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The Impact of Education on Nation Building: A Western (Missionary) Perspecti e The university is the most important artifact of Western culture. This was the opinion of the late Ralph D. Winter, noted missiologist and my mentor and friend. Dr. Winter, as his friends called him, often lamented that American evangelicals took a detour away from the university tradition at the time of D.L. Moody, when they egan founding !i le "chools, which have only recently ecome universities. Winter emoaned that #evangelicals $ have not gotten into politics nor into university structures until very recently. %ow can you go as a professor from a !i le school to a university& 'ou can(t. $ That was a mission strategy that went wrong, that refused to conte)tuali*e+ ,Winter -../0. The unfortunate result for other nations of the American evangelical detour is highlighted y Moussa !ongoyok in his paper, #!lessing the 1ations through 2hristian 3niversities+4 #"eminary graduates are not allowed to teach in the universities 5of 2amaroon6. %ow are we then impacting the leadership of our nation& There is a lack of training in holistic development, and yet we are to present the whole gospel to the whole world+ ,!ongoyok 78-80. An institution that seeks to understand and integrate all aspects of truth, of the universe, is needed, not 9ust an emphasis on !i le and theology. As :en ;nanakan has stated, #the parts of any whole cannot e)ist nor e understood, e)cept within their relation to the whole+ ,;anankan788<, -.0. =n his address at the dedication of the !illy ;raham 2enter of Wheaton 2ollege, Le anese statesman 2harles Malik affirmed that university education is crucial for nation uilding4 The great universities control the mind of the world. Therefore how can evangelism consider its task accomplished it if leaves the university unevangeli*ed& And how can evangelism evangeli*e the university if it cannot speak to the university& And how can it speak to the university if it is not itself already intellectuali*ed& ,Malik 7888, >?0. !alue of the "ni ersity Tradition The University and Worship Without a strong university within a society and without elievers and leaders who have a strong university education, people will not know how to worship ;od as he deserves. All ;od(s works praise him. We cannot fully worship him for who he is if we are ignorant of the handiwork of ;od and the orderliness and eauty he has uilt into creation. Astronomy studies the music of the spheres, the or its and inter@relations and eauty ;od designed at a macro level. 2hemistry studies the music of the spheres, the or its and inter@relations and

eauty ;od designed, at the micro, atomic level. Without a knowledge of ;od(s works gained through the university tradition, people cannot adeAuately praise ;od for who %e is and what %e has done. The University and Culture Without a strong university within a society and without elievers and leaders who have a strong university education, people cannot fully appreciate the comple)ities of the cultures of the peoples ;od loves. Through the study of culture we can appreciate that people who are different from ourselves can understand and reflect ;od(s character in ways our own culture cannot, so that in the age to come some from every nation, tri e, people, and language are worshiping around ;od(s throne ,Revelation ?4.B <4.0. Without the discipline of a university tradition, people will have lindspots in their assessment of themselves and of their own culture. We will not e a le to see that, as philosopher Marilyn Mc2ord Adams terms it, we are all complicit in horrors that are intrinsic to the functioning of any society ,Adams 78-70. Ralph Winter once asked, #How do you both believe in Christ, following a cultural pattern that youve grown up in, and at the same time object to features of that culture that you dont feel are really very godly? (Winter nd). The University and Biblical Truth Without a strong university within a society and without elievers and leaders who have a strong university education, people cannot adeAuately apply i lical truth to daily and national life. With a 2hristian university education, elievers can integrate i lical insights with insights from science, history, and culture. As :en ;nanakan says, we need to com ine these disciplines #so that they work together to form a whole+ ,;nanakan 788<, -<0. Ceople can learn together to propose theological answers to the Auestions of their societies. Andrew Walls urges that Africa, Asia and Latin American must become centers of creative thinking so their universities can produce world leaders in biblical and theological studies (Walls 2011). The University and History Without a strong university within a society and without elievers and leaders who have a strong university education, people cannot know and learn from the history of human life on this planet. %istory teaches us what people have learned from their choices, oth right and wrong. Ralph Winter used to day, A person who can draw on insights from history can make better decisions today. George Santayana said in his book, Reason in Common Sense, Those who cannot remember the past, are condemned to repeat it.

