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## Book Note

Geoffrey Legrand, Les enjeux théologiques de la pastorale scolaire. Recherche sur les finalités de la pastorale scolaire à partir d'une relecture de Paul Tillich (Tillich Research 25), Berlin / Boston (De Gruyter) 2022, 413 pp., ISBN 978-3-11-078185-4, 102,95€.

Reviewed by PD Dr. theol. Maike Maria Domsel, Seminar für Religionspädagogik, religiöse Erwachsenenbildung und Homiletik, Katholisch-Theologische Fakultät, Rheinische Friedrich-Wilhelms-Universität Bonn, Rabinstraße 8, 53111, Bonn, E-Mail: mdom1@uni-bonn.de

https://doi.org/10.1515/ijpt-2024-0005

# Exploring Pastoral Care in Education: Dr. Geoffrey Legrand's Theological Journey

At the inception of Dr. Geoffrey Legrand's extensive theological exploration "Les enjeux théologiques de la pastorale scolaire: Recherche sur les finalités de la pastorale scolaire à partir d'une relecture de Paul Tillich," affiliated with the Faculty of Theology, UCLouvain (Louvain-la-Neuve, Belgium), and the Faculty of Theology, UNIFR (Fribourg, Switzerland), a biblical epigraph adorns its opening: "Feed my sheep" (Jn 21:17) (1). This scriptural mandate unfolds Peter's solemn responsibility to lead and shepherd the Christian community, emphasizing his pivotal role in fostering the spiritual well-being and growth of believers. Thus, it accentuates Peter's entrusted leadership, reinforcing his duty to guide and nurture the Christian community. This significant charge not only emphasizes a pastoral imperative but also forms a foundational element that underscores the nuanced intention of the monograph. The study aims to contribute a profound understanding of the theological dimensions of contemporary pastoral care in schools and its (re)definition in French-speaking Belgium, through a reexamination of Paul Tillich's insights and against the backdrop of pluralistic, secular contemporary societies (2–3).

The primary audience for this publication encompasses scholars and practitioners in practical theology, particularly those intrigued by the intricacies and significant contributions of pastoral care in schools in the context of postmodern education. Especially through the reference to Tillich's work, it also extends to systematic theologians (268).

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# The Triphasic Method

The study employs a meticulously structured research methodology, adhering to distinct phases of contextualization, decontextualization, and recontextualization.

The initial phase (contextualization, 7–123) involves a detailed observation of the terrain, focusing on the contextualization of pastoral care in schools in Francophone Belgium. The study begins with a broad reflection on the educational purposes and societal expectations. It progressively narrows its focus to the “Catholic school’s identity” (67), culminating in a detailed exploration of the school’s pastoral service, both diachronically and synchronically, navigating the delicate balance between “rootedness and openness” (104). This phase concludes with an examination of the relationships between pastoral care in schools and youth pastoral initiatives.

The second phase (decontextualization, 124–238) marks a pivotal juncture in the study, introducing a distinctive dimension by engaging with the systematic theology of Paul Tillich. Core Tillichian concepts, including the delineation of boundaries and the correlation of existential questions with theological answers, the interplay between the Catholic principle and the Protestant principle, the exploration of substance in theonomy – a focus of Tillich’s later years – and the nuanced examination of dialectical elements like the demonic and kairos, along with a probing inquiry into inter-religious encounters, constitute the intellectual framework of this phase.

The final phase (recontextualization, 239–375) signifies a crucial shift in perspective, transcending the immediate school context. This phase elevates the study beyond the specificities of individual schools, prompting reflection on broader implications. It strategically employs Tillich’s conceptual framework to scrutinize and enhance the initial research, incorporating insights from influential thinkers. This stage opens up numerous avenues for further exploration, particularly in pursuit of the goal of redefining pastoral care in schools in Francophone Belgium. Tillich’s concept of boundaries, succinctly articulated by theologian André Gounelle from Montpellier, plays a vital role in this redefinition endeavor: “For the boundary to play its role effectively, it is essential to develop an identity that is simultaneously solid and open, capable of adapting without losing itself. An identity that does not respond to otherness with indifference or rejection but receives it as an interesting and positive question” (158). For Legrand, this concept serves as an important guidepost in navigating the complexities of contemporary pastoral care in schools. The overarching research questions aim to delve into the essence of postmodern Christian education and its confessional dimension within diverse school communities. The study seeks to unravel these complexities, providing valuable insights into the multifaceted nature of pastoral care in the educational landscape.
# Relevance for Practical Theology

The work successfully forges critical connections, primarily bridging the realms of Systematic Theology and Practical Theology, not just in a didactic sense, but also in a way that intricately interweaves the lifeworld and Christian faith. This is not a mere smooth correlation; instead, it boldly embraces interruption and provocation, resembling a “prophetic function” (372). By doing so, it confronts the intricate complexities of navigating the relationship between faith and lifeworld in pluralistic, secular settings (268). One distinctive contribution lies in the radical redefinition of pastoral care in schools, emphasizing its inherently dialogical nature while attentively responding to contemporary signs of the times and incorporating Tillich’s concept of boundaries. This study challenges a complacent religiosity, breaking away from a mere focus on supposedly Christian values that, as per Legrand, may not markedly distinguish themselves from humanistic values in present pastoral and educational practices (271). Instead, it vehemently advocates for a perspective deeply rooted in a commitment to Christian specificity, centering on Jesus Christ and the Gospel, within the kairos of our time (268). The commendable exploration of the Church’s minority status is seen not merely as a circumstance but as an opportunity, especially within the context of pastoral care in schools and further, extending its relevance beyond the borders of Belgium. The work encourages a courageous engagement with the Christian message through open dialogue (380) that embraces diverse perspectives, cultivating a discourse that tackles essential and life-relevant themes.

This work primarily positions itself within the realm of Practical Theology, specifically focusing on Religious Pedagogy. Notably, it constitutes a groundbreaking contribution, especially in the context of restructuring pastoral care in schools in pluralistic and secular contemporary societies. This is particularly relevant against the backdrop of the crucial question of what guiding principles and support moments the Christian identity can offer, especially in times of (crisis-induced) significant societal and ecclesiastical changes.