Introduction to Christology

Wycliffe University

Professor: Jin H. Kim PhD.

Purpose

This course is designed to give students an introductory overview of the Christology to protect not only themselves but also their ministries from false doctrines and heresies.

Objectives

After take this course students will be able to:

. How the Christology has been developed.

. What we Christians believe, the essence of our faith.

. Understand the Christian Doctrine and discern from false doctrine.

. Be aware of heresies their doctrine and practice.

. Have a clear and right doctrine in teaching and preaching.

Scope of the Course

Classroom sessions will include lectures, class interaction, student presentations/reports, self-study exercises, and small group interaction.

Office Hours: By appointment. I can be reached by following E-mails quite quickly.

E-Mails: Ce n tralAfricaInlandMission@Gmail.com or Phone: (408) 218-2087

Course Requirements

. Reading Assignment – 30%

Students will additionally read books other than the required textbooks. Read at least two books in the selective reading book list and write a book review. When you write a book review, please follow this format:

. Use the cover page format attached.

. 14 font Size Double Space.

. Summarize the book in about 1.5 – 2 page,

and critique/reflect on it in 3-4 pages.

It is highly recommended to start early. It will help you during class discussions and improve your quality of writing.

.Course Attendance and Participation ‐ 20%.

If a student is absent from class more than 3 times without any reasonable excuses, she/he will receive an “F”. Students are expected to engage in and contribute to class discussions.

.Class review journal – 10%

Write a 1 page journal entry after each class session. Write following four parts: Summary, What was good? What was bad? What needed more improvement?

. Research Paper ‐ 40%.

Write a 25-30 page research paper. Students must present their topics and receive approval from the professor. Details will be discussed in class. Manage your time wisely. Incomplete or late papers will not be accepted.

Grading Scale

A+ 97-100 A 93‐96.9 A‐ 90‐92.9

B+ 87‐89.9 B 83‐86.9 B‐ 80‐82.9

C+ 77‐79.9 C 73‐76.9 C‐ 70‐72.9

D+ 67‐69.9 D 63‐66.9 D‐ 60‐62.9

F 00‐59.9

Students found to have committed an academic dishonesty such as plagiarism or falsifying information will receive an “F” for the course and an academic warning. If the student is found guilty a second time, he or she will be dismissed from the program. See the Student Handbook for further details on this policy.

Text Books

. Required Text Books:

Keresty, Roch. Jesus Christ Fundamentals of Christology. Fathers and Brothers of St. Paul Society. Staten Island, NY, 2003.

Deschner, John. Wesley’s Christology. SMU Press, Dallas, TX 1985.

.Recommended Reading List

Wells, David. 기독론 : 그리스도는 누구신가. 이승구 옮김. 부흥과개혁사 2015년

Ericson, Millard. 기독론. 홍찬혁 옮김 기독교문서선교회 2014년

Marshall, Hward. 신약 기독론의 기원. 배용덕 옮김 기독교문서선교회 1999년

O’Collins , Gerald. Christology: A Biblical, Historical, and Systematic Study of Jesus. 2009

Brown, Raymond Edward. An Introduction to New Testament Christology, 1994

Research Assignment

“나의 기독론” 이라는 제목으로 다음을 꼭 참고해 주셔서 연구 논문을 쓰시기 바랍니다:

첫째, 다음의 Format 을 따라 해 주십시요.

[I]. Title – 논문 제목

[II]. 목적 – 어떤 목적으로 이 연구를 하신 것입니까?

이 연구를 시작하실때 무엇을 기대하시고 시작하셨습니까?

[III]. 연구 영역 – 이 연구를 시작하실때 그 범위가 어디까지 입니까?

[IV]. 연구 방법 – 이 연구를 하시면서 어떤 방법들이 동원되었는가?

인터뷰도 있었는가? 개인적인 체험, 혹은 간증, 등등

[V]. 결론 – 결론은 앞에 있었던 것에서만 가지고 짧게 내리는 것입니다.

[VI]. 미래연구 – 앞으로 이 분야가 어떻게 발전할것 같은,

어떤 연구들이 일어날까 전망

둘째, 연구 방향

기독론 연구에는 Christology Above 와 Christology Below 이렇게 크게 두가지 방법이 있습니다. Christology Above 는 예수님을 하나님에서부터 시작하는 방법이고, Below 는 사람에서부터 시작하는 방법입니다. 예를들면 마태복음과 누가복음은 인간 예수로부터 시작하는 Christology Below 인데 반하여 마가복음이나 요한복음은 하나님(하나님 아들) 예수로 시작하는 Christology Above 입니다. 그런데 이러한 차이는 각 개인적인 경험이 크게 좌우할 것입니다.

그러므로 자신의 신앙 여정을 소개하면서, “그러므로 나의 기독론은 Christology Above/Below 입니다” 라며 본론에 들어가면 좋겠습니다.

셋째, 다음의 것은 기록하지 마십시요.

