Institute/University/Seminary Name

School or Department Name

Master of Arts in Transformational Urban Leadership (MATUL) Program

 

TUL___: Course Title (___units)

 

Instructor/Coursewriter name; title; institutional affiliation and address;

Email address; phone #; fax #

 

 

 

 

 

I.  Course Description   (approx 30 to 40 words)

 

 

II.  Expanded Course Description /Course Rationale (optional; approx 3 to 4 paragraphs)

 

 

III.  Student Learning Outcomes   (list 5 to 7 outcomes: cognitive, affective & skills)

 

 

IV. Course Materials    (Required &Recommended Texts; list author, title, editions, publisher & date)

 

 

V.  Course Calendar  (Classroom Phase I, Practical (Fieldwork Phase), Classroom Phase II)

 

 

VI.  Learning & Assessment Activities

 

 

VII.  Expectations & Grading

 

 

ATS Grading System

Grades are standardized and recorded using the following scale:

1.0
1.25
1.5
1.75
2.0
2.25
2.5
3.0

A
A-
B+
B
B-
C
C-
F

Outstanding Performance

Superior Performance

Satisfactory Performance

Minimum Acceptable Performance
Unsatisfactory Performance

97-100
93-96
89-92
85-88
80-84
75-79
70-74
Below 70

 

All assignments need your name, class number and date in top right corner.

VIII.  Course Policies

 

 

IX.  Course Bibliography (alphabetical order, book titles in italics, single space, 2nd line indented, APA format)

 

OBJECTIVES

Candidates study four waves of urban development in the history of mankind, and reflect on the parallels in Biblical history.  The theories of urbanization, nature of cities, and the processes of change in cities will develop the candidates understanding of urban anthropology and the role of the church in an urban context.

 Candidates will interpret the humanity of cities in relation to diversity, anti-urbanism, empirical studies, social change, demography, modernization, economics, occupation social networks, subcultures, languages and arts, representation, marginalization, and deviance. 

Candidates will critically evaluate urbanism and its impact on migration, kinship, class, ethnicity, religious expressions, and identity using case studies from a city in the region/nation where they live.

Candidates will grapple with the Kingdom signs in the city, forces for change, degeneration and renewal, the reachable groups, discipleship, shalom, church structures and community life, social transformation and spiritual powers in the city.

Candidates will evaluate the impact of City Systems on the welfare of the City by critically analyzing the criteria institutions, use in decision-making processes in a City. This analysis may include the economic system, banking system, governmental systems, justice system, welfare system, transport system, physical infrastructures, educational systems, urban planning and environment, communications and media systems. The analysis will include an evaluation of processes such as centralization, bureaucracy, power, fiscal decisions, welfare and reforms, investment, re-distribution, transport, environmental issues, and urban planning.

 LEARNING OUTCOMES

Outcome1.

(none)

Explain the critical issues in each phase of the development of each of the four waves of urban development in the history of mankind, and reflect on the parallels in Biblical history.  Apply the theories of urbanization, to the nature of cities throughout Biblical history, and the processes of change in those selected cities (chose 4, each from different phases) proving your understanding of urban anthropology and the role of the church (people of God, or nation of God) in an urban context.

Outcome 2. (none)

Interpret the humanity of cities in relation to diversity, anti-urbanism,

empirical studies, social change, demography, modernization, economics, occupation social networks, subcultures, languages and arts, representation, marginalization, and deviance. In your interpretation, grapple with the Kingdom signs in the city, forces for change, degeneration and renewal, the reachable groups, discipleship, shalom, church structures and community life, social transformation and spiritual powers in the city.

Outcome 3.

(none)

Critically evaluate urbanism and its impact on migration, kinship, class, ethnicity, religious expressions, and identity using case studies from a city in the region/nation where you live. This evaluation should include publicly available statistical information and quote specific data to explain the impact of these concepts e.g. migration, class, ethnicity, religious expression and identity.
   

Outcome 4.

(none)

Evaluate the impact of City Systems on the welfare of the City by critically analyzing the criteria institutions, use in decision-making processes in a City, preferably the city the candidate lives in. This analysis may include the economic system, banking system, governmental systems, justice system, welfare system, transport system, physical infrastructures, educational systems, urban planning and environment, communications and media systems. The analysis will include an evaluation of processes such as centralization, bureaucracy, power, fiscal decisions, welfare and reforms, investment, re-distribution, transport, environmental issues, and urban planning. Comment where applicable, on how these systems marginalize certain classes of people who do not fit into their criteria for participation in these systems. Identify which classes are affected by these marginalization processes and how this marginalization has impacted their lives and what rights, benefits or practices have they been denied.

