This article elucidates issues about practical knowledge/deep learning on the current teaching and learning preaching practices in the Department of Practical Theology at the Faculty of Theology of the University of the Free State. The action learning and action research methodology is applied. Growing evidence indicates that there is a disjunction between the level of student competencies and incongruent teaching practices in the Faculty. Failure in the operationalization of both an interdisciplinary and a constructive alignment approach is at the core of surface learning. It appears that former and current students find it difficult to align their studies and to adapt to an unfamiliar, diverse, pluralistic and complex postmodern society. We teach content and assess students on the basis of what they know. The content does not relate to students' own experiences or the broader issues in society. We are talking about a change that is deeper than surface alterations to the syllabus or to classroom teaching techniques. We are considering a radically different way of framing the ministry of preaching and of viewing the task of those who seek to learn and to teach preaching.

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.<p><strong>How to cite this article:</strong> Dames, G.E., 2010, &lsquo;The dilemma of traditional and 21st-century pastoral ministry: Ministering to families and communities faced with socioeconomic pathologies&rsquo;, <em>HTS Teologiese Studies/Theological Studies</em> 66(2), Art. #817, 7 pages. DOI: 10.4102/hts.v66i2.817</p>

Abstract

This article aims to illustrate how racism could be addressed. Three pedagogies – a dangerous pedagogy as courageous dialogue, a pedagogy of discomfort and a critical pedagogy – are presented as examples to reframe the issue of racism. The contribution of James Cone is applied as a broad descriptive theoretical framework. Cone’s views in this article resonate with the history of contemporary racism in South Africa and will therefore be juxtaposed by the contribution of South African theologians. A fourth pedagogy, namely, a pedagogy of freedom and healing, is introduced to address gaps in the first three pedagogies. The objective is to realise freedom or healing between people of different races.

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