Decolonizing pastoral care in the classroom: An invitation to a pedagogy of spirit experience
While recent attention has been given to the need to decolonize the field of pastoral theology and care by starting in the classroom, less attention has been given to consider what pedagogies might be helpful to sustain those who are pursuing that end. In this essay, I attempt to offer a new pedagog...
| Main Author: | |
|---|---|
| Format: | Electronic Article |
| Language: | English |
| Check availability: | HBZ Gateway |
| Journals Online & Print: | Drawer...
|
| Interlibrary Loan: | Interlibrary Loan for the Fachinformationsdienste (Specialized Information Services in Germany) |
| Published: |
2021
|
| In: |
Teaching theology and religion
Year: 2021, Volume: 24, Issue: 2, Pages: 107-116 |
| Further subjects: | B
Spirituality
B Practical Theology B Spiritual care B Contemplative Pedagogy B Pastoral Theology |
| Online Access: |
Volltext (lizenzpflichtig) Volltext (lizenzpflichtig) |
| Summary: | While recent attention has been given to the need to decolonize the field of pastoral theology and care by starting in the classroom, less attention has been given to consider what pedagogies might be helpful to sustain those who are pursuing that end. In this essay, I attempt to offer a new pedagogy for pastoral theology and care that is rooted in a commitment to pre-theological spirituality and relational co-creative care paradigms. This approach to pastoral theology and care is rooted in experiential knowledge and seeks to integrate the fields of spirituality with pastoral theology in hopes of fostering essential capacities needed for all who are seeking compassionate pastoral and spiritual care providers. |
|---|---|
| ISSN: | 1467-9647 |
| Contains: | Enthalten in: Teaching theology and religion
|
| Persistent identifiers: | DOI: 10.1111/teth.12585 |