From Action Learning to Bonding Social Capital? The Potential of Action Learning Sets Among Isolated Rural Clergy

Abstract

Clergy often struggle with the sense of isolation associated with the unique demands of parish ministry. This sense can be heightened when serving in rural communities, where the burden of isolation may include working with small numbers, experiencing social isolation, and lacking colleagues for daily prayers and sharing ideas. A mechanism that can address structural issues and promote peer support could go some way to managing isolation. This article examines recognised theory and practice of one potential solution: action learning (AL). Reflecting New Testament leadership dynamics, AL sets are utilised increasingly within Church leadership development programmes. It is argued that the potential benefits of a stand-alone AL intervention for isolated rural clergy are two-fold: this pedagogical approach enables set members to engage with and reflect on real-life problems in collaboration with colleagues, and can also generate enduring social capital through the valuable networks set members build in the process.

Keywords:

• action learning
• clergy
• isolation
• professional development
• rural ministry
• social capital

Acknowledgements

The author would like to thank St Luke's College Foundation (UK Registered Charity 306606) who funded a project to evaluate the Accompanied Ministry Development programme in the Diocese of Truro, which was the stimulus for this article.

Notes on the contributor

Dr Judith A. Muskett is a Postdoctoral Research Assistant in the Faculty of Education and Theology, York St John University.

Notes

1 The literature search was conducted using databases such as the Web of Science, ATLAReligion, and Academic OneFile, plus publishers' websites of relevant journals (such as the Journal of Adult Theological Education).