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This article argues that critical thinking and theology belong together. Noting the need for such a combination in the breakdown of conversation between seminary students, the article justifies such a move in a theological anthropology. The author then describes several years of revisions to a Theology 1 course as he attempted to bring together the two goals of teaching theology and teaching critical thinking. The result was a syllabus that demonstrated two central transformations. The first is a “flip” of the classroom, or using the class time entirely for active learning. The second change is the creation of an assignment that walks students from theological conviction to theological argument. The author gives anecdotal and evaluative (grades, student evaluations) evidence to demonstrate the success of these revisions.
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