Table Of ContentTransforming Theological Education
A Practical Handbook for Integrative Learning
Perry Shaw
© 2014 by Perry Shaw
Published 2014 by Langham Global Library
an imprint of Langham Creative Projects
Langham Partnership
PO Box 296, Carlisle, Cumbria CA3 9WZ, UK
www.langham.org
ISBNs:
978-1-78368-957-6 Print
978-1-78368-956-9 Mobi
978-1-78368-955-2 ePub
Perry Shaw has asserted his right under the Copyright, Designs and Patents Act, 1988 to be identified as the Author of this work.
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British Library Cataloguing in Publication Data
Shaw, Perry, author.
Transforming theological education : a practical handbook
for integrative learning.
1. Theology--Study and teaching.
I. Title
207.5-dc23
ISBN-13: 9781783689576
Cover & Book Design: projectluz.com
Langham Partnership actively supports theological dialogue and an author’s right to publish but does not necessarily endorse the views and
opinions set forth, and works referenced within this publication or guarantee its technical and grammatical correctness. Langham Partnership
does not accept any responsibility or liability to persons or property as a consequence of the reading, use or interpretation of its published
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Contents
Cover
Preface
Crisis, Opportunity and Thanks
The Overall Shape of the Book
Introduction - The Arab Baptist Theological Seminary Pilgrimage
The General Shape of the Curriculum
Frequently Asked Questions
What We Have Learned
PART 1
Intentionality in Institutional Language and Culture
1 Asking the Right Questions (1)
The Challenge of Curricular Reform
What Are We Trying to Do Anyway?
Question 1: What Is the Ideal Church in Our Context?
Question 2: What Are the Contextual Challenges?
Question 3: What Might an Ideal Christian Leader Look Like?
Conclusion
Appendix 1.1 Characteristics of the Ideal Effective Church
Appendix 1.2 Internal and External Challenges to the Church
Internal:
External:
Appendix 1.3 ABTS Profile of the Ideal Graduate
Cognitively, a Mind Committed to Reflective Practice
Affectively, a Heart of Love for God and Others
Behaviourally, Hands of Servant Leadership for the Empowering of God’s People
2 Asking the Right Questions (2)
Question 4: Who Are the Learners?
Question 5: Where Do the Students Go?
Question 6: When? The Time Frame
Question 7: Where? The Learning Environment
Question 8: Who Will Facilitate the Learning?
Question 9: What and How?
Conclusion
Appendix 2.1 Saïd and Mariam
Appendix 2.2 The Right Questions
3 Implementing and Assessing the Curriculum
What Exactly Are We Doing?
Management Assessment
Graduate Assessment of the Curriculum
Engaging the Local Churches in Assessment
The Community and Assessment
The Challenges of Assessment
Conclusion
Appendix 3.1 Reciprocal Student Evaluation of Self and Faculty at ABTS
Part A
Part B
4 Multidimensional Learning in Theological Education
The ABCD of Learning
Conclusion
5 The Hidden and Null Curricula
Gregory
The Hidden Curriculum: Definition
“Schooling” = “Education”
An Academic Approach to Ministry
Knowledge-Centred Hierarchy
Leader Control
One Size Fits Nobody
Ministry Is about Competition not Cooperation
The Culture of the School
The Null Curriculum
Conclusion
6 Beyond Fragmentation in the Curriculum
The Roots of Curricular Fragmentation
Towards Integration
Some Practical Suggestions
Conclusion
Appendix 6.1 2065 Empowering Servant Leaders Integrative Project
One Final Requirement
7 Curricular Elements Outside the Classroom
Definitions
Bringing Meaning and Intention to the Non-Classroom Curricular Elements
Field Education
Mentoring
Small Groups
Community Worship
Theological Reflection on Life Experience
Independent Learning Contracts
Exploring Intentionality in Incidental Theological Learning
Conclusion
Appendix 7.1 Public Speaking at ABTS Chapel: Syllabus
Purpose and Description
Learning Outcomes
Process of Evaluation and Logistics
Appendix 7.2 ABT S Theological Reflection on Life and Ministry
Purpose and Description
Learning Outcomes
Format
Appendix 7.3 Independent Learning Plan
1. Purpose Statement
2. Learning Outcomes
3. Learning Tasks
8 Deep Learning
The Nature of Memory
Sensory Memory
Working Memory
The Primacy–Recency Effect in Learning
Long-Term Memory
Criteria for Long-Term Storage
Implications for Learning in Leadership Training
Conclusion
Part 2
Intentionality in Class Instruction
9 Course Design for Multidimensional Learning
Backward Design
Step 1: Purpose Statement
Step 2: Learning Outcomes
Step 3: Learning Tasks
Step 4: Learning Activities
Step 5: Learning Resources
Step 6: Mutual Accountability
Conclusion
Appendix 9.1 Sample Syllabus 1 ST 201 Introduction to Systematic Theology
Course Description
Purpose
Learning Outcomes
Learning Tasks
Learning Activities
Learning Resources
Mutual Commitments
Appendix 9.2 Sample Syllabus 2 ST 201 Introduction to Systematic Theology
Course Requirements
Methodology
Appendix 9.3 Verbs to Consider When Writing Aims
Cognitive
Affective
Behavioural
10 Lesson Planning for Multidimensional Learning
Step 1: The Purpose. Why Are You Teaching This Material?
Step 2: Learning Objectives
Step 3: What Is/Are the Most Significant Point/Points in Your Lesson?
