Learning from Langland: theo-poetic resources for the post-Hind landscape

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Learning from Langland: theo-poetic resources for the post-Hind landscape

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dc.contributor.author Burn, Helen Mary en_US
dc.date.accessioned 2011-12-06T17:31:59Z en_US
dc.date.accessioned 2013-03-21T09:53:21Z
dc.date.issued 2011-06-01 en_US
dc.description.abstract In the last ten years the Church of England has tried, by means of two reports leading to what I term the ‘Hind settlement’, to re-configure its provision of theological education. The tensions generated by the attempt to hold together different discourses and to impose regional re-organisation in the context of complex developments both in higher education and in patterns of lay and ordained ministry form the basis of my critique of Hind. I argue that Hind’s recourse to the image of the ‘body of Christ’ in the service of an instrumentalist model of ministry exposes inadequacies of a theological anthropological, Christological and ecclesiological nature. I identify a medieval text, Piers Plowman, as a conversation partner which offers a different way of negotiating an analogously difficult set of issues around learning, discipleship and power. My hermeneutical approach to the poem sees its primary impetus as arising from the constant interplay between the experiences of daily life and the attempt to work out a personal and social understanding of salvation. By comparing the ways in which Hind and Langland explore learning as measurable progress, and lay and clerical models of learning, I propose that Piers Plowman offers some valuable resources to the next stage of the Hind process. Not only does the poem foreground the chaotic co-existence of multiple voices in a marketplace of competing definitions of learning, and acknowledge the recalcitrance of communities when presented with opportunities to change, but it also, in the figure of Piers, hints at the possibility of going beyond the lay/clerical impasse. The poem’s recognition of sin and the need for repentance, in contrast to Hind language of management and effectiveness, and its requirement of the reader to participate in the making of new meaning, present an ongoing challenge to a culture of ‘learning outcomes’. en_GB
dc.identifier.uri http://hdl.handle.net/10036/3296 en_US
dc.language.iso en en_GB
dc.publisher University of Exeter en_GB
dc.subject Langland en_GB
dc.subject Piers Plowman en_GB
dc.subject Hind report en_GB
dc.subject Church of England en_GB
dc.subject Theological education en_GB
dc.subject Learning en_GB
dc.subject Body of Christ en_GB
dc.subject Education for Discipleship en_GB
dc.subject Learning Outcomes en_GB
dc.subject Hermeneutic en_GB
dc.title Learning from Langland: theo-poetic resources for the post-Hind landscape en_GB
dc.type Thesis or dissertation en_GB
dc.date.available 2011-12-06T17:31:59Z en_US
dc.date.available 2013-03-21T09:53:21Z
dc.contributor.advisor Higton, Mike en_US
dc.publisher.department Theology en_GB
dc.type.degreetitle PhD in Theology en_GB
dc.type.qualificationlevel Doctoral en_GB
dc.type.qualificationname PhD en_GB


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