For more information on these courses, please visit the 2018-19 Courses & Timetable listing.
May 6-10 | with Doug Heidebrecht
BTS-4495M-2 – This course will be a theological exploration of faith development. More specifically it will involve a close consideration of how God acts within the so-called "normal" stages of human development as faith changes and grows over time. The perspective offered in this course will suggest that the Spirit's work of transformation encompasses both incremental human change as well as dramatic and climactic encounters with God. The purpose of this course, then, is to provide, within a robust Christocentric framework, theological tools for understanding transformation in an integrated and pastorally relevant way.
May 13-17 | with Irma Fast Dueck
BTS-4495-1 – The most vital and subtle lessons of the Christian faith and life are conveyed in practices, rituals and gestures. From the early church on, Christian practices and rituals have been places of encounter and revelation of God and function as a prism allowing Christians to view the world through a particular lens, providing a new frame for interpreting life and imagining the world. Practices and rituals are formative and powerful because they are embodied theology—they refuse to separate the mind, the heart and the body. This course will explore the nature of Christian practices in general and inquire into the Christian use of rituals in particular. Ancient Christian practices as well as new rituals will be examined and practiced throughout the course.
June 3-7 | livestreamed | with Andrew Dyck
BTS-4495M-1 – The spirituality of sixteenth-century Anabaptists has not only shaped differing Mennonite denominations, but also inspired other Christian groups in the twenty-first century. This course will trace key expressions of this 'radical Reformation' spirituality, and consider how those are expressed in contemporary Christian contexts. As well as reading about Anabaptist spirituality, students will read writings of the first Anabaptists, be invited to pray Anabaptist prayers, and explore the implications of Anabaptist spirituality for the students' own contexts.
, June 10-14 | with Ray Aldred
BTS-3895C-1 – This course will examine theologies that have emerged from within the Indigenous community and which are rooted in Indigenous worldview, social engagement, and historical experience with Christian faith. Under the Canadian colonial enterprise, salvation for indigenous people was defined as becoming Western and civilized which meant repenting of indigenous identity, putting it off, and becoming Western, or enfranchised into Canadian society. The focus on Cree theology will provide opportunity to reinterpret conversion and repentance as turning to Christ by embracing a God-given indigenous identity as a true human being. This reinterpretation of repentance provides space for non-indigenous North Americans to embrace their own responsibility for reconciliation grounded in peace and justice. The format will include lecture, critical reading, case analysis, and class discussion.
June 10-14 | with Svanibor Pettan
PCTS-3950C-1 – This course will engage applied ethnomusicological research in regions having experienced armed violent conflict, examining what has been learned about music's role in these contexts. The instructor will utilize his context in south-east Europe and the music-making has been present during war- and peace-making in that region over the past 100 years. Detailed study will be made of two projects, focusing on Bosnian refugees in Norway and Romani (gypsy) musicians in Kosovo, and of the International Council for Traditional Music and its contribution to peace. The instructor's film Kosovo Through the Eyes of Local Romani (Gypsy) Musicians will be presented and serve as a basis for discussion of a follow-up study of the ethnomusicology of conflict and violence and the potential for other contexts.
June 10-14 | with James Magnus-Johnston & Ray Vander Zaag
IDS-3950C-1 – Community-based initiatives in development, peacebuilding, and social innovation have questioned the appropriateness of mainstream monitoring and evaluation (M&E) approaches, which use logical frames and quantitative indicators to ensure accountability and assess impact. Students will be introduced to a range of alternative approaches to M&E that emphasize relationships, complexity, learning, and collaboration. How do you know when your organization or program is making a difference? How do you maintain focus on the right priorities? We will explore outcome mapping, social frameworks, ethnographic and story-based approaches, as well as developmental and utilization-focused evaluation tools in case study contexts. This course will encourage mutual learning among students on people-focused M&E rather than the development of skills in any single approach.
June 17-21 | with Dann Pantoja & Gordon Zerbe
BTS-3895C-2 – This course will explore various peacebuilding and justice initiatives in the context of multiple layers of protracted armed conflicts. Based on the experiences of field practitioners in the Philippines, the role of religion and theology in the conflict arena and in peace and justice efforts will be explored—including Christian Filipino "theology of struggle," Indigenous cultural/spiritual identity, and Islam-inspired theology of liberation, alongside interfaith dialogue. Implications for a broad range of contexts will be examined through case studies, small group discussions, and inputs.
June 17-21 | with Emily Welty
PCTS-3950C-3 – Nonviolence is a commonly used term but what does it actually mean? Is nonviolence a tool for those who want to keep dissent polite or is it an approach requiring both courage and determination? Should nonviolence be adopted as a deep, moral principle or can it be treated as one among many strategies? This class explores the theory and practice of nonviolence as active tools for social change. Rather than just the absence of violence, nonviolence is both a theory grounded in scholarship as well as a set of practices that have been used by people around the world to challenge oppression and create democratic change. This class is an opportunity to explore both pragmatic and principled theories of nonviolence and to debate their relevance for us today, using case studies from India, Serbia, the U.S. civil rights movement, indigenous movements, and others. In the context of the classroom, we will engage in lively discussions, experiment with role plays, watch short documentaries and welcome guest speakers who will bring the concepts of nonviolence to life for us.
June 17-21 | with Roxy Allen Kioko
BTS-4495M-1 – In this hands-on, project-based course, students will master the 4-phase Human-Centered Design (HCD) process to create products, services, campaigns, businesses, and other innovative solutions to real-world social change challenges across sectors and fields. Generate revenue, co-create with multiple stakeholders, and design sustainable solutions for your community and workplace through the four steps of inspiration, ideation, prototyping, and implementation invented by IDEO and used at Stanford's d.school (innovation hub). Through short lectures and team-based work, participants will design a solution of their choosing that is immediately applicable to their work and interests.
June 17-21 | with Vicki Enns & Wendy Kroeker
PCTS-3950C-2 – When individuals, families or communities have been impacted by trauma, there can be ongoing vulnerability and post-traumatic stress as well as opportunities for strength and post-traumatic resilience. This course provides a collaborative setting for participants to explore their own contexts for supporting others' healing from trauma while presenting an approach that integrates the theoretical and practical.