrate how the Christian traditions illuminate and interpret these experiences of God in community. This inquiry is best done through dialogue between scholarly disciplines. At USF this dialogue will be particularly rich because of the cultural diversity of students and their communities. It will involve the formation of skills of critical analysis and synthesis, using essential tools in theology and the social sciences. It will also foster appreciation of one's own community of faith.

3) To foster appreciation of one's own life of faith in community.

4) To encourage students to respond personally and as a community to God's revelation in Christ, drawing conclusions from it about human dignity and rights, about human freedom and responsibility, about the need for both prayer and action to cooperate effectively with God's plans for the good of the entire human family and the cosmos in which we live.

COGNITIVE OBJECTIVES:

. Knowledge of major themes and theories of social psychology and sociology of religion.

. Knowledge of the basic themes and trends in Christology and Ecclesiology.

. Awareness of the relevance of cultural diversity to theological expression.

. Awareness of the major areas and trends of interdisciplinary theological dialogue and

critical reflection on significant issues connecting Christology and Ecclesiology with

social psychology and sociology of religion

. Awareness of interreligious and ecumenical dialogue.

. Familiarity with essential theological, psychological, and sociological resources and tools.

AFFECTIVE OBJECTIVES:

. Sensitivity to sociological, psychological, and religious values.

. Appreciation of one's own and other cultural and religious traditions.

. Appreciation of the beauty and limits of theological syntheses.

. Appreciation of the beauty and limits of social psychological insights and theories.

. Enthusiasm about mutual enrichment between social psychology and theology.

. Appreciation for what belief in God means for human dignity and responsibility to others

and for the environment.

. Appreciation of self as a child of God, for whom Jesus gave his life.

. Appreciation of others as God's children, for whom Jesus gave his life.

BEHAVIORAL OBJECTIVES:

. Ability to deepen spirituality through prayer and meditation.

. Ability to apply historical-critical and literary principles of interpretation to scripture,

church documents, other theological texts and social psychological writings.

. Ability to do research with critical analysis and judgment.

. Ability to use creative imagination in forming personal

theological/psychological/sociological syntheses,

integrating life experience with theological/psychological/sociological interpretation,

and integrating theological/psychological/sociological principles with action

. Ability to write and speak clearly and effectively on religious and psychological topics.

. Ability to engage fruitfully in interdisciplinary, intercultural, and ecumenical dialogue.

1. Listen and learn with open mind and heart.

Every culture embodies some truth and value. Respect that.

2. Respect the limits others set to self-revelation.
3. Be responsible for your own feelings and views.
4. Speak from the heart. Share experiences and perspectives in stories.
5. Respect confidentiality. Do not name names outside the community.

GRADING: Based on regular attendance and quality of participation in class, on the extent and quality of research and critical judgment shown in the papers, & on the creativity and judgment in designing and presenting class reports.

A= Outstanding (Beyond a thorough grasp of text and lectures, shows ability to relate material to life and to other subject areas and to form personal synthesis; shows excellent critical judgment in the area and in choice of bibliography; polished skills in speaking and writing as shown in class participation; papers could be published; excellent candidate to do doctoral work.)

B= Satisfactory (Meets all major course competencies on graduate level: beyond a thorough grasp of text and lectures, shows ability to relate material to life and to other subject areas and to form personal synthesis; shows very good critical judgment in area and choice of bibliography; very good oral and written expression, especially in class discussions.)

C= Meets minimum standards for obtaining graduate credit.

F= Failure, does not meet minimum standards for obtaining credit.

FINAL EXAMINATION :

How well were the learning objectives achieved, i.e.:

What did you learn through this course:

-knowledge about God, yourself, others, theology, social psychology of religion?

-appreciation of God, yourself, others, theology, social psychology of religion?

-theological and social psychological skills?

How did you change? What brought about the change?

What ideas did you put into practice? With what success?

What were your criteria for measuring success?

How will this course affect your future?

