This module surveys the development of the Christian Church from the Reformation until the Present Era. It considers the Reformation as watershed in the development of the Christian Church and therefore tracks the emergence of different theological and ecclesiastical systems that originated from the aforementioned Reformation. Students who enrol in this course are expected to have completed History of the Christian Church I
- Teacher: Cliford Sibanda
RELP 397 RESEARCH PROJECT is a continuation of RELP 395 RESEARCH METHODS AND STATISTICS.
The modules focuses on the application of research principles learned in RELP 395 Research Methods and Statistics in data collection, Data analysis & interpretation.
The student is expected to finish the project write-up following Solusi University format and APA referencing style. Then submit 2 copies of the executive bound project.
- Teacher: Costance Chifamba
SOLUSI UNIVERSITY
(A Chartered Seventh-day Adventist Institution of Higher Learning)
Bulawayo, Zimbabwe
FACULTY OF: THEOLOGY AND CHAPLAINCY
DEPARTMENT: THEOLOGY
COURSE SYLLABUS
COURSE INFORMATION
Course Code and Name: RELT 355 Religion & Ethics in Modern Society
Pre-requisite: None ( Must be at least in 2nd or 3rd year)
No. of Credits: 3
Course Dates:September–December, 2023
Course Modality: Face to face lecturer/student experience
Course Time: 5:30-8:30 pm Sunday-Thursday
Meeting Room: 10
COURSE DESCRIPTION:
This course is a study of major ethical theories and their application to educational, business and current life issues and ethical decision making base on Christian perspective. Ethical case studies will be examined in detail, backed by biblical foundations. Pertinent and related readings will be discussed and time for reflective writing made available. Typical examples of topics discussed include professional ethics, euthanasia, abortion, sexual ethics and various other issues.
COURSE RATIONALE:
The major goal of the course is to expose students to a Christian framework of values and ethics, leading them to make God-honouring decisions in a truth-relative world.
COURSE LEARNING OUTCOMES:
Upon completion of this course, students will be able to:
1. Define two major categories of ethical theories: consequentialist and nonconsequentialist.
2. Identify major theorists and their contributions to ethical theories.
3. Analyze and verbally discuss a controversial ethical issue from both ethical theories.
4. Analyze and present in writing a controversial ethical issue from both ethical theories.
5. Present to the class one case study and reflect upon its resolution.
6. Demonstrate ethical decision making process in class presentation or case study discussions
7. Analyze and evaluate ethical dilemmas associated with day to day life issues such as abortion, euthanasia, business ethics, research ethics etc
COURSE RESOURCES:
Textbooks:
Sullivan S. & Percorino, P A. Ethics –An online Textbook
https://www.qcc.cuny.edu/socialsciences/ppecorino/ethics_text/default.htm
Archie , L Archie, J,G. Introduction to Ethical Studies, ( )
https://philosophy.lander.edu/ethics/ethicsbook.pdf
Sullivan, R.J. (1989). Immanuel Kant’s Moral Theory. NY: Cambridge University Press.
Feinerg J. & Feinberg, P. (2014)Ethics for a Brave New World, 2nd
Smith, K. G .(2016). A Practical Guide to Biblical Ethics (Practical Guides to Christian Life, Ministry, and Theology Book 1) Kindle Edition
https://www.amazon.com/Practical-Biblical-Christian-Ministry-Theology-ebook/dp/B01JWHHEI2
Supplementary Reading:
Sommers, Christina, "Are We Living in a Moral Stone Age?," Imprimis, V. 27, N.3, March, 1998.
Himmelfarb, Gertrude, "A De-moralized Society?," Forbes, September 14, 1992.
Kohlberg, Lawrence, "The Cognitive-Development Approach to Moral Education", Taking Sides (ed. James Noll), 6th edition, Guilford, Ct., Dushkin Publishing, 1991.
Wynne, Edward, "The Great Tradition in Education:" Transmitting Moral Values, "Taking Sides (ed. James Noll), 6th edition, Guilford, Ct., Dushkin Publishing, 1991.
