Jamie Pitts

  • Assistant Professor of Anabaptist Studies
  • Co-Editor, Anabaptist Witness Journal

Degrees:

  • Ph.D., University of Edinburgh, Scotland, 2011
  • M.Div., Fuller Theological Seminary, 2006
  • B.A., University of Texas, 2002

Publications:

  • “Anabaptist Re-Vision: On John Howard Yoder's Misrecognized Sexual Politics,” Mennonite Quarterly Review 80, no. 1 (January 2015): 153–70
  • Principalities and Powers: Revising John Howard Yoder's Sociological Theology (Eugene, OR: Pickwick, 2013).
  • Translation: Cristo´bal Bonelli, “Ontological Disorders: Nightmares, Psychotropic Drugs and Evil Spirits in Southern Chile,” Anthropological Theory 12, no. 4 (2012): 407–426.

Expertise:

Anabaptist history and theology; systematic theology; social theory; Latin America

Biography:

Jamie Pitts is interested in articulating a constructive Anabaptist theology rooted in Scripture, church history, and congregational mission. In his first book, he took initial steps in this direction by revising John Howard Yoder’s theology of the principalities and powers in light of trinitarian theology and contemporary social science. His current research and teaching seek to develop this line of thought through engagement of global currents in Anabaptist theology and practice.

Teaching philosophy

"As churches go about their mission of embodying and proclaiming the good news of Jesus Christ, they need to be oriented by Scripture and the witness of the wider body of Christ, past and present. They also require the sustenance provided by prophetic visions of God's reign, and the critical perspective enabled by comparing those visions to the present. Theological study, therefore, is directed to the cultivation of the church's capacities to remember, to listen, to see, and to judge. As places where church leaders are cultivated, seminaries have a special theological task that is indispensable for mission."

What students can expect in my courses

  • I use a mix of lecture, circle process, and open space technology to challenge students to think through the implications of readings, in particular how the readings connect to their life and ministry, and to current issues in church and world. The goal in using both lectures and group process methods is to move toward a community of learning in which all classroom participants can share, and learn to support and challenge one another.

Community and professional engagements

Resume: