Sustainable Development and Social Change in Central America

Latin American Liberation Theologies      

Religion 366 

Course Instructor:  Margaret O'Neill S.C. , EdD 

Augsburg Perspective:

This course meets the Humanities Liberal Arts Foundations (LAF) and Critical Thinking Skill requirements.

Course Rationale

From the indigenous spiritualities of pre-Hispanic times to the Catholicism brought about by the Spanish conquest, to the churches of today, theological perspectives have strongly shaped Latin American culture and politics.  In fact, it would be impossible to fully understand Latin America without a basic understanding of the historical roles played by the Roman Catholic Church and the impact of different theological perspectives on Latin American societies. The central role of “the cross and the sword” in bringing about the Conquest of Mesoamerica in the 1500s and the influence of “Liberation Theology” on revolutionary movements in Central America in the 1980s highlight the importance of the relationship between theology and social change, whether that change be perceived as negative or positive social change. The evolution of the theology of liberation will be studied to see the various challenges and expressions theologies face today. It will include the wisdom sources that have shaped the theologies of liberation and the wisdom gained from the science of the emerging universe.

Purpose of the Course

The purpose of this course is to help students appreciate the influence different theological perspectives, have had on Latin American societies. Special attention will be given to the social, political and economic implications of Latin American liberation theology and the ways in which it has influenced mainline churches in Central America and secular movements for social change. Time will be given to explore the evolution of this movement in relation to the environment, women and the New Cosmology.  The course will also encourage students to reflect upon their own religious/philosophical beliefs and to deepen their appreciation of religious values and theological concepts which differ from their own. It will invite them to walk to the edges and peer into new possibilities. We will probe the questions: who and what will accompany us as we walk? Who will push us to the edges? And how do we break through dead history and run with a new vision?

Instructional Goals

Students will:

1. Students will develop a profound understanding of Latin American liberation theology.

2. Students will explore the social, economic and political implications of Latin American liberation theology.

3. Students will discuss contemporary critiques of liberation theology and make their own judgments regarding its pros, cons, and relevance today.

4. Students will examine the Church’s (both Roman Catholic and mainline Protestant) response to contemporary social problems. 

5. Students will articulate their own responses to liberation theologies.

6. Students will reflect upon their own faith and theological or philosophical beliefs. 

7. Students will deepen their appreciation of theological and philosophical concepts that differ from their own.

8. Students will examine how the course influenced their vocational direction and values

Teaching Methodology

The instructor uses a student-centered methodology.  Lectures and visits with guest speakers are then adapted to the Students’ knowledge and interests.  Teaching strategies include lectures by instructors; small and large group discussions of required readings and experiences; films; spontaneous journaling exercises; use of artwork and music which express theological themes; field trips to churches, BCC's, and church-related organizations; and guest lectures by Latin American theologians, BCC activists, and people representing a variety of theological perspectives.

Course Design

This course is divided into the following three units, each of which is related to at least one specific instructional goal and several different instructional objectives. The classes will meet for approximately 20 hours/week for 4 weeks.  This is the only course students take during their time in El Salvador.

Required Readings

UNIT I

Readers will be provided so that all of the articles are together in a single packet. Selections from the following will be included:

Ed. Sobrino and Ellacuria. Systematic Theology, Perspectives from Liberation Theology.              

                 Chapter One: Boff, Clodovis. “New Methodology of the Theology of Liberation.”

                 Chapter Two: “Gustavo Gutierrez, “Option for the Poor.”

                 Chapter Three: Jon Sobrino. "Central Position of the Reign of God in Liberation Theology." 

Butwell, Ogle, Wright. The Globalization of Hope and We Make the Way by Walking.

                “The Subversive and Joyful Memory of the Martyrs.” Jon Sobrino

                “For Life and Against Neoliberalismo: The Jesuits Speak Out.” The Jesuits of Latin America

                “Liberation Theology in the New International Context.” Pablo Richard.

Selections from Hennelly, S.J. Liberation Theology, A Documentary History.

                “Introduction and Preface.”

                “Meeting of Theologians at Petropolis.” March, 1964 

                “A Letter to the People of the Third World,” August, 1967

                “Toward a Theology of Liberation.” July, 1978

                “The Political Dimension of Faith and the Perspective of the Option for the Poor.” Louvain, Romero.

                “Criticism Will Deepen.” Guiterrez. September, 14, 1984

                “Instruction on Certain Aspects of the Theology of Liberation.” August, 1984

                “Instruction on Christian Freedom and Liberation.”