VII VIDEOS:
Professional Ethics: 174.9372 P 964,1991
SUPPLEMENTARY RESOURCES
Baum, R.J. Professional Ethics: A Multidisciplinary Journal. (A Quarterly journal – first publication, Summer, 1992)
Bennett, W.J. (1993). A Book of Virtues. NY: Simon & Schuster.
Board, C.D. (1965). Five Types of Ethical Theory. NJ: Littlefield.
Dewey, J. (1975). Moral Principles in Education. Carbondale, IL: Southern Illinois University Press.
Finnis, J. (1983). Fundamentals of Ethics. Oxford: Georgetown University Press.
Franklin, W.K. (1965). Three Historical Philosophies of Education. NY: Scott, Foresman & Co.
Gewirth, A. (1991). Can any final ends be rational? Ethics, 102, 66-95.
Glasser, J.W. (1994). Three Realms of Ethics. Kansas City: Sheed & Ward.
Glover, J. (Ed.). (1990). Utilitarianism and Its Critics. NY: Macmillan Publishing Company.
Goodlad, J. (1990). Moral Dimensions of Teaching. San Francisco: Jossey-Bass Publishers.
Josephson, M. (1992). Developing moral values in youth. Ethics: Easier Said Than Done. 34-88.
Kant, I. (1963). Lectures on Ethics. NY: Harper & Row.
Kidder, R. (1994). Shared Values for a Troubled World. San Francisco: Jossey-Bass Publishers.
Kipnis, K. (1987). How to discuss professional ethics. Young Children. 26-30.
Kirby, S.C. (1993). Values in Leadership for Catholic Higher Education. Cincinnati: SCHCS.
Lerner, M. (1976). Values in Education. IN: Phi Delta Kappa.
Lickona, T. (1991). Educating for Character. NY: Bantam Books.
McClellan, B.E. (1992). Schools and The Shaping of Character: Moral Education in America, 1607-Present. IN: ERIC.
Mill, J.S. (1987). Utilitarianism and Other Essays. London: Penguin Books.
Murphy, J. (1991). Visions and Values in Catholic Higher Education. Kansas City: Sheed & Ward.
Nash, R.J. (1991). Three Conceptions of Ethics for Teacher Educators. Journal of Teacher Education, 42, 163-72.
Russo, F.X. (1990). Confronting Educational Issues. Dubuque: Kendall/Hunt Publishing Company.
Scheffler, S. (1988). Consequentialism and Its Critics. NY: Oxford University Press.
Schulte, J.M. & Cochrane, D.B. (1995). Ethics in School Counseling. NY: Teachers College.
Shaughnessy, M.A. (1993). Ethics and The Law: A Teacher’s Guide to Decision-Making. Washington, DC: NCEA.
Sockett, H. (1993). The Moral Base for Teacher Professionalism. NY: Teachers College.
Strike, K.A. & Ternasky, P.L. (Eds.). (1993). Ethics for Professionals in Education. NY: Teachers College.
Sullivan, R.J. (1989). Immanuel Kant’s Moral Theory. NY: Cambridge University Press.
Vaughan, G. (1992). Dilemmas of Leadership: Ethics in the Community College. San Francisco: Jossey-Bass.
Wilcox, J. & Ebbs, S. (1992). The Leadership Compass: Values and Ethics in Higher Education. Washington, DC: ASHE-ERIC.
COURSE INSTRUCTIONAL METHODOLOGIES & COURSE ACTIVITIES:
In this course the student will participate in various pedagogical strategies such as the following; Lecture, video, role play, case studies, individual presentations, In-class discussion, small group discussion, collaborative dialogues between students, reflective writing as well as Guest presenters. Consultation with the instructor outside of class is encouraged.
.
Assignments
There are 2 major assignments in this course. Assignment 1 and Assignment 3
Assignment 1
Reading Assignment:
Book Pastoral Ministry (E. G. White) : Chapter 9 Ministerial Ethics
Devotional Book Be like Jesus- Chapter 155 (June 4)
Read and make a 5 point summary of Ethical principles
I page long
Due Date TBA
Assignment 2 In class presentation Assignment
Due date TBA
Assignment 3 Case Studies
Given 2 case studies
Using Ethical Framework Discuss how you make a wise ethical decision.
