Theological Education Research Articles

Shorter Notice: Smith, Ted A.: The End of Theological Education. Theological Education between the Times

Shorter Notice: Smith, Ted A.: <i>The End of Theological Education. Theological Education between the Times</i>

Teologie en Kerkreg: Wat word van die Heilige Gees in ons teologie en in die Kerkreg?

Theology and Church Polity: What becomes of the Holy Spirit in our theology and Church Polity? Currently, a shift in theological training is taking place in South Africa. University faculties, which previously trained students for church ministry, do not meet the requirements set by churches. From churches side, efforts are even being made to establish private theological educational institutions. The focus of this article is on the nature of the theological training, which may be or will be offered at these institutions. There are indications that the theology, as mentioned refers to 17th-century Puritanism, the Dutch Nearer Reformation and Neo-Calvinism. The point of view stated here is as follows: The 17th-century theology does not offer a basis for a reformed (Scripture-based) theological education or a resistance to liberal theology. An intrinsic characteristic of reformed theology, namely that the Holy Spirit maintains theology as a unity between its extreme poles, is replaced by rationalism. In its core the secularisation of theology is already present. A fundamental problem in this theology is the place attributed to the Holy Spirit. What becomes of the teaching of the Holy Spirit if the 17th-century theology is redeployed in the 21st-century circumstances? The following points serve as a guideline for answering this question: the change of direction of the teaching of the Holy Spirit in 16th-century Reformed theology, radicalisation of theology, covenant theology as warp and weft, and the hard yoke of the law. In conclusion it is stated that rationalism infiltrated theology, which gave rise to a theological dogmatism, church confessionalism, church legalism, and a rigidity in the organisation of church life.Contribution: Re-evaluation and restructuring of Reformed church polity and its practice (church government).

Первый выпуск возрожденной Саратовской духовной семинарии 1947–1951 годов: начальствующие, учащие и учащиеся

This article is devoted to the study of the revival process of theological education in the conditions of pressure on the Russian Orthodox Church of the atheistic Soviet state, using the example of the first graduates of the Saratov Theological Seminary, revived in 1947. The article shows the traditions and problems inherited from the pre-revolutionary Saratov Theological Seminary, and new challenges dictated by the godless atheistic state. Changes in the teaching staff of the seminary during the period under study and their impact on the process of education and upbringing of seminarians are considered. The results of teaching the seminarians are illustrated by the memories of colleagues and parishioners, reviews of the clergy, and archival documents of the authorized of the Council for the Affairs of the Russian Orthodox Church (hereinafter referred to as the Council). Based on the analysis of the first seminary graduates’ destiny, a conclusion was made about the effectiveness of the educational process at the Saratov Theological Seminary in 1947–1951.

From Crossroads to Holistic Impact: Charting a Praxical Course for Transforming Theological Education in Africa

Theological education in Africa is currently at a crossroads and requires a thorough re-evaluation. The framework for teaching and learning introduced by missionaries during colonial times, which often prioritized Western perspectives and ignored indigenous African contexts, does not adequately address the complex issues and needs of African communities today. As a result, the impact of theological practice lacks both relevance and sustainability within grassroots communities. There is therefore a need for a theological framework that is more relevant, contextual, and responsive to the realities and aspirations of African people in the present context. This article advocates for the decolonization of theological education for a praxical approach rooted in lived experiences. It is essential to firmly anchor theological reflection and action in African traditions in order to effectively address contextual issues. This calls for action beyond academic reform towards meeting the pressing needs of the population. This article sheds light on the inadequacies of the colonial framework within theological education, serving as crucial indicators for holistic and sustainable transformation within the field. Case studies drawn from theological institutions, and local churches from selected countries in East, Central and Southern Africa provide nuanced insights into the importance of this transformative process.

