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Muriel Orevillo-Montenegro shows how Christian ethics must have a transformational role. This is especially the case when Christian ethics address the marginalized women of Asia. She shows how Asian women are developing indigenous Christologies and associated ethical practices. For example, Muriel Orevillo-Montenegro writes of the plight of many young girls in the Philippines. Cartels traffic these girls for sex with foreign tourists. The legal and policing systems that should protect these girls ignore and abuse them. They are seeking justice.

Muriel Orevillo-Montenegro shows how Filipino women are exploring the person and work of Jesus afresh. They are meeting Jesus, the Wounded Healer, as wounded healers. Her prophetic ministry, her dances, her songs and rituals, must provide healing and inspiration to the wounded spirits out there. Her insights about peace, theology, and justice are rooted in ministry among the poor and marginalized peoples in Nairobi, Cairo, Bangkok, and major cities in the United States. Nikki Toyama-Szeto writes about shalom, justice, the kingdom of God, Asian American female Christian faith and experiences, and racial reconciliation.

Rita Nakashima Brock writes about spirituality and moral injury, theologies of war and peace, theologies of peace and suffering, postcolonial and feminist theologies, human sexuality and liberation, and ecotheology and creation care. Rita Nakashima Brock does not self-identify as an Asian female theologian, but as an Asian American feminist theologian.

She is an acclaimed speaker and trainer, whose writing and speaking focus on ethnicity, evangelism, and the arts. She is especially passionate about helping Christian integrate evangelism with ethnic reconciliation, justice, beauty, and technology. She explores how our brokenness around ethnicity can be healed and restored.

Women make up more than half of the church. We chose the 18 Asian female theologians featured in this article not because they are necessarily more important than other Asian female theologians, but rather because these 18 have been influential in our personal spiritual formation, in our lives, and in our theology. These are more Asian female theologians we think you should know about and read. We also offer some examples of their books or articles. We hope that you, like us, will grow to love and value the work of Asian female theologians and activists.

If you think we should add an Asian or Asian American, or Asian American feminist female theologian, biblical scholar, or theologian-activist to this list, please let us know! Agnes M. Barbara M. Mohanty is not a theologian, but her acclaimed work offers excellent insight into postcolonial transnationalist Asian feminist theory. Christine J.

Courtney T. Diane G. Eunny P. Gale A.

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Yee self-identifies as an Asian American feminist biblical scholar. Glory E. Grace M. Hope S. Janelle S. Janette H. Jeane C. Jessica W. Judette A. Kristen S. Liza B. Mary F. Norma P. Rachel A. Sharon A. She was born in Seoul, South Korea, and moved to China at age Jessie has served in mission in China, Australia, Cambodia, and Vietnam. Her areas of interest include mission, pastoral care, and caring for people. She is pursuing ordination for pastoral ministry with the Baptist Churches of Australia in order to become a pastor and missionary. A global citizen and a passionate disciple of Jesus, Jessie writes and translates theology posts in English, Korean, and Chinese, and edits and produces videos and podcasts on global theology and World Christianity.

He is Senior Lecturer at the University of Divinity. Graham has written 6 books. Copying and republishing this article on other Web sites, or in any other place, without written permission is prohibited. Introducing Asian Feminist Theology. Sheffield: Sheffield Academic Press, In this quote, Pui-lan is referring specifically to Asian feminist theologians and their plurality, diversity, and large number. Henriette Marianne Katoppo Henriette Marianne Katoppo was an Indonesian feminist theologian and novelist, whose novels and theological works received international acclaim.

Ma Julie C. PS is recommended. William Franklin. This course surveys the history of the development of Anglican liturgies from the Reformation to the present, with specific attention to the influence of theological and social movements on Christian worship. The central theme of the course is the formation and revisions of The Book of Common Prayer in response to social, political, and theological debates, and the link between worship and movements for social justice and evangelism.

