Results for 'ministerial theological education'

981 found
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  1.  18
    Re-envisioning Tangintebu Theological College in the context of climate change: An emerging model of coconut theological education and ministerial formation.Tioti Timon, Chammah J. Kaunda & Roderick R. Hewitt - 2019 - HTS Theological Studies 75 (1):8.
    This article engages through an interdisciplinary approach to re-envision Tangintebu Theological College’s (TTC) model of theological education in the context of climate change in Kiribati. It utilises the anthropological theory of symbolic interactionism within missiological, cultural and, theological studies of climate change. It argues for the coconut tree as an appropriate cultural conceptual metaphorical idiom for translating and understanding Christian faith and shaping a theological pedagogy within the Kiribati context of climate change. The coconut image (...)
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  2.  11
    Theological education and character formation: Perceptions of theological leaders and students.Vhumani Magezi & Walter Madimutsa - 2023 - HTS Theological Studies 79 (1):10.
    Character formation is a mandatory requirement for all theological leaders and students. The purpose of this empirical and field research is to understand the perceptions of theological leaders and students regarding the role of theological education in ministerial character formation. The study seeks to discover the difficulty that theological institutions face as they develop and implement moral formation programs. Incongruencies tend to exist between what theological leaders do in the preparation of students for (...)
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  3.  21
    Theological education in tropical Africa: An essay in honour of Christina Landman and a Kenyan perspective.Julius M. Gathogo - 2019 - HTS Theological Studies 75 (1).
    Christina Landman is a professor of Theology at the Research Institute for Theology and Religion, University of South Africa. As an East African serving under her as a research fellow at the Research Institute of Theology and Religion since 2014, and as somebody whose articles have been published in the two journals where she has been the editor, I can only honour her by contributing to her festschrift and in basing my reflections on my understanding of theological education (...)
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  4.  34
    Ministerial formation of theological students through distance education.Marilyn Naidoo - 2012 - HTS Theological Studies 68 (2).
    Ministerial formation is a multifaceted activity involving critical thinking, the acquisition of knowledge, skills development, religious identity formation and the development of ministerial and spiritual maturity expected of church ministers. Education is not merely the accumulation of a prescribed set of academic credits but includes the holistic formation of all aspects of the individual. However, theological educators are concerned about the capacity to foster such values and skills in the distance and electronic environment. Some see distance (...)
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  5.  27
    The Place of Theological Education in the Preparation of Men and Women for the British Baptist Ministry then and Now.Anthony R. Cross - 2018 - Perichoresis 16 (1):81-97.
    Using principally, though not exclusively, the learning of the biblical languages, this paper seeks to demonstrate four things. Firstly, from their beginnings in the early seventeenth century the majority of British Baptists have believed that the study of theology is essential for their ministers, and that the provision of such an education through their colleges is necessary for the well-being of the churches. Secondly, and contrary to misconceptions among Baptists and those of other traditions, Baptists have always had ministers (...)
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  6.  32
    Christian ministry and theological education as instruments for economic survival in Africa.Vhumani Magezi & Collium Banda - 2017 - HTS Theological Studies 73 (3):9.
    There is a conflict over whether Christian ministry and theological education should be pursued with an expectation for economic survival. The rise of Christian ministry practice emphasising wealth and prosperity has heightened commodification of the Christian ministry. Church ministry and theological education are being used as instruments for economic profit. The link between theological education and Christian ministry, among other things, is that church practices and ministry expressions reflect the underlying theology. In such a (...)
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  7.  12
    Commercialisation of theological education as a challenge in the Neo-Pentecostal Charismatic churches.Kelebogile T. Resane - 2017 - HTS Theological Studies 73 (3).
    Commercialisation, technology, and globalisation impact all facets of religion.Commercialisation of religion contributes towards society’s obsession with success. One areathrough which commercialisation manifests itself is in theological education. This isexacerbated by the celebrity cult whereby the leader’s success is measured by wealthyappearance. The current legal accreditation requirements put pressure on the Neo-PentecostalCharismatic ministerial formation. The online courses come at a high price, as they alsopromote the popular literature that is not scholarly insightful. The Neo-Charismatic leadersundermine the formal (...) training, since they claim to be taught by the Holy Spirit. (shrink)
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  8. Theology and educational principles in ministerial training.A. O. Dyson - unknown
     
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  9.  17
    The centenary of Assemblies of God in South Africa: Historical reflections on theological education and ministry formation.Kelebogile T. Resane - 2018 - HTS Theological Studies 74 (1):11.
