Fall 2021

African Drumbeat Theology & Liberative Ethics

What contribution does the African continent offer the global “village” in terms of production and dissemination of Christian theological knowledge? Is it principally a consumer, producer, or both–epistemologically speaking? Further, what is the place of other sources of knowledge, e.g., the wisdom of the elders (sage philosophy), folklore, and other artistic expressions in the process of knowledge formulation, geared towards transformational theo-ethical engagement? Exploring answers to these and other related questions will form the core task of this course, which is designed to serve as an introduction to Constructive African Christian/Public Theology and Liberative Ethics. Students will be encouraged to learn through active participation, lectures, discussions, assigned readings, author case studies, and videos, and other modalities of instruction.

The Drumbeat theological approach explored in this course has been coined by the instructor and is conceived as having a two-fold component: literal and metaphorical. In the literal sense, the task of theologizing is deemed as compatible with music-making—the performing arts can provide a veritable arena for engaging deeply in matters to do with change-catalyzing theo-ethical reflection and action. Metaphorically, a call to beat the drums is an appeal for concerted justice-oriented advocacy that draws attention to socio-economic inequalities in society. Further, daring to talk of drumbeat in the same breath with Christian theology is a gesture of bold subversion. Since drums were largely banished from sacred/ecclesial spaces at the onset of the missionary enterprise in Kenya and most of the rest of Africa, to dare to reclaim their dance-eliciting sound for hallowed purposes is in effect a declaration of war—for the complete liberation of the African believers’ identity, in totality. Contention for a Drumbeat Theology is, therefore, a bold political statement, with equitable justice and restoration of holistic dignity as its rallying call, mandate, and telos.

Mode of instruction will take the Lecture/Discussion hybridized format(both In-person and Virtual/Zoom). Evaluation will be based on class participation, Voicethread interaction/s, a medium-length mid-term paper and a Final paper. This course is principally constituted for students in all Masters programs: M.Div; MASC; MA(GTU); MTS, Certificates etc. This course meets the SKSM Threshold requirements #1, 2, 4, 6 & 7. This is a Newhall doctoral fellowship course supervised by Dr. Lettini.

Body and Soul / Cuerpo Y Alma

“Decolonizing Latinx and Liberation Theologies.” This synchronous course will explore Latin American Liberation Theologies and embodied ritual practices that interrogate the body as a space of contention, resistance, and transformation.
Requirements: Weekly attendance and participation; Three individual five (5) page reflection papers; One collective class presentation. Examples of topics to be discussed:
1) Indigenous Ways of Knowing: The Lived Religious Experience.
2) Two-Spirits/Queer/GNC Latinx Bodies as Decolonizing Narratives of Resistance.
3) Fleshing the Spirit: Storytelling and Healing Rituals as Research and Theological Narratives.
Relates to SKSM Thresholds:4,5,6,8
Relates to MFC Comps: 1,3,4,6,7.
Both MASC and Div. degrees.

Chaplaincy Formation

Chaplaincy concentration at SKSM. Taken every semester, for 6 semester if you are in the MDiv program (for a total of 3 units)—this class will provide the container for pastoral and professional formation, in preparation for ordination and future service as a chaplain. Topics over the course of the 6 semesters will include: focus on one’s own spiritual path and formation as a chaplain; the requirements of working as a chaplain in multiple settings; how to function pastorally with boundaries and using pastoral authority; group dynamics and organizational behavior; as well as organizational culture, system and relationships. Depending on where you are at in the program will determine the content you will be studying. The monthly meetings will allow you to explore where you are at in your personal formation process along with your peers on the same journey. [Faculty Consent required; 20 max enrollment; Auditors excluded]

ChI Spirtual Direction II

For joint-program students participating in Chaplaincy Institute (ChI) courses as part of the Interfaith Chaplaincy and Ministry Certificate. This course is the second of four quarterly classes for the 21-22 cohort. The certificate is designed to inspire, nurture and educate those who are called to serve as Spiritual Directors in our increasingly diverse world. Our innovative program focuses on a combination of the study of world religions, an exploration of personal spirituality, and spiritual direction skills….all in a creatively infused context. Each course focuses on the development of practical skills and competencies for offering spiritual direction to persons of varying religious beliefs and backgrounds. This immersion in the arts of ministry combines pedagogies of theoretical, practical, and artistic learning.

