ABSTRACT
This chapter offers critical reflection on pedagogy in clergy CME, employing a case-study method focussed on the use of a George Herbert poem to facilitate Reflective Practice in a clergy CME group setting. Arguing that poetry written by clergy represents a key form of reflexivity for ministerial identity and practice, resonating with the distinctive metaphorical language of the Ordinal and formative ministerial theology in the C of E, critical analysis of Reflective Practice theory and Theological Reflection suggests that poetry as reflexive form receives little serious attention. Whilst theory looks towards poetic metaphor and creative-writing methods as valuable agents in fostering Reflective Practice, there is scant focus on the value of the whole poem as literary form. In the light of the claims poetry makes for itself as reflective and reflexive cultural form, with capacity for focussing profound attention to lived experience, the absence of attention to the reflexive potential of poetry in Reflective Practice literature represents a serious omission, particularly regarding clergy CME.
