CHILD AS METAPHOR A theological perspective on liberation and hope in texts by Jürgen Moltmann

Sammanfattning

Metaphors of the child are commonly used in theological contexts but rarely analyzed and problematized. This dissertation will examine how metaphors of the child are used and deconstruct the metaphors to identify the underlying discourse of children and childhood. The metaphor of humans as God's children will be analyzed to understand the images it holds of humans, children, and God. The reciprocal relationship between human and God means that these images intervene with each other. To exemplify the metaphor at use, I will analyze text from systematic theologian Jürgen Moltmann. How does he use the metaphor of the child? When deconstructing the metaphor, what underlying images or presumptions about the child, or about human as child of God, can one find? Can it be said to be liberating and hopeful? I will raise critical questions about Moltmann’s metaphorical use, through texts by Natalie Carnes and Lee Edelman. Stating that systematic theology concerning metaphors of the child, is of immense importance because it chances with time and context and concerns our understanding of children, humans, and God. Child theology has been an evolving field through the last decades. I want to engage in the important and interesting discussion on how the child is placed in the middle of theology. Considering metaphors, I tend to show that context and personal experience affects how we both use and interpret a metaphor. Child as ‘concept’ or children’s rights or place in society changes, the metaphor ‘child of God’, can be said to vary and then our image of God has changed with it. The field of child theology is broad in topics but share a common feature of advocating for its own existence, while also thinking new theology. My dissertation will be a contribution to this dialog, showing the need of a systematic theology on children. Theology on children is an ongoing project where we can learn something unique from the perspective of the child and should be acknowledged as an integral aspect of theological discourse, applicable to all individuals, as opposed to being restricted or limited to minor group or a special interest.