Without a university a society is doomed to repeat its mistakesB it is doomed to perpetuate its horrorsB whatever it has overlooked that could enefit its citi*ens, it will continue to overlook. Without the university keeping learning alive and uilding upon ;od(s truth, a society is doomed to repeat the failures of its past. The University: A Beacon of Hope 3niversities provide the means of educating oth leaders and followers in nation@ uilding values and skills. Universities give the opportunity for people to discover the order God has built into the universe and to learn how to make shalom, bringing order out of chaos, through right relationships with God, with other humans, and with creation. Within the academic traditions of the university, right relationship with God is the sphere of theology, the queen of the sciences according to Thomas Aquinas. Right relationship with humanity is the sphere of such disciplines as business, economics, anthropology, sociology, psychology, and history. Right relationships within creation can be discovered through study of the disciplines of biology, chemistry, physics, mathematics, ecology, engineering, or history. In those parts of the world where there is a strong university tradition (America, Durope, 2hina, and Australia0 there is less disease and violence. In those parts of the world without a strong university tradition there is often a higher incidence of infant mortality, disease, and violence. 1otice in the maps elow, the strong correlation etween the areas of the world with an a sence of world@ class universities ,white0 with the areas where infant mortality rates are high ,red0. "imilarly, in areas where there are few strong universities, there also tends to e a higher incidence of violence ,red and orange0. !ut societies and nations can learn how to bring order out of chaos, following principles God has built into the universe. In his Confessions, Augustine spoke about a disciplined and well-ordered mind that is able to grasp the truth. Disciplined thinking is necessary to disciple a society for nation building. Order in society allows for the flourishing of health, peace and safety and reflects some aspects of Gods nature, even if seen through a glass darkly.

Top 1000 networked universities

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Impact of Universities through the Ages The impulse to collect and organize and disseminate knowledge is one of the ways humans reflect the image of God and one of the ways God is able to use humans to restore order to His creation. The institution of the university arose, according to Catholic theologian and scientist, Stanley Jaki, ecause of !the elief (a elief specific to the "iddle Ages# that it is meaningful to search for universal knowledge, precisely ecause there is a universe, that is, a coherent totality of things and minds$ (Jaki %&'(, )*#. Through the discipline of advanced scholarship, universities have kept learning alive through the ages although at times throughout history, advanced education has deteriorated within a society and has had to e replaced. In the +est advanced education had to e reinstated y Islamic and later y Celtic civili,ations. -ater we will see that Andrew +alls is calling for Africa, -atin America, and Asia to gird themselves now to e the new standard earers to keep creative scholarship alive as it is deteriorating in the +est (+alls (.%%#. +e will start our rief overview of the history and impact of universities with the /reek academy, following at first the +estern path of the development of organi,ed knowledge, then integrating glimpses of how learning was developing in other parts of the world from the past to the present. 0rior to and during the 1uropean "iddle Ages, flourishing civili,ations in China, India, the "iddle 1ast were collecting and disseminating knowledge in which faith and practical learning were tied together. It is only recently that faith and learning have een segregated in the +estern university tradition, which is one of the reasons for +alls2 pessimism a out the +estern academy (+alls (.%%#. The Greek Academy and Early Christian Learning The /reek academy, +alls e3plains, !marks an important phase in human history and at its height, 0lato saw philosophy, love of wisdom, not as an academic, ut as a moral and religious discipline$ (+alls (.%%, (*'#. 4ut, according to a pattern we will see again and again, the /reek academy declined until eventually Justin "artyr !found philosophy and the academic life had ecome a 5o , a career, a profession$ (+alls 2011, 238). The historical pattern continued with the rescue of a declining civilization by the scholarship

