Flourishing in MinistryVol. 42
In the midst of paradox, personally, professionally, and globally, we take time to notice, celebrate, and learn from the places and practices where CPE educators, theological field educators, spiritual directors, and pastoral theologians are flourishing.
Leaders, thinkers, writers, practiontioners, socialscientists,
spiritual care givers, poets, and protesters all lend their voices
to an exploration of what it means to engage in ministerial
formation in a time of crisis.
Suggested reading for students who are enrolled in Supervisory CPE programs and who are preparing their theory papers.
Volume 40 looks at the many and varied ways ministry changed in the last few years.
Not only has forms of ministry changed, also education has also changed in
order to address the changes that are occurring in how ministry is conducted.
There are authors from many different traditions and religions representing how change
is being felt in many sectors of our experience and in the world.
Volumes 21 - 40 of Reflective Practice are indexed in three different indexes.
BOOK AND MOVIE REVIEWS INDEX
We live in an era of rapid social changes.
One of the most significant changes in westernized cultures in the last seven decades
or so has been the shift in how we understand gender and navigate gender issues socially and politically.
The speed of these changes has been revolutionary, a social and intellectual revolution
that is in many ways still unfolding before our eyes.
In the task of training leaders for professional ministry, is it time we do a critical self-assessment?
Is the way we do supervision, mentoring, and training appropriate to the goal of preparing leaders?
Second, what do we mean by leadership? What are the models of leadership most suited to religious work in the twenty-first century?
A corollary to this latter question might be, Are certain styles of leadership more appropriate
for certain racial or cultural groups or certain kinds of ministry than other leadership styles?
Have we prepared leaders adequately for the particularities and diversity
of the contexts that they will serve in?
What if we took seriously the conceptualization of spiritual care as soul care?
Learning is at the heart of what we do. How does learning occur?
What are the implication of adult education theory for the
distinct work of preparing religiousleaders?
In recent decades, greater attention has been given
to the role and importance of story in a variety of disciplines.
Those who are repsonsible for the formation and supervision
of religious professionals resonate with this emphasis.
How do we employ story in the work of formation and supervision?
Responding to difference.
Situations of difference challenging Formation and Supervision.
Challenges and perspectives on education for ministry.
Symposium on Moral Injury and Spirituality
The Role of Spirituality in Formation and Supervision
Spirituality and Pastoral Counseling
Spiritual Practices in Formation and Supervision
A virtue is a disposition or character trait that is well enough established in its possessor so that it guides action.
In this sense, a virtue may be both a gift and an achievement.
A virtue is also universal and contextual.
The dispositions may be universal but the cultivation of a virtue is particular.
The theme "Formation and Supervision in a Digital Age" presents several perspectives exploring the impact of
information technology on living in general and ministry in particular. The digital revolution has created a new culture with
new language and seemingly infinite possibilities. Not only how we supervise will change but the people preparing for
religious leadership will be shaped by the technology itself.
The theme explores dimensions of responsibility and accountability in formation and supervision
that certainly include but extend beyond a supervisory relationship. Supervision is a relational system that
depends on mutual responsibility, including the capacity to assess the effectiveness of the process.
Anyone engaged in forming or supervising future religious leaders is accountable to a range of
communities and institutions not present in the supervisory relationship.
No one questions the importance of addressing the challenge of diversity for both formation and supervision.
Attending to one's social location has become a critical dimension of self-understanding for ministry.
Programs that expose ministry students, pastoral supervisors, and faculty to diverse cultural, ethnic, or religious settings
are standard in virtually every seminary and common fare at professional gatherings.
What must we learn about responding to religious and cultural difference in order to minister authentically in diverse contexts?
The theme for volume 28 is "Formation and Supervision in the Presence of Fear".
We fear forces we can neither control nor comprehend.
For our time, those fears have been magnified and intensified.
Section I focuses on "Living with Fear Without Being Fearful".
Section II focuses on "When Fear Complicates Ministry/Supervision."
We look at ways in which fear enhances or impedes formation and supervision,
depending in part on how it is used.