Contemporary Curriculum Concerns for Theological Education in Africa

This article explores crucial issues of concern for theological education (TE) in Africa. The article particularly sets the motion towards a more compelling discussion on current influences on the shape of TE and to which those tasked to develop its curricular programmes are compelled to critically reflect on the relevance of the models and methodologies used. Based on the analysis of the available related literature, the author is convinced that contextual curriculum for TE is essentially best served in effecting transformative TE that is oriented towards participatory approach. Ideally, TE exists to enable God’s people to meaningfully participate in fulfilling God’s purpose for the Church in the world. However, its current model is inadequate to address the ever-urging needs of society, since it not only falls short of sharpening the required knowledge, skills and personal spiritual formation but also fails to address the real needs of the people to whom the student is called to minister. Consequently, the church is disengaged from the culture and the social and physical needs of society it is designed to serve. An ideal TE programme should be geared to address some crucial issues in Africa such as the challenge of diversity, which threatens the essence of the African culture; inadequate approach to power encounter, which results from the dichotomy between the sacred and the secular, the presence of poverty, which demands the humanitarian focus of development; power encounter, and professional development issues, which require consideration by theological educators and curriculum developers. Theological educators should not only be cognizant of but also proactively attend to the present and future trends that tend to influence the shape of TE in Africa.

Inequality and Flourishing: A Theology of Education

Inequality and Flourishing: A Theology of Education

Reactualization of Islamic Theology: Towards the Transformation of the Islamic Education Paradigm in the Modern Era

Islamic education has a crucial role in shaping the character and morals of the younger generation, but needs transformation through the reactualization of theology to be relevant to the challenges of modern times. This research uses a qualitative method with library research that examines literature related to Islamic education curriculum, theological values, and technology integration in learning. The findings show that an in-depth evaluation of the existing curriculum is a crucial first step. Curriculum development that combines Islamic theological values with practical learning relevant to modern life is needed. In addition, training and professional development for teachers, as well as the use of educational technology, were identified as important factors in supporting the implementation of the new curriculum. The findings also emphasize the importance of involving the education community, parents and other stakeholders to ensure the success of this transformation. This research shows that the reactualization of theology in Islamic education not only enriches academic content but also shapes learners' character and morals. The findings have significant implications for policymakers and educational practitioners in designing educational programs that are able to form a generation that is ready to face the challenges of the times by adhering to Islamic values.

К вопросу об онтологическом единстве человеческой природы

The article analyses theological teaching about human nature expressed in the book “Took the Form of a Servant. To the Matter of Distortions of the Orthodox Understanding of Incarnation in Catholic and Orthodox Theological Thought of the end of XIX – beginning of XXI c.” published in 2020. The authors of the book question the ideas on Incarnation put forward by a number of XX c. theologians, combined under a concept of “incarnation theology”. They believe that teaching about ontological unity of human nature leads to a misinterpretation of Incarnation as the union of Christ with all humanity and implies a doctrine of apocatastasis, the salvation of everyone.The article puts the views of the authors of the book in the context of XX c. Russian theology. It argues that Metropolitan Anthony (Khrapovitskiy) adopted the idea of unity of humankind in the image of Divine Tri-unity from XIX c. “lay theology” and based his “moral theory of Atonement” on it. While not agreeing with the “moral theory”, a number of subsequent theologians, including St. Hilarion (Troitsky), Fr. George Florovsky and Vladimir Lossky, further developed his ideas of the unity of human nature. His teaching on human nature was criticised by St. Seraphim (Sobolev) and Archbishop Theophan (Bystrov). The article analyses their arguments, including, on one hand, the clear distinction between Divine and human natures, and on the other, especially for Archbishop Theophan, questioning the very unity of human nature.The article points out that the arguments in the book continue the arguments of Archbishop Theophan. It analyses the triple definition of human nature put forward by the authors of the book, partly based on the teaching of Thomas Aquinas and neoplatonics on universals. Whereas the article rejects some parts of this definition as poorly compatible with the Orthodox doctrine, the definition of human nature as composition common to all humans is acceptable; however, the authors’ objection against ontological unity of human nature means that they only mean unity as sameness and come close to John Philoponus’ doctrine of “partial substances”. The article demonstrates that misinterpretation of the notions of nature and hypostasis underlies the book authors’ criticism of St. Hilarion (Troitsky) and Vladimir Lossky on the issue of common nature.

