Abstract"Greenscreen Teaching" explores how the stresses of institutional and social change impact teaching and learning, and the creative resourcefulness born out of instability. In precarious institutions and social contexts, relevant outcomes for theological learning include developing attentiveness, robust moral discernment, and courageous speech seasoned by maturing convictions and pastoral sensitivities. I utilize greenscreen acting as a suggestive metaphor for describing four creative teaching strategies targeting these outcomes. Subsections gather insights from:• Etymology of disaster-related words: Capitalize on the moment and "go big."• Creative method: Improvise and keep it sharp.• Ritual theory: Creatively repurpose familiar but underutilized traditions.• Service learning: Widen the networks of community connection.Each subsection also revisits moments and learning activities from a graduate course in feminist theology. Navigating constant transition impacts every aspect of the classroom. Nevertheless, a teaching scholar can resource this precariousness as creative agency for voice, solidarity, and mutual learning.

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This essay explores how classroom teaching and learning can become an incubator for leadership skills graduate students need to enhance community well-being. Teaching leadership skills at the graduate level, however, is often siloed into an elective course or internship. The developing field of humanitarian architecture addresses the need for leadership skills by prioritizing design thinking oriented toward collaborative community transformation. In conversation with humanitarian architecture's themes, this essay offers three classroom case studies exploring compelling ways to nurture leadership skills in the graduate theological classroom and beyond: (1) disrupt power differentials by sharing leadership with students; (2) create or retool a single course assignment to develop and assess a needed leadership competency; and (3) explore learning beyond the building by working in partnership with community leaders and organizations. Humanitarian architecture's focus on "building for community transformation" provides theological educators a guiding metaphor for teaching the public pastoral leadership skills faith communities need to navigate the future.

Textual analysis has served as a paradigmatic approach to comparative theology for some time while analysis through artistic and visual media has received less attention. Most approaches to comparative theology rely on textual comparison of sacred texts. However, visual art is also a compelling way to engage in comparative theology and specifically comparative Christology. To demonstrate the power of visual art as a tool for comparative theology, I draw upon two recently published sixteenth-century Islamic images of Isa/Jesus from the Chester Beatty manuscript collection to illustrate how artwork can structure the work of comparative Christology by providing an entry point into Islam's aesthetic tradition and relevant sacred texts. Paul Ricoeur's theory of textual interpretation provides a theoretical framework, and I draw upon and extend his theory to describe the way visual art can initiate the interpretive process and move us through explanation toward understanding of another religious tradition, which in turn has the potential to transform theological reflection and generate theological insight. KeywordsChristology, Paul Ricoeur, Islam, Chester Beatty, arts of the Book T he Indian theologian Felix Wilfred, along with a number of other theologians immersed in intersecting religious traditions, has called for new approaches to understanding Christology and Christian theology in conversation with religious plurality. Wilfred is convinced that Christian theology has for too long been interested in theological universality: privileging and propagating its own understanding at the expense of other religious truths. Wilfred has called Christian theologians to a practice of "reverse universality": a theological posture of learning which invites the

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