BBST 465
A Theology of Suffering & Disability
Spring 2010
Mondays: 3pm-5:40pm
Professor: Kathy McReynolds Ph.D
Email: Katherine.McReynolds@biola.edu
Required Texts:
- The Bible
- JAF/CID Course Reader
- Joni Eareckson Tada, A Lifetime of Wisdom: Embracing the Way God Heals You
(Grand Rapids: Zondervan, 2009.
- Stephanie Hubach, same lake, different boat: Coming Alongside People Touched by
Disability (Phillipsburg: P&R Publishing, 2006).
- Henri Nouwen, Adam: God’s Beloved (London: Darton, Longman, Todd, 1997).
- Henri Nouwen, In The Name of Jesus (New York: Crossway, 2000).
Course Description:
Have you ever suffered physically, emotionally or spiritually and wondered why? Have
you ever had a family member or a friend with a disability and not know what to say to
them or how to act when around them? Have you ever wondered why they must suffer in
this way? Have you ever wondered what role sin plays in suffering? The immediate
answer to these questions would be of course! Who hasn’t pondered these questions at
one time or another? At the deepest level, whether we realize it or not, these questions
reveal some of our fears and confusion concerning suffering and disability. Yes,
suffering can be disabling, and not a single one of us can avoid suffering. Unless we have
an obvious disability, we are not likely to think about our sufferings in terms of disability.
But this is precisely what it is. For at its most basic understanding, a disability is
anything that puts one at a disadvantage. For this reason, the disability community has
much to teach us about spiritual formation and transformation. Their specific plight—
their sufferings both personally and publicly-- parallel the human condition and the
Christian journey in many unique ways.
Considered one of the world’s largest underrepresented groups, there are over 650
million people worldwide who live with a disability (roughly 10% of the world’s
population). It is also one of the largest unchurched groups on earth. Historically, the
Church has marginalized people with disabilities and abdicated its role in fulfilling the
“Luke 14 Mandate.” Currently, church involvement in disability ministry is less than 12
percent.
The purpose of this course is to explore the different ways in which people affected by
disability provide the Christian community in general with a model of dynamic spiritual
transformation. By utilizing a variety of resources from Joni & Friends International
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Disability Center, including guest speakers, the student will take away from this course
not only a deeper understanding of the disability community and the Church’s obligation
to reach out to the most vulnerable, but he/she will also learn to embrace their own
brokenness in a whole new way. This course will benefit any student who takes its
content seriously; but it will be especially relevant to those who are majoring in Christian
Education, Education, Communication Disorders, Biblical Studies, ICS, Nursing, Music,
and Sign Language.
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Course Objectives:
By the end of this course the student will be able to:
Cognitive Objectives:
1) Identify and define some of the most prominent physical and intellectual disabilities
(DVD presentations & readings).
2) Interpret and explain some of the major biblical passages which address disability
issues (expository Bible analysis).
3) Understand and describe Christianity as a knowledge tradition which reflects the ways
things really are (readings & discussions).
4) Explain some primary historical perspectives on the image of God and disabilities
(reading primary & secondary texts).
5) Identify and explain some of the major bioethical issues which affect people with
disabilities (lectures & DVD presentations).
Affective Objectives:
1) Move to embrace your own sufferings as a way of spiritual transformation (prayer &
discussion).
2) Grow to appreciate all persons with disabilities, to view them with dignity, and to
engage them as equally valuable to the Body of Christ (Nouwen’s books & response
papers).
3) Desire to stand for justice in order to correct the wrongs that society causes or allows
to happen to those affected by disabilities (Nouwen’s & Hubach’s books).
Behavioral Objectives:
1) Develop an integrated biblical worldview of suffering, disability, & your discipline
(integration portfolio).
2) Put together a model which facilitates the full inclusion of people with disabilities into
the life of the church (integration portfolio).
3) Actively seek to bring people with disabilities into the Church in accordance with the
“Luke 14 Mandate” (disability ministry event).
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IDEA Objectives:
1) Learning to analyze and critically evaluate ideas, arguments, and points of view.
Objective’s focus: higher level thinking skills (either within or outside of a
disciplinary context)
2) Learning fundamental principles, generalizations, or theories.
Objective’s focus: connecting facts, understanding relationships
3) Developing a clearer understanding of, and commitment to, personal values.
Objective’s focus: developing a sound basis for making lifestyle decisions
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Course Requirements:
1) A One Page Response Paper & Reading Report will be due most every week.
Please number each response paper!! In your response, I would like for you to
describe something that stood out to you; that surprised you; that puzzled you about the
readings. The purpose of this requirement is to demonstrate that you have spent
sometime reflecting on the major themes of the readings. Please try to limit your response
to one page!! In each response, please include the percentage of reading which you
finished for that week.
