Glassroom Learning: Virtual Culture and Online Pastoral Education
Christian higher education institutions across North America are experimenting with radical shifts in educational content and delivery. Cyber education is becoming a common supplement or replacement for embodied learning, especially since the global coronavirus pandemic. Most theological educators have embraced the shift online, finding ways to leverage technology to enhance teaching; very few consider how technology itself impacts theological students, particularly those being educated for pastoral ministry. What effect do shifts toward online courses have on those enrolled in programs of pastoral formation? Are future ordinands being adequately trained? When developed well, Web-based learning can strengthen intellectual virtues. However, it can also inhibit character virtue formation and self-differentiation. Internet usage has been shown to negatively affect social well-being, resulting in higher rates of anxiety, depression, and isolation in students; furthermore, it alters behavior, making learners more distracted, less empathetic, and less able to concentrate and contemplate. Theological schools should, therefore, articulate clearer standards for student formation and strengthen aspects of embodied learning to prepare clergy for ministry in an increasingly complex church and world.
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Glassroom Learning: Virtual Culture and Online Pastoral Education
Christian higher education institutions across North America are experimenting with radical shifts in educational content and delivery. Cyber education is becoming a common supplement or replacement for embodied learning, especially since the global coronavirus pandemic. Most theological educators have embraced the shift online, finding ways to leverage technology to enhance teaching; very few consider how technology itself impacts theological students, particularly those being educated for pastoral ministry. What effect do shifts toward online courses have on those enrolled in programs of pastoral formation? Are future ordinands being adequately trained? When developed well, Web-based learning can strengthen intellectual virtues. However, it can also inhibit character virtue formation and self-differentiation. Internet usage has been shown to negatively affect social well-being, resulting in higher rates of anxiety, depression, and isolation in students; furthermore, it alters behavior, making learners more distracted, less empathetic, and less able to concentrate and contemplate. Theological schools should, therefore, articulate clearer standards for student formation and strengthen aspects of embodied learning to prepare clergy for ministry in an increasingly complex church and world.
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Glassroom Learning: Virtual Culture and Online Pastoral Education

Glassroom Learning: Virtual Culture and Online Pastoral Education

Glassroom Learning: Virtual Culture and Online Pastoral Education
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Glassroom Learning: Virtual Culture and Online Pastoral Education

Glassroom Learning: Virtual Culture and Online Pastoral Education

Overview

Christian higher education institutions across North America are experimenting with radical shifts in educational content and delivery. Cyber education is becoming a common supplement or replacement for embodied learning, especially since the global coronavirus pandemic. Most theological educators have embraced the shift online, finding ways to leverage technology to enhance teaching; very few consider how technology itself impacts theological students, particularly those being educated for pastoral ministry. What effect do shifts toward online courses have on those enrolled in programs of pastoral formation? Are future ordinands being adequately trained? When developed well, Web-based learning can strengthen intellectual virtues. However, it can also inhibit character virtue formation and self-differentiation. Internet usage has been shown to negatively affect social well-being, resulting in higher rates of anxiety, depression, and isolation in students; furthermore, it alters behavior, making learners more distracted, less empathetic, and less able to concentrate and contemplate. Theological schools should, therefore, articulate clearer standards for student formation and strengthen aspects of embodied learning to prepare clergy for ministry in an increasingly complex church and world.

Product Details

ISBN-13: 9781666758511
Publisher: Pickwick Publications
Publication date: 07/31/2023
Sold by: Barnes & Noble
Format: eBook
Pages: 212
File size: 1 MB

About the Author

Jason Mills is dean of the seminary and assistant professor of spiritual theology at Briercrest College and Seminary, Saskatchewan, Canada. He teaches and writes about spiritual theology, human formation and technology, education, and chaplaincy/spiritual care. He holds a PhD in theological studies from St. Michael’s College, Toronto School of Theology where he received the Governor General’s gold medal. He and his wife are both ordained Free Methodist pastor-chaplains and parents to two amazing adults. You can find Jason's blog at www.jasonmills.ca.  

Jason Mills (Ph.D., University of St. Michael's College) serves as Assistant Professor of Spiritual Theology and Dean of the Seminary at Briercrest College and Seminary in Saskatchewan, Canada. He teaches and writes about spiritual theology, human formation and technology, pastoral education, and chaplaincy/spiritual care. You can find Jason's blog at www.jasonmills.ca.  

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