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 practical–theological 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. What’s 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 God’s 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.
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