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Learning to Leave: Expanding Shared Praxis to Understand the Religious Life and Learning of Young Catholics Beyond the Church

Abstract Thomas Groome suggests good teaching begins with experience in particular times and places. His work focuses on a community that is losing many of its members at this particular time and in places like the United States. This article suggests the hermeneutic central to shared praxis provides a helpful lens through which to understand the faithful but critical dialog that can be at the heart of disaffiliation. To explore this claim, the article reviews the theory/method, suggests its limits, and raises a speculative discussion. Can the methodology more affirmatively understand the religious lives of Catholics to who learn to leave the church?