Journal of Adult Theological Education最新文献_第3页

A Space for ‘Thinking Differently’: Learning and Teaching Practical Theology in Non-confessional Settings 一个“不同思考”的空间:在非信仰背景下的实践神学的学习和教学

Journal of Adult Theological Education Pub Date : 2015-11-01 DOI: 10.1179/1740714115Z.00000000039

Katja Stuerzenhofecker

{"title":"A Space for ‘Thinking Differently’: Learning and Teaching Practical Theology in Non-confessional Settings","authors":"Katja Stuerzenhofecker","doi":"10.1179/1740714115Z.00000000039","DOIUrl":"https://doi.org/10.1179/1740714115Z.00000000039","url":null,"abstract":"Abstract This article develops a context-specific approach to learning and teaching of Practical Theology in non-confessional settings in higher education. Where Practical Theology is not linked to ministerial training and exclusively Christian discipleship, the first task is to redefine its purpose for a diverse body of students and staff of all faiths and none. The classroom is conceived here as a space for ‘thinking differently’ in dialogue with alterity about contemporary issues in lived religion with the aim of shaping ethically engaged habitus. This is framed as the process of ‘becoming divine’ through self-transcendence and active contribution to this-worldly transformation. Underlying this approach is a theological anthropology of the human subject as fragment which is open to the future. The use of autoethnography is explored as a method for narrative identity formation which complements and is complemented by engagement with public debate. The non-confessional setting draws attention to fluid identities beyond the binary of ‘church’ and ‘world’, and to issues of pluralism in identity formation. Finally, questions arise regarding the role of the educator and the management of their own ‘confession’.","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-11-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125397424","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}

引用次数: 1

Spiritual Formation in an Australian Baptist Theological College: A Survey-based Case Study1 澳大利亚浸信会神学院的属灵形成:基于调查的个案研究

Journal of Adult Theological Education Pub Date : 2015-11-01 DOI: 10.1179/1740714115Z.00000000042

I. Hussey

引用次数: 4

A Comparison of the Spiritual Participation of On-Campus and Theological Distance Education Students 校内与神学远程教育学生属灵参与比较

Journal of Adult Theological Education Pub Date : 2015-11-01 DOI: 10.1179/1740714115Z.00000000041

M. Nichols

引用次数: 8

‘In the Land of the Blind, the One-eyed is King’: Some Pedagogical Foundations for Deep, Practical Online Student Learning “在盲人之国，独眼为王”:深度、实用的在线学生学习的教学基础

Journal of Adult Theological Education Pub Date : 2015-11-01 DOI: 10.1179/1740714115Z.00000000040

P. Mudge

引用次数: 0

From Jerusalem to Athens: A Journey of Pentecostal Pedagogy in Australia 从耶路撒冷到雅典:澳大利亚五旬节派教育之旅

Journal of Adult Theological Education Pub Date : 2015-05-01 DOI: 10.1179/1740714115Z.00000000035

D. Austin, D. Perry

引用次数: 5

Experiencing and Reflecting on Thinking and Feeling in Pastoral Care: Deploying Psychological Type Theory in Continuing Ministerial Formation 教牧关怀中的思维与感受的体验与反思:运用心理类型理论进行持续的事工形成

Journal of Adult Theological Education Pub Date : 2015-05-01 DOI: 10.1179/1740714115Z.00000000037

Greg Smith, L. Francis

引用次数: 5

Identity and Formation in Theological Education: The Occasion of Intersex1 神学教育中的身份与形成:双性人的契机1

Journal of Adult Theological Education Pub Date : 2015-05-01 DOI: 10.1179/1740714115Z.00000000032

