Ethnic Studies: An Urgent Need in Theological Education in Africa

Theological education, spiritual formation and leadership are all contested issues in the Church, especially within the African context. Although these topics are thoroughly discussed, the relation and the interdependence are not always clear. This article discusses these topics in relation to each other and in relation to the One who calls servant leaders to guide his church for her service in the world. The importance of the local church as missional church is emphasised in the article. Thus, what the faith community believes and teaches about God determines our ecclesiology, theological education and leadership. What does God have to do with theological education, spiritual formation and leadership development in Africa? The answer is everything! The article used a literary study to research the relationship between the different topics and the church and concluded that dependence exists between them.Contribution: Much is written on theological education in Africa. However, students come into theological education with an already established spirituality formed by other agents. The article contributes to the discussion about the relation between formal theological, spiritual formation and leadership. It emphasises the relation between the theological institution and the local church.

Christina Landman is a professor of Theology at the Research Institute for Theology and Religion, University of South Africa. As an East African serving under her as a research fellow at the Research Institute of Theology and Religion since 2014, and as somebody whose articles have been published in the two journals where she has been the editor, I can only honour her by contributing to her festschrift and in basing my reflections on my understanding of theological education in tropical Africa, where she plays a critical role – despite my bias towards East Africa, and Kenya in particular. In other words, the goal of this article is to focus on the future of theological education in Africa, with special reference to Eastern Africa, and Kenya in particular. How has Africa journeyed with theological education since its inception in the 19th and 20th century? How is it reflected in the academic institutions of higher learning, in ministerial training, in general academic contexts and in local congregations (churches)? Is it Africanity without ethics? Does it have a future? In addressing these concerns, the article employs historic-analytical design in its endeavour to assess the efficacy of theological education as an agent of social transformation in 21st-century Africa. Considering that Africa cannot be identified as a single geocultural context and/or as a monolithic entity, the article builds its case by mainly referring to the Kenyan context. Its methodology includes an extensive literature review of some materials that are connected to theological education, participant observation and personal reflections as an educationist in an African context. The methodology will also include the Protestant divinity school that was established in Frere Town, Mombasa, and later shifted to Limuru, Central Kenya, in 1929. It is set on the premise that the future of theological education in Africa is guaranteed by the growing interest in theological education among the youth, especially in the 21st century.

The coronavirus disease 2019 (COVID-19) pandemic has brought a unique disruptive moment of unprecedented proportions in world history affecting all spheres of life. Theological education in Malawi, Sub-Saharan Africa, has not been spared in experiencing the effects of the COVID-19 pandemic. This study argues that the effectiveness of theological education in Africa contributes towards the future of Christianity on the continent, because it serves as a foundation for a vibrant missional church. Nevertheless, the COVID-19 pandemic has provided opportunities for creativity and innovation which could ensure the survival and sustainability of theological education in Africa. It is therefore crucial to critically reflect on how the provision of theological education in Malawi in particular, and in Sub-Saharan Africa, in general, can be sustained during the uncertain and challenging times when the COVID-19 pandemic is devastating the African continent and the entire world. This article investigated the challenges and opportunities for theological education in Malawi in view of the ongoing COVID-19 pandemic. In view of this, the following five objectives emerged: (1) to evaluate the Malawi government’s response to the COVID-19 pandemic; (2) to discuss the history and importance of theological education in Africa; (3) to examine the challenges of theological education in Malawi in view of the ongoing COVID-19 pandemic; and (4) to assess the prospects of theological education in Malawi in view of the ongoing COVID-19 pandemic. A qualitative research methodology was used, namely a literature review and interviews with members of the faculty of theological institutions in Malawi. Six main findings were established: First, the COVID-19 pandemic has presented both challenges and opportunities for theological education in Africa. Second, the effectiveness of theological education in Africa has contributed towards the future of Christianity on the continent. Third, the COVID-19 pandemic has challenged the dominant models of theological education in Africa. This entails a shift from face-to-face teaching to online teaching and learning. Fourth, the COVID-19 pandemic has provided opportunities for the sustainability of theological education in Africa. Fifth, theological education has encountered misleading theologies regarding the COVID-19 pandemic. Sixth, theological education has the opportunity of constructing life-giving theologies in Africa. This study has two implications: (1) navigating the changing terrain of theological education in Malawi; and (2) theological education’s employment of digital technologies during and post the COVID-19 pandemic.Contribution: This study has contributed to the discourse of theological education in Africa by providing solutions to the challenges posed by the COVID-19 pandemic.

