Course Syllabus (InMinistry/Independent Study)
GC651DE: World Religions
Bethel Seminary
Fall 2008, September 22-December 5
Faculty Name: Dr. Wilbur P. Stone
Email: w-stone@bethel.edu
Phone number(s): Office, 651-635-8787; Home, 763-571-2764
"Office hours" (if applicable): To be announced in class.
Personal Biodata:
Following 15 years in the pastoral ministry, my wife (Sheila) and I became involved in overseas
cross-cultural ministry in 1990. Our primary ministry locations were Hong Kong (1990-1994)
and in Malaysia (1997-2002), but our ministries also involved working with existing churches
and church leaders in other locations to include Macau, the People’s Republic of China, Taiwan,
Thailand, the Philippines, New Zealand, and Singapore. My ministry involvements included the
following: Strategy Coordinator and Team Leader for an urban team in Kuala Lumpur, Malaysia;
Adjunct Lecturer--teaching a variety of courses (primarily missions-related) at seminaries in
Malaysia and Singapore, and serving as the Director of a seminary extension program;
conducting seminars in numerous other locations; church planting through a variety of means;
ministry to migrants, both in-country and foreign; ministry to drug addicts; ministry to the urban
poor; and serving as the mission administrator and treasurer in Hong Kong. These ministries
provided us opportunities to work with people from a variety of ethnic, linguistic, and socioeconomic backgrounds as well as the opportunity to participate in and learn about many different
kinds of ministries in major urban settings.
Course Description:
This course provides a survey of the major world religions including the study of their origins,
history, fundamental beliefs (basic tenets), and practices (with special emphasis upon the folk or
popular practices) related to each of these religious faiths. Suggestions will be provided
concerning the development of effective evangelistic and church planting strategies for
encounter with the proponents of each faith. Missionaries, and ministers working in intercultural contexts, are often called upon to share their faith with the adherents of other religious
faiths. An understanding of the worldviews and belief systems of these other religions helps the
cross-cultural missionary or minister to communicate the gospel more effectively. In addition,
we will gain insights into how these belief systems relate to social, economic, and political
aspects or systems of other cultures. While a deeper understanding of other religious traditions
promotes intercultural harmony, thus facilitating dialogue and Christian witness, it also helps one
to better understand one’s own religious faith. Further, students will be exposed to basic skills
for the study of other religious traditions, and engage in a research project related to a specific
religious group.
General Course Objectives:
Studies in global and contextual studies will enable students to:
1. the students will gain a greater understanding of the major religious traditions of the
world including their historical development, basic ideology, worldview presuppositions,
and distinct beliefs;
2. the students will consider the impact that these faiths may have had on Christian thinking,
while developing a deeper appreciation for the uniqueness of Christianity;
3. the students will lose their fear of other religious faiths as well as the fear of witnessing to
the adherents of other faith traditions;
4. the students will develop a deeper compassion for the adherents of other religious faiths;
5. the students will commit themselves to sharing their faith with adherents of other
religions, and consider responding to God’s call to cross-cultural missions/ministry;
6. the students will gain insights into the needs of Christian converts from each of these
religious faiths;
7. the students will gain insights into what an indigenous church might look like among the
followers of each of these religious faiths.
Specific Course Objectives:
1. the students will be able to articulate an adequate definition of the word, religion;
2. the students will be able to identify the founder of each major world religion;
3. the students will be able to list the primary beliefs of animism, Judaism, Islam, Hinduism,
Buddhism, Sihkism, Shintoism, Chinese Religions, and others;
4. the students will be able to identify key terms associated with each of the major world
religions;
5. the students will gain insights into the nature of the folk or popular forms of each of these
religious traditions and how these forms differ from the major tenets of each;
6. the students will be able to identify several points of contact or bridges for sharing a
Christian witness with the proponents of each of these religious faiths;
7. and the students will be able to explain ways in which the understanding of other
religious traditions has enabled them to form a deeper understanding of certain biblical
texts and of their own Christian faith;
Required Texts:
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John R. Hinnells, ed., The New Handbook of Living Religions, Second Edition. Penguin
Books, 2003. ISBN 0-1405-1480-5.
Paul G. Hiebert, R. Daniel Shaw, and Tite Tienou, Understanding Folk Religion: A Christian
Response to Popular Beliefs and Practices. Baker Books, 1999. ISBN 0-8010-2219-3.
Terry C. Muck, How to Study Religion. Wood Hill, 2005. ISBN 0977163601. Also
available on-line at www.betterpublications.com. This is a reprint of a book formerly
entitled: The Mysterious Beyond.
Required Journal Articles: Articles will be posted on the Blackboard for student access
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
T. Wayne Dye, “Toward a Cross-Cultural Definition of Sin” in Missiology (4:1), January
1976, pp. 27-41.
Robert J. Priest, “Missionary Elenctics: Conscience and Culture” in Missiology (22:3),
July 1994, pp. 291-315.
Required Films: Films will be posted on the Blackboard for student access
“Religions of the World,” Series Narrated by Ben Kingsley
[To be viewed in the following order]
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Native American Spirituality, Bethel Call #VA 290 R386 v.8
African and African-American Religions, Bethel Call #VA 290 R386 v.1
Islam, Bethel Call #VA 290 R386 v.6
Hinduism, Bethel Call #VA 290 R386 v.5
Buddhism, Bethel Call #VA 290 R386 v.3
Shinto, Bethel Call #VA 290 R386 v.12
Confucianism and Taoism, Bethel Call #VA 290 R386 v.4
Judaism, Bethel Call #VA 290 R386 v.7
Additional Film:
 Finger Prints of God in Japan (Available from Instructor)
Recommended Reading:
 Elizabeth Breuilly, et al., Religions of the World (1997)
 Ian S. Markham, ed., A World Religions Reader, Second Edition (2000)
 Dean C. Halverson, Gen. Ed., The Compact Guide to World Religions (1996)
 Gailyn Van Rheenen, Communicating Christ in Animistic Contexts (1991)
 David J. Hesselgrave, Communicating Christ Cross-Culturally (1991)
 Paul G. Hiebert, Anthropological Insights for Missionaries (1985)
 Charles H. Kraft, Christianity in Culture (1979)
 Donald A. McGavran, Bridges of God (1955)
 Eugene Nida, Customs and Cultures: Anthropology for Christian Missions (1975)
 Don Richardson, Eternity in Their Hearts (1981)
 David Burnett, Clash of Worlds (1992)
 David Burnett, Unearthly Powers (1992)
Course Requirements:
Assignment #1: Personal Profile. During the first week, please write a brief Personal Profile,
mentioning any significant encounters with persons of other faiths, any mission experiences or
goals you have had, and how this course might be relevant to your current or future ministry.
Assignment #2: Weekly Reading as specified. The reading for the course will basically follow
the course schedule included in this syllabus. It is important that you keep up with the reading in
order to be prepared for interaction with the class. READ THE CHAPTERS RELATED TO A
PARTICULAR TOPIC IN ADVANCE OF EACH SESSION. Note also that you are
encouraged to read even more than the suggested chapters from the required texts if your
schedule permits. These readings provide valuable and in some instances controversial material
for discussions. I hope we will have some lively interactions.
Assignment #3: Response Paper. Complete a five to ten page double-spaced response paper to
the book entitled How to Study Religion by Terry Muck. This paper can follow the outline of an
interaction form with stress upon new, key, or important insights, and a discussion of their
practical application to ministry among persons from a different faith background.
Assignment #4: Blackboard Interactions. Complete and submit an Interaction Form on
specified readings from the required texts and journal articles. See a copy of the Interaction
Form Guide Attached. Each Interaction should be approximately 250 words in length. Students
should post at least one response to another student’s interaction of approximately 100 words in
length the following week. Submit the Interaction Forms as scheduled. Students will be
penalized for late work. Focus on issues which spoke most strongly to you and/or from which
you gained the most important insights into how to communicate the Christian message more
effectively to persons of other religious faiths. You may do additional articles for extra credit if
you wish. I will take this work into consideration if your grade point average is on the line
between two different grades. Please evaluate each article read on a scale of 1 to 10, with 10
denoting excellence and/or relevancy to the missions’ task. I USE THIS APPROACH VERSUS
REQUIRING EXAMS, BUT PLEASE DO NOT TAKE THIS ASSIGNMENT LIGHTLY.
NOT ONLY DOES IT COUNT FOR 35% OF YOUR FINAL GRADE, I PARTICULARLY
FOCUS ON THIS ASSIGNMENT AS AN INDICATION OF WHETHER YOU ARE
ACCURATELY UNDERSTANDING AND MAKING THE APPROPRIATE APPLICATION
OF THE MATERIALS BEING READ!
