SEATS Certificate, Diploma, and Degree Programs

Certificate Programs:

SEATS spent a lot of time teaching certificate-level courses to partnering churches throughout the Philippines. These courses are mostly superceded now by our GradDip, MMin, and DMin, but we still keep the information sheets here for posterity.

Certificate of Ecclesiological Studies: Functional Churches Engaging Society. It’s a 10-course certificate program that walks a ministry leader through instructions of the Biblical Point of View, Functional Church Studies and introduction to Structural Evil studies.

Certificate of Missional Ecclesiology. Continues on the lessons learned is the first certificate level.

Diploma Programs:

Graduate Diploma of Ministry in Missional Ecclesiology. Those students with insufficient undergraduate studies can take our Master of Ministry in Missional Ecclesiology program, but will be granted a Graduate Diploma instead of a Masters degree.

Degree Programs:

SEATS offers several degree programs. Details of each program can be found in the files at the bottom of this page. These programs are accredited by the International Council for Higher Education.

Master of Ministry in Missional Ecclesiology at SEATS is a 12-module class focused on helping ministry leaders integrate their practical and theoretical ministries into a holistic balance. Emphasis is on developing functional churches whose strengths are the proclamation of the good news of Jesus Christ, living out the ethos of heaven on earth, serving both the community of faith and the larger community, and intersecting the truth of the gospel with the truth claims of the public square, the marketplace, the media, the schools, the family and of our churches. Students who have completed undergraduate degrees or their equivalent will be enrolled in the MMin program. Students with incomplete undergraduate programs will be enrolled in the GradDip program.

MMin/DipMin Capstone Project. Master of Ministry students are required to complete a Capstone Project at the end of their program that integrates the monthly lessons with their current ministry engagement. Each capstone project must also engage with one of the four functions of the church that form the values foundation of SEATS: Kerygma, koinonia, Diakonia, or marturia as well as the underlying evil associated with the problem: Personal, structural, or natural. Projects will be presented to the SEATS Faculty and other students for feedback and encouragement. Presentations are also recorded on video for posterity. Diploma of Ministry students may also prepare a Capstone Project if they so desire, but this is not a requirement.

Students have three options when it comes to the Capstone Project.
Option 1: Write a forty-page paper.
Option 2: Prepare a Presentation containing at least 25 slides.
Option 3: Students can prepare a series of ten Vlogs of 10 minutes each.

Students who successfully complete the required coursework and the Capstone Project will become candidates for the Master of Ministry in Contextual Theology degree from SEATS and will participate in the next scheduled graduation ceremony.

Doctor of Ministry in Missional Ecclesiology is primarily for the continuing professional theological education of senior ministry leaders in their pursuit of understanding and knowledge, in developing a missional, contextual, biblical, historical, philosophical, hermeneutical, cultural, and theological reflection for the next generation of ministry leaders of the church of Jesus Christ in the region. Its goal is to develop leaders who can translate the Christian faith into local Asian contexts so that the deep cultural artefacts that exist in these contexts can also be impacted by the Good News of Jesus Christ. We also envision them developing a new scorecard for their churches, one that emphasises functionality, impact, and mission rather than attendance and numbers. We want them to see the marketplace as a proper venue for the church to engage society.

DMin Dissertation. Doctor of Ministry students, apart from their class requirements of 10 courses, must complete a comprehensive exam before preparing a written dissertation. This is a two- stage process. Dissertations are approved by the advisor and two readers before being presented to a panel of earned doctorate degrees. Once they have an approved dissertation, they can begin research and writing. Their final defence will be before a panel of SEATS faculty. Upon successfully defending their dissertation, the students will join the graduation where they will be awarded the Doctor of Ministry degree.

Students have two options when it comes to the DMin Dissertation.
Option 1: 80-pages plus 10 vlogs of 10-minute presentations
Option 2: 120-paged minimum dissertation with 100 Bibliography

Click here to register for one of these programs. Note that all submissions are subject to evalution prior to acceptance.

AttachmentSize
PDF icon SEATS Schools of Mission - Level 1.pdf69.3 KB
PDF icon SEATS Schools of Mission - Level 2.pdf35.23 KB
PDF icon SEATS Master of Ministry and Graduate Diploma of Ministry in Missional Ecclesiology Program.pdf134.21 KB
PDF icon DMin SEATS Program Description Updated 2021.pdf99.5 KB

Level 1 Course List

DMin 303 Missional Ecclesiology: Frameworks for Functional Churches in Society

South East Asian Theological Schools, Inc. DMin 303 Missional Ecclesiology: Frameworks for Functional Churches in Society
Michael J. Fast, Ph.D. 6 Units [9 hours online class]
Classes will be held in August 3, 5, 7, 17, 19, & 21 2020, 8:00-9:30AM Manila Time (6:00-7:30PM Saskatoon Time)

Purpose:
The SEATS D.Min. Program’s goal is to develop leaders who are able to translate the Christian faith into local Asian contexts so that the deep cultural artifacts that exist in these contexts can also be impacted by the Good News of Jesus Christ. One key aspect to that is the church. Many of the church forms currently in use in Asia are imported from other contexts and often poorly contextualized into South East Asian contexts. One good way of looking at the church is by examining its functions, or the roles it fills in society. Another good way of looking at the church is whether its primary focus is gathered or scattered. This course is crucial for your future life and ministry because it will help you examine these two aspects of the church with the goal of helping you develop functional churches in your context.

The advent of COVID-19 and its related restrictions brings us to a new age for the church – one where human interaction and contact is limited. This class will emphasize the church scattered and how functionality can be developed.

This page will serve as a communication tool from me to you as we journey together in this class!

Learning Outcomes:

By the end of this Course you should have demonstrated growth in the following areas:

1. A continually developing set of biblical attitudes based on Jeremiah 29 (engagement under less than ideal situations), John 3:17 (non-condemnational), and Mark 1:1 (gospel as political statement).

2. A greater grasp of how the functions of the church as more important than the forms of the church, including changing the scorecard from bums in seats to functionality

3. An ability to identify deep cultural artifacts and connect the gospel to them, and how to identify and develop relationships with other parts of the fabric of society to further God’s kingdom.

4. The ability to take practical steps in doing theology in your context, including evaluating the times, dealing with opposing opinions and viewpoints, evaluating truth claims, learning when to adopt, when to adapt, and when to convert.

5. A deeper love for not only the church but for the world (in the sense that God loves the world too).

Learning Tasks (Assignments):

1. Your first learning task is to read through the set learning tasks given below (1 hour). You will be provided with a “contract” in which you affirm that you have read carefully through the learning tasks and commit yourself to completing them. As the purpose of the learning tasks is for you to provide evidence that you have made measurable progress towards the learning outcomes, I encourage your creativity and ownership by suggesting alternative tasks that better suit your learning style. However, your suggested task(s) must involve a comparable amount of out-of-class effort and must serve the learning outcomes. If you are interested in designing an alternative learning task or tasks, I encourage you to speak with me, and I will assist you in the process.
2. You will be expected to prepare for class, including watching videos in advance, to attend the Zoom sessions, and to participate in discussions, debates and case- study reflections, as directed. 10% of course assessment.
3. You will be required to record a series of five (5) VLogs on the functions of the church. The VLogs should should be 10 minutes in length include at least the following:
a. One Vlog will be an overview of the theology of the Functional Church and the other four Vlogs will each cover one of the four functions of the church.
b. A brief summary of some of the key issues raised in the reading or class session. Strong feelings – either positive or negative – that were elicited by the material, with a brief statement as to the possible source of these feelings.
Response to the question “If this is true, so what?” – the practical implications of the key issues in ministry and life.
VLogs might also include such things as prayers, sermon outlines and hymns, in response to the readings and lectures.
c. The purpose of this learning task is to observe the impact the course materials and activities are having on shaping your own personal understanding of how the church can engage society. 40% of course assessment.
4. Teach a class on functional church to your group. This includes the following components:
a. Preparing an outline for the class.
b. Making the PPT presentation. Please don’t simply copy the PPTs from this class 
c. Teaching the class to at least 5 students.
d. Submitting a narrative report of how the class went including the date the class was held, the name of the teacher, the names of the students, and any results or feedback from the class. 50% of course assessment.

Learning Activities:

As time permits, we will seek to investigate some or all of the following:

• Foundations of our faith, including a look at three key passages.
• The church & its mission.
• Kerygma, or Making Good News Good, including other non-Western emphases of the gospel.
• Koinonia, or Building Kingdom Values.
• Marturia, or Truth telling.
• Diakonia, or Service.
• Preaching and teaching.
• Foundations to ministry.
• Structural Evil.
• Theology of money.
• Theology of Disaster

As appropriate, class sessions will include some or all of the following:
• Personal testimonies, in which students will seek to connect great doctrines to their own
• spiritual experiences
• Small-group discussion of key issues through analytic, synthetic and evaluative questions
• Reflection on case studies in light of key theological issues
• Movie clips and theological reflection

Learning Resources: (See Professor for Copies)

Functional Church-related Resources:

Aagaard, J. (1965). Some main trends in modern protestant missiology. Studia theologica, 19(1-2), 238-259. doi: 10.1080/00393386508599878
Bosch, D. J. (2011). Transforming mission: Paradigm shifts in theology of mission (No. 16). Orbis books. Chapter 12.
Cogswell, J. A. (1987). Relief and Development: Challenges to Mission Today. International Bulletin of Missionary Research, 11(2), 72-76. doi: 10.1177/239693938701100206
Conradie, E. M. (2011). The church and the environment: seven stations towards the sanctification of the whole earth: church and environment. Scriptura: Journal for Contextual Hermeneutics in Southern Africa, 107(1), 156-170. Retrieved from https://journals.co.za/content/script/107/1/EJC119896?crawler=true&mimet...
Fackre, G. (1979). Ministries of Identity and Vitality. Theology Today, 36(3), 375-382. Retrieved from doi: 10.1177/004057367903600308
Groome, T. H. (1999). The Purposes of Christian Catechesis. In Groome, T. H., & Corso, M. J., Eds. Empowering Catechetical Leaders. National Catholic Educational Association, 1077 30th Street, NW, Suite 100, Washington, DC 20007-3852. Retrieved from https://files.eric.ed.gov/fulltext/ED430318.pdf
Hancke, F., & Verster, P. (2013). Comprehensive personal witness: a model to enlarge missional involvement of the local church. Missionalia, 41(3), 270-289. doi: 10/7832/41-3-39
Hortop, K. H. (1980). The church as family: a study of viability in the smaller local Seventh-day Adventist church. Retrieved from https://digitalcommons.andrews.edu/cgi/viewcontent.cgi?article=1611&cont...
Nel, M. (2009). Congregational analysis: A theological and ministerial approach. HTS Teologiese Studies/Theological Studies, 65(1). Retrieved from https://www.ajol.info/index.php/hts/article/view/56714/45133
Oden, T. C. (1980). Recovering lost identity. Journal of Pastoral Care, 34(1), 4-19. Retrieved from doi: 10.1177/002234098003400102
Pachuau, L., & Jorgensen, K. (2011). Witnessing to Christ in a Pluralistic World Christian Mission among Other Faiths. Retrieved from https://scholar.csl.edu/cgi/viewcontent.cgi?article=1024&context=edinbur...
Poulton, J. (1978). The Church as People. Churchman, 92(3), 219-224. Retrieved from http://biblicalstudies.gospelstudies.org.uk/pdf/churchman/092-03_219.pdf
Strengholt, J. M. (2008). Gospel in the air: 50 Years of Christian witness through radio in the Arab world. Boekencentrum. Retrieved from https://dspace.library.uu.nl/bitstream/handle/1874/27062/strengholt.pdf?...
Van der Ven, J. A. (1988). Practical theology: from applied to empirical theology. Journal of empirical theology, 1(1), 7-27. doi: 10.1163/157092588X00023
Van Niekerk, A. (2014). The missional congregation in the South African context. HTS Theological Studies, 70(1), 01-06. doi: doi:10.4102/hts.v70i1.2648
Verster, P. (2014). Missiology: Rise, demise and future at the university. Dutch Reformed Theological Journal= Nederduitse Gereformeerde Teologiese Tydskrif, 55(3_4), 879-893. Retrieved from https://uc.reformedjournals.co.za/ngtt/article/view/453/845
Watson, D. L. (1983). Evangelism: A disciplinary approach. International Bulletin of Missionary Research, 7(1), 6-9. Retrieved from doi: 10.1177/239693938300700102