2) An Integration Portfolio.
Each student will be required to do a capstone portfolio composed of sections which will
be completed progressively through the course of the semester. All papers submitted for
this portfolio should be well written. Grammar, clarity of expression and stylistic
considerations will be important in every aspect of this portfolio. This is a senior
capstone project, and part of what you are demonstrating is your ability to express your
thoughts in writing.
Format: Please submit your papers using APA format.
The portfolio will be composed of the following components submitted on the dates
given in the Course Outline below:
A) Personal Starting Points Paper (2 pages, 15pts)
This paper will express the student’s own assumptions, initial beliefs and thoughts about
this topic. Students should be sure to reflect deeply on their own thoughts, experiences
and biases. Though brief, this paper is a very important part of the portfolio.
B) Biblical Survey (3-4 pages, 35 pts.)
Write an analysis of key biblical teachings on suffering and disability. I would encourage
you to begin your study by reading a few theological dictionary articles on closely related
topics. This will help you identify important concepts and key passages. (A good
resource is Baker’s Evangelical Dictionary of Theology. See also Zondervan Pictorial
Encyclopedia, ISBE, Holman Illustrated Bible Dictionary; A good systematic theology
(perhaps Grudem) may also be helpful.)
Use appropriate sources—commentaries, bible dictionaries, journal articles, academic
quality biblical and theological texts. Don’t decorate your paper with citations—use these
sources to make your points. Define your study carefully. You may focus on a handful of
key passages or you may attempt a broader survey. Be sure to explain the rationale for
your choice in the introductory portion of your paper. Draw out theological implications
from the passages concerning your topic. This will serve as the first stage of processing
the data of Scripture into a biblical theology of the topic you are studying.
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Generally speaking, give chapter & verse references rather than citing the entire text.
Only include the text of the passage if you are making an important interpretive
observation that requires seeing the text itself for the reader to understand.
The last half-page of your paper should include two additional items:
1) List pertinent questions that still remain unanswered after your study. This may
include apparent discrepancies or conflicting emphases in the biblical texts as well as
questions unaddressed in special revelation. Questions of personal interest in the topic
would also be appropriate. This list of questions should help direct some of the reading
you do in the next section of the portfolio.
2) Chose a passage of Scripture that you would like to make your “course verse.”
This is a passage that I would like you to memorize and/or meditate on several times over
the semester.
C) Academic Literature Survey (3-4 pages, 35 pts.)
Read material concerning a specific disability. Read at least 4 articles or book chapters
related to your subject (75 pages minimum). Some guidelines for articles:
1) Try to have a mixture of academic sources and thoughtful cultural
commentary.
2) By academic sources we mean peer reviewed journal articles.
3) Avoid internet sources since they will not be article/chapter length, and will
generally not be peer reviewed. (Articles published in academic journals which
you access online are fine.)
4) No more than three articles from a single author or from a single book.
5) Our textbooks for this class do not count.
Prepare an annotated bibliography of your readings. It should include:
1) Introduction: one paragraph description of your topic and why you chose the
particular readings you chose.
2) Summary: summarize the 4 articles/chapters you read in an annotated
bibliography. State the main points of the articles focusing on what is important
for your topic.
3) Commentary: summarize current academic thought related to your topic. (For
example: “There are two schools of thought on Autism…”; Some feel…..and
others believe…”). Identify at least one worldview assumption that sits behind
the scholarly opinions you have read. It does not have to be a false assumption,
just an assumption—good, bad or indifferent. As you present these assumptions,
include quotations or examples to illustrate these assumptions. (For example,
“some scholars seem to assume that not all human beings are human persons, as
Jones comments, ‘…. )
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D) Integrative Theology (5 pages, 50 pts.)
You have studied special revelation (Biblical Survey) as it addresses suffering and
disability and general revelation (Lit.Survey) as it addresses a particular disability.
Summarize what you have learned using the following categories. Please remember that
all categories may not apply to every integrative subject matter—use only the categories
that seem to be appropriate):
1) Points of congruence: in these areas, general and special revelation essentially
agrees. They largely agree on what is true and understand these truths similarly.
2) Points of complement: General and special revelation complement each other,
talking about different aspects of the same issue or giving different emphasis to
certain issues. The viewpoints are compatible, but each brings different
information to the discussion.
3) Points of completion: General and special revelation complete each other. This
is similar to complementing, but the mutual areas of concern are more distant.
When general and special revelation complement each other, they are discussing
them same material but from complementing perspectives. When they complete
each other, the one clearly goes beyond the other, completing what is otherwise
lacking.
For example, special revelation may complete general revelation studies of human
nature because it includes the element of God’s image, which is not included in
discussions from general revelation. They may also complement each other when
talking about human forgiveness—both address human forgiveness directly, but
from different viewpoints.