Assignment #5: Research Paper. Each student will be required to submit a research paper
related to points of contact or bridges (redemptive analogies) for sharing the Gospel within
another specific religious and cultural tradition. Students must recite specific passages from the
sacred writings related to the tradition, and other significant cultural/religious issues such as
religious festivals, rites of passage, religious rites, etc. Personal visits to religious institutions
and/or personal interactions/interviews with individual proponents related to the specific religion
would add further strength to the paper. The desire is that the student will be open to learning
from the other religious faith, while also discovering aspects of that faith which can serve for
providing opportunities for dialogue and Christian witness.
The paper is to be fifteen (15) typed double-spaced pages and in addition must include both a
cover page as well as a bibliography or references cited section. A minimum of fifteen resources
must be cited, though this can include such things as personal interviews, journal articles as well
as books. All sources cited in the paper must be referenced, preferably using the parenthetical
style of referencing within the text. This assignment will also be due during the final week of the
course. Each student is to submit two copies of these papers as the instructor wishes to keep one
copy in his personal files.
Assignment #6: Video Reflection Forms. Every student must submit a written reflection on
each of the videos assigned for this course. A form will be provided for this exercise. The
reflection should typically be between one to two pages at most. This assignment is due
according to the course schedule included in this syllabus [Students may combine with
interactions on assigned readings, provided sufficient integration with the readings is reflected].
Course Grading:
Response Paper:
15%
Interaction Forms: 35%
Reflection Papers: 10% (Videos)
Research Paper:
40%
*Student Interaction Is NOT Optional
Academic Course Policies:
Please familiarize yourself with the catalog requirements as specified in Academic Course
Policies document found on the Syllabus page in Blackboard. You are responsible for this
information, and any academic violations, such as plagiarism, will not be tolerated.
Grading Philosophy and Point Criteria:
A total of 100 points is possible. Each assignment /grading category reflects both the percentage
of the class grade, as well as the number of points possible for the assignment/category. A final
grade of “A” (95-100) is reflective of an extremely high demonstrated quality level for
graduate studies with reference to the areas of (a) class preparation-participation, and (b)
accomplishment of the course assignments according to the stated criteria for each assignment.
A final grade of “B” (85-87) is reflective of an average demonstrated quality level for graduate
studies for these categories. A final grade of “C” (75-77) is reflective of a below average
demonstrated quality level for graduated studies for these categories.
The student’s course grade will be the total of all assignments, based on the scale below:
A……..95-100
A-……92-94
B+..……..88-91
B………..85-87
B-……….82-84
C+..………78-81
C…………75-77
C-………...72-74
D+..………68-71
D…………65-67
D-………...62-64
F……...Below 62
Grading Criteria for Papers and Assignments:
Admittedly, the assignment of grades can be a highly subjective process for the instructor and
consequently, a frustrating experience for the student. I offer these “objective” criteria to guide
you in your work as well as to communicate my standards for assigning grades.
1. Quality of Writing: This is a graduate course. As such my assignment of a grade to your
work will reflect appropriately high standards for (a) clarity of language, (b) the development of
well-informed arguments, and (c) the documentation of evidence cited for your arguments or
position. While this is not a class on writing, it is nonetheless important for you to effectively
articulate, develop, and defend your ideas and conclusions.
While there are no specific format requirements, please observe the following:
(a) Your papers should be word processed, double spaced, and reasonably free from errors in
spelling and grammar;
(b) Begin each paper with a title stating your name, address (P.O. Box if applicable) and the title
of the assignment. Assignments sent as attachments to e-mails should include the student’s
name and the title of the assignment in the subject line of the e-mail as well as on the
attachment itself;
(c) Utilize gender inclusive language unless it violates a theological conviction;
(d) Keep paragraphs to a reasonable length. One sentence does not constitute a paragraph. Ten
sentences is probably too many.
(e) Document all sources including author, date, publisher and page number (or web-sites,
conferences, and other sources of information beyond books or published articles).
2. Quality of Content: Your papers will be evaluated on the following content-oriented
criteria:
(a) The level of analysis of the concerns, problems, and questions addressed in your work. For
instance, a simple and surface (even though accurate) articulation and application of
information learned in your reading and in class sessions will not meet the standards for an
“A” on the assignment. An “A” assignment will vigorously process the information learned
through the framework of the Bible, expert content, and personal values and experience such
that issues critical to the assignment are addressed. An “A” interaction form, research or
reflection paper will demonstrate that you have deeply thought about the issues and questions
identified in the assignment.
