In this three-part series of posts, I have used Matthew 13 and the parable of the sower, seed, and soil to suggest a two-stage model for pedagogical “soil” analysis in our classrooms so that we create sustainable theological education.  When we help students recognize and discover the makeup of their personal interpretive soils we create sustainability by equipping students with the skills to continually reuse what they have learned to analyze, confirm, support, and uphold what they believe….