Wondering About God Together.
Research-Led Learning and Teaching in Theological Education
Index
Welcome and Introduction of Keynote Speakers3
Program, Friday 28th April4-5
Program, Saturday 29th April6-7
Abstracts of Papers – Keynote Speakers (Andrew Dutney & Steve Taylor)9-10
Abstracts of Papers – Parallel Sessions (alphabetical by presenter)11-24
Provision for Personal Notes25-38
SCD Press – Announcement39
– Early Christian Studies Series40
– Prayer & Spirituality Series41
– Order Form42
SCD Initiatives: Learning & Teaching Theology Blog; Australasian Centre for Gospels Studies43
Teaching Tactics44-46
Future Events47-49
Conference Feedback Form50
Professional Development Certification51-52
Welcome & Introduction
Welcome conference delegates!
With four keynote addresses and thirty papers from delegates, Wondering about God Together promises to be a rich time of interaction about Research-Led Learning and Teaching in Theological Education.
To introduce our two keynote speakers:
Andrew Dutney
Rev Prof Andrew Dutney teaches Systematic Theology within the Adelaide College of Divinity and Flinders University.He is the Principal of Uniting College for Leadership & Theology. He is the immediate Past President of the national Assembly of the Uniting Church in Australia.Andrew was the foundation Principal of Uniting College for Leadership & Theology (2009-2012), Principal of Parkin-Wesley College (2001-2008) and the foundation Director of the Centre for Theology, Science & Culture (1998-2001).He was the chairperson of the SA Council on Reproductive Technology (1996-2006).He is widely published in theology and ethics and provides regular media comment on religion, ethics, spirituality and society.
Steve Taylor
Rev Dr Steve Taylor is Principal, Knox Centre for Ministry and Leadership. Steve was born in Papua New Guinea and initially worked on orchards in Central Otago before training for Baptist ministry and serving in church planting and pastoral ministry in Auckland and Christchurch. He has lectured for Laidlaw College, Uniting College for Leadership and Theology and Flinders University and as an Adjunct Lecturer at Carey Baptist College, Fuller Theological Seminary, Tabor College, University of Otago and Charles Sturt University.His interests are in missiology, practical theology, indigenous Christologies and popular culture. He has been a film reviewer for Touchstone magazine since 2005, is the author of The Out of Bounds Church? and Built for Change and gained a Flinders University Vice-Chancellors Excellence in Teaching Award in 2015. He speaks across a range of denominations and countries in areas of innovation, missiology and being church today.He joined the Knox team in 2015 as Principal, after serving as Director of Missiology, Post-graduate Coordinator and Principal of Uniting College for Leadership and Theology in Adelaide, Australia. He is married to Lynne Taylor and they enjoy two teenagers and the beauty of Otago Peninsula.
The program shows the venue of the various papers. Morning and afternoon tea will be served in the open area outside the auditorium, and lunch will be served in the dining room. Gill McPherson provides valuable assistance for all our practical needs during the conference.
Enjoy your time, wondering about God together.
Peter Bolt, SCD Academic Director
Conference Program
FRIDAY April 28th
9:15-9:50 am Registration
9:50-10 am Introduction
Diane Speed, Sydney College of Divinity
10-11am Keynote Address 1 (Main auditorium)
Andrew Dutney, Uniting College for Leadership & Theology, Adelaide College of Divinity / Flinders University
Topic:Remembering the Future: the contribution of historical research to innovation in theological education (Part 1)
11.00−11.30amMorning Tea
11.30am -12.30 pm Keynote Address 2 (Main auditorium)
Steve Taylor,Knox Centre for Ministry and leadership, Dunedin NZ
Topic:Researching the future: the contribution of flipped learning to innovation in theological education
12.30-1.30pmLunch
1.30-3pm Parallel Sessions
Main AuditoriumRoom 3Room 2
Domain 1 (Student Experience)Domain 3 (Learning & Teaching)Domain 4 (Research & Res Training)
David McEwan(Nazarene Theological College, Sydney College of Divinity)
“Unite the Pair so Long Disjoined, Knowledge and Vital Piety”. What is the role of Research in this Process? / Stephen Smith
(Australian College of Ministries, Sydney College of Divinity)
Moving from instruction to inquiry: How Complexity Theory Informs Work Integrated Learning / Sarah Hart
(Good Shepherd College, Sydney College of Divinity)
Texts and Interpreting: From Classical Music to Biblical Studies
Bruce Hulme
(Tabor College)
A Vision for the Good Life: Shalom as the Telos of Christian Formation. / Peter Mudge & Dan Fleming
(The Australian Institute of Theological Education)
“To take you where you do not wish to go”. Extending the telos of online theological education / John Capper & Merryn Ruwoldt
