Elizabeth Barrette (ysabetwordsmith) wrote,
Elizabeth Barrette

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Notes for "Without Diversity"

Here are the notes for "Without Diversity."

Chas Flanders -- He has fair skin, dark gray eyes, and short blond hair. He is 48 years old in 2014. Chas is the husband of Nancy and father of Henry. They live in Rutledge, Vermont. Chas is a transman, but not many people know that. He doesn't hide it, just doesn't consider it very important, so he rarely mentions it outside of medical contexts. He grew up and transitioned in Montpelier, Vermont and then wanted to settle somewhere quieter, so he moved to Rutledge. Now Chas runs the Rutledge Repair Shop, primarily cars but also smaller engines such as lawnmowers or snowblowers. No matter how careful he is, he always seems to wind up with dirt on his shirt and motor oil under his fingernails. His customers understand -- and that's basically everyone in town, because they all wind up needing repairs sooner or later.
Qualities: Good (+2) Dexterity, Good (+2) Extrovert, Good (+2) Knows Everyone in Town, Good (+2) Mechanic, Good (+2) Mechanical Intelligence
Poor (-2) Keeping Clean

Katie McCormic -- She has fair skin with freckles, brown eyes, and long straight brown hair that bleaches to strawberry blonde in the sun. She is softly padded with an oval face. She is 31 years old. She lives in Rutledge, Vermont.
Katie earned a bachelor's degree in Religion with a Psychology minor from Middlebury College. She went on to earn a Master of Interfaith Theology and a Master of Divinity at All Paths Divinity School online. Currently Katie serves as chaplain of the Fair Valley Interfaith Center. Her tolerance makes her good at helping people get along and work together. She also does a fine job of explaining different beliefs and practices across diverse groups. The Fair Valley Interfaith Center serves as a hub for the less-common religions and denominations in Rutledge County. These include Buddhist, Hindu, Jewish, Muslim, and Christian groups such as Lutheran and Pentecostal.
Katie does much better with the numinous than the physical. She can be a bit clumsy, but she attends T'ai chi and yoga sessions anyway. She is quasiromantic metasexual, tending to feel affection for souls more than bodies, which makes it fuzzy at the edges.
Qualities: Expert (+4) Interfaith Chaplain, Expert (+4) Existential Intelligence, Good (+2) Constitution, Good (+2) Facilitator, Good (+2) Tolerance
Poor (-2) Kinesthetic Intelligence

Quasiromantic - Is someone who identifies as quasiromantic may see their attraction as non-traditional or may feel it differs from crushes, perhaps a mix between platonic, romantic, aesthetic, or somewhere completely different and/or it involves other non-traditional aspects, such as rare attraction, or attraction but non-physical, non-platonic but romantic, etc.

Metasexual: the term I eventually coined for myself after outgrowing omni/pan. Meta means "beyond." I'm attracted to people, not bodies, and other terms just seem too limiting. By the time I stack up all the factors, my sexuality is a tesseract.

Religion Department Learning Goals
The study of Religion is, at its core, an interdisciplinary endeavor, involving a variety of intellectual approaches in the analysis of equally diverse manifestations of religious phenomena and cultures around the world.

Religion Major Requirements at Middlebury College
Requirements for the major (11 courses): The Religion major allows students to concentrate in a variety of sub-fields within the larger field of the study of religion. These sub-fields can be based on traditions, geographical areas, or themes.
• While the plausibility of concentrating in a given sub-field depends on the availability of expert faculty members therein, the department currently offers the following concentrations: traditions, such as Buddhism, Christianity, Hinduism, Islam, and Judaism.; geographical areas, such as South Asia, East Asia, and the Americas; and themes, such as mysticism, ethics, and sacred texts. Students are encouraged to consult with faculty members to explore other options or combinations thereof.
The major will consist of at least eleven courses, including no more than one winter term course, distributed as follows:
• A primary concentration of five courses: a four course concentration in a specific sub-field plus a senior project or thesis, RELI 0700, RELI 0701, related to that sub-field. The courses must include a 0100 level course and a 0300 level seminar that focus in that concentration.
• RELI 0400, Seminar on the Study of Religion
• A distribution of five other courses elected by the student in close consultation with his/her adviser, subject to the following provisions:
(1) Majors must make sure that they have had exposure to a variety of different religious traditions (for example, Asian and Western) as well as a variety of methodological approaches to the study of religion (for example, historical, sociological, anthropological, or philosophical).
(2) Majors must take at least one 0300 seminar outside their primary sub-field of concentration within the religion department.
Important note: Students should consult closely with faculty advisors to determine which courses in the department satisfy a given concentration. The chair of the department, in consultation with the student’s advisor, will determine how transfer credits and courses taken during study abroad will be applied toward departmental requirements.

