Bangor Theological Seminary

Fall Semester 1999

Tuesdays, 8:30 -- 11:20 a.m. (Bangor)

Instructor: Marvin M. Ellison

774-5212 (Portland office)

1-800-287-6781 (Bangor office)

Mellison@bts.edu

Changing clergy identity, roles, and responsibilities will be addressed in relation to a range of ethical issues faced in parish life and ministry, including issues around confidentiality, clergy sexual misconduct, collegiality with professional peers, and the ethics of preaching, counseling, and social witness. A theological framework for ethical pastoral conduct will be developed with attention to issues of power, professionalism, and the limits of power and professionalism. 3 credits

1. To become familiar with professional ethics and particular issues within pastoral ministry.
2. To develop a theological framework for ethical pastoral conduct.
3. To gain critical appreciation of at least one denominational code of ethics for ministry.

Gula, S.S., Richard M., Ethics in Pastoral Ministry (Paulist Press, 1996).

Course requirements (See details below)

1. Class preparation, participation, and weekly "new insight/question" submissions (10%)
2. A "theology and ethics of ministry" paper developing a theological framework for pastoral ethics (30%)
3. An integration project in three parts, including an in-class presentation (15%, 20% and 25%)

1. Your class preparation and participation are vital, both for your learning and the quality of our shared work. Participation should give evidence of engaged reading, attention to the topic at hand, and coherent presentation of your thoughts.
2. Dialogue is crucial for ethical action and reflection. Respectful listening and "hearing one another into speech" are as important as respectful speaking and taking a stand.
3. Writing is a significant mode of doing ethics. The assigned papers are designed as learning exercises to help you organize your research and reflection. In your writing, show accurate knowledge and understanding of the materials studied, an ability to synthesize and express what you have learned clearly and in well-organized form, and a willingness to be creatively engaged as a "constructive critic." Show how you are developing – and claiming – your own ethical voice in relation to professional ethics in ministry.

Course requirements (in detail)

1. Class preparation, participation, and weekly "new insight/question" submissions (10%) Due weekly

1. Do the assigned readings on schedule.
2. For sessions #2-#11 bring to class (typed, double-spaced, no more than 2-3 sentences) one new insight and one question relating to the week’s reading. Be specific with text reference(s). (1x10=10%)
3. Participate constructively in class discussion, including active listening.

1. An 8-10 page "theology and ethic of ministry" paper (typed, doubled-spaced, footnoted, bibliography) developing a theological framework for pastoral ethics (30%) Due October 26

To develop a theological framework for pastoral ethics, first explicate the assigned readings about professional ethics in ministry (Chaffee, Gula, and Hahn), noting areas of similarity and difference. What did you learn about pastoral ethics from each author? What did you find helpful, jarring, or both? How has this book(s) enriched your own understanding of pastoral ethics? Second, develop a concise statement of your theology and ethic of ministry. What are the key themes, principles, and concerns that you believe should be included in any professional code of ethics in ministry? How does one or more of the three authors help you to clarify your own assumptions about ministry, leadership, power, and so forth?

2. An integration project in three parts, including in-class presentation (20% and 40%)

Professional ethics in ministry: Some working assumptions

Due today: Learning List

1. Childhood authority figures: Who served as a positive model of authority for you as a child? A negative model? Identify the factors that mattered most to you, positively and negatively.
2. Provide a working definition of authority. Then reflect on your own experiences with authority. Where have you experienced authority in your life (at work, home, church, etc.)? What was the source of that authority for you? Where did it come from?
3. In your own experience, what about authority doesn’t work well (and for whom)? What do you want to question? Where is change most needed, and why?
4. What biblical texts/images come to mind when you think about authority? How is human authority understood in relation to God?

Read: Hahn, Growing in Authority, Chs. 4-6 (pp. 72-185.

Prepare in advance for class discussion:

1. How do women and men experience their authority in ministry similarly and differently? What are some challenges and opportunities for both women and men in rethinking authority in the church?
2. In what ways do clergy experience having their authority challenged? What are positive and negative responses to such challenges?
3. What "promise and problems" do you identify with the pastoral role? What image or metaphor best describes your model of ministry?
4. How do you see the authority of the laity? What image or metaphor best describes your model of church/community?

Panel: "Clergy Reflect on Authority in and for Ministry"

1. Clergy sexual conduct -- and misconduct: October 26 -- November 16
2. Ethical Issues in Preaching, Counseling, and Social Witness: November 30
3. Clergy and confidentiality: December 7

Read: Gula, Ethics in Pastoral Ministry, Ch. 5 ("Sexuality"), pp. 91-116.

Resource person: Anne Underwood, Esq.

Read: Gula, Ethics in Pastoral Ministry, Ch. 6 ("Confidentiality"), pp. 117-141.

Name:

Degree or audit status:

Prior coursework in Ethics:

At BTS:

At other institutions:

Name of institution(s)

Course(s), workshop(s), etc.

1. I am taking this course in order to: (list your specific learning goals)

 

 

 

 

2. Readings and practical experience that provide me with background for this course include:

 

 

 

 

3. Topics or ideas I hope to explore in this course include:

 

 

 

 

4. I plan to use my learning from this course in order to: