VST Academic Calendar 2014-2015

Historical Studies A VST education exposes the learner to a solid grounding in the discipline of historical study. Set against the backdrop of an appreciation for the diversity inherent in historiography, students grapple with key themes in the Christian story. Through the reading of text and context, the learner is invited to engage both the story lived then and the story lived now. The acquisition of critical skills in historical interpretation and analysis accompany this journey as partner and intended outcome.

Theological Studies Theology comes from the Greek words “Theos” (God) and “logos” (discourse, study), meaning informed discourse about God. Courses in theological studies thus provide forays into the rich theological traditions of Christian talk about God, covering the history of Christian theology from the Bible and early church to the modern world, and considering key topics (God, Trinity, creation, Jesus Christ, salvation, Holy Spirit, hope) in relation to the contexts in which speech about them emerged and developed. Christian theological study is a critical and inter-disciplinary endeavor of the Church for the love of God, our global neighbours and God’s world. At its best theological studies strives to repudiate its own colonial heritage, to reckon with religious pluralism, poverty and injustice, ecological degradation and our post-modern and secular contexts in its construction of an engaging, prophetic and faithful confession for this our time.

Among the theological disciplines, the study of Christian ethics seeks to further the student’s understanding of the major elements of moral life and to explore ways to use the bible and Christian tradition faithfully in making moral decisions. Given that religious pluralism is for us a local as well as a global reality, an understanding of religious diversity, world religions and different articulations of secularisms is encouraged. The goal of this integrative understanding and critical reflection is to become more able and charitable interpreters of Christianity’s path of love within the contemporary world.

Indigenous and Inter-religious Studies Course work in Indigenous and Inter-Religious Studies provides students with the opportunity to engage in research and writing at a singular nexus where three major monotheistic faith traditions meet North American indigenous traditions and vice versa. Based in the unique resources of VST’s partner institutions, Iona Pacific Inter-Religious Centre and the Indigenous Studies Centre, in addition to VST’s core faculty, these studies offer a distinctive academic experience, both intellectual and spiritual. These studies prepare students to participate in an increasingly pluralistic world and equip them to meet the challenges of religious diversity.

Pastoral and Public Leadership (PPL) The learning opportunities in this area of the curriculum are designed to cultivate the capacity for leadership in pastoral and public contexts. Competence in the practice of public and pastoral leadership stems from an integration of theological, contextual and experiential learning. Courses in this area provide study of biblical, theological, historical, ethical and spiritual foundations for leadership as well as intensive leadership development and field-based practicum. Reflection and integration takes place both in the classroom and in supervised field sites where students develop expertise in the practice of ministerial and public leadership.

Pastoral and Public Leadership competencies are specific to the following disciplines: Pastoral Theology and Integrative Theological Field Education Courses in this field of study use praxis (action-reflection) models and approaches to read the living texts of a diverse and intercultural church and society. First year courses involve classroom experiences to offer students theory and tools required to read the living texts of self and others, congregations and communities. Classroom experiences will include discernment of sites and mentors for future field education. Second year courses combine classroom (Studio) and sites with mentors focused on leadership capabilities and contextual assessment. Third year courses provide opportunity in a supervised field education site to acquire skills in social, cultural and theological realties of leadership in public and pastoral contexts.

17