Contextualization and Enculturation Resources:

Bulatao, J. (1965). Split-level Christianity. Philippine Sociological Review, 13(2), 119-121.
Bulatao, J. C. (1992). Split-Level Christianity. In Phenomena and Their Interpretation: Landmark Essays, 1957-1989 (pp. 22–31). Ateneo de Manila University Press.
de Mesa, J. M. (1988). Re-Thinking the Faith with Indigenous Categories. Inter-Religio 13, 18-29.
de Mesa, J.M. (2012). Inculturation as pilgrimage. Mission and Culture: The Louis J. Luzbetak Lectures, 5-34.
Enriquez, V. G. (1994). Pagbabangong-dangal: Indigenous psychology and cultural empowerment. Quezon City: Akademya ng Kultura at Sikolohiyang Pilipino.
Hill, G. J. (2017). Salt, light and a city (second edition): Ecclesiology for the global missional community: Volume 1, Western voices. Wipf and Stock Publishers.
Hill, G. J. (2015). GlobalChurch: reshaping our conversations, renewing our mission, revitalizing our churches. InterVarsity Press.
Maggay, M. P. (2005). Engaging Culture: Lessons from the Underside of History. Missiology 33(62), pp. 62-70. doi:10.1177/009182960503300106
Maggay, M. P. (2013). A religion of guilt encounters a religion of power: Missiological implications and consequences. In M. P. Maggay (Ed.), The gospel in culture: Contextualization through Asian eyes. Manila: OMF Literature Inc.
Maggay, M. (2018). Contextualization Social Science, Scripture and the Holy Spirit in the Interpretive Task. Paper presented at the 2018 Asia Theological Association Theological Consultation: Responding to the call: Interdisciplinary approaches to doing theology in Asia, Mandaluyong, Metro Manila, Philippines, July 31 – August 2, 2018.
Vatican II Council. (1964). Dogmatic constitution on the church: Lumen gentium. Solemnly promulgated by his Holiness Pope Paul VI on November 21, 1964. Retrieved from https://www.vatican.va/archive/hist_councils/ii_vatican_council/document...
Vatican II Council. (1965). Decree on the mission activity of the church: Ad gentes. Solemnly promulgated by His Holiness Pope Paul VI on December 7, 1965. Retrieved from http://www.vatican.va/archive/hist_councils/ii_vatican_council/documents...
Walls, A. F. (1988). The Translation Principle in Christian History. In Stine, P. C. (Ed.). Bible translation and the spread of the church: The last 200 years. Leiden: E.J. Brill.
Walls, A. F. (1996). The Gospel as Prisoner and Liberator of Culture. In The missionary movement in Christian history: Studies in the transmission of faith. Maryknoll: Orbis books, pp. 3-15.
Walls, A. F. (2002). The Ephesian moment. In The cross-cultural process in Christian history: Studies in the transmission and appropriation of faith. Maryknoll: Orbis Books, pp. 72- 81.
Walls, A. F. (2004). Converts or proselytes? The crisis over conversion in the early church. International Bulletin of Missionary Research, 28(1), pp. 2-6. doi:10.1177/239693930402800101

Websites & Blogs:

There are a lot of web-based resources on missional ecclesiology, some older and some newer. The following list was derived from Tyndale’s Missional Church Online Reading Room (https://www.tyndale.ca/seminary/inministry/reading-rooms/missional-church). It contains mostly Western, male personalities. For a list of Female Asian theologians, please see Hill & Kim’s 18 Asian Female Theologians You Should Know About (Plus Others For You To Explore). Retrieved from https://theglobalchurchproject.com/18-asian- female-theologians/ (Version 9: January 14, 2019).

Anabaptist Mennonite Network. After-Christendom Series. Retrieved from https://amnetwork.uk/resource_type/after-christendom/
Common Ground Journal: Perspectives on the Church in the 21st Century. Retrieved from https://www.edcot.com/cmngrnd/index.html
DeVries, D. Missional Challenge: Aligning Every Believer with the Redemptive Mission of Jesus! Retrieved from https://missionalchallenge.com
Ekklesia Project. Publications. Retrieved from http://www.ekklesiaproject.org/
Forge Canada. Voices from the Missional Movement. Retrieved from https://www.forgecanada.ca/resources
Franke, J. R., Guder, D. L., Hunsberger, G., Barrett, L., Brownson, J., Sundermeier, T., Tizon, A., and Creasy, K. Dean. The Gospel and Our Culture Network. Retrieved from https://gocn.org
Frost, M. Mike Frost: author, speaker, missiologist, agitator. Retrieved from http://mikefrost.net/blog
Jones, A. Tall Skinny Kiwi: Religious Conversations. Retrieved from https://tallskinnykiwi.typepad.com
Hill, G. J. Global Church Project: Exploring the wisdom and theologies of World Christianity with Graham Joseph Hill. Retrieved from https://theglobalchurchproject.com
Meigs, R. (2006-2017) Friend of Missional. Retrieved from http://friendofmissional.org/ and http://theblindbeggar.org
Sherman, S., and Weston, P. (2017). Newbigin Resources. Retrieved from https://newbiginresources.org
Stetzer, Ed. MG Blog: Ed Stetzer and Mission Group Blog. Retrieved from https://edstetzer.com/blog/
Brisco, B. Missional Church Network: Helping to activate all the people of God. Retrieved from http://missionalchurchnetwork.com/
Woodward, JR. Missional Church: A Primer. Retrieved from http://jrwoodward.net/2008/11/a-primer-on-todays-missional-church/

Mutual Commitments:

Because this class is a D.Min. class, the primary responsibilities lie on you, the student, in learning. This class is also conducted in a modular format, which means that many of the activities will need to be done by you outside of class. Having said that, I am fully committed to helping you on your journey towards being a the minister of the gospel that you would like to be! Here is what I am expecting from you and what you can expect from me as we journey together.

What I expect from you as an emerging leader in the service of Christ:
1. I expect you to be diligent in preparing thoroughly for each session.
2. I expect you to submit work on time, or, if this is not possible, to request an extension adequately in advance of the deadline.
3. I expect you to participate fully and constructively in all course activities and discussions.
4. I expect you to show respect towards other students, being sensitive to national, cultural, gender and other individual differences, and listening courteously when others speak in class.
5. I expect you to provide accurate and constructive feedback on the course content and methodology that will help me as I teach this course and when I teach this material again in the future.

My commitments to you are:
1. I will prepare carefully for each class session.
2. I will encourage reciprocity and cooperation among you as a class of emerging leaders.
3. I will emphasize time on task, making the best use of the available time to promote quality learning.
4. I will promote active learning, respecting diverse talents and learning styles.
5. I will provide adequate opportunity outside of the class session times for you to discuss the course material with me.
6. I will do my best to provide prompt feedback on your work.

Online Class Requirements:

Because this in an online class, students will have some extra steps to follow in completing the requirements.
• Zoom app. The zoom app can be downloaded for free from https://zoom.us/download. It is available for computers, tablets, and phones.
• Classes will be held August 3, 5, 7, 17, 19, & 21 2020, 8:00-9:30AM Manila Time (6:00-7:30PM Saskatoon Time) because this is the most convenient time for both the teacher and the students.
• Assignments must be submitted via email to seatsinc@gmail.com.

Contact Information:

I am available most times via email or social media to work with you. We can also set up an appointment to get together and discuss any issues or questions you may have. You can contact me via email at seatsinc@gmail.com. I am also on Facebook at http://fb.com/mike.fast2 and WhatsApp at 1-306-229-1710.

DMin 306 Towards a New World Order: Frameworks in Discipling a Nation

South East Asian Theological Schools, Inc.
Syllabus for DMin 306
Towards a New World Order: Frameworks in Discipling a Nation
Cesar V.P. Punzalan, D.Min., Ph.D. and Michael J. Fast, Ph.D. 3 Units [24/72 hours in/outside of class]

Purpose:
The SEATS D.Min. Program’s goal is to develop leaders who are able to translate the Christian faith into local Asian contexts so that the deep cultural artifacts that exist in these contexts can also be impacted by the Good News of Jesus Christ. One key aspect to that is the the realm of values and worldviews. This course will discuss the value system of heaven (Koinonia) to be lived out in the world.

Dr. Cesar Punzalan will discuss values systems first on the micro/personal scale based on Galatians 5:22-23. On the second session he will discuss the Genesis 9:6 chiasm or chiasmos, as interpreted mainly by Evangelicals as the basis of justice (retributive), and how the pendulum has swung to the opposite direction and how Middle-of-the-road and Neoliberal Evangelicals advocate now for a definition of social justice based on cultural Marxism. On the third session, Dr. Punzalan will present the other hidden spiritual forces which greatly affect how Christians live out the values of heaven or the values of the kingdom. It is a framework analysis from personal to global systems that hinder the advance of the kingdom of God.

Dr. Michael Fast will discuss the basic theological aspects that help form the evangelical worldview including God, Creation, Revelation, Fall, Redemption, Church, Calling, and Re-creation. The class will examine the various lenses through which these foundational beliefs are viewed and incorporate various aspects of Philippine society and culture in an attempt to shape a more contextual framework for engaging society. The class will use a Bakhtinian dialogic framework mediated through Walls’ transmission and appropriation concepts and de Mesa’s pagbabalik-loob and hermeneutics of appreciation as it’s theoretical framework.

Learning Outcomes:

By the end of this Course you should have demonstrated growth in the following areas:

1. A continually developing set of biblical attitudes based on Galatians 5:22-23 and Genesis 9:6.

2. A greater grasp of the function koinonia (value system of heaven) plays in helping disciple a nation.

3. An understanding of how various hidden spiritual forces – both personal and global – impact the advance of the kingdom in human cultures.

4. An understanding of not only the basic theological concepts that have traditionally shaped an evangelical worldview but the various lenses, both theological and cultural, the help shape our understanding and creation of our various worldviews.

