Browsing by Author "Barton, Sarah Jean"

This dissertation takes up questions of how theologies and practices of baptism shape visions of what it means to be a disciple of Jesus and a participant in Christian ecclesial communities. In particular, the dissertation investigates how baptism as the paradigmatic initiatory practice of the Church might transform communities to cultivate radical belonging for people with intellectual and developmental disabilities.

In order to address these questions, the dissertation engages a variety of methods, including historical and thematic analysis of theological texts (particularly in the field of disability theology), theological engagement of New Testament texts and biblical scholarship on the Pauline epistles, as well as an analysis of qualitative research conducted by the dissertation’s author (in-depth, semi-structured interviews) among adults with intellectual and developmental disabilities, their families and key support persons, as well as clergy and lay leaders in Christian denominations across the ecumenical spectrum. An integrative analysis of theological texts, biblical texts, and narratives arising from the qualitative research analysis provides a foundation for constructive theological suggestions, in a practical and pastoral register, at the conclusion of the dissertation.

This dissertation concludes that a baptismal hermeneutic provides a critical lens to faithfully reflect on disability, as well as transformative practices to support the flourishing, belonging, and witness of people with intellectual and developmental disabilities in Christian faith communities. Baptismal theologies and practices suggest the centrality of communal, Jesus-centered, and participatory accounts of Christian identity in the Church – the community this dissertation names as the baptized Body. In particular, the dissertation commends practices of baptismal preparation, testimony, and reaffirmation as key avenues for participation of all people in ecclesial spaces (robustly inclusive of people with intellectual and developmental disabilities). These practices constitute transformative pathways to affirm the centrality of baptismal identity and baptismal vocation to discipleship for an ongoing, radical transformation of ecclesial life, empowered and sustained by the Holy Spirit. In addition, the baptismal hermeneutic and baptismal practices explored throughout the dissertation critically expand discourse on intellectual and developmental disabilities in the field of Christian theology.

Abstract

There is a population of individuals classified as having Autism Spectrum Disorder (ASD). This group of people should be included in places of worship, the schools they attend and the communities where they reside. Consequently, they are sometimes excluded from some occurrences that others experience.

Utilizing personal stories (of successes and sometimes failures), ASD parent interviews and research, I will offer suggestions for inclusion and enlighten the areas where there tends to be exclusion. My focus is the church and how church leaders may become involved in the lives of ASD parishioners to enhance inclusion in not only the church, but the school and the community as well.

My research shows that ASD parents would like their children to experience church as they have. Although willing, most churches, may lack the ability to oblige for various reasons. Schools where inclusion is not encouraged, rests primarily on the shoulders of the principals. Like pastors in churches, principals in schools have influence and can spearhead inclusion efforts in their respective entities. Community entities are willing to accommodate ASD clientele and have done so when approached to comply.

I contend where any of these entities are not willing to foster inclusion, then the church can and most often should become involved to assist, with the necessary training. In other words, the church must do what the church has always done – stand up for those who are unable to do so for themselves.

Keywords: Autism, church, community, inclusion, parents, school

Abstract

There is a population of individuals classified as having Autism Spectrum Disorder (ASD). This group of people should be included in places of worship, the schools they attend and the communities where they reside. Consequently, they are sometimes excluded from some occurrences that others experience.

Utilizing personal stories (of successes and sometimes failures), ASD parent interviews and research, I will offer suggestions for inclusion and enlighten the areas where there tends to be exclusion. My focus is the church and how church leaders may become involved in the lives of ASD parishioners to enhance inclusion in not only the church, but the school and the community as well.

My research shows that ASD parents would like their children to experience church as they have. Although willing, most churches, may lack the ability to oblige for various reasons. Schools where inclusion is not encouraged, rests primarily on the shoulders of the principals. Like pastors in churches, principals in schools have influence and can spearhead inclusion efforts in their respective entities. Community entities are willing to accommodate ASD clientele and have done so when approached to comply.

I contend where any of these entities are not willing to foster inclusion, then the church can and most often should become involved to assist, with the necessary training. In other words, the church must do what the church has always done – stand up for those who are unable to do so for themselves.

Keywords: Autism, church, community, inclusion, parents, school

The work of missions has been integral to the church’s identity since Jesus commissioned his followers to make disciples, to teach, to baptize, and to tend to the needs of his people. In the long history of the church, missions is a complicated story full of both success and failure. It is also an aspect of the church’s identity that has at times been misunderstood, even by those within the church. This project is a response to one local congregation whose attitudes about and participation in missions revealed an opportunity to develop a more complete understanding of missions.

Using Jesus’ last words to his disciples and the apostle Paul’s writings to the church at Corinth, this project builds the case that biblical missions is sacrificial, formational, holistic, and transformational. In Luke-Acts, Jesus tells the disciples to wait for the Holy Spirit before they go into all the world. They sacrifice their control, their comfort, and their preferences. In Matthew, Jesus tells the disciples not merely to go into the world, but to make disciples as they go, by baptizing and teaching. Their work is formational, as they make more disciples in the same way Jesus formed them. In John, Jesus tells Peter to tend to the physical needs of his people. The work of Peter and all subsequent disciples of Jesus is to treat the needs of others holistically, nurturing the body as well as the soul. Finally, in 2 Corinthians, Paul explains to the Corinthians how giving to the collection for Jerusalem will open the door for their own transformation. This transformation – more than the benefit to the believers in Jerusalem – is what Paul puts forward as a motivation for benevolence.

Taken together, these four truths about missions paint a picture of how and why the modern church still ought to engage in missions. The product that came out of this congregational and biblical research is a 4-session Bible study with Leader Guides that is designed to teach each of these truths. At the culmination, the Bible study participants will have the opportunity to learn more about specific missions opportunities and to find a way engage in missions through the local church.