, associate professor of English and department chair; and , associate professor of Spanish, are among 16 participants in the seminar, sponsored by the Kuyers Institute for Christian Teaching and Learning. Attendees are coming from across the U.S. and from Canada, Russia and South Korea.

The seminar program seeks to promote a strong Christian voice in the academy by addressing issues of current debate within various disciplines from the perspective of a deep Christian commitment and encouraging the production of first-order scholarship.

The seminar director, David I. Smith, heads the Kuyers Institute for Christian Teaching and Learning and is associate professor of German at Calvin College. He is co-editor of the “Journal of Education and Christian Belief” and the “Journal of Christianity and Foreign Languages.”

The program will provide opportunity for faculty to explore significant scholarly resources that can frame an understanding of our calling as Christian educators. The approach will involve close interaction with two particular sets of resources, drawing past and present into conversation.

Going back to the roots of modern schooling, the program will explore the educational reflections of John Amos Comenius, the 17th century Moravian thinker, on the relationship between faith and learning. Comenius’ influence on modern education has been considerable, and his writings still attract international scholarly attention, yet his profound explorations of a Christian vision of teaching and learning remain unfamiliar to many in North America.

Alongside Comenius, the group will examine a number of more recent attempts to articulate the calling of the Christian educator, including work from influential Christian educators such as Nicholas Wolterstorff (on pedagogy and justice), Mark Schwehn (on learning and virtue) and Parker Palmer (on the spirituality of teaching and learning).

The seminar includes assigned readings in preparation for attending, and time will be given in the afternoons for individual study.

Students majoring in Spanish at 草莓社区 now have another option for meeting the requirement that they study the language in a foreign country.

Marie S. Morris, EMU vice president and undergraduate academic dean, signed a consortium agreement with the University of Cadiz in Spain that will enable students to study there for a semester.

Prior to this agreement, Spanish majors enrolled in the Brethren Colleges Abroad program in Barcelona or took part in EMU’s Latin American to satisfy this graduation requirement.

Cadiz is a smaller city than Barcelona and a better fit with the EMU-Mennonite ethos,” said Dr. Morris. “It’s more rural and will allow students to live in local homes during their time there.

“The teachers are impressed with the language experiences and seriousness of our students,” Morris said. “They feel positive about the agreement.”

Moira R. Rogers, associate professor of Spanish at EMU, initiated the relationship with the University of Cadiz and is overseeing a group of nine EMU students who are spending the spring semester there. They are taking a full course load at the 20,000-student university after undergoing an intensive language and culture program. The academic year ends June 15.

According to Dr. Rogers, the region of Andalucia, where Cadiz is located, “offers a unique location for exploring the rich cultural heritage that merges Arab and Spanish cultures.” She noted that the university recently opened an office for “solidary action” that offers opportunities for students to get involved in the local community and integrate their learning into their academic experience.

More information on the Cadiz program opportunities is available by contacting Dr. Rogers at moira.rogers@emu.edu.

Two schools, one a Bible school in the eastern Caribbean and the other a university in the Shenandoah Valley of Virginia, joined hands and hearts in an experiment that could develop into something more permanent.

Moira R. Rogers, an associate professor of Spanish at 草莓社区, taught an "Introduction to Anabaptist Theology" class the week of Nov. 22-26 at the Seminario Anabautista del Caribe in Santo Domingo, Dominican Republic.

The seminar discussed the distinctive elements of an Anabaptist approach to theological reflection. Although recognizing the broad range of radical movements that the term "Anabaptist" refers to in 16th century Europe, the emphasis was on a critical reflection on what it means to respond to the current contextual challenges facing the participants from the perspective of Anabaptist emphases to Christian faith. The week-long class included dialogue with other contemporary Latin American theological traditions that seek to respond to local challenges.

"Laboring in the heat forced me to seek strength, patience and imagination to design and facilitate each evening in a creative, challenging way," Dr. Rogers said. "I am grateful for the students’ openness to the reading,
reflection, writing, and discussion assignments.

Moira Rogers enjoys a discussion with class members.

"I’m refreshed to have witnessed the Spirit empowering students to engage their ministries with new strength and vision," Rogers said. "Many in the group expressed appreciation for the experience and said that they gained renewed possibilities for their work and ministries."

Ervin R. Stutzman, academic dean at , spent Thanksgiving weekend visiting the class and talking with students at the seminary in Santo Domingo. He came away impressed, almost overwhelmed, with what he saw and heard.

Dr. Stutzman noted that the seminar class "had a rich mixture of ethnicities that is typical in the Dominican Republic," with nearly an equal number of men and women. Several students are bi-vocational pastors, he said, and nearly all are lay leaders and teachers in local churches representing two Mennonite conferences and the Church of the Brethren.

"Most of the students are professionals who have had no Anabaptist education or pastoral training," Stutzman added. "They are highly motivated learners." Students will earn one hour of academic credit from EMS if they fulfill all the assignments satisfactorily.

Class members continue theological discussions during a break in study.

"From my observation, the course was characterized by vigorous participation, both as a full group and in small group discussion," he said. Early in the week, Moira proposed a break time in the midst of the three-hour class, but the students preferred to use the time for discussion each evening."

"I listened as the students and two board members poured out their hearts to me," Stutzman said. "They deeply desire and are praying that we will offer an entire course of study in several cohorts of up to 25 students each. I