(University of Divinity & Australian Lutheran College)
Shaping the Shared Narrative: Foundational Professional Development for Theological Educators
Bruce Stevens
(Charles Sturt University)
Spiritual Learning: Naming the Un-named / Hanna Hyun
(Korean School of Theology, Sydney College of Divinity)
A Study of a new pedagogy in the theological education: Designing a Flipped Classroom in a Practical Theology Course (Mission & Justice) / Nikolai Blaskow
(Bangor University/ Charles Sturt University)
The Nature of Wonder … Research Led Learning
Conference Program – Friday 28th (continued)
3-3.30pmAfternoon Tea
3.30-5pmParallel Sessions
Main AuditoriumRoom 3Room 2
Domain 3 (Learning & Teaching)Domain 1(Student Experience)Domain 4(Research & Res Training)
Jim Harrison(Office of the Dean, Sydney College of Divinity)
Making Exegesis More Interesting and Authentic: A Documentary and Archaeological Approach to Teaching Galatians in the Classroom / Peter Carblis
(Uni Newcastle/ Sydney College of Divinity)
The New Covenant as an Outcomes Framework for Christian Education and Ministry / Peter Bolt
(Office of the Dean, Sydney College of Divinity)
Deep Learning without Scratching the Surface? Research in the Internet Age
Domain 1 Domain 2Domain 4
(Student Experience Analytics)(Learning Environment)(Research & Research Training)
John Reddin(mobile.Learning.io)
Deploying An Effective Mobile Solution for Theological Higher Education Institutions / Leon O’Flynn
( Australian College of Ministries, Sydney College of Divinity)
Malcolm Knowles: An Unrealized Potential / Denise Goodwin
(Catholic Theological College, University of Divinity)
An Approach for Deep Theological Learning in Research Methodologies
Martin Olmos
(Moore College)
Making Good Practice Affordable: Understanding Your Students with Learning Analytics / Bruce Allder
(Nazarene Theological College, Sydney College of Divinity)
Theological Education in Context: Examining the Delivery of Theological Education in a Multi-cultural Setting / Bill Salier
(Youthworks College)
Research-Led Teaching: Finding a way in a small college context
5pm Drinks & Nibbles
7.30pmDinner
Conference Program
SATURDAY April 29th
9:15-9:50 am Registration
9:50-10 am Introduction
James Harrison, Sydney College of Divinity
10-11am Keynote Address 3: (Main auditorium)
Andrew Dutney, Uniting College for Leadership & Theology, Adelaide College of Divinity / Flinders University
Topic:Remembering the Future: the contribution of historical research to innovation in theological education (Part 2)
11.00−11.30am Morning Tea
11.30am -12.30 pm Keynote Address 4 (Main auditorium)
Steve Taylor,Knox Centre for Ministry and leadership, Dunedin NZ
Topic:Researching the future: the implications of activist research for theological scholarship
12.30−1.30 pm Lunch
Conference Program– Saturday 29th (continued)
1.30 −3.30 pm Parallel Sessions
Main AuditoriumRoom 3Room 2
Domain 6 (Governance)Domain 2(Learning Environment)Domain 3(Learning & Teaching)
Geoff Treloar(Australian College of Theology)
The perils of academic freedom: the Australian College of Theology as an Australian University of Specialisation? / Darren Cronshaw
(Australian College of Ministries, Sydney College of Divinity)
The Relational Teacher: Sharing Life as Vocational Essence / Andrew Jaensch
(Australian Lutheran College)
Is the God of the Bible an Ugly Bully? Helping Bible Students come to terms with violence in the biblical text
Barry Spurr
(retired; former Professor of Poetry,University of Sydney)
Academic Freedom in the Thought-policed university: Challenges for Christian educators today / Ian Hussey
(Malyon College)
The Contributors to Spiritual Formation in a Theological College / Ben Chenoweth
(Melbourne School of Theology)
The Pedagogy of Biblical Fiction: Where Research and Creativity Collide
Dean Smith & Rob Fringer
(Nazarene Theological College, Sydney College of Divinity)
Exploring the Nexus Between Academic Freedom and Ecclesial Expectations / Craig Tucker
(Graduate Research School, Sydney College of Divinity)
Church Plant Launch Teams as Learning Communities / NisarMasih
(Nulsarang Presbyterian Church Sialkot Pakistan)
Contextualization of theology and Mission among Muslims
Dennis Nutt
(Australian College of Ministries, Sydney College of Divinity)
Governance and Research / Domain 1(Student Experience)
Alan Galt and Rosemarie Say
(NSW College of Clinical Pastoral Education, Sydney College of Divinity)
“Why God have you abandoned me?”. Reaching Mature Theological Understandings in Times of Desolation / Debra Snoddy
(Catholic Institute of Sydney, Sydney College of Divinity)
Window, Mirror and Icon: Reimund Brieringer’s Ways of viewing the Revelatory Text
3.30−4 pm Afternoon Tea & Close
Abstracts – Andrew Dutney
[Abstract to be handed out separately]
Abstracts – Steve Taylor(& Rosemary Dewerse)