4) Points of conflict: General and special revelation are in tension or even appear
to contradict one another. In such cases, you may want to attempt reconciliation
between these two perspectives.
Finally, discuss how these integration issues related to your major.
E) Personal Reflection Paper (2 pages, 15 pts.)
Your final reflection paper should include the following:
1) How has your perspective on suffering and disability changed or grown
through the course of the semester. (I recommend re-reading your “Personal
Starting Points” paper.)
2) Reflect on the impact the disability event has had on your spiritual life—
in terms of your view of suffering and disability, the world, and your
responsibilities as a follower of Christ.
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3) Disability Ministry Event:
This event is mandatory. You will be given two options with regard to this event.
Either you can fully participate in the Joni and Friends event (fully funded with no cost
for anything for you) or you can do a practicum on your own. For the practicum, you
must volunteer at least 4 eight hours at a church working with disability ministry or at a
facility or school with special needs. You will then be required to interview a worker at
the institution you choose to volunteer and write a 3-page paper on the entire experience.
Very Important!! If you participate in the Joni and Friends event, you must attend
the entire event! You cannot drive yourself or choose to come & go when your
schedule allows! Absolutely NO EXCEPTIONS!! Either you participate fully or
you must do the practicum on your own! PERIOD
Grading:
- 12 Response Papers/Reading Reports:
10 points each week (120 points possible)
- 1 Portfolio Project:
150 points possible
- Disability Event
130 possible
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400 total points possible
Grading Breakdown:
380-400: A
360-379: A348-359: B+
340-347: B
320-339: B-
308-319: C+
300-307: C
280-299: C268-279: D+
260-267: D
241-259: D240 or below: F
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Course Policies:
1) Attendance: Because of the discussion format of this class, it is absolutely essential
to be in class and to be ON TIME. You are allowed one unexcused absence.
Excessive absences will negatively affect your grade.
2) Participation: Critical thinking and discussion are essential to this class. Also, there
will be several guest speakers throughout the course of this semester who take time out of
their busy schedules to come speak to you. Therefore, it is essential that you come to
class and interact in a meaningful way with our guests.
3) Late Papers: Because of constant abuse with regard to this issue, late papers will
be marked down by one-third if it is late. This is in addition to other possible
markdowns if the assignment does not meet all the requirements. The only way to
avoid the one-third late penalty is to provide proof of an emergency such as a
doctor’s excuse. Late papers must be turned in by the following class period or I
will not accept them at all. If you do not sign the roll sheet at the end of class, your
paper will be considered late and will result in a late penalty.
4) Style of Papers: Your paper is to be typed and double-spaced with one inch margins
on all sides in no larger than 12 point lettering. Please staple your paper and number each
page! Plagiarism, the use of someone else's words and ideas without acknowledging the
source, is not tolerated at BIOLA .
* Students with Disabilities: Students desiring accommodations on the basis of
physical, learning, or psychological disability for this class are to contact the Office of
Disability Services. Disability Services is located in the Learning Center (upstairs in the
Biola Library) and can be reached by calling 562.906.4542 or extension 4542 from on
campus.
* Plagiarism: Biola University sees any form of plagiarism as a serious problem with
serious consequences. Please refer to the academic integrity statement in the Student
Handbook, Academic and Behavioral Standards section.
* Grading Standards for Written Work: Whereas Biola University desires to maintain
the highest standards with respect to the composition of all written work, any student
paper exhibiting poor grammar, spelling errors, typographical errors, or other substandard
academic expression shall have the overall grade for that paper reduced accordingly.
Generally, a paper will be deemed substandard and ineligible to receive an "A" grade
when it averages three or more compositional errors per page. Moreover, at the
discretion of the professor, the substandard paper may be returned to the student for
correction and resubmission with appropriate grade penalties. Students deficient in
writing skills may seek assistance at the Biola Writing Center.
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Technology in the Classroom
Laptops and PDAs - Personal laptop computers and PDAs (personal digital assistants)
may be used in class sessions for note-taking purposes only. Other laptop/PDA uses,
including personal email, is strongly discouraged during class time
Cell Phones - Cell phones (pagers; PDAs used for communications purposes) must be
turned to silent mode when entering the classroom. Take special care to attend to this. It
is the expectation of the Talbot faculty that students will not take calls in the classroom,
and will not exit the room during class to take calls, except in the case of emergencies.
Ipods, DVRs, and Lecture Proprietary Matters - It is the expectation of the Talbot
faculty that ipods may not be used during class sessions, except for the sole purpose of
recording lectures. Ipods and digital voice recorders (DVRs), or other taping devices,
may only be used to record class lectures with the clear and expressed permission of the
instructor (usually stated in the course syllabus). Recordings of classroom lectures, and
printed course materials, are the intellectual property of the instructor. They may not be
distributed in any form without permission.
