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Integration
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Between Athens and Berlin
The 1980s produced an unprecedented large amount of literature and a vigorous debate on the purpose and nature of theological education in North America. Surveying and probing the major positions in this debate, David H. Kelsey argues in this book that the central differences between various voices in theological education emerge most clearly when viewed in light of "Athens" and "Berlin." For Kelsey, "Athens" and "Berlin" represent two very different--and ultimately irreconcilable--models of excellent education. In the case of de facto, says Kelsey, that modern North American theological education, for historical reasons, is committed to both models, resulting in ongoing tensions and struggles. Kelsey shows how a variety of significant thinkers--Newman, Niebuhr, Farley, Stackhouse, and several others--fit in the Athens-Berlin framework. In presenting a keen analysis of major themes and patterns of movement in the theological education debate, Between Athens and Berlin itself makes a significant contribution to the debate.
After Whiteness
On forming people who form communion Theological education has always been about formation: first of people, then of communities, then of the world. If we continue to promote whiteness and its related ideas of masculinity and individualism in our educational work, it will remain diseased and thwart our efforts to heal the church and the world. But if theological education aims to form people who can gather others together through border-crossing pluralism and God-drenched communion, we can begin to cultivate the radical belonging that is at the heart of God’s transformative work. In this inaugural volume of the Theological Education between the Times series, Willie James Jennings shares th...
Beyond Fragmentation
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Attempt Great Things for God
Celebrating the contributions of the ethnic seminary in America While the narrative of decline haunts churches and seminaries in the United States, there is great hope to be found in the explosive growth of Christian populations in Latin America, Africa, and Asia. In light of this, much can be learned from points of intersection between the minority and majority worlds, such as Logos Evangelical Seminary, an ATS-accredited Chinese-language seminary in California—the first in the US. Chloe Sun makes the case here for why an ethnic seminary like Logos has much to teach us about the evolving possibilities for theological education in a society of cultural exchange, with many populations livin...
Theological Education in a Cross-Cultural Context
It is both a pleasure and a privilege to introduce this volume of essays in honour of John and Bea Carter. I have known the Carters for about 30 years and have appreciated their gracious and forthright approach to both ministry and the Christian life. Friends and colleagues have contributed to this volume, with the underlying theme of Christian Education specifically in an intercultural environment. . . . The authors of these articles come from different streams within Pentecostalism, and from differing ethnic backgrounds. This is a fitting testimony to the influence that John and Bea have had in their ministry. . . . John's influence in the development of the Asia Pacific Theological Association, and in later years, in the World Association of Pentecostal Theological Educators, has been both visionary and significant in encouraging high academic standards in Pentecostal Education around the world. Bea's constant support, encouragement and hospitality has facilitated this ministry. A. Kay Fountain, Ph.D APTS Academic Dean (From the Introduction)
Handbook of Theological Education in World Christianity
The Handbook of Theological Education in World Christianity is the first attempt to map and analyze developments in theological education on a global scale. This volume, with contributions from 98 leaders in theological education from around the world, provides a comprehensive introduction to the major themes and contexts in the international discourse on theological education, surveys of the issues and challenges faced in different regions, and introductory essays on the developments in the major denominational families in World Christianity. The editors are Dietrich Werner, World Council of Churches, Geneva; David Esterline, McCormick Theological Seminary, Chicago; Namsoon Kang, Brite Divinity School, Fort Worth; and Joshva Raja, Queen's Foundation, Birmingham.
Handbook of Theological Education in World Christianity
Theological education is vital for the future of World Christianity--this conviction lies at the heart of this publication. Theological education has the potential to be the seedbed for the renewal of churches, their ministries, mission, and commitment to Christian unity. If theological education is neglected by church leaders or in funding, the consequences are far reaching; they might not be visible immediately, but they will certainly become manifest over time in the theological competence of church leadership, the holistic nature of mission, and the capacities for ecumenical and interfaith dialogue and the interaction between church and society. Investment in theological education is the investment of hope in the future and mission of World Christianity. The transmission of Christian memory, the education for God's peace and justice, and the formation for church and community leadership therefore should be priorities in all churches; however, in many places theological education is far from secure or is even in crisis at the present time.
Integrating Work in Theological Education
If only we could do a better job of helping students at "connecting the dots," theological educators commonly lament. Integration, often proposed as a solution to the woes of professional education for ministry, would help students integrate knowledge, skills, spirituality, and integrity. When these remain disconnected, incompetence ensues, and the cost runs high for churches, denominations, and ministers themselves. However, we fail in thinking that integrating work is for students alone. It is a multifaceted, constructive process of learning that is contextual, reflective, and dialogical. It aims toward important ends--competent leaders who can guide Christian communities today. It entails...
Beyond Profession
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 t...
