On Theological Education

One of my greatest blessings has been the opportunity to complete two theological degrees.  Closely related to this blessing was when I served as a college and seminary professor.  I am pro-formal theological education. I am thankful for the academy. I continue to serve as an adjunctive professor.However, one of the great challenges to North American pastors, when it comes to our responsibility of equipping the saints to do the work of the ministry (Eph 4:11-12), relates to the educational model in which most of us were trained.While the classroom is an important component to training, it is only one component to a much larger approach for the development of healthy global disciple makers.Unfortunately, the Church has historically embraced the classroom as the best–and usually the only—model of disciple-shaping and leadership development.  Such should come as no surprise. This same model is what is found in our public, private, and collegiate educational systems.  It is a way to educate the masses. It is not efficient, but it cranks out the numbers.  For years, our teachers lectured to us. We took notes, wrote some papers, took some tests, and (hopefully) passed our courses--then forgot most of it. Theological educators were trained to imitate this model.Though most pastors do not go to seminary to become professors, this model is displayed to them and carried to churches.  It's what I experienced in K-12; it's what I experienced in my undergraduate studies, too.We reproduce what we know; we know what has been modeled before us.Theological education has been advocating for field-based training for decades. However, we have a system that is grounded in the unspoken assumption that the development of leaders happens best in a sterile laboratory (i.e., classroom). The assumption holds that the transfer of knowledge is believed to be the paramount task.  As long as we provide the cognitive components, right action will result.Within our hearts, most of us pastors—and seminary professors—know the classroom is not the best context for learning. Though we know the transmission of knowledge is important, we understand that intellectual development alone does not make a good leader.We know our model is broken; it has been broken for a long time. But tradition and accreditation standards are powerful. They have established the channel in which theological education is expected to run.We struggle with what needs to be done to better equip the saints for the work of the ministry.  We desire to see the multiplication of leaders and churches, but deep down recognize our expected paradigm is inadequate to best position the Church for such movement.We face a great challenge. We know that more of our training needs to be field-based, hands-on, involving mentorships/coaching, and accountability. However, the problem is that we have never been trained in (or observed) such a model.  Maybe this is why we neglect the Coleman Treasure. We went to class for facts and experienced ministry divorced from our classroom activities. Somehow along the way we wed portions of the intellect and the practice.The easiest thing for most of us to do with our churches is to reproduce the model we know: gather as many people into a classroom, lecture to them, tell them to go and do as they are told, and move on to the next lesson in the syllabus the following week.We reproduce what we know; we know what has been modeled before us. Are we comfortable with this in light of the four billion? If not, what's the next step for theological education?----------Make sure you subscribe to my new podcast and avoid missing an episode of Strike the Match: iTunes or RSS