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Course Syllabus

Intersession 2012

Teaching as a Theological Act: Foundations & Practices

CHED 0611

January 3-7, 2012 Tuesday to Saturday, 8:30 a.m. to 4:30 p.m.

Professor: Dr. Tom McCormick 905-888-0888

twmc@idirect.com Mail to:

c/o TYNDALE SEMINARY 25 Ballyconnor Court

Toronto, ON, Canada M2M 4B3

I. COURSE DESCRIPTION

This course explores the theological presuppositions that inform Christian education and ministry practices. Students will articulate and evaluate their working philosophy of educational ministry in light of biblical and systematic theology.

II. LEARNING OUTCOMES

We will examine the underlying theological presuppositions operative in a Christian philosophy of education. At the end of the course, the student should be able to:

1. Understand the educational relevance of key philosophical issues that impact education: metaphysics (ontology), epistemology (how do we know what we know) and axiology (ethics and aesthetics).

2. Articulate the theological-biblical presuppositions underlying these key philosophical issues, especially as related to the doctrines of God, Harmatology (sin & salvation), Christology, Pneumatology, Anthropology, Scripture, Missiology, and Ecclesiology.

3. Understand how these theological presuppositions affect one‟s own educational assumptions, and therefore one‟s educational policies and practices.

4. Articulate your own educational assumptions concerning the teacher and learner, human learning, curriculum and the learning environment, and incorporate your theological presuppositions and educational assumptions in a position paper on theology and educational practices.

5. Evaluate and critique educational practice with greater precision and depth.

6. Develop a personal theology of education, which serves as a beginning framework for teaching praxis.

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7. Familiar with important passages in the biblical text to establish a theological foundation for education.

8. Participate and grow together through prayer, worship and community.

III. COURSE REQUIREMENTS

A. REQUIRED TEXT

Smith, James. 2009. Desiring the Kingdom: Worship, Worldview, and Cultural Formation. Grand Rapids, MI: Baker Academic & Brazos Press. ISBN: 0801035775.

B. ASSIGNMENTS AND GRADING

The assignments are meant to foster the acquisition of competencies and objectives outlined above in at least three dimensions: information, transformation, and motivation.

1. Involvement (10%). Attendance, participation and completion of readings.

2. Personal, Reflective Journal (2x10=20%). DUE DATES: Tues & Thurs

Turn in a hard copy on your arrival first thing in the morning. Engage both theological and personal issues (1/2 for each). How have the assignments, including the previous day‟s class session impacted you? How have you been challenged, enlightened, changed? What is „stirring‟ in your heart? What questions, doubts, concerns, etc., do you have? Include prayers, musings, and possible emerging plans. How do you hear the voice of the Lord in the midst of your class-related work? Specify the theological issues are you wrestling with; the more detail the better. (3-5 pages each) Extra Credit for daily submissions.

3. A Reading Review of an approved book. (25%). DUE DATE: 12 February 2012. Present (i) an “abstract” (summary); (ii) your assessment of the unique contribution (parts i & ii answer “What?”) (iii) your “appreciative critique” (areas of dis/agreement with theological, biblical, philosophical reasons given); (iv) application to your teaching situation (your responsibilities and opportunities): “So what?” 10 pages maximum for the total.

4. Letter to Dr. Jamie Smith (10%). Due Date: 19 February 2012. Write a 3-5 pages letter to the author of Desiring God. Express your appreciation together with any concerns you have re that book.

5. Final Paper: (45%). DUE DATE: 26 February 2012.

Write a 12-15 page paper on a topic related to the Smith text and our in-class discussions. Be prepared to present a sketch of your topic to the class on Friday. Divide the paper into roughly 3-parts: (1) introduce your chosen topic together with a summary and brief elaboration of Smith’s position on that topic, specifying why and how that topic is theologically pertinent to education; (2) elaborate (analyze, expand, assess, critique, evaluate) the topic from your own further research & personal thinking; (3) apply your findings to the educational issue(s) noted in Part I: How would a consideration of your topic as introduced and elaborated in parts 1&2. 200 additional pages of reading is expected; include a bibliography.

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NB: All marking will be done in accord with the Seminary Grading Guidelines. Take

special note of integration „in the context of the course.‟ 1% point will be deducted for every day late beyond the due dates noted.