Selections from: Gutierrez, Gustavo. Essential Writings. James B. Nickoloff, ed.

                “Introduction.”

Selections from: Stubborn Hope, Religion, Politics and Revolution in Central America.

                 “Wager of Faith.”

                “El Salvador, God’s Patience Exhausted.”

 Selections from Yes, A Journal of Positive Futures.

                “The Great turning: From Empire to Earth Community.” David Corten

                “The Great Turning: Compass and Lens.” Joanna Macey

Selections from Poetry, Like Bread, Is for Everyone.

Selections from: Truly Our Sister. Elizabeth Johnson

Selections from: La Voz del Arco Iris. Boff

Selections from: Intuiciones Feministas. Ivone Gebara

Read the following work:

Johnson, Elizabeth. Quest for the Living God.  Continuum, 2007.

UNIT II (weeks 2 and 3 continued)

Work in Groups: Oral Presentations (see requirements)

Selections from Gately, Edwina. Soul Sisters.

Selections from: Moe-Lobeda, Cynthia. Healing a Broken World, Globalization and God.

Selections from: Wessels, Cletus. Jesus in the New Universe Story.

Selections from  Robert L. Keck. The Sacred Quest.

Eds. Barba, Martinez, (English Version eds. Russell, Shipton). Like Gold in the Fire. England: Nueva Esperanza Support

     Group,1999.

AND

View: Water...and The New Universe Story. What questions do these films pose to you? Comments and questions, reflections and suggestions will be discussed. Each student will submit a short written report as part of the class participation grade.

Works available in the Office Library: (these and more…)

Aquino, Maria Pilar. Our Cry for Life; Feminist Theology from Latin America.  Maryknoll, NY: Orbis Books, 1994.

Cohn-Sherbok, Dan, ed. World Religions and Human Liberation. Maryknoll, NY: Orbis Books, 1992.

Edwards, George R. Gay/Lesbian Liberation:  A Biblical Perspective. New York: The Pilgrim Press, 1984.

Ellis, Marc H. Toward a Jewish Theology of Liberation. Maryknoll, NY: Orbis Books, 1991.

Esquivel, Julia. The Certainty of Spring. Washington, DC: EPICA, 1993.

__________. Threatened with Resurrection; Letters from an Exiled Guatemalan. Elgin, IL: Brethren Press, 1994.

Ferm, Deane William. Third World Liberation Theologies: An Introductory Survey. Maryknoll, NY: Orbis Books, 1986.

Golden, Renny. The Hour of the Poor, The Hour of Women: Salvadoran Women Speak. New York: Crossroad, 1991.

Gutierrez, Gustavo. A Theology of Liberation: History, Politics and Salvation. Maryknoll, NY: Orbis Books, 1973.

King, Ursula, ed. Feminist Theology from the Third World; A Reader. Maryknoll, NY: Orbis Books, 1994.

Mananzan, Mary John, Mercy Amba Oduyoye, Elsa Tamez, et al., eds. Women Resisting Violence; Spirituality for Life. Maryknoll,

           NY: Orbis Books, 1996.

Miranda, Jose Porfirio. Communism in the Bible. Maryknoll, NY:  Orbis Books, 1992.

Nickoloff, James B., ed. Gustavo Gutierrez: Essential Writings. Maryknoll, NY: 1996.

Segovia, Fernando F. and Mary Ann Tolbert, eds. Readings from this Place, Volume 2; Social Location and Biblical Interpretation

           in Global Perspective. Minneapolis:  Fortress Press, 1995.

Sobrino, Jon, S.J., Ignacio Ellacuria, et al. Companions of Jesus; The Jesuit Martyrs of El Salvador. Maryknoll, NY: Orbis Books,

           1990.

Sobrino, Jon, S.J. The Principle of Mercy; Taking the Crucified People from the Cross. Maryknoll, NY: Orbis Books, 1994.

Weaver, Jace, ed. Defending Mother Earth. Maryknoll, NY: Orbis Books, 1996.