Katie's primary field is interfaith work, for which she takes one class each on Buddhism, Christianity, Hinduism, Islam, and Judaism.

RELI 0122 - The Buddhist Tradition
Buddhists “take refuge in the three jewels”: the Buddha, his teachings, and the community he founded. After a grounding in the context and content of early Buddhism, we will use texts and images to explore these three categories and what they have meant to Buddhists in different times and places. We will pay special attention to changing views of the Buddha, later developments in Buddhist thought and practice, and the spread of the Buddhist tradition throughout Asia and beyond, which has involved adaptation to a startling array of cultures and societies – as well as modernity. (Juniors and Seniors by waiver) 3 hrs. lect./1 hr. disc. AAL CMP PHL SOA

RELI 0130 - The Christian Tradition
We will examine Christian origins in global historical context, beginning with the life of Jesus and then focusing on Paul’s role in doctrine formation. Readings from the Bible and theologians like Augustine will give us insight into the development of regional church leadership, rituals, music, and the use of Scripture and reason. Then we will look at the impact of Catholic and Protestant Reformations on western culture and politics, and in recent times, we will examine the growth of the Roman Catholic Church, Pentecostalism, and Mormonism in the global south, in contrast to secularism in the northern hemisphere. Visits to local churches will promote a deeper understanding of contrasting Christian worldviews. 3 hrs. lect./disc. CMP HIS PHL

RELI 0140 - Hindu Traditions of India ▲
In this course we will identify and examine key themes and issues in the study of Hindu religious traditions in India, beginning with the defining of the terms Hinduism, religions, and religious. We will primarily focus on the ways Hindu religious traditions—texts, narratives, and practices—are performed, received, and experienced in India. Essential aspects of Hindu religious traditions will be examined, including: key concepts (darsan, dharma, karma and caste), key texts (the Bhagavad Gita and the Ramayana), and major religious deities (Shiva, Devi and Vishnu). The course will also cover contemporary Hindu-Muslim encounters, and the emerging shape of Hinduism in the American diaspora. 3 hrs. lect./disc. AAL PHL SOA

RELI 0150 - The Islamic Traditions
What is Islam? Is it a religion, a way of life, a civilization, or a political ideology? Was Muhammad a political leader, a warrior, or an ascetic? What is the Qur’an? How did it develop as a sacred text and how does it compare to the Bible? This course is designed to provide a platform for us to explore such questions by focusing on historical, social, and intellectual developments in the wide swath of land known as the Muslim world. Special attention will be given to early developments of the Islamic community as well as the later response of different Muslim communities to modernity. 3 hrs. lect./disc AAL MDE PHL

RELI 0160 - Jewish Traditions
“Traditions” are not static, but a constant interplay between continuity and creativity. What do classical Jewish texts (Bible, Rabbinic literature) tell us about Judaism’s origins? How have the core concepts and practices of Judaism morphed into a cluster of traditions that has endured over two millennia? With these questions in mind, we will study central ideas in Jewish thought, rituals, and their transformations, culminating in individual projects involving the investigation a contemporary movement, congregation or trend in contemporary Jewish life, e.g. Reform, Reconstructionism, mystical (neo-Kabbalistic) revivals, or “secular” Judaism. 3 hrs. lect./disc. HIS PHL

Katie's subfield is ministry, focusing on classes that would help her as a chaplain.

RELI 0190 - Ethics & Abrahamic Religion
Ethics is the study of the values and convictions by which individuals and communities determine what is right, wrong, good, and bad. For many, religion is a lens through which to understand those moral values. In this course we will explore the varied contributions that Christianity, Judaism, and Islam have made to debates over issues like violence, sex, the environment, human rights, and social justice. In the process of understanding these traditions and their impact on global moral discourse, students also will develop skills in ethical reasoning through class discussion and from the perspective of their own worldviews. 3 hrs. lect., 1 hr. disc. PHL

RELI 0208 - Sociology of American Religion
The course focuses on classical and contemporary issues in the sociology of religion. We begin with definitional debates about what religion is and the strengths and limitations of a social science of religion. We then consider issues of religious commitment and conversion; the changing role and influence of religion in contemporary society (i.e., secularization theory); change in religious communities; American religious history; women, family, and religious life; and the emergence of new religious movements. Throughout the course we read ethnographic and historical studies of various religious organizations and communities (e.g., American Protestantism, the Amish, Catholicism, Hare Krishna, Shakers, Oneida, Mormons). 3 hrs. lect./disc. AMR NOR PHL SOC

RELI 0209 - Mindfulness and Psychology
Religion and Science: Mindfulness and Modern Psychology
Mindfulness meditation is now widely embraced as a way to enhance personal wellbeing. To better understand this ancient practice, we will explore its traditional Buddhist background alongside its application and study in modern psychology and neuroscience. We will first study mindfulness in its historical context and examine how a traditionally religious practice was adapted for modern individualistic and therapeutic purposes. We will learn basic neural and psychological foundations of emotion, cognition, social behavior, and psychological disorders and raise theoretical and methodological issues in the scientific study of mindfulness. As an experiential component, students will also receive meditation training throughout the semester. (Open to psychology, religion, and neuroscience majors) 3 hrs. lect./1 hr. disc.

