Rehabituating Theology: Habit Forming Theological Education Integrating Contemplative and Embodied Pedagogy
Sophie Callahan
Teaching Theology & Religion July 2, 2024 DOI: 10.1111/teth.12667 (opens in new tab)
Study at a glance
AI-extracted from the abstract| Characteristics | Theoretical or philosophical paper Peer reviewed |
|---|---|
| Keywords | Education |
| Key points | Argues that theological education must attend to habit formation, especially embodied habits such as those through which racism operates, and proposes that contemplative and embodied pedagogies, including the tools of somatic abolitionism, can rewire bodily perceptions in theological classrooms. |
Abstract
Theological education faces the task of forming leaders and scholars with the capacity for personal and social transformation. This effort requires a deeper understanding of habit formation as both problem and potential. Utilizing the example of how racism functions through embodied habits, this article emphasizes bodily awareness and repeated practice as necessary components for theological formation. In doing so, this approach integrates contemplative and embodied pedagogies and suggests ways to address the research gap in these areas, especially regarding the study and teaching of religion. The tools and resources of somatic abolitionism offer a way to rewire bodily perceptions with theological classrooms.