Course Requirements (100% = 400 points)

• Class Participation and Progress (40 points): Effective class participation includes regular attendance, completion of the weekend church accompaniment assignment, active participation in the small group interview project, completion of assigned readings before class sessions, participation in class sessions, and a demonstrated effort to dialogue with speakers, ask probing questions, and relate assigned readings to class discussion topics. It is helpful, for example, to record key points from articles or speakers and specific questions to ask in class or discuss with a guest lecturer.  Students will demonstrate comprehension of assigned readings by participating actively in class discussions, completing spontaneous writing/journaling exercises, and/or giving mini-presentations on specific articles.  Demonstrated improvement of work will also be taken into account.  Please note that class participation is required for a passing grade.  Because participation is essential to the learning process, any student who misses more than 2 class activities for any reason must speak to the instructor. Absences beyond two days for health reasons will require a doctor's note.  Absences for travel are not excused absences.  If a student must miss a class session due to illness, s/he is expected to inform the instructor in advance or as soon thereafter as possible.  Students are also responsible for getting notes, handouts and information regarding announcements from other students if they arrive late to class or miss a class session.

• Exam (75 points): Students will be given a two hour open-book essay exam focusing on Latin American liberation theology.  They will demonstrate their understanding of the context that produced “LT” as a movement, its major components, voices, accomplishments, and critiques as well as its future. This paper will include information from the readings and the class sessions. 

• Church Accompaniment Project and Paper (25 points): Students will participate in a weekend church accompaniment project, which involves pairs of students shadowing members of pastoral teams from mainline Protestant or Roman Catholic churches.  Over the course of one weekend, students will observe and participate in all church activities and discuss theology with as many people as possible.  They will then write a paper (3-4 typed pages or 5-8 handwritten pages) reflecting upon their church accompaniment through the lens of liberation theology. Students will be expected to fulfill instructional goals #4-6. 

• Report/Reflection on Novel, Testimony (10 points) Students will present a short paper on one of the suggested novels.

• Oral/Group reports on short selections presented in Suchitoto (25 points)

• Report/Reflections: (55 points) Written report on the text: Quest for the Living God. Elizabeth Johnson.  Each Student will submit a short response to each chapter of this text and a final paper.

• Group Project and Oral Presentation related to Issues of Discipleship and Christian Responsibility (100 points): Students will divide into 4 small groups, each of which will be responsible for conducting 4 interviews regarding one of the following sets of social issues: 1) the effects of neo-liberal economic policies, 2) women’s rights, 3) environmental issues, and 4) “new issues” in Salvadoran society such as elections, privatization, gangs, HIV/AIDS, sex workers, and gay, lesbian and bisexual rights.    Each group is responsible for developing its interview questions, conducting the interviews, discussing the results, and developing a 30-minute oral presentation designed to educate the rest of the class about the Salvadoran Church’s response (or lack of response) to the social issue(s) they addressed and the theological basis for such a response.  The purpose of this assignment is to fulfill instructional goals # 6 and 7. Oral presentations may include art exhibits, slide presentations, debates, dramatic presentations, and simulations of a TV talk show, a BCC meeting, a religious service or a Bible Study, as well as other creative options.  However, all presentations should address the following questions: a) Why is this an important issue in Salvadoran society?  b) To what extent could/should this issue be seen as an issue of Christian discipleship? c) To what extent are churches responding appropriately to this issue.  

• Final Paper/Creative Project (80 points):   Students will write a final paper or use creative means to express how this experience was liberating for them personally. They are particularly encouraged to reflect upon one of the following 3 topics:  1) the meaning of “discipleship” and “Christian responsibility” and the implications for their own lives; 2) the ways in which their own religious/philosophical values and theological perspectives have been strengthened, challenged and/or changed by their exposure to different theological perspectives in El Salvador, 3) their personal responses to liberation theologies.  The purpose of the final paper is to encourage students to think about ways in which they can apply what they have learned this semester, while fulfilling instructional objectives # 4-10.  Final papers may be written in the form of a letter to a friend, an article to be submitted for publication in a religious magazine, church newsletter, or women’s journal, a sermon to be preached at the student’s church or synagogue, a series of letters addressed to guest speakers and authors of required readings, poetry, art or any other creative format.. Final papers may be written in the form of a letter to a friend, an article to be submitted for publication in a religious magazine, church newsletter, or women’s journal, a sermon to be preached at the student’s church or synagogue, a series of letters addressed to guest speakers and authors of required readings, poetry, art or any other creative format.

• Personal Transformation: Students will be able to express how this experience in El Salvador has given them some clarity on their goals for the future. They will assess how they have been challenged to see where and how their passions fit with their majors in the university. They will reflect on how and where their joy and the needs of the world might meet. This will be in conjunction with the papers and discussions presented in Suchitoto, as well as the Final Paper/Project.