RELI 0238 - Literature Mystical Experience
Literature and the Mystical Experience
In this course we will explore how narrative art articulates spiritual perception by examining selected works of 20th century writers such as Miguel De Unamuno, Nikos Kazantzakis, J. D. Salinger, Charles Williams, Flannery O'Connor, Thomas Merton, Alice Munroe, Marilynne Robinson, and Annie Dillard. Drawing on theology and philosophy as an interpretative mode, we will consider the following questions: How does literature illuminate selfhood and interiority? How do contemplation and ascetic practice guide the self to divine knowledge and cosmic unification? How do language, imagery and symbols shape the unitive experience as a tool for empathy and understanding of the other? 3 hrs. lect./1 hr. disc. AMR LIT NOR PHL

RELI 0382 - Exemplary Lives
Many religious and philosophical traditions in the ancient Mediterranean world used “biographies” to portray and promote their notions of a good life—Judaism and Christianity among them. In this course we will examine examples of these “biographies,” noting similarities and differences with regard to the ideals they emphasize and the strategies their authors use. We will read, for example, “lives” of Moses written by a Greek-speaking Jewish philosopher in Alexandria (Philo) and a Christian bishop in Asia Minor (Gregory of Nyssa)—both of whom use Greek moral vocabulary to praise Moses and make him a model of the good life. Other authors and subjects include Plato, Xenophon, Tacitus, Plutarch, Diogenes Laertius, Eusebius of Caesarea, Jesus, Paul, Yohanan ben Zakkai, martyrs, philosophers, politicians, and holy men and women from across the Mediterranean world. 3 hrs. sem. LIT PHL

RELI 0384 - Women, Religion, & Ethnograpy
In this course we will focus on ethnographic scholarship regarding women in various religious traditions. We will begin with questions of feminist ethnography as proposed by Lila Abu-Lughod and then read a range of ethnographies focusing on women in different contexts, including a female Muslim healer in South India, Kalasha women in Pakistan, Bedouin Muslim women in Egypt, and Catholic nuns in Mexico. We will focus on how gendered and religious identities are constructed and intertwined, and what ethnography contributes to the study of both religion and gender. A prior course in Religion, Anthropology, or Gender, Sexuality, and Feminist Studies is recommended. 3 hrs. sem. (National/Transnational Feminisms) AAL CMP PHL

RELI 1037 - Afterlife in World Religions
A Hell of a Class: An Exploration of the Afterlife
Is there life after death, and if so, what is it like? How could a loving God condemn people to hell? What are the social and personal implications of not believing in an afterlife? In this course we will explore these questions by reading ancient texts from all the major world religions, classic depictions of heaven and hell such as Dante’s Divine Comedy and Lewis’ Great Divorce, modern accounts of near-death experiences such as neurosurgeon Eben Alexander’s Proof of Heaven, and analytical essays on how our views of the afterlife affect how we live out our lives in the present. This course will count as an elective towards the Religion major. PHL WTR

RELI 1077 - Feeling Religion
What is the relationship of emotion to religion? What’s at stake when joy, sadness, disgust, outrage, boredom, and fear have religious significance? How are individuals and communities taught to feel religiously or to sense something as spiritual? And how do understandings of race, ethnicity, gender, sexuality, age and ability shape these feelings? In this course, we will wrestle with these questions and others through critical examination of weekly case studies ranging from government debates over sacred Pueblo Indian dances to the emotional terrain of religion, American football, and nationalism. PHL WTR

RELI 0400 - Seminar: Study of Religion
Understanding Religion: Foundational Theories and Methods
In this seminar we will examine the genesis of the academic study of religion in the modern world by reading seminal texts of such founding thinkers as: Durkheim, Weber, James, Freud, Jung, and Eliade. We will analyze these and more recent theories and methods in the sociological, psychological, and comparative study of religion, discerning their assumptions and implications, strengths and weaknesses, and utilizing them in focused written assignments. We end with the study of text-critical methods, interpreting the Garden of Eden story from multiple perspectives. Open to juniors and seniors who have had two religion courses or by waiver. 3 hrs. sem.