This course is only for students who have been admitted to the SKSM-ChI joint program and is not available to other SKSM students or to students from other GTU schools. Meets Nov. 16-20, 9:00 am – 4:30 pm. REMOTE FORMAT

Children and Family Ministries

A broad introduction to the theory and practice of religious education and children and family ministries, with an emphasis on Unitarian Universalist congregations. Topics include history and philosophy of Unitarian Universalist children’s religious education and ministry, teaching methods and learning processes, human development, innovations in religious education for children and youth including multigenerational ministries and worship-centered models, and collegial relationships and professional standards for religious educators. Coursework includes a field placement in a local congregation’s religious education/children and family ministries program (2-3 times/ month), readings, weekly journaling, periodic written assignments, discussions, and a final project of significance to the student’s future ministry. Geared toward M.Div. students. Hybrid. Relates to Thresholds 7&1, and MFC competencies 3&7. Maximum 12 students.

Community Intern Reflection

This course is a peer group seminar for interns doing fieldwork in community field sites. It offers the@logical reflection, linking the experience in the internship to the student’s broad educational and vocational goals (praxis). The class is designed for students to assess their personal progress, gather support from peers and the instructor, integrate their internship experience into their degree program, and deepen the@logical practices to sustain religious leadership in community ministry. Students gather multi-religious sources of wisdom and inspiration, which serve as touchstones for group spiritual reflection. The course includes a required live web-based video seminar approximately twice a month, as well as weekly online discussion postings that orient the seminar sessions. This online course is synchronous on Zoom and counts as low residency; students must have consistent internet access to relevant technology. Evaluation is based on participation, depth of engagement with peers and resources, as well as written self-evaluations. Required for MDiv/ MASC students enrolled in credit for community internship during the same semester. Fulfills thresholds based on personal learning goals.

PREREQUISITES:SIMULTANEOUS ENROLLMENT IN COMMUNITY INTERNSHIP CREDITS FOR THE SEMESTER. FULL AND COMPLETE APPROVAL OF THE INTERNSHIP AGREEMENT BY THE DIRECTOR OF CONTEXTUAL EDUCATION, SITE SUPERVISOR AND FACULTY ADVISOR. STUDENT MUST SUBMIT DESCRIPTION OF APPROVED INTERNSHIP AND COPY OF AGREEMENT TO INSTRUCTOR PRIOR TO FIRST SESSION. ECO Core Intensive is a prerequisite. MAXIMUM ENROLLMENT: 6.

Congregation and Nonprofit Administration

Organization and administration can propel a congregation or non-profit organization thrive or wither. This course equips ministers and other religious leaders to provide effective and informed leadership in collaboration with staff and volunteers. Topics include fundraising and stewardship, budgeting and financial statements, recruiting and working with staff and volunteers, organizational systems and
le ading for growth and change, governance models, facilities and safety, and time management. Format includes lectures, discussion of readings, in-class exercises, guest speakers, and integrative papers.

Residential hybrid. Geared to MDiv, MA/MASC, DMin students. 15 max enrollment. Faculty consent required. Priority to SKSM students. Relates to SKSM thresholds 1 and MFC competency 5.

Congregational Intern Reflection

The Congregational Intern Reflection course is paired with the on-site experience of Congregational Internship. This course is for M.Div students. The Intern Ministers meet twice a month by Zoom to discuss progress on Learning Goals, development of pastoral/prophetic/ preaching voices, and integrating theory with skills. Students are expected to attend the January 2022 Congregational Intern Minister gathering at Starr King. Evaluation will be based on the Zoom conversations and the content of the mid-term and final evaluations. During the Internship experience, there are opportunities for all 8 Starr King Threshold Areas to be explored, as well as each of the UU Ministerial Fellowship Committee Competency Areas.

Hindu Ecowomanism and the Black Mother Goddess

Drawing on Hindu Goddess’ traditional lore, this synchronous online course explores the relationship of identity between ecology, women, and the Goddess as not symbolic or representational, but substantive and real. This indigenous non-dual epistemology stands in contrast to dominant dualistic epistemologies that tend to contain fragmented perspectives of reality. The symbiotic, porous, interdependent nature of reality is an embodied realization that takes place when the Black Goddess Kali dissolves the solipsism, the subject-object dichotomy that is part of the human condition. This course intertwines the three strands of Hindu Goddess ecowomanism: 1) Hindu Cosmology and the feminine principle; 2) the thealogy of the Black Mother Goddess 3) the voice of activists, scholars, and grassroots organizers in the face of environmental degradation and earth justice. This course will use a lecture & discussion format. Requirements include class participation, reading of required texts, and the submission of a final 20-page paper.

