| |
| |
| Acknowledgments | |
| |
| |
| Introduction | |
| |
| |
| |
| The Changing Theological Education Scene Today | |
| |
| |
| |
| Theological Seminaries and Divinity Schools | |
| |
| |
| |
| Bible Institutes and Lay Centers | |
| |
| |
| |
| The Emergence of a More Wide-Ranging Discussion | |
| |
| |
| |
| From Operational to Theological Concerns | |
| |
| |
| |
| A General Outline of the Book | |
| |
| |
| |
| Reassessing Theological Education: The Present Stage of Debate | |
| |
| |
| |
| Retrieving Aspects of the "Classical" Model | |
| |
| |
| |
| The Centrality of Theological Wisdom | |
| |
| |
| |
| The Significance of Personal Formation | |
| |
| |
| |
| The Orientation to Social Transformation | |
| |
| |
| |
| Some Critical Questions | |
| |
| |
| |
| Revising Aspects of the "Vocational" Model | |
| |
| |
| |
| A Focus on Practical Theology | |
| |
| |
| |
| A Preference for Contextualized Apology | |
| |
| |
| |
| Some Critical Questions | |
| |
| |
| |
| Developing a More "Synthetic" Model | |
| |
| |
| |
| The Search for Visionary Discernment | |
| |
| |
| |
| The Quest for Concrete Divine Understanding | |
| |
| |
| |
| The Promise in Idea-Forming Practices | |
| |
| |
| |
| Some Critical Questions | |
| |
| |
| |
| Some Final Responses to the Debate | |
| |
| |
| |
| Elements on Which There Is Agreement | |
| |
| |
| |
| Several Significant Reservations | |
| |
| |
| |
| Two Additional Rejoinders | |
| |
| |
| Conclusion | |
| |
| |
| |
| Backing Into the Future: A Biblical Angle of Vision | |
| |
| |
| |
| The Relevance of a Biblical Starting Point | |
| |
| |
| |
| On the Margins of the Debate | |
| |
| |
| |
| In Defense of a Scriptural Approach | |
| |
| |
| |
| Ministry Formation Before Christ | |
| |
| |
| |
| Early Jewish Roles | |
| |
| |
| |
| Community Representatives | |
| |
| |
| |
| Specialized Callings | |
| |
| |
| |
| Later Jewish Groups | |
| |
| |
| |
| The Pharisees | |
| |
| |
| |
| John's Followers | |
| |
| |
| |
| Some Preliminary Conclusions | |
| |
| |
| |
| Ministry Formation by Christ | |
| |
| |
| |
| The Disciples of Jesus | |
| |
| |
| |
| Who Were the Disciples? | |
| |
| |
| |
| How Were the Disciples Recruited? | |
| |
| |
| |
| What Did Discipleship Entail? | |
| |
| |
| |
| How Were Disciples Distinguished? | |
| |
| |
| |
| Jesus as Teacher | |
| |
| |
| |
| Some General Comments | |
| |
| |
| |
| Ministry Formation After Christ | |
| |
| |
| |
| The Colleagues of Paul | |
| |
| |
| |
| Who Were Paul's Colleagues? | |
| |
| |
| |
| On What Basis Were They Recruited? | |
| |
| |
| |
| How Did He Relate to His Colleagues? | |
| |
| |
| |
| What Was the Purpose of the Group? | |
| |
| |
| |
| Paul as Teacher | |
| |
| |
| |
| Some Common Features | |
| |
| |
| Conclusion | |
| |
| |
| |
| Developing a Missional Model: From the Margins to the Center | |
| |
| |
| |
| Beyond Mission-Oriented and Missiological Education | |
| |
| |
| |
| Developing a New Trajectory in Theological Education | |
| |
| |
| |
| Some Mission-Oriented, Missiological, and Mission-Friendly Approaches | |
| |
| |
| |
| Echoes of a Mission Orientation | |
| |
| |
| |
| Insights from the Discussion of Missiological Education | |
| |
| |
| |
| The Relevance of Praxis-Based and Professional-Training Approaches | |
| |
| |
| |
| Recasting Major Issues in the Debate | |
| |
| |
| |
| Distinctive Characteristics of the Missional Model | |
| |
| |
| |
| Revisiting Central Themes in the Debate | |
| |
| |
| |
| Unity and Fragmentation | |
| |
| |
| |
| Pluralism and Contextualization | |
| |
| |
| |
| A Further Look at the Hermeneutical Issue | |
| |
| |
| |
| Is the Missional Model Anachronistic? | |
| |
| |
| |
| Is the Model Vulnerable to a False Distinction? | |
| |
| |
| |
| Is a More Academic Model Required Today? | |
| |
| |
| |
| Is Biblical Illiteracy a Determining Factor? | |
| |
| |
| |
| The Nature of Learning in a Missional Model | |
| |
| |
| |
| A More Immediate Connection Between Action and Reflection | |
| |
| |
| |
| A More Complex Relationship Between Theory and Practice | |
| |
| |
| |
| Reconceiving Teaching as a Missional Practice | |
| |
| |
| |
| Teaching as Sharing Life as Well as Knowledge | |
| |
| |
| |
| Teaching as Active as Well as Reflective Practice | |
| |
| |
| |
| Some Basic Considerations | |
| |
| |
| |
| Some Particular Suggestions | |
| |
| |
| Conclusion | |
| |
| |
| |
| Bringing About Systemic Change: Some Guideposts to Reform | |
| |
| |
| |
| Reconfiguring the Student Profile | |
| |
| |
| |
| Differences in the Students' Maturity and Experience | |
| |
| |
| |
| Variety in the Kinds and Vocations of Students | |
| |
| |
| |
| Some Additional Comments | |
| |
| |
| |
| Rethinking Personal and Communal Formation | |
| |
| |
| |
| The Role of Personal Formation | |
| |
| |
| |
| The Scope for Community Building | |
| |
| |
| |
| Refashioning Key Institutional Cultures | |
| |
| |
| |
| The Culture of the Educational Institution | |
| |
| |
| |
| The Culture of the Professional Guild | |
| |
| |
| |
| The Culture of the Wider Church | |
| |
| |
| |
| Reshaping the Theological Curriculum | |
| |
| |
| |
| Curriculum Goals and Outcomes | |
| |
| |
| |
| Experiments in Curriculum Change | |
| |
| |
| |
| Reframing the Curriculum | |
| |
| |
| |
| Integrative Postgraduate Study | |
| |
| |
| Conclusion | |
| |
| |
| Conclusion | |
| |
| |
| |
| Further Barriers to Institutional Reform | |
| |
| |
| |
| Financial and Personal Constraints | |
| |
| |
| |
| Space and Time Considerations | |
| |
| |
| |
| Other Avenues for Change | |
| |
| |
| |
| Informal Opportunities | |
| |
| |
| |
| Institutional Openings | |
| |
| |
| |
| Innovative Organizations | |
| |
| |
| Index | |