SMC Core Curriculum Course Proposal Form
Electronically submit a copy of the course proposal form and attachments to the
Chair of the CCC. Please submit a separate copy of the proposal form for each
learning goal.
1. Name of Proposer: Brother Michael Avila, FSC
2. Email address: mavila@stmarys-ca.edu
3. Department/Program of Proposer: TRS
4. Name of Department/Program housing the course: TRS
5. Name(s) of Program Director/Department Chair (if not the proposer): Zach
Flanagin
6. Course Acronym, Number and Title: TRS 133: Life Stories and Theology: Using
Formative Spirituality to Discern God in Human Experience
7. Semester(s) in which course will be offered: Fall and/or Spring 2014-2015
8. How often is this course taught? Yearly
9. Course Prerequisites (if any): TRS 097
10. Unit Value of Course: 1 (currently 3.5 Carnegie Units)
11. Proper Audience for the course (delete those that don’t apply): Sophomores
Juniors
Seniors
12. The Learning Goals for which the course is being submitted
(Courses may apply for at most one Pathways to Knowledge goal, and for as many
Engaging the World goals as is appropriate. Please complete a separate proposal form
for desired goal.)

Pathways to Knowledge
Theological Explorations
Expected Attachments
(1)
Syllabus: Course syllabus containing a course description and a list of learning
outcomes. The course’s learning outcomes should include coverage of the Learning
Outcomes associated with the Core Curriculum Learning Goal for which the course is
being proposed.
(2)
Teaching: A brief narrative (300 words) that explains how the course will guide
students toward achieving the Learning Goal. The CCC believes it would be simplest
Brother Michael Avila, FSC, TRS 133: Life Stories and Theology, Core Curriculum Application—Page 2
both for the proposer and for the Working Groups if the narrative addressed the
Learning Outcomes one by one.
(3)
Learning: A brief explanation of how coursework (e.g., papers, exams,
videotaped presentations) will be used to measure student achievement of each of the
Learning Outcomes. Please address the outcomes directly and one by one.
1. Syllabus follows below.
2. Teaching and Learning:
2.1. Students should demonstrate an understanding of one or more aspects of
Christian tradition and/ or another religious tradition or traditions, acquired through
focused study in a sub-field of theology or religious studies.
2.1.1.Teaching: This upper division course in TRS uses as its lens the theory and method of
“Formative Spirituality”, a field developed in the 1960’s by Father Adrian van Kaam, C.S.Sp. at
Duquesne University in Pittsburgh, Pennsylvania. Formative Spirituality “is concerned with
the foundations of the theory and practice of human formation, as well as with descriptions,
explications, and analyses of formative events”1. By “Formative Spirituality”, van Kaam means
that, to be human/spiritual is to be always already in formation/deformation, consciously or
unconsciously. In this course, we examine various human experiences through the five
dimensions of the self that take place within what van Kaam calls a “formation field”: 1)
historical-cultural, 2) vital pre-formation, 3) functional behavior, 4) transcendent aspirations,
and 5) spiritual inspirations. We begin by learning the theory of formative spirituality, and then
apply that theory to the actual life experiences of people such as Albert Schweitzer, Lynda Van
Devanter, Leo Tolstoy, Mahatma Gandhi, and Malcolm X, among others. In addition, we bring
in various guest speakers to share their own life experience and how they have been formed
and/or deformed by it. To illustrate concretely what we mean by this phenomenological
approach, we often reflect Malcolm X’s statement: “But people are always speculating - why am
I as I am? To understand that of any person, his whole life, from birth, must be reviewed. All of
our experiences fuse into our personality. Everything that ever happened to us is an
ingredient”2.
2.1.2. Learning: As elucidated in the syllabus, there are seven distinct learning outcomes
associated with this course. These learning outcomes are measured through: 1) the instructor’s
assessment of the quality of class participation both with the instructor and in their interaction
with one another in the classroom, 2) demonstrated ability to match the theory of formative
spirituality with the readings and examples explored in the course, 3) the successful completion
of weekly quizzes, 4) regularly assigned written reflection papers that demonstrate the student’s
Kaam, Adrian van. Fundamental Formation in Formative Spirituality: Volume One (New York: Crossroad,
1983), 17.
