Clues of How Pastoral Leaders Learn in Context: Implications for Theological Education

2011 ◽  
Vol 106 (2) ◽  
pp. 215-231 ◽  
Author(s):  
Arch Chee Keen Wong
2005 ◽  
Vol 26 (2) ◽  
pp. 459-506 ◽  
Author(s):  
Malan Nel

In the first article it was attempted to provide insight into the corporate nature of being called to ministry. The article also tried to discern what the specifics of the  ministry of the public pastoral leader were. Equally important what I call in this article the teleological core of theological education. I want to build upon the concepts established in the first article. I explore the contributions of a number of well-known scholars who devoted much of their research to this field: Schner , Farley,  Wood, Hough and Cobb, Heitink, Van der Ven and others. The ultimate issue is that there is some consensus about the telos of  theological education. It is phrased differently and the different dimensions are indeed complementary. Concepts like ‘vision and discernment’, ‘critical reflection’  ‘reflective practitioner’, ‘hermeneutical-communicative competence’  and others are being discussed as it relate to the core research problem as described in article number 1. In this article I also explore the implications of the departure points for the praxis of recruiting, screening and training of future public pastoral leaders. The article points towards necessary changes that need to take place to get the local church involved in recruitment and screening - taking it serious that ‘we’  are all in the ministry. It also describes how a few churches are managing the process. In doing this, the place of the denominational community of churches is also emphasized and described.


2005 ◽  
Vol 39 (3) ◽  
Author(s):  
M. Malan Nel

This article is a follow-up of an article in which I attempted to gain insight into the corporate nature of being called to ministry. The mentioned article was also aimed at discerning the specifics of the ministry of the “public pastoral leader”. While the question is even asked whether theological training is necessary at all, I accept, as point of departure, the critical need for such training. What is of more importance is the discernment of what I call in this article the “teleological core” of theological education. I purposefully chose to explore the contributions of a number of well-known scholars who devoted much of their research to this field: Schner, Farley, Wood, Hough and Cobb, Heitink, Van der Ven and a few others. The ultimate finding is that some consensus about the telos of theological education does exist. The nature of the telos is phrased differently, but the different dimensions identified are indeed complementary. Concepts like “vision and discernment”, “critical reflection” “reflective practitioner”, “hermeneutical-communicative com- petence” and others are discussed as they relate to the core research problem. Attention is also given to the necessity of training a “basic pastor” as well as to the importance of “limited specialisation” in theological training.


Author(s):  
Robert J. Priest ◽  
Abel Ngolo ◽  
Timothy Stabell

Against earlier predictions, witch accusations are proliferating and flourishing in many modern, urban, and Christian environments. And they are taking new forms. One dramatic change involves who is accused, with children now often the prime suspects when misfortunes occur. Another dramatic change relates to who is consulted when witch suspicions are present. Rather than non-Christian diviners or traditional healers, many now consult Christian pastors and prophets for help in identifying witches and dealing with them. Based on a survey of 713 pastoral leaders in Kinshasa from all major church traditions, and on supplemental qualitative research, this report 1) explores the profile of accused children, 2) identifies what these children are accused of, 3) identifies what sorts of evidence are used to establish the guilt of the accused child, and 4) considers the consequences to the child of being labeled a witch. Furthermore, this report explores what it is that church leaders believe, teach, and practice in relationship to child-witch allegations—considering the role of church tradition and theological education on their patterns of understanding and engagement. Specifically, we identify and examine two broad paradigms widely present in Kinshasa churches—a “witch diagnosis and deliverance paradigm” and a “child protection paradigm.” We consider some grassroots strategies of transformative engagement engaged in by l’Équipe Pastorale auprès des Enfants en Détresse [EPED] leaders, and end by inviting African theological and pastoral leaders into a conversation about the impact of theological understandings, congregational discourses, spiritual disciplines, and pastoral practices on the well-being and flourishing of vulnerable children.


Holiness ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 21-55
Author(s):  
Jane Leach

AbstractThis article invites reflection on the theological purposes of the education of church leaders. It is conceived as a piece of practical theology that arises from the challenge to the Wesley House Trustees in Cambridge to reconceive and re-articulate their vision for theological education in a time of turbulence and change. I reflect on Wesley House’s inheritance as a community of formation (paideia) and rigorous scholarship (Wissenschaft); and on the opportunities offered for the future of theological education in this context by a serious engagement with both the practices and concepts of phronēsis and poiēsis and a dialogical understanding of biblical wisdom, as Wesley House seeks to offer itself as a cross-cultural community of prayer and study to an international Methodist constituency.


Author(s):  
Valentyn Syniy

It is emphasized that the involvement of missionary theology in the discussion of ways to develop spiritual education allowed post-soviet Protestantism to successfully overcome differences in the vision of the formal construction of education, and then move on to discussions about its content. There was a gradual overcoming of modern individualism, the growing role of communities, the replacement of monologue models of mission with dialogical ones. The idea of the seminary as a community that is not self-sufficient, but serves the church as a community, has gained general recognition. The church also came to be understood as serving an eschatological ideal community similar to the Trinity community. The formation of community and dialogical models of missionary and educational activity allows Ukrainian Protestantism to effectively adapt to the realities of the beginning of the 21st century and to be proactive in today's society.


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