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Narrative Approaches to Teaching Practical Theology: Storytelling, Justice, and Community Building
Proposal abstract :
The project seeks to examine how storytelling can be used as a pedagogical tool in teaching practical theology. Because narrative or storytelling is central to practical theology, it is also critical to consider how storytelling informs the ways in which theological educators teach practical theology. What does it mean for both teachers and students to see each other as co-authors of stories? How can teachers empower students to center their personal stories in practicing theology? How can storytelling be used creatively in the pursuit of justice and community building? As an educator who teaches practical theology in both master’s and doctoral levels, I seek to answer these questions by (1) receiving interdisciplinary pedagogical and clinical training at the semi-annual Narrative Medicine workshop at Columbia University and (2) designing and offering a one-day retreat and workshop titled, “Storytelling and Teaching Practical Theology” for doctoral students in practical theology at Boston University.
Learning Abstract :
Narrative as a theoretical framework has been central to the practical theological
scholarship.ii However, narrative as a pedagogical tool has not been explored in-depth in
theological education. How can storytelling as pedagogical tool be useful in teaching practical
theology? As a teacher who uses storytelling widely for research and teaching, I have found three
main ways that storytelling can be helpful in teaching practical theology. (1) First, the use of
story enables students to honor and privilege human lived experience as a primary source of
theological reflection, which empowers students to claim their narrative agency to tell their
stories of themselves, their communities, and God. It is a way to create a brave space for students
to engage in robust self-reflection. (2) Second, storytelling creates a sense of empathy and
understanding among students because storytelling enables people to experience internal goods,
such as joy, love, and justice, which creates a sense of community within and beyond the
classroom. (3) Third, storytelling can be a form of activism that encourages students to tell their
stories through faith practices as a way to communicate systemic marginalization, suffering, and
the need for change.
The project seeks to examine how storytelling can be used as a pedagogical tool in teaching practical theology. Because narrative or storytelling is central to practical theology, it is also critical to consider how storytelling informs the ways in which theological educators teach practical theology. What does it mean for both teachers and students to see each other as co-authors of stories? How can teachers empower students to center their personal stories in practicing theology? How can storytelling be used creatively in the pursuit of justice and community building? As an educator who teaches practical theology in both master’s and doctoral levels, I seek to answer these questions by (1) receiving interdisciplinary pedagogical and clinical training at the semi-annual Narrative Medicine workshop at Columbia University and (2) designing and offering a one-day retreat and workshop titled, “Storytelling and Teaching Practical Theology” for doctoral students in practical theology at Boston University.
Learning Abstract :
Narrative as a theoretical framework has been central to the practical theological
scholarship.ii However, narrative as a pedagogical tool has not been explored in-depth in
theological education. How can storytelling as pedagogical tool be useful in teaching practical
theology? As a teacher who uses storytelling widely for research and teaching, I have found three
main ways that storytelling can be helpful in teaching practical theology. (1) First, the use of
story enables students to honor and privilege human lived experience as a primary source of
theological reflection, which empowers students to claim their narrative agency to tell their
stories of themselves, their communities, and God. It is a way to create a brave space for students
to engage in robust self-reflection. (2) Second, storytelling creates a sense of empathy and
understanding among students because storytelling enables people to experience internal goods,
such as joy, love, and justice, which creates a sense of community within and beyond the
classroom. (3) Third, storytelling can be a form of activism that encourages students to tell their
stories through faith practices as a way to communicate systemic marginalization, suffering, and
the need for change.