2 Malcolm X. Autobiography of Malcolm X, as told to Alex Haley (New York: Ballantine, 1973), 153.
1
Brother Michael Avila, FSC, TRS 133: Life Stories and Theology, Core Curriculum Application—Page 3
ability to correlate the autobiographies we read and the life stories shared with us by guest
speakers with the five dimensions of the self elucidated above. Every student is required to
participate in at least one interview with the instructor at in the first half of the term. Finally,
the student constructs a paper of his or her own, analyzing an experience that has been formative
for them using the grid of the five dimensions of the self within a formation field.
2.2. Students should demonstrate an ability to explore religious questions from a
believer’s point of reference and from the critical perspective of the academy.
2.2.1. Teaching: As should be clear from what I have said above, this course involves not only
the discussion of experiences articulated by “believers” across various faith traditions,
ethnicities, social strata, and cultures, but also subjects those experiences to a rigorous analysis
using a recognized critical lens established through the scholarly literature of the field of
formative spirituality. As such, the course not only challenges the student to be aware of her or
his own experience and belief system, but also to subject that system to the analysis provided by a
theoretical framework.
2.2.2. Learning: As noted previously, there are seven (7) learning outcomes for this course. All
of the readings, discussions, quizzes, papers, and the interview with the instructor are designed
to give the student the opportunity “to identify basic dynamics and structures of human
formation” as studied throughout the course3.
Any course approved for the core must provide data for the assessment of Core
curriculum learning goals at an institutional level. Via this proposal a chair/program
director agrees to oversee the submission of the student work necessary for the
assessment of the learning goals. If the proposal is from an instructor, that individual
agrees to oversee submission of work from appropriate sections of their course.
Similarly, while courses, and individual sections within courses, may vary, the Core
should provide somewhat consistent experiences within each Learning Goal. To this
end, by submitting this proposal a chair/program director/instructor agrees that
instructors of Core courses will participate in assessment exercises.
3
Kaam, Adrian van. Fundamental Formation in Formative Spirituality: Volume One (New York: Crossroad,
1983), 18.
Brother Michael Avila, FSC, TRS 133: Life Stories and Theology, Core Curriculum Application—Page 4
Life Stories and Theology:
Using Formative Spirituality to Discern God in Human Experience
TRS 133 -1 Fall Term 2013
Monday & Friday 3:00 – 4:35 PM
Room: Dante 215
Instructor:
Office:
E-mail:
Telephone:
Office Hours:
Brother Michael Avila, F.S.C., PhD
Dante 321
Email: mavila@stmarys-ca.edu
Campus Office: 925.631.4460
Check Office Door for available times
Required Texts:
Lynda Van Devanter . Home Before Morning: The Story of an Army Nurse
in Viet Nam. University of Massachusetts Press, 2001. I SBN: 9 781558
4928881
Robert Johnson. Owning Your Own Shadow
Elie Wiesel. Night
Malcolm X.
The Autobiography of Malcolm X as told to Alex Haley.
Gandhi. All Men are Brothers.
C. S. Lewis Mere Christianity
Tolstoy. A Confession and other Religious Writings
Course Description:
Learning
Outcomes:
By studying the autobiographies of ordinary as well as remarkable men and
women [such as Gandhi, Tolstoy, Malcolm X, Elie Wiesel, Mother Teresa], this
course seeks to examine and understand how life experiences impact
human/spiritual formation in both positive and negative ways. These life
stories are read through the lens of “Formative Spirituality”. The lives of these
graced individuals reflect the kinds of questions and choices that all humans
face as they search for the meaning of God’s movement in their lives through
such experiences as calling, conversion, and commitment.
Through the assigned readings, discussions, guest speakers, and
videos, students will develop an understanding of the field of
Formative Spirituality. Specifically, students will
1. be able to define Formative Spirituality and to describe the process of
Brother Michael Avila, FSC, TRS 133: Life Stories and Theology, Core Curriculum Application—Page 5
human spiritual formation and deformation.
2. describe the relationship between spirituality and psychology in
human development and spiritual unfolding
3. identify both obstacles and facilitating conditions that impede or
foster our connection with the Transcendent.