Teologi Pendidikan Agama Kristen: Fondasi Dan Implikasi Untuk Pendidikan Modern

This research aims to explore how Christian Religious Education Theology plays a key role in shaping the foundation for the development of a modern education system based on Christian principles. This theological foundation includes an understanding of Biblical teachings on education, the role of Jesus Christ as the primary example in education, and the Christian perspective on character formation. Its impact involves the application of Christian moral and ethical values in the educational environment, the formation of personalities based on love, and the development of curricula that integrate knowledge with spiritual values. With the proper understanding and application of Christian religious education theology, modern education can produce individuals who are not only academically intelligent but also have strong moral and spiritual integrity, ready to face the challenges of this era. The purpose of this research is to enable students to understand and grow in Christ, so that they can achieve spiritual maturity and be protected from the negative influences of their environment on their faith. The method used is qualitative, where every observed phenomenon in society is described in detail. Data are collected through observation, books, PDF, journals, and documentation. The results of the research show the importance of teaching the divine aspects of Christ in the curriculum of Christian Religious Education.

Lutheran Theological Education to Christian Education in (South) Africa: A Decolonial Conversion in the African Church

It can be debated whether a Lutheran identity is still relevant in the midst of ecumenical development in (South) Africa, with special reference to theological education and Christian education. The Lutheran Church is a unique body within the ecumenical family as it contributes to work on the mission of God. Theological education and Christian education are educational centres which aim to promote social justice towards community development. These two educational centres are branches of the Lutheran Church. Taking into account the fact that theological education and Christian education were introduced by European and American missionaries with various church traditions in (South) Africa as part of community development, the purpose of this article is to discuss the impact of Lutheran theological education and Christian education, to demonstrate their contribution in the church, and call for their decolonisation and contextualisation.

Reactualization Islamic Theology in Education: Designing Curriculum, Method Learning, and Technology Integration for Transformation Educative

The development of Islamic education has become the main focus of the effort to formulate return religious teachings to be more in accordance with the demands of the times and achieve transformation in system education. This article aims To explore How Islamic theology is actualized in the aspect of education, considering design curriculum, methods of learning, and integration technology. The method research used is qualitative analysis with studies of comprehensive library. Through a review of in-depth literature and articles, this identifies draft reactualization of Islamic theology in context education and explains the goals and approaches required to achieve it. Research results highlight the importance of the integration of values of Islamic theology in curriculum-relevant education with the demands of the times. Besides that, This review is about using interactive methods of learning, like discussion groups and technology, to facilitate a deep understanding of Islamic teachings. With the integration of Islamic theology in the curriculum, implementing method learning interactive, and utilising technology in a way that is wise and transformational, more educational , extensive and sustainable can achieved in Islamic education.

Relocating the “Field” in Theological Field Education

Like higher education as a whole, theological education constitutes a dislocated form of learning, particularly for those who exist beyond the boundaries of euro-normative Christianity. For students who are preparing for religious leadership and ministry, theological field education can be a particularly fraught curricular requirement because it possesses the potential to further dislocate within formational processes. The purpose of this essay is to interrogate these dynamics toward an ethical relocating of the “field” as an embedded, or in situ, experience for students through an attentiveness to lo cotidiano and a practice of critical intersubjectivity.

Thomas Aquinas and the Theological Education of Seminarians

Abstract: Thomas Aquinas continues to be a valuable resource in the theological and pastoral formation of seminarians. Not only his writings but also his personal example of faith and prayer provide a foundation to sustain them throughout their priestly vocation.