Learning Tasks (Assignments):

1. Your first learning task is to read through the set learning tasks given below (1 hour). You will be provided with a “contract” in which you affirm that you have read carefully through the learning tasks and commit yourself to completing them. As the purpose of the learning tasks is for you to provide evidence that you have made measurable progress towards the learning outcomes, I encourage your creativity and ownership by suggesting alternative tasks that better suit your learning style. However, your suggested task(s) must involve a comparable amount of out-of-class effort and must serve the learning outcomes. If you are interested in designing an alternative learning task or tasks, I encourage you to speak with me, and I will assist you in the process.

2. You will be expected to prepare for class, including watching videos in advance, to attend the Zoom sessions, and to participate in discussions, debates and case-study reflections, as directed. 20% of course assessment.

3. Prepare a VLog OR a reflection paper on the Monday lecture on the Fruit of the Spirit/7 Deadly Sins. 20% of course assessment.

  • DMin students: 10-minute VLog or 5-page paper.
  • MMin students: 8-minute Vlog or 4-page paper.

    • 4. Prepare a VLog OR a reflection paper on the Wednesday lecture on Tim Keller’s 3 barriers and Melba Maggay’s comments on true discipleship. 20% of course assessment.

  • DMin students: 10-minute VLog or 5-page paper.
  • MMin students: 8-minute Vlog or 4-page paper.

    • 5. Read Vencer’s Towards a Biblical World-Life View and write a report on what you have read. 20% of course assessment.

  • DMin students: 3-page report
  • MMin students: 2-page report

    • 6. Choose one of the eight lenses of theology discussed in class (God, Creation, Revelation, Fall, Redemption, Church, Calling, and Re-creation). Write a 5-page paper that examines that aspect through one or two lenses. For example, examine the theology of the Fall through the lenses of Creation and Re-creation. 20% of course assessment.

  • DMin students: Through two other lenses.
  • MMin students: Through one other lens.

    • Learning Activities:

    As time permits, we will seek to investigate some or all of the following:

    • Moving from micro to macro solutions to discipling a nation
    • The seven deadly sins
    • The fruit of the spirit
    • Basic evangelical theologies
    • Transmission and appropriation of faith
    • Dialogic and chronotope
    • Hermeneutics of appreciation

    As appropriate, class sessions will include some or all of the following:

    • Personal testimonies, in which students will seek to connect great doctrines to their own
    • spiritual experiences
    • Small-group discussion of key issues through analytic, synthetic and evaluative questions
    • Reflection on case studies in light of key theological issues
    • Movie clips and theological reflection

    Learning Resources (See Professor for Copies):

    BCP Affirmation of Faith. [See under Course Instructions below]

    Erickson, M. J. (1998). Christian theology. Baker Academic.

    Launstein, D. & Fast, M. (2002). Overview of basic systematic theology. Quezon City: South East Asian Theological Schools. [See under Course Instructions below]

    BibleProject. (2019). The Bible Project. Retrieved from http://www.bibleproject.com

    Stevens, P. & Ung, A. (2010). Taking Your Soul to Work: Overcoming the Nine Deadly Sins of the Workplace. Grand Rapids: Eerdmans.

    Vencer, A. (2004). Towards a Biblical World-Life View. Discipling a Whole Nation Faculty Institute. [See under Course Instructions below]

    Mutual Commitments:

    Because this class is a D.Min. class, the primary responsibilities lie on you, the student, in learning. This class is also conducted in a modular format, which means that many of the activities will need to be done by you outside of class. Having said that, I am fully committed to helping you on your journey towards being a the minister of the gospel that you would like to be! Here is what I am expecting from you and what you can expect from me as we journey together.

    What I expect from you as an emerging leader in the service of Christ:
    1. I expect you to be diligent in preparing thoroughly for each session.
    2. I expect you to submit work on time, or, if this is not possible, to request an extension adequately in advance of the deadline.
    3. I expect you to participate fully and constructively in all course activities and discussions.
    4. I expect you to show respect towards other students, being sensitive to national, cultural, gender and other individual differences, and listening courteously when others speak in class.
    5. I expect you to provide accurate and constructive feedback on the course content and methodology that will help me as I teach this course and when I teach this material again in the future.

    My commitments to you are:
    1. I will prepare carefully for each class session.
    2. I will encourage reciprocity and cooperation among you as a class of emerging leaders.
    3. I will emphasize time on task, making the best use of the available time to promote quality learning.
    4. I will promote active learning, respecting diverse talents and learning styles.
    5. I will provide adequate opportunity outside of the class session times for you to discuss the course material with me.
    6. I will do my best to provide prompt feedback on your work.

    Contact Information:

    I am available most times via email or social media to work with you. We can also set up an appointment to get together and discuss any issues or questions you may have. You can contact us via email at
    Dr. Punzalan:
    Dr. Fast: seatsinc@gmail.com. I am also on Facebook at http://fb.com/mike.fast2

    DMin 310 Organizational Culture & Frameworks

    DMin 310 Organizational Culture & Frameworks
    Dr. John Fast February 8, 10, 12, & 22, 24, 26
    10AM-12PM (Manila Time)

    Course Description

    The purpose of this course is to introduce students to several concepts including organizational culture, congregational culture, leader ship culture, and most importantly changes in culture. We will spend quite a bit of time I'm looking at how cultural change comes about in organizations. Of course there are those who say culture cannot be changed. Will consider that as well.

    The course has twelve lessons which we’ll cover in our sessions, two per evening. Here are the titles of the lessons:

      1. What Is Culture?
      2. Organizational Culture
      3. Organizations Create Cultures.
      4. Why Organizations Create Cultures
      5. Organizational Values Are Rooted In Beliefs
      6. How Organizations Relate To Outside Cultures.
      7. Reading An Organization’s Culture.
      8. How To Read A Leader’s Culture
      9. Founders Create Cultures.
      10. Leaders Renovate Cultures.
      11. Turnaround Leaders.
      12. How Turnaround Leaders Renovate Culture.

    About the Professor:

    My name is John Fast. I am currently living in Vancouver, Canada. From 1983 until 1995 I lived in the Philippines where my wife Arlene and I were involved in church planting and pastoral training. After that we went to Vietnam where we stayed from 1996 until 2015. In Vietnam we were involved in a Business as Mission (BAM) project, church planting and pastoral training.

    Now in Vancouver we are retired but still very interested in the church in both Vietnam and the Philippines. So, I was very pleased when my son Michael asked me to teach this course on congregational culture. Along with my many experiences in churches I’ve also had time to reflect on the inner workings of congregations. In 1990 I wrote a Masters Thesis on the difficulties experienced by a foreign missionary organization in its dealings with a Filipino church organization. Then in 1995 I completed a PhD at the University of the Philippines on the growth of culture in a business organization in the Philippines. My dissertation was on the development of an organizational culture in a new business organization.

    II. Student Assignments

    A. Readings

    1. Class Notes
    Students will be asked to read the class notes that follow in this document and also some other work. These notes are available at the link below.
    2. Books
    Read a total of 250 pages from one or more of the books listed in III A Resources. All of these books can be found in Scribd [ https://www.scribd.com ]. If you open a one month introductory membership in Scribd you should be able to access the books for free. After each reading please write a summary of what it was all about (75-100 words each).

    B. Videos

    View again the videos (see list below) on the concepts covered in the course. After watching the videos please write a summary of what these concepts are all about (50 words each). We will also watch most or all of these videos during class sessions.

    C. Project

    1. Read a congregation’s culture
    Students will form groups of two or three to work on a cultural analysis of any church they are familiar with. Use the cultural analysis frameworks presented in the course for this assignment. Students may prepare:
    - a written version of this analysis or
    - they can record their findings in a video.
    - as part of this project the students should refer to any relevant appendices which are found on page 62 of these notes.

    OR

    2. Read the culture of an Amish congregation.
    You can form groups of three to work on a cultural analysis of the video Breaking the Silence. [https://www.youtube.com/watch?v=aaHIEZkeTF4].
    - You can prepare a written version of this analysis or
    - You can record your findings in a video.
    As part of this project the students should refer to any relevant appendices which are found on page 62 of these notes.

    III. Assignment Deadlines

    1. Readings
    Notes - please try to read these note between the session they cover and before the following session.
    Books - I’d like to have these readings completed by the end of March. But keep in mind if you are using a free SCRIBD account it lasts only a month.

    2. Videos
    Please watch and report on these videos by the end of March as well.

    3. Project
    Due to the nature of this project I’d like you to finish it by the end of April but just let me know if you need more time.

    Resources;

    A. Books:

    B. Videos

    C. Internet Sites

    DMin 312 Scriptures scribes spirituality and society

    Scriptures, Scribes, Spirituality, and Society: Searching for the Human Face of the Sacred Book

    LECTURER: Rev. Edgar Battad Ebojo, Ph.D.Global Translation Advisor, United Bible Societies Translation Consultant, Philippine Bible Society

    DATES OF LECTURES:April 6, 8, 19, 21, and 23, 20218:00 a.m. – 10:00 nn (April 6 & 8: 8:00-11:00 a.m.) Platform: Zoom (link to be provided by SEATS)

    DESCRIPTION:

    The formation and the transmission of the Sacred Scriptures are both theological and historical processes that transpired within a particular historical time frame. As such, they cannot be studied in a vacuum; they are deeply rooted in the theologies, praxes, and the social histories of the early Christian communities and the subsequent members of this faith communities throughout the centuries. And within that historical frame, the multi-faceted intersections of culture, society, and the forms of text which the early Christian communities considered as their “Scriptures” were not incidental but inviolable components that resulted to the eventual development of the doctrine of biblical canon as well as its concomitant history of transmission.

    The Texts of the “Sacred Scriptures” were transmitted through the centuries along with all the cultural trappings and ideological tendencies of those who transmitted them. How these trappings and tendencies were transmitted is best appreciated by the kind of impact they have had on various societies and faith communities that used these transmitted textforms, as well as the beliefs and practices that the contemporary Churches now observe (or disavow).

    This series of lectures explores the intricate stream of textual transmission and engages the “Texts” of the Scriptures (particularly the New Testament) in its original languages, with an intent of graphically understanding this history from the standpoint of variegated Evangelical hermeneutics. Through these lectures, students will be able to landscape the advent and development of Scripture engagement in the Philippines—as part of a global initiative—including the translation history and theologies that unfolded thereafter. This will also help students develop their skills in objectively assessing the numerous versions of the Bible that are now available in the marketplaces, that will help them in their ecclesiastical ministries of the Word.

    Ultimately, the students are expected at the end of the Course to have had gained a better appreciation of the how the Word of God can truly transform this nation, as can be seen in the history of Scripture transmission—a narrative of willing partnership between God and His people.