Please critique the print and non-print (video, software, internet) resources provided for the course: Did you find them interesting? Clear? Persuasive? Helpful? How did they affect what you learned?

. ATLA is making 50 years of back issues of top 50 theology journals available on line.

. No complete index of all online journals is yet available.

. Review of Biblical Literature reviews everything biblical eventually, is searchable.

. Textweek.com links all bible texts to movies & art!

Class assignments

Group A: Carlos Gelabert, Cheri Davidson May, Linda Ryan

Group B: Bob Kelly, Patricia Manning

Group C: Vicky Barna, Adolfo Barros, Joan Dupnik

Group D: Gerry Benninger, Debra Brandis

Group E: Tony Shen, Carol Stalzer

Aug. 26, AM A=PRAYER; B=REPORT; C=CRITIQUE; D=APPLICATION; E=FOOD

26, PM A=REPORT; B=CRITIQUE; C=APPLICATION; D=FOOD; E=PRAYER

Sept. 8, PM A=CRITIQUE; B=APPLICATION; C=FOOD; D=PRAYER; E=REPORT

9, AM A=APPLICATION; B: FOOD; C=PRAYER; D=REPORT; E=CRITIQUE

9, PM A=FOOD; B=PRAYER; C=REPORT; D=CRITIQUE; E=APPLICATION

Sept. 22, PM A=PRAYER; B=REPORT; C=CRITIQUE; D=APPLICATION; E=FOOD

23 AM A=REPORT; B=CRITIQUE; C=APPLICATION; D=FOOD; E=PRAYER

23, PM A=CRITIQUE; B=APPLICATION; C=FOOD; D=PRAYER; E=REPORT

Oct. 6, PM A=APPLICATION; B: FOOD; C=PRAYER; D=REPORT; E=CRITIQUE

7, AM A=FOOD; B=PRAYER; C=REPORT; D=CRITIQUE; E=APPLICATION

7, PM A=PRAYER; B=REPORT; C=CRITIQUE; D=APPLICATION; E=FOOD

Prayer --opening and closing--can be poetry or prose, music or song, dance

Be brief--no more than five minutes; can be much less.

Report covers content of previous class briefly--no more than ten minutes

It may be oral or on an overhead or poster or wall chart.

Critique covers process of previous class briefly--no more than five minutes --what happened, what worked or not and why; mood; how well all participated and how they were treated. Include comments on use of email and chat room and the suitability and value of resource materials.

Applications to life and connections between subject areas are pointed out.

Food should be nothing fancy; it sets a mood for the break.

Celebrate feast days, birthdays, and anniversaries.

ON-CAMPUS RESOURCES GLEESON LIBRARY RESERVE ROOM

W. Abbott, ed. Documents of Vatican II OVERNIGHT

H. Carrier: SOCIOLOGY OF RELIGIOUS BELONGING OVERNIGHT

A. Dulles: MODELS OF THE CHURCH, 1987 OVERNIGHT

Paul VI: EVANGELIZATION OF PEOPLES OVERNIGHT

E. Whitehead: COMMUNITY OF FAITH, 1992 OVERNIGHT

VIDEO--LEADERSHIP CHALLENGE, 23 MIN.--DAYLE SMITH –McL, #105

VIDEO: BRINGING OUT LEADER IN YOU -- 23 MIN. –INSTR. MEDIA, Co G4

VIDEO -- ONE MINUTE MANAGER--50 MIN – Human Resources x6707 CA C7

VIDEO: GALATEA EFFECT -- 20 MIN –Human Resources x6707, CA C7

VIDEO--KEEPING THE TEAM TOGETHER -- 23 MIN. –INSTR. MEDIA , Co G4

VIDEO—Valuing Diversity, #1 & 3, 30 min. each, Human Resources, x6707, CA C7

A. GOALS

. Clarify expectations, standards. Worker & boss must give same answer to question,

"What do you do?"... Are you doing a good job? How do you know?

. Determine motivation and feedback needs

. Make it possible for people to win.