of another civilization that integrated the older learning with new ways of thinking. Christian philosopher-theologians such as Origen revived the Greek culture and academic tradition illustrating the assumption that it is the task of the church to gather the fragments of truth and reunite them to the body of truth as a whole (Holmes 2001, 21). Monasteries and Mosques Keep Learning Alive 4ut once again learning was in danger of eing lost to the +est as 6ome declined under ar arian invasions. -i raries were often gutted and the revival of learning took centuries. "onasteries in Ireland kept learning alive during this time y copying i lical manuscripts and other important Christian literature. Also during this time of chaos in 1urope, Islamic scholars copied much of the ancient /reek literature and added to the knowledge of mathematics, astronomy, and medicine. The "uslim integration of faith and learning can e seen y the fact that the early Al7A,har 8niversity was originally founded as a "os9ue, ecoming an Islamic university in &&'. (http:;;islamiceducationonline. logspot.com;(..&;.&;islam7has7from7its7inception7 placed.html#. African Universities: Beyond Afropessimism This 1gyptian university represents the third of the streams of ancient African university education summari,ed y an African scholar in his online article, !A <istorical Accounting of African 8niversities: 4eyond Afropessimism.$ <e states: The origins of higher education in Africa, including universities as communities of scholars and learning, can e traced to three institutional traditions: %. The Ale3andria "useum and -i rary =1gypt> (. 1arly Christian monasteries =1gypt? 1thiopia> *. Islamic mos9ue universities =1gypt, Tunisia> (@ele,a (..A#. <e goes on to e3plain that the early universities founded y +estern missionaries were in limited parts of Africa and !it was not until the (.th century following the 1uropean con9uest that colonial universities spread to the rest of the continent.$ @ele,a sees university education as !central for training a highly skilled la or force, creating and reproducing a national elite, B enhancing national prestige B =and> helping to manage and resolve the various crises that confront the African continent from civil conflicts to disease epidemics including <IC;AIDS$ (@ele,a (..A#. Chinas Wisdom of the Ancestors Gives Way to the West In other parts of the world, a similar value has een placed on education for nation uilding. Ancient civili,ations without the revealed +ord of /od integrated knowledge of what they could o serve in the world with their moral and religious understandings. In China the wisdom of the ancestors was important. During the <an dynasty ((.A 4C1E((. C1#, the first civil service e3am included the teachings of Confucius as one of the key su 5ects. Those who passed these e3ams were then 9ualified to pass on Chinese cultural traditions and set rules of society for others. 4ut this indigenous, traditional form of education asically ended at the time of China2s humiliating defeat y the 4ritish during the Fpium +ar (%').E%')(#. After that, new educational models from 1urope, America and Japan were set up in China, (http://www.chinaeducenter.com/en/chistory.php#,

including new Christian universities founded 0res yterians and others. Today the importance of universities for nation uilding is illustrated y the claim of the China 1ducation Center that !higher education in China has played an important role in the economic construction, science progress, and social development y ringing up large scale of advanced talents and e3perts for the construction of socialist moderni,ation$ (http://www.chinaeducenter.com/en/chistory.php#. Indias Beautiful Tree of Education Gives Way to the West Just as advanced education that integrated moral and practical learning was present in China in the time efore Christ, so in India the famous 4uddhist center for scholarship, Galanda 8niversity, was founded in 4ihar in the fifth century efore Christ. !The important su 5ects were art, architecture, logic, grammar, philosophy, astronomy, literature, 4uddhism, <induism, law, and medicine$ (http://education.newkerala.com/india-education/Brief-History-of-Education-inIndia.html#. 4ut this university is now in ruins, illustrating once again that scholarship rises and falls throughout history. Serampore College was founded y +illiam Carey and his friends in %'%' !to give an education in arts and sciences and to train people for ministry in the growing church in India$ (http://en.wikipedia.org/wiki/Serampore_College#Founding_by_English_missionaries#. The present +estern system of education in India was introduced and founded y the 4ritish in the (.th century. The 4ritish government did not recogni,e the traditional structures and so they have declined. /andhi descri ed the traditional educational system of India as a eautiful tree that was destroyed during the 4ritish rule (http://education.newkerala.com/india-education/Brief-History-of-Education-inIndia.html#. Western Education Rooted in Spiritual and Societal Reformation This !ritish educational system that has y now encircled the glo e has its roots in the revival of learning that took place during Durope(s classical Renaissance and the time of the Crotestant Reformation. The Reformers #undertook to reform education ecause they wanted the laity to read and understand "cripture for themselves and to e prepared for their callings in society.+ Luther put it plainly4 HWhere are the preachers, 9urists and physicians to come from, if grammar and other rhetorical arts are not taught&(+ ,%olmes 788-, ?/0. Iohn 2alvin called for a college to prepare young people for the ministry and for civil government ,%olmes 788-, F>0. =n "cotland, Iohn :no)( #ook of $iscipline proposed a national education plan to provide church and state with Aualified leaders. ,%olmes 788-, F.0. %ere at the height of renewed emphasis on university education, the integration of faith and learning is prominent, along with the importance of education for nation uilding. Western Education Polarized and Declining With Jrancis !acon, however, the door was opened to the polari*ation of religious and secular learning. %is intentions were no dou t good