This is an Online Synchronous Course suitable for MDiv, MA/MTS, DMin, PhD/ThD students. No prior knowledge of Hindu studies is required. Relates to Threshold/s # 1, 2, 3, 4, 5, 6, 7, 8 and to MFC competency # 3, 4, 6, 7. Limited to 20 students.

Indigenous Roots in Diaspora

This course is co-taught by Leora Cockrell and Lauren Martinez. In this discussion, ritual and movement/embodiment-based course we will unravel the im/possibilities of embodying our indigenous roots in our diasporas. The instructors come from the African diaspora and European Jewish diaspora, respectively, and strive to hold a container that is welcoming and liberating for all while acknowledging we live on stolen Indigenous land. This course requires reflective journaling, participation in group discussions and a final group project. Pass/No Pass. MASC and MDiv students and the community welcome.

Prerequisite: Eco Core Intensive or equivalent experience. Thresholds: Spiritual Practice and Care of the Soul, Embodied Wisdom and Beauty. MFC Competency: Pastoral Care and Presence and Spiritual Development of Self and Other.

Course will be online synchronous. Enrollment limited to 18 and requires faculty approval. Please email: lcockrell@sksm.edu and lmartinez@sksm.edu your interest in the course and relevant experience: ECO Core Intensive or equivalent experience. Auditors excluded. [ECO Core Intensive or equivalent experience; Faculty Consent required; 18 max enrollment; Auditors excluded]

Introduction to African Spirituality

In the creation of our “Beloved Community,” this synchronous online course will ask and answer what contributions do the ancient spiritual wisdoms of Africa have to offer at this time? The course will consist of lectures, demonstrations and student participation. Class participation and final reflection paper will constitute student evaluations. Indigenous African Spiritualities differ from what we in the West may refer to as “religion.” There is no fixed creed or closed theological system as seen in some forms of Christianity and Islam. Indigenous African spiritualities are primarily based upon oral traditions and do not have a codified written text, like other major religions. African spiritualities are holistic. In them, any imbalance or disturbance is seen not only as personal but includes one’s social, family and village relationships and the relationship with one’s ancestors. They encompass at their most basic level a universal belief in survival and triumph over death and the immortality of the human soul. The course will be experiential in nature with links to how African Spiritualities can inform our communal and global pursuit of social justice. For MDiv, MASC and MA students. Relates to Thresholds 1,3, 6 and 8 and to MFC 1 and 3. [15 max enrollment; Auditors excluded]

Introduction to Islam

This course will give an introduction to the Islamic tradition in its religious, historical, and cultural contexts, paying particular attention to the diversity of expressions of Islam within each of these categories. The course will discuss the theological foundations of the tradition, the history of its development, and different expressions of its praxis that have evolved out of Muslim cultures and societies. It will also present contemporary issues related to Islam and Muslims, particularly in their representation throughout different types of media. Course format and evaluation: seminar, with final research paper/presentation on a specific topic or theme. Intended audience: all degree programs. High-residency, limited hybrid participation allowed.
Relates to SKSM Threshold: I, III, IV, VI. Relates to MFC: I, IV.

Leadership Along the Way

The rationale for this course is to develop one’s own life-regenerating leadership along the long arc of social change and transformation that existed before our time and will continue after us. We will explore ways of engaging and directing energy within an ecosystem so as to encourage diversity and distribution of leadership. This includes rediscovering our agency in challenging environments while leading in a way that honors the leadership present in any given moment, as well as the leadership that preceded and will follow such moments.
This course is online, synchronous, interactive, and informed by Taoist, Zen, and Somatic praxis. Students will be expected to complete readings, reflections, and activities that will deepen their leadership practice.
Relates to SKSM Thresholds 1, 3, 5, & 7, and MFC Comps 3, 5, & 7.
RECOMMENDED PREREQUISITE: ECO CORE INTENSIVE. MAXIMUM ENROLLMENT: 12.