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Course Outline:
Biblical and Theological Views on Disability
2/1 Introduction to Course
2/8 The Old Testament
Readings: Ge.1:26-27; 3; 32:22-32; Ex.4:1-17; Lev. 21; Judges 6: 13-16;
1 Samuel 16:1-13; 2 Samuel 9; Isa. 35:3-6; 42:1-3; 45:5-7; 61; 65:17-66:2;
Micah 4:6-7; Zep.3:19-20; Ps.8; Ps.20:7; Ps.103:13-14; Ps.139.
Lecture & Discussion: Introduction to the Problem; the Image of God and
Disability; The Ways We Suffer; Suffering & Disability
Reading Response # 1 Due; Portfolio/Starting Points Paper Due
2/15 The New Testament
Readings: Luke 14 (Course Reader): Lk.4:14-30; 5:12-26; 7:18-35; John 5:1-30;
9; Acts 3; Rom. 8:18-27; 1 Cor. 1:18-31; 12; 2 Cor.3-5; 12:1-10; Rev.21-22:6.
Lecture & Discussion: Luke as a Framework; The Messianic Banquet; The New
Testament and The Weight of Glory
Reading Response # 2 Due
2/22 Historical/Contemporary Theological Studies
Readings: Mephibosheth’s Account: 2Sa.4:4; 9:1-13; 16:1-4; 19:25-31; 21:7;
1 Ch.8:34; 9:40.
Lecture & Discussion: An Analysis of the Problem from a Historical Perspective;
On “Deconstructing” Mephibosheth. Schipper’s Book; Contemporary Studies;
Butterfly Circus: Doorpost.com
Reading Response # 3 Due
3/1 Theological Reflections on Disability
Readings: Why Christian Doctrine Matters
Is God Really in Control?
Making Sense of Suffering: A Biblical Survey
(All in Course Reader)
Lecture & Discussion: The Eye of the Mind; Seeking Faith; Question of God
Part I
Reading Response # 4 Due; Biblical Survey Due
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Suffering & the Sovereignty of God
Overview of Specific Disabilities
3/8 The Problem of Evil & Suffering
Readings: Lifetime of Wisdom: Introduction-Chapter 4
Christianity: A Knowledge Tradition (Course Reader)
Lecture & DVD Presentation: God’s Problem; Evil & Suffering; Question of
God Part II
Response Paper # 5 Due
3/15 Making Sense of Suffering
Readings: Lifetime of Wisdom: Chapters 5-8
Disability Overview (Course Reader)
Lecture & DVD Presentation: Disability Overview; Nick DVD
Reading Response # 6 Due
3/22 Earthly Suffering that Makes Heavenly Sense
Readings: Lifetime of Wisdom: Chapters 9- 10 & Conclusion & Appendices
Lecture & DVD Presentation: God’s Sovereignty; Suffering & the Sovereignty
of God
Special Guests: Joni & Ken Tada*
Reading Response # 7 Due; Literature Analysis Due
3/29 The Sovereignty & Goodness of God
Readings: Adam; Healing: A Piece of the Puzzle? (Course Reader)
Special Guests: Chip & Jean Kingery, JAF
Reading Response # 8 Due
4/5 Easter Break: No Class
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The Church & the Disability Community
4/12 About Foundations & Families
Readings: Hubach Chapters 1-9
From the First Moment (Course Reader)
Raising God’s Special Kids (Course Reader)
Guest Speaker: Julie Keith, Disability Ministries Pastor, PazNaz
Reading Response # 9 Due
4/19 About Inclusion in the Church
Readings: Hubach Chapters 10-13; Indispensible Nature (Course Reader)
Guest Speaker: Dr. Jeff McNair, Professor of Special Education, Cal-Baptist
University
Reading Response # 10 Due
4/26 The Wounded Healer: Reflections on Brokenness, Leadership & Ministry
Readings: In The Name of Jesus
Guest Speaker: Steve Bundy, Managing Director, CID, JAF
Reading Response #11 & Integration Paper Due
5/3 Bioethics & the Church
Readings: Prenatal Genetic Testing and Disability (Course Reader); The
Declaration of Human Rights (Course Reader); The Convention for the Right of
Persons with Disabilities (Course Reader); From Whence Come Rights? (Course
Reader)
DVD Case Study & Discussion: Genetics & Reproduction
Reading Response #12 Due
5/10 The Role of the Church in the Disability Community
Readings: Useless Eaters (Course Reader)
Guest Speaker: Mary Grace Cachuela, Founder of InJoy Ministries
5/14 Friday Night Live: EVFree Fullerton
5/17 No Class
Personal Reflection Paper Due via email by 3pm
* All guest speakers are subject to change based on scheduling or some other
unforeseen situation.
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