Networked religion meets digital geographies: Pedagogical principles for exploring new spaces and roles in the seminary classroom

This article presents a pedagogical approach to training seminarians for faith leadership in the era of what Heidi Campbell has called “networked religion.” It argues that the increasing digital mediation of religious practice, expression, and community represents an opportunity for students to explore and inhabit ministry sites and roles from “within” the seminary classroom. Using education scholars' discussions of new digital geographies, gaming scholars' conception of game space, and reflection on classroom‐tested “quick challenges,” the author presents pedagogical principles for designing authentic new media learning experiences. Such activities bridge teaching spaces and ministry spaces to promote active learning through observation and immersion, simulation and role‐playing.