Empowering images of the minister as teacher (The dynamics of religious education in the Christian faith)

The resistance of many ministers to the teaching role may be rooted in the dynamics of power and control, as seen in their preference for one-to-one a nd one-to-many dimensions of ministry rather than the one-to-group context of teaching. Another source of resistance is the minister's narrow understa nding of teaching and the minister's limited repertoire of teaching skills. This paper proposes seven metaphors for teaching that can be clustered und er one dominant motif-interpreter. These metaphors may empower a minister's move toward a self-image as teacher.