Leveraging Wesleyan Connectionalism to Nurture Partnerships in Learning

One of the powerful but sometimes elusive elements found in faith traditions that have their roots in John Wesley’s Methodism is that of connectionalism and conferencing. This relational style of organisation and spirituality emphasises unity, mission, reform, and mutual interdependence (McEwan 2014).

Connectionalism lends itself to a constructivist learning orientation that features experiential and transformative learning.

This paper seeks to reflect on the application of the Emmaus Model (Allder & Ackerman 2019) in ministry preparation conducted through Nazarene Theological College. The Emmaus Model seeks to contribute to the conversation that has been occurring with the Athens Model with a focus on character formation, the Berlin Model with a focus on professional education for ministry (Kelsey 2011), and the Jerusalem Model with a focus on mission and the missio Dei (Banks 1999). Ministry preparation that seeks to synthesise primarily the Athens and Jerusalem models in a constructivist context raises interesting questions for formative assessments which are at the heart of such an approach.

The Emmaus Model seeks to contribute to the conversation that has been occurring with the Athens Model with a focus on character formation, the Berlin Model with a focus on professional education for ministry (Kelsey 2011), and the Jerusalem Model with a focus on mission and the missio Dei (Banks 1999).

The reflection will explore the potentially fertile common ground between Wesleyan connectionalism and the constructivist perspective in learning and teaching as it relates to ministry formation.

Questions that have prompted this reflection are: Can connectionalism as a fundamental identity issue for those of the Wesleyan faith tradition be leveraged to engage a constructivist approach to formation? What does a relational approach in education look like in such Covid-safe times?   Can a focus on formation (journey toward Christlikeness) and mission be held in creative balance?  Can assessment of these formative elements be applied in a meaningful way?