Course Catalogue 2026-2027

The vocation of teacher is not limited to the professional practice of the art, science and skill of delivering the assigned educational curriculum. Within the complex multi-cultural milieu of the classroom, the ministry of teaching has expanded to include providing pastoral care to children with a variety of needs physical, social, psychological as well as the requirement to deliver the assigned curriculum. Often family/support members are part of this pastoral outreach. This course will offer an ln depth perspective on the extra curricular pastoral issues that have become endemic in classroom teaching. Particular attention will be given to ethics in ministry, as well as legal and boundary issues. Self Care will also be explored as an integral component in a balanced and rewarding experience of pastoral ministry in the classroom.

The vocation of teacher is not limited to the professional practice of the art, science and skill of delivering the assigned educational curriculum. Within the complex multi-cultural milieu of the classroom, the ministry of teaching has expanded to include providing pastoral care to children with a variety of needs physical, social, psychological as well as the requirement to deliver the assigned curriculum. Often family/support members are part of this pastoral outreach. This course will offer an ln depth perspective on the extra curricular pastoral issues that have become endemic in classroom teaching. Particular attention will be given to ethics in ministry, as well as legal and boundary issues. Self Care will also be explored as an integral component in a balanced and rewarding experience of pastoral ministry in the classroom.

In this seminar course students will read and discuss twenty lectures by Karl Barth which explore twenty loci. These lectures were given in 1938, about the mid-point in Barth's working years. The instructor will endeavor to indicate how Barth's presentation of these lectures often modify his (and others) earlier positions and how they were in turn modified by Barth in his later writings. The intention is to present a survey of Barth's particular emphases including a description of their development. Attention will also be given to how Barth challenges various historical and contemporary theologies.

In this seminar course students will read and discuss twenty lectures by Karl Barth which explore twenty loci. These lectures were given in 1938, about the mid-point in Barth's working years. The instructor will endeavor to indicate how Barth's presentation of these lectures often modify his (and others) earlier positions and how they were in turn modified by Barth in his later writings. The intention is to present a survey of Barth's particular emphases including a description of their development. Attention will also be given to how Barth challenges various historical and contemporary theologies.

This course focuses on a major theological work by a significant author, and examines the coherence and interrelation of its themes This iteration will consist of a careful and close reading of one of the pivotal volumes of Karl Barth's Church Dogmatics, among the most significant works of theology in the 20th century. Volume II, part 2 is noted for its revolutionary relocation of the doctrine of election in the doctrine of God, for grounding Christian ethics in dogmatics, and for its consistent Christological centre. Within this framework, oriented by careful exegetical work, Barth treats themes such as Trinity, Israel, church, the destiny of the individual, and ethics as the command of God.

This course will examine professional ethics in the helping professions (esp. spiritual care, psycho-spiritual therapy and social service) in order to further equip students for competence in their chosen field. We will consider the philosophical/theological moorings for professional ethics and the need for congruence in belief, thought, word and deed. Students will examine their own belief systems in relation to ethical practice and construct means by which to embed ethical practice within theses systems. They will deepen their understanding of the intrinsic link between ethical practice and self awareness and assess areas of growth in this regard. Professional codes of ethics (Professional Practice Standards CRPO, CASC Code of Ethics, etc.) will be assessed as the minimum standard for the profession. These codes as well as best practices in the field will be practiced in class. Attention to ethical practice in contexts of diversity is central to course.

This course will examine professional ethics in the helping professions (esp. spiritual care, psycho-spiritual therapy and social service) in order to further equip students for competence in their chosen field. We will consider the philosophical/theological moorings for professional ethics and the need for congruence in belief, thought, word and deed. Students will examine their own belief systems in relation to ethical practice and construct means by which to embed ethical practice within theses systems. They will deepen their understanding of the intrinsic link between ethical practice and self awareness and assess areas of growth in this regard. Professional codes of ethics (Professional Practice Standards CRPO, CASC Code of Ethics, etc.) will be assessed as the minimum standard for the profession. These codes as well as best practices in the field will be practiced in class. Attention to ethical practice in contexts of diversity is central to course.