when he spoke of ;od(s two ooks, his Word and his works. 3nfortunately !acon advocated that these e studied separately, as theology and science. =n addition, !acon shifted the focus further from the university as a place for the study of all truth to a focus on what can e done with education in practical ways ,%olmes 788-, <F@<<0. !y the time of the 7-st century these trends have solidified to the point where Andrew Walls sees seculari*ed universities serving political and financial interests rather than the integration of all truth as ;od(s truth. As with the ;reek academy, scholarship has in many Auarters ceased to e a vocation and ecome a career. $ The Western academy is in peril. =t may again e time for 2hristians to save the academy. And it may e that salvation will come from the non@Western worldB that in Africa and Asia and Latin America the scholarly ideal will e re@ignited, and scholarship seen as a vocation+ ,Walls 78--, 7K.0. The Future of the University in the Majority World Avoiding the Mistakes of the West Ralph Winter warned Christian leaders in the majority world not to repeat the mistakes of the West as they continue to develop their educational systems (Winter 2007). In his article, The Scandal and Promise of Global Christian Education, Winter described three common mistakes of the West that he saw being repeated in the rest of the world: 1. Wrong students. He urged that proven leaders be given opportunity to advance their education through accessible delivery systems. Most of the students in pastoral training are not the seasoned, mature believers defined by the New Testament as candidates for pastoral leadership (Winter 2003, 3). 2. Wrong curriculum. God has given us two books, the Bible and nature/Creation. He does not want us to slight either one. But the scientific community is studying the second while despising the first, while the church community is studying the first and ignoring the second (Winter 2003, 4). 3. Wrong package. It is a missionary principle to speak the language of the native. Winter urged that universities be formed, rather than seminaries and Bible schools, that can present courses and diplomas in a format the world understands and values (Winter 2003, 4). Winter concluded, #Ioel 2arpenter(s recent study, HThe 1ew 3niversities,( demonstrates that if the missionaries are not going to esta lish university institutions, national elievers will+ ,Winter 788K, K@?0. "ince 2arpenter(s 7887 study that Winter referred to, a more recent study shows that #over the past K8 years at least -</ 5universities around the world6 have come into eing, with >F arising on the African continent alone+ ,2arpenter 78-7, -0. Nation Building and the Conversion of Cultures

