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Congregational Evangelism IPSC 690/Spring 2015 Interdenominational Theological Center

Instructor: Daniel Shin, Ph.D. Office: Classroom Building 300 Email: [email protected] Phone: 404-614-6318 Office Hours: Monday 1-3; Wednesday 9-12 Class Time and Location: Wednesday 1:20-4 p.m. Location: TBA ITC MISSION STATEMENT The Interdenominational Theological Center (ITC) is primarily a consortium of denominational seminaries whose mission is to educate Christian leaders for the Church and the global community. The ITC educates and nurtures women and men who are committed to and practice: a liberating and transforming spirituality; academic discipline; religious, gender, and cultural diversity; and justice and peace. COURSE DESCRIPTION This course is an introduction to the major topics and issues in the study and practice of evangelism. It aims to help students deepen their understanding of the following: one, evangelism in the North American and global contexts; two, biblical, historical, and theological perspectives on evangelism; and three, contemporary developments. Through readings, lectures, discussions, and projects, students investigate the fundamental concepts, issues, and current debates in evangelism to develop disciplinary competence. Furthermore, students are invited to think critically, constructively, and creatively about the practice of ministry in relation to their present and future contexts of ministry. Hence, there is a dual emphasis: one, proficiency in biblical, historical, and theological perspectives; and two, competence in evangelism that is liberating and enhances God’s reign of justice and peace in the world. Throughout the course, the question of reconceiving the study and practice of evangelism is addressed due to concerns about past and present malpractices of evangelism. To this end, recent proposals to reconstruct evangelism are given serious attention, in particular, interdisciplinary conversations about the category of practice of hope. SATISFACTORY ACADEMIC PROGRESS POLICY A three credit hour course requires a minimum of 42 contact hours in a 14-week time frame. Please note that the class schedule meets this minimum such that an unexcused absence of one session can severely hinder the student’s ability to meet the required hours and may consequently affect the student’s ability to make satisfactory attendance, which may affect the student’s satisfactory academic progress for financial aid.

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DISABILITY ACCOMMODATION POLICY The Office of Student Services provides services for qualified students with verified physical or mental disabilities in accordance with Section 504 of the Rehabilitation Act and the Americans with Disabilities Act. (ADA). Services provided include, but are not limited to: readers, note takers, equipment loan, interpreters, adaptive computer software, large print copying, test proctoring, community referral, and advocacy. The mission of the Abilities office is “empowerment through education,” These services provide disabled students with equal access to education and an opportunity to fully participate in activities related to the academic pursuits. Students with disabilities must identify themselves in order to receive support from the Abilities office. All documentation related to the existence of a disability is treated as confidential information ITC'S ACADEMIC INTEGRITY POLICY (ABBREVIATED) The Board of Trustees of ITC has ruled, in the case of academic misconduct (plagiarism, cheating, and other acts of inappropriate behavior laid out in Student Handbook 4.2): That all members of the ITC faculty notify the Provost, who shall notify the President, of all incidents of cheating by students and further that the President be authorized to take such action(s) that may be appropriate, including reprimand, suspension, and termination in line with the institution’s policy; and the student fails the class. . COURSE LEARNING OUTCOMES The primary goal of this course is to help students develop the basic competencies on theories and practices of evangelism. Attention will be given to the major foci in the following way: 1. Gain familiarity with current issues in the theories and practices of evangelism, such as globalization of Christianity, the rift between theology and evangelism, women in leadership, and evangelism and initiation. 2. Building on insights gained from the course Introduction to Missiology, students will demonstrate a greater understanding of the biblical, historical, and theological perspectives on evangelism. 3. Students will articulate their own theology of evangelism relative to the particular context of African-American churches and communities.

COURSE OUTCOMES EVIDENCE OF PROGRAM AND STUDENT LEARNING OUTCOMES The course outcomes are evidence of the Master of Divinity and Master of Arts in Christian Education degree program outcomes in the following competencies:

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M.Div. SLO Competencies

M.Div. PLOs

MACE PLOs

Story Linking

PLO-1. Develop and express the basic tenets of faith, religion, and denominational traditions for ministerial vocation and leadership.

Define and describe biblical, theological, philosophical, historical, sociocultural, and psychological tenets that undergird the socio-cultural experiences of the African diaspora as they relate to the concrete practices of teaching learning.

Use Storytelling/Linking Skills – students apply Biblical Interpretation, historical accounts, and/or ethical and philosophical Ideas to contemporary realities to address moral/social dilemmas.

