Abstract
How might the neurodiversity paradigm and the stories of neurodivergent persons contribute to the work of theological education? Drawing on the insights of neurodivergent thinkers, worshipers, and ministry leaders, the authors outline a preliminary vision of theological education and Christian ministry that keeps neurodiversity in mind. The article begins by exploring the neurodiversity paradigm and discussing experiences of neurodivergence in congregational ministry. The authors then consider the task of theological education and the formation of leaders in light of the neurodiversity paradigm. Finally, the authors bear witness to new models of ministry that center the leadership of neurodivergent persons.
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