Spirituality in Ministerial Formation

The Dynamic of Prayer in Learning

By Andrew D. Mayes

University of Wales Press

Copyright © 2009 Andrew D. Mayes
All rights reserved.
ISBN: 978-0-7083-2224-6

Contents

Preface,
Introduction,
Part I Formation Past and Present,
1 Models of theological education in the first millennium,
2 Models of theological education in the second millennium,
3 The advent of the formation paradigm in Roman Catholic and Anglican traditions,
4 Perspectives on formation in the Free Church and Orthodox traditions,
5 Emerging themes, contemporary issues, research questions,
Part II The Role of Prayer in Formation: Findings and Reflections,
6 Theological and empirical approaches to prayer,
7 Life-giving waters: towards a pneumatology of formation,
8 Dark waters: formation, prayer and the experience of inner change,
9 The meeting of the waters: formation, prayer and theological knowing,
10 Rivers in the desert: formation, prayer and postmodern mission,
Part III Possibilities for the Future,
11 Conclusion: benefits of the formation paradigm and proposals for renewed practice,
Bibliography,

CHAPTER 1

Models of theological education in the first millennium

Introduction to chapters 1 and 2

At the heart of this study is the concept of ministerial formation, and chapters 1 and 2 explore its historical antecedents – paradigms of leadership training that have served the Church in the last two millennia. They will identify six major models and describe their chief characteristics, especially as they touch on issues of concern to this study: What concept of theology is in view here and how is this related to spirituality? What forms of prayer does this model require and what are their purposes? What view of leadership/priesthood does this model engender? How does this model challenge contemporary training of priests and leaders?

While a comprehensive historical account is not attempted, successive (and overlapping) models will help to tell the story of how the Church has prepared and equipped its leaders over twenty centuries. The methodology involves returning to key figures and primary texts. In our encounter with these texts we shall be guided by Sheldrake’s (1991a: 165) advice about a two-way conversation: ‘What is needed is a receptive and at the same time critical dialogue with a spiritual text in order to allow the wisdom in it to challenge us and yet to accord our own horizons their proper place.’ Thus the exploration of the past both gives a sense of perspective and of origins, and raises issues about current forms of training, to be taken further into the present research.

Praxis – action/reflection model

In the synoptic gospels, the relationship between Jesus and the disciples is expressed in different ways, including rabbi/master and disciple (mathetes), leader and follower. As Kittel (1967: 441) points out, this word ‘always implies the existence of a personal attachment which shapes the whole life of the one described as mathetes, and which in its particularity leaves no doubt as to who is deploying the formative power’. Such discipleship pictures Jesus as a trainer and the disciples as apprentices who learn ‘on the job’. Within this pattern of training, it is possible to identify the significant inclusion of both prayer and reflection on ministry.

In Mark’s gospel, the Twelve are chosen (chapter 3) ‘to be with him and to be sent out’ – for a learning process and an apostolate. Ear