Critical Thinking Use Thinking Skills – students decode Significance, clarify Meaning (Interpret); Examine Ideas, Detect, Analyze Arguments (Analyze); Assess Claims, or Arguments (Evaluate). Intrapersonal Demonstrate Intrapersonal Skills Self-articulation; Selfexamination; and/or Selfcorrection.

PLO-2. Execute sermons, liturgies, programs, and performances that demonstrate their religion, faith, and commitment to live out a liberating and transforming spirituality.

Employ oral and ocular worldviews to illustrate, compare, contrast, and critique the various theories supporting core courses.

PLO-3. Construct worship services, educational sessions, forums in the community, church, and academy to evidence their leadership and administrative skills.

Demonstrate the capacity to implement teaching-learning practices that reflect denominational traditions, religious heritages, and a liberating and transforming spirituality.

Measured by Course Assignment

Classroom Participation, Presentation, and Final Paper

Classroom Participation, Presentation, and Final Paper

Classroom Participation, Presentation, and Final Paper

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Community Demonstrate Community Building Skills - Design; Organize; Plan; Advocate; Use Collaborate Strategies (in the Church and the Academy Communities).

PLO-4. Contribute to the advancement of research and creative projects that substantiate the contribution, role, and function of the African and African American experience.

Research, design and administer curriculums that relate oral and ocular worldviews as operative in contemporary communities of the African Diaspora.

Classroom Participation, Presentation, and Final Paper

GRADING POLICY – EVALUATION AND GRADING SYSTEM Course Evaluation Assignment Rubrics The evaluation criteria applied to all course requirements for this course are listed in the assignment rubrics. The intent of rubrics is to enable you to evaluate your own work on the class assignments, cluster work, and/or individual assignments by the same standards as the course facilitator. Completing the assignment is not evidence of excellent (A) work. The following criteria are assigned to all components of this course and, (specific) rubric for each assignment Course Evaluation Scale (points or percent) of Assignment Attendance and participation (10%) Students are required to attend and participate in all sessions of the course. You are expected to have completed all assigned readings before coming to class and be prepared to engage actively in discussions. Your contribution to class discussions is deemed essential to the process of individual and collective learning, so we ask you to turn cell phones off or set them to vibrate and use electronic devices only for class-related purposes. More than one excused absence will be reflected in your final grade as determined appropriate by the instructor. Presentations (40%) Each student provides 4 class presentations throughout the semester on assigned readings. Each presentation is about 15 minutes in length and identifies the main issues, articulates one’s own critical analyses, and offers constructive and creative connections between the reading and practice. Final Paper (50%) Students will submit a final paper (5 pages typed, double spaced, 12 pt. font, 1 inch margins) articulating one’s theology of evangelism for specific context of ministry by engaging the authors and their works studied in the course. Describe the community’s present theology and practice of evangelism (1 page), including its strengths and weaknesses, lay out your understanding of the gospel (2 ½ pages), and then describe clearly eschatological practices of hope to be implemented (2 ½ pages). Your work must add up to total 5 pages, no less and no more; this is a strict requirement. Late papers will result in a half grade reduction (example:

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from an A to an A-) for each day they are late. Additionally, this paper as an embedded assignment must be uploaded to your e-Folio, which is required by the Sankofa Center. COURSE WRITING ASSIGNMENTS: DESCRIPTION AND INSTRUCTIONS All written work is to be typed, double-spaced, with page numbers. An average typed page is roughly 300-350 words. While dialogue with other students will be an important element of this class, all written work is to be in your own words, without plagiarism. Please consult the ITC catalogue to reference school policies. All direct quotes and paraphrasing must be cited!!! Please follow the Kate L. Turabian Manual for Writers. Refer to the ITC catalogue for a detailed description of the grading scale. The Associate Vice President of Academic Services will immediately address all cases of cheating. An “A” work is a very clear, insightful assignment that includes: • Original thinking • An excellent grasp of the subject matter • Clear evidence of personal engagement with course material and critical thinking • Goes beyond the minimum • Thorough and timely preparation of the assignment • Willingness to be changed by new insights and discoveries • Correct spelling and grammar ITC Grading Grade A AB+ B BC+ C CD+ D F

