 MID-TERM
EXAM |
 BLACKBOARD
CLASS WEBSITE |
| History of Religious Ed Slideshow |
Resources,
Tests, and Assessment Guides |
 NEW! Three Powers of the Soul Essay |
HOLY CROSS GREEK ORTHODOX
SCHOOL OF THEOLOGY
PAST5301 INTRODUCTION TO RELIGIOUS EDUCATION
| MID-TERM
EXAM |
BLACKBOARD
CLASS WEBSITE |
| History of Religious Ed Slideshow |
Resources,
Tests, and Assessment Guides |
| NEW! Three Powers of the Soul Essay |
Rev. Dr. Frank Marangos ( D.Min; Ed.D. Candidate)
Office Hours: By Appointment
Office: Department of Religious Education
Phone: (617) 850-1218 (O); (508) 359-9552 (H)
E-Mail: frfrank@omaccess.com
Time: MW 11:40 a.m. - 1:00 p.m.
Course Description | Conceptual
Framework Principles | General Course Objectives | Course Outline
Methods | Grading | Written
Projects and Report Style | Diagnostic/Learning Contract Forms
Extra Credit | Special Needs | Meeting with
Instructor | Absences & Drops | Cheating & Plagiarism
Bibliography | Important
Internet Links | Quick Links - DRE
Catalog, Holy Cross, Internet School
Browning, R.L. (1989). The Pastor as Religious Educator. Birmingham: Religious Education Press.
Marangos, F. (1998). Status and Proposed Future of Religious Education for the Greek Orthodox Archdiocese of America. Brookline, MA: Department of Religious Education
Miller, R.C. (1995). Theologies of Religious Education. Birmingham: Religious Education Press.
McKenna, G.T. (1998). Models and Trends in Religious Education. Mystic, CT: Twenty-Third Publications.
Reed, J. & Prevost, R. (1993). A History of Christian Education. Nashville: Broadman & Holman.
Sahas, D. (1984). Catechesis. Brookline, MA: Holy Cross Press.
I Sam 17:38-45
"Then Saul clothed David with his garments and put a bronze helmet on his head, and he clothed him with armor. 39 David girded his sword over his armor and tried to walk, for he had not tested them. So David said to Saul. "I cannot go with these, for I have not tested them. " And David took them off.
He took his stick in his hand and chose for himself five smooth stones from the brook, and put them in the shepherd's bag which he had, even in his pouch, and his sling was in his hand; and he approached the Philistine . . . 45 Then David said to the Philistine, "You come to me with a sword, a spear, and a javelin, but I come to you in the name of the LORD of hosts, the God of the armies of Israel, whom you have taunted."
One of the most popular stories in the Holy Scriptures concerns the confrontation between David and Goliath. Their hand-to-hand battle was the result of a long and protracted rivalry between the nations of Israel and Philistia. Rather than continue fighting for many years, the Philistines challenged the Israelites to a single duel. Each side would select their champion and the two would fight on behalf of their respective nation.
While the outcome of the encounter between David the shepherd and Goliath the giant is familiar to even the most casual reader of the Old Testament, the details of their historic affray are tragically often overlooked. When David had been chosen by King Saul to represent the nation of Israel, he urged the young shepherd to array himself with his royal armor and sword. As impressive as David might have looked, however, the result was an uncomfortable fit.
David insisted that he was not able to go to battle with such heavy and unfamiliar vesture. As such, David removed the "un-tested" armor and went to the nearby river where he selected five smooth stones from the swift-flowing waters. In the end, it was the simple yet effective weapons of the shepherd (rather than the royal armory of the King) that helped him slay the overconfident giant.
The contemporary religious educator is often called upon to champion the cause of Orthodox Christianity against a society that confronts the faithful on a daily basis. In such an arena, the religious educator would do well to reflect upon the story of David and Goliath as it provides a valuable catechetical paradigm.
