sustain:if:able kiwi

happy Steve being cited on teaching and learning

A week ago, happy Steve celebrated having two book chapters on research-led learning published in Wondering about God Together from SCD Press . (The story of how this came about is told here.)

A closer read of the entire volume, all 460 pages, reveals my earlier research is being referenced in two other chapters. This is really quite cool, being cited and a useful resource in helping other theological educators reflect on the theory and practice of theological education.

In chapter 25, Integrating Theology in an age of Questioning, Les Ball uses my work which I presented at (Higher Education Research Group Adelaide), HERGA Conference, in Adelaide in 2015.  Titled – A class above: Evidence based action research into teaching that is connected, mobile and accessible in a higher education context).  Over two pages (420-421) Professor Ball uses my research on teaching and learning in relation to fostering dialogue. He affirms my work (both teaching and reflecting on that teaching) as an example of the vital role of the teacher in fostering integrative dialogue.  He also notes how I my work (both teaching and reflecting on that teaching) shows how “intentional teaching of such principles can be incorporated into the standard curriculum of any course – in systematic theology just as well as in field education” (page 421). In other words, I am providing an example/influencing the field of teaching in “the whole range of Bible, theology, history and ministry” (421) as well as more practical subjects. Applying my work (both teaching and reflecting on that teaching) can “help to produce graduates who can appropriate such principles and take them into their ministry and general life.” (421).

In chapter 24,  Theological education in context: Exploring the Delivery of Theological Education in a Multi-cultural setting, Bruce Allder uses my work in reflecting on teaching theology in Fiji, with the aim of offering a “missional approach to theological education that keeps contextuality as an important element alongside content, character and competency” (393).  Allder uses my research in  “Embodiment and transformation in the context of e-learning,” Learning and Teaching Theology: Some Ways Ahead, edited by In Les Ball and J. Harrison, Morning Star, 2014, 171-18.

Allder noted my argument that e-learning enables the student to remain in much closer proximity to their ministry context and thus increased the possibility of application (403).  Using my research, Allder concludes that “integrative learning does introduce a degree of complexity not found in a decontextualised approach.” (404) Reflecting on his own teaching, in realised that video conferencing “promoted student engagement and has improved the quality of work presented.” (404).  This is because it was used by students to discuss assessment together, which “minimised feelings of being overwhelmed.” (404).

So happy Steve – not only in writing two book chapters for Wondering about God Together, but in realising that my earlier work is being an exemplar and an encouragement to others in their journey of teaching theological education.