여러분들은 시험을 보는 것도 강의를 하는 것도 아닙니다. 머리를 싸매고 연구를 하여 연구논문을 쓰는 것입니다.. 그러므로

.내가 왜 기독론을 공부하는가/왜 신학공부를 시작했는가?

.아무개 목사/집사 감사합니다

.기독론이란 무엇인가? 어떻게 시작되었고 어떻게 발전되어 왔는가?

.장수를 맞추려고 늘여 쓰거나 연관성이 약한 것을 끌어오는거.

등은 기록하지 마십시요.

단, 책을 인용하실 때에는 반듯이 인용부호를 부쳐주십시요. 그렇지 않으면 표절로 간주되어 “0” 으로 처리가 됩니다.

넷째, 제출하시기 전에 확인하십시요

.성함, E-Mail 주소, 학위과정

.맞춤법과 Format

.제출날짜

넷째, 분량과 연구범위- 자신의 개인적인 상황에서의 기독론 + 창의적인 아이디어가 있기를 기대합니다.

PhD – 30Page 정도

Dmin 20 페이지 이상

석사과정: 15 페이지 이상

학사과정: 10 페이지 이상

APOLOGETICS: WYCLIFFE UNIVERSITY SUMMER SESSION JUNE / JULY 2017

COURSE OBJECTIVES:

To help the student understand the basic meaning and functions of Apologetics.
To define and defend the Christian perspective on selected apologetic topics:Science and the Bible (Evolution vs. Creationism); the Resurrection of Christ; the Problem of Evil and Suffering in the world (Theodicy); the Existence of God.
To defend Biblical Christianity against selected cults and “ISMS” and MODERNITY in urban Africa: Mormonism, JWs, New Age Movement, etc.
To explain how to share the Gospel to a follower of studied cults.

COURSE OUTLINE:

INTRODUCTION / DEFINITION
EIGHT REASONS WHY WE NEED APOLOGETICS

APOLOGETICS AS VINDICATION OR PROOF

APOLOGETICS AS DEFENCE
APOLOGETICS AS REFUTATION OR OFFENSE
APOLOGETICS AS PERSUASION

CULTS, MODERNITY AND “ISMS” IN MODERN URBAN AFRICA
HOW TO DEAL APOLOGETICALLY WITH OBJECTIONS RAISED AGAINST CHRISTIANITY
Science and the Bible (Evolution vs. Creationism)
The Resurrection of Christ
The Problem of Suffering and Evil in the World (Theodicy)
The Existence of God – Cosmological argument

Teleological argument

Moral argument

Ontological argument

INTRODUCTION / DEFINITION

The word “Apologetics” comes from the Greek word ‘apologia’ which means a speech in defence or a verbal defence. Apologetics therefore has to do with making a verbal defence of writing, an idea or a position. In the Christian context Apologetics deals with the defence and explanation of the Christian faith. The word ‘apologia’ and its derivatives is found in the New Testament (Acts 22:1, 25:16; 2 Cor.7:15; Phil.1:7,16; 2 Tim.4:16, 1 Cor.9:3; 1 Pet.3:15; et.al.). Christian apologetics finds its biblical basis in Scripture, 1 Pet. 3:15: “But sanctify Christ as Lord in your hearts, always being ready to make defence to everyone who asks you to give an account for the hope that is in you, yet with gentleness and reverence (1 Pet.3:15 NASB). Christian apologetics is something every true believer should be involved in even if it is only a little.

EIGHT REASONS WHY WE NEED APOLOGETICS (Adapted from Matt Slick )

There are several reasons why we need apologetics.

The first and most obvious is that we are commanded to defend the faith: 1 Peter 3:15 says, “but sanctify Christ as Lord in your hearts, always being ready to make a defense to everyone who asks you to give an account for the hope that is in you, yet with gentleness and reverence.”

Second, we need apologetics because it helps Christians know their faith. This is something that is sadly lacking among believers. Most don’t know much about their faith, let alone be able to describe the Trinity, the two natures of Christ, His physical resurrection, or even to tell the difference between justification and sanctification. Apologetics helps to define and defend what the truth of the gospel is.

Third, apologetics is an attempt to keep people out of hell. God takes sin very seriously, and He will punish those who have rebelled against Him and are not covered in the blood of Christ. As Christians, we should be motivated to present the truth of salvation in Jesus. We should not sit idly by and ignore the dilemma of the unbeliever. We need to tell them that sin is real because God is real, and that breaking God’s law has a consequence. Since we have all sinned, we cannot keep God’s law perfectly. Also, we cannot undo the offense to an infinitely holy God because we are not infinite or holy; the only thing left for us is to fall under the judgment of God. But God has provided a way for us to escape that judgment. That is why God became man in Jesus. He claimed to be God (John 8:24, 58; compare with Exodus 3:14). Jesus bore our sins in His body on the cross (1 Pet. 2:24). By trusting in Christ for the forgiveness of our sins, we will be spared from the rightful judgment of God upon the sinner. Salvation is not found in Buddhism, Islam, relativism, or in one’s self: It is only found in Jesus. We need to not only defend God’s word and truth but also present the gospel to all people, so they can escape the judgment to come.

