This page includes some of the resources from the online programme that David has created for everyone who contributes to ministerial formation. Those with access to the Church of England’s Common Awards Hub can view the programme via the Staff Menu. If you don’t have access to the Hub, there is a version on the Anglican Communion Moodle site that allows guest access. Information on how to register for the programme on the ACO site will appear here shortly.
The programme draws on a range of resources from a variety of sources. Collected here are some of the videos and papers David has created for the programme.
Introductory Video: This video provides an overview of the purpose of the programme.
The concept of a practice: This video provides an introduction to the idea of a practice first developed by Alasdair MacIntyre as part of his account of virtue ethics. It’s important is that practices not only provide the framework within which the virtues develop but are also a knowledge structure: most of what we learn is related to practices.
The cycle of experiential learning: A video providing an introduction to the psychology of learning.
Communities of practice: A video introducing the work of Etienne Wenger-Trayner and his colleagues on communities of practice.
Theological reflection: A paper drawing on the most up-to-date research to explain the role of theological reflection in both everyday life and ministerial training.
Academic and everyday theology: Theology in the academy is a specialised intellectual pursuit. But in everyday life theology is an orientation of the whole life. How are these two meaning of ‘theology’ related? This video provides an introduction.
Why does ‘academic’ theology disable ministry: David’s article published in Practical Theology 15.4 in October 2022.
Designing learning tasks: A paper describing the process of design
Aims and objectives: Being able to specify what you hope your students will learn is an essential element in learning design. This paper explores the reasons why.
Aims and learning outcomes: But how does the subject specialist teach their subject in a way that enables ministry? This paper explores the question.
Reviewing subject content: And having specified the aims and objectives, how does the subject specialist decide on the most appropriate content? This paper draws on some of David’s work for Reimagining Ministerial Formation to make some suggestions.