Due Date TBA
COURSE CONTEN OUTLINE AND ACTIVTIES
|
SESSION |
Topics |
Specific Goals |
IFVL ACTIVITY |
|
Week 1 |
Overview of Ethics as a discipline Role of Ethics and Values in Society |
discuss the importance of ethics &values society |
Imbedded in the course |
|
Week 2 |
Teleological theories, Deontological Theories
|
Describe major theories in ethics and how each may be applied in solving ethical issues Teleological, deontological, fairness & justice |
Imbedded in the course |
|
Week 3 |
Rawls Theory- Justice & Fairness Relativism & Post modernism. |
key tenets of relativism & post modernism theories
|
Imbedded in the course |
|
Week 4 |
Other modern Theories of Ethics Feminism Existentialism |
LECTURE NOTES COMPARING DIFFERENT THEORIES |
Imbedded in the course |
|
Week 5 |
Sources of Ethics and Morality Lawrence Kohlberg’s theory Biblical Basis of moral Decisions |
Discuss Relationship between religion and Ethics |
Imbedded in the course |
|
Week 6 |
MIDSEMESTER EXAMS |
|
Imbedded in the course |
|
Week 7 |
Professional Ethics |
Reading Assignment lecture Discussion
|
Imbedded in the course |
|
Week 8 |
Situation Ethics |
BIBLICAL Decision making framework in various situations |
Imbedded in the course |
|
Week 9 |
Conflict of Interest
|
discuss principles for managing conflict oFinterest |
Imbedded in the course |
|
Week 10 |
Framework for ethical decision making |
DISCUSSION ON PRACTICAL APPLICATION OF FRAMEWORK FOR ETHICAL DECISION MAKING |
Imbedded in the course |
|
Week 11 |
Corporate ethics, business ethics
|
Lecture Discussion |
Imbedded in the course |
|
Week 12 |
Other ethical issues – Business Ethics, Medical Ethics, Abortion, Euthanasia, academic. Grading & assessment Research ethics Discipline, Incentives, Hiring and Firing employees
|
PRESENTATION OF CASE STUDIES |
- Teacher: Costance Chifamba
SOLUSI UNIVERSITY
Faculty of Education
DEPARTMENT OF PRIMARY AND SECONDARY EDUCATION
berm 450 research methodology (3 cr)
Semester/Term……2nd SEMESTER……….
COURSE SYLLABUS
CHIFAMBA C. (PhD)
__________________________________________________________________________
COURSE SYNOPSIS
The course introduces students to the basic concepts of research to prepare them to undertake a research project in their content area. Students are expected to critically examine current research in education and complete a research project proposal and eventually a research project.
Objectives
At the end of the course students should be able to:
1. Demonstrate an understanding of research methods and techniques used in identifying problems, forming hypotheses, designing research studies, constructing and using data-gathering instruments, and employing statistical procedures to analyse data.
2. Use the research methods and techniques learned to interpret and critically analyse research reports that appear in professional journals and other publications.
3. Develop research skills necessary to formulate a research proposal and to complete a research project.
4. Appreciate how research enhances improvement of one’s talents
Topics to be covered
- Introduction to Research
Meaning and definition of research
Role and importance of research
Significance of research
- Research proposal: Elements in the research proposal, Role/importance of research proposal
Components of a research proposal
- Research process: Outline of the research process, Background to the study, Statement of the problem, Significance of the study, Scope/Delimitations, Limitations, Definition of key terms
- Ethics in research: Definition of ethics, Informed consent, Risks and benefits to participants, Confidentiality and privacy, Debriefing, Ethical issues and scholarly work
- Reviewing of literature: purpose of the review, literature review sources, conducting a literature search etc.
- Citations, Bibliography and References.
- Research design and methodology: Definition, Qualitative research and quantitative research paradigm.
