Following a critical analysis of the pedagogical theology and practice of Christian learning, this book develops a radical alternative account of faith learning. Recognising the ways in which institutionally anxious churches are turning to processes of education and discipling, it takes the reader through a theological action research journey to offer a practicaltheological response to the question of how Christian faith is learnt and handed on in ways that really make a difference. Through close engagement with the practicalities of one declining denomination (British Methodism), the authors offer a distinctive vision of Christian learning and enable fresh thinking and practice. There is a call for a move beyond educational courses towards a more profound engagement with the complexities of real life as not only the place but the matter of faith learning. Theologically, the book offers a vision which pursues questions of divine and human agency, the work of the Spirit in learning, the role of normative tradition, and the important place of Christian lay people and their daily lives in learning. Ultimately, it seeks to give substance to a fresh concept of faith learning, which is holistic, integrative, and inductively achieved, and finds its fulfilment in lives lived in faith, hope, and love.
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. Whats 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 Gods 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.
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.
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