Theological Education in Contemporary Africa

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Description

Part One addresses �Theological Foundations.� The five essays in this section deal with the Bible, Theology and Ecumenism. The subjects of theological methods, contextual hermeneutics, and appropriate curriculum are given special attention. Of course even foundational issues cannot be discussed in a vacuum and so each of the essays addresses these foundational subjects in the light of African realities. Part Two deals with �Contemporary Issues.� It is particularly in this section that the traditional themes in African theology have been somewhat displaced by concerns which are today very pressing indeed. Three essays are devoted to the question of HIV/AIDS. This disease, which has devastated the African continent, demands a theological and practical response from those who claim to follow Jesus Christ. If the churches do not respond to this crisis with energy and determination we should not be surprised if the next generation wonders whether the Gospel has the power which we claim that it has. Two essays address the question of Islam and Muslim-Christian Relations in Africa. The resurgence of Islam in the world today is a concern of many. For those who believe in Jesus, this is a challenge which demands much wisdom and love. How should we respond to our Muslim neighbours? What are appropriate and thoughtful ways to share the love of Christ? Two further essays appear under the title of �The Marginalized.� This could, of course, be a much large section. Those who suffer from AIDS could be included in this number, and one might have expected to see at least one essay on the place of women. In this volume, however, the �disabled� and youth are highlighted. Both groups are clearly in need of the attention of the churches, and both groups are clearly misunderstood and neglected. The final section of Part Two contains essays, which focus attention on �Theological Paedagogy.� All of the other contributions to this volume make suggestions and arguments about curriculum, resources, and issues of concern for theological educators. The causal aim of this book is that these essays may help us to reflect in an intentional way on the implications of contemporary realities for the future of theological education.

Informations

• Publié par: Zapf Chancery Publishers Africa Ltd.
• Date de parution: 29 décembre 2004
• Nombre de lectures: 0
• EAN13: 9789966040442
• Langue: English
• Poids de l'ouvrage: 4 Mo

Extrait

Theological Education in Contemporary Africa

Theological Education in Contemporary Africa

Zapf Chancery Tertiary Level Publications A Guide to Academic Writingby C. B. Peter (1994) Africa in the 21st Centuryby Eric M. Aseka (1996) Women in Developmentby Egara Kabaji (1997) Introducing Social Science: A Guidebookby J. H. van Doorne (2000) Elementary Statisticsby J. H. van Doorne (2001) Iteso Survival Rites on the Birth of Twinsby Festus B. Omusolo (2001) The Church in the New Millennium: Three Studies in the Acts of the Apostlesby John Stott (2002) Introduction to Philosophy in an African Perspectiveby Cletus N.Chukwu (2002) Participatory Monitoring and Evaluationby Francis W. Mulwa and Simon N. Nguluu (2003) Applied Ethics and HIV/AIDS in Africaby Cletus N. Chukwu (2003) For God and Humanity: 100 Years of St. Paul’s United Theological CollegeEdited by Emily Onyango (2003) Establishing and Managing School Libraries and Resource Centresby Margaret Makenzi and Raymond Ongus (2003) Introduction to the Study of Religionby Nehemiah Nyaundi (2003) A Guest in God’s World: Memories of Madagascar by Patricia McGregor (2004) Introduction to Critical Thinkingby J. Kahiga Kiruki (2004) Computer Programming: Theory and Practiceby Gerald Injendi (In Press) Dying Voice (An Anthropological Novel)by Andrew K. Tanui (In Press) Theological Education in Contemporary Africaedited by Grant LeMarquand and Joseph D. Galgalo (2004)

Theological Education in Contemporary Africa

Edited by Grant LeMarquand Joseph D. Galgalo

Zapf Chancery Eldoret, Kenya

Theological Education in Contemporary Africa

First Published 2004 © St. Paul’s United Theological College All rights reserved.

Cover concept and design by Grant LeMarquand, Joseph D. Galgalo and C. B. Peter

Typesetting, layout and design by C. B. Peter

Printed by Kijabe Printing Press, P. O. Box 40, Kijabe.

Published by

Zapf Chancery Research Consultants and Publishers, P. O. Box 4988, Eldoret, Kenya. Email: [e-mail] Mobile: [phone] or 0733-915 814

ISBN 9966-9742-6-1

Cover Picture Woodcarving ofJesus Calming the Storm. The Prince of Peace Benedictine Monastery, Tigoni, PO Box 900, Limuru, Kenya. Used with permission.

This book has been printed on fully recyclable, environment-friendly paper.

Introduction

Contents

(Joseph Galgalo and Grant LeMarquand).........1

Part One: Theological Foundations Chapter One: The Teaching of Theology in Africa: Some Reflections on Sources, Methods and Curriculum(Joseph D. Galgalo).......................5 Chapter Two: The Binding Power of the Text and the Context in which we Preach(Jonas Pasztor).................29 Chapter Three: Current Issues in Biblical Interpretation (Musa W. Dube)..............................................39 Chapter Four: Learning to Read the Bible in Limuru: Textual and Hermeneutical Reflections of a Non-African Guest(Grant LeMarquand).............................63 Chapter Five: Ecumenism and Theological Education in Africa (Nyambura J. Njoroge)...................................83

HIV/AIDS Chapter Six:

Chapter Seven:

Chapter Eight:

Part Two: Contemporary Issues

Theological Education: HIV/AIDS and Other Challenges in the New Millennium (Musa W. Dube)............................................105 The Challenges Posed by HIV/AIDS: A Way Forward for Educators (Maryann N. Mwangi)...................................131 Beyond “Victim Theology”: Reconstructing Theological Education in an Era of HIV/AIDS in Africa(Peter Mageto)...............................147