C. GENERAL GUIDELINES FOR THE SUBMISSION OF WRITTEN WORK

1. In addition to the guidelines mentioned above, assignments 3 and 4 should demonstrate the following characteristics:

Students should submit written work in a style consistent with the model set out in the Chicago-Style Quick Guide (Tyndale e-resource) or the full edition of the Chicago Manual of Style Online, especially ch. 14. Written work ought to be free of spelling mistakes, punctuated correctly, and adhere to basic rules of grammar. It is expected that written work will be submitted in a clear, straight-forward style of academic prose (cf. the guidelines in Strunk and White, Elements of Style). Written work ought to betray a clear organization, argument and coherent thought. (All written assignments are due at the beginning of the class falling the due date). Ensure that you have accurately and fully documented source used in your paper (footnotes are preferred, endnotes or, in the case of a review, parenthetical references may be used). Documentation and notes should also be consistent with the Turabian model.

2. Students should consult the current Academic Calendar for Academic Polices on Academic Honesty, Gender Inclusive Language in Written Assignments, Late Papers and Extensions, Return of Assignments, and Grading System. The Academic Calendar is posted on www.tyndale.ca/registrar/calendar. Hard copies are available in the Admissions Office.

D. SUMMARY OF ASSIGNMENTS AND GRADING

Evaluation is based upon the completion of the following assignments:

Involvement 10 %

Personal, Daily Journal 20 %

The Reading Review 20 %

Letter to JKA Smith 10%

Final Paper 40 %

TOTAL GRADE 100 %

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IV. SELECTED BIBLIOGRAPHY

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Anthony, Michael J. (ed) Introducing Christian Education – Foundations for the Twenty-first Century. Grand Rapids: Baker Academic, 2001.

Anthony, Michael J. and Warren S. Benson. Exploring the History and Philosophy of Christian Education: Principles for the 21st Century. Kregel Publications, 2003.

Apple, Michael W. (1995). Democratic Schools, Alexandria, VA: Association for Supervision and Curriculum Development

Apple, Michael W. (1996). Cultural Politics and Education, New York and London: Teachers College, Columbia University

Astley, Jeff. The Philosophy of Christian Religious Education. Birmingham, AL: Religious Education Press, 1994.

Bloom, Alan. The closing of the American mind. Simon & Schuster, 1987.

Boys, Mary C. Biblical Interpretation in Religious Education. Birmingham, AL: Religious Education Press, 1980.

Boys, Mary C. Educating in Faith: Maps and Visions. Kansas City, MO: Sheed & Ward, 1989.

Brumbaugh, Robert. Philosophers on education: Six essays on the foundations of Western thought. University Press of America, 1986.

Burgess, Harold W. Models of Religious Education: Theory and Practice in Historical and Contemporary Perspective. Wheaton, IL: Victor, 1996.

Bushnell, Horace. Christian Nurture. USA: Charles Scribner, 1861; reprint, Grand Rapids, MI: Baker Book House, 1979.

Clark, Robert E. Christian education: Foundations for the future. Moody Press, 1991.

Davis, John Jefferson. Foundations of Evangelical Theology. Grand Rapids, MI: Baker Book House, 1984.

De Jong, Norman. Philosophy of Education: A Christian Approach. Nutley, NJ: Presbyterian and Reformed, 1977.

Dewey, John. Experience and education. Macmillan Publishing Company, 1938.

Downs, Perry G. Teaching for Spiritual Growth: An Introduction to Christian Education. Grand Rapids, MI: Zondervan, 1994.

Dykstra, Craig, and Sharon Parks, eds. Faith Development and Fowler. Birmingham, AL: Religious Education Press, 1986.

Dykstra, Craig. Vision and Character: A Christian Educator’s Alternative to Kohlberg. New York, NY: Paulist, 1981.

Eisner, Elliot W. The educational imagination: On the design and evaluation of school programs. Third edition. Merrill/Prentice Hall, 2002.

Erickson, Millard J. Christian Theology. Second edition. Grand Rapids, MI: Baker Book House, 1998.

Fackre, Gabriel. The Christian Story: Authority: Scripture in the Church for the World. Vol. 2, A Pastoral Systematics. Grand Rapids, MI: Eerdmans, 1987.

Ferré, Nels F. S. A Theology of Christian Education. Philadelphia: Westminster, 1967.

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Fine, Michelle and Lois Weis (2003). Silenced Voices and Extraordinary Conversations: RE-Imagining Schools.

Flecha, Ramon. Sharing words - theory and practice of dialogic learning, Lanham, MD: Rowman & Littlefield.

