Reimagining Catechesis: Embodied and Embedded Discipleship Through Placemaking

Brent Kompelien

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Reimagining Catechesis: Embodied and Embedded Discipleship Through Placemaking

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MLA citation style (9th ed.)

Brent Kompelien . Reimagining Catechesis: Embodied and Embedded Discipleship Through Placemaking. rim.ir.atla.com/concern/etds/d5d32338-c99b-4128-a17c-4d193c089278?locale=zh.

APA citation style (7th ed.)

B. Kompelien. Reimagining Catechesis: Embodied and Embedded Discipleship Through Placemaking. https://rim.ir.atla.com/concern/etds/d5d32338-c99b-4128-a17c-4d193c089278?locale=zh

Chicago citation style (CMOS 17, author-date)

Brent Kompelien . Reimagining Catechesis: Embodied and Embedded Discipleship Through Placemaking. https://rim.ir.atla.com/concern/etds/d5d32338-c99b-4128-a17c-4d193c089278?locale=zh.

Note: These citations are programmatically generated and may be incomplete.

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Brent Kompelien

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Catechesis was originally developed in western culture during Christendom when conceptual knowledge imparted through question-and-answer memorization was supported by a social-relational fabric in society and in the home that largely corroborated doctrinal assertions, aligned with biblical values, and encouraged faithful living. This is no longer the case. Young people today are being conformed to the pattern of the late-modern world as soon as they leave the catechetical classroom. This major project developed a vision for embodied and embedded discipleship that sought to spark the imagination of young people to see the beauty, truth, and goodness of the kingdom of God and the gospel of Jesus Christ. This project created a formational context where the theo-drama of God’s redemptive story in the Scriptures was enacted by particular people in a particular place. By using a hands-on learning approach as a case study, this research combined biblical instruction with the practices of tending a garden so that doctrinal truths were demonstrated and the glorious realities of the kingdom of God and the gospel of Jesus Christ were vividly known. This case study examined the unique experiences of six teachers at New Life Evangelical Free Church in Hastings, Minnesota, as they implemented a garden discipleship curriculum. This project sought to learn how to equip disciple-makers, how to design curriculum that integrates propositional truth with hands-on learning techniques, and how to identify evidence of a transforming social imaginary. Results showed that teacher collaboration was critical, that curriculum must carefully connect theological elements with hands-on learning activities, and that creation care proved to be an effective tool for engaging young people in catechetical instruction.

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