In an article about global theological education, Walls highlighted the biblical mandate: We are called to disciple the nations (Walls 2011, 24). 2arpenter notes the parallels to a value on nation uilding in modern glo al 2hristianity with the time of the "econd ;reat Awakening in the 3nited "tates in the -.th century. During this time multiple social institutions were founded, including universities, as #American evangelicals, led y the Methodists, were Horgani*ing to eat the devil(+ ,2arpenter 78-7, ?0. Today, revived and committed elievers in many parts of the world are finding ways to fulfill the #second half of the gospel mandate, after spreading the good news of personal salvation $ what Walls calls the conversion of cultures. The mandate is to teach the nations a out ;od(s larger plan of redemption+ ,2arpenter 78-7 ?0. What elements are needed in a university committed to nation uilding and culture change& Clayton ". Christensen lists these traits of innovative education, among others, in his ook, The Innovative University: H Increased attention to values H Cross7disciplinary, integrated education H 1mphasis on student competence vis7I7vis learning outcomes H Student involvement in research H "i3 of face7to7face and online learning ((.%%, *'A7'J#. 2arpenter adds the element of i lical worldview as a necessary component in the curriculum for glo al culture@changing education4 =t is difficult to see how the new evangelical universities can sustain a 2hristian outlook without offering a curriculum that pushes students out into the road realms of nature and culture that the !i le claims for the Lordship of Iesus 2hrist, and that eAuips students to ring a # ig picture+ 2hristian perspective to ear on the principalities and powers of this age ,2arpenter 788K, ..0. This echoes Winter(s plea to keep Jrancis !acon(s #two ooks+ in dialog with one another and ;anankan(s emphasis on holistic integrated education. !ut an off@setting trend in Western education since the time of !acon, eing imitated glo ally, is toward a focus on practical and technical education for 9o s, leaving out the ig picture of history and ;od(s purposes in it. 2arpenter asks, #%ow a out course offerings in the new 2hristian universitiesLis their main idea of how to help H uild the nation( pretty much confined, like the secular privates, to supplying more usiness workers and computer technicians&+ ,2arpenter 78-7, F0. %e notes that the new universities also #show other signs of fairly shallow educational development as well, such as very little evidence of a research emphasis. And freAuently their li raries and la oratories are scantily eAuipped+ ,2arpenter 78-7, F0. #And yet,+ 2arpenter notes, #there are resources availa le near y$ to help these uncommon 5glo al universities6 ecome agents for thinking 2hrist into the entire cultural framework of their lands+ ,2arpenter 788K, -8-0.

Steps Forward: !lobal Consortiu" Resources for a solution to the worrisome state of Western and glo al education might e found in a virtual consortium of universities, a clearing-house for education. Carpenter commented, !What a powerful thing it might e for like@minded 2hristian universities to make common cause, side@ y@side, worldwide+ ,2arpenter 78-7, /0. Recently, W2=3 hosted a series of focus groups on the topic of glo al educational networking with representatives from Africa, Latin America, Asia, =ndia, and 1orth America. This group suggested that li rary resources and curriculum content might e supplied through schools sharing online learning resources through a secure social network. The advantages are unlimited of com ining resources and e3pertise from all parts of the glo e. "ultiple courses can e posted online, created y outstanding professors from around the world, not just from the West. Carticipating universities, or a virtual um rella organi,ation such as IC<1, would agree to give credit for those courses that meet their standards, with degrees granted for completion of the right assortment of course work. Enline electronic ook and 9ournal collections owned y partner institutions can e made availa le to other schools in the virtual consortium who have not een a le to afford their own li rary resources. A small university, such as +illiam Carey International 8niversity (+CI8#, could partner with other small institutions that have speciali,ed research collections, such as Kwame 4ediako2s African 2hristianity collection, to list this special collection in their World 2ataloging system. This would make known to scholars all over the world that the valua le African documents e)ist and where they are located. Dissertations in the mission world, from all over the world, need to e scanned and made accessi le, and at least a summary of the dissertation should e availa le through the world cataloging system in Dnglish, so that, as Andrew Walls advocates, people can know what is eing researched and written, and scholars can learn from each other ,Walls 78--, 7>80. 2harles Van Engen, veteran missionary scholar and Fuller Seminary professor, hopes to see this type of virtual consortium become a reality. %e compared this approach to a consortium of !oston seminaries in which students can choose to get credit from courses from any of the participating seminaries. #A school determines the reAuirements for the degree and students select from the consortium courses. A glo al consortium for leadership formation would e a great contri ution to the :ingdom+ ,Man Dngen 78-70. Conclusion +CI8 envisions glo al leaders empowered to lead their communities to wholeness and human flourishing. 8niversities are needed for integrating nation7 uilding skills, character, knowledge, and truth. Augustine felt that !the disciplined, well7ordered mind is etter e9uipped to grasp the truth$ (<olmes (..%, *.#. Roland Allen continued that line of thinking when he talked a out the preparation of men2s minds, through 6oman and