Fowler, James W. Becoming Adult, Becoming Christian: Adult Development and Christian Faith. San Francisco: Jossey-Bass, 2000.

Fowler, James W. Stages of Faith: The Psychology of Human Development and the Quest for Meaning. San Francisco, CA: Harper & Row, 1981.

Francis, Leslie J., and Adrian Thatcher, eds. Christian Perspectives for Education: A Reader in the Theology of Education. Leominister, UK: Fowler Wright, 1990.

Frankena, William K. Philosophy of Education. New York, NY: Macmillan, 1965.

Freire, Paulo (1970). Cultural action for freedom, Cambridge: Harvard Educational Review.

Freire, Paulo (1976). Education, the practice of freedom. London : Writers and Readers Publishing Cooperative

Freire, Paulo (1987). Literacy: reading the word and reading the world. South Hadley, Mass. : Bergin & Garvey Publishers

Freire, Paulo (1989). Learning to question : a pedagogy of liberation, New York: Continuum.

Freire, Paulo (1990). Education for a Critical Consciousness, Vol. 1, Continuum International Publishing Group.

Freire, Paulo (1992). Pedagogy of Hope, Continuum International Publishing Group.

Freire, Paulo (1994). A Pedagogy for Liberation: Dialogues on Transforming Education, Greenwood Publishing Group, Incorporated. With Ira Shor.

Freire, Paulo (1995, 1970). Pedagogy of the Oppressed – New Revised 20th Anniversary Edition, New York: Continuum.

Freire, Paulo (1996). Letters to Cristina- Reflections on My Life and Work, New York and London: Routledge.

Freire, Paulo (1997). Teachers as Cultural Workers: Letters to Those Who Dare Teach, Westview Press.

Freire, Paulo (2001). Pedagogy of Freedom: Ethics, Democracy and Civic Courage, Rowman & Littlefield Publishers, Inc.

Freire, Paulo. (1973) Education for critical consciousness. New York: Seabury Press.

Freire, Paulo. (1993). Pedagogy of the city, New York : Continuum

Freire, Paulo. Pedagogy of the Oppressed. Continuum Publishing Company, 1990.

Gabelein, Frank E. "Toward a philosophy of Christian education." In Rethinking Education: Selected Readings in the Educational Ideologies, ed. William F. O‟Neill, 173-81. Kendall/Hunt Publishing, 1983.

Gabelein, Frank E. The Christian, the Arts, and the Truth: Regaining the Vision of Greatness. Edited by D. Bruce Lockerbie. Multnomah Press, 1985.

Gaebelein, Frank E. The Pattern of God’s Truth: Problems of Integration in Christian Education. New York: Oxford University Press, 1954.

Gangel, Kenneth O & Warren S. Benson. Christian Education: Its History & Philosophy. Chicago: Moody Press, 1983.

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Gangel, Kenneth O. & Hendricks, Howard G. (ed) The Christian Educator’s Handbook on Teaching. Wheaton: SP Publications, 1988.

Gangel, Kenneth O., and Warren S. Benson. Christian Education: Its History and Philosophy. Chicago, IL: Moody Press, 1983.

Gilligan, Carol. In a Different Voice: Psychological Theory and Women’s Development. Cambridge, MA: Harvard University Press, 1982.

Giroux, Henry A. (2000). "Pedagogy of the Depressed: Beyond the New Politics of Cynicism", http://www.gesis.ucla.edu/courses/ed253a/Giroux Depressed02.htm

Giroux, Henry A. (2000). Stealing innocence- youth, corporate power and the politics of culture, New York: St. Martin‟s Press.

Giroux, Henry A. (2003). The Abandoned Generation: Democracy Beyond the Culture of Fear

Graendorf, Werner C. (ed) Introduction to Biblical Christian Education. Chicago: Moody Press, 1981.

Grassi, Joseph A. Teaching the Way: Jesus, the Early Church, and Today. Washington, DC: University Press of America, 1982.

Groome, Thomas H. Sharing Faith: A Comprehensive Approach to Religious Education and Pastoral Ministry. San Francisco, CA: Harper & Row, 1991.

Groome, Thomas H. Christian religious education: Sharing our story and vision. Jossey-Bass, 1980/1999.

Gutek, Gerald L. Cultural Foundations of Education – A Biographical Introduction. New York: Macmillan Publishing Company, 1991.

