Based on extensive literary and field research involving surveys, classroom observations, and interviews with faculty, students, and administrators in Roman Catholic, mainline and evangelical Protestant, and Reform and Conservative Jewish seminaries, Educating Clergy explores the influence of their historic traditions and academic settings in contemporary classroom and communal pedagogies. The book describes elements in classroom pedagogies shared across these religious traditions that distinctively integrate the cognitive, practical, and normative apprenticeships to be found in all forms of professional education.
Frontcover -- Contents -- Illustrations -- Acknowledgements -- Abbreviations -- Introduction -- Part One: Entrants to the Clerical Profession, 1780-1839 -- 1. Recruitment to the Established Church -- 2. Episcopal Ordination: Policy and Practice -- Part Two: Routes to Ordination -- 3. The Ordinand and the University -- 4. Literate Clergy and the Grammar Schools -- 5. Autodidacts, Tutors for Orders and Parish Clerical Seminaries -- Conclusion -- Appendix 1. Ordination Profiles of Bishops, 1780-1839 -- Appendix 2. A Note on Methodology -- Bibliography -- Index
"The first 100 years of the education of the clergy in the United States is rightly understood as classical professional education-that is, a formation into an identity and calling to serve the wider public through specialized knowledge and skills. This book argues that pastors, priests, and rabbis were best formed into capacities of culture building through the construction of narratives, symbols, and practices that served their religious communities and the wider public. This kind of education was closely aligned with liberal arts pedagogies of studying classical texts, languages, and rhetorical practices. The theory of culture here is indebted to Geertz and Bruner's social-semiotic view, which identifies culture as the social construction of narrative, symbols, and practices that shape the identity and meaning-making of certain communities. The theological framework of analysis is indebted to Lindbeck's cultural-linguistic view, which emphasizes the role of doctrine as grammatical rules that govern narratives, doctrinal grammars, and social practices for distinct religious communities. This framework is pushed toward the renewal and reconstruction of religious frameworks by the postmodern work of Sheila Devaney and Kathryn Tanner. The book also employs several other concepts from social theory, borrowed from Jurgen Habermas, Max Weber, Pierre Bourdieu, Michael Young, and Bernard Anderson"--
Scotland has long been known for its emphasis upon an educated clergy, yet little serious historical attention has been given to how this was actually fostered. This book begins to fill that gap. While a thoroughly historical study in Scottish church history and historical theology, the book also serves as a springboard for reflection and application to the work of theological education today with the evangelical Presbyterian and Reformed community.
Like Aaron and Hur who lifted the arms of Moses during battle (Exodus 17), this book highlights the critical work of clergy care providers in America. These individuals and organizations support clergy by providing counseling, coaching, spiritual direction, funding, hospitality, education, and benefits upon which clergy rely. Their ministry strengthens congregations and has the capability to produce an exponential return for the kingdom of God. Yet, these providers are often disconnected. Our groundbreaking national research reveals gaps in the training, qualifications, and formational experiences of clergy care providers. We note differences in language that hinder effective communication as well as significant disparities in the literature that informs clergy care. Addressing these disconnects has the potential to improve the lives of clergy and the congregations and communities clergy serve. Whether you are a clergy care provider, a clergyperson, or a lay leader, we invite you to respond. Working together, we envision a connected network of providers offering more effective support for clergy and improving the congregations and communities they serve.
All too often Church leaders may want to work cooperatively with others, and yet find themselves frustrated. Clergy, Culture and Ministry considers the difficulties and challenges faced by any incumbent wishing to interpret and understand what is going on in their congregation and parish, and why it might be happening. Engaging with the work of Wesley Carr, Ian Tomlinson brings theory and practice into conversation by responding to each of Carr’s ‘propositions’ with a ‘critical incident’ from the author’s own parish experience. Table of Contents: Foreword – Martyn Percy Introduction 1 Critical Incidents 2 Behaviours and Boundaries 3 Practical and Pastoral Theology 4 Applications and Reflections 5 Propositions and Practical Wisdom 6 Pastors, Preachers and Priests – Some Prescriptions Conclusion Afterword – Martyn Percy