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/reek civili,ations, to receive St. 0aul2s teaching of the Kingdom of Christ (Allen %&%(#. In our missionary strategy today, might we need to plant universities to empower leaders within a society to work toward nation uilding through education, uilding toward security of travel and strong laws in order to prepare a place for the Kingdom of /od to flourish and spreadL The good news is that the Body of Christ contains people with the gifts to do or make shalom in many different areas: justice, peace-keeping, skillbuilding for economic independence, health, fighting and eradicating disease, etc. All of these peace-making and nation-building activities can potentially demonstrate the character of God and the values of the Kingdom and bring shalom into the lives of troubled people and societies. The development of a society, including reduction of poverty, violence, and disease, re9uires oth leaders and followers who value discipline, order, and the pursuit of truth. These are results of higher education. In this sense, the Christian university is an important artifact of +estern missionary culture. #eferences Adams, Marilyn McCord. 2012. Horrendous evils and the goodness of God. Lectures presented at the Cosmic Conflict Lab, 28 April, in Loma Linda, California. Allen, Roland. 1912. Missionary methods: St. Pauls or ours? Online. Available from Internet, http://www.gospeltruth.net/miss_methods.htm, accessed 19 January, 2012. !ongoyok, Moussa. 78-8. !lessing the nations through 2hristian universities. Paper presented at a WCIU Symposium, 13 November, in Pasadena, California. Carpenter, Joel. 2003. Part II: New evangelical universities: Cogs in a world system or players in a new game? International Journal of Frontier Missiology 20:3 (Fall), 95102. . 2012. New Christian universities and the conversion of cultures. On-line. Available from Internet: http://iapche.org/wordpress/?page_id=413, accessed 5 May, 2012.

CIESIN (Center for International Earth Science Information Network). 2006. Where the poor are: An atlas of poverty. Calisades, 1'4 2olum ia 3niversity. En@ line. Availa le from =nternet4 http4NNwww.ciesin.colum ia.eduNpovmapN, accessed 7. Decem er, 78--.
2hina Dducation 2enter. 788>. %istory of education in 2hina. En@line. Availa le from =nternet,

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http4NNwww.chinaeducenter.comNenNchistory.php, accessed 7. Decem er, 78--. 2hristensen, 2layton M. and %enry I. Dyring. 78--. The innovative university% &han'in' the $() of hi'her education from the inside out. "an Jrancisco4 Iossey@!ass. 2lark, !urton R. -./F. The hi'her education system% )cademic or'ani*ation in cross+national perspective. !erkeley4 3niversity of 2alifornia Cress. ;nanakan, :en. 788<. ,earnin' in an -nte'rated .nvironment. !angalore4 Theological !ook Trust. %olmes, Arthur J. 788-. #uildin' the &hristian academy. ;rand Rapids4 Derdmans. =ndianet*one4 Dducation. 788/. %istory of =ndian Dducation. En@line. Availa le from =nternet, http4NNwww.indianet*one.comNK<NhistoryOindianOeducation.htm, accessed 7. Decem er, 78--. Iaki, "tanley L. -./7. The universe and the university. =n /reedom, order, and the university, ed. Iames R. Wil urn, >K@F/. Mali u, 2A4 Cepperdine 3niversity Cress. Ianc*ak, Iamie. 1.d. The origin of universities. En@line. Availa le from =nternet, http4NNwww.cwrl.ute)as.eduNP umpNErigin3niversities.html, accessed 7. Decem er, 78--. Ieynes, William. 78-7a. 2haracter instruction in Crotestant education throughout history. =n -nternational hand0ooks of 1rotestant education, ed. William Ieynes and David W. Ro inson, K@7>. 1ew 'ork4 "pringer. OOOOOO. 78-7 . Email to author, 27 April. List of oldest universities in continuous operation. 1d. En@line. Availa le from =nternet, http://pediaview.com/openpedia/List_of_oldest_universities_in_continuous_operation, accessed K8 Decem er, 78--. Map of Medieval 3niversities. 1d. En@line. Availa le from =nternet, http4NNpediaview.comNopenpediaNListOofOoldestOuniversitiesOinOcontin uousOoperation, accessed 7. Decem er, 78--.