Scale Quality 4.0 3.7 3.3 3.0 2.7 2.3 2.0 1.7 1.3 1.0 0.0

Numerical 96-100 90-95 87-89 83-86 80-82 77-79 73-76 70-72 67-69 63-66 60-62

Written Assignments Grading Rubric Grade Levels A

Content  Is well thought out and knowledgeable  Reflects application of critical thinking that is

Conventions  No spelling, grammatical, or punctuation errors  High-level use of

Organization  Information is clearly focused in an organized and thoughtful

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 



B

  

 



C

  

 



 D

   

apparent Has clear goal is related to a missional vision Has demonstrated sensitivity/awareness to central issues Reflects a concern for both theory and practice Is accurate Is well thought out and knowledgeable Has application of critical thinking that is apparent Has clear goal is related to a missional vision Has demonstrated sensitivity/awareness to central issues Reflects a concern for both theory and practice Is accurate Has demonstrated some knowledge Has application of critical thinking that is apparent Has no clear goal Has demonstrated little sensitivity/ awareness to central issues Reflects little or inconsistent concern for both theory and practice Has some factual errors or inconsistencies Provides inconsistent or minimum knowledge Has no application of critical thinking Has no clear goal Has demonstrated no sensitivity/ awareness to central issues

key vocabulary and word choice  Proper documentation (Turabian)

manner  Information is constructed in a logical pattern to support the solution

 Few (1-5) spelling, grammatical, or punctuation errors  Good use of key vocabulary and word choice  Proper documentation (Turabian)

 Information supports the solution to the challenge of the assignment

 Minimal (5to 10) spelling, grammatical, or punctuation errors  Low-level use of key vocabulary and word choice  Low-level use of proper documentation (Turabian)

 Project has a focus but might stray from it at times  Information appears to have a pattern, but the pattern is not consistently carried out in the project  Information loosely supports the solution  Content is unfocused and haphazard  Information does not support the solution to the assignment  Project has no

 More than 10 spelling, grammatical, or punctuation errors  Poor use of key vocabulary and word choice  Poor use of

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 Has demonstrated no concern for theory and practice  Has significant factual errors, misconceptions or misinterpretations

proper documentation (Turabian)

apparent pattern or logic

REQUIRED TEXTS Paul Chilcote and Lacey Warner, The Study of Evangelism (Grand Rapids, MI: Eerdman, 2008). Bryan Stone, Evangelism After Christendom (Grand Rapids, MI: Brazos Press, 2007). Additional readings to be posted on Moodle. Moodle (Website) This course has a website on Moodle which contains the current syllabus and other materials relevant to the class. You are expected to visit the web page on a regular basis to keep abreast of any new developments to the curriculum and be responsible for any information provided by the instructor. Readings made available on Moodle are designated as Moodle hereafter. For orientation on Moodle, please email Rollin Guyden, [email protected] or Indonesia Wilson [email protected]. CLASS SESSION FORMAT This course emphasizes reading and interacting closely with the assigned texts which are considered essential to the study of Christian mission. The instructor’s lectures will usually reflect the content of the class readings and invite students to respond critically and constructively to the main issues at hand. Small group discussions or online forums are utilized to better understand the materials, sharpen each other’s reflections, and develop collaborative skills in ministry. As another means of aiding the students to closely engage the authors, quizzes may be administered throughout the semester to emphasize the main ideas of the readings.

COURSE WEEKLY SCHEDULE

Week/Dates

Topics, Readings, and Assignments

Week 1:

Introduction

1/14

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Week 2: 1/21

Week 3: 1/28

Section: Defining Evangelism The following articles are in The Study of Evangelism: David Bosch, “Evangelism,” 4-15; William Abraham, “A Theology of Evangelism,” 19-32; Orlando Costas, “Evangelism and the Gospel of Salvation,” 33-45; Lesslie Newbegin, “Evangelism in the Context of Secularization,” 46-54; Bill Leonard, “Evangelism and Contemporary American Life,” 101-116;

Section: Current Issues in Evangelism The following articles are in The Study of Evangelism: Dana Robert, “Shifting Southward: Global Christianity since 1945,” 117-134; Stephen Pickard, “Evangelism and the Character of Christian Theology,” 138-158 Carl Braaten, “The Meaning of Evangelism in the Context of God’s Universal Grace,” 159-170; Darrell Guder, “Incarnation and the Church’s Evangelistic Mission,” 171-184; Stanley Hauerwas, “Worship, Evangelism, Ethics,” 205-214

