Following a critical analysis of the pedagogical theology and practice of Christian learning, this book develops a radical alternative account of 'faith learning' through close engagement with the practicalities of one declining denomination (British Methodism).
Following a critical analysis of the pedagogical theology and practice of Christian learning, this book develops a radical alternative account of 'faith learning' through close engagement with the practicalities of one declining denomination (British Methodism).
Clare Watkins is a Professor in the Centre for Catholic Studies at Durham University, UK. James Butler is a post-doctoral researcher at the University of Roehampton, London, UK, and an MA lecturer at the Church Mission Society, Oxford, UK.
Inhaltsangabe
Introduction; PART 1 - The problem with Christian learning and a theological action research response; 1. Decline, discipleship, and doctrina. The contemporary churches' valorisation of teaching and learning; 2. Learning from the longer Christian tradition: a different kind of teaching and learning - a different kind of knowing?; 3. Uncovering hidden faith learning today: a theological action research response; PART 2 - Faith learning, agency and eschatology: a theological action research journey with sites of practice; 4. Faith is for practice. What's the point of learning?; 5. "Deep conversation" as a (the?) everyday practice for faith learning; 6. The dangers of 'the Christian teacher': agency and service in faith learning; 7. Faith learning and the challenge of its 'resourcing'; 8. Interruption, interconnectedness, and presence: the place of trust in faith learning; 9. The Holy Spirit and discernment: the need for a spirituality for faith learning; 10. Holiness, wisdom, and the ends of learning; 11. Faith learning and commissioned ministries: questions of church; PART 3 - Re-figuring church for God's teaching: a call for a radical reimagining of Christian teaching and learning; 12. Faith learning as everyday mystery: a theological-epistemological account; 13. Enabling the mystery of divine pedagogy: reimagining church for faith learning; Postscript: methodological learning for theological action research.
Introduction; PART 1 - The problem with Christian learning and a theological action research response; 1. Decline, discipleship, and doctrina. The contemporary churches' valorisation of teaching and learning; 2. Learning from the longer Christian tradition: a different kind of teaching and learning - a different kind of knowing?; 3. Uncovering hidden faith learning today: a theological action research response; PART 2 - Faith learning, agency and eschatology: a theological action research journey with sites of practice; 4. Faith is for practice. What's the point of learning?; 5. "Deep conversation" as a (the?) everyday practice for faith learning; 6. The dangers of 'the Christian teacher': agency and service in faith learning; 7. Faith learning and the challenge of its 'resourcing'; 8. Interruption, interconnectedness, and presence: the place of trust in faith learning; 9. The Holy Spirit and discernment: the need for a spirituality for faith learning; 10. Holiness, wisdom, and the ends of learning; 11. Faith learning and commissioned ministries: questions of church; PART 3 - Re-figuring church for God's teaching: a call for a radical reimagining of Christian teaching and learning; 12. Faith learning as everyday mystery: a theological-epistemological account; 13. Enabling the mystery of divine pedagogy: reimagining church for faith learning; Postscript: methodological learning for theological action research.
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