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2015
IMPLICATIONS OF THEOLOGICAL ANTHROPOLOGY FOR ONLINE PEDAGOGY IN GRADUATE-LEVEL MINISTERIAL TRAINING Gabriel Benjamin Etzel, Ph.D. The Southern Baptist Theological Seminary, 2015 Chair: Dr. Timothy Paul Jones The thesis of this dissertation is that by utilizing a biblical-theological framework, best practices of online graduate-level ministerial training can be presented in such a way that the role of the faculty, the objectives of the classroom, and the purpose of the institution are focused more effectively on the formation of students as ministers of the gospel. It is argued the role of the faculty member should be a model for students to follow, which necessitates institutions prioritize theological competencies ahead of technological and pedagogical competencies when hiring faculty, and institutions prioritize the faculty member’s ongoing spiritual formation in the development and evaluation of theological, pedagogical, and technological competencies. In addition, it is argued t...
Theological Education, 2016
Many conversations about online theological education concern the feasibility of delivering particular courses or disciplines online. Much less attention has been devoted to the relationship between online delivery and theological education as a holistic formative enterprise. In this essay I invite further reflection on three such formative aspects of theological education that are under-theorized: education as a form of apprenticeship, the essential place of worship, and ecclesial formation. While this article reflects my personal observations, I wrote it have chaired the Taskforce on Formation and Online Learning at the seminary where I teach.
From Teaching Theology and Religion, the journal of the Wabash Center--on the use of technology in distance education theological education teaching and learning.
William Carey Publishing , 2024
This chapter presents the findings from a workshop track at ICETE 2022 at EMS as an opportunity to learn within the Global Mission community to enhance mission education. From the presentation: Pastoral training has failed to keep up with church planting success. Far too many churches are led by pastors with little or no Bible training. This lack creates huge vulnerabilities for these churches, including false teaching, syncretism, lack of maturity, and biblical illiteracy. Many have recognized a pastoral leadership crisis and responded with vast and varied training initiatives, numbering in the many thousands. Formal theological institutions equip many pastors, but a far greater number of pastors are equipped by nonformal means. Sadly, there has been a lack of collaboration between the two sectors, as well as a lack of understanding and appreciation of the invaluable role each sector plays. Through robust interaction, this chapter unpacks the strengths of each sector along with the biases each sector has of the other. Actual models/stories will demonstrate both the feasibility and the synergistic power of collaboration between the formal and nonformal sectors. The chapter offers a constructive model as we further missional education today.
2023
An ongoing discussion between formal and non-formal theological training has been going on for some time. This presentation presents the findings from a workshop track at ICETE 2022 at EMS SW Region as an opportunity to learn within the Global Mission community to enhance mission education. From the presentation: Pastoral training has failed to keep up with church planting success. Far too many churches are led by pastors with little or no Bible training. This lack creates huge vulnerabilities for these churches, including false teaching, syncretism, lack of maturity, and biblical illiteracy. Many have recognized a pastoral leadership crisis and responded with vast and varied training initiatives, numbering in the many thousands. Formal theological institutions equip many pastors, but a far greater number of pastors are equipped by nonformal means. Sadly, there has been a lack of collaboration between the two sectors, as well as a lack of understanding and appreciation of the invaluable role each sector plays. Through robust interaction, this presentation will unpack the strengths of each sector along with the biases each sector has of the other. Actual models/stories will demonstrate both the feasibility and the synergistic power of collaboration between the formal and nonformal sectors. This presentation will offer this as a constructive model as we further missional education today.
