_____Religious Education______________________________

Instructor: Emilio García-Marenko
Email address: egm@andrews.ed
Telephones: Office 471-6556 • Home 471-2744
Family Life Office: Seminary Building, Room S200
Classroom: To be announced
Class dates: July 22-25, 2002 (Monday-Thursday)
Meeting times: 8:00-10:00 a.m., 10:15 a.m.-12:15 p.m., 1:30-3:15 p.m., 3:30-5:00 p.m., 6:30-7:45 p.m., 8:00-9:00 p.m.

Required Texts
Pre-Campus Assignments
On-Campus
Post-Campus

Description
Based on the requirements established by the National Council of Family Relations, this course provides an understanding of the philosophy and principles of family life education and to the mission and methods of family life ministries within a leadership perspective, in conjunction with the ability to plan, implement and evaluate family life education programs. Change strategies are discussed in the context of the content matter required for an understanding of families and their relationships to other institutions, such as the educational, governmental, religious and educational institutions in society. The course meets requirements for two modules of the Family Life Educator Certificate program: Families in Society, and Family Life Education Methodology.

Perspective
The family is God's creation. It originated in Eden. God created human beings in His image and likeness; "male and female He created them" (Genesis 1:26,27). In Eve's creation, He revealed His intention of giving marriage a special meaning as a resource for companionship, intimacy and joy for human beings (Genesis 2:18-25). According to divine plan, marriage and the family must serve to bless and build individuals who belong to that circle and to project blessings to others.

Sin ruined the original plan. Adam and Eve rebelled against God and immediately the spirit of mutual accusation, suspicion, rivalry and separation was introduced (Genesis 3:1-13). The relationship designed originally for intimacy and mutual support, became a source of bitterness and unsatisfied yearnings. God, however, made provisions to restore what was lost. In the person of Jesus Christ, He sacrificed Himself for humanity and opened the possibility for reconciliation with Him and human beings (John 3:16; Genesis 3:15).

Marriage and the family continue to be divine resources for the restoration and growth of individuals to the image of God. As part of the preparation for the face to face encounter with God in Jesus' second coming, He promises a revival of harmonious family relations and a closer likeness to the divine ideal for family life (Malachi 4:5,6). Without ignoring the realities of inevitable suffering brought from a family history wounded by the effects of ignorance and sin, it is God's desire for those who love Him to approximate that ideal, as "the greatest evidence of the power of Christianity that can be presented to the world is a well-ordered, well-disciplined family" (Testimonies for the Church, volume 4, page 304). Within the context of their own culture and in the framework of their own society, God expects His children to incorporate into their family life those immortal elements emanating from the eternal principles of His Word through which He has revealed His purposes.

While family history after sin has been loaded with pain and suffering, families continue to be objects of God's special care. The Bible reveals repeatedly God's devoted regard and loving solicitude toward widows, orphans and other victims of human tragedy. Scriptural tone justifies the conclusion that the same divine compassion and love are extended to victims of abandonment, abuse, family violence, separation, divorce, AIDS and other manifestations of human pain in today's society.

Marriage is a symbol of the relation between Christ and His Church (Ephesians 5:21-32). It is God's purpose for the Church to be a community where God's love reigns and becomes evident through multiple manifestations of concern and care among its members and toward those who do not have a knowledge of the divine plan (John 13:34,35; 15:12; 1 Peter 1:22; 3:8; 1 John 4:7-12). The Church was established by God to be a big family; as a group in which God's love blooms; an inclusion circle in which every soul feels loved; a space in which a sense of belonging and of self-respect are fostered; a therapeutic community of mutual support, learning and personal growth toward the restoration of God's image in human beings. Family ministries that promote this kind of ecclesiastical community have the potential of creating a synergistic impact that transcends the Church and blesses other groups and institutions in the larger society.

God's ideal for humanity is complete restoration. He desires His children to prepare today through obedience to Him and appropriate expression of love in the family to partake fully of His plan of total restoration in the new earth when "the loves and sympathies which God Himself has planted in the soul shall there find truest and sweetest exercise. The pure communion with holy beings, the harmonious social life with the blessed angels and with the faithful ones of all ages who have washed their robes and made them white, in the blood of the Lamb, the sacred ties that bind together 'the whole family in heaven and earth' (Ephesians 3:15)-these help to constitute the happiness of the redeemed" (The Great Controversy, page 677).

The work of family life educators who share this perspective becomes a sacred trust and a mission of love and commitment to these lofty ideals. The biblical basis for the study of the family will enlighten their understanding and illumine their learning and research endeavors. With this in mind, it is the instructor's prayer that this course will contribute to inspire and empower students to dedicate their talents to become instruments in God's hands to bless families in ways that will help them achieve their God-given potential to become a blessing to society.

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Learning foundations
Andrews University faculty believe that knowledge of God is the center of all the educational endeavor. While making use of various learning methodologies, it is our intention to underline the fact that God is the source of all knowledge and that an understanding of His will is the beginning of wisdom. This understanding guides both faculty and students in their learning, companionship and commitment to global Christian service.