    TOPICS TO BE COVERED:

    April 6, 2021 (8:00 – 11:00 a.m.) Anyare?! The Formation and Transmission of the Scriptures
    April 8, 2021 (8:00 – 11:00 a.m.) Christianization and Scripture Engagement: Scripture Transmission History in the Philippines
    April 19, 2021 Bible Translation Processes and Practices
    - Versions, Variants, and Verdicts: Textual Bases in Translation
    - Versions, Versions, Versions... Is there no end?
    April 21, 2021 Theology of/in/and Scripture Transmission (Part 1)
    - The Son of Man, Scribes, and Scriptures: Re-Thinking Christological Interests in the Transmission and Translation of the NT Texts
    - Spirits, Scribes, and Scriptures
    April 23, 2021 Theology of/in/and Scripture Transmission (Part 2) and Synthesis
    - For Adults Only!? The Living Text, the Empire, and the Tambay
    - Sex, Scribes, and Scriptures

    ABOUT THE PRESENTER

      - Global Translation Advisor, United Bible Societies (2017-present)
      - Translation Consultant, Philippine Bible Society (2006-present)
      - Translation/Publishing Manager, Philippine Bible Society (2001-2017) Ordained Minister, Bethel Pentecostal Church, Inc. (1995-present)
      - Post-Doctoral Studies in Translation Studies, Fondazione Universitaria San Pellegrino, Misano, Italy
      - Post-Doctoral Studies in Manuscript Studies, University of Birmingham, UK
      - Doctor of Philosophy in Biblical Studies, University of Birmingham, United Kingdom
      - Master of Theology in Translation Studies and Biblical Exegesis, Trinity Theological College, Singapore
      - Master of Divinity in Biblical Studies, Asian Theological Seminary, Quezon City
      - Master of Intercultural Studies, Philippine Uniting Theological Seminary Bachelor of Christian Ministry, Bethel Bible College
    DMin 316 Pagkalalake & Maka-Diyos: Introduction to Cultural Anthropology

    South East Asian Theological Schools, Inc. DMin 316 Pagkalalake & Maka-Diyos: Introduction to Cultural Anthropology
    Michael J. Fast, Ph.D. 12 hours online class
    August 10, 11, 13, 24, 25, 27 2021 8-10AM Philippine Time

    Purpose:

    Why is it important for pastors and church leaders to understand cultural anthropology? As pastors we are experts at exegeting the text of the bible to make sure that God’s message is accurately presented to people. It is also important, however, for us to be able to exegete our culture so that we can better understand who people are and how we can better communicate with them. Sometimes Jesus-followers have assumptions about the world that are entirely untrue. We need to develop ways to better understand the world to make sure that we are asking and answering the right questions – to make sure that the message we exegete from the Bible is presented in a relevant way to those who are not yet followers of Jesus Christ. Anthropology can help us understand that.

    This class will introduce the students to the principles and practices of Cultural Anthropology. Perhaps the best way to learn how to do cultural anthropology is to look at empirical examples of how it is done. For the rest of the course, we will look at the topic of how Filipino men conceptualize two ideas: Pagkalalake and maka-Diyos.

    Learning Outcomes:

    Learning Tasks (Assignments):

    Learning Task #1. Participate in class discussions, normally consisting of breakout rooms and group reports.

    Learning Task #2. Read

    Learning Task #3. Interview at least two people about how they connect their pagkatao with their pagiging maka-Diyos. These don’t have to be men. It’s best if you choose people like those you minister to: Men, women, singles, youth, college students, bakla o tomboy, atbp. Mas maganda kung may connection sa research topic mo. What do you learn? What surprised you? What insights to do you gain from your dialogue with them that will help your discipleship of them? 5-10 pages.

    Learning Activities:

    As time permits, we will seek to investigate some or all of the following:
    • Definitions of anthropology, culture, pagkalalake, and maka-Diyos.
    • Introduction to the principles and practices of Cultural Anthropology.
    • Pagkalalake: Talking about masculinity in the Philippine context
    • Maka-Diyos: Talking about religiosity in the Philippine context
    • How men conceptualize knowledge acquisition and evaluation
    • Male understandings of the supernatural
    • Men and maka-Diyos
    • Men on pagkalalake
    • Creating a framework for analyzing and working with these problems and difficulties

    As appropriate, class sessions will include some or all of the following:
    • Personal testimonies, in which students will seek to connect great doctrines to their own spiritual experiences
    • Small-group discussion of key issues through analytic, synthetic, and evaluative questions
    • Reflection on case studies in light of key theological issues

    Learning Resources:

    Abu-Lughod, L. (1993). “Writing against Culture.” In Oakes, T., & Price, P. L. (Eds.). (2008). The cultural geography reader. Routledge.
    Castor, N. YouTube Video on culture.
    Diah, N. M., Hossain, D. M., Mustari, S., & Ramli, N. S. (2014). An overview of the anthropological theories. International Journal of Humanities and Social Science, 4(1), 155-164. Retrieved from http://www.ijhssnet.com/journals/Vol_4_No_10_1_August_2014/19.pdf

    Mutual Commitments:
    Because this class is a D.Min. class, the primary responsibilities lie on you, the student, in learning. This class is also conducted in a modular format, which means that many of the activities will need to be done by you outside of class. Having said that, I am fully committed to helping you on your journey towards being the minister of the gospel that you would like to be! Here is what I am expecting from you and what you can expect from me as we journey together.

    What I expect from you as an emerging leader in the service of Christ:
    1. I expect you to be diligent in preparing thoroughly for each session.
    2. I expect you to submit work on time, or, if this is not possible, to request an extension
    adequately in advance of the deadline.
    3. I expect you to participate fully and constructively in all course activities and discussions.
    4. I expect you to show respect towards other students, being sensitive to national, cultural,
    gender and other individual differences, and listening courteously when others speak in
    class.
    5. I expect you to provide accurate and constructive feedback on the course content and
    methodology that will help me as I teach this course and when I teach this material again in the future.

    My commitments to you are:
    1. I will prepare carefully for each class session.
    2. I will encourage reciprocity and cooperation among you as a class of emerging leaders.
    3. I will emphasize time on task, making the best use of the available time to promote
    quality learning.
    4. I will promote active learning, respecting diverse talents and learning styles.
    5. I will provide adequate opportunity outside of the class session times for you to discuss
    the course material with me.
    6. I will do my best to provide prompt feedback on your work.

    Online Class Requirements:
    Because this in an online class, students will have some extra steps to follow in completing the requirements.
    • Zoom app. The zoom app can be downloaded for free from https://zoom.us/download. It is available for computers, tablets, and phones. Please keep your app updated.
    Classes will be held August 10, 11, 13, 24, 25, 27 2021 8-10AM Philippine Time because this is the most convenient time for both the teacher and the students.
    • Assignments must be submitted via email to seatsinc@gmail.com.

    Contact Information:
    I am available most times via email or social media to work with you. We can also set up an appointment to get together and discuss any issues or questions you may have. You can contact me via email at seatsinc@gmail.com. I am also on Facebook at http://fb.com/mike.fast2 and WhatsApp at 1-306-229-1710.

    We have also set up a class webpage at https://schoolsofmission.com/course/level-4/....

    DMin 399 Research & Writing at the DMin Level

    South East Asian Theological Schools, Inc. Syllabus for DMin 399
    Research & Writing at the DMin Level
    Michael J. Fast, Ph.D. 3 Units [12/72 hours in/outside of class]

    Purpose:

    The SEATS D.Min. Program’s goal is to develop leaders who are able to translate the Christian faith into local Asian contexts so that the deep cultural artifacts that exist in these contexts can also be impacted by the Good News of Jesus Christ. A key aspect to this strategy is developing functional churches but in order for these do be developed, the church must engage in theologizing. One key aspect to doing theology is through Biblical, theological, and empirical research and one way for this research to be known is by writing it down. This course will introduce the student to writing and research at the doctoral level including formulating a research question, preparing a review of related literature, creating a theoretical and conceptual framework, conducting research, and writing the dissertation proposal. Concepts such as IMRAD, mindmapping, concept mapping, and technical writing will also be covered.

    Learning Outcomes:

    By the end of this Course you should have demonstrated growth in the following areas:

    1. Know what research is and how to design it.
    2. Understand the concept of a thesis or problem statement and framing questions.
    3. Understand Mindmapping and Concept mapping and their role in research and writing.
    4. Know the ins and outs of technical doctoral writing including outlining, citations, formatting, and publishing.
    5. Understand the research process and the IMRaD format.
    6. Understand the concept of Reflexivity and how it impacts the research and writing process.
    7. Theoretical frameworks.
    8. Have written a proposal for their dissertation.

    Learning Tasks (Assignments):

    1. Your first learning task is to read through the set learning tasks given below (1 hour). You will be provided with a “contract” in which you affirm that you have read carefully through the learning tasks and commit yourself to completing them. As the purpose of the learning tasks is for you to provide evidence that you have made measurable progress towards the learning outcomes, I encourage your creativity and ownership by suggesting alternative tasks that better suit your learning style. However, your suggested task(s) must involve a comparable amount of out-of-class effort and must serve the learning outcomes. If you are interested in designing an alternative learning task or tasks, I encourage you to speak with me, and I will assist you in the process.
    2. Attend the classes (or watch the recordings). If you plan to be absent, please inform the professor in advance via Facebook or Email. Absent students must also inform the professor once they have watched the recorded video lessons.
    3. Write a proposal for your desired dissertation topic.
    a. Must have a clear problem statement.
    b. Must use proper citations.
    c. Must have a bibliography.
    d. Must be approximately 100 pages in length.
    e. Due date is 6 months after the end of class (April 30, 2021). The professor will be available for consultation with you during this time to help you with your writing process.

    Learning Activities:

    As appropriate, class sessions will include some or all of the following:
    • Personal testimonies, in which students will seek to connect great doctrines to their own
    • spiritual experiences
    • Small-group discussion of key issues through analytic, synthetic and evaluative questions
    • Reflection on case studies in light of key theological issues
    • Movie clips and theological reflection

    Learning Resources:

    Books and Articles:

    American Anthropological Association. Code of Ethics of the American Anthropological Association. 2009. Accessed October 3, 2020. http://s3.amazonaws.com/rdcms-aaa/files/production/public/FileDownloads/...

    American Psychological Association. (2017). Ethical principles of psychologists and code of conduct (2002, amended effective June 1, 2010, and January 1, 2017). http://www.apa.org/ethics/code/index.html

    Association of Social Anthropologists of the UK and the Commonwealth. Ethical Guidelines for Good Research Practice. 1999. https://www.theasa.org/downloads/ethics/Ethical_guidelines.pdf

    Association of Social Anthropologists of the UK and the Commonwealth. Ethical Guidelines for Good Research Practice. 2011. https://www.theasa.org/downloads/ASA%20ethics%20guidelines%202011.pdf

    Avramidis, Elias, and Brett Smith. “An introduction to the major research paradigms and their methodological implications for special needs research.” Emotional and behavioural difficulties 4, no. 3 (1999): 27-36. DOI: 10.1080/1363275990040306

    Bazerman, Charles. The Informed writer: Using sources in the disciplines. Fort Collins, Colorado: The WAC Clearinghouse, 2010. https://wac.colostate.edu/books/practice/informedwriter/

    Birx, H. James, ed. 21st century anthropology: a reference handbook. Sage, 2010.

    Brain, Lord. “Structure of the scientific paper.” British medical journal 2, no. 5466 (1965): 868. https://www.ncbi.nlm.nih.gov/pmc/articles/PMC1846354/pdf/brmedj02597-006...

    Bryman, Alan. Social research methods. Oxford University Press, 2016.

    Call-Cummings, Meagan, and Karen Ross. “Re-positioning power and re-imagining reflexivity: Examining positionality and building validity through reconstructive horizon analysis.” In Research Methods for Social Justice and Equity in Education, pp. 3-13. Palgrave Macmillan, Cham, 2019.

    Day, Robert A. “The origins of the scientific paper: the IMRaD format.” J Am Med Writers Assoc 4, no. 2, 1989: 16-18.