Fourth, we need apologetics to counter the bad image that Christianity has received in the media and in culture. Televangelists and their scandals–both sexually and monetarily–are a disgrace to Christianity. The Catholic church hasn’t helped with its scandals involving priests. On top of that, the media is very biased against Christianity, and you will see negative opinions of Christianity promoted everywhere.

Fifth, we need apologetics because there is a constant threat of apostasy in the visible Christian church. Such is the case with the Metropolitan Community Church denomination, which openly advocates the support of homosexuality in violation of scripture (Rom. 1:18-32). Also, as of 2002, the Evangelical Lutheran Church is in risk of apostasy by entertaining the idea of accepting homosexual relationships into church. “The United Church of Christ set up a $500,000 scholarship fund for gay and lesbian seminarians Friday and urged wider acceptance of homosexuals by other denominations.” (United Church Makes Gay Scholarship, CLEVELAND, June 16, 2000, AP Online via COMTEX). Or “The supreme court of the United Methodist Church was asked Thursday to reconsider the denomination’s ban on gay clergy.” (Church court of United Methodists asked to decide on gay clergy ban, NASHVILLE, Tennessee, Oct. 25, 2001, AP WorldStream via COMTEX). Such examples are demonstrations of the incredible need for defending biblical truth within those churches that claim to be Christian.

Sixth, another reason we need apologetics is that of the many false teachings out there. Mormonism teaches that God used to be a man on another world, that he brought one of his goddess wives with him to this world, that they produce spirit offspring that are born into human babies, and that you have the potential of becoming a god of your own world. The Jehovah’s Witnesses teach that there is no Trinity, that Jesus is Michael the Archangel, that there is no hell, and that only 144,000 people will go to heaven. Atheism denies God’s existence, openly attacks Christianity, and is gaining ground in public life and schools. Islam teaches that Jesus was not God in flesh, that Jesus did not rise from the dead, and that He did not atone for our sins. It teaches that salvation is partly based on one’s works and partly based on Allah’s grace. It teaches that the Holy Spirit is the angel Gabriel (Surah 2:97; 16:102); that Jinn are unseen beings created (51:56) from fire (15:27; 55:15); and that Muhammed was greater than Jesus. Even within the Christian church there are false teachings. We can see that from both within the Christian church and outside of it, false teachings are bombarding believers (and nonbelievers) all over the world.

Seventh, the rise of immorality in America is a threat not only to society but also to Christianity. This is a serious issue because an immoral society cannot last long. The Barna Research group statistics show that 64% of adults and 83% of teenagers said moral truth depends on the situation that you are in. Nineteen percent (19%) of the adult population believes that “the whole idea of sin is outdated.” Fifty-one percent (51%) believe that “if a person is generally good, or does enough good, he will earn a place in Heaven.”

When a society’s morals fail, the society fails. Just look at history and think of Ancient Rome, Ancient Greece, or present-day Enron, Watergate, and White House interns. Immorality seeps down into all areas of our culture. Consider this: In the New York Times, online, of May 12, 2002, in the article “With Games of Havoc, Men Will Be Boys,” the author, Warren St. John, interviews some players of what he says is a very popular video game. One young man says, “What I like to do is get in the car and drive around and do drive-by shootings. You can haul someone out of their car and beat on them and steal their money and their car. It’s kind of amusing that you have that ability.” . . . A publicist from Long Island says the game’s allure comes down to “just going on killing sprees.” Not all video games are violent, but the fact that it is so popular and that the youth are being trained up by them is very disturbing.

I am not advocating a theocratic socio-political rule administered by stern Christians wearing black-and-white outfits and tall hats. But these kinds of social trends are disturbing; and they reflect a moral decline in America, where what is good is called evil, and what is evil is called good. God tells us in Phil. 4:8, Finally, brethren, whatever is true, whatever is honorable, whatever is right, whatever is pure, whatever is lovely, whatever is of good repute, if there is any excellence and if anything worthy of praise, let your mind dwell on these things. We cannot ignore God’s word without a consequence.

The eighth reason we need apologetics is that schools are not friendly to Christianity. My own experience in non-Christian schools was a strong awakening to the unprovoked hostility that exists in school, where the philosophy teachers, history teacher, and even the art teacher all took shots at Christianity. Don Feder in the Conservative Chronicle, in his article of Sept. 22, 1993, titled “Fighting Censorship, PAW Does it Its Way,” said that in some junior high libraries, book titles included The Joy of Gay Sex and How to Make Love to a Single Woman. There is an impressions series for grades one to six which promote the New Age and the occult; a controversial drug education program called Quest, which tells students that they alone can decide whether or not it’s OK to use drugs; as well as texts that direct students to fantasize about suicide, attack religion, and undermine family authority. Following is an email I received that represents the hostility of secular schools.

