Theological Education Research Articles

Book Review: Beyond Profession: The Next Future of Theological Education

Book Review: Beyond Profession: The Next Future of Theological Education

Contextual pastoral education for responsible citizenship in a complex South Africa

Universities’ teaching and learning strategies aim to prepare students for life and the workplace by creating a culture of innovation to solve real-life problems, so that they can participate constructively in society and lead fulfilling professional and personal lives. In order to reach this goal, teaching and learning must have at least three paradigms, namely pedagogical, cognitive and pragmatic or instrumentalist. A pragmatic paradigm presupposes practical, experiential teaching and learning. This paper explores interactive means within the pragmatic paradigm that can be included in the pastoral modules of theology education. The epistemology is from a practical theological perspective.Contribution: The contribution of this article is that experiential role-play activities can have a positive impact in the pedagogy of pastoral care and counselling. The insight of this article links with the developmental goals for effective theological education in South Africa.

Confederate Theology: Robert Lewis Dabney and the Theological Afterlife of Slavery

AbstractIn the wake of social movements to remove Confederate monuments from public spaces and expose suppressed legacies of white supremacy in the United States, this article uncovers an influential and overtly white supremacist tradition of US Christian theology through a case study of the Reformed theologian Robert Lewis Dabney (1820‐1898). Regarded by his contemporaries as one of the most prolific theological teachers and scholars of his time, Dabney was also an unrepentant defender of racialized chattel slavery and white supremacy. He was also a leading contributor to Lost Cause revisionism after the Civil War. This reveals a troubling paradox: one of the leading theologians in the United States during the nineteenth century was also one of that century's most committed white supremacists. While Dabney's theological defense of a patriarchal, white supremacist society has too often been either conveniently forgotten or uncritically excused by later generations, this article offers a theological reckoning with Dabney's project in order to diagnose its ramifications for contemporary theology and articulate a constructive response.

23 years of South-North partnership within theological education

In our globalized world, cross-cultural and inter-continental partnerships are becoming the norm, making bridge-building an essential element for achieving long-term success. We use the cooperation of over 20 years between Unisa, South Africa, and GBFE, Northern Europe, as a case study. GBFE is a network of thirteen colleges within Europe. This cooperation is unique because the stronger partner is from South Africa. This reverse asymmetry is in some sense post-colonial. In this paper, we analyze the question: “What are the benefits and the challenges of a South-North cooperation within theological education? Where is bridge-building essential for the long-term success of the partnership and what can be learned for other partnerships in reflecting on the bridges that were built in this example?” For analyzing this partnership, we make use of the metaphors of “bridge-building” and “swinging bridges”: Firstly, a swinging bridge between South Africa and Northern Europe; secondly, bridge-building between theory and practice, between academia and church; thirdly, bridge-building between different denominations and traditions. The case study is embedded into a general discussion about decolonization and the globalization of theological education.

Learning design for holistic student formation

A longstanding area of disagreement among theological educators has been whether the holistic formational goals of theological education can be adequately addressed through non–face-to-face learning modes. This study explored student perceptions of how their experience of studying theology in an asynchronous online context contributed to their holistic formation. Student participants were enrolled in one or more of 22 new online units of study which were developed and offered over three cycles as part of larger design-based research project. The study, initiated and conducted prior to the COVID-19 pandemic, found a broad range of design elements contributed to five dimensions of student formation (theological understanding, personal dispositions, ministry dispositions, ministry skills, identity), suggesting that purposeful learning design can facilitate holistic student formation in online and distance learning contexts. Although this study examined learning design for holistic student formation in theological courses, the results may be of interest for other disciplines with similar holistic formational aims.

Spiritual Formation in Theological Education: A Multi-case Exploration on Seminaries and Student Development

In recent decades, theological schools have demonstrated increased interest in educational models that not only transmit knowledge and skill to students, but also prepare them to have the character and virtue dispositions needed to successfully navigate the moral challenges that await them in future ministry settings. This shift is reflected in the most recent 2020 accreditation standards of the Association of Theological Schools (ATS), which highlight the importance of “personal and spiritual formation” as a key facet to seminary programs. Research conducted by the ATS (2018) into how seminaries understood the terms “personal and spiritual formation” revealed that over 40% of seminaries do not have a formal or working institutional definition of personal and spiritual formation. While this finding may be understandable given the complexities of terms and definitions in light of diverse Christian spiritual traditions, it also highlights an area of crucial need given the centrality of spiritual formation to the mission of theological education. Accordingly, the aim of this present paper is to support work in this area and to stimulate a larger discussion into the topic of spiritual formation within the seminary context by articulating and putting forth four different institutional perspectives on the topic (from Fuller Theological Seminary, George Truett Theological Seminary, Talbot School of Theology, and Trinity Evangelical Divinity School).

Challenges and Required Competencies toward Effective Academic Leadership in Indonesian Theological Institution

Law No. 20 of 2003 concerning the National Education System is the ground of conveying a professional and accountable education model system in Indonesia. This also applies to higher theological education institutions (THEI) that want to get recognition and accreditation from the government. The obligation to comply with this regulation presents its own challenges for theological institutions which are generally established as one of the ministry training entities for the church. Therefore, this study was conducted to obtain information related to particular challenges and competencies of an academic leader in THEI in Indonesia. The study employs a qualitative, systematic grounded theory approach to explore leadership challenges and characteristics in Theological institutions. This study found that factors contributing to effective leadership in dealing with legal and accreditation issues are personal, managerial, practical, administrative, and relational skills. This finding shows that in general, leadership at THEI still needs strengthening in various areas.

The transformative effect of prison-based theological education as perceived by current and former students: a pilot evaluation

This pilot evaluation explored the strengths and weaknesses of a prison-based theological education program and identified elements of the program valued by participants, based on the theory that providing inmates with education while incarcerated facilitates change and transforms lives. Participants included currently and formerly incarcerated studies who completed quantitative and qualitative surveys (N = 50) and who were interviewed in focus groups (N = 15). Researchers used a thematic analysis approach to interpret the data to reveal three major themes: (1) prosocial associates; (2) prosocial cognitions; and (3) prosocial activities. Exploring both the quantitative and qualitative experiences of participants is especially important for understanding the lived experiences of individuals participating in faith-based programs Initial findings indicate that The Urban Ministry Institute (TUMI) faith based educational program was positively associated with participants’ prosocial thinking and behavior.

Преемственность традиций воспитания в духовных учебных заведениях

The relevance of the research is determined by the demand for the traditions of Orthodox pedagogy. Even during the period of the official prohibition of religion and of the church in the Soviet state, Orthodox pedagogy preserved moral and spiritual values, and also influenced the approaches to upbringing in secondary schools. The purpose of the research is to identify the continuity of traditions of students’ personal development in theological educational institutions. Comparing the studies of educational traditions in the early Christian school, the author highlights the characteristic features of students’ personal development: education in mixed-age groups, individualized teaching, hermeneutical approach to teaching, inseparability from everyday life, connection with the family, students’ personal development as the key feature of education. The study presents some examples to illustrate each of the marked characteristics. It also dwells on the self-sacrificing activity of S. A. Rachinsky, who opened a number of schools that worked in accordance with the traditions of Orthodox pedagogy. The study hypothesizes that since the time of the first Christian schools to the present days, universality and immutability of the main goal of the Orthodox education has been one of the main factors providing continuity of the traditions of students’ personal development in Christian educational. This goal is connected with teaching students how to achieve the degree personal perfection available to them. The study shows that the continuity of traditions of students’ personal development in theological education is also ensured by the canonical doctrine of the three-part nature of man: body, soul and spirit. The research proves that it is possible to achieve the goal of Orthodox pedagogy by means of purposeful improvement of all the components of a human. Development of the body is connected with the care of physical and mental health and is based on the rules of a godly life. Development of a person’s soul involves taking care of one’s personal and emotional sphere and includes such concepts as love, beauty, work, and a sense of beauty. The development of the spirit is connected with the constant training of one’s will and character. The article concludes that pedagogical experience of theological educational institutions is relevant in modern conditions, since it is based on the spiritual traditions of the Russian people that are historically connected with Orthodoxy.

Opportunities and Challenges of Theological Education and Missional Formation in the 4IR: A Paradigm Shift

In discussing the opportunities and challenges of theological education within a ‘glocal’ context, which in the context of this article is focussing on Africa, African Traditional Religions, other living faiths, post-Christendom, illiteracy, traditionalism, secularisation and the Fourth Industrial Revolution (4IR), are all part of a paradigm shift. Addressing this paradigm shift, the article will at least address the following three issues. First, the re-examining of some methodological aspects of our curriculums. The second aspect I would call human- (student and educator) centred awareness, or it can also be called ‘knowledge-constitutive interest’. The third aspect of theological education has to do with the fact that theological education does not take place ‘out there’ but is a life transforming and very personal issue that has to do with praxis, a way of life.