While governmental agencies and secular authors recommend that the contemporary educator don the royal armor of the newest instructional research, method and technique, Orthodox catechists should likewise utilize the simple yet effective time-tested spiritual armory of the Holy Fathers. Like David and the spirit-filled catechists that humbly served the needs of the Holy Church throughout history, the religious educator's hands should constantly search the cool waters of Orthodoxy for the five smooth stones that promise victory to faithful.
What are the five smooth stones that belong in the quiver of the contemporary Orthodox priest and religious educator? How should these spiritual tools be utilized against the Goliaths of post-modernism? Is there a way to merge them with contemporary educational research?
This course is designed to examine and contrast the most recent: (a) educational philosophies and theories, and (b) instructional methods and techniques against the STONES of Orthodox Mystagogia. At the conclusion of the semester, the student will be able to formally describe his/her credo of educational praxis and be prepared to outline a strategy for its implementation.
Conceptual Framework Principles:
The following Conceptual Framework Principles for Holy Cross graduates will be addressed at an introductory level in this course:
Proposition 1 - Graduates are committed to their roles as helping professionals.
Proposition 2 - Graduates are capable of excellence in their professional practice.
Proposition 3 - Graduates think systematically about their practice
Proposition 4 - Graduates are members of learning communities.
Students will be able to:
Note: More specific course objectives are presented separately.
I. An Introduction to Religious Education
II. The Biblical Foundations of Religious Education
III. The Theological Foundations of Religious Education
IV. The Historical Foundations of Religious Education
Mid-Course Examination
V. Models of Religious Education
VI. Methods and Techniques of Religious Education
VII. Implementation of Religious Education
The above topics will be covered using lectures, demonstrations, team projects, presentations by guest speakers, small and large group discussions, readings, written assignments, and individual research.
Readings and Homework Assignments (35% of final grade). Hand in written assignments on time or send them via email. There will be a written homework assignment almost every week. Except for your independent exploration or unless otherwise specified, all written assignments should fit on one page (8.5 x 11 in.) with one inch margins. Hand written papers will not be accepted. Place your name and the date at the top of the page. Please do not attach a cover sheet. Each paper should have a title (e.g., Comparison of Educational Theologies). Grades will be given as a check or check minus. You are expected to rewrite a paper until you get a check on it.
Independent Exploration (Learning Contract) (35%). This investigation should help you make decisions about your understanding of the field of religious education. For someone interested in parish religious education, this project might consist of some of the following: (1) Research a parish for which you might like to work. (2) Interview two people doing something in religious education you might enjoy doing. (3) Attend a meeting of a professional organization that fits your interests. (4) Make a 10-15 minute presentation about your investigation to the class (5) Hand in a written report about your project.
Your investigation will require a written agreement (see attached copy of learning contract), informational interviewing, a written report, and an oral presentation to the class at the end of the semester.
INSTRUCTIONS: Fill out Diagnostics Page(s) first, then the Learning Contract (these are pdf files - see internet links below for Adobe software)
Diagnostic Planning Guides - Practices of Religious Education | History of Religious Education | Theology of Religious Education
Exams (20%). The midterm exam will be held in class for one hour. You will receive the mid term questions one or two weeks before the exam. The final exam is to be done at home. The final exam will be given out in our last class meeting.
Attendance and Participation in Class (10%). We will have lots of small and large group discussions. Don't be shy; your participation is important. If you miss a class, for any reason, you should hand in a make up assignment before the end of the semester; otherwise, two percent of your final grade will be subtracted for each class missed (if you would like to skip class to attend a meeting or an event related to class, let me know at least one week beforehand).
A: 90-100%
B: 80-89%
C: 75-79%
F: 0-74%
Written Projects and Report Style
Use APA (4th Ed.) Style. The Publication Manual of the American Psychological Association (1994).
