Abstract
In ministerial training, effective integration of academic excellence, spiritual formation and vocational training is critical to produce holistically trained Christian leaders. This article positions integration as an educational approach that attempts to coordinate and synthesise the major learning dimension and can bring about significant learning, since it takes account of the lifeworld of the student and engages a custom-designed curriculum. This article reports on an empirical research project on integrative theological education at Justo Mwale University, Zambia. It reports on various dimensions within the formal and informal curriculum in the residential Bachelor of Theology programme. The article provides key findings and a discussion on the contextual and institutional challenges that shaped curriculum design. It reflects on the learning gained through this action research and concludes with strategies to move towards a more integrative model of theological education.
Highlights
Justo Mwale University (JMU), a Christian university in Lusaka, Zambia, was part of an Africa-wide research project from 2018 to 2020 on integrative theological education, together with the Baptist Theological College of Southern Africa (Naidoo 2020), and the Pentecost Theological Seminary in Ghana (Quampah & Naidoo 2020)
How well the parts of the institution and curriculum are intentionally connected, and the rationale articulated for the interrelationships of experiences and, secondly, how best to move towards integrated education incorporating African values in terms of philosophy, world view, and pedagogy
A decade ago, JMU ( Justo Mwale Theological University College, with nine other Reformed institutions in Africa) was privileged to be part of a research project on curriculum development, which found that most institutions used curricula copied and adapted from Western institutions and added material on an ad-hoc basis
Summary
Justo Mwale University (JMU), a Christian university in Lusaka, Zambia, was part of an Africa-wide research project from 2018 to 2020 on integrative theological education, together with the Baptist Theological College of Southern Africa (Naidoo 2020), and the Pentecost Theological Seminary in Ghana (Quampah & Naidoo 2020). A decade ago, JMU ( Justo Mwale Theological University College, with nine other Reformed institutions in Africa) was privileged to be part of a research project on curriculum development, which found that most institutions used curricula copied and adapted from Western institutions and added material on an ad-hoc basis. The revised vision – “to be a leading Christian University in Sub-Saharan Africa” – and its mission statement – “to provide quality, contextual, Christ-centred, holistic education that empowers persons to serve the church, academy and society in Sub Saharan Africa and beyond” – are the foundation of the JMU curricula. JMU currently has a School of Theology and Religion Studies and a School of Education.
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