Search Results (97)

This article critically analyses the use of generative Artificial Intelligence (GenAI)—specifically, the DALL·E system within the ChatGPT-4o environment—for creating visualisations of biblical scenes for teaching purposes. As part of a case study examining the Baptism of Jesus in the Jordan (Mt 3:13–17; cf. Mark 1:9–11; Luke 3:21–22; John 1:31, 34) and the Last Supper (Mt 26:17–30; cf. Mark 14:12–16; Luke 22:7–13), four AI-generated images are analysed. Two were created using general, non-specific prompts, while the other two were based on more precise queries containing references to Catholic symbolism and the images’ intended educational use. A comparison of these variants reveals a lack of theological depth and symbolic oversimplification in AI-generated images, as well as a tendency to reproduce Western cultural stereotypes. Despite their aesthetic appeal and quick availability, these images do not reflect the complexity of the biblical or spiritual contexts of the scenes depicted. This study aims to evaluate the theological, symbolic, and pedagogical value of AI-generated images and to provide practical recommendations for their responsible use in Bible didactics. In conclusion, the authors argue that GenAI can support biblical teaching when used consciously, critically, and reflectively. Full article

The rapid secularisation of society has made the work of religious education in Catholic secondary schools increasingly difficult. Contemporary RE teachers are often faced with wildly disparate knowledge and interest levels in their classrooms, to say nothing of their own religiosity. Many systems focus on new curricula, new forms of professional development opportunities, or tertiary courses as a means of enriching what is happening in the classroom. This article examines the approach developed in a small rural diocese in accompanying the RE teachers working in its five secondary schools. It is an accompaniment model that is grounded in the theological and pedagogical insights of Luigi Giussani and adapted to the realities of contemporary education in an Australian setting. The results are a surprising proliferation of enrichment and innovation that can be immediately shared with students in each RE classroom. Moreover, accompaniment offers a more sustainable, agile, and targeted mode of supporting the evangelising work of RE teachers working in Catholic secondary schools. Full article

This article describes the design and implementation of a Specialized Mental Health Clinical Pastoral Education (CPE) program for clergy and theological students of all spiritual, religious, and cultural backgrounds. Addressing the need for mental health competencies in religious leaders and chaplains, this training equips participants with specialized skills in individual and group mental health spiritual assessment and spiritual care. Program participants become effective members of a multiprofessional team, gain knowledge of mental health philosophies of concordant and discordant spiritual orienting systems, and gain greater relational capacity. The Mental Health CPE Program includes traditional and novel CPE elements: (1) clinical practice, (2) group and individual supervision, (3) didactic presentations and journal clubs, (4) verbatim (Protocols of patient encounters) and case presentations, (5) group leadership training and practica, and (6) experience of faith reflections. This article provides insights into the origins of CPE, a description of the implementation in a free-standing psychiatric hospital, and observed developmental changes of program participants. We include graduates’ anecdotal feedback about their learning experience and its impact on their leadership in chaplaincy and in religious communities. Additionally, we report on areas for future development and further study of the effectiveness of Mental Health CPE. Full article

This study explores the use of artificial intelligence (AI) in religious leadership in Germany, focusing on the interplay between technological innovation, theological principles, and human interaction. Drawing on qualitative methods, 23 Christian leaders and experts were interviewed to examine their perceptions, assessments, and potential applications of AI and related technologies in their work, alongside ethical and theological considerations. The findings reveal a prevailing ambivalence towards AI: while it is generally accepted as a tool for administrative tasks, its use in pastoral contexts encounters resistance due to ethical concerns and theological tensions. Despite predominantly neutral to positive attitudes, many leaders lack proactive engagement in exploring AI’s transformative potential—pointing to a marked lack of agency. Digital competence among leaders emerges as a significant factor influencing the openness to AI adoption. This study identifies key barriers to the integration of AI into religious practice and underscores the need for strategic education and planning. It advocates for a balanced approach to leveraging AI in ways that align with religious values while embracing innovation in a digitalizing society. Full article

The call to decolonize South African university curricula continues to shape academic discourse, highlighting the urgency of integrating African Indigenous Knowledge Systems (AIKSs) into theological education. While Western epistemologies have long dominated theology in Africa, this article argues for a paradigm shift by positioning public theology as a viable framework for engaging AIKS in meaningful and transformative ways. The article examines how AIKSs—expressed through oral traditions, communal spiritualities, and indigenous ethics—can enrich theological discourse, enhance contextual relevance, and address issues such as social justice, identity, and community cohesion. Drawing on the decoloniality discourse, this study critically explores the epistemological, institutional, and pedagogical challenges hindering integration and proposes concrete strategies including curriculum reform, faculty training, and community-based theological formation. The article contributes to the decolonization of theological education by offering a context-specific framework that repositions AIKSs as legitimate theological resources. In doing so, it advances a model of public theology that is inclusive, rooted in African realities, and responsive to the transformative needs of Southern African societies. Full article

Proclamation of the gospel is a perennial practice of congregational leadership demanding responsiveness to issues, trends, and events impacting congregations, their local and regional communities, and the challenges of the world. How do congregational leaders equip themselves for the important and ever-changing task of preaching? Lifelong learning, the fastest-growing and least-resourced aspect of theological education in North America, provides this opportunity. Through a 2024 survey, this quantitative study provides insight into the lifelong learning needs of Methodist preachers, including differences based on gender and race/ethnicity. Time for additional learning is the major perceived obstacle for preachers desiring to improve their craft. Thus, lifelong learning programs must make the case for how the required time and energy will benefit the preacher participating in such programs. Specifically, the activities of reviewing recordings of sermons (both one’s own and those of other preachers), receiving constructive feedback on sermons, and realizing the collaborative potential of preaching must be structured in ways that prove the value of these investments for preachers. This data on the lifelong learning needs of Methodist preachers has implications on multiple levels: conceptual, institutional, congregational, and personal. Full article

The process of secularization was long considered irreversible and characteristic of all contemporary culture. Nonetheless, more recent approaches view it as strictly linked to Western religiosity and in relation to a process of de-secularization and post-secular orientations regarding the sacred. For Romanian Orthodox theologians, secularization represents more of a trial than a danger. The current article presents the results of qualitative research regarding the religiosity of future graduates of Orthodox vocational theological high schools in Romania. The students enrolled in the research were asked to graphically represent God and briefly explain their drawings. The data were theoretically coded and compared with the canonical attributes of God as acknowledged by Orthodox theology. The results indicated the canonical correctness of students’ representations of divinity. Orthodox vocational high school education proves to be effective in imposing the Christian dogmatic line to the detriment of popular religiosity characterized by old pre-Christian beliefs and practices. Full article

This study examines the role of Christian missionary interpreters from the Open Port Period to the Japanese colonial era, highlighting their historical significance and influence. During the Open Port Period, missionaries relied on Korean language teachers to serve as interpreters, translators, evangelists, and preachers. Although their English proficiency was often limited, they played a crucial role in early Christian missions. In the Japanese colonial era, elite intellectuals who had studied abroad increasingly assumed interpretation roles, actively contributing to theological education and social reform. This study analyzes historical records, newspaper articles, and existing research to reconstruct the evolving role and broader impact of Christian interpreters. The findings suggest that missionary interpreters were not merely linguistic mediators but key figures in evangelism and social transformation. Furthermore, the study highlights the historical transition from consecutive interpretation to simultaneous interpretation in Korean churches and underscores the need for systematic training programs. Given the growing linguistic diversity in Korean congregations, churches must recognize the importance of trained interpreters in ensuring effective multilingual worship and uphold the legacy of missionary interpretation. Full article

This study investigates the integration of Artificial Intelligence (AI) in Religious Education (RE), a field traditionally rooted in spiritual formation and human interaction. Amid increasing digital transformation in education, theological institutions are exploring AI tools for teaching, assessment, and pastoral engagement. Using a critical literature review and analysis of institutional case studies, the paper examines the historical development of AI in education, current applications in general and theological contexts, and the ethical challenges it introduces, especially regarding decision making, data privacy, and bias as well as didactically grounded opportunities such as AI-mediated dialogic simulations. The study identifies both the pedagogical advantages of AI, such as personalization and administrative efficiency, and the risks of theological distortion, overreliance, and epistemic conformity. It presents a range of real-world implementations from institutions like Harvard Divinity School and the Oxford Centre for Digital Theology, highlighting best practices and cautionary approaches. The findings suggest that AI can enrich RE when deployed thoughtfully and ethically, but it must not replace the relational and formational aspects central to RE. The paper concludes by recommending policy development, ethical oversight, and interdisciplinary collaboration to guide responsible integration. This research contributes to the growing discourse on how AI can be aligned with the spiritual and intellectual goals of RE in a rapidly evolving digital age. Full article

Congregational leaders in the US must navigate a political landscape marked by increasing political polarization and a notable rise in support for ideas aligned with Christian nationalism. While gender, race, ethnicity, and religious affiliation have long shaped political lines, the US population has steadily become more entrenched in partisan political divides. Recent research shows the relationship between religious identity and willingness to use violence to support political and religious ideologies. These trends profoundly affect faith communities, challenging theological perspectives, social dynamics, and civic engagement. This paper examines how political polarization and Christian nationalist impulses within mainline Christian congregations impact congregational leadership. This study identifies key factors driving these changes through qualitative analysis of case studies and quantitative research. It explores their implications for community cohesion and the broader societal fabric. The findings suggest that while some communities experience heightened internal conflict and fragmentation, others adapt by engaging in dialogue, story-sharing, and education. The paper concludes with recommendations to counter political polarization and ideological extremism through increased understanding, nuanced theological reflection, and political awareness. This research contributes to the ongoing discourse on congregational leadership and political engagement, highlighting the need for nuanced strategies to address the challenges of political polarization and Christian nationalism in the US today. Full article