4. demonstrate mastery of the framework of the “Dimensions of the
Self” (Historical-Social, Vital, Functional, and Transcendent).
5. use the framework of the “Dimensions of the Self” in analyzing of the
human and spiritual formation of the authors read in class.
6. use the framework of the “Dimensions of the Self” to analyze their
own formational journeys.
7. demonstrate the ability to be respectful toward the formational
journeys of others, and to become formative agents of change in the
lives of the people they encounter.
Assessment:
The above learning outcomes are measured through:
1) Overall quality of engagement in classroom discussions, observance
of classroom policies, respectful and cooperative attitude, helpfulness to
other participants in the course. 34% of grade.
2) Successful completion of quizzes on the assigned readings. 33% of
grade.
3) Written assignments based on readings, guest speakers and videos.
33% of grade.
4) One required Interview with instructor.
Grading Standards:
1) The student comes to class on time and demonstrates that s/he is
prepared for the work of the class session.
2) The student demonstrates a high level of engagement with the course
content, in verbal and non-verbal ways, through attentiveness to
lectures and lively participation in discussion.
3) The student demonstrates mastery of the learning outcomes in all
assessment tools outlined in the syllabus, e.g., quizzes, active
participation in class discussions, and written assignments.
4) The student’s written work fulfills all of the criteria specified in the
assignment.
Brother Michael Avila, FSC, TRS 133: Life Stories and Theology, Core Curriculum Application—Page 6
5) The student completes all written work in a timely fashion and
submits written work that demonstrates college-level writing skill (see
grading rubrics for Collegiate Seminar and English Composition).
6) In class discussion and written work, the student shows increased
mastery of critical thinking skills, evidenced by genuine openness to
learning, a flexible mental attitude evidencing willingness to consider
multiple points of view and to use diverse sources of evidence in
forming an opinion about a given topic.
7) In class discussion and written work, the student can articulate ideas
persuasively, through effective organization, logical use of relevant
facts, and credible presentation of facts, sources and opinions in
support of a particular idea.
Classroom Policies:
1. Class begins on time. Be present on time or expect to see your
tardiness factored into your grade for the course.
2. There are no “excused absences” for this course. While it is
understood that students will occasionally need to miss a class because
of illness, family obligations, or other legitimate reasons, all absences
after your second one will be factored into your grade for the course. It
would be grossly unfair to assign the same grade to a student with a
perfect attendance record as to a student with numerous absences.
3. If you find that you must miss a class, I expect to receive an email or a
voicemail from you in advance, informing me of your absence.
4. You are responsible for all readings, discussions, and lectures. If you
must miss a class, ask a friend to take good notes and to share them
with you after class.
5. Weekly quizzes cannot be made up.
6. Please refrain from side conversations during our class time. If
someone has the floor, whether it be the instructor or a fellow student,
you should give the speaker your full and undivided attention.
7. All cell phones and PDAs are to be turned off or silenced and put
away during class. If you use a cell phone or a PDA during class, you
will automatically receive a failing (F) grade.
8. Use the restroom before coming to class. Coming and going during
the class is extremely disruptive and will be factored into your
participation grade for the course. Do not leave the classroom during
Brother Michael Avila, FSC, TRS 133: Life Stories and Theology, Core Curriculum Application—Page 7
our time together unless you are experiencing extreme distress.
9. Please do not bring food into the classroom.
Academic Honor
Code:
Be reminded that Saint Mary's College of California has adopted an
academic honor code that is binding on all students. Students who
plagiarize or who engage in other forms of academic dishonesty are
subject to a final grade of XF in the course, which indicates that the
student failed the course because of a violation of academic integrity. For
more information, see the website: http://smcnet.stmarys-ca.edu/ahc/
10 SPECIAL ACCOMMODATIONS
If you have a physical or learning disability/challenge that might have a bearing, on
your performance or participation in this class, please let me know about this privately so that I
can make whatever accommodations I can to assist you and insure your success in this course.
Students with disabilities are also encouraged to contact the Student Disability Services
Coordinator at (925) 631-4164 to set up a confidential appointment to discuss accommodation
guidelines and available services.
Brother Michael Avila, FSC, TRS 133: Life Stories and Theology, Core Curriculum Application—Page 8
Daily Topics and Assignments:
Date:
Tues.