The focus is on Anglicanism in Great Britain and the United States, but parallel developments of distinct, not just colonial, African, Asian, Oceanic, and Latino expressions of Anglican liturgy are addressed throughout in lectures and in reading assignments. What does it mean to be called? What is the difference between a ministerial call and other vocational calls?

This seminar is designed to explore the theological and spiritual meanings and practical implications of ministerial calls. Critical engagement with call narratives, a development of a vocational statement, and engagement with practitioners in diverse ministerial vocations provide the foundation for appreciating the complex dynamics of a call. Formerly PT Through both praxis and reflection, students engage with issues in modern-day homelessness and the role faith communities may play in addressing it. Students explore how modern-day homelessness developed and grew in the United States, how it has been understood as a social problem, the history of advocacy and activism in response, what role moral discourse or ethical concerns from faith communities can play in the public debate.

The contemporary version of homelessness emerged in the s and grew dramatically in the s, expanding in numbers and demographic and geographic scope. Together we examine the theological, spiritual, and moral framework needed to challenge a system that criminalizes poor communities in a time of great abundance. What is the place for dance in worship? As worship? As ministry? How can we create, enrich, develop communities and faith through movement practice?

Incorporating and building on established practices of dance in worship — but also on contemporary forms that challenge, instigate, and commentate — this course explores possibilities for scholars who think in dance and through movement, to work at the intersection of faith, scholarship, social justice and the arts.

This country is deeply divided. An immersive exploration of the intersections of theology and creativity through a critical engagement with museum exhibitions, film, theatre, music and dance performances throughout New York City. Students make three group excursions to arts events arranged based on individual schedules. Notes : Enrollment limited to twenty students. Meets once in September for orientation and scheduling, and once in December to discuss the class experiences.

The earth must be the ground zero of our thinking and practice. In this course, we learn about the ways our world is organized around a capitalistic system called extractivism. Extractivism is the ongoing work of coloniality, the ripping off of all natural and human resources, exterminating life on earth. This system organizes the political, theological, economic and emotional resources of the anthropocene.

We also learn how to respond to this way of being by creating rituals and liturgies based on readings, discussions and site visits.

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This course intends to create community through weekly Chapel rituals. We strive to learn how to create rituals that help us do the work of mourning collectively. Note : Responsibility for each Tuesday worship service in James Chapel is required. This course examines the history of norms, socio-cultural contexts, hermeneutics, and theologies that inform proclamation at the intersection of Black lived experiences in North America.

This examination will include attending to Black preaching traditions alongside other forms of proclamation. Students receive practical and theoretical grounding in the fundamentals of responding to common pastoral situations such as illness, grief, couples and families, crisis, addictions and violence, and self-care , with attention to the impact of social context race, gender, class. Students learn and practice pastoral listening skills through directed practicum work in small groups. The emphasis is on nondirective listening, but also includes spiritual companioning and crisis intervention and suicide prevention.

This course introduces students to psychoanalytic concepts and theories concerning self and other as they relate to our multiple racial and cultural identities that develop through psychic and social interaction at both the individual and group levels. We look at race as a dialectical category, socially constructed as a symbol while also being a material reality, i.

We consider dynamics of privilege, prejudice and oppression through psychoanalytic and socio-political lenses. Students are asked to raise critical questions about themselves and others as they become more familiar with psychodynamic and socialpolitical underpinnings of racial and cultural phenomena. The focus is clinical with the objective that students bring greater racial and cultural awareness to their own identities and interactions. PS and PS must be taken sequentially in one academic year.

Identical to FE This course introduces students to philosophical and Christian approaches to moral reasoning. An overview of primary approaches to moral reasoning, including virtue, deontology, utilitarianism, and liberation is explored. Students critically read works of major thinkers in Western ethical tradition, including Aristotle, Augustine, Aquinas, Calvin, Luther, Kant, and Mill. Additionally, ancient, medieval and Enlightenment sources are read in conversation with contemporary authors, including Traci West, Beverly Harrison, Patricia Hill Collins, and Chela Sandoval. The course aims to build our capacities to analyze social conditions and identify constructive and creative moral actions that may lead to more justice.

