Trusopplæringa sitt potensial i utvikling av menigheten
DOI:
https://doi.org/10.5617/pri.5556Abstract
Abstract
How can the church education become a factor in developing the congregations in the Church of Norway? This is the main question of the article, which takes its empirical material from interviews with staff members and leaders of parish councils in six congregations. The analysis is structured according to five proposed ecclesiological dimensions of what a Christian congregation ought to be and to do. The main findings are a consciousness of a larger “we” in the understanding of who belongs to the congregation, emphasis on the theological content, but also an ambivalence in relating the church education to other areas of congregational work. A challenge for the church education is to become more occupied with its task as sent to the world and a willingness to be in constant change.
Keywords:
Christian education, congregational development, staff cooperation, congregational teacher, pastor
Samandrag
Korleis kan trusopplæringa vera ein faktor i å utvikla menighetene i Den norske kyrkja? Dette er hovudspørsmålet i artikkelen. Det empiriske materialet er etablert gjennom intervju med tilsette og soknerådsleiarar i seks menigheter. Analysen er strukturert etter fem ekklesiologiske dimensjonar over kva ein menighet bør vera og gjera. Hovudfunn er at trusopplæringa har ført til eit større «me» i forståinga av kven som høyrer til menigheten, vekt på det teologiske innhaldet i tiltaka, men òg ein ambivalens i å relatera trusopplæringa til andre delar av arbeidet i menigheten. Ei utfordring for trusopplæringa er å bli meir fokusert på kva som er menigheten sitt oppdrag som sendt til verda, og vilje til stadig å vera i utvikling.
Nøkkelord:
Trusopplæring, menighetsutvikling, stabssamarbeid, kateket/menighetspedagog, prest
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