Syllabus for Theology 677/ Education 0702-657, 0707-649
Theology 677: Developmental Psychology and Christian Growth; Education 0702-657; 0707-649
(Previously Theology 320, 377; Psychology 320; Past. St. 662; Ed. 649)
Fall, 1999 6:00-8:40 PM, Tuesday F.J. Buckley, S.J.
Office hours: T, TH, 11:10-noon, Harney £521, (Phone: 6609) and by appointment
Aug. 31 Orientation: methodology, tools, bibliography; Goals & Principles; read Allport
Synthesis of catechetics with sociology & psychology of religion, educational & developmental psychology. The course will first deal with Christian formation of adults in the light of sociology & psychology, then psychological & religious needs and responses from birth to death, treating:
a) Characteristics of religious responses appropriate to each stage;
b) How these are awakened, structured & reinforced by:
1) Personal contact--with parents, friends, authority figures;
2) Media--TV, radio, newspapers, magazines, books, movies, art, architecture, etc.;
3) Liturgy & paraliturgy;
4) Group Dynamics.
c) What crises of faith emerge at each age?
d) What values emerge at each age?
GOALS:
1) To help students explore systematically and critically human experiences of religious growth in the light of psychology, sociology, and theology.
2) To demonstrate how the Christian traditions illuminate and interpret these experiences of religious growth. 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. It will involve the formation of skills of critical analysis and synthesis, using essential tools in theology and the social sciences.
3) To foster appreciation of one's own life of faith.
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 developmental psychology
. Knowledge of psychological characteristics at each stage of growth
. 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
developmental psychology
. Awareness of interreligious and ecumenical dialogue
. Familiarity with essential theological and psychological resources and tools
AFFECTIVE OBJECTIVES:
. sensitivity to psychological and religious values
. appreciation of one's own and other traditions
. appreciation of the beauty and limits of theological syntheses
. appreciation of the beauty and limits of psychological insights and theories
. enthusiasm about 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 psychological writings
. ability to do research with critical analysis and judgment
. ability to use creative imagination in forming personal theological/psychological syntheses,
integrating life experience with theological/psychological interpretation
and integrating theological/psychological principles with action
. ability to write and speak clearly and effectively on religious and psychological topics
. ability to engage fruitfully in interdisciplinary dialogue
Consult the library RESERVE ROOM for books listed under this course and other relevant courses
in Anthropology; Education; Psychology; Sociology. Check the card catalogue at the reserve desk.
. Consult the library REFERENCE ROOM and PERIODICAL FLOOR bibliographies and encyclopedia & "dictionary" articles, which also provide useful bibliographies.
REQUIREMENTS: Class attendance and participation; two papers (due Sept. 28 and Nov. 30), 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.)
TERM PAPERS : Follow the standard form for social sciences or Alan Heineman & Hulon Willis, WRITING TERM PAPERS, Harcourt. 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. Otherwise, the top grade possible will be D. Write for publication: indicate two possible journals which might print it.
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; highly polished skills in speaking and writing; 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.)
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, theology, psychology, yourself, others?
-appreciation of God, theology, psychology, yourself, others?
-theological and 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?
Spend no more than 150 minutes in writing this examination on a computer. You may prepare for it as long as you wish. Indeed, the whole semester has been preparing you for it. Since you will have it on computer, you may keep it as a summary of what you have learned.
When you have finished it. leave it for me at the switchboard at Jesuit Hall no later than December 14.
Books for Reserve Room
W. Abbott, ed. Documents of Vatican II OVERNIGHT
G. Allport: INDIVIDUAL & HIS RELIGION OVERNIGHT
F. Buckley: CHURCH IN DIALOGUE OVERNIGHT
F. Buckley: GROWING IN THE CHURCH OVERNIGHT
F. Buckley & D. Sharp: DEEPENING CHRISTIAN LIFE OVERNIGHT
H. Carrier: SOCIOLOGY OF RELIGIOUS BELONGING OVERNIGHT
Clift & Clift: SYMBOLS OF TRANSFORMATION IN DREAMS OVERN
E. Erikson: CHILDHOOD & SOCIETY OVERNIGHT
Losoncy: RELIGIOUS EDUCATION & THE LIFE CYCLE OVERNIGHT
A. Maslow: RELIGIONS, VALUES, & PEAK EXPERIENCES OVERN IGHT
Required Texts:
Allport, G., The Individual and His Religion. Macmillan, 1950.
