St Andrews Encyclopaedia of Theology (Nov 2022)
Theological Reflection
Abstract
‘Theological reflection’ is a way of referring to the many ways in which Christians reflect on experience in the light of their faith. At its best, it functions as an educational and formational tool to assist people to explore life’s challenges and to bring the wisdom of theological and biblical tradition to bear. The term is sometimes used in a general sense to denote a religious response to a specific issue, such as a cultural phenomenon, life event, or pastoral issue (Cloete 2020; Gill 2017; Xiong, Isgandarova, and Panton 2020). In this article, however, ‘theological reflection’ will be taken to refer to a structured, methodologically orientated process of drawing contextual perspectives into dialogue with theological sources and resources for the purposes of enhancing practice and understanding. Beginning by considering the emergence of the terminology and practice of ‘theological reflection’, this article will then identify some of its most significant influences and antecedents, including those of Latin American liberation theology, adult theological education, ministerial formation, and educational theory. In their different ways, each of these approaches attempts the complex task of balancing the multiple voices embodied in scripture, tradition, and cultural context. They also illustrate a number of important methodological principles at the heart of theological reflection: the dynamic of practice-theory-practice; the importance of deductive and experiential learning; and theology as synthetic and conversational. Additionally, the development of the practice of theological reflection in church and academy will be considered by evaluating the work of some of the leading contemporary voices in the field. Some of the chief critiques of theological reflection will be explored. These include doubts as to its theological rigour, its comparative neglect of biblical literature, the risks of naivety in its accounts of ‘experience’, and the difficulties of teaching theological reflection successfully. More recent developments, including the adoption of conventions of reflexivity and autoethnography, as well as the challenges posed by religious diversity and globalization to theological reflection, will also be outlined. A final evaluation will consider the impact of such critiques and identify some of the key characteristics of theological reflection: as a route into questions of theological method; its significance for the life of discipleship as a form of practical wisdom; the primacy of praxis; issues of authority in relation to theological, experiential, and cultural sources and norms; and the place of theological reflection in theological education and ministerial formation.