. Write 3-5 measurable goals. Check daily for progress.

B. PRAISE

. Catch people doing something right.

. Immediate, specific; share feelings; encourage potential

. Do not use punishment to train people

. Praise what is approximately right, not just what is perfect.

. Tell goal; show it; let them try; observe performance--then praise or redirect

. 80% of the product comes from 20% of the time--Neal.

C. REPRIMAND

. Immediate; specific; tell feelings; encourage them to live up to potential

. Reject inadequate behavior, not the person

VIDEO--LEADERSHIP CHALLENGE, 23 MIN... KUZAK & POSNER..Dayle Smith

SKIP FIRST SEGMENT ON PAT CORRIGAN & TOM PETERS -- 10 MINUTES

FREEZE BILLBOARD AT END OF EACH OF 5 SEGMENTS FOR COMMENTS

1. Challenge the Process--Change to improve...Take risks...Learn from Mistakes

2. Enable others to act--Support people...Try to be exceptional... Make people feel they can make a difference...The more power you give, the more power you get.... Share planning and decisions. Build mutual trust and respect.

3. Model the Way-- Clarify goals & values... Prioritize...Time is your most precious asset... How you use time shows your values....Visibility: see them, let them see you... Leaders go places, managers sit still--feet vs. hands. Put principles into practice--consistently.

4. Inspire a shared vision, positive & hopeful... Compete to survive... Build morale by sharing decision-making... Listen to suggestions from below... Appeal to their interests and values... Communicate... Build hope.

5. Encourage their hearts-- Build team spirit... Celebrate team accomplishments... Be clear about standards and expectations... Get feedback... Reward meeting the standards... If you ignore it, they'll neglect it.

VIDEO: BRINGING OUT THE LEADER IN YOU -- 23 MIN.

1. Myths : . Leaders are born, not made.

. Leaders are charismatic, tough.

Fact: Anyone can be a leader in some area --family, school, sports

2. Leadership = Process of influencing thoughts & actions of others toward a common goal.

3. Vary leadership style according to group and circumstances.

4. Communicate openly, frequently, clearly. Listen. Accept criticism.

5. Get to know people. Meet their needs, interests, what inspires them.

6. Share decision-making. Participation builds a feeling of ownership.

Get input early in the decision-making process. Let staff implement decisions.

7. Don't shoot the messenger.

8. Be fair and consistent. Don't ask others to do what you won't do yourself.

9. Take initiative. Set a direction. Do your homework on facts. Be on top of details.

10. Delegate to people you can trust.

11. Have a forward-looking vision.

12. Build trust. Do what you say you will.

13. People live up to expectations.

14. Demonstrate competence. Do it yourself. Get experience.

15. Be organized.

VIDEO--KEEPING TEAMS TOGETHER -- 23 MIN.

1. Match own and organizational goals.

2. Have a clear vision and mission.

3. Storms--difficulties team can't control arise from inside or outside the team.

4. Synergy -- focus energies on one goal.

5. Understand the problem: listen to the team.

6. Reaffirm team's psurpose and commitment.

7. Encourage dialogue and disagreement.

8. Balance task and process: what and how.

9. Empower people to act.

VIDEO: VALUING DIVERSITY #3 --30 MIN—Human Resources

12 communication/conflict skills

1. Ask the right questions-- Listen--repeat--clarify; give feedback

2. Sequence: logical order vs. loops

3. Phasing/timing

4. Objectivity vs. emotion

5. Specificity

6. Assertiveness

7. Candor--Asians say Yes to say they'll try.

8. Summarize--be fair, consistent, open

9. Sensitivity: Walking on eggs...Hot buttons.

10. Sincerity

11. Accents

12. Telephone skills

VIDEO: GALATEA EFFECT -- expectations -- 20 MIN.

Conflict and communication about different expectations of self & others about performance (of principal and teachers, teachers and students, staff, parents. Set reasonable goals, clear &

specific. Communicate different sets of expectations.