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Reenvisioning Theological Education : Exploring a Missional Alternative to Current Models :  Exploring a Missional Alternative to Current Models - Robert Banks

Reenvisioning Theological Education : Exploring a Missional Alternative to Current Models

Exploring a Missional Alternative to Current Models

Paperback

Published: August 1999
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A top leadership theorist offers a compelling proposal for renovating the way religious education is practiced today. Christian colleges and seminaries have not been immune from the cultural influences shaping contemporary education. Challenging the conventional wisdom advanced by the educational debate during the last fifteen years, Robert Banks builds an innovative new model of theological education based on how ministry formation took place in biblical times. Banks takes full account of key issues raised by our current educational context and shows how a "missional model" of education is more holistic, inclusive, and practical than recent versions.

Acknowledgmentsp. xi
Introductionp. 1
The Changing Theological Education Scene Todayp. 4
Theological Seminaries and Divinity Schoolsp. 4
Bible Institutes and Lay Centersp. 7
The Emergence of a More Wide-Ranging Discussionp. 8
From Operational to Theological Concernsp. 10
A General Outline of the Bookp. 11
Reassessing Theological Education: The Present Stage of Debate
Retrieving Aspects of the "Classical" Modelp. 17
The Centrality of Theological Wisdomp. 19
The Significance of Personal Formationp. 24
The Orientation to Social Transformationp. 28
Some Critical Questionsp. 31
Revising Aspects of the "Vocational" Modelp. 34
A Focus on Practical Theologyp. 34
A Preference for Contextualized Apologyp. 39
Some Critical Questionsp. 43
Developing a More "Synthetic" Modelp. 46
The Search for Visionary Discernmentp. 46
The Quest for Concrete Divine Understandingp. 50
The Promise in Idea-Forming Practicesp. 54
Some Critical Questionsp. 56
Some Final Responses to the Debatep. 58
Elements on Which There Is Agreementp. 58
Several Significant Reservationsp. 59
Two Additional Rejoindersp. 64
Conclusionp. 69
Backing Into the Future: A Biblical Angle of Vision
The Relevance of a Biblical Starting Pointp. 73
On the Margins of the Debatep. 75
In Defense of a Scriptural Approachp. 79
Ministry Formation Before Christp. 83
Early Jewish Rolesp. 84
Community Representativesp. 84
Specialized Callingsp. 86
Later Jewish Groupsp. 90
The Phariseesp. 90
John's Followersp. 91
Some Preliminary Conclusionsp. 92
Ministry Formation by Christp. 94
The Disciples of Jesusp. 94
Who Were the Disciples?p. 95
How Were the Disciples Recruited?p. 97
What Did Discipleship Entail?p. 99
How Were Disciples Distinguished?p. 101
Jesus as Teacherp. 102
Some General Commentsp. 108
Ministry Formation After Christp. 112
The Colleagues of Paulp. 114
Who Were Paul's Colleagues?p. 114
On What Basis Were They Recruited?p. 115
How Did He Relate to His Colleagues?p. 116
What Was the Purpose of the Group?p. 116
Paul as Teacherp. 117
Some Common Featuresp. 122
Conclusionp. 125
Developing a Missional Model: From the Margins to the Center
Beyond Mission-Oriented and Missiological Educationp. 129
Developing a New Trajectory in Theological Educationp. 129
Some Mission-Oriented, Missiological, and Mission-Friendly Approachesp. 131
Echoes of a Mission Orientationp. 131
Insights from the Discussion of Missiological Educationp. 133
The Relevance of Praxis-Based and Professional-Training Approachesp. 137
Recasting Major Issues in the Debatep. 142
Distinctive Characteristics of the Missional Modelp. 142
Revisiting Central Themes in the Debatep. 144
Unity and Fragmentationp. 144
Pluralism and Contextualizationp. 147
A Further Look at the Hermeneutical Issuep. 149
Is the Missional Model Anachronistic?p. 149
Is the Model Vulnerable to a False Distinction?p. 151
Is a More Academic Model Required Today?p. 152
Is Biblical Illiteracy a Determining Factor?p. 153
The Nature of Learning in a Missional Modelp. 157
A More Immediate Connection Between Action and Reflectionp. 159
A More Complex Relationship Between Theory and Practicep. 163
Reconceiving Teaching as a Missional Practicep. 169
Teaching as Sharing Life as Well as Knowledgep. 171
Teaching as Active as Well as Reflective Practicep. 174
Some Basic Considerationsp. 175
Some Particular Suggestionsp. 176
Conclusionp. 182
Bringing About Systemic Change: Some Guideposts to Reform
Reconfiguring the Student Profilep. 189
Differences in the Students' Maturity and Experiencep. 191
Variety in the Kinds and Vocations of Studentsp. 195
Some Additional Commentsp. 197
Rethinking Personal and Communal Formationp. 199
The Role of Personal Formationp. 199
The Scope for Community Buildingp. 204
Refashioning Key Institutional Culturesp. 208
The Culture of the Educational Institutionp. 211
The Culture of the Professional Guildp. 214
The Culture of the Wider Churchp. 218
Reshaping the Theological Curriculump. 223
Curriculum Goals and Outcomesp. 224
Experiments in Curriculum Changep. 227
Reframing the Curriculump. 233
Integrative Postgraduate Studyp. 237
Conclusionp. 241
Conclusion
Further Barriers to Institutional Reformp. 249
Financial and Personal Constraintsp. 249
Space and Time Considerationsp. 250
Other Avenues for Changep. 254
Informal Opportunitiesp. 254
Institutional Openingsp. 255
Innovative Organizationsp. 258
Indexp. 263
Table of Contents provided by Syndetics. All Rights Reserved.

ISBN: 9780802846204
ISBN-10: 0802846203
Audience: General
Format: Paperback
Language: English
Number Of Pages: 284
Published: August 1999
Publisher: William B Eerdmans Publishing Co
Country of Publication: US
Dimensions (cm): 22.9 x 15.2  x 1.6
Weight (kg): 0.42