Syllabus Instructor: Mary Jensen
SP/PC683 DI: 4 credits Phone: 651-635-8661
Spiritual, Emotional, and Relational Development in Adulthood E-mail:
Bethel Seminary, Spring 2008 Virtual office hours:
March 24-May 30, 2008 Wednesdays
1:00-3:00 pm
7:00-9:00 pm by appointment
Course Description
This course examines processes of spiritual, emotional, psychological, and relational growth. Students will explore both biblical and scientific models for growth, paying special attention to the link between spiritual, emotional, and relational maturity and well-being. This course will be taught in a distance-only format using blackboard for student interaction.
Course Objectives: Students should be able to:
· Demonstrate an understanding of current social science theory related to adult development
· Develop a plan for their own continued spiritual, emotional, and relational growth
· Identify barriers to attaining spiritual, emotional, and relational maturity
· Understand the connection between spiritual, emotional, and relational development
Required Texts
Fowler, J.W. (1995). Stages of faith: The psychology of human development. New York: HarperOne. ISBN: 0060628669
Kegan, R. (1982). The evolving self: Problem and process in human development. Boston, MA: Harvard University Press. ISBN: 0674272315
Shults, F.L. & Sandage, S.J. (2006). Transforming spirituality: Integrating theology and psychology, Grand Rapids, MI: Baker Academic. ISBN: 08012823X
Optional Text: This text is out of print. However, some new and used copies are available through Amazon.com and MBS Direct. This is a gem of a book if you can get your hands on it.
Stokes, K. (2003). Dynamics of adult faith development: Faith is a verb. Mystic, CT: Twenty-third Publications. ISBN: 0896223973
Required Articles: (posted on Blackboard)
Capps, D. (2004). The decades of life: Relocating Erikson’s stages. Pastoral Psychology, 53(1), 3-32.
Kirkpatrick, L.A. (1992). An attachment-theory approach to the psychology of religion. The International Journal for the Psychology of Religion, 2(1), 3-28.
Course Requirements
1. Introductory Metaphor: (10 points) Each student is asked to submit a brief (not more than one page) summary in which they identify a metaphor that describes their current formation experience and reflect on the ways in which their current spiritual, emotional, physical, and relational experiences may be represented in the metaphor. Post on Blackboard no later than Friday, March 28.
2. Participation in Discussion Forums: (6 weeks X 5 points/week=30 points total) Discussion forums will be initiated on Blackboard to correspond with each of the required texts. Students are required to participate at least once within each discussion thread. This participation may be a direct response to the instructor-posed question or engagement in dialogue with other students. See weekly schedule for posting deadlines. Students are also invited to start new threads regarding topics that may emerge from their reflection on the reading.
3. Article Response papers: (10 points each=20 points total) Each student will write a response paper (2-3 pages) regarding each of the assigned articles. These papers should represent the student’s critique and personal application of the article content, not a summary of the article. Response to Capps article due by April 27. Response to Kirkpatrick article due by May 11.
4. Movie/Novel analysis: (10 points) Each student will analyze one of the main characters (Noah OR Allison) in the movie, “The Notebook,” identifying the adult developmental themes that are portrayed. Based on the information available in the film, trace the character’s spiritual, emotional, psychological, and relational developmental journey, describing and citing evidence of your analysis. Alternative: Students may also choose to reach the novel by Nicholas Sparks and respond to the book instead of the movie version. In either case this paper should be 3-5 pages long.
5. Personal Narrative and Analysis: (20 points) Each student will write a narrative account of their adult journey of personal transformation. In the second half of the paper, students will analyze their journey using the models and theories explored in the course and will reflect on the ways that their personal metaphor has persisted or changed over the course of the quarter. More specific guidelines will be posted on Blackboard. Paper length not to exceed 10 pages.
6. Personal Development Plan: (10 points) Each student will identify and describe an invitation to growth that has emerged this quarter in each of the following areas: spiritual, emotional, psychological, and relational development. Students will select one specific “next step” that they wish to take in their own development, identify strategies that will support their process, and describe expected outcomes. Students will summarize the ways in which attending to this one developmental invitation might have an integrative impact on their overall formation journey. A template will be posted on Blackboard to assist students in the completion of this project. Total length 3-5 pages.
Grading:
A: 90-100 points
B: 80-89 points
C: 70-79 points
D: 60-69 points
F: Below 60 total points
Week-by-Week Course Schedule
Week 1: March 24-30
· Write and post Introductory Metaphor assignment by Friday, March 28
· Read each other’s metaphor paper on Blackboard without comment.
Week 2: March 31-April 6
· Read Fowler Parts I & II: Chapters 1-11
· Respond to Blackboard Discussion Forum questions no later than midnight, Sunday, April 6
· Optional: Read Stokes Chapters 1-4. Incorporate insights and comparative observations into Fowler discussion forum.
Week 3: April 7-13
· Read Fowler Parts III & IV: Chapters 12-21
· Respond to Blackboard Discussion Forum questions no later than midnight, Sunday, April 13
· Optional: Read Stokes Chapters 5-8. Incorporate insights and comparative observations into Fowler discussion forum.
Week 4: April 14-20
· Read Kegan Prologue and Part I: Chapters 1-3
· Respond to Blackboard Discussion Forum questions no later than midnight, Sunday, April 20
Week 5: April 21-27
· Read Kegan Part II: Chapters 4-9
· Respond to Blackboard Discussion Forum questions no later than midnight, Sunday, April 27
· Submit Capps article response paper to professor no later than midnight, Sunday, April 27
Week 6: April 28-May 4
· Read Shults and Sandage Introduction and Part 1: Chapters 1-5
· Respond to Blackboard Discussion Forum questions no later than midnight, Sunday, May 4
Week 7: May 5-11
· Read Shults and Sandage Part 2: Chapters 6-9
· Respond to Blackboard Discussion Forum questions no later than midnight, Sunday, May 11
· Submit Kirkpatrick article response paper to professor no later than midnight, Sunday, May 11
Week 8: May 12-18
· Read Fowler Part V
· Read Shults and Sandage Part 3: Chapter 10
· Watch/read “The Notebook” and submit character analysis to professor no later than midnight, Sunday, May 18
Week 9: May 19-25
· Submit Personal Narrative and Analysis to professor no later than midnight, Sunday, May 25.
Week 10: May 26-30
· Submit Personal Development Plan to professor no later than midnight, Friday, May 30.