These are exciting times in theological education as old models are being reassessed and teachers and schools are looking for guidance on how best to do the job and how to profitably relate to students in the ministry of teaching. Increasingly, the motif of hospitality is being used to guide our thinking and practice, but it needs a careful assessment if it is to be of maximum use to theological education today. This book provides an integrated biblical, theological, and educational rationale to inform theological educators of the place of hospitality in enhancing their quest to create more effective learning environments for the holistic formation of students. Dr Davina Soh explores key elements of hospitality such as inclusion, presence, care, and reciprocity, which when combined, can deliver the best possible educational experience for theological students and transform an entire institution.

These are exciting times in theological education as old models are being reassessed and teachers and schools are looking for guidance on how best to do the job and how to profitably relate to students in the ministry of teaching. Increasingly, the motif of hospitality is being used to guide our thinking and practice, but it needs a careful assessment if it is to be of maximum use to theological education today. This book provides an integrated biblical, theological, and educational rationale to inform theological educators of the place of hospitality in enhancing their quest to create more effective learning environments for the holistic formation of students. Dr Davina Soh explores key elements of hospitality such as inclusion, presence, care, and reciprocity, which when combined, can deliver the best possible educational experience for theological students and transform an entire institution.

This book is an arresting interdisciplinary publication on Christian education, comprising works by leading scholars, professionals and practitioners from around the globe. It focuses on the integrated approaches to Christian education that are both theoretically sound and practically beneficial, and identifies innovative pedagogical methods and tools that have been field-tested and practice-approved. It discusses topics such as exploring programmes and courses through different lenses; learning challenges and opportunities within organisational management; theology of business; Christian models of teaching in different contexts; job preparedness; developing different interpretive or meaning-making frameworks for working with social justice, people with disability, non-profit community organisations and in developing country contexts. It offers graduate students, teachers, school administrators, organisational leaders, theologians, researchers and education practitioners a fresh and inspiring reimagining of Christian education perspectives and practices and the ramifications of their application to life-long learning.

God’s interest in the entirety of our existence and the details of his creation is quite rightly lauded by professing Christians, including those involved in theological education. But what impact does this biblical truth have on the way in which theological education is conducted? Critics are increasingly bringing attention to the shortcomings of theological education in this regard. In this thorough examination of the issue of holistic practices throughout the operations of theological institutions, Dr Jessy Jaison provides sage and actionable solutions where others have merely observed systemic weaknesses. Jaison has applied her expertise and experience of twenty-five years in theological education in India to dissect the issues, diagnose the symptoms and prescribe a way forward that will lead to stronger leaders practicing healthier ministry in God’s Kingdom for those who have ears to hear.

From Cognitive Teaching to Connected Learning Given the landscape of global Christianity and the variety of approaches to theological and missiological training today, how do we equip the global church for the mission of God? Should mission organizations or sending churches conduct their own in-house training? What is the role of Bible colleges and seminaries in equipping for mission today? What about informal approaches to theological and ministry training? Equipping for Global Mission offers insights from seasoned scholars and practitioners. Beginning with theological convictions and practical reflections, our authors make a case for what equipping for mission could look like in the present global church. Case studies from India, China, North America, and Britain further challenge the reader to reflect on this critical issue. The full scope of educating for mission is far too broad of a task for any single organization. This is why the contributors serve the church so well—by enlarging a much-needed conversation. This book is a clarion call to all who care about missions and the global church. Join world leaders in reshaping missions education today by using the practical and strategic wisdom in these pages.

Theological education is at a global crossroads. Although many traditional programmes struggle to maintain student enrolment, today’s environment gives exciting opportunities to serve the global church in ways that are multi-level, accessible, and educationally effective. TEE for the 21st Century utilizes missiological, educational, and sociological perspectives to explore theological education by extension (TEE) as a powerful contemporary tool for equipping the global church for its global mission. Multi-authored by a global team of discipline experts, brought together by the Increase Association, this book speaks to the real-life training needs of today’s church. Addressed to leaders, teachers, and practitioners, it offers a robust framework for critically evaluating the impact of TEE on the formation of whole-life disciples in a wide variety of contexts and locations. With a proven track record across Asia, Latin America, and Africa, TEE has a role to play in the future of the church, empowering every member to fulfil their God-given calling to ministry and mission.