(Katie did her senior project on how to establish an interfaith group.)
RELI 0700 - Senior Project in Religion

Requirements for the Minor in Psychology at Middlebury College:
To earn a minor in psychology students need to complete five psychology courses, including the following:
• PSYC 0105
• Two foundation/core courses from among PSYC 0201, PSYC 0202, PSYC 0203 (or PSYC 0204), PSYC 0216 (or PSYC 0225), PSYC 0224, PSYC 0226 (formerly PSYC 0301), and PSYC 0227 (formerly PSYC 0305)
• Two electives (any fall, spring, or winter term PSYC courses; one of which can be PSYC 0350, PSYC 0500, or PSYC 0700).

PSYC 0105 - Introduction To Psychology
This course will provide a general introduction to the field of psychology. The most central and important theories, concepts, findings, controversies, and applications in the following areas will be considered: biological bases of behavior, learning, perception, thinking, development, personality, psychological disorders, and social behavior. (Open to Juniors and Seniors by waiver only) 3 hrs lect./1 hr. disc. SOC

PSYC 0204 - Personality Psychology
This course provides an overview of personality psychology. Several central theories of personality, including psychoanalytic, humanistic, cognitive, trait, behavioristic, and social learning, will be discussed. The course will also emphasize the connection between personality theory and personality research. (PSYC 0105, open to seniors by waiver only) 3 hrs. lect. SOC

PSYC 0224 - Psychological Disorders
What makes an individual “abnormal”? Under what circumstances do mental health professionals classify emotions, thoughts, or behaviors as “disordered”? In this course, we will explore these questions with attention to their historical, theoretical, ethical, and diagnostic implications. We will investigate various classes of disorders, like anxiety, mood, and psychotic disorders, with a focus on their causes and treatments. Throughout, we will aim to appreciate the complexities and uncertainties surrounding diagnosis, and to recognize and challenge common assumptions about psychological disorders. In addition to lecture, the course will include discussions of current and controversial topics, and occasional demonstrations, analysis of clinical case material, and/or role plays. (PSYC 0105; open to seniors by waiver only) 3 hrs. lect./1 hr. disc. SOC

PSYC 0319 - Understandng Childrn&Treatment
Understanding Children and Their Treatment
How are emotional issues manifested differently in children than adults, and how does that affect treatment? What therapeutic approaches meet a child’s emotional, social, and developmental needs? How does a therapist use play and other expressive therapies to help children grow and flourish? In this class we will explore the central theories and practices of several therapeutic approaches using the research and clinical literature and clinical materials (e.g. case discussions, videotaped therapy sessions, artwork, narratives). Evaluation will be based on research and reaction papers , student led-discussions, and group presentations. Not open to students who have taken PSYC 0421. (PSYC 0105; open to psychology majors only, others by waiver) 3 hrs. lect.

PSYC 0360 - Positive Leadership
In this class we will use the lens of positive organizational psychology to examine leadership practices that promote employee engagement, motivation, and thriving. We will discuss the value of mindfulness and empathy as we consider psychological need support, job crafting, work-life balance, wellbeing, and effective conflict management in facilitating a vibrant, inclusive organizational culture. We will learn how the best leaders create, foster, and support positive work environments. Students will leave the class understanding the foundation of effective, transformational leadership. (PSYC 0105; open to others by permission) 3 hrs. lect SOC

PSYC 0406 - Psychological Trauma
Current evidence indicates that we have a 50/50 chance of being exposed to a psychologically-traumatizing event during our lifetime. This seminar explores psychological trauma from social, psychological, and biological perspectives. The course will cover the antecedents and consequences of trauma, past and present treatment approaches, and current controversies in the field (i.e., repressed memory, false disability claims). We will consider examples from literature, case studies, and current journal articles Assessment will be based on participation, presentation, and written work. (PSYC 0105; open to junior and senior psychology majors; neuroscience majors by waiver) 3 hrs sem.

All Paths Divinity School
Part-time students may take up to 3 full years to complete their studies, but full-time students should be able to earn their degree in 18 months and in some cases in even less time.

Program Overview
The potential of Interfaith Theology as a new and developing field is great, examining as it does a variety of experiences and understandings of the Sacred and “Ultimate Reality”. Accordingly, All Paths has created this innovative program with an emphasis on the thematic interfaith/interspiritual exploration through the core philosophical questions central to most people’s living:
Who am I? What is Life? What is God? What is Time? What is Death? What happens after we die? What is Freedom? What is Reality? Why am I here? What is my Purpose?
As you begin to “connect the dots”, these profound considerations will serve as a scaffolding supporting the overarching central theme of this program, a question for you to answer in in your own way:
“What is Interfaith Theology and what contribution can it make to humanity”?
Interfaith study by its very nature is broad ~ we invite you to saturate yourself in exploring many philosophical points of view, to study sacred texts from the ascribed perspective and to demonstrate appropriate knowledge and expertise. Our intention is for you to approach this study from a holistic, interfaith lens, blending/bridging the wisdom of both head and heart. As an All Paths Theology student, you have the opportunity to be on the leading edge of this field.
The program is designed in such a way that it will require independent study and creative research. Your program mentor will be with you every step of the way to support you with guidance and consultation as needed, and faculty members are available if there is a particular content/theological question or reflection you need help with.
The curriculum begins with Heart of Ministry which is where the integration of head and heart begins and where being and learning come together, then an overview of the world’s religions and an introduction to Sacred Texts, followed by two foundational Theology courses. The first introduces you to the overall aims, value, and approaches to theological study; the second invites you to deepen your understanding by learning more about the various types and methodologies. After building this intellectual foundation students study the world’s sacred texts through subsequent coursework culminating in a final thesis paper on Interfaith Theology.

