56.3. Consultation on Implications of Interfaith dialogue for theological education today

2021 ◽  
Keyword(s):  
Theological Education ◽  
Interfaith Dialogue ◽  
Education Today

Mission and Theological Education ‐ Berlin, Athens, and Tranquebar: A North American Perspective

2010 ◽  
Vol 27 (2) ◽  
pp. 176-193 ◽  
Author(s):  
Craig L. Nessan
Keyword(s):  
Special Reference ◽  
Theological Education ◽  
Contemporary Debate ◽  
American Perspective ◽  
South Indian ◽  
Theology Of Mission ◽  
Theological School ◽  
Contemporary Work ◽  
Education Today ◽  
North American Perspective

AbstractAn intense discussion of the nature and purpose of theological education has insufficiently regarded the vital importance of the missionary perspective. This article reviews the contemporary debate about theological education with special reference to the contributions of Edward Farley and David Kelsey. The prevailing paradigms of “Berlin” and “Athens” need to be complemented through the perspective of “Tranquebar.” Through a critical appreciation of the work of Bartholomaeus Ziegenbalg (1682‐1719), the retrieval of a fresh and urgently needed missionary paradigm can be facilitated for the contemporary work of theological education. Ziegenbalg demonstrated attentiveness to local culture, collected and cataloged perspectives on South Indian deities, respected the dignity of the Tamil people, and embodied a vibrant theology of mission. The implications of his contribution are translated into an agenda for theological education today and are illustrated through the example of one particular theological school.

Journey and rest: Hebrews, pilgrimage, and the work of theological education

2015 ◽  
Vol 28 (2) ◽  
pp. 192-207
Author(s):  
Sean Winter
Keyword(s):  
Theological Education ◽  
Education Today ◽  
Characteristic Features ◽  
The Relationship

This article explores the relationship between the motifs of ‘journey’ and ‘rest’ in Hebrews with a view to highlighting the importance and characteristic features of the text’s vision of theological education. The importance of παιδɛία in Hebrews is affirmed, and contrasted with the related but distinct perspective of the Gospel of Truth. The article concludes by highlighting five features of Hebrews that are suggestive of continuing priorities in the work of theological education today.

scholarly journals Technology and education: Challenges and opportunities

2017 ◽  
Vol 73 (4) ◽  
Author(s):  
Anita L. Cloete
Keyword(s):  
Online Education ◽  
Theological Education ◽  
Educational Technologies ◽  
Specific Reference ◽  
Use Of Technology ◽  
Integration Of Technology ◽  
The Social ◽  
Challenges And Opportunities ◽  
Education Today ◽  
Responsible Manner

This article seeks to contribute to the continuous reflection on the integration of technology into education. In order to accomplish this aim, the use of technology in the form of blended learning and online education will be utilised to illustrate how technology plays a central role in education today. It is argued that technology should not merely be viewed as a tool, but rather as a medium that shapes culture. Therefore, the integration of technology into education should be accompanied by continuous reflection on the identifiable characteristics of technology as medium that is not value-neutral or a disembedded force. To the contrary, technology is socially embedded and could be directly linked to other social developments and processes. The article therefore wishes to highlight the social embeddedness of technology by stressing how it is intertwined with other social developments like economy. In order to utilise technology more effectively and in a responsible manner in education, the nature thereof as medium should be reflected on. In light of the discussion on the technology as a socially embedded medium, the possible challenges and opportunities that it poses as medium to education, are identified and discussed. Specific reference is made on how theological education could benefit from educational technologies.

scholarly journals The Openseminary Methodology: Practical Theology as Personal, Local and Transformative

Religions ◽  
2021 ◽  
Vol 12 (8) ◽  
pp. 652
Author(s):  
Brian Macallan
Keyword(s):  
United States ◽  
South Africa ◽  
Technological Change ◽  
Practical Theology ◽  
Theological Education ◽  
The United States ◽  
Global Pandemic ◽  
Education Today ◽  
Practical Theological ◽  
Theological Methodology

Theological education continues to be subject to rapid social and technological change, which is further exacerbated by the recent global pandemic. Practical theology as a discipline continues to grow, being well placed methodologically to engage with diverse contexts and these global realities. The task for theological education is whether it can meet these challenges and be part of the transformation required. Openseminary as a methodology and program was developed in the early 2000s by Wynand De Kock to enable students to both learn practical theology as a methodology, as well as reflect theologically in their own context. Over the last two decades, it has run in South Africa, at Tabor College in Australia, as well as Palmer Seminary in the United States. In what follows, the methodology and program are explored in terms of their genesis, history, and current articulation. It is argued that it is a practical theological methodology well suited to the personal, local, and transformative goals of theological education today.

Education in General and Theological Education

1971 ◽  
Vol 27 (4) ◽  
pp. 434-452
Author(s):  
Hugh T. Kerr
Keyword(s):  
High School ◽  
Graduate Students ◽  
General Education ◽  
Theological Education ◽  
Real Problem ◽  
The Real ◽  
Education Today ◽  
Primary Focus

“If there is fault to find with education, and if the system appears to be breaking down, we assume that the first place to look for trouble must be teaching and the teacher. … My own research on general education began with teaching as the primary focus. But I have come to see that the real problem in education today is not teaching and the teacher but learning and the student. The big question is not how to teach but who the student is and how he learns. … Until today, the big question has always been content-oriented: ‘What is education?’ But now high school, college, university, and graduate students are asking a different kind of question: ‘What is education for?’ When translated into the area of theological education, this becomes a ‘professional’ question”.

Reflections on Professional Theological Education Today

Theology ◽  
2004 ◽  
Vol 107 (839) ◽  
pp. 333-342 ◽  
Author(s):  
Paul Ballard
Keyword(s):  
Theological Education ◽  
Education Today

Pendidikan Islam dan Humanitas

2018 ◽  
Vol 10 (2) ◽  
pp. 341-355
Author(s):  
Mohammad Liwa Irrubai
Keyword(s):  
Social Change ◽  
Liberal Education ◽  
Social Life ◽  
Current Issue ◽  
Alternative Solution ◽  
Educational Objectives ◽  
Basic Issue ◽  
New Ideas ◽  
Education Today ◽  
Human Problem

Today, the human problem in social life concerning education is growing more complex; many new ideas emerge as the level of human intellectuality grows. This paper will reveal the current issue of education in Indonesia and discuss ideas from the concept of liberal education. The basic issue of education criticized by liberal education is that education today focuses more on the needs of society than the educational objectives themselves. Education as a tool to transfer science, values, and agents of social change is seen as one alternative solution in the framework of improving people's lives. The education in which values are embodied is one of the efforts offered by genuine liberal education, aimed at giving us the habits, ideas and techniques necessary to continue our own education. Humans have the ability to learn continuously throughout life so that we can prepare ourselves to study and again as long as we are alive.

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