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An outstanding group of authors address the structure of
theological education using different avenues of approach. Each
writer describes and frames a theological response to a major
feature of the contemporary scene. The contributors look at events
and movements that shape the organization of theological studies,
including a review of black religion, feminism, practical theology,
and liberation movements. They explore interrelating issues such as
social ethics, seminary and university education, and historical
consciousness.
During times of rapid social and religious change, leadership
rooted in tradition and committed to the future is the foundation
upon which theological schools stand. Theological education owes
itself to countless predecessors who paved the way for a thriving
academic culture that holds together faith and learning. Daniel O.
Aleshire is one of these forerunners who devoted his career to
educating future generations through institutional reforms. In
honor of Aleshire's decades of leadership over the Association of
Theological Schools, the essays in this book propose methods for
schools of various denominational backgrounds to restructure the
form and content of their programs by resourcing their own
distinctive Christian heritages. Four essayists, former seminary
presidents, explore the ideas, doctrines, and ways of life in their
schools' traditions to identify the essential characteristics that
will carry their institutions into the future. Additionally, two
academic leaders focus on the contributions and challenges for
Christian schools presented by non-Christian traditions in a
rapidly pluralizing landscape. Together, these six essays offer a
pattern of authentic, innovative movement for theological
institutions to take toward revitalization as they face new trials
and possibilities with faithfulness and hope. This volume concludes
with closing words by the honoree himself, offering ways to learn
from and grow through Aleshire's legacy. Contributors: Barbara G.
Wheeler, Richard J. Mouw, Martha J. Horne, Donald Senior, David L.
Tiede, Judith A. Berling, Daniel O. Aleshire
This book offers a close-up look at theological education in the
U.S. today. The authors' goal is to understand the way in which
institutional culture affects the outcome of the educational
process. To that end, they undertake ethnographic studies of two
seminaries-one evangelical and one mainline Protestant. These
studies, written in a lively journalistic style, make up the first
part of the book and offer fascinating portraits of two very
different intellectual, religious, and social worlds.
The authors go on to analyze these disparate environments, and
suggest how in each case corporate culture acts as an agent of
educational change. They find two major consequences stemming from
the culture of each school. First, each culture gives expression to
a normative goal that aims at shaping the way students understand
themselves and from issues of ministry practice. Second, each
provides a "cultural tool kit" of knowledge, practices, and skills
that students use to construct strategies of action for the various
problems and issues that will confront them as pastors or in other
forms of ministry. In the concluding chapters, the authors explore
the implications of their findings for theories of institutional
culture and professional socialization and for interpreting the
state of religion in America. They identify some of the practical
dilemmas that theological and other professional schools currently
face, and reflect on how their findings might contribute to their
solution. This accessible, thought-provoking study will not only
illuminate the structure and process by which culture educates and
forms, but also provide invaluable insights into important dynamics
of American religious life.
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