 

CORE TEXT:

Conn. H, Ortiz. M. 2001. The Kingdom , the City & the People of God, URBAN MINISTRY. Inter Varsity. Downers Grove. 527pp.

BIBLIOGRAPHY:

Conn. H, Ortiz. M. 2001. The Kingdom , the City & the People of God, Urban Ministry. Inter Varsity. Downers Grove. 527pp.

Gmelch, George. Zenner, Walter P. Urban Life – Readings in Urban Anthropology. Waveland. Prospect Heights, Ill. 603pp.

Gulick, J. 1924. The Humanity of Cities – An Introduction to Urban Societies. Bergin and Garvey. New York. 300pp.

Hiebert, P. G. Hiebert Meneses, E. Incarnational Ministry – Planting Churches in Band, Tribal, Peasant and Urban Societies. Baker. Grand Rapids.MI. 405pp.

Jacobs, Jane. 1989. The Death and Life of Great American Cities. Vintage. New York. 458pp.

Mumford, L. 1961. The City in History – Its Origins, Its Transformations, and its Prospects. Harcourt, Brace. New York. 657pp.

Pascal, Anthony H. Ed. 1970. Thinking about Cities – New Perspectives on Urban Problems. Dickenson. Belmont. CA. 188pp.

Weber. M. 1958. The City. MacMillan. New York. 242pp.

 

Pt 2 OBJECTIVES

Candidates will learn how to undertake urban research developing the background to the research task, stating the purpose and goal so a research hypotheses is developed from the goal. The candidate will learn to scope the research project, define the assumptions, state the definitions, and review the precedent research. Methods of data collection and analysis, their limitations and findings will be learned and expressed with clarity. Candidates will be able to critically evaluate the data collected for a research project and report the conclusions with objectivity and define the subject scope and report the recommendations thereof.

Candidates will understand qualitative and quantitative research methods, case study analysis, participant observer studies of communities, church growth analysis, networking analysis, change analysis, and other types of action research. The candidate will be able use one of these methods in an introductory study analysis in a slum and explain why that method is appropriate to the context.

LEARNING OUTCOMES

Outcome1.

(none)

Undertake urban research developing the background to the research task, stating the purpose and goal so a research hypotheses is developed from the goal. Scope the research project, define the assumptions, state the definitions, and review the precedent research. Understand methods of data collection and analysis, their limitations and findings will be expressed with clarity. Critically evaluate the data collected for a research project and report the conclusions with objectivity and define the subject scope and report the recommendations thereof.

Outcome 2. (none)

Understand qualitative and quantitative research methods, case study analysis, participant observer studies of communities, church growth analysis, networking analysis, change analysis, and other types of action research.

Outcome 3.

(none)

Utilize one of the methods in Outcome 2 above in an introductory study analysis in a slum and explain why that method is appropriate to the context.

 

BIBLIOGRAPHY
Competency Profiles as Basis for Course Design of the MA in Transformational Urban
Course: TUL540 TUL540 Urban Reality & Theology
CompID Competency Skill                                Knowledge                      Value                         Character

Course Objectives: An interface of traditional Western systematic theology with contextual urban theologies. Candidates will gain

confidence and develop processes of urban story telling approaches to developing indigenous slum theology.

TUL540 Urban Theology Process

Theology of the city, sociological and anthropological theories on the creation and culture of cities and urban systems

are introduced. (e.g. urban religious movements and development; macro-economic policies impacting slums;

informal sector development)



