Keeping It Real: Decolonizing Christian Inter-Religious Practice as an Exercise in a Practical Theology of the Cross
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
“What is suffering? What is hope?” These are questions I have asked for years with classes full of students training for Christian ministry. Now, I ask these questions in classes with Buddhist, Muslim, Jewish, Christian, and ‘spiritual but not religious’ students, all in training to be spiritual care therapists. The institution where I serve is in the process of transitioning from a mono-religious Christian theological College to a centre for multi/inter-religious education. Those of us who teach in the program are disrupted continually by pedagogical challenges that both perplex and energize us. The multi-religious classroom decolonizes spaces long dominated by Christian theological discourse. Course content yields to a fluid and open-ended, interactive process. My “mastery of the field” gives way to an ongoing practice of surrender—a kenotic self-emptying—that usually leaves me shaken in overwhelming awe or angst-ridden questioning. Through a practical theological methodology that begins with lived human experience, this paper shares an autoethnographic account of my experience as a teacher in the multi-religious classroom. It presents key dimensions of the theology of the cross as an interpretive framework and closes by examining how the theology of the cross offers a practical Christian theological reflective process to empower decolonizing pedagogy.
Fetched live from OpenAlex and de-inverted. Abstracts are not stored in this database: the inverted indexes are 8.6 GB of the frame’s 9.3 GB of text, and the host has 13 GB free.
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.002 | 0.007 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.000 |
| Science and technology studies | 0.000 | 0.001 |
| Scholarly communication | 0.000 | 0.001 |
| Open science | 0.000 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it