Biographically Anchored Liturgies as a Starting Point for Liturgical Formation

The liturgical professional development project for pastoral workers and clergy in the Diocese of Rottenburg-Stuttgart has been developed in collaboration with the Department of Liturgical Studies at the University of Tübingen. The concept of biographical learning is the innovative element that explores a new type of liturgical formation (Bildung) where the learning content explores the participant’s unique biography of learning, faith development, and theological education and the impact of these on their understanding of the liturgy and their liturgical practice. The learning process aims to equip professional pastoral theologians to reflect on and be responsive to the liturgical–pastoral contexts in which they work. The Department of Liturgical Studies provides the learning structure and context, while the diocese provides the teaching space and enables the participants to attend. The learning outcomes are unrelated to a specific professional or employment structure or associated with a points system, management, or career progression process. The project provides a learning process rather than a program of learning, distinguishing itself from many traditional approaches to liturgical formation. The challenge for the teaching team is to provide the participants with conceptual or theoretical material to reflect on their biographical narrative of theology and then apply this concept of biographical learning in their specific and diverse pastoral contexts. As part of the biographical learning process, participants contribute to “feedback loops” to the diocese and the teaching team. This paper does not address the competency framework for career development, employment assessment, or learning comprehension. All evaluations of professionalism, role attainment, career development, and competency are employment matters and are the purview of the Diocese of Rottenburg-Stuttgart. However, the learning process provides participants with frameworks for self-assessment and feedback loops to evaluate the teaching team, the process, and the content.

Georgian National Idea in the Tiflis Seminary of the Post-Reform Time: The Optics of the Russian Language and Literature

This article examines the case of seminarian David Kezeli who compiled the anti-Russian proclamation To the New Generation of Georgia, confiscated in December 1873. Although the St Petersburg and Caucasian authorities interpreted the case differently, they were united in their inattention to the situation of the Tiflis Theological Seminary. The internal problems of the theological educational institution, including the problem of the disloyalty of the “native” teachers, were to be solved by the officials of the Synod’s Educational Committee and the Exarch of Georgia. The author aims to show the ambivalence of the anti-Russian views of the Georgian seminarians and analyse the Kezeli case as part of the processes in religious education initiated by the 1867 reform. Special attention is paid to the discussion about the establishment of the Georgian language class, the idea of which either led to a consensus among the teachers or to a confrontation described in the Synod documents as a struggle between the Russian and Georgian “parties”. The origins and limitations of anti-Russian sentiments among seminarians are considered in relation to conflicts among teachers, the rules of access to educational and extracurricular literature, and the status of the Russian and Georgian languages. The author concludes that in the first years after the reform, young graduates of the theological academies were inspired by the opportunity to change the content of theological education by introducing the achievements of modern science into it. This goal united teachers of Russian and Georgian origin. They worked together both on projects for Georgian language classes and on compiling lists of advanced literature to be purchased for the student library. Georgian teachers, such as Jacob Gogebashvili, were prepared to become conduits of “human Russification”, arguing that only the Russian language allowed their students to access modern science. The transformation of interaction into conflict, which took on the form of a confrontation between the Russian and Georgian “parties” in the seminary, was explained on both sides by its participants’ personal ambitions. They were fighting for power and money, not for the promotion of the Georgian national idea or the defence of Russian interests in the region. David Kezeli was wholly a product of this situation. After completing his studies at the theological school and moving to the seminary, he felt hostility towards his teachers, seeing in them “Famusovs” who were trying to educate him as a “Molchalin”, while he was constructing himself as a “Bazarov”, the only “nihilist” in Georgia. The anachronism of Kezeli’s “nihilistic” identity emphasises his attachment to the generation of “fathers” who determined the literature available to him and provided him with a tool to master it, i. e. the Russian language.

Syncretism and Cultural Resilience: The Coexistence and Evolution of Traditional Itolimin and Christian Burial Practices in Esanland, Nigeria

Purpose of the Study: This research aims to uncover how traditional second burial rites coexist with and have adapted to Christian funeral norms, reflecting the socio-religious negotiation in a postcolonial context. Methodology: Employing a qualitative ethnographic approach, the study gathered data through semi-structured interviews with local chiefs, elders, and adults, alongside observations and an extensive review of related literature. Participants were selected based on their deep knowledge of Esan customs and involvement in the Itolimin practice. Main Findings: The study revealed that Itolimin, while embracing certain Christian elements, remains a vital cultural practice that reinforces the community's moral and social order. The rite's evolution showcases the Esan people's ability to blend traditional and Christian values, thereby preserving their cultural identity amidst religious changes. This syncretism illustrates the community's broader cultural resilience and adaptation approach in a rapidly changing religious landscape. Applications of this Study: Insights from this study apply to the broader discourse on funeral practices in postcolonial societies, providing a framework for cultural preservation amidst religious transformation. It is relevant for policymakers and public health officials regarding community health and burial practices. The findings also offer a basis for developing contextual theological education that respects indigenous beliefs within Christian teachings. Novelty/Originality: This study provides a unique contribution to the understanding of funeral rituals within African postcolonial societies by documenting the living tradition of Itolimin. It highlights how syncretism acts as a dynamic cultural force, shaping the way communities like the Esan negotiate identity and religious practice in a contemporary Christian-dominated context.

