This article seeks to contribute to the continuous reflection on the integration of technology into education. In order to accomplish this aim, the use of technology in the form of blended learning and online education will be utilised to illustrate how technology plays a central role in education today. It is argued that technology should not merely be viewed as a tool, but rather as a medium that shapes culture. Therefore, the integration of technology into education should be accompanied by (...) continuous reflection on the identifiable characteristics of technology as medium that is not value-neutral or a disembedded force. To the contrary, technology is socially embedded and could be directly linked to other social developments and processes. The article therefore wishes to highlight the social embeddedness of technology by stressing how it is intertwined with other social developments like economy. In order to utilise technology more effectively and in a responsible manner in education, the nature thereof as medium should be reflected on. In light of the discussion on the technology as a socially embedded medium, the possible challenges and opportunities that it poses as medium to education, are identified and discussed. Specific reference is made on how theological education could benefit from educational technologies. (shrink)

Since the recognition of youth as a social category, several approaches to youth ministry developed. One of the approaches, namely the inclusive congregational approach to youth ministry, will be critically reflected on in this article. The aim of this article is to indicate what the implications of this approach are for congregational ministry. It is argued that the inclusive congregational approach to youth ministry could lead to certain creative tensions in youth ministry as an integral part of congregational ministry. Therefore (...) the article identifies and discusses specific creative tensions that could be present in youth ministry where the inclusive congregational approach to youth ministry is taken as the point of departure. Creative tension is here understood as a source of creative energy that informs and guides ministry. Although the different tensions may cause uneasiness, with the spontaneous response to release them, it is argued that it should rather be kept intact in order to inform and maintain a creative process of ministry. (shrink)

The reflection on film will be situated within the framework of popular culture and lived religion as recognised themes within the discipline of practical theology. It is argued that the perspective of viewers is of importance within the process of meaning-making. By focusing on the experience and meaning-making through the act of film-watching the emphasis is not so much on the message that the producer wishes to convey but rather on the experience that is created within the viewer. Experience is (...) not viewed as only emotional, but rather that, at least, both the cognitive and emotional are key in the act of watching a film. It is therefore argued that this experience that is seldom reflected on by viewers could serve as a fruitful platform for meaning-making by the viewer. In a context where there seems to be a decline in institutionalised forms of religion, it is important to investigate emerging forms of religion. Furthermore, the turn to the self also makes people's experiences and practices in everyday life valuable resources for theological reflection. This reflection could provide a theoretical framework for especially empirical research on how film as specific form of media serves as a religious resource and plays a role in the construction of meaning and religious identity. (shrink)

Today our lives are filled with technology through which we communicate, work, play and even engage with for making meaning. This implies the pervasive presence of digital media as an integral part of our everyday life. Although studies on media are mostly done by sociology and communication students, living in a digital age has significant implications for theological reflections. Despite this being the case there is gap in terms of a religious response to technology. In response to this, the aim (...) of this article is to stimulate theological reflections with regard to living in a digital culture. This is achieved by raising theological questions in the hope that theology could take a proactive role in these discussions. The implications of living in a digital culture are quite vast; therefore, the focus will be limited to how a community is formed and sustained, and the possible implications for the church as community. (shrink)

The overall aim of the article is to unpack some of the layers of motivation that inform and shape the relationship between technology and education. This aim is motivated by the need for a more nuanced perspective on the complex relationship between technology and education. The discussion of technology and education would be utilised as springboard to provide a platform for elaborating on the complex nature of technology as medium, its broader impact on society and the kind of life it (...) creates. The article names a few of the external and internal imperatives for the integration of technology into education. The first part of the title refers to the name of a film about an unmanned, runaway train with serious consequences for the environment and humanity at large. The idea is to relate the pervasive, self-enforcing nature and role of technology with the theme of the film, a force that seems to be unstoppable. It is argued that the integration of technology into education cannot be reflected in isolation from an understanding of the complex nature of technology and the broader functioning of technology in other spheres of life. The socio-economic embeddedness of technology is unpacked by discussing the mediatisation theory, technological development as a revolution and the Fourth Industrial Revolution. The final section describes the need for and possible processes to sharpen the focus on ethics in digital age. (shrink)