Pedagogical Aspects of Theological Education in the 2020s: The Practicalities of Interreligious Dialogue, Education and Faith Studies. Part I
Pedagogical Aspects of Theological Education in the 2020s: The Practicalities of Interreligious Dialogue, Education and Faith Studies. Part I
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Abstract
This paper analyses various pedagogical approaches to teaching theological education to young children, adults and theology educators themselves. Critical issues are considered, for instance: To what extent does the theology teacher’s personal philosophy and inner self influence the choice of pedagogical approach? Did people learn theology best by passive learning from lectures and textbooks, or are some forms of theology best taught using active pedagogy, for example, experiential learning, roleplay or site visits? Active pedagogy, such as community engagement, role play or problem-based learning, was most effective in contextualising theological learning. Teaching methods such as group work and interfaith swaps were English-speaking-oriented, impeding interfaith theological education with Islam, Hinduism, Buddhism, and ethnic religions. Other global religions may not have been viewed as favourably as Catholicism or Protestantism, due to a lack of translation. Theology practitioners were often learners, as well as teachers in educational settings.
This paper is part of a two-part series. The second part will explore the role of interreligious dialogue, education, and studies in theological training.
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