“Our daughter had acquired an atheist’s heart since leaving home and attending college. It seems that the books in college breed atheists because they are full of the philosophy of anti-God thinking. She has been in college for four years now, and one of the last times we had a chance to talk to her, she said that she doesn’t think about sin, or heaven, or hell anymore because, according to her, they do not exist. She said that when she was young and asked the Lord to come into her heart, she did not know what she was doing because children do what they are told.”

The fact is that Christianity is under attack in the world, and we need to fight the good fight of the faith without shrinking back. We need apologetics to give rational, intelligent, and relevant explanations of Christian viability to the critics and the prejudiced who would seek to undermine the teachings of our Lord Jesus.

APOLOGETICS AS VINDICATION OR PROOF

The aspects or functions of apologetics have differing and complementary goals. As proof Apologetics answers particular objections – obstacles like alleged contradictions between scriptural statements and misconceptions about Christianity need to be removed. Vindication involves marshaling philosophical arguments as well as scientific and historical evidences for the Christian faith. The goal of apologetics as Vindication or Proof is to develop a positive case for Christianity as a belief system that should be accepted. Philosophically, this means drawing out logical implications of the Christian world view so that they can be clearly seen and contrasted with alternative world views.

APOLOGETICS AS DEFENCE

This function is closest to the NT and early Christian use of the word ‘apologia’: defending Christianity against attacks made against it in every generation by critics of varying belief systems. This function involves clarifying the Christian position in light of misunderstandings and misrepresentations; answering objections, criticisms, or questions from non-Christians; and in general clearing away intellectual difficulties that non-believers claim stand in the way of their coming to faith, e.g. the problem of suffering and evil; the Resurrection of Christ; etc.More generally, the purpose of Apologetics as defence is not so much to show that Christianity is true as to show it is credible, and that it is not unreasonable. It shows that the non-Christian will not be acting irrationally by trusting in Christ or by accepting the Bible as God’s Word.

APOLOGETICS AS REFUTATION OR OFFENCE

The third function of apologetics is the refutation of opposing beliefs. This has also been called “offence”. This function focuses on answering not specific objections to Christianity, but the arguments non-Christians give in support of their own beliefs. It shows that non-Christian thought is unreasonable.The purpose of refuting non-Christian belief systems is to confront non-Christians with irrationality of their own position.

APOLOGETICS AS PERSUASION

By persuasion is not meant merely convincing people that Christianity is true, but persuading them to apply its truth to their life. This function of apologetics focuses on bringing non-Christians to the point of commitment. The apologist’s intention is not merely to win an intellectual argument, but to persuade people to commit their lives and eternal future, into the trust of the Son of God who died for them. Apologetics as persuasion takes into consideration the fact that Christianity is not known by reason alone. The apologist seeks to persuade non-Christians to trust Christ, not merely accept truth claims about Christ, and this purpose necessitates realizing the personal dimension in apologetic encounters and in every conversion to faith in Christ. We might speak of this function as evangelism or witnessing.

CULTS, MODERNITY AND “ISMS” IN MODERN URBAN AFRICA:

In this section we deal with what cults are, and why people join them and how to defend Biblical Christianity against their teaching.

MORMONS OR THE CHURCH OF LATTER DAY SAINTS, JWs AND THE NEW AGE MOVEMENT;

MODERNITY AND “ISMS” (Materialism, Relavitism, etc.) IN MODERN URBAN AFRICA

SHARING THE GOSPEL

HOW TO DEAL APOLOGETICALLY WITH OBJECTIONS RAISED AGAINST CHRISTIANITY

Science and the Bible (Evolution vs. Creationism

The Resurrection of Christ

The Problem of Suffering and Evil in the World (Theodicy)

The Existence of God:

Cosmological argument
Teleological argument
Moral argument
Ontological argument

ASSESSMENT:

Write 1-2 pages on “Theodicy” and give bibliography. (20%)
“A young married couple, who live next to you have just become involved with the Mormon Church and are very excited about it. They come to you for counsel, wanting to know what you think about this church and why. How will you handle it apologetically without “turning them off” to you? How will you bring the Gospel? (20%)
A history student at the local university comes to you frustrated because his teacher has just “disproven” the resurrection, saying that Jesus never really died on the cross, He just swooned. (20%)
Final Exam – (40%)

2017 Summer Session Wycliffe University & A.T.S
Syllabus Name	Pastoral Counseling
Instructor	Rev. Won-woong Shim
Prerequisites	None
Student Learning Hours	30

Aim :

To examine the definition and purpose of pastoral counseling, and ethics issues and resources of pastoral counselors.

To study the Psychological Personality Theory necessary for pastoral counseling.

To understand the pastoral counseling process and students can make a case formulation .

To acquire basic skills for counseling as a non-expert

Intended Learning Outcomes :

What I expect from this lecture is that the students who participate in the class have a knowledge of the basic skills and understanding of Pastoral counseling and general psychology and they will able to counsel people who are in the local churches as a non-expert.

