scholarly journals Læringsarenaer som kan fostre misjonalt lederskap

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Lars Dahle
Keyword(s):  
Leadership Development ◽  
Social Action ◽  
Theological Education ◽  
Holistic View ◽  
Missional Leadership ◽  
Public Square ◽  
The Bible ◽  
Christian Thought ◽  
Faith And Learning ◽  
The Church

This article explores evangelical perspectives on how to foster missional leadership on key learning arenas. The Lausanne Movement is widely regarded as representative for evangelical perspectives, and its roadmap The Cape Town Commitment (CTC) is therefore selected as the material. In line with CTC, missional leaders are viewed as a broad category which includes church and mission leaders, Gospel-inspired social action leaders, and Christian thought-leaders in the public arena. The background is today’s pluralistic and secular context, with ‘the civil public square’ as a desirable common vision. Key evangelical convictions in CTC, shaping the fostering of missional leaders, include the foundational grace of Christ, a classical evangelical theology, a holistic missional approach, and a ‘whole person’ leadership development. The church, theological education, and the academy at large are selected as significant learning arenas in CTC. The church arena, claims CTC, should be shaped by biblical teaching, equipping for apologetics, and a holistic view of calling. As a learning arena, per CTC, theological education needs to have a focus on the missional intention, the missional tasks, and the missional equipping, all of which presuppose the centrality of the Bible. Therefore, every theological education should undertake a «missional revision». In terms of the arena of the academy at large, CTC emphasizes its formative role, stresses the need both for Christian institutions and Christians in the ‘secular academy’, encouraging faith and learning as well as public apologetics. All this leads to final missiological reflections, where it is argued that fostering missional leaders on these arenas (a) is enhanced by an emphasis on «bearing witness to Jesus Christ and all his teaching in every nation, in every sphere of society, and in the realm of ideas», (b) presupposes an understanding of cognitive dissonance as a key challenge in the contemporary secular context, and (c) should include a comprehensive apologetic strategy for all three arenas.

scholarly journals Exploring the Relevance of Feminist Leadership in Theological Education of Nigeria

2013 ◽  
Vol 16 (4) ◽  
pp. 26-40
Author(s):  
Adesanya Ibiyinka Olusola
Keyword(s):  
Theological Education ◽  
Gender Justice ◽  
Women And Gender ◽  
Theological Schools ◽  
The Bible ◽  
Feminist Leadership ◽  
The World ◽  
Church And Society ◽  
And Gender ◽  
The Church

Feminist leadership is very important in theological education as it would seek to deconstruct stereotypical assumptions about women and gender in Christian theological traditions. Unfortunately, most of the theological schools in Nigeria do not have feminist as leaders. Five reasons why feminist leadership are needed in theological schools have been identified as, the bible teaching that women brought sin and death to the world, servant hood notion of women, scandal of particularity, male domination of ministries and theological methods and process that are full of stereotypes. All this does not provide women a unique opportunity to discover and develop their potential in the church and society. Also, women’s relevance and contributions can be hampered if not allowed to put in their optimum. To avoid this, the researcher suggests that theological education should not discriminate against any gender, but should work to bring about gender justice by involving the feminist leaders in theological education in Nigeria. It is hoped that by pursuing these steps, theological education in Nigeria would be preparing the way to sustainable development of the mission of Christ on earth.

Erasmus, Desiderius (c.1466–1536)

2018 ◽  
Author(s):  
Erika Rummel
Keyword(s):  
Political Thought ◽  
Divine Revelation ◽  
Christian Humanism ◽  
The Bible ◽  
The Reformation ◽  
Christian Thought ◽  
Articles Of Faith ◽  
Absolute Knowledge ◽  
The Church ◽  
Textual Critic

Although Erasmus was not a systematic philosopher, he gave a philosophical cast to many of his writings. He believed in the human capacity for self-improvement through education and in the relative preponderance of nurture over nature. Ideally, education promoted docta pietas, a combination of piety and learning. Erasmus’ political thought is dominated by his vision of universal peace and the notions of consensus and consent, which he sees as the basis of the state. At the same time he upholds the ideal of the patriarchal prince, a godlike figure to his people, but accountable to God in turn. Erasmus’ epistemology is characterized by scepticism. He advocates collating arguments on both sides of a question but suspending judgment. His scepticism does not extend to articles of faith, however. He believes in absolute knowledge through revelation and reserves calculations of probability for cases that are not settled by the authority of Scripture or the doctrinal pronouncements of the Church, the conduit of divine revelation. Erasmus’ pioneering efforts as a textual critic of the Bible and his call for a reformation of the Church in its head and members brought him into conflict with conservative Catholic theologians. His support for the Reformation movement was equivocal, however. He refused to endorse the radical methods of the reformers and engaged in a polemic with Luther over the question of free will. On the whole, Erasmus was more interested in the moral and spiritual than in the doctrinal aspects of the Reformation. He promoted inner piety over the observance of rites, and disparaged scholastic speculations in favour of the philosophia Christi taught in the gospel. The term ‘Christian humanism’ best describes Erasmus’ philosophy, which successfully combined Christian thought with the classical tradition revived by Renaissance humanists.

