Faculty perspectives on preparing seminary students for 21st Century church ministry
General Material Designation
[Thesis]
Subsequent Statement of Responsibility
;supervisor: Hullinger, Hallett
.PUBLICATION, DISTRIBUTION, ETC
Name of Publisher, Distributor, etc.
Oral Roberts University: United States -- Oklahoma
Date of Publication, Distribution, etc.
: 2012
PHYSICAL DESCRIPTION
Specific Material Designation and Extent of Item
251 Pages
DISSERTATION (THESIS) NOTE
Dissertation or thesis details and type of degree
Ed.D.
SUMMARY OR ABSTRACT
Text of Note
Purpose, Scope, and Method of Study. The 21st Century has witnessed dramatic changes that affect individuals and societies. Of these, globalization, demographic changes, religious pluralism, technological shifts, and changing philosophical thoughts have implications for seminary education and Christian ministry. In response, new and emerging models of theological leadership place demands on seminaries and their faculty to adjust their roles and prepare students for ministry to a people and a culture that is diverse, pluralistic, and resistant to both the minister and his or her message. This qualitative study aimed at (a) ascertaining how faculty at The Association of Theological Schools (ATS) accredited seminaries view their roles in preparing students for effective 21st Century ministry and (b) determining what faculty are doing to prepare students to effectively handle 21st Century ministry related challenges. Eight faculty participants from four ATS accredited seminaries in the Southwest region of the United States were interviewed. Additional data came from seminary websites, catalogs, and teaching notes. The data were analyzed inductively, and major themes were noted. Findings and conclusions. The findings affirmed faculty's commitment to engage in theological education in innovative ways in response to mounting 21st Century challenges. Faculty understand changing dynamics of ministry and feel personally responsible to help students balance societal demands and the timeless truths of the Christian faith. They perform three categories of roles, content knowledge experts, promoters of student growth and development, and equippers for effective ministry. They adjust course titles and contents to reflect shifting realities, and use discussions, research papers, presentations, and field activities in their teaching discourses. The amalgam of roles and strategies used indicate strong commitment to content, praxis, and the overall learning experience of students. There is, however, a need for a systemic and systematic method of tying the 21st Century challenges with specific strategies targeted to address them.