Abstract
The article seeks to explore the intrigues behind the establishment of St Andrew’s College of Theology and Development in Eastern Africa, at the Kabare Hill of Kenya, from May 1977. How does the legacy of the pioneer European missionaries to Eastern Africa (I refer to Krapf, Hannington, Tucker, Parker, McGregor, Crawford, Beecher among others) contribute to the current state of affairs in mission education and the establishment of St. Andrew’s College in particular? The materials in this article are largely gathered through extensive reading of relevant literature, face-to-face interviews, oral sources and archival sources. The article coincides with the 40th anniversary celebration of St Andrew’s College, Kabare – that began in 1977 as an institute for mission and evangelism. Through showcasing St Andrew’s, the article has methodologically revisited the 19th and 20th European missionary legacy that inspired the current growth of the church in Eastern Africa. In turn, it has established that despite the gains so far made, there is still room in authenticating theological education in Eastern Africa and the rest of the tropical Africa.
Highlights
How does the legacy of the pioneer European missionaries to Eastern Africa (I refer to Krapf, Hannington, Tucker, Parker, McGregor, Crawford, Beecher among others) contribute to the current state of affairs in mission education and the establishment of St
While the current courses offered at Diploma level are credible, a more relevant curriculum is critical
As a by-product of the missionary labours, St Andrew’s, as an institute of mission and theological studies has demonstrated holistic understanding of the mission of the church that goes beyond spiritual welfare and addresses the intellectual, physical, medical, psychological, gender, and other human needs
Summary
Gathogo STJ 2017, Vol 3, No 2, 403–422 sub-divided to create the current dioceses of Kirinyaga (the host), Embu, Meru, Mbeere, and Marsabit By the time it was established, there was a huge cry for theological education that was spiritually and intellectually stimulating. The revivalists discouraged people who appeared to focus more on the physical development, as opposed to spiritual development This theo-intellectual embargo remained the defining characteristic till the idea to open up St. Andrew’s College, Kabare, was mooted in 1976 and the process began in 1977 and continues to the present moment
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