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Preaching and the Theological Imagination


Edited By Zachary Guiliano and Cameron Partridge

In an era in which The Episcopal Church and the Church of England have become increasingly alarmed about numerical decline, Christian proclamation has become more important than ever. To fully meet this challenge, Anglicans must reclaim a vocation to preach the good news with both deep theological grounding and imaginative dynamism. Crucial to this process is a sustained engagement with deepening the theological imagination of the whole Christian community, through renewed practices of, and approaches to, preaching, study, and spiritual development.
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THIS BOOK, like the conference from which it emerged, has been a communal labor from the start. First and foremost, therefore, we thank the Episcopal/Anglican Fellowship at Harvard Divinity School as well as the wider HDS community for its dedicated, creative engagement in theological formation. What a joy and an adventure it is to work with and be part of such a vibrant, thoughtful group. We also particularly thank the Reverend Luther Zeigler and the Episcopal Chaplaincy at Harvard for their strong support, along with Tim Whelsky and the HDS Office of Student Life. Incomparable thanks is due to the Rt. Rev. M. Thomas Shaw, SSJE, whose recent passing has deeply affected us all, about which more is said in our preface by Luther. The HDS Fellowship is truly a community that is always also caught up in wider circles— indeed, the communion of saints itself.

Furthermore, a project like this one is ultimately linked to all the communities of faith that have played a part in our ongoing formation. In addition to the HDS Fellowship, Cameron would like to lift up the Episcopal congregations that from the beginning have shaped him in various ways: St. Clement’s, Berkeley, CA; St. Mary’s, Ardmore, PA; Christ Church, Somerville, MA; St. Luke’s and St. Margaret’s, Allston, MA; The Episcopal Chaplaincy at Harvard; The Episcopal Chaplaincy at Boston University. St. Luke’s and St. Margaret’s formed the communal soil in which Cameron’s “hinge day” concept originally germinated. Two successive classroom communities...

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