Topic:
Sept. 3
Thurs. Sept. 5
Student Introductions, partnering, overview of the course. Handout:
Vocational calls of Isaiah (extrovert) and Jeremiah (introvert), De La
Salle, Judith (OT) and Mary (New Testament).
Carl Jung: “The Way as Conscious Fidelity to Inner Vocation”
Albert Schweitzer: “I Resolve to become a Jungle Doctor”.
Tues.
Sept. 10
Intro: Dimensions of the Self: Five poles of Human/Spiritual formation
from the perspective of: Historical Cultural formation /Vital Preformation/ Functional behavior / Transcendent - Aspirations /
Spiritual Inspiration / within a formation field.
Lynda Van Devanter: Home Before Morning pp. 9 – 74
Forward – Chap 5
Thurs. Sept. 12
Home Before Morning pp. 75 – 175 Chaps. 6 – 13
Tues.
Home Before Morning pp. 176 – 242 Chaps 14 -18
Sept. 17
Thurs. Sept 19
Home Before Morning pp. 243 – 326
Tues.
Robert Johnson: Owning Your Own Shadow, Intro + Part I, “The
Shadow”
Sept 24
Chaps. 19 + Afterward
Thurs. Sept 26
Robert Johnson: Part III, The Mandorla
Tues.
Robert Johnson: Part II, “Romantic Love as Shadow”
Oct. 1
Thurs. Oct. 3
C.S Lewis Book III, Chaps. 1-3 (Morality, Cardinal Virtues & Social
Morality) Elie Wiesel: Night pp. v – 62
Tues.
Elie Wiesel: Night pp. 63 – 109.
Video: A Conversation with Elie Wiesel / Notes + Reflection paper due
next class.
Oct. 8
Thurs. Oct. 10
C.S. Lewis: Mere Christianity: Preface + Book I, “Right & Wrong as a
Clue to the Meaning of the Universe”.
Tues.
Tolstoy, Confessions: Introduction + Chaps. 1 – 8
Oct. 15
Thurs. Oct. 17
Tolstoy: Chaps. 9 - 16
Tues.
Exclusive Interview with Pope Francis (handout) “A Big Heart Open
to God”
Oct. 22
Brother Michael Avila, FSC, TRS 133: Life Stories and Theology, Core Curriculum Application—Page 9
Date:
Topic:
Thurs. Oct. 24
Mid-Term Holiday
Tues.
Ordination of Women (Handout from the Church Emerging from
Vatican II).
Oct. 29
Life Story Speaker: Rev. Lois Penneo-Hoy (Journey to Ordination)
Notes + Reflection Paper due next class
Thurs. Oct. 31
Gandhi: All Men are Brothers, Introduction + Autobiographical 3 - 50
Tues.
Life Story Speakers: Chuck Siebenand & Anna Marie Franco
(Former Priest and Sister) Notes + Reflection Paper due next class.
Nov. 5
Thurs. Nov. 7
Gandhi: All Men are Brothers, “Religion & Truth” pp. 51 - 73
Tues.
Gandhi: All Men are Brothers, “Ahimsa or the Way of Nonviolence”
Nov. 12
pp. 77 – 97
Thurs. Nov. 14
Video: “A Force More Powerful “ Using Gandhi’s non-violence
technique to desegregate lunch counters in Nashville, TN. Notes +
Reflection paper due next class.
Tues.
Malcolm X: The Autobiography of Malcolm X. Introduction +
Nov. 19
Chapters 1 – 8
Thurs. Nov. 21
Malcolm X: The Autobiography of Malcolm X. Introduction +
Chapters 1 – 8
Tues.
Nov. 26
Malcolm X: The Autobiography of Malcolm X. Chapters 9 – 14
Thurs. Nov. 28
Thanksgiving
Tues.
Malcolm X: The Autobiography of Malcolm X. Chapters 15 – 18
Dec. 3
Thurs. Dec. 5
Malcolm X: The Autobiography of Malcolm X. Chapters 19; Alex Haley:
Epilogue; Ossie Davis: On Malcolm X
Video: Sister Thea Bowman
Dec. 9 – 12
Finals Week