Introducing the Seminary to Early Ministry Study

The Seminary to Early Ministry (SEM) Study is a mixed-method, prospective study designed to provide high-quality empirical data on student formation in theological education. The study will use a series of surveys and in-depth interviews to track three cohorts of divinity school students from matriculation into the early years of their careers. As a result, the study hopes to compile the most comprehensive longitudinal dataset on theological education to date, enabling researchers to better understand who attends seminaries, how seminaries form students, and how the training of future religious leaders can be improved.

The Church, Prophetism and Ministry of the Prophets in Ghana

This paper tries to demonstrate that Christian prophetism is vital in fulfilling the mandate of the Great Commission. It employs both hermeneutical, descriptive, and analytical methods of doing constructive theology. It points out that prophetism is a creative work of God through Jesus Christ in the power of the Holy Spirit. Nonetheless, accompanying the creative and redemptive acts of prophetism is the tendency for it to attract or degenerate into such things as conflict, abuse, and unethical actions. The paper shows that both elements of creativity and degeneration could be traced to Ghanaian prophetism. Moreover, it advocates that proper theological education and law enforcement among others regarding prophetism could minimize the degeneration of prophetism for the rapid growth and expansion of Christian mission in Ghana. Keywords: Prophetism, Prophetic Ministry, Church, Christianity

An ecological pedagogy of embeddedness: Theological education for human flourishing

AbstractThis paper sets forth a proposal for an ecological pedagogy of embeddedness informed by place‐based, challenge‐based, and competency‐based methodologies. While some theological institutions have begun implementing principles from competency‐based models, theological educators have not adequately explored the resources within place‐based and challenge‐based systems. This paper will contribute to the literature on theological education in three distinct ways: first, this proposal will perform the oft‐overlooked task of bringing these three pedagogical models into conversation with one another; second, this proposal will aim the outcomes and effects of the three pedagogical models toward the flourishing of the communities in which institutions are embedded; and third, this proposal will break new ground in its application of these three pedagogical systems to the context of a theological seminary.

Changes in religious attitudes and behaviors of Euro‐Turk students with theology education

AbstractThis paper studied a new dimension of international students, who are citizens of another country but came back to Turkey for religious education where their parents or grandparents are citizens. Did a five‐year religious education process based on the main sources of Islam lead to a change in these students' religious attitudes and behaviors, and if yes to what extent did these changes occur? A panel survey is conducted on these students in pre‐education and post‐education periods to answer this question. Without ignoring the effect of the social environment outside of education on religious attitudes, we found that students exhibit a more tolerant, nonstrict attitude toward both their coreligionists and those who have negative attitudes toward their religion. Additionally, in parallel with the deepening of religious knowledge, a questioning and critical perspective was formed with a decrease in superstitions. We found that the attitude change in female students was generally higher than that of male students.

Lecturers’ understanding on Bible doctrine: An Indonesian Pentecostal Perspective

The Christian context is found to be one where there are differences in understanding and attitudes based on how the Bible is interpreted. Plurality in Christianity causes groups that say that the Bible is a history book, or contains moral teachings, or contains the Word of God. On the other hand, defending the Bible is the Word of God. This research aims to determine some lecturers’ understanding of Pentecostal doctrine. The research method adopted in this study was quantitative in orientation, while the type of research done was by means of correlation research. The findings from such research can be used to ascertain the prevalence and relationships among variables and allow researchers’ to forecast events from current data and knowledge. The population in this study comprised of 50 lecturers at ITKI Jakarta, STT Bethel The Way and STTRE Jakarta. The results showed that 1) The Understanding Trend of ITKI Jakarta Lecturers, The Way Jakarta STTB, and Jakarta STTRE (Y) was in the good category. 2) The dominant aspect that shapes lecturers' understanding is God's Special Revelation Bible (X2). So, the second hypothesis is proven. 3) The background of lecturer education strata predominantly shapes the Understanding of ITKI Lecturers in Jakarta, The Way Jakarta STTB, and STTRE Jakarta. The understanding of the theology of STT (theologiacal seminary) lecturers needs to be improved, both through advanced theological education at a higher level, namely strata two or strata three, or by participating in various scientific activities in theology where one can gain superior knowledge on Biblical doctrine.

