Reflective Practice - Formation and Supervision in Ministry (E-Journal)
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The Power of Dialogue in Adult Learning
Get PDFHow do adults learn? They learn best when they are in dialogue, when they are engaged, when they are the subjects (that is, the decision-makers) of their own education and not just objects, and when their cultural and personal context is understood. A system was emerging that showed and used the power of dialogue
Liberative Learning: A look at CPE through the Lens of Black Feminist and Womanist Theology
Get PDFIn this brief essay, I want to reflect upon Clinical Pastoral Education (CPE) from the vantage point of Black feminist and womanist theology by referencing several key Black feminist and womanist theologians and scholars. My thesis is that Black feminist and womanist theology offers a helpful framework for understanding the work of CPE, which is largely a process of adult transformation and learning
The Gifts of One Hour: Strategies for Reflective Supervision
Get PDFSpecifically, in this contextual learning space the supervisor-mentor is critical for guiding and directing the student into ministerial experiences— particularly those agreed upon through the Learning-Serving Covenant— with the student’s formation for ministry in view. The supervisor-mentor also provides access to a breadth of experience so that the student has the opportunity to explore the range of ministerial arts and gain a stronger sense of the contours of their call
SECTION 2: CREATIVITY AND METHOD IN EDUCATION - Editorial Introduction
No full textAsking the question How do adults learn? leads to an exploration of more creative ways to teach that are appropriate and effective in forms of non-cognitive learning such as emotional learning, attitudinal learning, or the learning of practical wisdom. Does transformative learning or emotional intelligence require a different pedagogy? What new and creative educational methods are necessary? Are the traditional CPE methods of learning still adequate to the challenges of today? Have seminaries and professional training programs clung too tightly to educational methods that are most suitable for cognitive learning, assuming that cognitive learning always translates to emotional and spiritual learning
Reflecting Theologically by Creating Art:Giving Form to More Than We Can Say
Get PDFImagine being a theology student in my course Doing Theology Aesthetically. I have invited you and the other students to choose a personally significant theological question about which you have strong feelings, to gather objects from home that express associations with, aspects of, or feelings about the question, and to bring the items to class to create a mixed-media sculpture.1 Think for a moment about your question and consider what items you would collect. Notice your experience of this mental exercise or perhaps your reaction to the prospect of doing it
The Soul of Discernment: A Spiritual Practice for Communities and Institutions, by Elizabeth Liebert
No full textReviewed by Susan S. Phillip
When a CPE student has a Traumatic Brain Injury: Implication for Learning.
No full textFactors involved in accepting a student into CPE who has traumatic brain injury. This case concerns the acceptance of Sandy, a Roman Catholic layman in his mid-sixties with a long-standing traumatic brain injury (TBI), into a summer Level I CPE program at Upstate Medical University Hospital in Syracuse, NY
