1. To enable students to draw on their theological understandings, observations of ministerial practice and life experience in developing the practice of theological reflection
2. To enable students to make productive use of texts on reflective practice in relation to Christian Ministry.
Learning Outcomes
By the end of the module students will:
Have developed their understanding of the principles that guide ministerial practice in such areas as e.g. preaching, pastoral care, group dynamics, collaboration and engagement with the world.
Have a working knowledge of reflective models pertinent to ministry.
Have a working knowledge of the characteristics and differences between analysis, evaluation and theological reflection.
Be able to reflect critically and theologically on ministerial practice.
Be able to use and evaluate a variety of methods of theological reflection.
Be able to respond appropriately to issues which arise from the practice of ministry.
Be competent in applying models of theological reflection in ministerial practice.
Be able to articulate Christian faith and practice in a theologically informed manner in selected contexts.
Be able to engage creatively and critically with observations of ministerial practice, as evidenced in the Ministerial Practice Portfolio.
Content
The module will help students to develop the habit of reflective practice. They will evaluate their own practical involvement in ministry, in the light of recognised models of theological reflection. They will give examples of their own practice in ministry and their observation of the ministry of others and will evaluate these in the light of recognised models of theological reflection. They will consider:
the place of Scripture, tradition, reason and experience in the practice of theological reflection
relevant insights and perspectives from the human sciences
The student will evaluate their own practical involvement in ministry, in the light of recognised models of theological reflection.
They will share examples of their own practice in ministry and their observation of the ministry of others, and will evaluate these in the light of recognised models of theological reflection.
Seminar Outline
Overview of Hermeneutical Models of Reflective Practice
Reflective Models pertinent Ministry
Engaging the principles of Ministerial Practice in relation to Experience gained in the Students’ Ministry Portfolios
Scripture, Tradition, Reason and Experience in relation to Ministerial Practice
Drawing upon the Human Sciences for Insights and Perspectives
Indicative bibliography
Ballard, Paul and Pritchard, John, Practical Theology in Action (London: SPCK, 1996).
Croft Steve & Roger Walton, Learning for Ministry (London: Church House Publishing, 2005).
Green, Laurie, Let’s Do Theology (rev edn, London – New York: Mowbray, 2009).
Pattison, Stephen, A Critique of Pastoral Care (3rd edn; London: SCM, 2000).
Roxburgh, Alan, The Missionary Congregation, Leadership and Liminality (Harrisburg, Pennsylvania, TPI, 1997).
Walton, Roger, The Reflective Disciple (London: Epworth, 2009).
Teaching methods
Teaching and learning will be undertaken through interactive and participative seminars.
Formative assessment
One Formative Group Exercise in developing Reflective Practice in Ministry. This will entail presenting one example from their Ministerial Practice Portfolio in a group setting for theological and ministerial reflection in session 3.
Summative assessment
One Summative Essay (2500 words). This will be a critical appraisal of an area of ministry chosen from the student’s own experience.
THMN2341 Preaching 2
Running in 2013-14 at St John’s.
Level
1
Credits
10
Aims
To enable theological reflection on preaching in contemporary culture, and to build more advanced skills in apologetic approaches in this area.
Learning Outcomes
By the end of this module, candidates will gain:
i) Subject Knowledge:
a) advanced understanding and application of the theology and methods of preaching in contemporary culture;
b) ability to analyse the challenges and opportunities of contemporary culture as they relate to preaching in the context of a local church, to engage with apologetic opportunities, and apply appropriate communication strategies to meet such challenges and opportunities;
c) nuanced understanding of the elements needed to construct and apply a theology of preaching.
ii) Subject Skills:
a) selecting a particular communication strategy, justifying the reasoning behind the choice, and analysing the effectiveness of the sermon;
b) skills in analysing and interpreting the biblical text, in a particular context;
c) careful selection and application of a range of appropriate methods and creative techniques to shape, deliver, and evaluate sermonic / apologetic content
iii) Key transferable Skills:
a) advanced communication skills, including:
• oral communication skills, with a critical awareness of the issues of tailoring content to audience and purpose;
• skills in the structured presentation of information in written form;
b) the capacity for reflective independent thought and judgement, including the ability to evaluate and critically assess the ideas of others and to reflect on their own performance.
Content
Opportunities and challenges: The context of Western culture;
Building bridges: Apologetics today;
Thinking through your Preaching Ministry: level 2 seminar: A Trinitarian Theology of Preaching
McGrath, Alister E., Bridge-Building: Effective Christian Apologetics (London: IVP, 2002).
Mitchell, J., Visually Speaking (Edinburgh: T & T Clark, 1999).
Quicke, M., 360-Degree Preaching (Grand Rapids: Baker Academic, 2003).
Schlafer, D.J., Playing with Fire: Preaching work as kindling art (Cambridge, Massachusetts: Cowley Publications, 2004).
Taylor, B., The Preaching Life (Boston, MA: Cowley Publications, 1993).
Willimon, W., Conversations with Barth on Preaching (Nashville: Abingdon, 2006).
Teaching methods
Overall, sessions in this course combine a variety of teaching and learning strategies, incorporating:
Lecture input: to convey information and exemplify an approach to the subject-matter, enabling students to develop and build on a clear understanding of the subject knowledge presented and offering opportunity for the modelling of subject specific skills by tutors.
Seminars – to provide differentiation between levels 1 and 2 (See Indicative summary of course content)
Plenary discussion: to give students the opportunity to engage critically with material presented by the lecturer, ask questions, and engage with the questions and perspectives of others.
Small group discussions:
to provide opportunities for developing and exploring questions relating to exegesis and homiletic strategy;
to give space for students to hone more advanced preaching skills, and skills in apologetic approaches;
to provide the opportunity to critically reflect on the strategy and effectiveness of other people’s preaching. Such peer review offers students a model of life-long learning and enabling others in the preaching ministry;
to offer constructive and supportive feedback and advice.
This module will be taught alongside the level 1 module Preaching 1. Level 2 learning outcomes will be specifically addressed through:
at least one session taught in level specific lectures;
small groups being arranged according to level at key points in the course;
more advanced reading set for level 2 students.
Formative assessment
2.5 minute radio talk, in the style of ‘Thought for the Day’, with peer feedback.
