Common Lesson Two Methods of Theological Reflection 2

1 Common Lesson Two Methods of Theological Reflection 2. Supporting Materials Theological Reflection is at the heart of the Education for Ministry program. Through various Methods it produces useful, creative, and productive discussions that lead to decisive actions in our ministries and our daily lives. Methods 2-1 The Microscope Method (Recommended for Year A). 2-2 (1) Reflection Beginning with Scripture (Recommended for Year B). 2-2 (2) Reflection Beginning with a Text from Culture or Tradition (Recommended for Year B).

2 2-3 The wide -Angle Lens Method (Recommended for Year C). 2-4 The Issue Method (Recommended for Year D). 2-5 Reflection Beginning with a Personal Position 2-6 Reflection in Motion Additional Materials 2-10 The Four-Source Model 2-11 Theological Reflection in a Group 2-12 Primary Aspects of Theological Reflection 2-13 An Example of Theological Reflection 06/05. 2. 06/05. The Microscope Method Recommended for Common Lesson Two Year A. The Microscope Method contains twelve steps and each is explained below and there is a one Process Note: Reflection is a page worksheet that outlines the method on p.

3 2-1-15. The process appears to be sequential, guided conversation. It can be but we suggest that you consider the opportunity to work in a non-sequential manner. For a spiritual exercise. Learn the instance, insights may occur at any time during the Reflection rather than just at the end. steps, but also be free to ex- Preparing a space of newsprint at the beginning may let everyone know that we do not have plore. Be on the lookout for to wait until the end to reach useful conclusions. It is better to note them as they occur rather insights which may be ex- than let gems be lost as the conversation progresses.

4 It may be useful to chart the Reflection , pressed at any time. It may but do not become bound by this. help to have a place to list Identifying these when they occur so that they can be examined later, or 1. PRESENT AN INCIDENT FOR Reflection at least celebrated. Someone in the group offers a succinct account from personal experience about which the Process Note: The story must presenter wants to learn. The event should be concluded. This is not a time to relate an be about something that hap- ongoing problem. Preferably the event should be compact.

5 Often we learn better from events pened to the presenter. It that are not so dramatic. Events that are extremely powerful overwhelm our ability to reflect should not be a story about because we may be caught up in the power of the story. someone else. It should also be concluded because the EFM. One clue to identifying fruitful incidents for Theological Reflection is to notice the encounters group is not a problem solv- of our everyday life. When we generate strong feelings as we remember an event, it is a sign ing group.

6 That we may be able to hear God speaking to us. A presenter needs to be clear that he or she wants to learn from the event and that it is concluded. If the matter remains unresolved, the presenter may not be able to be objective and the group may launch into problem solving rather than Reflection . Presenter Group Process Note: Establish a Tell a brief story which describes some Listen and watch carefully in order to climate that invites confidence experience he or she has had and continues know what happened and to notice where and trust.

7 A person's story is to wonder about or is willing to share as a the presenter is most involved in the confidential information. basis for learning. The story should matter story. 2-1-1. 2. 06/05. 2. 2-1-2. 06/05. to the presenter. Tell in a here and now Help the presenter note the points of highest manner rather than express conclusions dramatic tension or energy. One way to do or interpretations of what occurred. The this is to notice the presenter's voice, energy most appropriate questions are those that levels, and body language.

8 Begin with who did what, when, and where. The group is less concerned at this point One way to tell the story with clarity is to with why something happened or how the relate it in the present tense, paying atten- circumstances came to be. tion to the local odors, sounds, sights, and sensations. 2. LIST THE SHIFTS IN ACTION AND CHOOSE ONE AS A FOCUS Process Note: Be sure that the focus is on action, what Note the shifts in action. Look for what happened and describe it in behavioral terms, the presenter did and not something that was done or said rather than impressions or conclusions.

9 One way to do this someone else's action. This is to notice the action words or verbs that were used when the story was told. may be an activity but it also may be what was stated, or it When identifying shifts in action, the group is preparing to select the point at which the energy may even be some non-verbal is most intense for the presenter and all are willing to focus. The group members need to be aspect of the event that was honest with the presenter and state where they detect the most energy. The goal is to reach not intended.

10 Remember a consensus on a focal point. The presenter should make the final decision about this selection. that the presenter has the final choice or say about what Presenter Group is selected. Pay attention to moments when the energy Identify the moments in the incident when shifted. Note where there is the most poten- the presenter's energy or emphasis shifted. tial for learning. Help the presenter select a focal point. The group shapes the discussion, but the When the group members selects a moment or final decision rests with the presenter who specific focus for the Reflection , they are choos- should agree to a focal point which seems ing that point in space and time where they are the most appropriate and useful.