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I don’t pretend that these are subtly phrased and judiciously qualified; I have developed them as I look for bold ways of breaking my students out of some imprisoning assumptions. But the claims are nevertheless serious, and I offer them seriously to you now, in the hope that they might have legs enough to carry them beyond the peculiarities of the Exeter situation.

And one of the services that the University can provide in such a setting is precisely a resistance to this instrumentalizing: a refusal to allow that the subject matter under consideration lines up so neatly with the needs and plans of the churches

By ‘instrumental’, I mean to refer to processes of learning that simply fill in the gaps within a structure we already possess–perhaps providing information to fill in the detail in a picture we have already drawn, perhaps providing skills to enable us to carry out a task we have already formulated. ‘Contemplative’ education, on the other hand, does not leave us in control in this way, but places us before some subject matter that we do not control, and for which our current categories are inadequate. And I take it as clear that although education for ministry will properly involve a certain amount of instrumental learning–training in the performance of certain loan with 500 credit score well-understood tasks (like taking a funeral or chairing a church council)–if it is to be truly theological, if it is to have anything to do with God, it must always also involve ‘contemplative’ learning.

One contrast that I have found gives me useful leverage over the ‘secular’ versus ‘religious’ contrast is that between the instrumental and the contemplative

One way of putting this is that theological education must always include learning which is not ‘for my sake’ or ‘for the job’s sake’–i.e., it must always involve more than learning that simply fits into the structure provided by my existing state or the job I think I have to do; it must involve the kind of transformative learning that takes place when learners are brought into contact with something that they can’t control, and opened up by it. (more…)