El Salvador, the smallest and most densely populated country
in Central America, was wracked by a bloody civil war for a dozen
years during the previous decade (1980-1992). The United States
financed much of the war, and strong feelings about this governmental
involvement led thousands of U.S. citizens to learn and care deeply
about what was happening in El Salvador. Many American citizens
also visited El Salvador during the civil war there; some who
went to work there--especially with the churches who were assisting
the poor--returned from their experiences of the war, the country,
and the poor of El Salvador with deeply changed religious, ethical,
and political perspectives.
Today El Salvador has all but disappeared from our nightly news.
In addition to asking the natural question "why?" one
should also ask other questions: What happened? Where did this
tiny country come from? What generated the war that nobody won?
Where is El Salvador headed? What role did religion and politics
play in this drama? This course will explore the history, culture,
politics, and theology of this extraordinary country via recordings,
film, fiction, food, music, as well as historic, theological,
and biblical texts.
We hope you will finish this course with a meaningful and lasting
"sense" of where and what El Salvador is as a place
and a people, as well as with a sense of where and how the U.S.
as a country and you as a person are connected with and implicated
in El Salvador's reality.
Assignments for tomorrow:
1. Group project.
2. Read Perez-Brignoli, pp. xi (Preface)-32, and look over the Chronology, pp. 193-198.
Group Project: reports on various aspects of El Salvador. Each
group must write a typed, brief report to be included in portfolio.
You should also develop a one-page handout for the entire class
(25 copies). Each group presentation will be approximately 20
minutes.
Group #1: land area (size; comparisons; type of terrain, problems?)
& population (number, ethnic mix, any natives? density, ages,
problems?);
Group #2: economy (chief crops, exports, imports, companies,
trading partners, problems? etc.);
Group #3: government (form, type, elections? political parties?
recent history? problems? anything noteworthy?);
Group #4: religion (churches, Catholic &/or Protestant, sects?
involvement in recent history and contemporary life of the country?
problems?
T5 A "sense" of El Salvador: the place and the people.
group presentations
view "They Speak of Hope" (video).
Assignments for tomorrow:
1. include a summary of other group presentations in your portfolio.
2. read these biblical passages: Luke 10:25-37; Luke 18:18-30;
Acts 16:16-34
3. read Perez-Brignoli, pp. 33-65.
4. write a brief reflection essay (for your portfolio) on what
you have begun to learn.
W6 Interpreting the Salvadoran reality in light of the Bible. How do we read and use the Bible, anyway? The Bible from several angles. Selected biblical texts.
Assignments for tomorrow:
1. Write reflection on Luke-Acts texts in light of what we have
learned about El Salvador so far.
2. read Perez-Brignoli, pp. 66-97.
Th7 Power, politics, and religion in Latin America.
view "The Mission"
Things to think about as you watch the movie: Each student should
view the movie keeping in mind the following "points of view":
(a) the papal emissary; (b) the Jesuit priest; (c) the slaver-turned-priest;
(d) the Guaraní Indian leader. As you watch the film, "check
in" every once in a while with these "points of view"
and think about what is happening. You may want to make a few
notes as you watch, to help you recall things that strike you.
Assignments for tomorrow:
Write brief responses to the following questions in your portfolio:
Who, if anyone, had the "right" to the lands in dispute?
On what basis?
Did the missionaries' good intentions and concern for the souls
of the Guaraní (indigenous) people justify their mission?
If they had known how things would turn out, should they have
begun the work they began?
Would you have fought with the Guaraní, or would you have
rejected armed resistance to the Europeans? Was either priest
wrong in his choice?
1. Select several biblical texts to support either a non-violent
resistance or an armed resistance. Briefly comment on these texts
in your portfolio and be prepared to discuss them in class tomorrow.
F8 Your response so far: a focused discussion of "The
Mission"
discuss "The Mission"
discuss biblical texts used in your portfolio entries
hand in your portfolio
Assignments for Monday, January 11th:
1. Read Jon Sobrino, Archbishop Romero, pp. vii (Preface)-58 and
pp. 191-211.
2. Write a portfolio entry that summarizes and reflects on two
different things about Archbishop Romero that impressed Jon Sobrino.
Use the following format: a) what did Sobrino say? b) why did
he say this? c) what do you think about Sobrino's essay? d) why
do you think this?
Week 2: Romero
M11: Who was Romero? Who is Romero?
presentation by instructor on Romero
discussion of the assigned readings and portfolio entries
Assignments for tomorrow:
1. Read Sobrino 61-100.
2. With your assigned partner, carefully read/reread Sobrino text
assigned so far, gathering "puzzle pieces" for initial
sketch of Romero. We will begin to put the puzzle together Tuesday.
T12: What is a prophet? Then...and now.
discuss assigned portions of Archbishop Romero (Sobrino), pp.
xii-100, 191-211
presentation by instructor on ancient Near East prophecy (background
material for discussion of Romero as a prophet
divide into groups for group presentations for Weds. and Fri.
Assignments for tomorrow:
1. Read Sobrino 101-166.
2. Read Amos chapters 1, 3-5; Isaiah chapters 1-2.
3. 2 ten-minute group presentations today and 2 ten-minute group
presentation on Friday:
Group 1: Romero should be considered a "prophet."
Group 2: Romero should be considered "prophetic" but
not a "prophet."
W13 Do we have modern prophets? Is anyone "prophetic"?
presentation by instructor
discuss Amos and Isaiah as prophets
2 brief (10-minute) group presentations on Romero as a prophet
if time: what is the role of U.S. Christians as "prophets"?
Assignments for tomorrow:
1. Begin reading One Day of Life.
2. Write an open-ended portfolio entry reflecting on our discussions
and your thoughts about Romero so far. Stay focused, used illustrations/evidence/details,
when you discuss the man.
