Pub Date : 2013-05-01DOI: 10.1179/1740714113Z.0000000003
A. Christie
Abstract This article uses empirical data from a previous study to explore how theological educators should respond to ordinary Christology as well as ordinary soteriology. It begins by addressing the question of how to respond to beliefs about Jesus that do not conform to the canons of official orthodoxy and proceeds to argue for the functional Christology of ordinary believers to be given a say in defining orthodoxy and enlarging normativity. Some of the implications for theological education of exemplarist soteriology, together with its corollary pluralism, are also discussed and a plea is made for ordinary theology to be taken seriously by those who are engaged in Christian education, as well as those involved in Christian mission and ministry. Finally, various pedagogical implications of ordinary Christology are briefly explored in the light of the findings from the previous study.
{"title":"Responding to Ordinary Christology","authors":"A. Christie","doi":"10.1179/1740714113Z.0000000003","DOIUrl":"https://doi.org/10.1179/1740714113Z.0000000003","url":null,"abstract":"Abstract This article uses empirical data from a previous study to explore how theological educators should respond to ordinary Christology as well as ordinary soteriology. It begins by addressing the question of how to respond to beliefs about Jesus that do not conform to the canons of official orthodoxy and proceeds to argue for the functional Christology of ordinary believers to be given a say in defining orthodoxy and enlarging normativity. Some of the implications for theological education of exemplarist soteriology, together with its corollary pluralism, are also discussed and a plea is made for ordinary theology to be taken seriously by those who are engaged in Christian education, as well as those involved in Christian mission and ministry. Finally, various pedagogical implications of ordinary Christology are briefly explored in the light of the findings from the previous study.","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"4 3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116822139","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2013-05-01DOI: 10.1179/1740714113Z.0000000001
D. Heywood
Abstract In partnership with other denominations in England, the Church of England is currently engaged in a collaborative exercise to design a suite of common curricula to guide ministerial education. This process has been the catalyst for fruitful discussion about the nature of ministerial education and in particular the role of character. This article examines the relationship of character and reflective practice and the kind of knowing that is implied by these. It shows how the understanding of learning required to see character development as integral to ministerial formation is well supported epistemologically and psychologically and explores the implications of these insights for the process of HE validation of ministerial education.
{"title":"Educating Ministers of Character","authors":"D. Heywood","doi":"10.1179/1740714113Z.0000000001","DOIUrl":"https://doi.org/10.1179/1740714113Z.0000000001","url":null,"abstract":"Abstract In partnership with other denominations in England, the Church of England is currently engaged in a collaborative exercise to design a suite of common curricula to guide ministerial education. This process has been the catalyst for fruitful discussion about the nature of ministerial education and in particular the role of character. This article examines the relationship of character and reflective practice and the kind of knowing that is implied by these. It shows how the understanding of learning required to see character development as integral to ministerial formation is well supported epistemologically and psychologically and explores the implications of these insights for the process of HE validation of ministerial education.","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2013-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123923864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-12-01DOI: 10.1179/ate.9.2.jtm31qk7j733247g
A. Le Cornu
{"title":"John Dewey among the Theologians","authors":"A. Le Cornu","doi":"10.1179/ate.9.2.jtm31qk7j733247g","DOIUrl":"https://doi.org/10.1179/ate.9.2.jtm31qk7j733247g","url":null,"abstract":"","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"62 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131922573","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-12-01DOI: 10.1179/ate.9.2.8452212556513814
Allan G. Harkness
Abstract This article reports on the results of a survey spanning five years which was administered in order to enable students commencing their formal theological study programme in a South East Asian theological seminary to identify their previous approaches to learning, and then to consider what might be expected of them by their teachers. The survey and its results are discussed within a theoretical framework of the significance of metalearning, critical thinking and deep versus surface approaches to theological education, which will enable life-long personal and professional growth and development. The expectations of the faculty members and the extent of consonance with the students’ expectations are also identified and commented upon.
{"title":"Learning Approaches in Theological Education Institutions","authors":"Allan G. Harkness","doi":"10.1179/ate.9.2.8452212556513814","DOIUrl":"https://doi.org/10.1179/ate.9.2.8452212556513814","url":null,"abstract":"Abstract This article reports on the results of a survey spanning five years which was administered in order to enable students commencing their formal theological study programme in a South East Asian theological seminary to identify their previous approaches to learning, and then to consider what might be expected of them by their teachers. The survey and its results are discussed within a theoretical framework of the significance of metalearning, critical thinking and deep versus surface approaches to theological education, which will enable life-long personal and professional growth and development. The expectations of the faculty members and the extent of consonance with the students’ expectations are also identified and commented upon.","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133571626","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-12-01DOI: 10.1179/ate.9.2.361gh36636t161ug
Darren Cronshaw
{"title":"Consultancy Skills for Mission and Ministry","authors":"Darren Cronshaw","doi":"10.1179/ate.9.2.361gh36636t161ug","DOIUrl":"https://doi.org/10.1179/ate.9.2.361gh36636t161ug","url":null,"abstract":"","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121332905","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-12-01DOI: 10.1179/ate.9.2.14814683154531jj
S. Hey, J. Roux
Abstract Christian students often struggle with the challenge of integrating the faith of their upbringing and traditions with the critical perspectives and the plurality of viewpoints required in tertiary education. This article argues that a useful framework for integrating this diversity of viewpoints and their faith traditions is provided by combining the notion of a quadrilateral of four sources of knowledge that Christians most value, namely tradition, bible, reason and experience, combined with a theological reflection model, such as Thomas Groome’s praxis cycle, which promotes reflection on the application of these sources to life and mission. This enlarged epistemological framework is shown to be useful for promoting intellectual development and faith maturation, through a process of experiential learning such as described in the writings of David Kolb (1983). It is argued that this framework for learning and reflection is more closely aligned with holistic approaches of the ancient Hebrews and Scripture than the narrower singular secular approaches to knowing and learning taken by many tertiary institutions.
{"title":"Wesley and Beyond","authors":"S. Hey, J. Roux","doi":"10.1179/ate.9.2.14814683154531jj","DOIUrl":"https://doi.org/10.1179/ate.9.2.14814683154531jj","url":null,"abstract":"Abstract Christian students often struggle with the challenge of integrating the faith of their upbringing and traditions with the critical perspectives and the plurality of viewpoints required in tertiary education. This article argues that a useful framework for integrating this diversity of viewpoints and their faith traditions is provided by combining the notion of a quadrilateral of four sources of knowledge that Christians most value, namely tradition, bible, reason and experience, combined with a theological reflection model, such as Thomas Groome’s praxis cycle, which promotes reflection on the application of these sources to life and mission. This enlarged epistemological framework is shown to be useful for promoting intellectual development and faith maturation, through a process of experiential learning such as described in the writings of David Kolb (1983). It is argued that this framework for learning and reflection is more closely aligned with holistic approaches of the ancient Hebrews and Scripture than the narrower singular secular approaches to knowing and learning taken by many tertiary institutions.","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"170 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132210431","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-12-01DOI: 10.1179/ate.9.2.gw21522035374468
L. Francis, Greg Smith
Abstract Drawing on the theology of individual differences, Jungian psychological type theory and the SIFT method of biblical hermeneutics and liturgical preaching, this article outlines a method for constructing preaching workshops and documents the responses of 25 participants (11 Anglican clergywomen and 14 Anglican clergymen). The data support the view that naïve groups selected to separate out and to cluster together dominant sensing types, dominant intuitive types, dominant feeling types and dominant thinking types approach the passage in characteristically distinctive ways. The implication of these findings are discussed for developing the capacity of preachers to extend their preaching voice in light of insights offered by the SIFT approach.
{"title":"Separating Sheep from Goats","authors":"L. Francis, Greg Smith","doi":"10.1179/ate.9.2.gw21522035374468","DOIUrl":"https://doi.org/10.1179/ate.9.2.gw21522035374468","url":null,"abstract":"Abstract Drawing on the theology of individual differences, Jungian psychological type theory and the SIFT method of biblical hermeneutics and liturgical preaching, this article outlines a method for constructing preaching workshops and documents the responses of 25 participants (11 Anglican clergywomen and 14 Anglican clergymen). The data support the view that naïve groups selected to separate out and to cluster together dominant sensing types, dominant intuitive types, dominant feeling types and dominant thinking types approach the passage in characteristically distinctive ways. The implication of these findings are discussed for developing the capacity of preachers to extend their preaching voice in light of insights offered by the SIFT approach.","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132494399","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-12-01DOI: 10.1179/ate.9.2.q17pq12031207v80
N. Shepherd
Abstract This article explores the use of theological action research as a mode of professional development in Christian mission or ministry. Drawing on a case study of a cycle of theological action research within a Christian youth work agency in London, the benefits of action research are interpreted through the influence that participation has on theological capital. Theological capital is developed as a construct to indicate the relative agency Christian youth workers experience in fulfilling the intentional Christian ministry they aspire to perform. The case study explores the theological capital required in the challenging contexts and inter-disciplinary settings in which Christian youth work occurs. From this, action research is posited as a method of professional development for those engaged in such roles.
{"title":"Action Research as Professional Development","authors":"N. Shepherd","doi":"10.1179/ate.9.2.q17pq12031207v80","DOIUrl":"https://doi.org/10.1179/ate.9.2.q17pq12031207v80","url":null,"abstract":"Abstract This article explores the use of theological action research as a mode of professional development in Christian mission or ministry. Drawing on a case study of a cycle of theological action research within a Christian youth work agency in London, the benefits of action research are interpreted through the influence that participation has on theological capital. Theological capital is developed as a construct to indicate the relative agency Christian youth workers experience in fulfilling the intentional Christian ministry they aspire to perform. The case study explores the theological capital required in the challenging contexts and inter-disciplinary settings in which Christian youth work occurs. From this, action research is posited as a method of professional development for those engaged in such roles.","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130956554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2012-12-01DOI: 10.1179/ATE.9.2.PT25581169181731
Heather Walton
Abstract This article explores the philosophical, pedagogical and practical challenges encountered in constructing an interdisciplinary curriculum that combines insights from the worlds of theology and creative writing. Issues raised include the similarities and differences of the disciplines, the vulnerability required of students and teachers and whether creativity can be taught. The topic is explored through life writing, autoethnography and constructive narrative theology.
{"title":"The Course Outline","authors":"Heather Walton","doi":"10.1179/ATE.9.2.PT25581169181731","DOIUrl":"https://doi.org/10.1179/ATE.9.2.PT25581169181731","url":null,"abstract":"Abstract This article explores the philosophical, pedagogical and practical challenges encountered in constructing an interdisciplinary curriculum that combines insights from the worlds of theology and creative writing. Issues raised include the similarities and differences of the disciplines, the vulnerability required of students and teachers and whether creativity can be taught. The topic is explored through life writing, autoethnography and constructive narrative theology.","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2012-12-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128544779","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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