Habermas, Ronald, and Klaus Issler. Teaching for Reconciliation: Foundations and Practice of Christian Education Ministry. Grand Rapids, MI: Baker, 1992.

Harris, Maria. Teaching and Religious Imagination: An Essay in the Theology of Teaching. San Francisco: Harper & Row, 1987.

Havinghurst, Robert J. Developmental Tasks and Education. New York. NY: David McKay, 1961.

Heie, Harold and David Wolfe. The reality of Christian learning: Strategies for faith-discipline integration. Wm. B. Eerdmans Publishing Company, 1987.

Hendley, Brian. Dewey, Russell, Whitehead: philosophers as educators. Southern Illinois University Press, 1986.

Hess, Carol Lakey. Caretakers of Our Common House: Women’s Development in Communities of Faith. Nashville: Abingdon, 1997.

Hill, Brian V. That we may learn: Towards a Christian view of education. Paternoster Press, 1990.

Hodgson, Peter C. God’s Wisdom: Toward a Theology of Education. Louisville, KY: Westminster/John Knox, 1999 [Full text available as NetLibrary ebook].

Holmes, Arthur F. Building the Christian academy. William B. Eerdmans Publishing Company, 2001.

hooks, bell (1994) Teaching to Transgress: Education as the Practice of Freedom, New York: Routledge.

hooks, bell (1995). killing rage – ending racism, New York: An Owl Book

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Horne, Herman H. Jesus the Teacher: Examining His Expertise in Education. Revised and updated by Angus M. Gunn. Grand Rapids, MI: Kregel, 1998.

Jacobsen, David A. Philosophy in classroom teaching. 2 ed. Merrill/Prentice Hall, 2003.

Joy, Donald M., ed. Moral Development Foundations: Judeo-Christian Alternatives to Piaget/Kohlberg. Nashville, TN: Abingdon, 1983.

Kienel, Paul A. ed. The philosophy of Christian school education. ACSI 1995.

Knight, George R. Philosophy and Education: An Introduction in Christian Perspective. 3rd ed. Berrien Springs, MI: Andrews University Press, 1998.

Kohlberg, Lawrence. Essays in Moral Development. Vol. 1, The Philosophy of Moral Development. San Francisco, CA: Harper & Row, 1981.

Kozol, Jonathan (1991). Savage Inequalities - Children in America‟s Schools, New York: Harper Perennial

Kozol, Jonathan (2001) and John Merrow. Choosing Excellence, Scarecrow Press, Inc.

Kozol, Jonathan (2001). Ordinary Resurrections: Children in the Years of Hope, HarperCollins Publishers.

Lawson, Kevin E. Theology and Christian Education: Dialogue on Theological Foundations and Issues Since 1940: An Annotated Bibliography. Louisville: North American Professors of Christian Education; Colorado Springs: Cook, 1998.

LeBar, Lois E. Education that is Christian. Old Tappan, NJ: Fleming H. Revell, 1981.

LeBar, Lois. Education that is Christian. Victor Books, 1989.

Lockerbie, D. Bruce. A Passion for Learning: A History of Christian Thought on Education. 2nd edition. Purposeful Design Publications, 2007.

Loder, James E. The Logic of the Spirit: Human Development in Theological Perspective. San Francisco: Jossey-Bass, 1998.

Loder, James. The Transforming Moment. Helmers and Howard, 1989.

Lynn, Robert W., and Elliott Wright. The Big Little School: Two Hundred Years of Sunday School. Rev. ed. Religious Education Press, 1980.

Marino, Joseph S. Biblical Themes in Religious Education. Birmingham, AL: Religious Education Press, 1983.

McLaren, Peter ( 1998). Life in schools: An introduction to critical pedagogy in the foundations of education (3rd edition), New York: Longman.

McLaren, Peter (1993). Schooling as a ritual performance: Towards a political economy of educational symbols and gestures (2nd edition), London and New York: Routledge.

McLaren, Peter (1994). Between borders: Pedagogy and the politics of cultural studies (co-edited with Henry Giroux), London and New York: Routledge.

McLaren, Peter (1995). Critical Pedagogy and predatory culture: oppositional politics in the postmodern era, London and New York: Routledge.

McLaren, Peter (1999). Schooling as a ritual performance: Towards a political economy of educational symbols and gestures (3rd edition), Lanham, MD: Rowman & Littlefield Publishers, Inc.