    The Assemblies of God (AOG) celebrates its centenary in 2017. The paper aims to show the historical development of theological education and ministerial training and formation in this denomination. It starts by showing how internationally AOG embraced the Bible Institute movement as a way of evangelism, church planting and growth from the early decades of the 20th century after the birth of the Pentecostal Movement. Then there is a South African scenario, lamenting the de-emphasis of the importance (...)
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  10.  15
    Rethinking theological training as ministerial empowerment for contextual mission: A case of the Uniting Presbyterian Church in Southern Africa.Sibusiso Zungu & Buhle Mpofu - 2022 - HTS Theological Studies 78 (4):1–9.
    This research engaged a realist paradigm to triangulate existing literature with data that emerged from a PhD study on ministerial formation within the context of being a missional church in the Uniting Presbyterian Church in Southern Africa (UPCSA). The study identified the need for theological training and ministerial formation to be relevant, contextual and responsive to the realities of the African communities. We concluded that current theological training module is dominated by Eurocentric expressions and narratives, which (...)
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  11.  13
    Purpose, Partnership, and Integration: Insights from Teacher Education for Ministerial/mission Training.Brian E. Woolnough - 2016 - Transformation: An International Journal of Holistic Mission Studies 33 (4):249-261.
    Many theological institutions, seminaries and bible schools1 are reconsidering the appropriateness of their training procedures for future ministerial practitioners in contemporary society, partly for extrinsic practical and financial reasons and partly for more intrinsic reasons – reviewing how suitable their training actually is for the future church leaders in ministry and mission. Such questions are being asked in the UK and around the world. The author spent much of his professional life in education and teacher training where (...)
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  12.  19
    Challenges facing the ministerial formation in Uniting Presbyterian Church in Southern Africa: A critical reflection.Moroka Mogashoa & Karabo Makofane - 2017 - HTS Theological Studies 73 (3):1-9.
    Following the union of the Presbyterian Church of Southern Africa and Reformed Presbyterian Church in Southern Africa to form the Uniting Presbyterian Church in Southern Africa in 1999, it was necessary to consolidate theological education of a united church. This was a wise and bold decision by UPCSA, as a first attempt to integrate the training of both black and white students, but more importantly to give institutional expression to the advancement of unity. University of Pretoria became a (...)
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  13.  27
    Transformational diaconia as educative praxis in care within the present poverty-stricken South African context.Smith F. K. Tettey & Malan Nel - 2020 - HTS Theological Studies 76 (2):11.
    This article explores how ministerial and leadership formation could be enabled to adopt transformational diaconia in addressing poverty in South Africa, engaging in ways in which pastoral care and leadership formation can respond to the addressing of poverty. The fact that transformation aims at changing the worldviews, paradigms and approaches to life and problem solving informs the author’s concept of transformational diaconia, which was proposed as an aspect of spiritual leadership capital (SLC), defined as, ‘The inner virtues afforded individuals (...)
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  14.  42
    An ethnographic study on managing diversity in two Protestant theological colleges.Marilyn Naidoo - 2016 - HTS Theological Studies 72 (1):10.
    For many reasons Christian higher education institutions struggle to embrace diversity. Diversity is a relationship of mutuality, where differences are engaged and respected. This study aimed to understand diversity management via the institutional culture to understand how these interactions of dealing with diversity form and prepare future religious leaders. These issues are highlighted through two case studies conducted in the main-line Protestant tradition. Diversity was represented in issues of race, ethnicity, class, gender and sexual orientation, which have an interlocking (...)
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  15.  2
    Negotiating tradition and change in pastoral training in the Church of the Nazarene in Africa.Lloyd Solomons, Gift Mtukwa & Marilyn Naidoo - 2023 - HTS Theological Studies 80 (1):6.
    This article highlights the tension of sustaining tradition versus the need for change within theological education. Within denominations, there is the challenge of maintaining tradition while at the same time wanting to embrace change. If this is not managed properly, the tradition can become out of date when there is a focus on controlling through enforcing tradition and through indoctrination in education. This article presents the Church of the Nazarene, as a case study, where their theological (...)
