there is a need to connect the three levels of discourse academically and
professionally.
For Pentecostal and Charismatic studies, empirical research is critical
because of the signifi cance of ecclesial communities in their contribution
to theology. Academic empirical theology is free to evaluate ecclesial con-
structs critically, to bring them into the conversation with sources from
beyond Pentecostalism both in terms of theology and in terms of other
academic discourse. But, in my view, it should ultimately subordinate
these other contributions to the overarching discourse of theology. Why?
Because I have argued that theology interprets theology. In other words,
the religious hermeneutical horizons are shaped primarily by theological
vocabulary and concepts, and these require theological sensitivities to do
them justice.
CONCLUSION
In conclusion, I close with a “soccer” analogy in the context of the
USA. Imagine a soccer game in process. There are two teams of eleven
players on the fi eld of play. They could be regarded as the ecclesial theolo-
gians. They know how to play the game. Perhaps we could call the teams
the “Assemblies of God” and the “Church of God (Cleveland, TN)”? One
tends to play with four rules, the other with fi ve rules, but at least they
believe in the same “ball”! 21 In the stadium, there are masses of people
watching the game and these are the supporters, or if you like, the ordi-
nary theologians. They know a fair amount about the game and can be
really quite vocal at times. Into this event comes an empirical theologian.
She or he walks into the setting and starts observing, listening to what is
going on. After a while, the person starts talking to the people in the sta-
dium and tries to understand their perspective of what is going on. Then
she or he jumps over the barrier and starts talking to the coaches and
referees on the touchline. Finally, the person goes on to the fi eld of play
and starts observing close up and talks with the player and the referee, as
well as trying not to get in the way or get kicked! In the process, he or
she might actually infl uence the game by getting in the way of the players
or by infl uencing the view of the ball by players and referee alike (hence
the need for refl exivity). However, this is a game with a difference because
suddenly most, if not all, of the spectators jump over the barrier and join
in the game, and this is regarded as being okay. You see in this game,
“everyone gets to play,” as John Wimber said. It is crazy, exhilarating, ter-
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