Susannah Cornwall

{"title":"Identity and Formation in Theological Education: The Occasion of Intersex1","authors":"Susannah Cornwall","doi":"10.1179/1740714115Z.00000000032","DOIUrl":"https://doi.org/10.1179/1740714115Z.00000000032","url":null,"abstract":"Abstract Formation towards 1vocation necessitates continuity and discontinuity with one's former self. Some commentators understand the language of formation as potentially damaging given the implications of submission and “unselfing”, though formation might also be understood as collaborative and agential. People with variant sex or gender may be particularly at risk in contexts which exhort self-emptying, given their already-threatened agency and physical and psychological integrity. However, failure to give adequate space to reflection on sex and gender identity during vocational discernment and theological education may be detrimental to all candidates for ministry, not just variant-sexed or variant-gendered ones. The concept of re-forming identity in relation to God and vocation is not necessarily psychologically sinister; however, questions of sexed, gendered and sexual identity require particularly sensitive handling in theological education institutions, since these facets of the self may be considered acutely vulnerable, especially in contexts where only some manifestations of them are deemed healthy (or even possible) in theological terms.","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128749410","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}

引用次数: 4

Theology in the Public Square of Australian Higher Education 神学在澳大利亚高等教育的公共广场

Journal of Adult Theological Education Pub Date : 2015-05-01 DOI: 10.1179/1740714115Z.00000000034

D. Fleming, T. Lovat, B. Douglas

{"title":"Theology in the Public Square of Australian Higher Education","authors":"D. Fleming, T. Lovat, B. Douglas","doi":"10.1179/1740714115Z.00000000034","DOIUrl":"https://doi.org/10.1179/1740714115Z.00000000034","url":null,"abstract":"Abstract In the Australian context, tertiary theological education has historically been the domain of particular religious denominations, being applied principally to students within the denomination in question and delivered largely through colleges explicitly oriented towards training for religious ministry within the same denomination. As such, the introduction of the discipline of theology into the mainstream of a number of public and secular Australian universities marks a significant shift in this educational landscape. This article argues that theology's move from the denominational and confessional context to the public square of a secular university carries with it a need to reassess the discipline's educational assumptions. Not only is the majority student base not from within a particular denomination or looking to ministry training, but a significant number of students are typically not belonging to any faith and, in many cases, not interested in doing so. Theology in the public square must therefore be assumed to be primarily a discipline among other disciplines. Like other disciplines, it must therefore be available principally for the public good, and assessed for its worth by related criteria. These criteria impel a revision of the theological and pedagogical assumptions of the discipline when delivered in this context.","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127340003","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}

引用次数: 1

Caring to Know or Knowing to Care? The Relationship between Knowledge Creation and Caring in the Theological Education of Christian Social Work Professionals 关心去了解还是知道去关心?基督教社会工作专业神学教育中知识创造与关怀的关系

Journal of Adult Theological Education Pub Date : 2015-05-01 DOI: 10.1179/1740714115Z.00000000033

Marianne Rodriguez Nygaard, Geir Afdal

{"title":"Caring to Know or Knowing to Care? The Relationship between Knowledge Creation and Caring in the Theological Education of Christian Social Work Professionals","authors":"Marianne Rodriguez Nygaard, Geir Afdal","doi":"10.1179/1740714115Z.00000000033","DOIUrl":"https://doi.org/10.1179/1740714115Z.00000000033","url":null,"abstract":"Abstract The aim of this article is to investigate the relationship between knowledge creation and caring in the education of one of the Scandinavian churches' care professions: deacons. Care professionals are knowledge workers in the sense that their knowledge and skills influence quality of care. They not only need to have a certain knowledge base, but they also need to handle knowledge development in the context of complex practice. This means that learning how to create knowledge with participants and professionals is necessary to professional caring education. Further, knowledge creation depends on the provision of care in these contexts. Therefore, 1) knowledge creation is important in providing quality care, and 2) care itself may speed up the knowledge creation processes. In this article, we investigate how the relationship between care and knowledge creation is understood in key educational texts, namely education, curriculum documents. Findings indicate that care is understood as the purpose of the education, but less as a condition for the creation of knowledge. Also, the curricula prepare students for knowledge creation and care with participants, but not with other professionals.","PeriodicalId":224329,"journal":{"name":"Journal of Adult Theological Education","volume":"61 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2015-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123913498","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}

引用次数: 1

In What Ways does Theological Knowledge Contribute to Thinking about Theological Education? 神学知识在哪些方面有助于思考神学教育?

Journal of Adult Theological Education Pub Date : 2015-05-01 DOI: 10.1179/1740714115Z.00000000036

T. Gerhardt

引用次数: 0