The Openseminary Methodology: Practical Theology as Personal, Local and Transformative

Brian Macallan

doi:10.3390/rel12080652

Abstract

Theological education continues to be subject to rapid social and technological change, which is further exacerbated by the recent global pandemic. Practical theology as a discipline continues to grow, being well placed methodologically to engage with diverse contexts and these global realities. The task for theological education is whether it can meet these challenges and be part of the transformation required. Openseminary as a methodology and program was developed in the early 2000s by Wynand De Kock to enable students to both learn practical theology as a methodology, as well as reflect theologically in their own context. Over the last two decades, it has run in South Africa, at Tabor College in Australia, as well as Palmer Seminary in the United States. In what follows, the methodology and program are explored in terms of their genesis, history, and current articulation. It is argued that it is a practical theological methodology well suited to the personal, local, and transformative goals of theological education today.

Highlights

Theological education, and education in general, has endured significant challenges globally due to the COVID-19 pandemic
Discussions around post-pandemic pedagogy are hopeful that the resourcefulness drawn on during this crisis might serve to “widen the relevance of education in society”
In re-imaging theology for a new generation, practical theology should continue to attempt to embed itself in awards and curriculum that leads students back to their context, teaching them a theological method that responds to the realities in their own life situation

Summary

Introduction

Theological education, and education in general, has endured significant challenges globally due to the COVID-19 pandemic. In re-imaging theology for a new generation, practical theology should continue to attempt to embed itself in awards and curriculum that leads students back to their context, teaching them a theological method that responds to the realities in their own life situation. This paper seeks to describe a specific methodology called Openseminary that has been in existence for over two decades It argues that it is a practical theological methodology that is one of many approaches that have, and will continue to have, an important role in theological education. The Afrikaner’s ‘inability to ask questions under apartheid was a clear sign that we were in the grip of unreasonable certainty.4 Kaunda notes that this led De Kock to explore a new paradigm for doing theology, a praxis of self-generation, and not an academic exercise required by the university. It can be seen as a pedagogy that is personal, emerging out of a life that is lived

Personal Story as Pedagogy

The Openseminary Methodology

Length and Focus

Assessment

Conclusions