The author addresses the question; what is theological about theological education? His audience for the book is students in the early stages of theological. His objective is that the book be accessible, in plain English, and to engage the reader in an ongoing conversation. In addition, he wishes to sugge3st the ways to think about the issues, and to sketch a particular theological view as to the nature and functioin of the theological school.
In this chapter the author lays out his utopian proposal for a theological school in “dialectical tension” with the Athens and Berlin models.
In this chapter the author looks at the proximate and distant origins of North American theological schools and the variety of factors – subject matter, understandings, communities – that, woven together yield a concretely particular school.
In this chapter the author invites the reader to join in a thought experiment about what some theological school known to them is and ought to be. He identifies three central issues which need to be resolved in this experiment. He suggests that the Christian “thing” is present in concrete reality “in and as various Christian congregations or worshiping communities in all their radical pluralism.” Finally, he lays out the nature and purpose of the remaining chapters.
In this chapter the author prepares the reader to deal better with the rest of the book by carefully defining the concepts of “pluralism,” “understand,” “action,” and “practice.” In ordinary usage these concepts are remarkably vague, but as applied to the book’s proposal they are to be used only by the analysis given here.
In this chapter, the author refines the thesis that a theological school is a community of persons trying to understand God more truly by focusing its study within the horizon of questions about Christian congregations. He explores, in detail, what constitutes a congregation and why it is the appropriate arena.
In this chapter the author makes a proposal about what constitutes a theological school and what the implications are for its excellence as a school from the fact that it is specifically a theological school.
In this chapter the author proposes courses of study unified by designing every course to address the overarching interest of a theological school and pluralistically adequate by designing every course to focus on questions about congregations.
For much of this century, the waning influence of religion in American colleges and universities was viewed as a natural concomitant of modernization, and it was generally seen as a necessary or even a good thing. In recent years, Christian scholars such as George Marsden and James Burtchaell have offered a new interpretation of that …
When the longtime professor of preaching at Bethsaida Theological Seminary retired, no one at the school could have predicted the ordeal that lay ahead. A search committee was appointed, and a position description crafted. The candidate needed to have a Ph.D., an appreciation for Bethsaida’s theological tradition and at least some experience as a pastor …