Andrews University students are encouraged to develop their spiritual, mental, physical and social life as part of a balanced Christian lifestyle. Activities in this course are designed with this in mind, and will be provided with the aim of facilitating the goal of achieving excellence in thinking, teaching, service and research.

This course was also designed having in mind the unique and varied needs of an international, multicultural and diverse audience. By precept and example, the instructor is committed to demonstrate respect for human diversity and the uniqueness of each person as created by God. As companions in learning, students and faculty are committed to global Christian service. It is the instructor's determination to reflect these purposes in the content, requirements and activities of this course.

Students who qualify for accommodations under the American Disabilities Act are entitled to such accommodations. If you are in this situation, please see the instructor as soon as possible for referral and assistance in making the necessary arrangements to meet your needs.

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Required textbooks

Eshleman, J. Ross. The Family. Ninth Edition. Boston: Allyn and Bacon, 2000.

Powell, Lane H. and Cassidy, Dawn. Family Life Education: An Introduction. Mountain View, California: Mayfield, 2001.

Vail, Ann, Editor. Taking Sides: Clashing Views on Controversial Issues in Family and Personal Relationships. Fourth Edition. Guilford, Connecticut: Dushin/McGraw-Hill, 1999.

Recommended books

Garland, Diana R. Family Ministry: A Comprehensive Guide. Downers Grove, Illinois: InterVarsity, 1999.

Gilbert, Kathleen R., Editor. Annual Editions: The Family 02/03. Twenty-Eight Edition. Guilford, Connecticut: Dushin/McGraw-Hill, 2002.

Hutter, Mark, Editor. The Family Experience: A Reader in Cultural Diversity. Third Edition. Boston: Allyn and Bacon, 2000.

Sell, Charles M. Family Ministry. Second Edition. Grand Rapids, Michigan: Zondervan, 1995.

To order your books from the Andrews University Bookstore, please call 1-800-385-2001.

Objectives

Upon completion of this course, students are expected to have met the following objectives:

1. Master the knowledge base for Families in Society Substance Area as listed by the National Council on Family Relations for the Family Life Educator Designation.
2. Assume personal positions on various issues in today's society, based on an understanding of theological, philosophical, psychological, sociological and practical implications as well as their impact on relationships and individuals.
3. Demonstrate ability to plan and implement effective family life education programs.
4. Demonstrate an understanding of the teaching-learning process with particular attention to the needs of specific target groups.
5. Display proficiency in evaluating family education materials, individual and group progress toward specific objectives, and program effectiveness.
6. Manifest sensitivity to individuals as well as to community concerns and values in the development of family life education programs.
7. Display attitudes that contribute to success and effectiveness as a family life education professional.

Content

To help students achieve the objectives for this course, the following content will serve as a basis for class activities and assignments:

For Families in Society

• Marriage, Family and Kinship Organization
• The Family in Relation to Other Systems
• Partner Selection
• Sexual Norms and Relationships
• The Marital System
• U.S. Families: Characteristics, Change and Issues
• African American Families
• Hispanic American, Asian American and Native American Families
• Social-Class Variations in U.S. Families
• Issues on Families in Society

For Family Life Education

• Definition, History and Future Directions of Family Life Education
• Family Life Education and the Family Life Educator
• A Systematic Approach to the Teaching/Learning Process
• Didactic Principles
• Needs Assessment, Objectives and Content Selection
• Group Processes
• Creative and Participatory Learning Processes
• Planning and Implementation of Media Utilization
• Preparation of Family Life Education Materials
• Evaluation of Family Programs
• Family Education in Various Settings
• Family Ministry and the Family-Centered Church

Academic integrity
Students are expected to act honestly in all matters related to their learning experience at Andrews University. All assignments are expected to reflect originality and recognition of sources cited or paraphrased. The Andrews University 2002-2003 Bulletin lists specific examples of academic dishonesty and the types of disciplinary actions applied when serious offenses of this nature take place. Students are encouraged to read the section on Academic Integrity on page 24 of the Bulletin.

Important information about course requirements, deadlines and grades
Since this course is taught as a one-week intensive, it has been designated as a DG course, which means that some assignments will be completed after the on-campus experience. The course has been designed so that most reading assignments and some other assignments should be completed as pre-campus work. On-campus work will focus on in-class discussion, activities and group work, and library resources. Post-campus work will also be required.

Post-campus assignments are due as soon after the intensive as you can complete them. The sooner you finish these assignments, the easier it will be, and the more motivated you will be to complete them. In any case, your assignments should be mailed to the instructor by November 15, 2002, for the grade to be recorded in the fall semester grading period. Electronic submission of assignments and its implications for text integrity and preservation of formatting features will be discussed in class. If you want you graded assignments submitted as paper documents to be returned to you, you should enclose in your assignment packet a self-addressed, stamped envelope (SASE).

Your final date to submit assignments is April 15, 2003. After November 15, 2002, however, a $25 late fee will be charged. Any assignments submitted after November 15, 2002, should not be mailed or transmitted electronically to the instructor. Instead, print them and mail them to:

Family Life Office
Seminary Hall
Andrews University
Berrien Springs, MI 49104-1500

If you do not complete all assignments by April 15, 2003, a grade will be given you based upon the work that has been turned in up to that date.