Contents :

This lecture consists of two major parts. The first is the theoretical introduction to the introductory knowledge of pastoral counseling and the personality theory of general psychology.

The second part is related to the actual practice of counseling. It is an intensive practice of understanding the counseling process, case formulation, and basic skills of counseling. During this time, students made a group to practice the basic skills of counseling.

A Brief Outline of Lecture Plan

Day1 What is Pastoral Counseling

1) Definition of Pastoral Counseling

2) Purpose of Pastoral Counseling

3) Resoruces of Pastoral Counseling and Ethical Issues for Counselor

Day2 Theories of Psychotherapy and Counseling

1) Psychodynamic Theory

2) Behavioral Theory

3) Cognitive Theory

Day3 The Four Phases of Counseling and Basic skills (1)

4) Person-centred Theory

1) Clarification : The Art of Understanding

Day4 The Four Phases of Counseling and Basic skills (2)

2) Formulation : Four Helpful Questions

3) Intervention : Building Motivation

Day5 The four phases of Counseling (3) and Exam

4) Termination : Pastoring and Continued Support

Exam : 25 Multiple Choice Questions

Methods of assessment :

25 Multiple Choice – 100%

Indicative Bibliography

Pastoral Counseling

Howard Clinebell, Basic Types of Pastoral Care and Counselling, (Abingdon Press, 1966)

Collins, Gary, Christian Counseling, Waco, TX:Word, 1988

Oates, Wayne E. Pastoral Counseling , Philadelphia : Westminster Press, 1982

Reflcetive Listening

Gordon, Thomas, Parent Effectiveness Training, New York: Wyden, 1970

Truax, Charles B, and Robert B. Carkhuff. Toward Effective Counseling and Psychotherapy: Training and Practice. New York :Aldine, 1967

Psychology Pesonality Theory

Corsini, Raymond J, and Danny Wedding, eds. Current Psychotherapies (4th ed.) Itasca, IL: Peacock, 1989

Hall, Calvin S., and Gardner Lindzey. Theories of Personality (3rd ed.), New York:John Wiley, 1979

Kwon SukMan, Contmeporary Theories for Psychotherapy and counseling (9th ed.), Hakjisa, 2017

Case Formulation

William R. Miller & Katheen A. Jackson, Practical Psychology for Pastors, second edition, (Prentice-Hall, Inc. 1995, 1985)

Oh SungChun, Pastoral Counseling (10^th ed.), Korea Presbyterian Press, 2002

Pastoral Counseling Exam

1. Given what is written in Matthew 9:35-36, what pastoral ministry did Jesus not perform?a) Teaching b) Healing

c) Leading d) Preaching

Seward Hiltner defined Pastoral Care as having three components. Which of the following is not a part of Hiltner’s pastoral care approach?
a) Healing b) Sustaining
c) Guiding d) Reconciliation

3. What is the most important and core goal among the six goals of pastoral counseling, as claimed by Howard Clinebell, a professor in pastoral counselling in the United States?

a) Enlivening the mind
b) Growth in relation to significant institutions
c) Deepening and revitalizing one’s relationship with God
d) Revitalizing the body
e) Renewing and enriching intimate relationships
f) Deepening one’s relationship with nature and the biosphere

4. Which of the following statements does not belong to the characteristics of pastoral counseling? a) The key goal of pastoral counseling is spiritual change and growth.b) Pastoral counselor discusses the purpose of counseling with the client, agrees with it, and decides on it together.c) Pastoral counseling needs to set up a dual role and relationship with the client.d) Pastoral counseling can use religious resources for counseling.

Which of the following is not an ethical characteristic of a pastoral counselor?
a) Confidentiality b) Prohibition of sexual relations
c) Prohibition of dual relationship d) Integrity

Which of the following is not a basic assumption of psychoanalysis therapy?
a) Psychic determinism b) Sexual drive
c) Assumption of unconsciousness d) Overcoming inferiority

Who suggests that the causes of all mental problems were due to the activities of human unconsciousness?
a) Jung b) Adler
c) Freud d) Fromm

Write down the right order of Freud’s infant psychosexual development.

____________________________________________________________

a) Latent stage b) Oral stage c) Genital stage d) Anal stage e) Phallic stage

At what stage does the Oedipus complex appear in Freud’s psychosexual development?
a) Phallic stage b) Anal stage
c) Genital stage d) Oral stage

Which is not a part of Freud’s theory of personality?
a) Ego b) Id
c) Self d) Superego

11. In Freud’s theory of personality, what is part of the mind that does not consider reality, but only satisfies primitive desires?

a) Id b) Self
c) Superego d) Ego

12. Freud said that ego uses defense mechanisms to reduce anxiety. Which defense mechanism represents when one’s own uncomfortable, repressed emotions or desires are displaced onto another person?

a) Reaction formation b) Displacement
c) Projection d) Regression

Which of the following is not a skill of psychoanalysis therapy?
a) Task assignment b) Resistance analysis
c) Free association d) Dream analysis

Which of the following is the basic concept of behavior therapy?

a) Most of human behavior is manifested by acquired learning.b) Humans have both rational and irrational natures.c) Individual characteristics can not be understood by analyzing concrete actions.d) Behavior therapy considers not only the current maladjustment problem of the client, but also the past experiences and internal factors of consciousness.

