Teaching Meaning: A Pedagogical Strategy to Help Ministry Students Understand Meaning Making in Narrative Perspective

Area of Science:

• Pedagogy
• Psychology of Religion
• Narrative Therapy

Background:

• Life disruptions can challenge an individual's established narrative and meaning-making frameworks.
• Ministry students require training to effectively support individuals facing significant loss and existential challenges.

Purpose of the Study:

• To present a pedagogical exercise for ministry students.
• To enhance students' understanding of the impact of life disruptions on meaning-making.
• To provide tools for educators mentoring students in pastoral care.

Main Methods:

• Description of a classroom exercise designed to simulate the experience of narrative disruption.
• Integration of contemporary theories on narrative and meaning-making.
• Application of the exercise within a ministry education context.

Main Results:

• Students gain insight into the jarring nature of challenged life stories.
• Participants develop a deeper empathy for individuals enduring loss.
• The exercise proves effective in preparing students for pastoral care roles.

Conclusions:

• The described pedagogical exercise is a valuable tool for ministry education.
• Educators can utilize this method to foster student understanding of narrative disruption and meaning-making.
• This approach supports the development of compassionate and effective care for those experiencing loss.