Transforming Theological Education

Perry Shaw

Description

For several decades concern has been expressed about the need for greater integration and contextual significance in the curricular design of theological education. In addition there has been a growing awareness of the role theological schools should play in strengthening the missional vision and practice of local churches.
Since 2008 the Arab Baptist Theological Seminary in Lebanon has been engaged in an ongoing experiment in the design and implementation of an integrated and contextually driven curriculum. Drawing on lessons learned from this experience, and from the wider discourse currently taking place in higher education, Transforming Theological Education provides theoretical foundations and practical principles for purposeful curriculum design, as well as tools for integrated and contextually significant learning in the classroom.

Informations

• Publié par: Langham Creative Projects
• Date de parution: 14 mai 2014
• Nombre de lectures: 1
• EAN13: 9781783689552
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

Transforming Theological Education
A Practical Handbook for Integrative Learning
Perry Shaw

© 2014 by Perry Shaw
Published 2014 by Langham Global Library
an imprint of Langham Creative Projects
Langham Partnership
PO Box 296, Carlisle, Cumbria CA3 9WZ, UK
www.langham.org
ISBNs:
978-1-78368-957-6 Print
978-1-78368-956-9 Mobi
978-1-78368-955-2 ePub
Perry Shaw has asserted his right under the Copyright, Designs and Patents Act, 1988 to be identified as the Author of this work.
All rights reserved. No part of this publication may be reproduced, stored in a retrieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the publisher or the Copyright Licensing Agency.
All scripture quotations, unless otherwise indicated, are taken from the Holy Bible, New International Version®, NIV®. Copyright ©1973, 1978, 1984, 2011 by Biblica, Inc.™ Used by permission of Zondervan. All rights reserved worldwide. www.zondervan.com The “NIV” and “New International Version” are trademarks registered in the United States Patent and Trademark Office by Biblica, Inc.™
British Library Cataloguing in Publication Data
Shaw, Perry, author.
Transforming theological education : a practical handbook
for integrative learning.
1. Theology--Study and teaching.
I. Title
207.5-dc23
ISBN-13: 9781783689576
Cover & Book Design: projectluz.com
Langham Partnership actively supports theological dialogue and an author’s right to publish but does not necessarily endorse the views and opinions set forth, and works referenced within this publication or guarantee its technical and grammatical correctness. Langham Partnership does not accept any responsibility or liability to persons or property as a consequence of the reading, use or interpretation of its published content.

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Contents

Cover


Preface


Crisis, Opportunity and Thanks


The Overall Shape of the Book


Introduction - The Arab Baptist Theological Seminary Pilgrimage


The General Shape of the Curriculum


Frequently Asked Questions


What We Have Learned


PART 1


Intentionality in Institutional Language and Culture


1 Asking the Right Questions (1)


The Challenge of Curricular Reform


What Are We Trying to Do Anyway?


Question 1: What Is the Ideal Church in Our Context?


Question 2: What Are the Contextual Challenges?


Question 3: What Might an Ideal Christian Leader Look Like?


Conclusion


Appendix 1.1 Characteristics of the Ideal Effective Church


Appendix 1.2 Internal and External Challenges to the Church


Internal:


External:


Appendix 1.3 ABTS Profile of the Ideal Graduate


Cognitively, a Mind Committed to Reflective Practice


Affectively, a Heart of Love for God and Others


Behaviourally, Hands of Servant Leadership for the Empowering of God’s People


2 Asking the Right Questions (2)


Question 4: Who Are the Learners?


Question 5: Where Do the Students Go?


Question 6: When? The Time Frame


Question 7: Where? The Learning Environment


Question 8: Who Will Facilitate the Learning?


Question 9: What and How?


Conclusion


Appendix 2.1 Saïd and Mariam


Appendix 2.2 The Right Questions


3 Implementing and Assessing the Curriculum


What Exactly Are We Doing?


Management Assessment


Graduate Assessment of the Curriculum


Engaging the Local Churches in Assessment


The Community and Assessment


The Challenges of Assessment


Conclusion


Appendix 3.1 Reciprocal Student Evaluation of Self and Faculty at ABTS


Part A


Part B


4 Multidimensional Learning in Theological Education


The ABCD of Learning


Conclusion


5 The Hidden and Null Curricula


Gregory


The Hidden Curriculum: Definition


“Schooling” = “Education”


An Academic Approach to Ministry


Knowledge-Centred Hierarchy


Leader Control


One Size Fits Nobody


Ministry Is about Competition not Cooperation


The Culture of the School


The Null Curriculum


Conclusion


6 Beyond Fragmentation in the Curriculum


The Roots of Curricular Fragmentation


Towards Integration


Some Practical Suggestions


Conclusion


Appendix 6.1 2065 Empowering Servant Leaders Integrative Project


One Final Requirement


7 Curricular Elements Outside the Classroom


Definitions


Bringing Meaning and Intention to the Non-Classroom Curricular Elements


Field Education


Mentoring


Small Groups


Community Worship


Theological Reflection on Life Experience


Independent Learning Contracts


Exploring Intentionality in Incidental Theological Learning


Conclusion


Appendix 7.1 Public Speaking at ABTS Chapel: Syllabus


Purpose and Description


Learning Outcomes


Process of Evaluation and Logistics


Appendix 7.2 ABT S Theological Reflection on Life and Ministry


Purpose and Description


Learning Outcomes


Format


Appendix 7.3 Independent Learning Plan


1. Purpose Statement


2. Learning Outcomes


3. Learning Tasks


8 Deep Learning


The Nature of Memory


Sensory Memory


Working Memory


The Primacy–Recency Effect in Learning


Long-Term Memory


Criteria for Long-Term Storage


Implications for Learning in Leadership Training


Conclusion


Part 2


Intentionality in Class Instruction


9 Course Design for Multidimensional Learning


Backward Design


Step 1: Purpose Statement


Step 2: Learning Outcomes


Step 3: Learning Tasks


Step 4: Learning Activities


Step 5: Learning Resources


Step 6: Mutual Accountability


Conclusion


Appendix 9.1 Sample Syllabus 1 ST 201 Introduction to Systematic Theology


Course Description


Purpose


Learning Outcomes


Learning Tasks


Learning Activities


Learning Resources


Mutual Commitments


Appendix 9.2 Sample Syllabus 2 ST 201 Introduction to Systematic Theology


Course Requirements


Methodology


Appendix 9.3 Verbs to Consider When Writing Aims


Cognitive


Affective


Behavioural


10 Lesson Planning for Multidimensional Learning


Step 1: The Purpose. Why Are You Teaching This Material?


Step 2: Learning Objectives


Step 3: What Is/Are the Most Significant Point/Points in Your Lesson?


Step 4: Approach the Lesson Psychologically Rather Than Logically


Conclusion


11 Traditional Versus Non-Traditional Instructional Methods


Lecture


Whole-Class Discussion


Small-Group Discussion


Brainstorming


Debate


Forum or Panel Discussion


Short Forum or Floating Panel


Interviews


The Flipped Classroom


The Language of Images and Literature


Conclusion


12 Question Design for Deep Learning


Cognitive Questions


Affective Questions


Behavioural Questions


Conclusion


13 Case Studies in Theological Education


The Power of Case Studies


Lucy


Pastor Paul


Sarah and Lydia


Characterization, Setting and Plot


Writing a Case Study


Conclusion


14 Teaching, Learning Sty