Abstract
This article investigates the teaching and practice of moral formation at three theological education institutions in South Africa. Morality is described in terms of relationship with God, with the self, with others in the church and society and with the environment. Many theological institutions, while acknowledging moral formation in their aims and teaching ethical theory, have difficulty developing and implementing a moral formation programme. The findings of the research suggest that the teaching and practice at the institutions that involve relationships are most effective for moral formation. Hence it is recommended that the institutions foster the students’ relationship with God, with themselves, with others and with the environment. Relational teaching methods and activities are most effective and ways of implementing them are explored, including developing partnerships with local churches.
Highlights
IntroductionIn a recent study on moral formation, three students, each at a different theological institution, said the following about the effects of their studies:I understand we are called to relate to one another, nature and God (Tuckey 2015:188).I have had to reconsider exactly what I believe which has consequences for the way I live and the way I treat other people
In a recent study on moral formation, three students, each at a different theological institution, said the following about the effects of their studies: I understand we are called to relate to one another, nature and God (Tuckey 2015:188)
The findings showed that an emphasis on moral formation is found in all the institutions where the research was conducted, but not always in a very conscious and systematic manner
Summary
In a recent study on moral formation, three students, each at a different theological institution, said the following about the effects of their studies:I understand we are called to relate to one another, nature and God (Tuckey 2015:188).I have had to reconsider exactly what I believe which has consequences for the way I live and the way I treat other people. As I accept who I am (as God has made me unique), I will no longer reject myself nor strive to resemble or compete with others (Tuckey 2015:202) These comments indicate the growing self-understanding and self-acceptance that led to deeper relationships with others, with God, and for one student at least, with nature. The stated purpose of many theological institutions is to impart knowledge, develop professional skills for ministry and enable spiritual and moral formation (Bosch 1991:16). These aims are sometimes described as ‘knowing, being and doing’, or ‘heads, hearts and hands’.1
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