Catholic education is in crisis. In many contexts, it is simply no longer possible to provide the same education in faith as envisaged in the past. Faced with the widespread and radical forgetting of Christian tradition, this work models a fresh theological practice for teachers: recontextualisation. This is process opens up the meaning of texts by engaging it within a new context, as in line with Pope Francis’ repeated calls for a dialogical theology. Horner and Brown bring this practice, most familiarly used in literary studies, sharply into the study of Christian theology. In doing so, they highlight how recontextualisation enabled beliefs, symbols and practices to speak anew to successive generations. Engaging with seven challenging biblical accounts, the book shows how these texts can open onto significant issues in contemporary culture and the Church. It begins with an analysis of recontextualisation and the conceptual issues it provokes for understanding revelation and tradition. The authors then set out a process for undertaking theological recontextualisation: listening to and praying with a biblical text; engaging in critical dialogue; asking how the text is speaking to individuals and communities today and, finally, recording the recontextualisation and evaluating the process and results. Engaging with seven challenging biblical accounts, the book shows how these texts can open onto significant issues in contemporary culture and the Church. It begins with an analysis of recontextualisation and the conceptual issues it provokes for understanding revelation and tradition. The authors then set out a process for undertaking theological recontextualisation: listening to and praying with a biblical text; engaging in critical dialogue; asking how the text is speaking to individuals and communities today and, finally, recording the recontextualisation and evaluating the process and results. This is an essential read for leaders and teachers in Catholic education schools and systems.
