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Tables of Contents for Reenvisioning Theological Education
Chapter/Section Title
Page #
Page Count
Acknowledgments
xi
 
Introduction
1
262
The Changing Theological Education Scene Today
4
4
Theological Seminaries and Divinity Schools
4
3
Bible Institutes and Lay Centers
7
1
The Emergence of a More Wide-Ranging Discussion
8
9
From Operational to Theological Concerns
10
1
A General Outline of the Book
11
6
PART ONE REASSESSING THEOLOGICAL EDUCATION: THE PRESENT STAGE OF DEBATE
Retrieving Aspects of the ``Classical'' Model
17
17
The Centrality of Theological Wisdom
19
5
The Significance of Personal Formation
24
4
The Orientation to Social Transformation
28
3
Some Critical Questions
31
3
Revising Aspects of the ``Vocational'' Model
34
12
A Focus on Practical Theology
34
5
A Preference for Contextualized Apology
39
4
Some Critical Questions
43
3
Developing a More ``Synthetic'' Model
46
12
The Search for Visionary Discernment
46
4
The Quest for Concrete Divine Understanding
50
4
The Promise in Idea-Forming Practices
54
2
Some Critical Questions
56
2
Some Final Responses to the Debate
58
15
Elements on Which There Is Agreement
58
1
Several Significant Reservations
59
5
Two Additional Rejoinders
64
9
Conclusion
69
4
PART TWO BACKING INTO THE FUTURE: A BIBLICAL ANGLE OF VISION
The Relevance of a Biblical Starting Point
73
10
On the Margins of the Debate
75
4
In Defense of a Scriptural Approach
79
4
Ministry Formation Before Christ
83
11
Early Jewish Roles
84
6
Community Representatives
84
2
Specialized Callings
86
4
Later Jewish Groups
90
2
The Pharisees
90
1
John's Followers
91
1
Some Preliminary Conclusions
92
2
Ministry Formation by Christ
94
18
The Disciples of Jesus
94
8
Who Were the Disciples?
95
2
How Were the Disciples Recruited?
97
2
What Did Discipleship Entail?
99
2
How Were Disciples Distinguished?
101
1
Jesus as Teacher
102
6
Some General Comments
108
4
Ministry Formation After Christ
112
17
The Colleagues of Paul
114
3
Who Were Paul's Colleagues?
114
1
On What Basis Were They Recruited?
115
1
How Did He Relate to His Colleagues?
116
1
What Was the Purpose of the Group?
116
1
Paul as Teacher
117
5
Some Common Features
122
7
Conclusion
125
4
PART THREE DEVELOPING A MISSIONAL MODEL: FROM THE MARGINS TO THE CENTER
Beyond Mission-Oriented and Missiological Education
129
13
Developing a New Trajectory in Theological Education
129
2
Some Mission-Oriented, Missiological, and Mission-Friendly Approaches
131
11
Echoes of a Mission Orientation
131
2
Insights from the Discussion of Missiological Education
133
4
The Relevance of Praxis-Based and Professional-Training Approaches
137
5
Recasting Major Issues in the Debate
142
15
Distinctive Characteristics of the Missional Model
142
2
Revisiting Central Themes in the Debate
144
5
Unity and Fragmentation
144
3
Pluralism and Contextualization
147
2
A Further Look at the Hermeneutical Issue
149
8
Is the Missional Model Anachronistic?
149
2
Is the Model Vulnerable to a False Distinction?
151
1
Is a More Academic Model Required Today?
152
1
Is Biblical Illiteracy a Determining Factor?
153
4
The Nature of Learning in a Missional Model
157
12
A More Immediate Connection Between Action and Reflection
159
4
A More Complex Relationship Between Theory and Practice
163
6
Reconceiving Teaching as a Missional Practice
169
20
Teaching as Sharing Life as Well as Knowledge
171
3
Teaching as Active as Well as Reflective Practice
174
15
Some Basic Considerations
175
1
Some Particular Suggestions
176
6
Conclusion
182
7
PART FOUR BRINGING ABOUT SYSTEMIC CHANGE: SOME GUIDEPOSTS TO REFORM
Reconfiguring the Student Profile
189
10
Differences in the Students' Maturity and Experience
191
4
Variety in the Kinds and Vocations of Students
195
2
Some Additional Comments
197
2
Rethinking Personal and Communal Formation
199
9
The Role of Personal Formation
199
5
The Scope for Community Building
204
4
Refashioning Key Institutional Cultures
208
15
The Culture of the Educational Institution
211
3
The Culture of the Professional Guild
214
4
The Culture of the Wider Church
218
5
Reshaping the Theological Curriculum
223
26
Curriculum Goals and Outcomes
224
3
Experiments in Curriculum Change
227
6
Reframing the Curriculum
233
4
Integrative Postgraduate Study
237
12
Conclusion
241
8
CONCLUSION
Further Barriers to Institutional Reform
249
5
Financial and Personal Constraints
249
1
Space and Time Considerations
250
4
Other Avenues for Change
254
9
Informal Opportunities
254
1
Institutional Openings
255
3
Innovative Organizations
258
5
Index
263