Appendix F - Saybrook University

as a monk or nun, hermit, wanderer, or a member of an intentional
community. Socially engaged spirituality in its traditional
and contemporary forms represents a different approach, in
which spiritual qualities are developed in the context of involvement
in family, work, community, society, and/or politics. 3.0 credits.
CSP 6565
CSP 6566
CSP 6567
Socially Engaged Spirituality I
Students in the “Socially Engaged Spirituality” (SES) Certificate
Program will follow an integrated process of community-based
learning across four tracks during two years. The four tracks
include: (1) a cross-cultural, historically situated, and critical
study of various approaches to socially engaged spirituality; (2) a
hands-on training component in various skills, tools, perspectives,
and resources in such areas as group process, leadership,
diversity work, ritual, etc.; (3) social analysis; and (4) a
practicum integrating reflection of one's ongoing engagement in
the world and spiritual practice, in the context of the SES learning
community and study of selected readings on comparative
religion, transformative learning, and spiritual transformation.
5.0 credits.
Socially Engaged Spirituality II
While the content of the program will depend to a significant
extent on the inner dynamics of the learning community, there is
a tentative plan for the curriculum. In the second semester, the
content areas for the first three tracks (the fourth track's content
will depend primarily on the student's experiences) will be: (1)
religiously-based fundamentalism, fascism, and nationalism;
Hindu notions of karma yoga and ahimsa - non-harming or nonviolence
(particularly in the life and work of Fandhi); and socially
engaged Buddhism; (2) nonviolent action and "despair and
empowerment" work (the work of Joanna Macy); and (3) the
transformation of work in the contemporary world, and strategies
for social change. 5.0 credits.
Socially Engaged Spirituality III
While the content of the program will depend to a significant
extent on the inner dynamics of the learning community, there is
a tentative plan for the curriculum: In the third semester, the
content areas for the first three tracks (the fourth track's content
will depend primarily on the student's experiences) will be: (1)
indigenous (particularly Native American) approaches, and the
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