Up to 10 points extra credit (added on to the midterm or final essay exam) may be earned by reading research articles from education journals or readings in religious education; by listening to cassette tapes; viewing video tapes; or reviewing computer software dealing with issues related to the teaching-learning process. Each report will be worth a maximum of one point added to one of your midterm or final essay exam grades. A critique (typewritten, double-spaced) is to be written which should include:
If for any reason you have needs for special accommodations to fulfill class requirements and succeed in this class, contact me between the first class and second class. These needs may be related to physical or learning disabilities. If you would like special accommodations due to unexpected events in your personal life during the semester, see me as soon as possible.
Each student is required to make an appointment to meet with me to discuss their independent exploration project (Learning Contract). This meeting should take place outside of class before the start of the final class in September (Sept. 29). It is your responsibility to request a time for this meeting.
Please let me know if you decide to drop this class, so that I don't make unnecessary copies of handouts. Call or E-mail me if you miss class: I will drop students from the class role if they miss two consecutive classes without contacting me.
Students are required to complete their own work. Excerpts from sources must be properly noted. In the unlikely event of cheating or plagiarism, I will immediately drop a student from class and make a report to the dean. If this policy is not clear, please ask for an explanation or examples of cheating or plagiarism.
Aghiorgoussis, Maximos. (1999). In the Image of God. Brookline: Holy Cross Orthodox Press.
Alexander, H.A. (Ed.). (1999). Religious Education: Religious Philosophy and Theology in Education. Winter.
American Psychological Association. (1994). Publication Manual of the American Psychological Association (Fourth Ed.). Washington, D.C.: American Psychological Association.
Anthony, Michael J. (1992). Foundations of Ministry. Wheaton, Illinois: Victor Books.
Ashley, Jeff. (1994). The Philosophy of Christian Religious Education. Birmingham: Religious Education Press.
Astley, Jeff, Francis, Leslie J., & Crowder, Colin (Eds.). (1996). Theological Perspectives on Christian Formation: A Reader on Theology and Christian Education. Grand Rapids: W.B. Eerdmans Publishing Company.
Barton. Stephen C. (Ed.). (1996). The Family in Theological Perspective. Edinburgh: T&T Clark.
Caine, Renate N. & Geoffrey. (1997). Education on the Edge of Possibility. Alexandria, Virginia: Association for Supervision and Curriculum Development.
Chryssavgis, Rev. John. (1998). The Way of the Fathers: Exploring the Patristic Mind. Thessaloniki: Patriarchal Institute for Patristic Studies.
Chupungco, Anscar J. (1992). Liturgical Inculturation: Sacramentals, Religiosity, and Catechesis. Collegeville, Minnesota: Liturgical Press.
Cully, Iris V. (1984). Education for Spiritual Growth. San Francisco: Harper & Row Publishers.
Elias, John L. (1995). Philosophy of Education. Malabar, Florida: Krieger Publishing Company.
Elias, John L. (1993). The Foundations and Practice of Adult Religious Education. Malabar, Florida: Krieger Publishing Company.
Emler, Donald G. (1989). Revisioning the DRE. Birmingham: Religious Education Press.
Foltz, Nancy T. (1986). Handbook of Adult Religious Education. Birmingham: Religious Education Press.
Gallagher, Maureen. (1998). The Art of Catechesis: What You Need to Be Know and Do. New York: Paulist Press.
Gangel, Kenneth O. & Wilhoit, James C. (Eds.). (1993). The Christian Educator's Handbook on Adult Education. Wheaton, Illinois: Victor Books.
Garlett, Marti Watson. (1985). Who Will Be My Teacher?: The Christian Way to Stronger Schools. Waco: Word Books.
Gillen, Marie A. & Taylor, Maurice C. (Eds.). (1995). Adult Religious Education: A Journey of Faith Development. New York: Paulist Press.
Groome, Thomas H. (1991). Sharing Faith. San Francisco: Harper.
Harris, Maria & Moran, Gabriel. (1998). Reshaping Religious Education: Conversations on Contemporary Practice. Louisville: Westminster John Knox Press.
Hauerwas, Stanley & Westerhoff, John H. (1992). Schooling Christians: Holy Experiments in American Education. Grand Rapids: William Eerdmanns Publishing Company.