This introductory-level course examines contemporary Christian ethical and theological approaches to sexualities, genders and justice, and readings from queer ethicists including Beverly Harrison, Nikki Young, Marvin Ellison, Mark Jordan, and Emilie Townes. A social ethics analysis is explored concerning queer approaches to and accounts of families, pleasure, immigration, and gentrification, among other issues. This course takes on the so-called body problem in philosophical and theological discourse with special attention given to disability studies.

The study covers such themes as the erotic, materiality, flesh, power and representation, race and gender in works by a range of thinkers in disability studies, French phenomenology, feminist, black, womanist theologies, and postcolonial traditions. This course explores the groundwork of Christian theology: its premises, logic, and methods in comparison with the critical inquiry for self-understanding that goes on in other religions.

The goal is to examine and discuss things that theologians may take for granted in their engagement with the discipline. The underlying question of the course is whether the premises of theology can be defended in a secular, scientifically educated, religiously pluralistic, and seemingly relativistic culture in a way that makes sense to people sharing in this culture and approaching theology for the first time.

The course is meant for those who question all of these topics either through inattention or after some thought. The aim of this course is to provide a basic understanding of the nature of systematic theology as this discipline relates to contemporary social and political issues. Special attention is given to the emergence of liberal, orthodox, and neo-orthodox theologies in Europe and North America and to their impact on the rise of liberation theologies in Asia, Africa, Latin America, within U.

It is hoped that students not only clarify their own personal stance but, in addition, come to understand perspectives radically different from their own. Readings will be taken from twentieth-century sources. This course provides an introduction to womanist theology through a study of three decades of scholarship produced by womanist theologians in the United States and placed in conversation with black theology.

NGTT | Nederduitse Gereformeerde Teologiese Tydskrif

The course addresses a range of topics, including womanist biblical hermeneutics, Christology, pneumatology, soteriology, theological anthropology, theologies of embodiment, evil, sin and suffering, and eschatology. Womanist theologians e. Shawn Copeland and scholars of black theology e. This ethics course involves teaching of rudimentary knowledge and skills in ethical theory and reasoning, professional ethics, spiritual care approach to health care decision-making, goals of health care, illness experience, and other topics of concern.

Through reading, preparation and on-line group discussions, students have an opportunity to practice communication, reflection, listening, and reasoning in the moral and ethical dimensions of spiritual care and supervision. Note : Additional fees not charged for identity verification in distance education programs. In the final year, DMin students write a thesis or a final project. DM and DM must be taken sequentially in one academic year.

The goals of this year-course are to improve the quality of theses, and to strengthen the research and writing skills of students. The specific objectives for this half of the course include: 1 helping students formulate manageable research questions and 2 identifying resources for addressing those questions.

Students craft a satisfactory thesis proposal and a working resource list. UT and UT must be taken sequentially in one academic year. Highly recommended for MDiv students writing a thesis, and second-year MA students. PhD degree candidates who have completed their residency or tuition-unit requirements, without having completed the academic requirements, must register for this course in the semester immediately following the term in which the residency or tuition-unit obligation is satisfied. In the final year, students select of the following options a six credits for a thesis or a senior project or b six credits from elective courses.

Students declare the option chosen for fulfilling this final six-credit requirement by submitting the thesis proposal form to the registrar by the deadline as specified in the academic calendar. Students registered for UT and UT register for the 4-credit option, otherwise register for the 6-credit course. In the final year, MDiv students select one of the following options a six credits for a thesis or a senior project, or b six credits from elective courses. Students submit the thesis proposal form to the registrar by the deadline as specified in the academic calendar.

Note : Required for MA students. Consult the academic calendar regarding due dates for submissions of the thesis proposal form, the preliminary outline and bibliography, and the thesis.

