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by E Byron Anderson,Dr. Karen-Marie Yust
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  • Author:
    E Byron Anderson,Dr. Karen-Marie Yust
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    Chalice Press; annotated edition edition (August 1, 2006)
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    192 pages
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Karen-Marie Yust, E. Byron Anderson. From Luther, Julian of Norwich, Wesley, Frances de Sales, Jane Chantal, and St. Benedict, we learn the power of a disciplined, prayerful life.

Karen Marie Yust's work focuses on nurturing spirituality and encouraging theological reflection across the lifespan. Taught By God: Teaching and Spiritual Formation Aug 1, 2006. by E Byron Anderson, Dr. Karen-Marie Yust. Her first book, Attentive to God, proposes an alternative strategy for adult faith formation and leadership development. Her latest book, Taught by God, explores the relationship between transformational learning theories and classical spiritual practices. An experienced pastor and Christian educator, she is ordained with dual standing in the United Church of Christ and Disciples traditions.

by E. Byron Anderson and Karen Marie Yust. This book draws on the teachers and teaching models that animate Christian history, bringing it into conversation with the issues and concerns of contemporary teachers and learners who seek to follow Christ.

By: Karen-Marie Yust, E.

Yust, Karen Marie and E. Taught by God: Teaching and Spiritual Formation. An institute at Calvin College for teaching and learning. Prairie Centre for Christian Education.

Formation refers to God's loving, ongoing actions in forming an individual or faith community, to be and to become disciples of Jesus Christ. The process of formation includes an individual's growth in faith, becoming knowledgeable of and conformed to God's will, and ultimately transformed to Christ-likeness by renewal of the mind (Rom. 12:2), as evidenced in loving and glorifying God, and through serving God and others. Do you want to read the rest of this chapter? Request full-text. Invitation to a journey: A roadmap for spiritual formation.

Books and Monographs. Religion Teaching Fellow, Wabash Center for Teaching and Learning in Theology and Religion (1998-1999). With Karen Marie Yust, Taught by God: Teaching and Spiritual Formation (St. Louis: Chalice Press, 2006). Worship and Christian Identity: Practicing Ourselves (Collegeville, MN: Liturgical Press/Pueblo Books, 2003). Ernest Byron Anderson page 4. From ‘Happy Birthday’ to ‘How old are you?’-Rethinking the birthday of the Church, Sacramental Life, 1. (Pentecost 1998): 72-75. Table Etiquette and Kingdom Practice, Encounter 5. -2 (Winter/Spring 1998): 77-93.

John Dewey in China: to teach and to learn. Albany: State University of New York Press, c2007 Wheaton, Il. Crossway Books, c2004. Taught by God: teaching and spiritual formation, & E. Albany: State University of New York Press, c2007. Wheaton, Il. 254 p. White, John, 1934 Nov. 7- The curriculum and the child: the selected works of John White. London; New York: Routledge, 2005. St. Louis, M. Chalice Press, c2006.

The history of the Christian spiritual life suggests that those who truly teach the spiritual life have been themselves "taught by God." The phrase "taught by God" occurs in Christian writings across several centuries. This book draws on the teachers and teaching models that animate Christian history, bringing it into conversation with the issues and concerns of contemporary teachers and learners who seek to follow Christ. The authors contend that the various strands of the Christian spiritual and mystical tradition provide continuing guidance for Christian teachers in the cultivation of their own spiritual lives and the lives of their students. They order this book around four aspects of Christian educational ministries: the identity of the teacher, contexts in which we teach, models for teaching, and evaluation of teaching. Readers are invited to look at the world of teaching through multiple sides of a prism, refracting differently with each effort, drawing the eye toward a variety of subtle nuance, and inviting varied interpretations of the subject we see. Each chapter focuses on particular spiritual teachers (Francis de Sales, Catherine of Siena, Søren Kierkegaard), practices (monastic rules, spiritual direction, examination of conscience), and images (pilgrimage, imitation, apprenticeship) as exemplars of or frameworks for teaching and spiritual formation in the church today.

I was pleased to read this book, as it was in many ways like having a deep conversation with old friends, which could include both authors Yust and Anderson, as well as the spiritual and theological persons highlighted, whose writings and insights were influential in my vocational development.

Many is the person who feels a call, and may feel that this call has given him or her all that is needed for the journey. Some are dismissive or distrustful of academic education (which is sometimes appropriate), or other kinds of training. In the first chapter, authors Yust and Anderson highlight several in history who were taught by God rather than the academy, formal church institution, or other such recognisable courses of learning. This can be dangerous, taken in isolation, for it can be used in current times to justify the non-education, go-it-alone approach. However, the rest of the book does an excellent job at working against such notions, while upholding the validity of that kind of learning that comes from God. The fifth-century Diadochos warns against absolute faith in this kind of individual imagination or creativity, even when such may have validity as divinely inspired. Numerous examples show the importance of community, for discernment and the cultivation of wisdom - even figures such as Anthony and the Desert Hermits (both fathers and mothers) do not retreat from community without taking their learning from the community.

In one chapter they discuss Parker Palmer's reflection on understandings of knowledge. There is the learning for learning's sake - where the goal is to know. I've certainly been guilty of this pursuit, and indeed often consider the learning of new things a hobby - one of my tasks is to keep the hobby from taking over. Another idea is the pursuit of knowledge for utilitarian purposes - knowing how to do things. In terms of spirituality, this may seem a bit awkward or out of place, but in fact is a great temptation also - at the seminary where the authors and I were, there was a good number of students whose primary goals to learn 'how to do ministry', but considered that anything that might be personally transformative to be beyond what they wanted. The danger with both of these is that they can slip into modes where people and feelings become objectified, without moral or subjective content. Many students will make it through seminary knowing how to put together a good program for a congregation from an organisational content standpoint, but not to be good shepherds. Palmer's third option, the 'knowledge arising from love', is in many ways a theme that repeats throughout the book, a kind of knowledge that comes from wisdom, from practice, from continuing discernment. This relates to the Benedictine idea of a life of continuing conversion.

Yust and Anderson draw on theologians and spiritual leaders old and new, from Augustine, Catherine of Sienna, and Julian of Norwich, to Rowan Williams, Parker Palmer, and Miroslav Volf. Many, such as Bonhoeffer, have put their ideas into practice in extreme and radical ways, but always toward the transformation of the world for the glory of God. The authors argue against the kind of prosperity-gospel and search for individual happiness ideas that have been prevalent in American and Western Christian circles in the past generation, and more toward a process of education and learning that has both a respect for tradition and what God has done in the past in the world as well as for what God's spirit can continue to do to transform the world for the better for all who are part of it.

Karen-Marie Yust and Ron Anderson were members of the faculty at my old seminary, with whom I worked in various capacities. Both have moved on to other institutions (as have I), but I was pleased to see this book, as both were important in my formation during seminary, and many of the ideas incorporated in this book were modeled by them as they strove to work with students.
This was a gift, so I have not read it, but the recipient was happy.