Straw for the bricks at last? Theological reflection under the Common Awards

Bibliographic Data

ID20242530
AuthorsPippa Ross-McCabe (0000-0003-0667-2740, University of Roehampton, corresponding author)
Year2020
Volume13
Issue4
Pages413-426
Publication date2020-07-03
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenuePractical Theology (JOURNAL)
Journal identifiersISSN: 1756-073X • E-ISSN: 1756-0748
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/1756073x.2020.1794300
OpenAlexW3046924836
LanguageEN
Citations received3
References cited17

One dominant narrativein practical theology and in ministry training is that there is a gap between the high esteem in which theological educators hold theological reflection, and students’ reception of the activity. The resulting discourse amongst theological educators yields a rich catalogue of theological approaches, teaching methods, and conceptual models for the development of reflective practitioners. Measuring the effectiveness of these approaches is more elusive. This preliminary study set out to test the narrative in the context of the Common Awards, a suite of academic awards in the United Kingdom, through which a group of Churches train their ministers. The study compared modules with highest reflective content with modules with no reflective content. This article explores three significant implications which offer a possible challenge to the narrative, and it invites a clear articulation of the components and skills which embody the Church’s vision of theologically reflective practice for ministry

Christian ministry · Linguistics · Narrative · Pedagogy · Political science · Politics · Reflective Practice · Sociology · Theology · Computer Science · History · Law · Philosophy · Religion, Spirituality, and Psychology · Religious Education and Schools · Theological Perspectives and Practices

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