This course will examine professional ethics in the helping professions (esp. spiritual care, psycho-spiritual therapy and social service) in order to further equip students for competence in their chosen field. We will consider the philosophical/theological moorings for professional ethics and the need for congruence in belief, thought, word and deed. Students will examine their own belief systems in relation to ethical practice and construct means by which to embed ethical practice within theses systems. They will deepen their understanding of the intrinsic link between ethical practice and self awareness and assess areas of growth in this regard. Professional codes of ethics (Professional Practice Standards CRPO, CASC Code of Ethics, etc.) will be assessed as the minimum standard for the profession. These codes as well as best practices in the field will be practiced in class. Attention to ethical practice in contexts of diversity is central to course.

This course will examine professional ethics in the helping professions (esp. spiritual care, psycho-spiritual therapy and social service) in order to further equip students for competence in their chosen field. We will consider the philosophical/theological moorings for professional ethics and the need for congruence in belief, thought, word and deed. Students will examine their own belief systems in relation to ethical practice and construct means by which to embed ethical practice within theses systems. They will deepen their understanding of the intrinsic link between ethical practice and self awareness and assess areas of growth in this regard. Professional codes of ethics (Professional Practice Standards CRPO, CASC Code of Ethics, etc.) will be assessed as the minimum standard for the profession. These codes as well as best practices in the field will be practiced in class. Attention to ethical practice in contexts of diversity is central to course.

This integrative BD course applies best practice in professional ethics to pastoral ministry/spiritual care, especially for students in the clinical (CPE), counselling (PCE) and social service streams. The course has three objectives: The first notes the "basic elements" of ethical reasoning which shape contemporary understandings of professional ethics in the healing professions. Special focus is placed on the distinctive opportunities and challenges theological (Christian and other) ethics offers to this discourse in terms of vocation ; profession. This will include how faith narratives (especially the student's own) and a theological concept like discipleship can influence professional ethos. The second objective addresses how these "basic elements" are codified in terms of professional conduct and competencies within the specific practices of pastoral/spiritual care. Here the course comparatively explores several concrete professional codes of ethics, with a specific focus on the Canadian Association for Spiritual Care (CASC) code of ethics. Finally, the course facilitates sharpening the focus of the two previous objectives by contextually integrating theoretical ethics in three ways: (1) by raising questions of practical concern through the use of cases from institutional (healthcare, church, mosque and otherwise) and private practice;

This course will examine professional ethics in the helping professions (esp. spiritual care, psycho-spiritual therapy and social service) in order to further equip students for competence in their chosen field. We will consider the philosophical/theological moorings for professional ethics and the need for congruence in belief, thought, word and deed. Students will examine their own belief systems in relation to ethical practice and construct means by which to embed ethical practice within theses systems. They will deepen their understanding of the intrinsic link between ethical practice and self awareness and assess areas of growth in this regard. Professional codes of ethics (Professional Practice Standards CRPO, CASC Code of Ethics, etc.) will be assessed as the minimum standard for the profession. These codes as well as best practices in the field will be practiced in class. Attention to ethical practice in contexts of diversity is central to course.

This integrative BD course applies best practice in professional ethics to pastoral ministry/spiritual care, especially for students in the clinical (CPE), counselling (PCE) and social service streams.
The course has three objectives: The first notes the "basic elements" of ethical reasoning which shape contemporary understandings of professional ethics in the healing professions. Special focus is placed on the distinctive opportunities and challenges theological (Christian and other) ethics offers to this discourse in terms of vocation & profession. This will include how faith narratives (especially the student's own) and a theological concept like discipleship can influence professional ethos. The second objective addresses how these "basic elements" are codified in terms of professional conduct and competencies within the specific practices of pastoral/spiritual care. Here the course comparatively explores several concrete professional codes of ethics, with a specific focus on the Canadian Association for Spiritual Care (CASC) code of ethics. Finally, the course facilitates sharpening the focus of the two previous objectives by contextually integrating theoretical ethics in three ways: (1) by raising questions of practical concern through the use of cases from institutional (healthcare, church, mosque and otherwise) and private practice; · (2) by having the student grapple with her/his own experience and understanding of professional ethics/values, and (3) by having students write their own "statement of commitment to ministry," a paper which is critically reflective -and resourced in the literature- in regards to their professional responsibilities for their future ministry. This course meets the Canadian Association for Spiritual Care (CASC) ethics requirement for certification programs in Supervised Pastoral Education (CPE & PCE).