Quilts and crossings: A call to wholistic, multi‐modal, and multi‐layered andragogic practices in theological education

Abstract

When you think back to your own experiences as a student, what was meaningful? Memorable? Had a lasting effect? Who are the teachers that stand out? And why? Throughout our lives, we have instructors both in and beyond the classroom, and upon intentional reflection, we can pick up on some qualities that make certain teachers more effective than others. Passionate, kind, humorous, and grace‐filled teachers, who used wholistic, multi‐modal, and multi‐layered pedagogical practices, enabled us to learn in “thick” and lasting ways. This article examines wholistic, multi‐modal, and multi‐layered andragogic practices in theological education that lead to “thick,” collaborative, and lasting learning. I argue that these practices should be embodied in theological education so that students can become not only story receivers but also fellow storytellers in their own journey of lifelong learning.