Learning Outcomes

The purpose of this module is to critically explore the constructive relationship between theological reflection and articulation on the one hand, and the socio-cultural contexts in which such reflection and articulation take place on the other. The fundamental questions guiding this exploration are: (1) what is the relationship between a theology and its context; (2) in what ways are theology and context mutually influenced and determined; and (3) what is the role of the local church?

On successful completion of the module a learner will be able to:

• Demonstrate knowledge of the purposes and objectives of a variety of approaches to theological contextualization.
• Compare the different approaches to theological construction in context.
• Articulate an understanding of how culture and worldview impact theological reflection, with particular reference to theologizing in the context of the local church.
• Propose a theological model for theological construction in context.
• Interpret sacred, human and social texts in contextually appropriate ways.
• Employ practical theological research methodology to identify a specific pastoral concern.
• Design and implement a practical theological intervention to address a particular pastoral concern.

h3. Module Content

The church's ability to engage its cultural context is analyzed in the light of its commitment to the gospel (Axiology). The aim of this module is to help learners develop a proficiency in their understanding of the interaction between church, gospel and culture as a basis for doing local theology.

The module commences with an introduction to the historical and contemporary relationship of the local church to the culture that houses it. Learners are introduced to the culture and customs of the Old and New Testaments. Particular consideration is given to the church¬?response to different cultural contexts through the ages. The learner is required to show an understanding of the relationship between the local church and the theological task of doing theology in context and to be able to discuss areas of difficulty that arise from the study.

The local church's commitment to the gospel is explored. Learners will be exposed to the contextual nature of theology while exploring this seminal question: how can the church be faithful to the gospel and relevant to the particular culture, without falling into syncretism? Learners will be required to articulate the contextual nature of theology while being able to highlight the positive and negative implications of this fact.

The theological and cultural underpinnings of the role, purpose and function of the local church in its context are examined. Special attention is given to the culture of disbelief, since it seems to describe the context for many churches in so-called post-modern societies. Theories of cultural analysis are outlined as a means of introducing the necessarily local influences in the construction of any theology. Different schools of understanding the nature of contextualization will be discussed and examined in detail. Special attention will be given to translation, anthropological, praxis, synthetic and cross cultural communication models. The learner is required to evaluate the issues that arise from this study and to be able to select an appropriate approach in a given context.

h3. Residential Phase: Intensive week

|Day|Session|Content|Reading| |1|am|Reflection on reading and initial feedback on research findings|Reader| | |pm|Reflection on the local Church¬?challenge to live between gospel and culture|Teaching Church presentation| |2|am|Understanding the challenge of contextualisation: sacred, human and social texts|H. R. Niebuhr, Christ and Culture. ¬?e Culture of Disbelief¬?n S.L. Carter, The Culture of Disbelief| |2|pm|Exploration of different expressions of the church in the quest to correlate faith and context|Excursion arranged by the teaching Church| |3|am|Models of theological construction in context I|S. Bevans, Models of Contextual Theology| |3|pm|Models of theological construction in context II|¬?e Meaning of Contextuality in Christian Thought¬?n D. J. Hall, Thinking the Faith. ¬?at is Local Theology?¬?n R. Schreiter, Constructing Local Theologies| |4|am|Who does local theology?|¬?e Church as Apologetic: A Sociology of Knowledge¬?n T.R. Phillips and D. L. Okholm, Christian Apologetics in the Postmodern World.| |4|pm|The art of ¬?ing¬?heology in the local church|S. Bevans, Models of Contextual Theology| |5|am|Attending worship together and debriefing| |

h3. Teaching Strategies

Learners will learn through reading, cohort groups, lectures, discussions, personal and group research and assessment comments on their work.

h3. Specialist Facilities/Equipment

In addition to the standard lecture and tutorial room requirements needed to deliver this module, a number of specialist facilities and equipment are required. Each learner is required to have ready personal access to audio and video tape equipment, the internet and e-mail services. Tabor College (Vic.) has the production facilities required to reproduce multiple copies of audio and visual tapes, and printed materials. The College also has the computing facilities needed to: maintain the internet site for the transmission of teaching materials; post learner results; provide e-mail contact between learner and teaching and administrative staff; and service the e-mail needs of learner to learner/s contact.

h3. Contact Time

One semester of 40 hours equivalent of lectures and tutorials. As the delivery of this module will involve individual and cohort group study using readers, DVDs, video tapes and audio tapes, the class contact time may be less than 40 hours. It is expected that the equivalent of 200 hours will be spent in private and cohort group study of the specialised teaching materials and class time. The actual class time that would be spent in lectures/tutorials during the residential phase for this module will be no less than 20 hours.

h2. Assessment

h3. In preparation for the Residential Phase:

Exam 10% - students are required to read all the required texts (approximately 1000 pages) prior to the first day of class. Students are required to meet in cohort groups fortnightly to discuss the issues raised in the reading. The exam questions will help students to focus on the various readings that are sent out weekly. Each reading will have an exam question related to the content within the reading. The exam question is essentially open book and is prepared at home and should be no longer than four pages in length. Students may choose any question from any of the readings and need only submit one exam.

Reflection report 10% - for one of the required texts, students are required to write a 4-5 page (typed, double spaced) paper summarizing what they believe to be the most important ideas from the readings, why they feel they are significant, and how they relate to the student¬?ministry context.

Research projects 30% - Students are required to start a basic empirical research project in the cohort group. The aim of the research project is to identify the pastoral concerns in the areas of doing Practical Theology in context. The preliminary findings should be made available during the residential phase of the module.

h3. Post Residential Phase

Major assignment/project (7000 words) 40% - In discussion with the module co-ordinator (both in-class and by e-mail), students choose a contemporary issue that requires theological reflection. Students are required to research this topic, and reflect on the process of going about formulating theological perspectives on this topic. In this task the student should: engage some of the material read and discussed in class and reflect upon key ideas¬