McLaren, Peter (2000), Che Guevara, Paulo Freire, and the Pedagogy of Revolution, Lanham, Boulder, New York, Oxford: Rowman & Littlefield Publishers, Inc.

McLaren, Peter (2001). Revolutionary Social Transformation: Democratic Hopes, Political Possibilities and Critical Education, Greenwood Publishing Group Incorporated.

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McLaren, Peter and Landshear, Colin, editors, (1994) Politics of liberation: paths from Freire, London, New York: Routledge.

Melchert, Charles F. Wise Teaching: Biblical Wisdom and Educational Ministry. Harrisburg, PA: Trinity, 1998.

Miller, Randolph Crump, ed. Theologies of Religious Education. Birmingham, AL: Religious Education Press. 1995.

Moran, Gabriel. Interplay: A Theory of Religion and Education. Winona, MN: St. Mary‟s Press, 1981.

Murphy, Debra Dean. Teaching that Transforms: Worship at the Heart of Christian Education. Grand Rapids: Brazos Press, 2004.

Oppewal, Donald. editor. Voices from the Past: Reformed Educators. University Press of America, 1997.

Osmer, Richard R. A Teachable Spirit: Recovering the Teaching Office in the Church. Louisville, KY: Westminster/John Knox. 1990.

Ozmon, Howard A. and Samuel M. Craver. Philosophical Foundations of Education. 7th. Edition. Pearson Education, Inc., 2003.

Palmer, Parker. To Know as We are Known: A Spirituality of Education. Harper and Row, 1983.

Parker J. Palmer. 2007. The courage to teach : exploring the inner landscape of a teacher's life. San Francisco, Calif.: Jossey-Bass

Pazmiño, Robert W. By What Authority Do We Teach? Sources for Empowering Christian Educators. Grand Rapids, MI: Baker, 1994; reprint Eugene, OR: Wipf and Stock, 2002.

Pazmiño, Robert W. Foundational Issues in Christian Education. Grand Rapids MI: Baker Books, 1997.

Pazmiño, Robert W. Foundational issues in Christian education: An Introduction in Evangelical Perspective. 3rd edition. Baker Academic Press, 2008.

Pazmiño, Robert W. God our Teacher: Theological Basics in Christian Education. Baker Academic Press, 2002.

Pazmiño, Robert W. Principles and Practices of Christian Education: An Evangelical Perspective. Grand Rapids, MI: Baker, 1992; reprint Eugene, OR: Wipf and Stock, 2002.

Peterson, Michael L. Philosophy of Education: Issues and Options. Downers Grove, IL: InterVarsity Press, 1986.

Piaget, Jean, and Barbel Inhelder. The Psychology of the Child. New York, NY: Basic Books, 1969.

Reed James E, and Ronnie Prevost. A history of Christian education. Broadman & Holman Academic, 1998.

Reed, James E. Ronnie Provost. A History of Christian Education. Nashville Tennessee: Broadman and Holman, 1993.

Richards, Lawrence O. A Theology of Christian Education. Grand Rapids, MI: Zondervan, 1975.

Richards, Lawrence O., and Hoeldke, Clyde. 1988. A Theology of Church Leadership. Grand Rapids, MI: Zondervan, 1988.

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Schipani, Daniel S. Religious Education Encounters Liberation Theology. Birmingham, AL: Religious Education Press, 1988.

Seymour, Jack L., and Donald E. Miller, eds. Theological Approaches to Christian Education. Nashville, TN: Abingdon, 1990.

Seymour, Jack. Mapping Christian Education: Approaches to Congregational Learning. Nashville, TN: Abingdon, 1997.

Shor, Ira and Pari, Caroline, editors (1999). Education is politics - critical teaching across differences K-12, Portsmouth, NH: Boynton/Cook Heinemann

Shor, Ira, editor (1987). Freire for the Classroom - a Sourcebook for Liberatory Teaching, Portsmouth, NH: Boynton-Cook.

Smart, James D. The Teaching Ministry of the Church: An Examination of the Basic Principles of Christian Education. Philadelphia: Westminster, 1954.

Smith, David I (ed) & JKA Smith (ed). 2011. Teaching and Christian Practices: Reshaping Faith and Learning. Wm. B. Eerdmans Publishing Company.

Smith, James. Desiring the Kingdom: Worship, Worldview, and Cultural Formation. Baker Academic & Brazos Press, 2009.