Master of Interfaith Theology at All Paths Divinity School
Theology is the systematic study about the nature of God/the Divine. Students of Interfaith Theology draw upon the entirety of the world’s wisdom traditions, allowing the many variations to enrich and inform their own understanding. Various systems of theology and related philosophical underpinnings are also examined such as syncretism which looks past differences towards a universal religion, relativism which claims any approach is as good as another, and pluralism which recognizes the shared common themes but also honors the cultural particularities that make each religion distinctive and unique.
Subjects may be studied in any order. Each course of study amounts to 5 credits. The Interfaith Theology program requires the student complete no less than 50 credits (11 of 13 courses) from the Theology curriculum below, plus 10 credits (5 courses) from the Master of Divinity program, equaling 60 credits total. Essays/papers are required for each.

THE 01 – Heart of Ministry
THE 02 — World Religions Overview
THE 03— Intro to Sacred Texts
THE 04 — Intro to Theology
THE 05 — Interfaith, Past Present & Future

THE 201 — Judaic Texts:
Torah, Talmud, Zohar, Sefer Yetzirah, Book of Enoch
THE 202 — Hindu Texts:
Bhagavad Gita, Yoga Sutras, Upanishads, Bhakti Sutras,
Astavakra Samhita, Rig Veda, Devi Mahatmya, Shiva Sutras

THE 203 — Sikh, Jain, and Zoroastrian Texts:
Guru Granth Sahib, Agamas,Dēnkard , Bundahishn, Arda Viraf Namak

THE 204 — Taoist & Confucian Texts:
Tao Te Ching, Chuang Tzu,Wujing, Sishu, YiJing, I-Ching
THE 205— Christian Texts:
Old Testament, New Testament, The Apocrypha, Essene Gospels, Gnostic Gospels

THE 206 — Babylonian, Egyptian, and Hermetic Texts:
Enuma Elish, Epic of Gilgamesh, Descent of Ishtar,Poimandres, Emerald Tablet,
The Asclepius,Egyptian Book of The Dead, Coffin Texts

THE 207 — Christian Science, New Thought, & Mormon Texts:
Science & Health, The Science of Mind, Book of Mormon,
The Doctrine and Covenants, and The Pearl of Great Price.

THE 208 — Secular Humanist, Scientific Pantheist, and Atheist views.

THE 209 — Islamic & Sufi Texts:
Quran, Hadith, Rumi, Kabir, Hafiz,Bird Parliament,
The Alchemy of Happiness, Enclosed Garden of Truth,

THE 210 — Buddhist Texts:
Dhammapada, Tipitaka, Udana, Vinaya, Sutras, Tibetan Book of The Dead, Tree of Wisdom
THE 211 — Native American, Indigenous Wisdom:
Aztec, Inuit, Maya, IroquoisCherokee, Navajo, Zuñi, Hopi, Incan,..

Learning Objectives
As the curriculum covers such a vast area of study, we do not expect our students to be experts in these areas. Rather, we will have considered our program successful if our students develop the desire to continue with their research and deepen their studies on an ongoing basis, even beyond their time as All Paths students.
Upon completing their program Master of Divinity graduates will be able to:
1. Define their personal approach to ministry.
2. Articulate an understanding of religious and inter-spiritual issues which affect both interfaith/inter-spiritual communities and human beings in general.
3. Identify skill-sets and models of leadership which can serve as templates for developing their ministry and/or achieving their goals of service.
4. Have started a portfolio of related projects which demonstrate their ability to integrate and apply their learning within focused parameters or for specific audiences.
5. Demonstrate the ability to think and communicate critically about matters of ministry, theology, and religious/spiritual studies.
6. Define the essentials of spiritual counseling and be able to responsibly assess client needs and realistically address them.
7. Counsel people of diverse cultural backgrounds in ways which honor their unique traditions.
8. Recognize when to conclude intervention and when to refer clients to a more specialized third party form of counseling.
9. Articulate the theories and best practices of Professional Chaplaincy as a specialized ministry.
10. Demonstrate an understanding of several essential sacred texts in terms of both historical and contemporary relevance; with the ability to authoritatively officiate in public ceremonies and ritual.
11. Have the vocabulary to clearly articulate how their own theological/religious/spiritual beliefs compare and contrast to other religious/spiritual traditions.
12. Facilitate multiple interfaith exercises/practices designed to engage people in meaningful dialogue across faith/spiritual traditions.
13. Develop a basic understanding of how to help manage a small nonprofit organization or start their own.
14. Open up to new ways of understanding spirituality and religious traditions, enriching both their inner and outer life.
15. Our students will be ordained as All Paths Interfaith Ministers and have the opportunity to open up a chapter of All Paths Spiritual Community/Universal Temple in their geographical area.
16. All Paths students will also have the opportunity for ordination as an interfaith minister.