    Krause, Steven D. The Process of Research Writing, 2007. http://www.stevendkrause.com/tprw/

    Kumar, Ranjit. Research Methodology A Step-by-Step Guide for Beginners, Sage, 2019.

    Labaree, David. “The five-paragraph fetish.” Aeon. Aeon Media Group Ltd. Accessed February 15, 2018. https://aeon.co/essays/writing-essays-by-formula-teaches-students-how-to...

    Mewburn, Inger. “Creating research questions using Spider Diagrams.” Accessed October 3, 2020. https://sites.google.com/site/twblacklinemasters/using-a-spider-diagram-...

    Novak, J. D. & A. J. Cañas, “The Theory Underlying Concept Maps and How to Construct and Use Them,” Technical Report IHMC CmapTools 2006-01 Rev 01-2008, Florida Institute for Human and Machine Cognition, 2008, available at: http://cmap.ihmc.us/Publications/ResearchPapers/TheoryUnderlyingConceptM...

    Reardon, Tiffani, Tamara Powell, Jonathan Arnett, Monique Logan, and Cassandra Race. “Open Technical Communication. (2019). http://open-tc.com

    Santos, José António C. and Santos, Margarida Custódio. “Strategies for writing a research paper.” Tourism & Management Studies, 11(1) (2015), 7-13

    Turabian, K. L. (). Turabian: A manual for writers. Citation quick guide. https://www.chicagomanualofstyle.org/turabian/citation-guide.html

    Wu, Jianguo. “Improving the writing of research papers: IMRAD and beyond.” Landscape Ecology (2011) 26:1345–1349. doi 10.1007/s10980-011-9674-3 Accessed October 3, 2020. https://link.springer.com/content/pdf/10.1007/s10980-011-9674-3.pdf

    Videos:

    Aldenlibrary. “Why Cite Your Sources.” Last modified March 29, 2010. https://youtu.be/_ZtqmiDmNYY

    Cooperative Library Instruction Project. “Popular and Scholarly Sources.” Last modified Oct 8, 2015. https://youtu.be/gPvk-pG8iqE

    Downs-Jones Library. “How to Evaluate Popular Internet Resources.” Last modified August 10, 2012. https://youtu.be/oxd9iwQ_pt4

    Downs-Jones Library. “Primary and Secondary Sources.” Last modified August 10, 2012. https://youtu.be/xFvEKQQcVW8

    Hastings, C. “Get Lit: The Literature Review.” Texas A&M University Writing Center. Last modified Sep 27, 2016. https://youtu.be/9la5ytz9MmM

    Walden University Writing Center. “Crash Course in Scholarly Writing.” Last modified May 8, 2020. https://youtu.be/IKs-QPtr_TM

    Websites & Blogs:

    There are a lot of web-based resources on doctoral writing.

    Academic Writing in English Lund University. “Three versions of the RA.” Last modified July 16, 2017. https://awelu.srv.lu.se/genres-and-text-types/writing-in-academic-genres...

    University of Saskatchewan. “How to Evaluate Information Sources: Home.” Last modified June 3, 2020. https://libguides.usask.ca/EvaluateInformation

    University of Saskatchewan. “How to Evaluate Information Sources: Critical Questions for Evaluating Your Sources.” Last modified June 3, 2020. https://libguides.usask.ca/c.php?g=16390&p=90457

    University of Saskatchewan. “Citation Style Guides: Chicago/Turabian Style.” Accessed September 22, 2020. https://libguides.usask.ca/citation/chicago

    Mutual Commitments:

    Because this class is a D.Min. class, the primary responsibilities lie on you, the student, in learning. This class is also conducted in a modular format, which means that many of the activities will need to be done by you outside of class. Having said that, I am fully committed to helping you on your journey towards being a the minister of the gospel that you would like to be! Here is what I am expecting from you and what you can expect from me as we journey together.

    What I expect from you as an emerging leader in the service of Christ:
    1. I expect you to be diligent in preparing thoroughly for each session.
    2. I expect you to submit work on time, or, if this is not possible, to request an extension adequately in advance of the deadline.
    3. I expect you to participate fully and constructively in all course activities and discussions.
    4. I expect you to show respect towards other students, being sensitive to national, cultural, gender and other individual differences, and listening courteously when others speak in class.
    5. I expect you to provide accurate and constructive feedback on the course content and methodology that will help me as I teach this course and when I teach this material again in the future.

    My commitments to you are:
    1. I will prepare carefully for each class session.
    2. I will encourage reciprocity and cooperation among you as a class of emerging leaders.
    3. I will emphasize time on task, making the best use of the available time to promote quality learning.
    4. I will promote active learning, respecting diverse talents and learning styles.
    5. I will provide adequate opportunity outside of the class session times for you to discuss the course material with me.
    6. I will do my best to provide prompt feedback on your work.

    Contact Information:

    I am available most times via email or social media to work with you. We can also set up an appointment to get together and discuss any issues or questions you may have. You can contact me via email at seatsinc@gmail.com. I am also on Facebook at http://fb.com/mike.fast2 My cellphone in the Philippines is +639999936072

    Master of Ministry In Contextual Theology

    500 Master of Ministry In Contextual Theology
    MCT 501 Missio Dei Class
    MCT 502 Transforming Mission
    MCT 503 Mission to Muslim Context Class
    MCT 504 Integral Mission
    MCT 505 Theology of Disaster Management
    MCT 506 Contextual Theology
    MCT 507 Hermeneutics: Text to Sermon—Interpreting and Proclaiming the Good News
    MCT 508 Biblical Theology of Suffering : A Study of 1Peter – Lecture Series 2
    MCT 509 The Culture and The Gospel In Preaching 1
    MCT 510 The Culture and The Gospel In Preaching 2
    MCT 511 Hermeneutics 1 - Dr. Jonathan Exiomo
    MCT 512 Hermeneutics 2 – Dr. Jonathan Exiomo
    MCT 513 Holiness
    MCT 514 Pauline Ecclesiology
    MCT 515 Preaching to change lives
    MCT 516 Basic Skills in Spiritual Companioning Class
    MCT 517 Evangelical Theology
    MCT 599 Biblical Themes and Senior Theological Integration Project

    MMin 296 Where is God when I need to embrace my enemy and overcome evil?

    South East Asian Theological Schools, Inc. MMin 296 Where is God when I need to embrace my enemy and overcome evil?
    Saul Samante, D.Min. 6 Units [9 hours online class]
    Classes will be held June 9, 11, & 23, 25, 2020, 8:00-10:30AM Manila Time

    Course Description:

    This course explores the viable outlook, attitude, and response of the church to pressing issues of today - specifically the COVID 19 pandemic leading to the deterioration of human structures. Informed by Miroslav Volf’s concept of Exclusion and Embrace, we grapple with dehumanization, alienation, and hopelessness and the role of building humanity as Volf envisions it. Also, this seeks to facilitate the leadership transition to the new normal as the church continues to stay faithful in her Biblical heritage and reimagine itself as the embodiment of eschatological community in Stanley Grenz’s parlance.

    Learning Outcomes:

    After successfully completing this module, the students will:

    1. Familiarize, interact and critique Miroslav Volf’s framework of peace and reconciliation and its implications to the life and mission of the church.
    2. Get acquainted with Stanley Gren’z notion of Christian community’s mission and interactions with the world; its nature as a reflection of God’s life and the dynamics of the church mirroring the eschatological community of God.
    3. Create a viable and vigorous framework on healthy theodicy in the church to address religious and societal issues concerning conflicts and the pursuit of peace and reconciliation. This framework must be biblically rooted and uniquely Filipino.

    Learning Tasks (Assignments):

    1. Attendance and Participation.
    2. Daily Reading Assignment
    3. Three-page (MA level) five-page (D.min level) proposed framework to address church’s and societal issues on peacemaking that can readily be applied in your church.
    4. Standard research format: single spaced, 12 font size, Times New Roman font face.
    Learning Activities:

    As time permits, we will seek to investigate some or all of the following:

    As appropriate, class sessions will include some or all of the following:

    Learning Resources:

    Required Readings: (To be distributed by the professor)

    Rodrigues, Alex. Miroslav Volf’s Thoughts of COVID 19. (Online article, podcast).

    Santrac, Aleksandar. The Art of Reconciliation: Forgiving and Remembering Rightly. (online article).

    Smedes, Lewis. Forgive and Forget: Healing the Hurts We Don’t Deserve (A Book review by Frederick and Mary Ann Brussat; online article).

    Spencer, Archie. Culture, community and commitments: Stanley J. Grenz on theological method. (Article in PDF form).

    Volf, Miroslav and James K.A. Smith. The Justice of Memory, The Grace of Forgetting: A Conversation with Miroslav Volf. (Online article).

    Woods, Mark. Miroslav Volf: How I Learned to Forgive my Interrogator. Christianity Today. October 29, 2014. (Online article).

    Yevgen, Shatalov. Stanley J. Grenz's communitarian ecclesiology. (Article in PDF form).

    References:

    Abernethy, Bob. “Religion and Ethics Newsweekly.” April 2, 2004.
    https://www.pbs.org/wnet/religionandethics/2004/04/02/april-2-2004-miros... accessed 19 May 2020.

    Abubakar, Carmen A. “Beyond Forgetting: The Moros During and After Martial Law.”
    In Memory, Truth-telling, and the Pursuit of Justice: A Conference on the Legacies of the Marcos Dictatorship. Loyola Heights, Quezon City: Office of Research and Publications, Ateneo de Manila University, 2001.

    De Morais Solano Lopes, Humberto. “A Missional Embrace: Embracive Initiatives as a
    Source for Relational Engagement in Christ.” ThM thesis, Wycliffe College,
    Toronto Canada, 2012.

    Erickson, Millard. Christian Theology. 2nd edition. Grand Rapids, MI: Baker Books,
    1998.

    Grenz, Stanley. Theology for the Community of God. Grand Rapids, MI: William B.
    Eerdmans Publishing Company, 2000.

    ___________ and Roger Olson. 20th Century Theology: God and the World in a
    Transitional Age. Downers Grove, IL: InterVarsity Press, 1992.

    Lawler, Michael. What is and What Ought to Be: The Dialectic of Experience, Theology,
    and Church. New York, NY: The Continuum Publishing Group, Ltd., 2005.

    Mercado, Leonardo N. Inculturation and Filipino Theology. Manila, Philippines: Divine
    Word Publications, 1992.

    Montiel, Cristina J. “Filipino Culture, Religious Symbols and Liberation Politics.” In
    Values in Philippine Culture and Education: Philippine Philosophical Studies, I.
    Cultural Heritage and Contemporary Change, Series III: Asia. Volume 7, edited by Manuel B. Dy Jr. Washington, DC: The Council for Research in Values and
    Philosophy, 1994.

    Oppenheimer, Mark. “Miroslav Volf: Spans Conflicting Worlds.”
    https://www.religion-online.org/article/miroslav-volf-spans-conflicting-... accessed 30 January 2019.

    Pantoja, Dann. “A Holistic Understanding of Peace: The Peace of the Creator is Central to the Good News.” (on-line article).

    Sahayadoss, Santhosh J. “Martin Luther’s Theology of the Cross and Its Significance for Creating A Culture of Peace.” In Violence and Peace: Creating a Culture of Peace in the Contemporary Context of Violence, edited by Frampton F. Fox. Bangalore, India: Asian Trading Corporation, 2010.

