A Christian Perspective on Personhood Formation: Theological Premises in Dialogue with Theoretical Frameworks

Abstract

Though personhood formation is often perceived as an important aim of Christian education, there is little clarity about how the concept can be understood from a Christian perspective. Furthermore, teachers lack the tools to nourish the development of students’ personhood. In this article, we develop a framework that aims to fill these gaps. The framework is built in three hermeneutical steps. We first present five theological premises that inform our perspective. Second, we discuss six theories that are frequently used in academic work and educational policy. Finally, in the discussion section, we summarize conflicting and cohering aspects, and map a number of practical guidelines based on the conclusions of the previous two steps. We conclude that personhood formation cannot be reduced to a certain part of the curriculum, but that it has to be an integral part of the pedagogy.     

De‐schooling the Theological Seminary: An Appropriate Paradigm for Effective Ministerial Formation

The most common paradigm of contemporary Protestant theological education for ministerial formation is that of schooling, seen in the institution of the theological seminary/college. This article notes the limitations of the schooling paradigm for educational intervention in the range of domains inherent in effective ministerial formation; recognizes that teaching and learning take different but still legitimate shape when used to describe educational processes in this context; and argues for an integrated, formational, and missional community paradigm modeled especially on the relationship of Jesus with his disciples as being both more consistent with biblical precedents and more effective educationally. The implications of this for the role of faculty of theological institutions are explored.