This article explores crucial issues of concern for theological education (TE) in Africa. The article particularly sets the motion towards a more compelling discussion on current influences on the shape of TE and to which those tasked to develop its curricular programmes are compelled to critically reflect on the relevance of the models and methodologies used. Based on the analysis of the available related literature, the author is convinced that contextual curriculum for TE is essentially best served in effecting transformative TE that is oriented towards participatory approach. Ideally, TE exists to enable God’s people to meaningfully participate in fulfilling God’s purpose for the Church in the world. However, its current model is inadequate to address the ever-urging needs of society, since it not only falls short of sharpening the required knowledge, skills and personal spiritual formation but also fails to address the real needs of the people to whom the student is called to minister. Consequently, the church is disengaged from the culture and the social and physical needs of society it is designed to serve. An ideal TE programme should be geared to address some crucial issues in Africa such as the challenge of diversity, which threatens the essence of the African culture; inadequate approach to power encounter, which results from the dichotomy between the sacred and the secular, the presence of poverty, which demands the humanitarian focus of development; power encounter, and professional development issues, which require consideration by theological educators and curriculum developers. Theological educators should not only be cognizant of but also proactively attend to the present and future trends that tend to influence the shape of TE in Africa.

The higher education landscape has arguably become one of the most arduous to traverse. More so in the African context, where a host of variables continiously challenge educators to reflect critically on their philosophies and practices as they engage an ever-changing audience. In this book, a critical engagement with theological education in Africa is offered. As the book originates from South Africa, it is presented as a South African perspective, although contributors are situated accross the African continent and abroad. The common denominator is that all contributers are, in some way or another, invested in theological education in Africa. The main contribution of this collaborative work is to be sought in the insights it offers on four main areas of theological education: A historical and current orientation on theological edcuation in Africa, some paradigm shifts in theological education in Africa, ministerial formation needs versus theological education challenges, and a critical reflection on elective models and methods. The book presents the original and innovative research of scholars for fellow scholars involved in theological higher education as it is grounded in the respective fields of interest of each contributor. It contributes to a better understanding of the complex African theological higher education landscape that is also mindful of post-COVID-19 realities. Methodologically the work draws on a combination of methods, including literature studies, empirical work, and in some cases sectional offerings from doctoral studies, as indicated in the various chapters.

The higher education landscape has arguably become one of the most arduous to traverse. More so in the African context, where a host of variables continiously challenge educators to reflect critically on their philosophies and practices as they engage an ever-changing audience. In this book, a critical engagement with theological education in Africa is offered. As the book originates from South Africa, it is presented as a South African perspective, although contributors are situated accross the African continent and abroad. The common denominator is that all contributers are, in some way or another, invested in theological education in Africa. The main contribution of this collaborative work is to be sought in the insights it offers on four main areas of theological education: A historical and current orientation on theological edcuation in Africa, some paradigm shifts in theological education in Africa, ministerial formation needs versus theological education challenges, and a critical reflection on elective models and methods. The book presents the original and innovative research of scholars for fellow scholars involved in theological higher education as it is grounded in the respective fields of interest of each contributor. It contributes to a better understanding of the complex African theological higher education landscape that is also mindful of post-COVID-19 realities. Methodologically the work draws on a combination of methods, including literature studies, empirical work, and in some cases sectional offerings from doctoral studies, as indicated in the various chapters.