Heinich, Robert, Molenda, Michael, Russell, James D., & Smaldino, Sharon E. (1999). Instructional Media and Technologies for Learning. Upper Saddle River, New Jersey: Prentice Hall, Inc.
Hendricks, Dr. Howard. (1987). Teaching to Change Lives: Seven Proven Ways to Make Your Teaching Come Alive. Sisters, Oregon: Multnomah Books.
Heirodeacon Gregory. (1995). The Church, Tradition, Scripture, Truth, and Christian Life: Some Heresies of Evangelicalism and an Orthodox Response. Etna, California: Center for Traditional Orthodox Studies.
Lawson, Michael S., & Choun, Robert J., Jr. (1992). Directing Christian Education: The Changing Role of the Christian Education Specialist. Chicago: Moody Press.
Marangos, Rev. Frank. (1985). Shared Christian Praxis and Religious Education: An Examination of the Orthodox Funeral Service. Greek Orthodox Theological Review, Winter 1985.
Marangos, Rev. Frank. Liberation Theology and Christian Education Theory in J. Astley and L. Francis (Eds.) Theological Perspectives on Christian Education (1995). England: University of Whales.
Marangos, Rev. Frank. (1995). How to Save the World Without Worshipping Nature. Greek Orthodox Theological Review Winter 1995.
Marangos, Rev. Frank. (1986). A Praxis of Liturgical Catechesis. Doctoral Dissertation, SMU.
Marangos, F. (1998). Status and Proposed Future of Religious Education for the Greek Orthodox Archdiocese of America. Brookline, MA: Department of Religious Education.
Marino, Joseph S. (Ed.). (1983). Biblical Themes in Religious Education. Birmingham: Religious Education Press.
Mazza, Enrico. (1989). Mystagogy. New York: Pueblo Publishing Company.
Neff, Blake J. & Ratcliff, Donald, (Eds.). (1996). Handbook of Family Religious Education. Birmingham: Religious Education Press.
Neville, Gwen Kennedy, & Westerhoff, John H. (1978). Learning Through Liturgy. New York: Seabury Press.
Nicozisin, George. (1977). The Road to Orthodox Phronema. Brookline: Holy Cross Orthodox Press.
Ratcliff, Donald (Ed.). (1988). Handbook of Preschool Religious Education. Birmingham: Religious Education Press.
Ratzinger, Joseph Cardinal. (1995). Gospel, Catechesis, Catechism: Sidelights on the Catechism of the Catholic Church. San Francisco: Ignatius Press.
Ross, Tweed Wallace, Jr., & Bailey Gerald D. (1996). Technology Based Learning: A Handbook for Teachers and Technology Leaders. Arlington Heights, Illinois: IRI/Skylight Training and Publishing, Inc.
Sahas, Daniel J. (1984). Catechesis: The Maturation of the Body. Brookline: Holy Cross Orthodox Press.
Schmemann, Alexander. (1983). Liturgy and Life. Syosset, New York: The Department of Religious Education of the Orthodox Church in America.
Timiadis, Metropolitan Emilianos. (1994). Priest, Parish & Renewal. Brookline: Holy Cross Orthodox Press.
Tarasar, Constance J. (1983). Perspectives on Orthodox Education. Syosset, New York: Syndesmos and The Department of Religious Education of the Orthodox Church in America.
Theophan the Recluse. (1989). Raising Them Right: A Saint's Advice on Raising Children. Mount Hermon. California: Conciliar Press.
Westerhoff, John H., III. (1976). Will Our Children Have Faith? New York: Seabury Press.
Westerhoff, John H., III & Neville, Gwen Kennedy. (1974). Generation to Generation. New York: Seabury Press.
Resources, Tests, and Assessment Guides
Resources
Practices of Religious Education
History of Religious Education
Theology/Philosophy of Religious Education
History Assessment
Canticles
Byzantine Music - Eight Tones