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  16.  52
    Theological education, spiritual formation and leadership development in Africa: What does God have to do with it?.Johannes J. Knoetze - 2022 - HTS Theological Studies 78 (4):1–6.
    Theological education, spiritual formation and leadership are all contested issues in the Church, especially within the African context. Although these topics are thoroughly discussed, the relation and the interdependence are not always clear. This article discusses these topics in relation to each other and in relation to the One who calls servant leaders to guide his church for her service in the world. The importance of the local church as missional church is emphasised in the article. Thus, what (...)
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  17.  39
    Overcoming alienation in Africanising theological education.Marilyn Naidoo - 2016 - HTS Theological Studies 72 (1):01-08.
    Africanisation refers to a renewed focus on Africa, a reclaiming of what has been taken from Africa, and forms part of a post-colonialist and an anti-racist discourse. Africanising the curriculum involves developing scholarship and research established in African intellectual traditions. The idea is that this education will produce people who are not alienated from their communities and are sensitive to the challenges facing Africa. However, the idea of Africanisation is highly contested and may evoke a false or at least (...)
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  18. Theological Education at Finkenwalde: 1935–1937.Dietrich Bonhoeffer, H. Gaylon Barker, Mark S. Brocker & Douglas W. Stott - 2013
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  19.  24
    Theological Education and Missional Formation in the South African Context.Jerry Pillay - 2018 - Transformation: An International Journal of Holistic Mission Studies 35 (3):179-191.
    This article looks at theological education and missional formation in the South African context. It examines the understanding of theology and mission and connects it with theological education. It then proceeds to explore some of the essential elements that should constitute theological education in the South African context. The aim is to show that theological education in South Africa is in need of transformation.
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  20.  12
    Theological Education in Latin America: Bolivia as a Case Study.John Corrie - 2015 - Transformation: An International Journal of Holistic Mission Studies 32 (4):281-293.
    This article assesses the strengths and weaknesses of theological education within the evangelical, Spanish-speaking world of Latin America, using the findings of a survey in 2012 of protestant institutions in Bolivia as a case study. There is a particular focus on Pentecostals, since they form the majority of evangelicals in the continent. The study is placed in the context of historical developments, both globally and regionally, from which the involvement and influence of Western mission and models of (...) are critiqued. The claim by some of a crisis in theological education is examined, and the challenges for the future of evangelical provision are explored. These include the need for contextualization, the importance of a close relationship between churches and seminaries, and the centrality of mission at the heart of the theological curriculum. It is argued that there should be greater interdependence based on an intercultural model of theology. It is hoped that the conclusions provide some resonances for theological education globally. (shrink)
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  21.  26
    The globalising effect of commercialisation and commodification in African theological education.Marilyn Naidoo - 2017 - HTS Theological Studies 73 (3):8.
    The reality of globalisation is that it has knitted the world into a single time and place and has introduced the dominant force of consumerism. In adopting this framework, it has frayed the moral fabric of theological education and has short changed students who are configured as consumers to please rather than characters to build. While the demographic centre of faith has shifted southward, its ways of thinking and engaging culture have not yet caught up with that shift. (...)
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  22.  7
    On Being Theologically Educated: Ten Key Characteristics.Bernard C. Farr - 2012 - Transformation: An International Journal of Holistic Mission Studies 29 (4):260-276.
    Formal Christian theological training/education is unsurprisingly diverse. This diversity in theological training encompasses: providers and beneficieries from different denominations of modern Christianity, curricula and contents, and aims. If one supposes that theological training is imparted within or in direct/indirect relations with communities of faith one is compelled to ask: What is ‘theological education’? Is this quest worth the effort?
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  23.  23
    Theological education, considered from South Africa: Current issues for cross-contextual comparison.Christo Lombaard - 2016 - HTS Theological Studies 72 (1):01-05.
    Taking into review the newly published series of substantial multi-authored volumes on ecumenical theological education internationally, this article identifies, from the author's own experience in ecumenical theological education and from his publications in this field, the central issue of specificity, locality and context in theological education. This takes place within two broadly developing new and relevant trends: post-secularism and inclusive liberalism, briefly described and then related to theological education. In the light of (...)
