How are we to think and act regarding economic justice in the face of diverse social contexts, contemporary economic theories, philosophies and practices? This course introduces students to contextually relevant, ethically responsible, and biblically sound academic discipline towards a theology of equitable justice. It calls students to be part of what God is doing, give witness to the ushering in of the kingdom and invite the world to join in. To achieve this aforementioned search, we explore, analyse, and reflect on economic justice as a missional practice. We are surveying the intersection of issues related but not limited to poverty, wealth, money, equity, aid etc. from a missional, biblical and theological perspective to shape our economic reasoning, participation and attitude towards the poor and marginalised.
This course will benefit the participants in the following ways: 1) it provides students with the opportunity to theologically conceptualise and exercise their faith in the intersection between mission and economic justice; 2) students develop a contextually sensitive and biblically informed social presence in their various communities in matters of equitable justice as part of Christian witness; 3) it helps students to reflect carefully and intentionally and foster thinking and behaviour that is reflective of the gospel and the nature of God (merciful, just, reconciling etc.); 4) and the course allows students to interact with their contexts while learning the broader aspects of social justice.
The course is important because: a. it offers a missional perspective of the intersection of economics and theology; b. it intentionally focuses on bringing Christians scholarship into dialogue with the social, political, and economic contexts; and c. it encourages students to a contextually and biblically informed commitment to justice and how to witness and participate in the world creatively, faithfully and intentionally.
We derive our understanding of equitable and economic justice from the framework of God’s self-revelation. That is, we take the Bible’s authority seriously to inform our belief, reasoning and conduct in all aspects of life and to be part of God’s redeeming work in the world.
The course encourages students to become part of the transformation that God is doing in their various communities and the world. It encourages students to discern and be part of God’s transformative mission through witnessing, faithful presence, and participation. We believe Christian reflection and participating in dialogues and activities of equitable and economic justice activities serves as part of this mission of God in the world.
In this course, it holds that the ultimate context of humanity is that which the Bible tells us - all have sinned. We are fully aware of the shortcoming of humans, yet we believe that God, in His grace, is at work in these various human contexts. The study of economic and equitable justice takes into consideration these contextual realities to enable us to become effective communicators and participants.
It is believed that God works with people within their cultural context. This course seeks to challenge students to express their faith in their social context - sensitively and graciously but faithfully. The quest for equitable justice carries culturally loaded issues. We need to approach them with the utmost cultural appropriateness through genuine relationships and communication.
Although we are engaged in an academic exercise, we do not advocate for mere head knowledge. We believe that all knowledge should be put to practical use; this is part of the task of discipleship and witnessing. Economic justice thinking should lead us to participate in more just, faithful, and responsible action in the world.
We seek to do education in experiential ways. Students doing this course are interacting with real-life situations of economic justice in their context. We shape students to integrate what they experience in their context into their learning. In as much as students need strong theoretical foundations, they need experiences where they can develop the ability to grabble with real issues if they are to craft authentic, meaningful solutions facing their communities.
