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Providing foundations and practical principles for purposeful curriculum design, this edition has been expanded to provide a stronger foundation for thinking theologically - rather than just educationally - about theological education.
For several decades concern has been expressed about the need for greater integration and contextual significance in the curricular design of theological education. In addition there has been a growing awareness of the role theological schools should play in strengthening the missional vision and practice of local churches. Since 2008 the Arab Baptist Theological Seminary in Lebanon has been engaged in an ongoing experiment in the design and implementation of an integrated and contextually driven curriculum. Drawing on lessons learned from this experience, and from the wider discourse currently taking place in higher education, Transforming Theological Education provides theoretical foundations and practical principles for purposeful curriculum design, as well as tools for integrated and contextually significant learning in the classroom.
A top leadership theorist offers a compelling proposal for renovating the way religious education is practiced today. Christian colleges and seminaries have not been immune from the cultural influences shaping contemporary education. Challenging the conventional wisdom advanced by the educational debate during the last fifteen years, Robert Banks builds an innovative new model of theological education based on how ministry formation took place in biblical times. Banks takes full account of key issues raised by our current educational context and shows how a "missional model" of education is more holistic, inclusive, and practical than recent versions.
For several decades concern has been expressed about the need for greater integration and contextual significance in the curricular design of theological education. In addition, there has been a growing awareness of the role theological schools should play in strengthening the missional vision and practice of local churches. Drawing on Dr. Perry Shaw’s experience as faculty member, educational engineer, and acting academic dean for Arab Baptist Theological Seminary, Transforming Theological Education provides theoretical foundations and practical principles for purposeful curriculum design, as well as tools for facilitating integrated and contextually significant learning in the classroom. This updated second edition has been reorganized for thematic clarity and expanded to provide a stronger foundation for thinking theologically – rather than just educationally – about theological education. It also contains a wider range of curricular examples from innovative theological programs around the world, along with practical advice for implementing change in change- resistant environments. This handbook continues to be a one-of-a-kind resource for theological educators and all those involved in Christian leadership training.
Transforming Service is a seminal book developed by student services professionals in theological education. This edited volume is new and innovative in that it puts the student services professional and their work with divinity students center-stage. Amid the various and serious changes afoot within the church and academy, there is a need for astute and perceptive expertise to assist professionals and institutions in transforming how to reach, serve, and sustain graduate students in theological education. This book is an offering designed to establish and sustain conversations among student services professionals in theological schools about the nature of the profession and to share wisdom within a rich community of practice that is essential to the success of theological schools. With its rich combination of useful information, reflective instruction on a host of professional leadership issues, and animated narratives on the ways different colleagues address common practices and challenges in their context, Transforming Service is a needed resource to all who engage in theological education.
The growth of the church around the world has led to an increased need for qualified theological educators, both locally and from the global community. Yet teaching cross-culturally is fraught with overlooked challenges, and lack of cultural sensitivity can undermine educators’ credibility, distort their message, and threaten the fruit of their ministry. Teaching across Cultures is a deeply practical guidebook for teaching theology beyond one’s own cultural context. The first section of the book provides a rich theoretical framework for cross-cultural engagement, exploring the intersections of theology, anthropology, and pedagogy. It is followed by over thirty country-specific reflections as local contributors provide practical guidelines for living, teaching, and ministering within their contexts. The only resource of its kind, this book is straightforward and easy-to-use while providing a powerful reminder that transformative teaching has humility and careful listening at its core. It is a must-read for anyone embarking on the joyful journey of cross-cultural ministry.
About the Contributor(s): Les Ball has had over 25 years' experience in theological education as lecturer at Bible College of Queensland, Academic Dean at Malyon College and Dean of Brisbane College of Theology to 2009, with particular involvement in curriculum design and delivery. He has served as Greek Exegesis examiner and Church History moderator for Australian College of Theology, as Convener of the Committee on Standards for the South Pacific Association of Bible Colleges, and has been active in numerous academic and accreditation committees in Queensland and NSW. He is currently an honorary research consultant at The University of Queensland in Practical Theology.
Lingenfelter sets out a model for understanding the workings of a society and then applies this model to conflicts missionaries and nationals often face over economic and social issues. He makes the second edition more accessible than the first by clarifying concepts, adding case studies, and reducing the book's length. October '98 publication date.
What should theological education become? Theological education has long been successful in the United States because of its ability to engage with contemporary cultural realities. Likewise, despite the existential threats facing it today, theological education can continue to thrive if it is once again reinvented to fit with the needs of current times. Daniel Aleshire, the longtime executive director of the Association of Theological Schools, offers a brief account of how theological education has changed in the past and how it might change going forward. He begins by reflecting on his own extensive experience with theological education and then turns to reviewing its history, dating back to the seventeenth century. Amid this historical survey, he uncovers an older model of the field that he believes must become dominant once again—what he calls formational theological education—and explores educational practices that this model would require. The future of theological education described here by Aleshire would return seminaries to their original role as places where a “deep, abiding, resilient, generative identity as Christian human beings” is fostered within emerging Christian leaders. This, he argues, more than professional preparation, is what theological education must be most essentially about.
Field education is an opportunity for students to develop ministry skills, practice ministerial reflection, discern their call, experience professional collegiality, and undergo personal transformation. Field education offers them a place to practice ministry and a space to reflect on it, to integrate theory and practice, and grow towards competency. In Welcome to Theological Field Education! eleven directors of field education in seminaries and divinity schools across North America pass on their wisdom to both students and their supervisors. Edited by Matthew Floding, director of field education at Western Seminary in Holland, Michigan, this volume covers critical topics such as the art of supervision and formation, the use of case studies and peer reflection groups, self-care and ministerial ethics, and assessment. Formation for ministry is especially challenging at this time in the church's life. First, the explosion of knowledge, pluralism, and consumerism and a host of other complicating factors make huge demands on what a minister must know to be effective in ministry. Second, with the erosion of thick religious subcultures, the novice minister has fewer sources of practical wisdom to draw upon. The next generation of ministers, if they are to be more fully formed for ministry, depends on skilled mentoring alongside wise supervisors. This book is the tool to help them make the most of their field education experience.