This book is intended to honor Rev. Everett and Rev. Evelyn McKinney, who have served as Assemblies of God missionaries for 50 years, mainly in the Asia Pacific region, but also in Pacific Oceana and Europe. Because most of their career has been involved in training workers in Bible schools and seminaries, most of the articles here deal with the wide spectrum of theological education, beginning with the responsibility of parents to raise their children to know the Lord and ending with two articles on graduate and post-graduate ministerial preparation and theological education.

Vodou and Christianity in Interreligious Dialogue addresses both historical factors and ideological issues that created antagonism and conflict between Christians and Vodouists in Haiti. The book offers practical solutions and strategies to help create a harmonious and peaceful environment between religious practitioners associated with Vodou and Christianity. Toward this goal, this volume considers various perspectives and theories, such as autobiography, anthropology, ethnographic fieldwork, religious experience, and gender to examine the subject matter. This volume offers practical examples and resources on how to engage in interreligious dialogue and promote interreligious education in Haiti. There are three philosophical and practical ideas underlying this book project: (1) it is grounded on the belief that religion has value, and it could bring social goods to different communities and enhance human dignity and justice; (2) it is premised on the idea that dialogue and cooperation are necessary for nation-building and human development (as democratic ideals) and that one of the leading functions of the world’s religious traditions is to promote both cooperation and dialogue through mutual understanding and for the common good; and (3) that the power and public role of religion in society can be used as a major force of unification and peace-building among divergent factions and schools of thought, and to promote reconciliation, mutual respect, and friendship in the world.

When Zoom worship emerged in Britain during the COVID lockdown of 2020, Christians quickly turned to an art form, a form of theater, to deliver their worship. It was a quest for immanence, the very thing the Reformation dealt with by the elevation of transcendence. What an intriguing thought: Could John Calvin with his dictum regarding piety have practiced Zoom worship? Served as he was with the principle that the finite cannot contain the infinite, we must admit it looks very unlikely! At least in this Calvin saw eye-to-eye with Erasmus, but what of Luther? He may have been a comfortable Zoom worshiper, with his views that “Religious artworks are neither here nor there” and “We may have them or not as we please.” Little did the church realize that it would be a step back into the past, because “what you permit you promote.” The desire to use images was much more sinister than in Medieval times, as these were now images of ourselves! Regardless of the age, the image reigns supreme. What had caused the demise? Was it bereavement? It could not be bereavement of God; rather, it was the loss of the social, the bereavement of “one another.” The need for “one-anothering” had forced the hand of Christians to turn to a practice completely untested. Zoom worship was born—the genie is out, and will never go back in. But in the face of the now-acceptable force of contemporary narcissism, who cares?

Receptive Ecumenism asks not what other churches can learn from us, but 'what can we learn and receive with integrity from our ecclesial others?' Since the publication of Receptive Ecumenism and the Call to Catholic Learning: Exploring a Way for Contemporary Ecumenism (OUP, 2008), this fresh ecumenical strategy has been adopted, critiqued, and developed in different Christian traditions, and in local, national, and international settings, including the most recent bilateral dialogue of the Anglican-Roman Catholic International Commission (ARCIC III). The thirty-eight chapters in this new volume, by academics, church leaders, and ecumenical practitioners who have adopted and adapted Receptive Ecumenism in various ecclesial and cultural contexts, show how Receptive Ecumenism has grown and matured. Part One demonstrates how Receptive Ecumenism itself is capable of being received with integrity into very different ecclesiologies and ecclesial traditions. In Part Two, this approach to transformative ecumenical learning is applied to some recurrent ecclesial problems, such as the understanding and practice of ministry, revealing new insights and practical opportunities. Part Three examines the potential and challenges for Receptive Ecumenism in different international settings. Part Four draws on scripture, hermeneutics, and pneumatology to offer critical reflection on how Receptive Ecumenism itself implements transformative ecclesial learning. Addressing the 70th Anniversary of the World Council of Churches, Archbishop Justin Welby, said that 'One of the most important of recent ecumenical developments has been the concept of "Receptive Ecumenism"'. This volume provides an indispensable point of reference for understanding and applying that concept in the life of the Christian churches today.