Course Catalogue 2026-2027

Psycho-Spiritual Care and Therapy Practicum -also known as Supervised Pastoral Education -provides students with opportunities to develop the arts and skills required for providing competent psycho-spiritual care and therapy. The course explores both

Psycho-Spiritual Care and Therapy Practicum -also known as Supervised Pastoral Education -provides students with opportunities to develop the arts and skills required for providing competent psycho-spiritual care and therapy. The course explores both

This course introduces students to practices of care with an emphasis on systems theories (family systems) in relation to self awareness, assessment, therapeutic planning in psycho-spiritual therapy and counselling. The first part of the course focuses on systems theories. Students will explore their own families and cultures of origin and their social identities as a means to learn the related theories and to develop self awareness (safe and effective use of self) for psycho-spiritual/ spiritual care therapy. In this first part of the course we will also examine and engage Internal family systems. The second part of the course will relate systems theories and intercultural approaches to the therapeutic process in the face of grief and loss, death and dying, suicide, trauma and crisis, aging and dementia. Through their understanding and use of systems theories, students' practice will be deepened in terms of the therapeutic relationship, assessment and treatment in spiritual care/ psycho-spiritual therapy. This course is suitable for students preparing for work in spiritual care/ psycho-spiritual therapy and for students preparing for leadership in congregational or social contexts.

The course will specifically focus on the muraqabah techniques (such as silence and opening reflections) used in classical Islamic spiritual traditions and engage in comparative analysis between these practices and mindfulness-based stress reduction, mindfulness-based cognitive therapy, meditation, transcendental meditation, mind-body techniques (meditation, relaxation) and body-mind techniques. We will also highlight ethical issues, emphasizing that not all Islamic mindfulness practices might be effective for all mental health issues and the importance of familiarity with classical Islamic spiritual traditions before applying Islamic mindfulness techniques.

This course explores the fundamental theory, assumptions and practices of narrative therapy, a form of therapy developed in New Zealand and Australia in connection with indigenous people. Using a combination of free online material from the Dulwich Centre in Australia and class meetings during the regular semester, it explores the role of the therapist and the practice of therapy in utilizing narrative therapy techniques to address not only individual and family distress but also community and political structures of oppression. Narrative therapy explores with clients and communities how the structures of oppression can be used for healing, and works with communities to empower them in their own healing.

This is a seminar-type course. Students are expected to demonstrate a high level of engagement in the course. Attention will be given to leadership and administration of the pastoral music ministry practice in a faith community setting.

This course introduces not only the systematic but also the constructive and contextual character of Christian theology. Participants will (1) become further acquainted with the sources, methods, tasks, and traditions of Christian theology; (2) become familiar with important theological themes, especially as they respond to intellectual and social challenges presented by historical contexts; (3) be encouraged to do theology, thinking creatively about faith in a contemporary context. Basic Christian themes considered will include God and creation, evil and providence, the human condition, Jesus Christ and salvation, the Church, and eschatology. Theological perspectives addressed will include formative and alternative theological traditions.

This course surveys the diverse ideals, practices, and traditions of Buddhism in its formative period in India. By reading primary and secondary sources central to Buddhism, we will examine key concepts, doctrines, and practices in the Theravada, Mahayana, and Tantric traditions. Having acquired a solid understanding of the history and doctrine of Buddhism, students will learn to apply these understandings to critically analyze contemporary issues from a Buddhist perspective.

This course will explore the establishment of Residential Schools in Canada and their impacts that shaped the current realities for many Indigenous communities and people (First Nations, Métis and Inuit); the role of Christian Churches in these schools; and the path(s) to relationship-building and "reconciliation", as offered in the Truth and Reconciliation Commission's Call to Action. The goals of the course include: (1) introducing the ideology in developing residential schools and their relationship with colonization; (2) introducing resources available that address the TRC; (3) reflecting on the challenges with the idea and implementation of activities that focus on reconciliation and strategies that build relationships with Indigenous communities. The course will examine the Calls to Action, with focus on CTA 59 and 60.

This course will introduce students to diverse worldviews relating to Indigenous spiritual beliefs and practices, specifically focusing on: pre-contact traditions; the introduction of Christianity and missionaries; the banning and resurgence of ceremonies; and the survival and evolution of these practices within a Christian context. Students will also explore specific historical members of Indigenous communities engaged in different Christian traditions.

This course is an introduction to Islamic spirituality with a focus on Sufism, often referred to as the "mystical" tradition of Islam. It offers a historical and topical survey of the tradition's foundational beliefs, practices, and diverse expressions. The course will examine the rise of Sufi orders, the experiential dimension of Sufism, "theosophical" Sufism, and, finally, the contribution of Sufism to the Islamic arts and literatures.

Classic Buddhist scriptures have been traditionally classified in three major Categories: Sotra texts that record the teachings of the historical Buddha, Vrnaya texts that narrate disciplinary rules for the Buddhist monastic community, and Sastra texts that function as commentarial treatises on the Buddha's teachings; This course introduces students to classic Buddhist texts in each of these three categories to lielp students become familiar with literary discourse on foundational Buddhist doctrines, ethics, and thought. In this class, students will learn the history of the formation and t!1e reception of a list of carefully selected canonical texts in each category, read English translations of the original text. When available, original editions of these texts in Sanskrit, Pali, Chinese, or Tibetan will also be provided for those who are interested in exploring further.