The Pedagogy of the Online Wisdom Community: Forming Church Ministers in a Digital Age

Abstract. While electronic learning is transforming the face of higher education today, some in the theological community question whether it is appropriate for the specific goals of graduate level theological formation for ministry. Drawing on the work of one theological faculty, this article answers yes. The author describes the school's hybrid model of distance education pedagogy. He discusses the underlying teaching and learning principles that guided the faculty in their development of this model, and, in particular, the pedagogical ideal of the learning cohort as a “wisdom community.” Web‐based instruction can be effectively designed to nurture wisdom communities for integrative learning. The author describes the “pedagogy of the online wisdom community” from his experience of Web‐based distance education teaching. The growing demand for ministry formation programs, particularly in mission areas, underlines the urgent need for continued study of the role of technology in theological pedagogy.     

Designing for Online Distance Education: Putting Pedagogy Before Technology

Theological schools are increasingly exploring online distance education as a mode of course delivery. Yet while online course delivery has the potential for effective, deep learning it can also have a number of pitfalls. This article introduces online distance education and examines in detail the pedagogical possibilities for online learning by providing a number of examples drawn from online courses. While championing the use of online course delivery for theological schools, it also sounds a note of caution by advocating that the use of technology should be driven by sound pedagogical principles. Putting pedagogy before technology will insure quality education no matter what the content or mode of delivery.     

Let Us Pray: Classroom Worship in Theological Education

Theological education typically includes classroom worship, a practice of great pedagogical power and curricular import. As pedagogy, classroom worship does four things. It focuses teaching and learning on God, and fosters theological dispositions necessary for sustaining that attention. Second, it rightly positions the entire class in dialogical relation to the divine Thou, in communal relation to each other, the larger church and the wider world, and in personal relations that risk transformation. Third, it frames theological education as an integrative practice of faith and learning. Finally, it invites teachers to know their students as whole persons and students to trust their teachers as spiritual guides. As curriculum, classroom worship may have greater significance than chapel worship for many students and at particular schools. It should be moved from implicit curriculum to explicit, with careful attention to the null curriculum and to the matrices of relationship within which worship has meaning.     

DANCING AROUND THE CAUSAL JOINT: CHALLENGING THE THEOLOGICAL TURN IN DIVINE ACTION THEORIES

Recent years have seen a shift in divine action debates. Turning from noninterventionist, incompatibilist causal joint models, representatives of a “theological turn” in divine action have questioned the metaphysical assumptions of approaches seeking indeterministic aspects of nature wherein God might act. Various versions of theistic naturalism (such as Thomism, panentheistic naturalism, and pneumatological naturalism) offer specific theological frameworks that reimagine the basic God–world relationship. But do these explicitly theological approaches to divine action take scientific knowledge and methodology seriously enough? And do such approaches adequately address the problem of how uncreated, immaterial realities could affect physical, material processes? This article examines various features of the theological turn in divine action—recognizing it as a welcome step in science and religion, while challenging its current adequacy.     

Contemplating the One who Remains the Same: Augustine,Swinburne, and Psalm 102 on the Relation between Divine Immutability and Theological Reason

This article defends a classical doctrine of divine immutability by contending that the most influential objections lodged against it by theologians and philosophers such as Richard Swinburne–i.e. that divine immutability is speculative rather than practical, is philosophical rather than biblical, and fails to cohere with a ‘personal’ God who relates to creatures–are rooted in a particular construal of theological reason. I diagnose Swinburne’s account of theological reason with the help of Karl Barth’s interpretation of Anselm, and put forth a contrasting account of divine immutability, rooted in a distinct approach to theological reason, through a theological interpretation of Psalm 102, an analysis of the Creator/creature distinction, and an examination of Augustine’s De trinitate.     

The original risk: overtheologizing ethics and undertheologizing sin.