The higher education landscape has arguably become one of the most arduous to traverse. More so in the African context, where a host of variables continiously challenge educators to reflect critically on their philosophies and practices as they engage an ever-changing audience. In this book, a critical engagement with theological education in Africa is offered. As the book originates from South Africa, it is presented as a South African perspective, although contributors are situated accross the African continent and abroad. The common denominator is that all contributers are, in some way or another, invested in theological education in Africa. The main contribution of this collaborative work is to be sought in the insights it offers on four main areas of theological education: A historical and current orientation on theological edcuation in Africa, some paradigm shifts in theological education in Africa, ministerial formation needs versus theological education challenges, and a critical reflection on elective models and methods. The book presents the original and innovative research of scholars for fellow scholars involved in theological higher education as it is grounded in the respective fields of interest of each contributor. It contributes to a better understanding of the complex African theological higher education landscape that is also mindful of post-COVID-19 realities. Methodologically the work draws on a combination of methods, including literature studies, empirical work, and in some cases sectional offerings from doctoral studies, as indicated in the various chapters.

The higher education landscape has arguably become one of the most arduous to traverse. More so in the African context, where a host of variables continiously challenge educators to reflect critically on their philosophies and practices as they engage an ever-changing audience. In this book, a critical engagement with theological education in Africa is offered. As the book originates from South Africa, it is presented as a South African perspective, although contributors are situated accross the African continent and abroad. The common denominator is that all contributers are, in some way or another, invested in theological education in Africa. The main contribution of this collaborative work is to be sought in the insights it offers on four main areas of theological education: A historical and current orientation on theological edcuation in Africa, some paradigm shifts in theological education in Africa, ministerial formation needs versus theological education challenges, and a critical reflection on elective models and methods. The book presents the original and innovative research of scholars for fellow scholars involved in theological higher education as it is grounded in the respective fields of interest of each contributor. It contributes to a better understanding of the complex African theological higher education landscape that is also mindful of post-COVID-19 realities. Methodologically the work draws on a combination of methods, including literature studies, empirical work, and in some cases sectional offerings from doctoral studies, as indicated in the various chapters.

The higher education landscape has arguably become one of the most arduous to traverse. More so in the African context, where a host of variables continiously challenge educators to reflect critically on their philosophies and practices as they engage an ever-changing audience. In this book, a critical engagement with theological education in Africa is offered. As the book originates from South Africa, it is presented as a South African perspective, although contributors are situated accross the African continent and abroad. The common denominator is that all contributers are, in some way or another, invested in theological education in Africa. The main contribution of this collaborative work is to be sought in the insights it offers on four main areas of theological education: A historical and current orientation on theological edcuation in Africa, some paradigm shifts in theological education in Africa, ministerial formation needs versus theological education challenges, and a critical reflection on elective models and methods. The book presents the original and innovative research of scholars for fellow scholars involved in theological higher education as it is grounded in the respective fields of interest of each contributor. It contributes to a better understanding of the complex African theological higher education landscape that is also mindful of post-COVID-19 realities. Methodologically the work draws on a combination of methods, including literature studies, empirical work, and in some cases sectional offerings from doctoral studies, as indicated in the various chapters.

The higher education landscape has arguably become one of the most arduous to traverse. More so in the African context, where a host of variables continiously challenge educators to reflect critically on their philosophies and practices as they engage an ever-changing audience. In this book, a critical engagement with theological education in Africa is offered. As the book originates from South Africa, it is presented as a South African perspective, although contributors are situated accross the African continent and abroad. The common denominator is that all contributers are, in some way or another, invested in theological education in Africa. The main contribution of this collaborative work is to be sought in the insights it offers on four main areas of theological education: A historical and current orientation on theological edcuation in Africa, some paradigm shifts in theological education in Africa, ministerial formation needs versus theological education challenges, and a critical reflection on elective models and methods. The book presents the original and innovative research of scholars for fellow scholars involved in theological higher education as it is grounded in the respective fields of interest of each contributor. It contributes to a better understanding of the complex African theological higher education landscape that is also mindful of post-COVID-19 realities. Methodologically the work draws on a combination of methods, including literature studies, empirical work, and in some cases sectional offerings from doctoral studies, as indicated in the various chapters.

