The vulnerability of the postmodern educator as Locus Theologicus: A studyin practical theology

This article proposes the reconsideration of education's theological signif icance, proceeding from educators' experiences in a postmodern era. Uncerta inty and vulnerability are central issues, not only with regard to the theo logical plausibility of education, but also with regard to a concrete proce ss of adult faith formation. The responses that are formulated by educators to the perplexities of contemporary education can be fitting to an idea of adult faith formation where adults are themselves discovering, adapting, a nd constructing new roads of religious commitment and community building. T his article contains three parts. First, it redefine the aim of education b eyond the "contructability" of the child, in consequence of the issue of ch ild abuse in Belgium, Second, it refers to five competencies to which the e ducator is inviting the child and to which the educator becomes intrinsical ly challenged. In a third movement these experiences are reformulated in a theological perspective as five traces for transcendence.