Graduates have the option to be Ordained by All Paths Divinity School and into OUnI, the Universal Order of Interfaith, an organized religious body providing an ecclesiastic home for clergy from all faiths and spiritual paths. With member congregations across the United States, OUnI is also an opportunity to connect with other All Paths graduates and the larger community of interfaith clergy.
Chaplaincy and Spiritual Counseling
All Paths Divinity School is an educational member organization of the Council of Interfaith Communities, CIC-USA, which is an ecclesiastical body for endorsing Chaplains. CIC-USA is also recognized by the Association for Professional Chaplaincy, and The College of Pastoral Supervision & Psychotherapy, which are endorsing bodies which certify chaplains for professional work at all levels including hospitals, prisons, and the military.

Master of Divinity Degree at All Paths Divinity School
Prepare for a career in spiritual counseling, chaplaincy, or interfaith ministry.
All Paths is non-denominational and has a multi-religious, inter-spiritual approach. This profound program is a threefold process: encouraging a deepening of one’s spiritual life, an expansion of one’s knowledge, and developing a personal ministry. It not only prepares students who feel called to a life of service and to be a vital part of the positive change we all so deeply desire in this world, but it also encourages deep personal spiritual growth, providing stimulating intellectual nourishment along the way.
Some of our students choose to do the program to simply immerse themselves in the study of world traditions and spiritual advancements for personal growth, or to cultivate a targeted ministry. All have opportunity for ordination as Interfaith Ministers. All Paths will work with each student to help shape their vision. There are many arenas to serve the community in interfaith/interspiritual ministry, or chaplaincy, and this can be in religious or secular venues, advocacy, activism, prison work, hospital work, teaching, counseling, conflict resolution, healing, writing, speaking, and other related fields of service. Students who desire to become a board certified professional chaplain need to complete additional clinical pastoral education units (CPE/T) through CPSP – College of Pastoral Supervision and Psychotherapy. Find out more at www.cpspdirectory.org

The Master of Divinity program requires the student complete no less than 72 credits. A minimum of 20 courses from the Ministry curriculum, plus three electives, and three practicums.

01. Heart of Ministry
02. World Religions Overview
03. Spiritual Counseling
04. Intro to Sacred Texts
05. Interfaith: Past, Present, Future
06. Varieties of Interfaith Ministry
07. Intro To Theology
08. Intro to Psychology of Religion
09. Philosophy
10. Life Passages & Transitions
11. Sacred Arts & Creativity
12. Varieties of Religious Experience
13. Rites, Rituals, & Ceremonies
14. Eco-Spirituality & Indigenous Wisdom
15. Ethics & Sacred Activism
16. Interfaith Dialogue & Conflict Resolution
17. Leadership & Community Building
18. Intro to Chaplaincy (optional)
19. Ministry Skills
20. My Interfaith Ministry (Thesis)

Since Katie had already taken the first five theology classes, she replaced those with electives, for a total of 7.

Gods & Goddesses
Science & Religion
Religious Freedom
A World of Prayers
Spiritual Healing
Spiritual Development
Religion & Peacemaking

1. Illuminated Journal
2. Interfaith Liturgy Prayer Book
3. Spiritual Practices

Ronie Ordway -- She has pinkish-fair skin, gray eyes, and short ash-blonde hair. She is a tall transwoman with square shoulders and a rectangular face. She speaks English and French. Ronie earned an Associate of Science in Agricultural Assistant with a minor in Vermont Studies from Landmark College in Putney, Vermont. Currently she serves as an agricultural assistant who handles the bookkeeping and other paperwork for several farms around Rutledge. Ronie is a transwoman, but she doesn't look overly feminine; she has short hair and wears pants far more often than skirts. She does not deal well with anyone who criticizes her for not fitting stereotypes of women or transpeople. However, she gets along fine with other QUILTBAG folks and supports outcasts in general. Her impeccable integrity and unflappable nature make her popular.
Qualities: Good (+2) Agricultural Assistant, Good (+2) Integrity, Good (+2) Interpersonal Intelligence, Good (+2) Serenity, Good (+2) Sturdy
Poor (-2) Dealing with Stereotypes

Landmark College in Putney, Vermont
Landmark College’s mission is to transform the way students learn, educators teach, and the public thinks about education. We provide highly accessible approaches to learning that empower individuals who learn differently to exceed their aspirations and to achieve their greatest potential. Through the Landmark College Institute for Research and Training, the College aims to extend its mission across the nation and throughout the world.