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Malik, 2harles. 7888. The two tasks. Wheaton4 DM=". Marsden, ;eorge M. -..>. The soul of the )merican university% /rom 1rotestant esta0lishment to esta0lished non0elief. 1ew 'ork4 E)ford 3niversity Cress. Myers, !ryant. -..F. The new conte2t of world mission. Monrovia4 Marc. Erigin of 3niversities. 1d. En@line. Availa le from =nternet, http4NNwww.cwrl.ute)as.eduNP umpNErigin3niversities.html, accessed K8 Decem er, 78--. Ertega, Iose Luis, IoaAuin 2osta. 788.. Mapping world@class universities on the we . Enline. Availa le from =nternet, http://internetlab.cindoc.csic.es/cv/11/world_map/map.html, accessed 7. Decem er, 78--. Conmelil, M.A. 78-8. %istory of Dducation in =ndia. En@line. Availa le from =nternet, http4NNeducation.newkerala.comNindia@educationN!rief@ %istory@of@Dducation@in@=ndia.html, accessed 7. Decem er, 78--. Man Dngen, 2harles. 78-7. 2omments in a Jocus ;roup a out Mirtual 3niversities at William 2arey =nternational 3niversity, -- May, in Casadena, 2alifornia. Walls, Andrew J. 7887. 2hristian scholarship and the demographic transformation of the church. =n Theolo'ical ,iteracy for the Twenty+ first &entury, ed. Rodney L. Cetersen, with 1ancy M. Rourke, -F<@<7. ;rand Rapids4 Derdmans. OOOOOO. 78--. World 2hristianity, theological education and scholarship. Transformation% )n -nternational 3ournal of 4olistic "ission 5tudies 7/4> ,Ecto er04 7K?@>8. Wikipedia. 1.d. =slamic contri utions to medieval Durope. En@line. Availa le from =nternet, http://en.wikipedia.org/wiki/Islamic_contributions_to_Medieval_Europe, accessed - Ianuary, 78-7. Wikipedia 2ommons. 1.d. Miolence World Map. En@line. Availa le form =nternet, http4NNen.wikipedia.orgNwikiNJile4MiolenceOworldOmapO@ ODAL'O@OW%E788>.svg, accessed ? May, 78-7.

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Winter, Ralph D. -../. The future of the university. Caper presented to the Jrontier Mission Jellowship, < Decem er, in Casadena, 2alifornia. ______. 2003. The scandal and promise of global Christian education. Mission Frontiers, Special Edition, 3-5. On-line. Availa le from =nternet, http://www.missionfrontiers.org/issue/archive/the-scandal-promise-of-globalchristian-education, accessed 29 December, 2011. OOOOOO. 788<. To the new A"M4 ;reetings from the West. Caper presented to the Asian "ociety of Missiology, !angkok Jorum, April. OOOOOO. 1.d. %ow can we reak down social arriers& En@line. Availa le from =nternet, http://www.wciujournal.org/blog/post/how-can-we-break-downsocial-barriers1#When:17:59:28Z, accessed 2 May, 2012. Qele*a, C.T. 788F. A historical accounting of African universities4 !eyond Afropessimism. En@line. Availa le from =nternet, http4NNwww.*ele*a.comN loggingNafrican@affairsNhistorical@accounting@ african@universities@ eyond@afropessimism, accessed 7. Decem er, 78--.