Description: This book initiates a new conversation about how
theological education might be re-envisioned for the twenty-first
century church. The prevailing curricular structure in today's
seminaries and divinity schools was fashioned in a very different
era, one that assumed the continued cultural dominance of
Christianity and the continued academic dominance of the canons of
Enlightenment reason. Neither assumption is viable in today's
post-Christian world; hence, our new circumstances demand a new
vision for theological education. The authors of this volume offer
an important resource for this project through their creative
appropriation of the classical rhetorical tradition, particularly
as it has been rehabilitated in the contemporary context. Like St.
Augustine, they believe that the chief goals of Christian theology
are similar to those of classical rhetoric: ""to teach, to delight,
and to move."" And the authors are united in their conviction that
these must also be the goals of theological education in a
post-Christian era. This volume arises out of a passionate
commitment to the cause of theological education. The authors hail
from a wide range of denominational traditions and have taught in
numerous seminaries and divinity schools. They have also studied
the classical and postmodern rhetorical traditions in both theory
and practice. They met as a group on numerous occasions to read one
another's contributions to the volume and to offer guidance for the
process of rewriting. As a result, this book is much more than a
mere collection of essays; it is a jointly-authored work, and one
which presents an integrated vision for the future of theological
education. Endorsements: ""Questioned by the larger church,
marginalized within the Academy, divided internally about its
mission, mainline theological education is not well, and most of us
in the enterprise know it. In the last twenty years we've seen
trenchant, insightful diagnoses, but unfortunately few engaging,
feasible remedies. This volume may be an exception. While no sure
cure is offered, these essays point in a healthy direction opened
up by a rhetorical approach to the tasks and topics of theological
education. Ranging from the modest but compelling to the
comprehensive but controversial, these essays challenge faculty to
rethink the enterprise in ways suited to the 21st century. Timely
and telling."" Mark U. Edwards, Jr., Associate Dean for Academic
Affairs, Harvard Divinity School ""'To Teach, to Delight, and to
Move' brilliantly accomplishes the imperatives of its title as it
makes bold proposals for reconceiving theological education
according to the insights of ancient and contemporary rhetoric. The
rich dialogue of its authors over several years has yielded a
surprisingly persuasive book. It will be among the handful of books
whose reading is required for all those with a passion for better
teaching and learning in theological education. It is, however, by
no means simply for teachers and administrators of theological
schools. All rhetors, pastors and lay persons alike, with
responsibility for the gospel's persuasion in the public,
postmodern world will readily join this promising symposium."" M.
Douglas Meeks, Cal Turner Chancellor Professor of Theology and
Wesleyan Studies, The Divinity School, Vanderbilt University About
the Contributor(s): David S. Cunningham is Professor of Religion
and Director of the CrossRoads Project at Hope College in Holland,
Michigan. He holds degrees in Communication Studies from
Northwestern University, and in Theology and Religious Studies from
the University of Cambridge (England) and Duke University. He has
published widely in the areas of Christian theology and ethics,
including 'Faithful Persuasion: In Aid of a Rhetoric of Christian
Theology' (Notre Dame, 1992) and 'These Three Are One: The Practice
of Trinitarian Theology' (Blackwell, 1998). His most recent book,
'Reading is Believing: The Christian
General
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