Week 4: 2/4

Section: Current Issues in Evangelism The following articles are in The Study of Evangelism: Lesslie Newbegin, “Foolishness to the Greeks,” 345-351; J. N. K Mugambi, “A Fresh Look at Evangelism in Africa,” 352-373; Hwa Yung, “Strategic Issues in Missions—An Asian Perspective,” 374-383; Mortimer Arias, “Contextual Evangelization in Latin America,” 384-404 Letty Russell, “Liberation and Evangelism,” 416-423; Josephus Coan, “Redemption of Africa” (Moodle) Section: Evangelism and Initiation

Week 5: The following articles are in The Study of Evangelism: 2/11 Walter Brueggeman, “Evangelism and Discipleship,” 219-234; John Westerhoff, “Evangelism, Evangelization, and Catechesis,” 235-245; The following articles are available on Moodle webpage:

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Paul Hiebert, “Conversion, Culture and Cognitive Categories” (Moodle); Darius Swann, “Christian Mission in a Pluralistic World” (Moodle) Henry Mitchell, “Towards a Black Evangelism” (Moodle); Jehu Hanciles, “Migration and Mission: Some Implications for the 21st Century,” International Bulletin of Missionary Research 27:4 (October 2003), 146-152 Recommended: WCC “Together Towards Life: Mission and Evangelism in Changing Landscapes” (http://www.oikoumene.org/en/resources/documents/wcccommissions/mission-and-evangelism/together-towards-life-mission-andevangelism-in-changing-landscapes)

Week 6: 2/18

Section: Historical and Theological Perspectives Bryan Stone, Evangelism After Christendom, 9-53

Week 7: 2/25

Section: Historical and Theological Perspectives Bryan Stone, Evangelism After Christendom, 55-110

Week 8:

Midterm Week

3/4

Week 9:

Spring Break

3/11 Week 10: 3/18

Week 11: 3/25

Week 12:

Section: Historical and Theological Perspectives Bryan Stone, Evangelism After Christendom, 111-170

Section: Historical and Theological Perspectives Bryan Stone, Evangelism After Christendom, 171-255

Section: Historical and Theological Perspectives

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4/1

Bryan Stone, Evangelism After Christendom, 257-318

Week 13:

Section: Evangelism as an Eschatological Practice of Hope

4/8

The Gospel in a World of Suffering OT/Hebrew Bible: Job 1-27; NT: Romans 4-6; Romans 8:24-25; Hebrews 6:19, 7:18-20, 10:32-11:3; I Cor. 13; Gustavo Gutiérrez, Chapters 1 to 4 from On Job (see Moodle); Dawn DeVries, “Creation, Handicappism, and the Community of Differing Abilities” in Reconstructing Christian Theology (see Moodle)

Week 14: 4/15

A History of Hope Ellen Ott Marshall, “A History of Hope” in Though the Fig Tree Does not Blossom (see Moodle); Martin Luther King, Jr., “Letter from a Birmingham Jail” in Afro-American Religious History (see Moodle); Frederick Douglass, “Slaveholding Religion and Christianity of Christ” in AfroAmerican Religious History (see Moodle)

Week 15: 4/22

Week 16:

The Practices of Hope Ellen Ott Marshall, “The Practice of Hope” in Though the Fig Tree Does not Blossom (see Moodle); Elizabeth Johnson, “The Crucified God of Compassion” in Quest for the Living God (see Moodle); Mercy Oduyoye, “Resurrection of the Body” in Introducing African Women’s Theology (see Moodle)

Final Exam Week

4/29

OTHER PERTINENT INFORMATION 

ITC Hours Statement

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The expectation for this course is that you will spend 2 hours and 40 minutes per week in class and you will spend up to eight (8) hours per week studying, reading, and completing assignments for this course. 

Woodruff Library and Theology Librarian A liberative education doesn’t tell you what to think, nor does it provide a set of verbal indicts—we’ll teach you how to think. You'll learn how to gather information, analyze, and synthesize. Don't worry about the "gathering"... that's the easy part. We have peer support, information specialists, and a theology librarian to help you find the information you need. Woodruff Library provides access to scholarly books, journals, eBooks, and databases of full text articles from scholarly journals. To begin using these materials, visit the library web page http://www.auctr.edu Mr. Brad Ost, Theology Librarian is available to assist you at the AUC Woodruff Library campus, via chat on the library’s home page, or by emailing him at [email protected]. You may contact the library at (404) 978-2067. If you attend classes online, please check your course management page.