Equipping the Equippers: The Pedagogical and Programmatic Implications of The Christians' Callings in the World Project
When five theological schools realized (a) their graduates affirmed vocation as central to their theology and practice, yet (b) the parishioners of their graduates nevertheless did not feel called, they knew they had to do something. For six years, faculty teams from these schools conducted a variet...
| Κύριοι συγγραφείς: | ; ; ; ; ; |
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| Τύπος μέσου: | Ηλεκτρονική πηγή Άρθρο |
| Γλώσσα: | Αγγλικά |
| Έλεγχος διαθεσιμότητας: | HBZ Gateway |
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| Έκδοση: |
Wiley-Blackwell
[2015]
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| Στο/Στη: |
Teaching theology and religion
Έτος: 2015, Τόμος: 18, Τεύχος: 4, Σελίδες: 387-408 |
| Σημειογραφίες IxTheo: | CB Χριστιανική ύπαρξη, Πνευματικότητα FB Θεολογικές Σπουδές KBQ Βόρεια Αμερική RB Εκκλησιαστικό Αξίωμα, Εκκλησίασμα ZF Παιδαγωγική |
| Άλλες λέξεις-κλειδιά: | B
Theological Education
B Πρόγραμμα σπουδών B seminary education B Performative B formative B Formation B Vocation |
| Διαθέσιμο Online: |
Volltext (Verlag) Volltext (doi) |
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| 245 | 1 | 0 | |a Equipping the Equippers |b The Pedagogical and Programmatic Implications of The Christians' Callings in the World Project |c David J. Lose ( Lutheran Theological Seminary at Philadelphia), Gordon S. Mikoski (Princeton Theological Seminary), Eileen D. Crowley (Catholic Theological Union), Rolf Jacobson (Luther Seminary), Scott Cormode (Fuller Theological Seminary), Jeffrey Conklin-Miller (Duke Divinity School) |
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| 520 | |a When five theological schools realized (a) their graduates affirmed vocation as central to their theology and practice, yet (b) the parishioners of their graduates nevertheless did not feel called, they knew they had to do something. For six years, faculty teams from these schools conducted a variety of experiments in pedagogy, curriculum reform, and program development in order to train their graduates to equip all of God's people to claim and live their vocational identity in the world. This article introduces the identified challenge and necessary theological and pedagogical shift and then describes five of those experiments in greater detail. | ||
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