Teaching as an act of stewardship: Theology in practice (original) (raw)
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Setting the Vision: The Calling of the Christian Teacher in the Twenty First Century World
Journal of Christian Education, 2008
Consideration of what it means to be an effective holistic Christian teacher leads to an exploration of the concept of vocation and a re-evaluation of the missiological focus of the church. The narrowness of the categories of church-recognised ministries is seen to be a product of the sacred-secular divide into which churches have stumbled. Teaching as a Christian vocation is examined using the framework of the believer's primary calling to be faithful to God and the secondary callings which are the means by which Christians express that faithfulness, including among other things their career(s). The article argues for a pneumatological understanding of fit and fulfilment as prerequisites for teaching as a Christian vocation. The helpful distinction between what is distinctively Christian and what is uniquely so empowers the Christian teacher to work cooperatively with others in a plural environment to bring about transformation that corresponds with the coming new creation.
Living out a calling to teach: A practical theological engagement
Verbum et Ecclesia, 2013
South African teachers are confronted with a plethora of stressors on a daily basis. Often their experience of having a calling to teach is silenced by the realities they have to face. Becoming more aware of the presence of God in their classrooms might turn them into practical theologians. This in itself does not eliminate the factors that cause stress, but it becomes the driving force that keeps them coping in times of duress. Through a constant migration between theory and praxis within the habitus of practical theology, the academic discourses about teachers and about calling are explored. This specific context creates a moment of praxis where they can explore their identity as Christian teachers and their endeavours to create schools driven by their calling. The realisation that they are practical theologians has a profound effect on the different relationship-spheres in which teachers function. Thus they become empowered to be the hands and feet of God in their classrooms and, in turn, serve as agents of hope for their learners and for one another. The human face of reform Many researchers (Brown & Roloff 2011; Collie, Shapka & Perry 2012; Strydom et al. 2012; Vos et al. 2012) have described the occurrence of the loss of hope and the prevalence of stress and burnout in teachers. Bubb and Early (2004:8-13) identify the following as the main causes of stress amongst teachers: excessive administrative work, assessment, poor planning and communication within schools, excessive workload, low morale and lack of motivation, inadequate control and guidance from the Department of Education and concern about salaries. Olivier and Venter (2003:186) report similar results and also list a lack of discipline, unmotivated learners, larger teacher-learner ratios and the new curriculum as significant sources of stress. Cox (in Travers & Cooper 1996:143) reports that educational change is a major source of stress amongst teachers and adds that it is 'not only change, but change on change beyond the control of most educators that is the cause of stress'. Throughout the term of three different Ministers of
High school teachers as agents of hope: A practical theological engagement
This participatory action research journey with teachers from old model C high schools in South Africa investigates the possibility that teaching might be a practical theological engagement that sanctions teachers towards becoming agents of hope for themselves and their colleagues. This qualitative study is built upon an epistemology of a postmodern, postfoundationalist approach to practical theology embodied within a narrative, feminist and social constructionist feminist framework. Such a multi-authored approach to research also creates space for the individual voices of silenced, marginalized and often burnt out teachers to be heard. Through a constant migration between theory and praxis within the habitus of practical theology, the academic discourses about teachers, factors causing stress in their lives and their personal relationship with God are explored. This specific context creates a moment of praxis where teachers can feel empowered and in a position to facilitate social transformation. This research journey thus concerns itself with a critical reflection on the secular and religious aspects as it is understood in the specific context of a teacher. The postfoundationalist approach to practical theology forces a researcher to firstly listen to the stories of people in real life situations and does not merely aim to describe a general context, but confronts the participants with a specific and concrete situation, in this case the state of education in South Africa. Two groups of participants took part in this study. Through conversations the first group conceptualized the factors causing stress in their lives and explored the traditional understanding of having a calling. The question is asked whether the traditional concept of calling is still relevant in the lives of modern day teachers. Concepts like stewardship and servant leadership are offered as alternatives. It is then postulated that the awareness of the presence of God in a teacher’s professional life can change the way that this person perceives a calling, will cope with stress and anxiety, as well as reduce the possibility of them experiencing severe burnout. The second group attended a weekend retreat where these teachers could share hope and encourage each other to take part in healing conversations. They were offered the opportunity to re-author their stories and deconstruct the discourses that shapes their lives and identities as teachers. Subsequently, their preferred identities as teachers with a calling to be stewards for the Kingdom of God were strengthened through conceptualizing the influence that living according to such an identity can have on their relationship with the Department of Education, their colleagues, themselves and their relationship with God. The teachers attending the retreat also defined and conceptualized a school driven by a calling. They further committed to transform their school to becoming such a school driven by a calling. Seeing themselves as practical theologians does not eliminate the factors that cause stress in teachers’ lives, but it becomes the driving force that keeps them coping in times of duress. The participants in this research journey learned that having a calling to teach requires a daily commitment to being in the service of God, to viewing the children and the situation in education in South Africa through the eyes of God. Being a practical theologian creates a different kind of responsibility in the Christian teacher, because they are now accountable to an alternative source than only the Department of Education, they answer to God. Thus they become the hands and feet of God in their classrooms and in turn, serve as guardians and agents of hope for each other. Key words: Practical theology, high school teachers, old model C schools, agents of hope, calling, stewardship, servant leadership, stress, burnout, retreat.
This script was shared along with powerpoint at the New Faculty Workshop on theological education as vocation that was hosted by the Association of Theological Schools, (Oct. 14-16, Chicago, IL). The presenters at the New Faculty Workshop comprised two each of academic deans, associate professors and assistant professors. My presentation, which is entitled “Theological Faculty as Shepherds/Teachers," is given from the perspective of an academic dean in a standalone seminary with a broadly evangelical ethos.
The Vocation of Teaching: Themes and Models from the Presbyterian Tradition
Teaching Theology and Religion, 2002
Historically, the Presbyterian/Reformed tradition has placed a heavy emphasis on education and has honored teaching as an important vocation. This paper begins to explore insights and models that tradition offers to help teachers clarify their calling. The article discusses five themes in Reformed theology and how these themes play out in an educational context, providing examples from one Presbyterian college. The paper concludes by suggesting four ways to think about pedagogy in Presbyterian institutions that are both consistent with Reformed principles and practical in their relevance to teaching and learning.