Theological Education with Neurodiversity in Mind: Research Insights and Future Possibilities

Abstract

How might the neurodiversity paradigm and the stories of neurodivergent persons contribute to the work of theological education? Drawing on the insights of neurodivergent thinkers, worshipers, and ministry leaders, the authors outline a preliminary vision of theological education and Christian ministry that keeps neurodiversity in mind. The article begins by exploring the neurodiversity paradigm and discussing experiences of neurodivergence in congregational ministry. The authors then consider the task of theological education and the formation of leaders in light of the neurodiversity paradigm. Finally, the authors bear witness to new models of ministry that center the leadership of neurodivergent persons.

Keywords:

• Education
• ethnography
• formation
• neurodiversity
• practical theology
• young people

View correction statement:

Correction

Disclosure statement

No potential conflict of interest was reported by the authors.

Correction Statement

This issue was originally published with errors, which have now been corrected in the online version. Please see Correction (http://dx.doi.org/10.1080/23312521.2023.2292458).

Notes

1 This research received approval from the North Star Review Board in December 2021.

2 This project was part of Fuller Youth Institute’s “Character-Forming Youth Discipleship” project, funded by The John Templeton Foundation. Learn more about the Cultivating God’s Brainforest course at https://online.ptsem.edu/products/cultivating_Gods_brainforest.

3 It is important to note that not all people who experience mental distress identify as neurodivergent, such as those with bipolar disorder or schizophrenia, although the term is increasingly being used to include a wide variety of experiences and diagnoses.