Curriculum Detail

Upper School Religion & Philosophy

The Religion and Philosophy Department believes that all people are made in the image of God, and our goal as an Episcopal School is to nurture the spiritual development of each individual. We welcome everyone into our community, loving our neighbors as ourselves. We seek and explore the complexities of faith by asking questions, inviting differences of opinions, and by discovering an innate sense of wonder. Our classes are designed to help develop a deeper understanding of the many various elements of faith, to nurture open-mindedness, and offer wisdom and guidance in everyday life. Exploring other world religions and philosophies encourages students to discover similarities and differences between ourselves and others, and the role that faith and religion plays in other countries and cultures.
The Religion and Philosophy Department strives to impart a lasting and enduring understanding of knowledge, principles, and dispositions such as:
  • Fostering a relationship with God; hearing from others about their faith as one comes to develop their own spiritual growth.
  • Developing an ongoing understanding of how the study of religion and philosophy apply in everyday life.
  • Living examined lives and exploring faith as an ever-growing and evolving facet of life.
  • Nurturing curiosity and compassion toward differences between self and others.
CHAPEL
The student body, teachers and staff of each division gather as a community for Chapel services weekly. This is a dedicated time in the school schedule for proclamation, celebration, and reflection on God’s goodness and unconditional love, and every person as a unique and special being created by God.
 
Early School gathers weekly, Lower School begins each day, Monday through Thursday with Chapel, Middle School gathers twice a week and Upper School once a week.

Graduation Requirement: Three semesters of electives.

One of the three elective courses must include a scripture as literature focus on either the Hebrew Bible and/or the New Testament being two of the major ethical and religious systems which influence modern Western tradition: Judaism and Christianity. During the junior or senior year, students may select an introductory course in Philosophy and Ethics or a specified course in Wealth, Poverty and Ethics. These courses are designed to refine students’ familiarity and competency in philosophical and ethical methods of inquiry, analysis, and expression. one of which must be a course in Scripture.
 
Click here to view the department overview.

  • The Hebrew Bible as Literature

    (semester course)

    This course surveys the History of Israel, acquainting students with the structure and narrative of the Hebrew Bible. We examine the formation of the Israelite nation, Covenant Traditions, the Development of the Monarchy, and the History of the People to the Exile. This course requires outside reading of the Biblical text and parts of an additional text book.

    Prerequisite: none.
    An elective course for students in grades nine through twelve. This course fulfills the scripture requirement.

  • The New Testament as Literature

    (semester course)

    Biblical Literature II is a one semester course designed for a multi-religious classroom community. Students will explore the content, context, and interpretation of the Gospels, Acts, and selected Epistles. Discussions will focus on various literary, historical and theological interpretations of the text. The basic tenets of the Christian faith will be highlighted through looking at the Apostles’ Creed. This course requires outside reading of the Biblical text and parts of an additional text book.

    Prerequisite: None.
    An elective course for students in grades nine through twelve. This course fulfills the scripture requirement.

  • World Religions

    (semester course)

    This course focuses upon the role of religious belief and ritual behavior in the shaping of human self-understanding. Special attention is directed toward the way in which Hinduism, Buddhism, Confucianism and Taoism employ stories (not just in their telling but also in their representation and enactment) in order to portray what they imagine to be profoundly true about human experience. Please note: Field trips are a required component of this course.

    Prerequisite: None.
    An elective course for students in grades eight through twelve.

  • Philosophy and Ethics

    (semester course)

    The purpose of this course is to provide an introduction to the history of philosophical and ethical thinking. The course is a historical survey of western philosophy and the study of ethical dilemmas or cases. Over one semester students will survey a wide scope of major thinkers and their reasoning while taking into consideration the societies and historical events that influenced them. Figures such as Socrates, Plato, and Aristotle will be introduced along with the various schools of thought were prevalent in their time. Areas of philosophy to be examined include monism, dualism, rationalism, Neo-Platonism, existentialism, and post-modernism. Furthermore, this course encourages the development of students’ “moral compasses” with examples of ethical issues confronting our society today. This class emphasizes a mature cultivation of the mind, thought, reasoning, and logic.

    Prerequisite: The Hebrew Bible as Literature or The New Testament as Literature.
    An elective course for students in grades eleven and twelve.

  • Wealth, Poverty and Ethics

    (semester course)

    This course offers a survey of wealth, poverty, and the economic system in which they are grounded in the United States. Students will study various theoretical frameworks on economic inequality and look at them in context of current social problems. Further, students will critique past and current programs for lessening the impacts of poverty and use this knowledge to imagine and critique possible future policies. Students will apply their knowledge to government policy and societal structures. Through journals and major writing assignments, students will reflect on the nature, source and affect of inequity and consider the “ought” of personal responses to economic inequity. This is a one-semester course that will be taught in the spring semester each year to upper school juniors and seniors. Because of the demanding reading schedule, students must be approved to enroll in this course.

    Prerequisite: The Hebrew Bible as Literature or The New Testament as Literature.
    An elective course for students in grades eleven and twelve.
  • The Rev. James Livingston
    Church Chaplain; Religion & Philosophy Department Chair
    Florida College of Inegrated Medicine - M.S.
    University of Florida - B.A.
    Virginia Theological Seminary - M.Div.
    London College of Traditional Acupuncture and Oriental Medicine - Licensed Acupuncturist
  • Mr. Owen Beitner
    MS English
    University of Arizona, Tucson - B.A.
    Chapman University - Single Subject Credential
  • Mr. Victor Cota
    Director of Equity and Inclusion
    Rice University - M.B.A.
    University of Southern California - B.A.
  • The Rev Canon Robert Edwards
    Rector SMEC; Head of Chaplains
    California State University, Chico - B.A.
    The General Theological Seminary - MDiv
  • The Reverand Bill Garrison
    Summer School Religion Teacher
    Bloy House - M.S.
    Episcopal Theological School of Claremont - M.Div.
    University of Phoenix - B.S.
  • The Rev. Earl Gibson
    Church Chaplain
    California State University, Fullerton - B.A.
    Claremont School of Theology - M.Div.
  • Rev. Cole Gruberth
    Church Chaplain
    General Thrological Seminary - M. Div.
    Cornell University - M.A.
    Massachusetts Institute of Technology - S.B.

St. Margaret’s Episcopal School

31641 La Novia Avenue
San Juan Capistrano, CA 92675
(949) 661-0108
 
Translation? ¿Traducción? 翻译?:

An Independent Preschool Through Grade 12 College-Preparatory Day School in Orange County California

Non-Discrimination Policy
St. Margaret's Episcopal School does not discriminate on the basis of gender, race, color, religion, sexual orientation or national and ethnic origin in the administration of its educational, admission, financial aid, hiring and athletic policies or in other school-administered programs.