A Beautiful Death

ABSTRACTThis article is about the death of a graduate school for spiritual formation and theological education. I ask what the death of this school can teach us about teaching theology and religion for the sake of student transformation and more loving pedagogies. I also ask how, when an institution dies, it can die beautifully. The underlying thesis of this article is that there is, alive in our classrooms (and ourselves, perhaps), a spiritual wound that can be named an experiential death of divine love—and that this wound is manifesting as unshepherded fear, rage, and discontent. I suggest that this spiritual wound be tended through skillful pedagogical tenderness, flexibility, and liberative co‐creation with students to cultivate a presence of love and feed the spiritual hungers of our time. I also suggest that a school (and a teacher) dies beautifully when its death is allowed and free to become a scene of beautiful instruction.

The Professional Christian or the Christian Professional? Assessing Spiritual Formation in Theological Education

Christian theological training institutions broadly agree that they provide holistic education which fosters students’ spiritual formation. The integration of spiritual formation and academic study is augmented through experiential learning facilitated in community-based settings. Bringing together biblical, ethical and pedagogical insights, this paper examines the complexities of formally assessing students’ spiritual formation in confessional theological education within UK Higher Education contexts. It asks questions as to what extent, and how, meaningful character assessment is possible, especially when students might engage with community-based practice settings that may not occupy a Christian worldview. Finally, it makes recommendations to move the conversation forward.

Reimagining Theological Education in an Interreligious Setting: A Hindu Perspective

ABSTRACTHindu sacred scriptures are a rich interweave of cosmological revelation that is embedded in melopoeia (melodic poetry) and sung in designated meters during rituals, liturgical services, festivals, and personal prayers. Revelation is conveyed through enigmatic dialogues, debates, parables, anecdotes, legends, and narratives. These occur between mendicants and saints, kings and mystics, and sometimes fables that include the natural world. These narrative accounts appeal to the young and the old and influence the body–mind–sense complex. A growing body of evidence attests to the positive effects of music and storytelling in the classroom setting. Drawing from these data and Hindu understandings of sacred mantric sound and storytelling, I discuss my experiments with musical frameworks and storytelling in my classes at the Graduate Theological Union, the Jesuit School of Theology of Santa Clara University, and Starr King School for the Ministry in California. I contend that the incorporation of parables, tales, legends, and narratives within a musical melodic framework, as is used in Hindu texts, is an effective means of imparting Hindu–Christian theological education.

Take My Yoke and Learn of Me: Matthew 11:28-30 and Hospitality in Theological Education in Indonesia

This research was motivated by the situation of theological education in Indonesia, which still perpetuates traditional models of education, where learning still tends to be one-way, authoritative, and more focused on cognitive-academic development with “a rote learning approach.” This has left learners (a group of learners) alienated, marginalised, and even feeling pressured in the learning process. This condition makes it difficult to provide theological education that is hospitable and transformative in the lives of learners. Meanwhile, the Bible has shown that hospitality is an important theme in both the Old and New Testaments. God is a hospitable God and offers hospitality to his people. According to the author, hospitality also needs to be presented in theological education in Indonesia. From the theoretical framework of hospitality and theological education, the author analyses Matthew 11:28-30 to find the principles of hospitality relevant to theological education in Indonesia. The author examines various thoughts on hospitality through a literature study. The selected text was studied using an exegetical approach and inductive interpretation. Based on the analysis, it was found that Jesus' learning environment differs from that of the Scribes. Jesus' learning environment is inclusive, liberating and collaborative. The implication is that theological education with hospitality provides a learning atmosphere that is liberating, uplifting, takes into account the uniqueness of the students, and provides a comfortable atmosphere.