    Sande, Ken. The Peace Maker: A Biblical Guide to Resolving Personal Conflict. Grand
    Rapids, MI: Baker Books, 2008.

    Smedes, Lewis. Forgive and Forget: Healing the Hurts We Don’t Deserve. New York, NY: Pocket Books, 1984.

    Sunquist, Scott W. A Wide Embrace: The Heart of Christ and Mission Today. Madison,
    CT: Pittsburg Theological Seminary, 2007.
    https://www.pts.edu/UserFiles/File/faculty/Wide%20Embrace.%20OMSC.1.12.2... accessed 19 May 2020.

    Swithinbank, Hannah. “Theological Framework: Peace-building.”
    https://scholar.google.com/scholar?cites=13713136003264818809&as_sdt=200... accessed 20 May 2020.

    Torres, Wilfredo Magno III. Rido: Clan Feuding and conflict Management in Mindanao.
    Quezon City, Philippines: Ateneo de Manila University Press, 2014.

    Valdez, Violet B., and Isabel E. Kenny. “The Challenge of Diversity: Telling the
    Christian-Muslim Story in Pictures.” In Agenda for Hope: Preserving and
    Transforming Philippine Identity and Culture, edited by Pauline Paredes Sicam and Remmon E. Barbaza. Loyola Heights, Quezon City: Ateneo de Manila
    University Press, 2009.

    Volf, Miroslav. “Speaking Truth to the World.” Christianity Today, 8 February 1999.

    ________. “God at Work.”
    https://wordandworld.luthersem.edu/content/pdfs/25-4_Work_and_Witness/25... p. 381; accessed 30 January 2019.

    ________. Captive to the Word of God: Engaging the Scriptures for Contemporary
    Theological Reflection. Grand Rapids, MI: William B. Eerdmans Publishing Company, 2010.

    ________. Exclusion and Embrace: A Theological Exploration of Identity, Otherness,
    and Reconciliation. Nashville, TN: Abingdon Press, 1996.

    ________. “Ambiguity and Grace.” Christian Century 115, no. 1-36 (1998).

    ________. “The Core of Faith” Christian Century 115, no. 1-36 (1998).

    ________. After Our Likeness: The Church in the Image of the Trinity. Grand Rapids,
    MI: William B. Eerdmans Publishing Company, 1998.

    ________. Free of Charge: Giving and Forgiving in a Culture Stripped of Grace. Grand
    Rapids, MI: Zondervan, 2005.

    ________. Against the Tide: Love in the Times of Petty Dreams and Persisting Enmities.
    Grand Rapids, MI: William B. Eerdmans Publishing Company, 2010.

    Willis, Bethan Sian. “Enlarging Justice: Miroslav Volf’s Theology of Embrace and the
    Problem of Justice in the Post-Conflict Bosnia and Croatia.” PhD diss.,
    University of Exeter, January 2013.

    Wolterstorff, Nicholas. Seeking Justice in Hope in The Future of Hope: Christian
    Tradition Amid Modernity and Postmodernity, edited by Miroslav Volf and William Katerberg. Grand Rapids, MI: William B. Eerdmans Publishing Company, 2004.

    Mutual Commitments:

    Because this class is an M.Min. class, the primary responsibilities lie on you, the student, in learning. This class is also conducted in a modular format, which means that many of the activities will need to be done by you outside of class. Having said that, I am fully committed to helping you on your journey towards being the minister of the gospel that you would like to be! Here is what I am expecting from you and what you can expect from me as we journey together.

    What I expect from you as an emerging leader in the service of Christ:

    1. I expect you to be diligent in preparing thoroughly for each session.
    2. I expect you to submit work on time, or, if this is not possible, to request an extension adequately in advance of the deadline.
    3. I expect you to participate fully and constructively in all course activities and discussions.
    4. I expect you to show respect towards other students, being sensitive to national, cultural, gender and other individual differences, and listening courteously when others speak in class.
    5. I expect you to provide accurate and constructive feedback on the course content and methodology that will help me as I teach this course and when I teach this material again in the future.

    My commitments to you are:

    1. I will prepare carefully for each class session.
    2. I will encourage reciprocity and cooperation among you as a class of emerging leaders.
    3. I will emphasize time on task, making the best use of the available time to promote quality learning.
    4. I will promote active learning, respecting diverse talents and learning styles.
    5. I will provide adequate opportunity outside of the class session times for you to discuss the course material with me.
    6. I will do my best to provide prompt feedback on your work.

    Online Class Requirements:

    Because this in an online class, students will have some extra steps to follow in completing the requirements.
    • Zoom app. The zoom app can be downloaded for free from https://zoom.us/download. It is available for computers, tablets, and phones.
    • Classes will be held June 9, 11, & 23, 25, 2020, 8:00-10:30AM Manila Time because this is the most convenient time for both the teacher and the students.
    • Assignments must be submitted via email to [ASSIGNMENT EMAIL ADDRESS].

    Contact Information:

    I am available most times via email or social media to work with you. We can also set up an appointment to get together and discuss any issues or questions you may have. You can contact me via email at [PROFESSOR EMAIL ADDRESS ETC].

    pre-DMin 297 New Normal for Philippine Evangelical Churches: A Framework and Meaning-Making Building

    South East Asian Theological Schools, Inc. pre-DMin 297 New Normal for Philippine Evangelical Churches: A Framework and Meaning-Making Building
    Jonathan Exiomo, D.Th., Ph.D. 6 Units [9 hours online class]
    Classes will be held June 8, 10, 12, & 22, 24, 26, 2020, 8:00-9:30AM Manila Time

    Course Description:

    This is a course on Christian Worldview Foundation required by the “New Normal”. Along with the concept of “New Normal” is the nature of constant and change and their relationship with each other. The course is a comprehensive Evangelical affirmations on what is normative, situational, and existential angles of our humanity. Because part of our being human is the capacity to engage in conversation specifically in public square through social media with different people, there is a need to understand and clarify our commitments to who God is to us. They may be enumerated as follows: the dual reality as Creator-creature, TriPersonality, and the nature of Lordship as control, authority and presence in relation with suffering and the presence of evil.

    Learning Outcomes:

    After successfully completing this module, the students will:
     
    CONTENT
    ▪ articulate philosophical and biblical-theological foundations concerning theodicy;
    ▪ identify elements of metaphysics, epistemology, value theory and how the three are related to one another in our actual life and living;
    ▪ discern important philosophical and theological variables that influence personal and communal dialogue; and
    ▪ critique existing contextually irrelevant worldviews that are being used in their specific communities.
    ▪ critically elucidate the fundamental concepts of “normative”, “situational”, and “existential” in evaluating our practice in doing theology and our theological dogmas.

    COMPETENCY and CONTEXT
    ▪ analyze circumstances that require specific actions and programs leading to valid theology;
    ▪ evaluate the operative presuppositions of particular traditions concerning their view of suffering, evil, and engagement.
    ▪ effectively utilize Scriptural truths in developing a sound philosophy and theology of theodicy in the pluralistic and multi-cultural age.
    ▪ correlate the biblical metaphysics, epistemology, and value theory of 2 circles, rectangle, and triangle with Asian metaphysical, moral, and spiritual world views.
    ▪ analyze the dynamic equivalence of the dominant features of Grudem, Erickson, Migliore, Vanhoozer, Thorsen and the Filipino theologians’ views of our journey in this present situation.

    CHARACTER
    ▪ demonstrate the transformed life in the light of the Scripture and their theological tradition;
    ▪ become a model to others in being agents of “new normal”; and
    ▪ grow in the knowledge and grace of the God who sustains.
    ▪ demonstrate life as a journey of being through constant triangular conversation with divine presence, other human selves, and natural order.
    ▪ exemplify Christian commitment as catalyst of change in fulfilling God’s purposes in/through us and to be agents of reconciliation within our sphere of influence.
    ▪ participate in God’s redemptive work as conduit of divine unconditional love in interpersonal engagements.

    Learning Tasks (Assignments):

    CHALLENGE [ 2 pages]
    # Enumerate the principles of biblical Metaphysics, biblical epistemology, and value theories (1 page, 12 font, single space).
    # Why are the above principles important in the Age of “New Normal” as we engage in conversation with people in the “public square and as we reflect on loving God with all our mind, in addition to loving Him with all our heart and soul?” (1/2 page)
    How will you appropriate the above principles in your engagements through your conversation in social media or in your task of doing theology today? (1/2 page

    Learning Activities:

    As time permits, we will seek to investigate some or all of the following:

    As appropriate, class sessions will include some or all of the following:

    Learning Resources:

    Mutual Commitments:

    Because this class is a pre-D.Min. class, the primary responsibilities lie on you, the student, in learning. This class is also conducted in a modular format, which means that many of the activities will need to be done by you outside of class. Having said that, I am fully committed to helping you on your journey towards being the minister of the gospel that you would like to be! Here is what I am expecting from you and what you can expect from me as we journey together.

    What I expect from you as an emerging leader in the service of Christ:

    1. I expect you to be diligent in preparing thoroughly for each session.
    2. I expect you to submit work on time, or, if this is not possible, to request an extension adequately in advance of the deadline.
    3. I expect you to participate fully and constructively in all course activities and discussions.
    4. I expect you to show respect towards other students, being sensitive to national, cultural, gender and other individual differences, and listening courteously when others speak in class.
    5. I expect you to provide accurate and constructive feedback on the course content and methodology that will help me as I teach this course and when I teach this material again in the future.

    My commitments to you are:

    1. I will prepare carefully for each class session.
    2. I will encourage reciprocity and cooperation among you as a class of emerging leaders.
    3. I will emphasize time on task, making the best use of the available time to promote quality learning.
    4. I will promote active learning, respecting diverse talents and learning styles.
    5. I will provide adequate opportunity outside of the class session times for you to discuss the course material with me.
    6. I will do my best to provide prompt feedback on your work.

    Online Class Requirements:

    Because this in an online class, students will have some extra steps to follow in completing the requirements.
    • Zoom app. The zoom app can be downloaded for free from https://zoom.us/download. It is available for computers, tablets, and phones.
    • Classes will be held June 8, 10, 12, & 22, 24, 26, 2020, 8:00-9:30AM Manila Time because this is the most convenient time for both the teacher and the students.
    • Assignments must be submitted via email to [ASSIGNMENT EMAIL ADDRESS].

    Contact Information:

    I am available most times via email or social media to work with you. We can also set up an appointment to get together and discuss any issues or questions you may have. You can contact me via email at [PROFESSOR EMAIL ADDRESS ETC].

    pre-DMin 298 Pastoring in Times of Crisis (Online Zoom Class)

    South East Asian Theological Schools, Inc. pre-DMin 298 Pastoring in Times of Crisis
    Michael J. Fast, Ph.D. 6 Units [12 hours online class]
    Classes will be held Jan 11, 13, 15, 25, 27, & 29, 2021, 10AM-12PM Manila (UTC +8)
    Classes will be held Jan 10, 12, 14, 24, 26, & 29, 2021, 8-10PM CST, 6-8PM PST

    Purpose:

    The SEATS D.Min. Program’s goal is to develop leaders who are able to translate the Christian faith into local Asian contexts so that the deep cultural artifacts that exist in these contexts can also be impacted by the Good News of Jesus Christ. One key aspect to that is how the church deals with crisis, particularly crises as influential as the COVID-19 crisis of 2020. The COVID-19 crisis introduced many unexpected (but not necessarily unanticipated) changes into society as a whole and to the church in particular. This class will help pastors and church leaders navigate these changes. Focussing on reflections that lead to actions, this class will help the student begin the process of ministering in the new normal. This class is a part of the SEATS pre-D.Min. program and is an online class that will have 6 1.5-hour sessions.

