Page 91 - EMCAPP-Journal No. 7

Christian Psychology alive

own experiences developing a course on For- we need to model in front of them our own
giveness for counselling and pastoral students, engagement with similar learning tasks.
and look at how common concerns in practical (Hess & Brookfield, 2008, pg. 13)
theology of student formation, academic ma-
stery and pastoral/clinical skill acquisition play Authenticity is the watchword among our stu-
out. We will conclude by looking at impact from dents today. The emerging and emergent church
a seminary course that moved beyond the stu- has captured this quality in their attempts to re-
dent into the church. form Christian community and the meaning of
Church. Yet in Christian higher education the

The culture of seminary education and for- process of becoming a respected academic is
mation of theological teachers largely disconnected from what qualifies as “au-
Mary Hess and Stephen Brookfield (Teaching thenticity”. Success in the academy rewards di-
Reflectively in Theological Contexts, ed. Mary ligent obsessive-compulsive workaholism, not
E. Hess and Stephen D. Brookfield 2008) re- reflective authenticity. In fact, in my own expe-
cently indicated their belief that theological rience, being transparent about one’s opinions
education is unique in its concern about the in graduate school was genuinely hazardous to
movement of the Holy Spirit and desire to en- finishing the program of study for several col-
gender personal qualities such as empathy and leagues. Consequently, faculty like myself are
compassion in graduates. They go on to recom- in need of learning how to practice authenticity
mend to seminary faculty three approaches to as teachers often with poor models to draw on
support spiritual formation in their teaching: 1) from our own experience. Hess & Brookfield
continual researching our pedagogy, evaluating comment:
how our teaching is carrying out this important
project; 2) honoring student experience in our In an authentic pedagogy this mirror is one
classes by employing respectful teaching strate- that students as well as the teacher can peer
gies; and 3) using teaching methods that create into so that the connections between the
teacher’s inner ruminations and her external
reflective engagement with the texts, peers and actions are made public knowledge. Students
the teacher. recognize teachers as authentic when those
Respect for student experience is evidence in teachers are perceived to be allies in learning
theological instruction by asking students to who are seen as trustworthy, open, and ho-
analyze texts in the light of their experiences nest in their dealings with students. Collo-
(Hess & Brookfield, 2008). The meaning of the quially students often say that such teachers
term “respect” is “to regard” or “to look again” “walk the talk,” “practice what they preach.”
with at others, implying perspective taking lea- Have no “hidden agendas” and that with
ding to regard. According to Hess & Brookfield such teachers “what you see is what you get.”
(Hess & Brookfield, 2008, pg. 14-15)
it also means believing in student abilities to
meet challenges arising from “disorienting di- My experience in the classroom confirms this.
lemnas” they may encounter in our classrooms, Students want to know if I really believe what
which challenge their assumptions or present I teach, or is what I talk about just my power
new lenses with which to view the world. position talking a party line. Do I have doubts
As a teacher in practical theology and counsel- about my theology? What ideas do I struggle
ling in a graduate theological school, I have to with most? How do I live out what I believe?
model my own willingness to wrestle with chal- How have I changed what I believe over time
lenges in understanding and applying biblical as the result of both theological reflection and
teaching, theological concepts and behavioral life experience? What difference does Christi-
science findings. Hess & Brookfield note: an doctrine make for pastoral care, or Christian
counselling? Can psychological research help
Before asking students to engage in any lear-
ning process that involves risk, discomfort, pastors and therapists to relinquish bitterness
or challenge (things that always accompany and bring grace and freedom to parishioners?
thinking critically about faith, for example) Is this incompatible with the Word of God.
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