Which of the following is not the main concept of behavior therapy?
a) Classical conditioning b) Social learning
c) Modeling d) Automatic thoughts

16. Considering how to pair problematic behavior with unpleasant experiences, which therapy technique is the most appropriate?

a) Exposure b) Behavior shaping
c) Systematic desensitization d) Aversive condiyioning

Which of the following is not a concept of cognitive therapy?
a) Cognitive error b) Automatic thoughts
c) Unconditional positive regard d) Dysfunctional beliefs

Which of the following is not known as a cognitive distortion?
a) Overgeneralization b) Fortune telling
c) Identification d) All or nothing thinking

Which of the following describes the therapeutic purpose of cognitive therapy?

a) To help the client adapt to the reality through the elimination of problematic behavior or to learn positive behavioral skills.b) To help the client recognize the consciousness of the conflict in the unconscious.c) To find the distorted thoughts related to the client’s problems, correct them, and enable the client to encourage more adaptive ways of thinking and acting.d) To help the client overcome difficulties by exerting his / her internal resources with the help of a counselor.

20. Given person-centered counseling, what is not a core condition to offer the client?

a) Genuineness b) Unconditional positive regard
c) Empathic understanding d) Transference analysis

Draw a line to match that which relates to each other; the progress of the counseling is on the left, below, A.B.C.D., and the purpose of each step is on the right, below, a.b.c.d.

Clarification	A.	a.	Move actively toward the counseling goals
Formulation	B.	b.	Make the transition back to a normal pastoral relationship
Intervention	C.	c.	Make the transition into counseling and build a therapeutic relationship
Termination	D.	d.	Reach an accurate conception of the client’s situation or problems and clarify goals

Which skill does the counselor employ in the clarification stage?
a) Goal setting b) Reflective listening
c) Referrals d) Continuing support skills

What is not an appropriate question for the client during the formation stage?
a) What makes you difficult?
b) What is the cause of the problem?
c) What do you need?

d) When do you want to finish your counseling?

Which of the following should not be a reason for the termination of counselling?
a) When the goal of counseling is achieved.
b) When the client relies heavily on the counselor

c) When the client feels that there is no further progress in counseling d) When the client wants to finish the counseling

25. When using religious resources (prayer, scripture, Sacrament, and so on) in counseling, what does the counselor need not pay special attention to?a) The counselor uses religious resources regardless of the client’s will.b) After using the religious resources, the counselor asks the client whether they are meaningful or not.c) Using religious resources, the counselor is especially careful not to make the client feel guilty or condemnation. d) The counselor does not use religious resources for his/her authority.

Answers

Syllabus Name Homiletics -2

Staff (Rev. Jae-Ha LEE: Th .D- Candidate Roehampton University, London)

Prerequisites None Student Learning Hours 30

Aim

To examine the importance of the sermon in light of the definition of preaching, thepreacher, worship service and expository preaching.

To study the main thrust of biblical interpretation, narrative criticism and the basic steps in writing sermon outlines.

To explore and appraise the preaching communication and different sermon strategies on the basis of cultural and social perspectives.

To demonstrate a significant preaching insight that can be discovered through key periods, traditions and preachers throughoutthe history of preaching.

Intended Learning Outcomes

By the end of this syllabus, students should be able to:

Accurately recognize what preaching is and what attitude a preacher needs. Identify the importance of biblical interpretation and narrative criticism in sermon preparation.

Learn the importanceof communicatingideas in the preaching ministry and consider which preaching methods should be used in different situations. Reflect theologically on the sermons of preachers who have influencedthe congregation throughout history.

Demonstrate anability to interpret biblical texts, prepare sermons,and in

particularutilise expository preaching inthe pulpit.

Content

The syllabus strongly encourages students to become preachers who can glorify God in this era. Through thecourse, students are expected to learning manythings, namely preacher’s identity, biblical interpretation, andthe successfulcommunication ofideas. In particular, the syllabus will enable students to recognize the advantages and disadvantages of various preaching methods. Above all, they willlearn the ways toutilise expository preaching inthe pulpit. The course will also enable them to learn the ways to employ narrative criticism for their sermon preparation. Atthe end of the course, students can experiment with expository preaching in preaching workshops in class. These workshops will provide an opportunity for students to reflect critically upon each others’ expository preaching, and to evaluate whether they deliver message entirely based on the Bible text.

