Abstract
This article examines the theological methodology of ministerial formation used by Christian educators, contrasting a practioner perspective of learning with an academic model of liberal education. Exploring a model of theological habitus, it argues that issues of personhood and the culture of formation remain issues of concern to the practitioner. From this perspective, it offers a critique of the individualistic and competitive cultural trends in learning within academia, while highlighting the implications of its concern for formation for the development of partnerships between ministerial education and academic departments, as were encouraged by the Hind Report.
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