    Learning Outcomes:

    By the end of this Course you should have demonstrated growth in the following areas:
    1. A continually developing Biblical Theology of Disaster, Quarantine, and Isolation/Theology of Church Under Lockdown, or Church Scattered.
    2. A deeper understanding of key issues that pastors face in times of crisis.
    3. Practical ways to be the church during times of crisis.
    4. The ability to take practical steps in doing theology in your context, including evaluating the times, dealing with opposing opinions and viewpoints, evaluating truth claims, learning when to adopt, when to adapt, and when to convert.
    5. A deeper love for not only the church but for the world (in the sense that God loves the world too).
    6. An understanding of how the unique features of the Philippine cultural context influence both reflection and action towards the new normal.

    Learning Tasks (Assignments):

    1. Your first learning task is to read through the set learning tasks given below (1 hour). You will be provided with a “contract” in which you affirm that you have read carefully through the learning tasks and commit yourself to completing them. As the purpose of the learning tasks is for you to provide evidence that you have made measurable progress towards the learning outcomes, I encourage your creativity and ownership by suggesting alternative tasks that better suit your learning style. However, your suggested task(s) must involve a comparable amount of out-of-class effort and must serve the learning outcomes. If you are interested in designing an alternative learning task or tasks, I encourage you to speak with me, and I will assist you in the process.

    2. Choose one of the following:

    a. Document what your church is doing during the various government-mandated responses for COVID-19. Be specific. Discuss what has been harder. Discuss what has been easier. Discuss things that you stopped doing that were regular before. Discuss what new things you have done that haven’t been done before. Think about how your COVID-19 experience will impact your church in the future. Output: 5 pages.

    b. Document how your church is dealing with social issues. Be specific. Output: 5 pages.

    3. Read the five articles (Baer, Blanchard et al, Crouch et al, Nieuwhof, and Payne) that make predictions on the directions this prolonged uncertainty may take. Do you agree with what the articles are saying? Do you disagree? What do you think are going to be long-term effects of this crisis? What are the implications of that for the way you do ministry? Output: 5 pages.

    4. What is your main source of input during ECQ? News? Social Media? Presidential Addresses? Blog posts? Bible? Online learning? Sermons from other churches? Journal your ECQ experience. What can you celebrate? What have you done well? What do you think Jesus would say to you right now? If you need help in knowing what to write, use Haritz’ “Debriefing-Writing Prompts” as a guide. Output: 300 words per day = 1200 words total (5 pages).

    5. What are you doing to help your church members cope with the crisis? Create 10 ten-minute VLOGS for your church to use during this crisis. Output: DMin Students: Create 10 ten-minute VLOGs for your church to use during this crisis. MMin/DiplMin Students: 10 5-minute VLOGs for your church to use during this crisis.

    6. Choose one of the following:

    a. Some are saying that the government is restricting freedoms by making churches close. Some churches in the USA have violated laws by remaining open. What do you think? When is it right for a church to violate the law? When is it not right to violate the law? What if being the church and government regulations are in conflict? At what point can we disobey man rather than God? Output: 5 pages.

    b. There has been a lot of talk in the church about social issues such as racism, critical race, theory, corruption, etc. What do you think? How does your church engage these social crises? What theories should churches use as the basis for their engagement or lack thereof? Is it possible for a church to be interested in social issues without using social theories? I have included some resources below to help you understand some of the issues (see articles by Eaton, Fitch, Hamron, Keller, and Stackhouse). Output: 5 pages.

    7. Group discussions will be an integral part of each class session.

    Learning Activities:

    As time permits, we will seek to investigate some or all of the following:

    • Biblical Theology of Disaster, Quarantine, and Isolation. Theology of Church Under Lockdown, or Church Scattered, including Vencer’s developments of church gathered and church scattered.
    • Why does God allow suffering? Including Carl Sagan’s cosmological timeline (Idea of unlimited eternity vs limited time)
    • Lament.
    • Philippine cultural artifacts.
    • Practical ways to be the church during crisis.

    As appropriate, class sessions will include some or all of the following:

    • Personal testimonies, in which students will seek to connect great doctrines to their own
    • spiritual experiences
    • Small-group discussion of key issues through analytic, synthetic and evaluative questions
    • Reflection on case studies in light of key theological issues
    • Movie clips and theological reflection

    Learning Resources:

    Abante, R. (April 29, 2020). Something to think about... for my fellow pastors... [Facebook post]. Retrieved from https://www.facebook.com/reuben.abante/posts/10157613811302670

    American Bible Society. (2020) Trauma Healing Institute: Covid-19 response resources. Retrieved from https://www.philly.bible/disaster-relief

    Aten, J. D. (April 12, 2019). The radical power of lament. Sojourners: faith in action for social justice. Retrieved from https://sojo.net/articles/radical-power-lament

    Aten, J. & Annan, K. (n.d.). Coronavirus (COVID-19) Church Planning Template. Wheaton College Humanitarian Disaster Institute. Retrieved from https://www.wheaton.edu/media/humanitarian-disaster-institute/Coronaviru...

    Aten, J., & Boan, D. (2012). Tip sheet: Disaster spiritual care points of consensus. Wheaton, IL: Humanitarian Disaster Institute, Wheaton College.

    Baer, M. (2020). Welcome, New Pastor, to Our Empty Church. Christianity Today. Retrieved from https://www.christianitytoday.com/news/2020/april/church-hiring-pastor-j...

    Blanchard, D., Crouch, A., Hart, J., Kauffmann, S., and Nardella, J. L. (2020) Strategies for Winter: Redemptive Leadership in Survival Times. The Praxis Journal. April 23, 2020. Retrieved from https://journal.praxislabs.org/strategies-for-winter-redemptive-leadersh...

    Crouch, A., Keilhacker, K., and Blanchard, D. (2020). Leading Beyond the Blizzard: Why Every Organization Is Now a Startup. The Praxis Journal. March 20, 2020. Retrieved from https://journal.praxislabs.org/leading-beyond-the-blizzard-why-every-org...

    Dyer, J. (2020). What is an (online, virtual, broadcast, local) church? Some helpful distinctions. Retrieved from https://j.hn/what-is-an-online-virtual-broadcast-local-church-some-helpf...

    Eaton, J. (September 2020). Hope for a Racially divided nation. Converge Point Magazine. Retrieved from https://converge.org/point-magazine/story/september-2020/hope-for-a-raci...

    Frost, M. (2020). 35 ways to love your neighbors right now. April 16, 2020. Retrieved from https://mikefrost.net/35-ways-to-love-your-neighbors-right-now/

    Hamren, K. (July 3, 2020). Social Justice, Critical Race Theory, Marxism, and Biblical Ethics: Looking at Marxism and Critical Race Theory in light of the problem of racism in America. The Exchange with Ed Stetzer. Christianity Today Blog Forum. Retrieved from https://www.christianitytoday.com/edstetzer/2020/june/reflections-from-c...

    Hartz, S. (2006-2017). “Debriefing Writing Prompts.” Retrieved from http://www.saritahartz.com/wp-content/uploads/2020/04/Debriefing-Writing...

    Joel News. How the early church handled two devastating epidemics. Retrieved from https://learn.tearfund.org/~/media/files/tilz/covid19/how-to-handle-epid...

    Laxton, J. (May 5, 2020). Three Questions Sufferers Ask Jesus; Three Responses Jesus Gives. Retrieved from https://www.christianitytoday.com/edstetzer/2020/may/three-questions-suf...

    Laxton, J. (May 6, 2020). Short-Term and Long-Term Effects of COVID-19 on the Church in America. Retrieved from https://www.christianitytoday.com/edstetzer/2020/may/short-term-and-long...

    Milstein, G. (2019). Disasters, Psychological Traumas, and Religions: Resiliencies Examined. Psychological Trauma: Theory, Research, Practice, and Policy, 11:6, 559–562. http://dx.doi.org/10.1037/tra0000510559

    Ministry Brands. (2020). Coping with COVID-19: Insights from Church Leaders. Retrieved from https://info.ministrybrands.com/hubfs/%5BMB%5D%20COVID%20Infographics/%5...

    Nieuwhof, C. (2020). 3 shocking statistics that show how quickly, radically (and permanently?) Church is changing in 2020. Carey Nieuwhof Blog. Retrieved from https://careynieuwhof.com/3-statistics-that-show-how-quickly-radically-a...

    Payne, J. D. (April 23, 2020). Church in a Post-Pandemic Society: What if Nothing Changes? Retrieved from https://www.jdpayne.org/2020/04/church-in-a-post-pandemic-society-what-i...

    Pillay, J. (2020). COVID-19 Shows the Need to Make Church More Flexible. Transformation 37(4), pp. 266–275. Retrieved from https://journals.sagepub.com/doi/pdf/10.1177/0265378820963156

    Piper, J. (2020). Coronavirus and Christ. Wheaton: Crossway. Retrieved from https://document.desiringgod.org/coronavirus-and-christ-en.pdf

    Rah, Soong-Chan. (June 15, 2017). Lament is a necessary step toward healing. Sojourners: faith in action for social justice. Retrieved from https://sojo.net/articles/faith-action/lament-necessary-step-toward-healing

    Stackhouse, J. (August 6, 2020). Postmodernity, Critical (Race) Theory, Cultural Marxism, and you: Part 1. Retrieved from https://contextbeyondtheheadlines.com/postmodernity-critical-race-theory...

    Stackhouse, J. (August 13, 2020). Postmodernity, Critical (Race) Theory, Cultural Marxism, and you: Part 2. Retrieved from https://contextbeyondtheheadlines.com/postmodernity-critical-race-theory...

    Stackhouse, J. (August 20, 2020). Postmodernity, Critical (Race) Theory, Cultural Marxism, and you: Part 3. Retrieved from https://contextbeyondtheheadlines.com/postmodernity-critical-race-theory...

    Stackhouse, J. (August 27, 2020). Postmodernity, Critical (Race) Theory, Cultural Marxism, and you: Part 4. Retrieved from https://contextbeyondtheheadlines.com/postmodernity-critical-race-theory...

    Stackhouse, J. (August 27, 2020). Postmodernity, Critical (Race) Theory, Cultural Marxism, and you: Responses. Retrieved from https://contextbeyondtheheadlines.com/postmodernity-critical-race-theory...

    Tearfund. ([2020]). Lament: parts 1 and 2. Retrieved from https://learn.tearfund.org/~/media/files/tilz/covid19/covid-19-tearfund-...

    Tearfund. ([2020]). Generosity in a time of crisis. Retrieved from https://learn.tearfund.org/~/media/files/tilz/covid19/covid-19-tearfund-...

    Tearfund. ([2020]). Covid-19: Seven important roles churches can play. Retrieved from https://learn.tearfund.org/~/media/images/tilz/resources/covid19/tearfun...

    Tearfund. ([2020]). Creative use of digital technology. Retrieved from https://learn.tearfund.org/~/media/files/tilz/covid19/covid-19-tearfund-...

