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Bonnie J Miller-McLemore
The “Clerical Paradigm”: A Fallacy of Misplaced Concreteness?
Perception of the “clerical paradigm” as the main problem of practical theology and theological education has perpetuated a “fallacy of misplaced concreteness,” as philosopher Alfred North Whitehead might say, or the mistaking of a helpful generalization for concrete reality. Does the concept of the clerical paradigm adequately comprehend the problems, or does it contain hidden prejudice against practice and doubts about the church itself? This article argues that the idea of the “clerical paradigm” has so dominated the discourse of practical theology that it has distorted understanding of the needs of pastoral practitioners, misdirected blame, and hence left other problems unattended, particularly the rise of an equally challenging problem, which might be called the “academic paradigm.” In relying so heavily on the construct of clerical paradigm, theologians eager to revitalize practical theology inadvertently denigrate congregational and pastoral “know-how.” The article begins with an analysis of Edward Farley's proposal, but the challenge lies less here than with its subsequent use and misuse. The article therefore turns from this analysis to an exploration of problems raised by the academic paradigm and alternative ways to redeem the value of practical know-how so readily dismissed under the reign of the clerical paradigm.
International Journal of Practical Theology, Walter de Gruyter
Print ISSN: 1430-6921
Volume: 11, 06/2007
Pages: 19 - 38