Researching the future 1: The Contribution of Flipped Learning to Innovation in Theological Education
The focus of this paper is learner-centered teaching. Research shows that only 5% of university class time involved active student participation (Maryellen Weimer,Learner-Centered Teaching, Jossey-Bass, 2002). This is considered in relation to the particular demands of teaching theology, which include a student cohort that is often mature and highly invested.
A number of strategies to increase student participation are outlined, drawn from the authors’ own experience. These include attention to classroom interaction, industry-shaped assessment, tutorial design, curricula development and flipped learning.
Given flipped learning is a recent innovation being shaped by changes in technology, it is considered in more depth. Three lines of inquiry are pursued, including as a strategy for increasing student participation, integration with Bloom’s taxonomy and in dialogue with current research into transformative learning, in particular the role of technology in learner centred teaching.
The argument is that learner-centred teaching needs to take technology seriously. However this needs to be nuanced, given that teaching is a profoundly social activity. Paying attention to the voice of student peers is an essential dimension of the learning experience. While technology is an important innovation in attending to this dimension of teaching, equally as important are the pedagogical strategies that enable learners to appreciate agency in themselves and their peers.
Researching the future 2: The Implications of Activist Research for Theological Scholarship
The focus of this paper is research-led teaching. The conference theme, of wonder, is applied to the actions of researching our teaching. The notion of researching our teaching raises important identity questions in relation to research, researched and researcher.
The insights of activist research are applied as a theoretical framework which enables us to attend to our identity as theologians (speaking of God’s Kingdom) and teachers (wanting to impact students).
The implications of action research are further developed by undertaking a sector survey. This involves applying the work of Ernest Boyer to an analysis of journals, sector bodies and publications in theology. What emerges is a picture of a sector that has prioritised research in the domain of discovery, yet has given little encouragement to the domain of research from teaching and learning.
This is inconsistent with the multiple investments, both as educators and from our key industry partners, who work with us in this sector. I propose four theses:
- Each of us are activist researchers because we care about our content and our communities
- Our denominational stakeholders value activism, our teaching more than our research
- We as a theological sector are weak overall in our research outputs
- Researching our teaching as activist researchers provides an opportunity for us to align our multiple investments and investors and attend to our weakness as a sector
To make this concrete, I outline a set of first steps, under headings of informal research, institutional feedback and researching practice. In the midst of massive social change, the invitation, and imperative, is for us as a theological sector to wonder together by researching our teaching practice.
Abstracts – Parallel Sessions
(Alphabetical by Presenter)
Bruce G Allder (Nazarene Theological College, Sydney College of Divinity)
Theological Education in Context:
Examining the delivery of theological education in a multi-cultural setting.
This paper examines the Culturally and Linguistically Diverse (CALD) program offered through Nazarene Theological College (NTC) in Brisbane as a means of engaging theological education in context. The theoretical framework for this exploration is based upon Rupen Das’ models of theological education (Das, Connecting Curriculum with Context). The Church of the Nazarene, as a major stakeholder for NTC, requires a “Jerusalem” or “Missional” model of theological education for its leaders globally. According to this model, context is a focus pedagogically, but there is a tendency to overlook the role of context by impatient missional leadership. The CALD program, with its emphasis on context, can provide a vehicle for re-engaging context within a Missional Model of theological education, and potentially expanding that model. It can also provide a language to assist in conceptualising contextual theological education. The interaction of contextuality issues within the higher education experience can then provide a means for learning and teaching, that leads to fulfilling the third of the “Teaching and Learning Outcomes” suggested by the Council of Deans of Theology for a Bachelor of Theology award.
