Abstract

A holistic pastoral methodology is sought in transforming the socio-economic and systemic pathologies of poor families and local communities. Missional pastoral ministry is proposed from a critical hermeneutical and contextual perspective for the empowerment and liberation of people living with complex and multiple forms of pathologies. A transversal rationality model is applied merging the complexity and divergence of cross-disciplinary and intradisciplinary approaches between missional theology, practical theology, contextual theology, religious pedagogy and ethics. Practical theology in South Africa should be applied from and within the contemporary socio-economic, systemic and ecclesiological pathologies.

Highlights

  • Original ResearchThe dilemma of traditional and 21st century pastoral ministry: Ministering to families and communities faced with socio-economic pathologies

  • The objective of this article is not just the reconstruction of pastoral theology and practices, but the deconstruction of pathological ecclesial and socio-economic systems through a hermeneutical methodology of liberation (Patton 1988:31; cf. Wilson & Ramphele 1989)

  • Suffice it to argue that practical theology is ‘deeply contextual in terms of ecclesial, social, cultural interconnections, relationships and systems’ (Osmer 2008:17)

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Summary

Original Research

The dilemma of traditional and 21st century pastoral ministry: Ministering to families and communities faced with socio-economic pathologies. Affiliation: 1Department of Practical Theology, University of the Free State, South Africa. How to cite this article: Dames, G.E., 2010, ‘The dilemma of traditional and 21st-century pastoral ministry: Ministering to families and communities faced with socioeconomic pathologies’, HTS Teologiese Studies/ Theological Studies 66(2), Art. Note: This article was initially presented as a paper at the Joint Conference of Academic Societies in the Fields of Religion and Theology, Stellenbosch University, 23 June 2009

INTRODUCTION
INSTITUTIONAL METHODOLOGIES ENGAGING CONTEXTUAL
SOUTH AFRICA
BLACK COMMUNITIES
PEDAGOGY FOR EMPOWERMENT
CONCLUSION
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