Integrative Learning for Ministry: A Case Study of the Presbyterian School of Ministry in New Zealand

Authors

  • Joseph E. Bush Jr.
  • Twyla Susan Werstein

Abstract

The overarching methodological keystone was to encourage students' critical self-reflection in ministerial practice. This praxeological method informed the entire program, inclusive of but not limited to field education. Four pedagogical contexts were combined in this praxeological program. This article describes the modes and each of its four pedagogical contexts.

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Issue

Volume 30 Responsibility and Accountability in Formation and Supervision in Ministry - 2010

Section

ARTICLES

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