The project of articulating a theological ethics on the basis of liturgical anthropology is bound to fail if the necessary consequence is that one has to quit the forum of critical modern rationality. The risk of Engelhardt's approach is to limit rationality to a narrow vision of reason. Sin is not to be understood as the negation of human holiness, but as the negation of divine holiness. The only way to renew theological ethics is to understand sin as the anthropological and ethical expression of the biblical message of the justification by faith only. Sin is therefore a secondary category, which can only by interpreted in light of the positive manifestation of liberation, justification, and grace. The central issue of Christian ethics is not ritual purity or morality, but experience, confession and recognition of our own injustice in our dealing with God and men.     

What might a non-confessional theory of Catholic education look like?

This article emulates the new stance of Professor Michael Hand on faith schools. He illustrates how theological criteria could be used to inform and guide curriculum aims in a way that avoids indoctrination and the perils of faith-based education. This approach is adopted vis-à-vis Catholic education in order to sketch out what a non-confessional theory of Catholic education might look like. It is argued that a central feature of Catholic theology, as presented by the leading theologian Karl Rahner, is a recognition of the centrality of mystery in human existence. This theological insight is applied to the curriculum and it is used to provide a theological justification for a non-confessional account of Catholic education.     

Hebrew Exegesis Online Using Information Technology to Enhance Biblical Language Study

Information technology is bringing change to theological education. Computer-mediated instruction has been employed for teaching basic factual materials and for providing study resources. Information technology has been helpful as an instructional aid using the drill and practice format, but how can it promote learning in more complex areas of knowledge acquisition such as analysis, synthesis, and creative judgment? Gordon-Conwell Theological Seminary in Charlotte, N.C. developed an online course to teach Hebrew exegesis. A theory-driven pedagogy was employed that used a Web-based instructional design to promote asynchronous learning, collaborative projects, and peer review. This article presents the rationale and design for the class, a narrative of the class experience, and an evaluation of results. Outcomes of the class experience and suggestions for application of technology to other subject areas are included.     

William Tyndale on Covenant and Justification

Abstract

This article offers a fresh interpretation of William Tyndale’s doctrine of justification with particular reference to his concept of covenant. It resists past scholarly attempts to resolve the apparent tension in his theology between faith and works in favour of either solifidianism or legalism. Instead, a close examination of Tyndale’s publications suggests that he maintained the gracious nature of justification without adopting justification by faith alone in the style of Martin Luther. Tyndale emphasized love for divine law as the essence of Christian righteousness. The gradual development of reciprocity in his concept of covenant came to undergird this formulation. Greater clarity with regard to Tyndale’s own theological position exposes misplaced comparison between Tyndale and Luther whilst encouraging the identification of views shared with Erasmus and the Swiss reformers consistent with certain trends in late-medieval theology.     

Practicing the Disseminary: Technology Lessons from Napster

Whatever will happen in the way of the confluence of pedagogy and technology, it will not so much perpetuate past models in more efficient ways as it will reflect a stronger element of (for example) the unanticipated success of Napster. The author suggests a fivefold interpretation of Napster's implications as a guideline of what cybermedia do well, and how theological educators can use cybermedia to enrich their classroom teaching by distinguishing online from in‐class education. Cybermedia serve best when they do not duplicate or usurp functions best accomplished in person, and personal interaction thrives when not burdened with information‐transmission that might as well take place online.     

Bocheński on divine providence and human freedom

Prior to his ‘naturalistic turn’, Bocheński was a Thomist and defended the Thomist doctrine as a logically consistent and attractive philosophical system. Some opponents of Thomism interpreted this doctrine, Aquinas’s conception of divine providence included, as a kind of theological fatalism (or theological determinism) incompatible with human freedom. Bocheński dismissed such interpretations as based on “a superficial misunderstanding.” I will try to demonstrate that his criticism of deterministic interpretations of Thomism was not quite justified. The article will present, first, Bocheński’s account of the Thomist doctrine of divine providence, next, the arguments for theological fatalism leading to the conclusion that there is no freedom if Aquinas’s conception of divine nature is assumed. Finally, I will try to show how the dispute between Thomism and its opponents is rooted in some fundamental differences concerning the very concept of human freedom.     