Theological Education in Contemporary Africa

RELIGIOUS PLURALISM Chapter Nine: Christian Theological Education in the Context of the Religiously Pluralistic Continent of Africa(Johnson A. Mbillah).......167 Chapter Ten: Approaches to teaching Islam in the Twenty First Century(John Chesworth).....................181

THE MARGINALIZED Chapter Eleven: Biblical Reflections on a Panel Discussion on ‘Disability’(Grant LeMarquand)...................211 Chapter Twelve: Theological Education and the Youth in the Family, Church, and School (Josphine Gitome).........................................219

THEOLOGICAL PAEDAGOGY Chapter Thirteen: Challenges of Theological Education in the Twenty-First Century(Sammy Githuku).........227 Chapter Fourteen: Residential, and Distance Approaches to Theological Education(Godfrey Nguru).........237

Part Three: Postscript Chapter Fifteen:Final Statement of the Conference..................249 List of Contributors...............................................................255

vi

Introduction

heological education needs to be a priority for the churches in Africa in the coming generation. The Christian faith has that T it has been difficult for the churches to train and provide pastoral taken root and has grown so quickly on the African continent leadership for congregations. Those who provide theological training are often all too aware that the job could be done better: more theological teachers are needed, better libraries and facilities should be built, more encouragement to do research and writing are essential. Perhaps most importantly, the African context must be taken seriously. The essays in this book only scratch the surface of the many concerns of theological educators, theological students and church leaders. A number of issues that have received attention in the past (the importance of African traditional religion for African theology and practice, culture and inculturation, liberation and the sad legacy of colonialism, the often-alleged irrelevancy of missionary Christianity for Africa, the paternalism of western Christianity vis- à-vis the infant church in Africa) are not highlighted in this book. Certainly these issues appear in many of the essays, but they are in the background. In the foreground are subjects of current and pressing need. In the book these issues are divided into two categories: ‘Theological Foundations’ and ‘Contemporary Issues.’ Part One addresses ‘Theological Foundations.’ The five essays in this section deal with the Bible, Theology and Ecumenism. The subjects of theological methods, contextual hermeneutics, and

2Theological Education in Contemporary Africa appropriate curriculum are given special attention. Of course even foundational issues cannot be discussed in a vacuum and so each of the essays addresses these foundational subjects in the light of African realities. Part Two deals with ‘Contemporary Issues.’ It is particularly in this section that the traditional themes in African theology have been somewhat displaced by concerns which are today very pressing indeed. Three essays are devoted to the question of HIV/AIDS. This disease, which has devastated the African continent, demands a theological and practical response from those who claim to follow Jesus Christ. If the churches do not respond to this crisis with energy and determination we should not be surprised if the next generation wonders whether the Gospel has the power which we claim that it has. Two essays address the question of Islam and Muslim-Christian Relations in Africa. The resurgence of Islam in the world today is a concern of many. For those who believe in Jesus, this is a challenge which demands much wisdom and love. How should we respond to our Muslim neighbours? What are appropriate and thoughtful ways to share the love of Christ? Two further essays appear under the title of ‘The Marginalized.’ This could, of course, be a much large section. Those who suffer from AIDS could be included in this number, and one might have expected to see at least one essay on the place of women. In this volume, however, the ‘disabled’ and youth are highlighted. Both groups are clearly in need of the attention of the churches, and both groups are clearly misunderstood and neglected. The final section of Part Two contains essays, which focus attention on ‘Theological Paedagogy.’ All of the other contributions to this volume make suggestions and arguments about curriculum, resources, and issues of concern for theological educators. The causal aim of this book is that these essays may help us to reflect in an intentional way on the implications of contemporary realities for the future of theological education. Work on this book has been collaborative from the start, and it remains for us to thank many people who have been involved in assisting us. In the first place, Joseph Galgalo would like to thank

Introduction3 Grant LeMarquand for undertaking the lion’s share of the spadework for the book. Both of us would like to thank all of those who contributed to the book, and the administration of St. Paul’s United Theological College for organising the theological consultation at which the chapters in this volume were first presented as individual papers. Special thanks go to Professor Godfrey Nguru and Dr. Esther Mombo in this regard, and to three postgraduate students at St. Paul’s – Msonda Bowa, Onesphore N. Ngabo and Stephen Nduati for their diligent recording of all the proceedings during the presentations. The administration and the contributors’ energy and enthusiasm are a sign of the growing vitality of the theological enterprise in Kenya. Many thanks also go to Grant’s students at Trinity Episcopal School for Ministry, Ambridge, Pennsylvania in the U.S.A., especially Bud Brooker, Daniel Cave, and Rosa Richards who acted as proofreaders in the last stages of putting this book together. They were very helpful and have saved the editors from some embarrassing mistakes! They are, of course, not responsible for any remaining errors in the final manuscript, for which the editors take full responsibility. We also owe thanks to Church Mission Publishing Company, Hartford, Connecticut, USA, for their generous grant without which this book could not have been published. We further wish to thank M/S Zapf Chancery Research Consultants and Publishers for their good work. Lastly special thanks are due to John Chesworth who has remained a true friend and endured not only facilitating the communication between Grant and Joseph (the two editors) but also sacrificially made available the use of his e-mail facility. We cannot forget to give thanks and praise to God as we acknowledge his blessing in the success of this project. It is to God’s glory and to all sincere efforts in the promotion of theological education in Africa that we dedicate this book.

Grant LeMarquand Joseph D. Galgalo