Stein, Robert H. The Method and Message of Jesus’ Teachings. Rev‟d ed. Philadelphia: Westminster, 1995.

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Torres, Carlos Alberto (ed.), Challenges of urban education : sociological perspectives for the next century, Albany : State University of New York Press, 2000.

Torres, Carlos Alberto and Nicholas C. Burbules, editors. Globalization and education : critical perspectives, New York: Routledge, 2000.

Tye, Karen B. Basics of Christian Education. St. Louis, MO: Chalice, 2000.

Van Til, Cornelius. Essays on Christian Education. Nutley, NJ: Presbyterian & Reformed, 1977.

Westerhoff, John H. III. Spiritual Life: The Foundation for Preaching and Teaching. Louisville, KY: Westminster/John Knox, 1994.

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Westerhoff, John Jr., John H. Will our children have faith? Seabury Press, 1976.

Wilhoit, James C. & Dettoni, John M. (ed) Nurture That Is Christian – Developmental Perspectives on Christian Education. A Bridgepoint Book, 1995.

Wilhoit, Jim. Christian Education and the Search for Meaning. 2d ed. Grand Rapids, MI: Baker, 1991.

Wolterstorff, Nicholas P. Educating for Life: Reflections on Christian Teaching and Learning. Edited by Gloria Goris Stronks and Clarence W. Joldersma. Baker Academic, 2002.

Wyckoff, D. Campbell. Theory and Design of Christian Education Curriculum. Philadelphia, PA: Westminster, 1961.

Zuck, Roy B. Spirit-Filled Teaching: The Power of the Holy Spirit in Your Ministry. Nashville: Word, 1998.

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Zuck, Roy B. Teaching as Jesus Taught. Grand Rapids: Baker, 1995.

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V. COURSE SCHEDULE, CONTENT

(see attached)

Vi. REQUIRED READINGS

For Day 1: Smith: Introduction, pp. 17-37

For Day 2: Smith: Chapters 1-2, pp. 37-88

For Day 3: Smith: Chapters 3-4a, pp. 89-139

For Day 4: Smith: Chapter 4b-5a, pp. 139-190

For Day 5: Smith: Chapters 5b-6, pp. 190-230

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Tuesday Wednesday Thursday Friday Saturday

A.

8:30-

10:00

Introductions

*Worship *Introductions

* Expectations * Intro to the course

“What is Education?

…biblical goals”

Worship

Biblical Meditation

Worship

Biblical Meditation

Worship

Biblical Meditation

Worship

Biblical

Meditation

***

Review of Key

Concepts:

“Desire”, etc.

Discussion of

Readings:

Reading Guide

Questions

Discussion of

Readings:

Reading Guide

Questions

Discussion of

Readings:

Reading Guide

Questions

10:00-10:20 Break Break Break Break Break

B.

10:20-

12:00

Teaching as a Theological Act

in light of

Our Educational Heritage

in light of Teaching as a Theological Act

(continued) (continued) (continued) (continued)

Discussion:

Chapter 6

Christian

Educational

Philosophy (Axiology)

&„our Doctrines‟

Christian

Educational

Philosophy (Ontology)

& „our Doctrines‟

Christian

Educational

Philosophy (Epistemology)

& „our Doctrines‟

Discussion: Chapter 6

(student

presentations)

12-1 Lunch Lunch Lunch Lunch Lunch

C.

1:00-2:00

Worship/Cohort Groups (of 2-3):

Personal “Edge Issues”/Prayer

Worship/Prayer

Case Study

Great Debaters

(portions)

Worship/Prayer Case Study

Mr Holland’s Opus

(portions)

Buffer (To Sir with Love)

(student

presentations)

D.

2:00-3:00 Case Study

“Dead Poets …” (portions)

In Class Reading

(Integral Wholism)

In Class Reading

(Narnia)

In Class Reading

(Palmer)

3:00-3:15 Break Break Break Break Break

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Teaching as a Theological Act: Foundations & Practices--CHED 0611

January, 2012

E.

3:15-4:20 DEMO: ESL

(Halloween--Virtues) DEMO: MLE

(A Mission Call) DEMO:

LanguaCulture +

GAP (Creativity)

DEMO: Math &

Science (The Limit &

The Field)

(student

presentations)

F.

-4:30 Debrief/Critique

Prayer

Debrief/Critique

Prayer

Debrief/Critique

Prayer

Debrief/Critique

Prayer

Summary,

Conclusions,

Prayer +

Evaluations

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