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  24.  20
    Theological Education at the Oxford Studium in the Thirteenth Century: A Reassessment of Robert Grosseteste's Letter to the Oxford Theologians.James R. Ginther - 1998 - Franciscan Studies 55 (1):83-104.
  25.  18
    Is God really good to the upright? Theological educators exploring Psalm 73 through the Jungian lenses of sensing, intuition, feeling and thinking.Leslie J. Francis, Susan H. Jones & Christopher F. Ross - 2020 - HTS Theological Studies 76 (1):10.
    Psalm 73 is a challenging Psalm in which the Psalmist draws on rich imagery to juxtapose doctrine and experience and to juxtapose the goodness of God with divine retribution. Drawing on data provided by 15 theological educators within the Anglican Diocese of Cyprus and the Gulf, this study tests the thesis that the imagery of Psalm 73 will be perceived differently by sensing types and by intuitive types and that the issue ‘Is God really good to the upright?’ will (...)
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  26.  17
    Theological education with the help of technology.Erna Oliver - 2014 - HTS Theological Studies 70 (1).
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  27.  32
    Commodification, decolonisation and theological education in Africa: Renewed challenges for African theologians.Nontando M. Hadebe - 2017 - HTS Theological Studies 73 (3).
    The commodification of higher education is a global phenomenon that many argue has reduced education into a product that serves the interests of global capitalism and perpetuates the hegemony of western knowledge. Decolonisation discourses demand for access and an Africanised curriculum constitutes resistance to commodification. Theological education as part of higher education has not escaped commodification. African theologians pioneered resistance against the hegemony of western theologies. However, there are additional factors driving commodification, such as high (...)
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  28.  22
    Alternative assessment to enhance theological education.Erna Oliver - 2015 - HTS Theological Studies 71 (3).
    The knowledge driven, network society that is founded upon technology, demands from students to become independent, confident and motivated life-long, self-directed learners that can transfer their knowledge, skills and values. In order to deliver this type of graduates from a diverse and unequal student pool, effective education must be provided. Educators are encouraged to focus education on student-centeredness and to use technology effectively. Alternative assessment methods that are technology driven could enable both educators and students to become more (...)
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  29. Revisioning Theological Education: Exploring a Missional Alternative to Current Models.Robert Banks - 1999
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  30.  13
    Online theological education within the South African context.Johannes J. Knoetze - 2022 - HTS Theological Studies 78 (1).
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  31.  27
    Theological education and the problem of identity.Mary Mcclintock Fulkerson - 1991 - Modern Theology 7 (5):465-482.
  32. The History of Theological Education.[author unknown] - 2015
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  33.  42
    Ecumenism and Theological Education.Idris Edward Cassidy - 2005 - The Australasian Catholic Record 82 (4):438.
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  34.  9
    Contextual Theological Education among Post-Soviet Protestants: Case Study 1: The Development of a Masters Degree at St Petersburg Christian University.Peter Penner - 2001 - Transformation: An International Journal of Holistic Mission Studies 18 (2):114-124.
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  35. The Advancement of Theological Education.H. Richard Niebuhr, Daniel Day Williams & James M. Gustafson - 1957
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  36.  7
    Theological Education through the Apostles.Tom Houston - 2001 - Transformation: An International Journal of Holistic Mission Studies 18 (1):15-36.
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  37.  2
    Revitalizing Lay Theological Education in Africa: Development, Challenges and Hopes.Michael Ufok Udoekpo - 2024 - European Journal of Theology and Philosophy 4 (5):6-15.
    The legacy of the Second Vatican Council, of which the Churches in Africa and in the United States form a part, is a story of accomplishment, communion, co-responsibility and synodality. It affirms the need for proper education, formation and preparation for those who exercise a ministry, including the lay faithful, who have the right and duty to acquire knowledge of Christian teaching and theology. This paper discusses the development, challenges and hopes for lay theological education in the (...)
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  38.  51
    Advantages and Challenges of Theology Education on Campus: A Metaphoric Research Based on Student Views.Hasan Meydan - 2020 - Cumhuriyet İlahiyat Dergisi 24 (1):47-71.
    Nowadays, it is frequently seen that theology education is criticized over secularism or piety concerns. In fact, it has recently been observed that those who have opposed the existence of the theology faculties within the university system for religious reasons have tried to make their voices heard on different platforms, especially on social media. The discussions conducted on different platforms mostly run without a scientific basis. The aim of this study is to determine the views of theology faculty students (...)