A Brief Outline of Lecture Plan

Day 1 (Monday) – Preacher, Expository Preaching, Biblical Interpretation and Narrative Criticism

Definition of Preaching and Preachers
Preacher’s Ethos, Pathos, Logos, Spirituality, Leadership
The Importance of Lectionary and Worship in Preaching
Expository Preaching and the Writing Method of Expository Preaching
The Importance of Biblical Interpretation in the Preparation of Sermon
Narrative Criticism – Events, Characters, Background

Day 2 (Tuesday) – The Writing Methods of Preaching & Preaching Communication and Preaching Methods

The Basic Steps to Write a Sermon
The Writing Method of Sermon Outline
Preaching Communication – Cultural Perspective and Social Perspective
“Old Homiletics” (Traditional Preaching Methods) – Deductive Preaching,

Thematic Preaching, Textual Preaching, Three Points Preaching

“New Homiletics” – Inductive Preaching, Narrative Preaching
Other Preaching Methods – Integrated Preaching Method

Day 3 (Wednesday) – A History of Christian Preaching

The Earliest Christian Preaching – Samuel, Elijah, Isaiah, Jeremiah, Jesus, Stephen, Paul.

Characteristics of the 1st Century Sermon and Preaching of the Early Fathers – Justin Martyr, Tertullian, Hippolytus, Clement of Alexandria, Origen, John Chrysostom.

The Reformation of Preaching – Martin Luther, John Calvin, Richard Sibbes, Dr. Thomas Manton, John Donne, John Gerhard, Jean Daille, Willem Teellinck, Jacques Bossuet, John Wesley, Jonathan Edwards.

The Greatest Preachers (19th – 21stCentury) – Charles Spurgeon, Martin Lloyd- Jones, John Stott.

5) Exams – 1 hour(25 Multiple Choice Questions)

Day 4 & Day 5 (Thursday & Friday) – Expository Preaching Workshops Expository Preaching Workshops – A Student should practice expository preaching method inthe pulpit and finish it between 10 and 15 minutes.

Methods of assessment

1 x Exams (25 Multiple Choice Questions – 80%)

1 x Expository Preaching Workshop (Evaluate with Students – 20 %) Indicative Bibliography

Bryan Chapell, Christ-Centered Preaching: Redeeming the Expository

Sermon, 2nd Edn (Michigan: Baker Academic, 2005)

Keener, Craig S., The IVP Bible Background Commentary: New Testament

(Downers Grove: InterVarsity Press, 1993)

Keller Timothy, Preaching: Communicating Faith in an Age of Scepticism

(New York: Viking Press, 2015)

Kinast, Robert L., What are they saying about Theological Reflection

(Mahwah: Paulist Press, 2000)

Liefeld, Walter L., New Testament Exposition: From Text to Sermon (Grand

Rapids: Zondervan Publishing House, 1984)

Long, Thomas G., The Witness of Preaching, 2nd Edn (Louisville:

Westminster John Knox Press, 2005)

Lowry Eugene, The Homiletical Plot: The Sermon as Narrative Art Form, Exp. edn (Louisville: Westminster John Knox Press, 2001)

McClure John S., Preaching Words: 144 Key Terms in Homiletics (Louisville:

Westminster John Knox Press, 2007)

Powell, Mark A, What is Narrative Criticism?: A New Approach to the Bible

(London: SPCK, 1993)

Quicke, Michael J., 360 Degree Preaching: Hearing, Speaking, And Living the

Word (Grand Rapids: Baker Books, 2003)

Robinson, Haddon W., Biblical Preaching: The Development and Delivery of

Expository Messages, 2nd Edn (Grand Rapids: Baker Academic, 2001)

Thompson, James W., Preaching Like Paul: Homiletical Wisdom for Today (Louisville: Westminster John Knox Press, 2001)

Tisdale Leonora Tubbs, Preaching as Local Theology and Folk Art (Minneapolis: Augsburg Fortress, 1997)

Walvoord John and Zuck, Roy B., The Bible Knowledge Commentary: Old Testament (Colorado Springs: David C. Cook, 1983)

William W. Klein, Introduction to Biblical Interpretation (Nashville: Thomas

Nelson, 2004)

Winkler Eberhard, Praktische Theologie elementar: Ein Lehr- und Arbeitsbuch (Neukirchen-Vluyn: Neukirchener, 1997)

25 Exam Questions (Wycliffe University and ATS)

1. Who explained what a Christian must do and not do based on the Ten Commandments?

a) Martin Luther b) John Calvin c) Thomas Goodwin d) Chrysostom

2. Who followed the older Reformers in rejecting the allegorical interpretations of the Alexandrians and adopting the grammatical historical exegesis of Antioch?

a) Martin Luther b) John Calvin c) John Wesley d) Jonathan Edwards

3. Which book of the New Testament emphasisesthe following three points? First, Jesus is superior to Old Testament heroes, including the prophets, Moses, and even the angels. Second, Jesus is superior to the high priest, who serves as anintermediary between God and humanity. Third, Jesus is a better sacrifice than any animal offered on an altar.

a) Romans b) Galatians c) 1 Corinthians d) Hebrews

Which New Testament emphasises the example of Abraham, a man who lived before the time of the Jewish laws, to show that God accepts people because of their faith, not because of their obedience to rules?

a) Romans b) Galatians c) 2 Corinthians d) Luke

5. Which chapter in theNew Testament describes the about Gentile sin recorded in Romans 1:18-32?

a) Galatians b) Hebrews c) 1, 2 Corinthians d) Revelation

6. The story of Philip encountering the Ethiopian on the road to Gaza is awellknown story in biblical interpretation. Where is this event recorded in the Bible?

