The Contemplative Bow in Teaching and Learning Pastoral Care

Abstract

Abstract This article elucidates theoretical underpinnings for the use of one's self in the pastoral theological classroom. The contemplative bow is developed as a capacious metaphor to describe appropriate self use and its necessary importance in the teaching and learning of pastoral arts in a theological curriculum. Central to the argument is the assumption that effective teaching and learning in pastoral care emerges from awareness and knowledge of self as well as letting go of self in beneficial service with others. Analytical engagement of educational, theological, and psychological theory informs practice for the professional school classroom.

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