THEO42330: Practical Theology: Context, Practice and Methodology

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• To enable the building of the skill and habit of theological reflection (including familiarity with a range of methodologies) and the integration of theology with practice.

• A series of sessions at the beginning of the module will cover an introduction to the methodology of theological and practical reflection. Sample student-led seminars by previous students are also included in this methodology teaching.
• The outline content for the methodology section is as follows: 1) The history of applied and practical theology 2) The pastoral cycle and other methodologies in practical theology 3) Practical Theology and Pastoral Care 4) The use of the Bible and Tradition in Practical Theology 5) Practical Theology and other disciplines 6) Practical Theology and empirical research. Thereafter students will work in small groups of normally up to ten students. Each class session of approximately two hours will consist of a ninety minute seminar, led by one of the students followed by approximately fifteen minutes group reflection facilitated by the tutor.
• Subjects for the seminars will be agreed by the course leaders. An initial bibliography and seminar outline will be supplied by the students and commented on by the course leaders. Preparatory reading and reflection upon their own experience is expected from each member of the group.
• An indicative list of subjects covered in past seminars is given below:
• - Social Exclusion: the blind and partially sighted
• - Scapegoating: Asylum Seekers
• - Homosexuality and Parish Ministry
• - The interplay of theological and psychological factors in the choice of church music
• - The theological and pastoral implications of dementia
• - The ethics of fund-raising
• - The Human-Animal Companion Bond: a theological, pastoral and liturgical exploration
• - Divorce and re-marriage: marriage discipline in the C. of E.
• - Theological, ethical and pastoral issues raised by Forces Chaplaincy
• - Church and Night-club: exclusive spiritual communities?
• - Spirituality and Mental health Care
• - The theological and pastoral issues raised by the emergency baptism of infants in hospital
• - Jewish-Christian Inter-faith dialogue: does each side really want it?
• In working with post-graduates it is more appropriate to allow the exercise of initiative in choice of subject rather than to work from a prescribed list. However, all subjects selected must be within the following parameters:
• - Relatively narrow in scope so as to be allow effective coverage within a 90 minute seminar
• - Engage with the interface between the theological tradition and practice
• - An area in which the seminar leader either has some experience or is prepared to undertake some research

Subject-specific Knowledge:

• A developed, systematic and critical understanding of methodologies in the discipline of practical theology;
• Experience both of engaging in theological reflection individually and facilitating that reflection as part of a peer group using the full range of theological resources.

Subject-specific Skills:

• Ability to deploy a variety of methodologies in the discipline of practical theology;
• skills in using critically a variety of disciplines, particularly the human sciences, to understand and describe a range of situations;
• ability both to critique existing practice and plan for the development of ministry in complex and unpredictable contexts.

Key Skills:

• Communicate complex information and argument in a clear and orderly way;
• Understanding of a range of complex phenomena;
• Problem posing and problem solving;
• Identification of, respect for and appropriate use of empirical data.

• Through lectures, student led (formative) seminars, class discussion and (summative) essays students will acquire understanding of the concerns and methods of practical theology. The lectures will convey information and exemplify an approach to the subject-matter, enabling students to develop a clear understanding of the subject and to improve their skills in listening and in evaluating information.
• Formative seminars will enhance subject-specific knowledge and understanding both through preparation and through interaction with students and staff, promoting awareness of different viewpoints and approaches. The use of studentled seminars enables students to develop transferable skills in communication and dissemination of ideas to specialist and non-specialist audiences, as well as methodological familiarity and the development of independent learning strategies.
• Summative essays will assess subject-specific knowledge and understanding, along with student skills in the acquisition of information through reading, research, and working with their peers (in the seminars), and in the structured presentation of information in written form.

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