Liberation, Social Justice, Bible

What does the Bible actually say about slavery, homosexuality, abortion, immigration, women’s roles, and more? In this course, we will discuss the ways in which the Hebrew Bible and the New Testament have been used to support movements of liberation and social justice as well as to support and justify oppressive and violent systems such as slavery, income disparity, sexism, homophobia, racism, and xenophobia. By situating biblical verses within their literary, cultural, and historical context, we will dismantle oppressive and kyriarchal readings. The overarching ethic of both the Hebrew Bible and the New Testament is liberation and social justice. However, this ethic has been obscured by oppressive readings which fail to account for context. The course will equip students with tools for countering systems of oppression through critical contextual readings of the sources, as well as by introducing intersectional feminist, postcolonial, queer, and ecological methodologies to “de-weaponize” Scripture. Students will use these hermeneutical tools to develop “flipped scripts” that speak to their own contexts. This approach will provide students with the ability to use the Hebrew Bible and New Testament to breathe strength, life, and love into those who have been the target of judgment, marginalization, and violence as well as to reclaim these sacred texts as a resource for liberation and social justice.

This is an online Zoom synchronous 3000 level course. The format is lecture/discussion. Lectures will be posted to VoiceThread each week on Moodle. Zoom session participation is mandatory and will be primarily for group discussion of the lecture and the readings. Evaluation is through reflection papers & a final paper, Zoom participation & watching VT lectures. The course is intended for M.Div., MA, Note to Ph.D. students this is a 3000 level course, but you may take the class and write a longer final paper to use for Research Readiness Review. Maximum enrollment is 20. This course falls primarily within the following SKSM Thresholds: 2) Prophetic Witness & Work 3) Sacred Text and Interpretation and 4) History of Dissenting Traditions and Thea/ological Quest.

Maximum Enrollment: 20

MASC Project

For SKSM Master of Arts in Social Change (MASC) students only. MASC students may split this course over two semesters or sign up for it during their last semester. This final project can take a variety of forms and should be representative of the student’s learning and creative work in the MASC degree. The student will work independently under faculty supervision. Projects include research thesis, public presentations, designing and implementing educational curricula, organizing local/national conferences and special events, multimedia art-work, writing a book and more. The project’s topic, proposal and final draft need to be discussed and developed with the Director of the MASC program and a second faculty member. The project may be presented publicly. A total of 3 MASC Project credits are required for graduation in the MASC degree. – Fulfills Threshold # 2. ECO Core Intensive is a prerequisite.
This project is variable credit between 0.5-3 credits.

MAXIMUM ENROLLMENT:10 AUDITORS EXCLUDED.

Peace Education/Interreligious Justice

This course is an introduction to peace education and peace building approaches. The content draws upon multiple faith perspectives and peace education scholarship. Definitions, theory, skills, and practices will be covered that are relevant for religious and interreligious leaders, educators, members of faith communities as well as members of secular society. MDiv, MA/MST students will learn various models and aspects of peace education and discern relevant applications in their own contexts culminating in designing a peace education plan for implementation. Asynchronous online with 4 optional synchronous meetings times on Friday mornings 10am -noon PST 9/17, 10/8, 11/5 and 12/3. Weekly online reading response posts. Midterm and Final Paper. Relates to Thresholds# 1, 3, 4, 6 & 7 and MFC Competencies #4 & 5. [20 maximum enrolment; Auditors excluded]

Queer Liberation Theologies

What does «liberation» mean to queer individuals and communities? How do Christian traditions worldwide relate to queer issues and queer believers? For the last twenty years queer theologians and communities have been developing contextual theologies in order to challenge and critique the ingrained heteronormativity in theological thought, spiritual practices, and institutional governance. Drawing from an interdisciplinary perspective, the course aims to examine and explore the development of queer theologies in the specific contexts of Africa, Asia, and Latin America. The focus of the course is intentionally non-US centered in order to offer future ministers, scholars, and activists tools to collaborate and interact with experiences, key topics, and thinkers within the complex and yet fascinating world of queer liberation theologies, thus, enriching their worldview and praxis glocally.

Thresholds: 2, 3, 4, 6, 7 and MFCs: 4, 6, 7

Religions and Politics

CERS-4000.2021FA.Syllabus – ParkThis synchronous online seminar course will give a critical overview of the relationship between religion and politics in various regions of the world. In this course, religion is defined not only as formal theological creeds but also as the societal beliefs, organizations, and subcultures associated with various religious/non-religious communities. Also, politics is not merely a set of institutional structure of statecraft but a whole dynamics of grass-root political life of each individual and community. Students will be encouraged to challenge the limitations of two prevelant concepts: religion and politics. There are two assignments for this class: class presentation and 10-12pages final paper. This class is open to any master-level and doctoral-level students. Fulfills SKSM Thresholds # 1 and 6 and MFC competency #4. This course is a Newhall Fellowship course taught by a doctoral student under the supervision of Dr. Gabriella Lettini.

