Understanding and Developing Theological Education

Bernhard Ott

Description

Historically education has been driven from behind – the history, and above – the educational institution. Traditions and adherence requirements have led to inflexible models of school leadership that are focused on administration and rife with educational politics. In contrast, today’s theological landscape needs institutions with a grassroots-driven educational system, looking to a future that is biblically and theologically grounded. This publication, an English translation from the original German focuses on the leadership and curriculum development required for such a paradigm shift. Ott comprehensively assesses trends in current theological education across the world with detailed reference to wider trends in global tertiary education. Written primarily for those in leadership roles at theological schools and training institutions, this handbook is an essential resource for equipping the next generation of leaders in theological education.

Informations

• Publié par: Langham Creative Projects
• Date de parution: 31 janvier 2016
• Nombre de lectures: 1
• EAN13: 9781907713873
• Langue: English

Extrait

Theology and Education have come together in recent years to form the discipline of “theological education”. Dr Bernhard Ott brings a lifetime of reading and research, teaching, educational leadership and international collaboration to his book Understanding and Developing Theological Education. His professional involvement in three educational mega-systems (UK, EU, USA) reveals first-hand knowledge of their inner workings and interrelations. He also reveals to the reader the foundational Germanic tradition in theological education, often little known by non-German readers. Dr Ott also has broad international experience in the European Evangelical Accrediting Association (EEAA) and the International Council for Evangelical Theological Education (ICETE), and is well acquainted with ecumenical theological education.
The result: a clearly-written and comprehensive textbook for theological education, a resource for many years to come. A must-read for theological educators, students and leaders; for all who wish to understand better how theology can be educational and education theological.
Paul Sanders
International Director Emeritus, ICETE
Provost Emeritus, Arab Baptist Theological Seminary, Lebanon

Understanding and Developing Theological Education
Bernhard Ott
ICETE Series

© 2016 by Bernhard Ott
Published 2016 by Langham Global Library
an imprint of Langham Creative Projects
Previously published in German by Neufeld Verlag Schwarzenfeld in 2013, ISBN: 978-3-86256-041-7.
Langham Partnership
PO Box 296, Carlisle, Cumbria CA3 9WZ, UK
www.langham.org
ISBNs:
978-1-90771-388-0 Print
978-1-90771-386-6 Mobi
978-1-90771-387-3 ePub
978-1-78368-120-4 PDF
Bernhard Ott 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.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
ISBN: 978-1-90771-388-0
Translated from German by Tom Keefer: [e-mail]
Cover & Book Design: projectluz.com
Langham Partnership actively supports theological dialogue and a scholar’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


1 Theological Education in Upheaval: An Introduction


1.1 The Present Situation in Theological Education: An Initial Outline


1.2 What Do We Mean by “Theological Education?”: An Initial Definition


1.3 Special Challenges Demand Special Competencies: An Overview


2 The Battle for Reforms and Renewal in Theological Education: An Introduction to the International Discussion


2.1 Impulses for Reform from the World of Missions and the Ecumenical Movement


2.2 Impulses for Reform within the International Evangelical Movement


ICETE Manifesto on the Renewal of Evangelical Theological Education


2.3 Voices from the Majority World


2.4 Reform of Theological Education in North America


2.5 Efforts to Reform Theological Education in German-Speaking Europe


2.6 A New Agenda Leads to Paradigmatic Changes


3 Foundations of Educational Theory: Traditions and Models of (Theological) Education


3.1 Foundational Categories of Educational Theory


3.2 An Overview of Typologies


3.3 Secular Educational Models: An Overview


3.4 Traditions and Models of Theological Education: An Overview


4 Biblical-Theological Foundations: Toward a Theology of Theological Education


4.1 Biblical Building Blocks for a Theology of Theological Education


4.2 On the Way to a Theology of Theological Education


4.3 Midway Point: What Is Theological Education?


5 Integrating Theory and Practice in Theological Education


5.1 Shedding Light on the Theory-Praxis Debate


5.2 Spirituality and Character Development


5.3 Theoria : Thought, Understanding, and Science


5.4 Poiesis : Competencies and Skills


6 Curriculum Development in Theological Education


6.1 Foundational Considerations


6.2 Curriculum Development and Partnership


6.3 Where Are We Now? Entrance Requirements


6.4 Where Do We Want to Go? Graduation Requirements


6.5 How Do We Get There? Developing Curriculum


6.6 Two Examples


7 Ensuring Quality in Theological Education


7.1 Quality Management, Evaluation, Accreditation – Definition of Terms


7.2 Which Quality Management Model Should Be Used?


7.3 Quality, Indicators and Standards


7.4 Implementation: Evaluation Instruments


8 Leading Theological Education with Head, Hand, and Heart


8.1 What Leaders of Theological Schools Must Accomplish


8.2 Head : Strategy → Orientation


8.3 Hand : Structures → Coordination


8.4 Heart : Culture → Motivation


Bibliography


Magazines


Dictionaries and Lexicons


Literature


About ICETE


About Langham Partnership

Endnotes
Preface
The former rector of the University of Basel, theology professor Ulrich Gäbler, probably reflected the thinking of many when he said, “Our university currently looks like a construction site.” [1] That has generally been the case in the world of theological education in recent decades. I’ve been at work on this construction site for more than thirty-five years. And because I originally worked as an architect before I became a theologian, I’ve had considerable experience with construction sites. However, I was thrown into the role of academic dean without having had the opportunity to receive any training for this task. In fact there was and is no course of study to train as an academic dean. I know that many others have had similar experiences. Being president of a theological seminary, or academic dean, or rector – these are jobs you learn by doing.
Friends and colleagues encouraged me to utilize my years of experience and reflection by writing this handbook of theological education during my sabbatical year in 2005–2006. I could make good use of many lectures that I had given and essays I had written over the years, not the least of which was my doctoral dissertation on this topic.
This handbook is about the leadership and curriculum development of theological education. The volume is written primarily for those who are in leadership roles at theological schools and training institutions, and more generally for those who serve as instructors, professors, and administrators, as well as those who serve as governing board and advisory council members. Students, too, may find it of value in their reflections on the purpose of their studies. This work intends to lay a theoretical foundation and give practical suggestions for the formation and design of theological education.
I write with a perspective that is intentionally broad, international, and diverse. I take my cue from a volume published by the World Council of Churches, An International Directory of Theological Colleges 1997, which catalogues more than one thousand educational institutions on six continents. Included are theological faculties of universities, theological seminaries and colleges, as well as Bible schools and Bible institutes. These institutions are divided into six categories, from 1–2 year non-degree programs (Level 1) to doctoral programs (Level 6). [2] The entire spectrum is in view here. However the following chapters will more precisely define what theological education is – and is not.
The points of emphasis that may be evident in this handbook arise from my own sphere of knowledge and experience. In 2006 (first German edition) I was writing as the leader of a small free-church theological seminary in Switzerland (Theologisches Seminar Bienenberg). Non-university-based theological education in German-speaking Europe is therefore my starting point. However, theological education as a whole cannot be properly understood without awareness of the university system and tradition, therefore these will also be referenced.
In addition, my own theological education has had an intern