scholarly journals An Encounter and Its Impact: The Visit of John R. Mott in Cluj-Napoca/Kolozsvár and His Impression Upon László Ravasz

Perichoresis ◽  
2021 ◽  
Vol 19 (1) ◽  
pp. 75-89
Author(s):  
Árpád Kulcsár
Keyword(s):  
Theoretical Approach ◽  
Practical Theology ◽  
Theological Education ◽  
Pastoral Ministry ◽  
Spiritual Life ◽  
Dialectical Theology ◽  
Theological Thinking

Abstract In this paper I examine one of the effects of László Ravasz’s (1882-1975) theological thinking, former professor of Practical Theology at Protestant Theological Institute, Kolzosvár-Cluj-Napoca, namely the development of his spiritual life and its impact on his theological scientific position. Due to the limitations of the scope of this paper, I could present the less well-known views of Ravasz’s work on the mission. John R. Mott’s lecture in Kolozsvár-Cluj-Napoca provides, among others, the certainty that in the modern theoretical approach of the young Ravasz he approached the tasks of pastoral ministry, preaching, dissemination of the gospel, theological education in a modern and actual way. This notion was not perfect, but it helped to bring about a new impetus for the Hungarian Protestant worldview that was stuck in rationalism and liberalism, and for the value theology to constitute a positive transition to the dialectical theology. Ravasz was an authentic representative of this transition.

The end of theological education – is wisdom the principal thing?

Holiness ◽  
2020 ◽  
Vol 1 (1) ◽  
pp. 21-55
Author(s):  
Jane Leach
Keyword(s):  
Practical Theology ◽  
Theological Education ◽  
Church Leaders ◽  
Cross Cultural ◽  
Cultural Community ◽  
The Future

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.

scholarly journals Qualitative progress of national and theological education in Bukovina of Bishop Eugene Hackman

2014 ◽  
pp. 135-142
Author(s):  
Igor Lucan
Keyword(s):  
Theological Education ◽  
Spiritual Life ◽  
Human Society ◽  
Historical Events ◽  
Specific Study ◽  
History Of

The problem of history and the development of national theological education is one of the most urgent in our time. This is the sphere of the spiritual life of a human society that is constantly undergoing reform. Therefore, the study of the history of theological education, when it was due to the specificity of historical events in the pan-European space, in particular the territory of Bukovina in the late XIX - early XX century, require a more specific study than it was today.

scholarly journals ‘Black Pain is a White Commodity’: Moving beyond postcolonial theory in practical theology: #CaesarMustFall!

2017 ◽  
Vol 73 (4) ◽  
Author(s):  
Daniel J. Louw
Keyword(s):  
Practical Theology ◽  
Postcolonial Theory ◽  
Kingdom Of God ◽  
Missio Dei ◽  
Images Of God ◽  
Civil Unrest ◽  
Basic Hypothesis ◽  
Practical Theological ◽  
The Impact ◽  
Theological Thinking

Postcolonialism and decolonising campaigns are expressions of human pain on the level of identity confusion (inferiority), ideological abuse (cultural discrimination) and structural oppression (imperialistic exploitation). The slogan ‘Black Pain is a White Commodity’ in the #MustFall campaigns is critically analysed within the framework of postcolonial theory and imperialistic power categories. The basic hypothesis of the article is that in early Christianity, pantokrator images of God were influenced by iconography stemming mostly from the Roman Emperor cult and Egyptian mythology. The power (omnipotence) and dominiumship of God directly and indirectly played a role in Christian imperialistic thinking regarding the expansion of the Kingdom of God and missio Dei strategies during times of European and colonial expansionism. In order to address the quest for ‘moving beyond’ in postcolonial theory, the impact of pantokrator-images of God on ecclesial thinking is researched. In order to contribute to sustainability and stability within the complexity of cultural diversity and current civil unrest on campuses in South Africa, the paracletic notion of compassionate being-with is developed within the framework of practical theological thinking. Instead of a Caesar-depiction, the theological notion of passio Dei is proposed: the decolonialising (post-imperialising) God.

Teaching Theological Thinking in Practical Theology

Contact ◽  
2007 ◽  
Vol 154 (1) ◽  
pp. 42-49
Author(s):  
Roger L. Walton
Keyword(s):  
Practical Theology ◽  
Theological Thinking

scholarly journals Reimagining pedagogy for theological education at a South African University: An ethnographic exploration

2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Lindie Denny ◽  
Cas Wepener
Keyword(s):  
Higher Education ◽  
South Africa ◽  
South African ◽  
Practical Theology ◽  
Theological Education ◽  
Cultural Anthropology ◽  
Special Focus ◽  
South African Universities ◽  
Long Time ◽  
Curriculum Transformation

Curriculum transformation within Higher Education has been an ongoing process within South Africa Universities. For a long time, apartheid and the conception of race have shaped the education framework. Recently, decolonisation discourses have led to a rethinking about Curricula of Higher Education. Theological Education has been highlighted, as theological faculties within Universities perpetuate European epistemologies. In order to contribute towards curriculum transformation in South Africa, pedagogy for theological education within South African Universities is explored in this article, and a new praxis theory for a reimagined pedagogy is presented. This article presents only part of the research conducted within a South African University. A description and analysis of the empirical research are provided together with a reimagined pedagogy for theological education at a South African University.Intradisciplinary and/or interdisciplinary implications: The research was performed within the field of Practical Theology with a special focus on pedagogy; however, inter-disciplinary insights were gained from fields such as Education and History, and on an intra-disciplinary level, the research used qualitative methods from Cultural Anthropology and Rituals Studies to empirically study pedagogy as a practice.

scholarly journals Theological Field Education as a Bridge across Disciplines

Religions ◽  
2020 ◽  
Vol 12 (1) ◽  
pp. 10
Author(s):  
Kristina I. Lizardy-Hajbi
Keyword(s):  
Education Program ◽  
Practical Theology ◽  
Theological Education ◽  
Field Education ◽  
Academic Fields ◽  
Theological Field Education ◽  
Practical Theological ◽  
Transformative Curriculum

Theological field education—also known as contextual education—operates as the explicitly embodied nexus of seminary-based learning, placing both practical theological and broader theological, religious, and/or spiritual educational frameworks in dialogue with one’s experiences within a particular site context. Drawing upon the example of the events that took place in March 1965 at the Edmund Pettus Bridge connecting Selma to Montgomery, as well as the bridge’s enduring function as a material and symbolic site of transformation, connections are made to the ways that theological field education bridges both practical theology and other areas of theological education, generally and as actualized specifically within one theological school’s field education program, through three overarching themes: Embodiment, reflection, and formation. In the acts of bridging that occur in each of these areas, points of commonality are discussed and illustrated. Finally, initial suggestions for further bridging between disparate academic fields and theological field education are offered toward the cultivation of a more integrative, transformative curriculum.

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