Types of research design: descriptive survey, action research and case study research designs; Pilot study
Research instruments: Interviews, Observation, document analysis and questionnaire
Research population
Research sample: Sampling techniques: simple random, systematic, cluster, convenience, purposive and snowball sampling
- The concept of measurement in statistics
Rating scales: Summated (Likert scale), Dichotomous (Binary) rating scale, Checklist
- Data management & presentation Methods
A. Qualitative Methods:
Thematic approach, coding
B. Quantitative methods:
Tables: Frequency tables
Graphs: Bar graph, multiple bar graph, Histogram, Frequency polygon, Pie chart
- Measures of central tendency: The mean, The median, The mode
- Measures of variability: The range, The variance, The standard deviation, The standard score
- Measures of relationship: Pearson Product-moment, Spearman Rank correlation, Chi-square
Textbook
Vyhmeister, N.J. (2012) Quality Research Papers: A guide to Writing For Students of Religion and Theology, Zondervan Publishing
Solusi University Standards of Writing.
Andrews University Standards of written work
WRITING THEOLOGICAL RESEARCH WELL
Adapted from Chapters 5 and 6 of Writing Theology Well: A Rhetoric for Theological and Biblical Writers, Lucretia B. Yaghjian
http://media.bloomsbury.com/rep/files/WRITING%20THEOLOGICAL%20RESEARCH%20WELL--WTWCh5-6--Rev2014.pdf
Book: Routledge-Handbook-of-Research-Methods-in-the-Study-of-Religion.pdf
/Downloads/Routledge-Handbook-of-Research-Methods-in-the-Study-of-Religion.pdf
References
1. Best, J. W. and Kahn, J. V. (1986). Research in Education. New Dehli: Prentice-Hall
2. Clines, R. H. and Cobb, E. R. (2003). Research Writing Simplified. Addison Wesley: Longman
3. Hubbuch, S. M. (1999) Writing Research Papers Across The Curriculum. New York: CBS College Publishing.
4. Kothari, C. R. (1997) Research Methodology. New Delhi: Washington Prakashan.
5. Cochran, W. G. (1997) Sampling Techniques. ( 3rd ed) New York: John Wiley and Sons
6. Bryman, A. (2001). Social research Methods. Oxford, Oxford University Press.
7. Awoniyi, S. A; Aderanti, R.A. & Tayo A.S. (2011). Introduction to Research Methods. Ibadan, Ababa Press.
Assessment
Assignments 10%
Research Proposal 30%
Final Exam 60 %
ASSIGNEMENTS
RELP 450 RESEARCH METHODOLOGY
If the iron is blunt, and one does not sharpen the edge, he must use more strength, but wisdom helps one to succeed. Ecclesiastes 10:10
ASSIGNMENT 1.
Reading Assignment
Christ Object Lesson ( E G White)
Chapter 25. Talents
Mental Faculties
God requires the training of the mental faculties. {COL 333.2}
If placed under the control of His Spirit, the more thoroughly the intellect is cultivated, the more effectively it can be used in the service of God. The uneducated man who is consecrated to God and who longs to bless others can be, and is, used by the Lord in His service. But those who, with the same spirit of consecration, have had the benefit of a thorough education, can do a much more extensive work for Christ. They stand on vantage ground. – {COL 333.3}
The Lord desires us to obtain all the education possible, with the object in view of imparting our knowledge to others. None can know where or how they may be called to labor or to speak for God. Our heavenly Father alone sees what He can make of men. There are before us possibilities which our feeble faith does not discern. Our minds should be so trained that if necessary we can present the truths of His word before the highest earthly authorities in such a way as to glorify His name. We should not let slip even one opportunity of qualifying ourselves intellectually to work for God. – {COL 333.4}
Let the youth who need an education set to work with a determination to obtain it. Do not wait for an opening; make one for yourselves. Take hold in any small way that presents itself. {COL 333.4}
Make a one page summary ( in point form) of how the study of research helps you identify and develop your talents. (25 Marks)
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Mrs C Chifamba (PhD)
"In every thing give thanks: for this is the will of God in Christ Jesus concerning you"
1 Thessalonians 5:18
- Teacher: Costance Chifamba