Shaping the Role of the Church as Transformer of Society

Abstract This article explores, from a theological standpoint, the growing concerns about the role of the church and how it may contribute to society without compromising Christian beliefs. It deconstructs some views favoring Western theology and reconstructs a Chinese theology in the Chinese context to argue how the church should be shaped and how transformative theological education could help the church achieve its goals. Given the Chinese context, this article proposes that theology could be described as a way of thinking about God and His relationship with the world and a way to witness to Jesus Christ, allowing the church to present itself from its very origin as a political body—a polis—a community that offers an alternative political methodology to influence society. To influence Chinese society, the church must apply both transformative theological education and theological praxis.

목회역량 강화를 위한 신학교육: 오래된 과제, 새로운 방향

신학교육에 대한 비판은 신학교육의 역사만큼 오래되었다. 그러나 신학교육 개선과 관련된 쟁점은 사중적 형태의 교육과정과 이론-실천 패러다임에서 비롯된 파편화와 실천성에 대한 비판적 논의에 머물러 있는 경향이 있다. 이 연구의 목적은 교수설계적 차원에서 교육목표와 수업목표의 내적 정합성을 분석하고, 그 결과를 토대로 목회역량을 강화할 신학교육의 개선 방향을 제시하는 것이다.BR 연구방법은 수업목표에 대한 내용분석 및 언어네트워크 분석으로, 장로회신학대학교 신학대학원 교과의 최근 3년의 수업계획서를 선별, 분석 하였다(N=210). 내용분석은 교육목표를 구 단위로 분절하여 코딩 스킴을 개발한 후 수업목표와의 내적 정합성을 검토하였다. 언어네트워크 분석은 NetMiner 4.4를 사용하여 수업목표에서 추출·정제한 주제어의 중심성을 분석하였고, 주제어 간 동시출현 행렬 및 네트워크를 구성하여 응집성을 분석하였다.BR 연구결과는 신학대학원 교과의 수업목표가 인지 편향적이고, 이해에 집중되어 있으며, 신학을 실천하는 장은 주로 교회로 나타났다. 따라서 신학교육 개혁을 위한 과제로 교육목표와 수업목표의 내적 정합성을 강화할 수 있는 수업계획서 시스템 개선(단기과제) 및 학습결과로서 갖추게 될 목회역량에 대한 공론화와 합의(장기과제)를 제안하였다.

The dialectics between the unity and diversity of the church: A jigsaw puzzle metaphor

Conflict is often colouring the diversities of theology, besides church divisions, especially in the Indonesian context. In minimising the conflict, adequate knowledge is needed to understand that the diversity of theology is the essence of church unity. Apostle Paul explained the diversities in church unity using the metaphor of the body of Christ. This metaphor is inadequate to explain the differences in theological teachings as the essence of the unity of the church, especially in this postmodern era. This article offered a jigsaw puzzle metaphor to quickly understand the nature of the church’s unity in its diversity. This puzzle is a well-known game type played by many people in various age groups worldwide. By using descriptive analysis and analogy methods, it resulted in an understanding of the description of the church’s diversity through jigsaw pieces as an essential element in forming a complete and perfect image, namely the one and universal church, by arranging each jigsaw piece according to the pattern formed as the blueprint. In conclusion, theology can adopt this metaphor as a discourse in establishing church unity in the ecumenical project.Intradisciplinary and/or interdisciplinary implications: This article discusses the diversities of theological and dogmatic forms that represent every church denomination as the essence of the one and universal church. This study offers a constructive theological model to understand diversity as the essence of church unity in an ecumenical project.

A Christian ethical analysis of the importance of prophetic leadership for sustainable leadership

In this article, firstly, prophetic leadership is defined and some of its key features are outlined. Secondly, the contribution made by prophetic leadership to sustainable leadership is investigated, using examples from historical and contemporary societies and organisations. The role of truth-tellers and whistleblowers is also discussed. Thirdly, the importance of utilising and nurturing prophetic leadership in church and theological education settings is discussed.Intradisciplinary and/or interdisciplinary implications: In its analysis of prophetic and sustainable leadership in historical and contemporary settings, this article draws primarily on the theological discipline of Christian Ethics and, secondarily, on biblical studies and Leadership and Management Sciences.

Letter to a Young Pentecostal Scholar

Abstract This letter urges younger scholars in the Azusa Street tradition to take seriously their calling to the church, providing a critical description of Pentecostal theological education and offering a vision of a promising future. In agreement with Cheryl Bridges Johns, the letter argues that Pentecostal seminaries, colleges, and universities not only should exist, they can deliver a recognizably Pentecostal theological education, training ministers to do their sacred work in ways faithful to the distinctive spirituality of the Azusa Street tradition.