Phillips Theological Seminary : 2003 Seminar
Participant Information
Institution Name: Phillips Theological Seminary
Address:
901 N. Mingo Road
Tulsa, OK 74116
Phone: 918-610-8303
Key Contacts:
Joseph Bessler-Northcutt, Associate Professor of Theology
John M. Imbler, Associate Professor of Disciples Studies
Janet W. Parachin, Assistant Professor of Practical Theology
Don A. Pittman, Dean
Bernard Brandon Scott, Darbeth Distinguished Professor of the New Testament
William Tabbernee, President
Address:
901 N. Mingo Road
Tulsa, OK 74116
Phone: 918-610-8303
Key Contacts:
Joseph Bessler-Northcutt, Associate Professor of Theology
John M. Imbler, Associate Professor of Disciples Studies
Janet W. Parachin, Assistant Professor of Practical Theology
Don A. Pittman, Dean
Bernard Brandon Scott, Darbeth Distinguished Professor of the New Testament
William Tabbernee, President
Description
The Phillips faculty has identified “the role of critical reflection as a central issue.” In particular, the faculty want to look at the faculty’s ability to teach critical reflection skills, the developmental nature of curricula in enhancing critical reflection skills, and how to help students learn to employ critical reflection in learning and ministry. In particular, the faculty’s aim is to see how the curriculum may be understood and crafted to equip students to think critically as students and pastors. The faculty will look at cultural issues working against this aim and meet together in various settings to review the process of critical reflection and to address especially issues around reading and writing skills central to critical reflection. At the end of this project, the hope is that the faculty may deal directly with how the curriculum might be revised to express the learning from this project.
The Phillips faculty has identified “the role of critical reflection as a central issue.” In particular, the faculty want to look at the faculty’s ability to teach critical reflection skills, the developmental nature of curricula in enhancing critical reflection skills, and how to help students learn to employ critical reflection in learning and ministry. In particular, the faculty’s aim is to see how the curriculum may be understood and crafted to equip students to think critically as students and pastors. The faculty will look at cultural issues working against this aim and meet together in various settings to review the process of critical reflection and to address especially issues around reading and writing skills central to critical reflection. At the end of this project, the hope is that the faculty may deal directly with how the curriculum might be revised to express the learning from this project.