An introduction to applied research and evaluation emphasises qualitative action and church growth research for use

in churches, urban ministries, missions, and development organizations. Applied research is presented as a

systematic inquiry designed to provide information to decision makers and/or groups concerned with particular human

and societal problems. Christian perspective on the purpose and practice of urban research is of special interest with

a bias to non-intrusive and anthropological approaches to urban research.
403
Describe and illustrate the Describe and illustrate the

essential elements of managing essential elements of managing

research and evaluation projects research and evaluation projects

in sensitive communities in sensitive communities
365
Able to inobtrusively conduct Skilled in entrance to a Understands participant-observer Values non-intrusive Seeks to meet needs

needs research in a community community in the five roles of and needs research research methodolgies

using participant-observer learner, servant, story-teller,

approaches
401
Frame questions in a manner Frame questions in a manner that

that can facilitate research and can facilitate research and

evaluation design and strategies evaluation design and strategies

while focusing on stakeholder while focusing on stakeholder

interests interests
399
Compare and contrast major Describe the primary differences Compare and contrast major

theoretical orientations of urban between and relative strengths theoretical orientations of urban

research design. Describe the and weaknesses of qualitative research design

primary differences between and and quantitative approaches to

relative strengths and research and evaluation

weaknesses of qualitative and

quantitative approaches to

research and evaluation
405
Design a church growth or Design a church growth or

community study that identifies community study that identifies

a problem or purpose, frames a problem or purpose, frames

questions, proposes a specific questions, proposes a specific

qualitative or quantitative qualitative or quantitative

method, identifies the data to be method, identifies the data to be

collected, and proposes the collected, and proposes the

analysis strategy with analysis strategy with anticipated
400
Explain the implications of Explain the implications of

Christian theism on research Christian theism on research

design and implementation design and implementation
342
Understands qualitative and Understands qualitative and

quantitative research methods, quantitative research methods,

case study analysis, participant case study analysis, participant

observer studies of observer studies of communities,

communities, church growth church growth analysis,

analysis, networking analysis, networking analysis, change

change analysis, and other analysis, and other types of

types of action research
341
Know how to undertake urban Know how limit the scope of the understand qualitative and

research developing the research project, define the quantitative research methods,

background to the research task, assumptions, state the case study analysis, participant

stating the purpose and goal so definitions, and review the observer studies of communities,

a research hypotheses is precedent research. able to church growth analysis,

developed from the goal critically evaluate the data networking analysis, change

collected for a research project analysis, and other types of

and report the conclusions with
402
Identify appropriate data Identify appropriate data

collection strategies under collection strategies under

different conditions and explain different conditions and explain

how to analyze and interpret how to analyze and interpret

research findings
300
Understand the difference Understand the difference

between story-telling / holistic between story-telling and holistic

truth processes and Western or truth processes and Western or

tertiary education linear logical tertiary education linear logical

truth processes truth processes
296
Have a commitment to base Skills in delivering stories Have a commitment to

teaching on story and basic base teaching on story-

skills in delivering stories telling
295
Able to describe core elements Able to describe core elements of

of the nature of urban theological the nature of urban theological

process process
294
Able to explain the relationship of Able to explain the relationship of

discipleship, discipling discipleship, discipling

movements, and church planting movements, and church planting

to underlying Biblical themes of to underlying Biblical themes of

the nature of the trinity and the the nature of the trinity and the

Kingdom of God
293
Able to trace Biblical themes Able to trace Biblical themes from

from Leviticus through Isaiah's Leviticus through Isaiah's

servant Psalms to Jesus and servant Psalms to Jesus and

Paul's teaching in Luke-Acts Paul's teaching in Luke-Acts
292
Trainees will be able to relate six Trainees will be able to relate six

types of the poor in scriptures types of the poor in scriptures

with clusters of poverty in their with clusters of poverty in their
291
Able to describe the relationship Able to describe the relationship

of the Kingdom to holistic of the Kingdom to holistic

discipleship, proclamation and discipleship, proclamation and

mission, and the Holy Spirit. mission, and the Holy Spirit.
290
Able to describe by drawings and Able to describe by drawings and

words the relationship of the words the relationship of the

Kingdom of God to creation, and Kingdom of God to creation, and

humanity during different epochs humanity during different epochs

of redemption history and a of redemption history and a

diversity of covenantal diversity of covenantal
301
able to frame teaching in story- able to frame their teaching in

telling modes story-telling modes
44
Able to contextualise Biblical Ability to identify principles Theologies of contextualisation

principles behind forms and structures
128
Can interpret scriptures with Can distinguish Biblical principles Knowledge of Biblical customs

sensitivity to Biblical principles and customs from present

and customs
164
Knows how to develop Knows how to develop

indigenous/contextual theology indigenous/contextual theology
Summary for Course = TUL540 (21 competencies)