Teaching Professional Sexual Ethics Across the Seminary Curriculum

Abstract

Clergy often begin their ministerial careers unprepared to handle issues of professional power, sexuality and intimacy, and interpersonal boundaries. In response, denominational bodies and theological schools are seeking together ways to enhance the teaching of “professional sexual ethics”—referring to the integration of professional ethics, sexual ethics, and sexuality education—across the seminary curriculum. Presented is one model, adopted by The United Methodist Church, of specific learning objectives, student outcomes, and content areas serving as a baseline of expectation for ministerial leaders. Religious educators can be instrumental in coordinating and resourcing this effort—both inside and outside the classroom.

Notes

For discussion of a contrasting paradigm for clergy ethics, see Stephens (2011a).

For a description of Methodism's efforts to address misconduct within ministerial relationships as an important dimension of sexuality education, see Stephens (2011b).

The following Goals, Competencies, and Content Areas are quoted from the UMC (2012).

Forthcoming in December 2013 is a textbook co-edited by Stephens and Jung designed for this purpose.