A view from the past
In the enlightening article written by the late John Edgerton, former President of the College of Pastoral Supervision and Psychotherapy, John delves into his experiences with CPSP and its juxtaposition with the Association for Clinical Pastoral Education (ACPE). Edgerton passionately argues that CPSP was established as a transformative movement, countering the overly institutionalized and standardized approach of Clinical Pastoral Education, as he perceives it.
Edgerton vividly portrays CPSP's distinctive vision, where individuals work together in intimate and supportive process groups, striving to preserve the essence of supervisory ministry. He finds the idea of minimum standards and an alternative accreditation process, one that is relational and dynamic rather than rigidly regulated, to be both radical and refreshing. For him, CPSP's ethos aligns with the prophetic tradition of offering alternative perspectives and visions.
Reflecting on his own experiences in Clinical Pastoral Education, Edgerton recalls being thrust into a demanding on-call situation, where he encountered multiple deaths in a single night. This intense experience shaped his understanding of ministry and instilled trust in his instinctual side. He contrasts this immersive approach with ACPE's methods, which he believes overly emphasize predetermined outcomes, stifling imagination, creativity, and the cultivation of instinct.
Edgerton vehemently criticizes ACPE's preoccupation with standards, outcomes, results, and accreditation processes, which he contends restricts and hinders inner growth and wisdom. He argues that an overemphasis on external objectives leaves little room for a transformative learning process. He expresses concern that seeking recognition and respectability from the U.S. Department of Education could potentially erode the soul of the Ministry of Supervision and Counseling, drawing parallels to the department's then-head, Dr. Margaret Spellings, and her behaviorist, deterministic, and control-focused educational philosophy.
Drawing support from Alfie Kohn's book "Punished by Rewards," Edgerton warns against the adoption of behavioristic principles and the use of rewards and punishments as mechanisms of control in education. He cautions that aligning with a behavioristic approach would grant supervisors and accreditation committees more control, directly contradicting the essence of the CPE movement.
Ultimately, Edgerton's thought-provoking article emphasizes the imperative to preserve the soul of supervisory ministry and counseling. He advocates for resisting excessive standardization, nurturing the creative and imaginative aspects of education, and exercising caution when seeking recognition from entities that prioritize predetermined objectives and outcomes.