    Valerio, R. & Heugh, G. (n.d.). A Christian perspective on COVID-19. Tearfund. Retrieved from https://learn.tearfund.org/~/media/files/tilz/covid19/achristianperspect...

    Vencer, A. (2004). Church Scattered – Church Gathered diagram. 04 Functional Church Powerpoint Presentation. Discipling a Whole Nation Faculty Institute.

    World Evangelical Alliance. The Holy Week in Lockdown: Reflecting on the cross and resurrection during a pandemic. ([2020]) Retrieved from https://covid19.worldea.org/wp-content/uploads/2020/04/The-Holy-Week-In-...

    Websites:

    Berkley Center for Religion, Peace and World Affairs. Faith and Covid-19 Resource Repository. https://learn.tearfund.org/~/media/files/tilz/covid19/faith-and-covid-19...

    Tearfund. (2020). COVID-19 Resources: Practical. https://learn.tearfund.org/en/resources/covid-19/

    Videos:

    Pentecostal World Fellowship World Missions Commission. PWF: Covid-19 – recommendations for churches and global leaders. Retrieved from https://www.youtube.com/watch?v=ZPtGqy8T4-4

    Piper, J. God’s (March 12, 2018) God’s Sovereign plans behind your most unproductive days. Retrieved from https://www.desiringgod.org/interviews/gods-sovereign-plans-behind-your-...

    Piper, J. (2020). John Piper on Coronavirus and Christ. Retrieved from https://youtu.be/cgfu6JLB_XE

    Villanueva, F. (2020). Lament Sermon preached at Proclaim Christ Until He Comes Church on April 25, 2020. Retrieved from https://www.facebook.com/pcuhcc/videos/243727543629924/

    Wheaton Humanitarian Disaster Institute. https://www.youtube.com/channel/UCS0Jxw7Ppi4YbAkHJQF9b-g/videos

    Mutual Commitments:

    Because this class is a pre-D.Min. class, the primary responsibilities lie on you, the student, in learning. This class is also conducted in a modular format, which means that many of the activities will need to be done by you outside of class. Having said that, I am fully committed to helping you on your journey towards being the minister of the gospel that you would like to be! Here is what I am expecting from you and what you can expect from me as we journey together.

    What I expect from you as an emerging leader in the service of Christ:

    1. I expect you to be diligent in preparing thoroughly for each session.
    2. I expect you to submit work on time, or, if this is not possible, to request an extension adequately in advance of the deadline.
    3. I expect you to participate fully and constructively in all course activities and discussions.
    4. I expect you to show respect towards other students, being sensitive to national, cultural, gender and other individual differences, and listening courteously when others speak in class.
    5. I expect you to provide accurate and constructive feedback on the course content and methodology that will help me as I teach this course and when I teach this material again in the future.

    My commitments to you are:

    1. I will prepare carefully for each class session.
    2. I will encourage reciprocity and cooperation among you as a class of emerging leaders.
    3. I will emphasize time on task, making the best use of the available time to promote quality learning.
    4. I will promote active learning, respecting diverse talents and learning styles.
    5. I will provide adequate opportunity outside of the class session times for you to discuss the course material with me.
    6. I will do my best to provide prompt feedback on your work.

    Online Class Requirements:

    Because this in an online class, students will have some extra steps to follow in completing the requirements.
    • Zoom app. The zoom app can be downloaded for free from https://zoom.us/download. It is available for computers, tablets, and phones.
    • Because this is the most convenient time for both the teacher and the students:
    Classes will be held Jan 11, 13, 15, 25, 27, & 29, 2021, 10:00AM-12:00PM Manila (UTC +8)
    Classes will be held Jan 10, 12, 14, 24, 26, & 29, 2021, 8:00-10:00PM Saskatoon CST
    Classes will be held Jan 10, 12, 14, 24, 26, & 29, 2021, 6:00-8:00PM Sacramento PST
    • Assignments must be submitted via email to seatsinc@gmail.com.

    Contact Information:

    I am available most times via email or social media to work with you. We can also set up an appointment to get together and discuss any issues or questions you may have. You can contact me via email at seatsinc@gmail.com. I am also on Facebook at http://fb.com/mike.fast2 and WhatsApp at 1-306-229-1710.

    SOM-101 Foundations of Our Faith

    Session 1 - Worldview I
    This class will examine the basic foundational beliefs of the evangelical Christian church, with a focus on God, Creation, Revelation, and Fall.

    Session 2 - Worldview II
    This class will examine the basic foundational beliefs of the evangelical Christian church, with a focus on Redemption, Church, Calling, and Re-creation.

    Session 3 - Jesus: Who Do Filipinos Think He Is?
    This class will examine how Filipinos view Jesus Christ and how that view can be reconciled with the biblical presentation of who Jesus is. How can I bring a biblical understanding of Christ into my ministry?

    Session 4 - The Centrality of Christ in the OT

    SOM-102 The Church & its Mission

    Session 1 - Functional Church
    Having studied the basic foundational truths of the Christian church, it is now time for us to examine more closely the church itself. Three basic questions need to be answered in relation to the church, namely: What is the Church? How do we identify the church when we see it? & How is the church supposed to engage society?

    Session 2 - Church Engaging Society
    Jeremiah 29

    Session 3 - Transformational Ministry

    SOM-103 Building a Small Piece of God’s Kingdom (KOINONIA)

    Session 1 - Essential vs Non-Essential
    This course will discuss how the church can begin Building a Small Piece of God’s Kingdom. This will include understanding and deciding which issues are essential and which are non-essential as we seek to fulfill our mission. It will also begin defining a cell group.

    Session 2 - Building Community
    This course will examine the biblical concept of Community and Kingdom Building. It will also discuss practical ways to build and develop community within a group such as a church or cell- group.

    SOM-104 Proclaiming the Good News (KERYGMA)

    Session 1 - Making the Good News Good
    See Keller Audio & Video below for the original source of these ideas.

    Session 2 - The Good News of the Kingdom
    See Hettinga Sermon download below to hear from one of the sources of the ideas in this class, Jan Hettinga.

    Session 3 - Good News: Practical Applications / Re-Imagining Evangelism

    SOM-105 Truth-Telling (MARTURIA)

    This course will discuss the biblical concept of Marturia as being God's prophetic voice by engaging society with biblical truth. Marturia is advancing the cause of Jesus Christ by bearing witness to the transformation the Good News brings.

    Session 1 - Truth-Telling in a World of Uncertainty

    Session 2 - Hotel Rwanda/Slumdog Millionaire: A Truthful Response
    In this session, students view a movie that depicts truth conflicts. Discussion then follows. The two movies we have used in the past are Hotel Rwanda and Slumdog Millionaire, but any other movie showing these conflicts is suitable.

    Session 3 - Truth Telling: Practical Matters

    SOM-106 Service (DIAKONIA)

    Session 1 - Service in OT & NT

    Session 2 - Prophetic Diakonia

    Session 3 - Theology of Disaster

    SOM-107 Preaching & Teaching

    Session 1 - Making the Bible Relevant

    Session 2 - Preaching Your Worldview

    Session 3 - Preaching Lab

    SOM-108 Foundations To Mission

    Session 1 - Pastoral Ceremonies

    Session 2 - Church in Philippine Context

    Session 3 - Word, Work, & Wonder

    SOM-109 Planning & Implementing a Mission

    Session 1 - Appreciative Inquiry

    Session 2 - Strategic Planning

    Session 3 - System Management

    SOM-110 Theology of Money

    Session 1 - Poverty & Prosperity: Which is the Christian Way?

    Session 2 - Faithfulness with Resources: Stewardship Education

    Session 3 - God's Financial Principles

    SOM-151 Understanding Jesus - Mark

    SOM-151 is the first class in the Missional Discipleship program of SEATS Schools of Missions. It discusses Jesus as presented by the author of Mark, revisits the COMCA Bible Interpretation tool, and takes a look at a few Markan stories in order to better understand his perspective.

    SOM-152 Understanding Jesus - Luke

    SOM-152 is the second class in the Missional Discipleship program of SEATS Schools of Missions.
    Part of Track 2.

    SOM-153 Understanding Jesus - John

    SOM-153 is the third class in the Missional Discipleship program of SEATS Schools of Missions. SEATS SOM Level 1, Track 2

    SOM-154 Disciples & Disciplemaking

    SOM-154 is the fourth class in the Missional Discipleship program of SEATS Schools of Missions. This class will examine the biblical concept of “disciple” & “disciple making” with the goal of guiding the church to be and make disciples.

    SEATS SOM Level 1, Track 2

    SOM-155 Discipleship: Paradigm of the Subject

    SOM-155 is the fifth class in the Missional Discipleship program of SEATS Schools of Missions. This class will examine some successful practical & theoretical discipleship models. It will also examine the relationship between the discipler & the disciple.

    SEATS SOM Level 1, Track 2

    SOM-156 Hermeneutics of Money

    SOM-156 is the sixth class in the Missional Discipleship program of SEATS Schools of Missions.

    SOM-156-01
    This class will examine the biblical concept of “giving” with the goal of improving our teaching & practice of giving. This class includes the Old Testament tithe system, its absence for the most part from the New Testament, & what application the tithe has for us today.

    SOM-156-02 Stewardship
    It will cover Stewardship as an Application of Hermeneutics of Money.

    SOM-156-03 Social Business
    This class will be a discussion of Muhamad Yunus’ concept of social business and how it relates to disciples and disciple-making. SEATS SOM Level 1, Track 2

    SOM-157 8 Principles of Being Like Jesus

    SOM-157 is the seventh class in the Missional Discipleship program of SEATS Schools of Missions. This class will examine the basic needs of each person & how answering those needs also answers the question of “What is a Disciple?” It will look at Engel’s and Grey’s scales as well as find a better way the the typical Christian life model of prioritizing Jesus. It will continue with a study of the impact of the Oxford group on Christian discipleship and look at the 8 steps of Saddleback’s Celebrate Recovery. SEATS SOM Level 1, Track 2

    SOM-158 Jesus-Mission-Church

    SOM-158 is the eighth class in the Missional Discipleship program of SEATS Schools of Missions. This class will examine the ways we can know who Jesus is by discussing the Doctrine of the Bible & Revelation. It will further develop the concepts of the origin of our mission and praxis as disciples of Jesus by looking at Jesus (Christology), His Mission/Our Mission (Missiology), & How this mission can be accomplished (Ecclesiology). SEATS SOM Level 1, Track 2

    SOM-159 Truth & Transformation

    SOM-159 is the ninth class in the Missional Discipleship program of SEATS Schools of Missions. This class will help students recognize & counter with the truth the predominant lies in their culture that significantly limit the development of people & their communities. First developed by FHI. This class will also examine the 10 Commandments in order to determine what truths they contain and how we may be able to implement those truths in helping transform nations. SEATS SOM Level 1, Track 2

    SOM-160 Men & Discipleship

    SOM-160 is the tenth class in the Missional Discipleship program of SEATS Schools of Missions. This class will examine the trend of most Christian churches of having fewer men than women and will try to address this difference. The concept of wicked problems will be introduced. This class will also examine the 5-Fold Ministry of the Church from Ephesians 4, & develop a theology of male discipleship in the church. SEATS SOM Level 1, Track 2