(b) The level of synthesis of course material evidenced by your work. Did you make use of the
full range of course material relevant to the assignment, appropriately differentiating,
combining, integrating, and applying the materials to the issue at hand? Does your work
reflect that you have carefully read and thoughtfully integrated all relevant course material,
including class sessions?
(c) The level of evaluation and critical reflection evidenced in your work. Did you employ
appropriate criteria (eg., the Bible, personal values, personal experience, expert opinion) for
making critical judgments and for arriving at considered conclusions with reference to the
issues at hand? After being informed by the Bible, expert opinion, class reading and
discussions, and personal experience, did you come to a set of biblical-based, well-reasoned,
and well-defended conclusions?
3. FINAL CHECK: DID YOU SPECIFICALLY ENGAGE THE ASSIGNMENTS? DID
YOU ADDRESS THE QUESTIONS AND/OR PARTICULARS OF THE ASSIGNMENT AS
THEY ARE POSED? DID YOU DO WHAT THE ASSIGNMENT ASKED?
Course Schedule:
Date
Sep 22
Sep 29
Oct 6
Oct 13
Oct 20
Oct 27
Nov 3
Course Topics
Assignments
Introduction to the Course and Assignments— Read Muck/Write a
View Power Points or Lectures Provided
Response Paper—Due Sep
29
Introduction to Methodological Approaches to Personal Profile Due; Read
the Study of Religion/Introduction to
Hiebert, Chapters 1-2; Read
Elenctics—View Power Points or Lectures
Journal Articles by Dye &
Provided
Priest; Write Blackboard
Combined Interaction on
Readings—Due Oct 6
Symbols/An Introduction to Folk or Popular
Read Hinnells, Chapters 11;
Religion—View Power Points or Lectures
Read Hiebert, Chapters 3-4;
Provided
View Film on Native
American Spirituality;
Write Blackboard
Combined Interaction on
Readings and Film—Due
Oct 13
Animism/African Religions—View Power
Read Hinnells, Chapter 13;
Points or Lectures Provided
Read Hiebert, Chapter 5;
View Film on African and
African-American
Religions; Write Blackboard
Combined Interaction on
Radings and Film—Due Oct
20
Islam—View Power Points or Lectures
Read Hinnells, Chapter 3;
Provided
Read Hiebert, Chapter 8;
View Film on Islam; Write
Blackboard Combined
Interaction on Readings and
Film—Due Oct 27
Hinduism—View Power Points or Lectures
Read Hinnells, Chapter 5;
Provided
Read Hiebert, Chapter 9;
View Film on Hinduism;
Write Blackboard
Combined Interaction on
Readings and Film—Due
Nov 3
Buddhism—View Power Points or Lectures
Read Hinnells, Chapters 8;
Provided
Read Hiebert, Chapter 11;
View Film on Buddhism;
Write Blackboard
Combined Interaction on
Readings and Film—Due
Nov 10
Nov 10
Sihkism/Jainism/Shintoism—View Power
Points or Lectures Provided
Nov 17
Traditional Chinese Religions—View Power
Points or Lectures Provided
Nov 24
Judaism/Christianity/Other/Secularism—
View Power Points or Lectures Provided
Dec 1
Folk/Popular Religion Re-visited—View
Power Points or Lectures Provided
Read Hinnells, Chapters 6,
7, 10; View Film on Shinto;
Write Blackboard
Combined Interaction on
Readings and Film—Due
Nov 17
Read Stone’s Article
“Chinese Religion &
Culture”; Read Hiebert,
Chapter 14; View Film on
Confucianism & Taoism;
Write Blackboard
Combined Interaction on
Readings and Film—Due
Nov 24
Read Hinnells, Chapters 1,
16; Read Hiebert, Chapter
15; View Film on
Judaism;Write Blackboard
Combined Interaction on
Readings and Film—Due
Dec 1
Read Hinnells, Chapter 18,
19; View Film, “God’s
Fingerprints in
Japan;”Write Blackboard
Combined Interaction on
Readings and Film—Due
Dec 8; Final Research
Paper Due Dec 15
Course Documents:
Please note the attached copy of the Interaction Form which you are to use. This assignment
is not meant to be lengthy, but it does require excellent reading and reflective skills to do it
well. REMEMBER THE INTERACTION FORMS REPRESENT 35% OF YOUR GRADE!
A quality Interaction Form typically should not be longer than two to three pages maximum.
This device is utilized to enable you to gain practical value from your reading. A good
question is often more helpful than an answer, so please make an effort to state questions or
raise issues which can be utilized to foster class discussions.