Buckley, F. J., S.J., Growing in the Church: from Birth to Death, Novalis, 2000
, The Church in Dialogue: Culture and Traditions, Novalis, 2000
, and Sharp, D., SJ, Deepening Christian Life: Integrating Faith and Maturity , Harper & Row, 1987
Clift, J. D., and Clift, W. B., Symbols of Transformation in Dreams, Crossroad, 1984, ISBN 0-8245-0727-4
Erikson, Erik, Childhood and Society, Norton, 1986, ISBN 0-393-30288-1
Losoncy, Lawrence J., Religious Education and the Life Cycle, Catechetical Publications, 1976
Maslow, A., Religions, Values, and Peak Experiences, 2nd edition, Ohio State U., 1964, ISBN-670-00304-2
Wright, John H., S.J., Theology of Christian Prayer, Pueblo, 1987
Class assignments
Group A:
Group B:
Group C:
Group D:
Group E:
Group F:
Group G:
SEP. 7 A=PRAYER; B=REPORT; C=CRITIQUE; D=FOOD; E=GREETERS; F=ENVIRONMENT; G=APPLICATION
14 A=REPORT; B=CRITIQUE; C=FOOD; D=GREETERS; E=ENVIRONMENT; F=APPLICATION; G=PRAYER
21 A=CRITIQUE; B=FOOD; C=GREETERS; D=ENVIRONMENT; E=APPLICATION; F=PRAYER; G=REPORT
28 A=FOOD; B=GREETERS; C=ENVIRONMENT; D=APPLICATION; E=PRAYER; F=REPORT; G=CRITIQUE
OCT. 5 A=GREETERS; B=ENVIRONMENT; C=APPLICATION; D=PRAYER; E=REPORT; F=CRITIQUE; G=FOOD
12 A=ENVIRONMENT; B=APPLICATION; C=PRAYER; D=REPORT; E=CRITIQUE; F=FOOD; G=GREETERS
19 A=APPLICATION; B=PRAYER; C=REPORT; D=CRITIQUE; E=FOOD; F=GREETERS; G=ENVIRONMENT
26 A=PRAYER; B=REPORT; C=CRITIQUE; D=FOOD; E=GREETERS; F=ENVIRONMENT; G=APPLICATION
NOV. 2 A=REPORT; B=CRITIQUE; C=FOOD; D=GREETERS; E=ENVIRONMENT; F=APPLICATION; G=PRAYER
9 A=CRITIQUE; B=FOOD; C=GREETERS; D=ENVIRONMENT; E=APPLICATION; F=PRAYER; G=REPORT
16 A=FOOD; B=GREETERS; C=ENVIRONMENT; D=APPLICATION; E=PRAYER; F=REPORT; G=CRITIQUE
23 A=GREETERS; B=ENVIRONMENT; C=APPLICATION; D=PRAYER; E=REPORT; F=CRITIQUE; G=FOOD
30 A=ENVIRONMENT; B=APPLICATION; C=PRAYER; D=REPORT; E=CRITIQUE; F=FOOD; G=GREETERS
DEC. 7 A=APPLICATION; B=PRAYER; C=REPORT; D=CRITIQUE; E=FOOD; F=GREETERS; G=ENVIRONMENT
Environmentalists clean the room and chalkboard before and after class.
Greeters welcome others graciously.
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--5 minutes. May be oral or on an overhead or poster or chart.
Critique covers process of previous class briefly-5 minutes --what happened, what worked or not and why; mood; how well all participated and how they were treated.
Food should be nothing fancy; it sets a mood for the break.
Applications to life are pointed out. Connections are highlighted between subject areas.
Starting Oct. 5 each student will make two class presentations, 15 minutes each, each about a different age level.
After the presentation, write a 10-page paper on the topic, taking into account the class discussion. The two 10-page papers must be turned in on Nov. 30, except for those making class presentations on Nov. 30 or Dec. 7--their papers are due Dec. 14). One of the class presentations may be a joint effort.
Class assignments
Group A:
Group B:
Group C:
Group D:
Group E:
SEP. 7 A=PRAYER; B=REPORT; C=CRITIQUE; D=FOOD; E=APPLICATION
14 A=REPORT; B=CRITIQUE; C=FOOD; D=APPLICATION; E=PRAYER
21 A=CRITIQUE; B=FOOD; C=APPLICATION; D=PRAYER; E=REPORT
28 A=FOOD; B=APPLICATION; C=PRAYER; D=REPORT; E=CRITIQUE
OCT. 5 A=APPLICATION; B=PRAYER; C=REPORT; D=CRITIQUE; E=FOOD
12 A=PRAYER; B=REPORT; C=CRITIQUE; D=FOOD; E=APPLICATION
19 A=REPORT; B=CRITIQUE; C=FOOD; D=APPLICATION; E=PRAYER
26 A=CRITIQUE; B=FOOD; C=APPLICATION; D=PRAYER; E=REPORT
NOV. 2 A=FOOD; B=APPLICATION; C=PRAYER; D=REPORT; E=CRITIQUE
9 A=APPLICATION; B=PRAYER; C=REPORT; D=CRITQUE; E=FOOD
16 A=PRAYER; B=REPORT; C=CRITIQUE; D=FOOD; E=APPLICATION
23 A=REPORT; B=CRITIQUE; C=FOOD; D=APPLICATION; E=PRAYER
30 A=CRITIQUE; B=FOOD; C=APPLICATION; D=PRAYER; E=REPORT
DEC. 7 A=FOOD; B=APPLICATION; C=PRAYER; D=REPORT; E=CRITIQUE