Sentences with phrase «in theological schooling comes»

A second set of marks of excellence in theological schooling comes into view when we turn to reflect on the concreteness of a theological school: Its concreteness consists in part in its having institutionalized practices of governance, and its schooling is excellent to the extent that its polity leaves room so that the effort to understand God can be genuine by being free to err.

It means, first, that the understanding of God that persons in a theological school come to have is always concrete.

Not exact matches

Teaching and learning these things make for truly theological schooling only when they are done in the service of a further end: learning so to love God with the mind as to come to understand God more deeply and more truly.

At bottom, changes in a school's concrete identity come by decisions it makes, deliberately or inadvertently, about three factors we noted in chapter 2 that distinguish schools from one another: Whether to construe what the Christian thing is all about in some one way, and if so, how; what sort of community a theological school ought to be; how best to go about understanding God.

At this point our discussion of the institutionalization and polity of a theological school in chapter 8 comes to bear on the discussion of a theological school's course of study in this chapter.

(Indeed, fascinating histories might be written of major changes in the identities of both denominational and university - related theological schools that came about over the past thirty years not by grand vision and masterful decision but through the accumulated impact of individual decisions about particular proposed courses, programs for this and centers for that.)

The proposal comes from Dr. Donald McGavran, Dean Emeritus of the School of World Mission, Fuller Theological Seminary in California, USA, considered a pioneer of a movement called church growth, in an article called «Giant Step in Christian mission,» that he wrote for an American magazine.

In Christian theological schools, I suggest, they are studied insofar as their study leads, to that understanding of God which can come in and through the Christian thing, that is, insofar as their study can lead to understanding God «Christianly.&raquIn Christian theological schools, I suggest, they are studied insofar as their study leads, to that understanding of God which can come in and through the Christian thing, that is, insofar as their study can lead to understanding God «Christianly.&raquin and through the Christian thing, that is, insofar as their study can lead to understanding God «Christianly.»

If the goal that makes a school «theological» is to understand God more truly, and if such understanding comes only indirectly through disciplined study of other «subject matters,» and if study of those subject matters leads to truer understanding of God only insofar as they comprise the Christian thing in their interconnectedness and not in isolation from one another, then clearly it is critically important to study them as elements of the Christian thing construed in some particular, concrete way.

A large proportion of the teachers in the denominational seminaries has had its doctoral training in these schools; and a considerable number of widely read theological treatises come from the pens of their scholars.

For over a century students have been coming here because they have the fortitude to risk all sorts of collisions: of world cultures in a great city, of religions and churches in an ecumenical cloverleaf, of church and academy in a theological school related to a great university but independent of it.

Theological schools and pastoral initiatives came to dominate which, either in principle or in practice, downplayed the transcendent divinity and the incarnate authority of Christ as literal Godhead made Man living in his Church as the source of truth and life for humanity.

[24] A theological school in particular is a community whose central purpose is to come to understand God more truly.