Thesis (D. Min.)--Western Seminary, Portland, OR, 2008. / Abstract. Includes bibliographical references (leaves 171-176).

Thesis (D. Min.)--Dallas Theological Seminary, 2006. / Includes abstract. Includes bibliographical references (leaves 98-101).

This dissertation develops a public practical theology of education. It argues that education is a practice that “schools the imagination,” forming individuals and communities to operate within social imaginaries that have been shaped by a latent, anti-material, and individualistic worldview. This project aims to show that public education is a viable site for theological reflection and that the results of that reflection can generate proposals for the transformation of both religion and education. It considers how the American social imaginary is maintained by educational practices and the ways these practices influence conceptions of knowledge and human purpose. The assumption is that the shaping influence of the imaginary is not manifested so much in the content of school curricula, but tacitly exists in pedagogical processes and the explicit and implicit goals of the US educational enterprise. Using a qualitative and quantitative mixed-method approach, the project develops the construct of conscientização natal, a pedagogy of birth with utopian anthropological dimensions. Grace Jantzen’s theology and philosophy of religion and the liberative pedagogical insights of Paulo Freire are central to the constructive work. Jantzen and Freire provide a way to interpret the telos and practice of American public education with their respective analyses of “necrophilic imagination” and “objectivizing worldviews.” Additional insights are drawn from educational sociology and history, as well as Pierre Bourdieu’s theory of practice and Cornelius Castoriadis’ concept of the social imaginary. The dissertation begins by developing a theology of education, doing so with practical theological methods informed by liberation and public theologies. It proceeds to provide historical and cultural-sociological studies drawn from educational literature, amplified by a quantitative study of 125 survey participants on their understandings of the relationship between education and spirituality. The primary discoveries in these three studies are analyzed, then reflected upon theologically, yielding proposals for the transformation of practice and theory in both education and religion. For practical theologians, the project develops a robust understanding of practice that links patterns of action to social imaginaries, providing an example of how practical theology might consider issues of broad public concern.

Thesis advisor: Jane E. Regan / In the contemporary United States, trauma is a significant disruptive force in the lives of families. By its nature, however, traumatic suffering isolates and marginalizes its victims, with the result that the pastoral caregiving needs of suffering people can go unrecognized and unmet. This dissertation proposes that caring for families who struggle to cope in contexts of traumatic suffering and chronic distress is a vital work of mission for the Catholic church in the twenty-first century. It further proposes that this work can best be enacted in the local church setting when configured as a synodal, trauma-aware, relational, caregiving community of practice (a STAR caregiving CoP) ministry. The ministerial model offered here is designed to enable parishes and dioceses to develop compassionate, competent ministerial initiatives that can meet the particular needs of families in their communities. Grounded in the theoretical discourses of theological anthropology, ecclesiology, situated learning theory, the ethic of care, and traumatology, the model also reflects insights drawn from the author’s qualitative doctoral research study of two pastoral caregiving ministries that serve men and women struggling with the personal traumas that erupt in family life. The STAR caregiving CoP model offers the local church a flexible, robust framework to employ in the construction and evaluation of familial pastoral caregiving ministries. / Thesis (PhD) — Boston College, 2023. / Submitted to: Boston College. Graduate School of Arts and Sciences. / Discipline: Religious Education and Pastoral Ministry.

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