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  39.  10
    Contextual Theological Education among Post-Soviet Protestants: Case Study 2: The Masters of Arts in Contextual Theology at Donetsk Christian University.Donald Fairbairn & Darrell Cosden - 2001 - Transformation: An International Journal of Holistic Mission Studies 18 (2):125-128.
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  40.  8
    Mission Oriented Theological Education: Moving Beyond Traditional Models of Theological Education: Moving Beyond Traditional Models of Theological Education.Bernhard Ott - 2001 - Transformation: An International Journal of Holistic Mission Studies 18 (2):74-86.
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  41.  31
    Some reflections on the genealogy of the ‘Pretoria model’: Towards a definition of theological education at a public university.Johan Buitendag - 2019 - HTS Theological Studies 75 (3):7.
    In this article, the author engages with the question ‘what is so theological about theological education’, which he calls the genealogy of theology. This matter is approached from a very specific vantage point as the author was the former Dean of the Faculty of Theology and Religion at the University of Pretoria (South Africa) and has been engaged in this research project over the last 5 years as the Faculty was under severe review as to its composition (...)
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  42.  11
    Progress and Challenge in Theological Education in Central and Eastern Europe.Wes Brown & Cheryl Brown - 2003 - Transformation: An International Journal of Holistic Mission Studies 20 (1):1-12.
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  43.  13
    ‘Life’ in Theological Education and Missional Formation: A Reflection for a New Christian Era.Wonsuk Ma - 2016 - Transformation: An International Journal of Holistic Mission Studies 33 (1):1-15.
    The third Christian millennium has dawned and global Christianity has been making a drastic shift from the north to the south. This also coincides with the beginning of the post-Christendom era. How these two mega shifts would impact theological education and missional formation is an active discussion today. The study, intended to be a preliminary conversation starter, is a reflection of a southern Christian. It identifies three major components that have been developed, altered, or even dropped in the (...)
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  44.  7
    Mission Studies in Theological Education.Bernhard Ott - 2001 - Transformation: An International Journal of Holistic Mission Studies 18 (1):56-56.
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  45. The Fragility of Knowledge: Theological Education in the Church and the University.Edward Farley - 1988
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  46.  20
    Orality Reality: Implications for Theological Education in Romania and Beyond.Cameron D. Armstrong - 2023 - Transformation: An International Journal of Holistic Mission Studies 40 (1):16-33.
    Orality, generally defined as the preference for the spoken over the written word, is an academic discipline that has only recently received attention from the missiological community. The reality of widespread oral preference, also known as “secondary orality,” is no less true in Europe. In this article, the author focuses on the Romanian context. Using qualitative research gleaned from interviews with nine university-educated Romanians, patterns are developed that display how “secondary oral learners” choose to learn and retain new information. Specific (...)
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  47.  15
    Reconstruction of pastoral and theological education in tropical Africa: A review of the case of St. Andrew’s College, Kabare. [REVIEW]Julius M. Gathogo - 2018 - HTS Theological Studies 74 (1).
    The article sets out to demonstrate the need for theopastoral education in tropical Africa, by showcasing St. Andrew’s College, Kabare, in Central Kenya. The statement of the problem therefore is: How has St. Andrew’s College, Kabare, journeyed with its establishment as a centre of theopractical education? This will drive us to methodologically employ historical-analytical design in our bid to understand the intrigues behind the formation and growth of the institution. As it prepares to graduate from a diploma college (...)
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  48. Integrating Work in Theological Education.[author unknown] - 2017
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  49. Piety and Plurality: Theological Education since 1960.[author unknown] - 2014
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  50.  16
    Secular and Theological Education: Interaction or Confrontation?Vitaliy I. Docush & Ya Poznyak - 2005 - Ukrainian Religious Studies 36:220-224.
    If we analyze our legislation in detail, we can see that there are so-called “legal scissors”. On the one hand, the law guarantees freedom by equalizing the rights of all citizens of the state, and on the other - leaves believers outside the legal field declaring separation from the church. It should be noted that even the Law on Education does not guarantee the right to receive alternative education for children of believers, regardless of their affiliation with a (...)
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