A PANENTHEIST READING OF JOHN MILBANK

John Milbank contends that modernity's attempt to establish an autonomous and secular realm for finite reality derives from a theological error originating primarily in the thought of Duns Scotus. Here both divine and finite reality share in a transcendental univocal Being that understands the divine as merely an extrinsic presence. Addressing this error, Milbank seeks to return to a participatory orthodoxy. This article will argue that in such a return Milbank qualifies in important ways the classical understanding of God's relation to creation and the divine attributes, allowing for a panentheist reading of his work that is both asymmetrical and dipolar in character.     

Simul What? Toward a Grace for the Fearful

The doctrines of forensic justification and simul iustus et peccator assume a primarily moral theo‐cosmology. However, the former constricts the excessiveness of divine grace, while the latter fails to adequately capture the fullness of the human condition. Freeing divine grace and theological anthropology from the moral requires a shift in emphasis toward suffering and an acknowledgment that a deep root of sin is creaturely vulnerability. In this case, the incurved self might symbolize the fearful, pulling goods toward the self for protection. While accountability for sin remains important, the first response to the fearful, who act from a sense of deep vulnerability, is compassion rather than judgment. In this way grace attends to but ultimately exceeds the moral.     

A Madness to Our Method: Congregational Studies as A Cross‐Disciplinary Approach to Contextualizing Teaching and Learning in Theological Education

Abstract. This article explores congregational studies as a valuable teaching tool for contextualizing theological education across disciplines. As a form of pedagogy, congregational studies situates learning in a particular local ministry context. In addition, such a pedagogy apprentices learners within a particular “community of practice”– namely, that of professional church leaders of various types (lay, clergy, professional educators, etc.) having the knowledge and skills that allow them to read diverse contexts of ministry and improvise appropriate and faithful strategies of action within those contexts. After describing one seminary teaching experience in which congregational studies methods formed the pedagogical framework for an interdisciplinary course on the Bible and religious education, the article puts forward a practice‐based theory of adult learning to explain why congregational studies methods are particularly helpful to adult learners engaged in theological education. The article concludes by briefly addressing some problems and limitations to pedagogical processes based upon congregational studies. (The research for this article and its writing were supported by a grant from the Wabash Center for which I am deeply appreciative. An earlier version of this article was presented at the 2004 Annual Meeting of the American Academy of Religion’s Academic Teaching and the Study of Religion Section.)     

The Modern Religious Language of Education: Rousseau’s Emile

The Republican education, its concepts, theories, and form of discourse belong to the shared European heritage of the pre-modern Age. The pedagogy of humanism and its effects on the early Modern Age are represented by Republicanism. Even if Republicanism found a political continuation in liberalism and democratism of the Modern Age, the same cannot be said of pedagogic continuity without some reservations. In pedagogy of the Modern Age an alternative to Republicanism prevails that builds onto a body of concepts, discourse, and theory; it goes back to an old theological tradition. Rousseau chooses this alternative exclusively for his concepts of education. He is neither the inventor nor the one who builds up this language in contrast to pedagogical Republicanism. Nonetheless, the pedagogical canonization of Rousseau as one of the co-founders of pedagogical Modernity, marks the specific development that this theological language of pedagogy undergoes at the turn of the nineteenth century. Originally it is closely linked to specific theological, dogmatic lines of thought, namely, to the respective Piety movements within the two Christian denominations of Western Europe. Yet at the turn of the nineteenth century, this theological language of pedagogy increasingly loses that exclusive link to this particular context and becomes thus freely available to any form of pedagogy, which puts at its centre the child??s soul, absolute inwardness, and introspection as both holy and also threatened by a basically decadent social environment and outward world.     

THE FALSE PROMISE OF QUANTUM MECHANICS

The causal indeterminacy suggested by quantum mechanics has led to its being the centerpiece of several proposals for divine action that does not contradict natural laws. However, even if the theoretical concerns about the reality of causal indeterminacy are ignored, quantum‐level divine action fails to resolve the problem of ongoing, responsive divine activity. This is because most quantum‐level actions require a significant period of time in order to reach macroscopic levels whether via chaotic amplification or complete divine control of quantum events. Therefore, quantum‐level divine action either requires divine foreknowledge of purportedly free or random events or imposes such limitations on divine actions that they become late, potentially impotent, and confused. I argue that the theological problem of divine action remains; even at its most promising, quantum mechanics offers insufficient resolution. This failure suggests a reexamination of the assumptions that God is temporal and lacks foreknowledge of future contingencies.     

