dc.contributor.author | Tveitereid, Knut | |
dc.contributor.author | Norheim, Bård Eirik Hallesby | |
dc.date.accessioned | 2023-02-22T14:40:54Z | |
dc.date.available | 2023-02-22T14:40:54Z | |
dc.date.created | 2021-01-20T15:36:23Z | |
dc.date.issued | 2021 | |
dc.identifier.citation | International Journal of Practical Theology. 2021, 25 (2), 206-223. | en_US |
dc.identifier.issn | 1430-6921 | |
dc.identifier.uri | https://hdl.handle.net/11250/3053385 | |
dc.description.abstract | Ordinary theology is often described as unrefined and imprecise in comparison to academic theology. A recent ethnographic study of vital youth ministries discovered a similar pattern, which the study coined “theological wiggle room.” This article discusses how a lack of precision may serve as a possible resource for theology in the ordinary, and thereby why theological wiggle room may be of significance. The article argues that a certain theological wiggle room engages centripetal and centrifugal dynamics. In other words, the lack of precision should not be interpreted as a shortage or deficiency alone, but as a significant quality of theology in the ordinary – in particular with regard to ecclesiology, leadership and personal development. | en_US |
dc.language.iso | eng | en_US |
dc.rights | Attribution-NonCommercial-NoDerivatives 4.0 Internasjonal | * |
dc.rights.uri | http://creativecommons.org/licenses/by-nc-nd/4.0/deed.no | * |
dc.title | Theological Wiggle Room as a Resource in Ordinary Theology: Significance for Ecclesiology, Leadership, and Personal Development | en_US |
dc.type | Peer reviewed | en_US |
dc.type | Journal article | en_US |
dc.description.version | publishedVersion | en_US |
dc.source.pagenumber | 206-223 | en_US |
dc.source.volume | 25 | en_US |
dc.source.journal | International Journal of Practical Theology | en_US |
dc.source.issue | 2 | en_US |
dc.identifier.doi | 10.1515/ijpt-2020-0033 | |
dc.identifier.cristin | 1875751 | |
cristin.ispublished | true | |
cristin.fulltext | original | |
cristin.qualitycode | 2 | |