Andrews University does not send out grades by postal mail to students. You can view your grades on the Andrews University web site, by clicking on Current Students and Access Your Account. After entering your username and password, select Student Services and Financial Aid, then Student Records, and then Final Grades. Choose the appropriate term (in this case, Summer Session 2002), and click on Display Grades.

Course requirements

Students are expected to meet the following requirements:

Pre-Campus Assignments

• Textbook Examination. Study chapters 2 through 11 of The Family (Ninth Edition), by E. Ross Eshleman, and take individual quizzes on each of these 10 chapters, based on instructions and guidelines to be provided at this web site after June 15. You may take each quiz twice; your higher grade will be the valid grade.

Value: 18 points per quiz. Total: 180 points.

• Issues on Families in Society. Choose 10 of the 19 issues discussed in Taking Sides: Clashing Views on Controversial Issues in Family and Personal Relationships (Fourth Edition), by Ann Vail, and read the material presented on each of your 10 choices. For each issue, read the Issue Summary, the Yes and No views and the Postscript. Submit a reading report as follows: Include first a list of the 10 issues chosen, with a personal statement indicating that you completed the reading assignment for each of them. Submit a one-page reaction paper for each of 5 of the 10 issues, with your personal position and your basic rationale for taking this position. Be ready to debate your position on one or more of these issues during the intensive classroom experience.

Value: 5 points for each of 10 issues and 10 points for each of 5 reaction papers.

Total: 100 points.

• Family Life Education Textbook. Read the book Family Life Education: An Introduction, by Lane H. Powell and Dawn Cassidy, and submit a 5-page application paper stating completion of this reading assignment and indicating 1) which specific pieces of new learning are particularly meaningful to you as a result of reading this book, 2) which are areas in which you disagree with the authors, and 3) in which specific ways you plan to apply your new learning in your ministry as a family life educator.

Value: 120 points.

On-Campus Activities

• Class Attendance. Attendance to all class sessions and active participation in classroom experiences is expected. The Andrews University Bulletin states that when absences exceed 10% of the total course time, you may receive a failing grade. For this intensive class, being absent from more that one learning block may jeopardize your final grade. More importantly, your involvement and contributions to the learning process are crucial and will help enrich class dynamics, relationships and individual growth.



• Program Assessment. Examine 3 seminar-type family education programs, and submit one written assessment for each of them based on guidelines discussed in class. Please use the form provided in class, and submit your assignments at the beginning of the first class period of July 23, July 24 and July 25, respectively. No late submissions will be accepted.

Value: 20 points each. Total: 60 points.

• Family Education Product Preliminary Tasks. Submit various assignments related to the initial stages of preparation of your Family Education Product, as required daily during the intensive on-campus experience.

Value: 80 points.

Post-Campus Assignments

• Additional Readings. Read a minimum of 300 pages chosen from the list of Recommended Books, and submit a reading report for each book or portion read, with 1) appropriate bibliographical details, 2) a brief summary and 3) your personal reaction.

Value: 100 points.

• Family Education Product Final Preparation and Submission. Submit an original family education product. The specific product and topic must receive approval by the instructor before you start working on it. Approval will take place during the intensive on-campus experience if you submit your Family Education Product Preliminary Tasks on time. If a seminar, for example, it should be planned for a minimum of 4 contact hours. The product needs to have a specific intended audience, and it should be structured as a learning event that incorporates a variety of methods appropriate to the specific product, topic and audience. It should include one or more pieces of content matter presented creatively, coupled with time for active audience participation including such approaches as interactive electronic involvement, general discussions, small group activities, couples dialogue, and other assignments to be completed as part of the experience itself or later. Active audience involvement is required. Skill development through structured practice is desired. Your product content matter and methodological instructions should include enough detail for another person to be able to present it based on the written product. It should follow a well-organized, appropriate, attractive and creative format. More specific details and evaluation methodology will be discussed in class.

Value: 160 points.

• Family Education Product Delivery. Implement your family education product by delivery through the most appropriate method for that specific product. The details about delivery and evaluation of this requirement will be discussed in depth during the intensive class experience. This is the culminating activity for this class, and a significant piece of your ministry as a Christian family life educator. The instructor's approval of your product (see above) is required before product delivery. Regrettably, delivery of your product before the product itself has been approved by the instructor will not be accepted.

Value: 200 points.

Grading system summary

In summary, the final grade for this class will be based on the following elements:

• Textbook examination 180 points
• Issues on Families in Society 100 points
• Family Life Education Textbook 120 points
• Program Assessment 60 points
• Family Education Product Preliminary Tasks 80 points
• Additional Readings 100 points
• Family Education Product Final Preparation and Submission 160 points
• Family Education Product Delivery 200 points

T O T A L 1000 points

Letter grades will be based on the following distribution:

A = 940-1000 points

A- = 900-930 points

B+ = 870-890 points

B = 830-860 points

B- = 800-820 points

C+ = 770-790 points

C = 730-760 points

C- = 700-720 points

D = 600-690 points

F = Below 600 points

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