This article focuses on the response of Africanisation to Western theological education in Africa, which has for centuries become a theological problem for the African context. In this 21st century, Africanisation is at the centre of the African discourse and focuses on the realities of our African context. Therefore, theological education in Africa should be Africanised in order to seriously engage the aspects of Africanisation. The struggle against colonial education was to ensure that Africa is liberated from unjust educational oppression, socio-economic oppression, poverty, racism, political oppression and gender injustice. In this regard, Africanisation is an agent to address the introduced Western theological education in Africa. Yet the two concepts, namely commercialisation and commodification, have an influence on theological education in Africa.

The higher education landscape has arguably become one of the most arduous to traverse. More so in the African context, where a host of variables continiously challenge educators to reflect critically on their philosophies and practices as they engage an ever-changing audience. In this book, a critical engagement with theological education in Africa is offered. As the book originates from South Africa, it is presented as a South African perspective, although contributors are situated accross the African continent and abroad. The common denominator is that all contributers are, in some way or another, invested in theological education in Africa. The main contribution of this collaborative work is to be sought in the insights it offers on four main areas of theological education: A historical and current orientation on theological edcuation in Africa, some paradigm shifts in theological education in Africa, ministerial formation needs versus theological education challenges, and a critical reflection on elective models and methods. The book presents the original and innovative research of scholars for fellow scholars involved in theological higher education as it is grounded in the respective fields of interest of each contributor. It contributes to a better understanding of the complex African theological higher education landscape that is also mindful of post-COVID-19 realities. Methodologically the work draws on a combination of methods, including literature studies, empirical work, and in some cases sectional offerings from doctoral studies, as indicated in the various chapters.

Theological education in Africa is currently at a crossroads and requires a thorough re-evaluation. The framework for teaching and learning introduced by missionaries during colonial times, which often prioritized Western perspectives and ignored indigenous African contexts, does not adequately address the complex issues and needs of African communities today. As a result, the impact of theological practice lacks both relevance and sustainability within grassroots communities. There is therefore a need for a theological framework that is more relevant, contextual, and responsive to the realities and aspirations of African people in the present context. This article advocates for the decolonization of theological education for a praxical approach rooted in lived experiences. It is essential to firmly anchor theological reflection and action in African traditions in order to effectively address contextual issues. This calls for action beyond academic reform towards meeting the pressing needs of the population. This article sheds light on the inadequacies of the colonial framework within theological education, serving as crucial indicators for holistic and sustainable transformation within the field. Case studies drawn from theological institutions, and local churches from selected countries in East, Central and Southern Africa provide nuanced insights into the importance of this transformative process.

Observing that theological education in Africa needs a review in light of its history of association with Western missionaries, this article joins that call by focusing on the need to incorporate health and healing in this review. The article is based on findings from a field study as well as from literature. It argues for incorporating health and healing in the revised African theological education curriculum, among other reasons, on the pursuit for healing in African churches. Opening with a discussion of theological education in Africa in terms of its offering, its meaning and goals, the article then makes a presentation of findings on Batswana’s views of health and healing in theological education. It then discusses the need for incorporating health and healing in theological education as reflected by respondents and in literature.

The higher education landscape has arguably become one of the most arduous to traverse. More so in the African context, where a host of variables continiously challenge educators to reflect critically on their philosophies and practices as they engage an ever-changing audience. In this book, a critical engagement with theological education in Africa is offered. As the book originates from South Africa, it is presented as a South African perspective, although contributors are situated accross the African continent and abroad. The common denominator is that all contributers are, in some way or another, invested in theological education in Africa. The main contribution of this collaborative work is to be sought in the insights it offers on four main areas of theological education: A historical and current orientation on theological edcuation in Africa, some paradigm shifts in theological education in Africa, ministerial formation needs versus theological education challenges, and a critical reflection on elective models and methods. The book presents the original and innovative research of scholars for fellow scholars involved in theological higher education as it is grounded in the respective fields of interest of each contributor. It contributes to a better understanding of the complex African theological higher education landscape that is also mindful of post-COVID-19 realities. Methodologically the work draws on a combination of methods, including literature studies, empirical work, and in some cases sectional offerings from doctoral studies, as indicated in the various chapters.