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It can be written in either the fall or spring semester. The topic of the extended paper is established in collaboration with the instructor. Students must also register for the course in which the paper is completed. Note : Required for STM students. The paper does not carry curricular points of credit apart from the points normally assigned to the course in which it is written.

This seminar is committed to enhance the interdisciplinary nature of the Union PhD program, it invites faculty and other scholars from different fields to attend to the ongoing dialogue among the different disciplines.

The Praxis of Empathy - Michael Jimenez on Theology as Biography

Note : Required for first- and second-year PhD students. Open to all PhD students. Meets every other week. Given two times each semester — fall and spring. Register with an Language Exam Registration form. See dates listed in the academic calendar. Passing of two modern language exams is required for PhD students. Following completion of the MPhil requirements, students become eligible for the PhD and prepares a proposal for a dissertation that must be approved by the faculty.

Normally, the dissertation proposal will be submitted six months to one year following the completion of the comprehensive examinations. Students draft a proposal, which the principal advisers examine. When the advisers believe the proposal is ready for formal review by the faculty of the program in which it is being written, a hearing is set up with the student and at least three faculty who shall be members of the dissertation committee.

After this committee approves the proposal, the advisers notify the Academic Office in writing of the approval. PhD candidates register for this course in the semester in which the primary advisor indicates the dissertation is to be defended. This course is reflected on student transcripts following successful deposit of the PhD dissertation. By working on actual writing assignments students have in their current courses, this class seeks to illuminate the writing process in ways immediately applicable to students.

Singing diverse works from across the sacred choral spectrum, with participation in periodic Monday noon chapel services. A contemporary dance technique class framed within the investigation of dance in the context of worship. All levels of experience welcome, with the goal of advancing individual student development. May be repeated as audit, but taken only once for credit. Current day interest and life in intentional community has a rich and diverse history.

Within communities from the past to the present, the cultivation of spiritual practices is a central focus of intentional living. The medieval model provided by women and men living in Christian community furnishes a starting point for the historical study of intentional communities in this course, which also includes introduction to the different forms and orders of medieval monasticism and spiritual practice in community.

Through review of historical documents, films and museum site visits, students are introduced to historical examples of life in intentional community.

Political Theology

Through site visits to a Jewish eruv, Christian cloister and Islamic courtyard, students explore the different boundaries and peripheries of sacred space for each tradition. Students conclude the course with a review of current research and present their own proposals for intentional communities in contemporary context.

This course is designed for students who are preparing for the language exam in German. Starting with the basic elements of grammar and vocabulary, the course requires no prior knowledge of German, but does require intensive commitment. Students are introduced to the main problems of reading German. Corresponding to the requirements of the exam, the training focuses on the understanding and translation of scholarly theological texts; i. This course is designed for students who are preparing for the language exam in French.

Starting with the basic elements of grammar and vocabulary, the course requires no prior knowledge of French, but does require intensive commitment. Students are introduced to the main problems of reading French. This course is designed for students who are preparing for the language exam in Spanish. Prior knowledge of Spanish is not required, and students are introduced to the study of the basic grammatical forms and functions of the language. The course includes translation practice corresponding to the requirements of the exam. The training focuses on the understanding and translation of scholarly, especially theological texts; i.

How can we heal ourselves and our communities? How does our personal conduct, wellness, suffering, and trauma relate to interpersonal and transpersonal systems? How can we give our lives to universal liberation without sacrificing our own well-being? These are the questions at the heart of Yogacara Buddhism, which brings Early Buddhist and Mahayana thought and practice into an integrated approach to joyful, compassionate, altruistic living.

We study and engage in mindfulness practices for healing patterns of emotional reactivity, and non-dual teachings to heal our alienation from ourselves, our communities, and the vast, ineffable universe. Students move towards a deeper knowing of the fact that in every moment we participate in the whole of the world in all its beauty and harms, and that in every moment we can act for the liberation of all.

Cannot be taken for reading credit. This course teaches queer and non-binary theology of sacred sites.

Pagan Theology, Poetry, and Praxis

It shows what the sacred sites are needed for, how endangered they are and how to save them. Establishing an incarnational approach to buildings that neither elevates nor demeans them, it offers ways to steward them. The course highlights multi-use of sacred spaces as a way to be green, to be neighborly and to establish less distinction between sacralized and desacralized spaces.

It argues for hyper-use of open, public spaces in worlds where the privatization of space is rapidly increasing. Students learn how self-governing small institutions are foundational to larger democratic institutions. As seminarians graduate into economic crisis, how are we prepared for the poverty that awaits us in our congregations, our communities, our family, and even our debt-saddled job searches?

The Kairos Center believes that we are living in a kairos moment: A moment of great change and transition, where the old ways of doing things are breaking down, new ones are trying to emerge and decisive action is demanded. Special attention is given to the history of the Rev. Martin Luther King Jr. Students examine lessons gained from the history of the PPC, learn some basic information on poverty and community organizing, and participate in biblical study and theological reflection on building a social movement to end poverty, led by the poor.

What does it truly mean to minister and to serve as a chaplain that is oriented and rooted in Theravada Buddhism? In this course, we explore what the Theravada tradition brings to chaplaincy, including the influence of Buddhist ethics in the role as chaplain. This course is designed to support development and expansion in this sacred role.

All interested in spiritual care through early Buddhist perspectives are welcome. As our country endures one of the stormiest seasons in its political history, the witness of its faith leaders is more important than ever. Like many dissenting voices, however, progressive religious perspectives are too often either dismissed outright or confined to conversations happening far from the public square. This course aims to foster the skills necessary to conceive, write and place articles in the opinion sections of daily print newspapers and various online outlets.

Students are required to bring at least a pitch, and preferably a rough draft of a piece, to the first session. Through text study, conversation, and experiential exercise, this course is a community inquiry into the role of prophetic wisdom in societal transformation. Drawing insight and inspiration from sacred Scriptures as well as our own life experience, we ask: What wisdom can we draw from the Hebrew prophets to guide our social action? How does the liberating energy flowing throughout creation support our social justice endeavors?

How do we discern the prophetic action that we are called to engage? And how might this inquiry shape our next steps, individually and collectively?

Pagan Theology, Poetry, and Praxis

Students have an opportunity to explore spiritual practices that might help ground us in our most loving, wise and resilient selves while pursuing the challenging work of uprooting oppression. In the ten years since the launch of the Kairos Palestine Document, churches and Christians around the world have joined Palestinian Christians in taking up the call of loving non-violent resistance. This course looks at the Kairos Palestine Document, a statement of faith written prayerfully in by Palestinian Christians.

The course explores forms of loving resistance developed by the Kairos Palestine Document. It also reflects on the ways Palestinian Christians have called churches and Christians worldwide to stand in solidarity with Palestine. Finally, the course looks at the lessons that have come out of the Palestinian struggle and how these connect with other liberation struggles today. BX — Exegetical Practicum. Prerequisites : OT and NT BX — Guided Reading. Prerequisite : Permission of the instructor. BX — Guided Research. OT — Introduction to the Old Testament.

Prerequisites : OT and OT , or permission of the instructor. Prerequisite : OT OT E — Genesis. Prerequisite : BX or OT Note : An optional component for readers of Hebrew is included. OT — Guided Reading. OT — Guided Research. Prerequisites : NT and NT Note : Enrollment limited to twelve students. NT — Guided Reading.

NT — Guided Research. Note : Identical to PT Prerequisite : CH is highly recommended. Note : Enrollment limited to fifteen students. CH — Mary in the First Millenium. CH — Guided Reading. CH — Guided Research. Prerequisite : Restricted to degree-seeking students. IE — Buddhist Global Histories. IE — Women, Islam and Interpretation. IE — Zen Buddhist Texts. Prerequisite : IE or IE or permission of the instructor. IE — Guided Reading. IE — Guided Research.

CS — Guided Research.