Spiritual Practices for these Times

In this semester-long, asynchronous online course, students will explore, develop and/or deepen their spiritual practice and support others in doing the same. The class will be experiential and multi-religious, drawing on some of the wisdom and practices of Judaism, Christianity, Islam, Buddhism, and Earth-based traditions, as well as neuroscience, poetry, and Ecopsychology. Evaluation will be based on reflections, spiritual practice exercise, a project, and how students help create a vibrant and caring learning community.

Related to Thresholds: Spiritual Practice & Care of the Soul; Embodied Wisdom & Beauty.
Related to MFC Comp 3: Encourages Spiritual Devotion for Self & Others.

MAXIMUM ENROLLMENT: 20

The Ethics of Belief

Topic: The course aims to explore what means to believe – with specific focus on religious beliefs – and what consequences beliefs have on our conduct, character, and life. The course is divided in two parts. The first part deals with the distinctive features of belief: what’s the difference between belief, truth, and knowledge, with particular emphasis on scientific knowledge; what’s the specificity of religious beliefs compared to other kinds of belief. The second part of the course deals with the impact that having and holding beliefs have on our decisions, our relationships with the others (trust, confidence, empathy…), and the ethical framework we (try to) follow. Broadly speaking, the first part of the course concerns the relationship between religious pluralism and science, and the second part of the course concerns the relationship between religious pluralism and ethics.
Format: Online seminar and open discussions with constant active participation of the students. Forum discussion on Moodle if necessary.
Evaluation: student’s attendance and active participation and involvement (including readings for the day): 30%; special tasks during the semester (like making video of interviews): 20%; final reflective paper: 50%.
Audience: MDiv, MA, MTS, DMin, PhD, or combination.
Thresholds: 1) Life in Religious Community and Interfaith Engagement; 5) Spiritual Practice and Care of the Soul; 6) Thea/ology in Culture and Context; 7) Educating for Wholeness and Liberation.
MFC competencies: 2) Pastoral Care and Presence; 3) Spiritual Development for Self and Others; 4) Social Justice in the Public Square; 7) Leads the faith into the future.

Transformative Ritual Craft

Transformative Ritual Craft is an exploration into the art and technology of ritual craft. This course supports students in developing a nuanced understanding of successful ritual structures and empowers students in cultivating skills to create and guide ritual. The course itself is a ritual immersion, with each class meeting structured as a ritual experience. Students are encouraged to deepen their own ritual practices, to experience rituals in contexts new to them and to craft and guide ritual for community. Students will identify their strengths and edges in ritual craft and leadership, and will receive structured support in enhancing their existing ritual strengths and in nurturing arenas in which they seek additional growth and experience. The Transformative Ritual Craft class will also participate in monthly online SKSM chapel services, which occur during class time.

SKSM Thresholds #1,3,5,8 and MFC #1 and 7.

LIMITED TO 20 STUDENTS.

UU History

This course begins with a discussion of recent historical developments in Unitarian Universalism and then extends back through time to the various antecedents of Unitarianism and Universalism in pre-Reformation Europe, all the way back to the early church and the Council of Nicea. Students will have the opportunity to explore Unitarian Universalist heritage, as well as different historical approaches. We will examine social location in relation to class, race, and gender identities, and how these enabled or impeded social justice advances. We will discover the origins of our faith by progressing from our known contemporary experience to the unknown, and perhaps unknowable. Along the way we will consider various theological developments within this tradition, as expressed through various identities and the challenges presented by new modalities of faith including Transcendentalism and Humanism. Sources will range from primary sources to anecdote, with an emphasis on articulating contemporary experience in the context of historical identity and experience. Evaluation: Demonstrated preparation, Weekly posts on the Moodle, Final paper or project. Students who take the course for a grade instead of pass/fail are required to submit a 25 page paper with original research. Students who take the class pass/fail have the option to turn in a paper or a project. Projects must be approved in advance.

This course relates to the Unitarian Universalist Association’s Ministerial Fellowship competencies 6 and 7, and the Starr King Thresholds 4 and 6.

MAXIMUM ENROLLMENT: 30