Research into Citizenship Education has become increasingly important in recent years. It deals with the promotion of social cohesion, democracy and human rights. This article examines the interfaces between Citizenship Education and Religious Education, particularly from the perspective of Islamic religious teachers in Austria. The empirical basis is a qualitative study conducted as part of the author’s dissertation, which includes group discussions with 41 Islamic Religious Education teachers. The results were analyzed using the documentary method. The analysis focuses on two key aspects: first, the role of Islamic Religious Education in supporting the integration, participation and identity formation of young people, and second, challenges of Religious Education in a social context. Full article

This study explores the impact of digital innovation on religious leadership in the Swiss context, based on qualitative interviews with church leaders and personnel. The findings reveal diverse attitudes towards digital media use, shaped by personal, theological, and contextual factors. The study identifies key motivators for embracing digital innovations, including theological imperatives to contextualize the gospel, the need to meet people where they are in digital and analog spaces, and ethical responsibilities to engage in the digital sphere. Interviews highlight a range of digital competencies and show that successful digital transformation depends on collaborative team dynamics and resource availability. Although digital practices are viewed as supplements rather than replacements for analog church life, they are seen as crucial for engaging modern society. The study concludes that digital innovation offers opportunities for multi-professional collaboration, strategic resource allocation and the development of empowering educational formats, ultimately aiming to foster a balanced, reciprocal relationship between digital and analog church practices and personal encounters, both within the individual local congregation and far beyond. Full article

Studies on youth theology, although a relatively new research field, offer various theoretical frameworks and methodological approaches concerning young people’s theological thought structures. These studies not only illuminate the process of religious identity formation among youth but also provide an opportunity to reassess the pedagogical and practical dimensions of religious education. In particular, analyses of the intersections of youth theology with family, educational, and religious contexts offer practitioners of this field new perspectives and horizons not only at the theoretical but also at the practical level, contributing to a more inclusive and effective structuring of religious education. The main purpose of this study is to present the contributions of youth theology to the theoretical and practical dimensions of religious education in an analytical framework. In this context, the focus of this study is to examine how the perspectives offered by youth theology on the religious identity construction, spiritual development, and social roles of young individuals can shape the content, methods, and practices of religious education. In this regard, examining the relationship between the pedagogical dynamics of youth theology and religious education aims to provide a theoretical enrichment to the literature and innovative approaches to practical applications. This study was designed with the case study method, which is one of the qualitative research designs, and the document analysis technique was used as a data collection tool. The research data were analyzed using the descriptive evaluation method. This approach enabled the research to be handled in an in-depth and systematic manner and to present the relevant data in a meaningful way. This study, which deals with the phenomena of youth and theology in relation to each other, aims to examine the interactions between these phenomena in depth. In the concluding section, various educational models for religious education targeting young individuals are proposed, offering practical recommendations derived from a theoretical framework. These recommendations aim to highlight the potential contributions of youth theology to religious education, serving as a guiding resource for future research and applications. Full article

Environmental challenges have become essential to study in today’s world because of the technical advancements and human achievements that have promoted an overestimation of human capabilities. This study explores the evolving relationship between humanity and nature through the lens of Catholic Church teachings, particularly the Laudato Si’ encyclical call for an “ecological conversion” (LS). It traces the historical transition from anthropocentrism to an ecological consciousness, examining theological perspectives and contemporary environmental ethics. A key focus is the role of liberation theology in shaping environmental justice. Key themes include the transition from anthropocentrism to a more comprehensive understanding of human–nature interactions, as well as the impact of liberation theology on environmental justice. Grounded in a qualitative research approach, this study investigates the potential of educational programs in Lebanon’s unique socio-cultural context to foster ethical and sustainable environmental practices. Through thematic analysis, this research highlights the concept of ecological conversion—a transformative shift in lifestyle and spirituality rooted in the principles of integral ecology. The findings show that educational initiatives based on Catholic Church teachings can successfully promote environmental stewardship and social justice. This article contributes to the discussion of environmental ethics by emphasizing the significance of an ecumenical and holistic approach, advocating for a synergy of spiritual beliefs and practical activities to confront the ecological issue. It concludes that achieving lasting environmental transformation requires collaboration, solidarity, and a collective commitment to the common good. Full article

Current efforts toward inclusion in education have resulted in a strong emphasis on personalized learning. This article argues that biblical images of congregations and dealing with needs can inspire moves toward a hospitable community life in schools. Biblical keywords help us imagine how inclusive school practices can be shaped. Attention is given to safety, care and mercy, equivalence, justice, gifts, and carrying the load of others. Based on a theological exploration, the author calls for a number of moves: from the individual to the community, from instrumentalism to realism, from access to the school climate, from organization to pedagogy, and from risk to trust, as well as widening the lens from pupils to staff. A definition of hospitable education is proposed that stresses the equal importance of building communities in classrooms and among staff. For both parties, participants should influence the school climate by training themselves to appreciate a diversity of gifts and to be attentive to all kinds of needs. Full article