Exploring the relationship between theology and learning through the lens of disruption

Abstract

As in many other contexts, for theological education practitioners, successful teaching and learning outcomes not only include students’ clear comprehension of curriculum content but also the cultivation of skills to contextualise learning in multiple, unforeseen circumstances. In other words, academic achievement and personal/spiritual formation are inseparable. My research suggests that disruptive pedagogies (whether related to what is taught or how) are a foundational pedagogical tool that not only equip students to gain and understand new information but skills learners in practising the imaginative posture required to use their learning in real world situations. Against a larger backdrop, this conversation will explore: (a) The pedagogical and sociological factors implicated in (what I call) disruptive-inclusive learning, (b) How my work concerning the nature of the relationship between theology and pedagogy could contribute to a wider framework for considering the learning methodologies and methods indicated by a range of subject disciplines, and (c.) how such discussions, in turn, may lead to richer, more holistic and integrated approaches to LD more generally.

 - What are the biggest challenges in developing a dialogue between the how and the what of teaching and learning (i.e. curriculum content and T&L methodologies/ methods)?

 - What categories of learning disruption are specifically associated with different subject areas? As learning practitioners, do we equip learners to embrace or avoid these disruptions?

 - Did we/ what did we learn from the pandemic about operating in and preparing for the unknown and unforeseeable? What might the next phase of this be?