An ecological pedagogy of embeddedness: Theological education for human flourishing

Abstract This paper sets forth a proposal for an ecological pedagogy of embeddedness informed by place‐based, challenge‐based, and competency‐based methodologies. While some theological institutions have begun implementing principles from competency‐based models, theological educators have not adequately explored the resources within place‐based and challenge‐based systems. This paper will contribute to the literature on theological education in three distinct ways: first, this proposal will perform the oft‐overlooked task of bringing these three pedagogical models into conversation with one another; second, this proposal will aim the outcomes and effects of the three pedagogical models toward the flourishing of the communities in which institutions are embedded; and third, this proposal will break new ground in its application of these three pedagogical systems to the context of a theological seminary.