The yearning to be a theologian is widespread. Pastors, students, supervisors, and mentors all wish to think theologically about their ministries but often feel inadequately prepared. This book seeks to respond by showcasing a variety of approaches to theological reflection brought to bear upon actual situations in ministry. It is written by theological field educators. We define theological reflection as reflection upon lived, embodied experiences in ministry that seeks to make sense of practice and form reflectors in habits for competent ministry. An introductory chapter defines theological reflection as practiced within field education and points readers toward a diversity of approaches. Eleven subsequent chapters present two reflections upon the same case, each reflection written by a different author and representing a different reflection method. The book’s significance is as a resource for teaching theological reflection in a range of settings. It not only offers a definition of and rationale for theological reflection but models various approaches to it. Its use of cases furthermore models the use of case studies in theological education and pastoral practice more widely.
A propos de l’auteur
Matthew Floding is Director of Ministerial Formation and Field Education at Duke Divinity School. An ordained minister in the Reformed Church in America, he has served as pastor, college chaplain, and Director of Field Education at Western Theological Seminary in Holland, Michigan. Floding is a past chair of the Steering Committee of The Association for Theological Field Education. He is the general editor of and a contributor to Welcome to Theological Field Education!
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