Step 4: Approach the Lesson Psychologically Rather Than Logically
Conclusion
11 Traditional Versus Non-Traditional Instructional Methods
Lecture
Whole-Class Discussion
Small-Group Discussion
Brainstorming
Debate
Forum or Panel Discussion
Short Forum or Floating Panel
Interviews
The Flipped Classroom
The Language of Images and Literature
Conclusion
12 Question Design for Deep Learning
Cognitive Questions
Affective Questions
Behavioural Questions
Conclusion
13 Case Studies in Theological Education
The Power of Case Studies
Lucy
Pastor Paul
Sarah and Lydia
Characterization, Setting and Plot
Writing a Case Study
Conclusion
14 Teaching, Learning Styles and Cultural Context
Kolb’s Model of Learning Styles
Other Approaches to Learning Styles
Multiple Intelligences
Culture and Learning
Gender and Learning
Conclusion
15 The Grading and Assessment of Students
What Is the Purpose of Assessment?
The Problems with Grades in Theological Education
Some Possible Ways Forward
Conclusion
Appendix 15.1 ABTS Bachelor of Theology (BTh) Grade Descriptors
In general, bachelor-level students should be able to:
Appendix 15.2 Rubric for the Assessment of Oral Presentation
Content
Method
Appendix 15.3 Rubric for the Assessment of Integrative Project (Appendix 6.1)
16 Excellence in Teaching
A Hospitable Relationship with Students
Competence
Clarity of Communication
Creativity
Enthusiasm
A Well-Ordered Class
Appropriate Use of Praise and Criticism
High Expectations
A Capacity for Self-Evaluation and Continuous Growth
Conclusion
Epilogue Steps on the Path
Works Cited
About Langham Partnership
Endnotes
Preface
Crisis, Opportunity and Thanks
In 2006 my world fell apart and I had a complete emotional breakdown. While a number of factors
contributed to this personal crisis and the anxiety depression that ensued, a substantial element was my
disillusionment with the world of theological education to which I had devoted much of my life’s
energies.
By God’s grace and with help from friends and the medical profession, my health recovered in less
than a year. But many questions remained. My reading pointed to the fragmentation and contextual
irrelevance of most ministerial training programmes. My own experience had seen student after student
entering college passionate for ministry and leaving passionate for academia, with little idea how to
empower the church and often with no genuine desire to do so. I seriously considered giving up
completely on institutional theological education, seeing theological schools as counterproductive for
preparing effective leadership for the church. However, it soon became evident that, for better or for
worse, the churches still looked to theological colleges for their leaders, and consequently the solution
lay not with rejection but with seeking change from within.
The years since this crisis have offered me the opportunity to be involved in just such creative work.
The start came when I joined the faculty at the Arab Baptist Theological Seminary (ABTS) in late 2007,
shortly after the arrival of Elie Haddad as the new provost (subsequently president). Elie comes from the
business world but is also a highly astute theological thinker, and his vision for change provided a
context for me to work with the young and highly qualified faculty in curricular experimentation. The
result has been a dynamic curricular process that continues to this day. Most of the ideas that are
presented in this book are not mere theory but have been field-tested on the ground at ABTS. We have
learned much from both our successes and our struggles. I cannot adequately express my thanks to Elie
and to other key ABTS leaders, such as Paul Sanders, Martin Accad, Hikmat Kashouh and Bassem
Melki, as well as to the highly committed ABTS faculty, who have supported and promoted these
changes. I must also acknowledge the crucial role of Rana Wazir and Patricia Hazem, registrar and
academic administrator at ABTS, who have carried much of the burden of making the changes happen on
a day-to-day basis.
The second series of opportunities also began in 2007 when I was first invited to lead faculty-training
events, initially in South Asia but increasingly over the ensuing years in other global contexts. Virtually
all the material discussed in this book began in faculty-training workshops, and it is through the questions
and challenges posed by participants that I have been able to develop and enhance the approaches that
have been taken. I express my special gratitude to the leadership and faculty of the Indian Pentecostal
Church Theological Seminary Kottayam and the Lanka Bible College and Seminary, who in 2007 first
worked with me and who helped shape my own thinking, as well as to the numerous other colleges who
since then have welcomed me and contributed to mutual learning.
Beyond the leadership and faculty at ABTS and at the numerous schools I have visited, there are
several people whose support and interest have helped in the completion of this book. I would never
have begun writing without the encouragement of Tim Stafford, and his experience in the publishing
industry has been an invaluable resource. Manfred Kohl first opened the doors for me to international
consultancy and has been a consistent encouragement over the years. Debbie Kramlich and Bob Heaton
read the draft manuscript and provided numerous substantive suggestions. Many of the ideas in the book
were first developed as a part of an online graduate programme for the London School of Theology, and I
am grateful to Marvin Oxenham, who helped me to shape the material into some sort of systematic
structure and gave me a reason to write. Luke Lewis and Vivian Doub of Langham Partnership have
walked with me through the editing and publication process. My children, Christopher and Phoebe, have
endured years of mealtime conversations about the issues addressed in this book. And the support and
insights of Karen, my partner in life and ministry, colour every page of what is written; without her
indomitable patience this project would never have come to completion.
The Overall Shape of the Book
Genuine intentionality in leadership training entails multiple levels of institutional and educational
planning and implementation. The first section of this text addresses general philosophical and
educational principles and how these work out in broader institutional concerns. It is crucial that the
whole faculty develop a broad appreciation of these issues in order for a school to move towards
fulfilling its mandate: that of preparing and equipping men and women to guide the church to have a more
effective impact on the surrounding society.
Robert Ferris (2006) has claimed that “the faculty are the curriculum”: the most formative learning
that occurs in any programme of study is that shaped and facilitated by the instructors in the classroom.
Sadly, it is here that many schools fail to reach their potential, as faculty members are bound to
traditional and generally ineffective instructional approaches. The second section of this book seeks to
expand the “toolbox” of teachers, such that class instruction takes seriously the missional mandate of the
church and is focused more on learning than on teaching.