LOVE IN THE "UNIDIVERSE": A SALESIAN PERSPECTIVE ON CHANCE

The notion of the universe evolving through an interplay of law and chance raises numerous theological questions. In particular, scientific evidence of chance confronts images of God and divine action within this emerging worldview. To interpret Christian faith within a scientific world, figures from church tradition are drawn into the conversation, and a particular spirituality is appropriated to highlight the relationship between science and religion. The personal, practical, accessible spirituality of Saint Francis de Sales is retrieved for the discussion. This Christian humanist recognized the love of God as paramount to a human-divine relationship. The themes of divine providence and the will of God illustrate a spirituality of the heart that provides relevant insights into the theological implications of chance. An overview of how the reality of chance has posed numerous questions is considered before drawing on the spirituality of de Sales. Various theological views on chance are presented. As Salesian thought enhances an understanding of divine action in a world of chance, contemporary theologies of chance provide a framework for understanding the teachings of the saint in a new way.     

Pedagogical challenges in teaching ESOL/Multilingual writers in theological education

A theological school's international students contribute to and are constitutive of its diversity. Yet while research on diversity in theological education is flourishing, the pedagogical challenges of international ESOL (English for Speakers of other Languages) theological students and of their teachers have received scant attention. This article probes the pedagogical challenges of international student writers in theological schools, and of their teachers and tutors, by (1) reflecting on those challenges, their context, and responses to them; (2) connecting contemporary theories of ESOL language learning with the practice of teaching and tutoring non‐native English writers in a theological context; and (3) proposing a discipline‐driven, writing‐centered ESOL pedagogy that I call “Writing Theology as a Common Language.” See as well “Responses to Lucretia B. Yaghjian's ‘Pedagogical challenges in teaching ESOL/multilingual writers in theological education,’ by Steed Vernyl Davidson, Sheryl A. Kujawa‐Holbrook (with Ahsah Kyuelna and Angela Wendy Tankersley), Hyo‐Dong Lee, and Carmen M. Nanko‐Fernández, published in this issue of the journal.     

A Parsimonious Model of Divine Simplicity

Many recent treatments of divine simplicity have been highly critical of traditional accounts of the doctrine. Critics have challenged whether the doctrine is coherent and whether it can be squared with a robust theology of the triune God. Yet the theological tradition is largely persuaded that the doctrine of divine simplicity is not only coherent and true, but also that the doctrine of divine simplicity is needed for an account of the Trinity that does not fall into the trap of tritheism. In addition, both Roman Catholic and Protestant traditions include conciliar and confessional support for the doctrine, and allow for more than one way of accounting for the doctrine. This essay offers a constructive account that seeks to avoid some of the most significant concerns raised in the recent theological and philosophical literature. It depends in important respects upon work being done in analytic theology on the use of models in theology, adopted (with suitable amendments) from the philosophy of science. After giving some dogmatic context, three versions of divine simplicity are laid out. Then, a parsimonious version of the doctrine is set forth and considered as a potentially fruitful model, which may have theological utility. The essay ends with some remarks about the way in which this new model of the doctrine may have value in ecumenical theology.     

An ecological pedagogy of embeddedness: Theological education for human flourishing

This paper sets forth a proposal for an ecological pedagogy of embeddedness informed by place-based, challenge-based, and competency-based methodologies. While some theological institutions have begun implementing principles from competency-based models, theological educators have not adequately explored the resources within place-based and challenge-based systems. This paper will contribute to the literature on theological education in three distinct ways: first, this proposal will perform the oft-overlooked task of bringing these three pedagogical models into conversation with one another; second, this proposal will aim the outcomes and effects of the three pedagogical models toward the flourishing of the communities in which institutions are embedded; and third, this proposal will break new ground in its application of these three pedagogical systems to the context of a theological seminary.