250 pages "Reimagining Pastoral Education and Training" is a professional doctoral project born out of a burden for pastor-parish challenges that lead to pastoral dropout. A basic prelude question assesses the perceived problem: "Is there really a declining corps of young pastors leaving the ministry, disrupting their families, and congregations, and forfeiting opportunities for good when communities need their services more than ever?" The research is unequivocal in its evidencebased conclusions: Pastors are leaving the ministry at an early point in their careers. This confirmation drives a follow-up. As one who has invested a career in both parish ministry and in theological higher education, the evidence of a veritable pandemic of aborted vocations evokes a visceral response, i.e., a deeply personal research question: "How can theological higher education adapt to respond to this crisis of vocation?" Chapter two examines the literature on the relationship of vocational crisis and theological education. Findings include the fact that the presenting issue of clergy burnout and dropout is endemic to diverse Christian communities, especially, in the West. Citing an abundance of corroborating research focused on clergy burnout and dropout in North America the author employs a mixed-method response to conclude that a gap exists in not only the literature but in the lives of ordinands. Pastors have often received a mono-modal education without the vocation parish-based training long practiced in the Church. The research reveals the possibility of an in-group bias among theological educators, a cognitive bias that has perpetuated a scholastic model of theological higher education since at least the nineteenth century. A response to the problem is posited: Reimagine-reconsider and refashion-a method of spiritual and vocational formation that can produce a biblically faithful, and vocationally sustainable pastoral ministry; an education and training model that can unite the university model and the vocational model for a "Pastoral Training Model." Chapter three is a record of research into pedagogical methodologies in the Pastoral Epistles. Evidence of a Pauline commitment to multimodality calls for an evaluation of modalities in our day, especially technology. Thus, Chapter four examines theological and philosophical voices on technology and vocational formation. The research yields compelling data that answers the first chapter questions: a multimodal teaching and learning model that embraces a renewed appreciation for the seminary and the indispensable place of the local church (or other area of ministry) can be a positive contribution to pastoral education and training. Reimagining Pastoral Education and Training can lead us "back to the future" of a Pastoral Training Model. xii negative approaches to ministry but also instills lifelong attentiveness and community for healthy ministry practice. While addressing such topics, I am also mindful of the parish-based on-the-jobtraining that I received from Dr. D. James Kennedy and Coral Ridge Presbyterian Church. I will forever be thankful to Dr. Kennedy for the opportunities. He is in heaven now, and each day my wife (who interpreted for him and the services at Coral Ridge Presbyterian Church in sign language) and I realize just how right he was as a public theologian, a Christian shepherd, and a man of God. My friend and mentor, Dr. Kennedy, epitomized the saying un homme en avance sur son temps. There are times when one is driven to research and write out of an experience of personal disappointments. This is not my case. My education, along with internship, residency, and fellowship in the gospel ministry, was vocationally satisfying, and, I believe, pastorally effective. I have always felt that my experiences were like the very highest-grade rocket fuel. That fuel catapulted me to a vision of the kingdom of God at work in the world, changing all things from the inside out. The energy I received from those educational and training forces remain dynamic, and as powerful as when I first received them. By God's grace, and the unlimited power of his Truth, the fuel of my training keeps me moving me forward to this day. xiii No respective student or students-an airman, "Coastie," CIA operations officer, FBI agent, Marine, Sailor, State Department field officer, Soldier, or Mariner-would ever remain behind. The Balkan baron of his "sacred classroom" labored until all students achieved standard. My early mornings in Monterey (invariably joined by the playful otters beneath Fisherman's Warf, my favorite thinking place during those days in Steinbeck country), began with a question born out of yesterday's experiences: "Where will this magnificent curator of ideas take us today?" I can never erase the pure joy of anticipation of those unforgettable halcyon hours. His lesson plan must have contained only one ink-smeared line. "Let them experience Albania." The thing is Dr. Nakaj's lesson planner notes are unknown. Yet his lessons were renowned. What would follow would be an indelible threehour one-man living history festival. His goals of imparting vocabulary, conjugating verbs, declining nouns, and teaching art and literature, history, and politics, were accomplished with a collection of characters-Cold War dictators, Illyrian widow women, English spies, little dogs jumping to get some cake at a northern Albanian wedding-all brought to life by one life-loving, imaginative, Albanian mountain man. He used a veritable magician's mystery bag of national costumes, impromptu pantomime, facial expressions, voices, and stories-oh the stories!-to host his amazing adventures of learning. He gloried in his students' accomplishments. I graduated from the Defense Language Institute in September 1977. Dr. Nekaj pulled me aside before graduation exercises. I had been his project. He had carved a unique individual out of the roughhewn stone that I presented. Perhaps, one should not say "unique," which suggests that I was his only project. The truth is that he was a sort of Professor Henry Higgins, and we were each, in our own way, Eliza. However, unlike Higgins in George Bernard Shaw's Pygmalion, Dr. Nekaj went about his transformative work with no interest in self-glory. He was totally focused on his students. I have never known a more student-centric instructor. Standing tall and as gangly as Abe Lincoln, Dr. Nekaj leaned in to whisper his personal charge to me (I have no doubt he repeated a personalized version of the charge to each of his students): "Learning is a privilege. It is nothing short of a gift from God. A course conclusion is never a terminal degree. A degree-any degree-is merely a 'license to learn.'"
Theological Librarianship
The past decade has seen rapid and substantial changes in teaching and learning practices in Australian higher education institutions. Web-based technologies are increasingly used to offer flexible and online learning to both on-campus and distance students. These changes are also occurring in theological education institutions. There are however, concerns expressed in the theological education sector about the suitability and efficacy of distance or online learning for studying theology. These concerns tend to focus around the concept of "formation" which is generally considered to be an essential component of theological education. This article explores these concerns around distance and online learning and examines them in the context of a broader debate around the purpose and goals of theological education. It suggests that two broad approaches to developing formational distance and online theological education can be discerned in the literature. These focus on the importance of understanding the learning environment and understanding the learners and their contexts. It also considers whether theories and practices from the wider higher education sector might be relevant in the theological education context, and points to the need for further data collection and research in the area.
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HTS Teologiese Studies / Theological Studies, 2017
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