The Action/Reflection model used at the Centre for Christian Studies (CCS), a theological college of the United Church of Canada for diaconal preparation, is the subject of this research. This tool for carrying out transformative theological education is taught to students and used by them to reflect on and integrate their learning into practice with a view to "living a theology of justice". It helps them analyse their experience of the world with a critical lens, considering their active response in light of theology, social analysis, Scripture, and other theory. This research documents the lived experience of the CCS Action/Reflection model: the originating theories; staff and student input into its formation; how it has evolved; how it has been taught and learned; and what it has come to mean to graduates and staff who have used it. The study is structured as a narrative weaving together multiple strands from staff and student perspectives. The tale begins with a chronological telling of creating, learning, and using the model. It then moves into naming patterns in the story: contradictions, insights, and overlapping conversations. Presenting an account that encapsulates the community memory, two themes emerge: the historical and contextual details of the model's development, alongside its flexibility and capacity for adaptation to different needs and situations. The story of the CCS Action/Reflection model is recorded as a narrative of theory development and pedagogy, which addresses how theological students can learn to reflect in a way that is well defined, beneficial to learning, and integrated into practice.
| Identifer | oai:union.ndltd.org:bl.uk/oai:ethos.bl.uk:578036 |
| Date | January 2011 |
| Creators | Stewart, Lori Joen |
| Publisher | University of Sheffield |
| Source Sets | Ethos UK |
| Detected Language | English |
| Type | Electronic Thesis or Dissertation |
Page generated in 0.0016 seconds