The CALD program directed into Fiji is used to illustrate the challenges of delivering an SCD approved unit in a facilitated on-line format within a multicultural setting. A brief history of why and how NTC has developed this program is given, and located in the context of the Church of the Nazarene’s own focus on education. From this experience, lessons that are being learned are articulated and suggestions for a positive way forward are given.
Nikolai Blaskow (Bangor University, Wales, UK/ CSU, Canberra)
The Nature Of Wonder … Research Led Learning
Writing on the cusp of World War II, Walter Lippmann pointed to a way of wonder that opens before the inquisitive mind, defining it this way:
[the] things that are undertaken not for some definite, measurable result, but because someone, not counting the costs or calculating the consequences, is moved by curiosity, the love of excellence, a point of honor, the compulsion to invent or to make or to understand. In such persons [humankind] overcomes the inertia which would keep it earthbound forever in its habitual ways. They have in them the free and useless energy with which alone [humans] surpass themselves. Such energy cannot be planned and managed and made purposeful, or weighted by the standards of utility or judged by its social consequences. It is wild and it is free.
Lippmann points out that heroes, saints, seers, explorers and creators are all inspired by such wonder, and a passion,
which is unintelligible in ordinary terms. No preconceived theory fits them. No material purpose actuates them. They do the useless, brave, noble, the divinely foolish and the very wisest things that are done by [humans]… They do not know what they discover. They do not know where their impulse is taking them. They can give no account in advance of where they are going or explain completely where they have been. They have been possessed for a time with an extraordinary passion which is unintelligible in ordinary terms.
The paper posits that Friedrich Nietzsche (1844–1900) qualifies as such an adventurer, a saint, and a seer: that being driven by the divine passion, we have much to learn from him about the wonder of undergoing, overcoming and becoming which he learned from the Christ of the Evangel.
Peter Bolt (Sydney College of Divinity)
Deep Learning from a Shallow Surface? Encouraging Good Research in the Internet Age
The internet presents learners with ready access to a vast amount of information, and a vast number of potential conversation partners. The internet has inevitably affected student learning and will continue to do so. Despite creating an enormous shallow surface it nevertheless presents opportunities for ‘deep learning’. However, not all ‘deep learning’ is ‘worthwhile deep learning’, which ought to be the desirable educational outcome — especially for theological education. In order for this outcome to be achieved through learning led by internet-assisted research, certain pitfalls need to be avoided. Examining online learning in terms of a fog-clarity spectrum, Baggaley identifies five factors that increase fog and reduce clarity. The expansion of informational and conversational opportunities through rapidly changing technology also creates a learning environment which inhibits worthwhile research through such observable phenomena as: unprecedented opportunities for ‘bubble and hype’, the problematic ‘recency effect’, the encouragement of narcissism, the insidious danger of ‘blogfuscation’, and the economies of the short-cut.
In the Higher Education sector, educators need to avoid such pitfalls themselves and take a lead in promoting good research practices for other learners in the internet age. With a long and rich heritage of research-led learning, theological educators in particular need to take a lead in promoting worthwhile internet-led research to achieve the outcome of deep learning that is also worthwhile.
John Capper (University of Divinity)Merryn Ruwoldt (Australian Lutheran College)
Shaping the Shared Narrative:
Foundational Professional Development for Theological Educators
Professional teaching expertise is an expectation set by the Higher Education Standards Framework, a norm assumed by students and stakeholders, and an outcome achieved by various means at different institutions. The University of Divinity has adopted the strategy of engaging staff in a Graduate Certificate as part of their ongoing commitment to providing quality teaching. The award has been benchmarked with local and international practices. This has resulted in an award in which the professional development is directly engaged with teaching practice, each teacher engages with peers, peer groups are connected to mentors, and resources are provided to support good practice and assist emerging teachers to reflect on their own emerging skills and professional identity.
This paper outlines the shared journey of the course creation, the initial delivery strategies, assumptions about the teacher learners and the unfinished tale of our individual and collective search for identity as theological educators. It is authored by an educator with expertise in theology and a theologian with a passion for education. This, as they say, is their story, but it is also our story, the story of what it means to be called as a theologian and an educator.