Annual Teachers’ Academy 2015

Guest Lecturers

David Hogue, Ph.D.

David Hogue is a Professor of Pastoral Theology and Counseling at Garrett-Evangelical Theological Seminary where he also directs the PhD program.  He is the author of Remembering the Future, Imagining the Past: Story, Ritual, and the Human Brain and several book chapters and journal articles exploring the intersection of ritual, liturgy, pastoral care and the neurosciences. An ordained minister in the Presbyterian Church (U.S.A.), David is a member and past chair of the Society for Pastoral Theology where he helped develop the Pastoral Theology and Brain Sciences working group. His interdisciplinary interests are reflected in the range of his professional associations including the American Association of Pastoral Counselors, the International Academy of Practical Theology, the International Society for Science and Religion, and the North American Academy of Liturgy. He recently concluded a six-year term on the Commission on Accrediting of the Association of Theological Schools. He received the Ph.D. degree from Northwestern University in Religious and Theological Studies and the M.Div. degree from Christian Theological Seminary.

Greg Tabios Pawilen, Ph.D.

Greg Tabios Pawilen is a graduate of Doctor of Philosophy in Education from the University of the Philippines in Dilliman major in Curriculum Studies, in which he has earned the award “the most outstanding research for his dissertation “Model for Developing Curriculum Standards for Preschool Teacher Education.”He earned his Master of Education Degree major in Curriculum Development in Science Education  in Ehime University, Matsuyama City, Japan and Master of Arts in Education – Major in Curriculum Studies in University of the Philippines, Dilliman. College of Education, University of the Philippines, Dilliman. He is currently the Education Consultant, REX Publishing Company and Harris Memorial College. Chief, Coordination & Governance Division, Office for Institutional Quality Assurance and Governance, Commission on Higher Education and an  Associate Professor, on Curriculum Studies Area in the  College of Education, University of the Philippines, Dilliman. He has lectured in various universities and conferences on the areas of Curriculum Design, Curriculum Development, and curriculum assessment.

ATESEA held its Annual Teachers’ Academy at Sabah Theological Seminary (STS) in Kota Kinabalu, Sabah, Malaysia on August 9-14, 2015 attended by thirty-six (36) participants. The Academy focused on issues on pastoral care/studies, updates on teaching tools and methodologies, and new strategies for classroom assessment and student learning. 

A colorful cultural dance presentation by the students of STS depicting the various ethnic diversities in Sabah welcomed the participants. The newly appointed President of Sabah Theological Seminary, Rev. Dr. Wilfred Samuel, received the delegates warmly with a short meditation and a brief introduction about Sabah Theological Seminary.

To provide a better understanding of the challenges and opportunities of teaching pastoral care courses in the seminaries in Asia, four participants were requested to serve as panelists. They shared what their seminaries are doing in the area of pastoral care, both as an academic program and outreach program. The panelists were:

• Mr. Forward Chin of Bethel Bible Seminary, Hong Kong;
• Dr. Khin Kyu Kyu, Myanmar Institute of Theology, Myanmar;
• Mrs. Lanny Pranata, Reformed Theological Seminary in Indonesia and
• Dr. Jose Sotto, Union Theological Seminary, Philippines.

The panelists mentioned the degree programs in pastoral care and counseling that their seminaries are offering. One panelist shared her moving personal story that led her to choose Pastoral Care as the area of specialization. Another one shared his engagements with the different agencies especially related to trauma.

The participants were divided into groups assigned to discuss some issues related to their work. One of the questions asked was: In what ways can ATESEA assist you or your seminary in enriching your pastoral care/studies program? They mentioned two: regular training and scholarship provision for further studies.

The following were invited as lecturers of the Academy:

The first lecturer was Dr. David Houge, a Professor in Pastoral Theology and Counseling at Garrett-Evangelical Theological Seminary in Evanston, Illinois, USA who presented three papers:

1. Memory, the Brain and Pastoral Studies: Laying the Groundwork. This lecture established a framework for engaging the neurosciences in our understanding of faith, life, and ministry, with a particular focus on the role of memory;
2. The Social Brain and the Practices of Ministry: Incarnation and Care for Others. The second lecture explored empathy, emotion, and human relationships as a framework for teaching pastoral care and counseling;

3. Worship and the Experience of God. This final lecture sketched neuroscientific contributions to our understanding of worship, meditation, and belonging in religious communities, with particular attention to culture.

The second speaker was Dr. Greg Pawilen, a Consultant on Curriculum of Schools and Publishing   in  the Philippines, and former Associate Professor, College of Education, University of the Philippines, Diliman, Quezon City, Philippines. He did three presentations.

The first presentation, Curriculum Planning, introduced the participants to the concepts, different elements and types of curriculum, including their internal, external and governmental regulations.  They were also taught how to develop a curriculum outcome and program competencies. The participants discussed various counseling techniques and approaches, and analysis of different issues and other best practices in pastoral care and counseling. The participants also identified program competencies and learning such as competencies on Pastoral Care and Counseling courses in the undergraduate level, graduate level and continuing education programs.

The second presentation was on Learning Assessment. Different types of assessments were discussed: traditional assessment such as True or False Item, Multiple Choice, Matching Type, Completion, Short Answer, and Essay; and authentic assessment such as Discussion, Interviews, Skills Checklist, Performance Testing, Lab/Fields Practicum, Projects, Observation, and Rubrics.

The third session was on developing rubrics for assessing and evaluating learning. The participants were taught about the formats and types of rubrics. In a workshop, they were asked to develop a rubric for the selected performance tasks like Oral Exam, Essay, Research Paper, Group Report.

When the participants were asked about what they learned from the academy and what their plans are after the academy, some of their comments were:

“Scientific research and discretion reinforce Christian ministry.”

“…share it with my faculty and put it   into practice.”

“…cascade all important lessons.”

“I have learned and connected with people of kindred minds from different contexts.”