Associate of Science in Agricultural Assistant (T-American)
from Landmark College in Putney, Vermont (total 39 credits)

Core Classes (24 credits)
All students take Introduction to Business first and Business Seminar last, plus one class each in keyboarding, computers, math, economics, people skills, and self-care.

Introduction to Business 3
Business Seminar 3

College Keyboarding 3
Introduction to Programming 3
Principles of Accounting I 3
Essentials of Economics 3
Business Communications 3
Stress Reduction and Relaxation 3

Choose three more classes in secretarial skills. (6 credits)
Introduction to Secretarial Skills 3
Office Hospitality 3
Records and Information Management 3

Students may choose a Concentration by taking four classes in a given topic. Otherwise, choose three electives from the secretarial skills list or any of the classes below. (12 credits)

Business of Agriculture 3
Agriculture of Vermont 3
Grants, Subsidies, and Other Supports 3
Field Studies in Wildlife Conservation 3

Minor (21 credits) in Vermont Studies (T-American)
at Landmark College in Putney, Vermont

Everyone takes PHE1011 Vermont Through the Senses (T-American). (3 credits)

Minors take 1 outdoor activity class (3 credits) while majors take 2 outdoor activity classes (6 credits).
PHE1181 Walking for Health

Minors take 1 creative arts class (3 credits) while majors take 2 creative arts classes (6 credits).
LIT2022 Envirnmntl Lit:Encountering Natural Wrld

Minors take 1 science class (3 credits) while majors take 2 science classes (6 credits).
NSC1521 Spec Top: Natural History of Vermont

Majors must take a French class or test out of it. Minors may take French as an elective. (3 credits)
FRE1011 Elementary French I

Majors take 4 electives (12 credits) while minors take 2 electives (6 credits).
SOC3011 Civic Engagement

Jean-Marie Alsigontekw -- She has tinted skin, blue eyes, and long hair with just a little wave. Dark in her youth, it is starting to go gray now. She is sturdy with an oval face. She has a horizontal wrinkle between her mouth and nose that she calls her "second smile." Her heritage is Abenaki and French. She speaks English, French, and Wôbanakiôdwawôgan (Abenaki). She is the mother of Malina Cowass and grandmother of Maryanne Cowass. They live on the Abenaki Reservation near Rutledge, Vermont. After Jock tells her about the proposal to bring Syrian refugees into town, Jean-Marie goes to City Hall in support of the idea. She is an expert mediator and negotiator, thinking in the long term. She remembers much of Abenaki culture and works to pass it down. While respected in her tribe, Jean-Marie has little education due to running away from government schools in her youth, and this often makes outsiders discount her.
Qualities: Master (+6) Grandmother, Expert (+4) Mediator, Expert (+4) Negotiation, Good (+2) Abenaki Culture, Good (+2) Sturdy, Good (+2) Nemikwaldamnana
Poor (-2) Little Education

Alsigontekw ahl-sih-gon-tek-wh river of many shells

Abenaki (Wôbanakiôdwawôgan)

nemikwaldamnana we remember

Malina Cowass -- She has tinted skin, brown eyes, and long straight brown hair. She is tall with a round face. Her heritage is Abenaki and French. She speaks English, French, and Wôbanakiôdwawôgan (Abenaki). She is the daughter of Jean-Marie Alsigontekw and mother of Maryanne Cowass. They live on the Abenaki Reservation near Rutledge, Vermont. Malina is a talented wildcrafter and enjoys hiking the forest in search of food or craft materials. However, she has little interest or skill in reading.
Qualities: Good (+2) Happy, Good (+2) Kawakeniga, Good (+2) Mother, Good (+2) Naturalistic Intelligence, Good (+2) Stamina
Poor (-2) Reading

Cowass coh-wahs pine-tree place

Kawakeniga to harvest or gather by pulling or picking

Agnus Tucker -- She has fair skin, indigo eyes, and short white hair that was dark in her youth. She is thin and wiry, but still spunky. Agnus is the daughter of Eunice Belknap, mother of Rachel Walker. She is 72 years old. Agnus is a retired shepherdess, having passed down her farm to Rachel (53), but still enjoys making things from wool.
Qualities: Good (+2) Fibercrafter, Good (+2) Great-Grandmother, Good (+2) Interpersonal Intelligence, Good (+2) Retired Shepherdess, Good (+2) Still Spunky
Poor (-2) Nearsighted

