Although I have identified a "flow" to the semester using the categories above, you should know that there are continuing themes which transcend these categories. That is, readings within one category frequently address issues in other categories. They are not pure and discrete topics. Books are not usually limited to narrow issues. Reading a whole book at once poses practical problems of introducing material which I would not normally care to do at that time because of a flow of ideas I want to maintain, but it is sometimes better than hop-scotching around and reading a book in a chopped up fashion. But I have had to compromise: we will read most of Johnson and Jones at one time, but VanLeeuwen's few chapters (a book on lone to you)  in pieces and even out of order as presented in her book.  We will read David Entwistle's book chapter by chapter throughout the course, using it as the backbone of the course structure. Therefore, be alert for the broad themes in this course and try to fit them together into a Gestalt by the end so you have a reasonable understanding of the contemporary issues in integration.

1. challenge students to consider what it means to think Christianly as a general practice and, specifically, in the discipline of psychology.

2. introduce students to the Zeitgeist of evangelical thinking regarding psychology and Christian faith.

3. introduce students to concepts in relating faith and learning.

4. aid students in critical understanding, verbal articulation, and written communication of basic issues, problems, and complexities in personal faith/psychology integration.

5. encourage students to form a beginning perspective of integration, both theoretically and personally.

Entwistle, D. N. (2003). Integrative approaches to psychology and Christianity. Manuscript duplicated by permission.  [ENT]

Johnson, E.L., & Jones, S.L. (eds).  (2000). Psychology and Christianity: Four views. Downers Grove, IL: InterVarsity.     [J&J]

Van Leeuwen, M. S. (1985). The person in psychology: A contemporary Christian appraisal. Grand Rapids: Eerdmans. [MSV]   (on loan to you for the semester)

There are articles in the syllabus (or given as handouts) linked to the topics we will discuss.

1.  Read for thorough understanding the course texts and the other articles linked in this syllabus or provided as handouts. I strongly suggest that you printout every article and bring to class during discussion.  The resolution of the print on the computer screen is almost unreadable, but the printouts should come out as clear as a copy machine.

2. Exams.  (20% each) Just two: an essay midterm exam and a final completed as a take home exam.

3. Occasional quizzes or collection of "reading and discussion notes" forms. (10%) You are expected to come to class with a formed opinion of the readings for that day, and having completed the reading and discussion notes related to that days' material.  The Reading and Discussion Notes form should be printed out and used for each reading assignment.   Also from time to time, you will write a ridiculously simple quiz on the reading for that day OR turn in your "Reading and Discussion Notes" form for that day. There will be one "freebie"--your lowest quiz (or one "Reading and Discussion Notes" form) will not be counted. Quizzes  may not be made up if you arrive at class late or miss class totally and submission of the Reading and Discussion Notes forms are turned in only by those present in class.

4. Write one reaction paper.  (7%)  See class outline for date for viewing the Cheri Horst video, with a reaction paper to be written as a follow-up. Here are the guidelines for the Horst paper.

5. Classroom participation. (5%) Since this is an upper level reading and discussion course, and because we are not too large, it will be important for you to come to class having read and reflected on the material. Saying nothing to contribute to the class dynamic--being a voyeur of the class--will yield a 0% out of 5% at the end.  That does not mean you will fail the course, of course, but I know from experience that good discussions make the course.  Show interest, show pre-class preparation, and show willingness to risk a few observations and questions.

7.  Major Integration Paper. ( 20%)  (9 pages minimum, using strict APA format). You have your choice of doing ONE of several possibilities:

        a) Write a research paper on some topic of interest. Possible Topics are listed elsewhere on this web page.  These are some classic topics that are issues in the integration literature. They vary widely from grand macro concepts to troublesome micro questions. Include an introduction that explains why this topic is interesting for you, provide a thesis statement near the beginning, show alternative views, and lay out your conclusions. Use a minimum of 12 sources (more are valued) from at least five different journals and other sources.  The more exhaustive the literature review, the better.

        b) Complete an annotated bibliography of not less than twenty (20) relevant sources on some integration topic. Select a theme or topic (see Possible Topics )  and do an exhaustive search for material which sheds light on your theme. The Journal of Psychology and Christianity and the Journal of Psychology and Theology are major sources. But also know of the International Journal for the Psychology of Religion, Journal for the Scientific Study of Religion, Review of Religious Research, and Zygon: Journal of Religion and Science. Don’t feel limited by the topics I have suggested.

        Personalize the topic:  Write an introduction to explain why the topic is important to you. Give a rationale as to why those particular articles were annotated. Then, following all of the annotations, write a summary of your impressions and findings. What do you think, now that you have been exposed to this literature? Was there any common point of view that you found in the articles, even of very diverse articles? What criticisms can you offer of this literature? These are the kinds of questions/issues to respond to in the conclusion.