scholarly journals Repositioning the use of the Bible towards a mission-oriented theological education

2013 ◽  
Vol 34 (1) ◽  
Author(s):  
Adekunle O. Dada
Keyword(s):  
Theological Education ◽  
Biblical Hermeneutics ◽  
The Bible ◽  
Theology Of Mission ◽  
Primary Basis ◽  
Proper Interpretation ◽  
The Church

It is an undeniable fact that mission remains the cardinal essence of the Church. However, in Africa and in Nigeria, the Church seems to have lost focus regarding the main reason for its existence, namely mission. One of the factors responsible for this may be the form of theological education in vogue. In view of this anomaly, this paper reflects on how the study of the Bible, which serves as the primary basis for theological education in some institutions, can be repositioned to enhance a mission-oriented theological education. The importance of proper interpretation of the Bible in enhancing missions can be premised on the fact that a sound biblical hermeneutics is prerequisite to the formulation of an effective and functional theology of missions. If our theology of mission is faulty, the practice cannot be anything but flawed. In view of this, the paper explores ways in which the Bible can be meaningfully studied in order to promote a mission-oriented theological education.

scholarly journals MODERN UKRAINIAN PENTECOSTAL THEOLOGY: FROM HISTORY OF DEVELOPMENT TO CONTENT OF RESEARCHES

Skhid ◽  
2021 ◽  
Vol 1 (1) ◽  
pp. 61-66
Author(s):  
Vitalii Hura
Keyword(s):  
Theological Education ◽  
Assembly Of God ◽  
Doctoral Level ◽  
Pentecostal Movement ◽  
Theological Schools ◽  
The Bible ◽  
Pentecostal Theology ◽  
History Of ◽  
Pentecostal Churches ◽  
The Church

The article reflects the main historical stages of the formation of Ukrainian Pentecostal theology over the past thirty years: from the “birth” of the first church schools to the defense dissertations of doctoral level. Author has presented connection between post-soviet Pentecostal dogmatic system with evangelical traditional of dispensationalism and literal hermeneutic method in study of the Bible. Obviously, that Pentecostal Churches were strongly influenced through the Baptist Bible Courses in Moscow, because many Pentecostal leaders completed them. The author demonstrated the role of Bible Seminaries founded in independent Ukraine by western missioners of leading church`s unions, like the Assembly of God and the Church of God. The article identifies two models of the Pentecostal education (“church” and “academic” approaches) that address to the different needs of church society. “Church” type of theological education tries to teach important topics connected with applied questions of church ministry. However, this approach has a weak side hidden in methodology of research. As a result, not all research papers completed by graduates of the church-oriented school are interesting for Ukrainian scientific society. For control of quality in Ukrainian theological schools, EAAA was founded. Another direction of the development of the Ukrainian pentecostal theological model thinking is the “academic model” of theological education, that today develops in cooperation with state institutions. Through the analysis of the topics of defended dissertations, the author identifies key trends in the development of the Ukrainian Pentecostal movement. Among key topics, there is introspective research of the own roots, reasons of spreading alternative church movement in USSR, and its place on the World religious map. Like prognostic conclusion of all the text, the author identified several topics that may be interesting for Western academic partners, like “theology of Maidan”, “Church peaceful strategies for East of Ukraine” and “Ecological theology in light of Chernobyl’s tragedy”.

scholarly journals Teologiese opleiding tydens die Reformasie

1994 ◽  
Vol 50 (1/2) ◽  
Author(s):  
H. R. Balzer
Keyword(s):  
Theological Education ◽  
Martin Luther ◽  
The Bible ◽  
The Reformation ◽  
Philipp Melanchthon ◽  
The Church ◽  
Theological Training

Theological training during the Reformation The profound changes in theological education during and after the Reformation are interpreted in the light of the new soteriology of Martin Luther, Philipp Melanchthon, and their followers. A comparison with the humanistic movement reveals the specifically theological character of education in that time. Salvation was no longer directly administered by the church, but communicated thrgugh the study of the Bible as witness. Finally, the article points to the importance of the heritage of this movement for theological education in today’s cultural and religious situation.

The Bible in the spiritual culture of Kievan Rus

1998 ◽  
pp. 46-52
Author(s):  
S. V. Rabotkina
Keyword(s):  
Full Text ◽  
Spiritual Life ◽  
The Bible ◽  
Spiritual Culture ◽  
Slavonic Language ◽  
Long Time ◽  
The Church

A huge place in the spiritual life of medieval Rusich was occupied by the Bible, although for a long time Kievan Rus did not know it fully. The full text of the Holy Scriptures appears in the Church Slavonic language not earlier than 1499.

THEORIES OF THE MISSIONARY VOCATION OF THEOLOGICAL EDUCATION IN POST-SOVIET PROTESTANTISM

2020 ◽  
pp. 78-92
Author(s):  
Valentyn Syniy
Keyword(s):  
21St Century ◽  
Theological Education ◽  
Educational Activity ◽  
Spiritual Education ◽  
General Recognition ◽  
The Church ◽  
The Trinity ◽  
Formal Construction

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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