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The “journey” analogy suggests also that, before we start on our way, we should first check our
“destination”, the dictionary definition of which is: “the pre-determined end of a journey; the end or
purpose for which something is created.” What is the ultimate purpose of Theological Education? To
what pre-determined end do we plan our curricula?
Note: You might find it helpful to write short notes answering the questions in the discussion boxes that
occur throughout the manual. These reflections could then be shared with a colleague for discussion.
DISCUSSION
What do you consider is the ultimate purpose of Theological Education?
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Curriculum Manual 9
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A CURRICULUM CHECK-LIST
It is not easy to get a balanced view of what is being taught in a particular programme of
education unless some thought is also given to what is not being taught. This can be quite illuminating
as we all tend to assume the sufficiency of our own efforts. A comprehensive list of topics is needed
against which we can measure the range of our own educational work.
The “PROGRESSIVE CLASSIFICATION”, printed separately, provides an extensive list of
possible topics for inclusion in a total curriculum. This can be used in two ways:
• As a check-list to identify what is currently already covered by the curriculum of your
particular institution or programme;
• As a resource for providing ideas for additional subjects that might be considered for future
inclusion in your curriculum.
Note: This classification, which is not exhaustive, is not meant to represent the actual curriculum of any institution, least
of all to provide a blue-print for some imaginary ideal syllabus. Rather it offers the opportunity to select from a
classified “menu” of subjects. Thus a new course or programme can be constructed or a current curriculum revised.
It thus represents not the course itself, but suggested ingredients for a course.
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What significant areas, in your view, have been shown up as being covered
inadequately?
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Are there any particular fields that could be dropped altogether? Which? Why?
Curriculum Manual 20
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How balanced do you consider your present curriculum to be for your purposes?
Very Quite Not very Not at all
Curriculum Manual 11
Western ways of doing things has greatly influenced Theological Education as it is experienced
in many parts of the world where such training is relatively new. Generally speaking such education has
been developed with a view to training church leaders rather than for the purpose of pursuing
theological study for its own sake.
Since Church leaders come in different “sizes”, each kind of leader requires a different kind of
training. However the influence of the Western emphasis on academic attainment is easily seen in
every training pattern adopted. These patterns might be diagrammed as follows:
* “A visit to seminary libraries in many two-thirds world countries reveals a sad lack in this category.”
(- Dr Lois McKinney, TEE Workshop, Gujranwala, Pakistan)
When we look more closely at many local residential institutions of theological education, we soon
notice also:
• a Western style in the academic structure of these training programmes.
(For a fuller critique of the Western educational model see Appendix K.)
This leads us into Part 2 where we evaluate different ways of constructing a curriculum for theological
education.
But before we do that, let us reflect on how much this relates to our own situation. (See the next
Discussion box on the page following.)
Curriculum Manual 12
Discuss the following with your colleagues (or simply note down your own reactions to these
questions):
DISCUSSION
What are the three most crucial training problems met in your own institution?
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Do they relate to any of the problems outlined above? Or do they arise from more local
difficulties (culture, attitudes, structures, etc)?
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