1) Acts 7:1-10 2) Acts 8:26-38 3) Acts: 9: 4-10 4) Acts 10: 5-15

7. Who preached ten sermons on the discourse of Jesus with Nicodemus in John 3?

a) Jean Daille b) Jonathan Edwards c) Williem Teellinck d) Jacques Bossuet

8. Who preached a very serious Christian piety and is often regarded as a Protestant Thomas a Kempis?

a) John Donne b) Philipp Jakob Spencer c) Williem Teellinck d) Jacques Bossuet

9. Which criticism analyzes events, characters, and settings?

a) Rhetorical criticism b) Canonical criticism c) Narrative criticism d) Historical criticism

10. Who warns the people of Edom that they’ll get the punishment they deserve?

a) Obadiah b) Samuel c) Joel d) Jeremiah

11. Which book in the Old Testament begins withthe story in Susa, winter capital of the Persian Empire, located along the border of Iraq and Iran?

a) Esther b) Job c) Nehemiah d) Genesis

12. Who said “you cows of Bashan!” on behalf of the Lord?
a) Daniel b) Joel c) Nehemiah d) Amos

13. Which book in the Old Testament mentioned the three waves of Babylonian invasions spread over nearly twenty years?

a) Exodus b) 1 Kings c) Jeremiah d) Isaiah

14. What preaching method describesthe following sentence? “It is the communication of a biblical concept, derived from and transmitted through a historical, grammatical, and literary study of a passage in its context, which the Holy Spirit first applies to the personality and experience of the preacher, then through the preacher applies it to the hearers.”

a) Thematic Preaching b) Textual Preaching c) Inductive Preaching d) Expository preaching

15. What preaching method allows the preacher and thecongregation to find the answer together through a homiletical journey?

a) Thematic Preaching b) Textual Preaching c) Inductive Preaching d) Expository preaching

16. Who proposes five stages of narrative preaching by showing the fivestage loop:

Upsetting the Equilibrium (Oops!)
Analyzing the Discrepancy (Ugh!)
Disclosing the clue to resolution (Aha!)
Experiencing the Gospel (Whee!)
Anticipating the consequences (Yeah!)

a) Fred. B. Craddock b) Eugene L. Lowry c) Thomas Long d) Haddon Robison
17. Which one does not belong to Augustine’s three preaching elements?
a) to teach b) to delight c) to move d) to force

18. Which preaching method does not precisely teach on conclusion, nor emphasisesthe direct application to the congregation?

a) Deductive preaching b) Expository preaching c) Narrative preaching d) Three points preaching

19. Which preaching method does not think of preaching as a proclamation?
a) Thematic preaching b) Expository preaching c) Three points preaching d) Inductive preaching

20. Which preaching method is very helpful inthe pulpit, at least when pastors want to proclaim a message to the congregation about a significant problem, issue, circumstance, or immediate situation that needs to be solved?

a) Thematic preaching b) Expository preaching c) Narrative preaching d) Inductive preaching

21. Who remains highly influential among Christians of various denominations, among whom he is well-known as the “Prince of Preachers”?

a) John Chrysostom b) Charles Haddon Spurgeon c) Martin Lloyd- Jones d) John Stott

22. Which one is not afeature of post-modernism?

a) People emphasise the dissolution of the absolute truth b) People doubt many things easily c) People regard emotions as important d) People emphasise reason-centred education

23. Who stated ‘I think, therefore I am’ (Cogito ergo sum), based on reason and logic?

a) Descartes b) John Calvin c) John Stott d) John Gerhard

24. Which preaching factor reinforces the importance of the preacher’s actions in everyday life, particularly in thecontinuity between the preacher’s stated values and the preacher’s lifestyle?

a) Preacher’s ethos b) Preacher’s pathos c) Preacher’s logos d) Preacher’s spirituality

25. Which book and verse of the New Testament recorded Jesus’ preaching tour as follows? “Jesus said to them, ‘Let us go somewhere else to the towns nearby, so that I may preach there also; for that is what I came for’”

a) Matthew 5:8 b) Mark 1:38 c) Luke 24:7 d) John 1:13

Expository Preaching Evaluation Form (Wycliffe University and ATS)

Student’s Name:

Date Preached:

Please tick mark to indicate answers on the following questions.

Please note that mark scheme is as follows: