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| competency based theological education: Theological Education: Principles and Practices of a Competency-Based Approach Kenton Anderson, Gregory Henson, 2024-03-19 Discover the beauty of theological institutions and churches working with and for one another, Theological Education demonstrates how churches and seminaries can cooperate through a competency-based learning approach to ministry preparation--that is, competency-based theological education (CBTE). CBTE focuses on the mutual mission of the church and theological education: developing followers of Christ who flourish in their vocations. This first book-length treatment of CBTE lays the groundwork for expansion and refinement as theological schools and churches move together in partnership, exploring: principles that ground successful CBTE cooperation, such as collaborative mission, contextualized discipleship, and holistic assessment; and practices that a CBTE approach requires, such as affordable programs, flexible technology, and continuous improvement. Using the CBTE model means seminaries can provide practical ministry training together with churches who invest in the theological education of those who minister among the |
| competency based theological education: Theological Education Kenton C. Anderson, Gregory J. Henson, 2024-03-19 Theological Education demonstrates how churches and seminaries can cooperate through a competency-based learning approach to ministry preparation--that is, competency-based theological education (CBTE). CBTE focuses on the mutual mission of the church and theological education: developing followers of Christ who flourish in their vocations. This first book-length treatment of CBTE lays the groundwork for expansion and refinement as theological schools and churches move together in partnership, exploring: - Principles that ground successful CBTE cooperation, such as collaborative mission, contextualized discipleship, and holistic assessment; and - Practices that a CBTE approach requires, such as affordable programs, flexible technology, and continuous improvement Using the CBTE model means seminaries can provide practical ministry training together with churches who invest in the theological education of those who minister among them. |
| competency based theological education: Students First Paul LeBlanc, 2021-12-10 2022 Phillip E. Frandson Award for Literature, University Professional and Continuing Education Association (UPCEA) Paul LeBlanc has reimagined higher education, with a focus on the most fundamental of functions: student learning. In Students First, he advocates for an entire higher education ecosystem in which students have the flexibility to gain, assess, and certify their knowledge on their own terms and timelines. In a perceptive analysis, LeBlanc provides a clear-eyed view of how and why higher education is failing to reach and serve a great many potential students. He then deftly explores how reform can address systemic inequities, improve college affordability, and broaden accessibility. Through case studies, he highlights alternative delivery models such as online, distance, and just-in-time learning, and he envisions a learning environment that values competencies rather than credit hours. LeBlanc describes how these innovations and others will allow colleges and universities to help close the skills gap and respond to a rapidly evolving, technology-driven job market. Although a college education remains one of the great drivers of socioeconomic mobility, today's higher education industry has built financial, logistical, and practical barriers that keep out the very students who are most in need of opportunity. Students First makes a persuasive case that realigning US educational priorities will enable larger populations of graduates to enjoy a return on investment in the form of good pay, meaningful work, and a stable future. As the book emphasizes, such change is imperative, for in better serving its students, higher education will better serve society. |
| competency based theological education: Glocal Theological Education Bård Norheim, Shantelle Weber, 2024-06-14 This book presents a vision for Glocal Theological Education, an invitation to rethink and reshape theological training in times of crisis. The aim is to train theological judicium, the ability to exercise sound judgment and practice discernment in the face of the different crises in the world of today--like the climate crisis, the changed role of the church, and the challenge of youth citizenship. It explores what has been learned from developing shared, global learning within the framework of local learning communities in Norway, South Africa, and beyond. The book also discusses key practices, such as the combination of coteaching online and learning in local contexts, and best-practice research on other educational activities. Contributors also reflect more theoretically on where, how, and what we can learn from crisis, and how these theoretical insights can help us shape theological leaders for the future who can read the times. |
| competency based theological education: Evangelical Review of Theology, Volume 48, Number 2 Thomas Schirrmacher, 2024-05-30 ERT publishes quality articles and book reviews from around the world (both original and reprinted) from an evangelical perspective, reflecting global evangelical scholarship for the purpose of discerning the obedience of faith, and of relevance and importance to its international readership of theologians, educators, church leaders, missionaries, administrators and students. The journal is published as a ministry rather than as a commercial project, seeking to be of service to the worldwide spread of the gospel and the building up of the church and its leadership, in co-ordination with the World Evangelical Alliance’s broader mission and activities. |
| competency based theological education: Equipping for Global Mission Linda P. Saunders, Gregory Mathias, Edward L. Smither, 2024-08-13 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. |
| competency based theological education: Character and Virtue in Theological Education Marvin Oxenham, 2019-07-31 Dr Marvin Oxenham expertly uses the genre of the epistolary novel to help the reader understand the nature of character and virtue education and their relationship to theological education. This book will help educators respond to the increasing demands for formational and transformational education and enact concrete virtue related practices. Dr Oxenham draws on a vast array of disciplines, from educational philosophy and political science to theology and andragogy, in this winsome story that explores how global theological education can better contribute to the formation of virtuous students. Written from the perspective of a seasoned educator from the Minority World who engages with correspondence from his friend and peer in the Majority World, this is the honest story of two friends who struggle with their challenges and dreams. Academics will find this book compelling reading that, like good works of fiction, they won’t put down, and, like good reference works, they will return to again and again. This book offers a chance to rediscover an ancient tradition and explore a new frontier in theological education. |
| competency based theological education: Glassroom Learning Jason Mills, 2023-07-31 Christian higher education institutions across North America are experimenting with radical shifts in educational content and delivery. Cyber education is becoming a common supplement or replacement for embodied learning, especially since the global coronavirus pandemic. Most theological educators have embraced the shift online, finding ways to leverage technology to enhance teaching; very few consider how technology itself impacts theological students, particularly those being educated for pastoral ministry. What effect do shifts toward online courses have on those enrolled in programs of pastoral formation? Are future ordinands being adequately trained? When developed well, Web-based learning can strengthen intellectual virtues. However, it can also inhibit character virtue formation and self-differentiation. Internet usage has been shown to negatively affect social well-being, resulting in higher rates of anxiety, depression, and isolation in students; furthermore, it alters behavior, making learners more distracted, less empathetic, and less able to concentrate and contemplate. Theological schools should, therefore, articulate clearer standards for student formation and strengthen aspects of embodied learning to prepare clergy for ministry in an increasingly complex church and world. |
| competency based theological education: Understanding and Developing Theological Education Bernhard Ott, 2016-01-31 Historically education has been driven from behind – the history, and above – the educational institution. Traditions and adherence requirements have led to inflexible models of school leadership that are focused on administration and rife with educational politics. In contrast, today’s theological landscape needs institutions with a grassroots-driven educational system, looking to a future that is biblically and theologically grounded. This publication, an English translation from the original German focuses on the leadership and curriculum development required for such a paradigm shift. Ott comprehensively assesses trends in current theological education across the world with detailed reference to wider trends in global tertiary education. Written primarily for those in leadership roles at theological schools and training institutions, this handbook is an essential resource for equipping the next generation of leaders in theological education. |
| competency based theological education: Military Chaplains' Review , 1980 |
| competency based theological education: Transforming Service Dr. Shonda R. Jones, Pamela R. Lightsey, 2020-05-18 Transforming Service is a seminal book developed by student services professionals in theological education. This edited volume is new and innovative in that it puts the student services professional and their work with divinity students center-stage. Amid the various and serious changes afoot within the church and academy, there is a need for astute and perceptive expertise to assist professionals and institutions in transforming how to reach, serve, and sustain graduate students in theological education. This book is an offering designed to establish and sustain conversations among student services professionals in theological schools about the nature of the profession and to share wisdom within a rich community of practice that is essential to the success of theological schools. With its rich combination of useful information, reflective instruction on a host of professional leadership issues, and animated narratives on the ways different colleagues address common practices and challenges in their context, Transforming Service is a needed resource to all who engage in theological education. |
| competency based theological education: Ministry Matters Michael Plekon, 2024-06-20 Congregations are shrinking and in decline. Fewer people are part of communities of faith. Michael Plekon's previous book, Community as Church, Church as Community, traced the factors behind this as well as the resurrection of parishes that have reimagined themselves in diverse ways. Pastors have played essential roles in such transformation. But where are the ordained today? Ministry Matters is a sustained meditation on the vocation, lives, and work of pastors today. We listen to an ecumenical group of exceptional pastor-theologians on how pastors live and serve. These include George Keith, Nicholas Afanasiev, Barbara Brown Taylor, C. Andrew Doyle, Andrew Root, Sarah Coakley, Samuel Wells, Rowan Williams, Henri Nouwen, Pope Francis, David Barnhart, and Will Willimon, with commentary from Michael Plekon, who has served as priest in both western and eastern churches for over forty years. Many years of pastoral experience are shared here, providing a feast of reflection on the shepherds of God's flock. |
| competency based theological education: Integrating Work in Theological Education Kathleen A. Cahalan, Edward Foley, Gordon S. Mikoski, 2017-03-09 If only we could do a better job of helping students at connecting the dots, theological educators commonly lament. Integration, often proposed as a solution to the woes of professional education for ministry, would help students integrate knowledge, skills, spirituality, and integrity. When these remain disconnected, incompetence ensues, and the cost runs high for churches, denominations, and ministers themselves. However, we fail in thinking that integrating work is for students alone. It is a multifaceted, constructive process of learning that is contextual, reflective, and dialogical. It aims toward important ends--competent leaders who can guide Christian communities today. It entails rhythms, not stages, and dynamic movement, including disintegration. Integrating work is learning in motion, across domains, and among and between persons. It is social and communal, born of a life of learning together for faculty, staff, administrators and students. It is work that bridges the long-standing gaps between school, ministry practice, and life. It's a verb, not a noun. Here a diverse group of theological educators, through descriptive case studies, theological reflection, and theory building, offer a distinctive contribution to understanding integrating work and how best to achieve it across three domains: in community, curriculums, and courses. |
| competency based theological education: Locating US Theological Education In a Global Context Hendrik R. Pieterse, 2019-06-21 CONTRIBUTORS: E. Byron Anderson, K. K. Yeo, Margaret Eletta Guider, OSF, Lester Edwin J. Ruiz, Brent Waters, Namsoon Kang, Luis R. Rivera, and David Esterline. Theological education in the United States finds itself in untested circumstances today. Rapid social change is creating an increasing multicultural, multiracial, and multireligious context for leadership formation. At the same time, international enrollment, cross-border educational initiatives, student and faculty exchanges, and more are connecting US theological schools with a global community of Christian teaching and learning. How do US theological institutions “locate” themselves within this global ecology of theological formation so as to be both responsible participants and creative shapers within it? That is, how do they discern their proper place and role? It is questions like these that the contributors to this volume explore. Building on the decades-long discussion about the globalization of US theological education, this book argues that, in engaging such questions, US theological institutions have much to gain from a sustained conversation with the burgeoning literature on the internationalization of American higher education. This research offers theological institutions a trove of insights and cautionary tales as they seek to discern their rightful place and role in educating leaders in and for a global Christian church. CONTRIBUTORS: E. Byron Anderson, K. K. Yeo, Margaret Eletta Guider, OSF, Lester Edwin J. Ruiz, Brent Waters, Namsoon Kang, Luis R. Rivera, and David Esterline |
| competency based theological education: A Curriculum Design Manual for Theological Education LeRoy Ford, 2003-02-26 'Features of A Curriculum Design Manual for Theological Education: A Learning Outcomes Focus 'by LeRoy Ford - Fifteen complete descriptions for courses in various disciplines of theological education. All descriptions are in the learning outcomes format. - A complete set of goals and objectives upon which each chapter is based. These statements, when combined with the goals and objectives for the manual itself, constitute a complete description for a course in Curriculum Design in Theological Education. - Guidelines for elaborating the essential elements of curriculum design: institutional purpose; program, division, and department purposes; scope; educational goals and objectives for learners; multiple contexts; methodology; and instructional and administrative models. - Four hundred learning outcomes at the level of meaningful performance. - An emphasis on making spiritual formation part of every course in the curriculum plan. - Three essentials for the learning outcomes approach: a statement of goals and objectives, use of appropriate methods and activities, and development and use of appropriate testing and evaluation procedures. - An emphasis on the multiple contexts which constitute an element of curriculum design. - Twenty questions which designers must confront in considering the role of affective goals and objectives in curriculum design in theological education. - Appropriate reader response opportunities. - The essentials of a core curriculum. -Glossary of terms used in curriculum design. |
| competency based theological education: Decolonial Futures Christine J. Hong, 2021-03-01 A book on teaching and learning in theological education, Decolonial Futures: Intercultural and Interreligious Intelligence for Theological Education is guided by the questions, What makes education intercultural and interreligious? How might we rethink and redesign spaces of learning to be hospitable to cultural and religious differences as well as to dismantle the coloniality of theological education? How might we subvert traditionally colonial spaces to model the engaged intercultural and interreligious world that we seek? The book helps educators and practitioners of intercultural and interreligious learning both deconstruct and reconstruct spaces of learning by centering interreligious and intercultural intelligence through the voices, experiences, and narratives of minoritized people. |
| competency based theological education: Faith, Race and Inequality amongst Young Adults in South Africa Nadine Bowers Du Toit, 2022-07-04 For many young South African adults (often called ‘born frees’), who were born just before or just after the demise of political apartheid, the ongoing realities of poverty and inequality bring to light the question of whether they truly are ‘free’ in contemporary South Africa? Their lived experiences of poverty and inequality seem to be in conflict with theologically laden concepts that remain prominent in social and political life, such as reconciliation, forgiveness, justice and restitution. This leads to a bi‑directional process of contesting, and being contested, by such notions and discourses. Furthermore, in light of the double legacy of both the church and youth as resisting injustice, this publication seeks to explore the many perspectives from which the Christian faith, race and inequality amongst youth can be brought to light. |
| competency based theological education: The Fruits of Listening Colleen C. B. Weaver, 2024-10-31 Theological seminaries and Bible institutes find themselves at the crossroads of preserving biblical faithfulness and of maintaining contextual relevance. What does faithful contextual relevance look like? How can theological institutions steer a course that will engage and serve the church through the men and women they equip for ministry and service? In pursuit of answers to those questions, a qualitative research project was designed and conducted in the Protestant evangelical community in Madrid, Spain. It presented a unique situation where seminary faculty and students and church attenders could be invited to share their perspectives, experiences, and hopes for transformative theological education. Congregants offered a vision of theological education that equips leaders to relationally empower the church to give witness in the society. Intentional listening was prioritized on three seminary campuses where faculty and students shared their stories of theological formation and described the unique contextual challenges they face as Protestant believers in Spain. They voiced narratives of how they must find ways to persevere amid pervasive scarcity and in a rapidly changing society. Seminaries and churches around the world may recognize details of their own experiences in these stories and, importantly, receive resources for relevant contextualization in this work. |
| competency based theological education: The Old Testament, Calvin, and the Reformed Tradition , 2024-05-23 The eleven essays in this volume demonstrate how Calvin and the Reformed tradition engage with the Old Testament. The articles address two main areas: Calvin's interpretation of certain Old Testament books, and how Reformed thinkers in the global world study, explain, and apply the teaching of the Old Testament in their own contexts. This volume is the expanded version of the papers presented at the 2019 Calvin Studies Society Colloquium. Contributors include J. Todd Billings, Allison Brown, Thomas J. Davis, Jeff Fisher, Christine Kooi, Maarten Kuivenhoven, Scott Manetsch, Graeme Murdock, G. Sujin Pak, Yudha Thianto, and Michael VanderWeele. |
| competency based theological education: Challenging Tradition Perry Shaw, Havilah Dharamraj, 2018-03-31 The surge of theological education in the rapidly growing church of the Majority World has highlighted the inadequacy of traditional Western methods of thinking and learning to fully accomplish the task at hand. The limitations of current theological education are embodied in the formation and assessment of the master’s or doctoral dissertation; processes that follow a linear-empiricist tradition developed in the West and exported to the Majority World. Challenging Tradition: Innovation in Advanced Theological Studies highlights the need for these traditions to be reconsidered in every context throughout the world. Drs Shaw and Dharamraj, with their team of contributors, present innovations in research and documentation that demonstrate how we may better prepare theological leadership through means that are contextually relevant and locally meaningful. |
| competency based theological education: New and Old Horizons in the Orality Movement Tom Steffen, Cameron D. Armstrong, 2022-02-18 Orality formed us. Orality forms us. Orality will forever form us. Orality is a central theme of our lives. In this fast-paced world, few Christian workers take the time to look back to learn and build on the lessons of the past. Wise Christian workers, however, do not forge ahead into new horizons without first investigating past horizons. They understand in this complex world there are too many strong shoulders of the past to be overlooked. The dozen practiced researchers contributing to New and Old Horizons in the Orality Movement offer such inquirers wisdom from the past that can boldly and boundlessly improve the future of the modern-day orality movement. |
| competency based theological education: Making Connections Marilyn Naidoo, 2021-11-19 Because of the disconnect within the curriculum and the lack of contextual relevance, African theological education is still searching for appropriate approaches to ministerial training. Integrative theological education refers to systematic attempts to connect major learning experiences appropriate to the education and formation of ministers. It is seen as a solution to connect and transform ministry training. The main premise of this book is that the key to enhancing theological education is the intentional integration of knowing with being and doing, of theory with practice, and of theology with life and ministry. In this way, all aspects of student learning are brought together holistically, highlighting an educational strategy that is concerned with connections in human experience, thereby supporting student learning. Making Connections offers the opportunity to consider integration as an appropriate pedagogical approach, to create the correct balance in making education more meaningful and fulfilling for the African, revealing humanising education grounded in African philosophy and worldview. |
| competency based theological education: The Crucified Church Joel L. Rissinger, 2010-11 Warning: The Church is Dying...and She Should! The Church is losing ground in America. In The Crucified Church: Leading Your Church through Death & Rebirth, seasoned pastor and church planting expert, Joel Rissinger insightfully and candidly shows that revival or renewal of an impotent, biblically deprived church are simply not enough. With great love for the Bride of Christ, Rissinger shows why the death of a church is often its biblical pathway to life. In The Crucified Church! you will be equipped to: - Explore the biblical foundation for church death and rebirth - Crucify unbiblical doctrine, to ensure our gospel is everything Jesus is, was, taught, lived, did, and will do in the future. - Crucify church structure, to ensure our churches are led more as a theocracy than a democracy. - Crucify church vision, to ensure it is based on the Great Commandment and the Great Commission. - Crucify missions, to ensure they center on church planting and multiplication. And much more! Wow! With fearless wisdom earned through years of experience, Joel Rissinger has boldly tackled a tough issue head on. This is a very important book that church leaders in the United States need to read. Dr. Dave Earley, Director and Chair, Pastoral Leadership and Church Planting, Liberty Baptist Theological Seminary Pastor Joel L. Rissinger Pastor Joel is the lead pastor of Mill Pond Church, in Newington, Connecticut. Pastor Joel has been in fulltime ministry since 1992. In this capacity, he has led several congregations through major transitions prior to planting Mill Pond Church in 2007. Pastor Joel has a BA in theology from Ambassador University, as well as MAs in both religion and religious education from Liberty University. He is currently pursuing a D.Min. from the Antioch School in Ames, Iowa. |
| competency based theological education: Engaging the fourth industrial revolution Jan-Albert van den Bergh, 2020-01-01 The reality of a radically changing world is beyond dispute. The notion of the Fourth Industrial Revolution is a heuristic key for the world of emerging technologies such as artificial intelligence, nanotechnology, quantum computing, big data, the internet of things, and biotechnology. The discussion of emerging technologies and the Fourth Industrial Revolution highlights urgent questions about issues like intention, function, risk, and responsibility. This publication stimulates further reflection, ongoing conversation, and eventually the production of more textured thinking. The conversation with technology and with thinkers on technology, holds the promise of a certain fecundity, the possibility to see deeper into human evolution, but also, may be, into the future of humankind. |
| competency based theological education: Transforming Ministry Formation Hahnenberg, Edward P., Jewell, Marti R., Whapham, Theodore James, 2021 A theological and practical exploration of ministry formation in the church today. |
| competency based theological education: Holy Ghost in the Catholic Machine J. E. Sigler, 2023-10-02 Books on Catholic preaching from theological, biblical, rhetorical, and mechanical angles abound. This book is nothing like those. Using interviews with thirty-nine parish priests, Sigler exposes the deep roots of the Catholic preaching problem in the church's own organizational structures, revealing how seminary education, working conditions, parish norms, and even beliefs about God constrain priests from preaching well. Along the way, three preacher profiles emerge, capturing the array of preaching-related ambivalence, exhaustion, frustration, and anxiety that plague the vast majority of priests. Thankfully, not every priest suffers. Through the example of one preacher profile, Sigler shows how priests who fully embrace their cooperation with the Spirit in preaching steer clear of the preaching-related pressures and tensions that grind so many of their brother preachers down. Exploring these priests' exceptional approaches to their vocational identities, day-to-day parish work, and relationships with the Spirit provides every other priest with surprisingly practical guidance for finding peace in preaching. In the voices of priests that fill these pages, a rare conversation about the cold, hard realities of preaching in the Catholic Church begins. Out of their vast experience, intriguing disagreements, and profound insights, Holy Ghost in the Catholic Machine draws hope for better preaching. |
| competency based theological education: Training Missionaries Evelyn Hibbert, Richard Hibbert, 2016-09-08 Missionaries must know God, be able to relate well to other people, understand and engage with another culture, and be able to use the Bible in a way that informs all aspects of their lives and ministries. Missionary training must address each of these areas if it is to help Christians to be effective in taking the gospel to the ends of the earth. Effective training has been shown to prevent people from prematurely leaving the field. It also reduces the danger of cross-cultural workers uncritically exporting culturally bound forms of Christianity. This book details four key areas that every missionary training program, whatever its context, must focus on developing. It shows how these can be holistically addressed in a learning community where trainers and trainees engage in cross-cultural ministry together. |
| competency based theological education: Prolegomena Cooper Jordan, 2020-07-13 Since the Luther Renaissance in the early twentieth-century, many scholars of the Reformation period have argued for a strong discontinuity between the early Protestant reformers and the following age of Protestant Scholasticism. Such a claim is exemplified by Radical Lutheranism, which purports that Luther's theology is incommensurate with that of the scholastic movements of the seventeenth century. In this work, Jordan Cooper defends the scholastic approach as a genuine outgrowth of Reformation theology and offers a critique of the theological system of Radical Lutheranism. He does this through a thorough exposition of the method used by Martin Chemnitz, Johann Gerhard, and other post-Reformation thinkers. He demonstrates that the foundational metaphysical assumptions of the Lutheran scholastics are both consistent with the Reformation and necessary for the church today. This book is the beginning of a series titled A Contemporary Protestant Scholastic Theology. |
| competency based theological education: Resources in Education , 1996 |
| competency based theological education: A Plain Account of Christian Faithfulness Rob A. Fringer, Dean G. Smith, 2020-05-04 The title of this work—A Plain Account of Christian Faithfulness—is a play on John Wesley’s famous book, A Plain Account of Christian Perfection. It reflects the focus, character, and actions of David B. McEwan, for whom this book has been dedicated. The essays have been written by scholars from around the globe, each focusing on an aspect of faithfulness from a Wesleyan perspective, and covering the broad disciplines of Bible, theology, history, and pastoral theology. This book has something for everyone, and ultimately invites the reader into deeper Christian faith and faithfulness. |
| competency based theological education: Register of Educational Research in the United Kingdom, 1992-1995 , 1995 This latest volume of the Register of Educational Research in the United Kingdom lists all the major research projects being undertaken in Britain during the latter months of 1992, the whole of 1993 and 1994 and the early months of 1995. Each entry provides names and addresses of the researchers, a detailed abstract, the source and amount of the grant(where applicable), the length of the project and details of published material about the research. |
| competency based theological education: Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design Ramlall, Sunil, Cross, Ted, Love, Michelle, 2021-10-08 Higher education has changed significantly over time. In particular, traditional face-to-face degrees are being revamped in a bid to ensure they stay relevant in the 21st century and are now offered online. The transition for many universities to online learning has been painful—only exacerbated by the COVID-19 pandemic, forcing many in-person students to join their virtual peers and professors to learn new technologies and techniques to educate. Moreover, work has also changed with little doubt as to the impact of digital communication, remote work, and societal change on the nature of work itself. There are arguments to be made for organizations to become more agile, flexible, entrepreneurial, and creative. As such, work and education are both traversing a path of immense changes, adapting to global trends and consumer preferences. The Handbook of Research on Future of Work and Education: Implications for Curriculum Delivery and Work Design is a comprehensive reference book that analyzes the realities of higher education today, strategies that ensure the success of academic institutions, and factors that lead to student success. In particular, the book addresses essentials of online learning, strategies to ensure the success of online degrees and courses, effective course development practices, key support mechanisms for students, and ensuring student success in online degree programs. Furthermore, the book addresses the future of work, preferences of employees, and how work can be re-designed to create further employee satisfaction, engagement, and increase productivity. In particular, the book covers insights that ensure that remote employees feel valued, included, and are being provided relevant support to thrive in their roles. Covering topics such as course development, motivating online learners, and virtual environments, this text is essential for academicians, faculty, researchers, and students globally. |
| competency based theological education: A New Vision, a New Heart, a Renewed Call David Claydon, 2005 |
| competency based theological education: Beyond Profession Daniel O. Aleshire, 2021-03-18 What should theological education become? Theological education has long been successful in the United States because of its ability to engage with contemporary cultural realities. Likewise, despite the existential threats facing it today, theological education can continue to thrive if it is once again reinvented to fit with the needs of current times. Daniel Aleshire, the longtime executive director of the Association of Theological Schools, offers a brief account of how theological education has changed in the past and how it might change going forward. He begins by reflecting on his own extensive experience with theological education and then turns to reviewing its history, dating back to the seventeenth century. Amid this historical survey, he uncovers an older model of the field that he believes must become dominant once again—what he calls formational theological education—and explores educational practices that this model would require. The future of theological education described here by Aleshire would return seminaries to their original role as places where a “deep, abiding, resilient, generative identity as Christian human beings” is fostered within emerging Christian leaders. This, he argues, more than professional preparation, is what theological education must be most essentially about. |
| competency based theological education: Thesaurus of ERIC Descriptors , 1982 |
| competency based theological education: Theological Education for Social Ministry Dieter T. Hessel, 1988 |
| competency based theological education: Open and Relational Theology Thomas Jay Oord, 2021-07 Most theologies suck. They're too technical or they describe a God nobody understands. Sometimes the God portrayed sounds like a controlling boyfriend or absentee parent. Rather than woo or persuade, most theology books clobber readers into submission. This book is different. Thomas Jay Oord presents a theology that makes sense. It fits the way we live our lives and matches our deepest intuitions. To the surprise of some, it harmonizes with sacred scripture... at least the good parts. And it promotes a genuinely loving God. Open and relational theology is controversial. Oord and others have lost their jobs because they embrace it. Others have been booted from religious communities or shunned by families and friends. It's that radical! This way of thinking is life-changing - for good - for so many. This theology doesn't suck. People around the world are turning to open and relational theology. It answers our biggest questions about good and evil, purpose and freedom, love and science. Timely! - Cody Stauffer & Craig Morton, All That's Holy Podcast Cosmic! - Pete Enns & Jared Byas, Bible For Normal People Podcast Conceptual! - Seth Price, Can I Say This in Church? Podcast Inspirited! - Jay McDaniel, Conversations in Process Podcast Clear! -Joe Smith and Drew Dunbar, Crisis of Faith Podcast Radical! - Shaleen Kendrick & Holland Fields, Desert Voices Podcast Prodigious! - John Williamson, Deconstructionists Podcast Relieving! - Joey Monteleone, Dismantle Podcast Compelling! - Loren Richmond Jr, Future Christian Podcast Liberating! - Melanie Mudge & Gary Alan Taylor, Holy Heretics Podcast Magnificent! - Tripp Fuller, Homebrewed Christianity Podcast Enlivening! - Michael Frost, In the Shift Podcast Tantalizing! - Jim Stump, Language of God Podcast Captivating! - Jason Elam, Messy Spirituality Podcast Thought-Provoking! - Gabriel Gordon, Misfits Theology Podcast Interrogating! - Todd Littleton, Patheological Podcast Exceptional! - Keith Giles, Peace Catalyst Podcast Zesty! - Mason Mennenga, A People's Theology Podcast Tangible! - Hayden Bruce, Pragmatic Christian Podcast Clarifying! - Mary-Anne & Andre Rabe, Question Your Answers Podcast Trailblazing! - Todd R. Vick, Reconstruction Rebel Podcast Peace-Bringing! - Chris Harman, Redrawing the Bath Podcast Stimulating! - Greg Boyd and Dan Kent, ReKnew Podcast Punchy! - Ryan T. Mullins, Reluctant Theologian Podcast Exciting! - Josh Patterson & Marty Fredrick, (Re)thinking Faith Podcast A Gift! - Beth Hayward, Souls in Soles Podcast Inviting! - Kurt Willems, Theology Curator Podcast Accessible! - Dustin Kensrue, Thrice & Carry the Fire Podcast R-/evolutionary! - Tim Victor, Urban Mystic Podcast User-Friendly! - Glenn Siepert, What If? Podcast Reinvigorating! - Jon Steingard, Wonder & Mystery of Being Podcast |
| competency based theological education: Africans in Diaspora and Diasporas in Africa Bulus Galadima, Sam George, 2024-09-14 Africans are on the move. They are moving within their nations, across the continent, and around the world. This is not a new phenomenon. From the days of historic slavery to modern times, Africans in pursuit of education, jobs, business, and safety, have created a vibrant global diaspora. Whether voluntarily or forcibly displaced, they carry their values of spirituality, community, and hospitality wherever they go. As the largest Christian continent in the world, African Christianity is inevitable in diasporic discourses. This collection of essays from leading scholars and seasoned practitioners reveals the journeys of modern African diasporas from a Christian perspective. Timely and unprecedented, it reveals how God moves with African people, making himself known amongst them and through them. |
| competency based theological education: Liberal Education in a Knowledge Society Barry Smith, 2002 Liberal education was once governed by a canon, a recognized body of knowledge considered essential for transmission from one generation to the next. These essays examine the plight of modern educational theory in a world trying to cope with information overload without the guidance of a canon. Contributors include Carl Bereiter, Gordon Wells, and James Miller. |
| competency based theological education: Facilitating Deep Learning Julian Hermida, 2014-07-01 Deep learning is a committed approach to learning. It is a process of constructing and interpreting new knowledge in light of prior cognitive structures and experiences, which can be applied in new, unfamiliar contexts. Deep learning produces learning that lasts a lifetime; and it results in better quality learning and profound understanding. In co |
COMPETENCY Definition & Meaning - Merriam-Webster
The meaning of COMPETENCY is competence. How to use competency in a sentence. competence: such as; possession of sufficient knowledge …
COMPETENCY | English meaning - Cambridge Diction…
COMPETENCY definition: 1. an important skill that is needed to do a job: 2. an important skill that is …
Competence vs. Competency: What's the Difference? - Indeed
Apr 10, 2025 · Competence is your ability to generally understand and perform anything at a basic level. This refers to your knowledge and …
What is Competency? | Meaning, Definition & Types …
Competency is the aggregate of skills, knowledge and attitudes, manifested in the employee's behaviour. It is the "means" to achieve the "ends." For …
COMPETENCY Definition & Meaning - Dictionary.com
Competency definition: competence.. See examples of COMPETENCY used in a sentence.
COMPETENCY Definition & Meaning - Merriam-Webster
The meaning of COMPETENCY is competence. How to use competency in a sentence. competence: such as; possession of sufficient knowledge or skill; legal authority, ability, or …
COMPETENCY | English meaning - Cambridge Dictionary
COMPETENCY definition: 1. an important skill that is needed to do a job: 2. an important skill that is needed to do a…. Learn more.
Competence vs. Competency: What's the Difference? - Indeed
Apr 10, 2025 · Competence is your ability to generally understand and perform anything at a basic level. This refers to your knowledge and general state of being. Competence typically involves …
What is Competency? | Meaning, Definition & Types | HR Glossary …
Competency is the aggregate of skills, knowledge and attitudes, manifested in the employee's behaviour. It is the "means" to achieve the "ends." For managers, competencies play a vital …
COMPETENCY Definition & Meaning - Dictionary.com
Competency definition: competence.. See examples of COMPETENCY used in a sentence.
What are Competencies – Definition & Guide (2025)
Nov 20, 2023 · Competencies are a combination of skills, knowledge, behaviors, attitudes and attributes that collectively enable a person to perform at their best in any given role. Knowing …
competency noun - Definition, pictures, pronunciation and usage …
Definition of competency noun in Oxford Advanced Learner's Dictionary. Meaning, pronunciation, picture, example sentences, grammar, usage notes, synonyms and more.
What Does Competency Mean? - HRM Handbook
Competency is a multidimensional concept that encapsulates the various attributes, qualities, and characteristics an individual needs to effectively and efficiently perform a specific task, job, or …
COMPETENCY definition and meaning | Collins English Dictionary
2 meanings: 1. law capacity to testify in a court of law; eligibility to be sworn 2. → a less common word for competence (sense.... Click for more definitions.
Competence and competency - GRAMMARIST
Competency describes a person’s capability to do something adequately, or a person’s mental capacity to understand the proceedings of a trial. Competency is an alternate noun form of …
