Integrating Work In Theological Education
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Integrating Work in Theological Education
Author: Kathleen A. Cahalan
language: en
Publisher: Wipf and Stock Publishers
Release Date: 2017-03-09
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 rhythms, not stages, and dynamic movement, including disintegration. Integrating work is learning in motion, across domains, and among and between persons. It is social and communal, born of a life of learning together for faculty, staff, administrators and students. It is work that bridges the long-standing gaps between school, ministry practice, and life. It's a verb, not a noun. Here a diverse group of theological educators, through descriptive case studies, theological reflection, and theory building, offer a distinctive contribution to understanding integrating work and how best to achieve it across three domains: in community, curriculums, and courses.
A critical engagement with theological education in Africa
The higher education landscape has arguably become one of the most arduous to traverse. More so in the African context, where a host of variables continiously challenge educators to reflect critically on their philosophies and practices as they engage an ever-changing audience. In this book, a critical engagement with theological education in Africa is offered. As the book originates from South Africa, it is presented as a South African perspective, although contributors are situated accross the African continent and abroad. The common denominator is that all contributers are, in some way or another, invested in theological education in Africa. The main contribution of this collaborative work is to be sought in the insights it offers on four main areas of theological education: A historical and current orientation on theological edcuation in Africa, some paradigm shifts in theological education in Africa, ministerial formation needs versus theological education challenges, and a critical reflection on elective models and methods. The book presents the original and innovative research of scholars for fellow scholars involved in theological higher education as it is grounded in the respective fields of interest of each contributor. It contributes to a better understanding of the complex African theological higher education landscape that is also mindful of post-COVID-19 realities. Methodologically the work draws on a combination of methods, including literature studies, empirical work, and in some cases sectional offerings from doctoral studies, as indicated in the various chapters.
Making Connections
Because of the disconnect within the curriculum and the lack of contextual relevance, African theological education is still searching for appropriate approaches to ministerial training. Integrative theological education refers to systematic attempts to connect major learning experiences appropriate to the education and formation of ministers. It is seen as a solution to connect and transform ministry training. The main premise of this book is that the key to enhancing theological education is the intentional integration of knowing with being and doing, of theory with practice, and of theology with life and ministry. In this way, all aspects of student learning are brought together holistically, highlighting an educational strategy that is concerned with connections in human experience, thereby supporting student learning. Making Connections offers the opportunity to consider integration as an appropriate pedagogical approach, to create the correct balance in making education more meaningful and fulfilling for the African, revealing humanising education grounded in African philosophy and worldview.