Abstract

This essay explores how it might be possible to recover a more pluralistic and therefore participatory understanding and exercise of the teaching office in the Christian Church by, first, briefly reflecting upon the historical backdrop to the emergence and development of the role of authoritative ecclesial teacher. Second, I identify some of the ecclesial fault lines and tensions that emerged in the modern and contemporary periods pertaining to teaching authority. Third, I raise the issue of the impact of such developments upon the manner in which Christian churches have sought to offer teachings on ethical issues in recent times. Fourth, I explore, via an ecclesiological analysis that is both a comparative and ecumenical in nature, three visions for retrieving a more participatory and life-giving understanding of the teaching office and practice of the teaching function for our times. The visions explored come from a Reformed, Roman Catholic, and ecumenical standpoint: respectively, those of Richard Robert Osmer, Richard R. Gaillardetz, and Willem Visser 't Hooft. The final section offers some brief conclusions about the potential for truly ecumenical collaboration in moral discernment in the light of such considerations.