There will also be a collection of handouts, etc., which I will use during the course. Copies
of these materials will be provided at the appropriate time. Please bring a three-hole
notebook to hold these handouts. These handouts are provided to make the task of notetaking much simpler, to insure that each student has an adequate set of notes for future use,
and to allow more time for quality interaction and discussion in the classroom.
Classroom Discussions:
It is intended that students will initiate discussions in class related to the reading assignments. If
that does not readily occur, then the instructor will provide some questions or issues for
discussion on a weekly basis, based on the responses in your Interaction Forms.
Preparation during the Course:
As you are reflecting upon your reading assignments and the interactive discussions, be thinking
about the following:
1. How do the major tenets of each of the religious traditions examined differ from the typical
theological doctrines of evangelical Christianity?
2. How do the classical writings and/or teachings related to these religious traditions
compliment the teachings of the Christian faith?
3. What needs, issues or questions do these religious traditions address which are often
overlooked or not addressed by Western Christianity?
4. How do the major tenets of each religious faith relate to the worldview and culture of the
groups adhering to that faith?
5. What points of contact, bridges, or redemptive analogies do you find in the writings,
teachings, rituals, festivals, history, or practices typically associated with each of these
faiths?
6. What have you learned from each of these faiths that would better enable you to witness to a
proponent of that faith?
7. What have you learned from the study of these religious traditions which has deepened your
own understanding of your faith, or which have raised serious questions which you feel need
to be addressed by your faith?
8. How do the everyday practices related to popular of folk religion differ from the formal
tenets of each religious faith examined?
INTERACTION FORM
World Religions GC651
Name___________________________________________Date__________________
Chapter/Article Title_____________________________________________________
Author__________________________________________Evaluation (1-10)________
Summary of Article (3-5 sentences):
What new or important insights have you gained from reading this material (Knowledge)?
1.
2.
3.
4.
5.
How are these insights related to the tasks involved in cross-cultural ministry/missions,
especially that of evangelism, discipleship and church planting among an unreached people,
social or ethnic segment, or urban population (Application)?
1.
2.
3.
4.
5.
What are some issues, concerns, questions, etc., which have been raised that you would like to
discuss further (Discussion/Clarification)?
1.
2.
3.
GC651 World Religions
Review of Film
Name:______________________________
Title of Film:___________________________
What is your general response to the film? (Your “Siskel & Ebert”)
How did the major tenets of the religious tradition examined by this film differ from
typical Christian theological doctrines?
What practices related to this religious tradition did you find interesting/challenging, and
why?
What needs does this religious tradition, or the practices associated with it, address which
are often overlooked or not addressed by Western Christianity?
What points of contact or “bridges” did you discern that might facilitate a Christian
witness?
What did you learn from an examination of this religious tradition which enriched your
understanding of your own faith? Or, what questions did it raise for you about
Christianity?
Instructor’s Perspective on Teaching and Learning!
Typically, what one receives from a course of instruction is directly related to what one puts into
that course (more especially true of In-Ministry types of approaches. As adult learners, I expect
you to be active and engaged, pursuing growth in at least five different areas of your lives.
Certainly, this course involves considerable cognitive content which if adequately and accurately
perceived can positively impact your lives and ministries. In addition, it is my sincerest desire
that you open yourselves up to growth in the affective (attitudinal) dimension of your lives and
ministries—oftentimes, we need to change the attitudes we carry with us into the various tasks
related to Christian ministry. Furthermore, missiology is a very practical discipline which
demands that one develop practical skills which can positively impact the effectiveness of one’s
ministry—knowing how to use knowledge is wisdom. Most ministry tasks of necessity involve
working with others. It is my prayer that this course will provide you valuable insights into how
to further develop your relational skills, an absolute necessity for successful ministry. Finally, a
real theological education should foster personal spiritual growth. My personal goal, particularly
during our time together, is to foster growth in these five dimensions of your lives. However,
that can only happen if you are open and willing to grow in these five ways! Please also note
that I am more than willing to make myself available at times convenient to you for further
discussions related to this course, the topic of cross-cultural ministry, or other areas as
appropriate.
Disclaimer:
This syllabus is intended to reflect accurately the course description, content outline, objectives,
grading criteria, written projects, and other information necessary for students to appraise the
course. However, during the course of the term the professor reserves the right to modify any
portion of this syllabus as may appear necessary because of events and circumstances that may
change during the term of study.