Rachel Walker -- She has fair skin and dark gray eyes. Her shoulder-length wavy hair used to be dark but is now a mix of gray and white. She is 53 years old in 2014. She is the granddaughter of Eunice Belknap (91), daughter of Agnus Tucker (72), and mother of Jeremah Walker (30). Rachel's understanding of the natural world makes her a capable shepherdess, and she loves making things with the wool of her sheep. She is also very devoted to her family. However, Rachel does poorly in urban environments.
Qualities: Good (+2) Fibercrafter, Good (+2) Graceful, Good (+2) Mother, Good (+2) Naturalistic Intelligence, Good (+2) Shepherdess
Poor (-2) Not a City Girl

* * *

"We are all different, which is great, because we are all unique. Without diversity, life would be very boring."
-- Catherine Pulsifer

"A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty."
-- Winston S. Churchill

Mandy's Diner has a central bar flanked by a left wing and a right wing. The kitchen lies behind them.

These maps show Vermont counties and their political leanings.

Terramagne-America retains many more newspapers than local-America has, and they are much more diverse. These are some from T-Vermont:

The Rutledge Gazette is the biggest newspaper in Rutledge, Vermont with distribution across Rutledge county plus some libraries in other counties. It aims for objective journalism and succeeds most of the time.

The Vermont Conservative is a statewide newspaper published in Guildhall, Vermont. It is available in most libraries and has conservative subscribers scattered around the state. This paper tends toward vehement opinions.

The Progressive Press is a statewide newspaper published in Montpelier, Vermont. It is available in most libraries and and many coffeehouses, with liberal subscribers scattered around the state. This paper tends toward facts and figures.

St. Joseph's Trumpet is the campus newspaper for the College of St. Joseph, a private Catholic liberal arts college in Rutland, Vermont. It is popular with Catholics throughout the Rutledge County, somewhat less so with other Christians, and it also appears in Christian bookstores around the state. It tends toward a very spiritual, nonconfrontational perspective with a lot of educational content too.

Hazelnut (Bag8nizab8nak) Cakes
During the winter months the Abenaki subsisted off of items that were harvested, dried, and stored in the Fall. Various nuts, fruits, vegetables, and corn could be stored easily for the colder months. This recipe combines nuts and corn to create a nutritious food that keeps for a long time. Hazelnuts, in particular, are rich in protein and unsaturated fatty acids. Rendered animal fats, often times bear, would have been used in place of cooking oils. Salt would not have been used traditionally but other plant ashes and herbs may have been used for flavoring.
½ Pound Hazelnuts (Bag8niz),
2 Cups Water (Nebi),
⅓ Cup Corn Meal (Skamonnoktahigan),
½ Cup Cooking Oil (Wiz8wibemi),
1 Teaspoon Salt (Ziwan).
Use a blender to grind or puree the hazelnuts. A mortar and pestle would have been used traditionally but this is a very time consuming process. Boil the water and add the ground-up hazelnuts. Boil for 15-30 minutes, stirring occasionally until the mixture is like mush or an oily paste.
Mix in the corn meal (and salt to taste) to make a uniform mixture. Let the mixture stand, until it thickens, this should take about 10-15 minutes.
While the mixture stands, heat the oil in a large skillet until hot. It will be hot enough if a drop of water instantly sizzles on the surface of the oil. Once the oil is hot enough, take a tablespoon of the nut mixture – drop the spoonful into the hot oil. Brown well on one side, then turn it over and flatten with a fork or spatula to form a mini-cake. Brown evenly on both sides. Serve hot or cold. Makes 12-14 small cakes.

Ezekiel 34:11-16 ESV
“For thus says the Lord God: Behold, I, I myself will search for my sheep and will seek them out. 12 As a shepherd seeks out his flock when he is among his sheep that have been scattered, so will I seek out my sheep, and I will rescue them from all places where they have been scattered on a day of clouds and thick darkness. 13 And I will bring them out from the peoples and gather them from the countries, and will bring them into their own land. And I will feed them on the mountains of Israel, by the ravines, and in all the inhabited places of the country. 14 I will feed them with good pasture, and on the mountain heights of Israel shall be their grazing land.There they shall lie down in good grazing land, and on rich pasture they shall feed on the mountains of Israel. 15 I myself will be the shepherd of my sheep, and I myself will make them lie down, declares the Lord God. 16 I will seek the lost, and I will bring back the strayed, and I will bind up the injured, and I will strengthen the weak, and the fat and the strong I will destroy.[a] I will feed them in justice.

Agnus offers wool yarn samples.

"A scar is never ugly. That is what the scar makers want us to think. A scar does not form on the dying. A scar means, I survived."
-- Chris Cleave

Refugees are resourceful.

Vermont foods include lamb stew and apple cider donuts.
Tags: activism, cyberfunded creativity, ethnic studies, fantasy, fishbowl, poetry, politics, reading, weblit, writing
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