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I föreliggande antologi behandlas temat Lärande och kyrka utifrån olika infallsvinklar och med olika metoder. Varje artikel utgör ett självständigt bidrag. Kim Groop medverkar med artikeln: "En helgedom i vetenskapens hägn: Universitetskyrkan i Leipzig från invigning till förstörelse" som behandlar relationen mellan universitet och kyrka med utgångspunkt i universitetskyrkan i Leipzig. Marie Rosenius artikel "Kristendomskunskapen som försvann: Varför saknas ett systematiskt och nationellt samordnat program för dopundervisning i Svenska kyrkan?" utforskar möjliga bidragande faktorer som kan ge svar på denna fråga. Jakob Evertssons artikel "Lärdomens katedral: en studie av relationen mellan lärdomsskola och kyrka i Strängnäs från medeltid till yngre vasatid" behandlar specifikt tre perioder: Den medeltida katedralskolan, reformationstidens lärdomsskola och 1600-talets gymnasium. Antologin utgör volym 4 i skriftserien Studia Theologica Practica Umensia.

The article highlights secular influences in contemporary understandings of liturgical participation by exploring the relationship between visions of the early modern liturgical movement and contemporary ways of understanding participation in the Church of Sweden. The constructs opine, understand, and do are used in the comparison as are the concepts participatio plena, participatio conscia, and participatio actuosa in Sacrosanctum Concilium. An overall reflection based on the analysis is that secular ideologies and trends not only influence liturgical form but tend to erode theological language itself. Religious individualism, combined with “internal ecclesial secularization,” tends to imbue the very understanding of church and of liturgy. A new phase in the liturgical movement called the “late modern liturgical movement” is discussed. The church appears here as the “church of the individual” and the liturgy in the sense of ordo is seen as an “open” order and framework, rather than as juxtaposition and sacramental event.

The aim of this article is to contribute to the development of minority theology by actualizing, developing and assessing a set of analytic tools. We strive to fulfil this aim by pursuing three parallel paths. Firstly, we relate our discussion of minority theology to other kinds of minority studies in order to benefit from theoretical perspectives and empirical findings provided by other disciplines. Secondly, because minority theology is a consequence of religious diversity, we explore how concepts developed in theology of religions and aimed at clarifying the relation to the (religious) other, can prove helpful for the task of identifying and analysing the theological coping strategies and the identity work adopted by both majorities and minorities. Thirdly, in order to avoid an all-too-encompassing definition of minority studies in theology, which might lead to a blurring of the concept, we develop and argue for a distinction between theology by, about, because of, and with minorities.

Utifrån den allmänkyrkliga traditionen att människor genom dopet blir iklädda Kristus och infogade i Kristi kropp, är delaktighet en given aspekt i gudstjänst och kyrka. Likafullt är frågan hur delaktighet ska förstås och främjas i praktiken komplex. Boken visar att ecklesiologi och pedagogik är nära sammantvinnade och argumenterar för teologisk forskning som kastar ljus på denna relation.

The article deals with the following questions: Which perspectives on learning are communicated directly or indirectly in the pastoral letters (Sw. herdabrev) of the Diocese of Luleå and which ecclesiologies can be found in these perspectives on learning? The aim is to offer an ecclesiological perspective on Jørgen Straarup's and Mayvor Ekberg's thesis that a de-confessionalization of the Swedish school has led to the loss of religious language among the Swedish people, and that this could have been avoided if the Church of Sweden had countered with the establishment of its own catechetical teaching, which, however, did not happen because of "inadequate leadership" in the Church of Sweden during the twentieth century. The article analyses all six pastoral letters during the period 1904–2002. The analysis has discerned three ecclesiological stages over time, which can be seen as frameworks for how the bishops are capable of standing out as leaders and enabling learning. The conclusions are that the pastoral letters indicate a change in perspectives on learning that can be perceived as a movement from "folk education" (Sw. folkbildning) to "in-service training" (Sw. fortbildning) and that this movement relates to an extensive change in the church's organisational structure in connection with an ecclesiology that tends to isolate Christianity within the church organisation. This means that it is rather the ecclesiological changes than an "inadequate leadership" as an isolated phenomenon, which in this context should be brought to the fore. This is because ecclesiological shifts entail changes in the bishops' ability to serve as leaders for learning.