Grounding our Practices of Theological Education In Good Theology “The problem with most theological education is that it is neither theological nor educational.” (Paul Sanders) This workshop is an attempt to investigate how significant theological themes might shape our understanding of the practice of theological education.

Theme Implications for the curriculum – not the content but the philosophy and approach to curriculum Implications for the administrative structure, and relationships with key stakeholders Implications for the instructional methodology Implications for the person of the teacher

Example: Reconciliation / Relationship (Hospitality) Possible implications for the curriculum Greater integration of themes Team teaching Mentoring and discipleship as core curricular practices Promotion of gender and culture diversity Building practical acts of community work and social restoration into the learning processes Identifying with the marginalized, and even experiencing marginalization Practical training in peacemaking and reconciliation Opportunities to eat and drink together

Example: Reconciliation / Relationship (Hospitality) Possible implications for the administrative structure, and relationships with key stakeholders Quality communications with key and between stakeholders and opportunities for meeting and eating together. The importance of healthy processes of conflict reconciliation among administration, staff, faculty, and students. Open office planning? Opportunities for building friendship – not just colleagues at work.

Example: Reconciliation / Relationship (Hospitality) Possible implications for the instructional methodology Fear reduction Reducing competition Minimizing impact of grades Team learning – cooperative assignments (whole class assignments) Actively encourage the more reticent students to speak Deliberately withhold authoritative speech Space for the sharing of personal narratives Respond to differences in learning style Classroom geography is more communal Instructor is “present” for the students: sits rather than stands, attentive eye contact, etc. Eating and drinking together

Example: Reconciliation / Relationship (Hospitality) Possible implications for the person of the teacher Warmth, genuine concern for the students’ learning, even love Genuineness and vulnerability Integration of personal and professional lives A willingness to learn from the students – not just deliver material from above Viewing oneself as a “parakletic” partner with the students Patiently “bear with” the guests Inviting students into your home Visiting students in their homes Welcoming students into your heart

Possible themes The perichoretic nature of the Trinity The missional nature of the Trinity The Bible is a story of God’s saving acts Salvation history – Creation, Fall, Redemption, Consummation The covenantal people of God as light and salt The incarnate nature of the Word – the value of “flesh” The imperative of lifelong discipleship following Jesus – teaching them to obey The cross and kenosis

Areas to Consider Theme Implications for the curriculum – not the content but the philosophy and approach to curriculum Implications for the administrative structure, and relationships with key stakeholders Implications for the person of the teacher Implications for the instructional methodology

So what can we do? What was the most important new insight that you personally have gained in this session? Why was it important to you? Name at least one specific step you could take to sensitize your school to the need to allow theology to shape practice? Name at least one specific step you personally could take to function more “theologically” in your own teaching / leadership.