Theological Education on the Web: A Case Study in Formation for Ministry

Theological education has traditionally required students to come together in real (and often residential) communities and to learn in classroom settings with face–to–face teaching. Until recently, this model alone has been thought to provide the opportunity for the development of personal knowledge and the formation of character necessary for those engaged in professional ministry. This paper outlines a research project on the use of the Web in theological education, using an introductory course in biblical studies, offered for the first time this year in an online environment through the University of Exeter. The course is designed to enable the creation of a virtual community where personal theological formation is fostered. This paper describes the design of the course, analyzing the complex competencies required in terms of goals and outcomes, and identifying issues for further research. It provides some preliminary results, with an eye to making recommendations for future curriculum development.     

Theological Education in Epistemological Perspective: The Significance of Michael Polanyhi's “Personal Knowledge” for a Theological Orientation of Theological Education

Of what significance to theological education is critical reflection? Representing an influential perspective, Charles Wood seems to ascribe to critical reflection the highest priority by defining theology as “critical reflection upon the validity of the Christian witness.” This article argues that such a perspective devalues participatory modes of knowing. In contrast, the scientific epistemology of Michael Polanyi better illumines the pedagogical nature and theological orientation of theological education. Specifically, his notion of “indwelling” serves as a point of integration by which participative knowing is extended and intensified by the clarificatory power of critical reflection.     

Theological Reconstruction in China: Ecumenical Accompaniment in the Self‐Theologizing Effort in Theological Education

In 2007 Protestants in China celebrated the 200th anniversary of their journey of faith. The continuing concern of Chinese Christian theological educators is to rejuvenate Christianity in China by critically adapting to the contemporary socialist order and the best religio‐cultural tradition of Chinese society. Chinese Christians have been challenged by the socialist order of society particularly because of the political and social changes that have taken place in China since the establishment of the People's Republic of China in 1949 and the changes brought about within Chinese society. With the end of the Cultural Revolution (1966–1976) and the change of political atmosphere in 1978 there has been once again an opening for public Christian activities within the confines of certain state regulations. This change has provided scope for pursuing the reconstruction in China of Christianity initiated in the 1950s under the Three Self Patriotic Movement (TSPM). Besides the revival of TSPM, the Chinese leaders have set up another instrument, the China Christian Council (CCC) especially to cater to the surging pastoral and congregational needs. This article briefly surveys the development of the vision of reconstructing Christianity through “theological reconstruction” and the need for ecumenical accompaniment.     

Theological Attentiveness to A Universe from Nothing: A Review Essay

Abstract

This article explores the need for a theological attentiveness to recent discoveries in the scientific world, and the corresponding debates between theologians and scientists. Specifically the article discusses the writings of Lawrence M. Krauss about a universe from nothing in five scientific claims, and the need for caution by believers in God, not to infer a creation story from the scientific view of the Big Bang theory. The progressive understanding of the spiritual dimension of human nature is just as important as the progressive understanding of the scientific nature of the universe. Krauss seems not to share a faith in theological matters which is not a reason on his part to belittle it. The progressive understanding of the spiritual dimension of human nature is just as important as the progressive understanding of the scientific nature of the universe.     

Checking Out the Future: A Perspective from African Theological Education

This article refers to the Global Survey on Theological Education, conducted between 2011 and 2013, to provide sub‐Saharan African critical reflection on the future of theological education in the continent. It considers the many contextual factors and shifting world views shaping Africa today, including the demographic shift of the heartlands of Christianity from the North to the South. It summarizes and analyzes seven critical responses from the survey findings, concluding that issues such as accreditation, accountability, integrity of leaders, viability of vision, and collaboration must be perceived in their interdependence and addressed systematically and comprehensively for the future of theological education in African Christianity. 1     

A Typology of the Use of Technology in Theological Education

Abstract. This essay explores the terrain of technology in theological education and offers a typology for how technology is used in seminary contexts. The author surveys 43 seminaries in North America to gain insight into the attitudes of faculty toward the use of technology in their teaching and for use in the preparation of ministers. Reflections on the typology in the concluding section offer fuel for subsequent work on the topic.     

The Future of Theological Education: A Speculative Glimpse at 20321

Abstract : While the long‐term future is unpredictable, institutions need a way of seeing their work past the present. This article identifies the forces that cause change in theological schools and speculates about the characteristics that theological schools will exhibit in twenty years in light of the most significant forces that will influence them, including denominational and congregational issues, the changing racial/ethnic composition of the American population, the changing character of global Christianity, and the changing practices of American higher education.     

A Psychoanalytic Reading of <Emphasis Type="Italic">A Monster Calls</Emphasis>: Biblical Congruencies and Theological Implications

This essay offers a psychoanalytic reading of Patrick Ness’s A Monster Calls, an award-winning novel (which recently has been made into a film) about a 13-year-old boy whose mother is dying of cancer. I use Sigmund Freud’s “On Dreams” to interpret several scenes from the novel, interspersed with lessons from the life of Jesus. I argue that such a reading can help persons of all ages take the emotional lives of teenagers more seriously, specifically by witnessing the depth and complexity of ambivalence as represented in the novel. Also, an important feature in the novel (and a vital congruence between psychoanalysis and the teachings of Jesus) is the transformation of emotional ambivalence into paradoxical truth.     

Support of Theological Education in a Cross‐cultural Setting

Based on recent reports on the global status quo of theological education, including a mapping of Danish organizations supporting theological education in a cross‐cultural setting, the paper asks how theological education is best supported. It argues that theological education, while referring to a historical heritage and sacred text, is also exposed to developments in church and society. Stretched between the historical and contemporary perspective, theological education includes a cultural component that we need to consider when discussing development and support. The paper argues further that support of theological education offered in a cross‐cultural setting is susceptible to failure if the cultural aspect is not considered, primarily through engaging in the cultural background of the supporting agencies. As a help to identifying the cultural element, the paper proposes four indicators, challenging agencies of the global North to face latent aspects of culture and secularization, presenting a global and social perspective of theological education. The cultural component visualized in cross‐cultural support reveals that we must complement the classical notion of theological education as Christian leadership training with an understanding of formation, where spiritual and cognitive aspects accompany social and cultural critique of totalitarian regimes both inside and outside churches. Critique in this setting is not a matter of giving in to secularization, but rather expresses an openness to historical and contemporary perspectives and a commitment to the sources of faith.