Ebook Free Equipping the Saints: Best Practices in Contextual Theological Education, by David O. Jenkins and P. Alice Rogers
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Equipping the Saints: Best Practices in Contextual Theological Education, by David O. Jenkins and P. Alice Rogers
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In 2007, at Emory University, Rogers organized a conference on contextual education programs in divinity schools across the United States. In Equipping the Saints, Jenkins and Rogers present 13 treatises from selected professors who direct contextual education and field education programs at the following schools: Candler School of Theology Claremont School of Theology Harvard Divinity School Iliff School of Theology Interdenominational Theological Center New York Theological Seminary Pacific School of Religion Perkins School of Theology San Francisco Theological Seminary Trinity Lutheran Seminary Vanderbilt Divinity School Wesley Seminary Yale Divinity School
- Sales Rank: #2867826 in Books
- Published on: 2010-03-31
- Original language: English
- Number of items: 1
- Dimensions: 8.25" h x 5.50" w x .50" l, .60 pounds
- Binding: Paperback
- 192 pages
Review
This important collection of reports and reflections offers a measure of the deep crisis faced in theological education, as well as the rich ferment that is underway in response to that crisis. --Walter Brueggemann, from the Foreword
About the Author
David O. Jenkins is Director of Contextual Education, Director of International Initiatives and assistant professor in the practice of church and community ministries at Candler School of Theology, Emory University. He received his Ph.D. from Duke University and M.Div. from Yale University. P. Alice Rogers is Co-Director of Contextual Education Programs at Candler School of Theology, Emory University. She received her D.Min. from Emory University and M. Div. from Duke Divinity School. She is co-author of Contextualizing Theological Education, (The Pilgrim Press, 2008).
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Authentic reflections by master Field Ed teachers
By Darren Cronshaw
David Jenkins and Alice Rogers are long-term practitioners of contextual education. They were co-directors of the Candler School of Theology’s Contextual Education Program at Emory University, which has shaped theological study around context for a number of decades (since 1969). Candler wanted to evaluate their approach and learn from others, so Jenkins and Rogers analysed contextual and field education programs across America 2002-2005, and then invited teachers together for a conference in 2007 to explore best practice in field and contextual education.
A previous volume Contextualizing Theological Education focused on contextual education by 14 faculty from Candler (reviewed in JATE 10:2, 2013, 175-176). This later volume focuses instead on the experience of contextual education from Candler and twelve other schools including Harvard and Yale, with the input of 25 reflective teachers of the programs.
The first seven chapters explore “institutional values that shape best practice”. The contents include helpful analysis of models and case studies of mentoring, teaching social analysis, preparing for multicultural ministry, finding mission-shaped congregational placements, and reshaping curriculum around formation and contextual education.
The most historically fascinating chapter was Viki Matson’s narrating of Vanderbilt Divinity School’s controversial admission of James Lawson, an African-American nonviolence resistance teacher in the 1960s. He was arrested for a sit-in, the Chancellor suspended him, and the faculty courageously resigned in protest. The Chancellor reversed his position, and that stand helped shaped the school as a social-justice focused “School of the Prophets”. The School holds four commitments to oppose racism, sexism and homophobia and to positively engaging religious pluralism. Matson urges a pneumatology that encourages not contentment but risk-taking – beginning with teaching methods and field placements that put students in solidarity with those on the margins and facilitate communicating unpopular messages and speaking truth to powers.
The second section of six chapters focuses on “best practices of supervision and reflection” and especially how different partners in congregational field ministry work together. The different writers explore what they have learned about selecting and training mentors; organising and training lay committees to enhance congregational relationships; collaborating between supervisors, congregations and faculty; studying texts in theological reflection; and writing theological reflection papers.
One of the most insightful chapters was Barbara Blodgett’s discussion of assessment and evaluation. She warns that a supervisor’s affirmation of natural gifts such as compassion or intelligence can stunt formation, and that feedback should focus on performance rather than giftedness. She explains her use of observation reports to invite supervisors to offer more frank evaluations than generalized praise.
What I most valued about the book was that each chapter offered insightful reflections by master teachers. Not every practice is replicable for other contexts. But it is inspiring to read about creative approaches to taking students out of their comfort zone, helping them to study their congregational or urban context, and to develop their craft of ministry. These are invaluable approaches for theological education adaptable for any context. It is useful pedagogy for training pastors and chaplains, missionaries and social workers. Reading Equipping the Saints will prompt a whole host of ideas for anyone involved in teaching or partnering in Practical Theology and Contextual or Supervised Theological Field Education.
This review was originally published in Journal of Adult Theological Education 12:2 (2015), 161-162.
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