Th14 View "Romero." Keep in mind that Raul Julia is not Romero; he is depicting Romero. What do you notice about Romero? About the El Salvador the film depicts? What were turning points, decision points, for this church leader? What would you have done? Why?
Assignments for tomorrow:
1. Continue reading One Day of Life.
2. Write a portfolio entry on your reflections of the movie and
focus on the questions listed above.
3. The remaining two groups prepare brief (ten-minute) presentations
on these topics: (a) Based on the Sobrino book and the film, how
would you describe and explain Archbishop Romero's "conversion"?
What was it a conversion from, and what a conversion to? What
was the basis of that conversion? (b) What parallels, if any,
do you see between the situation depicted in "The Mission"
and the situation Romero lives out? What differences?
F15 Romero in view.
Two groups present.
Discuss the movie "Romero." Possible flashpoint questions--What
do you think Romero thought it meant to be "the church"
in a place like El Salvador? One of Jon Sobrino's books is called
The True Church and the Poor... What would "the true church"
be--and what would a "false church" be? What are martyrs?
Assignments for Monday, January 18th:
1. Finish reading One Day of Life.
2. Divide into 6 groups for One Day of Life presentations; Begin
preparing your group presentation on the book.
3. Think about what it means to be poor.
Week 3: ONE DAY OF LIFE, or ordinary life for ordinary Salvadorans--the poor.
Manlio Argueta's One Day of Life. Notice details of everyday life: sounds, smells, tastes, colors, etc. Note what happens in "one day of life." What matters about "life"? What makes life matter? What is most basic about "life" for youfor the people in this book? What do you have in common with them, they with you?
Take notes. Look up words you don't know. Pay attention to significance of water, house, routine, food, work, medicine, church, "authorities," land, education, property, becoming aware, poverty/the poor....TAKE NOTES.
These things will count heavily: creativity, imagination, involvement of the rest of the class, raising key issues directly or indirectly, weaving material we've discussed into your presentation. Count on engaging the class in discussion at the close of your presentation. You may do skits, character sketches, "you are there" reports from the scene; debates; etc.--whatever brings alive for you and the rest of the class what is significant about our course themes.
M18 "What do you mean, 'poor'?"
v Discuss One Day of Life as a class. See questions in box above,
first paragraph.
v What does it mean to "be poor"? To talk about "the
poor" as a class of people? To be "the church of the
poor"? To make an "option for the poor"? What difficulties
do we as people living in the United States (Gustavus, to be precise)
have discussing these questions? What do we not know?--What can
we not know?--What do we not want to know?--about these matters?
Assignments for tomorrow:
1. Read selection from Gutierrez' A Theology of Liberation and
article by Gutierrez, "Option for the Poor" (both to
be handed out by instructors in class).
2. Write a brief portfolio entry on the assigned readings: What
biblical passages are key to Gutierrez? How does he use these
passages? Are these interpretations new to you?
3. Continue planning your group presentation on One Day of Life.
T19 No class. Work on your presentations.
W20 Social Location and Biblical Interpretation:
presentation by instructor
discussion of how Gutierrez interprets biblical texts
discussion about how we should interpret biblical texts
Assignments for tomorrow:
1. Complete handout on biblical texts relating to the poor and
include written responses in your portfolio.
2. Write a portfolio entry on the following question: Is the Bible
written primarily for the poor?
Th21 Group presentations on One Day of Life.
Assignments for tomorrow:
1. Write portfolio entry summarizing the presentations given in
class today (these may be brief summaries).
2. Write a portfolio entry on your reflections about our discussion
of the poor. What biblical texts are important to you? Why? What
do you feel your responsibility is to the poor while a student
at Gustavus? What do you feel your long-term responsibility is
toward the poor?
F22 Continue group presentations on One Day of Life.
Assignments for tomorrow:
1. Write portfolio entry summarizing the presentations given in
class today (these may be brief summaries) and your responses
to them.
2. Write a portfolio entry on your reflections about our discussion
of the poor. What biblical texts are important to you? Why? What
do you feel your responsibility is to the poor while a student
at Gustavus? What do you feel your long-term responsibility is
towards the poor?
Week Four: How are WE there--as U.S. citizens, students, people
of conscience? Connections between us and the people of El Salvador.
M25 Continue group presentations on One Day of Life.
Assignments for tomorrow:
1. Write brief portfolio entry summarizing the presentations given
in class today and your responses to them.
2. Begin writing a final portfolio entry that describes some important
aspect or aspects of what we have covered throughout the course.
This final entry should be both detailed and reflective. You should
choose some of the topics that we have covered, react to them,
and reflect on what difference these issues make in your life.
These final portfolio entries will count towards a higher percentage
of your final grade than other entries, and they should be about
four to five pages in length. You are welcome to consult either
instructor for help on this, if you wish. USE THE GUIDELINES AT
THE END OF THIS SYLLABUS,
T26 How are we there (in El Salvador) as human beings with ethical and religious commitments. View "Roses in December" (video) and think especially about these questions: What is "solidarity"? What examples or evidence of solidarity do you see in the story of Jean Donovan? We'll discuss the video during class.
Assignments for tomorrow:
1. Continue work on your final portfolio entry (see above).
2. Listen to Jon Sobrino tape with one or two other students.
After you listen to the tape, discuss it, and then as a group
develop and write up 1-2 good discussion questions--based on Sobrino's
tape and "Roses in December"--for class. Bring them
to class in writing on Weds., to be discussed Thursday.
W27 Final group presentation on One Day of Life. Group presentation. End early.
Assignments for tomorrow:
1. Finish your final portfolio entry (see above).
Th28 Discuss "solidarity" on basis of your questions. Turn in your portfolios with your final reflection essay.
Salvadoran dinner
F29 Off.