        The annotations themselves should be about 150-200 words each, which normally is several paragraphs. Two thirds of the annotation is summary and one third should be evaluation/criticism. Please single space within the annotations, and double-space between all paragraphs and after the citation. Indent each new paragraph. List the annotations in alpha order, using the last name of the first author.  Place each citation just before the annotation.   Of course, use the APA style sheet for citations and for general format--such as using page numbers and about a one inch margin. If you need help with proper formatting, see me.

        c) Read all the main articles from two whole issues of either the Journal of Psychology and Theology or the Journal of Psychology and Christianity published since 1990. Write a paper analyzing the two whole issues from the perspective of this course. Summarize very briefly each main article (not the book reviews, etc), evaluate the articles for their contribution to the literature, and try to fit each article into either typology of Bouma-Prediger or Entwistle, giving your rationale. Develop other dimensions on which to compare and contrast all the articles. You will want to review carefully many journal issues before you commit to spending all that time with just two. Do not remove them from the library for long periods of time. Others may need an article in "your" issue, so be cooperative. As the semester wears on, you may be asked to declare to the class which journal issue you are working from in case others need it.  I suggest that you photocopy the articles to have a set of your own.

        I will happily critique any early drafts to aid your progress. In fact, I will add up to 10 extra points to your semester total if you let me review a draft of your work at least three weeks prior to the due date.  Earlier than that is best.

8.  Self evaluation. (5%) Each student will have the opportunity at the end to evaluate how you think you have contributed to the learning that took place during our class time, and the degree to which you believe you have committed yourself to this material.

9. Attendance and participation in class are presumed. The good news is that you can get extra credit for attending class! We keep records of attendance every day, but six class periods will be selected randomly--three at mid-semester and three at the end. You will receive one point for each of those random days you were present, and, if you missed none of the six randomly selected days, you get a bonus of four points, for a total possible of 10 points extra credit. HOWEVER, if you miss more than three class periods for the entire semester, you forfeit all extra credit opportunities offered in this syllabus.

   (NOTE: It is your responsibility to be sure you have signed the attendance sheet each day, even if you arrive late. Once we have left the classroom, the attendance is decided for the day. Thus someone may not explain to me at the next class meeting that she really was present, but forgot to sign in. And while we are speaking about attendance, please know that your integrity is on the line and that the honor code should be followed when the sheet is passed around class. You must sign your own initials only--and for that day only.

10.  Important Notes.   Do not use colorful plastic covers or paper clips. A cover paper for the major paper is preferable. Staple your papers in the upper left corner. Always number your pages after the first page. Always use APA format.  Nearly all assignments are due on the date listed in the syllabus. However, the Major Integration Paper may be turned in up to one week following the initial due date (April 20) without penalty. That is, there is a seven day grace period for that assignment only.  Typically, I will always accept a late paper UNLESS it is after the last day of classes. In this particular semester, it happens that the end of the grace period is also the last day of classes.  Therefore, the final-final-absolute deadline for any course work to be turned in for credit is 5 pm on the last day of classes (April 27, 2004).

        The following are classic topics found regularly in the integration literature. There are many others, so don't be limited by this. Let your interests guide you. You may also consult with the instructor for inspiration, leads on sources, and encouragement!

        These articles are directly linked.  You will want to make copies of these articles for reading now, and for future reference. Many words, as you will see, are barely readable on screen, but the print out should be equivalent to copy machine quality. You may also want to place them in a three ring binder due to the many pages.

1. Guy, The search for truth in the task of integration

2. Helweg, The secular/sacred balancing act

3. Tozer, The sacrament of living

4. Jones, Relating the Christian faith to psychology

5.  Jones, A constructive relationship for religion with science . . . . 

6.  Wallace, Discerning and defining the essentials of postmodernism

7.  Monsma, Christian worldview in academia

9.  Bouma-Prediger, The task of integration: A modest proposal

10.  Patelis & Sorenson, The "Silence" of Women in Integration: Exploratory Qualitative Research

11.  Carlson, The Jesus style of relating

12.  Carter & Narramore, The process of integration

Spring 2004

                                                       Item                                     Points

                                            Exam 1 (Midterm)                              60 (20%)

                                            Exam 2 (Final)                                   60 (20%)

                                            Quizzes (simple ones-- 5 or more)       30 (10%)

                                            Major Writing project                          60 (20%)

                                            Reaction Paper                                  20 (7%) 

                                            Group presentation                             40 (13%)                    

                                            General class participation                   15 (5%) 

                                                (Instructor's assessment)

                                            Self evaluation                                     15 (5%)                                          

                                                                                                     __________________

                                                                                                     300  (100%)

                                            Extra credit? ( for prelim drafts)            10
                                                                ( for attendance)             10